Teaching aims:
1 Encourage students speak out to practice their oral English.
2 Arose their interest in learning this unit through activities.
3 Deal with some words for the reading
Teaching important points
Know something about different kinds of languages
Teaching difficult points:
Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life.
Teaching methods:
Pair and group work
Teaching aids:
Blackboard
Teaching procedures
Step 1 Lead-in
Show the students a piece of paper money,then ask them the following questions:
I.
How many languages are there on the paper money?Do you recognize all the languages on it?What are they ?
What is Braille?
Who invented Braille? II.
What does this sign mean in Britain?
Do you think the same sign means the same to people all over the world?
Can you show some examples and explain them?
Who needs to use sign language a lot in their daily life?
III
:- ) 1 What does this emoticon mean?
2 What is an emoticon?
3 When do people usually use this kind of language4 Can you give me some other emoticons?
:-( :-O :-D
:-P 8-) :~-(
IV.
Do you believe animals can ‘talk’?
How do animals communicate with others?
Can you give some examples?
How do bees communicate with each other?
Step 2 Learn more informationRead the article on Page 102 in their workbook. They will learn more information about the language of bees.
Step 3 Sharing informationEncourage them to discuss the three questions listed under the five pictures on P21.
Have students exchange their opinions and make sure each individual has a chance to express themselves.
Period 2 Reading Teaching aims:
1 know how to read a history article with the help of a time chart.
2 gain an overall understanding of the article and enhance reading abilities.
3 learn to adopt different ways to read different types of articles.
4 master the usage of the new words and phrases.
5 get a better understanding about English culture
Teaching important points
Teaching difficult points:
Teaching methods:
Pair and group work
Teaching aids:
Blackboard & multimedia
Teaching proceduresStep 1 Lead-inImagine one day if you talk with a person from ancient times, can you understand him easily?
God be with ye!
God bwye!
God be with you!Goodbye!
Step 2 Reading-comprehension
1. SkimmingQuestion:
If we divide the development of English into three parts, what are they?
Finish Ex.A on page 22
2. Scanning
1)What changes happened during three periods?
2)Where did the Angles, the Saxons and Jutes come from?
3)Why can similar pairs of words be found in the English language?
4) What was the German plural form replaced by?
5) Which King of England made English used as the official language?
6) When did Modern English appear?
3. Careful reading
Questions:
I. Fill in the form according the content of the article.Time Events
Before the middle of the 5th century
People in Britain all spoke a language called Celtic
At the end of the 9th century
The Vikings invade Britain and brought their language
By the 10th century
Old English was the official language of England
In 1066
The Normans conquered England and took control
By the latter of the 14th century
English was adopted by all classes in England
In 1399
Henry IV became King of London and used English for all official occasions.
During the Renaissance in the 16th century Modern English began
II. Fill in the chart
eventsInvaded by the
Three Germanic the Vikings Normans Henry Ⅳ the RenaissanceTribes invaded conquered became King
450 At the end of 9th 1066 1399 16thlanguage
Step 3 Reading strategy
Step 4 Exercise:
P24~25 Part C1, C2,D1, D2，E
P106 A1, A2
Step 5 ConsolidationActivities: Organize students into groups of four. One is a linguistic expert and the other three are journalists. An expert English linguist will make a brief introduction about the development of the English language.
If time permits, the teacher can select another article for students to practice reading history articles.
Period 3-4 Language Points
Teaching aims:
Deal with some words for the reading
Teaching important points
Useage of some words and phrases
Teaching difficult points:
Learn the useage of some words and phrases
Teaching methods:
Pair and group work
Teaching aids:
Blackboard
Teaching procedures
1 throughout 貫穿、遍及
(1) prep. He is famous throughout the world. 他聞名于世界。
It rained throughout the night. 雨下了一整夜。
(2) adv. The house was painted white throughout. 這所房子全都被粉刷成了白色。
2 be made up of 由---組成、構成
be made from 由--制成 Wine is made from grapes.
be made of 由---制作成 What’s your shirt made of?
be made up of 由---組成
3 confusing 令人困惑的 adj. confused 糊涂的，迷惑的 adj.
