Period 1

I. Teaching aims:

1. Get some common knowledge about history;

2. Promote the students’ listening ability;

3. Learn about earthquakes.

II. Important points:

1. Grasp some pattern about describing emotions;

2. Learn the Attributive Clause;

3. Get the students to know how to use the structural words in writing.

III. difficult points:

1. Learn to use the Attributive Clause;

2. Learn to talk about an unforgettable experience;

3. to learn to use the following phrases: take place, pull sb. up, go through, on holiday

Teaching methods:

listening, speaking and discussing method.

Teaching procedures:

Step 1 Warming up

1. ask the students to talk about the pictures using the given words and phrases.

2. ask the Ss to read the example and know what to do.

3. the Ss talk in pairs.

4. let some Ss to talk about the other pictures after the example.

5. ask the Ss to make sentences about other people, inventions or discoveries using “who, that, which”.

Step 2 Listening

1. ask Ss some questions about earthquakes

2. give some necessary introductions to the Ss.

3. Ss listen and make some notes.

4. let the Ss listen a second time and try to write down the answers to the questions.

5. Check the answers with the class.

6. Ss do Part 2 while listening.

Step Three Consolidation

1. ask Ss to use the Attributive clause to complete these sentences:

A good friend is someone ____________________.

Hank Chuck has a friend ______________________.

A raft is a small boat _________________________.

A paddle is a kind of equipment ___________________.

Pandas are animals _____________________________.

2. describe an unusual experience in an earthquake using the following words.

take place, driving along the road, finish work, on one’s way to, move from side to side, slow down, start to shake, fall down, fall onto the cars, be lucky

Homework

1. finish off the writing;

2. preview the new words of the text.

Period 2

I. Teaching Aims:

1. Promote the Ss’ listening and reading abilities

2. Grasp some patterns about describing people’s emotions.

3. Words and expressions: a wall of, be upon, advance, swallow, drag, get on one’s feet, around the corner, completely, etc.

II. Important point:

Help the students to understand the passage better.

III. Difficult point:

How to improve the students’ reading ability.

IV. Teaching methods:

1. Fast reading to get the general idea.

2. Discussion to exchange ideas.

3. Careful reading to get details.

V. Teaching Procedures:

Step 1 Revision

1. ask the Ss to talk about earthquakes.

2. ask the Ss what they say to comfort him or her when somebody is sad or has done something wrong.

Step 2 Dialogue

1. ask the Ss to look at the first picture and answer:

1) What kind of difficulty or problem is the girl experiencing?

2) What would you say to encourage her?

2. Useful expressions:

1) Help!/ I’m afraid to…./ It scares me.

2) Don’t worry. / It’ll be all right.

3) Well done!/ You can do it / Come on.

3. ask the Ss to think what kind of problem is in each picture.

4. work in pairs.

1) Situation 1:

A: Help!, My family, where ___________?

B: Don’t worry. Everything will __________

A: ……………………….

2) Situation 2:

A: Is that dog you want us to _______________?

B: Yes. It is my favourite dog. Will you _____________________?

A: …………………………

3) Situation 3

A: Help! Help! Help!

B: Please step aside. Everything will be OK.

A: ………………………..

Step 3 Pre-reading

1. ask the Ss to think about different types of natural disasters.

1) flood 2) fire 3) typhoon 4) earthquake

2. ask the Ss to imagine what a natural disaster is like and how people feel.

1) When a flood happens, there will be too much water in rivers and fields. ……

2) When a big fire happens, ………..

3. ask the Ss to discuss the following situations in groups:

Disaster Flood Earthquake Typhoon Fire

Situation In the classroom Sleeping in your bedroom Riding a bicycle on the road Shopping in a supermarket

Action

Step 4 Consolidation

1. ask the Ss to list some sentences to comfort people in trouble.

2. ask the Ss to write a short passage about disasters using “First, Next, Then, Finally”

Homework

1. finish off the writing.

2. Go over the words and expressions in the reading text..

Period 3

I. Teaching Aims:

1. Promote the Ss’ ability of reading comprehension

2. Know how to describe events

3. Learn to use the following expressions

look around, grow to…, before she could …, pull up, get on one’s feet, look into one’s face, with a look of fright, move up and down

II. Important points:

1. Do some exercises to master some important verbs better.

2. Review the Attributive Clause and learn to use the relative pronouns who, whom, whose, which and that.

III. Difficult point:

How to help the students master the Attributive Clause better.

IV. Teaching methods:

1. Review method to help the students remember what they have learnt in this unit.

2. Individual work or pair work to make every student work in class.

V. Teaching Procedures:

Step 1 Revision

Check the homework with the class.

Step 2 Lead-in

1. introduce what will happen in a flood and study new words:

rescue, roar, advance, seize, swallow, drag, struggle, fright…

2. ask the Ss to talk about the picture.

1) What kind of disaster is it?

(ask the Ss to list some logical sentences of possible events during a flood)

2) What are the people shouting?

Step 3 Reading

1. read through the passage and then answer the questions:

1) What were Flora’s first two feelings when she turned around and saw the water coming?

2) What happened to the garden at last?

3) Why was Jeff looking for the chimney?

2. ask the Ss to work out what the underlined words refer to.

