Teaching plans of Unit One--- Getting along with others
Period One Welcome to the unit
Teaching aims:
To deepen Ss’ understanding of friendship
To practice Ss’ oral English by getting them involved in the discussion of friends and friendship
To learn the way to describe the characteristics of a true friend
Teaching procedures:
Ⅰ.Lead-in
1. Listen to the song called Auld Lang Syne(友誼地久天長(zhǎng))
2. Show students some pictures about friends
3. Brainstorming questions:
1) Have you enjoyed the song? Can someone name the song ?
2) Can you guess the relationship between the ones in the pictures?
3) Do you have any good friends? How many are they?
4) Do you think it is important to have a good relationship with others? Why?
5) Do you know the concept of “friendship”? Try to explain.
6) In your opinion, what does a real friendship consist of ?
Ⅱ. Picture talking:
Talk about the pictures and proverbs with your partner. Try to discuss the following questions:
Picture 1,
1) Where are the two girls?
2) What are they doing ?
3) How long they spend speaking to each other?
4) Do you think they enjoy each other’s company?
5) What do you think ‘Friends are thieves of time.’ mean?
Picture 2,
1) What do you use a mirror for?
2) What are the two girls doing?
3) Do you think the girl on the right is a good friend? Why?
4) Do you have a good friend? Does he/she often give you advice?
5) What do you think the proverb ‘The best mirror is an old friend’ mean?
Picture 3,
1) What is the taller boy doing ?
2) Why does he do so?
3) Do you think it possible for a person to buy friendship?
4) In your opinion, what is the base of a good friendship?
Picture 4,
1) Do you think friends should be the same age and share the same hobbies and interests?
2) What does the proverb ‘True friends have hearts that beat as one.’
Ⅲ. Story-telling
Tell a story happened between you and your best friend.
Ⅳ. Discussion
1) What a true friend should be like?
A friend is someone who
---you respect and who respects you
---shares your happiness and sorrow
---is trustworthy
---is honest, loving
---is devoted and loyal to you
---is selfless
2) Try to think of more proverbs related to friendship.
For example,
A life without a friend is a life without a sun.
A man who has friends must show himself friendly.
Ⅴ. Extending
More proverbs about friendship
Ⅵ. Conclusion
What else can be our friends besides human beings?
There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…
As long as we have love
Ⅷ. Homework
1. Smile to your friends.
2. Finish the passage in Part B.
3. on page 95 in Workbook..
4. Preview the reading part.
Period Two Reading (One)
Teaching aims:
To deepen Ss’ insight into problems between friends
To practice Ss’ reading comprehension skill
To identify feelings and emotions in a text
Teaching procedures:
Ⅰ.Lead-in
1. Show students a picture about a gang of friends.
It’s a picture of me. Can you find me out and guess who are the others. (My friends)
2. Brainstorming questions:
1) Do you have a friend? How do you get along with your friends?
2) Have you ever fallen out with a very good friend?
3) If you had a quarrel with a friend, how would you deal with it?
4) How would you mend a broken friendship?
3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.
---having little in common
---lacking trust
---there being conflict of interest
---being jealous of each other
---being indifferent to each other
Ⅱ. Fast-reading
Ask the students to go through the two letters quickly and answer questions in Part A
1. Are the writers of the two letters feeling happy or sad?
2. What did Sarah get for the surprise Maths test?
3. Is Matthew usually a quiet boy?
Ⅲ. Detailed-reading
1. Ask the students to read the first letter carefully and answer the following questions and an analysis diagram .
1) Why other children say we are no fun?
2) What did Sarah think about the surprise Maths test?
3) What did Hannah sense?
4) What did Sarah tell Hannah in the girls’ toilets?
5) Why did Sarah tell Hannah that they weren’t going to be friends any more?
6) The analysis diagram:
She felt betrayed because … she thought her best friend Hannah didn’t keep her secret.
shamed she scored the lowest score in her class.
upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’
angry she thought Sarah didn’t keep her word.
2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.
1) Why did Andrew shout at Mathew after the match?
2) What did Matthew think about losing the match?
3) How did Andrew think of football?
4) What kind boy is Matthew?
5) How is Matthew recently?
6) Fill in the table:
How Andrew felt Why she felt so?
He had a dilemma. His best friend Matthew has stopped talking to him.
He felt really guilty. He said some really cruel things to Matthew.
He was angry with Matthew. They lost the game because of Matthew’s carelessness.
Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion
Ⅴ. Consolidation
Complete two letters written by Agony Aunt back to the two students with the proper words.
Ⅵ. Role play
Divide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.
Ⅶ. Discussion
What is a friendship?
Read a poem--- The ABC’s of Friendship
Ⅷ. Homework
1. Retell the two letters.
2. Write an article about the friendship in your mind.
Period Three Reading (Two)--- Language Points
Teaching aims:
To deepen Ss’ understanding of the two letters.
To help Ss master the important words and phrases in the text.
To introduce a few sentence structures to Ss.
Teaching procedures:
Ⅰ.Lead-in
1. Revision
Retell the main idea of the two letters.
Discussion: Will they be good friends again?
Ⅱ.Words
1. Match the words with the correct definitions
academic make jokes and laugh at someone
deliberately a situation where one can’t decide what to do
tease shout or say loudly
dilemma feeling shamed of something done wrong
brilliant good at studying and getting high marks
yell be kind and like to meet new people
outgoing extremely good, clever and excellent
guilty done in a planed way, on purpose
2. Complete the sentences with the words on the left
Though he is a popular student, he is not very academic.
I don’t know what to do. Actually I am in a dilemma .
After saying sorry to her, I didn’t feel guilty any longer.
He is quite outgoing and has lots of friends.
Don’t get upset I was only teasing .
He is so brilliant that he can always think of new ideas.
It is impolite to yell at the old.
I don’t think the young boy run into the old woman deliberately.
Ⅲ. Phrases
Explain the underlined words and make a sentence according to the picture given.
1. I was determined to be cheerful…(Line 14)
do something with a firm desire
eg. Though she loved him, she was determined to leave him.
2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)
do what one has promised
eg.
She is a good girl and can always keep her word.
3. … , and as a result of his careless playing, we lost the game.(Line 38)
because of
eg. As a result of his careless study, he failed the Maths test.
4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)
cannot take control of oneself and do…
eg. When thinking to the jokes, I can’t help laughing.
5 … I must have sounded very proud of myself after the test.(Line 8)
must have done means guessing that something has happened because there seems to be no other possibility.
More sentences in the text:
… Hannah must have deliberately told everyone about my mark...(Line 21)
How they must have laughed behind my back!
She said that someone must have heard us in the toilets, but I don’t believe her.
eg.It must have snowed yesterday.
Ⅴ. Sentences
What does the word mean in different sentences?
1. Hannah sensed something was wrong. (Line 14)
He doesn’t seem to have any sense of humor.
There is no sense in getting upset about it now.
One day he will come to his senses and see what a fool he has been.
This article does not make sense to me.
2. He kept on saying really mean things to hurt me. (Line 44)
Watch him. He can be really mean.
Don’t be so mean about money.
This word means a kind of meat in English.
I didn’t mean to hurt you.
