高中英语选修6教案1[1] 37页

Unit1ArtTeachingplanI.单元教学目标：1・Talkaboutartandgalleries2.Talkaboutlikesandpreferences3・Learnwordsinfamilies4・Usethesubjunctivcmood5・WritealettertogivesuggestionsII.目标语言1.功能句式。Talkaboutlikesandpreference:rdprefer.,7Pdrather.../Pdlike.../whichwouldyouprefer..../Ireallyprefer.../wouldyourather.../wouldyouIikc...or._2.词汇abstract,sculpture,gallery,conscqucntly,beliefconsequent,convinee,shadow,ridiculous,controversial,nowadays,attempt,predict,aggressive,scholar...3.inii：thesubjunctivcmoodifIwereyou…./IwishIcould…4.重点句子1・therearcsomanydifYerentstylesofwesternartitwouldbeimpossibletodescribealloftheminashorttext.2.peoplebecamefocusedmoreonhumanandlessonrcligion.3.ifthenilcsofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures・4.atthetimetheywerecreated,theimpressionists5paintingwerecontroversialbuttodaytheyarcacceptedasthebeginningofwhatwenowcall"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部分耍求学生运用相关目标语言对口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，艺术特点及其代农性的画家和作品。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枣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1stperiodWarmingupandreading2ndperiodLanguagcstudy3rdperiodGrammar4thperiodListeningandtalking5thperiodUsinglanguage6thperiodReading,speakingandwriting分课时教案TheFirstPeriodWarmingupReadingTeachinggoals：1.TocnablethestudcntstohaveaknowlcdgcoftheshorthistoryofWesternpainting・\n1.Toimprovethestudents'readingability.Teachingimportant&difficultpointsEnabletheSstotalkabouttheshorthistoryofWesternpaintingTeachingmethodsSkimmingandscanning;individual,pairorgroupwork;discussionTeachingaidsAcomputer,ataperecorderandaprojector.Teachingprocedures&waysStepILead-inToleadinsuchatopicbymentioningthesculpturesorpaintingsaroundthestudents,forexample,sculpturesonthecampus,famouspaintingshangingonthewallsofthecorridoroftheschoolbuilding,etc.AskSstofigureouttheirfunctionsandthegeneraltermtocallthem■一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,realisticTheRenaissance15thto16lhcenturyMassaccioperspective,realisticImpressionismLate19thtoearly20lh/detailed,ridiculouscenturyModemart20lhcenturytotoday/Controversial,abstract,realistic3.CarefiilreadingReadthetextcarefullyandfindsomedetailedintonnation.TheMiddleAgesFeatures:1.theme:religion2.Artistswerenotinterestedinshowingnatureandpeopleas…butinterestedincreatingrespectandlove心God.TheRenaissanceMasaccio：thefirstpersontouseperspectiveinpainting1・Focusedmoreonhumansandlessonreligion.2.Twodevelopments:a.Drawingthingsinperspectivesb.Oilpainting.Impressionism1.Whatchangesledtothechangeinpaintingstyles?2.Lookatthesepaintings,whatdidtheypaint?3.Whydidtheimpressionisthavetopaintquickly?\nModemartTwoextremesStyleA.AbstractB.RealisticConcentrateonCertainqualitiesoftheobjectWhatweseewithoureyesPresentationColor,lineandshapephotographStepIVComprehendingAskthestudentstoreadthepassageagainanddealwithExercises.StepVHomework1.Underlinetheusefulexpressionsandthetimeexpressionsinthereadingpassage.2.Retellthepassagewiththehelpofthechartaboutthetext.TheSecondPeriodLanguageStudyTeachinggoals:Toenablethestudentstolearntheusefillexpressions.Tohelpthestudentsleanhowtojudgethepartsofspeechaccordingtothesuffixesanddeterminetheirfunctionsinthesentences.Teachingimportant&difficultpoints:GettheSstolearnwordformationbyaddingsuffixesTeachingmethods:ExplanationandpracticeTeachingaids:Acomputerandaprojector,ablackboardTeachingprocedures&ways:Step1RevisionCheckthestudents'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,butnotexplained好的画犹如佳肴，可以品其美味，却无法解释。3.wouldrather宁愿，宁町Iwouldratherwalkthantakeabus.Shewouldratherdiethanloseherchild・rwouldratherdosth.§wouldrathernotdosth.Jwouldratherdosth.ratherthandosth.{prefersth.tosth.prefertodosth.ratherthandosth.Ialwayspreferstarlingearly,ratherthanleavingeverythingtothelastminute.4.认为，看待\nConsider+n.+adj./n.+tobe/n.+as/+that-clause/it+adj./+n.+todoslh.Weconsiderthatyouarenottoblame・Doyouconsideritwisetointerfere?Iconsideryou（tobe）honest.1.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。2.attemptv.试图,企图，尝试Theprisonerattemptedanescape/toescape.Shewillattempttobeattheworldrecord・nTheymadenoattempttoescape・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3.painting（油、水彩）imjdrawing（素描）图sketch草图portraitf*j®illustration插图ApaintingofsbApaintingbysb某人的画？某人画的画？&abstractadj.n.Vanabstractpainting抽象训intheabstract抽彖地abstract...from...从…屮提取9.detailedadj./n.detailedinfonnationindetail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■一liveproof—provesafe-一savethief-一thieve11.whileSomepeoplerespecthim,whileotherslookdownuponhim・（表％j比）12.influencev.n.Theweatherinsummerinfluencesthericecrops・Hehasnoinflucnccoverhischildren.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…丿13.aimn.v.Whatisyouraiminlife?Heaimedthegunatabird・搭配::achieveone'saim达到11的missone'saim未击中11标withoutaim无目的的14.takctheplaceof=replace“pleasetakeyourplace,everyonesaidJohnSmith：FromnowonIwilltaketheplaceofMr.Gcorgcaschairmanofthemeeting・15.focusvt.Vi.focuson集中丁・Alleyeswerefocusedonthespeaker.16.possessionn.所有，占有；（pl）所有物，财产personalpossessionsCompare:inpossessionof（主动）/intheposscssionof（被动）\nv.possessn・possessor13.convinccvt使确信，使信服Imanagedtoconvincethemthatthestorywastrue.搭配：convincesbofsth=convincesbthat..・使…相信beconvincedofsth=beconvinccdthat•…相彳言・・・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(late19thfo…丿18•修饰不可数名词:agreat/gooddealof/agreatamountof修饰可数名词：alarge/greatnumberof;largc/grcatnumbersof;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，主耍的Theyarcmostlystudents.mostpron・adj・advThisisthemostIcandoforyou.Petermadethemostmistakesofalltheclass・Whatinterestedyoumost?(最)Moststudentssaythatitisamostinterestingbook,butitisn'tthemostinterestingtheyhaveread,andthattheyreadsuchbooksmostlyonweekends・20」cadtoTheheavyrainleadstoseriousfloods・Leadto/lieinHardworkleadstosuccessandfailureoftcnliesinlaziness・(resultin/resultfrom)21.shadown.Thewillow'sshadowfallsonthelake•shadow(阴影、影子…指-个平面)shade(树阴、阴影…指一个立体空间)Stayintheshadeit'scooler•(阴凉处)Theshadowsofthetreesgrewlongerastheafternoonwenton.随着下午时光的延续，树影会越来越长。StepIIISuffixationLetSslearnsomeusesofsuffixesAskSswhatsuffixis(Asuffixisaparticle,whichisaddedtotheendofaroot.Suffixesusuallydonotchangethemeaningoftheroot,butcanchangcitspartofspeech・Forexample:lead(v.)™leadership(n.);ill(adj.)—illncss(n.)Butsometime,somesuffixesaddnewmeaningtothenewlyformedwords.Forexample:meaning…meaningless;think…thinkerLSuffixesusedasanounsignifierSuffixesusedasanadjectivesignifierStepVHomeworkPreparetolearnthegrammarofthesubjunctivemood・Period3GrammarTeachingaims1.ToenablethestudentstousetheSubjunctivemoodcorrectlyindifferentsituations.TeachingimportantanddifficultpointsToenablethestudentstousethecorrectformofofthesubjunctivemood・TeachingmethodsSummarizing,comparativemethod;practicingactivities\nTeachingprocedures:StepIPresentationAtfirst,givethestudentsanexampletopresentwhatthesubjunctivemoodisandinwhatsituationweshouldusethesubjunctivemood・Then,showthemthesentencestructureofthesubjunctivemood・AskSstolistcntothefollowingexample:SupposePmabasketballfan.YaoMingiscomingheretoplayabasketballgamethiscvcning.Butunfortunately,Ihaven't'gotaticketforit.IfeelsorryaboutthatandwhatshouldIsayinthissituation?【willsay:IwishIwatchedthebasketballgame./If【hadgotaticket,Iwouldgotowatchthebasketballgame・Haveyoueverheardsuchkindofsentences?Theyusesubjunctivemood・Thesubjunctivemoodisusedwhenwewanttoexpressawish,request,recommendationorreportofacommand.Alsothesubjunctivemoodisusedtoexpresssomethingthatiscontrarytothefact,highlyunlikelyordoubtful.Wecanusethefollowingtowsentencestructurestoexpressourregretting.I・"If5clause—,mainclauseTimeNowVerbwere/didMainClausewould/could/should/might+V（原）Pasthaddonewould/could/should/might+have+p.p.Futrucwere/didwould/could/should/might+V（原）weretodoshoulddoII•虚拟语气特殊句型1.Subject+wish+ObjectClauseTimeVerbObjectiveclausenowwishwoulddo/coulddo/were/didpastwishedhadbeen/donefiiturewishwoulddo/coulddo/were/did2.wouldrather（that）现在：过去时过去：过去完成时将来:过去时1.asif/though+Clause虚拟从句动作与主旬动作同时发生用过去时从句动作先于主句动作发生用过去完成时4.1t's（about/high）time+（that）…过去时/should+V.（Should不可省略）1.农示耍求，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。BP:1.insist2.order,command3.advise,suggest,propose4.demand,require,request,desire这些动词后而的宾语从句要使用虚拟语气©即从旬屮的动词使用should+动词原形,或者将should省略。2.without和butfor构成虚拟.butfbr（耍不是）3.Ifonly...要是就好了IfonlyIknewhisname!Ifonlywehadfollowedyouradvice!IfonlyIcouldseehimagain!&Ifsnecessary/strange/natural/important+that-Clause从句屮的动词要用虛拟，R卩（shoul+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：\n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.1.