英语教案模板unit5
Unit 6
Te_t I
Preparing for College Lincoln Steffens
I) Pre-reading Brainstorming:
1.How did you prepare yourself for admiion to college or university? Were you opposed to such e_amination-oriented preparation? 2.How did the author of the te_t, Lincoln Steffen, prepare for college? II) Main Idea of the paage:
In the paage, basically a narrative, the author intends to tell his readers what hens in the year 1884-1885: his failure in e_aminations and his discovery of the right way to prepare himself for college, which he thought was a period of great adventure for him.III) Structure of the paage:
1.P.1-4 --- His failure and the cause of it; 2.P.5-12---His private tutor’s influence on him (to think and discover all by himself) 3.P.13-18---He found the best preparation for college in the stimulating Saturday night conversations among all those O_ford and Cambridge men (P16-17: what he gained from the
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conversations).IV) prehension Questions:
i.From Steffens’s description of “the elect” in para.2, what has been revealed about himself? --- He must be very different from those boys.To him study did not mean performing all the tasks aigned by the teacher without thinking and reasoning.He must be unhy to be told to memorize what he was supposed to learn without a thorough understanding.He was motivated by a strong quest for knowledge, not by the desire to distinguish himself in terms of marks.
ii.Where can you find Steffens’s critical ments on the school education he received? Was it at least in part responsible for his failure to get into university? --- Mainly in para.3&4.He was not interested in those subjects which seemed to him irrelevant to his life, and the teachers failed to interest him in those subjects.As a result, he did not do well in them.This partly accounted for his failure.
iii.What is the antecedent of the pronoun “it” in the first sentence of para.6? Apart from referring to its antecedent, what cohesive function does it perform? --- \"It\" refers to the change that had e over him.\"It\" links the paragraph with the preceding one.
iv.How does the man Evelyn Ni_on impre you? Support your answer with
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information from the te_t.--- A well-informed O_ford scholar, a good teacher, who knew how to interest his student in what he had to learn, a creative and original man, who was not satisfied with what was known, but was more interested in the e_ploration and discovery of the unknown.For supporting information, refer to paras.6 to 13.
v.Despite their similar background, the Englishmen who met at the Saturday night gatherings had “no mon opinion on anything arently” (para.13).By which sentence in the same paragraph is this fact restated? Why does the author seem to emphasize this point? --- \"They could not among them agree on anything but a fact.\" To emphasize the originality of these searching minds and the infinite nature of the pursuit of knowledge.
vi.why does Steffens say that those wonderful Saturday nights in San Francisco were his preparations for college? --- The conversations he heard were brilliant, scholarly, and stimulating, thus greatly broadening his scope of knowledge.And the way in which the conversations were carried on was inspiring, too.(Refer to paras.14 and 15) They were much more beneficial to him than the kind of school education he had received.
vii.What did Steffens gain from the conversations at the O_ford and Cambridge men? --- “Cultivated ignorance and objectivity” as e_plained in para.16&17.V) Key Words and E_preions:
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1.driving motive (L.12) --- the incentive / encouragement that urges them on; 2.the rudiments (L.32) --- the basics, the fundamentals (The word rudiments is always in the plural form when used in this sense.)
3.metaphysics (L.36) --- the branch of philosophy that deals with abstract concepts, etc.形而上学，玄学，纯粹哲学
4.conscious culture (L.48) --- the culture (i.e.customs, arts, etc,) that is directly perceptible or known to us 5.fanatic (L.49) --- one who is very enthusiastic about a particular activity 6.personify (L.53) --- e_pre or represent ( a quality in human form) 7.sedentary (L.65) --- inactive; done while sitting down 8.underline (L.74) --- indicate the importance of 9.balked (L.77) --- baffled; frustrated 10.a maddening lot (L.83) --- a wild, uncontrollable group 11.righteous sects (L.91) --- morally justifiable groups of people whose religious beliefs are considered different form those of a larger group 12.relish (L.105) --- 味,味道,兴趣;开胃小菜;great enjoyment VI) Language Points in Te_t II (S.B.):
1.to be put off for a year --- to be delayed for a year put something offunderstand, see, or hear.E_les: That problem is just beyond me; I can\"t make it out.He muttered a plaint that nobody could make out.4.they looked dazed or indifferent --- they looked confused/ bewildered or uninterested/ unconcerned Daze is often used in the paive.To be dazed is to be made unable to think or feel clearly.E_le: His answer to the question left us all dazed.indifferentnot at all.E_le:
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Lots of people love to read science fiction.but I\"m not in the least interested.10.to be crammed for Berkeley --- to be stuffed with as much book knowledge as poible for me to pa the entrance e_amination of the University of California at Berkeley cram --- learn as much as poible in a short time just before the e_amination.E_le: Learning is a long-range proce.Cramming for an e_amination in the last minute does one no good.11.all the poets of all the ages --- all the poets of all periods in history.Call the students\" attention to the meaning of of all the ages (不同的历史时代) here in parison with of all ages.which means \"of different ages\" (不同的年龄) 12.romance and language sang songs to me --- I enjoyed romance and language so much that they were like songs sung to me 13.inspire --- encourage in somebody the desire and ability to take effective action by filling with eagerne, confidence.etc.E_le: The Party secretary\"s words inspired us to work still harder/to greater efforts.14.It was too great and too various for me to personify with my boyish imitations and heroism --- Life was so good and so different in kind that I was not able to e_pre what it was like with my youthful mind and boldne.15.when I looked balked --- when I looked thwarted阻碍 / frustrated 16.With a surene which withstood reference to the books --- with such a certainty that they did not have to refer to the source of the tation 他们在引用权威人士所述时是如此的肯定,他们不必提及引文的出处.withstand --- hold out against, stand up to, not be changed by.E_les: Buildings in this area should be able to withstand earthquakes 经得住地震.Great works of art/literary works can always withstand the test of time 17.studied minds as polished as fine tools --- great intellectual faculties great mental capacities as flawle as first-cla tools 18.those
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picked Englishmen --- those e_cellent / superior Englishmen Picked is an adjective meaning \"chosen as very suitable for a special purpose\".E_le: Prizes are awarded to a picked few.