3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)
All the audience stood and clapped.
He is too weak to stand.
Stand the bedroom against the door.
There is a fruit stand in the street.
Ⅵ.Sturctures
1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.
If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.
eg.
She said (that) she would fly to Paris and that she would bring me a present.
2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.
They decided to leave each other even though they loved each other.
3. Various forms of a verb
… how I was sure to get a good mark. (Line 9)
I was determined to be cheerful. (Line 14) to infinitive
I made her promise not to tell anyone. (Line 16)---- bare infinitive
I was so upset that I felt like crying. (Line 20)
My best friend Matthew has stopped talking to me. (Line 34)
… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun
Ⅶ. Homework
1. Review the useful phrases and important words in this text.
2. Review the two sentence structures learnt above.
3. Finish Parts A1 and A2 on Page 90 in workbook.
Period Four Word Power
Teaching aims:
To enlarge Ss’s vocabulary about personality.
To help Ss recognize positive and negative adjectives about personality.
To introduce synonyms and antonyms to Ss.
Teaching procedures:
Ⅰ.Lead-in
Questions:
1. Think of one of your friends and make a description.
2. What kind of person is easy to make friends with?
3. What kind of person is hard to make friends with?
Write down the adjectives on the blackboard.
Ⅱ.Read the dialogue
Ask Ss to pair work the dialogue and try to get the meaning of the adjectives.
Go through the first table and figure out positive adjectives and negative adjectives to describe personality.
Ⅲ. Competition
Encourage Ss to come up with more adjectives to describe personality.
Divide the Ss into two groups, the group which comes up with more groups will be the winner.
Ⅳ. Synonyms and Antonyms
Introduce the definition of synonyms and antonyms to the Ss.
Go through the second table and do some more exercises.
Ⅴ. Consolidation
1. Figure out the adjectives according to the meaning on the left.
2. Finish the exercises on Page 7
Ⅵ. Game --- Describe and Guess
One student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to go to the front.
Ⅶ. Have a thinking
Have a summary of what we have learnt in this period of class.
Ask Ss to think about two questions:
Do you want to be popular?
Do you want to make true friends?
So we should build a positive personality.
Ⅷ. Homework
Finish the relevant exercises in the Unit Revision.
Period Five Grammar (1)
Teaching aims:
To recognize the basic forms of the to-infinitive and the bare infinitive.
To learn how to use to-infinitives and bare infinitives in different situations.
Teaching procedures:
Ⅰ.Lead-in
Look at some proverbs about friendship and pay attention to the words in red.
1) A faithful friend is hard to find.
2) The only way to have a friend is to be one.
3) It is better to be alone than in bad company.
Ⅱ.Functions of to-infinitive
1) subject of a sentence
2) object
3) object complement
4) attribute
5) predicative
6) adverbial
Ⅲ. Functions of bare infinitive
1) We use the bare infinitive after:
* let and make and sometimes have
* verbs of perception: feel, hear, see and watch
* Would rather, had better and why not
2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.
Ⅵ. Consolidation
1. Turn to page 9 and complete the letter.
2. Retell the letter to your partner using your own language.
Ⅶ. Homework
Finish C1 on page 100 in Workbook and relevant exercises in Unit Revision
Some more exercises are prepared if time permits.
Period Six Grammar (2)
Teaching aims:
To recognize the basic form of the verb-ing.
To learn how to use the verb-ing form as a noun in different situations.
Teaching procedures:
Ⅰ.Lead-in
Show Ss some proverbs and ask them to pay attention to the words in red.
Saying is one thing and doing another.
Seeing is believing.
Constant dripping wears away a stone.
Reading enriches the mind.
Ⅱ.1. Functions of verb-ing
1) subject
2) predicative
3) object
4) after possessive pronouns
5) in compound nouns
2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.
3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love
4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on
forget + to-infinitive (an activity that has not been done)
forget + verb-ing form (an action that has been done)
5. Some common phrases are used with verb-ing forms.
Would you mind …
…cannot help…
…look forward to…
…feel like…
…cannot stand…
…it is no use/ good…
…put off…
…keep on…
Ⅲ. Consolidation
Complete the letter on page 11
Ⅵ.Discussion:
State your opinion on visiting Internet chat rooms.
Ⅶ. More exercises
Ⅶ. Homework
Period Seven Task (1)
Teaching aims:
To practice Ss’ listening ability by taking notes.
To practice Ss’ oral ability by express agreement and disagreement
Teaching procedures:
1. Lead-in
1) Interview
One or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers.
Give some hint about how to take notes.
2) Watch a video about an interview, and try to take notes about the answers.
Ⅱ.Skills building1: writing down the answers
Think about what questions to ask and write them down in advance.
Write brief notes only, not whole sentences.
Make meaningful notes.
Use contractions and abbreviations whenever possible.
If you don’t hear or understand an answer, ask the other person to repeat it. You can use expressions such as:
Could you say that again?
Could you repeat that, please?
Did you say… or…?
Ⅲ.Listen to the tape and answer the questions on page 12.
First read the instruction in the box and try to answer two easy questions
Then listen to the tape and answer the questions.
Ⅵ.Step1 calling Teen Talk for advice
Read the leaflet about Teen Talk.Then complete the notes.
Listen to the tape and finish part B
Ⅶ. Discussion
1.Interview the classmates and fill in the chart.
2.According to the result of the interview, try to discuss some statements on friendship with classmates.
3.Expressions of agreeing or disagreeing.
Ⅶ. Homework
Review what we have learnt today and write a letter to your friend about what his/her friendship means to you.
Keep the ideas on Page 17 in mind when you write.
your feelings about friendship
your feelings about best friends
the quantities of a good friend
what makes a good friendship last
Period Eight Task (2)
Teaching aims:
To practice Ss’ listening ability by listening to others’ composition.
To practice Ss’ proofreading ability by checking each other’s composition.
Teaching procedures:
1. Lead-in
Review what we have learnt in Skills building 1 and Skills building 2
Listen to the composition of one student and the others try to find out his mistakes.
Ⅱ.Skills building 3 : proofreading
What careless mistakes do we often make in our compositions
facts
grammar
handwriting
punctuation
vocabulary
spelling
style
Tip: instruct students of how to make corrections.
Ⅲ.Practice
Proofread the article on page 16
Ⅵ.Further practice
Proofread a few sentences and one more piece of writing.
Ⅶ.Consolidation
proofread your composition by yourself.
Exchange your composition with your deskmate, proofread his/her composition.
Ⅶ. Presentation
Present the article you have proofread to the class.
Ⅷ. Homework
Proofread the composition you have written recently.
Finish the relevant exercises in Unit Revision.
Period Nine Project (1)
Teaching aims:
To practice Ss’ reading ability by reading the article from the school magazine.
To get Ss’ know the differences between teenage boys’ and girls’ friendship.
To instruct Ss on how to design and conduct a survey.
Teaching procedures:
1. Lead-in
1. Ask Ss to finish a questionnaire on friendship.
2. Analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.
3. What’s your definition of friendship? (ask boys and girls to answer separately)
Do you think boys and girls have different attitudes towards friendship?
Ⅱ. Reading
Read the school magazine article carefully and try to answer the following questions.