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・StepIIIConsolidatioAsktheSstodoExercise1&2inDiscoveringusefillstructuresonpage4andExercises1-4onpage43.Thenchecktheanswers.StepVI4HomeworkPreparefortheListeningandTalkingonpage41.\nTheFourthPeriodListeningandTalkingTeachinggoals：1.Tohelpthestudentsimprovelisteningskills・2.ToenabletheSstoexpresstheirlikesandpreference・Teachingprocedures:StepIListeningi.Dosomelisteningpracticeonpage41.1.Pre-listeningQuestion:Canyounametheobjectsinthepicture?Whatarcthey?Abook,avase,wallhangingsandpaintsandbrushes・2.ListeningAtfirst,asktheSstolistentothetapeforthefirsttimetogetthegeneralideaandanswerthequestion:Whatpresentwillthestudcntsget?LetthestudentstolistenagainandgetsomedetailedinformationandanswerthequestionsinExercise3・Atlast,checktheanswerswiththewholeclass・ii.Dosomelisteningpracticeonpage44.(Skipitifitistoodifficultforyourstudents)Beforelistening,asktheSstolookatthepaintingsanddiscussinwhatperiodofChinesehistorytheywerecreated.Then,listentothetapethefirsttimeandnumberthepictures.Next,listentoitagaintowritethenamesofhistoricalperiodstheywerepainted.Atlast,listenagainandlistthefeatures・StepIITalkingAsktheSstodiscussthequestionsinTalkinginpairs."Sofar,wehavelearnedalotabouttheart.Todaylet'stalkaboutourfavouriteartistsandformsofart.Pleasediscussthequestionsonpage41inpairsandmakeupadialogue・Nowthefollowingsentencestructuresmayhelpyou.Showthefollowingonthescreen・Edprefer••-Pdrather••-Pdlike…Whichwouldyouprefer-••?Ireallyprefer•••Wouldyourather-••?Wouldyoulike---or?Afterafewminutes,askSstopresenttheirdialogues.StepIIIHomework1.AskSstointroducethegalleriesthehaveeverbeento.2.PrepareforUsingLanguagconPagc5and6,andfinishtheexercisesfiomPage6to7.TheFifthPeriodUsingLanguageTeachinggoals:1.ToreadaboutthebestofManhattan9sartgalleriesanddevelopthestudents5interestinart・2.Tohelpthestudentsimprovelisteningskills.3.Toenablethestudentstotalkaboutartgalleriesandwritealettergivingsuggestions・Teachingprocedures:StepILead-inShowpicturesofsomefamousartgalleriesaroundtheworld:ChineseArtGallery,TheFrickCollection,GuggenheimMuseum,MetropolitanMuseumOfArt,BritishMuseum,LouvreMuseuminFraneeandsoon.StepIIReading1・Fastreading:AskSstoreadthepassageaboutartgalleriesonpage5,andanswerthequestion:Howmanygalleriesmentionedinthistext?Whatarcthey?Whatcanyouseethere?2.Carcfi.ilreading:DetailedreadingtocheckExercises1&2belowAfterthat,asktheSstolistentotherecordingandanswerthequestionsinPart3.Playthetapeforthestudentstofollowandafterthat,checktheanswers・3.Post-readingAnswerthefollowingquestions:\n1・Whatdoyouthinkthepurposeofthistextis?TogivepeopleinformationaboutvariousartgalleriesinNewYorkandtoshowthemwheretheyare.2.Whodoyouthinkthetextwaswrittenfor?Tourists,artgalleryvisitors・3.Wheremightyouseesuchatext?Possiblyinguidebook.StepIIIDiscussingandlistening(P7)i・SupposeyouwerestayinginahotelinManhattanwithGaoYan,SusanandJohn.Nowifyouhaveachancetovisitartgalleries,whichgalleriesdoyouprefer?Why?Askthestudentstotellthegroupmemberswhichgalleriesintroducedtheypreferingroupsof4.ii・AsktheSstodosomelisteningpracticeonpagc7Atfirst,askthemtolistentothetapeforthefirsttimeandnumberthegalleries.Next,listenagainandanswerthequestions・Atlast,checktheanswerswiththewholeclass・StepIVWritingFirst,asktheSstodiscussthequestionsinExercise1onpage8ingroupsof4,givingtheirownsuggestionsandreasonsandthenwritealettertogivetheiropinions.StepVIHomework:Finishthewritingtask・PreparefortheRcadingtaskonpage45.TheSixthPeriodReading,speakingandwritingTeachinggoals:1.ToenabletheSstotalkaboutenvironment.2.TohelptheSstowritealettertoaskforpermissions.Teachingprocedures:StepIReadingTaskHereisaletteronpage45fromagroupofstudentswhowouldliketomaketheirschoolmoreattractive.1.Fastreading1Whydotheybecomeworried?2Whatdotheyhopetheheadmasterwilldofortheirproject?2.Carefulreading:supposeyouwerethepresidentofthehighschoolcouncilandyoureceivedtheletter,preparetomakenotesforareportabouttheletter,fillingtheblanksonpage46❖SometipsabouthowtomakenotesJustwritedownsomekeywordsUsewordsorphrasesOmitthesmallwordslikeprepositionsLetterfromAskingforandReasonTheirplan:123Workwillbedoneby:StepIISpeakingtaskAsktheSstodiscusshowtoimprovethecnvironmentofourschoolinfours,thenspeakout.❖A:plantingmoretrees,grassandflowers,abeautifulgarden,notpicktheflowersandstampthegrass❖B:notthrowlitter,picktherubbish,throwitintoadustbin,collectwastepaperandbottlesforrecycling.❖C:keeptheschoolyardorclassroomclcan,notdrawpicturesonwalls,notcarvenamesonthetreesordesksandchairs❖D:makeourschoolanon-smokingplaceInall,ifeveryonemakescontributiontoprotectingtheenvironment,theworldwillbecomemuchmorebeautiful.IfallChinesecareabouttheenvironment,IsureChinawillbecomeoneofthemostbeautifulcountriesintheworld\nStepIHWritingtaskWritealettertotheheadmasteroftheschoolaskingforpermissiontoimprovetheenvironmentoftheschool.Whilewriting,refertotheinstructionsinWRITINGTASK.StepIVSummingupSumupwhatthestudentshavelearntinthisunit.StepVLearningTipGothroughthelearningtipwiththestudcntsabouthowtogetageneralideaofatext.StepVIHomework:Revisethewholeunitandfinishalltheexercisesinthisunit.Model6Unit2PoemsPeriod1Warmingup.Pre-reading&ReadingTeachinggoals1・Targetlanguagea.ImportantwordsandphrasesPoem,poetry,recite,aspect,convey,nursery,rhyme,diamond,cottage,balloon,sparrow,tease,salty,endless,translate,nurseryrhyme,takeiteasy,runoutofmakeupofb.ImportantsentencesWhichpoemisaboutthingsthatdoiftmakesense?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・2.Chantthepoem・3.Understandthemainpurposeofwritingthepoems・Teachingmethods1.Skimmingandscanning.Asking-and-answeringactivityDiscussionChantTeachingaidsMultimediaTeachingprocedures&waysStepLGreetingsStep2.PresentationAskSstothinkbackandtrytorememberpoemsfromtheirearlychildhood,eitherinChineseorinEnglish.Talkaboutsomefiunouspoetsbothhomeandabroad,eitherancientonesormodernones.Brainstorming:Whatwillyouthinkofwhen\vctalkabouttheword"poem"?Step3.Warmingup\nReadthequestionsinthispart,remindingSswhattheynoticeabouttheabovepoems.(e.g・theyhaveastrongbeat,ortheyhaverhyme,ortheyplaywithwordsandsounds,orperhapssomeofthemarefunnybecausetheymakenosense.)TellSsthattherearemanyreasonswhypeoplewritepoetry・GivetheexamplesontheBb.AskSswhytheythinkthepoetswrotethepoemstheyhavejustrecited..Writetheirsuggestionsontheboard・GiveSsalimelimitofafewminutes.Dividetheclassintogroupsoffourtodiscusslhepurposeofwritingpoems.Askonepersonfromeachgrouptoreadtheirgroup'slistandaddtheirsuggestionstothelistontheboard.(Suggestedreasons:tocreatecertainfeelingsorimagesinthereader;toshareafeelingorexperience;todescribesomethingindetailorgiveanimpression;togetthereadertothinkaboutanidea;toexpressapointofview;tomakethereaderexperiencethesight,sounds,smells,feelandtastesofsomething;tocreateamood,toplaywithwords-一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.TellthemthattheyaregoingtolookfortheinformationinthetableJustinthepoemsthemselves,notintheotherpartsofthetext.Theyarctolookonlyforthosepiecesofinformationandnotreadeveryword.Doanexamplewiththem.Suggestedanswerstoexercise2:WhichpoemABcDEFGHdescribesaperson?Jtellsastory?Jdescribesanaspectofaseason?JJVisaboutsport?Jisaboutthingsthatdon'tmakesense?Visrecitedtoababy?Jdescribesariverscene?Jhasrhymingwordsattheendoflines?VVrepeatswordsorphrases?7JJStep5.ReadingScanningGettheSstoreadthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.TeachergivesSsacoupleofminutestolookthroughthewholepassage・Tellthemtoreadthetextsilentlyandthenasksomedetailedquestionsaboutthetextontheslideshow・TeachershouldencourageSstoexpresstheirideas・QI.Whydopeoplewritepoetry?Q2.Howmanyformsofpoemsarementionedinthepassage?Whatarethey?Q3・Whatdoes"nurseryrhyme"mean?Whydotheydelightsmallchildren?Q4.What'sthecharacteristicof"listpoems'9?Whatabout"cinquain"?Q5.WhydoEnglishPeoplelike"HaikiT?Q6.ArcyoufamiliarwithTangPoems?Doyouknowthetitleofthelastpoeminthetext?ListeningBeforeSsreadthetext,havethemclosetheirbooksandlistentothetextwiththeireyesclosed・ThisgivesSstheopportunitytolistentothesoundsor"music"ofthepoemsbeforereadingthemindetail.Tellthemthatitdoesn'tmatteriftheydon'tunderstandeveryword・FirstreadingGetSstoreadthetextcarcfiilly,findingtheonesentencethatsumsuptheparagraphofeachpart..Underlinethetopicsentence・SecondreadingTellSsthattheyaregoingtolookattherhythmoftwoofthepoems・Makesuretheyknowwhatrhythmis.Readthe\nlimerickaloudandhaveSslistenforthestrongbeats・Thenhavethemclapthestrongbeatsasyouread.Markthestrongbeatsonthelimerickontheboard・TherewasanoldmanwithabeardWhosaidisjustas1feared"."FourinsectsandthenTwobirdsandahenHaveallmadeahomeinmybeardM・NowreadthepoemA&B.Askthemtomarkthestrongbeatsonthetwopoemsthathaveastrongrhythm.Checktheiranswers・Thenplaythetapeandgetthemtoclaptothestrongbeatsinthosetwopoems.ThirdreadingJustasanyscenecanserveasthesubjectofapainting,soanypartofdailylifecanprovidematerialforapoem..Ofcourse,thechoicethattheartistorpoetmakesrelatestohisorherpurpose・Poetryisusuallyshortandcompact,soitshouldbereadseveraltimes,preferablyaloud,toappreciateitsmeaning・Readthelastpoem(PoemH),andanswerthefollowingquestions:QI.Whatpartsofthepoemsuggestthatthewomanlovesherhusband?Q2.Howdoyouunderstandthesentence5'Shouldthejoumeyerreturn,thisstonewouldutterspeech.'