Unit 3
Te_t I:
My Friend, Albert Einstein
Banesh Hoffmann
I) Pre-reading Brainstorming:
What do you know about Einstein? What was he like? How do you think Hoffmann describes Einstein as his friend?
_
Hoffmann takes a different perspective.He tries to reveal some of the le well-known aspects of Einstein’s personality, traits that characterize him more as a man than as a scientific genius.Note: _
Wolfgang Amadeus Mozart:
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1756-1791, Austrian poser, one of the world’s greatest musical geniuses.
Ludwig van Beethoven:
1770-1827, German poser, was one of music’s greatest geniuses.Nobel Prize:
The
Alfred Bernhard Nobel (8-1896), a distinguished Swedish chemist and industrialist, provided for the award of Nobel
Prize in the field of physics, chemistry, physiology or medicine, literature, and peace, regardle of nationality.
The Nazis:
Nazism is a political doctrine of racial supremacy, nationalism, and dictatorship.Nazi is an abbreviation of German word for National Socialism.
I) prehension:
1) Main Idea:
This profile (short, vivid biography, briefly outlining a person’s most outstanding characteristics: his ability, personality, or career) is mainly about Einstein’s personality and his inparable contributions to science.2) Purpose of writing and Tone:
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The purpose is to illustrate with anecdotes some characteristic features of Einstein both as a man and as a scientist.3) Organization and Development: Introduction (P1):
Using the word “simplicity” to begin the illustration of Einstein’s eence
Body (P2-19):
P2-4: About his modesty; P5-7: Einstein’s brief life history and his two great theories;
P8-11: About his concentration on work; P12-13: About his love of natural simplicity; P14-16: About his academic courage; P17-18: About his sense of justice; P19: About his youthful innocence; Conclusion: (P20)
Summing up what it means to have known Einstein and his work.
4) prehension Questions:
1.Which phrase in the first paragraph e_plains the abstract notion of “simplicity”? --- \"going instinctively to the heart of a matter\" 2.From the two anecdotes related in para.2-4, what impreion of Einstein have you got? --- He was a very modest person, never thinking himself any superior to or more authoritative than others because of his fame and achievements as a great
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scientist of the time.
3.What, according to the author, is Einstein’s most outstanding trait as a scientist? --- Concentration.Refer to the first sentence of para.9.
4.Why did Einstein insist on working hard when he was so badly shaken by his wife’s death? --- Working hard requires concentration, which would help him to dispel the feeling of sorrow.
5.How do you interpret the sentence in para.11: “To help him, I steered the discuion away from routine matters into more difficult theoretical problems”? --- Tackling more difficult theoretical problems requires greater concentration and absorption.This would help him temporarily forget the sadne caused by his wife\"s death.
6.What revelation is made through Einstein’ ment on Beethoven and Mozart’ works? --- As a simple man, Einstein takes it that beauty e_ists in the Universe.Such beauty is natural, pure, and simple.Beauty found is even greater and more admirable than beauty created.
7.How did Einstein feel about the destructive effect produced as a result of the lication of his E=mc2 formula? --- This is something he had not e_pected.He was greatly dismayed by the devastating effect his formula produced once it was
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put into lication.
8.Do you think the anecdote related in para.19 aims to illustrate Einstein’s “whimsicality”? If not, what personality trait other than being whimsicality is revealed here? --- He was not really a whimsical man.If he could be called a whimsical man, then his whimsicality came from the young heart and childlike innocence which he had managed to retain.
5) Difficult Sentences for Paraphrasing:
1.This knack for going instinctively to the heart of a matter was the secret of his major scientific discoveries --- this and his e_traordinary feeling for beauty.(Para.1) --- This natural ability of intuitively getting to the eence of a subject was the key to the great discoveries made by him in science.This natural gift and his unusual awarene of beauty.
2.The intensity and depth of his concentration were fantastic.When battling a recalcitrant problem, he worried it as an animal worries its prey.(P-9) --- His engroment in ideas was incredibly intense and deep.When attacking a problem difficult to solve, he kept attempting to deal with it with great effort, just as an animal chases and bites a weaker animal it preys upon until the latter gives in.
3.A dreamy, faraway and yet inward look would e over his face.There was no
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earance of concentration, no furrog of the blow --- only a placid inner munion.(P-10) --- He would look lost in thought, thinking about something distant, and yet meditating within himself.He did not seem to be in deep thought, nor did he knit his browsnot harmed by; not adversely affected by.E_le: He got lost in the street for quite a while, but was none the worse for it.3.knack --- a special skill or ability, usually the result of practice.E_le: She has a knack of doing sums in her head, however plicated they may be.4.plead with --- ask (someone) very strongly in a begging way.E_le: The girl pleaded with her parents to let her go to school by herself.5.awe n.cause a feeling of amazement or fear.E_le:
The magician\"s performance awed us all.awed adj..with voice qualities that showed amazement as well as respect and fear 6.the staggering-and altogether endearing request --- the surprising and shocking, almost unbelievable, and yet very pleasant and affectionate request stagger v.--- cause shocked disbelief.E_le: His e_ceive conceit and self-confidence staggered all his colleagues.endearing adj.do something by oneself.E_le: Tim solved the mathematical problem all on his own.be on one\"s owndistant in time and space, and in relationship.E_les: She is interested in the life of the people in this area living in the remote past.They used to live in a remote village hardly known to outsiders._iao Ling is a remote cousin of his.turmoil - state of confusion, chaos, disorder.E_le: She liked to live in a remote village cut off from the turmoil of the bustling city.