What puzzles Robert?
What’s the difference between boys and girls in their attitudes towards friendship?
What are boys’ and girls’ friendships each based on?
Ⅲ. Language points
1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)
be lost in
2. What in the world do they have to talk about? (Line, 6)
on earth, used to emphasize a statement
3. Girls who have been asked can usually answer the question without hesitation. (Line 18)
without pausing before doing something
4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (Line 24)
used when comparing different facts or ideas
在另一方面，從另一方面來(lái)說(shuō)
5. Regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (Line 28)
without being affected by different situations, problems, etc. 不管，不顧
Ⅵ. Assignment of the project
1. Planning
form a group of 6
choose your topic
get the topic approved by your teacher
2. Preparing
discuss the purpose and design of the survey
clear assignments
design the survey ______
conduct the survey ______
calculate the result ______
write the report ______
present the oral report ______
3. Producing
make a questionnaire
give out and collect the questionnaires
record and analyze the statistics
write the report
4. Presenting
present your findings to the class in an oral report
answer any questions raised by your classmates
Ⅶ. Homework
Finish the project
Period Ten Project (2)
Teaching aims:
To practice Ss’ oral ability by anticipating in the oral report.
To improve Ss’ team work spirit by finishing and presenting the project..
To improve Ss’ emotional sense of friendship.
Teaching procedures:
Ⅰ. Lead-in
Revision
Retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.
Ⅱ. Presentation on how attitudes between boys and girls differ on a certain topic.
Ⅲ. Presentation.
Ⅵ. Summary
We should cherish our friendship
Ⅶ. Homework
B1,B2 on page 91 in Workbook
D1,D2on page 93 in Workbook
Relevant exercises in Unit Revision
Period Eleven Self-assessment
Teaching aims:
To check Ss’ understanding of the two letters and the reading strategy of the two letters
To check Ss’ master of the adjectives to describe personality.
To consulate Ss’ understanding of the infinitives and Verb-ings.
Teaching procedures:
Ⅰ.Revision
Ask students to retell the two letters in the reading part. Share what he/she has learnt with the others.
Ⅱ. Exercises.
1. Fill in the blanks with correct words
Though he is a popular student, he is not very academic .
I don’t know what to do. Actually I am in a dilemma .
After saying sorry to her, I didn’t feel guilty any longer.
He is quite outgoing and has lots of friends.
Don’t get upset I was only teasing .
He is so brilliant that he can always think of new ideas.
It is impolite to yell at the old.
I don’t think the young boy run into the old woman deliberately .
I was determined to be cheerful, but Hannah sensed something was wrong.
He kept on saying really mean things to hurt me.
I cannot help wondering if he wants Peter to be his best friend instead of me.
But I can’t stand seeing out team lose.
When asked they usually hesitate before responding.
Girls who have been asked can usually answer the question without hesitation .
Friendships between girls are usually based on shared feelings and support
There are some things about Amanda and her friends that puzzle Robert.
2. Write down the synonyms and antonyms.
Synonyms
Brave---courageous
Loyal---faithful
Passionate---enthusiastic
Smart---clever
Diligent---hardworking
Antonyms
Open-minded---narrow-minded
Introvert---extrovert
Selfish---selfless
Generous---mean
Talkative---quite
3. Fill in he blanks with correct words, the first letter is given to you.
In China, most people think that the student who can get high marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education? This mark-oriented education system even worrys some educators. They have a different attitude. It is true that a student should be absorbed in his studies. But besides in-class study, he has to develop in an all-round way. Sport and after-school activities also play an important role in the development of a student. Most teenagers are suffering from the pressure of exams.
In addition, a good adolescent should be honest and kind to others. In other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.
To sum up, a student should be brilliant in his study and have a good personality.
4. 根據(jù)中文補(bǔ)全句子。
1) 想找到一個(gè)最好的朋友是困難的。
It is difficult to find a best friend.
2) 我每天需要8小時(shí)睡眠。
I need to sleep for eight hours every day.
3) 我有一個(gè)重要的會(huì)議要參加
I have a very important meeting to attend.
4) 他的目的是使我開(kāi)心起來(lái)
His intention was to cheer me up.
5） 爸給我安排了一些游泳課以給我一個(gè)驚喜。
My dad arranged some swimming lessons to surprise me.
6） 讓我承諾每天寫(xiě)作。
He make me promise to write every day.
7） 最好打掃一下你的房間。
You had better tidy your bedroom.
8） 游泳池里有一只鞋。
There is a shoe in the swimming pool.
9） 我通過(guò)每天早上跑步來(lái)保健。
I keep fit by running every morning.
10) 我將永遠(yuǎn)不會(huì)忘記我贏得的第一枚金牌。
I will never forget winning my first gold medal.
11）我那樣說(shuō)不是故意想傷害你的。
I didn’t mean to hurt you by saying that.
12) 在中國(guó)搖手表示說(shuō)再見(jiàn)。
In china waving hands means saying goodbye.
5. multiple choices
1.＿＿＿＿＿Sunday, the students are at home.
A.Being B.To be C.It is D.It being
2.The boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.
A.set； looked B.set； looking
C.setting； looked D.setting； looking
3.All the thing＿＿＿＿，his proposal is of greater value than yours.
A.considered B.considering C.to consider D.consider
4.＿＿＿＿who she was, she said she was Mr.Johnson’s friend.
A.Asking B.Asked C.To be asked D.When asking
5.He hurried to the station,＿＿＿the 9：30 train had already left.
A.to find B.found C.only to find D.only finding
6.Which do you enjoy ＿＿＿your weekends, fishing or watching TV?
A.spending B.to spend C.being spent D.spend
7.＿＿＿all my letters, I had a drink and went out.
A.Finished B.Having finished C.Finishing D.To finish
8.She had no money ＿＿＿a birthday present for her children.
A.to buy with B.buying C.bought D.with which to buy
9.From the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.
A.marking B.marked C.to be marked D.having been marked
10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.
A.To save B.Saved C.Saving D.Having saved
11.O’Neal works hard.He is often seen ＿＿＿h(yuǎn)eavily before his teammates start.
A.sweated B.to be sweated C.sweating D.being sweated
12.I can hardly imagine Peter＿＿＿across the Atlantic Ocean in 15 days.
A.sail B.to sail C.sailing D.to have sailed
13.Such＿＿＿the case, I couldn’t help but ＿＿＿＿＿ him.
A.being； support B.is； to support C.has been； supporting D.be； supported
14.Does the way you thought of＿＿＿the water clean make any sense?
A.making B.to make C.how to make D.having made
15.In order not to be disturbed, I spent three hours＿＿in my study.
A.locking B.locked C.to lock D.being locked
16.You will find the word “psychology” ＿＿＿＿under “P” in your dictionary.
A.have listed B.list C.listed D.listing
17.Sandy could do nothing but ＿＿＿to his mother that he was wrong.
A.admitting B.admits C.admit D.to admit
18.When I caught him cheating me, I stopped ＿＿things in his shop.
A.buying B.buy C.to buy D.bought
19.A doctor can expect＿＿＿at any hour of the day or night.
