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Unit 1 Tales of the unexplained Part 1: Teaching Design
Aims and requirements ? Read a news story about a missing boy and a magazine article about Yeti ? Listen to a dialogue between a boss and his employee ? Talk about aliens and conduct an interview ? Write a report ? Tell a mysterious story Procedures ●Welcome to the Unit Step 1: Brainstorming 1. Boys and girls, have you ever heard something not only interesting and attractive but also unexplained at all even with the help of modern science and technology in the world? Here are some pictures on the screen. Can you tell me what they are?

The chances for seeing a UFO are greater for those people who live in small towns or in the country and are outside late at night. UFOs. Yes, they are called UFOs, meaning unidentified flying objects. UFOs come in all shapes and sizes. Some are only small spots of light that move in strange patterns across the night sky.

Some can be seen in the daytime are often disk- or saucer-shaped. UFOs were once seen in different parts of China. Look at some pictures on the screen, please. Do you think such kind of things mysterious ? Are you curious about them? Besides UFOs, can you list anything more unexplained you’ve ever heard or seen in your daily life? They are Yetis, the Loch Ness Monster, Stonehenge and the Pyramids in Egypt. 2. Open your books and let’s look at page one. Please read the instruction and focus on the five pictures and illustrations first. Then answer the following questions: Do the five pictures have something in common? If so, what is it? (unexplained; no satisfactory answers; mysterious; no evidence...) Can scientists explain these phenomena? How do you feel about them? Are you a bit curious?

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3. Think of as many expressions as possible to answer the questions above. Try to make up some sentences and read them to the class. I will also offer you some examples. They are mysterious because no satisfactory answers have been offered to explain them. Though these mysteries have puzzled people for a long time, they still show great interest in them. People feel puzzled by the mysteries. 4. Report the information you have collected to the class. Your answers are quite different. Now we will use some of your answers as a prompt for a class discussion. For example, Teacher: What information have you got about UFOs? Student A:... Teacher: Do you think Student A's information interesting? What about the information you've got? Is there anything different?

Student B:... 5. Please discuss the topics in pairs. Here are some questions. About UFOs: Have you ever read some reports about UFOs in China? Are you interested in UFOs? Are they really from another planet? What do the letters UFO stand for? Why do you think UFOs visit our planet? About Yetis: Where are the Himalayas? What's the weather like there? Why do some people make great efforts to climb them? (hobby; dream; challenge themselves; make discoveries; overcome difficulty,..) A Yeti is reported to be half-man and half-beast. Have you heard of it? Do you think some climbers' disappearances are connected with Yetis? About Stonehenge, the pyramids and the Loch Ness Monster: Stonehenge and the pyramids in Egypt, the most famous of which is the Great Pyramid, are cultural relics. Where were the pyramids built, on the east coast of the Nile or on the west coast? What are the reasons? Do you think the Great Pyramid is a wonder in human history? How was the Great Pyramid built? I haven't heard of Stonehenge or the Loch Ness Monster. They are a bit new to me. What about you?

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Would you be interested in discovering more about them? Step 2: Sharing information 1. Let’s deal with the questions in pairs. For the first question, you may discuss it this way: Do you believe in UFOs? What might be the most acceptable explanation for UFOs? You may give different answers such as: -Aliens from space. -Military test aircraft. -Some UFOs are alien, some are test aircraft. -UFOs are evidence of human space travel. -UFOs are neither alien nor test aircraft. -UFOs don't exist. You can express your agreements and disagreements with each other. 2. Summarize your answers and then report to the class. Sample answers 1. I have a firm belief in UFOs. In fact, I have seen a few myself. UFO stands for Unidentified Flying Object, that is, an object, apparently moving in the sky, which we cannot identify. However, if you ask me whether or not I believe in spacecraft carrying visitors from outer space, I would have to say 'no'. I do not believe in them. 2. The continent of Antarctica was discovered in 1818. It was once supposed to have been covered by ice for hundreds of thousands of years. However, in 1949 scientists took samples from sediment deep beneath Antarctica, which revealed that great rivers had once flowed into Antarctica until about 6,000 years ago, Many more mysteries remain to be discovered. 3. I'm always interested in the stories of UFOs and aliens. And I hope I will have the chance to meet one some day. If it really happens to me, I will ask questions such as 'Who or what are you?', 'Where are you from?' and 'How long does it take to travel from your place to our planet?'. I will try my best to communicate with them, discovering what their life is like and why they have come to the earth.

UFOs

UFO stands for Unidentified Flying Object. According to some witnesses, it is colorless and moves at a slow, steady speed with little noise.

The Loch Ness Monster Yetis

Loch Ness is a big lake in Scotland. Nessie, the Loch Ness Monster, was sighted as far back as the 6th century AD.

The Yeti has been called the 'missing link'; half-man, half-beast. It is supposed to live in the highest mountain in the world--Mount

Qomolangma.
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Stone-henge

Being one of Britain's greatest national icons, it stands for mystery and power. Some people guess that it was a temple for worship. The reason why Stonehenge was built remains unknown even today.

The Great Pyramid

The Great Pyramid of Khufu is one of the seven wonders of the ancient Great world and the only one people can visit. It is the greatest of the Egyptian pyramids, which served as burial places for the Pharaohs.

●Word power
Step 1: Brainstorming 1. Do you know him? 2. When did space exploration begin in the world? (In 1957)

3. When did the first man land on the moon? And how? (In 1965) 4. When was the first manned spaceship launched in China? ( Oct.15,2003) 5. Are you interested in making discoveries in space? Now there is a scientist who will tell you something about outer space and space exploration. Here are some pictures. Can you name them? Step 2: Vocabulary learning 1. Read the first part of the speech and complete the time line of the main events mentioned. Time 1957 1959 1961 Event the launch of the 1 artificial satellite unmanned spaceships launched into space 1st human being traveled in space People orbited the Earth
st

Sign Space exploration began.

2. Guess the meanings of the unknown words from the context. Words like launch, artificial, orbit and trace are new to you all. Listen to me, please. Space exploration began with the launch of the first artificial satellite. What does 'launch' mean? What word can be used to replace 'artificial'? What about the word 'man-made'? 3. Now continue with your discussion by answering the following questions: How can a space shuttle be sent into space? Can it fly into space by itself? With these two questions, you should focus on reading the poster the scientist is showing to you. By the way, do you know the differences between spaceship and space shuttle? ▲A spaceship is a vehicle for carrying people through space. ▲A space shuttle is a vehicle that is designed to carry people into space and back to the Earth several times to do experiments.

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Think about other information the scientist may refer to in the following part of his speech. 4. Read the second part of the scientist's speech and complete Part C individually according to the instructions. We’ll then check the answers. Answers to C (Page 7) I guess some of you are dreaming an astronaut

To check your reading comprehension, I’d like to ask you some questions: What will happen to the rockets after the shuttle has been sent to space? Where will the astronauts do their research? Why can't they remove their spacesuits? Step 3: Vocabulary extension 1. Right now we've got some knowledge about space and space exploration, and learned some relevant words and expressions. Let's review them. inner space space outer space The process of space exploration First artificial satellite was launched. People orbited the Earth in 1961. Photos are taken and samples are collected from the planets. Achievements of space exploration astronauts—travel—walk-- in space. planets-- examined. photos--taken and samples-- collected. Please focus on Part D and complete it individually. Answers to D: (3) Earth (9) Pluto (5) Jupiter (2) Venus (1) Mercury (6) Saturn (4) Mars (7) Uranus (8) Neptune

2. Read the dialogue in Part A on page 84 and the newspaper report in Part B on page 85 in Readingin Workbook. I will ask you more questions to see how well you understand the two reading materials: Part A

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Besides Steven Spielberg, another person, Charles Dickens, is mentioned. Do you know something about him from the dialogue? The word 'emotion' has been used twice by Alan. Can you guess what it means? (It means a strong feeling.) Part B In the last sentence of the third paragraph, there is a new word 'souvenir'. Can you guess its meaning from the context? (It means a thing kept to remind one of a person, a place or an event.)

●Project: Telling a mysterious story
The project in this unit is designed to help you learn and use English by doing a group project. The reading material about Yetis is a sample for you to see how a mysterious story can be written. Try to write a story on one of the five mysteries in the section Welcome to the unit. Use what you have learned in this unit to complete the project. You may discuss what mystery you want to write a story about, and collect as much information as you can. Please think carefully and creatively about the story. Divide the work among yourselves and cooperate by working together. In this way, I’m sure you will learn something that you didn't know before. Reading 1. Read the article quickly to find the main idea of each paragraph and the connections between them. Paragraph 1 Yetis are reported to have been seen all over the world. Paragraphs 2-4 Descriptions of Yetis in different places (supported details for paragraph 1) Paragraphs 5-6 Scientists' different opinions about Yetis Paragraph 7 Scientists hope to find the truth. 2. Read the article again, and find answers to the following questions and fill in the form below: In which years were Yetis seen? Where have Yetis or similar creatures been seen? What has been reported about Yetis? What do scientists think of Yetis? 3. Try to distinguish the writing features of a mysterious story so that you may know how to write such a story. The writing features of a mysterious story: *an interesting and attractive title *an attractive beginning *some details of the story with some pictures or photos *what scientists or people think about the story *an open end of the story
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4. You may also consult the story Boy missing, police puzzled, which is a news story, while Searching for the Yeti is an overview about Yetis. Compare the two articles. The former one is a newspaper report. So after reading the first paragraph readers will know what has happened and when and where it happened and more details and information are given in the following paragraphs. The latter one is a magazine article. It is an overview with general information about Yetis. So it tells readers some details about Yetis people have seen in different places. 5. Do Parts B1 and B2 on page 81 in Workbook, so you will have a better understanding about the usages of the useful words and expressions in Project. Parts D1 and D2 on page 83 in Workbook are assigned as your homework to practise using some words and important patterns in this unit. Telling a mysterious story To conduct this project, you need to follow the following four steps: planning, preparing, producing and presenting. I’d like to give you some guide for each step: 1. At the step of planning, you should first make clear the dead line is the end of this week. Then work in small groups to discuss first what to write and then the questions in this part. Divide up the work and decide what each group member will do. 2. When preparing, you meet, discuss and choose from the information each group member has collected. One of you in the group write the outline according to the result of the discussion. When finished, the outline should be approved by the whole group. 3. The next step is producing. Each of you should write a part of the story. Then put what you have written together. Proofread the story to correct mistakes if there are any. New ideas can be added. Those who are responsible for illustrating the story should draw your pictures according to the writing. Then the whole group should approve the story and the illustrations. 4. Then comes your time of presenting. The storyteller of each group is to tell your story to the whole class. Then put up your stories on the walls of the classroom. Answers Part B1 (page 81) 1 hairy hair 2 strength strong 3 existence exist 4 climber climbing 8 really real

5 describe descriptions Part B2 (page 81) 1 5 search for 2 similar 3

6 heavy heavily

7 amazes amazing

living on

4 convinced 8 mysteries

made his way 6 supported Part C1 (page 82) 1 have done

7 on average

have made

2 have lost 4 has been writing hasn't finished

3 have been preparing

have invited

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5 has forgotten

have been expecting 6 have been waiting have had 8 have been trying

hasn't turned

7 has been snowing Part C2 (page 82)

have got has happened

1 has been doing has written have been published is teaching 2 have become wrote 3 e-mailed answered have been expecting 4 have listened have become 5 have been reading have learned will/am going to introduce Part D1 (page 83) 1 spaceship 7 disappeared having Part D2 (page 83) 1. He will not give up until the problem is solved. 2. I remember I put the book away after reading the first two pages, but now it has gone missing. 3. According to Bill, the football match will be held on the first Sunday in June. 4. The airport was closed because of/due to the bad weather. 5. The neighbours reported seeing him leave the house in a black coat. 6. The police have ruled out the possibility of murder. However, his death still puzzles everyone. 7. I am surprised that the seventy-year-old man has passed the college entrance examinations and got into a famous university. 8. Is there any possibility that a child can start a toy company on the Internet? Reading Part A (page 84) 1. To show Alan that many people have made stories to make us feel moved. 2. He feels that the film is too long and that Steven Spielberg just wanted to make a sad story. 3. It is one hour and forty--five minutes long. 4. E.T is just like us. He needs love, friendship and help. 5. The first time she is telling Alan how the film is still loved by many people a long time after it was made. The second time she is than twenty years. Part B (page 85) 1. People were worried about terrorism. China had a problem with SARS and many countries had many problems. telling him that the special effects still look good after more 2 amazing 8 witnesses 3 creatures 4 research 5 missing 6 experiences 12 have been