、？Explainthesentenceinyourownwords・Q3・Whatpicturedoyouhaveinyourmindwhenyoureadtheabovesentences?Q4.DoyouknowtheChinesetitleofthispoem?DoyouknowtheChineseversionofthepoem?Step6.Makeashortsummaryofthisperiod.Homework1・Surfsomewebsitestofindoutmoreinformationaboutpoets.1.Reviewthecontentofthereadingpassage.2.FinishtheexercisesonPage12&13.Period2Reading,Comprehending&LearningaboutlanguageTeachinggoals1・TargetlanguageImportantwordsandphrasesjoy,anger,sorrow,thread,appropriate,ending,compass2.AbilitygoalsEnableStudentstodeepentheirunderstandingofthereadingpassageandlearnsomeusefulwordsandexpressions.Learntousewordsandexpressionsintheirrightform.3.LearningabilityEnableSstounderstandtherhymeandrhythminEnglishpoems.TeachingimportantpointsUnderstandthepassageandanswerthequestionsaboutit.1.Leamtheuseftilwordsandexpressionsinthepassage・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.).\nIcan7conveyhowangryIfeel."emotion"meansstrongfeelingLoveandhatredarebasicemotions.Hisvoicewasshakingwithemotion.1.Theydelightsmallchildrenbecausetheyhavestrongrhythmandrhyme."delight"meansmakesb.pleasedgreatly.\nThegiftofthechilddelightedhisparentsIamdelightedtohelpyou.“rhythm"meansameasuredflowofwordsandphrasesinversedeterminedbyvariousrelationsofsyllables・theexcitingrhythmsofAfricandrummusic“rhyme"meansidentityforsoundbetweenwordsortheendingsofwords,esp.inverse.Shakespearesometimeswroteinrhyme.Hemadeupfiinnyrhymestomakeuslaugh.1.Wcwouldhavewonifwchadn、ttakeniteasy・“takeiteasy”meanstoproceedgentlyorcarefully;torelaxandavoidoverwork・You"vedonequiteenoughworkfortoday;nowtakeiteasyforanhour.2.Wewouldhavewonifwehadn'tninoutofenergy."runout(ofsth.)"meanstouseup;tocometoanend・Thepetrolisrunningout.Wearerunningoutofouttime.=Ourtimeisrunningout.3.apoemmadeupoffivelines"makesth.up"meanstoputtogether;tocompoundWhatarethequalitiesthatmakeuphischaracter?Societyismadeupofpeopleofwidelydifferingabilities.Step4・LearningaboutlanguageChecktheexerciseonPage12・13・TaskI.Discoveringusefillwordsandexpressions1・Asksomestudentstolistthewordstheyfindtorhymeswiththewordsintheexercise・Theteachermaymakesomeadditionifnecessary・Sampleanswers:Askstudentstotrytocreatemorelistsbythemselves・1.Completethepassageusingthecorrectwords.Askstudentstofinishthepassageandexplainwhytheformofthewordsmustbechanged.Task2.Discoveringusefiilstructures1.Rewritethepoemaboutwinningthematchandthereasons・2.Rewritethepoemabouttheattempttowinthecompetition.Offerstudentssometimetodiscussaboutitandpresentsomesamplesforthemtofollowiftheyfinditdifficulttogetthrough.3.Matchthesentences・Explainsomerulesofsubjunctivemoodifnecessary.4.Completethesentencesusingthecorrectformsoftheverbs.Step5.Usingwordsandexpressions(Workbook)Task1.Makeadjectivesfromnounsbyaddingsuffix"fill"andthenexplainthemeaningofthenewadjectives.EncouragestudentstothinkofmoreexamplesthathavethesameTask2.Completethetablewiththecorrectwords.NounVerbAdjectiveAdverb\nTask3.Completethesentencesusingthecoirectwordlromthetable.Task4.Matchthephrasesappropriatelyandencouragestudentstocreatemoreoftheirownwordpictures.Step6・Makeashortsummaryofthisperiod.Homework1・Rememberimportantlanguagepoints・2.WriteasimpleEnglishpoembyusingrhymeandrhythm.3.Preview"Learningaboutlanguage"・Period3LearningaboutLanguageTeachinggoals1•TargetlanguageImportantwordsAppropriate、ending,compassa.ImportantsentencesIfshehadstueideharder,shewouldhavepassedtheexam・Ifshehadbeenthere,shewouldhavemetsomereallyinterestingpeople・2.Abilitygoals・EnableSstograspthewaysofwritingpoems.b.EnableSstousesubjunctivemoodcorrectly.3.LearningabilityTeachSshowtowritesomepoemsandhowtousesubjunctivemoodcorrectly.Teachingimportantpointsthewayofwritingpoems.SubjunctiveMoodTeachingdifficultpointUsingsubjunctivemoodcorrectlyindiflerenlsituations.TeachingmethodsTask-basedlearninginstructionspracticeTeachingaidsMultimediaTeachingprocedures&waysStepLGreetingsStep2.WarmingupTaskl:FreetalkwhydoyouenjoylearningEnglish?T:I'mgladtoseeyouagainandFmhappybecausewecanenjoyEnglishtogether.DoyouenjoylearningEnglish?S:Yes・BecauseEnglishisaverybeautifi.illanguage.S2:BecausewccanenjoyalotoffunnystoriesifwcknowEnglish・S3:BecausevvecancommunicatewithforeignersinEnglish.S4:BecausevvecanintroduceChinatoforeignersifvveknowEnglish.T:Welldone.Ifwedidwellinsomeway,peoplewouldknowus.Nowlet'stalkaboutsomefamouspersons.(YaoMing,LiuXiang,MadameCurie,YuanLongping,ChineseWomenFootballTeam)Step3.PresentationTask2:GrouptalkTrytotalkaboutthefamouspersons.QI:WhyisYaoMingfamous?SI:Becauseheplayedbasketballverywell.S2:Q2:WhycouldLiuXingsucceed?SI:Becausehetrainedveryhard.S2:Q3:WhydidChineseWomenFootballTeamlosethegame?SI:Becausetheyweretired.・・Q4:Completethesentence:TheywouldwiniftheySl:Thcywouldwiniftheyhadagoodrest.ST:Justnowwetalkedalotaboutsomepersons.Ifweputthesesentencestogether,theyformedakindofpoemlistpoems.・Task3:Turntopage13,anddoexercises1and2.Step4.GrammarTask4:Presentsomesentencesontheblackboard,andaskSstotellthedifterenceamongthem.a.IfIknewit,Iwouldtellyou.b・IfIhadknownityesterday,Iwouldhavetoldyou・c.HIhadknownit,Iwouldhavetoldyou.d・IfIhadfinishedmyhomework,Iwouldhavegonetobed.e.IfIhadknownhistelephonenumber,Iwouldhavemadeaphonetohim.\nSI:Inthesesentences,theyusedifferenttenses・S2:TheydescribedifYcrcntsituations.T:Yeah・Wecandrawaconclusionasfollows:VerbformsIf-clauseThemainsentenceThepresentsituationVedwould/could/should/might+VThepastsituationhadVedwould/could/should/might+haveVedTask5:Comparesomespecialsentencesanddrawaconclusion.A.Had1notseenitwithmyowneyes,Iwouldnothavebelievedit.Wereitnottoraintomorrow,wewouldhaveapicnic.Shoulditraintomorrow,wewouldhaveapicnic.Conclusion:connectsubjunctivemoodwithinversion.B・Iftheweatherhadbeenfiner,thecropswouldbegrowingstillbetter.Ifyouhadfollowedtheteacher'sadvice,youwouldn'tbeinhospital.Conclusion:Thesituationsintheclauseandthemainsentencearedifferent.C・IfonlyIknewhisname!Ifonlyvvchadfollowedyouradvice!IfonlyIcouldseehimagain!Conclusion:Weshouldusedifferentformsofverbsaccordingtothedifferentsituationsinthepattern:Ifonly.Withoutsunlight,people'slitewouldbedifferentfromtoday.Butforyourhelp,Iwouldn'thavefinishedthework.Conclusion:Iftherearesomespecialprepositionsjustlikewithout,butforinthesentences,wesometimesshouldusesubjunctivemood.Step5>PracticeTask6:Doexercises3and4onpage13.Task7:PresentsomepicturesandaskSstomakeupsomesentenceswithsubjunctivemood.Picturel:Arockete.g・IfIwereadesigner,Iwoulddesignaspaceship.•IfIwerecleverenough,Iwouldhavedesignedaspaceship.Picture2:theuniversee.g.:eIfIwereanastronaut,Iwouldtravelintospace.•【flhadbeentospace,Iwouldhaveknownwhatwerethereinspace・Picture3:alotofmoneye.g.:*IfIhadalolofmoney,Iwouldrunabigcompany.•IfIhadearnedalotofmoney,IwouldhavebuiltalotofhousesforthepoorPicture4:thefarmerandthesnakea.g.：・Ifthefarmerhadrftseenthesnake,hewouldn'thaveputitinthearms.•Ifhehadn'tputitinthearms,thesnakewouldn'thavebittenhim.•Ifthesnakehadn?tbittenhim、hewouldn'thavediedTask8:Dosomeexercisesonscreen.Step6:summaryandhomeworkDoexercises1-4onpage50and51.Period4Reading,ListeningandWritingTeachinggoalsLTargetlanguagea.keywordsandphrases:pattern,rhythmic,rhyme,rhythm,sunlight,darkness,warmth,underlined,load\na.keysentences:I'mnotgoingtodo....Iplantodo..・I'lldo....Iamlookingforu^ardtodoIfIweretheruleroftheworld,Iwoulddo....IfIhadamilliondollars,Iwoulddo....Ifeelhappywhen....Slowlythemoonclimbsinthesky....2.Abilitygoalsa.Enablethestudentstounderstandtherhymeandrhythmofthepoemandgraspthemainidea.b.Enablethestudentscangettheinformationfromthelongpassagebylistening.c.Enablethestudentscanexpresstheirfeelingsbywritingpoems・3.Learningabilitygoals:a.Enablethestudentstoknowhowtogetthekeywordstounderstandthepoem・b.Enablethestudentscanfindwheretherhymeandtherhythmofthepoemare・c.Helpthestudentslearnhowtogetsomeskillsinlistening.d.Enablethestudentstolearntopresentenoughreasonstosupporttheiropinions.b.