A.calling B.to call C.being called D.to be called
20.Nearly every great building in Beijing was built＿ south.
A.to face B.facing C.to have faced D.being facing
21.With his son＿＿＿, the old man felt unhappy.
A.to be disappointed B.disappointing C.being disappointed D.to disappoint
22.It was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.
A.to have played B.playing C.played D.having played
23.And there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.
A.having lost B.losing C.to be lost D.lost
24.As I will be away for at least a year, I’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.
A.hearing； tell B.to hear； tell C.hearing； telling D.to hear； to tell
25.The students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.
A.to stay out B.from staying out C.staying out D.not to stay out
26.I worked so late in the office last night that I hardly had time＿＿＿ the last bus.
A.catching B.to catch C.having caught D.to have caught
27.＿＿to sunlight for too much time will do harm to one’s skin.
A.Exposed B.Having exposed C.Being exposed D.After being exposed
28.Mike didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.
A.knowing B.to know C.know D.to have known
29.-- Why was a special meeting called?
-- ＿＿＿a new chairman.
A.To elect B.Electing C.Our electing D.Elected
30.-- Why did Bob weep?
-- He couldn’t bear＿＿＿like that before the whole class.
A.making fun of B.being made fun of C.to be laughed at D.being made fun
31.The students expected there＿＿＿more reviewing classes before the final exams.
A.is B.to be C.being D.have been
32.I don’t mind＿＿＿by bus, but I hate＿＿in queues.
A.traveling； stand B.to travel； to stand
C.traveling； to stand D.traveling； to standing
33.We are looking forward to＿＿＿the film＿＿＿＿at the Grand Cinema.
A.seeing； to show B.see； shown C.seeing； shown D.see； to show
34.At the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.
A.to buy； leave B.to be bought； left C.to buy； left D.was to buy； leave
35.The policeman put down the phone, ＿＿＿with a smile on his face.
A.satisfied B.satisfying C.to be satisfied D.having satisfied
36.＿＿＿, your composition is full of mistakes.
A.Writing carelessly B.Written carelessly
C.Having written carelessly
D.Being written carelessly
37.She made a candle＿＿＿us light.
A.give B.gave C.to give D.given
38.-- What do you suppose made her worried?
-- ＿＿＿a gold ring.
A.Lose B.Lost C.Losing D.Because of losing
39.I know it’s not important, but I can’t help ＿＿about it.
A.to think B.and think C.thinking D.being thought
40.＿＿several times, the young scientist still kept on making his experiments.
A.Having been failed B.Having failed C.Though failed D.Because of failure
41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.
A.To grow B.Growing C.Grown D.Grow
42.--Who are you going to have＿＿this letter for you?
-- My secretary.
A.type B.typed C.been typed D.been typing
43.The food＿＿＿at the moment is for the dinner party.
A.cooked B.to be cooked C.is being cooked D.being cooked
44.A kind old gentleman offered＿＿＿my bags to the taxi stand.
A.his help carried B.carrying C.me to carry D.to help me to carry
45.You can hardly imagine the difficulty the woman had＿＿＿h(yuǎn)er children.
A.brought up B.to bring up C.bringing up D.to have brought up
46.He was＿＿＿today, but was asked to stay for＿＿＿week.
A.to have returned； another B.returning； one more
C.returned； another D.to return； other
47.-- Where should I send my form?
-- The Personnel office is the place＿＿＿.
A.for sending it B.to send it to C.to send D.to send it
48.I could feel the wind＿＿on my face from an open window.
A.to blow B.blowing C.to be blowing D.blown
49.-- Lucy, why didn’t you come last Sunday?
-- I＿＿＿, but my father was in hospital.
A.would B.had C.was going to D.did
50.--What terrible weather! I simply can’t get the car＿＿＿.
- - Why not try＿＿＿＿the engine with some hot water?
A.starting； filling B.start； filling C.started; to fill D.to start; fill
參考答案及簡(jiǎn)析
1.D。本題考查獨(dú)立主格結(jié)構(gòu),因?yàn)榍昂笾髡Z(yǔ)不一致,所以前面分詞的邏輯主語(yǔ)不可以省略。It being Sunday相當(dāng)于As it is Sunday。
2.B。獨(dú)立主格結(jié)構(gòu)在句中作伴隨狀語(yǔ), teeth 與set兩個(gè)詞之間含有邏輯上的被動(dòng)關(guān)系,所以用過(guò)去分詞；look這一動(dòng)作是eyes所發(fā)出,所以用looking。
3.A。獨(dú)立主格結(jié)構(gòu)在句中作狀語(yǔ),因?yàn)閠hings與consider之間含有被動(dòng)關(guān)系,所以用過(guò)去分詞。
4.B。分詞短語(yǔ)作狀語(yǔ),因?yàn)閍sk與句子的主語(yǔ)（she）之間有被動(dòng)關(guān)系,所以用過(guò)去分詞。5.C。本題考查“（only）＋不定式”與“-ing形式”作結(jié)果狀語(yǔ)的區(qū)別。“only＋不定式”表示該結(jié)果在主語(yǔ)的預(yù)料之外；接“-ing”形式表示由主句所產(chǎn)生的邏輯上的結(jié)果。
6.B。本題考查不定式作目的狀語(yǔ),本題極易誤選A。其實(shí) enjoy的賓語(yǔ)為fishing or watching TV。
7.B。因finish這一動(dòng)作發(fā)生在I had a drink and went out之前,所以必須用現(xiàn)在分詞的完成式。
8.D。介詞＋關(guān)系代詞＋不定式的結(jié)構(gòu)可以在句中用作定語(yǔ)，其作用相當(dāng)于一個(gè)定語(yǔ)從句。9.B。本題考查非謂語(yǔ)動(dòng)詞作定語(yǔ)。不定式作定語(yǔ)時(shí),表示將來(lái)的動(dòng)作；現(xiàn)在分詞作定語(yǔ),表示主動(dòng)、進(jìn)行；過(guò)去分詞作定語(yǔ),表示被動(dòng)、完成。因?yàn)閐ates是被標(biāo)在gold coin上,所以用過(guò)去分詞表示被動(dòng)。
10.A。不定式作目的狀語(yǔ)。