The instructions on the box are very confusing. 盒子上使用的說明令人費解。
People are confused about all the different labels on food. 人們被那些五花八門的事物標簽搞得稀里糊涂。
confuse v. 使某人迷惑 confuse A with B.
confusion n.不確定，困惑，混淆
4 European
adj.歐洲的，全歐的 European languages 歐洲的語言
the European Union 歐盟
n. 歐洲人
Europe n. 歐洲
5 create v. 創造、創作、創建
The government plans to create more jobs for young people. 政府計劃為年輕人創造更多的就業機會。
v. 引起，產生（感覺或印象）
The company is trying to create young energetic image. 這家公司正在試圖塑造一個充滿火力的年輕形象。
creator n.創造者 creation n. 創造、創建，創造物 creative adj. 創造性的
6 nowadays adv. 現今、目前
Nowadays most kids prefer watching TV to reading. 現在大多數孩子都喜歡看電視而不喜歡讀書。
7 consist vi 組成，構成
consist of 由---組成（構成）
The United Kingdom consists of Great Britain and Northern Ireland.
聯合王國包括大不列顛與北愛爾蘭。
consist of doing sth.
His job consists of helping old people who live alone. 他的工作包括幫助無人照顧的獨居老人。
consist in 在于，存在于
The beauty of the city consists in its building.
8 pick up / lift up 抬高、吊起
She went over to the crying child and picked(lifted) her up.她走到啼哭的孩子身邊，把她抱起來
pick sb. up 接某人，讓人乘車，搭載
pick sth. up. 偶然得到，聽到，學會
9 contribute vi.& vt 貢獻, 起作用，有助于促成，出力，做出貢獻
(1) contribute sth. to sth. 捐獻、捐助
contribute to the Red Cross向紅十字會捐獻
(2) contribute to sth. 是---原因之一
Medical negligence was said to have contributed to her death.
據說醫務人員的玩忽職守是她死亡的原因之一
10 take control of 控制，取得對---控制
under control of 在---控制之下
lose control of 失去對---控制
in the control of 在---控制之下
11 rule vt. 控制
At that time John ruled England. 當時是約翰統治著英格蘭。
rule over sb/sth. 控制、統治、支配
n. 常規，習慣，統治，管理
That’s why English is a language with so many confusing rules.
12 replace 取代，替換，代替，更新，把---放回原處
replace sb/sth with(by) sb/sth.
Teachers will never be replaced by computers in the classroom.課堂上電腦永遠不會取代老師
Replace the magazines after reading. 閱讀過后請把雜志放回原處。
13 raise vt. 飼養牲畜，撫養小孩
They were both raised in the south. 他們都是在南方長大的。
Many English people worked as servants who raised animals and cooked for the Normans.
vt. 增加，提高
I have never heard him even raise his voice. 我甚至從沒聽到他提高過嗓門兒。
vt.引起，導致, 使出現
The plans for the new development have raised angry protests from locals.
新的開發計劃惹得當地居民憤怒反抗。
14 adopt v.
1). 采用, 采納; 正式通過
adopt sb.'s methods of teaching 采用某人的教學方法
adopt an idea 采納意見
adopt a report 接受報告 沿用, 借用(別國語言等)
English was adopted by all classes in England.