9 disappearance 10 evidence

11 frightened

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2. When it first appeared, they were scared and tried to kill it but now they are happy to see it. 3. The writer wants to show that many things are the same. Though many people don't believe the monsters really live in the lakes, tourism has still increased in both places. 4. People could open shops to sell souvenirs. 5. No, more and more tourists are visiting the lakes. Listening Parts A and B (page 86) TV report: 1. town Jiangsu eleven Dad's beliefs: 1. plane Part C (page 86) 1. town 2. Jiangsu 6. plane Writing Part B (page 87) Dear Jim, I had a strange experience last night. It was unusually dark. I noticed a light in my back garden and walked to the door to take a look. A UFO had landed in my garden and opened its door! I couldn't believe my eyes. An alien was walking down the stairs of the UFO. He walked up to me and said, 'Now, I'm taking you to a new place.' With that, he led me into the UFO and we flew to the Moon and then to Mars. Just as I began to enjoy the ride, the alien brought out a torch. All of a sudden, a strong beam shone in my eyes. I had to keep my eyes shut to avoid the light. Guess what? It was sunlight shining on my bed. What a dream! Yours truly, 3. eleven 4. visiting 8. see 5. coloured lights 9. Tian'anmen Square 2. visiting 3. coloured lights 4. two hills clouds

2. hundreds of

people see 3. Tian'anmen Square

7. hundreds of

●Task Conducting a survey
This section consists of a series of activities which provide you opportunities to learn and practise your language skills of listening, reading speaking and writing. Your ability to analyze problems is supposed to be improved. The Task section is divided into three steps, each of which is preceded by a skills building activity. By going through the three steps, you will learn how to design a questionnaire, how to conduct an interview, how to analyze statistics and how to write a report which includes conclusions and recommendations based on the survey. Skills building 1: Completing a questionnaire This part tells us how to design a questionnaire. Six rules are given to let you know the style of the language used in a questionnaire, so the questions and statements do not cause any confusion. You ought to know what a questionnaire is, and what the purpose of questionnaire is. Please go over the six points on page 12 so that you will know how to design a questionnaire. You are expected
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to know that questions or sentences should be accurate and succinct. Finish the exercise about the questionnaire about people's shopping habits. And give your reasons why you think these statements are not properly constructed. Answers: 1 4 3 2 2 1 5 5 3 6 6 4

Step 1: designing a questionnaire 1. Please work in pairs on the questionnaire for a survey of a book club on page 13. Read over Part A, the questionnaire, and identify the three inappropriate questions/statements in it, and correct them according to the rules on page 12. 2. Listen to the first part of the tape and check their corrections of the questionnaire. Tapescript Part 1 Boss: So this is the questionnaire you have prepared for this year's survey, right?

Employee: Yes. I was just wondering if you could take a look for me and tell me if I need to make some changes. Boss: Tell me what you have done to improve your questionnaire?

Employee: All right. I read a web page about how to write a questionnaire, and I improved my questionnaire based on the rules I found there. They are really helpful. Boss: What changes have you made then?

Employee: Originally I asked ‘How did you find out about Best Book Club and when did you join the club?’ under Question Two, but since I should only ask one piece of information at a time, now I have two questions here instead. They are Question Two--'How did you find out about Best Book Club?' and Question Three--'When did you join the club?'. Boss: So you had seven questions and now you have eight.

Employee: That's right. Boss: What aid you do?

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Employee: I changed 'How many times have you visited bookshops?' to 'How many time have you visited bookshops in the last six months?' because I understand that a specific time reference has to be given. Otherwise there might be confusion. Boss: That's Question Number Five, or the original Number Four, right?

Employee: Yes, and in Question Number Seven, or the original Number Six, I cut the instruction to only two words--'Please specify', because the original sentence was too long and difficult. I know I'm not supposed to use such difficult language in a questionnaire. Now it's much easier and clearer. Boss: Obviously

Answers A. Question 2 should be divided into two questions: 2. How did you find out about Best Book Club? newspapers[ ] magazines [ ] friends [ ] Internet [ ] TV [ ]

3. When did you join the club? 2000 [ ] 2001 [ ] 2002 [ ] 2003 [ ]

So, altogether there are now 8 questions in the questionnaire. The original Question 4 should be more accurate and changed like the following: 5 How many times have you visited bookshops in the last 6 months? The original Question 6 should be changed into Question 7. The instruction in the blank is too long and difficult and should be cut into only two words 'Please specify'.

3 Listen to the second part of the tape and finish designing the questionnaire in Part A. Tapescript Part 2 Boss: Now, this year we're going to start a new mystery book club. So, can you add two more questions? Question Number Nine, are you interested in a mystery book club? Question Number Ten, how much would you spend on mystery books each month? Employee: Let me take them down. Nine, are you interested in a mystery book club, question mark.

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Boss: Oh, don't forget to add ‘yes’ and ‘no’ with a box beside each of them, so that club members can choose their answer. Employee: OK. And ten, how much would you spend on mystery books each month, question mark. Is that right? Boss: Right. Don't forget to provide answers under the question.

Employee: OK. The answers could be less than ten yuan, ten yuan to nineteen yuan, twenty yuan to twenty-nine yuan, and no less than thirty yuan. Boss: Good.

Employee: Anything else that you want me to do? Boss: Can you give me the new questionnaire tomorrow?

Employee: Sure.

Answers: B 9 Are you interested in a mystery book club? Yes [ ] No [ ] 10 How much would you spend on mystery books each month? less than ¥10 [ ] ¥20-29 [ ] ¥10—19 [ ] no less than ¥30 [ ]

Skills building 2: greeting others and making introductions Learn how to greet others in an appropriate manner first and then you will know how to introduce yourselves and say what you intend to do and why. Practise a dialogue in pairs at the end, using the skills you have learned in this part. 1. How do you greet each other or your teachers on the way to school in the morning? Please go over Point 1 on page 14. 2. What do you say when you first meet someone? How do you introduce yourself to others? Go over Point 2. You will conduct an interview after the introduction. 3. Work in pairs, one as a member from the school magazine, the other as the student whose article is to be included in the next issue of the school magazine. Talk about the writer's plan for the article. You may begin like this: Student 1: Good morning/afternoon. My name is.. I'm a member of our school magazine. I'd like to ask you a few questions if you don't mind. Student 2: Certainly not. What do you want to know? You may talk about the following things, such as Justin Foster's disappearance, visits to some high schools in the USA or hobbies and interests of high school students, etc. Possible example Student 1: Good morning/afternoon.

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Student 2: Good morning/afternoon. Student 1: My name is ... I'm a member of our school magazine. I'd like to ask you a few questions if you don't mind Student 2: Certainly not. Student 1: I know you are going to write an article for the next issue of our school magazine. Could you please tell me what you're going to talk about? Student 2: I will talk about what our students usually do after school. Student 1: Oh, it must be very interesting. Can you tell me something more about your article? Student 2: Yes. I designed a questionnaire for a survey about what the students in our school like in their spare time... Step 2: conducting an interview In this part, you will conduct an interview about Best Book Club in pairs, using the questionnaire you have revised on page 13. In this way you can practise the speaking skills you have learned in Skills building 2. You can gather statistics from a number of questionnaires after conducting some surveys. 1. Read Part A on page 14 to make sure you know what to do. Then work in pairs to role-play an interview between a club employee and a club member. At the same time, finish the questionnaire on page 13. You can begin like this: Club employee: Hello. Club member: Hello. Club employee: My name is ... I'm a staff member in this club. I know you're a member of our club. Would you mind if I ask you some questions? Club member: Of course not. 2. Work in pairs to go over Part B on page 15. This time, one of you will be the boss of the club, the other the employee of the club. The employee will tell the boss the club member's answers to the questionnaire. Use the questions in Part B to create a dialogue. Skills building 3: analyzing statistics You’ll learn here how to analyse statistics that are gathered from questionnaires, and how to draw conclusions and make recommendations through the statistics. Try to improve your abilities of analysing and solving problems in the activities. 1. Go over the two points on page 16. Make sure you know what can be obtained through analyzing the statistics from questionnaires. Through analysis, you can draw conclusions and make recommendations. Thus, you can discover what people are interested in, what they are doing or they want to do. Try to think of more conclusions and recommendations about the example sentence. Here’s some examples for conclusions: Many students in our class know how to use an

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English-Chinese dictionary. Many students like to use an English-Chinese dictionary to help them learn English. And some example for recommendations: It is a good idea to use an English-Chinese dictionary in studying English. 2. Read the pie chart about students' hobbies and interests and analyse the statistics. Draw at least three more conclusions and make another three recommendations. Answers: Conclusions: 2. The second most popular activity for students in the school is surfing the Internet. 3. Only a few students in the school like reading. 4. Most students in the school do not like dancing. Recommendations: 2. The school should guide students in surfing the Internet. 3. The school should find ways to arouse students' interests in reading. 4. The school should take measures to make more students become interested in dancing. Step 3: writing a report Write a report about the possibility of starting a mystery book club after analysing the statistics. Read the three charts first to get the statistics. Then draw some conclusions and make recommendations. At last write a report to the boss about their findings. 1. Work in groups and discuss the statistics on page 17. Draw conclusions and make recommendations from them by making a list.

Answers Statistics: 1. Mystery books members are interested in: 39% 2. Number of people interested in a mystery club: 81% 3. Monthly amount of money members willing to spend on mystery books: Below¥10 23% ¥10--19 42% ¥20—29 30% no less than ¥30 5%

Conclusions: Many people are interested in a mystery club and about 77% of them would like to spend more than 10 yuan on mystery books per month. Recommendations: A mystery book club can be started. 2. Write a report according to what you’ve discussed.

Possible example The Possibility of Starting a Mystery Book Club Conclusions drawn from the statistics:

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From the statistics, we can determine that about 39% of the members in our book club are interested in mysteries. About 81% of the people who answered the questions are interested in a mystery book club. About 77% of them are willing to spend more than 10 yuan on mystery books every month. Of these people 5% would spend no less than 30 yuan and 30% would like to spend 20-29 yuan. So I think more people than we expected are interested in mysteries. They are willing to read books about mysteries. Recommendations based on the conclusions: We can start a mystery book club and many people will join it.

Reading
Resources

boy missing ,police puzzled

1. Newspaper articles are often seen as a shortened form of a news report that gives fuller information. The lead, the first paragraph of a news story, plays the most important part in the understanding of the whole story. It is usually a one or two sentence summary of the particular event being reported. The headline and the first paragraph effectively summarize the story's content. There are several advantages in using a newspaper to improve English skills. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories relies heavily on the students' knowledge of social and cultural experiences. Newspapers mirror our national values, habits and preferences. Newspaper reading improves the students' overall abilities rather than simply informing them of new information. Students will find time and effort devoted to understanding social and cultural materials rewarding. 2. Some newspaper activities that can be used in the classroom. * Encourage students to read the newspaper daily. Ask them what articles they find interesting, and read and discuss those articles with them. *Read the newspaper coverage of a major news story and watch the same story presented on television. Talk about the differences between reading newspapers and watching television news. *Read the newspaper for issues that have some direct effects on students' lives. Locate news stories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs. *Review TV and movie schedules, discussing which shows and movies are appealing and why. Compare reviews with those written by media critics.

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*Try to find persuasive letters to the editor. Identify and discuss the author's style and tone. Encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.

Step 1: Lead-in 1. Some questions about UFO Do you know what the three letters UFO stand for? Have you ever heard of the UFOs? Have you ever had the chance to see one? Do you believe the usual sayings about the UFOs? What do you think a UFO is? Do you think there are any creatures on it? Where do you think the creatures come from? Will they become our friends or enemies? 2. Today, we’ll come to Reading part. Now I’d like you to look at the pictures on pages 2 and 3 and the title, Boy missing, police puzzled. Can you connect them with each other? Picture 1: Is the first picture a UFO? Are there really UFOs from the outer space? Picture 2: Who was the missing boy? Does he like playing football or baseball? Picture 3: What’s the picture about? Does the bright light outside the window come from a UFO? Does the bright light have something to do with Justin’s missing? (If possible, the teacher may use the projector or macromedia to show the situations in the three pictures and ask the students the same questions as given above. Check answers in pairs. Check the answers with the whole class if you wish.) 3. Answer the following questions, focusing on the title of the article, Boy missing, police puzzled. Does the title arouse your interest when you read it? Can you complete the title? What information can you get from the title?

