高中英语选修6教案1 44页

Unit1ArtTeachingplanI.单元教学目标：1．Talkaboutartandgalleries2．Talkaboutlikesandpreferences3．Learnwordsinfamilies4．Usethesubjunctivemood5．WritealettertogivesuggestionsII.目标语言1．功能句式。Talkaboutlikesandpreference:I’dprefer…/I’drather…/I’dlike…/whichwouldyouprefer…./Ireallyprefer…/wouldyourather…/wouldyoulike…or…2.词汇abstract,sculpture,gallery,consequently,belief,consequent,convince,shadow,ridiculous,controversial,nowadays,attempt,predict,aggressive,scholar…3.语法:thesubjunctivemoodifIwereyou…./IwishIcould…4.重点句子1.therearesomanydifferentstylesofwesternartitwouldbeimpossibletodescribealloftheminashorttext.2.peoplebecamefocusedmoreonhumanandlessonreligion.3.iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.4.atthetimetheywerecreated,theimpressionists’paintingwerecontroversialbuttodaytheyareacceptedasthebeginningofwhatwenowcall“modernart”.5.itisamazingthatsomanygreatworksofartfromlate-19thcenturyto21stcenturycouldbecontainedinthesamemuseum.III.教材分析本单元以ART为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。1.Warmingup部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。2．Pre-reading让学生讨论有关画展或书中的艺术作品以及西方不同时期的著名画家。3．Reading介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。4．Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。5．Usinglanguage是由reading,listening,discussingandwriting四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。IV．课型设计与课时安排1stperiodWarmingupandreading2ndperiodLanguagestudy3rdperiodGrammar4thperiodListeningandtalking5thperiodUsinglanguage6thperiodReading,speakingandwriting44\n分课时教案TheFirstPeriodWarmingupReadingTeachinggoals：1.ToenablethestudentstohaveaknowledgeoftheshorthistoryofWesternpainting.2.Toimprovethestudents’readingability.Teachingimportant&difficultpointsEnabletheSstotalkabouttheshorthistoryofWesternpaintingTeachingmethodsSkimmingandscanning;individual,pairorgroupwork;discussionTeachingaidsAcomputer,ataperecorderandaprojector.Teachingprocedures&waysStepILead-inToleadinsuchatopicbymentioningthesculpturesorpaintingsaroundthestudents,forexample,sculpturesonthecampus,famouspaintingshangingonthewallsofthecorridoroftheschoolbuilding,etc.AskSstofigureouttheirfunctionsandthegeneraltermtocallthem---theworksofartStepIIWarming-upShowsomefamouspaintingsandask:Doyouknowthefollowingfamouspaintingsandpainters?MonaLisaSmile→LeonardoDaVinci(Italian,1452-1519)Sunflowers&starrynight→VincentvanGogh(Dutch,1853-1890)WaterLilies→ClaudeMonet(French,1840-1926)Dream&Seatedwoman→PabloPicasso(Spanish,1881-1973)Ask:Canyoutelltheagesofthepaintings?Say:Todaywe’lllearnabouttheshorthistoryofwesternpainting.StepIIIReading1.Comparison:MakeacomparisonofWesternandChinesepaintingandask:Whichdoyouthinkhasagreaterchange?Why?2.ScanningReadPara.1,andanswerthequestion.ScanPara2-5,andfindtherepresentativeartistsandthefeaturesoftheirpaintings.NamesofAgesTimeArtistFeatureTheMiddleAges5thto15thcenturyGiottoDiBondonereligious,realisticTheRenaissance15thto16thcenturyMassaccioperspective,realisticImpressionismLate19thtoearly20thcentury／detailed,ridiculousModernart20thcenturytotoday／Controversial,abstract,realistic3.CarefulreadingReadthetextcarefullyandfindsomedetailedinformation.TheMiddleAgesFeatures:1.theme:religion2.Artistswerenotinterestedinshowingnatureandpeopleas…butinterestedincreatingrespectandloveforGod.TheRenaissanceMasaccio：thefirstpersontouseperspectiveinpainting44\n1.Focusedmoreonhumansandlessonreligion.2.Twodevelopments:a.Drawingthingsinperspectivesb.Oilpainting.Impressionism1.Whatchangesledtothechangeinpaintingstyles?2.Lookatthesepaintings,whatdidtheypaint?3.Whydidtheimpressionisthavetopaintquickly?ModernartTwoextremesStyleA.AbstractB.RealisticConcentrateonCertainqualitiesoftheobjectWhatweseewithoureyesPresentationColor,lineandshapephotographStepIVComprehendingAskthestudentstoreadthepassageagainanddealwithExercises.StepVHomework1.Underlinetheusefulexpressionsandthetimeexpressionsinthereadingpassage.2.Retellthepassagewiththehelpofthechartaboutthetext.TheSecondPeriodLanguageStudyTeachinggoals:Toenablethestudentstolearntheusefulexpressions.Tohelpthestudentsleanhowtojudgethepartsofspeechaccordingtothesuffixesanddeterminetheirfunctionsinthesentences.Teachingimportant&difficultpoints:GettheSstolearnwordformationbyaddingsuffixesTeachingmethods:ExplanationandpracticeTeachingaids:Acomputerandaprojector,ablackboardTeachingprocedures&ways:StepIRevisionCheckthestudents’homeworkandletonereadtheirwork.1.AskSstospeakoutthetimeexpressionstheyunderlinedashomework2.Askastudenttoretelltheshorthistoryofwesternpainting3.AskSstodiscussthequestionsinExercises3onpage3ingroupsof4.Artisinfluencedbybeliefsofthepeople,thewayoflifeandsoon.StepIILanguagepoints1.Paintingissilentpoetry,andpoetryisaspeakingpicture.画是无言的诗,诗是有声的画。2.Goodpaintingislikegoodcooking;itcanbetasted,butnotexplained44\n好的画犹如佳肴，可以品其美味，却无法解释。3.wouldrather宁愿，宁可Iwouldratherwalkthantakeabus.Shewouldratherdiethanloseherchild.wouldratherdosth.wouldrathernotdosth.wouldratherdosth.ratherthandosth.prefersth.tosth.prefertodosth.ratherthandosth.Ialwayspreferstartingearly,ratherthanleavingeverythingtothelastminute.4.认为，看待Consider+n.+adj./n.+tobe/n.+as/+that-clause/it+adj./+n.+todosth.Weconsiderthatyouarenottoblame.Doyouconsideritwisetointerfere?Iconsideryou(tobe)honest.5.比较suit,fit,matchsuit多指合乎需要、口味、性格、条件、地位等fit多指大小、形状合适，引申为“吻合，协调”match多指大小、色调，形状、性质等方面的搭配1)Nodishsuitsalltastes.没有人人合口味的菜。2)Trythenewkeyandseeifitfitsthekeyhole.试试新配的钥匙，看看与锁眼是否吻合。3)Thepeople’sGreatHallandtheHistoricalMuseummatchtheTianAnMenbeautifully.人民大会堂和历史博物馆与天安门陪衬得极为优美。6.attemptv.试图，企图，尝试Theprisonerattemptedanescape/toescape.Shewillattempttobeattheworldrecord.n.Theymadenoattempttoescape.比较attempt:表示未知结果的尝试或失败的尝试manage:表示成功的尝试7.painting(油、水彩）画drawing（素描）图sketch草图portrait肖像illustration插图ApaintingofsbApaintingbysb某人的画？某人画的画？8.abstractadj.n.Vanabstractpainting抽象画intheabstract抽象地abstract…from…从…中提取9.detailedadj./n.detailedinformationindetail详细地Reading10.belief相信，看法It’smybeliefthathewillwin.Itwasonceacommonbeliefthattheearthisflat.TheirbeliefsinGodareveryfirm.信仰，信条Therumorisbeyondbelief.beyondbelief难以置信n---v:belief---believelife---liveproof---provesafe---savethief---thieve11.whileSomepeoplerespecthim,whileotherslookdownuponhim.(表对比)12.influencev.n.Theweatherinsummerinfluencesthericecrops.Hehasnoinfluenceoverhischildren.44\n搭配：Haveaninfluenceon/upon…对…有影响Undertheinfluenceof…受….的影响，被…左右Influentialadj.有影响的;有势力的TheMiddleAges(5thto…)13.aimn.v.Whatisyouraiminlife?Heaimedthegunatabird.搭配：:achieveone’saim达到目的missone’saim未击中目标withoutaim无目的的14.taketheplaceof=replace“pleasetakeyourplace,everyone,”saidJohnSmith.”FromnowonIwilltaketheplaceofMr.Georgeaschairmanofthemeeting.15.focusvt.Vi.focuson集中于Alleyeswerefocusedonthespeaker.16.possessionn.所有，占有;（pl）所有物，财产personalpossessionsCompare:inpossessionof(主动）/inthepossessionof（被动）v.possessn.possessor17.convincevt使确信，使信服Imanagedtoconvincethemthatthestorywastrue.搭配：convincesbofsth=convincesbthat…使…相信beconvincedofsth=beconvincedthat…相信…Translation:我怎样才能让你相信她的诚实呢？HowcanIconvinceyouofherhonesty?她说的话使我认识的我错了。WhatshesaidconvincedmethatIwasmistaken.Impressionism(late19thto…)18.修饰不可数名词：agreat/gooddealof/agreatamountof修饰可数名词:alarge/greatnumberof;large/greatnumbersof;agreat/goodmanydozensof/scoresof修饰不可数名词或不可数名词:alotof/lotsof;alargequantityof/largequantitiesofplentyof19.mostlyadv.(=mainly,largely)大部分的，主要的Theyaremostlystudents.mostpron.adj.advThisisthemostIcandoforyou.Petermadethemostmistakesofalltheclass.Whatinterestedyoumost?(最)Moststudentssaythatitisamostinterestingbook,butitisn’tthemostinterestingtheyhaveread,andthattheyreadsuchbooksmostlyonweekends.20.leadtoTheheavyrainleadstoseriousfloods.Leadto/lieinHardworkleadstosuccessandfailureoftenliesinlaziness.(resultin/resultfrom)21.shadown.Thewillow’sshadowfallsonthelake.shadow（阴影、影子---指一个平面）shade（树阴、阴影---指一个立体空间）Stayintheshade------it’scooler.(阴凉处)Theshadowsofthetreesgrewlongerastheafternoonwenton.随着下午时光的延续，树影会越来越长。StepIIISuffixationLetSslearnsomeusesofsuffixes44\nAskSswhatsuffixis(Asuffixisaparticle,whichisaddedtotheendofaroot.Suffixesusuallydonotchangethemeaningoftheroot,butcanchangeitspartofspeech.Forexample:lead(v.)---leadership(n.);ill(adj.)---illness(n.)Butsometime,somesuffixesaddnewmeaningtothenewlyformedwords.Forexample:meaning---meaningless;think---thinker1.SuffixesusedasanounsignifierVerbAdjectiveSuffixNounread-erreaderact-oractortrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2.SuffixesusedasanadjectivesignifierNounVerbSuffixAdjectivewind-ywindyadventure-ousadventuroushope-fulhopefulhero-ic,(-ical)heroicnation-alnationalcare-lesscarelesstrouble-sometroublesomedepend-ent/-antdependentcomfort-able/-iblecomfortableact/imagine-ive/-tive-ative/-itiveactiveimaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3.SuffixesusedasanadjectivesignifierAdjectiveNounSuffixVerbbroadfright-enbroaden,frightensimple-fysimplifymodern-ize(-ise)modernizeStepIVPracticeGettheSstoreviewtheusesofverbs,nounsandadjectives.PartsofSpeechNounsVerbAdjectiveSubject☆Object☆Predicate☆Predicative☆☆☆ObjectiveComplement☆☆Attribute☆44\nThenpracticeExercises2,3&4onpage42.StepVHomeworkPreparetolearnthegrammarofthesubjunctivemood.Period3GrammarTeachingaims1.ToenablethestudentstousetheSubjunctivemoodcorrectlyindifferentsituations.TeachingimportantanddifficultpointsToenablethestudentstousethecorrectformofofthesubjunctivemood.TeachingmethodsSummarizing,comparativemethod;practicingactivitiesTeachingprocedures:StepIPresentationAtfirst,givethestudentsanexampletopresentwhatthesubjunctivemoodisandinwhatsituationweshouldusethesubjunctivemood.Then,showthemthesentencestructureofthesubjunctivemood.AskSstolistentothefollowingexample:SupposeI’mabasketballfan.YaoMingiscomingheretoplayabasketballgamethisevening.Butunfortunately,Ihaven’t’gotaticketforit.IfeelsorryaboutthatandwhatshouldIsayinthissituation?Iwillsay:IwishIwatchedthebasketballgame./IfIhadgotaticket,Iwouldgotowatchthebasketballgame.Haveyoueverheardsuchkindofsentences?Theyusesubjunctivemood.Thesubjunctivemoodisusedwhenwewanttoexpressawish,request,recommendationorreportofacommand.Alsothesubjunctivemoodisusedtoexpresssomethingthatiscontrarytothefact,highlyunlikelyordoubtful.Wecanusethefollowingtowsentencestructurestoexpressourregretting.