2).收養, 立嗣 adopt a child 收為養子
15 include verb. 包括；包含
The tour included a visit to the Science Museum.這次旅游包括參觀科學博物館。
We all went, me included. 我們都去了，連我在內。
including prep. 包括---在內
It’s ￡7.50, including tax. 包括稅款在內共7.5英鎊。
16 pronounce v. 發音，讀音，正式宣布
Very few people can pronounce my name correctly. 很少有人能把我的名字念正確。
pronunciation n. 發音，讀音
17 have an impact on sth. 對某事（物）有影響
impact n. 巨大影響，強大作用
Her speech made a profound impact on everyone. 她的講話對每個人都有深遠的影響。
impact v. 對某事物有影響，有作用
Her father’s death impacted greatly on her childhood year. 父親去世對她的童年造成巨大影響。
18 result in sth. 導致，造成
Acting before thinking always results in failure. 做事不先考慮總會導致失敗
19 upper class 上層，上流社會，上等階層
Her family is very upper class. 她的家庭地位顯赫。
20 undergo huge changes 經歷，經受巨大的變化
undergo repairs 經歷檢修
undergo undergone
21 depend on (upon) sth. / sb. 依賴，依靠，確信，指望
He was the person you could depend on. 他是你可以信賴的人。
Can we depend on you coming in on Sunday? 我們能指望你星期天來參加嗎？
在非正式英語中，在what, how 或whether等詞前常用depend而非depend on.
在正式的書面英語中，depend 后總是跟on或upon, upon較正式，不如on 常用。
22 record vt. 記錄，記載
Her childhood is recorded in the diaries of those years. 她的童年生活都記在當年的日記里。
record vt. 錄制，錄音，錄象，復制
Did you remember to record ‘Friends’ for me? 你記得為我錄下電視節目《朋友》了嗎？
record n. 書面記錄，唱片，（有關過去的）事實，記錄，經歷
You should keep a record of your expense. 你應該記下你的各項開支。
a record company 唱片公司
break the record 打破記錄， set a new record 刷新記錄
Sentences
1 Despite this fact, French still had an impact on the English language.
despite 不管，盡管 in spite of
Despite applying for hundreds of jobs, he is still out of work. 盡管申請了數百個工作，但仍然在失業中。
2 It is certain that this process will continue, and people will keep inventing new words and new ways of saying things.
It is certain ---這里it 是一個形式主語指that 所引導的名詞性分句。
Period 5 Word PowerTeaching aims:
1 Enlarge their vocabulary by distinguishing formal English from informal English.
2 Know different countries and their official languages.
Teaching important points:
Remember some words and try to use them freely.
Teaching difficult points:
Distinguish formal English from informal English.
Teaching methods:
Pair and group work
Teaching aids:
Blackboard
Teaching procedures
Step1. Formal and informal English
I. Read the instructions to formal and informal English.
Questions:
1. What is formal English?
2. What is informal English?
II. Compare the formal English words with the informal English words listed in the chart on page 26.
III. Read the letter on page 26.
IV. Language points
1. a large amount/number of
2. sort out:
3. have a word with
4. take actions = take measures = take steps
5. stop/prevent sb. (from) doing = keep sb. from doing
.
V.ConsolidationRewrite a letter on Page 26Do Part A and Part B on Page 104.
I. Lead-in
Imagine that you have just finished your round-the-world travel, your friends are very interested in it. They are asking you a lot of questions about the countries.
II. Fill in this chartCountry Official language(s) People Capital
Australia English Australia Canberra
Greece
Athens
Spain
Madrid
Egypt
Egyptian Cairo
Russia
Moscow
France
Pairs
Mexico
Mexican Mexico City
Japan
Tokyo
Italy
Rome
German
Berlin
Canada
Canadian Ottawa
Switzerland French/German/Italian
Bern
Period 6 Grammar and UsageTeaching aims:
1 learn about what noun clauses introduced by question words are, the functions of each clause and the word order of the clause.
2 know the empty subject it acts as the grammatical subject of the sentence and in what situations it is often used.
Teaching important points
Noun clauses
Teaching difficult points:
Noun clauses introduced by question words
Teaching methods:
Pair and group work
Teaching aids:
Blackboard & multimedia
Teaching proceduresI. Noun clauses introduced by question words
Step 1 引導名詞性從句的連詞分為三種：
連詞 that
連接代詞 who, whom, whose, which, what
連接副詞 when, where, how, why 等。
Step 2 從整句結構 和 從句結構的分析入手
1 Who was responsible for the accident is not yet clear?
連接代詞
2 You can begin to see why English has such strange rules.
連接副詞
3 My idea is that we should spend our holidays by the seaside.
連詞 thatStep 3. Revise the definition of a noun clause
Go through and find as many noun clauses as they can.
