Unit 13 Healthy eating
Teaching Aims and Demands
1.Words and Phrases
Four Skills: stomach fever ought to examine plenty of diet keep up with make a right choice short of fit gain now and then.
2.train the students’ listening ability.
3.develp the students’ speaking ability by describing, talking and discussion.
Three Skills:
energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you? What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorite.
2. Learn the basic knowledge of healthy eating.
3. Learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
PERIOD 1
Teaching aims and demands
1. Aims of knowledge:
Learn and master the phrases
2. Ability aims:
1. Train the students’ listening ability.
2. Develop the students’ speaking ability by describing, talking and discussion.
3.Moral aims:
Teaching important point:
1. Train the students’ listening ability.
2. Master the new phrase, sentence patterns and everyday English and make the students be free to talk about their favourite food and give reasons for their decisions.
Teaching difficult point:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching methods:
1. Listening and answering activity to help the students go though will the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching steps:
Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their textbooks and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepare a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Language points:
1. Does Mike have a fever?
fever
發(fā)燒,發(fā)熱;熱度;狂熱,高度興奮
He had a slight fever. 他有點(diǎn)發(fā)燒。
Everyone was in a fever of excitement. 所有的人都興奮之極。
Feverish a.1. 發(fā)熱的,發(fā)燒的 2.狂熱的,興奮的
You're a bit feverish, you should go to bed. 你有點(diǎn)發(fā)燒,你該上床去。
They worked with feverish haste to finish the job.
為了完成此事他們以狂熱的速度工作著。
2.My left arm is broken. It really hurts.
hurt
vt.1. 使受傷 2. 使疼痛 3. 傷...的感情;使(感情)受到傷害 4. 損害,危害
vi.1. 疼痛n.1. (精神上的)創(chuàng)傷 2. 傷;痛
No one was seriously hurt in the traffic accident.
在這次交通事故中沒有人受重傷。
The tight shoe hurt my foot. 這只鞋太緊,把我的腳擠疼了。
He inadvertently hurt her feelings. 他無意中傷了她的感情。
The scandal hurt the government's image badly.
這丑聞嚴(yán)重?fù)p害了政府的形象。
My right leg hurts. 我右腳疼。
It was a real hurt to her vanity. 這對(duì)她的虛榮心真是一個(gè)打擊。
The massage made the hurt go away. 按摩使疼痛消失了。
3. ---What's the matter?---I have a pain here.
Ask the patient what is wrong and give him some advice.
What's the matter 怎么啦？有什么毛病？
pain
n.1. 疼痛;痛苦 2.辛苦,努力[-s]
vt.1. 使煩惱, 使痛苦 2. 使疼痛
vi.1. 引起疼痛, 感到疼痛
The death of her son gave her infinite pain. 她兒子的去世使她悲痛欲絕。
She has a pain in her stomach. 她胃痛。
No pains, no gains. 不勞則無獲。
It pained me to see my child suffer like that.
看到我的孩子受這樣的罪,我心里非常難過。
My arm is paining. 我手臂疼痛。
4.Was the peach ripe or green? You ought to be careful with fruit.
ought to
1.應(yīng)當(dāng),應(yīng)該 2. (表示可能性、期望)該
Students ought to study hard.
學(xué)生應(yīng)該努力用功。
You ought to read his novels.
你應(yīng)該讀讀他的小說。
It ought to be a fine day tomorrow.
明天該是好天氣。
careful
a.1. 仔細(xì)的;\小心的
2. [(+of/about/with)][+to-v][+v-ing][+Wh-][+(that)]
John was careful not to say anything about this to her.
約翰小心翼翼,避免向她提及此事。
Be careful with the dynamite.
當(dāng)心這炸藥。
A good writer is careful about details.
凡是優(yōu)秀作家都重視細(xì)節(jié)的描寫。
I am always careful when crossing a street.
我過馬路時(shí)總是很小心的。
5.You'd better get some rest.
had better
(勸告、建議說)最好做某事;比較有用的辦法是...
否定、疑問、反意問句的使用.
6.I advise you not to eat fruit that isn't ripe in the future.
advise
vt. 勸告,忠告[(+sb+todo)][+doing][+that+(should)do]
We advised her that she (should) wait.
我們勸她等。
We advised him not to act in haste.
我們勸他不要匆忙行事
7.Lie down and let me examine you.
examine
vt.1. 檢查;細(xì)查;診察 2. 審問;盤問[(+on)] 3. 測驗(yàn)[(+in/on)]
The doctor examined the boy and found there was nothing the
matter with him.