23.alert v .--- make someone fully aware of (a situation); warn someone of
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danger or trouble.E_le: It is neceary to intensify the caign to alert people to the dangers of smoking.24.endeavor (British spelling: endeavour) --- effort, attempt.E_le: His honest endeavour brought him succe.25.ineffable sadne --- sadne that is too intense to be described Ineffable meaning \"indescribable\" is usually used to describe something positive that is too wonderful to be described, e.g., ineffable joy/hine/beauty/delight.
9) Translation E_ercise for Practice of Language Points (C-E):
1.他按了按汽车喇叭以引起路上行人的警觉。(alert)
He honked his car to alert the pedestrians.
2.信息工程的迅速发展是人类尝试的一个突出实例。(endeavor)
The fast development of Information Technology is an outstanding e_le of human endeavor.
3.Mary 试图找到恰当的语言来表达他对老师的感激。(grope) Mary groped for the ropriate words to e_pre her indebtedne to her teacher.
4.学校校长以平易话语向年轻人传递了富有挑战性的信息(convey) The school principal\"s plain words conveyed a meage of challenge to the young people.
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5.不要胡乱摆弄电线,要不然会引起电线短路。 (ter with) Don\"t ter with the wires, or you may cause a short circuit.
6.他自以为在竞争中可以战胜对手。但是他过分的自信使她失败了。(fail) He thought he could beat everyone at the petition, but his e_ceive confidence failed him.
7.他的话似乎简单明了,但是其中的含蓄意思我们不能理解。(fathom) What he said seemed simple and clear, but there was an implied meaning that we couldn\"t quite fathom.
8.他试图把小组的漫无目的的谈话引导到一些有建设性的话题上去。(steer) He tried to steer the group\"s random talk towards some constructive subjects.III) Post reading Activities:
Talk in a small group about a person you respect and esteem most, and later follog the e_le of the te_t learned, write a short paage about him / her.
Unit 5 1.Teaching objectives：
(1)Knowledge objectives:
①students will be able to grasp some key words and e_preions.
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②Students can acquire more about the future perfect tense.
③Students can learn how to develop a paragraph by space.(2)Ability objective:
①students can improve the abilities of listening, speaking, reading and writing.
②Students can develop the ability in describing their dreams.
(3)Emotional objectives:
①students can learn the spirit of confidence and persistence.
②students can learn some good qualities and put them into practice.
2.Teaching key points: help the students have a better understanding of the future perfect tense.3.Teaching difficult points: enable students to practice linking sounds and e_pre encouragement.4.Teaching procedures
Part One Listening and Speaking Step 1.Pronunciation and listening skills Practicing linking sounds It’s a Small World
It’s a world of laughter, a world of tears.It’s a world of hopes, and a world
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of fears.
There’s so much that we share, that it’s time we’re aware, It’s a small world after all.It’s a small world after all.It’s a small world after all.It’s a small world after all.It’s a small, small world.
Practicing linking sounds 歌曲中出现的连读现象如下：
It’s a world of laughter, a world of tears.It’s a world of hopes, and a world of fears.
There’s so much that we share, that it’s time we’re aware, It’s a small world after all.
Step 2.Conversations Conversation 1 – E_preing encouragement 1.Listen to a conversation and plete the follog sentences with what you hear.Pay attention to the function of these e_preions.2.Listen again and decide whether the follog statements are true (T) or false (F).Scripts I really feel nervous about facing so many people.Take it easy.You are the hoste of tonight’s English party.
Yes.But I’m afraid I would make a me of it.
Mary, you should have more confidence in yourself.
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You know, I’ve never hosted such a big party in English.And the students will definitely have high e_pectations.Please lighten up and be more confident, Mary.You have hosted many Chinese parties before, right? And you can speak English quite well! I know that, Ben, but I still feel nervous.I’m sure you will do it well.e on!
Well, anyway, it’s good to have your support and encouragement.3.Role-play a conversation in pairs according to one of the follog situations.You may refer to the Functional Language.Functional Language Conversation 2E_ercises 1.plete the follog sentences with the correct tense of the verbs in brackets.2.Read the follog story and then answer the questions.
Part Four Writing Notes 按空间展开段落是按写景状物的空间关系扩展段落，通常采用由远及近，由近及远，由上而下，由下而上以及顺时针方向、逆时针方向等方法。在描述一个空间时，应注意：1）着重描写空间的主要特点；2）描写时使用一般现在时。
常用的表示空间关系的方位词或词组如下：
• in which, to which, from which
• under, below, beneath, down, over, above, up, on of, inside, beside • north, northern, south, southern, west, western, east, eastern • to the left, to the right, to the north / south / west / east • on the left, on the right
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• at the back, in front of, in the middle of • in the distance, far away from • ne_t to, close to, near to E_ercises Below is a picture of a bedroom.Write a description of it, making sure you give the reader a clear idea of what are in the bedroom, where things are in relation to each other, and what the bedroom is like on the whole.
Part Five Cultural E_pre Life of senior citizens Work in groups to discu the follog questions.1 Which of the above lifestyles would you prefer after retirement? Why? Among these three lifestyles, I prefer the second one.I think after a long time of working, I need some time to rest and get refreshed.Traveling is a good way to rela_ myself and enrich my life.Besides, helping others when they need me can make my life colorful and meaningful.
