高中英语必修3教案 65页

高中英语必修3教案Unit1Festivalsaroundtheworld　TheFirstPeriod(Warmingup&Pre-reading)StepOne:Lead-inFreeTalk:Didyouhaveagoodtimeinyourwinterholidays?Whendidyoufeelmosthappyandexcited?Why?(AttheSpringFestival.Becauseit'sthemostimportantfestivalinourcountry....)StepTwo:Warmingup1.LettheSsthinkabouttheotherChinesefestivals.(LanternFestival,PureBrightnessFestival,DragonBoatFestival,Mid-AutumnFestival,NewYear'sDay,ChungYeungFestival....)2.DiscussionOne1)LettheSslookattheinformationaboutChinesefestivalsanddiscussanotherfourChinesefestivalsaccordingtotheexampleinwarmingup:Whendoesthefestivalcome?Whatdopeoplecelebrate?Whatdopeopledo?FestivalsDatefestivalsDateNewYearJanuary1stTeachers'DaySeptember10thInternationalWomen'sDayMarch8NationalDayOctober1stArborDayMarch12thTheSpringFestivalLunarNewYearInternationallaborDayMay1stDragonBoatFestivalthefifthdayofthefifthlunarmonthInternationalChildren'sDayJune1stMid-AutumnFestivalthe15thdayofthe8thlunarmonthArmyDayAugust1stLanternFestivalthe15thdayofthe1stlunarmonthChineseYouthDayMay4thPureBrightnessDayAprilthefifth2)LettheSsfillintheforminthewarmingupandasksometosharetheiropinionswiththewholeclass.3DiscussionTwoTalkaboutsomeforeignfestivals.(Christmas,AprilFoolsDay,EasterDay,Halloween,Valentine'sDay,ThanksgivingDay,Obon...)Stepthree:Pre-readingLetstudentsthinkaboutthequestions:1)Whatisyourfavourateholidayoftheyear?Why?2)Whatfestivalsorcelebrationsdoyouenjoyinyourcityortown?Doyoulikespendingfestivalswithyourfamilyorwithfriends?Whatpartofafestivaldoyoulikebest-themusic,thethingstosee,thevisitsorthefood?StepFour:LanguagePoints\n1.meantodo打算做某事meandoing意味着….Inevermeanthimtoworkforus.Passingtheentranceexaminationmeansbeingadmittedintocollege.2.celebratevt.(1)dosthtoshowthatadayoraneventisimportant庆祝；祝贺celebrateChristmas/one’sbirthday/aweddinganniversary/avictory(2)praiseandhonor赞扬；称颂Thenamesofmanyheroesarecelebratedbythepoets.词语辨析：celebrate,congratulatecelebrate后常接日期、事情或场合。而congratulate后常接人，多为congratulatesb.on/uponsth.表示为某事而祝贺某人。如：congratulateyouonyourmarriage.有时还表示私自庆幸的意思。如：Icongratulatedmyselfonmyescapefrombeingpunished.3.takeplacevi.英语中表示“发生”的词或短语均为不及物，不用于被动语态。主语为所发生的事。词语辨析：takeplace,happen,occur,comeabouttakeplace“发生，举行”，常用来指按计划发生的事，带有“非偶然”的意思。happen，普通用词，含义很广。常指具体客观事物或情况的发生，含有“偶然”的意味。当以具体事物、事件作主语时，happen和occur可以换用；但当happen用作“碰巧”之意时，不能用occur代替，但可以与comeabout互换。occu，出现”,较正式用词，可指事情偶然地、意外地发生或思想突然浮在心头。occurto有“想起”的意思。comeabout“发生”,常指偶然发生的事情。且很多时候与how连用。与happen用法较接近。In1919,theMay4thMovementtookplaceinChina.1919年，中国爆发了五四运动。Ithappenedtorainthatday.那天恰好下雨。ThetrafficaccidentoccurredonWednesday.Howdoesitcomeaboutthatyouwerecaughtbythepolice?你怎么会被警察抓去的？StepFive:AssignmentCollectasmuchinformationaboutfestivalsaspossible.Previewthewordsandexpressionsofthetext.TheSecond&theThirdPeriodStepone:RevisionReviewthenamesofthefestivalsandtalkaboutthem.StepTwo:Reading1.Readthepassagequicklyandthentrytoanswerthefollowingquestions.1)What'sthemainideaofthetext?Thisreadingbrieflyintroducestheearliestkindsoffestivalswiththereasonsforthem,thenfourdifferentkindsoffestivalsthatoccurinmostpartsoftheworld.2)Howmanypartscanthetextdivideinto?(5parts)\n2.LettheSslookatthepicturesandtheheadingofeachsection,thenaskquestionstohelpthemunderstandwhatthetextmightbeabout.ancientFestivals:Whywouldpeoplecelebrateatthesethreetimesoftheyear?Whydoyouthinkmusicandfireorlightareusedinfestivals?FestivalsoftheDead:Whatkindofthingsaredonetohonorthedead?WhydoyouthinkabouttheMexicanpracticeofmakingcakeswithskullsandbones?WhatdoyouknowaboutHalloween?Whatpictureshaveyouseen?FestivalstoHonorPeopleandEventsWhatfestivalsorcelebrationscanyouthinkofthathonorfamouspeopleorimportantevents?Whodoyouthinkshouldhaveafestivaltohonorthem?Why?HarvestFestivalsDoyouknowofanyharvestcelebrationsinChina?SpringFestivalsWhyarespringfestivalspopular?Talkaboutalltheculturalpracticesyouknowofanyspringfestivals？以下可做选用：Readandfinishthechart.FestivalsandcelebrationsAncientFestivalWhytheendofthecoldwinter,plantinginspringandharvestinautumnHowLightfireandmakemusicFestivalsofthedeadWhytohonorthedeadorsatisfyandpleasetheancestorsObontheDayoftheDeadHalloweenHowlightlamps,playmusic,eatfoodintheshapesofskullsandcakeswithbones,gototheirneighborstoaskforsweets,dressupFestivalstohonorpeopleWhyfortheirgreatcontributionstothesocietyorthecountryHowDragonboatracing,eatzongziHarvestFestivalsWhyFoodisgatheredforthewinter,.AseasonofagriculturalworkisoverHowDecoratechurchesandtownhalls,gettogethertohavebigmealsadmirethemoon,giveandeatmooncakesSpringFestivalsWhytocelebratetheendofwinterandthecomingofspringHowEatdeliciousfood,givechildrenluckymoney,haveexcitingcarnivalsStepThree:Listentothetextandunderstandit.StepFour:languagepoints1.starve(v.)starvation(n.)1)tocauseapersonorananimaltosufferseverelyordiefromhunger挨饿,饿死eg.Millionsofpeoplestarvedtodeathduringthewar.战争中数以百万计的人挨饿至死.\n2)tofeelveryhungry感觉很饿.(仅用于进行时态)eg.Whenwillthedinnerbeready?I’mstarving.晚饭什么时候做好?我快饿死了.**Starveforsth;starvesbofsth:(causesbto)sufferorlongforsthgreatlyneededorwanted(使某人)得不到某事物而受苦或渴望获得某事物;缺乏.通常用被动语态.eg.Thehomelesschildrenwerestarvingforlove.这些无家可归的孩子渴望得到爱.2．days/years/…ofplenty富裕(尤指食物和钱)的日子,年月,生活等.Youhavealifeofplenty,whatwouldyoubeworriedabout?你丰衣足食,还有什么担忧?**Plentyofwater许多饰不可数名词3.satisfy(vt.)满足,使满意不用于进行时态**satisfysb/sth使……满意(满足)besatisfiedwithsb/sth对……感到满意besatisfiedtodosth对做……感到满意eg.Thegirlsatisfiedhermotherbycleaningupthekitchen.女孩清洗厨房使得母亲很满意.MyEnglishteacherwassatisfiedwithmyEnglishstudy.4.doharm损害,危害,伤害domoreharmthangood.弊大于利dogood做好事,有好处doharmtosb(idom)=harmsbCometoharm:beinjuredphysically,mentallyormorally身体上,精神上或道义受到损害.常用于否定式.Anykindofpollutionwilldoyouharm.任何污染都会给你带来危害.Smokingdoesgreatharmtoone’shealth.吸烟对健康危害极大.5.inmemoryof/tothememoryofsb:servingtoremindpeopleofsb/tothememoryofsb,espasatribute作为对某人的纪念；纪念某人:eg.Hewrotealongmovingpoemnmemoryofhisgoodfriend.为纪念他挚友，他写下了一首感人的长诗。6.leadto注意：to是介词。后接动词的－ing形式。1)领往,通往AllRoadsleadtoRome.条条大路通罗马.Youseethepathonyourright?Itleadstothevillage.2)导致,招致Carelessdrivingledtothisaccident.**Leadsbto+n.带领…./通往/到…Leadsbtodosth使….做7..dressup:towearone’sbestclothes穿上盛装**dress(sb)(insth/assb/sth):putonfancydress,etc.化装打扮Childrenlovedressingup.Wedressedupforthewedding.8..playatrick/tricks(onsb)捉弄某人,开某人玩笑It’sacceptabletoplaytricksonyourfriendsonApril1st.4月1日那天,同朋友们开玩笑是可以接受的.Helikestoplayatrickonothers.9..lookforwardtosth/doingsth期待某事/做某事expect(usuallywithpleasure)（通常以愉快的心情）\nWe’relookingforwardtoseeingyouagain.我们盼望再见到你。注意：与leadto一样，这里的to也是介词。Ilookforwardtohearingfromyouasearlyaspossible.BoysandgirlsarelookingforwardtoChildrensDay.10.award(n.)奖品,裁定.助学金(vt.)授予,判定awardsth(tosb):makeanofficialdecisiontogivesthtosbasaprize,aspaymentorasapunishment颁发,授予Thejudgesawardedbothfinalistsequalpoints.裁判员判定决赛双方分数相同.11.admire(v.)羡慕admirer赞赏者,追求者1)admiresb/sth(forsth):regardsb/sthwithrespect,pleasure,satisfaction,etc.赞赏,羡慕某人(某事物)Theyadmireourgarden.Iadmirehimforhissuccess.我佩服他事业有成.2)expressadmirationof(sb/sth)表示赞美,夸奖某人(某事)Aren’tyougoingtoadmiremynewhouse?12.asthoughasif好像；仿佛……似的。（引导从句时从句谓语动词常用虚拟语气）Hetalksasthoughheknewallaboutit.他说话的口气好像他全部都知道了。Helooksasthoughhehadseenaghost.他看起来好像看见了鬼一样的。StepFive:Readthetextandfillinthepassage.Thereareallkindsoffestivalsandcelebrationsaroundtheworld,whichareheldforfordifferentreasons.Theancientfestivalsweremainlyheldatthreetimesayear---theendofthecoldwinter,plantinginspringandharvestinautumn.Somefestivalsareheldtohonorthedeadorsatisfyandpleasetheancestorsincasetheymightdoharm,whileotherfestivalsareheldtohonorfamouspeopleortothegods,suchasDragonBoatFestivalColumbusDay.HarvestandThanksgivingfestivalsarehappyeventsbecausetheirfoodisgatheredforthewinterandbecauseaseasonofagriculturalworkisover,towhichMidautumnfestivalbelongs.Andthemostenergeticandimportantfestivalsaretheonesthatlookforwardtotheendofwinterandtothecomingofspring,suchasthelunarNewYear,atwhichpeoplehaveaverygoodtime.StepSix:WorkinpairstodoEx.2and3onpage3StepSeven:AssignmentDoExercise1ComprehendingExercise1Page42Trytoretellthetext.Previewusinglanguage.Ex1-5onpage4TheFourthPeriod(DiscoveringUsefulStructure)TeachingProcedures:StepOne:Revision\nReadthevocabularyofUnit1againRetellthetext.Checktheanswerstothehomework.StepTwo:DiscoveringusefulstructuresRead&findouttheusageofmodalverbsTeaching:ModalverbsPage91-94Grammar.StepThree:Practice1.Findoutsentenceswithmodalverbsfromthereadingpassageandtrytoexplaintheirmeaning.教参P102.DoEx2&Ex3Page6Explanationtotheexercises.StepFour:AssignmentExercisesP43I．单句改错1.Mr.Smithlookspale.Hecanbeill.2.Youmustbejoking.Thatmustn’tbetrue.3.Cometotakethephotostomorrowmorning.Itmaybereadybythen.4.Thefirespreadsofastthatonlyone-thirdofthepeoplecouldescapethefire.TheFifthPeriod(Reading&Speaking)TeachingProcedures:StepOne:RevisionChecktheanswerstothehomeworkStepTwo:ReadingThispassageintroducesacrossculturalviewoflovers’festival-QiQiaoJieandValentine’sDa1.ListentothepassagewhilereadingAnswerthefollowingquestions:onpage8StepThree:LanguagePoints1)turnup出现,到场优化设计P12Hefinallyturnedup,buthewasseveralhourslater.2)keepone’sword遵守诺言(反义：breakone’sword)Nobodywillrespectyouanymoreifyoudon’tkeepyourwordthistime.如果你这次不信守诺言，没有人会再相信你。注意：word表示“诺言，消息”时，总是用单数形式。比较：amanoffewwords言语不多的人amanofone’sword说话算数的人3)holdone’sbreath屏息,屏气Heheldhisbreath,notdaringtomakeanysound.4)apologise/apologizevi.道歉优化设计P13*apologiseforsth/doingsthapologisetosbforsth/doingsth5)drown…in淹没；浸泡在……里。\nHedrownedhissorrowindrinkeverydayafterherwife’sdeath.自妻子死后，他每天借酒浇愁。6)Itwasobviousthat…..It为形式主语，真正的主语是that引导的主语从句。在正式文体中that不能省略。如以从句为主语的句子是疑问句，那就只能用it作形式主语。Isitprobablethattheywillcometomorrow?1)remindsbofsth使某人想起……提醒某人,后跟that宾语从句时,省略介词of.remindsbtodo提醒某人做…ThisremindedmeofthedayswhenIwasinthecountryside.这使我想起在乡下的日子.Thanksforyourgift–itwillalwaysremindmeofyou.谢谢你给我的礼物-它将使我常想他.SheremindedmethatIhadn’twateredtheflowers.她提醒我,我还没浇花呢.Heremindedmenottoforgetmypromise.他提醒我不要忘了我的偌言.StepFourThinkabouttheendingofthestory.StepFiveTalking,Page46,workbookStepSixAssignmentPreviewReadingTask(Page44)anddoEx.2-3,Page45.Ex2-3onPage42TheSixthPeriod(writing)Step1.CheckthehomeworkStep2.Writing1.LettheSsfindQuebecandTrinidadonthemap.2.Discussion:supposeyou’regoingtotraveltotheCarnivalinQuebec,whatidearsshouldyouhave?1)HowcanIgetthere?2)What’stheweathertherelike?SoIcandecidewhatkindofclothestotake.3)What’sthelanguagespokenthere?SoIcantalkwithpeoplethere.4)WherewillIstayafterIarrivethere?5)WillItravelalong?Step3.MakeaplanninglistforatriptotheCarnivalinQuebecaccordingtothequestionsaboveandtrytousetheexpressions.Youmaybeginlikethis:IfIcouldgotothe….见教参46页Step4.HomeworkFinishthewritingtaskortrytowriteafestivalyoulikebest.Dosomeexercises.●要点精练I.用括号中所给词或短语翻译下列句子。1.在中国北方，人们穿上古时候的衣服，走上街头游行，以庆祝新年。(dressup;parade)\n1.4月1号要当心，因为在这一天你的朋友可能会开你的玩笑。(playatrickon)2.庆祝“龙舟节”会让我们想起伟大的诗人屈原。(remind…of…)3.孩子们盼望父亲的到来已经很久了，所以今天一大早，就望向前面的大马路。