11.C。分詞在句中作主語(yǔ)補(bǔ)足語(yǔ)。因sweat這一動(dòng)作是he所發(fā)出,所以為主動(dòng)。
12.C。Peter為邏輯主語(yǔ)，與sailing構(gòu)成復(fù)合結(jié)構(gòu)，作imagine的賓語(yǔ)。
13.A。can’t help but為固定短語(yǔ), but后面接不帶to的不定式；Such being the case為獨(dú)立主格結(jié)構(gòu)，the case為邏輯主語(yǔ)。
14.B。
15.B。lock與其邏輯主語(yǔ)應(yīng)含有動(dòng)賓關(guān)系,即 “被鎖在書(shū)房里”。
16.C。單詞psychology被列在 “P”之下,有被動(dòng)關(guān)系。
17.C。but表示 “除了”,為介詞,當(dāng)其前面有動(dòng)詞do的各種形式時(shí),but后接不帶to的不定式。18.A。當(dāng)stop后面接不定式時(shí),表示“停下來(lái)去做某事”；如果接-ing形式,則表示“停止正在做的事”。
19.D。expect后面接不定式。由題意可知,doctor與call之間是被動(dòng)關(guān)系。
20.B。現(xiàn)在分詞在句中表示狀態(tài)。
21.B。with復(fù)合結(jié)構(gòu)在句中作狀語(yǔ),表示原因,意為“由于兒子很是令人失望。”
22.B。本題為強(qiáng)調(diào)句型，被強(qiáng)調(diào)的部分是句子的主語(yǔ)，所以采用-ing形式。
23.D。be lost in是固定短語(yǔ)，意為“陷入……之中”。變?yōu)榉衷~短語(yǔ)作狀語(yǔ)時(shí)，仍用過(guò)去分詞lost。
24.C。appreciate后直接接-ing形式作賓語(yǔ)。
25.A。本題考查forbid 的用法。當(dāng)forbid用作被動(dòng)形式時(shí),構(gòu)成be forbidden to do結(jié)構(gòu)。
26.B。
27.C。由題意“暴露在陽(yáng)光下太久,會(huì)傷害人的皮膚”可知應(yīng)采用-ing形式的被動(dòng)式作主語(yǔ)。28.B。start后可以接-ing形式或to do,但如果start后面的動(dòng)詞表示心理活動(dòng)的詞時(shí),必須用不定式。
29.A。回答why引導(dǎo)的問(wèn)句，一般用不定式；回答what問(wèn)句，一般用-ing形式。
30.B。bear意為“容忍”, 后面接-ing形式；make fun of與其邏輯主語(yǔ)有被動(dòng)關(guān)系,所以用being done形式。
31.B。expected there to be的形式相當(dāng)于expected there would be...。
32.C。mind意為“介意”, 后面接-ing形式； hate后可以接-ing形式或to do兩種形式。33.C。look forward to（to為介詞）后面接-ing形式；film與show之間含有被動(dòng)關(guān)系,所以用過(guò)去分詞作定語(yǔ)。
34.C。“特殊疑問(wèn)詞＋不定式”結(jié)構(gòu)在句中作賓語(yǔ)；left與didn’t know并列。
35.A。be satisfied with“對(duì)……滿意”,即satisfy與with緊緊相連時(shí),必須用其過(guò)去分詞。
36.B。write所表示的動(dòng)作與其邏輯主語(yǔ)有被動(dòng)關(guān)系。Being written為現(xiàn)在分詞進(jìn)行時(shí)的被動(dòng),表示該動(dòng)作正在進(jìn)行,與題意不符,所以選B。
37.C。不定式作目的狀語(yǔ), 意為“她制了一些蠟燭用來(lái)照明”。
38.C。參見(jiàn)注29。
39.C。can’t help表示“忍不住”后面接-ing形式；表示“不能幫助”時(shí),后面接不定式。40.B。fail這一動(dòng)作發(fā)生在主句謂語(yǔ)動(dòng)詞之前,所以用現(xiàn)在分詞的完成時(shí),并且為主動(dòng)概念。41.B。all over the hill and around the lake為地點(diǎn)狀語(yǔ)提前。wild flowers是長(zhǎng)在“山上及湖的周圍”的。
42.A。who為have的賓語(yǔ)。
43.D。根據(jù)句子意思可知該動(dòng)作正在進(jìn)行,所以用being done形式。
44.D。本題考查offer與help的用法, 即offer to do sth.與help sb.(to) do sth。45.C。本題考查have difficulty(in) doing sth.這一結(jié)構(gòu)。本句中 the woman had為定語(yǔ)從句,修飾difficulty。
46.A。be to＋have done結(jié)構(gòu),表示本應(yīng)該做某事,但事實(shí)上卻沒(méi)有做。
47.B。本題考查不定式作定語(yǔ)的用法。根據(jù)send的用法，send sth.to some place，故選擇答案B。
48.B。blow這一動(dòng)作是wind發(fā)出的,所以為主動(dòng),因此選擇blowing。
49.C。該題考查了動(dòng)詞不定式的省略現(xiàn)象。由題意可知是表示過(guò)去的一種打算或計(jì)劃，在“was going to”后省略了前面的內(nèi)容或動(dòng)作，故應(yīng)選C。
50.A。get the car starting意為“使汽車發(fā)動(dòng)起來(lái)”；try doing 意為“試著做某事”。
Ⅲ. Homework
Review what we have learnt in this unit.
高二牛津版（5）Unit one Getting along with others
高考鏈接：
1. I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark.（P2,line8）
[考點(diǎn)] must + have done( p.p) 意思是：一定已經(jīng)做了某事，表示對(duì)過(guò)去發(fā)生的事情的肯定猜測(cè)。
[考例] ----The woman biologist stayed in Africa studying wild animals for 13 years before she returned. （NMET 05， 江蘇）
-----oh, dear! She ______ a lot of difficulties!
A. may go through B. might go through
C. ought to have gone through D. must have gone through
[點(diǎn)撥] 根據(jù)題干中“studying wild animals for 13 years”可判斷出一定遇到了許多困難。故選D。
2. We went to wash our hands in the girls’ toilets before lunch and I admitted how badly I had done…( P2, line 16)
[考點(diǎn)] admit 表示承認(rèn),接納。常用以下搭配：admit sb. into/ to sth. /admit doing sth./.
that- clause
[考例] They were clearly long-standing customers, and I suppose they must have stayed faithful to him because he had promised to sell good quality fruit. He had a way with them----I had to ____that. （NMET 05，江西完型填空第44空）
A. admit B. expect C. announce D. promise
[點(diǎn)撥] 根據(jù)上下文，表示“我不得不承認(rèn)那點(diǎn)-------他有…”故選A。
3. He seemed absent-minded and as a result of his careless playing, we lost the game.( P3 ,line38)
[考點(diǎn)] as a result of 表示由于,后常接名詞代詞，或動(dòng)名詞及其名詞從句，而as a result 表示結(jié)果，后常接表示結(jié)果的句子。
[考例] My friend Martin was very sick with a strange fever; _____, he could neither eat nor sleep.(NMET 05, 江西)
A. as a result B. after all
C. any way D. otherwise
[點(diǎn)撥]After all 畢竟， any way 無(wú)論如何， otherwise否則。上句說(shuō)“馬丁患了奇怪的發(fā)燒，病得很厲害。”下句說(shuō)“他不能吃也不能睡。”一詞連接詞應(yīng)意為“結(jié)果”。故選A。
4. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose.( P3, line 46)
[考點(diǎn)] stand vt.承受；經(jīng)受；承擔(dān)，常用以下搭配can't stand sth /doing sth 例如：
He wants to marry me but I can't stand the sight of him. 他要娶我，但我一見(jiàn)他就受不了。
I can’t stand being treated like this.我受不了別人這樣對(duì)我。
[考例]Modern plastics can ____ very high and very low temperatures. ( NMET 05, 山東)
A. stand B. hold C. carry D. support
[點(diǎn)撥] hold 持有，擁有，carry攜帶，傳送，support 支撐，支援，而stand 的意思是“經(jīng)受”。本句意思是：現(xiàn)代的塑料可以經(jīng)受非常高和低得溫度。
5. Each player should play to their strengths. (P5, line 22) （NMET 05，天津）
[考點(diǎn)] strength 名詞，表示力量， 力氣， 實(shí)力。
[考例] Bill was doing a lot of physical exercise to build up his________.