醫(yī)生檢查了男孩的身體發(fā)現(xiàn)他是健康的。
The lawyer examined the witness.
律師訊問了證人。
The teacher examined the students in physics.
教師考學(xué)生物理。
8.Drink plenty of water and get some rest.
plenty
n.豐富;充足;大量[(+of)]
He has plenty of humorous stories to tell.
他有許多幽默故事可講。
Holmes and he had plenty in common.
他與福爾摩斯有許多共同之處。
Step 4 Homework
In this class we’ve done some listening and that food we eat is healthy food and which food is junk food .Of course we’ve also learned some useful phrase .I hope you can master them after class preview the reading material “we are what we eat”. So much for today. Goodbye, everyone.
Prepare for the next class.
Collect some menus if possible for the next class.
The design of the writing on the blackboard
Unit 13 healthy eating
The first period
All the time, have a fever, be careful .in the future, advise sb. To do sth.
PERIOD 2
1.Aims of knowledge:
Learn and master the phrases
2.Ability aims:
1．Train the student’s reading ability.
2．Develop the students’ speaking ability by describing, talking and discussion.
3. Moral aims:
Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.
Teaching important points:
1. Improve the student’s reading ability.
2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.
Teaching difficult points:
How to make the students understand the reading material better and answer some questions on the passage.
Teaching steps:
Step 1 Introduction
Yesterday we learned something about food. And we’ve3 known what food we eat is healthy food and what food is junk food. Who can give us an example? You try, please.
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the foods contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
PERIOD 3
Language points
1.Our eating habits have changed, as has our way of life.
as+倒裝句
...也一樣,即...and our way of life too.
2.If we want to keep up with the high pace of modern life, we’d better
make the right choices about what and how we eat.
keep up with
1. 跟上 2. 和...保持聯(lián)系
They walked so fast that I could not keep up with them.
他們走得那么快,我沒法跟上。
She has kept up with some of her friends since her retirement.
她退休后一直同一些朋友保持著聯(lián)系。
3.Some nutrients help build our body and make it stronger.
build
vt.1. 建筑; 造 2. 建立;發(fā)展;增進(jìn)[(+up)]
4.Fish, meat and beans contain a lot of protein.
contain
5.Other nutrients help keep our body functioning well.
function
n.[C] 1. 功能,作用 2. 職務(wù),職責(zé)
vi.1. (機(jī)器等)工作,運(yùn)行 2. 起作用[(+as)]
The teacher did not explain its grammatical function.
老師沒有解釋它的語法功能。
What is his function on the committee?
他在委員會(huì)里擔(dān)任什么職務(wù)?
The refrigerator is not functioning well.
冰箱有點(diǎn)問題。
The sofa functions as a bed at night.
這沙發(fā)在夜里可以當(dāng)床。
6.Vitamins help our body fight disease.
fight
vt.1. 與...作戰(zhàn);與...斗爭
fight with 和...斗爭;fight for 為爭取...而斗爭
7.But the choice we make are not just about nutrition..
not just
同not only
8.Many people make their choices about eating habits based on
what they believe.
based on
9.Organic vegetables are those that are grown without chemicals that
can be harmful to human beings or the environment.
chemical
a.1. 化學(xué)的, 化學(xué)上的,化學(xué)用的 n.1. 化學(xué)制品;化學(xué)藥品[C]
He devoted his life to chemical research.
他一生從事化學(xué)研究。
He is experimenting with a new chemical.
他正在實(shí)驗(yàn)一種新的化學(xué)制品。
be harmful to
對(duì)什么有害(also 'do harm to')
Smoking is harmful to health.
吸煙有害健康。
10.Because we have so much to choose from, many companies offer advice about what we eat.
to choose from
11.It is probably better if we spend our time and money on buying keeping a balanced diet.
probably
ad. 大概,或許,很可能（比可能性大，而且常有一定依據(jù)）
He will probably refuse the offer.
他很可能會(huì)拒絕這一提議。
spend
spend...(in)doing; spend...(on)doing; spend...on/for sth
12.The same goes for 'crash diets' that some companies say they will make us lose weight fast.
go for
適合于；對(duì)...適用
What he said about you goes for me too.
他關(guān)于你的一席話對(duì)我也適用。
lose weight
體重減輕
I think she might have lost a bit of weight.
