《牛津高中英语》模块6全教案 41页

《牛津高中英语》模块6第一单元教案      Unit1 LaughterisgoodforyouTeachingobjectivesofthewholeunit♦Readamagazinearticleaboutstand-upcomedyandtwoshortplays♦Listentoanansweringmachinemessageandaradiotalkshow♦Discusscomedyandfamouscrosstalkperformers♦Writeane-mailaboutcrosstalk♦PresentashortplayPeriodarrangement:Thewholeunit:9periodsPeriod1—Welcometothisunit&Reading1(ReadingComprehension) Period2—Reading2(Wordfocus) Period3—WordpowerPeriod4—Grammar&usagePeriod5—ConsolidationofgrammarPeriod6—Taskbuilding1Period7—Taskbuilding2&3 Period8—ProjectPeriod9—Revisionandevaluation Period1 Welcometothisunit&Reading1(ReadingComprehension)   I.Teachingobjectives:l      ToencouragestudentstodiscussthepicturestopracticetheiroralEnglish.l      Toarosetheirinterestinlearningthisunitthroughactivities.41\nl      Togetthegeneralideaaboutthepassage.l      Toknowhowtoguessthemeaningofawordfromthecontext.II.Teachingprocedures: Step1 TalkaboutthefourpicturesonP1 Today,wehaveachancetolaughheartily.Therearefourpostersonourbook.Allofthemarequitefunny.Let’senjoythemonebyone.Picture1T:Whatkindofexpressionisthemanwearing?S:Afunnyfacialexpression.T:Whereishestanding?S:Inaspotlight,onstage.T:Whatishedoingthere?S:Puttingonperformances,amusingandentertainingtheaudience.T:Whatmighthebesaying?S:Hemightbetellingajoke.T:Whereandwhencanyouseethefunniestman?S:AttheComedyClubthisTuesday.Picture2  T:Whatdoesthepostertellus?S:Itrecommendsabooktous.T:What’sthebookabout?S:Thebookisaboutafunnygirl.T:Whatdocriticssayaboutthebook?S:Amazing,IlaugheduntilIcried.----SundayReview41\n Youwon’tbeabletostoplaughing.----StarTimes Funniestbookoftheyear!----HumorWeeklyT:Cantheseremarksattractyou?Picture3T:What’sthisposterabout?S:TheposterisaboutacourseteachingthetraditionalChinesetechniqueofcrosstalk.T:CanyoutellsomethingabouttheChinesecrosstalk?S:ItisatraditionalChineseart.Twoormoreactors/actressesstandonthestage,usingfunnywordstoentertaintheaudience.T:Ifyouwanttolearnthecrosstalk,whatkindofqualitiesdoyouneedtohave?S:Havingasenseofhumor,beingquick-mindedandabletocooperatewellwithhisorherpartners.T:Howcanyoufindoutmoreinformationaccordingtotheposter?S:Bycalling5555-1234forcoursescheduleandfees.Picture4T:Whatisthisposterabout?S:Itisacomedyaboutlifeinthecircus.T:Whatcanweseeinacircus?S:Inacircus,wecanseeacrobats(钢丝),riders,clownsandperforminganimals.T:Doyouthinkthelifeinacircusisinteresting?Step2:DiscussionDividethestudentsintodifferentgroupstodiscuss.EncouragethemtouseEnglishwhiletalking.ThencollecttheiranswersAfterwetalkedaboutthefourposters,1.whichoftheabovedoyouthinkwillbethefunniest?41\n2.Whoisyourfavoritecomedian?Whydoyoulikehimorher?3.Whydopeoplelikefunnythings?Sampleanswers1Ithink“UndertheBigTop”mightbethefunniest.Inacircus,youcanseeacrobats,riders,clownsandperforminganimals.WhenIwasyoung,wheneverIhadachancetowatchcircusperformances,Ihadareallygoodlaugh.Ioftenwonderedhoeclownscouldwearsuchfunnyexpressionsandmakesuchexaggeratedmovements.Iwascuriousabouttheirlifeandattitudestowardslife.Also,trainedperforminganimalsareveryamusingandcanbringmealotofhappiness.2MyfavoritecomedianisSongDandan.Sheisverytalented,versatileanddedicated.Asacomedian,shehasherownspecialwayofpresentingvividcharactersonthestage.Shecansing,dance,docrosstalk,etc.Onceinaninterview,sheexplainedherunderstandingtowardshercareer.Accordingtoher,it’smorethanmakingpeoplelaugh.It’saboutconveyingdipmeaningsoflifewhileentertainingpeople.Iwasdeeplytouchedbythis.         .                   3Itishumannaturethatpeoplelikefunnythings.Weneedtohavesomethingtolaughabout,toreleaseouremotions.Accordingtopsychologist,peoplewhoareofteninabadmoodarelikelytodevelopdeadlydiseasessuchascancer.Aheartylaughcancheerpeopleupandhelpthemgetridofnegativefeelings.Step3:Fast-readingforgeneralidea.GothroughthepassageasquicklyaspossibleandfindanswerstothethreequestionsinPartA.1Whatisthearticleabout?2Howmanytypesofstand-uparethere?3Whatislaughtergoodfor?Answers  1It’saboutstand-upcomedy.        2Therearefourmaintypes.        3It’sgoodforourhealth.Step4:Careful-readingfordetailedinformation 1.Summaryofthetext  41\nMainideaofthepassage   Ageneralintroductionofstand-upcomedy MainideaofPart1 Howmanytypesofstand-upthereare. MainideaofPart2 Introduceafamouscomedian----BillyCrystal. MainideaofPart3Theeffectstand-upandotherformsofcomedyhaveonpeople.      2Let'sreadthepassageagainmorecarefullyandtrytofinishpartC1afteryourreading.1Whatisspecialaboutstand-upcomedy?2whatarethefourmaintypesofstand-up?3WhendidBillyCrystalbeginpracticingstand-up?4WhatisonereasonBillyCrystalhasbecomesofamous?5HowmanytimeshasBillyCrystalhostedtheAcademyAwards?6WhowereBobHopeandGeorgeBurns?7Whatdiesyourbraindowhenyoulaugh?8WhatistheEnglishidiomaboutlaughtermentionedinthetext? Answers1Stand-upisdifferentfromotherformsofcomedybecausethecomedianisinfrontoftheaudienceandmaytalkdirectlytoaudiencemembers.2Theyareobservational,propphysical,andimpressionist.3Hebeganpracticingstand-upwhenhewasachild.4Hisoutstandingabilitytoimprovise.5Eighttimes.41\n6Theyweretwocomedianswholivedtobe100yearsoldandkeptworkinguntiltheendoftheirlives.7Itsendschemicalsthataregoodforyouintoyourbody.8Laughteristhebestmedicine.3.Nextlet'slistentothetapeanddecidewhetherthefollowingsentencesaretrueorfalse. 1Astand-upcomedianisnotallowedtomakefunofanaudiencemember. 2Ifthecomediansactorspeaklikeawell-knownperson,thisiscalledobservationalcomedy. 3Whatthephysicalcomediansusuallydoistrippingoverchairs,walkingintodoorsandfallingdownonstage. 4Quiteafewstand-upcomedianshavebecomefamousastelevisionandfilmactorlateroninlife. 5ThefactthatwhenCrystalhoststheAcademyAwards,healwayskeepsatoothbrushinhispocketforgoodluckisonlyknowntoafewpeople. 6BillyCrystalhasnoplanstogoonmakingfilmstogoontellingjokes. 7Thereasonwhypeoplewholaughalotlivelongeristhatwhenyoulaugh,yourbrainsendschemicalsaroundyourbodythataregoodforyou.Answers  1F    2F     3T      4F     5T      6F      7T1.      Nowlet'scometoPartC2.Thefourmaintypesofstand-upcomedyareexplainedinthearticle.Matcheachtypewithanappropriateexample.Writethecorrectletterinthebracket.Answers  1d  2a  3c  4bStep3:Practice1.      PartDFindthesenewwordsandexpressionsinthearticle.Guesstheirmeaningsfromthecontest.Thenmatchthemwiththecorrectdefinitions.Answers 1b     2d        3e        4h        5g        6a        7c        8f2.      PartEGaoHuaiswritingabiographyofBillyCrystalforhisEnglishclass.Helphimcompleteit.41\nAnswers1American    2observe     3appropriate  4comedy     5television    6actors       7improvise   8host        9healthy     10comedian Step4:Post-readingactivities.1.Discussthefollowingquestionsingroups,thenrole-playthedialoguesandactoutbeforetheclass. (1)Whatarenecessaryqualificationsagoodcomedianneedstohave? (2)Whenyouareinlowspirits,whatwillyoudotostopunpleasantfeelings? (3)Besideslaughter,whatareotherfactorsthatcanhelppeoplekeephealthyandlivelonger?                  