Ⅰ.“If”clause---,mainclauseTimeVerbMainClauseNowwere/didwould/could/should/might+V（原）Pasthaddonewould/could/should/might+have+p.p.Futruewere/didwould/could/should/might+V（原）weretodoshoulddoⅡ.虚拟语气特殊句型1.Subject+wish+ObjectClauseTimeVerbObjectiveclausenowwishwoulddo/coulddo/were/didpastwishedhadbeen/donefuturewishwoulddo/coulddo/were/did2.wouldrather(that)现在：过去时过去：过去完成时将来：过去时3.asif/though+Clause虚拟从句动作与主句动作同时发生用过去时44\n从句动作先于主句动作发生用过去完成时4.It’s(about/high)time+(that)…过去时/should+V.(Should不可省略)5.表示要求，命令，建议的虚拟语气宾语从句。常见动词：一个坚持，两个命令，三个建议，四个要求。即:1.insist2.order,command3.advise,suggest,propose4.demand,require,request,desire这些动词后面的宾语从句要使用虚拟语气。即从句中的动词使用should+动词原形，或者将should省略。6.without和butfor构成虚拟.butfor(要不是)7.Ifonly…要是就好了IfonlyIknewhisname!Ifonlywehadfollowedyouradvice!IfonlyIcouldseehimagain!8.It’snecessary/strange/natural/important+that-Clause从句中的动词要用虚拟，即（should）+动词原形9.某些简单句的固定句型：Heavenhelphim!Godblessyou!Mayyousucceed!LonglivethePeople’sRepublicofChina!三：虚拟语气假设条件句型注意点：假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。(“各归各”的原则）Iftheweatherhadbeenfiner,thecropswouldbegrowingbetter.Ifyouhadfollowedtheteacher’sadvice,youwouldn’tbeinthehospital.2.虚拟条件句倒装。条件从句中有should，were，had三个助动词可以把if省略，并将这三个词提至句首。StepIIPracticeExercisesfortheSubjunctivemood.StepIIIConsolidationAsktheSstodoExercise1&2inDiscoveringusefulstructuresonpage4andExercises1-4onpage43.Thenchecktheanswers.StepⅥ4HomeworkPreparefortheListeningandTalkingonpage41.TheFourthPeriodListeningandTalkingTeachinggoals：1.Tohelpthestudentsimprovelisteningskills.2.ToenabletheSstoexpresstheirlikesandpreference.Teachingprocedures:StepIListeningⅰ.Dosomelisteningpracticeonpage41.1.Pre-listeningQuestion:Canyounametheobjectsinthepicture?Whatarethey?Abook,avase,wallhangingsandpaintsandbrushes.2.ListeningAtfirst,asktheSstolistentothetapeforthefirsttimetogetthegeneralideaandanswerthequestion:Whatpresentwillthestudentsget?Letthestudentstolistenagainandgetsomedetailedinformationandanswerthequestionsin44\nExercise3.Atlast,checktheanswerswiththewholeclass.ⅱ.Dosomelisteningpracticeonpage44.(Skipitifitistoodifficultforyourstudents)Beforelistening,asktheSstolookatthepaintingsanddiscussinwhatperiodofChinesehistorytheywerecreated.Then,listentothetapethefirsttimeandnumberthepictures.Next,listentoitagaintowritethenamesofhistoricalperiodstheywerepainted.Atlast,listenagainandlistthefeatures.StepIITalkingAsktheSstodiscussthequestionsinTalkinginpairs.“Sofar,wehavelearnedalotabouttheart.Todaylet’stalkaboutourfavouriteartistsandformsofart.Pleasediscussthequestionsonpage41inpairsandmakeupadialogue.Nowthefollowingsentencestructuresmayhelpyou.Showthefollowingonthescreen.I’dprefer…I’drather…I’dlike…Whichwouldyouprefer…?Ireallyprefer…Wouldyourather…?Wouldyoulike…or?Afterafewminutes,askSstopresenttheirdialogues.StepIIIHomework1.AskSstointroducethegalleriesthehaveeverbeento.2.PrepareforUsingLanguageonPage5and6,andfinishtheexercisesfromPage6to7.TheFifthPeriodUsingLanguageTeachinggoals:1.ToreadaboutthebestofManhattan’sartgalleriesanddevelopthestudents’interestinart.2.Tohelpthestudentsimprovelisteningskills.3.Toenablethestudentstotalkaboutartgalleriesandwritealettergivingsuggestions.Teachingprocedures:StepILead-inShowpicturesofsomefamousartgalleriesaroundtheworld:ChineseArtGallery,TheFrickCollection,GuggenheimMuseum,MetropolitanMuseumOfArt,BritishMuseum,LouvreMuseuminFranceandsoon.StepIIReading1.Fastreading:AskSstoreadthepassageaboutartgalleriesonpage5,andanswerthequestion:Howmanygalleriesmentionedinthistext?Whatarethey?Whatcanyouseethere?2.Carefulreading:DetailedreadingtocheckExercises1&2belowAfterthat,asktheSstolistentotherecordingandanswerthequestionsinPart3.Playthetapeforthestudentstofollowandafterthat,checktheanswers.3.Post-readingAnswerthefollowingquestions:1.Whatdoyouthinkthepurposeofthistextis?TogivepeopleinformationaboutvariousartgalleriesinNewYorkandtoshowthemwheretheyare.44\n1.Whodoyouthinkthetextwaswrittenfor?Tourists,artgalleryvisitors.3.Wheremightyouseesuchatext?Possiblyinguidebook.StepIIIDiscussingandlistening(P7)ⅰ.SupposeyouwerestayinginahotelinManhattanwithGaoYan,SusanandJohn.Nowifyouhaveachancetovisitartgalleries,whichgalleriesdoyouprefer?Why?Askthestudentstotellthegroupmemberswhichgalleriesintroducedtheypreferingroupsof4.ⅱ.AsktheSstodosomelisteningpracticeonpage7Atfirst,askthemtolistentothetapeforthefirsttimeandnumberthegalleries.Next,listenagainandanswerthequestions.Atlast,checktheanswerswiththewholeclass.StepIVWritingFirst,asktheSstodiscussthequestionsinExercise1onpage8ingroupsof4,givingtheirownsuggestionsandreasonsandthenwritealettertogivetheiropinions.StepⅥHomework:1.Finishthewritingtask.2.PreparefortheReadingtaskonpage45.TheSixthPeriodReading,speakingandwritingTeachinggoals:1.ToenabletheSstotalkaboutenvironment.2.TohelptheSstowritealettertoaskforpermissions.Teachingprocedures:StepⅠReadingTaskHereisaletteronpage45fromagroupofstudentswhowouldliketomaketheirschoolmoreattractive.1.Fastreading1Whydotheybecomeworried?2Whatdotheyhopetheheadmasterwilldofortheirproject?2.Carefulreading:supposeyouwerethepresidentofthehighschoolcouncilandyoureceivedtheletter.preparetomakenotesforareportabouttheletter,fillingtheblanksonpage46vSometipsabouthowtomakenotesJustwritedownsomekeywordsUsewordsorphrasesOmitthesmallwordslikeprepositionsLetterfrom____________________________Askingfor______________and____________Reason______________________________Theirplan:1___________________________2___________________________3___________________________Workwillbedoneby:___________________StepⅡSpeakingtaskAsktheSstodiscusshowtoimprovetheenvironmentofourschoolinfours,thenspeakout.vA:plantingmoretrees,grassandflowers,abeautifulgarden,notpicktheflowersandstampthegrass44\nvB:notthrowlitter,picktherubbish,throwitintoadustbin,collectwastepaperandbottlesforrecycling.vC:keeptheschoolyardorclassroomclean,notdrawpicturesonwalls,notcarvenamesonthetreesordesksandchairsvD:makeourschoolanon-smokingplaceInall,ifeveryonemakescontributiontoprotectingtheenvironment,theworldwillbecomemuchmorebeautiful.IfallChinesecareabouttheenvironment,I’msureChinawillbecomeoneofthemostbeautifulcountriesintheworldStepⅢWritingtaskWritealettertotheheadmasteroftheschoolaskingforpermissiontoimprovetheenvironmentoftheschool.Whilewriting,refertotheinstructionsinWRITINGTASK.StepIVSummingupSumupwhatthestudentshavelearntinthisunit.StepVLearningTipGothroughthelearningtipwiththestudentsabouthowtogetageneralideaofatext.StepⅥHomework:Revisethewholeunitandfinishalltheexercisesinthisunit.Model6Unit2PoemsPeriod1Warmingup,Pre-reading&ReadingTeachinggoals1．Targetlanguagea.ImportantwordsandphrasesPoem,poetry,recite,aspect,convey,nursery,rhyme,diamond,cottage,balloon,sparrow,tease,salty,endless,translate,nurseryrhyme,takeiteasy,runoutof,makeupofb.ImportantsentencesWhichpoemisaboutthingsthatdon’tmakesense?Poetsusemanydifferentformsofpoemstoexpressthemselves.Ihadn’ttakenmyeyeofftheball.Wehadn’ttakeniteasy.Thepoemismadeupoffivelines.AlotofTangpoetryhasbeentranslatedintoEnglish.ThetranslationshaveafreeformthatEnglishpeopleliketocopy.2.Abilitygoalsa.EnableSstotalkaboutdifferenttypesofpoems:nurseryrhymes;listpoems;cinquain,;haiku;Tangpoemsb.EnableSstotalkaboutdifferentpurposesofwritingpoems.c.Understandthemainthemeofeachpoem.d.EnableSstochantsomeoftheirfavoritepoems.3.LearningabilityEnableSstodistinguishdifferenttypesofpoems.Teachingimportantpoints1.Talkaboutfivemaintypesofpoems.2.Understandthemainpurposeofwritingthepoems.Teachingdifficultpoints1.Findtherhythmofeachpoem.44\n1.Chantthepoem.2.Understandthemainpurposeofwritingthepoems.Teachingmethods1.Skimmingandscanning.2.Asking-and–answeringactivity3.Discussion4.ChantTeachingaidsMultimediaTeachingprocedures&waysStep1.GreetingsStep2.PresentationAskSstothinkbackandtrytorememberpoemsfromtheirearlychildhood,eitherinChineseorinEnglish.Talkaboutsomefamouspoetsbothhomeandabroad,eitherancientonesormodernones.Brainstorming:Whatwillyouthinkofwhenwetalkabouttheword“poem”?Step3.WarmingupReadthequestionsinthispart,remindingSswhattheynoticeabouttheabovepoems.(e.g.theyhaveastrongbeat,ortheyhaverhyme,ortheyplaywithwordsandsounds,orperhapssomeofthemarefunnybecausetheymakenosense.)TellSsthattherearemanyreasonswhypeoplewritepoetry.GivetheexamplesontheBb.AskSswhytheythinkthepoetswrotethepoemstheyhavejustrecited..Writetheirsuggestionsontheboard.GiveSsatimelimitofafewminutes.Dividetheclassintogroupsoffourtodiscussthepurposeofwritingpoems.Askonepersonfromeachgrouptoreadtheirgroup’slistandaddtheirsuggestionstothelistontheboard.(Suggestedreasons:tocreatecertainfeelingsorimagesinthereader;toshareafeelingorexperience;todescribesomethingindetailorgiveanimpression;togetthereadertothinkaboutanidea;toexpressapointofview;tomakethereaderexperiencethesight,sounds,smells,feelandtastesofsomething;tocreateamood,toplaywithwords---theirsounds,rhymeandrhythm.)Iftimepermits,insmallgroupsorasaclass,discussthekindsoftopicsthatpoetswriteabout.(people,animals,nature,landscapes,thesea,theseasons,stories,death,war,youthandoldage,feelingandexperiences,emotionslikelove,hate,sadness,regretanddesire,etc.)Step4.Pre-readingPeoplefromdifferentcountrieswritedifferentkindsofpoems.GetSstodiscussthequestionsonPage9withtheirpartners:DoyouhaveafavoritepoeminChinese?Why?DoyouhaveafavoritepoeminEnglish?Why?Astoexercise2,giveSspracticeinanimportantreadingskill:scanningatext,thatis,lookingthroughatextquicklytofindspecificinformation.Readthetableinexercise2withtheSs.Tellthemthattheyaregoingtolookfortheinformationinthetable,justinthepoemsthemselves,notintheotherpartsofthetext.Theyaretolookonlyforthosepiecesofinformationandnotreadeveryword.Doanexamplewiththem.Suggestedanswerstoexercise2:WhichpoemABCDEFGHdescribesaperson?