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What else do you want to know? For example, 'boy missing' (How/When/Where was the boy missing?) 'police puzzled' (Why are they puzzled?/What are the police going to do about the boy's disappearance and how?) Are you curious about why the writer uses an incomplete sentence as the title? Did you know that it is a feature of a news title? What are some other features of a news title? Can you guess what details may be covered in the following news story? Step 2: Fast reading for general ideas 1. Before skimming the passage, please look at the news photographs first and describe what is happening in them. Then find the answers to the three questions above the text: 1) What is the article about? (The article is about a missing boy/UFOs and aliens.) 2) Who is missing? (Justin Foster is missing.) 3) Do the police know what happened to Justin? (No.) 2. Read the first paragraph carefully to get the main idea and the important facts such as: When and where was the boy missing? What caused the boy's sudden disappearance? How old was the boy? Why did people show interest in his disappearance? 3. Now scan the article again and locate specific information according to Parts C1 and C2. Questions 1, 2, 3 and 5 in Part C1 check background information about Justin while Questions 4, 6, 7 and 8 check your comprehension about witnesses, aliens and the case. Part C2 requires you to identify some details to support the main points of the story. Answers to C 1 (p4): 1. He lives in Dover, New Hampshire. 2. Justin's mother went to bed early because of a headache. 3. He plays baseball. 4. At 10:45 p.m. 5. He has a sister. 6. They were white. 7. Mavis Wood has been taken by the aliens. 8. Detective Sam Peterson was in charge of the case. Step 3: Detailed reading for important information 1. Please self-evaluate how well you understand and comprehend the article with the following exercise. At 8 p.m.___________________________________ At 10.45 p.m._____________________________ Justin Foster At 11 p.m.___________________________________
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After 11p.m., he was seen_____________________ The next morning, he was found________________

shape__________________ its appearance Strange objects (UFO) colour__________________ size______________________ its inside ___________________________________ 2. Answer the questions Where does Justin Foster live ? (He lives in Dover, New Hampshire.) (Justin’s mother went to bed early because of a

Why did Justin’s mother go to bed early? headache.)

What sports does Justin play? (He plays basketball.) What time did the witness see Justin walking home? Does Justin have any brothers and sisters ? (At 10.45 p.m.)

(He has a sister)

What colour were the aliens? (They were white.) Who else has been taken by the aliens? (Mavis Wood has been taken by the aliens.) Who is in charge of the case ? (Detective Sam Peterson was in charge of the case.) 3. Complete Parts D and E. The meanings of the words in Part D are not difficult for you to identify after you have read through the passage twice. Part E is a diary written by Kelly. It requires you to understand the diary first, and then write down the missing words to make the meaning complete. Answers to D (p4): 1. puzzled (title) 2. due to (line 6) 3. show up (line 23) 4. wirnesses (line 32) 5. nightmares (line 68) 6. rule out (line 73) 7. make up (line 76) 8. convincing (line 81) to others Answers to E (p5): __ _6___ ___8___ 5 2 3 7 1 4 a b c d e f g h say that something is not possible making people believe something is true frightening or unpleasant dreams because of appear or arrive invent (a story) unable to understand people who saw an accident and can describe it

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Justin has been missing for two weeks now. I miss him a lot. I’m worried that something

bad

has happened to him. I’m sure he came home that night at around 11 p.m. I heard him out on his favourite CD. I wonder where the Mavis told me that alliens with large black eyes have taken him.

creatures from outer space took her away a few years ago. They did

some research on her. The whole experience was very frightening, just like a nightmare ,but at least they returned her home. I hope they will return The police are Justin soon. puzzled . Now they are

not making much progress. They are very

searching for other witnesses . They say Justin might have been murdered . Dad is very disappoitned with them. He thinks they are not doing their job properly. Mum is really worried too. She can’t sleep well. I hope Justin will come home soon and tell us what happened to him. I want all of us to be together again. 3. Having read the text, please pay attention to the different features of each paragraph. 1) First let’s have a discussion about how we usually decide whether a news article is worth reading or not and what methods we use in our reading. As we all know, newspapers play an important part in our daily life. Wherever you are, you can be informed of the latest news by reading a newspaper. From your experience, how do you usually select the news you’d like to read, by taking a look at its title or being attracted by its colorful pictures? Every one of you can express your own opinions and give the reasons. 2) Compared with the other paragraphs, is the first paragraph the most important one in the article? Please describe the differences between the first paragraph of the article and the paragraphs that follow. 3) You are asked to read the Reading strategy ‘reading a newspaper article’. Pay attention that both the title and the first paragraph, which is called the lead paragraph, play a key role in your understanding of news articles. Step 4: Post-reading activities 1. Retell the story according to the diagram on page 6. I’ll write down some key words and

phrases on the blackboard or the overhead projector for you to refer to in case you need help. 2. Suppose you are a writer. Please give an ending to the story. Though the police have made efforts to investigate the case. Justin's disappearance remains a mystery. Was he really seized by aliens or were there other reasons? All the people are concerned about Justin's disappearance. What do you think might have happened to him? Was he in danger? If he were taken away by aliens, how do you think they would treat him? Just use your imagination and all the endings are acceptable.

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3. Do with Parts A1 and A2 on page 80 in Workbook to get more familiar with the text and the words and expressions in it. Answers to Part A1: 1. 8. up up 2. to 3. up 10. on 4. up 5. for 6. out 7. into/for

9. of

11. around/about

12. out/up

Answers to Part A2: 1. witness 6. due to 2. creature 7. show up 3. gone missing 8. possibility 4. frightened 5. research

4. Please turn your attention to the questions in Part F. You are expected do some speaking practice according to the sample. 5. Read Part A first and then do Part B in Writing on page 87 in Workbook. Answer to Part B: Dear Jim, I had a strange experience last night. It was unusually dark. I noticed a light in my back garden and walked to the door to take a look. A UFO had landed in my garden and opened it’s door! I couldn’t believe my eyes. An alien was walking down the stairs of the UFO. He walked up to me and said, ‘Now, I’m taking you to a new place.’ With that, he led me into the UFO and we flew to the Moon and then to Mars. Just as I began to enjoy the ride, the alien brought out a torch. All of a sudden, a strong beam shone in my eyes. I had to keep my eyes shut to avoid the light. Guess what? It was sunlight shining on my bed. What a dream! Yours truly, Robert


Present perfect tense

Grammar and Usage

1. Use different methods to present the present perfect tense. Here are some ideas: 1) Please look at the screen. Pay attention to the different forms of the verbs:

2) Let’s complete the following sentences, in which the predicate part is missing. We_____(study) English for about five years. They_____(live) in the south since their daughter was born. I_______ (read) your article three times. It's well written. The student________(finish) her homework already. Eric__________(go) back to his hometown today.
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Answers: have studied

have lived

have read

has finished

has gone

3) Read the following sentences and point out what tense or tenses are used in them and the reasons why they are used. We have studied English for about five years. We began to study it five years ago. They moved to the south in 1990 and have lived there since then. The student is doing her homework. She hasn't finished it yet. Eric left home last year and has just come back. 2. We may wonder why some verbs can't be used in the present perfect tense. Let’s read the following sentences, and try to find different usages of some verbs. Justin has been away from home for several days. He disappeared last Friday. They bought this house three years ago and they have lived here since then. My brother went to see my grandpa last week. He has visited him three times this month. So you see when an action happens over a period of time that began in the past and continues to the present, the present perfect tense is often used. When an action happened at a definite time in the past, the past simple tense is often used. 3. Read Points 1 and 2 on page 8 to make sure why the present perfect tense is used in these two sentences. 4. Go over Point 3 on page 8 to learn what time expressions can be used with the present perfect tense. Pay attention to the different usages between already and yet, or for and since. 5. Read Point 4 on page 8 to learn that the present perfect tense can be used in a situation where the action was completed only a moment ago. In this case, just is used. 6. Go over Points 5 and 6 on page 8 and note that when we want to express a repeated action, we use the present perfect tense with the time expressions once/twice/three times ... 7. Let’s read the diary entry and then complete it using the correct forms of the verbs in brackets. Answers: (2) saw (3) has visited (4) loves (5) hasn't visited (6) has swum (7) has never met (11) Has, been

(8) has dived

(9) has found (10) hasn't found

Summary of The Present Perfect tense: 1.We use the present perfect tense to talk about things that happened in the recent past, but are connected to the present. Daniel has lived(live) in Beijing since he came to China. (Connection with the past: Daniel came to China. Connection with the present: Daniel is living in China.)

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2.We use the present perfect tense to talk about something that started in the past, and is still happening now. came has lived

________________________________________ past now future

3.We use the present perfect tense to talk about actions that were completed only a short time ago. I went to Egypt in 1986. I went to Egypt in 2004.I have been (be) to Egypt twice. 4.We can also use the present perfect tense for repeated actions. Has it ever snowed(snow) in Hong Kong? No, it has never snowed(snow) there. 5.We use the present perfect tense when the exact time of an action is not clear or important. We use it with time expressions such as: already, ever, for, just, lately, never, recently, since, yet Notes: 1. We use already for affirmative statements and yet for negative statements and interrogative sentences. 2. 3. We use for + a period of time and since + a point of time. Structures connected with the present perfect tense: 1) It is (has been) +a period of time +since-clause. 2) This (That/It) is the first (second…) time + that-clause (present perfect tense).

3) This (That/It) is the only ) … + that-clause (present perfect tense). 4) This (That/It) is the best/ finest /most interesting … + that-clause

Resources The present perfect -Three hours ago she baked a cake. And since then let’s see… -…She’s already made the beds, written a letter, gone shopping, and cooked dinner. -And now she’s just answered the telephone for the fifth time.

English has a verb tense, the present perfect, which serves to denote past happenings that are relevant to, or that still have an effect at, the moment of speaking. This tense, formed with the
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present of have plus a past participle (answered, cooked, gone, written, made, and so on), is really a combination of present and past together. Notice the kinds of adverbs and adverbial phrases that are closely associated with the present perfect.

He’s been a success now, I would say, since 1990. And now he’s just decided to enter politics.

The simple past, denoting past happenings that are localized in the past, contrasts sharply with the present perfect, as can be seen best by the kinds of “time” adverbials that may be used with one tense but not with the other. Simple Past yesterday an hour ago I learned a new song last night on Monday Present Perfect since then so far I’ve learned another now in the last hour already

now

now

then (past)

×

then (future)

then (past)

×

then (future)

(Attention is drawn to the present knowledge

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of the song and not on the previous act of learning it.)

Therefore, do not say things like “I’ve learned a new song yesterday”, which is a very common mistake. The speaker chooses among these and other tenses in part according to how he feels himself related to the event. Present perfect continuous tense Here we will look at two situations in which the present perfect continuous tense is used. Note how the tense is formed and try to understand how the tense is used in sentences. We will practise forming verbs in this tense and complete sentences. 1. We sometimes use the present perfect continuous tense to talk about actions that started in the past and are still continuing, or have just finished but are still connected to the present in some way. For example, I've been waiting for an hour and he still hasn't turned up. I'm so sorry I'm late. Have you been waiting long? 2. Go over Points 1 and 2 on page 9 to understand this tense better. 3. Go over Point 3 to see how the tense is formed. 4. Fill in the missing words. Pay attention to the verb form in the example given in the first picture (all the verb forms here are the present perfect continuous tense, except for the one in Sentence 5). It is a trap and does not require the present perfect continuous tense. Answers: (2) have been talking have been writing 5. Do with Part C1 on page 82 in Workbook to become familiar with the present perfect tense and the present perfect continuous tense. (3) have been taking (4) have been watching (5) have seen (6)

Present perfect or present perfect continuous? 1. Go over Point I on page 10 to identify why the two different tenses are used in the two sentences. In the first sentence, the present perfect tense is used, which means that the action read isn't continuing, and Li Jia knows what the book is about now. In the second sentence, the present perfect continuous tense is used, which means that the action read is still continuing.

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2. Go over Point 2 on page 10. Note that the present perfect continuous tense can't be used with time expressions such as twice or how many times, because in this tense the action is continuous, not stopped and then started again. 3. Go over Point 3 on page 10 to define the meaning of a state verb or an action verb. Note that a state verb doesn't mean an action, so it can't be used in a continuous tense. 4. Note that the present perfect continuous tense can't be used when the words always, never, yet, already or ever are used in a sentence. 5. Finish the two exercises on page 11. Answers: A (1) heard (2)been doing (3) been researching (4) been doing (5) started read (8) found (9) started (10) been doing (11) been making (6) done (7)

Sample answers: B 1. He has been waiting at an underground station. 2. They have been traveling in a UFO. It looks like a saucer. (Answers may be various.) 3. They probably have talked to animals or plants on the Earth as well as creatures on other planets. (Answers may be various.) 4. They have visited Mars, Venus, Jupiter and some other planets. (Answers may be various.)

6. Do with Part C2 on page 82 in Workbook to have one more chance to practise the usage of the two different tenses.

Resource The Present Perfect Continuous -I still haven’t figured out how she does it all. -I haven’t either, and I’ve been trying now for ten years.

The present perfect tense, like the simple present and the simple past, has a continuous form as well. The effect of the present perfect continuous is to make past happenings continuous throughout a time span extending up to the present: Simple Past: I learned a new song (three hours ago).