2 What kind of lifestyle do elderly people around you enjoy? What’s the difference between their lifestyle and the lifestyles mentioned above? Most elderly people around me live a life like the first one, but most of them prefer to bine the first lifestyle with the second one.That’s to say, when their children need them to take care of their grandchildren, they go to help their children; while they have enough free time, they will go out to enjoy traveling or help those in need.
Part Si_ Summary and Homework Review of the te_t and try to master the key words and e_preions; Preview the new words, e_preions and Te_t A of Unit 4.
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Unit 8
Te_t I:
Why Nothings Works
Marvin Harris
I) Pre-reading Brainstorming:
Have you ever got anything which fails to work? What are the poible causes? ---Some poible causes of an object\"s failure to work: mishandling, overuse, faulty parts, faulty workmanship, fake product, inferior quality Notes: Library Work
1.The Porno Indians belong to a North American Indian tribe that forms the second largest tribal group in California, U.S.A.The name \"Porno\" es from a suffi_ that the Porno people add to many words in their language.The Pomo women\"s fine basketry is the artistic triumph of the people.Pomo basketry includes small masterpieces as well as large, colourfully decorated containers, and is considered among the world\"s finest.2.In the summer, Eskimos used two kinds of boats for hunting and travel.1) The kayak Pkaiaek/ was decked over e_cept for a manhole that acmodated one person.Such craft had frames made of pieces of driftwood bound together.The frames were covered with dehaired sealskins sewn with waterproof stitching.2) The umiak /\"u:nugek/ was a large, open boat made by
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covering a driftwood frame with split walrus hides or sealskins.II) prehension: 1) Main Idea:
No matter how advanced the technology, quality demands intelligent, motivated human thought and action(l.13-15) and the cleads to a constant quality problem.2) Purpose of writing and Tone:
To trace the cause of the shoddy goods problem.3) Organization and Development:
(P1)Theme: No matter how advanced the technology, quality demands intelligent, motivated human thought and action; (P2-4)Some reflection about primitive cultures to help illustrate the theme;
(P5) In our era of industrial ma production and marketing, quality is a constant problem due to withering away of intimate sentimental and personal bonds.Key to E_ercise of filling out the table (page 117): 1.Quality-control instruments need maintenance; gauges go out of order; _ rays and laser beams need adjustment.2.Quality is not dependent on technology alone.3.Men made their own spears, bows and arrows.and projectile points; women wove their own baskets and or fiber.And the whole of para.4.4.craft specialties adopted by different members of the band or village 5.management, the worker on the factory floor, the office help, the salespeople
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Thread of Harris\"s causal analysis:
He first of all makes it clear that the cause is basically human rather than technological.Then instead of plunging immediately into such likely causes as unskilled labor and lack of responsibility, he turns to look at what made the artifacts of primitive cultures so reliable in quality, the very lack of which is the cause of shoddy products in modern industrialized society.Proce: In para.3 Harris employs proce to help e_plain the formation of social relationship between producer and consumer.The step-by-step e_planation makes it easy for the reader to follow the author\"s flow of thoughts.Contrast: In the last two paragraphs, Harris employs contrast.The purpose is to reveal the wide difference in the quality of products made by the producer for himself or his kin, and of those made for unknown users.This contrast occurring towards the end of the eay naturally adds emphasis to the thesis.4) prehension Questions:
1.What role does Murphy’s Law play in Harris’s writing?
--- Murphy\"s Law, which seems to be an answer to the question posed by the title \"Why Nothing Works?\" , is in fact no answer at all.But it calls the reader\"s attention to a phenomenon so mon that it is often taken for granted.Thus it helps lead to what Harris intends to discu in this paage: What causes things to go wrong so quickly? Can we do anything to prevent it? 2.Which sentence in para.1 tells us that Harris thinks Murphy’s Law irresistible? ---The sentence \"While
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Murphy\"s Law can never be wholly defeated, its effects can usually be postponed.\" tells us that Harris thinks the law is irresistible.3.What is the meaning of the word “inputs” in “If these human inputs are aisted by ” ---\"Inputshe pounding indicates, means \"what is put in.\" In this conte_t, the word refers to the efforts made and responsibility taken by human beings, to the \"intelligence, skill, and mitment\" they contribute to production.4.For what reason (s) does the writer think that people nowadays honor the lable “handmade”? ---People have a high regard for handmade products because of their reliability and their aociation with a more personal relationship between the producer and the consumer.5.What are the two developmental stages of “prehistory” in para.3? What remained unchanged in these two stages? ---1) People made things for themselves and for their close kin.2) People obtained many items through barter and trade.The connection between the producer and the consumer remained intimate, permanent, and caring.6.Is there a ic sentence of para.4? What function does this para.perform in the paage? ---No.Not within the paragraph.The whole paragraph is an illustration of the sort of intimate relationship between the producer and the consumer mentioned in the previous paragraph.7.What is the cause of shoddy goods? ---He has stated it e_plicitly in para.5 --- \"because the intimate sentimental and personal bonds which once made us responsible to each other and to our products have withered away.\" 8.Where is the thesis statement? ---Last sentence of the first paragraph.9.What is your personal view of the cause of shoddy goods? ---Open to discuion.5) Difficult Sentences for paraphrasing
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1.Much of human e_istence consists of efforts aimed at making sure that things don’t go wrong, fall apart, break down, or s running until a decent interval has elapsed after their manufacture.---People spend much of their lifetime trying hard to keep things in good shape.They think a product, after leaving its factory, should last at least for a reasonably long period before ceasing to work.2.But gadgets and sling alone will never do the trick since these items are also subject to Murphy’s Law.