・Helpthestudentslearntowritepoemsusingthetargetlanguageaccordingtothewritingsteps.4.Teachingimportantpointsa.Helpthestudentstounderstandwhattherhymeandrhythmare・b.Trainthestudentstogetthekeywordsbyreadingthequestionbeforelistening.c.Teachthestudentstowriteaccordingtothewritingsteps.5.Teachingdifficultpointsa.Howtohelpthestudentscanfindwheretherhymeandtherhythmofthepoemarc.b.Howtohelpthestudentstomakeupdialogues,usingthetargetlanguage.c.Howtohelpthestudentstowritethepoemtoexpresstheirleelings.6.TeachingmethodsCooperativelearningandTask-basedlearning7.TeachingaidsArecorder,computer,slideandblackboardS.Teachingprocedure&ways:SteplGreetingsandrevisionTeachergreetsthewholeclassandchecksthehomework・TaskI.RhymeTeacherasksthewholeclasstoenjoyapoem(showingitonthescreenbycomputer)Therewasanoldwomantheysay;Whowouldeatanappleaday;Whenaskedshereplied;Il'sgoodformyinside;For1cunneverillanyway・Teacheraskssomequestions:Question1:Doyouthinkpoemisfunny?Whatismainideaofthepoem?(Totellusanappleisgoodforourhealth)Qucstion2:Couldyoufindtherhymeofthelastwordineachline?(say//day;replied//inside;anyway)Therhymeinthispoemis“aa//'bb//aTask2.RhythmEnjoyasong——LittleStarsTeacherasksthestudentstolistentoandfollowit.Afterthat,teacherasksthemtofindtherhymingwordsandsharethem.Thistimeteachertellsstudentsthepoemnotonlyhasrhyme,butalsohastherhythmsothatpeoplecansingitaswellasreadit.Step2pre-readingTeachertellsthestudentstheywilllearnanewpoemwhichisalsoasongwrittenbyRodMcKuenandasksthestudentstolistentothepoemtofeelandthinkabout.Taskl.SpeakingShowsomequestionsonthescreenbeforestudentslisten.1.Doyouthinkthespeakerinthepoemismoreliketoheagirlfriend/boyfriendoraparent?2.Doesthepoemhavearhythmicpattern?3.Doesthepoemhaverhymingwords?Afterlisteningtothepoem,thestudentshavesomeminutestospeakandsharetheiropinions,Task2.DiscussionOpenquestion:Whenyouwerelisteningtothepoem,diditmakeyoufeelsomethingorthinkaboutsomething?Whatdiditmakeyou\nfeelorthinkabout?Thisquestionhasnostandardanswers,thestudentscandiscussandexpresswhattheythinkfreely・Step3While-readingTeacherasksthestudentsopentheirbooksandturntopage14.TasklReadthetextfollowingthetape・TeacherasksstudentstofollowthepoemsintheirbookswhilelisteningtothetapeagainandasksthemtoreadaloudinpairsTask2Findthewordsthatrhymeandcirclethem.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・Ait、cold,I'llwarmyou;ifit'sdark.厂〃giveyoulight;ifyou'rehungry,rilfeedyou;ifyouwantlove,IIIgiveittoyouB.Althoughthefuturemaybedifficultforyou.wheneveryouneedwarmthandlove,remember厂〃havesometogiveyou・C.Whileyou'reaway77/rememberyoursmileandI'llloveyoualways.Whenyoureturn,Ihopeyouwillloveme.Suggestedanswers・Answer1:Apartner(motherorfather)speakingtoayoungadultchild(sonordaughter)Manyofthephrasesimplythatthespeakerisanolderpersonwhohasexperiencedtheirownjourneythroughlifeandwhoisofferinglovetotheyoungpersontohelphim/herbeginhis/herjourneythroughlifb.Forexample,Vvesavedthesummer・..andVvesavedsomesunlight....whenthespeakersaysTillyou"reolder...・Wcknowthatthespeakerisprobablyaparentbecausehc/shcisofferingthechildunconditionallove(Butifyou9veaneedforlove,LUgiveyoual1ownj.weknowthatson/daughterisayoungadultbecausethespeakerreferstothetimewhenyouwerebutnineteen.Answer2:Bisthebestanswer.StepSPre-listeningTeachertellsstudentsthelisteningisaconversationbetweenateacherandthreeofherstudentsaboutapoetrycompetition.thestudentstalkaboutwhentheyarcgoingtowritetheirpoemsandhowtheybecomeinspiredtowritepoetry.Theirdiscussionillustratesthefunctionofintention.TeacherfirstasksthestudentstodiscussthefollowingquestionsingroupsabouttheirexperienceswritingChinesepoetry.(showthesequestionsbycomputer)Question1:Inwhatkindofplacedoyouliketowritepoetry?Question2:Whatconditionsdoyouneedtoheabletowritepoetty?(Doesithavetobequite.doyouneedtobealone,doyouneedtolistentomusicandsoon?)Thediscussiongivesacontextforthelistening,preparesthemforwhattheywillhearandwillhelpthemunderstandthelisteningmoreeasily・Step6ListeningTasklFirstlistening\nTeacherreadstheexercise1withstudentsbeforetheylistenandasksthemwhether,intheirdiscussion,anyofthemlikestowritepoetryunderthesameconditionsasLucy,TomorJack(ieinthecountryside,athome,listeningtomusic)・Asstudentslisten,theyshouldcirclethecorrectstudent'snameinExercise1.Checktheanswerstoge什ier.(suggestedanswers:1.Lucy;2・Jack;3・Lucy;2.Tom)Task2・SecondlisteningTeacherasksstudentstolistentothetapeagain,morethan2timesifpossible.Exercise2asksmoredetailedquestions.Teachercanreformanddesignthedifferentformsofthesequestionsothatstudentswillbemoreinterestedinthem.A.MultipleChoices1.Whendothestudentshavetohavetheirpoemscompleted?(B)A.Bythe23thofthemonthB.Bythe24thofthemonthC.Bythe20thofthemonth2.Whohaddecidednottowriteapoemforthecompetitionbutthenchangedisorhermind?(C)A.LucyB.JackC・TomB.TrueorFalsel.Lucyissatisfiedwiththepoemshehaswrittcn.(F)Explanation:Shethinksthatifshehadanextraweektoworkonit,shecouldimproveit.2.Tomhasusedmusicbeforewhilestudying.(T)Explanation:heworksbestwhenheislisteningtohisfavoritemusic,buthehasnevertriedwritingpoetrytomusic.C.Completethesentences1.WhydoesJackliketogointothecountrysidetowrite?Becausehefindsthathenoticesallsortsofthethingsandhehasinterestingthoughts・2.WhydoesLucystayathometowrite?Becauseshelikes(hequielandlikestohaveherown(hingsaroundher.Task3ThirdlisteningThistimethestudentsarclisteningforadifferentkindofdetail.TheymustlistenfortheexpressionslistedinExercise3.Thesesentencesaremodelwaysofexpressingintention.A.FillingtheblanketTeacherasksstudentsclosetheirbooksandshowthesentencesonthescreen.ThenTeacherplaysthetapeagainandasksthestudentslistenforthesesentences・1enterapoemthis.(I'mnotgoingto)2.doitthisweekend.(Iplanto)3.Howbecomeinspiredtowritethisweekend?(areyougoingto)4.goonahikeintothecountrysideandsitquietlysomewherebymyself(Iamgoingto)5.alsotryouthiswaysometime.(ril)6.tryittonight.(1'mgoingto)7.readingallyourpoems.(Pmlookingforwardto)Checktheanswerstogether.B.RepeatingandPracticingImaginethattheclasshastoenterpoemsinacompetitionnextweek.Insmallgroupsdiscussthequestion:Howareyougoingtobecomeinspiredtowriteyoutpoem?TeacherasksstudentstousesomeoftheexpressionsinExercise3totalkabouttheirplans.Studentspractisebyoralandshareinpairs.Step7WritingTask1.RevisethegrammarStudentsworkingroups・WritealistpoemstartingwithIfIlikepoemConpage10.writeonelineeach.Itdoesn'thavetorliyme.Eachgroupcanchooseoneoftheselinestostarttheirgrouppoem・Thensharethesepoemsinclass・Sentencespattern:1.IfIweretheruleroftheworld,Iwould....Iflhadamilliondollars,Iwould...2.IfIhadtakenyouradvice,Iwouldhave/wouldn7have..・Task2WriteapoemTeacherasksstudentstowriteapoemthatstartswithIfeelhappywhen.Thelinesdonothavetorhyme・OrwriteapoemthatstartswithSlowly・StarteachlinewithSlowlyandmakeeachpairoflinesrhyme・Toshowthestudentswhattodo,teacherlistthefirstfourlinesofthetwopoems・Nowteacherasksstudentstowriteownpoemofeighttotenlines・\nEg:A1feelhappywhen...Theskyisblue,Yousmileatmewithyoursparkingblackeyes,It9smybirthday.EgBSlowlythemoonclimbsinthe•曲,Slowlytheblack-tailedbirdletsoutacry,SlowlythedogcrossestheroadSlowlytheoldmancarrieshisload.Iftimepermitting,theteacherasksstudentstofinishtheirpoemsandshareinclass.Ifnot,thetask2ofwritingcanbeashomework.Inthisperiod,allthestudentsrevisethekeypointsofapoemRhymeandrhythm.Andtheyalsoenjoyabeautifiilpoem-I'vesavedthesummer.Studentscanunderstandthedeepmeaninginthepoemandtheparents9lovetothechildren.It9sgoodtohelpstudentshowtoappreciatepoems.Meanwhile,Listcningisimportant.Studentsenhancetheirlisteningskillsbyaconversationaboutthepoemscompetition.Intheendpart,writingexerciseshelpsstudentsreviewthegrammarandgivethemchancestoexpresstheirthoughtsbypoem.