Sampleanswers1                                             l        Havingenoughcouragetoperforminfrontoftheaudience    l        Practicingalottoperfecttheirroutinel        Beingabletoreadtheiraudience’sthoughtstoknowexactlywhattheywouldliketoseel        Watchingasmanycomediesastheycantolearnaboutmoretechniquesl        Makingfullpreparationsbeforegoingonstage2l        Watchingacomedyl        Listeningtomusicorwatchingfilmsl        Seeingfriendsl        SurfingtheInternetl        Lockingmyselfinmyroomanddoingreading341\nl        Havingabalanceddietl        Exercisingregularlyl        Havingagoodmoodl        BeingoptimisticStep5:Homework1Prepareafunnystorytotelltoyourclassmates.2.FinishreadingAandBintheworkbookM6Unit2Whatishappinesstoyou?●WelcometotheUnit41\nAimsandrequirements♦Readaninterviewandtwoessaysabouthappiness♦Listentofriendtalkaboutproblemsandsolutions♦TalkaboutthegymnastSangLan♦WriteanarticleforawebsiteofferingadviceProceduresStep1:BrainstormingHowdoyouunderstandhappiness?Whatareyourhobbies?Andwhatdoyoudowhenyoufeelunhappy?Step2:SharinginformationOpenyourbookstoPage17.Let’sshareinformationabouteachpictureonthispagewitheachother.1.StudythesixpicturesPicture1BeingcreativeDoyoulikedrawing?Whenandhowdidyoubegintodevelopthisinterest?Whatdoesthishobbybringtoyou?(WheneverIfeelupsetandwanttoescapefromeverything,Iliketogointomybedroomandtakeupmypaintsandbrushes.It'ssowonderful--allmythoughtsandideascanbeexpressedinmypictures.)Whatotherthingsmean'beingcreative'toyou?(Thinkingofdifferentsolutionstosolveproblems,expressingmyselfinmyownwaysandmakingnewthings.)Picture2DoingexcitingthingsWhatareexcitingthingstoyou?(likewhite-watersurfingorbungeejumping.)Whydopeoplelikeexcitingthings?Theybringlotsoffunandhelppeopleforgetallthetroublesandworries.Picture3ReadingDoyoulikereading?Doesreadingmakeonehappy?Why?Itisreallyenjoyablewhenreadingespeciallyinapeacefulandquietenvironment.Sometimeswearesoabsorbedbythecharactersinthebookandtheirstoriesthatweforgetallabouttheoutsideworld.Throughreading,wegainknowledgeandourhorizonsarebroadened.Picture4PlayingsportWhichareyourfavorablesports?It'sareallygoodwaytomakefriends,keepfitandrelax.Picture5SpendingtimewithfamilyDoyouenjoyspendingtimewithyourfamily?Whenyoufeelhappyorunhappy,doyoutalktothemaboutyourproblemsandachievements?Familyisimportanttoeveryone.It'saperfecttimetotalktoyourfamilyaboutyourproblems.Theycangiveyougoodadviceandmakeyouconfident.Theyarealsohappyfortheachievementsyoumade.Picture6LearningnewthingsHaveyoueverbeentoanaturalhistorymuseum?Whydopeoplelikemuseum?Inamuseum,wecanfindoutmoreinformationthanwecanjustthroughreadingbooks.Visitingthesekindsofplacescangiveusarealinsightintohistory.Whatotherwaysdoyouthinkmayhelpyoulearnmorenewthings?(SurfingtheInternetandtalkingtodifferentpeople.)2.Talkabouteachpictureandexchangeopinionswithyourpartner.41\nWhichthingsdoyouoftendoandliketodo?Whydoyoufeelhappywhendoingthese?Step3:DiscussionWorkingroupsof4todiscussthethreequestionsandthenreporttheanswerstothewholeclass.1.Whatarethingsthatmakeeveryonehappy?Step4:HomeworkReadthetwoarticlesonP112-113.Preparethereadingpart.M6Unit2●ProjectMakingahappinesshandbook41\nTeachingAims:(1)helpstudentslearnanduseEnglishthroughdoingaproject.(2)Writeaessayabouttheirideasofhappiness.Teachingprocedures:PartA1.Atthebeginningofthisclass,let’sappreciatetwopoems.Afterreading,trytosaysomethingaboutthem.Whatishappiness(1)Thursday,14.September2006,09:55:30byMoonriver(2)2006-9-1418:34:49Bytroublemakerl:Todaywe’llreadtwoessaysonthethemeof“thehappiestdaysofyourlife”andthenyouwillwriteanessayaboutyourideasofhappinessandmakeyourownhappinesshandbooks.2.CometoPartA.ReadtheessayGOLDENDAYSbyyourselvesandthentrytoanswersomequestions.1)Isthewriteroldoryoung?Howdoyouknowthat?2)Whattimedoesthewriterconsidertobethehappiestofhislife?3)Whydoesthewriterthinkthosedayswerehappy?4)Whatdoesthewriterthinkyoungpeoplecandowhileoldpeoplecan’t?3.Readthesecondessayandthenjudgewhetherthefollowingstatementsarerightorwrong.1)Thewriterisateenagerbecauseshewillbeanadultinthefuture.2)Shethinksherhappiestdayswillbeinthefuturewithnewtechnologyandwithoutwar,pollutionorhunger.3)Thewriterthinksthatteenagerscan’tdothingslikeadultsbecausetheyhavetoworkhardatschool,doingorlearningthings.4)Thewriterfeelsveryniceeachtimeshethinksofherhappiestdaysaheadofher.5)Fromtheessay,wecanconcludethatthewriterisahardworkinggirl,becausesheisalwaysmotivatedtoworkhardforherfuturelifebyherself.4.Haveadiscussionabouttheadvantagesanddisadvantagesofteenagersandoldpeople.Advantagesofbeingyoung:active,fullofenergy,creative,strong,modern,easytokeepupwiththetimes,easyandeagertolearnnewthingsDisadvantagesofbeingyoung:impatient,immature,inexperiencedAdvantagesofbeingold:experienced,mature,patientDisadvantagesofbeingold:lackofenergy,stubborn,easytobetiredortofallill5.DoPartsB1andB2onpage109inworkbooktopractiseusingsomewordsandphrasesinthissection.PartB41\nYouareaskedtomakeahandbookabouthappinessofeachgroup.Workingroupsandfollowtheoutlinebelowtodesignahandbook.PlanningEachgroupdividedifferenttasksanddecidewhowillchecktheEnglishintheessays,whowillillustratethehandbook,whowillputalltheessaystogetherandmakethecoverofthehandbook.PreparingReviewwhatwe’velearnedabouthappinessinthisunitandthendiscussthefollowingquestionsonpage31.Eachoneshouldcomeupwiththeideaofhappinessofyourown.ProducingMakeadraft,gettheapprovalofthegroupandfinalizethehandbook.PresentingPresentyourgroupworktoothersandwaittobejudged.M6Unit2●ReadingThesearchforhappiness41\nStep1:Lead-in1.Differentpeoplefindhappinessandfunindifferentthings.Therearecertainlynocriteriaassessingwhichwayofbeinghappyisthebest.DoyouthinkSangLanhadhadahappylifebeforeshewasinjured?Step2:FastreadingforgeneralideasThereadingtextisaninterviewfromaTVprogrammeabouthappiness.DrBrain,apsychologistwhostudieshappiness,isinterviewedinatelevisiontalkshowandtellsastoryaboutabravegirlcalledSangLan.GothroughthepassagequicklytofindanswerstothethreequestionsinPartA.Step3:Careful-readingfordetailedinformation1.ReadthepassageagainandcompletePartC1.QuestionsinPartC1aretocheckyourreadingcomprehensionbymakingcorrectjudgmentsofthestatements.2.ListentothetapeandcompleteC2.QuestionsinPartC2areforstudentstonotesomespecificinformationaccordingtothetimesequence.3.AskstudentstodescribeSangLan'spersonality.bravecourageousPersonalityofSangLandeterminedhard-workingoptimisticconsiderate1.MorerelevantinformationintheinterviewwhichshowsSangLan’spersonalityBeforegoingtohospital·beingsuccessfulinhersportwhenshewasyoung·beingdescribedasenergetic,happyandhard-working·workingtowardssomethingspecial·tryingtomakeherparentsproudWhilestayinginhospital·beingingoodspirits·thinkingaboutwhatshecoulddotogetbetter·beingproudofthethingsshehadaccomplished·feelinghappytobealive,andluckytohavetherestofherlifetolearnnewthingsAfterleavinghospital41\n·studyingjournalismatBeijingUniversity·hostingasportsshowaboutthe2008BeijingOlympics·lookingforwardtoplayingtabletennisinthespecialOlympicsfordisabledpeoplein2008·thinkingaboutpositivethingsandstayingoptimistic·believingthatkeepingbusyhelpsherstaypositiveStep4:Practice1.CompletePartDFindthesewordsandexpressionsintheinterview.Guesstheirmeaningsfromthecontext.Thenmatchthemwiththecorrectdefinitions.2.CompletePartEReadthisnewspaperarticleaboutSangLan.Completeitwiththewordsbelow.3.Let’sreadtheReadingstrategyonpage19.Doyouknowwhataninterviewmeans?Aninterviewisaformalmeetingatwhichonepersonasksanotherpersonaseriesofquestionsonatopic.Whenreadingorwatchinganinterview,youshouldpayattentiontothetopic,theopinionsrelatedtothetopic,thequestionsaskedandtheanswerstothequestions.Step5:Post-readingactivities1.Thinkaboutthefollowingquestionsagain.Whatishappiness?Whatistherealvalueofbeingalive?Doesbeinghealthyandwealthymeanhappiness?Doesbeingrespectedandwell-likedmeanhappiness?2.Haveadebate.Thetopicis“SangLanwashappierbeforetheaccidentthansheisnow.”3.GooverPartFinpairsandcontinuethedialogueaftertheexample.Step6:LanguagePointsStep7:Homework1.FinishPartsA1andA2onpage108inWorkbook.2.Gooverthereadingpassage.M6Unit2●Wordpower41\nStep1:BrainstormingInthissectionwe’lllearnthewordsandidiomsusedtodescribeemotionsandfeelings.NowI’dlikeyoutoanswerthefollowingquestions:Whatwordsdoyouknowcanexpresshappiness?Step2:Vocabularylearning1.Readtheinstructionsonpage22andstudytheexampleslistedinthetable.2.Writetheadjectiveformsofothernounsrelatedtoemotion.ReferenceNounsAdjectivesastonishmentastonisheddelightdelightedfuryfuriouscuriositycurioussatisfactionsatisfieddepressiondepressedamazementamazeddisappointmemtdisappointedStep3:Practice1.Let’sfocusonPartA.Circletherightwordaccordingtoeachdifferentsituation.2.DotheexerciseinPartB.Step4:CompetitionHowmanyemotionalwordsdoyouknow?NowI’lldivideyouintoseveralgroups.You’llhaveacompetitiontoseewhichgrouphasthemostwords.Intheendyouneedtogroupemotionalwordsintothreedifferentcategories:happiness,sadnessandanger.·Wordsdescribinghappiness:Nounforms:joy,happiness,delightAdjectiveforms:joyful,happy,delighted·Wordsdescribingsadness:Nounforms:sadness,depressionAdjectiveforms:sad,depressed·Wordsdescribinganger:Nounforms:anger,furyAdjectiveforms:angry,furiousStep5:Vocabularyextension1.Choosethecorrectwordtocompleteeachsentence.①I'mnot_____(satisfied,satisfaction)withwhatI'vedone.Ican'tget_____(satisfied,satisfaction)fromit.(satisfied;satisfaction)②Iwas_____(amazed,amazement)bythechangeinhisappearance.Allofuslookedathimin_____(amazed,amazement).(amazed;amazement)③Theboyis_____(curious,curiosity)abouteverything.Hisburning_____(curious,curiosity)inspireshimtolearnmore.(curious;curiosity)41\nOverthemoon2.DopartC.IntheEnglishlanguage,therearesomeidiomsaboutemotions.Guesstheirmeanings.HotunderthecollarhappyangryemotionsOncloudnineflyoffthehandlesaddowninthedumpsfeelblueStep6:Homework1.PartConpage114intheWorkbook.2.PrepareGrammarandusage.Unit3Understandingeachother41\nWelcometotheunitTeachingobjectives:Helpthestudentslearnhowtotalkaboutculturaldifferencesandcustoms.Teachingfocusanddifficulties:Enablethestudentstotalkaboutculturaldifferencesandunderstandtheusageofexamples.Teachingaids:Teachingprocedures:Step1:GreetingandLeadinT:Goodmorningboysandgirls!First,getthestudentstoshowdifferentwaysofgreetingtheyknow.T:Weneedgreetingeachothereveryday,right?Greetinghasmanyways,yesorno?Butthewaysofgreetingareallthesame?T:Yeah,youareright,therearesomanywaysofgreeting.Howaboutourcountry?Ourhometown?T:Itiseasytosee,peoplefromdifferentcountrieshavedifferentwaysofgreetingeachother.Doyouknowofanyotherwaysofgreetingaroundtheworld?Step2:WelcometotheunitT:OK.Todaywewillgotoanewunit.(writingontheblackboard:Unit3Understandingeachother)Openyourbooksandturntopage33.Lookatthepicturesbelowanddiscusswithyourpartners.Canyouguesswhichcountryhasthecharacteristicwayofgreeting?(pointatpicture1,2,3,4andask)Canyouactitout?Step3:AskandanswerT:Wehaveknownsomewaysofgreetingeachotherindifferentcountries.Nowtherehasaquestion:Whydopeopleindifferentcountriesgreeteachotherindifferentways?Anotherquestion:Canyouthinkofanyothercustomsthataredifferentindifferentpartsoftheworld?Step4:DrillingT:Whichcountryyouwanttogo?Doyouknowthewayofgreetinginthatcountry?Canyouactitoutwithyourpartner?Step5:SummaryT:Today,wehavediscussedculturaldifferencesandcustoms.Andallofyouhavedoneagoodjob.Ifeelsohappywithyou.Attheendofthisclass,Ihopeeveryoneofyouwillbehaveproperlyifyougetthechancetogoaboardinthefuture.Step6:ReviewthenewwordsT:OK.Now,let’sreviewthenewwords.Readafterme!Readitalltogether,onetime!Step7:HomeworkPreviewthereading.Must-writingontheblackboard:Unit3Understandingeachother1.Whydopeopleindifferentcountriesgreeteachotherindifferentways?2.Doyouknowofanyotherwaysofgreetingaroundtheworld?41\n1.Canyouthinkofanyothercustomsthataredifferentindifferentpartsoftheworld?ThailandTheMiddleEastArabNetherlandsUnit3Understandingeachother41\nReadingTeachingobjectives:1.TohelpSsgetageneralideaaboutthetext.2.TomakeSsbecomefamiliarwiththedetailedinformationaboutthetext.3.TohelpSsmasterReadingStrategy.Teachingfocusanddifficulties:Readingcomprehension(HowtomaketheSsunderstandthepassagebetterandhelptheSsfinishalltheexercises.)Teachingaids:Teachingprocedures:Step1:ReviewT:S1,DoyouwanttogotoThailand?Haveyourememberedthewayofgreetingeachotherinthatcountry?Canyouactitout?T:S2,DoyouwanttogotoBrunei?DoyouknowthewayofgreetinginBrunei?T:Yesterday,wehavediscussedculturaldifferencesandcustoms,right?Now,today,wewilllearnmoreaboutcustomsandtaboosindifferentpartsoftheworld.Step2:NewwordsT:Ok.Firstly,welearnsomenewwordsaboutthereading.Pleaseopenyourbooksandturntopage77.(Canyoupronouncethembyyourself?)Readafterme!Step3:FastreadingT:Readtheconversationquicklyandanswerthefollowingquestions.Pleasetake2minutestofinish,OK?