1) which --- a loud noise

2) there ---- behind her

3) it --- a wall of water that was quickly advancing towards her

4) whose --- Flora’s

5) both --- Jeff and Flora

Step 4 Language points

Pick out some difficult sentences, words or phrases and explain to the students.

1. the noise grew to a terrible roar.

--- Roar is the noise that lions make

2. before

1) the bell rang off before I could answer it.

2) She heard a roar before she could move.

3. V-ing

1) The first wave swept her down, swallowing the garden.

2) A new wave came, sweeping down trees.

3) He was standing, holding on….

4) She stopped, listening….

4. advance

1) the soldiers advanced on the enemy.

2) A month has passed and the work has not advanced.

3) You can’t stop the advance of old age.

4) in advance = ahead of time

5) advanced education

5. must have been

1) He must be a student.

2) He must be working in the room.

3) He must have come here yesterday.

Step 5 Retelling

1. ask the Ss to retell the story.

First ---- Flora saw …… She turned around as she saw ….

Next ---- the water swept …down, struggle for ….

Then ---- try to get to the house, climb the stairs to …..

Finally ---- A part of the house ……chimney.

Step 6 Talking

1. (Page 103) ask the Ss to work in pairs first.

2. ask some pairs to present their dialogue.

Homework

1. write a short summary about the text.

2. Do Part 2 of vocabulary on page 104 in their exercise books.

Period 4

I. Teaching aims:

1. to go over the key words and expressions;

2. to review the Attributive Clause and learn to use the relative pronouns “who, whom, whose, which and that”.

II. Important points:

1. Improve the students’ intergrating skills.

2. Help the students master the Attributive Clause better.

III. Difficult point:

How the get the students’ intergrating skills improved.

IV. Teaching methods:

1. Reading and writing to help the students to improve their intergrating skills.

2. Pair work or individual work to make every student work in class.

V. Teaching Procedures:

Step 1 Revision

1. check the homework with the class.

2. ask one or two Ss to describe an event they experienced using “first, next, then, finally.”

3. review the following phrases:

look around, advance towards, sweep down, pull up, get on one’s feet, look into, go down, cut down, move up and down

Step 2 Word Study

1. ask the Ss to get the meaning of the following words.

2. the Ss fill in the blanks using the correct verb in its correct form.

3. check the answers with the class.

Step 3 Practice

1. (Page 26) ask the Ss to fill in the blanks with who, whom, that, which, whose”.

2. check the answers with the class.

3. (P27) ask the Ss to describe certain types of people using the Attributive Clause.

1) A bookworm is someone ____________________.

2) A couch potato is _____________.

3) A sports fan is _______________.

4) A workaholic is ____________________.

4. Extension: ask the Ss to describe certain types of things.

1) A alarm clock is something _____________.

2) A computer

3) A cellphone

Step 5 Workbook

1. Do Parts 1&2 on page 105.

2. Do Part 3 orally.

Homework

Do Part 2, page 105 in exercise books.

Period 5

I. Teaching aims:

1. to review the Attributive Clause;

2. to learn the usage of linking words;

3. to learn how to write about an experience;

4. to write about an unforgettable experience.

II. Teaching procedures:

Step1 Revision

1. ask the Ss to fill in the blanks.

1) The boy with ________ I played basketball is my cousin.

2) Betty, _____ has never come to China, is studying Chinese now.

3) The student, _______ brother has gone to Qinghua University, is in our class.

4) The electronic dictionary ______ his father bought him as a present was broken last week.

5) I want to take back the book ______ he borrowed from me.

Step 2 Reading

1. ask the Ss to go through the passage and answer the questions:

1) Where did the writer go on a holiday?

2) What did the writer visit in Leshan?

3) What was the nicest part of the day in Mount Emei?

2. some useful expressions

go on a holiday to …., a travel agent , go on a two-day trip, climb all the way up the mountain, in a second, etc.

3. find out complex sentences:

1) put a circle around the relative pronouns “who, whose, which and that”

2) put a circle around the linking words “and, but”.

3) Ask the Ss to analyze the complex sentences into their constituent sentences.

4. ask the Ss to analyze the structure of the passage.

Paragraph 1 --- choose the destination and make plans

Paragraph 2 --- visit the Buddha in Leshan

Paragraph 3 --- climb Mount Emei

Paragraph 4 --- return home

Step 3 Writing

1. ask the Ss to read through the six questions quickly:

1) Why did you choose to go there?

2) Where did you go?

3) How did you get there?

4) What did you see there?

5) What did you do there?

6) How did you feel about this holiday?

2. ask the Ss to talk in pairs and then write down 20 short sentences

3. ask the Ss to put their sentences in the order in which they want to tell the story.

Ask the Ss to organize their ideas and sentences in a logical order, using “first, next, then and finally”.

4. ask the Ss to try to combine short, simple sentences into somewhat longer, complex sentences using conjunctions or relative pronouns.

1) I found some photos of interesting places.

They were not too far away from Chengdu.

---- I found some photos of interesting places which were …….

2) Xiao Rong took a photo of a monkey.

The monkey was sitting on my head.

---- Xiao Rong took a photo of a monkey that was sitting …….

5. suggest that the Ss use the unforgettable trip to Sichuan as a sample writing.

Homework

The students write their composition.