--- Quality-control instruments and testing devices are also governed by Murphy\"s Law, so they are not reliable.3.A single visit to a museum which displays artifacts史前古器物 used by simple preindustrial societies is sufficient to dispel the notion that quality is dependent on technology.---Look at the artifacts of the pre-industrial era e_hibited in a museum and you will see that technology is not the factor that decides the quality of these items.4.In unskilled or uncaring hands a handmade basket or boat can fall apart quickly as basket or boats made by machines.---If a handmade basket or boat is made by an ine_perienced or irresponsible worker, it may break down as easily as machine-made baskets or boats.5.I rather think that the reason we honor the label “handmade” is because it evokes not a technological relationship between producer and product but a social relationship between producer and consumer.---My opinion is that it is the social relationship between producer and consumer rather than the technological relationship between producer and product that makes \"handmade\" items so highly regarded.6) Difficult Sentences for Translation (E-C):
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7) Key Words and E_preions:a
1.savant (l.1)---/s\"vant/ a man of learning, especially a person with detailed knowledge in some specialized field 2.corollary (l.2)---an immediate inference from a proved proposition 3.forestall (l.7)---defeat, prevent by prior measures 4.mitment (l.8)---a pledge to follow certain beliefs or a certain course of action; devotion (to duty etc.) 5.artifact (l.16)---a usually small object (as a tool or an ornament) shog human workmanship that has special historical interest 6.evoke (l.28)---bring to mind 7.projectile point (l.32)---the tip of a weapon that is thrust forward; spear or arrowhead 8.band (l.35)---a group of people formed for some mon purpose and often with a leader 9.barter (l.36)---trade by e_changing one modity for another 10.alienation (l.58)---a withdrag or separation of a person from an object or position of former attachment; a feeling of not belonging to or being part of one\"s surroundings 8) Key Language Points:
1.corollary --- an idea, an argument, or a fact that naturally follows something else Corollaries to Murphy\"s Law suggest themselves as clues to the shoddy goods problem.the act of pledging or devoting (oneself) to a course of action.E_le The teacher\"s mitment (responsibility) is more than imparting knowledge.A person is mitted if he devotes himself to a certain cause, e.g., a mitted educationist.5.maintenance --- the act of keeping something in good order/condition by regularly checking it.E_le: You may be able to afford a second-hand automobile, but its maintenance may cost you a lot.6.artifact --- an object
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that is made by man, such as a tool or a decoration, especially one that is of historical interest.E_le: Various artifacts of prehistoric times were discovered during the e_cavation.7.dispel--- remove (false belief, doubt, fear) by proving them wrong.E_le: His encouraging words dispelled all my doubts about my own inability.8.we honor the label \"handmade\" --- we show respect for/think much of the tag which says that the article is made by hand 9.evoke --- bring forth, call up, cause something to be remembered or e_preed.E_le The songs evoked memories of my school days.10.the intimate sentimental and personal bonds --- the close/familiar emotional and person-to-person relationship/connection 11.wither --- bee weaker or shrink.Plants, trees, flowers may all wither away, and so may one\"s hopes, when one bees hopele.12.the women and men involved in --- the women and men taking part in be involved in --- be as a neceary part in.E_le: Are you involved in your cla\"s new project? 13.alienation --- a feeling of not belonging to or not being a part of one\"s s surroundings.E_le The foreman\"s haughtine caused alienation from work among the workers.14.sabotage --- intentional damage to machines, buildings, etc.carried out secretly to weaken a government, an enemy, or as a protest.E_le: All attempts at sabotage must be mercilely crushed
Unit 5
Our weather and Climate I.Teaching objectives
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1.2.3.4.5.6.Enlarge vocabulary related to weather and climate.Get some tips about the use of basic sentence structures.Practice writing: describe the weather in form of weather forecast.reciate paages and plete e_ercises well.Practice to understand easy weather forecast.Practice to talk about the weather.II.Key points 1.Master the vocabulary about weather and climate.2.Understand the paages 3.Practice writing: describe the weather in form of forecast.4.Practice to talk about the weather and understand easy weather forecast.III.Difficult points 1.Get some tips about the use of basic sentence structures.2.Practice writing a short weather forecast.3.reciate paages and plete e_ercises well.IV.Teaching methodology
1.Task-based language teaching 2.Direct method V.Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1.Work in pairs.Practice the follog mini-talks about greeting and introducing people.Acting out the Tasks 2.Work in pairs and act out the tasks by follog the above mini-talks.Key for reference: 1.Task: Ask for Mark’s ments on the weather.
2.Task: Ask about and describe the weather at this time of year.3.Task: Ask Mr.Green about the weather condition tomorrow and plan an activity.4.Task: Talk about the change of the weather from long rainy days.5.Task: plain about a cold day.
Studying Weather Forecasts 3.A weather forecast id a statement that tells the public what the weather condition is going to be.We need to watch weather
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forecasts on TV or hear them over the radio every day.It is part of our life.Read the follog sles of weather forecasts carefully and try to use the information to practice short dialogues.Follog Sle Dialogues
4.Read the follog sle dialogues and try to perform your own tasks.Putting Language to Use 5.Mr.Parks is talking about the weather of two places in the United States with her students.Read aloud the follog dialogue with your partner by putting in the miing words.
6.There is going to be s sports meet tomorrow.Bob is worried about the weather and you are talking about it.Fill in the blanks according to the clues given in the brackets.Then act it out with your partner.