我想她體重可能減輕了一些。
長胖 put on weight; gain weight
13.We ought to learn more about our body and the fuel it needs to keep fit.
fit
此處：健康的;強(qiáng)健的
You look very fit, Mike.
麥克,你看上去很健康。
14.Only in this way will we be ready for the challenges and opportunities in life.
Only in this way will we...
only+狀語放在句子開頭要引起主句倒裝
Only when you grow up will you understand the importance of learning.
Only then could he thought of me.
15.Sugar is bad for your teeth and can make you gain weight.
be bad for
對(duì)什么有害
be bad for 對(duì)什么有好處
be good/bad to 對(duì)某人好/不好
18.You have a bit of a fever.
a bit
有點(diǎn)
在修飾名詞時(shí)要加of
Period 4
Teaching aims:
1.aims of knowledge:
1. Review the words learned in the last two periods.
2. Learn and master modal verbs:
had better, should, ought to
3.Ability aims:
1.How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching important points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching difficult points
How to correctly use “should, ought to, had better and their negative forms” to give advice.
Teaching procedures:
Step 1 Revision
Check the homework.
Step 2 Grammars
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought (not) to, should (not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
PERIOD 5
Teaching aims;
1. Aims of knowledge:
1>Review the useful expressions learnt in this unit by making sentences with them.
2>Review how to use some Modal verbs to give advice or opinion about something.
2.Ability aims:
Let students know how to write recopies for their favourite dishes by reading “SNACKS” and two examples of recipes.
Teaching important points:
1. How to master Modal verbs
-had better, should, ought to
2. How to let the students understand the text “SNACKS” better and learn to write a recipe.
Teaching difficult point:
How to improve the students’ integrating skills.
Teaching procedures:
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Pre –reading and Reading
As we all know, people have to have food in order to live in our country, corn and wheat are the main crops in the north, while rice is the main food in the south. In western countries, bread is very important. Bread to western is just like rice to Chinese in the south. It is westerners’ most widely eaten food and is often called “the staff of life”. But in actual life, sancks are3 also very important for Chinese and foreigners. Do you often eat snacks?
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important. we need to learn something about snacks and the way to prepare it.)
Language points:
1. Even if we choose nutritious food for our main meals, we probably still need to refuel now and then.
Even if
同even though，即使；盡管
now and then
同a little now and a little then; every now and then，有時(shí)候
2. Most fruits are naturally sweet and we can eat them just the way they are.
just the way thay are
意同in the way that they are
3.There are many recipes for simple and healthy snacks that taste great
and keep us going.
taste
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussions
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
RECORD AFTER TEACHING
4>workbook
1>May I take your order, please?
take your order
[用法]餐館常用語，order：叫(菜或飲料)
2>What do you recommend?
recommend
[用法]vt.1. 推薦,介紹[(+as/for)]
Can you recommend me some new books on this subject?
你能推薦一些有關(guān)這個(gè)學(xué)科的新書給我嗎?
3>A hamburger is a dish while the others are not.
while
[用法]而，強(qiáng)調(diào)對(duì)比關(guān)系
4>You should avoid eating vegetables that are grown with too many chemicals.
avoid
[用法]避免，后接ing形式
5>You must pass your driving test next time you take it.
next time
[用法]連詞用法
6>There is a species of inactive people, namely the 'mouse potato.'
namely
[用法]ad. 即,那就是
[舉例]Only one person can answer the question namely you.
只有一個(gè)人能回答這個(gè)問題,那就是你。
7>The best source for calories is carbohydrates.
source
[用法]n.[C]1. (河的)源頭;水源 2. 根源;來源 3. 提供消息(或證據(jù))者;消息(或證據(jù))來源 4. 出處;原始資料
[舉例]Do you know the source of Amazon River?
你知道亞馬遜河的源頭嗎?
They are required to publish the sources of their campaign funds.
他們必須公布自己競選經(jīng)費(fèi)的來源。
The news comes from a reliable source.
這消息來自一位可靠人士。
The library has quantities of reference sources.
該圖書館藏有大量可供參考的原始資料。
8>A healthy diet should include a variety of food, most of which should be rich in nutrients.
include
variety
be rich in
[用法] 富于...的,有很多...的
[舉例]The country is rich in resources.
這個(gè)國家資源豐富。
9>Vegans do not eat or use any animal products.
product
[用法]n.[C]產(chǎn)品,產(chǎn)物;產(chǎn)量;出產(chǎn)
[舉例]They came here in search of new markets for their products.