(Teachermakesalistofsomeimportantpointsontheblackboard.)Stop9HomeworkFinishtheirpoemsafterclass.Rereadthepoem“I'vesavedtheSummer"andappreciatethebeautyofthepoem・1.MakemoresentenceswithIf1haddoneIwould....Period5SummaryTeachinggoals1.TargetlanguageAllusefulwordsandstructuresinthisunit.2.Abilitygoalsa.Helpstudentsmastertheusageofthewordsandexpressionsintheunit・b.TranslatesomesentencesonPage51.c.EnablestudentstosummarizewhattheylearnedbyansweringthequestionsinSummingup(Pl6)andCheckingYourself(P54).3.LearningabilitygoalsHelpstudentslearnhowtosummarizewhattheyhavelearnedinthisunit・TeachingimportantanddifficultpointsHowtoreviewandconcludewhatstudentslearned・TeachingmethodsLetstudentsdotheexercises,andthencollecttheiranswers・Askthemtoconcludetherulesandthengivethemsomeexplanation.TeachingaidsAprojectorandarecorderTeachingprocedures&waysSteplRevisionCheckthehomeworkleftbefore・Asksomestudentstopresentthepoemsthattheyhavewritten.Teachercangivethemsomeremarksifnecessary・Step2ExonPage49-50Thispartisaconsolidationofthewordsandexpressionslearnedinthisunit.1・Letstudentsfinishpart1andpart2(5minutes)T:Nowpleaseopenyourbooksandturntopage49.LeTsusewordsandexpressions・Makeadjectivesfromthenounsandcompletethetablewiththeconectnouns,verbs,adjectivesoradverbs・2.Givethestudents3minutestofinishpart3onnextpage.T:Trytocompleteeachsentenceusingthecorrectwordfromthetabicyouhavecompletedwithin3minutes.3.Checktheanswerswiththewholeclass・Suggestedanswers:Exercise1onP491.beautybeautiful2.joyjoyful3.sorrowsorrowfill4.delightdelightful2.dreaddreadful6.hopehopeful7.peacepeaceful8.powerpowerfuExercise2onP49NounVerbAdjectiveAdverbangerangerangryangrilydarkdarkendarkdarklyimpressionimpressimpressiveimpressivelyrepetitionrepeatrepetitiverepetitively\ntransformationtransformtransformationaltranslationtranslatetranslatedwarmthwarmwarmwarmlyenjoymentenjoyenjoyableenjoyablyexpressionexpressexpressiveexpressivelyinspirationinspireinspirationalinspirationallyExercise3onP501・expressively2.darkness3.translation4.repeat5.inspirational6.anger7.impressed&cnjoyably9.transformed10.warmStep3Translationonpage51T:Pleaseturntopage51andtranslatesomesentencesintoEnglish,usingthewordandphrasesinbracket.Thispartisaconsolidationofthegrammariteminthisunit.Youshouldpaymoreattentiontothesentencestmcture・Areyouclear?S:Yes.Fortheexercise,teachercanasksomeofthemtogototheblackboardtowritedowntheirtranslations.Andthencheckthemwiththewholeclass・Iftherearesomeproblems,teachercanaskthestudentstodiscussandgivethemsomesuggestionstosolvelhem.Suggestedanswers:1.如果我们的糖没有用完，我足不会去商店的。(nmoutof)Ifwchadn'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'thavemovedlothousandsofkilometresawayli*omherparents.3.他会为你准备杯由果汁、酸奶和鸡蛋制成的特殊饮料。(bemadeupof)lie'llprepareforyouaspecialdrinkthatismadeupoffreshfhiitjuice,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，你就会丿隶复得更快一些。(takeiteasy)You411getbettermorequicklyifyoutakeiteasyforawhile.6.如果埃米薊没有逗那只猫，它就不会打翻那个漂亮的花瓶了。(tease;knockover)IfEmilyhadn'tteasedthatcat,itwouldnothaveknockedoverthatbcautifiilvase・Step4SummaryT：Todaywehavedonealot.Wehavefinishedusingwordsandexpressionsanddonesometranslations.Wehavealsoreviewedwhatwehavelearnedinthisunit・Nowlet'sfillinthechartonPage16.Thinkaboutwhatyouhavereadandpractisedinthisunit・Thenticktheboxes.SUMMINGUPThinkaboutwhatyouhavereadandpractisedinthisunit・Thenticktheboxes・IhavelearnedIneedtolearnmorethiswellIhavelearnedabout:•somesimpletypesofpoetry;□□•rhythmandthyme;□□•somenewwordsandphrased;□□•howtowritesomesimplepoetry;□□\n•howtousethesubjunctivemood;□□•howtotalkaboutintentionsandplans;□□StepsProject(onPage54)TeachercanaskthestudentstofindtheirfavouriteEnglishpoemoratranslationoftheirlavouriteChinesepoem.Getthemtoreaditorwriteitonaposterandputitonthewallfortherestoftheclasstoshare・Hereisasampleforthemtoreferto:静夜思唐-李白床前明月光，疑是地上霜。举头望明月，低头思故乡。1)IntheStilloftheNight(徐忠杰译)Idescrybrightmoonlighiinfrontofmybed.Isuspectittobehoaryfrostonthefloor.Iwatchthebrightmoon,asItiltbackmyhead・Iyearn,whilestooping,formyhomelandmore2)ATranquilNight(许渊冲译)Abed,Iseeasilverlight,Iwonderififsfrostaground・Lookingup,Ifindthemoonbright;Bowing,inhomesicknessFmdrowned.T:Aswcknow,thelyricsofmanysongsarcgoodpoems・Canyoutellmewhatisyourfavouritesongatthemoment?S:Variousanswers・T:Differentstudentshavedifferentanswers.NowIwillintroducemyfavouritesongSeasonsinthesuntoyou・Pleaselistencarefullyandtrytowriteoutthewords.Doyouunderstand?S:Yes.Afterenjoyingthesong,teachercanshowthewordsforthem.SeasonsInTheSun・™byWestlifeStep6CheckyourselfThisisachanceforstudentstocollectknowledgetheyhavelearnedintheunit.Teachercanleavethemsometimetofinishthequestionsinthechart・DoingthistaskcanimprovestudentsabilityofteachingbyoneselfIftheyliketheycanhaveadiscussioninpairs,teachercanwalkamongthemandgivethemsomehelp.Step7HomeworkT:Thehomeworktodayistopreviewthenextunit;getfomiliarwiththenewwordsandexpressions・OK,classisover.Seeyoulater.S:Seeyou.Model6Unit3AhealthylifeThe1stperiodWarmingupandpre-readingTeachingaims:1・Talkabouthealth2.Learntheissuesthattheyoungpeopleareconcernedabout3.Learntoadvisepeopleaboutwhattodoandwhatnottodo4.TalkaboutsmokinganditsharmTeachingprocedures:SteponeWanningupThisstepistoleadthestudentstothetopicofthisunitAhealthylife1.WhathealthissuesdoyouthinkconccrnyoungpeoplethemAsamplelist:CigarettesmokingDrinkingalcoholDrugtakingDietPhysicalfitnessSexualhealthStressAIDSandinfectionsCancerAnxietyandsoon2.Groupworka.Chooseonehealthissueyouthinkisparticularlyimportant.b.Listfivethingsyouwouldliketotellotherpeopleaboutthisissue.*ShowsomepicturesonthecomputerDirections:Lookingatthefollowingpictures.Whataretheydoing?Whicharehealthyactivitieswhilewhichareunhealthyactivities?(Askthestudentstodescribethepicturesusingtheirownwords)Straightforwarddescription:\nPictureone:TheyareSinging.HealthyPicturetwo:TheyareDancing.HealthyPicturethree:TheyarePlayingbasketball・HealthyPicturefour:TheyareDoingTaiji.HealthyPicturefive:TheyareDrinkingalcohol.IIealthyPicturesix:TheyareEatingtoomuch.UnhealthyPictureseven:TheyarcSmoking,coughing.UnhealthySteptwoPre-reading*Questions:1.Haveyoueversmoked?Ifyouhave,haveyouevertriedtostop?2.Whydoyouthinksomeadolescentsstartsmoking?Possibleanswer:Someadolescentsstartsmokingbecausetheyarcfalselyinfluencedbysomemedia.Somethinkit'scool.Maybesomewanttolightensomestress.3.Inwhatwaysissmokingharmful?Mentallyandhealthily・4.Whatadvicewouldyougivetosomeonewhenwantedtostopsmoking?Possibleanswer:Letthemgetinterestedinsomepositivehobbieslikesports,playingmusic,reading,playingchessandsoon.5.Wherecouldyougetgoodadviceonstoppingsmoking?StepthreeHomeworkFindoutsomeinformationfh)mtheInternetandwriteashortpassageaboutthepresentsituationofyoungpeople'ssmokinginChinaaswellasgivingthemsomeadvice.The2ndperiodReadingTeachingaims:1・Topromotethestudents?understandingofthetext.2.Tosolvetheproblemsanddifficultiestheymeetinunderstandingthetextbycooperation.3.EnabletheSstoleamhowtogiveadviceonstoppingsmoking.4.TotalkabouttheimportanceofhealthandtheharmfuleffectsofsmokingTeachingmethods:Discussion,cooperativelearningandoralpractice・Teachingprocedures:SteponeGreetings.GreettheSsasusual.SteptwoPre-readingPredicting:Readthetitleofthetextandtheheadingswithinit,andfindout:1.Whowrotetheletter?2.Whatisthepurposeoftheletter?StepthreeSkimming1.Readandchecktheanswerstothetwoquestions・2.Listentothetapeandfindoutthemainideaofeachparagraph.A.ThewriterleadstothetopicoftheletterbytalkingaboutJames'problemofsmoking.B.Introducingsomedifferentwaysofbecomingaddicted・C.Tellingthewriter'shopeforhisgrandsonandadviceonstoppingsmoking・D.Tellingtheharmfuleffectsofsmoking・E.Fromthelifethewriterisleadingnow,wecanknowtheimportanceofhealthylifb.Keys:2—A3——B5-——C4-——D1——EStepfourDetailreading1.Listthedetailsunderthefollowingsubtitles.ThewaystobecomeaddictedtocigarettesTheharmfuleffectsofsmokingSuggestionstoquitsmokingThewaystobecomeaddictedtocigarettes1).Becomephysicallyaddictedtonicotine2).Becomeaddictedthroughhabit3).Becomementallyaddicted\nTheharmfuleffectsofsmoking1).Doterribledamagetoyourheartandlungs2).Havedifficultyinbecomingpregnant3).Affectthehealthofnon-smokers4).Smellterrible5).Havetheendsofthefingersturnyellow6).BeunabletorunfostSuggestionstoquitsmoking1).Prepareyourself2).Bedetermined4).Relax5).GethelpIfyouneedit6).Keeptrying2.Answersomequestions・(refertoPPT)3.Fillinthechartonthenextpagewithinformationfromthereadingpassage・InformationfromthereadingpassageDifferentwayspeoplecanbecomeaddictedtocigaretteHarmfulphysicaleffectsforsmokersEffectsthataperson'ssmokingcanhaveonotherpeopleEffectsthatsmokingcanhaveonsportingperformance4・Letstudentsfindtheexpressionsinthepassagethatcanbeusedtoadvisepeopleaboutwhattodoandwhalnottodo.StepfiveDiscussionSituation1:Supposeyouareateacher,howwillyoupersuadeyourstudentstoquitsmoking.Situation2:Supposeyourteacherisasmoker,howwillyoupersuadehimtoquitsmoking.Situation3:Supposeyouareafather,howwillyoupersuadeyoursontoquitsmoking・Situation4:Supposeyourfiitherisasmoker,howwillyoupersuadehimtoquitsmoking.StepsixHomework1.Discussthequestionsafterclass.2.Findoutthekeypointsofthetext.1.Searchsomemoreinformationabouttheharmfuleffectsofsmokingandadviceonstoppingsmoking.The3rdPeriodListening&SpeakingTeachingaims:1-Tolearnwhatshouldbepaidattentiontowhengoingtothepartyandhowtogiveadviceandwarningstoothers・1.Totraintheabilityoflisteningandspeaking.Teachingprocedures:SteponeListening1・Pre-listening1)Individualwork:Toshowsomepicturesandmakestudentsjudgewhicharcthewaysofkeepingahealthlift.2)Groupwork:Discussion:Supposeyouareinvitedtohaveapartyinanightclubbyyourfriends,wouldyouliketogothere?Ifnot,whatareyouworriedabout?1.While-listening1)ListentowhatTinaandSaraaretalkingaboutandtickthethingsSaraisworriedabout.2)ListenagainandcompleteTina'ssentences・3)Listentothetapeforthethirdtime.Understandthewholedialoguefullyandcheckiftheanswersarecomplete,especiallypayattentiontodifferentstructuresofgivingadvice.2.Post-listening1)Guessing:WillSarastillbenervousaboutgoingafterlisteningtoTina'sadvice?2)Toaskstudentswhatuscfiilexpressionsvvecanusetogiveadviceandteacherwritethemontheblackboard.