(after2minutes)Askstudentstochecktheanswers.Step4:ExtensivereadingT:Perfect!Youhavedoneagoodjob!Now,pleasereadtheconversationagain,thistimeyoushouldcaremoreabouttheconversation,andyoumustfinishC1andC2.Pleasetake10minutestofinish,OK?ThenwefinishDtogether.Step5:DrillingET:Readtheshortessayandfillintheblankswiththewordsinthebox.Take3minutestofinish.Step6:DiscussionT:Wehavefurtherstudiedtheculturaldifferencesindifferentcountries,right?Now,let’shaveadiscussion.Therearesomequestionsabout,1.Whydoweneedtofindoutaboutothercultures’traditions?2.Howcanpeopleunderstandeachother’sculturesbetter?3.Whatdoyouknowaboutculturesthataredifferentfromyourown?OK.Discusswithyourpartner.Iwillasksomeonetoshowhis/heropinion.Step7:HomeworkT:Todaywehavemasteredmoreculturaldifferences,Ihopeyoucanwritesomethingaboutit,OK?AndyoucantranslatetheconversationintoChinesethatcanhelpyouunderstandbetter.OK.Classisover!Bye-bye!Must-writingontheblackboard:Unit3UnderstandingeachotherReadingA:1.Brunei;41\n2.TheUK;3.Agoodwaytounderstandmoreabouteachother.C1:FTFFTC2:1.openthepresentassoonasyoureceived2.havealivehenandarooster3.alcohol4.usethumbtopoint5.BonfireNight6.hotdogsandotherfoodcanbecookedoverthefire.D:bdeacfE:1.alike;2.celebrations;3.fireworks;4.hotdogs;5.throughout;6.prohibited;7.ensure;8.permitted.Unit3Understandingeachother41\nWordpowerTeachingobjectives:StudentsareexpectedtouseEnglishwordsborrowedfromotherlanguagesandenlargetheirEnglishvocabulary,anduseidiomscorrectly.Teachingfocusanddifficulties:Englishwordsborrowedfromotherlanguagesandidioms.Teachingaids:Teachingprocedures:Step1:LeadinT:WhatdoyouthinkofthemostdifficultpartoflearningEnglish?Doyouagreethatlearningvocabularyisdifficult?Yeah,TherearetoomanyEnglishwords,right?Andmostofthemhaverandomspelling.T:HaveyougotaneasywaytolearnandrememberEnglishwords?Ifnot,pleasediscusswithyourpartnerandtrytoworkitout.Presentsometipsonblackboard:1.Rememberthespellingofawordbyitspronunciation.2.Rememberthespellingofawordbyanalyzingtheformationoftheword.3.Rememberthemeaningofawordbymakingasentencewithit.4.RememberthemeaningofawordbystudyingtheoriginofthewordT:OK.Haveyoufundoutthewayyoulearnnewwords?Canyoutellusthemethodyouusuallyuseinlearningnewwords?Doyouagreethesefourtips?Step2:AttentiontoEnglishwordsborrowedfromotherlanguagesT:WeknowEnglishisoneofthemostwidely-spokenlanguagesintheworld,anditisusedastheinternationalworkinglanguageinmanyplacesthroughouttheworld.T:ButwheredotheEnglishlanguageandallitswordscomefrom?IsitpossiblethatEnglishborrowedwordsfromotherlanguages?Ifso,canyougiveoutsomeexamples?Step3:FocusonpartAT:OK.Let’sfocusonthepassageonpage38.It’sanonlinearticlethatMalifound,whichisaboutEnglishwordsborrowedfromotherlanguages.PleasereadthearticleandanalyzehowwordsareborrowedfromotherlanguagesandusedintheEnglishlanguage.Thenfinishtheblanksontheblackboard:LanguageCategoriesofwordsFrenchGermanItalianArabicStep4:FocusonpartBT:ThisisaspidergramwhichshowssomeoftheEnglishwordsthathavebeenborrowedfromotherlanguages.Youcanaddmoreexamplestothespidergramifpossible.T:OK.Let’shavealookandreadaboutit!Step5:FocusonpartCT:Now,let’shaveastrengtheningexercisetocheckyourabilitytounderstandsomenewwords41\nandusethemcorrectly.OK.Take5minutestofinishit.Thencheckanswers.Step6:FocusonpartDIwaspresentingtheidiomsonblackboardwhenSsweredoingthepartC.Theidioms:asstrongasahorse;asbusyasabee;aspoorasachurchmouse;ascoolasacucumber;sleeplikealog.T:OK.Now,let’slearnsomethinginteresting.Lookattheblackboard.Ipresentedsomeidioms.Theseidiomsallhaveacharacteristicconnectionwithananimalorathing,right?OK.Canyouguessthemeaningofeachofthem?T:Pleaseusetheseidiomstocompletethesentencesonpage39.Take3minutes.Step7:SummaryT:Today,wehavelearntEnglishwordsborrowedfromotherlanguages.Ihopeitcanhelpyoutolearnnewwords.Ibelievesometimesitprovestobeeffectiveinrememberingnewwords.Soyouareexpectedtousethemandenlargeyourvocabulary.Step8:HomeworkPreviewthegrammarandusage.Bye-bye!Must-writingontheblackboard:Unit3UnderstandingeachotherWordpower1.Rememberthespellingofawordbyitspronunciation.2.Rememberthespellingofawordbyanalyzingtheformationoftheword.3.Rememberthemeaningofawordbymakingasentencewithit.4.RememberthemeaningofawordbystudyingtheoriginofthewordLanguageCategoriesofwordsFrenchGermanItalianArabicasstrongasahorseasbusyasabeeaspoorasachurchmouseascoolasacucumbersleeplikealog.Unit3Understandingeachother41\nGrammarandusageTeachingobjectives:HelpstudentsmasterUnrealconditionals.Teachingfocusanddifficulties:Useunrealconditionalstostateanimaginarypresentcondition,pastactionandfuturesituation,andpracticeit.Teachingaids:Teachingprocedures:Step1:LeadinPresentsomesentencesontheblackboard,whichaboutunrealconditionals.1.IfIwereyou,Iwouldworkharder.2.Iflivednearwhereaweddingreceptionwasbeingheld,youprobablywouldn’tgetmuchsleep.3.Ifyouhadtakenmyadvice,youwouldn’thavefailedintheexamination.4.Ifyouhadjoinedthechatroomtenminutesago,youwouldhaveknownwhatweweretalkingabout!5.Ifitweretoraintomorrow,themeetingwouldbeputoff.6.IfIhadtimetomorrow,Iwouldcertainlyhelpyou.T:OK.Pleaselookattheblackboard.Therearesixsentences,let’sreadittogether.(readandtranslatedthesesentences)T:Afteryoureadallthesentences,whatcouldyoufindinthesesentences?T:Yeah.Ineachofthesesentences,thereallhaveaword“if”init,right?(thesametimecircled“if”out)Weknow“if”means“如果、假如”.T:Sotoday,wewilllearnaboutUnrealconditionals.Step2:UnrealconditionalslearningT:Unrealmeansimaginary.Anunrealconditionalsisastatementaboutanunrealorimaginaryconditionorsituation.虚拟语气，是表示说话人的愿望、假设、猜测或建议，它不表示客观存在的事实。T:Thisclass,welearnunrealconditionalsmeans虚拟条件句，即虚拟语气在条件状语从句中的应用。（以后我们还会学习它在宾语从句、表语从句、同位语从句等等名词性从句中及其他从句中的运用。）OK.Thisclasswewillfocusonunrealconditionals.T:Openyoubooksandturntopage40.Welearnittogether.(readandanalyzethesentenceonpage40)1.Weuseunrealconditionalstostateanimaginarypresentcondition.当虚拟条件句是对现在事实相反的假设时，那么从句中的谓语动词用过去式（be的过去式是were），主句中的谓语动词用would（should、could、might）+动词原形。2.Wealsouseunrealconditionalstorefertoanimaginarypastaction.当虚拟条件句是对过去事实相反的假设时，那么从句中的谓语动词用过去完成时（即had+过去分词），主句中的谓语动词用would（should、could、might）+have+过去分词。3.Weuseunrealfutureconditionalstotalkaboutanimaginaryfuturesituation.当虚拟条件句是对现在事实相反的假设时，那么从句中的谓语动词用过去式，主句中的谓语动词用would（should、could、might）+动词原形。注：我们可以看出虚拟条件句对现在或将来的虚拟时，从句和主句中的谓语动词的用法一致。Step3:Practice41\nT:OK.It’syourturnnow.Weshoulddosomepracticingintimeafterwelearntunrealconditionals,right?Practiceisimportant,andpracticemakesperfect.So,pleasetake5minutestofinishit.Thenwewillcheckittogether,OK?Step4:PayattentiontoNotesT:OK!Therearesomenotesaboutunrealconditionals,thatweshouldcareabout.Lookatyourbooks.1.在书写和正式文体中，If从句中的谓语动词要用were，在日常的对话中，was则比较常用。2.如果虚拟条件句是对将来的虚拟，那么If从句中的谓语动词还可以用“wereto（should）+动词原形”结构。3.我们可以把虚拟条件句中的were、had、should提到句首，这时If应该省略。4.我们还可以在虚拟条件句中用“could+havedone”结构。Step5:PracticeT:Let’shaveanexerciseforthem.Pleasetake5minutestoworkitout.Thencheckit.Step6:SummaryT:Todaywehavelearntunrealconditionals,Ihopeyouhavemasteredit.OK.Lookatthepointsontheblackboardagain.Let’sreviewit.Step7:HomeworkPleasedotheexerciseonpage116inworkbookC1andC2.Must-writingontheblackboard:虚拟语气是表示说话人的愿望、假设、猜测或建议，它不表示客观存在的事实。