Show them on the screen and let students read. Find out what sentence element each clause is.
Step 4 ConsolidationPart C1 on Page 100II. Empty subject it
Step 1 Try to find the real subject
It is important for us to learn English well today.
It is no use wasting your time reading such books all day.
Conclusion: the subject is a noun clause, a to-infinitive or a v-ing form. (Part A on Page 31)
Step 2 Translation:
1 要掌握一門外語是困難.
It is hard to master a foreign language.
To master a foreign language is hard.
Read Part 1 on Page 30.
Step 3 Rewrite the sentencesIt seems that he speak two languages.
= He seems to speak two languages.
My new neighbour happens to come from my hometown.
=It happens that my new neighbour come from my hometown.
Draw students’ attention to Part 2 on page 30.
Step 4 how to emphasize the element in a sentence by using Empty Subject it(先復習以前所接觸的強調信息的一些方法)
Jane gave Mary a handbag at Christmas.
It was Jane that / who gave Mary a handbag at Christmas.
It was Mary that Jane gave a handbag (to) at Christmas.
It was a handbag that John gave Mary at Christmas.It was at Christmas that John gave Mary a handbag.
Conclusion: It + be的一定形式+被強調部分+that /who分句
形式主語和形式賓語的應用： 當主語從句比較長，主句比較短時，通常用形式主語it，而把從句放在后面，如： （1）It is said that they have succeeded in working out the problem.
（2）It was important that we should make the plan carefully.
（3）It remains a secret how the animals came to live in the sea.
當賓語從句后面有補語的時候,我們也需要用形式賓語it, 而將賓語從句放在補語之后,如： （1）I found it very difficult that one learns several languages at the same time.
（2）He thinks it necessary that we should be given more time practising oral English.
（3）He made it clear that he would leave the office soon.
Step 5 ConsolidationHave students do C2 on page 100 in their Workbook
Task(7-8) Teaching aims:
1. practice their language skills of listening, reading, speaking and writing.
2. learn how to anticipate a response, how to conduct a survey and how to write a report.
3. get the knowledge about body language and the customs of other countries.
Teaching important points
Noun clauses
Teaching difficult points:
Noun clauses introduced by question words
Teaching methods:
Pair and group work
Teaching aids:
Blackboard & multimedia
Period 7 Skills Building 1 Anticipating a response
Teaching procedures
Step 1 Lead-in
Talk about past experience and find out the differences on customs between Chinese people and Westerners.
Ask some groups to report their results.
Step 2 ListeningShow the questions on the screen.
Before reading, have Ss read Statements 1 to 9.
Listen to the tape and decide which one is right and which is wrong.
Step 3 Filling in a chart Have students listen to the recording confirm their predicted answers. Finish the chart on P33.
Step 4 Guess
Period 8 Skills building 2~3
Teaching proceduresStep 1 Revision
The meanings of different gestures.
Step 2
Read the guidelines on page34
Practise writing questions.( page34)
Step 3 Presenting the questionnaire
Students must present their questionnaire on the screen via the projector and the information they need.
Step 4 ResultsQuestion 1 Question 2
Total number of a _____ b ______ Total number of a _____ b ___
Question 3 Question 4
Total number of a _____ b ______ Total number of a _____ b ____Step 5 Organizing a report1 Introduction – What the report is about
2 Procedure/ Method- What you did to find the information.
3 Results/Findings –What you found out or proved in.
4 Conclusion – A summary of the report.
Organize the sentences on page36 into the appropriates.
Step6. Writing a reportAsk Ss to read the instructions in Step3.
2. Help the Ss write their reports.
Period 9 Project Teaching aims:
learn and use English through doing group works.
read and use the background information to complete their booklet.
learn how to design a booklet.
know more about the history of Chinese character.
learn and master the words and phrases in the article.
Teaching important points
know more about the history of Chinese character.
learn and master the words and phrases in the article.