\nSteptwoSpeaking1・Reviewthetargetfunctionbygivingstudentstwosituations.SituationI:YourfriendisworriedabouttheEnglishtesttheclassishavingonFriday.(givingsomeadvice)Situation2:Yourfi'icndtriestocrosstheroadandyouseeacarspeedingtowardshim/her.(givingsomewarnings)2.Haveadiscussiontomakestudentslisttherulesforbehavingproperlyinthepartyandsharethelistswithalltheclassmales.StepthreeHomework:1・Reviewtheexpressionsofgivingadvice,warningsandprohibitions.2.Writeashortpassagetopersuadeoneofyourrelativestogiveupsmoking.The4thPeriodLearningaboutlanguageTeachingaims:1.Togetstudentstolearnandmastertheusageofthenewwordsandtheusefulexpressionsinthereading.2.Toenablestudentstograspthegrammar:theuseof“it"・Teachingprocedures:SteponeReviewReviewthemainideaoftheletterandthesuggestionstoquitsmokingorally.SteptwoWordstudyI.Findwordsandexpressionsfromthetextandmatch.accustomedfeelingfoolishoruncomfortablebecauseofsomethingmanageashamedautomaticallyquitstressmentalduetostopdoinghavinganunbornchildoryounginthebodypressurecausedbytheproblemsofliving,toomuchwork,etc.donewithoutconsciousthought,esp.asahabitinthehabitof;usedtopregnantbecauseofsucceedindoingadolescentsofthemindaboyorgirlintheperiodbetweenbeingachildandanadult.2.Completethetextwithwordsfromabove.(ExIf20)1・Riceproductionhasincreasedgreatlyinchinaoverthelastfewyears,largelysuperhybridrice.2.HavinglivedinHawaiiallhislife,hewasnottothecoldofNorthernEurope・3.Hewasofhisbodysohedecidedtogoonadietanddomoreexercise.4.Inspiteofherwoundedleg,shetogetupthestairs・5.Hetoldmethesamestoryuntil1feltlikescreaming・6.Withexamsonlyaweekaway,Iamunderalotof7.WhenIlayingsportIbecomeveryfatandunhealthy.8.healthisasimportantasphysicalhealth・9.NowthatIamIeatagooddietbecauseIwantmybabytobebomhealthy.10.oftentakemorerisksthanadults・Keys:1.dueto2.accustomed3.ashamed4.manage5.automatically6.stress7.quit&Mental9.pregnant10.Adolescents3・Completethetextwithwordsfrombelow.(Ex2,P21)Beforefillingintheblacks,reviewthemeaningofeachwiththewholeclass・adolescents青少年cigarettes香烟quit停止，戒drugs毒品duelo归因于stress压力eventually终于alcohol酒addicted上瘾的manage管理，努力做Smoking,drinkingortakingotherproducemanyharmfuleffectsandhavenorealbenefits・Sowhydodoit?Somebecausetheybelieveitmakesthemlookcool.Othersthinkitwillhelpwithintheirlifepossiblypressurefromtheirparentsorteachers・Somejustwanttoseewhatitislike・Whattheydoiftrealizeisthattheywill\ngetintothehabitandbecome・Itwillthenbedifficulttothehabit・Afewpeopletoquiteasilybutformanyitisaverypainflilprocess.Ofcourse,thebestwaytodealwiththesedrugsisnottostartinthefirstplace・Keys:1・cigarettes2.alcohol3.drugs4.adolescents5.stress6.dueto7.eventually8.addicted9.quit10.manageStepthreeDiscoveringusefillstructures1・Gooverthefirstreadingpassageagainandfindoutallsentenceswith“it".a.It'sabeautifuldayhere—b.It'samazingthatatmyageIamstillfitenoughtocycle20kilometresinanaftemoon.c.It'smybirthdayintwoweekstime…d.Yourmothertellsmethatyouhavestartedsmokingandthatyouarefindingitdifficulttogiveup.e.Believeme,Iknowhoweasyitistobeginsmokingandhowharditistostop・f.Thismeansthatafterawhileyourbodybecomesaccustomedtohavingnicotineinitand—g.Asyouknow,ifyoudothesamethingoverandoveragain,youbegintodoitautomatically.h.IthinkIwasaddictedinallthreeways,soitwasdifficulttogiveup.i.Ididn'tknowitcoulddoterribledamagetoyourheartandlungsorthatIwasmoredifficultforsmokingcouplestobecomepregnant.j.WhenIwastakenofftheschoolfootballteambecauseIwastooslow,1knewitwastimetoquitsmoking.k・1(mighthelpyoutostop・2.Discusswiththeirpartnerabouttheuseof(pairwork)2.Explaintheuseofit・"It"canbeusedinthesubjectpositiontostandforaninfinitive,-ingformoraclause・Impersonal"i广canbeusedtotalkabouttime,date,distanceorweather3.Letstudentssortallthesentences・Ifstandsforaninfinitive:h・1(standsfor-ingformItstandsfortime:c.Itstandsfordate:Itstandsfordistance:Itstandsforweather:a.Ilstandsforothers:d,e,g,I,j,k5・Explainandextend.Itstandsforaninfinitive:h.IthinkIwasaddictedinallthreeways,soitwasdifficulttogiveup.真正的主语togiveupit形式主语structure:itis+adj・+todo…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oItisagainstthelawtodothat.真正的主语todothatit形式主语structure:itis+prep.+todo…3•观看电彫让我很高兴。Itgavemegreatpleasuretoseethemovie.真正的主语tosee(hemovieit形式主语stmeture:it+v.+todo…Itstandsfor-ingform1•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.I('samazingthatatmyageIamstillfitenoughtocycle20kilometresinanafternoon.真正白勺丄语thatatmyageIamstillfitenoughtocycle20kilomctTcsinanaHemoonit形式主语structure:itis卜adj.+that…他居然述活着，真是个奇迹。Itisawonderthatheisstillalive.Sti-ucture:Itisafact(ashame,apity,nowonder-一)that■一碰巧,力0年收成不好。Ithappenedthattheharvestwasbadthatyear.Structure:Itseems(happened,doesn'tmatter,hasturnedout…)that拯说，H木发生了地震。ItissaidthattherehasbeenanearthquakeinJapan.Structure:Itissaid(reported,decided,suggested-—)that—・\nItstandsfortime:c.It'smybirthdayintwoweekstime™Itstandsforweather,a.It'sabeautifuldayhere…Itstandsfordistance・到市中心需要半小时。Itishalfanhour'swalktothecitycenter.Itstandsfordate:这时是十川的一个晚上。ItwasaneveninginOctober.1.Exercise:Dothesesentencesorally.(Ex.2,P21)StepfourHomeworkPreviewthereadingpassageofUsingLanguage.1.FinishtheexerciseofLearningLanguageinworkbook.1.Makeupaquestionsheetandinterviewtwoorthreeclassmates・ForexampleHowmuchexercisedoyoutakeeachday?Ilowmanyhoursofsleepdoyouhaveanight?Doyoufbclstressful?Doyousmoke?TheSthPeriodUsinglanguageandwritingTeachingaims:1・ToenablestudentsknowinwhatwaystheHIVisspreadandhowtostaysafe.2.Toimprovetheirskimmingandscanningskills.3.ToraisetheirawarenessofHIV/AIDS・4.Toletstudentsunderstandthestructureofarticlesinnewspapers・2.Learnhowtogiveadvicetopeoplebyusingthetargetlanguagebywriting.TeachingProceduresSteponeLeadinWatchashortflashLoveunderTheSun(《爱在阳光下》)andask:Whattopicismentionedintheflash?AIDSStepTwoFastreading&scanning一.FastreadingThispassagecanbedividedintothreesections・Skimtheposterandtellthemainideaofeachsection?Section1:Backgroundinformationaboutwhatthediseases・Section2:WaystoprotectyourselfSection3:Somecommonmythsdispelled.二、Scanning1.What'savirus?Avirusisaverysmalllivingthingthatcausesdisease・2.HowdocsHIVaffectpeople'shealth?HIVvirusweakensaperson'simmunesystemandeventuallyitdamagestheimmunesystemsomuchthatthebodycanonlongerfightagainstdisease.3.WhatisthedifferencebetweenAIDSandHIV?HIVisavirus,whileAIDSisthestageoflheillnesscausedbyHIV4.Howthediseaseisspread?Itisspreadthroughtheexchangeofbloodorsexualfluidsduringsexualintercourse,thesharingofintravenousneedlesorbloodtransfusions.5.IsthereacureforAIDSandHIVatthemoment?No,thereisnoknowncureforHIVandAIDS・ThoughthereisnocurethatwillclearHIVfromthebody,therearetreatmentsthatcanhelpkeeppeoplewithHIVandAIDShealthy.SomehelptokeeptheimmunesystemintactbyloweringtheamountofHIVinthebody.OthershelptopreventcertaininfectionsthatsomeonewithAIDSisartriskforwhenhisorherimmunesystembecomesveryweak..三、ReadingcarefullyDecidethefollowingstatementsaretrueorfalse.1.ItisdangeroustogetclosetoapersonwithAIDS.F2.ItisverylikelythatyouwilldieifyoubecomeinfectedwithHIV.T3.YoucanonlygetHIVfrominjectingdrugs.F4.EvidenceshowthatmengetAIDSmoreeasilythanwomen.F2.Itcouldbedangeroustohavesexwithoutusingacondom・T\n2.IfbloodorsexualfluidsinfectedwithHIVgetintosomeone'sbody,thatpersoncouldbecomeinfectedtoo.T3.Youshouldn'thugapersonwithHIV/AIDS.F&ItiseasytotellapersonhasHIV/AIDS.F四、Extend1.WhichdayistheWorldAIDSDay?Decemberthefirst1.DoyouknowwhatthethemeofWorldAIDSDay2006is?StopAIDS,KeepthePromise2.HowyoucansupportWorldAIDSDay?Possibleanswer:BywearingTheRedRibbon(TheRedRibbonisaninternationalsymbolawareness)・/ByraisingawarenessofHIVinourArea./Byprotectingourselves一thisisthefirstandthebestwaytostopthespreadofHIV.StepthreeReadingTask(P60)—、ExplainthestructureAskstudentstoskimthepassageandtellwhatkindofarticleitis.Articlesinnewspapershaveaspecialstructureforseveralreasons1.Readersneedaquickawaytofindthearticlestheywanttoread・Theheadlinegivesreadersaclueaboutthecontent.2.Readersonlygetaquickideaofthenewsandreadonlypartoflhearticle.SothefirstparagraphgivesthemostintbnnationaboutWho?What?Where?When?Why?How?3.LetstudentsreadthefirstparagraphofthepassageinPagc60andfindoutWho?What?Where?When?Why?How?