New Senior English For China Student’s Book2

(Reading Part)

P1 Unit1 Cultural relics

(Period 1 Warming up and Reading)

(IN SEARCH OF THE AMBER ROOM)

I. Warming up

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A. What kind of old things are cultural relics?

B. Are all the old things cultural relics?

C. What is the definition and classification of cultural relics?

D. To whom do cultural relics belong?

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:

A. What kinds of things can result in their disappearing?

B. Why do they come into being once again?

2. Explaining and sharing

Work in groups of four. Tell your group mates:

A. What do you know about the substance of “amber”?

B. What do you know about the cultural relics “the Amber Room”?

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph.

1st paragraph the introduction about the Amber Room: design, colour, shape, material

2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor

3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design

4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on

5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Petersburg

3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

Keys for reference:

This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2.

P9 The Olympic Games

(Period 1 Warming up and Reading)

I. Warming up

Warming up by sharing

Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.

Finish the form on page 9.

Warming up by describing

Now, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!

Warming up by discussing

Hi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.

II. Pre-reading

1. Asking and answering

Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.

2. Imaging and introducing

Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.

3. Talking and Sharing

We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …

III. Reading

1. Reading aloud to the recording and finding the general idea

Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?

Yes, it tells us the differences and the similarities between the ancient and modern Olympics.

2. Reading and acting

Now let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.

3. Reading and finding

Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?

4. Reading and collecting information

Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?

Ⅳ Closing down

Closing down by doing exercise

To end the lesson you are to do the comprehending exercises 1 & 2.

P17 Unit3 Computers

(Period 1 Warming up and Reading)

I. Warming up

Look at the pictures on page 17. What are they? What do they have in common? Yes, they are computers. Then what is a computer?

II. Pre-reading

1. Questioning and answering What do you know about computer?

2. Discussing and sharing How have computers changed our lives?

III. Reading

1. Listening and reading to the recording of the text WHO AM I?

Turn to page 18 and listen and read to the recording of the text. Pay attention to the pauses, pronunciation and intonation of the native reader.

2. Reading aloud and underlining expressions

Now we are to read the text once again and underline all the expressions in the text. Put them down into your notebook after class as homework.

3. Reading, identifying and settling

Attention, please! It is time to skim the text one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to me for help.

IV. Comprehending

1. Scan the text for information to complete the table below, describing the development of computer.

In 1642 The computer began as a calculating machine.

In 1822 The analytical machine was made by Charles Babbage.

In 1936 The computer grew rapidly both in size and in brainpower.

1940s The computer had grown as large as a room.

In 1960s The first family of computer was connected to each other.

In 1970s Computers were used in offices and homes.

Now Computers connect people all over the world Together.

2. Read the text again and complete the chart below.

Topic sentence of Paragraph1 Over time I have been changed quitea lot.

Topic sentence of Paragraph2 These changes onlybecame possibleas my memoryimproved.

Topic sentence of Paragraph3 Since the 1970s many new applications have been found for me.

P25 Unit 4 Wildlife protection

(Period 1 Warming up and Reading)

Teaching Aims:

1. Enable the Ss to say something about wildlife protection

2. Help the Ss to get to Know "How to help wildlife"by reading

3. Cultivate the Ss' awareness of protecting wildlife.

Teaching Procedure:

Step1. Warming up

T: We live in a world where there are all kings 0f animals around us.Can you name as many as you can.(show some pictures to the students)

Ss: polar bear, Milu deer, rhino, panda, toger, crocodile, giraffe, penguin, whale, dolphin, zebra,etc..

T: As we know, some wild animals are dying out because of the loss of food, their habitatsbeing destroyed or over hunting.

Free Talk

(Page 25, the chart )

T: after reading the information in the chart, please give us your conclusion of your reading

The conclusion of the discussion:

S1:Things have changed greatly. The number of the wild animals in the protection zones has increased. The number of pandas, which nearly disappeared years ago, has now risen to about 70, the number of milu deer to about 500, and the number of South China tigers about 60.

T: well done. BUt a still have a question: Why should we protect wildlife?

(3minutes for discussion)

S1--S4:Wildlife is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.

Step 2. Reading

T: so today we'll read a passage about a girl who learnt to help wildlife. Now let's read how she learnt to helop wildlife.

Task1. Listening

while listening, get the main idea of the passage( Try to fill in the blanks).

Main Idea

Daisy took ___________ to travel and talked with ____________, which made her know _____________ of the wildlife protection.

Task2. Skimming and scanning

Read the passage as quickly as possable to answer the 3 questions.

1.Where did Daisy arrive?

2.Who did Daisy talk to?

3.What did they talk about?

Task3. Careful reading

A. read the passage again and do the exerciseabout T &F

1.Daisy saw many antelopes in Tibet.

2.Daisy’s sweater was made of sheep wool.

3.In three years the antelope may die out.

4.The elephant used to be well protected in Zimbabwe.

5.In Zimbabwe, tourists love to see the rhinos and elephants.

6.The farmers in Zimbabwe get nothing from the elephants and rhinos now.

7.This is a real story in Daisy’s life.

B. Comprehending work.

Read it again and answer the following questions.

1.Who is hunting and killing the Tibetan antelope?

(The hunters who want to get the wool to make sweaters.)

2. Why are we humans part of this problem ?

(Because humans not only hunt and kill wildlife but also destroy the environment and food of them.)

3. How did life improve for the farmers in Zimbabwe?

(The government helped and the farmers made a lot of money from the tourism.)

4. How did it improve for the animals ?

(Farms like the animals and no longer hunt them.)

5. In what ways does looking after the rain forest help with wildlife protection.

(Looking after the rain forest will give all the wildlife good living conditions and it keeps the balance of nature there . No rain forest, no animals and no drugs.)

Step3. Text Structure.

PartⅠ What Daisy saw

and felt in Tibet

PartⅡ What Daisy saw

and felt in Zimbabwe. The importance of wildlife protection

PartⅢ What Daisy saw and

felt in thick rain forest

Step 4. Discussion

What would you do to protect wildlife?

Suggested answers:

1.First we should treat them as our friends.

2.Then we protect the environment in order to let them have enough food and good living conditions .

3. And we collect money to protect the endangered animals.

Homework

1, Read the text again and underline the words, phrases and sentences you can't understand

2, Thinking A Real Story(What would you do if you were the girl.)

P33 Unit 5 Music

(Period 1 Warming up and Reading)

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

1.Thinking and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

2.Listening, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

1.Reading aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2.Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

3.Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: Many people want to be famous as singers or musicians.

2nd paragraph: This is how most bands start.

3rd paragraph: The Monkees started in a different way.

4th paragraph: How the Monkees became popular and how they developed as a real band.

3.Reading and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band It began as a TV show.

style of the performance They played jokes on each other as well as played music.

first music and jokes Most of them were based loosely on the band called “The Beatles”.

development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.