(lookforwardto)Unit2HealthyeatingTeachingAimsofthisunit1.Talkabouthealthyeating2.Makingsuggestionsorgivingadviceondiet3.DistinguishthemeaningsofModalverbs4.Makeabalancedmenu5.Vocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protectivegetridof,throwaway,getawaywith,telllies,earnone’slivingindebt,setoutrunone’sbusiness,carryon7.Speaking:Practicetalkingaboutyourideas;practicegivingsuggestionsandadvice,practiceseeingthedoctor.8.TheuseofoughttoThefirstperiodWarmingupandspeakingStepⅠWarmingupReviewthewordsoffoodsbyshowingtheirpictures.First,askstudentstolistthefoodstheylikebest.Thentickoff3ofthemtheyeatmostoften.Second,showthethreegroupsoffoodsandseewhichgrouptheirfoodsbelongto.Third,askthestudentstotellusinwhatwaystheirfoodshelpthemgrow.StepⅡPre-readingGetthestudentstodiscussthequestionswiththeirpartnersinthispart.Thenaskthemtoreporttheirwork.Thispartwillhelpthestudentsunderstandthetext.T:Pleaselookattheslideshowanddiscussthequestionswithyourpartners.ThenI’llaskyoutoreportyourwork.Areyouclear?Whichfoodcontainsmore…ExamplesoffoodsAnswerSugarChocolateorgrapesCakesorbananasChocolateCakesFatCreamorriceChocolateorchickenCreamChocolateFiberPeasornutsPorkorcabbageNutsCabbageproteinPotatocrispsorhamEggsorcreamHameggs\nStepIIIspeakingInpairsmakeupadialogueaboutfoodyoulikeordislikeusingtheexpressionsbelowandasmanyfood,fruitorvegetablesaspossibleandstateyourreasons.UsefulexpressionsaboutlikesanddislikesMyfavoritefood/fruit/meatis…I’mfondof…Idon’tofteneat...Ireallyhate…Ican’tstandStepIVDiscussionHowtokeephealthy?Whatkindofdietcanhelppeoplebefit?StepVHomeworkPreviewreading.ThesecondperiodReadingStepIleadinShowahealthydiet.StepIIDiscussionWorkingroupsandplanamenuwithabalanceddietcontainingproperenergy-givingfoodbody-buildingfoodandprotectivefoodsothatyoucankeepbothhealthyandslim.Howandwherecanyouhaveit?Cookathomeorbuyattherestaurant?StepⅢprereadingShowsomepicturesandaskWhatwillhappenifwedon’teatabalanceddiet?StepIVFastreadingGetthestudentstocomprehendthepassagequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Givethestudentsacoupleofminutestolookthroughthewholepassage.Tellthestudentstoreadthetextsilentlyandthenaskforthemainideaofthetextontheslideshowwiththeirpartners.StepVCarefulreadingReadthetextcarefullyandfinishthefollowingtasks.Task1Dividethewholepassageintothreeparts,andgivethegeneralideaofeachpart.Task2TrueorFalse?1.UsuallyWangPengwei’srestaurantwasfullofpeople.2.Heprovidedabalanceddietinhismenu.3.YongHuiservedabalanceddiet.4.YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.5.WangPengwei’scustomersoftenbecamefataftereatinginhisrestaurant.6.YongHui’smenugavethemenergyfoods.7.WnagPengwei’smenugavethemfoodcontainingfibre.8.WangPengweiadmiredYongHui’srestaurantwhenhe\nsawthemenu.9.WangPengweidecidedtocopyYongHui’smenu.Task3Findouttheinformationofthetworestaurants.StepVIDiscussionWhowillwinthecompetitionatlast?StepVIIListeningListentothetapeandpayattentiontoyourpronunciationandintonation.StepVIIIDiscussion1.WhatdoyouthinkWangPengwillprovidetowinhiscustomersback?2.Howdoyouthinkthestorywillend?ThethirdperiodLearningaboutlanguageStepⅠWordsandimportantsentences.Explaintheimportantsentencesandlanguagepointsinthepassage.1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2.“Nothingcouldbebetter,”hethought.3.SuddenlyhesawhisfriendLiChanghurryingby.4.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!StepIIDiscoveringFindwordsandexpressionsfromthetextthatmeanthesame1._____somethingthatyousayisnottrue2.______________nottobepunishedforsomething3._____uncooked4.________thestrongwishtoknowaboutsomething5._________someonewhobuysthingsorservicesfromashop,company,etc.6._______aparticularqualitythatgivessomeoneorsomethingadvantagesStepIIIFillintheblanksJuliewantedtobecomethinner.Sheknewshe_______eatmorevegetablesandfruitbutlittlemeat.Howeverasshewassoafraidofbeinglaughedatbyherfriends,shedidnotconsultadoctorbutlivedona________ofrice,________vegetables,bananasandlemons.Threeweekslater,shefoundsheweighedasmuchasever.Shefeltsosadandhopelessaboutherselfandherbehaviourchanged.Shedidn’tdaretofaceherboyfriendandshewasunwillingtovisitherfriendsanymore.Luckily,herbestfriendFredcametoseeherandencouragedhertoexercise,eata________dietandenjoylifeagain.SoonJuliebecameamazingly________and_______!Shefeltveryhappy.StepIVPairworkInpairsmakeupadialogueaboutfoodyoulikeordislike,usingtheexpressionsbelowandasmanyfoodwordsasyouknow.Myfavouritefood/fruit/meatis…I’mfondof…Idon’tofteneat…Ireallyhate…Ican’tstand…\n…makemegain/loseweightStepVDiscussionThinkofawaytoputanendtothecompetition.StepVIHomeworkToremembertheusefulwordsandexpressionsThefourthperiodGrammarStepILeadinWhatshould/shouldn’twedotokeephealthy?Whatkindoffoodmustweeattobestrong?Whatoughtwetodotostayslim?StepIIModalverbsWhatmodalverbshaveyoulearned?can/couldmay/mightwill/wouldhadbettershall/shouldmusthavetoneedoughttodarestepIIIExplanationTrytoexplainthemeaningsofthemodalverbsinthefollowingsentences.1.HecanspeakEnglishwell.2.Youcangohomenow.3.Thatcan’tbetrue.4.CouldyoupleaseshowmethewaytoBeihaiPark?5.Theyhuntersarelost.Theycouldstarve.6.MayIcomein?7.Hemaygiveyousomehelp?8.Don’tworry.Iwillhelpyou.9.Oftenhewoulddressuplikearichman.10.Wouldyouliketojoinusfordinner?YoushallhavetheticketassoonasIgetit.Youshouldarriveattheairporttwohoursbeforehegoes.Itisfiveo’clock.Heshouldturnupsoon.WangFengwinsanawardeveryyear.Hemustbestrong.StepIVChoosethecorrectanswer1.Bylunchtimetheywouldallbesold.2.Hisrestaurantoughttobefullofpeople.3.Whatcouldhavehappened?4.Nothingcouldhavebeenbetter?5.Somethingterriblemusthavehappened.6.Iwilltakeallthatfatoffyouintwoweeks.7.Hecouldnotbelievehiseyes.8.Hewonderedifheshouldgotothelibrarytofindout.9.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies.\n10.Hehadbetterdosomeresearch.11.Aftereatingintherestaurantpeoplewouldbecomefiredveryquickly.StepVExplanationThestudentswilllearntheusageofmodalverbsandtrytomakethestudentsclearthefunctionsofmodalverbs.Thengivethemsomeexamples.StepVIExercisesChoosesuitablemodalverbsfrombelowtocompletethefollowingdialogues.Theremaybemorethanonepossibility.1.SAM:HowcanIgrowthinner,Mum?MUM:Well,you_______eatfoodwithplentyoffiberthathelpsyoudigestbetter.Andyou______stopdrinkingcolaoreatingsweetfood.SAM:DoesitmeanI_______eatmyfavouritefriedchickenanymore?MUM:Notexactly,ifyoulovefriedchicken,you_______giveitup.Justeatitlessoften.You__________________________worrytoomuch:alittlefriedchicken________doyougood!2.Doctor:Youaresickbecauseyou’veeatenpoisonousmushrooms.Wheredidyougetthem?Lucy:Ipickedthenintheforest.Iknowwe_______eatfreshvegetables.Doctor:Oh,butyou________eatthemuntilyou’resuretheyarenotpoisonous.Lucy:Thankyou,doctor.I’llbemorecarefulnexttime.3.CHARLES:IwishIcouldseethingsclearlyinthedark.TOM:Eatingcarrots________helpyouseebetter.You________eatsomeeveryday.StepVIIChoosethecorrectanswer1.You　　tothemeetingthisafternoonifyouhavesomethingimportanttodo.A.needn‘ttocome　B.don’tneedcomeC.don'tneedcomingD.needn'tcome2.-　　Ihelpyouwithsomeshoes,madam?-Yes,Iwouldliketotryonthosebrownones.A.Will　B.ShouldC.May　D.Must3.Theonlythingthatreallymatterstothechildrenishowsoonthey___returntotheirschool.A.can　BmustC.havetoD.oughtto4.Whatwe___getseemsbetterthanwhatwehave.A.canB.could　C.can't　D.couldn't5.Look!Whatyou'vedone!You___morecareful.A.maybeB.hadtoC.shouldhavebeenD.wouldbeThefifthperiodUsinglanguageStepIFastreadingReadthetextfast,thenanswerthefollowingquestions:1.WhydidYongHuicometoWang’srestaurantaweeklater?2.HowdidYongHuifeelwhenshehadthemealinWang’srestaurant?3.Whatdidtheyfindaftertheirchat?4.Howdidtheycombinetheirmenusandprovideabalancedmenu?StepIICarefulreading\nGroupworkReadthepassagecarefullyandtrytoanswerthequestioningroups.Whatcanwelearnfromthepassage?StepIIILearnsomelanguagepoints.1.earnone’sliving1)earnmeanstoget(money)byworking赚，挣（钱）；togetsthbecauseofone’squalitiesoractions博得，赢得eg:Iearn2000yuanamonthbysellingnewspapers.Sheearnedherplaceintheteambytraininghard.2)earnone’sliving谋生earnone’s/aliving=makeone’s/aliving谋生eg:Ateacherearnshislivingbyteaching.2.beindebtthestateofowing欠债，负债eg:现在我欠债很多，但希望发工资后能付清。I’mheavilyindebtatthemoment,buthopetobeoutofdebtwhenIgetpaid.get/runintodebt负债indebttosb=inone’sdebt欠某人的债，受某人的恩惠outofdebt3.glarevttolookinanangryway;toshinewithastronglight.glareat表示“怒目而视”glanceat表示“粗略地看一下”4、有关建议或劝告的句型归纳：5、有关看病的句型归纳：StepIVGroupworkThewaytoexpress“say”HowdidtheyspeakWhydidtheyspeakshouted,thought,calledexplained,added,admittedwhispered,smiled,laughed,criedagreed,wondered,advised,repliedStepVFillintheblanks1.______alie2.______aquestion3.don’t_____aword4.________alanguage5.______astory6._____Business7._______atopic\n8._______ajoke9._______helloStepVIListeningListentothetapeandpayattentiontoyourpronunciationandintonation.StepⅣHomework1.Reviewtherulesofwordformationandthemeaningsofmodalverbs.2.PreparetheUsingStructureonpage50bymakingadialogueinpairs.3.ThesixthperiodListeningandspeakingStepⅠListeningThestudentswillhearwhatWangPengweididafterleavingYongHui’srestaurant.ListentothewholedialoguebetweenWangPengandanexpert.Writedownthemainideaofthedialogue.WangPengisdoingresearchtofindouthowan_unbalanced___dietaffectsyour_health___,soyouneedtoeata_balanced___dietifyouaretostay__healthy___.StepIIListenagainDoyouknowthefollowingthreeillnesses?•ricketslegsthatdonotgrowstraight•scurvyteethfallout,problemswithskinandsoresthatwillnotheal•obesitymuchtoofatlistentothetapeagainandjointhenamesoftheillnessestotheircauses.StepIIIPairworkWorkinpairsanddiscusswhatproblemsWangPengandYongHuihaveandwhatsuggestionsyouwouldgivethem.OwneroftherestaurantProblemswithfoodofferedFoodtobeneededWangPeng  YongHui  StepIVSpeakingandwritingDiscussingroupswhatfoodyoumusteattohaveabalanceddiet.Howmuchshouldyoueateachday?StepVGroupworkImagineyouareplanningtoopenarestaurantwhichwillprovidethebestlocaldishesinyourareaandabalanceddiet.Ingroupsdiscusshowtorunthebusiness.Giveeachothersuggestionsandadvice.Thefollowingexpressionsmayhelpyou.Whatshouldwedo?Youmust/mustn’t…You’dbetter…Iwouldstronglyadviseyouto…Myadviceis/wouldbe…Shallwe…?Ithinkyououghtto…\nYouneed/needn’t…Younight…Itmightbeagoodideato…Howabout…?Perhapsyoushould…Youhaveto/don’thaveto…Isuggestthatyou…StepVIWritingWriteashortpassagetoadvertiseyourrestaurantanditsservice.Yourwritingshould:explainwhatkindoffoodwillbeofferedinyourrestaurantdescribetheiringredients,flavour,smellandappearanceexplainhowtheywillprovideabalanceddietexplainwhyyourrestaurantwillprovidethebestfoodintheareaexplainhowcustomerswillbeservedstepVIIHomework1.Reviewthewordsandexpressionsofthisunit.2.Makesureyouknowwhatarebalanceddiets.UNIT3TheMillionPoundBank-NoteI.单元教学目标技能目标GoalsTalkaboutshortstoriesanddramasLearnhowtoactoutaplayLearnhowtorequestandorderfoodLearnNounclausesastheobjectandpredicativeWriteaplayordramaII.目标语言（TargetLanguage）功能句式1.Request（请求）Wouldyoupleasecomein?Wouldyoumindwaitingjustafewminutes?MayIaskyouhowmuchmoneyyouhave?--Well,tobehonest,Ihavenone.Couldyouoffermesomekindofwork?Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?--Gorightahead.2.Orderingfood(点餐)I’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.词汇1.四会词汇bet,scene,tale,servant,permit,bay,stare,spot,passage,account,appearance,patience,silly,jealous,unbelievable,steak,tiny,wolf,dessert,rude,manner,scream,shoulder,rag,indeed,bow,decade,pilot,humor,novel,character,director,barber2.\n认读词汇narrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,issues,fake,boyhood,Hannibal,Missouri,Mississippi,fathom,contest,Yale,loneliness,playwright,script3.固定词组makeabet,goahead,byaccident,accountfor,tobehonest,inrags,evenif,getintotrouble3.重点词汇bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous,inrags,indeed,evenif,getintotrouble语法1.Nounclausesastheobject(宾语从句)Ican’tsaythatIhaveanyplans.…andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.2.Nounclausesasthepredictive(表语从句)That’swhywe’vegivenyoutheletter.重点句子1.Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P172.HeislostinLondon.P173.Permitmetoleadtheway,sir.P174.Asamateroffact,IlandedinBritainbyaccident.P185.Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P186.Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.P187.Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.P188.Well,wewillhavetotakeachance.P219.(inarudemanner)What’stheretowaitfor?P2210.He’sinrags!P22III.教材分析与教材重组1.教材分析本单元的主要内容是根据马克.吐温的名著《百万英镑》改编而成的剧本中的几个片段。1.1WARMINGUP提出问题，通过对马克.吐温及其作品的讨论引发学生学习兴趣，使学生对马克,吐温及其作品,有个初步的了解。1.2PRE-READING要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。1.3READING是剧本中第一幕的第三场。富商兄弟俩打赌把一张百万英镑钞票给一个一无所有，诚实可靠的穷人，想看看会发生什么事。最后他们物色到一个穷困潦倒，流落伦敦街头的美国小伙子HenryAdams。教师可以引导学生通过戏剧情节的发展，了解，感受戏剧的语言。同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。1.4COMPREHENDING中FactorOpinion的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对这部分词语在语境中的理解和运用。