(ontheboard)Who?ChineseRedCrossWhat?AnAIDSawarenessprogrammeWhere?YunnanandseveralotherprovincesWhen?Itbegan6yearsagoandisstillrunning.How?InformationisnotgivenWhy?Informationisnotgiven二.Readthepassageandanswerthefollowingquestions.1.Whattwothingsdocstheprogrammedo?\nItprovidescareandsupportforAIDSsuffers；trainyoungpeopletoteachothersaboutHIV/AIDS.1.Whoteachespeopleinthecommunity?Volunteerswhocomefromasimilarageandbackground.2.Whyistheprogrammesosuccessful?Becausetheyarebeingtaughtbypeerslikethemselves・3.Whathasrecentlychangedinthewaythevirusisspread?Inthepastitwasmainlydruguserandthosewhohadbecomeinfectedthroughcarelessbloodtransfusionpractices.However,today,thenumberofyoungpeoplebecominginfectedthroughsexualactivityisincreasing.4.WhyistheChinesegovernmentconcernedaboutHIV/AIDS?TheChinesebelievesthatifnoquickactionistakentostopthespread,bytheyear2010,asmanyas10millionpeoplecouldbeinfectedwithHIV7AIDSStepfourWriting1.Analyzethedataandinfonnationoftheinterviewandpickoutoneclassmatetowritetowhohasahabitofsmokingorisunderstress,etc.Howmuchexercisedoyoutakeeachday?Howmanyhoursofsleepdoyouhaveanight?Doyoufbelstressful?Doyousmoke?2.Accordingtotheclassmate'sinformation,givesomehelpfuladvicetohim/heronhis/herhealthissuesDearxxx,Iamsorryyouhavehadsomuchtroubletostopsmoking,butIamgladyouarestilltrying.Ihopethetipsbelowwillhelpyou.Firstofall,don'tgiveup.Themoreoftenyoutrythemorelikelyyouaretoeventuallysucceed.Whenyoufeelirritable,don'tautomaticallyreachforacigarettetomakeyoufeelbetter.Takeafewmomentstorelax.Startbybreathingdeeplyandliftingyourarmsouttothesideandoveryourhead・Itisagoodideatodrinklotsofwaterandeatlotsoffruitwhenyouarequittingsmoking・Thiswillhelptoremovethenicotinefromyourbodyfasterandyouwon'tfeelsosick.Itisnormaltofeelalittlestressedwhenyoufirstgiveupsmoking,buttrytorememberthatitwillonlylastafewdaysandthenyouwillbegintofeelmuchbetter.Keepupthegoodwork,andremindyourselfhowmuchhealthieryouwillbewhenyoufinallyquit.Goodluckandbestwishes,XXXStepFiveHomeworkPleasefinishyourletterandpostittoyourclassmatewhomyouwrite(o.Module6UnitFourPeriodOne:Warmingup&Pre-readingWarming-upLeadinginbybrainstormPutthestudentsintogroupsoffouranddiscussthefollowingquestions:1・Whatdowcuseenergyfor?2.Whatarcthesourcesofenergy?3.Whatsourcesarerenewableandwhatarenon-renewable?1.(diflerently)Lights,heating,andallkindsofelectricequipmentuseenergy2.coal,oil,solarpanels,3.fillinaform:SourcesofenergyRenewableuranium(nuclearenergy)non-renewablewater(hydro-electricpower)renewableplantwaste(biomassenergy)renewablehotspringsorgeysersrenewablethesea(tidalenergy)renewablenaturalgasnon-renewablenuclearnatunilpas、windpower,water,plarHwasle、lidalenergy,e\nPre-reading1.Weusemuchenergyinourdailylife,whatistheeffectofusingenergyinourworld?Theuseofenergy™Giveoffcarbondioxide,otherwastedgasesandheatintotheairTheearthisbecomingwarmerandwarmer,(globalwarming)Greenhouseeffect2.Howdoesagreenhousework?Thegreenhousetrapstheheatfromthesunandkeepsitfromescaping,whichcanmakeitheatupandsotheplantscangrowthroughoutthecoldperiod.3.Underthisgreenhouseeffect,whathappens?Theearthisbecomingwannerandwanner.PeriodTwo:ReadingTopic:shortpassageaboutglobalwarming.LeadinginTostimulateSs'interestinreadingthetext.DividetheSsintogroupsoffour.Discussthefollowingthreequestions.1.Whatisglobalwanning?Theearthisbecomingwarmer1.Howhasthiscomeabout?Humanactivity—burningoffossilfuelsGreenhouseeffect—greenhousegases—wcneedgasesHugequantitiesofextracarbondioxide2.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?TheyarcDr.JaniceFoster,CharlesKeelingandGeorgeHamblcy.3.Whatdotheythinkaboutglobalwarming?Dotheyagreewithoneanother?Theydon'tagreewitheachother.Dr.JaniceFosterthinkstheeffectsofglobalwarmingcouldbeveryserious.GeorgeHambleythinksglobalwarmingwillbemildwithfewbadenvironmentalconsequences.CharlesKeelingbelievesitistheburningofmoreandmorefossilfuelsthatisresultinginabigincreaseincarbondioxide.4.Whatarethetwographsabout?GraphIshowsthetemperatureincreaseofonedegreeFahrenheitbetween1860to2000.Graph2isaboutthecarbondioxidecontentintheatmosphere,1957—1997・5.Whatisthemaintopicofthearticle?Globalwarming/thewarmingoftheearth.Task3:IntensivereadingAskSstoreadthetextcarefullyandsumupthemainideaofeachpart.Partone(paral)Introduceadebateovertheissueofglobalwarming.Skills:RaisingaquestionParttwo(para2-3)Illustrate(explain)howglobalwarmingcomesabout.Skills:givingexamples,usinggraphs,explanationPartthree(para4-8)Listtwodifferentattitudesamongscientiststowardsglobalwarming.Skills:givingexamples,makingcontrast(comparison)Partfour(para9)Ifsuptoreaderstothinkanddecidewhetherpeopleshoulddosomethingaboutglobalwarmingornot.Skills:usingaquestion,leavingreaderstothinkovertheissue.Task4:ListeningListentothetape・Afterit,togetSstofinishEx2onpage27.Task5:DiscussionTheearthisbecomingwarmer,inyouropinion,doesitmatter?Ifitdoes,asastudent,whatcanyoudoaboutit?PeriodThree:UsinglanguageStepI:Reading"Whatcanwedoaboutglobalwarming/'\nLeadingin:Askstudentstotellwhatcancauseglobalwarming.Presenttheirideastothewholeclassingroups・Taskl:Askstudentstoreadthetwolettersandtrytoanswerthefollowingquestions:1.WhatareOuyangGuang^stwoconcerns?Gettingsomesuggestionsforwhathecandoaboutglobalwarming.Asanindividual,hecanhavenoeffectonenvironmentalproblems.2.DocstheEarthCareagreewithOuyangGuang'sopinionthatindividualscanhavenoeffect?No.Task2:AskstudentstoreadthelettersagainandlistEarthCare'ssuggestions・Turnelectricalappliancesoffwhennotusingthem.Don'tturnuptheheat,putonmoreclothes・Walkorrideabike,doiftdrive・Recycle・Buythingsmadefromrecycledmaterials・Buyproductsthatuselesscncrgy.Planttrees・Talkwithfamilyandfriendsaboutglobalwarming.Task3:Askstudentstodiscussthesequestions:Inwhatwayswouldyoutalkwithyourfamilyandfriendsaboutglobalwarming?StepII:WritingCollectinformationaccordingtothestudents'discussion・Getthestudentstoorganizetheirideasintoseveralsentences・Thenshortenthesentencessotheybecomephrases.Askstudentstowriteaposterwithaneye-catchingheadingaccordingtotheexampleofhowtopresentaposter.ShowthestudentssomepostersStepIII:ListeningLanguagepoints:(Reading)1・Whatdoyouthinkgreenhousegasesdo?本句•!'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,believetsuppose,consider,imaginerguess和suggest等时，表疑问的词要放在主句前即句首。［正］Whodoyouthinkwillwininthegame?［误］Doyouthinkwhowillwininthegame?当然一般情况卜宾语从句的疑问词应放在主句Z后。［谋］Whydoyouknow\vccan'tcutdownthebigtree?［正］Doyouknowwliywecan*tcutdownthebigtree?2.compareto/withComparedto/withmanywomen,shewasindeedveryfortunate・compareAwithBIfyoucompareherworkwithhis,youwillfindhersismuchbetter.compareAtoBPoetshavecomparedsleeptodeath.3.Thereisnodoubtthat....Thereissomedoubtwhether...・主句为肯定句时，doubtJri使用连词whethero卞句为否定句时，doubt则使用连词that。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；无价值川・数帰largeamountsofmoney大量的金钱eg:Theamountofmoneyshouldbewrittenbothinwordsandinfigures・钱数要用字和数码写出來。5.Withoutthe'greenhouseeffectstheearthwouldbeaboutthirty-threedegreesCelsiuscoolerthanitis.如果没有温室效应，地球会比现在冷33°C。这是一个含蒂虚拟条件句应该注意有时假设的悄况并不以条件从句形式表示出來，而是通过一个介词短语或其他方式表示。常用的词或短语冇：without,butfor,butthat,otherwise,or,but等。eg:Withoutyourhelp(=Ifwchadnothadyourhelp),wecouldnothavesucceeded・\n要是没冇你的帮助，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，否则的话他就來帮我们了。Hefeltverytiredyesterday,orhewouldhaveattendedtheparty・他昨天很累，不然他就参加那个聚会了。6・resultin导致,造丿戍=leadtOTheaccidentresultedinthreepeoplebeingkilled・这一爭故导致他的死亡。Theaccidentresultedinhisdeath.resultfrom由…产生，发生injuriesresultingfromafhll.Theaccidentthedeathoftwopassengers.（B）A.resultedfromB.resultedinC.resultedofD.resultedwith1.ontheotherhand:另一方面ontheonehand,ontheotherhandFdliketoeatout,butontheotherhandIshouldbetryingtosavemoney.Iwanttogototheparty,butontheotherhandIoughttobestudying・我想去参加聚会，但从另一方而來说，我应该留下來学习。&concernn.有厉害关系；所关切的事Ifsnoconcernofmine.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.注意与你冇关的事物。v.Tobeofinterestorimportanceto（常与with,about,in连用）关心；关照We'reratherconcernedaboutfather^health.我们相当担心父亲的健康。9.consequenceinconsequence因asaconsequence结果asaconsequenceof山于…的结10.rangein/withinrange在射程Z内outof/beyondrange在射程Z外11・buildupBuildupthebusinessSediment（i冗淀4勿）buildsupontheoceanfloor.Thisbuiltupmyhopeaftertheinterview・12.evenifVthoughIwouldn'ttellyouevenifIknew・Evenifshesurvives,shellneverfullyrecover.Eventhoughhe's24now,he'sstilllikealittlechild.Icanstillremember,eventhoughitwassolongago.Languagepoints（Usinglanguage）1・putupwith:忍受，容忍eg.Idon"knowhowsheputupwithhim.I'mnotgoingtoputupwiththeirsmokinganylonger.2.It'sOKtoleaveanelectricalapplicancconleave后接宾语和宾语补足语，衣示让…保持某种状态或做某事Whydidyouleavetheboycryingoverthere?Thebombblastleft5peopledead・Leavethericetocook5minutes・3.solongas=aslongas只要Wewillgosolongastheweatherisgood.4.electrical用电的；与电冇关的electricalequipment电气设备;anelectricalworker电工5.Remember—yourcontributioncounts,count巫要；计算总数Everypointinthisgamecounts.