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now Hours then × then (past) (future)

(past event accomplished, specific time) Present Perfect: I’ve learned another now (in the past few hours). now Hours then × then (past) (future)

(past event accomplished, present relevance) Present Perfect Continuous: I’ve been learning still another now (for the past hour). now Hours then × then (past) (future)

(past event not necessarily accomplished, present relevance, possibly still going on at the moment of speaking) Verbs denoting action that can only be momentary or instantaneous (knock, hit, sneeze, interrupt, introducing, and so on) can also occur in the continuous. The meaning, however, is
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then one of repetition: You’ve been interrupting me now ( for the past five minutes). now

then (past)

×

then (future)

Although this class of verbs also includes arrive, leave, come, go, and so on, the “repetition” with the verbs just mentioned cannot be effected by one person alone: The guests haven been arriving now for an hour. But not “The guest has been arriving now for an hour. Consolidation I. Relative items in recent years’ college entrance examinations: 1. My friend, who ____ on the International Olympic Committee all his life, is retiring next month. (2006 浙江) A. served B. is serving C. had served D. has served

2. John and I ________friends for eight years. We first got to know each other at a Christmas party. But we ________each other a couple of times before that. (2002 北京春季招生) A. had been; have seen B. have been; have seen D. have been; had seen

C. had been; had seen

3. With the rapid growth of population, the city ________in all directions in the past five years. (2003 北京春季招生) A. spreads B. has spread C. spread D. had spread

4. --How long ________at his job? --Since 1990. (2003 北京春季招生) A. were you employed B. have you been employed

C. had you been employed D. will you be employed 5. How can you possibly miss the news? It ________on TV all day long. (2004 北京春季招生) A. has been B. had been C. was D. will be

6. Now that she is out of a job, Lucy ________going back to school, but she hasn’t decided yet. (2004 北京高考) A. had considered B. has been considering C. considered D. is going to consider

7. --How are you today? (2000 全国高考) --Oh, I ________as ill as I do now for a very long time.
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A. didn’t feel

B. wasn’t feeling

C. don’t feel

D. haven’t felt

8. I _______ Ping-pong quite well, but I haven’t had time to play since the new year. (2001 全国高 考) A. played B. will play C. have played D. play

9. I wonder why Jenny ________us recently. We should have heard from her by now. (2002 全国高考) A. hasn’t written B. doesn’t write C. won’t write D. hadn’t written

10. Although he has lived with us for years, he ________us much impression. (2004 上海春季招生) A. hadn’t left B. didn’t leave C. doesn’t leave D. hasn’t left

11. The first use of atomic weapons was in 1945, and their power ________increased enormously ever since. (2004 上海高考) A. is B. was C. has been D. had been

12. She has set a new record, that is, the sales of her latest book ________50 million. (2004 福建高考) A. have reached B. has reached C. are reaching D. had reached

13. More patients ________in hospital this year than last year. (2004 江苏高考) A. treated B. have treated C. had been treated D. have been treated

14. --The window is dirty. --I know. It ________ for weeks. (2004 广西高考) A. hasn’t cleaned B. didn’t clean C. wasn’t cleaned D. hasn’t been cleaned

15 Years ago we didn't know this, but recent science ______ that people who don't sleep well soon get ill. (2005 广东高考) A. showed B. has shown C. will show D. is showing

16. The coffee is wonderful ! It doesn’t taste like anything I _____ before. (2005 全国卷 I) A.was having B.have C.have ever had D.had ever had

17. My brother is an actor. He _________ in several films so far. (2005 浙江卷) A.appears B.appeared C.has appeared D.is appearing

18. I ____ in London for many years, but I’ve never regretted my final decision to move back to China. (2006 重庆) A. lived B. was living C. have lived D. had lived

19. Although medical science ____ control over several dangerous diseases, what worries us is that some of them are returning. (2006 江苏) A. achieved B. has achieved C. will achieve D. had achieved

20. I won’t tell the student the answer to the math problem until he ____ on it for more than an hour. (2006 湖北) A. has been working B. will have worked C. will have been working D. had worked

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II. Translation 1 我已经看了说明,但我还是不理解。

2 你看见过不明飞行物吗?

3 这是我们吃过的最贵的一顿饭。

4 我一直用左手写字。

5 在过去的二十年里我们国家发生了巨大的变化。

6 迄今为止你读了多少英文小说?

7 他家搬到澳大利亚已经八年了。

8 他父亲去世后,他就一直和他的叔叔住在一起。

Keys: I.1-5 DDDDA 6-10 BBDAB 11-15 CADDB 16-20 CCABA

II. 1. I have read the instructions but I still don’t understand them. 2. Have you ever seen a UFO? 3. This dinner was the most expensive meal we have ever had. 4. I have always written with my left hand. 5. Great changes have taken place in our country in the past 20 years. 6. How many English stories have you read so far? 7. It has been 8 years since his family moved to Australia. 8. He has lived with his uncle since his father died.

Unit 2 Wish You Were Here
Welcome to the unit---教案 教案
Teaching Aims: 1. Learn about traveling 2. Develop students’ speaking ability by talking about places in the world and traveling.

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Teaching Important Point: Develop students’ speaking ability.

Teaching Difficult Point: How to get students to speak more and improve their speaking ability.

Teaching Methods: 1. Free talk to arouse students’ interest in traveling. 2. Discussion to make students finish the task of speaking.

Teaching Aids: 1. The multimedia 2. The blackboard

Teaching Procedures; Step 1 Greeting and Lead-in

(Show the students some pictures on the screen) 1. Do you like traveling? Do you want to visit these picturesque places? Why do you want to visit these places? Step 2 Welcome to the unit (Show the students 4 pictures of Africa, Australia, Brazil, and Gobi Desert) Which of these places would you like to visit most? And why?

Step 3 Some questions about yourself 1. Have you ever been to some places? 2. What is the most exciting place you have ever been to? 3. Try to describe the place for us.

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Step 4 Pair Work Bob just come back from Sydney, and now Susan is asking him about his trip. 1. Work in pairs and try to use the following expressions. Useful expressions: ? What do you think of the city? ? How do you find the city? ? Are there any places of historic interest to see in this city? ? What is the city famous for?? Would you please tell me something about the historic art of the city? ? I’d like to look around the city. ? How I wish I could go there someday! 2. Act out your dialogue in front of the class.

Step 5 Discussion -- talk about traveling (show the following on the screen) Bob likes traveling, but Jean thinks it too costly and she has a good idea about how to travel without paying too much. Step 6 Homework

1.Find more information about places in the world and traveling. 2.Preview the reading text. Good staying with you!Thank you for your cooperation!

Unit 2 Wish you Were here

Word power---教案 教案
Teaching Aims: 1. 2. 3. Improve the students’ speaking ability Enlarge the students’ vocabulary Get the students to know about adventures

Teaching Important Points: :

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1. Make the students talk about places, adventures and instruments freely 2. Learn the words by heart and try to use them Teaching Different points: 1. 2. How to develop the students’ imagination How to use the new words to solve problems

Teaching Methods: 1. 2. 3. Talking to improve the students’ speaking ability Practice to get the students to master what they’ve learnt Discussion to make every student work in class

Teaching Aids

1. 2.

the multimedia the blackboard

Teaching Procedures

Step1 Revision and Lead-in Yesterday, we read a passage about Toby’s summer holiday trip Which place would Toby like to visit? What kind of trip will Toby have? Africa Adventures

What kind of things will you plan to take if you want an adventure holiday? Step 2 Presentation Ask students to read Part A and summarize the items Colin wants to take on his holiday(show the diagram on the screen) What to take 1. tent 2. sleeping bag 3. life jacket 4. pan Why to take them to sleep in to keep warm the water may be dangerous to cook food

5. parka and boots to keep warm in the mountains

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Step 3 Vocabulary learning Ask students to compare their answers with the items listed in Part B , paying attention to students’ pronunciation and spelling Step4 Practice Ask students to read the letter in Part C, choosing the proper words to make the letter meaningfull. Jennifer suggested that Colin take a first aid kit on his trip. What items should be included in a first aid kit? Bandages, Aspirin and a compass. Step5 Discussion What instruments will you take to: 1.climb a mountain? 2.explore a forest? Step 6 Homework

Unit 2 Wish You Were Here
Project---教案 教案
Teaching Aims: 1. Train the students’ writing and speaking abilities. 2. Get the students to talk about making a travel leaflet. 3. Get the students to cooperate with others.

Teaching Important Points: 1. Finish the task of making a travel leaflet to train the students’ speaking ability. 2. Get the students to cooperate with others.

Teaching Difficult Point: How to help the students finish the talks of writing and speaking.

Teaching Methods:
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1. Reading, talking and writing to improve students’ integrating skills. 2. Individual, pair work and group work to make every student take an active part in class. 3. Discussion to help the students cooperate.

Teaching Aids: 1. The multimedia 2. The blackboard

Teaching Procedures; Step 1 Greeting and Lead-in

(Show the students some beautiful pictures of Shangri-la on the screen) Do you know where this is? Shangri-la. Are you tired of seeing the same view out of your window? Do you wish you could travel and see beautiful places all over the world? Today, you are going to do some research and make a travel leaflet for a place you want to visit. Step 2 Read the passage and answer:

1.What information can you get from the titles? It’s about the world famous Chinese Shangri-la. We can learn about its history, location, scenery, and weather. 2.Who first talked about Shangri-la?James Hilton, a British writer, wrote the novel Lost Horizon in 1933. 3.What does the word Shangri-la mean? It means the sun and the moon in one’s heart. Today it has become a common English word, meaning heaven on the Earth. 4. Where is Shangri-la?It is in the southwest of China, 659 kilometers away from Kunming. 5. Try to find out the sentences used to describe the beauty of Shangri-la. ? …from a beautiful picture that will make any viewers speechless. ? …a beautiful kingdom where three rivers joined together, snow-capped mountains reached to the sky, and fields of long grass covered the earth.
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? Lakes, surrounded by vast grasslands, look like jewels. Sheep, cows and horses feed freely on the green grass and the forests around are home to lots of birds and animals. Step 3 Read the passage again and find out the writing features of a travel leaflet.

? brief introduction of the place ? history and specialities ? description of the scenery of the place ? how to get to the place ? what the weather is like (1) Introducing the project: Make a travel leaflet about the place you would like to visit most. (2) Planning Ask students to work in small groups. First let them answer the questions in this part to discuss the place to be designed in the leaflet. Then they should discuss the layout of the leaflet, and divide the work each group member will do to collect the information needed. At last they are to decide when they will finish what they should do. (3) Preparing Students meet, discuss and choose the information each group member has collected. Then they should find photos and artwork to illustrate the leaflet they had made. (4) Producing Students each write a section of the leaflet. They should put what they have written together and add photos or illustrations. They must proofread the story to correct mistakes if there are any. New ideas can be added. Now the leaflet is finished. (5) Presenting Students present their leaflets to the whole class by taking turns to talk about each section of their leaflets. Everyone in each group should have a chance to speak. Ask students to display the whole leaflet for the rest of the class to see. They can put up their leaflets on the walls in the classroom.

Step 4 Homework 1.Do Parts D1 and D2 on page 91 in Workbook.
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2.Review words and phrases in this unit. Good staying with you!Thank you for your cooperation!

Unit 2 Wish you Were here
Task: Planning a holiday for your family ---教案 教案
Teaching aims: Train the students’ listening and speaking abilities. Get the students to talk about planning a holiday. Get the students to write an e-mail. Teaching important points: Finish the task of listening to improve the students’ listening ability. Finish the task of choosing a holiday destination to train the Ss’ speaking ability. Finish the task of writing an e-mail. Teaching procedures:

Step 1 lead in

3 mins

1. What will you do on the coming New Year’s Day? Would you like to travel? 2. If you have a chance to visit some place with your family, which place would you like to travel most? Step 2 A Here are two wonderful places for you to choose. Open your book turn to page33. Read these two leaflets and circle the names of the places mentioned and underline some new words that you don’t know. Adventure on South Island, New Zealand 1.Christchurch 2.Greymouth 3.Queenstown take a River cruise, have a Maori dinner go White-water rafting

Explore Shandong Province 1.Ji’nan Baotu Spring Daming Lake
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The Yellow River 2.Tai’an Mount Taishan South Heaven Gate, sunrise, Dai Temple, teahouse 3.Qufu Confucius

B.Up to now, you have got a general idea of these two places.It’s time for you to draft travel plans for your family to consider. Read the holiday leaflets carefully and fill in as many details as possible. Before starting, let’s look at the first plan together. Destination: the place you will visit Duration: time during which your visit lasts Tour departs:how often the tour leaves Tour leaves on: when the tour leaves Travel Plan 1 (1)South (7)Queenstown (8)traditional Maori (9)Christchurch

Travel Plan 2 12) .Ji’nan (14). Yellow (16). Sunrise (18). Dai (19). Teahouse (20). birthplace C.Listen carefully as the travel agent gives you more information .complete the travel plans above . Travel Plan 1 (2)?17,00 (3)five (4)four (5)train Travel Plan 2 (13)first (15)six Step3 (17)bus (21) ?1,200 (6)Boat (10)weekly (11)Friday

Skills building 2 : forming questions from prompts

Now we have got so much infromation about these two places. Are you eager to visit these countries? Maybe you have already chosen a place to travel. But what about your family? So you have to discuss with your father or mother to take his or her advice.
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Suppose your mother is away on business. You are phoning her to find out about your holiday plan and choose a holiday destination. A:First,please ask your partner some questions according to part A . 1 .Type of holiday 2 . Cost 3 . Places to visit 4. Time 5. Duration What type of holiday do you prefer ? How much will you spend ? Where do you want to go ?/what do you want to see? When do you want to travel ? How long do you want to travel ?