虚拟条件句主句现在If+主语+动词的过去式主语+would（should、could、might）动原过去If+主语+had+过去分词主语+would（should、could、might）+have+过分将来If+主语+动词的过去式主语+would（should、could、might）动原Unit4Helpingpeoplearoundtheworld41\nWelcometotheunitTeachinggoalsEncouragethestudentstosharetheirexperienceofhelpingothersintheirdailylifeandletthemknowtheimportanceofhelpingothers.TeachingmethodsIndividualwork，andgroupworkTeachingaidsMultimediaTeachingprocedureandswaysStep1Lead-inInthisprocedure,encouragethestudentstosharetheirexperienceofhelpingothersintheirdailylife.T:Hello!Boysandgirls!S:Hello!Mr/Mrs/Miss…T:Atthebeginningoftheclass,I’dliketotellyouastory.Oneday,Iwenttovisitafriendofmine.But,athickmistgotmelost.Luckily,someonehelpedmefindtherightplace.Thatreallycomfortedme.Actually,everyday,wehelpothersandreceivehelpfromothers.Wouldyouliketoshareyourexperiences?Thestudentscantalkaboutthisfromthefollowingaspects:1.Indifferentplaces:athome,inpublic,onthebus,ontheirwayto…intheschool…2.Variouspeople:children,oldman,pregnantwoman,disabledman,peoplesufferingmentalproblems,strangers:3.Talkabouttherelevanteventsinthebooks,newspapers…theyhavereadandheardof,forexample,10mostinfluentialpersonnelinChina.4.Thestudentscanalsotalkaboutthehelptheyreceivedfromothers.Alltheseaimsatmakingthestudentsgetfamiliarwiththetopic.S1:Whenseeingarunningchildsuddenlyfalltotheground,Ihelpedhimout.S2:Onabus,Ialwaysgivemyseattotheold.S3:Ilentmypentomyclassmatewhohadlefthis/hershome.…T:Great!You’rereadytohelpothersatanytimeandinanyplace.Itisyourkindnessthatmakesoursocietymuchbetter.However,manythingscannotbesettleddownonlybyyourself/onindividuallevel.Forexample,theearthquakehappenedinPakistaninOct.2005;thetsunamiinIndianOceaninDec.2004;terroristattackintheUnitedStatesonSeptember11,2001.Andwhathappenedinthesedisasters?Workingroupsandmakeadiscussion.Beforethestudentstalkaboutthesethings,showsthefollowingclues:1.Thedeathtoll2.Buildingdamages3.MentalhandicaptotheAmericansandevenpeoplearoundtheworld…Step2SpeakingAskthestudentstotalkaboutthepicturesonpage49T:Now,let’slookatthesepicturesonpage49.Haveyoueverseenthesesituations?S:Yes!T:Wheredidyouseethem?41\nS:MainlyonTV/innewspapers/inreallife.T:Doyouknowwhattheytalkabout?S:Theytalkaboutpeacekeeping,famine,flooding,agriculture(orirrigation),medicalcare,andpovertyseparately.T:Welldone!Now,discussthesepicturesingroupsoffour,andyoucandiscussinthisway:1.Whatyoucanseeinthepicture；2.Whattheproblemsare;3.Whatcausedthese;4.Howyoufeelaboutthat;5.Whatorganizationsyouknowcanhelpwiththesituations.ShowthechartwhilethestudentsarediscussingPictureProblemCauseOrganization123456SampleanswersPictureProblemCauseOrganization1PeacekeepingWarfightingtheUN2famineShortageoffoodtheUN3FloodingTyphoon,hurricane,tsunamiWHO,theRedCrossandtheUN4IrrigationDesertificationtheUN5IllnessPovertyWHO,theRedCross6NorunningwaterorelectricityandfewschoolspovertytheUNAfterafewminutes,askthestudentstoreporttheirdiscussionresults.T:Whowouldliketotalkaboutpicture1?S:Letmehaveatry.They’retwospecialsoldiers.IusuallyseethemonTV.Whentherearewars,orfightinginsomecountries,theywillbesenttheretokeeppeace.Ithinkthesespecialsoldiersarebraveandtheycontributealottothepeaceandsafetyofthepeoplewhosufferfromwarsandconflicts.T:You’vedoneareallygreatjob!Andcanyoutellus,bywhom,thespecialsoldiersaresenttokeepthepeace?S1:Thenationsthathavespecialsoldiers.S2:Idon’tthinkso.Ithinkit’stheUN.T:Yes.You’reright!TheyaresentthroughtheUN.Andwe’lllearnmoreaboutthatinthefollowingclasses.Picture2,whowantstohaveatry?S:Peopleinthepictureareverythin,andpainfulbecauseofashortageoffood.Theysufferfromfamine.I’msorryforthem.Theirmostbasicneedcannotbefulfilled,tosaynothingofeducation41\norentertainment.Ithinkweshouldn’twastefoodanymore.BywatchingTVandreadingnewspapers,Iknowthatourcountryoftenloansmoneytothesecountriesandalsogivethemaid.AndtheUNmayhavetherelevantorganization.T:Great!Howaboutpicture3?S:Fromthepicturewecanseethatthisareawasflooded.Typhoonorheavyrainhascausedit.Housestheremusthavebeendestroyed.Whatisworse,manydiseaseswillspread.Inmyopinion,peopleshouldbewarnedearlier,anddoctorsshouldbesenttodealwiththepossiblediseases.AndtheWHO,theRedCross,andtheUNcanhelpwiththesituationinthefuture.T:Excellent!Howaboutpicture4?S:Waterispumpedintothefarmland.Thecropsgrowwell.SoIthinkthefieldmaysufferfromdroughtoritisdifficulttofarm.Irrigationimprovementhereisnecessary.Agricultureexpertsarealsoneeded.IthinktheUNshouldhavesuchanorganizationtohelpwiththis.T:Verygood!Whataboutpicture5?S:AdoctorislookingatanX-rayunderalamp.Hemusthelppatientswithboneproblemsinsomepoorareas.IthinkWHOandtheRedCrosscandothis.T:Welldone!Howaboutpicture6?S:Peopleinsmallareasstillliveinpoverty.Mostofthemcannotreceiveeducationaswedonow,andcannotplayaswecan.Wehavetocherishwhatweowntoday.T:That’it!Andwhatorganizationdoyouthinkcanhelpwiththis?S:IthinktheUNcanhelpthem.T:OK!MostofyouhavementionedtheUN.FromthatwecansaythattheUNcanhelpsolvemanyproblems,andplaysaveryimportantroleintheinternationalstage,right?S:Yes.Step3SummaryandhomeworkT:Today,wehavetalkedaboutthe6situationsinthispart,andlearnedthatsomecountriesaroundtheworldsufferfromwars,naturaldisasters,famine,illnessandpoverty.Andsomeofyouhavetalkedaboutyourfeelings.Andyouhaveknownthatthesesituationsshouldbesolvedinternationally,thatiscountriesshouldhelpeachother.Youalsomentionedsomeorganizationsthatcandealwiththesesituations,suchastheUN，theRedCross,theWHO.Inthefollowingperiods,we’lllearnmoreabouttheUN.So,afterclass,youhadbetterreadbooksandsurftheinternettocollectsomeusefulinformationabouttheUN.OK,classisover.Goodbye,boysandgirls.ReadingTeachingaimThereadingtexthereisaspeechgivenbyasuccessfulbusinessmanaboutherworkasaUNGoodwillAmbassador.StudentsarepresentedwithabriefbutclearintroductiontotheUnitedNationsandsomegeneralinformationabouttheworkandresponsibilityofaUNGoodwillAmbassador.StudentsareexpectedtogainsomeknowledgeabouttheUnitedNations,practiceandreinforcetheirreadingskillandinimprovetheiroverallabilitybyparticipatingintheactivities.TheReadingStrategyinthisunitteachesstudentshowtounderstandaspeaker’sattitudeduringaspeech.Studentsareexpectedtoputthisskillintopractice.TeachingtoolsChalk,mediaTeachingprocedures:41\n1.Lead-inStarttheclasswiththefollowingquestions:Haveyoueverthoughtaboutthefuture?Whatdoyouwanttobeinthefuture?Whatdoyouthinkyoushoulddotomakeyourdreamcometrueinthefuture?Whichdoyouthinkwillhelpyoufulfillyourdream,hardwork,agoodenvironmentorboth?Doyouknowthatinotherpartsoftheworld,therearelotsofchildrenwhoarestillstrugglingwithstarvationorwar?Doyouthinkthattheyhavedreamsaswell?Whatdoyouthinktheycandotorealizetheirdreams?Haveyoueverthoughtaboutdoingsomethingforthosechildrentohelpthemrealizetheirdreams?Ifyouhave,whatwouldyoudo?Havestudentsdiscussandreporttheiranswerstotheclass.Helpstudentsunderstandthatnoteveryoneintheworldhasthesameopportunities.Itwouldbeveryhardforsomepeopleinpoorareastorealizeevenasimpledreamlikehavingawarmbedtosleepinatnight.Somethingshouldbedoneforthosewhoaresufferingalot.2.Tellstudentsthattheyaregoingtoreadapassageaboutahelpfulwomanwhohasdevotedlotsofherenergyandtimetomakingthelifeofpoorpeoplebetter.Askstudentswhattheycanfindbyreadingthetitle,andaskthemtopredictwhatmaybecoveredinthepassagethattheyaregoingtoread.Today,wearegoingtoreadapassageentitled“TheUN-bringingeveryoneclosertogether”.Whatdoyouthinkofwhenyouseethetitle?Whatdoyouthinkwillbementionedinthepassage?3.Readingcomprehension1.AskstudentstogothroughthepassageasquicklyaspossibleandtrytofindtheanswerstothethreequestionsinPartA.Remindstudentsonlytofocusonandanswerthesequestions.2.AskstudentstoreadthepassageagainandcompletePartsC1andC2individually.QuestionsinpartC1aretocheckstudents’readingcomprehensionandimprovetheirabilitytofindspecificinformation.PartC2servesasastrengtheningactivitytoletstudentsdecidewhetherthestatementsaretrueorfalseaccordingtothecontentofthepassage.Iftimepermits,youcanaskstudentstoeitherfindthetopicsentenceofeachparagraphofsummarizethemainideaineachparagraphwhileconductingPartsC1andC2.Afterstudentsfinishtheexercises,checktheanswerswiththeclass.4.designatabletocheckthestudents’readingcomprehensionabouttheUN.TheUnitedNationsWhenitwassetupAftertheSecondWorldWarinOctober1945CountriesintheUNOriginally51countriesRecently191countriesProblemsitdealswithHelpsendsomeoftheworld’smosthorribleconflicts,assiststhevictimsofwarsanddisasters;protecthumanrights;improvesinternationallaws;helpswithotherproblemssuchaslackofeducation,lackoffood,poverty,disastersanddiseaseItsfourmainpurposesTokeepinternationalpeace41\nTodevelopfriendlyrelationshipsamongnationsTocooperateinsolvinginternationalproblemsandinpromotingrespectforhumanrightsTobeacentrefororganizingtheactionsorworkofdifferentnationsGoalsitpromisestoachieveby2015Eightgoals,oneofwhichistoensurethatfreshdrinkingwaterisavailabletoeveryoneandanotheristhatallchildrencompleteprimaryeducation1.TalktostudentsaboutTangNing.AskstudentswhattheyknowaboutthisUNGoodwillAmbassadorandbusinesswomanfromthepassage.Youmayaskthefollowingquestions:WhatoccupationdoesshetakeupintheUN?HowmuchmoneydoessheearnbydoingthisJob?WhatProjectorprojectshasshebeeninvolvedin?Howdoesshehelpthosepeoplethatneedhelp?Howdoesshefeelabouttakingthisoccupation?AskstudentstodiscusswhattheythinkofTangNing.2.AskstudentstocompletePartDandPartEindividually.PartDaimstocheckwhetherstudentscanunderstandthemeaningsofwordsfromthecontextofthepassageandtoshowthemhowtoexplainthemeaningsinEnglish.PartEaimstomakestudentsmorefamiliarwiththereadingpassageandsomeusefulwordsinit.3.Askstudentsiftheyhaveeverreadaspeechbeforeandencouragethemtofindoutwhatuniquelanguageisusedinaspeech.Remindthenthatwhenreadingaspeech,itisimportanttopayattentiontothespeaker’sattitude.Thepositiveandnegativeadjectivescanhelpthenidentifythepositivenegativeopinionorattitudeofthespeaker.AskstudentstoreadtheReadingStrategyandfindmoresentencesthatexpressthespeaker’sattitudeinthereadingpassage.Languagepoints:1.referto:提到，谈到，涉及，参考，查阅，认为WhatIhavetosayreferstoallofyou.WhenIsaidthatsomepeoplewerestupidIwasnotreferringtoyou.Pleaserefertothelastpageofthebookforanswers.ItisacollectionofdocumentswithreferencetotheFirstWorldWar.2.bemadeupofAteammadeupofthreedoctorsandtennurseswassenttothedisasterareainFujian.Theoldestkindofcomputerwasahugemachinemadeupofthousandsofparts,coveringnearly100squaremeters.3.operateAlltheDisneyparksareoperatedbythesamecompany.Thismachineoperatesdayandnight.Operateonsb.forThedoctorsdecidetooperateonherimmediately.Operation41\nIcanuseawordprocessorbutIdon’tunderstanditsoperation.Heistheofficerinchargeofoperation.1.honoredHewashonoredwithatitleof“ModelWorker”.Theyremovedtheirhatstohonortheflag.It’sagreathonortobeinvited.MayIhavethehonorofthisdance?WhileinLondon,wepaidavisittothehospitalfoundedinhonorofthenurseFlorenceNightingale.2.touchVisitorsarenotallowedtotouchtheexhibits.Iwasreallytouchedbeyondwords.We’llkeepintouchwitheachotherwhereverwego.Ihopewedon’tlosetouchagain.6.apartfromThetwohousesareamileapart.Thehousestandsapartfromthevillage.Ican’tgetthesetwothingsapart.Hetorethecookedchickenapartandbegantoeatit.7.lackTheyaresorichthattheylackfornothing.Hewasacquittedforlackofevidence.Therewasasevereshortageofpetroleumduringthewar.8.ensureThebookensuredhissuccess.Pleaseensurethatallthelightsareturnedoffatnight.Thesepillsshouldensureyouagoodnight’ssleep.Customsareaskedtoensurethattheyhavebeengiventherightchangebeforeleavingtheshop.9.ratherthanI’dprefertogoinsummerratherthaninwinter.Itoughttobemeratherthanyouthatsigntheletter.Idecidedtowriteratherthan(to)telephone.Iwouldstayathomeratherthangoshopping.Hewouldratherbeginthestreetsthangetmoneyinsuchadishonestway.10.onbehalfofOnbehalfofmycolleaguesandmyselfIthankyou.Kenisnotpresent,soIshallaccepttheprizeonhisbehalf.Thelegalguardianmustactonbehalfofthechild.Onbehalfofallthestaff,Iwouldliketowishyouahappyretirement.7.HomeworkPartAonpage128inWorkbook.WordpowerTeachinggoalsEnablethestudentstotalkabouttheconnectedorganizationsoftheUN.41\nEnablethestudentstotalkaboutacronyms.TeachingimportantpointsHaveabetterunderstandingoftheconnectedorganizationsoftheUN.TeachingimportantanddifficultpointsHowtouseacronyms.TeachingmethodsExplanation,discussingandpracticingTeachingproceduresStep1homeworkcheckingandlead-inGreatthestudentsandcheckthehomework.Lead-inT:Duringlastperiods,wehavesomebasicideasoftheUNandtheUNGoodwillambassador.AndthisperiodwewilllearnmoreabouttheUN.Beforestartingourclass,I’dliketoaskyouaquestion:Whenyou’reillandgotothehospital,whatisthefirstthingyouwilldo?S:Toregisterandknowwhichclinicroomistherightone.T:Yes,that’sit!Firstyouhavetoknowwhattheproblemis,andthenfindthecorrectwaystocure.Youcannotgostraightforwardtothehospitalandfindadoctoratrandomandaskfortreatment.Step2ReadinganddiscussingT:Andthat’sthesametotheinternationalaid.Today,we’lllearntheconnectedorganizationsoftheUNandtrytogetafurtherunderstandingoftheproperorganizationstohelppeoplearoundtheworld.Now,accordingtowhatwehavelearnedbefore,andthenewsyou’veheardoffromnewspaperandtheinternet,talkwithyourpartner:Whatproblemsharasspeoplearoundtheworld.Afterseveralminutes.T:Whatproblemshaveyoufound?S:Famine,wars,flood,naturaldisasters,povertyandalsodisease.Writethesedownontheblackboard.T:Correct!AnddoyouknowtherightorganizationsintheUNthatcanhelpsolvetheseproblems?S:Notexactly.T:Well