1.5LEARNINGABOUTLANGUAGE通过英语释义，在文章中填空等形式帮助学习理解掌握本单元的重点词汇，并通过先发现再简单运用的模式帮助学生了解，掌握本单元的语法项目：宾语从句和表语从句。1.6USINGLANGUAGE中的Readingandacting\n介绍了第一幕的第四场。这一场生动地讲述了衣衫褴褛的流浪汉HenryAdams到餐馆用餐时,先遭到冷遇，而后由于拿出了一张百万英镑的大钞,又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。1.6.1READING&ACTING是剧本中第一幕的第四场。1.6.2LISTENING&WRITING中又介绍了第一幕的第五场，进一步印证了HenryAdams诚实正直的品格。1.6.3READING是关于马克吐温的介绍。1.6.4WRITING要求学生自己写一个场景---第一幕的第五场。1.7SUMMINGUP总结本单元所学到的内容：《百万英镑》，有用的动词，名词，表达和新的语法项目。1.8LEARNINGTIP是关于如何写一个剧本的。2.教材重组2.1从本单元话题内容和功能上分析,Warmingup,Pre-reading,Reading,Comprehending和Usinglanguage中的Reading(aboutMarkTwain)相一致，可以整和成一节任务型“阅读课（精读）”。2.2将Learningaboutlanguage中的Wordsandexpressions,Usinglanguage中的Usefulstructures与Workbook中的Usingstructures,Usingwordsandexpressions放在同一节课中处理，上一堂“语法课”。2.3将Usinglanguage中的listening（ACTONEScene5），Workbook中的Listening（ACTTWOScene2）整和成一节“听力课”2.4将Workbook中的Talking(ACTTWOScene1),SpeakingTask(ACTTWOScene3)和SpeakingTask(ACTTWOScene4)上成一节“口语课”。2.5将Usinglanguage中的Readingandacting(ACTONEScene4)上成一节“阅读和表演课”2.6.将Usinglanguage中的Writing(ACTONEScene5)与Workbook中的WritingTask,和Checkingyourself,LearningTips上成一节“写作课”。3.课型设计与课时分配(经分析教材,本单元可以用六课时完成)1stperiodIntensiveReading2ndperiodGrammar3rdperiodListening4thperiodSpeaking5thperiodExtensiveReadingandActing6thperiodWritingIV.分课时教案TheFirstPeriodIntensiveReadingI.Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语：bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealousb.交际用语：*Expressionsonrequest:Wouldyoustepinsideamoment,please?Wouldyoupleasecomein?Mayweaskwhatyou’redoinginthiscountryandwhatyourplans\nare?Well,whydon’tyouexplainwhatthisisallbout?c.重点句型：(1)Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17(2)HeislostinLondon.P17(3)Permitmetoleadtheway,sir.P17(4)Asamateroffact,IlandedinBritainbyaccident.P18(5)Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18(6)Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.P18(7)Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.P182.Abilitygoals能力目标a.Enablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.b.EnablestudentstosumupthemainideaofACTONEScene3.c.Enablestudentstounderstandthedetailsaboutthewholescene.d.Retellthesceneusingthekeywordsofthewholescene.e.Expresstheiropinionsbyansweringthefollowingquestions:(1)Doyouthinkmoneyiseverything?Why?(2)Doyouagreethatonlymoneycanbringpeoplehappiness?3.Learningabilitygoals学能目标a.Helpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.b.HelpstudentstosumupthemainideaofACTONEScene3.c.Helpstudentstounderstandthedetailsofthewholescene.d.Getstudentstoretellthewholescene.e.Helpthemtoanswerthefollowingquestions:(1)Doyouthinkmoneyiseverything?(2)Doyouagreethatonlymoneycanbringpeoplehappiness?II.Teachingimportantpoints教学重点1.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.2.Discussthequestions:(1)Doyouthinkmoneyiseverything?(2)Doyouagreethatonlymoneycanbringpeoplehappiness?III.Teachingdifficultpoints教学难点Discussthequestions:(1)Doyouthinkmoneyiseverything?(2)Doyouagreethatonlymoneycanbringpeoplehappiness?IV.Teachingmethods教学方法Elicitation,discussion,listening,reading,pairworkV.Teachingaid教具准备Acomputer,aprojector,andataperecorderTeachingproceduresandways教学过程与方式StepIWarmingupMarkTwainisprobablyoneofthefewAmericanwriterswithwhomStudentsarealready\nfamiliar.Thisexerciseallowsteacherstodiscoverjusthowmuchstudentsrememberaboutthis19thcenturywriter.Findoutinthediscussionshowmuchthestudentsknowanddecidehowmuchmoretheyneedtoknowabouttheauthorbeforetheyreadtheplay.1.T:Morning,everyone!Lookatthescreen,please.Iwillshowyousomepicturesofafamousplay.Talkabouttheminyourownwords.(TheteachershowsthemsomepicturesofTHEMILLIONPOUNDBANK-NOTE.)Pictureone:Ijustneedasuit.Picturetwo:Iknowthatgentlemenlikeyoucarryonlylargenotes.Picturethree:Goodnessme!Sixzeros.(Studentsdiscussthethreepictures)T:Ok,class.Afterwatchinganddiscussingthepictures,canyouguesswhatthefamousplayis?SS:Yes.ItiscalledTHEMILLIONPOUNDBANK-NOTE.T:Then,doyouknowthewriteroftheplay?SS:Yes.ItisMarkTwain.T:WhatdoyouknowabouttheAmericanwriterMarkTwain?Next,read“ABOUTMARKTWAIN”onpage23sothatyoucanknowmoreabouthim.2.StudentsreadthispassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.T:What’stherealnameofMarkTwain?SS:SamuelLanghorneClemens.T:Whenwashebornandwhendidhedie?SS:Hewasbornin1835anddiedin1910.T:Doyouknowalltheplaceswherehelived?SS:HewasraisedinHannibal,Missouri,alongtheMississippiRiver,buttraveledmuchoftheUS,andalsolivedforatimeinEurope.T:Canyounamethreeofhisfamousstories?SS:TheAdventuresofTomSawyer,TheAdventuresofHuckleberryFinn,AConnecticutYankeeinKingArthur’sCourt,TheNotoriousJumpingFrogofCalaverasCounty,etc.T:Whydidyouforgetthisone----THEMILLIONPOUNDBANK-NOTE?Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywe’lllearnsomepartsofthisfamousplay.Ofcourse,ifyouwanttoreadmoreaboutthelifeofthisgreatwriter,youcangotothelibraryorsurftheInternettofindmoreabouthim.StepIIPre-readingGetthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.1.T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?(Theteacherdrawsapictureontheblackboard.)(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)S1:I’llbuyabighouse,anewcarofmyownandgetmarriedwithabeautifulgirl.Inmyopinion,themostimportantthingforapersonistoenjoythelife.So,ifIhavealotofmoney,I’llmakefulluseofittomeetmyneedsforarichlife.S2:I’llgivesomemoneyoftheonemillionpoundtothepoorpeopleinthewestpartofour\ncountrytohelpthemliveahappylife,especiallythechildren.Becausetheyreallyneedhelpandtheycanlearnmoreknowledgeinordertodevelopthewestpartofourcountry.Thiswayofspendingmoneyismeaningful.S3:…T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Haveyouseenthemovie?Ifso,whatdoyouthinkofit?So,thisclasswe’lllearnthestorytogether.StepIIIWhile-reading1.Firstreading:ScanningGetthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Teachersgivethestudentsacoupleofminutestolookthroughthewholescene.Tellthestudentstoreadthetextsilentlyandthenasksomedetailquestionsaboutthetextontheslideshowwiththeirpartners.Teachersencouragethestudentstoexpresstheirideas.T:NowwearegoingtolearnACTONEScene3.Readthewholescenequicklyandfindouttheanswerstothefourquestionshere.Teachersshowthequestionsonthescreen:1.HowdidHenryAdamscometoEngland?2.WheredidHenrywork?Howmuchmoneydidhehave?3.WhatdidthetwogentlemengiveHenry?4.WhencanHenryopentheletter?(Studentsreadthewholescene(ACTONEScene3)forthreeminutesandtrytoanswerthequestions.)T:Well,class,haveyoufinishedreadingthewholescene?SS:Yes.T:Ok,whocananswerthefirstquestion?HowdidHenryAdamscometoEngland?S1:ItwastheshipthatbroughthimtoEngland.T:Verygood.Youdidagoodjob.Next,wheredidHenrywork?Howmuchmoneydidhehave?S2:Heworkedforaminingcompanyandhehadnomoneyatall.T:Verygood.Thenwhatdidthetwogentlemengivehim?S3:Theygavehimaletter.T:WhencanHenryopentheletter?S4:Hecan’topenituntiltwoo’clock.T:Ok,great.Next,let’sdosomelistening.2.Secondreading:ReadingaloudInthispart,studentswillreadthetextagainandtrytounderstandthesentencesandthemainideasofthewholescene.3.ListeningInthispart,studentswilllistentothetapeandtrytofindthecharacteristicsofthewholescene.Afterthat,teachersdiscussthequestionwiththestudentsandthenchecktheanswer.Andthentheteacheraswellasthestudentsreadthepassagetogether,whichwillbeservedasthegroundfortheretellingafterwards.T:Pleaselistentothetapeandtrytofindthecharacteristicsofthewholescene.(Studentslistentothe\ntape.)T:Well,Canyoutellmethecharacteristicsofthepassage?SS:Yes.Thisispartofaplay.So,thenarrationiswritteninthepresenttense.T:Ok,allofyoudidagoodjob.Next,let’sreadthesceneagainanddosomeexercises.StepIVPost-reading1.Docomprehendingexercises.T:Readthesceneagainanddosomecomprehendingexercises.(P19)(Thestudentsbegintoprepareforthesetwoexercises.Afterawhile,theteacherstartstocollecttheanswers.)(Latertheteachergivestheanswers,usingaslideprojector.)(1)Exercise1T:Haveyoufoundouttheanswers?SS:Yes.T:Ok!Let’schecktheanswers.Who’dliketotelluswhichofthestatementsareopinions?S1:Ithinkstatement3,4and5areopinions.T:Verygood.Nowwhowilltelluswhichofthestatementsarefacts?S2:Ithinkstatement1and2arefacts.(2)Exercise2Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.(Latertheteachergivestheanswers,usingaslideprojector.)2.Explainlanguagepoints.T:Well,class.Whatdoyouthinkofthescene?Doyouthinkitisdifficulttounderstandsomesentences?SS:Yes.T:Now,pleaselookatthescreenandletmeexplainsomesentences.Thefollowingarethelanguagepointsthattheteacherwillexplain:(1)alargeamountof:alargequantityof;agreatdealofe.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.(2)makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.e.g.Wemadeabetontheresultofthematch.(3)permitsomebodytodosomething:allowsomebodytodosomethinge.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.(4)byaccident:asaresultofchanceormishap.e.g.Ionlyfounditbyaccident.(5)stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)e.g.Doyoulikebeingstaredat?(6)tobehonest:totellyouthetruth;tobefranke.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.3.Studentsreadthewholesceneagainandagainandtrytoretellit.T:Well,class,haveyougotthemainidea?SS:Yes.T:What’sthemainidea?Andcanyouretellit?(Thenthestudentsbegintoprepareforretellingthewhole\nscene.)StepVRetelling1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.T:Now,lookatthekeywordsandpictures,whocanretellthereading?S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)T:Good,thenextone,whowantstotry?(Thenanotherstudentretellsthewholescene.)T:You’vedoneagoodjob.Nowlet’sretellthewholescenetogether.StepVISummaryandhomeworkT:Ok,class,whatdoyouthinkofthisplay?Ismoneysoimportant?SS:no.T:Somepeoplesaythatmoneyiseverything.Whatdoyouthinkofthisopinion?S1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyaseverything.T:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdothinkofthis?S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.1.Reviewthekeysentencesinthispart.2.Previewthewordsinthesecondperiod.\nTheSecondPeriodGrammarI.Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语：winthebet,makethebet,beworriedabout,stayoutofjail,apoorly--dressedgentleman,eatlikeawolf,beabigpuzzletosb.b.重点句子Mayweaskwhatyouaredoinginthiscountry?Well,whydon’tyouexplainwhatthisisallabout?That’swhywe’vegivenyoutheletter.Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.Wedoubtedwhetherthemanwasabletopayforthefood.2.能力目标1.Enablethestudentstousethewordsandexpressionsinthispart.2.Enablestudentstounderstandandusenounclausesastheobjectandpredicative.3.学能目标1.Getthestudentstoguessthemeaningofthewordsorexpressionsaccordingtothecontext.2.Gethestudentstousethenounclausesastheobjectandpredicative.II.Teachingimportantpoints教学重点1.Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.2.Getthestudentstomastertheusageoftheimportantwordsofthisunit.III.Teachingdifficultpoints教学难点Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.IV.Teachingmethods教学方法Task-basedmethodV.Teachingaid教具准备Acomputer,aprojectorTeachingproceduresandways教学过程与方式StepIRevisionCheckthestudents’homework.StepIIDiscoveringusefulstructures(P20-21)T:Goodmorning/afternoon,class.Todaywearelearningthegrammarofthisunit---Nounclause\nastheobjectandpredicative.First,let’sreviewthepassagewestudiedlastclassinordertodiscovertheusefulstructures.Exercise1T:Inthescenewe’velearnedtwonounclausesasobjectandonesentenceaspredicative.Whocantellmethethreesentences?