B:Then make up a dialogue and work in pairs as son/daughter and mother . 3 mins are given. Son/Daughter :Mum, what type of holiday do you prefer ?where do you want to go ? Mum: Actually I don’t know . I just want to take an active holiday . …… Now all of your have the final holiday destination. please write an e-mail to your father,who is on a business trip, telling him about the holiday destination you and your mother have chosen for your family. Step4 Skills building 3: writing an e-mail

A:Lead-in:By the way,do you know how to write an e-mail? Points to note: 1. type in the e-mail address of the person you are writing to and the subject of your e-mail 2. don’t have to type in your e-mail address 3. greet the person ( Dear …) 4. start the e-mail ( Hello …) 5. type your first name at the end 6. use contractions( I’m fine ) There are many ways of ending an informal e-mail: All the best Love from Best regards Regards Lots of love Take care 8 mins are given Love Yours

B: E-mailing your father

Write an–mail to your father, tell your father about your holiday destination.
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? ? ? ? ? ?

Where? When? What activities? What ..see…? The duration? The cost?

Possible examples Sample 1 Dear Dad, I’ve looked at several possible places where we can go on holiday and checked Mum’s schedule. We think we should go to Shandong Province because none of us have ever been there before . If we go, we’ll have an active holiday climbing Mount Taishan.Even though there will not be any river cruises, Mum can explore famous lakes and springs in Ji’nan.We can also visit Qufu, the birthplace of Confucius.I think she’d like this.We can travel in Mary, between the 1st and 7th. The trip lasts 4 days and 3 nights. It costs only 1,200 yuan per person, so Mum will be pleased with that. I think this trip sounds very exciting and it sounds just like what you and Mum want. Let me know if I should book it. Bye for now. Love (student’s own name) Sample 2 Dear Dad, I’ve looked at several possible places where we can go on holiday and checked Mum’s schedule. We think we should go to South Island in New Zealand because none of us has ever been there before. If we go there, we can have an active holiday. We can trek through the bush and walk along the beach. And we can go on a river cruise. This is what Mum wants to do. Also we can have a traditional Maori dinner there. We can travel in May, between the 1st and the 7th.The trip lasts 5 days and 4 nights. It costs 7,000 yuan per person. But Mum only wants to spend 3,000 yuan for each. Anyhow, I think
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this trip sounds very exciting and is just like what you and Mum want! Let me know if I should book it. Love (student’s own name) Step 5 think about 1 min

What do you learn from this lesson? Step6 Homework:make a one day tour plan to your hometown.

Unit 2 Wish You Were Here
Reading---教案 教案
Teaching Aims: 1. Revise the reading passage by retelling it. 2. Get the students to grasp the usage of some important words and expressions. 3. Get the students to practice two important drills.

Teaching Aids: 1. The multimedia 2. The blackboard

Teaching Procedures; Step 1 Revision 1. Question: What topic does this letter refer to? 2. Ask the students to retell the three adventurous activities the writer will do during his coming travel in Africa according to the following clues: 1) to travel on camels: where to leave and how to go how and where to travel how long to travel

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2) to travel down the Nile: when and where to start how to travel and why what to wear 3) to travel to see wild animals: where to live what to drink and eat what to buy and why how to get close to wild animals

Step 2 Related language points ---- words and expressions 1. expect e.g. I expect there would be strong agreement about this. TIP: expect + clause expect + n. (sb. / sth.) expect to do expect sb. to do expect so expect not = don’t expect so 2. on camels e.g. Watch out for dangers while traveling on camels. TIP: by camel / on the camel(s) / on camels by bike / on the bike(s) / on bikes by car / in the car(s) / in cars 3. so many exciting places e.g. I feel ashamed that I’ve made so many mistakes. TIP: 1) so many + n. (countable)
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so much + n. (uncountable) so few + n. (countable) so little + n. (uncountable) 2) such little toys 4. on clear nights e.g. The newly-wedded couple often takes a heart-to-heart talk in the moonlight on clear nights. TIP: at night / in the night on a cold night on Saturday night on the night of… 5. go white-water rafting e.g. To our embarrassment, we turned ourselves upside down while doing white-water rafting. TIP: go mountain climbing go house hunting go Internet surfing 6. go on a trip e.g. They are longing to go on a honeymoon trip to Venice. TIP: 1) go on a visit (trip, tour, journey) / visits (trips, tours, journeys) go on duty (strike, business, sale) 2) go on with a visit = continue … 7. include / contain e.g. Whisky contains a large percentage of alcohol. Detailed instructions are included in the booklet. TIP: All the persons, including him, got invited. who include him
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(with) him included 8. get close to e.g. The firefighters couldn’t get close to the burning wreck on time. TIP: 1) be (get) close to adj. 2) follow sb. close behind adv. 3) with one’s eyes closed vt. 4) close v.s. closely 9. scare the animals away e.g. The sight of the snake scared the boy away. TIP: 1) scare…away (off, stiff, to death…) 2) scared / scary 3) scare = frighten 10. supplies of food e.g. The draught-hit areas are more dependent upon supplies of food. TIP: 1) n. a supply of food a food supply supplies of food food supplies 2) vt. supply A to B supply B with A

Step 3 Related language points ---- two important drills
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1. in case + clause e.g. In case anything important happens, please contact me in time. TIP: In case of fire, please call 119. You’d better take an umbrella in case. in this / that / on / any / many case(s) 2. whatever (however) + n.-clauses e.g. I’ll just say whatever comes into my head. Whoever breaks the law should be punished. TIP: whatever / however / … + adv.-clauses = no matter what / how / … Keep calm, whatever happens. = no matter what

Step 4 Multiple choice for consolidation 1. Those flowers are so special that I would do ___ I can to save them. A. whatever C. whichever B. no matter what D. that

2. He sat ___ against the wall and listened to the teacher ___. A. close; close C. closely; close B. closely; closely D. close; closely

3. John may phone tonight. I don’t want to go out ___ he phones. A. as long as C. in case B. in order that D. so that

4. We have ___ in your bill the cost of the teapot you broke just now. A. increased C. contained B. included D. charged

5. You should try to get a good night’s sleep ___ much work you have to do. A. however C. although
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B. no matter D. whatever
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6. A middle-aged woman came ___ to the bus stop only ___ the bus had gone. A. to run; to find C. and ran; finding 7. – Have you heard from Janet recently? -- No, but I ___ her over Christmas. A. saw C. have seen B. will be seeing D. have been seen B. running; to find D. running; finding

8. With ___ electrical equipment, wood and paper in one place, there is a danger of fire. A. so many C. such many 9. On seeing the accident, he felt ___. A. scary C. scare B. scared D. scaring B. so much D. such much

10.The car ___ he goes to school is made in Japen. A. by which C. by that (suggested answers: ADCBA BBBBB) B. in which D. with which

Step 5

Homework

Finish exercises on page 94 to 95.

Unit 2 Wish You Were Here
Grammar and usage ---教案 教案
Teaching Aims: Learn the grammar: future in the past Teaching Points: How to use the future in the past. Teaching Methods: 1 Inductive method

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2 Comparative method Teaching Aids: 1 a multimedia 2 a blackboard Teaching Procedures: Step 1 lead-in Look at the screens, ask students what the tense is. Toby said that he would go and climb in the Himalayas soon. Toby was busy packing, because he was leaving that night. Toby phoned his friend and told him he was going to leave at 10. Toby was just about to dive into the sea when he saw a shark. Toby said goodbye to his friend, not knowing that they were never to meet again. Step 2 presentation We use future in the past or the past continuous tense to: Report a n action in the future from a time when it was still in the future They set off at 9 a.m. and would reach the airport an hour later. Indicate a past intention I was going to leave, but then it rained. Indicate a past arrangement Colin called Jennifer to say that he was seeing her later that afternoon. Mean that the future action actually happened The journey that was to change Toby’s life started in July that year. Step 3 practice 1 Go over Point 2 on page 30 to familiarize students with how future in the past is used in statements. 2 Ask students to finish part B on page 31 and then check the answers with the whole class. 3 Finish the passage according to Paragraph 2 on Page 22. Dear Karen, How are you? I’m going to tell you something about Toby’s adventure in Africa. He said they would leave London on 15th July and they would fly to Morocco, in North
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Africa. They were going to travel on camels through the Sahara Desert. It is the biggest desert in the world---about the size of the US! He expected it would be very hot, dry and dusty there. They would be traveling by camel, with local guides, camping in tents and sleeping on the ground in their big, thick sleeping bags. He had heard that could see beautiful stars on clear nights. He would bring a torch with him so that he would be able to see in the dark. The whole trip would take six days. That meant he would have to sit on a camel for almost a week. He said how uncomfortable it was. He hoped his camel liked him! I will send you some post cards from Toby. Love, Aihua Step 4 summary Make sure students have a better understanding of the different predicate form and the tenses. 1 Toby was busy packing, because he was leaving for Africa. To indicate a past intention 2 Colin called Jennifer to say that he was seeing her late that afternoon. To indicate a past arrangement 3 Toby told Jennifer that he was climbing in the Himalayas the last week of last August. To indicate a past action which continued for some time (used in the indirect speech) 4 While Toby and Colin were traveling in Africa, Jennifer was studying German in London. To indicate a past action which continued for some time 5 When we arrived, Toby and Colin were having supper. To indicate the action started before the action in the past and probably continued after it 6 Toby said that he and Colin would spend the summer traveling. To indicate a past intention 7 Toby’s father would get up early and go fishing on Saturdays if the weather was fine. To indicate a past routine 8 We all tried to stop him from climbing the snowy mountain but he wouldn’t listen to us. To indicate a past obstinate insistence 9 Would you go to Africa with Toby? To indicate an invitation by using the question form
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10 I was going to leave, but then it rained. To indicate a past plan 11 Toby said they were going to visit Africa first. To indicate a past intention (used in the indirect speech) 12 Toby was just about to dive into the sea when he saw the shark. To indicate the action which would happen in the immediate future in the past 13 Toby said they were to climb in the Himalayas after they traveled in Africa. To indicate a past plan 14 They said goodbye, and didn’t know they were never to meet again. To indicate a destiny in the past Step 5 homework Finish C1, C2, D1, D2, on page 96.

Unit 3 Amazing people Part One Teaching Design
Aims and requirements ? Read an article about a famous explorer and an article about a Chinese astronaut ? Listen to a list of requirements ? Talk about famous people and unknown places, and introduce a person ? Write a biographical article ? Interview a professional Procedures

● Welcome to the Unit Step 1 Brainstorming 1. Some amazing people have made our world better through their thoughts and actions. Though Mother Teresa, bill Gates, Beethoven and Zhang Heng are of different times and nationalities, they all devoted themselves to their fields and contributed a lot to the world. Here are some great people in the pictures. Do you know them? (politician, musician, painter, scientist, astronaut and so on) (图片略) They are great and amazing, because they have made the world or China better and changed a lot through their thoughts and actions, as we all know. Do you know some other amazing people
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like them? Yes, there are many in the world. Open your books to page 41, you will find four great people here. Though Mother Teresa, Bill Gates, Beethoven and Zhang Heng are of different times and nationalities, they all devoted themselves to their fields and contributed a lot to the world. Discuss their achievements and express your personal opinions about who you consider heroes/heroines. Try to fully participate and actively discuss your ideas. 2. Read the instructions and focus on the four pictures. Try to think of information you know about each person. I’ll give you a brief introduction first. We are going to talk about four persons. Though they are of different nationalities living in different times, they have a lot in common. What are the common things they share? Try to find the answers by discussing each of the four pictures with your group. Mother Teresa Who was Mother Teresa? How much do you know about her? What contributions did Mother Teresa make to people? When was she awarded the Nobel Peace Prize? Do you think Mother Teresa set a good example for us to follow? Why? What can you learn from Mother Teresa? It is reported that after she died, about 400 important figures including queens, presidents, prime ministers and the former First Lady Hillary Clinton came to pay final tribute to her. Do you think she was worth respecting? Bill Gates Who is chairman of Microsoft Corporation and the worldwide leader in software? Do you agree Bill Gates has had a dramatic effect on the world of computer technology? Give your reasons. What other information have you got about him? Bill Gates and his wife set up a foundation focusing on improving global health. Is Bill Gates one of your heroes? Beethoven What would our world be like if we had no music? How about listening to a piece of music? Are you familiar with the melody? And your feeling? Who wrote it? From your point of view, was Beethoven an amazing person? Was he a musician by nature? Did Beethoven become discouraged and frustrated when he became deaf?
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Do you think his role could be compared with Bill Gates? Zhang Heng Just now we talked about amazing people from other countries. What about the great people in our country? Have you heard of Zhang Heng? How much do you know about him? What do you think of his invention? Is he worthy of being called an amazing person? All pictures What are the common characteristics these four people share? What can we learn from them? Are they your heroes/heroines? Below are some famous sayings or quotes from these famous persons. Please match them. Beethoven 1. Bill Gates Mother Teresa

“One thing I love about this「decade」is this is a period where the reality is driving the expectation.”