A. ability B. force C. strength D. mind
[點(diǎn)撥]這兒考名詞的搭配。Ability 能力，force 武力，勢(shì)力， mind 頭腦，智力。build up one’s strength 表示“使自己強(qiáng)壯”，故選C。
6. Don’t let a small disagreement ruin your friendship. Do not delay. （P5, line27）
[考點(diǎn)] delay及物動(dòng)詞表示“耽擱， 拖延， 推遲”。可以用于被動(dòng)語(yǔ)態(tài)。
[考例]John was late for the business meeting because his flight had been ____ by a heavy storm. ( NMET 04, 遼寧)
A. kept B. stopped C. slowed D. delayed
[點(diǎn)撥]這兒考動(dòng)詞delay的用法。 題干中be late for 意思是遲到，因此根據(jù)句意， 航班應(yīng)該是受到“耽擱， 延誤”， 故選D。
7. I have a very important meeting to attend. ( P8, line14)
[考點(diǎn)] 不定式做后置定語(yǔ)的用法。 通常我們有些特殊的句式。例如 have something to do。
[考例] The professor could hardly find sufficient grounds _____ his arguments in favor of the new theory.(2000.6)
A. to be based on B. to base on C. which to base on D. on which to base
[點(diǎn)撥] 該句是不定式坐后置定語(yǔ)的一種用法。意思是：這位教授難以找到能夠有利于新理論的充足理由來(lái)支持他的觀點(diǎn)。故選D.
8. We had nothing to do but watch TV. (P8, line 39)
[考點(diǎn)] 非謂語(yǔ)的一種用法。 but其后要接帶to不定式，但有三個(gè)結(jié)構(gòu)例外。 do nothing but， can't but， can not help (choose) but， 它們后面要接不帶to的不定式。
[考例] There was nothing they could do______.
A. but wait B. except waiting
C. only to wait D. unless they waited
[點(diǎn)撥] do nothing but do sth. , nothing前有do，后面的to要省略,故選A。
9. I’m glad I persuaded you to talk to Rachel. (P9, line 7)
[考點(diǎn)] persuade 是及物動(dòng)詞，表示說(shuō)服，勸說(shuō)，可用于被動(dòng)語(yǔ)態(tài)。通常用以下搭配 persuade sb. to do sth/ into doing sth.
[考例]The number of deaths from heart disease will be reduced greatly if people ____ to eat more fruit and vegetables. ( NMET 04, 上海)
A. persuade B. will persuade C. be persuaded D. are persuaded
[點(diǎn)撥] 根據(jù)句意應(yīng)該用被動(dòng)語(yǔ)態(tài)，排出A、B兩項(xiàng)。而且用If 引導(dǎo)的條件從句中用“一般現(xiàn)在時(shí)”表示將來(lái)的概念。故選D。
10. I’ve met some nice people here in London and I think we might become close friends.（P9,line10）
[考點(diǎn)] 情態(tài)動(dòng)詞might表示說(shuō)話者對(duì)所說(shuō)的事情不太肯定的推測(cè)，通常表示“不確定，拿不準(zhǔn)”。
[考例] ---- Excuse me. Is this the right way to the Summer Palace? ( NMET 04, 湖北)
-----Sorry, I am not sure. But it____.
A. might B. will C. must D. can
[點(diǎn)撥]can 通常表示肯定推測(cè)，查功能用于疑問(wèn)句或否定句中。本題由下句“I am not sure.”推知，發(fā)話人對(duì)此事拿不準(zhǔn)。故選A。
11. These things can make you feel anxious. （P12，line20）
[考點(diǎn)] anxious做形容詞使用，表示“焦急的，焦慮的，渴望的”。
[考例] My mother always gets a bit ___if we don’t arrive when we say we will. ( NMET 05, 浙江) A. anxious B. ashamed C weak D. patient
[點(diǎn)撥] ashamed 羞恥的， weak虛弱的，無(wú)力的， patient耐心的，忍耐的
anxious表示擔(dān)憂的。根據(jù)所提供的情景，“If we don’t arrive when we say we will” 可以判斷出 由于說(shuō)將要回來(lái)，但沒(méi)有回來(lái)，所以母親會(huì)感到擔(dān)憂。故選A。
12. Do you feel sad and lonely? Do you have no one to talk to? Don’t suffer in silence.
（P13，line6）
[考點(diǎn)]suffer既可用作及物動(dòng)詞，表示遭受，經(jīng)歷，忍受。又可用作步及物動(dòng)詞，表示受痛苦，受損害。
[考例] _____ such heavy pollution already, it may now be too late to clean up the river.
(NMET 01)
A. Having suffered B. suffering C. To suffer D. suffered
[點(diǎn)撥] 由already 一詞可知， 要用現(xiàn)代分詞的完成式。全句意思是：由于已經(jīng)受到如此嚴(yán)重的污染， 現(xiàn)在清理河道可能太晚了。故選A。
13. We will listen to your problems and offer you practical advice. (P13, line8)
[考點(diǎn)] 形容詞Practical表示實(shí)用的，實(shí)際的。
[考例] When we plan our vacation, mother often offers ____suggestions. ( NMET 04, III)
A. careful B. practical C. effective D. acceptable
[點(diǎn)撥] 據(jù)句意應(yīng)為“提供實(shí)用的建議“，而careful仔細(xì)的， effective有效的，acceptable可以接受的”。故選B。
14. Our lines can get very busy but please keep trying and you will eventually
get through.( P13, line12)
[考點(diǎn)]get through 表示電話等接通，常用于動(dòng)詞搭配使用。
[考例]I couldn’t ____. The line was busy. (NMET 05 , 浙江)
A. go by B. go around C. get in D. get through
[點(diǎn)撥] go by 依照， go round 四處走動(dòng)， get in 收獲， 而get through 指打通電話。根據(jù)所提供的情景“The line was busy.”可以判斷出“I”一直沒(méi)有打通電話。故選D。
15. I agree with you on/ that…..(P14,line 4)
[考點(diǎn)] 日常交際用語(yǔ)中考點(diǎn)之一，表態(tài)性用語(yǔ)，表示同意。或者用否定用法，不同意。
[考例]----Go for a picnic this weekend, OK?
---- ______. I love getting close to nature. ( NMET 04, 福建)
A. I couldn’t agree more B.I afraid not.
C. I believe not D. I don’t think so.
[點(diǎn)撥] 此題考查交際用語(yǔ)，根據(jù)下文的回答可知，回答的人非常同意第一個(gè)提議的人的建議。其他選項(xiàng)部各題意。
I couldn’t agree more 表示“我非常同意。”故選A。
Unit 1
Ⅰ.單詞拼寫(xiě)
1. He a_______ to his teacher for not having finished his homework.
2. When asked what he wanted to be, he answered without h_____.
3. His mother said that if he couldn’t pass the exam, she would sell the computer as p______.
4. He was too s_______ to admit that he was wrong and refused to say sorry to his girl friend.
5. You have put me in a very a_______position and now I don’t know how to deal with the matter.
6. She said she was sorry, but her eyes b______ her secret delight.
7. Tobby is always looking forward to being f______ by his parents after he does something wrong.
8. Peter is popular with his classmates for we always find him w_____ to help others.
9. We are much c______ about the present situation and hope that the government will take effective measures to preserve the environment.