(ThenStudentsreadthewholescenetofindlinesintheplaythatusesanounclauseastheobjectandpredicative.Whilethestudentsarereadingthewholescene,theteacherwalksaroundtheclassroomandcollecttheanswer.Thentheteacheraskssomestudentstotelltheothersthecorrectanswer.)Suggestedanswers:Mayweaskwhatyouaredoinginthiscountry?Well,whydon’tyouexplainwhatthisisallabout?That’swhywe’vegivenyoutheletter.Exercise2Forthispart,studentsmakesentenceswiththenounclausesastheobjectusingoneofthewordsgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,checktheanswerswiththewholeclass.T:Nowlet’sgoonwiththenextexercise.Turntopage20,andlet’sfillintheblanks.I’dlikeyoutodothisexercisebyyourselves.Afterthatdiscussyouranswersinpairsandthenlet’schecktheanswerstogether.Allowthestudentsenoughtimefortheexercise.Exercise3Inthispart,studentsmakeasmanysentencesaspossibleusingpartsofsentencesgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.Suggestedanswers:(1)Henry’squestioniswhythetwobrotherswantedtomakethebet.(2)Theproblemisthathedoesn’tknowanybodyinLondon.(3)Henry’sconcernishowhecangetfoodandclothing.(4)Histroubleisthathedoesn’tknowanybodyinLondon.(5)Thatiswhythebrotherswantedtomakeabet.(6)Thebrothers’doubtiswhetherHenrycanstayoutofjail.(7)Henry’sconcerniswherehecangetajob.(8)Henry’squestioniswhatgavethetwobrotherstheinterestingidea.Exercise4Inthisexercise,studentscompletesomesentenceswithanounclauseastheplay.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.Suggestedanswers:(9)ThetroublewasthatHenryAdamswaslostinLondonandhehadnomoney.(10)Henry’squestionwaswhetherhecouldborrowsomemoney.(11)ItseemedasifthebrothersweeplayingajokeonHenry.(12)Thebrothers’problemwaswhowouldbethebestpersontotestthisbet.(13)Thisiswhytheylenthimthemoney.\nStepIIIExplanationandsummaryT:Well,class.Youdidagoodjob.NextIwanttoexplainsomethingaboutnounclausesastheobjectandpredicativesothatyoucanhaveabetterunderstandingofthegrammarofthisunit.1.名词性从句是由if,whether,that和各种疑问词where,when等充当连接词所引导的从句，其功能同名词一样。2.What与that在引导名词性从句时的区别what引导名词性从句时在从句中充当句子成分，如主语．宾语．表语，而that则不然，它在句子中只起连接作用。例如：1)Whatyousaidyesterdayisright.2)Thatsheisstillaliveisaconsolation.3.宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词（及物动词）或介词之后。(1)由that引导的宾语从句（that通常可以省略）,例如：Iheardthatbejoinedthearmy.(2)由what,whether(if)引导的宾语从句，例如：Shedidnotknowwhathadhappened.Iwonderwhetheryoucanchangethisnoteforme.4.否定的转移:若主句谓语动词为think,consider,suppose,believe,expect,guess,imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：Idon’tthinkthisdressfitsyouwell.（我认为这件衣服不适合你穿。）5.it常可以放在动词think,find,consider,believe,feel,make等后作为形式宾语:it不仅可以作为形式主语，还可以作为形式宾语而真正的宾语-that从句则放在句尾，特别是在带复合宾语的句子中。例如：Wehearditthatshewouldgetmarriednextmonth.6.表语从句是在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的系动词有be,look,remain,seem等。引导表语从句的that常可省略。另外，常用的还有thereasonwhy…isthat...和Itisbecause…等结构。例如：1)Thequestioniswhetherwecanmakegoodpreparationinsuchashorttime.2)Thisiswhywecan’tgetthesupportofthepeople3)Butthefactremainsthatwearebehindtheotherclasses.4)Thereasonheislateforschoolisthathemissedtheearlybus.7.宾语从句考点及热点问题(1)______wecan’tgetseemsbetterthan____wehave.A.What,whatB.What,thatC.That,whatD.That,that(2)Youcan’timagine______whentheyreceivedtheseniceChristmaspresents.A.howexcitedtheywereBhowtheywereexcitedC.howweretheyexcitedD.theywerehowexcited(3)Theymake____arulewhoeverbreaksthelawwillbepublished.A.itB.thatC.whatD.this(4)_____youhaveseenbothfighters,______willwin?Asince,doyouthinkwhoB.As,whodoyouthinkC.When,whoeverD.Since,whodoyouthinkSuggestedanswers:(1)A(2)A(3)A(4)DStepIVUsingstructures(P57-58)T:Aftertheexplanationonthegrammar,Istillhopethatyoucanhavemoreexercisessoastoconsolidatewhatyouhavelearnedaboutnounclausesastheobjectandpredicative.1.Completethepassagebyusingthewordsintheboxgiveninthetextbook.(Studentsdotheexercisesbythemselvesandthentheteachergivesthe\nanswers.)2.Completethefollowingsentencesgiveninthetextbook,usingnounclausesastheobjectorthepredicative.(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)Suggestedanswers:(1)Thetwobrotherscan’tagreetowhomtheyshouldgivethebank-note.(2)Henrywonderswhytheychosehimforthetest.(3)ThefirstthingHenrydecidestodoishowcaneatameal.(4)ThewaiterissurprisedtofindthatHenryhasamillion-poundnote.(5)Theowneroftherestaurantneverexpectsthatamillionairewillvisithisrestaurant.(6)ItseemsthatHenryisabletobuyanythingbutnotpayforit.(7)WhatHenrywantstotellPortiaisthathelovesher.(8)Everyonemaywanttoknowwhatfinallyhappenstothemillion-poundnote.3.T:Next,class,let’splayagame“Guesswhatitis”.Lookatthechartbelowandreadthequestionsandclues.Decidewhateachoftheobjectsis.Choosetherightwordfromthebox.Afterfinishingthefourquestions,youmaygoonwiththerestofthewords(Thisgameisasimplewayofhelpingstudentstodevelopstrategiesfordefiningwordsthemselves.).Suggestedanswers:(1)Wolf:Thewolfisanenemytohumansandespeciallyfarmers.Thisisbecausewolveslikeeatingmeat.Luckilywolvesliveindensinforestsfarfromhumanbeingsandareeasilycaughtinnets.(2)Novel:Anovelisawonderfulsourceofinformationandimaginativestories.Ifyouarelucky,youcanrelaxwithoneinyourhandbutifnotitwillremainintheshelf.(3)Dessert:Adessertisgoodbothtoeatandtolookat.Itisajoyforchildrenandapleasuretomakeinthekitchen.(4)Rags:Keepingyourhousecleanisaneasiertaskwithmanyragsinyourhand.(5)Steak:Asteakisapieceofgoodqualitybeefthatisbesteatenwithsaladandchips.(6)Tale:Ataleisanexcitingstoryaboutinterestingimaginaryevents.StepVLearningaboutlanguage(P19-20)1.Lookatthereadingpassageagaintofindwordsthatmeanthesame.First,studentsdotheexercisesindependently.Second,theteachergivestheanswers.Suggestedanswers:AlternativewordsandexpressionsWordsandexpressionsfromthetextsomeonepaidtodohomeworkservantunbelievableincredibleearlyeveningnightfallthecostofajourneyonashippassageinsb.awaynotplannedbyaccidentlookat…foralongtimestareatbethereasonforaccountforallowpermitstorytaleapieceofpaperusedasmoneya\nbank-notewillingnesstowaitpatiencefoolishsillythewaysomeonelooksappearancetellyouthetruthtobehonest2.Completethispassagewithsomeofthenewwordsandexpressionsintheplay.Suggestedanswers:tale,bet,nightfall,unbelievable,servant,byaccident,appearance3.Fillintheblankswiththewordsinthebox.Suggestedanswers:(1)silly(2)permit,goahead(3)stare,patience(4)madeabet(5)passage,account(6)accountfor(7)Tobehonest,jealous(8)willingness,probably4.Makealistofusefulexpressionsforrequestingfromtheplay.Wouldyoudo(something),please?Mayweask…?Iwonderifyou’dmind…?Couldyouofferme…?Ifyoudon’tmind,mayIaskyou…?T:Youaregreat.Sowewilldomoreexercises.StepVIUsingwordsandexpressionsinWorkbook(56-57)First,studentsreadanddotheexercisesbythemselves.Second,theteachergivestheanswers.1.Fillintheblankswiththewordsinthebrackets.Suggestedanswers:(1)humor,humorous(2)simply,simple(3)appear,appearance(4)unbelievable,believe(5)probable,probably(6)patience,patient(7)permitted,permission(8)willingness,willing2.Fillintheblankswiththewordsintheboxintheirrightforms.Suggestedanswers:(1)was(not)permitted(2)getting(3)topretend(4)account(5)should(6)bow3.TranslatethefollowingsentencesintoEnglish,usingthewordsandexpressionsinthebrackets.Suggestedanswers:(1)Asamatteroffact,hewasspottedbyaccidentwhenhegotintotheoffice.(1)Tobehonest,thegentlemanwasinragsinordertopretendthathewaspoor.(2)Heworkedasanunpaiddirectorinthecompany.Butwhentheownerofthecompanyshoutedathiminarudemanneragainandagain,hebegantolosehispatience.(3)Shescreamedasifshehadseenasnake.(4)Evenifyourcompanyislarge,itcanstillgetintotroublebygrowingtooquickly.(5)Thereasonhegavetoaccountforhissillyactionswereindeedunbelievable.StepVIIHomework1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.2.Previewthethirdperiod.\nTheThirdPeriodListeningI.Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语：bymistake,gotraveling,asumofmoney,haveabetonsb.,abornfool,getpaidb.重点句子:Hebeginstoworrythathehasgotthebanknotebymistake.He’llthinkweneverdealtwitharichmanbefore.2.能力目标a.Enablethestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.b.Mastertheusageof“nounclausesastheobject”3.学能目标1.Getthestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.2.Makethestudentsmastertheusageof“nounclauseastheobject”.II.Teachingimportantpoints教学重点：1.Practicestudents’listening2.Mastertheusageof“nounclausesastheobject”III.Teachingdifficultpoints教学难点Mastertheusageof“nounclausesastheobject”IV.Teachingmethods教学方法Practicingindependently&explainingV.Teachingaid教具准备Amultiple-mediacomputer&ablackboardTeachingproceduresandways教学过程与方式\nStepIRevisionT:Atthebeginningofthisclass,let’scheckthehomework.Areyouready?SS:Yes.Thenstudentschecktheirhomeworkeachother.StepIIListening(P23)ReadandguessT:Todaywe’regoingtolistentoapartofaplay.Beforelistening,pleaseopenyourbooksandturntopage23.Let’sdoEx1afterlisteningtothetape.Youaretocompletethequestionsindependently.AfterseveralminutesT:Whocanguesswhatthispartisabout?SS:Henryworriesthathehasgotthebank-notebymistake,sohegoesbacktovisitthetwobrothersagain.Buttheyhavegonetraveling.Task1GuessingT:Pleaselistentothetapeandtellmethemainidea.Task2ListeningT:Nowlistentothetapeagainanddecidehowtoanswerthequestions.Playthetapeagainandthenchecktheanswers.Task3ReadingandRetellingT:Now,class,let’sreadthelisteningtextsothatyoucanhaveabetterunderstandingofthelistening.Andthenwewillretellit.(Thentheteachergivesthelisteningtextwithacomputerandstudentsreadthelisteningtextaloud.Thentheteacherasksthestudentstoretellthestory.)StepIIIListeninginWorkbook(P55-56)Inthispart,getthestudentsfirstguesswhatthelisteningtextisabout,askthemtolistencarefullyanddotheexercise.Afterthat,allowthemtohaveadiscussionabouttheanswer,andchecktheanswerswiththewholeclass.Atlast,teachers\nshowthelisteningmaterialontheslide.Task1GuessingT:Let’sgoonpracticinglistening.Openyourtextbooktopage55-56.Thisactivityistodevelopthestorythatcantrainyourabilityofguessingthedevelopmentofastory.First,readthequestionsandguesswhatthelisteningisabout.AfterseveralminutesT:Canyouguesswhatthelisteningisabout?SS:IthinkthelisteningisaboutwhathappenedtoHenryatatailor’sshop.T:Canyoutellusmoreaboutit?SS:Yes.Henrywantstochangehisclothesbecausehewasinrags.Sohegoesintoatailor’sshop.ButtheshopassistantwhoiscalledToddisnotpolitetohimandjustshowshimsomecheapclothesinthebeginning.WhenHenrytakesoutamillion-poundbank-note,ToddaswellashisbossbegintobekindtoHenry.T:Good!Let’slistentofindoutwhetheritistrue.Task2ListeningT:Nowlistentohetape.Makesomenotesofwhatyouhearwhilelistening.I’llplaythetapetwice.Listencarefully.Afterthatwewillchecktheanswerstogether.Task3ReadingthelisteningtextT:Now,class,let’sreadthelisteningtextsothatyoucanhaveabetterunderstandingofthelistening.(Thentheteachergivesthelisteningtextwithacomputerandstudentsreadthelisteningtextaloud.)T:Ok,class,you’vedoneagoodjob.That’sallforthelisteningpractice.Next,listentothehomework.StepIVHomework1.Consolidation:T:Boysandgirls,todaywehavepracticedlisteningofthisunitandlearnedsome\nwordsandphrases.AlthoughIthinkit’snotdifficultforyoutomasterthem,afterclassyoushouldreviewthem.2.Previewthefourthperiod.TheFourthPeriodSpeakingI.Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语:have…on/with/aboutsb,judgesbbysth,putsbtothetroubleofdoingsth,atthebrothers’home,atthetailor’sshop,earnaliving,givesb.Awinkoftheeye,walkovertosb.learn…byheart,speakwithpassionb.重点句子Heknewthathemightneedtheambassadorwhenothersfoundoutjusthowpoorhereallywas.Thetwobrothersareseated,waiting.ThenshesitsinOliver’slap,putsherarmsaroundhisneckandkisseshimonthecheek.2.能力目标EnablethestudentstomaketheirowndialogueandwriteasceneforActTwo.3.学能目标Getthestudentstomaketheirowndialogueandwriteasceneforanact.II.Teachingimportant/difficultpoints教学重/难点：Traintheabilityofwritingasceneforanactandtalkaboutit.III.Teachingmethods教学方法HelpthestudentspracticespokenEnglishbytalkingpubliclyandaco-operativemethodfortheplaywriting.IV.Teachingaid\n教具准备Amultiple-mediacomputer&ablackboardTeachingproceduresandways教学过程与方式StepIRevisionStudentschecktheirhomeworkbythemselves.StepIITalking(P55)T:Sincewehavereadandlistenedtosomanypartsoftheplay,whynotwriteasceneforanact?Now,openyourtextbooktopage55,andlookatTalking.