√tellsastory?√describesanaspectofaseason?√√√isaboutsport?√isaboutthingsthatdon’tmakesense?√isrecitedtoababy?√describesariverscene?√44\nhasrhymingwordsattheendoflines?√√repeatswordsorphrases?√√√Step5.ReadingScanningGettheSstoreadthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.TeachergivesSsacoupleofminutestolookthroughthewholepassage.Tellthemtoreadthetextsilentlyandthenasksomedetailedquestionsaboutthetextontheslideshow.TeachershouldencourageSstoexpresstheirideas.Q1.Whydopeoplewritepoetry?Q2.Howmanyformsofpoemsarementionedinthepassage?Whatarethey?Q3.Whatdoes“nurseryrhyme”mean?Whydotheydelightsmallchildren?Q4.What’sthecharacteristicof“listpoems”?Whatabout“cinquain”?Q5.WhydoEnglishPeoplelike“Haiku”?Q6.AreyoufamiliarwithTangPoems?Doyouknowthetitleofthelastpoeminthetext?ListeningBeforeSsreadthetext,havethemclosetheirbooksandlistentothetextwiththeireyesclosed.ThisgivesSstheopportunitytolistentothesoundsor“music”ofthepoemsbeforereadingthemindetail.Tellthemthatitdoesn’tmatteriftheydon’tunderstandeveryword.FirstreadingGetSstoreadthetextcarefully,findingtheonesentencethatsumsuptheparagraphofeachpart..Underlinethetopicsentence.SecondreadingTellSsthattheyaregoingtolookattherhythmoftwoofthepoems.Makesuretheyknowwhatrhythmis.ReadthelimerickaloudandhaveSslistenforthestrongbeats.Thenhavethemclapthestrongbeatsasyouread.Markthestrongbeatsonthelimerickontheboard.TherewasanoldmanwithabeardWhosaid“itisjustasIfeared”.“FourinsectsandthenTwobirdsandahenHaveallmadeahomeinmybeard”.NowreadthepoemA&B.Askthemtomarkthestrongbeatsonthetwopoemsthathaveastrongrhythm.Checktheiranswers.Thenplaythetapeandgetthemtoclaptothestrongbeatsinthosetwopoems.ThirdreadingJustasanyscenecanserveasthesubjectofapainting,soanypartofdailylifecanprovidematerialforapoem..Ofcourse,thechoicethattheartistorpoetmakesrelatestohisorherpurpose.Poetryisusuallyshortandcompact,soitshouldbereadseveraltimes,preferablyaloud,toappreciateitsmeaning.Readthelastpoem(PoemH),andanswerthefollowingquestions:Q1.Whatpartsofthepoemsuggestthatthewomanlovesherhusband?Q2.Howdoyouunderstandthesentence”Shouldthejourneyerreturn,thisstonewouldutterspeech.”?Explainthesentenceinyourownwords.Q3.Whatpicturedoyouhaveinyourmindwhenyoureadtheabovesentences?Q4.DoyouknowtheChinesetitleofthispoem?DoyouknowtheChineseversionofthepoem?Step6.Makeashortsummaryofthisperiod.Homework1.Surfsomewebsitestofindoutmoreinformationaboutpoets.2.Reviewthecontentofthereadingpassage.44\n1.FinishtheexercisesonPage12&13.Period2Reading,Comprehending&LearningaboutlanguageTeachinggoals1．TargetlanguageImportantwordsandphrasesjoy,anger,sorrow,thread,appropriate,ending,compass2.AbilitygoalsEnableStudentstodeepentheirunderstandingofthereadingpassageandlearnsomeusefulwordsandexpressions.Learntousewordsandexpressionsintheirrightform.3.LearningabilityEnableSstounderstandtherhymeandrhythminEnglishpoems.Teachingimportantpoints1.Understandthepassageandanswerthequestionsaboutit.2.Learntheusefulwordsandexpressionsinthepassage.Teachingdifficultpoints1.Discussthepoemsandunderstandtheirdeepmeaning.2.FindtherhymeandrhythminEnglishpoemsandtrytocreatethembystudentsthemselves.TeachingmethodsDiscussion,asking-and-answeringactivity,practice,task-basedactivityTeachingaidsMultimediaTeachingprocedures&waysStep1.GreetingStep2.ComprehendingTask1.GroupworkAskstudentstoreadthepassagetogetherandthendiscussingroupwhichpoemtheylikebestandgivereasons.Afterdiscussion,asksomeonetopresenthis/herideatotheclass.Task2.AskandanswerAnswerthequestionsaboutthepassageonPage11–12.Step3.Explanation1.Otherstrytoconveycertainemotions.“convey”heremeanscommunicate(anidea,meaning,etc.).Ican’tconveyhowangryIfeel.“emotion”meansstrongfeelingLoveandhatredarebasicemotions.Hisvoicewasshakingwithemotion.2.Theydelightsmallchildrenbecausetheyhavestrongrhythmandrhyme.“delight”meansmakesb.pleasedgreatly.Thegiftofthechilddelightedhisparents.Iamdelightedtohelpyou.“rhythm”meansameasuredflowofwordsandphrasesinversedeterminedbyvariousrelationsofsyllables.theexcitingrhythmsofAfricandrummusic44\n“rhyme”meansidentityforsoundbetweenwordsortheendingsofwords,esp.inverse.Shakespearesometimeswroteinrhyme.Hemadeupfunnyrhymestomakeuslaugh.1.Wewouldhavewonifwehadn’ttakeniteasy.“takeiteasy”meanstoproceedgentlyorcarefully;torelaxandavoidoverwork.You’vedonequiteenoughworkfortoday;nowtakeiteasyforanhour.2.Wewouldhavewonifwehadn’trunoutofenergy.“runout(ofsth.)”meanstouseup;tocometoanend.Thepetrolisrunningout.Wearerunningoutofouttime.=Ourtimeisrunningout.3.apoemmadeupoffivelines“makesth.up”meanstoputtogether;tocompoundWhatarethequalitiesthatmakeuphischaracter?Societyismadeupofpeopleofwidelydifferingabilities.Step4.LearningaboutlanguageChecktheexerciseonPage12-13.Task1.Discoveringusefulwordsandexpressions1.Asksomestudentstolistthewordstheyfindtorhymeswiththewordsintheexercise.Theteachermaymakesomeadditionifnecessary.Sampleanswers:2highskypiemyflyshylie3singringwingthingkingflingstring4todayawaysayplaylaytraymay5laceracefacecasechaseplacepace6truetoonewflewfewshoecanoeAskstudentstotrytocreatemorelistsbythemselves.2.Completethepassageusingthecorrectwords.Askstudentstofinishthepassageandexplainwhytheformofthewordsmustbechanged.Task2.Discoveringusefulstructures1.Rewritethepoemaboutwinningthematchandthereasons.2.Rewritethepoemabouttheattempttowinthecompetition.Offerstudentssometimetodiscussaboutitandpresentsomesamplesforthemtofollowiftheyfinditdifficulttogetthrough.3.Matchthesentences.Explainsomerulesofsubjunctivemoodifnecessary.4.Completethesentencesusingthecorrectformsoftheverbs.Step5.Usingwordsandexpressions(Workbook)Task1.Makeadjectivesfromnounsbyaddingsuffix“ful”andthenexplainthemeaningofthenewadjectives.Encouragestudentstothinkofmoreexamplesthathavethesameform.Task2.Completethetablewiththecorrectwords.NounVerbAdjectiveAdverb44\nTask3.Completethesentencesusingthecorrectwordfromthetable.Task4.Matchthephrasesappropriatelyandencouragestudentstocreatemoreoftheirownwordpictures.Step6.Makeashortsummaryofthisperiod.Homework1.Rememberimportantlanguagepoints.2.WriteasimpleEnglishpoembyusingrhymeandrhythm.1.Preview“Learningaboutlanguage”.Period3LearningaboutLanguageTeachinggoals1．Targetlanguagea.ImportantwordsAppropriate,ending,compassb.ImportantsentencesIfshehadstueideharder,shewouldhavepassedtheexam.Ifshehadbeenthere,shewouldhavemetsomereallyinterestingpeople.2.Abilitygoalsa.EnableSstograspthewaysofwritingpoems.b.EnableSstousesubjunctivemoodcorrectly.3.LearningabilityTeachSshowtowritesomepoemsandhowtousesubjunctivemoodcorrectly.Teachingimportantpoints1.thewayofwritingpoems.2.SubjunctiveMoodTeachingdifficultpointsUsingsubjunctivemoodcorrectlyindifferentsituations.Teachingmethods1.Task-basedlearning2.instructions3.practiceTeachingaidsMultimediaTeachingprocedures&waysStep1.GreetingsStep2.WarmingupTask1:Freetalk------whydoyouenjoylearningEnglish?T:I’mgladtoseeyouagainandI’mhappybecausewecanenjoyEnglishtogether.DoyouenjoylearningEnglish?S:Yes.BecauseEnglishisaverybeautifullanguage.S2:BecausewecanenjoyalotoffunnystoriesifweknowEnglish.S3:BecausewecancommunicatewithforeignersinEnglish.S4:BecausewecanintroduceChinatoforeignersifweknowEnglish.S5……T:Welldone.Ifwedidwellinsomeway,peoplewouldknowus.Nowlet’stalkaboutsomefamouspersons.(YaoMing,LiuXiang,MadameCurie,YuanLongping,ChineseWomenFootballTeam)44\nStep3.PresentationTask2:Grouptalk-----Trytotalkaboutthefamouspersons.Q1:WhyisYaoMingfamous?S1:Becauseheplayedbasketballverywell.S2:…..Q2:WhycouldLiuXingsucceed?S1:Becausehetrainedveryhard.S2:……..Q3:WhydidChineseWomenFootballTeamlosethegame?S1:Becausetheyweretired…Q4:Completethesentence:Theywouldwinifthey………S1:Theywouldwiniftheyhadagoodrest.S2:……T:Justnowwetalkedalotaboutsomepersons.Ifweputthesesentencestogether,theyformedakindofpoem-----listpoems..Task3:Turntopage13,anddoexercises1and2.Step4.GrammarTask4:Presentsomesentencesontheblackboard,andaskSstotellthedifferenceamongthem.a.IfIknewit,Iwouldtellyou.b.IfIhadknownityesterday,Iwouldhavetoldyou.c.IfIhadknownit,Iwouldhavetoldyou.d.IfIhadfinishedmyhomework,Iwouldhavegonetobed.e.IfIhadknownhistelephonenumber,Iwouldhavemadeaphonetohim.S1:Inthesesentences,theyusedifferenttenses.S2:Theydescribedifferentsituations.S3:…………T:Yeah.Wecandrawaconclusionasfollows:VerbformsIf–clauseThemainsentenceThepresentsituationVedwould/could/should/might+VThepastsituationhadVedwould/could/should/might+haveVedTask5:Comparesomespecialsentencesanddrawaconclusion.A.HadInotseenitwithmyowneyes,Iwouldnothavebelievedit.Wereitnottoraintomorrow,wewouldhaveapicnic.Shoulditraintomorrow,wewouldhaveapicnic.Conclusion:connectsubjunctivemoodwithinversion.B.Iftheweatherhadbeenfiner,thecropswouldbegrowingstillbetter.Ifyouhadfollowedtheteacher’sadvice,youwouldn’tbeinhospital.Conclusion:Thesituationsintheclauseandthemainsentencearedifferent.C.IfonlyIknewhisname!Ifonlywehadfollowedyouradvice!IfonlyIcouldseehimagain!Conclusion:Weshouldusedifferentformsofverbsaccordingtothedifferentsituationsinthepattern:Ifonly.D.Withoutsunlight,people’slifewouldbedifferentfromtoday.Butforyourhelp,Iwouldn’thavefinishedthework.Conclusion:Iftherearesomespecialprepositionsjustlikewithout,butforinthesentences,wesometimesshouldusesubjunctivemood.44\nStep5.PracticeTask6:Doexercises3and4onpage13.Task7:PresentsomepicturesandaskSstomakeupsomesentenceswithsubjunctivemood.Picture1:Arockete.g•IfIwereadesigner,Iwoulddesignaspaceship.•IfIwerecleverenough,Iwouldhavedesignedaspaceship.Picture2:theuniversee.g.:•IfIwereanastronaut,Iwouldtravelintospace.•IfIhadbeentospace,Iwouldhaveknownwhatwerethereinspace.Picture3:alotofmoneye.g.:•IfIhadalotofmoney,Iwouldrunabigcompany.•IfIhadearnedalotofmoney,IwouldhavebuiltalotofhousesforthepoorPicture4:thefarmerandthesnakee.g.:•Ifthefarmerhadn’tseenthesnake,hewouldn’thaveputitinthearms.