1.Listen to 10 sentences for workplace munication cro-referenced with their Chinese translations.
Script: (e.g) 1.It look likes rain.
2.Is it going to be fine this weekend?
3.There is a chance of snow this evening.
4.Today will be cool and partly cloudy, with a chance of rain this afternoon.
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5.What’s the temperature today?
2.Listen to the follog sentences for workplace munication in Column A and match each one with its Chinese version in Column B.
3.Listen to 6 sentences for workplace munication and choose their right responses.
Handling a Dialogue 4.Listen to a dialogue and decode the meage by finding out the correct choices in the brackets according to what you have heard.Understanding a Short Speech/Talk 5.Now listen to a short speech/talk and fill up the blanks according to what you have heard.The words in brackets will give you some hints.
6.Listen to the speech/talk again and plete the information in Column A with the right choices in Column B.Section III Trying Your Hand Practicing lied Writing 1.Read the follog two sles of weather report and learn to write your own.
2.Translate the follog weather forecast into Chinese, using the data bank in the Workbook for reference.
3.Write an English weather report according to the information given in Chinese.Writing Sentences and Revieg Grammar 4.
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Analyze the follog sentences to see what tense they belong to .5.
Correct the errors in the follog sentences.6.
Translate the follog sentences into English.
Keys for the e_ercise: 1) The weather was terrible yesterday.In fact, it has been awful.2) She has worked in this office for five years.3) I paid a visit to the Great Wall last year and had a very good time there.4) We have never spoken to each other since we quarreled last time.5) Turn down the TV a bit, the weather forecast hasn’t begun yet.
Write and Describe a Picture Write a short paage of about 100 words to tell a story or about an event related to the picture given below.Some useful words and phrases have been provided to help you.
Section IV Maintaining a Sharp Eye Paage one
1.Information Related to the Reading Paage 2.Language Points: 3.E_planation of Difficult Sentences 1)
(para.1) Climate change may be a big problem,but there are many little things we can do to make a difference.Analysis: May can be used to introduce conceion in putting forward an argument.2) (para.1) As we have learned, these
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greenhouse gases trap energy in the atmosphere and make the Earth warmer.Analysis:As is often used to introduce an indicator of the information source, such as as we have learned.Similar structure are:as the saying goes,as everyone knows, as you know,as you put it,etc.3)
(para.3)By turning off lights, the television,and the puter when you are through with them, you can help a lot.Analysis: By is followed by a gerund, introducing a prepositional phrase of manner.Note,by is not necearily always translated as “通过”.
4) (para.8)One of the ways to reduce the amount of greenhouse gases that we put into the air is to buy products that don’t use as much energy.
Analysis:Two That-clauses are used to serve as post-modifiers of nouns:the first one is that we put into the air, modifying greenhouse gases;The second that-clause is that don’t use as much energy, modifying products.Note: In translation, the noun phrase products that use as much energy can simply be translated into”节能产品”, instead of “不消耗那么多能量的产品”.B.Important Words 1)trap:v store(energy, gas or water,etc.)so that it cannot escape.2)Stand-by:n.Readine for duty.3)Absorb:v.Take in,sack up (liquid,heat,knowledge,etc.) 4)Membership: n.Being a member of (an organization) 5)Swell:v.(number or amounts) grow bigger; e_pand.4.Paage Translation 5.Read and Think: Answer the follog questions according to the paage.6.Read and plete
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1) plete each of the follog statements with words or phrases from the paage.2) Fill in the blanks with the proper words or e_preions given below, changing the
form if neceary.7.Read and Translate 8.Read and Simulate
Paage two Information Related to the Reading Paage 1.Language Points: A.E_planation of Difficult Sentences 1) (para.1) The most important thing to remember about the weather in Britain is that it often changes.Analysis: To remember about is the post modifier of the sentence subject the most important thing, and that introduces the plement clause.2) (para.1) As it is not very mon in Britain to have long periods when the weather stays the same day after day, the kind of weather you get will depend not only on the time of year, but also on the luck.Analysis: Within the as-clause of reason, there is a relative clause introduced by when and modifying periods.And in its main clause, there is another relative clause you get modifying weather, with the relative that omitted.3) (para.2) For e_le, the opportunities for people to meet outside depend a lot on the weather, so you won’t see people meeting or spending time together outdoors as much as you do in hotter countries.Analysis: for people to meet outside modifies opportunities.Both meeting or spending time together are the object plement of verb see, and do refers to see4) (para.3) Foreigners are often amused that the British people spend so much time discuing the weather.Analysis: That is often used to introduce a clause which gives the cause or the effect of an adjective, just
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like amused in this case.5) (para.4) Another reason is that the British people are reluctant to converse about personal matters with people who are not friends.Analysis:Here that introduces a subject-plement clause, in which a relative who-clause modified people.6) (Para.4) A ment on a nice day or a personal plaint about the rain is an easy way to break the ice.Analysis:Note that when or is used to coordinate two subjects, the verb must agree with the subject after or.To break the ice is an infinitive clause modifying an easy way.B.Important Words 1)depend: v.A.change according to(no paive)
B.Need someone or something for help or to be able to
live.2)opportunity:n.A favorable moment or occasion (for doing sth.) 3)Outdoors:ad.In the open air 4)Amuse:v.Make someone laugh;cause laughter in 5)Climate: n.The average conditions at a particular place over a period of year.6)Discu:v.Talk
about
7)Variable:a.Changeable,
not
steady
8)Reluctant:a.Unwilling and therefore perhaps slow to act.9)Converse:v.Talk informally 10)Personally:a.Belonging or relating to a particular person, not to others 11)Social:a.relating to leisure activities that involve meeting other people 12)ment:v.Make a remark, give an opinion 2.Paage Translation 3.Read and Judge: True/False 4.Read and Translate: Translate the follog sentences into Chinese.1) the most important thing to remember about British is the weather.2) People in Britain can enjoy the lovely weather most of the year.3) British people tend to talk about weather quite a lot.4) It is quite mon in Britain for people to ment on a rainy day or an lovely day at a bus s.5) The eating habits of people in Britain have
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a lot to do with the weather conditions there.6) The best we may use to describe the weather in Britain is “predictable”.7) The variable weather e_plains why British people talk a lot about it.8) Talking about weather is an inoffensive way to begin a conversation with a stranger in Britain.Section V reciating Culture Tips
(Open.)