10.You are already grown-ups; you are required to take r_______ for what you do.
11．In order to avoid the p______________ for the wrong that he had done, he went to a European country in 1981.
12．He was too s_______________ to admit that he was wrong and refused to say sorry to his girl friend.
13．I am sorry that I was a____________ just now and didn’t quite catch what you said.
14. Although the b________ scientist has made his mark in the field of physics, he is sometimes
absent-minded in his daily life.
15. She _______( 發(fā)誓) that she hadn’t told anyone , but her friend still didn’t forgive her.
16. People are trying to make the once ____________ (污染) river clean again.
17. Nearly all children are c about new fantastic things.
18.He always b her by telling the same story.
19．The curtain m the wall well .Do you like the color ?
20．In the a of the teacher , Fang Lan will be in charge .
21.What do you think I should do to (解決) this problem?
22.Many （志愿者）are needed to help in 2008 Beijing Olympic Games.
23. I wrote a letter to the manager of that company and wanted to a___________ for the job.
24. He gets along well with his classmates because he is an______________（外向的）boy.
25. Ordinary people could ___________(假裝) to be rich and important.
26. Many crimes went ___________________(未受懲罰的).
27. At school she founded a close f___________ with several other girls.
28. I don’t d_______ he’ll come. I’m sure he will come.
29. Your invention is ingenious, but not p__________.
30. The woman shows a very passive a__________ towards her work.
31. They p___________ about what to do next.
32. It’s ___________(荒唐) of you to suggest such a thing.
33. She ____________(答復(fù)) to my letter with a phone call.
34. everyone should be ____________(忠誠(chéng)) to their friends.
35. A m__________ person is someone who has moods that change quickly.
36. She is so t________ that she doesn’t dare to speak in public.
對(duì)話填空。
A: Can you tell me something about the Earth Summit?
B: Yes. It’s a meeting held by the UN to discuss e (37) issues. A: When and where was the l (38 ) Earth Summit held?
B: In Johnnesburg in 2002.
A: What main subject of the summit was r (39)?
B: Sustainable and s (40) development.
A: What did e (41) from all over the world discuss in Johnnesburg?
B: They discussed the three biggest e (42)or killers in the world: polluted drinking water, poor sanitation（公共衛(wèi)生設(shè)施）and air p (43)
A: What else did many speakers speak about at the meeting?
B: They also showed great c (44) about poverty, war and violence.
A: Why are conferences like the Earth Summit of i (45)?
B: Because they help us understand that there exist serious s (46) the earth faces and that only by changing the way we live can we save the earth.
Answers :
1. apologized 2. hesitation 3. punishment 4. stubborn 5. awkward
6. betrayed 7. forgiven 8. willing 9. concerned 10. responsibility
11. punishment 12. stubborn 13. absent-minded 14. brilliant 15. swore
16. polluted 17.curious 18.bores 19．matches 20．a(chǎn)bsence
21. solve 22. volunteers 23. apply 24. outgoing 25.pretend
26.unpunished 27. friendship 28. doubt 29 . practical 30. attitude
31.puzzled 32. absurd 33. replied 34. loyal 35. moody 36.timid
37. environmental 38. latest 39. raised 40. stable 41. experts /environmentalists 42. enemies 43. pollution 44. concern 45. importance 46. situations
Unit 2 The environment
Reading: The economy or the environment----must we choose?
Reading 1
The general idea of this period
The main purpose of this lesson is to make Ss fully understand the text and master the Reading Strategy.
Teaching Aims:
Check and enhance students’ reading abilities.
2.Train students to gain an overall understanding of the article and learn to read a debate.
Teaching important points:
1.How to make the students fully understand the text.
2.How to get students to read a debate.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step 1 lead-in
1.Ask students the title of the text and ask students which one to choose: the economy or the environment.
Step 2 Comprehension of the text
Ask Ss to skim the article and answer the following questions.
Who are the three speakers?
What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?
By how many times has the world’s population increased since 1800?
According to Mr Qian liwei,what should be done to factories that pollute the environment?Ask Ss to Read Lin Shuiqing’s debate and answer the following questions.
What society does Lin Shuiqing belong to?
What does Lin Shuiqing start his speech by talking about?
What is happening to large amounts of fish?What does Lin Shuiqing think we should teach people about?
Ask Ss to read Qian Liwei’s debate and answer the following questions.
Why does Qian Liwei think production should not be cut back?
What does Qian Liwei say we should produce more of?
What does Qian Liwei say we need more of?
What does Qian Liwei say many people are willing to do?
Ask students to fill in a table on the screen according to the text.
Ask students how to read a debate by asking them to answer the following questions.
What is the order of a debate?
What is the order of the debate?
What is important in a debate?
What should we pay attention to when we read or listen to a debate?
Ste3 Role play
Three groups represent Lin Shuiqing and the other three groups represent Qian Liwei.Each of you speaks one or two points.You can make some changes to the debate and add your opinions to the debate.
Step 4 Homework
1.Read the text.
2. Preview the language points in the debate.
Period 2 Reading 2: Language Focus
The general idea of this period
The main purpose of this lesson is to make Ss better understand the text and master some important language points.
Teaching aims:
Review the reading by filling in the form with the words in the reading..2.Get the students to grasp the usage of some important words and expressions.
3.Get the students to practice mastering the language points.
Teaching important points:
1.How to make the students have a better comprehension of the text.
2.How to help the students be familiar with the language points.
How to help Ss apply these points into practice.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step One Revision and lead-in
Do the blank-filling .
Step Two Language points
Ask the students to read the debate and find the right words or phrases according to the meanings.
1.tell,express
2.something that cannot be used any more and is thrown away
3.terrible ,shocking
4.besides
5.destroy completely6.(birds,insects,fish,etc)produce eggs from their bodies
7.come near to,get close to
8.make less,reduce
9.be helpful,useful,favourable to
10.be involved in or be affected by11.a constant,steady economy
12.speak freely
Explain important language points to Ss .
1.In addition, many sea creatures are being wiped out by fishing boats.(line16)
2.These boats catch large numbers of fish without giving them time to lay eggs.(line16)
3.The world’s population has grown to more than six times what it was in 1800.(line20)
4.My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)
5.Mr Lin suggested we should cut back on the amount of things we produce in order to save the environment.
6.The amount of rubbish we produce is turning into a big problem; we need to think more about recycling.
7.But I do agree that recycling may be the key to helping both sides.(line45)8.It is obvious that you are very concerned about the present situation of our environment.(line29)
Step Three Practice for consolidation
Ask students to Fill in the blanks with the following words or phrases.
Step Four Homework
1.Finish A1 and A2 on page 90.
2. Read the text.
Module 5 Unit 2 The environment
Word power
Teaching aims 1. Enlarge Ss’ vocabulary related to the environment.