•Ifhehadn’tputitinthearms,thesnakewouldn’thavebittenhim.•Ifthesnakehadn’tbittenhim,hewouldn’thavediedTask8:Dosomeexercisesonscreen.Step6:summaryandhomeworkDoexercises1-4onpage50and51.Period4Reading,ListeningandWritingTeachinggoals1.Targetlanguagea.keywordsandphrases:pattern,rhythmic,rhyme,rhythm,sunlight,darkness,warmth,underlined,loadb.keysentences:I’mnotgoingtodo….Iplantodo…I’lldo….Iamlookingforwardtodo…..IfIweretheruleroftheworld,Iwoulddo….IfIhadamilliondollars,Iwoulddo….Ifeelhappywhen….Slowlythemoonclimbsinthesky….2.Abilitygoalsa.Enablethestudentstounderstandtherhymeandrhythmofthepoemandgraspthemainidea.b.Enablethestudentscangettheinformationfromthelongpassagebylistening.c.Enablethestudentscanexpresstheirfeelingsbywritingpoems.3.Learningabilitygoals:a.Enablethestudentstoknowhowtogetthekeywordstounderstandthepoem.b.Enablethestudentscanfindwheretherhymeandtherhythmofthepoemare.c.Helpthestudentslearnhowtogetsomeskillsinlistening.d.Enablethestudentstolearntopresentenoughreasonstosupporttheiropinions.e..Helpthestudentslearntowritepoemsusingthetargetlanguageaccordingtothewritingsteps.44\n4.Teachingimportantpointsa.Helpthestudentstounderstandwhattherhymeandrhythmare.b.Trainthestudentstogetthekeywordsbyreadingthequestionbeforelistening.c.Teachthestudentstowriteaccordingtothewritingsteps.5.Teachingdifficultpointsa.Howtohelpthestudentscanfindwheretherhymeandtherhythmofthepoemare.b.Howtohelpthestudentstomakeupdialogues,usingthetargetlanguage.c.Howtohelpthestudentstowritethepoemtoexpresstheirfeelings.6.TeachingmethodsCooperativelearningandTask-basedlearning7.TeachingaidsArecorder,computer,slideandblackboard8.Teachingprocedure&ways:Step1GreetingsandrevisionTeachergreetsthewholeclassandchecksthehomework.Task1.RhymeTeacherasksthewholeclasstoenjoyapoem(showingitonthescreenbycomputer)Therewasanoldwomantheysay;Whowouldeatanappleaday;Whenaskedshereplied;It’sgoodformyinside;ForIamneverillanyway.Teacheraskssomequestions:Question1:Doyouthinkpoemisfunny?Whatismainideaofthepoem?(Totellusanappleisgoodforourhealth)Question2:Couldyoufindtherhymeofthelastwordineachline?(say//day;replied//inside;anyway)Therhymeinthispoemis“aa//bb//a”.Task2.RhythmEnjoyasong----LittleStarsTeacherasksthestudentstolistentoandfollowit.Afterthat,teacherasksthemtofindtherhymingwordsandsharethem.Thistimeteachertellsstudentsthepoemnotonlyhasrhyme,butalsohastherhythmsothatpeoplecansingitaswellasreadit.Step2pre-readingTeachertellsthestudentstheywilllearnanewpoemwhichisalsoasongwrittenbyRodMcKuenandasksthestudentstolistentothepoemtofeelandthinkabout.Task1.SpeakingShowsomequestionsonthescreenbeforestudentslisten.1.Doyouthinkthespeakerinthepoemismoreliketobeagirlfriend/boyfriendoraparent?2.Doesthepoemhavearhythmicpattern?3.Doesthepoemhaverhymingwords?Afterlisteningtothepoem,thestudentshavesomeminutestospeakandsharetheiropinions.Task2.DiscussionOpenquestion:Whenyouwerelisteningtothepoem,diditmakeyoufeelsomethingorthinkaboutsomething?Whatdiditmakeyoufeelorthinkabout?Thisquestionhasnostandardanswers,thestudentscandiscussandexpresswhattheythinkfreely.44\nStep3While-readingTeacherasksthestudentsopentheirbooksandturntopage14.Task1Readthetextfollowingthetape.Teacherasksstudentstofollowthepoemsintheirbookswhilelisteningtothetapeagainandasksthemtoreadaloudinpairs.Task2Findthewordsthatrhymeandcirclethem.Teacherasksstudentstofindandcircletherhymingwordsandlistthemontheblackboardtoshare.Task3ClapthestrongbeatsoftherhythmTeacherwritesthefirstfourlinesontheboard,andasksstudentstolistenforthestrongbeats.Teacherplaysthefirstfourlinesofthetapemorethanonetimeuntilthestudentsareconfidentofhearingthestrongbeatsandtaptheirtablesintimetothestrongbeats.Teacheraskssomestudentstounderlinethestrongbeatsontheboardandtheteacherwilltellthemthecorrectanswersbyoral.Afterdoingtheexample,thewholeclasswillbedividedintosmallgroupsandeachgroupchoosesoneparagraphoftherestpoemtounderlinethestrongbeatsandreadsthemaloud.Someminuteslater,teacherwillcheckitinclass.Step4.Post–readingTeachersetsexercises3(onpage15)onthescreenandasksstudentstodiscussthepoem’smeaninginmoredetail.Afterthat,teacherwilltelleachgrouptopresentthegroup’sviewstotheclass.Question1:Whoisthespeakerinthepoemandwhoishe/shespeakingto?Givereasonstosupportyouranswer.Question2:Whichofthefollowingistheclosesttothespeaker’smessage?Giveareasonforyourchoice.A.Ifit’scold,I’llwarmyou;ifit’sdark,I’llgiveyoulight;ifyou’rehungry,I’llfeedyou;ifyouwantlove,I’llgiveittoyou.B.Althoughthefuturemaybedifficultforyou,wheneveryouneedwarmthandlove,rememberI’llhavesometogiveyou.C.Whileyou’reawayI’llrememberyoursmileandI’llloveyoualways.Whenyoureturn,Ihopeyouwillloveme.Suggestedanswers.Answer1:Apartner(motherorfather)speakingtoayoungadultchild(sonordaughter)Manyofthephrasesimplythatthespeakerisanolderpersonwhohasexperiencedtheirownjourneythroughlifeandwhoisofferinglovetotheyoungpersontohelphim/herbeginhis/herjourneythroughlife.Forexample,I’vesavedthesummer…andI’vesavedsomesunlight….whenthespeakersaysTillyou’reolder….Weknowthatthespeakerisprobablyaparentbecausehe/sheisofferingthechildunconditionallove(Butifyou’veaneedforlove,I’llgiveyoualIown.).weknowthatson/daughterisayoungadultbecausethespeakerreferstothetimewhenyouwerebutnineteen.Answer2:Bisthebestanswer.Step5Pre-listeningTeachertellsstudentsthelisteningisaconversationbetweenateacherandthreeofherstudentsaboutapoetrycompetition.thestudentstalkaboutwhentheyaregoingtowritetheirpoemsandhowtheybecomeinspiredtowritepoetry.Theirdiscussionillustratesthefunctionofintention.TeacherfirstasksthestudentstodiscussthefollowingquestionsingroupsabouttheirexperienceswritingChinesepoetry.(showthesequestionsbycomputer)Question1:Inwhatkindofplacedoyouliketowritepoetry?Question2:Whatconditionsdoyouneedtobeabletowritepoetry?(Doesithavetobequite,doyouneedtobealone,doyouneedtolistentomusicandsoon?)Thediscussiongivesacontextforthelistening,preparesthemforwhattheywillhearandwillhelpthemunderstandthelisteningmoreeasily.Step6ListeningTask1Firstlistening44\nTeacherreadstheexercise1withstudentsbeforetheylistenandasksthemwhether,intheirdiscussion,anyofthemlikestowritepoetryunderthesameconditionsasLucy,TomorJack(ieinthecountryside,athome,listeningtomusic).Asstudentslisten,theyshouldcirclethecorrectstudent’snameinExercise1.Checktheanswerstogether.(suggestedanswers:1.Lucy;2.Jack;3.Lucy;4.Tom)Task2.SecondlisteningTeacherasksstudentstolistentothetapeagain,morethan2timesifpossible.Exercise2asksmoredetailedquestions.Teachercanreformanddesignthedifferentformsofthesequestionsothatstudentswillbemoreinterestedinthem.Exercises:A.MultipleChoices1.Whendothestudentshavetohavetheirpoemscompleted?(B)A.Bythe23thofthemonthB.Bythe24thofthemonthC.Bythe20thofthemonth2.Whohaddecidednottowriteapoemforthecompetitionbutthenchangedisorhermind?(C)A.LucyB.JackC.TomB.TrueorFalse1.Lucyissatisfiedwiththepoemshehaswritten.(F)Explanation:Shethinksthatifshehadanextraweektoworkonit,shecouldimproveit.2.Tomhasusedmusicbeforewhilestudying.(T)Explanation:heworksbestwhenheislisteningtohisfavoritemusic,buthehasnevertriedwritingpoetrytomusic.C.Completethesentences1.WhydoesJackliketogointothecountrysidetowrite?Becausehefindsthathenoticesallsortsofthethingsandhehasinterestingthoughts.2.WhydoesLucystayathometowrite?Becauseshelikesthequietandlikestohaveherownthingsaroundher.Task3ThirdlisteningThistimethestudentsarelisteningforadifferentkindofdetail.TheymustlistenfortheexpressionslistedinExercise3.Thesesentencesaremodelwaysofexpressingintention.A.FillingtheblanketTeacherasksstudentsclosetheirbooksandshowthesentencesonthescreen.ThenTeacherplaysthetapeagainandasksthestudentslistenforthesesentences.1___________enterapoemthis.(I’mnotgoingto)2.___________doitthisweekend.(Iplanto)3.How_____________becomeinspiredtowritethisweekend?(areyougoingto)4.__________________goonahikeintothecountrysideandsitquietlysomewherebymyself.(Iamgoingto)5.____alsotryouthiswaysometime.(I’ll)6.________________tryittonight.(I‘mgoingto)7.__________________________readingallyourpoems.(I’mlookingforwardto)Checktheanswerstogether.B.RepeatingandPracticingImaginethattheclasshastoenterpoemsinacompetitionnextweek.Insmallgroupsdiscussthequestion:Howareyougoingtobecomeinspiredtowriteyourpoem?TeacherasksstudentstousesomeoftheexpressionsinExercise3totalkabouttheirplans.Studentspractisebyoralandshareinpairs.44\nStep7WritingTask1.RevisethegrammarStudentsworkingroups.WritealistpoemstartingwithIfIlikepoemConpage10.writeonelineeach.Itdoesn’thavetorhyme.Eachgroupcanchooseoneoftheselinestostarttheirgrouppoem.Thensharethesepoemsinclass.Sentencespattern:1.IfIweretheruleroftheworld,Iwould….2.IfIhadamilliondollars,Iwould…3.IfIhadtakenyouradvice,Iwouldhave/wouldn’thave…Task2WriteapoemTeacherasksstudentstowriteapoemthatstartswithIfeelhappywhen.Thelinesdonothavetorhyme.OrwriteapoemthatstartswithSlowly.StarteachlinewithSlowlyandmakeeachpairoflinesrhyme.Toshowthestudentswhattodo,teacherlistthefirstfourlinesofthetwopoems.Nowteacherasksstudentstowriteownpoemofeighttotenlines.Eg:AIfeelhappywhen…Theskyisblue,Yousmileatmewithyoursparkingblackeyes,It’smybirthday.EgBSlowlythemoonclimbsinthesky,Slowlytheblack-tailedbirdletsoutacry,Slowlythedogcrossestheroad,Slowlytheoldmancarrieshisload.Iftimepermitting,theteacherasksstudentstofinishtheirpoemsandshareinclass.Ifnot,thetask2ofwritingcanbeashomework.Step8SummaryInthisperiod,allthestudentsrevisethekeypointsofapoem-----Rhymeandrhythm.Andtheyalsoenjoyabeautifulpoem----I’vesavedthesummer.Studentscanunderstandthedeepmeaninginthepoemandtheparents’lovetothechildren.It’sgoodtohelpstudentshowtoappreciatepoems.Meanwhile,Listeningisimportant.Studentsenhancetheirlisteningskillsbyaconversationaboutthepoemscompetition.Intheendpart,writingexerciseshelpsstudentsreviewthegrammarandgivethemchancestoexpresstheirthoughtsbypoem.