(Studentsreadtherequestofthispart:Afterreadingtheletterfromthebrothers,Henryputsitbackintohiscoatpocket.Thenhenoticesthathiscoatiswornout.Sohefindsatailor’shopandgoesintogetanewcoat.)T:MakeadialogueforActTwo,Scene1withapartnerusingallofthefollowinginformation:Henrytellsaclerkthathewantsacoatforasuit.Theclerkshowshimacheapcoatdownstairs.Henrydoubtsifheshouldtakeit.Theclerkpersuadeshimtobuyit.Henryagrees,butexplainsthathecan’tpayhimrightnow,ashehasnosmallchange.Inyourdialogue,includeexpressionsonshopping.Practiceyourdialogueandthenshareitwithanotherpair.Andwe’llseewhichhasthemostappropriatefortheplay.1.Suggestedscene:Thedialoguetakesplaceatatailor'sshop.(O=Owner;C=Clerk;H=Henry)O:There'sacustomer,Todd.Willyouservehim?C:Idon'tknowwhyhe'sinatailor'sshop.Justlookathisclothes!O：Nomatterwhathe'swearing,Todd,justshowhimthecheapest.C:Doyouwantanything?H：Yes,please.Iwanttobuyasuit.C:Ofcourse.Youmayfindtheseratherexpensive.We'vegotsomecheaperonesinthebackroom.Willyoucomethroughtotheback,please?...Whydon'tyoutrythisoneon?\nH：Mmm,itdoesn'tseemtofitverywell.C:I'mafraidit'sthecheapestonewe'vegot.H：Verywell,I'lltakeit.Couldyouwaitafewdaysforthemoney?Idon'thaveanysmallnotesonme.C:Oh,youhaven't?Well,ofcourse,Iknowthatgentlemenlikeyoucarryonlylargenotes.H：Myfriend,youshouldn'tjudgestrangersalwaysbytheclothestheywear.I'mquiteabletopayforthissuit.Ijustdidn'twishtoputyoutothetroubleofchangingalargenote.C:Whydoyouthinkwecan'tchangeyournote?Ofcoursewecan.H：Oh,verywell.Thenthereisnothingtoworryabout.Iapologize.(Handshimthenote.)2.Explanationstothesuggestedscene:T:Maybeyoufindsomethingisdifficulttounderstand.Soletmeexplainsometoyou.(1)have…on/with/aboutsomebodymeanstakeorbringsomethingwhensomeonegoestoaplace.(2)putsomebodytothetroubleofdoingsomethingmeansmakesomeonehavethetroubleofdoingsomething.(3)Changemeansthemoneythatyougavebackwhensomebodyhaspaidyoutoomuch.e.g.Givememychange.(4)judgesomebody/somethingby/fromsomething:formanopinionaboutsomebody.e.g.Judgingfromwhatyousay,theyoughttosucceed.e.g.Don’tjudgeamanbyhislooks.StepIIIListening,SpeakingandwritingTask(P58)T:ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalk\nwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?Now,listencarefullytoActTwo,Scene3andmakeafewnotestousewhenyouwriteyourdialogue.1.Studentslistentothetape,makenotesandthensharetheirnoteswithanotherpair.T:Well,boysandgirls,allofdidagoodjob.Butinordertohelpyoutowriteabetterdialogue,weshouldreadthelisteningtexttogether.Lookatthebigscreen.Thentheteachershowthelisteningmaterialandthestudentsreaditaloud.(Thefollowingisthelisteningtextofthispart.)N=NarratorA=AmbassadorP=PortiaH=HenryActTwo,Scene3N:Well,verysoon,itseemedasifeveryoneinLondonwastalkingaboutHenry.Afterawhile,hefeltitwashisdutytoreporttotheAmericanambassadortoBritain.TheAmbassadorgavehimawarmwelcomeandinvitedHenrytoadinnerpartythatverynight.Ofcourse,Henrywasgladtogo.Heknewthathemightneedtheambassadorwhenothersfoundoutjusthowpoorhereallywas.NowHenryisonthebalconyoftheAmericanambassador’shomeinLondon.A:Ah,thereyouare.P:(toHenry)Howdoyoudo?A:Mr.Adams,myspecialguest,MissPortiaLangham.H:Howdoyoudo?P:I’mafraidyoumustbetoobusyforme.H:Yes,indeed,Iam.Imean,no,no,notatall!A:Ifyou’llexcuseme,Imustreturnotheotherguests.P:Won’tyousitdown,please?H:Yes,I’dloveto-err-I’dliketo.Thankyou,Miss.P:Thatpoor,dearambassador.HehatesthesepartiesalmostasmuchasIdo.\nNothingbuttalk,talk,talk.Andnoonesaysanythinganyonewantstohear,dothey?H:No,Isupposenot.P:Theambassadortellsmeyouarearichman.H:Well-err-notreally.P:HetellsmeyouarethetalkofLondonthesedays.Why,itseemsthateverybankerandshopownerinthecitywantstomeetyou.H:Yes,I’vehead.Ican’tunderstandwhy,really.I’mnotsospecialasthat.P:Oh,Idon’tknowaboutthat,Mr.Adams.H:Please,callmeHenry.P:Henry.Imean,eventheambassadoriseagertoknowyoubetter.H:Yes,itwouldseemtobeso.P:What’sthematter?H:Oh,nothing.Nothing,atleast,thatanyonecanhelpwith.P:Areyouinsomekindoftrouble,Henry?2.Studentsdiscusseachofthefollowingthingsinpairs:(1)WhichthingsHenrymighttellPortiaabouthimself?(2)Whichthingshemightkeepasecrethimself?(3)WhichthingsPortiamighttellHenryaboutherself?(4)Whichthingsshemightkeepasecretaboutherself?(5)Whattheymightsayabouteachother?3.StudentsfinishwritingthedialogueforActTwo,Scene3,makingthewordssoundbelievable.Suggesteddialogue:Henry:Inaway,yes.Itisnotofmyowndoingthough.Iwasgivenamillionpoundbanknotetousefor30days.NoweverybodythinksIamrich.ButIreallydon’thaveapenny.Portia:Isthatall?Ithoughtyouwereabankrobberorhadhityourgrandmother.Henry:Howcouldyouhavesuchterrible\nthoughts?Portia:IdotendtothinkaboutthebadsideofthepeopleImeet.Henry:Whyisthat?Iamsurepeoplecouldonlybekindandthoughtfultoyou.Portia:Well,yousee….Henry:IfIamgoingtoletyouseeallmybadpoints,Ihadbetterdoitnow.IcannotsailaboatwellandIhavenojob.Portia:WellIcannotsailaboatwelleitherandhavenojobeither.Henry:Iknewweweremeantforeachother.Portia:Whatalovelythought.Nowmybadpoints.IhavenomoneyofmyownandIcannotearnmyownlivingatall.InfactIamuseless.Henry:Nottome!Youlookthesweetestandmosthonestgirlintheworldtome!T:Welldone!Yourdialoguesaredifferent,buttheyareallgood.Doyouwanttoknowwhichisfitforthenextscene?Now,let’sreadActTwo,Scene4.StepIVReadingandSpeakingTask(P59)1.StudentsreadActTwo,Scene4bythemselves.T:Afterreadingthispart,canyouguesshowtheplaywillend?Now,inpairs,talkabouttheendandbesuretodescribewhatyouthinkPortiawillsayanddonext.ThendescribewhatyouthinkHenryandthetwobrotherswillsayanddoafterthat.2.Studentsdiscusstheendtotheplay:S1:Ithinktheplayhastoendhappily.ButitwillbedifficultifPortiathinksHenryisrichandheisnot.S2:Yes,Iagree.TheremustbesomewayoflettingHenryandPortiagetmarriedbuthavemoneytoo.S1:ButhowcanthathappenwhenHenryhastogivebackthebanknote?S2:Thereisalsotheproblemofhimhavingbroughtalotofthingsandnotpaidforthem.S1:SoIthinkoneofthebrothersmustcometotherescueandhelphim.S2:Perhapstheycanadopthimastheirsonsohegetsalotofmoneythat\nway.S1:Perhapsthejobtheygivehimwillpayverywell.S2:Yes,Ithinkthatistheanswer.Hewillhavetobegivenajobwithaverylargesalary.3.Studentsreadtherealendtotheplay.4.StudentslistentothetapethatisaboutActTwo,Scene4andtherealendtotheplaysothattheycancorrecttheirpronunciationandbereadyforacting.StepVHomeworkT:Boysandgirls,youdidverywelltoday.ButsupposethatHenryfeelstrickedbyPortiawhenhefindsoutthatOliverisherstepfather.Howmighttheplayenddifferentlyunderthesecircumstances?So,today’shomework:Writeadifferentendtotheplay.TheFifthPeriodExtensiveReadingandActingI.Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语:wolf,shoulder,inrags,indeed,evenif,bow,atthetable,nexttothefrontdoor,takeachance,inarudemanner,justonemoment,inthebackoftherestaurant,leaveforthekitchen,goaheadb.重点句子:Takethisgentleman’sorder.It’llcostatinybit.Well,wewillhavetotakeachance.Wouldyoumindwaitingjustafewminutes?TheBankofEnglandhasissuedtwonotesinthisamountthisyear.Anyway,itcan’tbefake.He’sin\nrags!I’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.2.能力目标Enablethestudentstoactoutasceneofaplayandlearntoorderfood.3.学能目标Getthestudentstoactoutasceneofaplay.II.Teachingimportant/difficultpoints教学重/难点：Actoutasceneofaplay.III.Teachingmethods教学方法Helpthestudentspracticeactingoutaplaybythemselves,usingaco-operativemethod.IV.Teachingaid教具准备Amultiple-mediacomputer&ablackboardTeachingprocedures&ways教学过程与方式StepIRevisionCheckstudentswhethertheyhaverememberthewordsandphrasesinthispart.StepIIReadingT:Well,class,lastclasswepracticedwritingaplay.Today,we’llpracticeactingoutaplay.I’msurethatyoucandoagoodjob.1.Readthepassage(ActOne,Scene4)aloud.2.Explainsomewordsandexpressions:(6)CULTURALNOTE:Henryasksforasteak“extrathick”forhismeal.InChina,steakisgenerallycutthinlybutinAmericaitisappreciatedifitiscutthicklyandgrilledorfried.Theadvantageofhavingasteak“extrathick”isthatitcanbewellcookedontheoutsidebutstillraworhalfrawinthecenter.3.T:Now,thinkaboutonequestion:Mr.Clemensisalsothenameofacharacterintheplay.However,youmayrememberthatMarkTwaindidnotwritetheplay.So\nwhydoyouthinkheappearsasacharacterintheplay?Giveatleasttworeasons.(Studentsdiscussthequestioninpairs.Then,theymaygetthefollowingagreement.)SS:TheintroductionofMr.ClemensintothestoryisalsohumoroustothosepeoplewhoknowthatMarkTwain(whowrotethestory)andSamClemensareoneandthesame.Heisthereasanauthorityonwhetherthebanknoteisrealornotandalsoasanobserverwithinhisownstory.4.Listentoandfollowthetapeonthispartsothatstudentscanreadsentencescorrectlyandbereadyforacting.StepIIIActingT:Nowyouaredividedintogroupsandtherearesixmembersineachgroup.Fivestudentswilltakethepartsintheplay.Youwillreadyourspeechesandtrytomakeyourlanguagesoundauthentic.Thesixthpersonordirectorwilldecidehowtheactingwilltakeplaceinthescene.He/Shewillalsoguidetherestofthegroupintheuseofyourvoicessothatyouwillsoundasmuchlikethecharactersintheplayasyoucan.5.Studentsprepareforactingingroups.T:Ok,class,youshouldpayattentiontosomeexamplesofMarkTwain’shumorinthisscene,whichwillhelpyoutobetterunderstandtheplayandactitoutmoreappropriately.For,example,thechangeinattitudeoftheowner,thehostessandthewaiterwhenHenryproducesalargebanknotetheycan’tchange.SoinfactHenrydoesgetafreemealwiththenote(becausetheytrusthimtopaywhenhecangetchange)althoughtherestaurantownerwouldhavedeniedtrustinghimtopayhismealwithoutit.6.Studentsactouttheplayingroups.7.Theteachergivessomecommentsontheirperformanceandpraisessomegroupsthatdidabetter\njob.StepIVHomework1.WatchthemovieTheMillionPoundBank-noteinthefreeclass.Readandperformthewholeplaywiththehelpofthescriptsinthebook.2.Reviewwhatyouhavelearntinthewholeunitandnextclasswe’llhavearevisionclass.TheSixthPeriodWritingI.Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语:speakforoneself,bebasedon,haveverybadluckinbusiness,getangryatsb.b.重点句子:Asheiswalkingdownthestreet,heseesasignforabarber’srestaurant.Itwillbemyhonortoserveyou.AslongasyoulovemeIshallbehappy.2.能力目标Enablethestudentstowriteaplayordramaandlearntoexpressrequests.3.学能目标Helpthestudentsformtheabilityofwritingaplayordramaandexpressingrequests.II.Teachingimportant/difficultpoints教学重/难点：WritingaplayIII.Teachingmethods教学方法Helpthestudentspracticewritingaplaybythemselvesusingaco-operativemethodforthewritingofaplay.IV.Teachingaid教具准备Amultiple-mediacomputer&ablackboardTeachingprocedures&ways教学过程与方式\nStepIRevisionT:Iwillcheckyourhomeworkandasksomeofyoutotellusthedifferentendsthatyouhavegot.(Thenstudentstelltheirdifferentendstotheplaythattheywrotebeforeclass.)T:Excellent!Thisclass,let’sdosomewritingpractice.StepIIWriting(P23)T:Itsoundsdifficulttowriteaplay,evenasmallpartofit.Butit’sgoodforustolearntowriteaplay.Doyouknowthedifferencebetweenwritingaplayandastory?SS:No.Canyoutellusmore?T:Yes.Writingaplayordramaisquitedifferentfromwritingastory.Themainpurposeofaplayistoletthecharactersspeakforthemselvesasmuchaspossible.Howactorsshowuswhatthecharactersthinkandfeelisalsoimportant.Nowdoyouunderstand?SS:yes.T:Ok,class,supposeyouarethedirectorofthisplay.Writeyourownsceneforthisplaywithapartner.Thebeginningofthescenehasalreadybeendoneforyou.Trytocontinueit.1.StudentstrytowriteActOne,Scene5andhaveadiscussionwitheachother.2.Theteachergivesstudentsasuggestedscene,usingacomputer.Suggestedscene:ActOne,Scene5N=NarratorH=HenryB=BarberN:Henryissmilingasheleavestherestaurant.Hehashadmorethanenoughtoeat.Asheiswalkingdownthestreet,heseesasignforaplacethatcutshair.Inashopwindow,helooksathisownhair.Sinceitistoolong,hedecidestogetitcut.H:Goodafternoon,I’dliketogetacut,ifImay.(ThebarbertakesonelookatHenryandcontinuescuttinganotherman’shair.)Er-I’dreallyliketogetahaircut.Asyousee,it’smuchtoo\nlong.B:(inarudemanner)Yes,Icanseethat.Indeed,Ican.H:Fine,well,I’lljusthaveaseatthen.N:Aftersometime,thebarberfinishescuttingtheotherman’shair,takeshismoney,andthenturnstolookatHenry.B:Looklikeit’sbeenalongtime.Youmustbeasailor.H:Er-notquite.ButIwasatseaforalongtime.B:Allright,then,getinthechairandI’llseewhatIcando.H:Thankyou.B:Wheredidyousayyouwerefrom?H:Ididn’t,butI’mfromSanFrancisco.B:Well,you’realongwayfromhome.H:Yes,toolong.N:Theybothbecomequiet.Afterhishairiscut,thebarbertellsHenryhowmuchmoneyhemustpay.Henryshowsthebarberthebanknote.B:Why,Mr.-(looksshocked)H:Adams.HenryAdams.I’msorry,butIdon’thaveanysmallbills.B:Why,Mr.Adams,ofcourseyouwouldn’t!(Wearingabigsmile)Nothingtoworryabout!Nothingatall!Pleasecomebackanytime,evenifyouonlyneedtwolittlehairscut!Itwillbemyhonortoserveyou!T:Well,allofyoudidagoodjob.Thenletusgoonwritinganotherscenefortheplay.StepIIIWritingTask(P60-61)T:ImaginethatafterHenrymarriesPortiahehasbadluckinbusinessandbecomespooronceagain.Nowhemusttellhiswifethebadnews.Withapartner,writeashortdialoguebetweenthesetwocharacters.Beforeyouwrite,however,discussthesequestionswithyourpartner:(1)DoyouthinkHenrywouldworryaboutwhathiswifewouldsaytohimaftershe\nheardthebadnews?Forexample,doyouthinkshewouldgetangryathim?(2)DoyouthinkHenrywouldworrythathiswifewouldleavehim?(3)DoyouthinkPortiawouldaskHenryhowhesuddenlybecamesopoor?(4)DoyouthinkPortiawouldworryabouttheirmarriagenow?1.Studentshaveadiscussionandwriteadialogueforthissituation.2.Theteachergivesasuggesteddialoguewiththehelpofacomputer.Suggesteddialogue:P=PortiaH=HenryP:Oh,Henry.It’snicetoseeyouhomesoearly!H:Erm,aah.P:(lookingworried)What’shappened?H:Ican’thidemuchfromyou,canI,dear?Wehavelostourmoney.TherailwaycompanyinBrazilhascollapsedandallourmoneyhasdisappeared.ButIhaveaplantohelpus.WecangobacktoAmericaandstartagain.Icanbecomeagoldminerandwecanmakeourfortunethatway.P:LeaveLondon?Leavemystepfather?Ohno,Henry,please!H:Ithinkitmightbebetterforus.Wewouldstandonourownfeet.P:(crying)Ishallhavetogohome.Youcan’tlovemeifyouwanttodothisdreadfulthing.H:(puttinghisarmsroundher)OfcourseIdo.ItisforoursakethatIsuggestthis.Itwillbeanadventure.WewillbeabletotravelwherewelikeandIwillbeabletoshowyousomanylovelyplaces.P:AslongasyoulovemeIshallbehappy.H:AndIshallalwaysdothat!StepIVCheckingYourselfT:Afterlearninghisunit,Whathaveyoulearnt?Isuggestyoushouldcheckyourselfbyaskingthefollowing\nquestions.1.Howdoyoulikethisplay?Wouldyouliketoactitout?2.DoyouthinkreadingandactingoutplayscanhelpyouimproveyourEnglish?Why?3.Whatexpressionshaveyoulearnedaboutrequestsandorderingfoodfromthisunit?4.WhatdoyouknowaboutMarkTwain?Whatothernovelswrittenbyhimhaveyouread?5.Whatotherkindsofplayswouldyouliketoread?6.Whatthingdidyoufinddifficultinthisunit?Howdidyousolvethem?7.Doyouthinkyouhaveimprovedyourpronunciationandintonationfromreadingandactingouttheplayinthisunit?StepVLearningTipTrywritingaplaysoyoucanpracticeyouroralEnglish.Gettogetherwithyourfriendsandclassmatesandwritedialoguesforashortplay.Itcanbeaboutanythingofinteresttoallofyou.Everyoneshouldhaveapartorroletospeak.Youcanuseoneofthereadingpassagesfromyourtextbooktomakeashortplay.Andactingouttheplaywillimproveyourpronunciationandintonation.StepVIHomework1.Reviewthewordsandexpressionslearntthisclass.2.ReviewActOne,Scene4onpage21-22andbereadytoactitout.附件I注释与疑难解析：1.Arichpersongivesyoualargeamountofmoneytouseasyoulike.Whatwillyoudowithit?一个有钱人给了你一大笔钱让你随意花，你会拿它做些什么？alargeamountof常用于修饰不可数名词。e.g.Nowhehasalargeamountofmoney.Hecandoanythinghewantswith\nit.现在他有了一大笔钱，他就可以做他想做的事了。dowith对待，处理，处置e.g.Whatshallwedowiththewastepaper?咱们怎样处理这些废纸？2.Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?你和朋友打过赌吗？如果打过，赌的是什么？makeabet打赌e.g.Wemadeabetontheoutcomeofthenexthorserace.我们就下次赛马的结果打了个赌。e.g.Imadeabetthatwewouldwinthefootballmatch.我打赌我们会赢了那场足球赛。3.Nowladiesandgentlemen,you’reabouttohearthemostincredibletale.女士们，先生们，你们将要听到一个最令人难以置信的故事。beabouttodo正要（即将）做某事e.g.JustasIwasabouttoleavetheroom,thetelephonerang.我正要离开房间，电话铃响了。e.g.Hewasabouttosaysomethingwhenhesawherwinkingathim.他刚要开口，突然看到她在向自己使眼色。4.HeislostinLondon.他在伦敦迷了路。belost迷路；倾心于某事e.g.Hewaslostintheforestforthreedaysandnightsandwasfinallyrescuedbyhisfriends.他迷失在树林里三天三夜，最后被朋友们救了出来。e.g.Hewassolostinreadingthisbookthatheforgotthetimeofhistrain.他看书入了神，把上火车的时间都忘了。5.Permitmetoleadtheway,sir.先生，请让我来带路吧。permitsomeonetodo准许…做某事e.g.Willyoupermitustousethisroomforameetingthisafternoon?你能准许我们今天下午在这个房间开个会吗？permitdoing准许做某事e.g.Therulesoftheclubdon’tpermitsmoking.\n俱乐部的规矩是不允许吸烟。与permit同义的词allow，也这样使用。6.Asamatteroffact,IlandedinBritainbyaccident.事实上，我在英国上岸是偶然的asamatteroffact=infact实际上，事实上e.g.Ididn’tgototheclubyesterday.Asamatteroffact,Ihaven’tbeenthereforalongtime.我昨天没有去俱乐部，实际上，我已很长时间没去那里了。byaccident偶然的/地e.g.Byaccident,hefoundtheplacewherehisbrotherhadhiddenthetreasure.他偶然发现了他弟弟藏宝的地方。7.AboutamonthagoIwassailingoutofthebay—(hiseyesstareatwhatisleftofthebrothers’dinneronthetable)大约一个月前，我扬帆驶出了海湾---（他的眼睛盯在桌子上兄弟俩剩下的残羹剩菜上。）stareat盯着瞧；凝视e.g.Itisnotpolitetostareatotherpeople.盯着看别人是不礼貌的。8.ThenextmorningI’daboutgivenmyselfupforlostwhenashipspottedme.第二天早。tobehonest老实说，说实话e.g.Iwouldn’tbuythatho上，我正感到绝望的时候，一艘船发现了我。spot做动词时有“认出”的意思。e.g.Heisverytallandcanbeeasilyspottedinthecrowd.他很高，在人群中一眼就能看见。9.Iearnedmypassagebyworkingasunpaidhand,whichaccountsformyappearance.我靠做义工来顶替船费，这就是我为什么衣冠不整的原因了。earnone’spassage挣取旅费e.g.Hecouldn’taffordthefare,andsohehadtoearnhispassagebydoingjobsontheship.他交不起船费，只得靠在船上做些零活来挣取路费。accountfor对…做出解释；说明原因e.g.Nobodycouldaccountforhisabsencefromschool.没人能对他旷课做出解释。10.Well,tobehonest,Ihavenone.哦，老实说，我一分钱都没有use,tobehonest,\nit’stooclosetothemainroad.说实话，我不会去买那所房子。它离大路太近。11.It’llcostatinybit.这得多花点儿钱啦。atinybit不多；很少。课文中用的是讥讽语，意为“得破费些钱”。12.Well,wewillhavetotakeachance.哦，我们要赌一把了。takea/the/chance/chances碰运气；冒风险e.g.Wedecidedtotakeachanceontheweatherandhavethepartyoutdoors.我们决定与老天爷赌一把，在户外聚会。e.g.Wemustn’ttakechances.We’dbetterplaysafe.我们不要冒险，我们最好求稳。13.(inarudemanner)What’stheretowaitfor?（很不耐烦地）还等什么？ina…manner以…的举止（态度）e.g.Shetalkedtousinaverypolitemanner.她很有礼貌地与我们谈话。e.g.ThedinnerwaspreparedintheJapanesemanner.晚宴是日本式的。14.TheBankofEnglandhasissuedtwonotesinthisamountthisyear.Anyway,itcan’tbefake.英格兰银行今年发行了两张这样面值的钞票。不管怎样，这不可能是假钞。can’t表示推测，表示“不可能是”。e.g.Hecan’tbejoking.Hemustmeanit.他不可能是开玩笑，他是认真的。e.g.Itcan’tbeJim.Iknowhimtoowell.不可能是吉姆，我太了解他了。15.Heisinrags!他穿得破破烂烂的！bein穿着；带着e.g.Thegirlingreenisagoodfriendofmine.Wouldyouliketomeether?穿绿衣的女孩是我的一个好朋友，你想认识一下吗？e.g.Themaninuniformismyfather.那个穿制服的男人是我父亲。16.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.亚当斯先生，不知你是否介意我们问几个问题。（1）Iwonderwhether(if)you…是表示委婉请求的句式，用于较为正式的场合。译为：不知您是否…（2）Mindusaskingafewquestions为动名词的复合结构在从句中做动词\nmind的宾语。“名词的所有格/形容词性物主代词+doing”为动名词（-ing形式）的复合结构，该结构在从句中能做主语，表语和宾语。用作主语：Sophia’shavingseenthemdidnotsurpriseus.索菲亚已经看见了他们，但这并不使我们感到惊讶。用作表语：Whatworriedthechildmostwashisnotbeingallowedtovisithismotherinthehospital.使那孩子焦虑不安的是不准许他到医院探望他的妈妈。在现代英语中，动名词复合结构用作宾语时，其名词多数用普通形式，形容词性物主代词也多用代词的宾格。Mindusasking…就属这种情况。再如：Ihatepeoplebeingunhappy.我不愿意人们不高兴。Pleasesaynothingaboutuscalling.请不要（对别人）说我们来拜访的事。17.AnditwastheshipthatbroughtyoutoEngland.正是那艘船把你带到了英国。此句是个强调句型，其句型为Itwas+被强调部分+that+句子剩余部分。e.g.ItwasinthisroomthatLuXunoncelived.这就是鲁迅生前住过的房间。e.g.Wasitbecausehismotherwasillthathedidn’tgotoschool?他不来上学是因为他妈妈病了吗？e.g.Whenwasitthattheclubwassetup?这个俱乐部的成立是在什么时候？18.incredible(adj.)(1)difficulttobelieve;amazingorfantastic难以置信的；不可思议的；惊人的；奇异的e.g.Sallyearnsanincredibleamountofmoneyinthatcompany.萨莉在那家公司的薪水多的惊人。(2)impossibletobelieve不可相信的e.g.Theytoldusanincrediblestory!他们对我们讲了个不可信的故事。Incredibly(adv.)(1)toagreatdegree;extremelyorunusually非常地；极端地e.g.incrediblyhotweather极热的天气(2)inawaythatisdifficulttobelieve;amazingly难以置信地；惊人地e.g.Incredibly,noonehadeverthoughtofsuchasimpleideabefore.真是难以置信，这样简单的主意竟没有人想到。\nII.背景知识1.Aboutthe￡1,000,000Bank-note英格兰银行出于特殊的需要发行了两张面值一百万的钞票，其中一张收回并作废，但还有一张却留在银行，两兄弟打赌，一个身无分文的人带着这张钞票会发生什么，兄弟A说会死去，兄弟B说他肯定能活一个月。他们物色了一个年轻人做试验，带着这张毫无使用价值的百万英镑钞票。年轻人走进商店买东西，拿出钞票要求找钱，店老板都震惊了并立刻改变态度，极力讨好这个年轻人，年轻人得到了他想得到的，包括爱情和受人尊敬。他爱上的女孩正是兄弟B的女儿。最后，百万英磅被银行收回并作废，年轻人过上了幸福生活。TheBankofEnglandonceissuedtwonotesofamillionpoundseach,tobeusedforaspecialpurposeconnectedwithsomepublictransactionwithaforeigncountry.Forsomereasonorotheronlyoneofthesehadbeenusedandcanceled;theotherstilllayinthevaultsoftheBank.Well,thebrothers,chattingalong,happenedtogettowonderingwhatmightbethefateofaperfectlyhonestandintelligentstrangerwhoshouldbeturnedadriftinLondonwithoutafriend,andwithnomoneyUnit4Astronomy:thescienceofthestarsI单元教学目标技能目标GoalsTalkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravityPractisegivinginstructionsPractisetalkingabutproblemsinstudyorlifeLearntouseNounClausesasthesubjectLearntowriteanessaytoshowyourproblemsandthewaytoovercomethem.II.目标语言词1四会词汇astronomy,atmosphere,system,violent,solid,explode,carbon,dioxide,oxygen,surface,planet,harmful,development,spread,method,depend,exist,presence,telescope,disappoint,disappointed,publish,publishing,gravity,force,gradually,cheer,float,mass2认读词汇astronomer,biochemistry,geophysics,solar,BigBang,vapour,nitrogen,dissolve,\n汇amphibian,reptile,generally,mammal,global,comet,IssacNewton,AlbertEinstein,StephenHawking,lessen,weightlessly,cabin,exhaust,exclaim3词组solarsystem,intime,prevent…from,dependon,cheerup,nowthat,getthehangof,breakout语法NounClausesasthesubjectNounClausesasthesubjectisalsocalledtheSubjectClause.ThatmeansaNounClauseservesasSubjectinthesentence.ThewordswhichareusedinthisNounClauseare:that,whether,who,what,which,when,where,how,why,etc..Example1.Whatitwastobecomewasamystery.2.Itwasnotclearwhetherthesolidshapewastolastornot.重点句子1.Whatitwastobecomewasamysteryuntilthedustbegantoslowlycombineintoaballmovingaroundthesun.P252.It’sexplodedloudlywithfireandrock,whichwereintimetoproducethewatervapour,carbondioxide,oxygen,nitrogenandothergases,whichweretomaketheearth’satmosphere.P253.Itallowedtheearthtodissolveharmfulgases,whichhadbecomepartoftheearth’satmosphere,intotheoceansandseas.P254.Whetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.P265.Whenwegetclosertothemoon,weshallfeelitsgravitypullingusbutitwillnotbeasstrongapullastheearth’s.P306.Walkingdoesneedabitofpracticenowthatgravityhaschanged.P317.Wewatched,amazedasfirebrokeoutontheoutsideofthespaceshiptheearth’sgravityincreased.P318.Seenfromspace,theearthappearstobeawaterball.9.Buttheanswershavealwaysseemedwellbeyondourreach,untilnow.10.Hugequestionsremaintobeanswered,beforewecanhopetohaveacompletepictureoftheuniversewelivein.IV.分课时教案TheFirstPeriodIntensiveReadingTeachinggoals教学目标1.Targetlanguage目标语言a重点词汇和短语astronomy,atmosphere,system,violent,solid,explode,carbon,dioxide,oxygen,surface,planet,harmful,development,spread,method,depend,solarsystem,intime,prevent…from,dependonb重点句子1.Whatitwastobecomewasamysteryuntilthedustbegantoslowlycombineintoaballmovingaroundthesun.P252.It’sexplodedloudlywithfireandrock,whichwereintimetoproducethewatervapour,carbondioxide,oxygen,nitrogenandothergases,whichweretomaketheearth’satmosphere.\n2.Abilitygoalsa.EnableSstotalkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandb.Understandthetextandanswerthefollowingquestions:c.EnabletheSstounderstandthedetailsaboutthepassage,choosingthecorrectanswerd.Retellthepassageusingkeysentences.3.LearningabilitygoalsEnableSslearnhowtotalkaboutthebeginningoflifeontheearth.Teachingimportantpointsa.Talkaboutthebeginningoflifeontheearth.Teachingdifficultpoints教学难点a.Understandthebeginningoflifeontheearth.b.Discussthequestions:Whatwillourfuturebeiftheearthmaybecometoohotforthelivesonit?Whyarehumansthecleverestanimalsontheearth?Teachingmethods教学方法a.Skimmingandscanningb。Asking-and-answeringactivitytochecktheSs’understandingofthetext.Teachingaids教具准备Arecorder,acomputer,aprojectorTeachingprocedures&ways教学过程与方式StepIPresentationStepIVReading.ScanningGettheSstoreadthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.StepVListeningintime(forsth./todosth.):notlateShewillbebackintimetopreparedinner.in/outoftime:in/notinthecorrecttimeTheaudienceclappedintimetothemusic.2.Nobodyknewthatitwasgoingtobedifferentfromotherplanetsgoingaroundthesun.bedifferentfrom:notlikesomeoneorsomethingelseinoneormorewaysgoingaroundthesunis–ingformthatservesasattributive.Menbreakingthelawwillbepunished.Canyouseethegirldancingwithyourboyfriend?3.Whetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.4.Walkingdoesneedabitofpracticenowthatgravityhaschanged.PassageAnalyzingITextChart.HowlifebeganontheearthIITextRetellingRetellthetextusingabout100words.Notes:Usethetwoquestionsandthecharttoretellthepassage;IIIMoralEducationTeachercanguidetheSstounderstandthetextdeep,makingtheSstohaveascientificattitudetowardsscience:thebeginningofuniverse。