（重要）Shebegantocountuphowmanygueststheyhadtoinvite・（计•算）Module6UnitsThePowerofNaturePeriod1Warmingupandpre-reading\nTeachinggoals：1・Tohavethestudentsgetageneralideaofnaturaldisasters・2・Tohelpthestudentsdevelopspeakingability.SteplWarmingup1.Showanepisodeofthefilm"TheDayAfterTomorrow'、andintroducethefilmtothestudents・Itisasciencefiction・Itdescribesthatthetemperatureintheearthfallsatagreatspeedandtheearthbeginstoentertheiceage,whichcausedagreatdisastertothepeopleintheworld.Infactthisdisasteriscausedbypeople'sdestructiontothenature•Inthefilmwecanfeelthepowerofnature・Naturaldisastersaredangerousandcancausegreatdamagetous.Canyouthinkofothernaturaldisasters?2.Askstudentstolistothernaturaldisasters,suchashumcane,earthquakes,volcano,etc.Showthepicturesofthesenaturaldisasters・3.Discussaboutthemeasuresthatwcshouldtaketoavoidnaturaldisasters.Wecanfindhowpowerfulnatureisandhowweakhumansarecomparedwithavolcano,hurricane,earthquakeorothernaturaldisasters・Butwearenotcompletelypowerless・Wecantakemeasurestoprotectourselvesfrompowerfulnaturalforces・Whatmeasuresshouldwetake?4.Findsomethingaboutvolcano.Volcanoisoneofthesenaturaldisasters.Wcshouldalsodosomethingtoavoiditseruptionorreduceitsdamagetous.Whatdoyouknowaboutvolcanoes?Howisavolcanoformed?Howdoesavolcanoerupt?5.Ifwecanpredicttheeruptionofvolcanoes,wecanreduceitsdamagetous.Soweneedvolcanologiststostudyvolcanoes・Doyouwanttobeavolcanologist?Why?Ifyouareavolcanologist,whatkindofworkshouldyoudoandwhatkindofdangerwillyoumeet?Step2Pre-readingMakeaquestionnaireasonpagc33andhelpthemknowwhethertheyarcinterestedinvolcanology.Homework:Findmoreintdimationaboutnaturaldisasters,especiallyvolcanoes・1・Readarticlesaboutsomelamousvolcanoeseruption.Period2ReadingandComprehendingTeachinggoals：1.Toimprovethestudents'readingabilities.2.Tohelpthestudentstoknowhowtosummarizeatextoraparagraph・Step1Lead-in1.Free-talkAsksomestudentstodescribesomefamousvolcanoeruptionaccordingtotheirAftcr-classreading・2.Showthevideoofvolcanoeruption.Wccanenjoytheexcitingsightofvolcanoeruption.Butvolcanoeruptioncanalsobringusalotofdamage・Sovveneedvolcanologiststostudyvolcanoandreduceitsdamagetous.Let'slearnsomethingaboutvolcanologistsinthetext.Step2Skimming1・Readthroughthepassagequicklyandfindouttheanswerstothequestions.1)Whatkindofthingsshouldavolcanologistdo?2)Whatisthevolcanologistwearingwhengettingclosetothecrater?2.Dividethepassageintoseveralpartsandfindoutthemainideaofeachpart・Step3ScanningScanthepassage•Readthepassagecarefullyandanswerthfollowingquestions.Whyisavolcanologistsjobimportant?1.WhereisMountKilauea?2.WhyisthelavathatflowsonMountKilaueamoredangerousthantheactualeruption?3.Whatcausedthewriter'sbedroomtobecomeasbrightasdayeventhoughitwasnight?\n1.Whydidthescientistshavetogetclosetothevolcanoafteritbeganenipting?2.Whywasitdifficultforthewritertowalktowardstheedgeofthecrater?3.Whatdocsthewriterfindimpressiveaboutvolcanoesevenafterstudyingthemfor20years?Step4DiscussionDoyouthinkitisanoccupationyouwouldenjoy?Discussyourreasonswithyourclassmales・Step5InterviewMakeupaninterview・Fourstudentsasagroup.Onestudentactsasthewriterofthepassage・TheotherthreestudentsactasthejournalistsfromthreedifferentTVstations.Homework:Spendsometimeresearchingonedisaster.Youcanusebooks,magazines,newspapersortheInterne仁Collectpicturesanddiagramandlookforinformationabout:•whatcausesthiskindofdisaster•actualeventsthathappenedinthepastinchinaand/ortherestoftheworld•howpeoplehelpedthevictims•whatisbeingdonetopreventthedisasterhappeningagainortolessenthedamagePeriod3LearningaboutLanguageTeachinggoals：1.Tohelpthestudentstolearnhowtousewordsandexpressions・2.ToreviewtheV-ingformandlearntheperfectV-ingform・Step1Discoverusefulwordsandexpressions1.ShowthevideoofanepisodeofVesuviuseruptionandaskstudentstofillinthetextwithproperwords.TheemptionofMountVesuviusin79ADtookpeopleinPompeiibysurprise.Itwassoquickandsoseverethatthetownwassooncoveredinand・Manyhousesinthetownwere.Itwaandisasterformanypeoplewhocouldnotgetawayintime.AwriternamedPliny,whowasthereduringthe,describedhowlavawasthrownintotheairlikea・manyofthetownspeople,atthesightofVesuviuseruption,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•扌口当丁.AsIfelttired,Iwenttobedearly.Iworkedhardallday.Iwenttobedearly.—Havingworkedhardallday,Iwenttobedearly•相当丁.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Z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・\na.Havingstoodforseveralminutes,Isawsomeofmyfriendschattingatatable.-*Arrivingthere,Isawsomeofmyfriendschattingatatable.b.Writingtheletter,heleftoutsomethingimportant.Havingwrittentheletter^hereaditcarefully・1.用分词的一般式改写句子：AsIdidn'tknowhowtofindthesubway,1calledapolicemanforhelp.—Notknowinghowtofindthesubway,Icalledapolicemanforhelp.可以看出：分词的否定式是在分词短语前而加上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.(=Thoughheknowswhere1live,・・・・)伴随Theystoodtherelorhalfanhourwatchingthestarsinthesky.(=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z前.例句Havingbrushedhisteeth,Mr.Browncamedownstairsforbreakfast.1.Findinthetextthesentenceswithv-ingformsortheperfect一ingform・2.完成36页与37页的关丁分词的-•般式和完成式的练习.Homework:1.完成workbook+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:Yourgroupgotoavolcanolocollectasampleofboilinglava,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纽•同学來衣演.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而的内容，去弄清楚材料里的火山学家到底碰到什么样的困难，怎样去克服因难的.Step2Listening\n1.FirstListening.Lookatthethreepicturesofvolcanologistsatwork.Thenlistentothemtalkingabouttheirmostfrighteningexperience・Writetheirnamesunderthepictures・2.SecondListeningListentothetapeagain・Answerthequestionsabouteachperson'sexperience・a.Howlonghashe/shebeenavolcanologist?b・Inwhatcountrywasthevolcanohe/shetalksabout?c.Whydidhe/sheforgettobefrightened?3.ThirdListeningAskstudentstoworkingroupsofthree,eachtakingtheroleofoneofthevolcanologistsandtellingthestorytoothersinthegroup・4.FourthListeningListentothetapeoncemore・Writethenameofthepersonbesidethethingstheysaid.Thisexercisealsotellsusthewaystoexpressfearandanxiety.1)Askindividualstudentstoreadthesentencesaloudtotheclass.Askthemtotrytorecallwhosaideachone.2)Playthetapeforstudentstoidentifytheexpressionsandrecordthenameofthespeaker.Itmaybenecessarytoplaythetapemorethanonce・Checkanswersbyplayingthetapeandstoppingwhenoneoftheexpressionisheard・5.Askstudentstoretelleachperson'sfrighteningexperience・Step3SpeakingThinkofapowerfulnaturalforce(suchasanearthquake,flood,typhoon,storm)thatyouhaveexperienced・Youcanuseyourimaginationifyouhavenotexperiencedanyofthesethings.Firstyoushouldtellyourpartneraboutyourexperienceandhowyoufelt.Andthenasksomestudentstotellthewholeclasshis/herexperienceandhowhe/shekll.Homework:1.FinishtheListeningPracticeandListeningTaskintheworkbook.2.Makeupadialoguewithyourpartner.Whatshouldwcdotopreventthedisasterhappeningagainorlessenitsdamage?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・ParagraphI:TheintroductionofChangBaiShan・Paragraph2:TheintroductionofTianChi.Paragraph3:AstoryaboutTianChiParagraph4:DropacoinintoTianChitoguaranteeyourlove・2.Readingthearticleandtellthestatementsaretrueorfalse・1)ChangbaishanisthesecondlargestnaturereserveinChina・\n1)ThepeakofChangbaishancanreachashighas2,000meters・2)Youcanseealotofblackbears,leopardsorcranesinChangbaishan.3)Tianchiisalakeinthecraterofanextinctvolcano.4)TheancestorsoftheManchupeoplewerebelievedtobegoodatlanguageandpersuasion.Step3CarefulReading1.Readthefirstparagraphandanswerthefollowingquestions.1)WhereisChangBaiShan?HowimportantisChangBaiShan?HowhighisChangBaiShan?2)WhatkindsofrareanimalsarethereintheChangBaiShan?3)WhydopeoplecometoChangBaiShan?What9sthemostpopularattractionofChangBaiShan?2.Readthesecondparagraphandanswerthefollowingquestions・1)IlowwasTianchifbnned?2)IlowhighandhowdeepisTianchi?1)WhatkindsofsightscanyouseeinTianchi?3.ReadthethirdparagraphandtellthewholeclassthestoryaboutTianchi.Readthefourthparagraphandanswerthequestion:WhatshouldyoudoifyougotoTianchiwithyourlovedone?Step4RetellingRetellthewholetextreferringtothegivenquestions.StepSwritingNatureissobeautifi.iLShowsomepictures.Wecanseethatwhenitischeerfulitisbeautifiil.Isittruethatnaturecouldalwaysremainbeautifulandcalm?No!Showsomepicturesandwccanfindthatwhenitgetsangryitwillnotbebeautifulanditwillbeugly.Soifvvewanttoseethebeautifulnaturewemustkeepnaturecheerfill,vveshouldn'tdestroyitandwemustprotectit・Discussthequestion“Whyandhowcanwekeepournaturecheerful?"HomeworkWriteanarticle“Whyandhowcanwekeepournaturecheerfiil?^