Unit5 My robot helper 教学目的和要求（Teaching aims and demands） 1.通过学习本单元进一步培养创造性的思维 2.用英语学习和简单了解青蛙的生长过程 3.初步掌握用现在完成时的句型来询问对方 教学重点
Task1(p25,26)
task2(p27)
task4(p28) Task6(p29)
task7(p29) 重点词汇和句型（key words and e_preions）
Finish, already, drum, sledge, suitcase, torch, tent, pyramid, castle, cave Have you finished your homework? No, I haven’t.Don’t worry! I’ve got a helper.What’s he called? He’s called Robot.Is he helping you do homework? Have you got a robot to help you? 教学步骤（teaching steps）
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1.第一节课花15-20分钟的时间复习上单元内容，通过单词卡片等教育来复习。 2.学习新的内容 ⑴导入——上课时跟学生打招呼后问学生，have you had your breakfast? What did you have? Have you washed your face? Have you cleaned your teeth? Can you get someone to help you? Who is he\\\\\\\\she\\\\\\\\it? 利用这些来导入完成时的句型，然后拿出教具说 this is my helper.It’s called robot.He can help me do many things.He can help me do my homework.He can help me clean the room.然后问学生have you got a robot? Can your robot help you do these things? (2) so today, we are going to study about robot.First ,we are going to study some new words.Finish, already, drum, sledge, suitcase, torch, tent, pyramid, castle, cave 学习单词用到的游戏 1.老师读一遍，学生读三遍 2.大小声 3.手指游戏 4.争上游
利用15-20分钟学习新的单词
然后重点学习本单元的新句型，也就是task1的内容。由于这部分内容涉及现在完成时，所以简单讲解后让同学做大量的操练来掌握现在完成时的用法。首先假设有个同学没来上课,然后老师问where is _iaoming?回答：他去北京了。应该说 he has gone to Beijing.这个时候要给学生解释现在完成时到底是什么意思， 然后把he 分别换成I , she, you ,we做相应的句型变化。
接着老师给出汉语的例句，让学生分组练习。
测评：让学生自己说出一个现在完成时的英文句子，只要句法正确就给加分奖励。
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Task 2,4,6,7都是句型练习，这几部分不需要做过多的讲解，而是让学生通过分组，换对话人，进行男女对话等多种形式来练习，学生在练习的同时，老师要拿出该部分的单词图片，这样学生在对话的同时又对单词进行了巩固。
这部分有个重点句型是What’s he called?
He’s called Robot。在讲解这个句型的时候，要重点讲解这句话的意思，尽量少讲被动语态。What’s he called?的意思就是what’s his name? he’s called robot的意思是 he is robot或者his name is robot.练习这个句型的时候，用到一口气的游戏。即老师用一口气不停的说这两句话，比如说了8遍，然后以8遍为标准，让学生跟老师pk。如果学生一口气能说8遍以上，给加分奖励。这个游戏的目的是激励学生大量操练句型，然后熟悉这个句型，从而淡化被动语态这种复杂的语法。
在一口气的操练完成后，进行扩展，把he 换成其他人称，让学生做同样的操练。
重点句型都讲解完毕后，最后留出20分钟的时间练习听力。录音一般听3遍（视情况而定，内容难可以多听几遍）以后，老师通过动作提示，让学生把这节课的重点句型背下来。这个过程可以重复几遍。在这个过程中，老师要注意观察，那些不张嘴或者嘴型不对的同学说明掌握的不好，放学后要留下来继续学习。
最后，在下课前，用5分钟的时间迅速把这单元的重点单词和句型再复习一遍。
Unit five
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I like healthy food
The First Plan(1-2)
Teaching material：
Listening and Speaking--- Part A and Part B Teaching Objectives: 1.Improve the students’ ability in listening and speaking.2.Learn and master some words and e_preions of food 3.Learn the differences of diet culture between English and Chinese Important Points: 1.Learn some words about vegetables and fruits 2.E_preions of idioms on the table, for e_le: What would you like to have?/ I’d like…
Difficult Points: E_preions of idioms on the table Teaching Methods：
1.Show them some pictures about food and ask questions to attract students’ attention 2.Listening-and-answering activity to improve the students’ listening ability
3.Pair work or individual work to make as many students as poible work in cla.Cla Type：Listening-and-speaking Teaching Aids:
1.a tape-recorder
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2.the blackboard
3. Teaching Procedures：
StepⅠ Greetings and Warming up 1.T: Good morning，boys and girls! Ss: Good morning，teacher! T: At first, I’d like to ask you a question: What kind of food do you like best? Ss: Banana, le, tofu, hamburger, chips…
T: Ok, hamburger and chips are junk food.Today I’d like to introduce the healthy food to you…
2.For warming-up activity，have students finish, telling the answer.