2.

“…Music is neither old nor modern: it is either good or bad music, and the date at which it was written has no significance whatever. Dates and periods are of interest only to the student of musical history…”

3.

“The other day I dreamed that I was at the gates of heaven…And St. Peter said, “Go back to Earth, there are no slums up here.” Keys: 1 Bill Gates 2 Beethoven 3 Mother Teresa

Step 2: Sharing information 1. 2. Three or four of you form a group and discuss the three questions please. Please express your opinions on the three questions, especially on Questions 2 and 3. Then talk about the effects of these people’s achievements on our lives. Sample answers 1. 2. Yes. Nowadays we can do shopping at home, borrow books from the library without leaving our home and conclude transactions just by a punch of the keyboard. These may have seemed strange ten years ago, but now computers have turned them into realities. Computers bring a lot of convenience to our daily life. With computers, we can find information we’d like to know; we can solve many complex calculations easily; we can always find solutions to difficult problems. Because of computers, a lot of time and effort have been saved. Work is done more efficiently and communication has become much easier. In the modern age of information, the convenience of computers is self-evident.

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3.

Thomas Edison During his career, Edison patented more than 1,000 inventions, including the electric light, the phonograph and the motion-picture camera. These three inventions gave rise to giant industries---electric utilities, phonograph and record companies, as well as the film industry. All these changed the work and habits of people throughout the world. During his lifetime, he received honours from all over the world.

3.

After class please read Part B in Reading on page 101 in Workbook as your homework to get some information about Albert Einstein, another great man.

Resources Mother Teresa She was born on 27 August, 1910 in what is now Skopje, Macedonia. She received the Nobel Peace Prize for her work with the poor around the world. For more information, check the following website: http://almaz.com/nobel/peace/1979a.html Bill Gates He was born on 28 Oct, 1955 and grew up in Seattle. His father is a Seattle attorney while his late mother was a teacher. He discovered his interest in software and began programming computers at the age of 13. For more information, check the following website. http://www.microsoft.com/billgates/bio.asp Ludwig Van Beethoven He was born on 17 December, 1770 in Bonn. His father and grandfather were court musicians and both influenced him a lot. He carried on the family tradition in exemplary form and became one of the world’s greatest composers. For more information, check the following website: http://www.lucidcafe.com/library/95dec/beethoven.html Zhang Heng He was born at the time of the Eastern Han (sometimes called Later Han) Dynasty. He invented the first seismograph for measuring earthquakes. For more information, check the following website: http://www-gap.dcs.st-and.ac.uk/~history/Mathematicians /Zhang_Heng.html

●Word power
Boys and girls, look at the screen, please. Can you tell us their jobs? ( model, farmer, composer, driver, worker, teacher, air hostess and soldier)

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Word power in this unit deals with different expressions related to jobs. Try to increase your vocabulary by learning rules of word formations, such as adding suffixes to verbs, nouns and adjectives to form nouns. Practice and reinforce new vocabulary by doing the exercises. Try to acquaint yourselves with these different expressions and express opinions about your favorite jobs. Step 1: Brainstorming 1. make a list of jobs you are familiar with. Then exchange your opinions about the reasons for your favorite jobs. list of jobs__________________ your favorite job _______________ reasons for the favorite job______________ 2. Think of rules for word formation you know and try to give examples of these rules. For example: beauty→beautiful strange→strangely operate→operation speech→speechless

comfortable→uncomfortable Step 2: Vocabulary learning

1. Please look at the rules for word formation listed in the book. And try your best to think of more words that fit the rules. For example: + er bank→banker compose→composer edit→editor think→thinker sail→sailor depend→dependant science→scientist technique→technician

+ or educate→educator + ant assist→assistant + ist art→artist

serve→servant

chemistry→chemist

+ ian music→musician history→historian

2. Complete Part A first and then we we’ll check the answers together. Answers A (1)teacher (2)actor (3)electrician (4)artist (5)photographer (6)musician

3. Focus on Part B and try to guess the meanings of all the words. I’ll give you some explanations first: A principal is a person who is in charge of a university, college or school. A composer is a person who writes music. A sculptor is a person who has the talent of making solid objects representing people or animals out of stone, wood, clay, etc. An accountant is a person whose job is to keep and check financial accounts. 4. Complete Part B together. Any different answers are welcome. Answers

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dealer

sculptor the arts education business accountant manager librarian principal professor musician composer Job words

Step 3: Vocabulary extension 1. Focus on Part C and complete it individually. Don’t forget to give your reasons for the jobs you choose. You may provide as many reasons as possible. Sample answers C I’d like to be a librarian because I love reading books. It’s usually very quiet and peaceful in the library, with a variety of books on different subjects. 2. Please think about the different qualities we have to possess in order to take up a specific job. As you mentioned, you’d like to be a teacher. Then, in your opinion, what qualities should you possess in order to be a teacher? Do you think it’s easy to be a good teacher? 3. Please read the article in Part A in Writing on page 103 in Workbook to learn how to write an article to describe a person. Then do Part B on the same page. Answers Part B (P103) Jiang Tianyi, first prize winner

Jiang Tianyi, a sixteen-year-old boy from Class 5, Senior High 1, has won first prize in the Jianghai Web Page Design Competition held last week.

A total of 356 contestants from all walks of life took part in the competition, which required them to use Flash to make a web page.
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Jiang Tianyi has been interested in computers for quite some time. He’s also interested in English. His favoutite lessons in school are Maths and Science. In his spare time, he likes to play football and Chinese chess.

Jiang Tianyi attended the No. 1 Primary School and No. 1 Secondary School in Jianghai City. He dreams of going to the best university when he graduates from high school. His goal is to have a successful career in the IT industry. Step 4: Exercises A. Give the noun form of the following word to express the occupation or station. (1) examine (2) art (7) design (8) beg (3) build (9) dive (4) chemistry (10) invent (5) conduct (6) dance (14)

(11) translate (12) physics (13) lead (18) sail

library (15) employ (16) piano (17) prison

(19) serve (20) discover (21) technique (22) win (23) visit (24) operate B. Choose the proper words for the blanks. (1) west, western, westerner Some _______ forms of greeting are not used in the East. A ______ may find that traveling in Asian counties is quite an experience. (2) compose, composer, composition Beethoven was one of the greatest ______ in the world. He played a piano piece of his own _______. (3) advertise, advertiser, advertisement If you want to sell your house, you may put an ______ in a newspaper. Factories often ______ their goods on TV or over the radio. An _______ always uses various means to attract the public attention. (4) create, creative, creation, creator The invention of steam engine led to the ______ of modern machine. It is essential to develop a student’s _______ ability. The people are the _______ of history. Answers A (1) examiner (2) artist (5) conductor (10) inventor (3) builder (4) chemist (8) beggar (9) diver (14) librarian (15) employer,

(6) dancer (7) designer

(11) translator (12) physicist (13) leader

employee (16) pianist (17) prisoner (18) sailor (19) servant (20) discoverer (21) technician (22) winner (23) visitor (24) operator

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B (1) western , westerner (2) composers, composition. (3) advertisement, advertise, advertiser (4) creation, creative, creators

Project— Project—Interviewing a professional
The project in this unit is designed to let you interview a professional and create a wall display through practicing English. The reading material about Yang Liwei here is a sample for you. Try to learn how to talk about and write an article about a professional. The purpose of this section is to let you use what you have learned in this unit to complete a group project. During the course, discuss who you’d like to interview. You are not only to search for as much information about the person as you can, but also to choose useful information and do some speaking and writing. Learn to cooperate and fulfill each part of the assignment. By doing the project, you will learn more about successful professionals as well as more about why they are so successful. 1. Reading

杨利伟拍摄的美丽的地球家

俯瞰大西洋

杨利伟在失重状态下 吃航天食品——椰蓉馅月饼

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电池和医监医药包在失重状态下浮在空中 中国人从太空问候世界 北京时间 10 月 15 日 18 时 40 分, 中国培养的第一位航天员杨利伟从太空向世界各国人 民问好,并在舱内并列展示了五星红旗和联合国旗(摄于北京航天指挥控制中心大屏幕)。 1) Please read the article about Yang Liwei and jot down the main idea of each paragraph. Then we’ll check the answers together. Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5 Introduction of Yang Liwei’s space exploration. Yang Liwei’s childhood. Yang Liwei began his training as a Chinese astronaut. Yang Liwei was chosen to be the first astronaut for the Chinese space mission. Conclusion of Yang Liwei’s space exploration.

2) Try to find some information about the following numbers. 1965 born 1983 joined the army 1987 became a fighter pilot 1998 chosen as a member of Shenzhou 1,500 the number of candidates to choose from Sep.2003. 3 were piced for the space adventure 15, Oct, 2003 carried out the journey into space the number of the persons ever in space 241st 3) Let’s talk more about Yang Liwei and other explorers. Try to list what is required of an astronaut both physically and mentally. 2. Exercise 1)Write a short passage about Yang Liwei One possible version: Yang Liwei was the first Chinese who went into space. On 15 October 2003, he left the earth. His journey into space took him 600,000 kilometers in orbit, around the earth 14 times, in just over 21 hours. Yang Liwei, born in 1965, became interested in flying as a young boy. In 1983, he joined the army and then finished his university study at the No. 8 Aviation College. After graduation, he became a fighter pilot. In 1998 he was chosen as a member of Project 921, which is now called Shenzhou. Through hard working Yang won his position as China’s first astronaut Now all we Chinese are proud of Yang Liwei. Especially the young respect him as their hero. 2)Finish Part B on P59 3. Interviewing a professional 1) Planning To plan the interview, you need first to work in groups and discuss who you would like to choose to interview. Also you need to discuss what background information to find to make your wall display interesting. 2) Preparing To prepare the interview, the group members responsible for researching information about the professional should collect the useful information and provide it to those responsible for preparing
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questions. Those responsible for conducting the interview and taking notes at the interview discuss with the whole group to choose what information about the person can be used in the report and the wall display. If possible, using some photographs of the professional may have better effect. 3) Producing In the producing step, you are to write the story about the professional based on the interview note and draw appropriate pictures that illustrate the experience of the person. After you finish your work, the whole group should proofread to correct any mistakes and add any new ideas. 4) Presenting Now time came for you to present. One of you in each group will present your story to the class. Everyone should get well prepared to speak. Then you can put your displays on the walls for the whole class to read.

●Task writing a biographical article
This section consists of a series of activities which provide opportunities to learn and practice language skills. Each of the three steps is preceded by a skills building activity. Try to learn how to write a curriculum vitae and a biographical article. Skills building 1: listening for figures In this part you will learn when to use cardinal numbers or ordinal numbers and how to identify specific numbers when listening. You will also learn what words or phrases can be used to express an approximate number or to modify a number. Listen to an interview and fill in the figures you hear. 1. First let’s review different forms of numbers. Please give the ordinal form of the numbers below. ① 1-12 Cardinal numbers one two three four five nine twelve Ordinal numbers first/1st second/2nd third/3rd fourth/4th fifth/5
th

formation 1. 序数词 1-3 为特殊变化 2. 4-12 在基数词词尾加-th 构成。 注意 fifth, ninth, twelfth 的词形变 化。

ninth/9th twelfth/12th

② 13-19 基数词在数词 3-9 后加-teen 构成, 其中 13 和 15 发生拼写变化, 分别为 thirteen, fifteen 13-19 序数词在基数词后加-th 构成。如:thirteen--thirteenth ③ 20-90 整十位数在基数词 2-9 之后加后缀-ty 构成,其中 20,30,40,50 拼写发生变化, 分别为 twenty, thirty, forty, fifty; 构成序数词时, 将词尾 y 变成 i 加 eth, 如: sixty—sixtieth/60th 十位数之间的数,由十位数加个位数构成,中间用连字符号。构成序数词时,十位数用 基数词表示,个位数用序数词表示。如:21/ twenty-one→twenty-first/ 21st
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Note: When we talk about the date or want to talk about something in order, we use ordinal numbers, for example, 1st January, on the third floor, the second one on the left, etc. We can use numbers to talk about time, date, age, price, street number, percentage, etc. 2. Go over Points 1 to 3 on page 52. Pay special attention to the word stress when listening to the numbers, such as fifteen and fifty, eighteen and eighty. 3. Look at Point 4 to learn how to express an approximate number or modify a number. 1. Listen to the tape and fill in the figures you have heard.