,readPartAinWordpoweranddiscusswithyourpartnertofindtherightorganizationsthatcansolvetheproblemsyouhavementionedabove.Showthechartthestudentshavedoneinthepreviousperiodandaskthemtoaddthenewinformationthey’velearnedabout.PictureProblemCauseOrganization1peacekeepingwar,fightingSpecialsoldiers2FamineShortageoffoodIMF3FloodingTyphoonIMF,andWHO4IrrigationDifficulttofarmFAO5diseaseLackofdoctors,nomoney,farawayfromahospitalWHO6NorunningwaterorpovertyIMF,andFAO41\nelectricityandfewschoolsThenaskthestudentstodiscussabouttheorganizationsinthechart.T:Well,that’sit.Nowtellmewhethertheseorganizationsaregovernmentalornot?S:They’renon-governmental.T:Andhowmanytypescantheseorganizationsbeclassifiedinto?S:Specialagencies,WorldBankGroupandProgramsandfunds.T:Correct!YouhavelearnedthetypesoftheUNorganizationsandwhattheseorganizationsaimat.NowfinishPartsB&C.Step3AcronymsT:Haveyougotane-mailaddress?S:Yes,/No.T:Someofyouhavegotone,whilesomehaven’t.Well,afterthisclassmaybeyoucanusewhatwe’velearnedtodaytoregisterane-mailaddresses,andwhatdotheystandfor?S1:Mye-mailaddressis19900712@163.com,anditstandsformybirthday.Ifyouwanttoknowmybirthday,youcanremembermye-mailaddress.S2:Mye-mailaddressiszbc2005@163.com,andzstandsformyfamilynameZhou,bcstandformygivennameBichang.….T:Therearemanywaysthatyoucanregisteryoure-mailaddress.Andoneofthewidely-usedmethodsis:keepingthefirstlettersofyourfamilynameandgivenname,right?Ss:Yes!T:OK,thatiswhatwearegoingtolearn—acronyms,theshortenedversionofaname.Itconsistsofthefirstlettersofeachwordofthename.(WritethisdefinitionontheBb)Forexample,UNstandsforUnitedNations,NGOsstandsforNon-GovernmentalOrganizations.Now,it’syourturntoworkoutthefollowingacronymsusingtheinformationonpage54.Step4SummaryandhomeworkT:Inthisperiod,welearnedtheconnectedorganizationsoftheUN,andalsohadabetterideaofacronyms.Afterclass,pleasepreviewtheGrammarandusagepartinUnit3.Grammarandusage虚拟语气一．各种形式的虚拟语气41\n英语中的虚拟语气可分为对过去的虚拟、对现在的虚拟、对将来的虚拟及表达“祝愿”、“坚决”、“决定”、“要求”、“命令”等主观愿望的虚拟。1．与现在事实相反的虚拟语气与现在事实相反的虚拟语气常用结构为：条件句动词为were或动词的过去式，主句动词为would/should/could/might+动词原形。IfIhadenoughmoney,IwouldfirstofallbymyselfaDELLcomputer.2．与过去事实相反的虚拟语气与过去事实相反的虚拟语气常用结构为：从句用had+过去分词，主句用should/would/could/might+havedone.IfIhadhadenoughmoney,Iwouldhavegonetothezoowithyou.3．与将来事实相反的虚拟语气在条件句中，如假设的条件不能符合将来的实际情况，从句谓语可用动词过去式或should+动词原形或wereto+动词原形的虚拟语气。在表示与将来事实相反的条件句中，shoulddo,weretodo和动词的过去式三种形式意义略有不同。Should表示的可能性最大，动词过去式的可能性次之，weretodo的可能性最小。IfIshouldsee/weretosee/sawhimtomorrow,Iwouldinvitehimhome.4．省略if形式的虚拟语气If虚拟条件句中有should,had或were时if可以省略，从句中主谓要倒装。IfIhadworkedhard,Iwouldhavesurelysucceeded.=HadIworkedhard,Iwouldhavesurelysucceeded.注意：Wereitnotfor…如果要不是……,Haditnotbeenfor…如果当时要不是……几乎成了固定句式。Wereitnotforyourhelp,Iwouldneverbeagoodboss.Haditnotbeenforyou,Iwouldhavelostmyway.5．混合虚拟语气有时主句与从句所指的时间不一致，这叫错综虚拟语气或混合虚拟语气。Ifyouhadtoldmethenewsyesterday,Iwouldn’tbesoworriednow.6．含有责备及批评语气的虚拟语气Should(oughtto/could/may/might)+have+过去分词表示过去应该做而未做到的虚拟语气，该结构的否定形式则表示“过去不该做的事却做了”，是一种委婉的责备，语气最强的是should，最弱的是might.1）表示委婉批评用于委婉批评的结构为could/may/mighthavedone常译为“本可以做得更……一些”“本该……而……”。Youarelateagain.Youcouldhavecomeearlier.2）表示强烈责备表示强烈的责备常用should/oughttohavedone结构，常译为“本该做得更……一些，结果……”。Ihavetoldyoumanytimes.Youshouldhavedoneitbetter.3）表示本没必要Needn’thave+过去分词结构表示“做了不必要做的事情”。It’ssonear.Weneedn’thavetakenataxi.7．虚拟语气表示祝愿表示祝愿时常用动词原形或May+主语+动词原形结构。41\nMayyousucceed!一．虚拟语气可用于主语从句、宾语从句、表语从句、同位语从句、状语从句等各种从句中。1．用于主语从句中Itis/wasimportant(necessary,impossible,unusual,strange,surprising…)that…Itis/wassuggested(requested,required,ordered,proposed,decided…)that…2．用于宾语从句用虚拟语气的宾语从句一般有三种：1）在wish后的宾语从句中，谓语动词可按时间情况，采用适当的虚拟结构。Wish后的that常省略，其后不能用should.IwishIcouldflytothemoonsomeday.2）在wouldrather后的宾语从句中，从句谓语用一般过去时来表示现在或将来要做的事情。如谈到过去的动作，则用过去完成时。Wouldrather后不能加that.I’dratherwehadarestnow.3）动词decide,insist,demand,desire,require,request,propose,suggest,command,order等后面的宾语从句，谓语习惯上用(should)+动词原形虚拟结构。MyfathersuggestsI(should)takeenoughsleepbeforeexaminations.4）用于表语从句Myadviceisthatyou(should)quitsmoking.Itseemsasif/asthoughthemeetingwouldneverend.Shetalksasif/asthoughshewereanAmerican.5）用于同位语从句与表示“决定”、“主张”、“要求”、“建议”、“命令”的动词相对应的名词构成的同位语从句中常用(should)+动词原形结构。Wemadeasuggestionthatyou(should)stayhereuntilthepartywasover.6）用于定语从句Itishightimewewenttoschool.Itistimethatweshouldhaveadiscussion.7）用于状语从句Theyoungmanwithlonghairwalksasifhewere/wasagirl.Theinjuredmanactedasifnothinghadhappened.8）只保留从句的虚拟语气WhatifIshouldfail?IfonlyIwere20yearsyounger.IfonlyIhadcometothepartyyesterday.Ifyouwouldputyouraddressonthebackofthecheck.Ifyouwould相当于please，表示礼貌的请求。TaskHelpingpoorchildrenTeachingaims:1.Throughaseriesofactivities,helptopractisestudents’skillsoflistening,speaking,41\nreadingandwriting.1.InStep1,bylistening,enablestudentstofindoutaboutproblemsandcauses.2.InStep2,byintroducingdifferentsentencestructureswhilediscussingingroups,helpstudentstomakesuggestionsforthepoorchildreninnorthernThailand.3.InStep3,thispartismainlyaboutwritingaproposalbasedontheinformationonwhattheycandoforthosepoorchildren.TeachingApproaches:Task-basedapproachesFormofActivities:Individual,pairorgroupworkandtopicdiscussions.TeachingAids:ThemultimediaandtheblackboardTeachingProcedures:Skillsbuilding1:Inthispart,studentswillknowhowtolistenforproblemsandthecausesoftheproblems.Tellthestudentsthatwealwayspaymoreattentiontosomespecificinformation.Andthentheteacherwillaskstudentstofindoutwhatshouldbeseizedwhilelisteningtoanewsreport.Thensummarizewhathasbeentalkedabout.Tellstudentstofocusontheproblemsandcausesofthem.1.Problems:Asyoucansee…Theresultis…Asaresult,…AsIsaidearlier……andso…Thismeans…Acommonproblemisthat…2.Causes:Thisisbecause…Unfortunately……because……becauseof……as…Step1Findingoutaboutproblems1.Letstudentsreadtheguidelinesinthisparttofindoutwhattheywillhavetodo,thisis,whattheywilllistenfor.2.ListentopartA,andtellthestudentstofindoutasmuchinformationaspossibletofillintheproblemsandthecauses,butnotalltheinformationisincludedintherecording.Formoreinformation,theycanreadPartC3.Listentothesecondpartofthereportandcompletethetableonpage59.4.HavestudentsreadthereportinPartC.Askthemtoreadforotherinformationneededtofinishthetwotables.41\nSkillsbuilding2:Byintroducingdifferentsentencestructureswhilediscussingingroups,helpstudentstomakesuggestionsforthepoorchildreninnorthernThailand.1.MakingsuggestionsIthinkitwouldbeagoodideato…Iwouldliketosuggestthat…Itwouldbeagoodideaifwecould…2.AskingforopinionsWhatdoyouthink?Doesanyoneelsehaveanysuggestions?Canyousuggestanythingelse?3.Expressingagreement/disagreementIagree/disagreebecause…That’sagreatidea,but…I’msorrybutIdon’tthinkthatwouldworkbecause…Unfortunately,Idon’tthinkthatwillwork.4.MakingconclusionsSotosummarize,ourgrouphasdecidedto…Inconclusion,wehavedecidedto…Step2:makingsuggestions1.Havestudentsreadtheinstructionsandmakesuretheyknowwhattheyaregoingtodo.Dividestudentsintosmallgroupsanddiscusswhatotherwaystheythinkoftohelpthesechildren.AskthemtousethesentencestructuresinSkillsbuilding2togivesuggestions,andexpressagreement/disagreement.2.Whilediscussing,onegroupmembershouldtakenotes,andanothermembershouldbechosentoreportwhathasbeenwrittentohelpthosepoorchildren.Skillsbuilding3:Helpstudentstoreadthesixpointsinthispart.Theywilllearnwhatcomponentswillbeincludedinaproposal.Makesurewhatstudentsshoulddowhenwritingaproposal.Step3.composingaproposalStudentswillbeaskedtowriteaproposaltoUNICEFabouthowtohelpthehilltribechildreninnorthernThailandwiththeinformationtheyhavelearntinsteps1and2.1.Helpstudentsformdifferentgroupstodiscusstheanswersbasedonthepreviousinformation.2.Havestudentswritetheproposalandaskeachgrouptopresenttheirstoletotherssharetheiropinions.ProjectMakinganactionplanTeachingaims:GivethestudentsachancetopractisetheirEnglishbycompletingaproject.41\nImportantpoints&difficultpoints:Readthepassage:Changingtheworld---mycommitmentFormofActivities:Individual,pairorgroupworkandtopicdiscussions.TeachingAids:ThemultimediaandtheblackboardProcedure:Step1.Lead-in1.Doesanyoneintheworldneedanyhelpfromothers?2.Whatwillyoudoifyouareaskedtoofferhelp?3.WhatdoesMSFstandfor?Andwhat’sitspurpose?4.WhatdoyouthinkthemembersofMSFare?5.Wheredoyouthinkthenurseworksmostofthetime?6.Whatdoyouthinkisthemostdifficultthingforhertodo?7.Whatarethereasonswhypeopletherelivesuchpoorandterriblelives?Step2FurtherReading1.Listeningforfurtherinformation2.Questions:Para11)Howdidshehelp?Setupfeedingcenterstoensurethatpeoplegotfoodandwecheckedthehealthofbabiestomakesuretheywereputtingonweight.Wehadavaccinationcampaigntostopchildrendyingfrommeasles.2)Whatdangersdidsheface?Fightinginvillagesfarfromthecity;lookingoutforbulletsandrunningfromoneplacetoanotherbecamewayoflife;waterbornediseasessuchasmalariaandtyphoid;mudandwatereverywhere,makingitdifficulttotravelfromplacetoplace.Para21)WherewastheAtemporaryclinic?Inavacanthealthcenterinthenorthsideofthetown.2)Whatproblemscanitsolve?Peoplewhohaveregularmedicationcannotgetholdofitinadisastersuchasthis.Minorinjuriesalsoneedtobetakencareof,especiallyasitissowet.3)Whatareotherproblemstheymustface?Intherestofthecity,shelterandaccesstofoodandcleanwaterarebigproblems.Thefieldsandharvesthavebeendestroyedandsomalnutritionwillbeaprobleminthefuture.Peoplehavestartedtoworryaboutthattheywillnotgetenoughfood.Para31.Howdotheycommunicate?ByspeakingEnglishorFrench,orusingactingskills.2.Whatarehorriblethingsforher?Itisquitehorribletoimaginelosingeverything,includingsomeofyourfamily.41\nThatwasareallyhorriblejobtoburythedeadbodiesasquicklyaspossibletostopdiseasespreading.Para41.Whatisthemainideaofthisparagraph?AbouttheMSFnurse’sfeelingsofworkingthere.2.Doessheenjoytheexperienceofworkingthere?Why?Yes.Thisexperiencemakesherappreciateallthethingsshehasandgivesherthechancetoseethingsfromanotherside.Step3FillintheblanksPara1Arrivedheretofindeverythingwas(1)____;manyofthepeoplehavefledtothemountainsto(2)___;thehospitalisbadlydamagedand(3)____;Iusuallyworkintheareasthathavenowater,where(4)____istheproblem;thesituationandproblems(5)____here;we(6)____theoutbreakofwater-bornediseasessuchasmalariaandtyphoid.Para2Wearegoingtosetupa(7)____thereand(8)____areontheirwayfromoverseas;oneofthehealthproblemsisthatpeoplewhohave(9)____cannotgetholdofitinadisasterlikethis;the(10)____ofwoundsarefromwallsandroofsthathavefallenonpeople;thewatermakesitdifficultfor(11)____tohealandforbacteriato(12)____;shelterand(13)____andcleanwaterarebigproblems;thefieldsandharvesthavebeendestroyedandso(14)____willbeaproblem.Para3Onegoodthinghereisthatmanypeoplecan(15)____;thismakesiteasy(16)____andfindoutaboutpeople’sproblems;my(17)____aregood;Iamfindingthatmyjobisn’t(18)____.Para4Ourfirstjobherewastotrytoorganizea(19)____forthepeoplekilled;weneededtoburythedeadbodiesasquicklyaspossibleto(20)____;thatwasareallyhorriblejob.Para5IfeelthatIhavebeenveryluckytobeabletohelpothersanddosomething(21)____;thisexperiencemakesme(22)____allthethingsIhave;I’mproudIcan(23)____topeople’slivesonan(24)____.Step4.Languagefocus1.Arrivedheretofindeverythingwasinchaos.（1）不定式tofind作结果状语，在英语中常见。如：Hehurriedhome,onlytofindhiswifedead.他匆忙赶到家，发现他妻子已死。Iawoketofindmytruckgone.我醒来发现箱子不见了。　　Hesearchedtheroomonlytofindnothing.他搜索了房间，没发现什么。（2）chaos混乱：杂乱的一堆；乱成一团：Thedeskwasachaosofpapersandunopenedletters.桌上杂乱地堆放着一些纸张和未拆的信。inchaos杂乱、混乱、纷乱Thekitchenwasinchaos.Afterthewar,thewholeIraqwasinchaos.41\n2.Manyofthepeoplehavefledtothemountainstoescapethefloods.escape和flee两个单词均表示“逃”或“逃跑”的意思，但后者更强调在紧急情况下仓促逃跑之意。Theenemysoldierswerefleeinginalldirections,butfewofthemcouldescape.误点剖析误：Howeverfourmenwerenotquickenoughtoescapefromtheflames.分析：这是一句错句。escape在这儿是及物动词，意思是“逃脱；逃避”，后面直接跟名词或动词v-ing形式。例如：　　Youwereluckyenoughtoescapepunishment.　你的运气很好，免受惩罚。　　Henarrowlyescapeddeath.　他是九死一生。　　There'snowaytoescapedoingthework.　无法逃避做这项工作。　　　类似用法的词还有：flee,survive,serve等。注意下列正误句子的比较：　　错误句：Whydoesshealwaysfleefromanykindofresponsibility?　　正确句：Whydoesshealwaysfleeanykindofresponsibility?　她为什么总是逃避责任？错误句：Didanyonesurvivefromtheearthquake?　　正确句：Didanyonesurvivetheearthquake?　地震后，有幸存者吗？　　错误句：Youshouldserveforyourcountry.正确句：Youshouldserveyourcountry.你应该为自己国家服务。3.Weareveryconcernedabouttheoutbreakofwater–bornediseasessuchas…….concernvt涉及,关系n.(利害)关系,关心,关注,关注,所关心的是Thisproblemconcernsallofus.这个问题攸关我们全部人.Weconcernedourselveswithaccomplishingthetaskathand.我们参与了手边的这项任务.beconcernedabout对……关心Allofusareconcernedaboutourenvironment.asfarassomethingisconcerned就……而言41\nAsfarasmoney'sconcerned,thereshouldn'tbeaproblem.asfarasI’mconcerned依我看AsfarasI'mconcerned,shecancomehomewhenevershelikes.4…….andmakeadifferencetopeople’slivesonanindividuallevel.makeadifference有影响，起作用，要紧Whatevershedid,itmadenodifference.Onemorepersonwouldn'tmakeanydifferencetothearrangements.Itcouldmakethedifferencebetweenmissingyourtrainandgettingtoworkontime.Step5Discussion1.IfyouhaveachancetogotoAfricanow,whatdoyouthinkyoucandotohelp?2.Whatproblemdoyouthinkshouldbesolvedfirst?Why?3.Ifyouareaskedtohelpagroupofpeople,whowouldyouchoosetohelp?Why?Step6Homework1.Writeacompositionaboutoneofyourexperiencesofhelpingtheothers.2.Translatethefollowingsentences:1.战争使伊拉克一片混乱.(inchaos)2.我们必须确保每个孩子都受到教育的机会.(access)3.你刚才说的话使我想起我在英国度过的岁月.(remindsbof)4.他回到家,发现厨房里有只猫.(tofind)5.运动能对你的身体状况起到很大的作用.(makeadifferenceto)6.那位老教授所担心的是,在一些农村地区女还没有平等的上学机会.(beconcernedabout)7.我们必须采取有效措施来阻止禽流感在全球的蔓延.(stop…from)8.多吃肉会使人们很容易发胖.(putonweight)9.我们经常为那些失去双亲的孩子们感到难过.(feelsorryfor)10.在农村地区当几年志愿者是值得的.(worthwhile)41\n41