(Teachermakesalistofsomeimportantpointsontheblackboard.)Stop9Homework1.Finishtheirpoemsafterclass.2.Rereadthepoem“I’vesavedtheSummer”andappreciatethebeautyofthepoem.3.MakemoresentenceswithIfIhaddone…..,Iwould….Period5SummaryTeachinggoals1.TargetlanguageAllusefulwordsandstructuresinthisunit.2.Abilitygoalsa.Helpstudentsmastertheusageofthewordsandexpressionsintheunit.b.TranslatesomesentencesonPage51.c.EnablestudentstosummarizewhattheylearnedbyansweringthequestionsinSummingup(P16)andChecking44\nYourself(P54).3.LearningabilitygoalsHelpstudentslearnhowtosummarizewhattheyhavelearnedinthisunit.TeachingimportantanddifficultpointsHowtoreviewandconcludewhatstudentslearned.TeachingmethodsLetstudentsdotheexercises,andthencollecttheiranswers.Askthemtoconcludetherulesandthengivethemsomeexplanation.TeachingaidsAprojectorandarecorderTeachingprocedures&waysStep1RevisionCheckthehomeworkleftbefore.Asksomestudentstopresentthepoemsthattheyhavewritten.Teachercangivethemsomeremarksifnecessary.Step2ExonPage49-50Thispartisaconsolidationofthewordsandexpressionslearnedinthisunit.1.Letstudentsfinishpart1andpart2(5minutes)T:Nowpleaseopenyourbooksandturntopage49.Let’susewordsandexpressions.Makeadjectivesfromthenounsandcompletethetablewiththecorrectnouns,verbs,adjectivesoradverbs.2.Givethestudents3minutestofinishpart3onnextpage.T:Trytocompleteeachsentenceusingthecorrectwordfromthetableyouhavecompletedwithin3minutes.3.Checktheanswerswiththewholeclass.Suggestedanswers:Exercise1onP491.beautybeautiful2.joyjoyful3.sorrowsorrowful4.delightdelightful5.dreaddreadful6.hopehopeful7.peacepeaceful8.powerpowerfuExercise2onP49NounVerbAdjectiveAdverbangerangerangryangrilydarkdarkendarkdarklyimpressionimpressimpressiveimpressivelyrepetitionrepeatrepetitiverepetitivelytransformationtransformtransformational translationtranslatetranslated warmthwarmwarmwarmlyenjoymentenjoyenjoyableenjoyablyexpressionexpressexpressiveexpressivelyinspirationinspireinspirationalinspirationallyExercise3onP501.expressively2.darkness3.translation4.repeat5.inspirational6.anger7.impressed8.enjoyably44\n9.transformed10.warmStep3Translationonpage51T:Pleaseturntopage51andtranslatesomesentencesintoEnglish,usingthewordandphrasesinbracket.Thispartisaconsolidationofthegrammariteminthisunit.Youshouldpaymoreattentiontothesentencestructure.Areyouclear?S:Yes.Fortheexercise,teachercanasksomeofthemtogototheblackboardtowritedowntheirtranslations.Andthencheckthemwiththewholeclass.Iftherearesomeproblems,teachercanaskthestudentstodiscussandgivethemsomesuggestionstosolvethem.Suggestedanswers:1.如果我们的糖没有用完,我是不会去商店的。（runoutof)Ifwehadn’trunoutofsugar,Iwouldn’thavegonetotheshops.2.如果刘思嘉没有考上大学，她就不用离别父母搬到千里以外的地方去了。（thousandsof)IfLiuSijiahadn’tgonetouniversity,shewouldn’thavemovedtothousandsofkilometresawayfromherparents.3.他会为你准备一杯由果汁、酸奶和鸡蛋制成的特殊饮料。（bemadeupof)He’llprepareforyouaspecialdrinkthatismadeupoffreshfruitjuice,yoghurtandeggs.4.如果你当时留心看着她，你就不会在人群中把她弄丢了。（keepaneyeon)Ifyouhadkeptyoureyeonher,youwouldn’thavelostherinthecrowd.5.如果你放松一段时间，你就会康复得更快一些。（takeiteasy)You‘llgetbettermorequicklyifyoutakeiteasyforawhile.6.如果埃米莉没有逗那只猫，它就不会打翻那个漂亮的花瓶了。（tease;knockover)IfEmilyhadn’tteasedthatcat,itwouldnothaveknockedoverthatbeautifulvase.Step4SummaryT：Todaywehavedonealot.Wehavefinishedusingwordsandexpressionsanddonesometranslations.Wehavealsoreviewedwhatwehavelearnedinthisunit.Nowlet’sfillinthechartonPage16.Thinkaboutwhatyouhavereadandpractisedinthisunit.Thenticktheboxes.SUMMINGUPThinkaboutwhatyouhavereadandpractisedinthisunit.Thenticktheboxes.IhavelearnedIneedtothiswelllearnmoreIhavelearnedabout:lsomesimpletypesofpoetry;oolrhythmandthyme;oolsomenewwordsandphrased;oolhowtowritesomesimplepoetry;oolhowtousethesubjunctivemood;oolhowtotalkaboutintentionsandplans;ooStep5Project(onPage54)TeachercanaskthestudentstofindtheirfavouriteEnglishpoemoratranslationoftheirfavouriteChinesepoem.Getthemtoreaditorwriteitonaposterandputitonthewallfortherestoftheclasstoshare.Hereisasampleforthemtoreferto:静夜思唐-李白床前明月光，疑是地上霜。举头望明月，44\n低头思故乡。1)IntheStilloftheNight（徐忠杰译）Idescrybrightmoonlightinfrontofmybed.Isuspectittobehoaryfrostonthefloor.Iwatchthebrightmoon,asItiltbackmyhead.Iyearn,whilestooping,formyhomelandmore2)ATranquilNight(许渊冲译）Abed,Iseeasilverlight,Iwonderifit'sfrostaground.Lookingup,Ifindthemoonbright;Bowing,inhomesicknessI'mdrowned.T:Asweknow,thelyricsofmanysongsaregoodpoems.Canyoutellmewhatisyourfavouritesongatthemoment?S:Variousanswers.T:Differentstudentshavedifferentanswers.NowIwillintroducemyfavouritesongSeasonsinthesuntoyou.Pleaselistencarefullyandtrytowriteoutthewords.Doyouunderstand?S:Yes.Afterenjoyingthesong,teachercanshowthewordsforthem.SeasonsInTheSun----byWestlifeStep6CheckyourselfThisisachanceforstudentstocollectknowledgetheyhavelearnedintheunit.Teachercanleavethemsometimetofinishthequestionsinthechart.Doingthistaskcanimprovestudentsabilityofteachingbyoneself.Iftheyliketheycanhaveadiscussioninpairs,teachercanwalkamongthemandgivethemsomehelp.Step7HomeworkT:Thehomeworktodayistopreviewthenextunit;getfamiliarwiththenewwordsandexpressions.OK,classisover.Seeyoulater.S:Seeyou.Model6Unit3AhealthylifeThe1stperiodWarmingupandpre-readingTeachingaims:1.Talkabouthealth2.Learntheissuesthattheyoungpeopleareconcernedabout3.Learntoadvisepeopleaboutwhattodoandwhatnottodo4.TalkaboutsmokinganditsharmTeachingprocedures:SteponeWarmingupThisstepistoleadthestudentstothetopicofthisunit――Ahealthylife1.Whathealthissuesdoyouthinkconcernyoungpeoplethemost?(Afterabout3minutes)Asamplelist:CigarettesmokingDrinkingalcoholDrugtakingDietPhysicalfitness44\nSexualhealthStressAIDSandinfectionsCancerAnxietyandsoon2.Groupworka.Chooseonehealthissueyouthinkisparticularlyimportant.b.Listfivethingsyouwouldliketotellotherpeopleaboutthisissue.*ShowsomepicturesonthecomputerDirections:Lookingatthefollowingpictures.Whataretheydoing?Whicharehealthyactivitieswhilewhichareunhealthyactivities?(Askthestudentstodescribethepicturesusingtheirownwords)Straightforwarddescription:Pictureone:TheyareSinging.HealthyPicturetwo:TheyareDancing.HealthyPicturethree:TheyarePlayingbasketball.HealthyPicturefour:TheyareDoingTaiji.HealthyPicturefive:TheyareDrinkingalcohol.HealthyPicturesix:TheyareEatingtoomuch.UnhealthyPictureseven:TheyareSmoking,coughing.UnhealthySteptwoPre-reading*Questions:1.Haveyoueversmoked?Ifyouhave,haveyouevertriedtostop?2.Whydoyouthinksomeadolescentsstartsmoking?Possibleanswer:Someadolescentsstartsmokingbecausetheyarefalselyinfluencedbysomemedia.Somethinkit’scool.Maybesomewanttolightensomestress.3.Inwhatwaysissmokingharmful?Mentallyandhealthily.4.Whatadvicewouldyougivetosomeonewhenwantedtostopsmoking?Possibleanswer:Letthemgetinterestedinsomepositivehobbieslikesports,playingmusic,reading,playingchessandsoon.5.Wherecouldyougetgoodadviceonstoppingsmoking?StepthreeHomeworkFindoutsomeinformationfromtheInternetandwriteashortpassageaboutthepresentsituationofyoungpeople’ssmokinginChinaaswellasgivingthemsomeadvice.The2ndperiodReadingTeachingaims:1.Topromotethestudents’understandingofthetext.2.Tosolvetheproblemsanddifficultiestheymeetinunderstandingthetextbycooperation.3.EnabletheSstolearnhowtogiveadviceonstoppingsmoking.4.TotalkabouttheimportanceofhealthandtheharmfuleffectsofsmokingTeachingmethods:Discussion,cooperativelearningandoralpractice.Teachingprocedures:SteponeGreetings.GreettheSsasusual.44\nSteptwoPre-readingPredicting:Readthetitleofthetextandtheheadingswithinit,andfindout:1.Whowrotetheletter?2.Whatisthepurposeoftheletter?StepthreeSkimming1.Readandchecktheanswerstothetwoquestions.2.Listentothetapeandfindoutthemainideaofeachparagraph.A.ThewriterleadstothetopicoftheletterbytalkingaboutJames’problemofsmoking.B.Introducingsomedifferentwaysofbecomingaddicted.C.Tellingthewriter’shopeforhisgrandsonandadviceonstoppingsmoking.D.Tellingtheharmfuleffectsofsmoking.E.Fromthelifethewriterisleadingnow,wecanknowtheimportanceofhealthylife.Keys:2—A3----B5-----C4-----D1-----EStepfourDetailreading1.Listthedetailsunderthefollowingsubtitles.ThewaystobecomeaddictedtocigarettesTheharmfuleffectsofsmokingSuggestionstoquitsmokingThewaystobecomeaddictedtocigarettes1).Becomephysicallyaddictedtonicotine2).Becomeaddictedthroughhabit3).BecomementallyaddictedTheharmfuleffectsofsmoking1).Doterribledamagetoyourheartandlungs2).Havedifficultyinbecomingpregnant3).Affectthehealthofnon-smokers4).Smellterrible5).Havetheendsofthefingersturnyellow6).BeunabletorunfastSuggestionstoquitsmoking1).Prepareyourself2).Bedetermined3).Breakthehabit4).Relax5).GethelpIfyouneedit6).Keeptrying2.Answersomequestions.(refertoPPT)3.Fillinthechartonthenextpagewithinformationfromthereadingpassage.Informationfromthereadingpassage44\nDifferentwayspeoplecanbecomeaddictedtocigaretteHarmfulphysicaleffectsforsmokersEffectsthataperson’ssmokingcanhaveonotherpeopleEffectsthatsmokingcanhaveonsportingperformance4．Letstudentsfindtheexpressionsinthepassagethatcanbeusedtoadvisepeopleaboutwhattodoandwhatnottodo.StepfiveDiscussionSituation1:Supposeyouareateacher,howwillyoupersuadeyourstudentstoquitsmoking.Situation2:Supposeyourteacherisasmoker,howwillyoupersuadehimtoquitsmoking.Situation3:Supposeyouareafather,howwillyoupersuadeyoursontoquitsmoking.Situation4:Supposeyourfatherisasmoker,howwillyoupersuadehimtoquitsmoking.StepsixHomework1.Discussthequestionsafterclass.2.Findoutthekeypointsofthetext.3.Searchsomemoreinformationabouttheharmfuleffectsofsmokingandadviceonstoppingsmoking.The3rdPeriodListening&SpeakingTeachingaims:1.Tolearnwhatshouldbepaidattentiontowhengoingtothepartyandhowtogiveadviceandwarningstoothers.2.Totraintheabilityoflisteningandspeaking.Teachingprocedures:SteponeListening1.Pre-listening1)Individualwork:Toshowsomepicturesandmakestudentsjudgewhicharethewaysofkeepingahealthlife.2)Groupwork:Discussion:Supposeyouareinvitedtohaveapartyinanightclubbyyourfriends,wouldyouliketogothere?Ifnot,whatareyouworriedabout?2.While-listening1)ListentowhatTinaandSaraaretalkingaboutandtickthethingsSaraisworriedabout.2)ListenagainandcompleteTina’ssentences.3)Listentothetapeforthethirdtime.Understandthewholedialoguefullyandcheckiftheanswersarecomplete,especiallypayattentiontodifferentstructuresofgivingadvice.3.Post-listening1)Guessing:WillSarastillbenervousaboutgoingafterlisteningtoTina’sadvice?2)Toaskstudentswhatusefulexpressionswecanusetogiveadviceandteacherwritethemontheblackboard.44\nSteptwoSpeaking1.Reviewthetargetfunctionbygivingstudentstwosituations.Situation1:YourfriendisworriedabouttheEnglishtesttheclassishavingonFriday.