Tapescript Interviewer: Welcome to Spotlight. Today’s interview is with the famous balloonist, Steve Fosssett. Welcome, Steve. Steve: Hello.

Interviewer: So when did you first become interested in balloons, Steve? Steve: I started becoming interested in balloons quite late in life. It was in my late thirties.

Interviewer: How long have you been a balloonist? Steve: For ten years.

Interviewer: You’ve only just recently managed to achieve your dream of flying around the world, at the age of fifty-eight, haven’t you? Steve: Yes. I have, finally. That was the sixth time I tried.

Interviewer: I also know that you’re quite a good swimmer too. Would you like to tell us something about that? Steve: Sure. I swam across the English Channel between France and England in nineteen eighty-five. Interviewer: And you’ve broken fourteen world records too. How do you do it? Steve: Just the usual hard work and practice, like everything in life.

Interviewer: Thank you, Steve. That’s all we’ve got time for today. Goodbye.

Answers (1)30s/thirties (2)10/ten (3)58/fifty-eight (6)14/fourteen (4)6th/sixth

(5)1985/nineteen eighty-five

Step1: finding a speaker for your school Listen to the headmaster to fill in the note. The headmaster wants a person to speak to the school. He will talk about what kind of person he needs. Listen carefully and complete an advertisement with what you have heard. 1. Listen to the tape and fill in the note sheet in Part A on page 53.

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Tapescript Headmaster: I have been thinking about what kind of speaker we should invite to the school. I want you to look for someone young enough that students can relate to him or her. It does not matter if the person is a man or a woman, but they should be no older than thirty-five. But, they do need to be old enough to have done something exciting or important, so they should be at least eighteen years old. So, older than eighteen but younger than thirty-five, and if they have some experience as a speaker already, that would be helpful. I think I’d also prefer to have someone who is Chinese, so the students can really understand his or her experiences. Yes, a Chinese person is preferred, but he or she must be able to speak both English and Putonghua. Now, there are certain things you need to look for. We can’t pay travel money or for a stay in a hotel, so we need someone who is from Nanjing. This person will need to be here sometime between the thirtieth of May and the second of June. It doesn’t matter which day, as long as it’s between those dates, and he or she can speak for three hours, from ten a.m. until one p.m. The speech should last for two hours and there should be one hour kept for questions and answers with the students. Hmm, what else? The only other thing I can think of is what the person is like. The person we choose must be friendly and outgoing and happy to spend time talking with the students at our school. Now, if you can write up an advertisement for me, that would be really helpful, Thanks!

Answers A 1. 18,35 2. Nanjing 3. 30th, 2nd 4. 10, 13 5. two, one 8. Chinese

6. exciting, important 9. helpful

7. English, Putonhua

10. friendly

2. Please use the information you get from the tape to complete the advertisement in Part B on page 53. Answers B (1)important (2)(your school name) (3)June (4)18 (5)Nanjing

(6)English/Putonghua

(7)Putonghua /English

(8)outgoing

Skills building 2: reading a CV Here we will learn what a CV (curriculum vitae) is and what should be included in a CV so as to know how to read a CV in English. 1. Do you know what a CV is and when a CV is needed? (A CV is a summary of one’s education and work skills. CV stands for curriculum vitae. When one wants to get a job, his/her CV will be presented to the employer. So a CV is very important if he/she wants to get the job.)

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2.

Go over the six points on page 54 that describe what a CV should include and should not include. Pay attention to the order in which education and experience are listed on a CV. Note that if someone wants to find a job, his or her CV usually includes Identification, to tell others who you are and how to contact with you; Objective, to tell the kind of job you want to get. This item can be omitted sometimes; Education, to list the names of the schools at which you studied and the graduation dates. The name of the most recent school should be listed first, and then the second most recent one. The first school that you went to should be the last one written down; Experience, to tell your past jobs, company names, location and position held for past jobs, other experiences, such as work, either professional, internship or volunteer. Note that experience related to the job being applied for should be listed first, and any other experience related to the job wanted can be listed. The most recent one should be listed first; References, to tell the names of the persons who once worked or studied together with you and their contact information. This is usually done when requested. The referees should never be your family members; and at the end of a CV, there’s usually the item Other, to tell the honors you’ve got and activities you have taken part in, your hobbies and interests.

3. To make sure that you know how to write a curriculum vitae, I’d like to leave you 5 minutes or so to write a CV about yourselves and then present it to the class. 4. Go over the CV excerpts on page 54 individually and explain the reasons for your choices. Answers 1 1994-1998 Beijing University 1990-1994 No.1 High School 2 Wang Bing ﹡123 Nanjing Road ﹡5555 8920 ﹡wbing@getajob.com 3 Referees: English teacher Ms Lu Xia 5555 4334 Mr Zhang Xi 5555 5433 Step 2: introducing a speaker In this part you are asked to introduce a speaker according to a CV to develop your speaking skills. You will first read the CV and take some notes. Then talk about the person in pairs according to the notes you have taken. 1. Read the CV in Part A on page 55, take notes individually, and then list the information you find, such as the person’s name, address, age, nationality, experience abroad, language, education, work experience and interests, including personality. Note that western people usually use Mandarin instead of Putonghua when referring to the Chinese language.

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Whether you think the person is fit for the principal’s requirements or not and why? You may look at page 53 to review what the principal’s requirements are. Answers 1. Gao Jian 2. 9407 Zhongshan Nan Road ﹡Flat D﹡Nanjing﹡China 3. Female 4. 29 (Born in 1975) 5. Putonghua (native); English (fluent) 6. 2002-2003 Was a Goodwill Ambassador for China Travelled around the world giving speeches and introducing Chinese culture 2002 Started a school to help students get accepted to study-abroad programmes

1998-2002 Worked as an English teacher in a college 1981-1991 Lived in Australia

7. BA in English; Goodwill Ambassador for China; start a school; a college teacher for years 8. Travel and adventure 9. Friendly, outgoing 2. Work in pairs to practice what you should say to the principal about the candidate. Then I’d like some of you to present your speech to the whole class. You may begin your speech like this: I think we have got a good person to speak to the whole school. Her name is… Possible example I think we have got a good person to speak to the whole school. Her name is Gao Jian. She is 29 this year and lives in Nanjing. She lived in Australia from 1981 to 1991. Then she came back and studied in Nanjing No.5 High School. She graduated from Beijing University in 1998. After graduation she worked as a Goodwill Ambassador for China. She traveled around the world giving speeches and spreading knowledge about Chinese culture. She is good at not only Chinese but also English. I think her experiences are exciting and will inspire our students. Skills building 3: organizing information In this part you will learn how to group pieces of information about a person into three different sections and how to organize the information in a logical order. You are to organize some notes about a famous woman scientist, Dian Fossey, into the appropriate sections. Then you will put some paragraphs in the correct order to complete an article. 1. First let’s read Points 1,2 and 3 on page 56 to learn more about how to group the information into different sections and how to organize the information in a logical order.

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When we want to write an article about a person, we usually divide the article into three sections: introduction, body and conclusion. Before writing, we should know who we are writing the article for. Introduction: Who we are going to write about and why we are writing about him/her. Body: Details about the person, for example, what he/she did, what he/she said, his/her opinions, the facts, the statistics, etc. Conclusion: The important result of his/her deeds and what people think about him/her. 2. Next let’s go over Part A on page 56. Work in pairs first to group the notes given into three sections. Then we’ll check the answers together. Answers A 1B 3. 2B 3B 4B 5B 6B 7B 8B 9I 10 I 11 C 12 C

Please go over the six paragraphs in Part B on page 57 and explain the reasons for your answers.

Answers B E→C→B→A→D→F Paragraph E tells us who the passage is about. Paragraph C, B, A and D tell us some detailed information about the person in the order of the events that happened. Paragraph F is the conclusion of the whole passage. Step 3: Writing a biographical article We have learned how to group and organize information about a person, so please write a biographical article for the person you have dealt with in Step 1and 2. You may use the article about Dian Fossey as a sample to write this article. 1. Go over Step 3 to learn what you will do. Try to find all the information about Gao Jian you can get in Steps 1 and 2. 2. 3. Please write a biographical article about Gao Jian for the school newspaper. Please do Parts A and B in Listening on page 102 in Workbook. After you finish the note sheet through listening to a radio programme and a conversation, you should finish the letter in Part C on the same page. Possible example We are going to invite Ms Gao Jian to our school to give a speech at the end of this month. She once lived in Australia and has traveled around the world. She is friendly and outgoing. She knows China and Chinese culture quite well, and she also knows about the world. She was born in Yangzhou. In 1981 she went to Australia and lived there until 1991. Then she came back to China and studied in Nanjing No.5 High School. She is good at both Chinese and

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English. She studied English Language and Literature in Beijing University from 1994 to 1998. After graduation, as a Goodwill Ambassador for China, she traveled around the world giving speeches and introducing Chinese culture. She likes travel and adventure. In 2002, she started a school to help poor students get accepted to study-abroad programmes. She will talk about studying in foreign countries, as many students are thinking about this. We are looking forward to her coming.


Step 1: Lead-in

Reading The curse of the mummy

We all know that Egypt is one of the 4 ancient civilized countries. Do you know what Egypt is famous for? (Yes, pyramids and Sphinx.) As we all know, the Pyramid is one of the 7 wonders in the world. Have you ever read or thought about what is inside the Pyramids? Look at the screen, please. Today we’ll come to the text The curse of the mummy. The passage is about a famous explorer who, with the assistance of Lord Carnarvon, led a team to Egypt and made some unexpected discoveries in tombs. It still remains a mystery how one of his discoveries led to illness and death for many of his team members. Step 2: Fast reading for general ideas 1. Pay attention to the Reading strategy first before skimming the passage. 1) The article you are going to read is about a famous explorer who worked in Egypt. Read the article and make connections between the title and the explorer. Use your imagination and express your opinions freely with each other. What might be the connections between ‘The curse of the mummy’ and the famous explorer? Why does the writer choose ‘The curse of the mummy’ as its title here? Do you think the title can grab your attention and arouse your interest? From your point of view, what might be dealt with in the following article? Can something like the explorer’s hobbies, his experiences of adventures, his achievements be covered in the article? 2) You’ve done a good job, expressing your opinions about the relationship between the title and the explorer and predicting the main contents of the article. That’s great. But to be more specific, can you anticipate what might be covered in the first paragraph of the article? 3)Please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions. What’s the first paragraph about? Is it the beginning of a story? What does the writer tell us about the explorer in the first paragraph? What words do you think are useful for you to predict the ideas included in the passage?

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Now you may find the first paragraph serves as a general introduction of Howard Carter, and please pay attention to the key words in the first paragraph on the blackboard: famous, brave, adventurous, amazing 4) With the help of the key words, you may predict the content of the paragraphs that follow. What are the following paragraphs likely to do? Will they give specific examples to support the general description of Howard Carter? Exchange your ideas with your partners and then check your prediction by reading the following paragraph. 5) Now let’s focus on Reading strategy to review the skills of how to predict information in an article. 2. Skim the passage and complete the three questions in Part A. Answers A 1. The article is about a mummy’s curse. 2. The name of the Egyptian King was Tutankhamun. 3. They fell ill and died. Step 3: Detailed reading for important information 1. Now please reread the passage and identify which statements are true and which are false. Then complete Part C1 on P44 individually. Answers C1 1 F 2 F 3 T 4F 5F 6T 7F 8F

2. While reading please identify the relationships between these characters and try to retell the passage according to the following diagram. Characters George Gould Lord Carnarvon a British man interested in Egypt offered Carter money to explore the mysterious; be present at the opened tomb Howard Carter a famous explorer especially for the discovery of King by the 1920s searched for the tombs in 1891 set sail for Alexandria, Egypt seemed nothing to do with the tomb a fever Who was he? a friend of Carnarvon What did he do? visited the tomb How did he die? a high fever

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Tutankhamun’s tomb

of the Egyptian kings in 1922 found the tomb of King Tutankhamun

Richard Bethell

Carter’s secretary

entered the tomb

heart trouble

3. Words processing. Step 4: Post-reading activities 1. interview A---the spokesman of Howard Carter B---a journalist B will ask A the following questions: 1) What kind of person do you think Howard Carter is? Why? 2) To be a qualified explorer, what kind of personality do you think he/she should have? 3) Do you think the personality of Howard Carter has had a positive effect on his discoveries? 4) As for students, what sorts of personalities does a student have to possess? 5) Compared with the amazing persons such as Mother Teresa, Bill Gates, Beethoven, Zhang Heng, do you think Howard Carter is as great as them? 6) Do you think the mummy’s curse really exists? Why? 2. Write a summary about Howard Carter in a few sentences. 3. Focus on Part F and make up a dialogue as the example shows. 4. Do with Parts A1 and A2 on page 96 in Workbook to get more familiar with the text and the words in it. Answers A1 1. curious 6. preserved 2. emptying 3. examined 4. fresh 5. present

7. adventurous 8. resulted 4. believe, belief 8. full, fully

A2 1. died, death 2. discovered, discovery 3. breathing, breath 5. short, shortly 6. strangely, strange 7. explorers, exploring

5. Read Part A in Reading on page 100 in Workbook and answer the questions. Answers 1. They cared about the stomach, lungs and liver because they put them in special bottles.