2. Help Ss use the words about the environment as possible.
Teaching important points How to learn the new words effectively.
2. How to use the new words freely.
Teaching difficult points
1. How to make Ss describe environmental problem briefly.
How to solve the environmental problems rapidly.
Teaching methods
1.Students-centered. (Discussion to make every student work in class.)
2.Teacher & students’ interaction. (Talking to improve the students’ speaking ability.)
3.Multimedia way. ( Practice to get the students to master what they’ve learnt.)
Teaching aids The multimedia.
2. The blackboard.
Teaching procedures:
Step 1 Lead-in
Tell Ss that they will go traveling in Shangri La. What would they like to do?
Let Ss make a discussion.
Questions:
What are we interested in?
What type of hotel will we stay in?
What kind of energy does the hotel Ecoville use?
How does the hotel wash the sheets?
What other characteristics does the environmentally hotel have? 3. Ask several Ss to report their idea to the class.
Step2 Vocabulary Learning
Read this brochure about a new, environmentally friendly hotel which is opening. (help Ss to learn the new words.)
Doing exercise.(help Ss to consolidate them.)
Ask Ss to label the pictures in part B and try to describe them in a few simple words if possible. (Help Ss improve their speaking abilities)
Step 3 Vocabulary Extension
Ask Ss to focus on Part C on page 27. (help Ss strengthen understand the new words. )
Ask Ss several questions. (check Ss’ understanding of the passage. )
Who thought of the idea to build in environmentally friendly hotel?
Where did he get his inspiration (idea) ?
What are the differences between Ecoville and other hotels?
Ask Ss to work in groups & have a competition on words that include the prefix ‘eco-’. Use dictionary if necessary.
Ask Ss to first complete the note in Part A on page 104 in WB, and then to complete the article in Part C on the same age.
Step 4 Homework
1. Try to write an article on some environmental pollution and how to solve the problems.
2. Write a guide on how to be an ecotourist.
Task:
Ge Weimei, NO. 66 High School , Nanjing
Teaching plan:
Teaching aim and demands : 1 help the students to listen and draw conclusions
2 train the students’ listening
3 help the students to read for information
4 help the students to read a scientific article
5 help the students to present your point of view
6 design a poster
Teaching procedures
Sep1 Skills building 1 :
In this part , students will learn how to draw conclusions from listening to something .Explain to students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .
1 Ask the students to read the guidelines and the dialogues in skills building on Page 32 , Ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.
2 Ask students to read the instructions in Part A . Then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation . Ask them why they have drawn this conclusion . Then play the recording once more and check the answers as a class .
3 Tell the students to listen to the tape and complete Part B . Ask them to choose which of the conclusions are logical and to state their reasons .
Step 1 : Listening to a lecture
1. Ask students to listen to the tape
2. Encourage the students to fully participate in the situation and express their opinions freely .
3. Play the tape once .
4. Ask several students to read one answer each .
5. Ask students to finish Part B . Ask them to consider what conclusions can be drawn from the statements .
Skills building 2 :Reading for information
1 Ask students to read the guidelines on Page 34 .
2 Organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in Part A .
Ask students to read the newspaper article in Part B and answer the four questions listed below it .
Step 2 : Reading a scientific article
1 Help students to review what they have learnt about desertification in Step 1 on Page 33 . Encourage them to list the things they know about desertification.
2 Ask students to read the scientific article about desertification . Make sure that they understand the article .
3 Organize students into groups of four and tell them to study the scientific article together.
4 Ask students to list their solutions on Page 35.
Skills building 3 : Presenting your point of view
1 Ask students to read the guidelines in this part . Make sure that they understand each point.
2 Ask students to read the instructions for Pat A on Page 36 and help them give explanation for their decisions. Ask several groups to explain their decisions to the class.
Step 3 : Designing a poster
1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in Part A on Page 37 . They need to discuss which viewpoint they agree with and which one they will focus on.
2. Ask different groups to consider the questions in Part B and ask them to present their answers to the class.
3. Tell students that a good poster includes good content and a good layout . Ask students to read the instructions on Part C on Page 37 .
4. Ask each group to create their own poster . remind them to refer back to Step1 and 2 .
Homework: Ask students to read the article in part A on Page 105 in Workbook. Then let them do Part B on the same page .
2006-9-12
Module 5 Unit 2 The environment
Project
Teaching aims 1.Help Ss learn and use English by doing a project.
2. Encourage Ss to use they have learnt to complete a project.
Teaching important points Help Ss how to plan and do research for the report.
Teaching difficult points
Help Ss how to cooperate each part of work together.
Teaching methods
1.Students-centered.
2.Teacher & students’ interaction.
3.Multimedia way.
Teaching aids 1. The multimedia.
2. The blackboard.
Teaching procedures:
Step 1 Lead-in
Show some pictures of the Yangtze River and tell Ss the purpose of the class.
Step 2 Learning the text
1) Divide Ss into groups and ask them to read their assigned paragraph and report the main idea of the if to the class.
P1 The environmental problems of the Yangtze River have raised concern.
P2 Many people have recognized the importance of protecting the Yangtze River and many environmental organizations and projects have been set up.
P3 Two special government projects are under way to protect the river. One is the water and soil preservation project.
P4 The second project is a nature reserve for white-flag dolphins.
P5 The environmental situation of the Yangtze River is improving.
2) Encourage Ss in other groups to raise as many questions as possible.
3) Ask Ss to read the report carefully and answer the questions.
4) Ask Ss to form into groups and discuss the following questions.
A.Why have the environmental problems of the Yangtze River raised concern both nationally and internationally?
B.What does the Green River organization do?
C.What problems do the two government projects focus on?
D.What did farmers have to do under the water and soil preservation project?
E. What does the second project concern?
Extension questions:
F. Do you think the environmental situation of the Yangtze River is getting better? Why?
G. What else can we do to protect the Yangtze River?
5) Ask Ss to read the article again and analyse the structure of it.
6) Ask Ss to do close test.
7) Have Ss do Part B1 & B2, D1 & D2.
Step 3 Writing a report
Planning
● Work in small groups. Discuss what you read on the previous page, briefly discuss the questions below and then decide on a topic for your report. Have it approved by your teacher.
What do you think are the biggest environmental problems in China?
The topic for your report will be ___________________________.
● Discuss the tasks listed below and decide which group members will be responsible for each task. Write the names beside the work each member is going to do. (Remember, two or three people can work on the same task!)
Research __________________________________________________
Write the outline ____________________________________________
Write the report ____________________________________________
Preparing
● Members responsible for doing research need to find information from various sources on the topic you have chosen. The group should discuss the information found, and decide what to increase include in the report and what to leave out.
● Those responsible for writing the outline should organize the information the group has decided to use and write an outline for the report using that information. The outline should be approved by the whole group.
Producing
● Group members who are writing the report will have to write it based on the outline.
● All group members should edit the report before it is passed on to another group for editing. Your group will be editing another group’s report at the same time.
● While editing, you should read the report closely and look for the following:
sentence structure organization punctuation
vocabulary grammar spelling
● During the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. Ask for comments on your report as well.
Presenting
● The report should be written and checked once more for mistakes.
● Present your report to the class.
● Put your rep