(givingsomeadvice)Situation2:Yourfriendtriestocrosstheroadandyouseeacarspeedingtowardshim/her.(givingsomewarnings)2.Haveadiscussiontomakestudentslisttherulesforbehavingproperlyinthepartyandsharethelistswithalltheclassmates.StepthreeHomework:1.Reviewtheexpressionsofgivingadvice,warningsandprohibitions.2.Writeashortpassagetopersuadeoneofyourrelativestogiveupsmoking.The4thPeriodLearningaboutlanguageTeachingaims:1.Togetstudentstolearnandmastertheusageofthenewwordsandtheusefulexpressionsinthereading.2.Toenablestudentstograspthegrammar:theuseof“it”.Teachingprocedures:SteponeReviewReviewthemainideaoftheletterandthesuggestionstoquitsmokingorally.SteptwoWordstudy1.Findwordsandexpressionsfromthetextandmatch.accustomedfeelingfoolishoruncomfortablebecauseofsomethingmanagestopdoingashamedhavinganunbornchildoryounginthebodyautomaticallypressurecausedbytheproblemsofliving,toomuchwork,etc.quitdonewithoutconsciousthought,esp.asahabitstressinthehabitof;usedtopregnantbecauseofmentalsucceedindoingadolescentsofthemindduetoaboyorgirlintheperiodbetweenbeingachildandanadult.2.Completethetextwithwordsfromabove.(Ex1,P20)1.Riceproductionhasincreasedgreatlyinchinaoverthelastfewyears,largely_______superhybridrice.2.HavinglivedinHawaiiallhislife,hewasnot__________tothecoldofNorthernEurope.3.Hewas_________ofhisbodysohedecidedtogoonadietanddomoreexercise.4.Inspiteofherwoundedleg,she________togetupthestairs.5.Hetoldmethesamestory_____________untilIfeltlikescreaming.6.Withexamsonlyaweekaway,Iamunderalotof______.7.WhenI____________playingsportIbecomeveryfatandunhealthy.8._______healthisasimportantasphysicalhealth.9.NowthatIam__________IeatagooddietbecauseIwantmybabytobebornhealthy.10.___________oftentakemorerisksthanadults.Keys:1.dueto2.accustomed3.ashamed4.manage5.automatically6.stress7.quit8.Mental9.pregnant10.Adolescents3.Completethetextwithwordsfrombelow.(Ex2,P21)Beforefillingintheblacks,reviewthemeaningofeachwiththewholeclass.44\nadolescents青少年cigarettes香烟quit停止，戒drugs毒品dueto归因于stress压力eventually终于alcohol酒addicted上瘾的manage管理，努力做Smoking________,drinking______ortakingother_______producemanyharmfuleffectsandhavenorealbenefits.Sowhydo__________doit?Somebecausetheybelieveitmakesthemlookcool.Othersthinkitwillhelpwith_________intheirlifepossibly_____pressurefromtheirparentsorteachers.Somejustwanttoseewhatitislike.Whattheydon’trealizeisthattheywillgetintothehabitand________become_______.Itwillthenbedifficultto_____thehabit.Afewpeople________toquiteasilybutformanyitisaverypainfulprocess.Ofcourse,thebestwaytodealwiththesedrugsisnottostartinthefirstplace.Keys:1.cigarettes2.alcohol3.drugs4.adolescents5.stress6.dueto7.eventually8.addicted9.quit10.manageStepthreeDiscoveringusefulstructures1.Gooverthefirstreadingpassageagainandfindoutallsentenceswith“it”.a.It’sabeautifuldayhere---b.It’samazingthatatmyageIamstillfitenoughtocycle20kilometresinanafternoon.c.It’smybirthdayintwoweekstime---d.Yourmothertellsmethatyouhavestartedsmokingandthatyouarefindingitdifficulttogiveup.e.Believeme,Iknowhoweasyitistobeginsmokingandhowharditistostop.f.Thismeansthatafterawhileyourbodybecomesaccustomedtohavingnicotineinitand---g.Asyouknow,ifyoudothesamethingoverandoveragain,youbegintodoitautomatically.h.IthinkIwasaddictedinallthreeways,soitwasdifficulttogiveup.i.Ididn’tknowitcoulddoterribledamagetoyourheartandlungsorthatIwasmoredifficultforsmokingcouplestobecomepregnant.j.WhenIwastakenofftheschoolfootballteambecauseIwastooslow,Iknewitwastimetoquitsmoking.k.Itmighthelpyoutostop.2.Discusswiththeirpartnerabouttheuseof“it”(pairwork)3.Explaintheuseofit.“It”canbeusedinthesubjectpositiontostandforaninfinitive,-ingformoraclause.Impersonal“it”canbeusedtotalkabouttime,date,distanceorweather4.Letstudentssortallthesentences.Itstandsforaninfinitive:h.Itstandsfor-ingformItstandsfortime:c.Itstandsfordate:Itstandsfordistance:Itstandsforweather:a.Itstandsforothers:d,e,f,g,I,j,k5.Explainandextend.Itstandsforaninfinitive:h.IthinkIwasaddictedinallthreeways,soitwasdifficulttogiveup.真正的主语togiveupit形式主语structure:itis+adj.+todo---补充1.手头边有个小笔记本是个好主意。Itisagoodideatohavealittlenotebookhandy.真正的主语tohavealittlenotebookhandyit形式主语structure:itis+n..+todo---2.那样做是违法的。Itisagainstthelawtodothat.真正的主语todothatit形式主语structure:itis+prep.+todo---3.观看电影让我很高兴。Itgavemegreatpleasuretoseethemovie.44\n真正的主语toseethemovieit形式主语structure:it+v.+todo---Itstandsfor-ingform补充1.牛奶洒了，哭也无益。Itisnogoodcryingoverspiltmilk.真正的主语cryingoverspiltmilkit形式主语structure:itis+n.+doing---Structure:Itisnogood(nouse,greatfun,anewexperience---)doing---Itstandsforaclause:b.It’samazingthatatmyageIamstillfitenoughtocycle20kilometresinanafternoon.真正的主语thatatmyageIamstillfitenoughtocycle20kilometresinanafternoonit形式主语structure:itis+adj.+that---补充他居然还活着，真是个奇迹。Itisawonderthatheisstillalive.Structure:Itisafact(ashame,apity,nowonder---)that---碰巧，那年收成不好。Ithappenedthattheharvestwasbadthatyear.Structure:Itseems(happened,doesn’tmatter,hasturnedout---)that---据说，日本发生了地震。ItissaidthattherehasbeenanearthquakeinJapan.Structure:Itissaid(reported,decided,suggested---)that---Itstandsfortime:c.It’smybirthdayintwoweekstime---Itstandsforweather.a.It’sabeautifuldayhere---Itstandsfordistance.到市中心需要半小时。Itishalfanhour’swalktothecitycenter.Itstandsfordate:这时是十月的一个晚上。ItwasaneveninginOctober.6.Exercise:Dothesesentencesorally.(Ex.2,P21)StepfourHomework1.PreviewthereadingpassageofUsingLanguage.2.FinishtheexerciseofLearningLanguageinworkbook.3.Makeupaquestionsheetandinterviewtwoorthreeclassmates.ForexampleHowmuchexercisedoyoutakeeachday?Howmanyhoursofsleepdoyouhaveanight?Doyoufeelstressful?Doyousmoke?---The5thPeriodUsinglanguageandwritingTeachingaims:1.ToenablestudentsknowinwhatwaystheHIVisspreadandhowtostaysafe.2.Toimprovetheirskimmingandscanningskills.3.ToraisetheirawarenessofHIV/AIDS.4.Toletstudentsunderstandthestructureofarticlesinnewspapers.5.Learnhowtogiveadvicetopeoplebyusingthetargetlanguagebywriting.TeachingProceduresSteponeLeadinWatchashortflashLoveunderTheSun(《爱在阳光下》)andask:Whattopicismentionedintheflash?AIDSStepTwoFastreading&scanning一、Fastreading44\nThispassagecanbedividedintothreesections.Skimtheposterandtellthemainideaofeachsection?Section1:Backgroundinformationaboutwhatthediseases.Section2:Waystoprotectyourself.Section3:Somecommonmythsdispelled.二、Scanning1.What’savirus?Avirusisaverysmalllivingthingthatcausesdisease.2.HowdoesHIVaffectpeople’shealth?HIVvirusweakensaperson’simmunesystemandeventuallyitdamagestheimmunesystemsomuchthatthebodycanonlongerfightagainstdisease.3.WhatisthedifferencebetweenAIDSandHIV?HIVisavirus,whileAIDSisthestageoftheillnesscausedbyHIV4.Howthediseaseisspread?Itisspreadthroughtheexchangeofbloodorsexualfluidsduringsexualintercourse,thesharingofintravenousneedlesorbloodtransfusions.5.IsthereacureforAIDSandHIVatthemoment?No,　thereisnoknowncureforHIVandAIDS.ThoughthereisnocurethatwillclearHIVfromthebody,therearetreatmentsthatcanhelpkeeppeoplewithHIVandAIDShealthy.SomehelptokeeptheimmunesystemintactbyloweringtheamountofHIVinthebody.OthershelptopreventcertaininfectionsthatsomeonewithAIDSisartriskforwhenhisorherimmunesystembecomesveryweak..　三、ReadingcarefullyDecidethefollowingstatementsaretrueorfalse.1.ItisdangeroustogetclosetoapersonwithAIDS.F2.ItisverylikelythatyouwilldieifyoubecomeinfectedwithHIV.T3.YoucanonlygetHIVfrominjectingdrugs.F4.EvidenceshowthatmengetAIDSmoreeasilythanwomen.F5.Itcouldbedangeroustohavesexwithoutusingacondom.T6.IfbloodorsexualfluidsinfectedwithHIVgetintosomeone’sbody,thatpersoncouldbecomeinfectedtoo.T7.Youshouldn’thugapersonwithHIV/AIDS.F8.ItiseasytotellapersonhasHIV/AIDS.F四、Extend1.WhichdayistheWorldAIDSDay?Decemberthefirst2.DoyouknowwhatthethemeofWorldAIDSDay2006is?StopAIDS,KeepthePromise3.HowyoucansupportWorldAIDSDay?Possibleanswer:BywearingTheRedRibbon(TheRedRibbonisaninternationalsymbolawareness)./ByraisingawarenessofHIVinourArea./Byprotectingourselves—thisisthefirstandthebestwaytostopthespreadofHIV.StepthreeReadingTask(P60)一、ExplainthestructureAskstudentstoskimthepassageandtellwhatkindofarticleitis.Articlesinnewspapershaveaspecialstructureforseveralreasons1.Readersneedaquickawaytofindthearticlestheywanttoread.Theheadlinegivesreadersaclueaboutthecontent.2.Readersonlygetaquickideaofthenewsandreadonlypartofthearticle.SothefirstparagraphgivesthemostinformationaboutWho?What?Where?When?Why?How?3.LetstudentsreadthefirstparagraphofthepassageinPage60andfindoutWho?What?Where?When?Why?How?(ontheboard)44\nWho?ChineseRedCrossWhat?AnAIDSawarenessprogrammeWhere?YunnanandseveralotherprovincesWhen?Itbegan6yearsagoandisstillrunning.How?InformationisnotgivenWhy?Informationisnotgiven二、Readthepassageandanswerthefollowingquestions.1.Whattwothingsdoestheprogrammedo?ItprovidescareandsupportforAIDSsuffers；trainyoungpeopletoteachothersaboutHIV/AIDS.2.Whoteachespeopleinthecommunity?Volunteerswhocomefromasimilarageandbackground.3.Whyistheprogrammesosuccessful?Becausetheyarebeingtaughtbypeerslikethemselves.4.Whathasrecentlychangedinthewaythevirusisspread?Inthepastitwasmainlydruguserandthosewhohadbecomeinfectedthroughcarelessbloodtransfusionpractices.However,today,thenumberofyoungpeoplebecominginfectedthroughsexualactivityisincreasing.5.WhyistheChinesegovernmentconcernedaboutHIV/AIDS?TheChinesebelievesthatifnoquickactionistakentostopthespread,bytheyear2010,asmanyas10millionpeoplecouldbeinfectedwithHIV?AIDS.StepfourWriting1.Analyzethedataandinformationoftheinterviewandpickoutoneclassmatetowritetowhohasahabitofsmokingorisunderstress.etc.Howmuchexercisedoyoutakeeachday?Howmanyhoursofsleepdoyouhaveanight?Doyoufeelstressful?Doyousmoke?