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They didn’t care about the brain because they just threw it away. 2. First, they removed the liver, stomach and lungs. Then they wrapped the body carefully and placed caps on the fingers and toes. They decorated the body before placing it in the tomb. 3. Many mummies were taken by foreign explorers and people used them to make medicine. 4. The Egyptians thought they would be questioned by their gods. If the gods were happy with a man, then he could begin his second life. Each hour of this second life was as long as the man’s whole life on earth. 5. He doesn’t know if he could get a second life after being questioned by the gods.

● Grammar and Usage
Here we will learn to recognize situations where the past perfect tense is used and the time expressions used together with the tense. We will also see how the tense is formed. You will read two stories and complete them using the correct verb forms. Pay attention to the differences between the past perfect tense and the simple past tense. Step 1: Past perfect tense Past perfect tense is used to indicate that one action occurred before another action in the past. In other words, past perfect tense indicates the first of the two actions. Form of Past Perfect [had] + [past participle] Examples: I had studied a little English when I came to the U.S. They had never met an American until they met John.

The past perfect tense is often used with the simple past tense. If one action happens before another in the past, the past perfect tense is used.

The past perfect tense shows us 过去的过去

past

present

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T he past pe rfe c t te nse use d in re porte d s pe e c h Past
They emptied the tomb of everything it contained Carter said that they had emptied the tomb

Present

“We emptied the tomb of everything it contained,” said Carter. Carter said that they had emptied the tomb of everything it contained

T h e u s e o f th e pas t pe rfe c t te n s e s im pl in d ic ate s th at an y ac tion c om e s b e fore an oth e r pas t ac tio n .

I had done my homework this morning before I went to the museum.
happen before

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u s e d w ith tim e e xpre s s io n s s u c h as wh e n , afte r, b e fo re , as s o o n as , u n til b y, fo r an d al ady , re
Then a few months after Carter had opened the tomb, Lord Carnarvon fell ill with a fever and died.

Past

Present

Carter opened King Tutankhamun’s tomb

Lord Carnarvon died

Note: When you are using a verb tense with more than one part such as Past Perfect (had met), adverbs often come between the first part and the second part (had never met).

USE 1 Completed Action Before Something in Past The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past. Examples: I had never seen such a beautiful beach before I went to Kauai. Had you ever visited the U.S. before your trip in 1992? Yes, I had been to the U.S. once before in 1988. USE 2 Duration Before Something in the Past (Non-continuous Verbs) With Non-progressive Verbs and some non-progressive uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past. Examples: We had had that car for ten years before it broke down. By the time Alex finished his studies, he had been in London for over eight years. IMPORTANT Specific Times with the Past Perfect Unlike the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary.

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EXAMPLE: She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. If the Past Perfect action did occur at a specific time, the Simple Past can be used instead of the Past Perfect when before or after is used in the sentence. The words before and after actually tell you what happens first so the Past Perfect is optional. Both sentences below are correct. EXAMPLE: She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. She visited her Japanese relatives once in 1993 before she moved in with them in 1996. HOWEVER If the Past Perfect action did not happen at a specific time, Past Perfect MUST be used at all times. Compare the two sentences below.

EXAMPLE: She had never seen a bear before she moved to Alaska. Correct She never saw a bear before she moved to Alaska. Not Correct ACTIVE / PASSIVE FORMS of Past Perfect EXAMPLES George had repaired many cars before he received his mechanics license. ACTIVE Many cars had been repaired by George before he received his mechanics license. PASSIVE Step 2: Practice 1. Read Point 1 on page 48 to see which action happens first in the sentence given. Note that the past perfect tense is often used with the simple past tense. If one action happens before another in the past, the past perfect tense is used. So these two tenses are often used together. Look at the diagram in Point 1 first, and then read the example sentence. Note how the past perfect tense is used with the simple past tense. 2. Read the following two sentences to see how the predicate is changed when the sentence is turned from the direct speech into the indirect speech. Toby said, “I will/shall not be in London next week.” Toby said that he would not be in London the next week. Next let’s look at another two sentences: Toby said, “I went to Africa a month ago.” Toby said that he had gone to Africa a month before. So you see if a sentence which uses the simple past tense in the direct speech is changed into the indirect speech, it will use the past perfect tense. Now go over Point 2 on page 48. 3. Go over Point 3 to see in what situation the past perfect tense can be used. 4. Please talk about what time expressions can be used with the past perfect tense and how the tense is formed. Then we’ll go over Points 4 and 5 on page 48.

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Step 3:Present perfect or past perfect? We’ve learned both the present perfect tense and the past perfect tense, but do you know when to use the present perfect and when the past perfect. 1. Please go over the guidelines and the example sentences on page 51 and identify the differences between the present perfect tense and the past perfect tense. Look at the examples: Howard Carter is one of the most famous explorers the world has ever known. Not long after the tomb had been opened, people in Carter’s team began to fall ill and die strangely. Now from the following diagrams you can see the different times of each example sentence given. Howard Carter became famous

Future Past Present

Present Past The tomb had People began to fall been opened. ill and die strangely. 2. Please read the following two sentences and identify the differences between them: Toby said, “I have stayed in Africa for more than a month.” Toby said that he had stayed in Africa for more than a month. Note that when we change a sentence from the direct speech into the indirect speech like this, the tense will be changed from the present perfect tense to the past perfect tense. Step 4: Consolidation 1. Go over the notes about Amelia Earhart on Page 49 to see who she was and what happened to her and then complete the story. Answers A. (2)moved (3)had, taken (4)had become (5)had met (6)had begun (7)had started (8)had, gone 1. Please read Part B on page 50 and complete the passage using the simple past tense or the past perfect tense. Answers B (1)surprised (5)had wanted (9)survived (2)was built (3)spent (4)was finished (6)had received (7)arrived (8)had hit (10)had searched (11)used (12)had caused

2. Look at the four pictures with sentences in the direct speech. Then complete the article using the past perfect tense by changing the sentences into the indirect speech.

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Answers: (1)had failed

(2)had tried

(3)had heard

(4)had caught (5)had showed/shown

4. To know more clearly about the differences between the simple past and the past perfect, do Part C1 on page 98 in Workbook. Answers 1. flew, had done, kept, had hoped, believed 2. went, slept, had fell, broke 3. went, had planned, was, woke, noticed, had happened 4. landed, managed, had travelled 5. Fill in the blanks with proper forms of the verbs. (1)I asked him to let me drive as he ___________ for hours. (drive) (2) Since you ________ the rules, you can correct these grammatical mistakes by yourselves. (learn) (3) They _______ because their schoolbags are still in their desk. (not leave) (4) Mr Bell,, who I ___________ to London, still lives in Liverpool. (think, move) (5) When the noise _______ down, the schoolmaster began his speech. (die) (6) It _________ cold this year, I wonder when it is going to get warmer. (be) (7) I _________ cakes. That’s why my hands are all covered with flour. (make) (8) When I got back, they _______ down most of the houses in the street. (pull) (9) It was not until I _________ your letter that I knew the truth. (read) (10)The lady has been to the shop several times, but she ___________ anything. (buy, never) Answers (1) had been driving (2) have learned (3) have not left (4) thought had moved (5) had died (6) has been (7) have been making (8) had pulled (9) had read (10) has never bought

Resources When we change the sentence that someone said using the present perfect tense in direct speech into indirect speech, the past perfect tense is used. “I have never visited the Great Pyramid, but I have read a lot about it,” he said to me. He told me that he had never visited the Great Pyramid, but he had read a lot about it. The time markers like by now and by the end of last year etc. can help us distinguish the two tenses. We have received more than ten letters from him by now. We had received five letters from him by the end of last year. When we talk about an action that began in the past and lasts until the present, we use the present perfect tense. When we talk about an action that ended at a time in the past, we use the past perfect tense. Step 5: Grammar execises I. Relative items in recent years’ college entrance examinations: 1. All morning as she waited for the medical report nervousness______.(2003 全国)
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from

the

doctor,

her

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A. has grown B. is growing C. grew D. had grown 2. The news came as no surprise to me. I _______ for some time that the factory was going to shut down.(2003 北京) A. had known B. knew C. have known D. know 3. I thought Jim would say something about his school report, but he _______ it.(2003 上海) A. doesn’t mention B. hadn’t mentioned C. didn’t mention D. hasn’t mentioned 4. I arrived late; I ______ the road to be so icy. (2004 北京春招) A. wouldn’t expect B. haven’t expected C. hadn’t expected D. wasn’t expecting 5. My mind wasn’t on what he was saying so I’m afraid I ______ half of it.(2004 全国,30) A. was missing B. had missed C. will miss D. missed 6. The crazy fans _______ patiently for two hours, and they would wait till the movie star arrived.(2004 重庆,22) A. were waiting B. had been waiting C. had waited D. would wait 7. He kept looking at her, wondering whether he ______ her somewhere.(2004 湖北,22) A. saw B. has seen C. sees D. had seen 8. ---George and Lucy got married last week. Did you go to their wedding? ---No. I _______. Did they have a big wedding? (2004 湖北,33) A. was not invited B. have not been invited C. hadn’t been invited D. didn’t invite 9. I ______ Bill this morning, but I ______ him since. A. have seen; haven’t seen B. saw; haven’t seen B. saw; didn’t see D. had seen; haven’t seen 10. ---Dad, do you know I had long been looking forward to your staying with me for the last weekend? ---Sorry, son. I ______, but I was just too busy. A. had really wanted to B. have planned to C. have intended to D. had hoped me to 11. He _________ more that 5,000 English words when he entered the university at the age of 15.(2005 北京卷) A. has learned B. would have learned C. learned D. had learned 12. When the old man ______ to walk back to his house ,the sun _____ itself behind the mountain. (2005 湖北卷) A.started ;had already hidden B.had started ;had already hidden C.had started ;was hiding D.was starting; hid before. 13. The young girl sitting next to me on the plane was very nervous. She (2006 广东) A. hasn't flown B. didn't fly C. hadn't flown D. wasn't flying 14. I was giving a talk to a large group of people, the same talk I_______ to a dozen other groups. (2006 湖南) A. was giving B. am giving C. had given D. have given 15. John, a friend of mine, who got married only last week, spent $3,000 more than he _______ for the wedding. (2006 全国 II) A. will plan B. has planned C. would plan D. had planned II. Filling the blanks with proper tense.(Simple Past / Present Perfect / Past Perfect) 1. When I (arrive) ______home last night, I discovered that Jane (prepare) ______a beautiful candle-lit dinner. 2. Since I began acting, I (perform) ______in two plays, a television commercial and a TV drama.
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However, I (speak, never even) _______publicly before I came to Hollywood in 1985. 3. By the time I got to the office, the meeting (begin, already) ______without me. My boss (be) _____furious with me and I (be) ______fired. 4. When I (turn) _____the radio on yesterday, I (hear) ______a song that was popular when I was in high school. I (hear, not) ______the song in years, and it (bring) _____back some great memories. 5. When Jack (enter) ______the room, I (recognize, not) ______him because he (lose) ______so much weight He looked totally different! 6. The Maya established a very advanced civilization in the jungles of the Yucatan; however, their culture (disappear, virtually) _____by the time Europeans first (arrive) ______in the New World. 7. I (visit) ______so many beautiful places since I (come) ______to Utah. Before moving here, I (hear, never) _______of Bryce Canyon, Zion, Arches or Canyonlands. Keys: I. 1-5 CACCD 6-10 BDCBA 11-15 DACCD Keys: II. 1. arrived, had prepared 2. have performed, had never even spoken 3. had already begun, was, was 4. turned, heard, had not heard, brought 5. entered, didn’t recognize, had lost 6. had virtually disappeared, arrived 7. have visited, came, had never heard

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