IVWritingTechniques\n1.WritingCharacteristic1)Leadinthetopicofhowlifebeganontheearthbybeginningwithtwoquestionssoastoarousethereaders’strongcuriosityandinterest.2)Thepassagetellsthereadersthescientificideainorderoftime.2.WritingStyleThetextiscommonsciencewriting,whichtellsthereadershowtheuniversedevelopedandhowlifebeganontheearth.3.MainIdeaThroughthewriter’scleardescription,weknowthathowlifebeganontheearth.It’salongandslowprocess.Fromthepassage,weknowthatearthisthebestplaceforhumantoliveon.StepVIHomeworkRetellthepassageaccordingtotheform..Rememberimportantlanguagepoints.TheSecondPeriodLanguagestudyTeachinggoals教学目标1Targetlanguage目标语言a重点词汇和短语suffer,settle,realize,worryabout,havegotto,tieupb重点句子：Hewasverydisappointed.Whatitwastobecomewasamystery.Tosavemoney,youmustuseasfewwordsaspossible.c.PractisetalkingaboutproblemsinstudyorlifeMyproblemis…Thedifficultyis…Mytroubleis…Thequestionis…Myadviceis…WhatIthinkaboutitis…Thefactis…Mysuggestionis…2Abilitygoals能力目标LearntouseNounClausesasthesubject..3Learningabilitygoals学能目标LetSslearnhowtouseNounClausesasthesubjectTeachingimportantpoints教学重点theuseofNounClausesasthesubjectTeachingdifficultpoints教学难点HowtoteachtheSstolearntouseNounClausesasthesubjectTeachingmethods教学方法LearngrammarthroughpracticeTeachingaids教具准备AprojectorAblackboardTeachingprocedures&ways教学过程与方式StepIRevision1.Checkretellingofthepassage.Theexplosionoftheearthproducedwatervapor,whichturnedintowaterwhentheearthcooleddown.Waterallowedtheearthtodissolveharmfulgasesintotheoceansandseas.Translatethefollowingsentences.Suggestedanswers:1.You’llsucceedintime.Mycarisdifferentfromyours.Whoisthepersonstandingbythedoor?2.He’salwaysthefirsttocomeandthelasttoleave.Nowthatyouhavegrownupyoucandecideityourself.StepIIWordstudyThispartisaconsolidationofthewordslearntinthisunit.AsktheSstodotheexerciseindependently.Keytotheexercises:\nPart1Across:2.float5.mass6.presence8.carbon9.mobileDown:1.planet2.force3.astronomy4.explore7.circlePart21.energetic2.surface3.dependson4.gradually5.exists6.prevent…from7.spread8.aremultiplying9.Nowthat6.Part3canbehomeworkiftimeislimited.StepIIIPreparationShowsomeexamplesentencesonthescreen.1Atreehasfallenacrosstheroad.2Youareastudent.3Tofindyourwaycanbeaproblem.4Smokingisbadforyou.5“Howdoyoudo?”isagreeting.6Whatshesaidisnotyetknown.7Thatweshallbelateiscertain.8It’scertainthatweshallbelate.StepIVGrammar1.Givethemsometimetofindthesentencesinthepassage.Thencollectanswersfromtheclass.Showtheanswers:1….Becauseitwasnotclearwhetherthesolidshapewastolastornot.2.Whatscientiststhinkisthattheearthwasdifferentbecauseof……3.Whetherlifewillcontinueontheearthformillionsofyearstocomewilldependon……2.ShowtypicalexamplesofhowtomakeaSubjectClause.GuidetheSstofindoutwhatchangeswehavetomakewhenwemakeasentenceorcombinetwosentencesusingSubjectClause.TeachersshowtheexampleandSswritedownthesentences.Showtheanswers:Howfishdevelopedfromearlyshellfishiswell-known.Whatreptileslooklikeandhowlargetheyareisstrange.Theextinctionofdinosaurisamystery.Theimportanceofearlyplantswasnotknowntoscientists.3.T:TurntoPage64.Readthefollowingpassagequicklyandfinishtheeightsentences.Checktheanswer:1.what2.what3.why4.what5.where6.when7.how8.what4.Haveadiscussioninpairs.Thetopicis“MyProblem”.Onetalksaboutproblemsinhisstudyorlife,theothergivessomeadvice.Remindthestudentstousethefollowingstructures:StepVHomework1.FinishPart3(P29)2.FinishPart3(P64)TheThirdPeriodListeningTeachinggoals教学目标1Targetlanguage目标语言a重点词汇和短语gravity,bychanceb重点句子Iheardabouthowtheideaofgravityhasdevelopedoveralongperiodoftime.Pickouttheinformationanddrawlinesfromthelisttowherethethingsareonthesuitoftheastronaut.2Abilitygoals能力目标EnabletheSstounderstandthedifferentideasaboutgravity.EnabletheSstohaveagoodunderstandingoftheforceofgravityinordertoenjoythestories\nfullyandtobecomemoreinvolvedandexcitedaboutstudyingspaceandthestars.3.Learningabilitygoals学能目标EnabletheSstoappreciatethatthesciencefictionstoriesareimaginarybutbasedonfact.Teachingimportantpoints教学重点Listentothematerialaboutthedetailedinformationaboutdifferentscientistsandtheirideas.Completetheform,makeTrueorFalsejudgementandanswerquestions.Teachingdifficultpoints教学难点Discusswithpartnersandhaveadebatetofindoutwaystosolvetheproblemsaboutwhataspacesuitshouldbelike.Teachingmethods教学方法a.Discussionb.ListeningcCooperativelearningd.DebatingTeachingaids教具准备ArecorderTeachingprocedures&ways教学过程与方式StepI.RevisionCheckhomeworkexercise.Part3(P29):Part3(P64):1.Withthedevelopmentofscienceandtechnology,peoplehavecometodependmoreandmoreonthecomputertodealwithallkindsofthings.2.Nowthatmanyproblemsexistwhichcannotbesolved,warswillprobablybreakout.3.Hegraduallygotthehangofthismethodofresearchaftermanyyears’practice.4.Thepresenceofthatfamousdirectorcheeredupallthepeopleatthemeeting.5.Weshouldfindsomewaystopreventtheharmfulgasfromspreading.6.Heisalreadyexhausted.Weshouldlessenhispaininsteadofdisappointinghim.StepII.Listening(Usinglanguage)1.TheSswillheardifferentideasaboutgravityofthreescientists,andthenfillintheblanks.T:HaveyouheardofIsaacNewton?Howmuchdoyouknowabouthim?S1:He’sEnglish.StepIIIListening(WBP62)1.Part1.T:Who’sYangLiwei?S1:He’sourherowhotraveledintospaceonOctober15,2003.2.Part2.T:NowfocusyourattentiononPart2.Thenwe’lllistentothetapeagain..Playthetapeandpausewhenthestudentsneedtowriteinformationdown.Thencollectanswers.3.Part3.FirstaskSstotalkabouttheanswer.IfnecessaryplaythetapeagainforSstochecktheanswer.Answers:1.There’saspecialseattothrowhimoutofthespacerocketifthingswentwrong.2.Theanswercanbedifferent.\nStepIVListeningTask(P65)T:Doyouwanttohaveaspacewalk?S:Yes,ofcourse..KeytoPart2:1.oxygencan(ontheback)2.watersystem(thepartofthesuitcoveringthebody)3.gravityboots(onthefeet)4.leftengine(ontheleftside)5.rightengine(ontherightside)6.toolkit(onthewaist,attheback)StepVHomeworkTodaywehavelistenedtothreematerials.Afterclass,youshouldlistentothemagainandsumupwhatyouhavelearntfromthem.Forthehomework,thinkaboutaquestion:Whatneedstobeanastronaut?TheFourthPeriodExtensiveReadingTeachinggoals教学目标1Targetlanguage目标语言a.重点词汇和短语force,gradually,float,mass,cheerup,nowthat,breakoutb.重点句子：Whenwegetclosertothemoon,weshallfeelitsgravitypullingusbutitwillnotbeasstrongapullastheearth’s.P30Walkingdoesneedabitofpracticenowthatgravityhaschanged.P31Wewatched,amazedasfirebrokeoutontheoutsideofthespaceshiptheearth’sgravityincreased.P312Abilitygoals能力目标aDiscussthethreewaysinwhichgravitychangedonthemoon.andsomeinformationaboutblackholes.b.Discussthequestionsaboutthepassage:Howdidgravitychangeonthemoon?Whatdoesablackholelooklike?Whatwillhappenifanobjectisneartheblackhole?TeachtheSstoreadpassageswithfeeling.3Learningabilitygoals学能目标EnabletheSstogettoknowaboutgravityandblackholes.Teachingimportantpoints教学重点Talkaboutgravityandblackholes.Teachingdifficultpoints教学难点a.Discusstheanswerstothequestionsb.TeachtheSstoreadthepassagewithfeeling,payingattentiontopronunciationandintonation.Teachingmethods教学方法a.Fastreadingb.Dealingwithcomprehensionquestionsc.DiscussionTeachingaids教具准备Aprojector,acomputer,arecorderTeachingprocedures&ways教学过程与方式StepIRevisionCheckhomeworkT:Lastclasswehavelearneddifferentideasaboutgravity,whatqualityanastronautshouldhaveandsomeequipmentonaspacesuit.Nowanswerthequestion:Whatneedstobeanastronaut?S:Anastronautshouldhavegoodhealth,excellentdegree,manyyears’training,rightheightand\nweight.Theyalsoshouldbecalm,firm,patient,matureandhard-working.Theymustbeabletoadapttotheharshnessoflifeinspace.StepIIReading(Page30)1.Askthestudentstoreadthepassagequicklyandfillintheform.Thenchecktheanswer.T:Inlastlesson,wehavelearnedsomeinformationaboutgravity.Todaywe’llknowgravityindetails.Readthepassageandfillintheform.2.Listentothetapeandimitatehetape.Thenpracticereadingaloudthedialoguewithfeeling.3.AsktwoorthreepairsofSstoreadthepassagewithfeeling.StepIIIReadingTask(Page66)Thisreadingpassageisaboutblackholes..Afterthefirstreading,lettheSsanswersomequestions.Showthequestionsonthescreen.Then,letthemtalkabouttheformonpage67afterreadingthetextagain.Suggestedanswers:StepIVExtra-readingHereisasupplementaryreadingmaterialonthescreen,apassageaboutblackholes.Readitcarefullyandthendosomecomprehensionexerciseswiththeirpartners.TheFifthPeriodSpeakingTeachinggoals教学目标1Targetlanguage目标语言a重点词汇和短语preparation,instruction,unexpected,asetof,payattentionto,aswellasb交际用语PracticegivinginstructionsPleaselookat/listento…Pleasecheckthat…Youneed…Pleasepayattentionto…Don’tforgetto…You’dbetter…Makesureyou…Watchoutfor…Youmustn’t…2Abilitygoals能力目标a.EnabletheSstomakealistofthingsthattheyneed.b.EnabletheSstotalkaboutgivinginstructions.c..EnabletheSstoplaydifferentrolesinaconversation.3Learningabilitygoals学能目标a.LearnhowtomakealistofthingsthattheyneedbHelptheSslearnhowtotalkaboutgivinginstructionsc.EnabletheSslearnhowtoplaydifferentrolesinaconversation.Teachingimportantanddifficultpoints教学重点难点a.TeachtheSshowtohowtotalkaboutgivinginstructionsb.HelptheSstolearnhowtoplaydifferentrolesinaconversation.Teachingmethods教学方法a.Pairsworkandgroupworkb.DiscussionandcooperativelearningTeachingaids教具准备1Acomputer2AprojectorTeachingprocedures&ways教学过程与方式StepIRevisionAsksomeoftheSstoreadhis/herpassageaboutgravity.\n(Rememberthatanaccelerationisachangeinvelocityandthatvelocityisavector,soithasbothamagnitudeandadirection.Thus,anaccelerationoccursifeitherorboththemagnitudeandthedirectionofthevelocitychange.)StepIIPresentationT:DoyouremembertheconversationbetweenLiYanpingandProfessorWallis?StepIIISpeaking(Page31)(Afterafewminutes.)StepIVTalking(Page62)Thetaskasksthestudentstoworkinpairsandgiveafriendanumberof“does”and“don’ts”forgoingintospace.Theyneedtomakesuggestionsusingthephrasesthattheyhavebeengiventohelpthem.WhentheyhaveworkedoutStepVSpeakingTask(Page67)Thepurposeofthistaskistousetheinformationthestudentshavegainedfromthelisteningtextandreadingpassageinanewsituation.Questionsandanswers:1.Whatwasthemostunexpectedthingyoufoundoutaboutblackholes?Theblackholethrewoutmaterialaswellasateobjects.2.Howdidyouknowyouhadgotclosetoablackhole?Youcanseethingsdisappearintowhatappearstobeanemptyspace.That’sablackhole.3.Whatwasthemostfrighteningthingthathappenedtoyouonthisjourney?StepVIHomework:Prepareforwritingapassageaboutyourideaorhopesfortravelinginspace.ThesixthPeriodWritingTeachinggoals教学目标1Targetlanguage目标语言a重点词汇和短语explore,characteristicsb重点句子Writeashortarticleexplainingthreeproblemsyoumightmeetonthemoon..Youmayaskthefollowingquestionsaswellasworkoutsomemore.2Abilitygoals能力目标EnabletheSstowriteanarticleaboutyourideaorhopesfortravelinginspace.3Learningabilitygoals学能目标HelptheSstolearnhowtowriteapassage.Teachingimportant&difficultpoints教学重点和教学难点TeachtheSshowtowriteanarticleaboutaspacetravel.Teachingmethods教学方法Task-basedlearningDiscussion.Teachingaids教具准备aprojector,acomputerTeachingprocedures&ways教学过程与方式StepIWritingThepurposeofthiswritingisforstudentstothinkaboutwhatkindofequipmenttheywouldneedtobesafeinspace.StepIIWritingTaskThepurposeofthiswritingtaskisforthestudentstousetheinformationtheyhavegatheredonastronomyandtheirquestionstoeachothertowriteaninterestingandlivelynewspaperarticle.StepIIIProjectAskstudentstocollectasmuchinformationastheycanaboutthenineplanetsinoursolar\nsystem.Chooseoneplanetthattheywouldliketoexplore.Thenwritearesearchreport.ThereportshouldincludethefourrequirementsonPage68.1.Onepossibleproject:Topic:MarsTheplanetIhavechosenisMarsbecauseit’stheclosesttotheearthandit’llbeoneofthefirstplanetsforustoexplore.It’snamedaftertheRomangodofwarbecausefromtheearthitlooksredinthesky.InformationFindingsfromspacetripsThemostimportanttripstoMarshavebeenmadebytheUSandUSSR.TheyhavebothsentmanyspaceshipsbutnoWhatIwouldliketofindout1.whetherthereislifeunderthesurfaceofMars2.whetheritwouldbepossibleforpeopletoliveonMars3.whetherthereisoilorjewelsorrocksthatwouldbeusefulforpeopleonEarth2.Anotherproject:FindingsfromspacetripsWhatIwouldliketofindout1.whetherthereislifeunderthesurfaceofJupiter2.whetheritwouldbepossibleforpeopletoliveonJupiter3.whetherthereisoilorjewelsorrocksthatwouldbeusefulforpeopleonEarthStepVHomeworkSumupthewholeunit.Collectthematerialsaboutstars,spacetravelanddifferentideasaboutthebeginningoflife..Unit5Canada—“TheTrueNorth”TeachingaimsSkillGoalsTalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.Learnhowtoreadatravelingreportandusemaps.Learntoexpressdirectionsandpositions.MastertheNounClause-Appositiveclause.Learntowriteareporttoexpresswhatyouhearandseeinaplace.ImportantsentencesWhereis...?Howdoesonegoto...?Inwhatdirectionis...?Is...closeto/farfrom...?