---2.Accordingtotheclassmate’sinformation,givesomehelpfuladvicetohim/heronhis/herhealthissues.SampleDear×××,Iamsorryyouhavehadsomuchtroubletostopsmoking,butIamgladyouarestilltrying.Ihopethetipsbelowwillhelpyou.Firstofall,don’tgiveup.Themoreoftenyoutrythemorelikelyyouaretoeventuallysucceed.Whenyoufeelirritable,don’tautomaticallyreachforacigarettetomakeyoufeelbetter.Takeafewmomentstorelax.Startbybreathingdeeplyandliftingyourarmsouttothesideandoveryourhead.Itisagoodideatodrinklotsofwaterandeatlotsoffruitwhenyouarequittingsmoking.Thiswillhelptoremovethenicotinefromyourbodyfasterandyouwon’tfeelsosick.Itisnormaltofeelalittlestressedwhenyoufirstgiveupsmoking,buttrytorememberthatitwillonlylastafewdaysandthenyouwillbegintofeelmuchbetter.Keepupthegoodwork,andremindyourselfhowmuchhealthieryouwillbewhenyoufinallyquit.Goodluckandbestwishes,×××StepFiveHomeworkPleasefinishyourletterandpostittoyourclassmatewhomyouwriteto.44\nModule6UnitFourPeriodOne:Warmingup&Pre-readingWarming-upLeadinginbybrainstormPutthestudentsintogroupsoffouranddiscussthefollowingquestions:1.Whatdoweuseenergyfor?2.Whatarethesourcesofenergy?3.Whatsourcesarerenewableandwhatarenon-renewable?1.(differently)1.Lights,heating,andallkindsofelectricequipmentuseenergy2.coal,oil,solarpanels,nuclearenergy,naturalgas,windpower,water,plantwaste,tidalenergy,ect.2.coal;oil;solarpanels;nuclearenergy;naturalgas;windpower;water;plantwaste;tidalenergy,ect.3.fillinaform:non-renewablenaturalgasrenewablethesea(tidalenergy)renewablehotspringsorgeysersrenewableplantwaste(biomassenergy)renewablewater(hydro-electricpower)non-renewableuranium(nuclearenergy)Renewable/non-renewableSourcesofenergyPre-reading1.Weusemuchenergyinourdailylife,whatistheeffectofusingenergyinourworld?Theuseofenergy---Giveoffcarbondioxide,otherwastedgasesandheatintotheair---Theearthisbecomingwarmerandwarmer.(globalwarming)Greenhouseeffect2.Howdoesagreenhousework?Thegreenhousetrapstheheatfromthesunandkeepsitfromescaping,whichcanmakeitheatupandsotheplantscangrowthroughoutthecoldperiod.3.Underthisgreenhouseeffect,whathappens?2.Theearthisbecomingwarmerandwarmer.PeriodTwo:ReadingTopic:shortpassageaboutglobalwarming.LeadinginTostimulateSs’interestinreadingthetext.DividetheSsintogroupsoffour.Discussthefollowingthreequestions.1.Whatisglobalwarming?Theearthisbecomingwarmer44\n2.Howhasthiscomeabout?Humanactivity—burningoffossilfuelsGreenhouseeffect—greenhousegases—weneedgasesHugequantitiesofextracarbondioxide3.Whataretheeffectsofglobalwarming?ThesealeveltoriseSeverestorms,droughts,famines,thespreadofdiseases,andthedestructionofspecies.Task1:SkimmingAsktheSstohaveaquicklookatthemagazinearticle.Thenencouragethemtotellwhattheynoticeabouthowthetextisorganized.(Answer:Ithasatitle;afirstparagraphthatisinbold;themaintext;diagrams;twoquotes)Task2:ScanningToglanceatthetext,andanswerthefollowingquestions.1.Whowrotethemagazinearticle?Whatisthenameofthemagazine?SophieArmstrongwrotethemagazinearticle.ThenameofthemagazineisEarthCare.2.Whatarethenamesofthethreescientistsmentionedinthearticle?TheyareDr.JaniceFoster,CharlesKeelingandGeorgeHambley.3.Whatdotheythinkaboutglobalwarming?Dotheyagreewithoneanother?Theydon'tagreewitheachother.Dr.JaniceFosterthinkstheeffectsofglobalwarmingcouldbeveryserious.GeorgeHambleythinksglobalwarmingwillbemildwithfewbadenvironmentalconsequences.CharlesKeelingbelievesitistheburningofmoreandmorefossilfuelsthatisresultinginabigincreaseincarbondioxide.4.Whatarethetwographsabout?GraphIshowsthetemperatureincreaseofonedegreeFahrenheitbetween1860to2000.Graph2isaboutthecarbondioxidecontentintheatmosphere,1957--1997.5.Whatisthemaintopicofthearticle?Globalwarming/thewarmingoftheearth.Task3:IntensivereadingAskSstoreadthetextcarefullyandsumupthemainideaofeachpart.Partone(para1)Introduceadebateovertheissueofglobalwarming.Skills:RaisingaquestionParttwo(para2-3)Illustrate(explain)howglobalwarmingcomesabout.Skills:givingexamples,usinggraphs,explanationPartthree(para4-8)Listtwodifferentattitudesamongscientiststowardsglobalwarming.Skills:givingexamples,makingcontrast(comparison)Partfour(para9)It’suptoreaderstothinkanddecidewhetherpeopleshoulddosomethingaboutglobalwarmingornot.Skills:usingaquestion,leavingreaderstothinkovertheissue.Task4:ListeningListentothetape.Afterit,togetSstofinishEx2onpage27.44\nTask5:DiscussionTheearthisbecomingwarmer,inyouropinion,doesitmatter?Ifitdoes,asastudent,whatcanyoudoaboutit?PeriodThree:UsinglanguageStepI:Reading“Whatcanwedoaboutglobalwarming.”Leadingin:Askstudentstotellwhatcancauseglobalwarming.Presenttheirideastothewholeclassingroups.Task1:Askstudentstoreadthetwolettersandtrytoanswerthefollowingquestions:1.WhatareOuyangGuang’stwoconcerns?Gettingsomesuggestionsforwhathecandoaboutglobalwarming.Asanindividual,hecanhavenoeffectonenvironmentalproblems.2.DoestheEarthCareagreewithOuyangGuang’sopinionthatindividualscanhavenoeffect?No.Task2:AskstudentstoreadthelettersagainandlistEarthCare’ssuggestions.Turnelectricalappliancesoffwhennotusingthem.Don’tturnuptheheat,putonmoreclothes.Walkorrideabike,don’tdrive.Recycle.Buythingsmadefromrecycledmaterials.Buyproductsthatuselessenergy.Planttrees.Talkwithfamilyandfriendsaboutglobalwarming.Task3:Askstudentstodiscussthesequestions:Inwhatwayswouldyoutalkwithyourfamilyandfriendsaboutglobalwarming?StepII:WritingCollectinformationaccordingtothestudents’discussion.Getthestudentstoorganizetheirideasintoseveralsentences.Thenshortenthesentencessotheybecomephrases.Askstudentstowriteaposterwithaneye-catchingheadingaccordingtotheexampleofhowtopresentaposter.MainheadingAimWaystosolvetheproblems:1.…2.…3.…4.…Samplewritingforaposter:44\nFightglobalwarmingCutdownonenergy,cutdownoncarbondioxide1.Walkorrideabike.2.Recycle.3.Planttrees.4.Buyenergy-savingproducts.ShowthestudentssomepostersStepIII:ListeningLanguagepoints:(Reading)1.Whatdoyouthinkgreenhousegasesdo?本句中think后接了一个由what引导的宾语从句。但应注意的是：特殊宾语从句即当一般疑问句主句的谓语动词是think,believe，suppose，consider,imagine，guess和suggest等时，表疑问的词要放在主句前即句首。[正]Whodoyouthinkwillwininthegame?[误]Doyouthinkwhowillwininthegame?当然一般情况下宾语从句的疑问词应放在主句之后。[误]Whydoyouknowwecan'tcutdownthebigtree?[正]Doyouknowwhywecan'tcutdownthebigtree?2.compareto/withComparedto/withmanywomen,shewasindeedveryfortunate.compareAwithBIfyoucompareherworkwithhis,youwillfindhersismuchbetter.compareAtoBPoetshavecomparedsleeptodeath.3.Thereisnodoubtthat….Thereissomedoubtwhether….主句为肯定句时，doubt后使用连词whether。主句为否定句时，doubt后则使用连词that。eg:There'snodoubtthatonedayacurewillbefound.Thereislittledoubtthathewasthekiller.4.amountofanamountof相当数量的;一些anyamount(of)任何数量(的);大量(的)beoflittleamount不重要;无价值n.数量largeamountsofmoney大量的金钱eg:Theamountofmoneyshouldbewrittenbothinwordsandinfigures.钱数要用字和数码写出来。5.Withoutthe‘greenhouseeffect’，theearthwouldbeaboutthirty-threedegreesCelsiuscoolerthanitis.如果没有温室效应，地球会比现在冷33℃。这是一个含蓄虚拟条件句。应该注意有时假设的情况并不以条件从句形式表示出来，而是通过一个介词短语或其他方式表示。常用的词或短语有：without,butfor，butthat，otherwise，or，44\nbut等。eg:Withoutyourhelp(=Ifwehadnothadyourhelp)，wecouldnothavesucceeded．要是没有你的帮助，我们是不会成功的。Butforelectricity(=Iftherewerenoelectricity)，therewouldbenomodemindustry．要是没有电，就不会有现代工业。Hewashavingameetingwithhisstudents；otherwise,hewouldhavecome.他当时正与他的学生进行讨论，否则的话他就来帮我们了。Hefeltverytiredyesterday,orhewouldhaveattendedtheparty．他昨天很累,不然他就参加那个聚会了。6.resultin导致,造成=leadtoTheaccidentresultedinthreepeoplebeingkilled.这一事故导致他的死亡。Theaccidentresultedinhisdeath.resultfrom由…产生，发生injuriesresultingfromafall.Theaccident______thedeathoftwopassengers.(B)A.resultedfromB.resultedinC.resultedofD.resultedwith7.ontheotherhand:另一方面ontheonehand,ontheotherhandI'dliketoeatout,butontheotherhandIshouldbetryingtosavemoney.Iwanttogototheparty,butontheotherhandIoughttobestudying.我想去参加聚会，但从另一方面来说，我应该留下来学习。8.concernn.有厉害关系；所关切的事It’snoconcernofmine.这事与我无关。n.worry,anxiety担心；担忧Sheshowedgreatconcernaboutyou.她很为你担心。v.tohavetodowithorrelateto涉及；与……有关或相关Attendtowhatconcernsyou.注意与你有关的事物。v.Tobeofinterestorimportanceto(常与with,about,in连用)关心；关照We’reratherconcernedaboutfather’shealth.我们相当担心父亲的健康。9.consequenceinconsequence因此asaconsequence结果asaconsequenceof由于…的结10.rangein/withinrange在射程之内outof/beyondrange在射程之外11.buildupBuildupthebusinessSediment(沉淀物)buildsupontheoceanfloor.Thisbuiltupmyhopeaftertheinterview.12.evenif/thoughIwouldn'ttellyouevenifIknew.44\nEvenifshesurvives,she'llneverfullyrecover.Eventhoughhe's24now,he'sstilllikealittlechild.Icanstillremember,eventhoughitwassolongago.Languagepoints(Usinglanguage)1.putupwith:忍受，容忍eg.Idon’tknowhowsheputupwithhim.I’mnotgoingtoputupwiththeirsmokinganylonger.2.It’sOKtoleaveanelectricalapplicanceonleave后接宾语和宾语补足语，表示让…保持某种状态或做某事Whydidyouleavetheboycryingoverthere?Thebombblastleft5peopledead.Leavethericetocook5minutes.3.solongas=aslongas只要Wewillgosolongastheweatherisgood.4.electrical用电的；与电有关的electricalequipment电气设备;anelectricalworker电工5.Remember—yourcontributioncounts.count重要；计算总数Everypointinthisgamecounts.(重要)Shebegantocountuphowmanygueststheyhadtoinvite.(计算)Module6Unit5ThePowerofNaturePeriod1Warmingupandpre-readingTeachinggoals：1．Tohavethestudentsgetageneralideaofnaturaldisasters.2．