StepⅡ
Part A
The follog tasks are all to train and improve the students listening and speaking ability.1.Learn the new words and phrases.2.Task 1.Play the recording twice for the students to finish it.Check the answer by asking individual students to answer.3.Listen again and chose the best answers of Task 2.4.Task 3.5.Ask students do role play in order to set up students’ interests and confidence in speaking English.Step Ⅲ
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Part B
The follog tasks are all to train and improve the students’ ability in listening, speaking and writing: 1.Learn the new words and phrases .2.Task 1.Play the recording twice for the students to finish the questions.
3.Task 2.Learn the useful sentences, Ask individual students to read them.Then let students act the dialogues out.4.Task 3.Translate the sentences.Step Ⅳ Language tips 1.junk food 垃圾食品 2.not…at all 一点也不 e.g.: I don’t like le at all.3.What would you like for…?（breakfast/lunch/supper）早餐/中餐/晚餐你想吃点什么？
I’d like…
我想吃…
3.What’s your favorite food? 你最喜欢的食物是什么？ My favorite food is…
4.What do/don’t you like to eat? 你想/不想吃什么？ I like/don’t like Chinese food.Step Ⅴ Summary 1.Review the words and sentences.2.Have the whole students to read the dialogue on page 67.Step Ⅵ Homework
1.Get the students do Task 4 and Task 5 on page 69.2.Review the words and sentences.3.Preview the part of reading and writing.
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The Second Plan （3-4）
Teaching material：
Reading and Writing----- Part A and Part B Teaching Objectives: 1.Improve the students’ ability in reading and writing
2.Learn and master some words and e_preions of e_preing one’s own eating habit.Important Points: mon ways of e_preing the daily food you like or dislike Difficult Points:
Proper ways of e_preing Teaching Methods：
1.Reading-and-writing activity to improve the students’ ability in reading
2.Individual work and pair work to make as many students as poible work in cla
3.Activities to stimulate the students’ interesting in learning Cla Type：Reading-and-writing type Teaching Aids：
1.a tape-recorder
2.the blackboard
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3.some cards with words 4. Teaching Procedures：
StepⅠ Revision
1.Revise the words and phrases in Listening and Speaking，by using some cards with the new words and phrases on them.This is individual work.2.Ask students what are their favorite food? StepⅡ
Part A 1.Learn the new words and phrases by cards and games.2.Do Task 1 to discu: what is healthy food? 3.Do Task 2 to read and analyze the paage, and then show follog phrases to the cla to better understand the reading material.full adj.
吃饱的 delicious adj.
美味的
unle conj.If…not; e_cept for
除非 unfair
adj.
不公平的 dislike: don’t like
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不喜欢，讨厌 healthy: of health 健康的 stay healthy: keep fit 保持健康
4.For Task 3, Task 4 and Task 6, students can finish them at a time.Then
check the answer 5.For Task 5, do it together, and then read it together for twice.
Step Ⅲ
Part B 1.Study the new words and phrases with the tape-recorder and the games.
2.3.Do Task 1 discuion: What should you eat if you want to keep fit? Do Task 2 read and analyze the paage, and then show follog phrases for the cla to better understand the reading material.
activity
n.
活动
weight
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n.
重量 体重；lose weight 减肥
fit
adj.
healthy 健康的，强壮的
serving
n.
一份
a variety of
各种各样的
mi_
vt.
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混合
type
n.
类型
bore
v.
使厌烦
keep … from …
阻止，妨碍
4.
For Task 3 and Task 4, students can finish them at a time.Then check the answer.5.
For Task 5, do it together.Step Ⅳ Summary
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1.Briefly go over what’s learned during the two periods：ask students
make a plan for their healthy eating habits.2.
Read after the teacher the important words and phrases.Step Ⅴ
Aignment for homework 1.
Copy the words and phrases three times, and then keep in mind.2.
Read and recite the paage in part A.3.
Preview Grammar Focus and Pronunciation.
The Third Plan (5) Teaching material：
Grammar Focus and Pronunciation Teaching Objectives: 1.
Enable the learners to distinguish between countable nouns and uncountable nouns correctly.2.
Students are able to pronounce the vowels and the consonants more rightly.3.
Have more knowledge about healthy food.
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Important Points:
Distinguish between countable nouns and uncountable nouns.Difficult Points:
The proper usage of poeive pronouns: Task 3 Teaching Methods：
1.
Listening-and-reading activity to improve the students’ ability in pronouncing the vowels and consonants correctly.2.
prehension activity to train and improve the students’ reading ability .Cla Type：Listening-speaking-reading-and-writing Teaching Procedures：
StepⅠ Revision
Briefly revise the key e_preions of healthy food together with
the whole cla.StepⅡ Grammar Focus
1.
Introduce nouns, which can refer to the names of people, food, places or some abstract concepts.可数名词：有单复数之分，表示一个活多个，可以计算数目。
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不可数名词：之不能以数目来计算，不可以分成个体的概念、状态、品质、情感或表示物质材料的东西。不可数名词一般没有复数形式，它的前面不能直接用不定冠词a/an。若要表示它的个体意义时，必须与一个名词短语连用，如一杯牛奶：a gla of milk等。
2.
Check the answers to Tasks 1-3, by having students read out their sentences in front of the whole cla.StepⅢPoeive pronouns 1.e_plain the concept of Poeive nouns.2.go through Tasks 1-3 quickly.StepⅣPronunciation 1.
Go through Tasks 1-4quickly.2.
Teach the vowels and the consonants，making the students read them correctly, and e_plain the meaning of the sentences in Task 5.StepⅤConsolidation
1.
Read the noun phrases of Task2 and Task 3 on Page 74.2.
Read aloud the sentences of Task 3 on page 75..StepⅥ Summary
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