Teaching difficult points:
learn and master the words and phrases in the article.
Teaching methods:
Pair and group work
Teaching aids:
Blackboard & multimedia
Step 1 Lead-inQuestions:
1 As a Chinese, do you know anything about the history of the Chinese Character?
2 Do you know the relevant simplified Chinese character of each of the following? (根據繁體字寫出簡體字)
Step 2 SkimmingWhen do we use the simplified Chinese characters?
Step 3 Scanning1 Why did Chinese people invent numerous characters?
We invented characters to represent ideas, objects or actions.
2 According to the legend, who invented Chinese characters? How did he get the idea?
3 How did we combine two or more elements to express ideas? Can you give us an example?
4 What charcaters are called pictophonetic ones?
Step 4 Main idea of each part
Subsections Main idea
Paragraph 1 Brief introduction of Chinese characters
Paragraph 2 The origins of Chinese characters
Paragraph 3-6 Form and development of Chinese characters
Paragraph 7-8 Pronunciation of Chinese characters and simplified Chinese characters
Step5 ConsolidationHave the group work and give more examples of how Chinese characters were formed.
Guess what kind of characters they are.
Step 6 Designing a bookletPlanning
Preparing
Producing
Presenting
Period 10 Language points
1 differ vi. 相異 differ from 相異，有區別，不同于
French differs from English in this respect. 在這方面法語不同于英語。
differ with sb. on sth. 與某人就某事意見相左，持不同看法
I have to differ with you on that. 在這一點上我不能同意你的看法。
difference n. 不同點 different adj. 不同的
2 represent vt. 代表，作為-象征，作為---代表
Each colour on the chart represents a different department.
圖表中的每一種顏色都代表一個不同的部門。
The President was represented at the ceremony by the Vice-present.
副總統代表總統出席了這次慶典。
3 combine vt. 使結合，組合，聯合，混合
combine A with B. 使---與---混合，結合
combine theory with practice 使理論與實際相結合
combine A and/ with B. 兼有，兼備，使并存
This model combines a telephone and a fax machine.這種型號同時具備電話機和傳真機的功能
4 complex adj. 復雜的, 難懂的，費解的，（語法）復合的
the complex structure of the human brain 結構復雜的人腦結構
complex sentence 復合句
n. 建筑群，相關聯的一組事物
The four-building complex will include a library, a museum, an auditorium and a planetarium.
由四棟房屋所構成的這座綜合建筑將包括一個圖書館、一個博物館、一個禮堂及一個天文館。
5 as a whole adv. 總體上，作為一個整體
The festival will be great for our city and for the country as a whole.這次會演對我們城市乃至整個國家將是意義重大的。
6 original adj.起初的，原來的，最早的 an original painting 畫的原作
n. 原作，原稿
originally adv. 起初，原來
The school was originally very small. 這所學校當初很小。
Originally, we had intended to go to Italy, but then we won the trip to Greece. 我們本來打算去意大利，但后來贏得機會去了希臘。
7 turn into 使變成，拐入，進入
8 reflect vt. 反映，反射，表達，顯示
Her face was reflected in the mirror. 他的臉映照在鏡子里。
Many newspapers reflect the opinions of the children. 許多報紙都反映了兒童們的看法。
reflect on / upon vi. 思考, 沉思, 反省
She was left to reflect on the implications of her decision.
由她負責考慮她這個決定會牽扯哪些問題。
帶來不良影響; 丟臉, 譴責; 歸咎; 有關系(on, upon)
The child's bad behaviour reflects on his home training.
這孩子的壞行為歸咎于家教不嚴。
9 indicate vt. 表明；顯示；象征；暗示；指出
Research indicates that eating habits are changing fast. 研究顯示，飲食習慣正迅速改變。
A signpost indicated the right road for us to follow. 路標指給我們應走的路。
Fever indicates sickness. 身體發燒表明有病。
During our meeting, he indicated his willingness to cooperate. 在我們會晤期間，他體積了合作的意愿。