Tohelpthestudentsdevelopspeakingability.Step1Warmingup1.Showanepisodeofthefilm“TheDayAfterTomorrow”andintroducethefilmtothestudents.Itisasciencefiction.Itdescribesthatthetemperatureintheearthfallsatagreatspeedandtheearthbeginstoentertheiceage,whichcausedagreatdisastertothepeopleintheworld.Infactthisdisasteriscausedbypeople’sdestructiontothenature.Inthefilmwecanfeelthepowerofnature.Naturaldisastersaredangerousandcancausegreatdamagetous.Canyouthinkofothernaturaldisasters?2.Askstudentstolistothernaturaldisasters,suchashurricane,earthquakes,volcano,etc.Showthepicturesofthesenaturaldisasters.3.Discussaboutthemeasuresthatweshouldtaketoavoidnaturaldisasters.Wecanfindhowpowerfulnatureisandhowweakhumansarecomparedwithavolcano,hurricane,earthquakeorothernaturaldisasters.Butwearenotcompletelypowerless.Wecantakemeasurestoprotectourselvesfrompowerfulnaturalforces.Whatmeasuresshouldwetake?4.Findsomethingaboutvolcano.Volcanoisoneofthesenaturaldisasters.Weshouldalsodosomethingtoavoiditseruptionorreduceitsdamagetous.44\nWhatdoyouknowaboutvolcanoes?Howisavolcanoformed?Howdoesavolcanoerupt?5.Ifwecanpredicttheeruptionofvolcanoes,wecanreduceitsdamagetous.Soweneedvolcanologiststostudyvolcanoes.Doyouwanttobeavolcanologist?Why?Ifyouareavolcanologist,whatkindofworkshouldyoudoandwhatkindofdangerwillyoumeet?Step2Pre-readingMakeaquestionnaireasonpage33andhelpthemknowwhethertheyareinterestedinvolcanology.Homework:1.Findmoreinformationaboutnaturaldisasters,especiallyvolcanoes.2.Readarticlesaboutsomefamousvolcanoeseruption.Period2ReadingandComprehendingTeachinggoals：1.Toimprovethestudents’readingabilities.2.Tohelpthestudentstoknowhowtosummarizeatextoraparagraph.Step1Lead-in1.Free-talkAsksomestudentstodescribesomefamousvolcanoeruptionaccordingtotheirAfter-classreading.2.Showthevideoofvolcanoeruption.Wecanenjoytheexcitingsightofvolcanoeruption.Butvolcanoeruptioncanalsobringusalotofdamage.Soweneedvolcanologiststostudyvolcanoandreduceitsdamagetous.Let’slearnsomethingaboutvolcanologistsinthetext.Step2Skimming1.Readthroughthepassagequicklyandfindouttheanswerstothequestions.1)Whatkindofthingsshouldavolcanologistdo?2)Whatisthevolcanologistwearingwhengettingclosetothecrater?2.Dividethepassageintoseveralpartsandfindoutthemainideaofeachpart.Step3ScanningScanthepassage.Readthepassagecarefullyandanswerthefollowingquestions.1.Whyisavolcanologist’sjobimportant?2.WhereisMountKilauea?3.WhyisthelavathatflowsonMountKilaueamoredangerousthantheactualeruption?4.Whatcausedthewriter’sbedroomtobecomeasbrightasdayeventhoughitwasnight?5.Whydidthescientistshavetogetclosetothevolcanoafteritbeganerupting?6.Whywasitdifficultforthewritertowalktowardstheedgeofthecrater?7.Whatdoesthewriterfindimpressiveaboutvolcanoesevenafterstudyingthemfor20years?Step4DiscussionDoyouthinkitisanoccupationyouwouldenjoy?Discussyourreasonswithyourclassmates.Step5InterviewMakeupaninterview.Fourstudentsasagroup.Onestudentactsasthewriterofthepassage.TheotherthreestudentsactasthejournalistsfromthreedifferentTVstations.Homework:44\nSpendsometimeresearchingonedisaster.Youcanusebooks,magazines,newspapersortheInternet.Collectpicturesanddiagramandlookforinformationabout:•whatcausesthiskindofdisaster•actualeventsthathappenedinthepastinchinaand/ortherestoftheworld•howpeoplehelpedthevictims•whatisbeingdonetopreventthedisasterhappeningagainortolessenthedamagePeriod3LearningaboutLanguageTeachinggoals：1.Tohelpthestudentstolearnhowtousewordsandexpressions.2.ToreviewtheV-ingformandlearntheperfectV-ingform.Step1Discoverusefulwordsandexpressions1.ShowthevideoofanepisodeofVesuviuseruptionandaskstudentstofillinthetextwithproperwords.TheeruptionofMountVesuviusin79ADtookpeopleinPompeiibysurprise.Itwassoquickandsoseverethatthetownwassooncoveredin________and________.Manyhousesinthetownwere________.Itwasan________disasterformanypeoplewhocouldnotgetawayintime.AwriternamedPliny,whowasthereduringthe_______,describedhowlavawasthrownintotheairlikea________.________manyofthetownspeople,________atthe________sightofVesuviuseruption,stayedtoolongandfailedtoescapeintime.2.Findsuitablewordsorexpressionsfromthetextsintheunittofillintheblanksonpage35.Step2Grammar1.ShowaflashtoreviewthedifferencesbetweenV-ingandthepastparticiple.a.现在分词表示主动，过去分词表示被动。b.现在分词表示进行中的动作，过去分词表示动作已完成。2.ShowaflashtoreviewtheV-ingformastheadverbial.a.分词的逻辑主语必须与主句的主语一致.b.分词的动作不是主句的主语发出时,分词前面必须加上它的逻辑主语,这种分词短语叫做独立主格结构.c.当独立主格结构的逻辑主语泛指一般人,如we,you,one时,逻辑主语可以省略.3.Showthefollowingpairofsentencesonthescreen.Iwasfeelingtired.Iwenttobedearly.→Feelingtired,Iwenttobedearly.相当于AsIfelttired,Iwenttobedearly.Iworkedhardallday.Iwenttobedearly.→Havingworkedhardallday,Iwenttobedearly.相当于AfterIworkedhardallday,Iwenttobedearly.可以看出:a.分词的一般式说明分词的动作与主句谓语动词的动作是同时发生的.b.分词的完成式说明分词的动作发生在主句谓语动词的动作之前.巩固练习:现在分词的完成式和一般式进行互换.a.Studyingvolcanoes,Iamamazedattheirbeautyaswellastheirpotentialtocausegreatdamage.→Havingstudiedvolcanoesfortwentyyears,Iamstillamazedattheirbeautyaswellastheirpotentialtocausegreatdamage.b.Havingstoodforseveralminutes,Isawsomeofmyfriendschattingatatable.→Arrivingthere,Isawsomeofmyfriendschattingatatable.c.Writingtheletter,heleftoutsomethingimportant.→Havingwrittentheletter,hereaditcarefully.4.用分词的一般式改写句子:AsIdidn’tknowhowtofindthesubway,Icalledapolicemanforhelp.→44\nNotknowinghowtofindthesubway,Icalledapolicemanforhelp.可以看出:分词的否定式是在分词短语前面加上not,never等否定词.5.小结-ing形式的用法a.–ing形式作状语用法例句时间Seeingthosepictures,sherememberedherchildhood.(=Whenshesawthosepictures….)条件Standingatthefootofahighmountain，youwillfindyourselfverysmall.(=Ifyoustandatthefootofahighmountain,….)让步KnowingwhereIlive,henevercomestoseeme.(=ThoughheknowswhereIlive,….)伴随Theystoodthereforhalfanhourwatchingthestarsinthesky.(=Theystoodthereforhalfanhourandwatchedthestarsinthesky.)原因Beingtired,Istoppedtotakearest.(=BecauseIwastired,…)结果Shewassoangrythatshethrewthetoyontheground,breakingitintopieces.(=Shewassoangrythatshethrewthetoyonthegroundandbrokeitintopieces.)b.V–ing形式的完成式作状语用法分词的完成式说明分词的动作发生在主句谓语动词的动作之前.例句Havingbrushedhisteeth，Mr.Browncamedownstairsforbreakfast.6.Findinthetextthesentenceswithv-ingformsortheperfect–ingform.7.完成36页与37页的关于分词的一般式和完成式的练习.Homework:1.完成workbook中对应的练习.2．完成分词专项练习。Period4Usinglanguage中的ListeningandSpeakingTeachinggoals：1.Tohelpthestudentsimprovelisteningskills.2.Tolearnhowtoexpressfear,surpriseandanxiety.3.Tolearntodescribeanaturaldisasteraccordingtoexperienceorimagination.Step1lead-inAccordingtothefollowingsituation,makeupadialogueandactoutthedialogue.Fourstudentsasagroup.Situation:Yourgroupgotoavolcanotocollectasampleofboilinglava,takemeasurementinthecraterandflyoveravolcanotomakeamapofthedirectionofthelava.Youwillmeetalotofdifficultiesandhavetoovercomethem.这个任务也可在课前布置让学生去准备好,这样课堂上就直接让两组同学来表演.通过这样的导入,学生对听力材料会有似曾相识的感觉,而且会饶有兴趣地去听材料里面的内容,去弄清楚材料里的火山学家到底碰到什么样的困难,怎样去克服困难的.Step2Listening1.FirstListening.Lookatthethreepicturesofvolcanologistsatwork.Thenlistentothemtalkingabouttheirmostfrighteningexperience.Writetheirnamesunderthepictures.2.SecondListeningListentothetapeagain.Answerthequestionsabouteachperson’sexperience.a.Howlonghashe/shebeenavolcanologist?44\na.Inwhatcountrywasthevolcanohe/shetalksabout?b.Whydidhe/sheforgettobefrightened?3.ThirdListeningAskstudentstoworkingroupsofthree,eachtakingtheroleofoneofthevolcanologistsandtellingthestorytoothersinthegroup.1.FourthListeningListentothetapeoncemore.Writethenameofthepersonbesidethethingstheysaid.Thisexercisealsotellsusthewaystoexpressfearandanxiety.1)Askindividualstudentstoreadthesentencesaloudtotheclass.Askthemtotrytorecallwhosaideachone.2)Playthetapeforstudentstoidentifytheexpressionsandrecordthenameofthespeaker.Itmaybenecessarytoplaythetapemorethanonce.Checkanswersbyplayingthetapeandstoppingwhenoneoftheexpressionisheard.2.Askstudentstoretelleachperson’sfrighteningexperience.Step3SpeakingThinkofapowerfulnaturalforce(suchasanearthquake,flood,typhoon,storm)thatyouhaveexperienced.Youcanuseyourimaginationifyouhavenotexperiencedanyofthesethings.Firstyoushouldtellyourpartneraboutyourexperienceandhowyoufelt.Andthenasksomestudentstotellthewholeclasshis/herexperienceandhowhe/shefelt.Homework:1.FinishtheListeningPracticeandListeningTaskintheworkbook.2.Makeupadialoguewithyourpartner.Whatshouldwedotopreventthedisasterhappeningagainorlessenitsdamage?Period4Usinglanguage中的ReadingandWritingTeachinggoals:1.LearnaboutTianchi,itslocation,views,legend,etc.2.Helpthestudentstoenjoythebeautyofnature.3.Improvetheabilityofwritingbywritingscenicspotsinyourhometownoryouhavevisited.Step1Lead-in1.Askstudentstodescribethetouristattractionstheyhavevisitedortheyknow.2.Showthepicturesofsomescenicspotsandstudentscanenjoytheirbeauty.3.ShowsomepicturesofChangbaishanandintroduceChangbaishantostudents.4.ShowsomepicturesofTianchiandintroduceTianchitostudents.AskstudentstoguesshowTianchiwasformed.Theycanhaveadiscussionaboutthisquestion.Step2FastReading1.Readthetextquicklyandfindoutthemainideaofeachparagraph.Paragraph1:TheintroductionofChangBaiShan.Paragraph2:TheintroductionofTianChi.Paragraph3:AstoryaboutTianChiParagraph4:DropacoinintoTianChitoguaranteeyourlove.2.Readingthearticleandtellthestatementsaretrueorfalse.1)ChangbaishanisthesecondlargestnaturereserveinChina.2)ThepeakofChangbaishancanreachashighas2,000meters.3)Youcanseealotofblackbears,leopardsorcranesinChangbaishan.4)Tianchiisalakeinthecraterofanextinctvolcano.5)TheancestorsoftheManchupeoplewerebelievedtobegoodatlanguageandpersuasion.Step3CarefulReading44\n1.Readthefirstparagraphandanswerthefollowingquestions.1)WhereisChangBaiShan?2)HowimportantisChangBaiShan?3)HowhighisChangBaiShan?4)WhatkindsofrareanimalsarethereintheChangBaiShan?5)WhydopeoplecometoChangBaiShan?6)What’sthemostpopularattractionofChangBaiShan?2.Readthesecondparagraphandanswerthefollowingquestions.1)HowwasTianchiformed?2)HowhighandhowdeepisTianchi?3)WhatkindsofsightscanyouseeinTianchi?1.ReadthethirdparagraphandtellthewholeclassthestoryaboutTianchi.2.Readthefourthparagraphandanswerthequestion:WhatshouldyoudoifyougotoTianchiwithyourlovedone?Step4RetellingRetellthewholetextreferringtothegivenquestions.Step5writingNatureissobeautiful.Showsomepictures.Wecanseethatwhenitischeerfulitisbeautiful.Isittruethatnaturecouldalwaysremainbeautifulandcalm?No!Showsomepicturesandwecanfindthatwhenitgetsangryitwillnotbebeautifulanditwillbeugly.Soifwewanttoseethebeautifulnaturewemustkeepnaturecheerful,weshouldn’tdestroyitandwemustprotectit.Discussthequestion“Whyandhowcanwekeepournaturecheerful?”HomeworkWriteanarticle“Whyandhowcanwekeepournaturecheerful?”44