\nHowfaris...?Itis/liesinthenorth/southof...Itis/liestothesouth/east/northwestof...Itiswithin...Kilometersof...Itis/liesonthewest/east.TeachingimportanceNounclauseastheappositiveTeachingmethods:skimming,scanning,discussing.Teachingaids:ataperecorder,aprojectorandacomputer.  TeachingproceduresThefirstperiodReading(I)Step1RevisionCheckthestudents’homework.T:Beforewecometothenewlesson,let’scheckyourhomework.Theteachercheckstheassignmentofthelastclass.Step2Lead-inandWarmingUpShowthestudentsthemapleflagandaskthemsomequestions.                    T:Doyouknowwhichcountryusesthisnationalflag?Ss:Canada.T:WhichcontinentisCanadain?Ss:ItisinNorthAmerica.T:Howlargeisit?Ss:Ionlyknowitisthesecondlargestcountryintheworld.Idon’tknowtheexactnumber.T:Canadaoccupiesanareaof9,978,4670squarekilometers.ItisabitbiggerthanChina.Whichcountryisitsneighbor?Ss:TheUnitedStates.(TheteachershowsamapofCanadatothestudents.)T:Right.TheUnitedStateisitsneighbor.Canadaisabeautifulcountry.Firstlet’shaveaquizandseehowmuchyouknowaboutCanada.PleaseturntoPage33.Iwillgiveyouoneminutetochooseyouranswers.Youcanscore2pointsforeachcorrectanswer.Giveoneminutetothestudentstodothequiz.Oneminutelater.T:OK.Timeisup.Let’schecktheanswers.\n1.C 2.D 3.A 4.B 5.AT:Nowfigureoutyourscoreplease.Ifyouget10points,youdidagoodjob.Didyoudoagoodjob?Ifnot,itdoesn’tmatter.ThereadingpassageisaboutatriptoCanada.Itwilltellusmoreinformationaboutthiscountry.Step3Pre-readingT:NowIwanttoaskyouaquestion.Doyouliketraveling?Ss:Yes,weliketravelingverymuch.(No,Idon’tliketraveling.Itistiring.)T:Iknowmostofusliketraveling.Haveyoueverbeenabroad?Ss:No/Yes.T:Fewofushaveeverbeenabroad.Thenwhatisthelongesttripyouhaveevertaken?Sa:Beijing(Shanghai/Hainan/Harbin).Sb:Ihaveneverbeenoutofmyhometown.T:Ifyougetachancetogoabroad,whichthreecountrieswouldyouliketovisitmost?Why?IfyoutakeatriptoCanada,whatdoyouexpecttosee?WhatthreewordswouldyouusetodescribeCanada?Theteachercanasksomepairstotelltheirideasinclass.Step4FastreadingGetthestudentsreadthepassagequicklyandcarefully.Meanwhile,helpthestudentsformagoodhabitofreading.T:Doyoufeelpuzzledwhenyoureadthetitle?Whatis“theTrueNorth”?Now,readthepassageandgetthegeneralideaofthepassage.Underlinethemainplacesmentionedinthetext.GivetheSsfiveminutesforreading. Ask:whatthepassageismainlyabout?Sa:Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.T:Right.ItmainlytellsustheinformationaboutCanada.Whatarethemainplacesmentionedinthetext?Sb:TheyaretheAtlanticcoast,Vancouver,RockyMountains,Calgary,ThunderBay,LakeSuperiorandToronto.T:LookatthemaponPage33.Drawthetravelingrouteofthetwogirlsonthemap.Givethestudentsoneminutetodrawtheroute.T:Youdidagoodjob.Doyouhaveanydifficultyinreading?Let’slookatthedifficultpointstogether.Theteacherexplainssomeimportantordifficultpointstothestudents.Step5ReadingaloudLetthestudentsreadthepassageagainandfindthedetailsfromthepassage.T:NowyoureadthequestionsonPage35first,andthenreadthetextaloudtofindtheanswerstothequestions.Afterawhile,answerthequestionsincompletesentenceswithoutlookingatyourbooks.Givethestudentsafewminutestoreadandfindanswers.Thenasksomestudentstogivetheiranswers.\nSuggestedanswers: (Showthemonthescreen.)1.TheyarenotflyingdirectlytotheAtlanticCoastbecausetheywanttotravelacrossCanada.2.TheyarecrossingtheNorthAmerica.3.“TheTrueNorth”isthetrainthatrunsthroughCanada.4.PeoplewanttoliveinVancouverbecauseitisverybeautiful.TheycanskiintheRockyMountainsandsailinharbour.5.Cowboyscompeteinridingwildhorses,andsomeofthemcanwinthousandsofdollars.6.WheatgrowsinthecenterofCanada.7.ShipsareabletoreachthecenterbecausetheycanfollowtheSt.LawrenceRiverandtheGreatLakes.8.Canadahaswaterfromitslakesandriversandwoodfromitsforests.LetthestudentsdoExercise2bythemselves.Thenchecktheanswerswiththewholeclass.1.ThegirlswenttoseetheirrelativesontheAtlanticcoastofCanada.2.DannyLinwasgoingtodrivethemtothetrainstationtocatchthe“theTrueNorth”.3.Youcan’tcrossCanadainfivedaysbybike,andyoucan’tcrossCanadainlessthanfivedaysbytrain.4.Thegirlslookedoutofthewindowandsawagrizzlybear,mountaingoatsandwildscenery.5.ThunderBayisaportcityatthetopendoftheGreatLakes,nearthecenterofthecountry.Step6Listeningandfillintheblanks(1)ListeningT:Listentothetapeandunderlinesomeimportantsentences.Payattentiontoyourpronunciation.Youcanfollowthetapeinalowvoice.1.Ratherthantaketheaeroplanealltheway,theydecidedtoflyfromChinatoVancouver.2.Itisthesecondbiggestcountryintheworld.3.Itissowettherethatthetreesareextremelytall.4.Manyofthemhaveagiftforworkingwithanimalsandcanwinthousandsofdollarsinprizes.5.ThereismorefreshwaterinCanadathaninanyothercountryintheworld.6.Wedon’tleaveuntilthisevening.7.TheywerenotleavingforMontrealuntillater...8.Theideathattheywouldcrossthewholecontinentwasexciting.9.Thefactthatoceanshipscangotheresurprisesmanypeople.10.TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong.(2)FillintheblanksLiDaiyuandLiuQiantookthetraininCanadafrom____to___.Theircousins’\nfriend,DannyLin,tookthemtothetrainstationtocatch“_________”.Canadaisthe___biggestcountryintheworld.Itis5,500kilometersfrom___to___.Astheygo___,theysawbeautifulsceneryaswellascities.Vancouveris___bymountainsonthenorthandeast.Whenthecousins______intheseats,theylookedoutofthewindow.Theysawmountaingoatsandevenabear.Calgaryisfamousforitscompetition.ManyofthecowboysfromalloverNorthAmerica_______________workingwithanimals.Thenthey______awheat-growingprovince.ThunderBayisabusyport.Itis______thecenterofthecountry.Suggestedanswers:1.west;east 2.TheTrueNorth 3.second 4.coast;coast 5.eastward 6.surrounded 7.settleddown 8.grizzly 9.haveagiftfor 10.wentthrough 11.closetoStep7Homework1.Remembertheunderlinedsentences.2.WriteashortpassagetoreportwhatLiDaiyuandLiuQiansawinCanada. ThesecondperiodReading(II)Step1WarmingupShowthemapofTorontoandthepictureofCNTower,TorontofromtheCNTower.NiagaraFalls,ChinatownOldMontreal,St.LawrenceRiverStep2reading1.Dotheexercises ------Fillintheblanks.2.Answerthequestionsaboutthepassage1.HowdoweknowitisfallinCanada?2.WhatcansometimesbeseenfromtheCNTowerinToronto?3.Wheredoesthewaterfromthelakego?4.WhyistheregoodCantonesefoodinToronto?5.WhichdirectionisthetraingoingfromToronto?6.WhydidthegirlsgotoOldMontreal?7.WhatthreethingsshowusthatMontrealisaFrenchcity?Step3Languagepoints1.TheywerenotleavingforMontrealuntillater,sotheywentonatourofthecity1)Theywerenotleavingfor...属于过去进行时表示将来的动作。2)until/till  直到…为止   until常与否定句连用,not…until直到…才   Hedidn’tfinishtheworkuntilyesterday.2.WecangetgoodCantonesefoodhere,becausemostoftheChinesepeopleherecomefromSouthChina,especiallyHongKong.   especially表示“尤其,格外,特别”,意思相当于“inparticular” 或““particularly”。多用在介词短语或连词前面。3.It’stoobadyoucan’tgoasfarasOttawa.   asfaras(程度副词) “远达，远至”   Hewalkedasfarastherailwaystationyesterdayevening.                       \n一些带有as...as结构的常见短语：  asbusyasabee   像蜜蜂一样忙碌  aseasyasABC    像ABC一样容易  asdeepasawell  像井一样深  aslightasafeather 像羽毛一样轻  assoftasbutter    像黄油一样软  asrichasaJew    像犹太人一样富裕4.ThetrainleftlatethatnightandarrivedinMontrealatdawnthenextmorning.火车在那夜晚些时候起程,第二天黎明到达了蒙特利尔。   at,on,in表示时间的用法区别   at表示时间点,常用来表示时刻,如果一段时间按时间点对待也用at。Step4ReadingTaskonpage731Readthepassageandanswerthefollowingquestions1).Whydidthereporterarrivethere?2).Whatdidthepeopleusefortransportation?3).Whydiditbecomedarkearly?2CompareChinawithCanadaStep5Homework1.ReadthetwopassagesagainandfindthemaincharactersofToronto,MontrealandIqaluit.Whatcanyouseeanddointhethreedifferentcities.2.ReadFunReadingbyyourself.(P75)Thethirdperiod  LearningaboutlanguageStep1Grammar同位语从句1.概念:2.功能:      同位语从句对名词进一步解释，说明名词的具体内容。3.用法:      常跟的抽象名词有:fact/idea/reason/thought/order/doubt/news/hope/truth/belief…  4.连词       that/whether/who/which/what/when/where/why/how同位语从句与定语从句区别:ThendosomeexercisesI.合并成一句:1.Wewereexcitedatthenews.Ourfootballteamhadwonathirdmatch.2.Theyhavemadeanewplan.Anotherexperimentbuildingwillbeputupbesidethelibrary.3.Theyhadthequestion.Couldhepassthefinalexam?4.Whodidthedamagedcomputerbelongto? Noonehadanyidea.5.Theproblemhasbeensolved. Whyweresomanyareasfloodedduringtheheavystorm?Step2Discoveringusefulstructures\n1.Theideathattheywouldcrossthewholecontinentwasexciting.TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong.Thefactthatoceanshipscangotheresurprisesmanypeople2.ThepossibilitythattheweatherinwinterwouldbewarmerpleasedtheCanadians.Theideathattherewillbeanearthquaketerrifiesmanypeople.ThehopethatwecouldgotoFrancewasexciting.Step3UsingstructuresonP71•         1.HissuggestionthatweshouldtakethetrainfromwesttoeastacrossCanadasoundsveryexciting.•         2.Theideathattheywouldclonethefirsthumanbeingsurprisedmanypeopleatthemeeting.•         3.Hebroketherulethatnooneisallowedtosmokeonthecampus.•         4.TheChinesebasketballfanswerewildwithjoywhentheyheardthenewsthatYaoMing hadcollectedfortypointsfortheHoustonRocketsinthegame.Step4HomeworkonP701.Exercise2. TranslatethesentencesintoEnglish.  2.Exercise3. Makeupastoryusingthegivenwordsandexpressions.         ThefourthperiodListeningStep1Listening1ListentothetapeandthenCompletethesesentenceswithcorrectinformation.2Handoutthelisteningmaterialandlistentothetape,thenaskthemtocompletethepassageStep2Listeningon69ListentothetapeanddotheTrueorFalse    1.FriendsinCanadainvitedthetwocousinstodinneratarestaurant.   False2.TheycouldnottalkaboutallthegeographyofChinabecauseitistoobig.   True3.Chinaisover7,000kilometresfromeasttowest.   False4.ManyriversinChinacomefromthemountainsinthewest.   True5.TheGobiDesertislikethegrasslandsinCanada.\n   False6.TheGreatWallcannotkeepthedustofthedesertawayfromBeijing.   True7.CanadianpeoplecannottalkwiththeirneighbouringcountrybecausetheydonotspeakEnglish.   False8.BothChinaandCanadahaveworld-famouswaterfalls.   FalseStep3ListeningtextListentothetapeagainandcompletethepassageStep4HomeworkReadthelisteningtextandremembertheinformationaboutCanadaThefifthperiodSpeakingandwritingStep1Warmingup ShowthestudentssomequestionstodiscussWhichofficiallanguagedoyouthinkmostpeoplespeak?Whydoyouthinkso?Whywouldyouwanttoknowthat?Isitimportanttoknowthat?WhyistheChineselanguagegrowingsofastinCanada?Canyouanswerthequestion“whatisaCanada?”Step2Talkingonpage69ImaginethatyouandyourpartnerareLiDaiyuandLiuQian.YouhavevisitedmanyplacesfromwesttoeastaswellasIqaluit.Whatwouldyoutalkaboutwhenyoutravel?Step3WritingWriteareportforLiDaiyuorLiuQianFirstgivethesampleofthereportStep4WritingTaskonPage74ShowthemapofChinaanddiscusssomethingofthemapThengivethesampletothestudentsSampleTourPlanStep5Homework1.Writeapassage.Introduceourhometowntothevisitors.Inwhatdirectionisitofthecapitalofourprovince?Whatdoesavisitorcanseeandhearinourhometown?  2.FinishsumminguponPage40afterclass.