他們來此為他們的產(chǎn)品尋找新市場。
Unit 14 Festivals
Part 1 Topic : Festivals
I （ Knowledge）
1. Can remember the following words and expressions (by pronunciation, spelling and writing):
theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder
dress up, in one’s opinion, play a trick on /play tricks on, take in, in common
2. Can use the following structures in different situations:
1) Useful expressions in the text
in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.
2) Expressions on expressing and supporting an opinion
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
3) Modal verbs (2): must, have to, have got to.
3. Can be familiar with the following world festivals and talk about them:
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂蘭盆節(jié)), Mardi Gras, Kwanzaa…
4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.
5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.
6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.
II ( Affect )
1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.
2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.
3. To get Ss to know how to hold effective and successful festivals.
4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.
III 技能目標(biāo) ( Skills )
1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.
2. To make Ss’ know how to write an invitation in English.
3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.
Part 2 Pre-unit Activities: Preview Task
1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂蘭盆節(jié)), Mardi Gras, Kwanzaa…
2. Read the following introductions of some famous foreign festivals.
Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the "biggest free show on earth", people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch "beads, doubloons, cups, and trinkets" that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.
Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.
Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.
Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.
Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.
Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.
Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.
Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.
Part 3: While-unit Activities: Five Separate Periods
Period 1: Warming up & Listening
Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.
Step 1 Lead-in
1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”
Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:
When do you usually feel happy? (Ss can give different answers)
Do you feel happy when there is a festival and you have holidays?
Then which festival or holiday do you like best? And why?
2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?
( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)
Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?
3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?
( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂蘭盆節(jié)), Mardi Gras, Kwanzaa…)
Step 2 Warming up
1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:
Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)
Q2: Do you know which countries the festivals come from?
Q3: What are the people in the pictures doing? Why are they doing this?
2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.
3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)
Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)
Step 3 Dialogue
Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.
(The following form is presented for Ss to prepare.)
Festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, e.g.“family” and “peace”?
How old is the festival?
Step 4 Listening
1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.
2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.
3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.
Step 5 Summary
Help Ss to have a revision of the festivals learnt in this class.
T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.
Step 6 Homework
1. Listening work: Listen to the listening material about Christmas in workbook on page 77.
2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.
Period 2: Reading
Step 1 Revision
Get Ss to work in pairs to match the festivals in Column A with the information in Column B.
Column A Column B
1.Ramada A. celebrated on the 15th day of the first Chinese lunar month
2.the Lantern Festival B. chocolate, bunnies, colored eggs for its symbols
3.Mardi Gras C. Muslims fast during the daylight day
4.Dragon Boat Festival D. catching “beads, doubloons and cups” thrown by parades
5.Valentine’s Day E. honoring love and lovers
6.Halloween F. eating Zongzi to honor Qu Yuan
7.Double Ninth Festival G. the time of ghosts, spirits, gravestones
8.Thanksgiving Day H. meaning clear and bright, mourning the dead
9.Easter I. offering thanks, family gatherings and meals
10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior
citizen’s Day
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian
Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
Different
aspects
Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month
On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…
Candies, cookies, pudding…
Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts, Christmas decorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)
Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.
Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)
1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
(Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
3. Dialogue.
Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:
Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.
John (J): Hello.
R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …
J: …
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
… …
Step 5 Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.
Period 3 Language Study & Grammar
Step 1 Revision
Get Ss to have revision of the text The Birth of Kwanzaa. Ss are required to answer the following questions about Kwanzaa.
Q1: Who created Kwanzaa?
Q2: Is it a young or an old festival? When was it born?
Q3: When is Kwanzaa celebrated?
Q4: Who celebrate the festival of Kwanzaa?
Q5: Why is it celebrated?
Q6: What are the characteristics of Kwanzaa?
Then T can ask individual Ss to give a short talk about Kwanzaa according to the questions above.
Step 2 Language points (in the text The Birth of Kwanzaa)
T: Now we have a good knowledge of Kwanzaa by reading the text. And there are some useful and important words and expressions in the text as well. It is necessary for us to learn and master them well. What useful words and expressions have you found from the text?
1. Let Ss do a word matching exercise to check whether Ss master the new words well.
1. nation A. a strong wish to succeed in doing something
2. faith B. large community of people; country
3. determination C. belief in something or someone
4. purpose D. an action meant to deceive (欺騙) someone
5. generation E. a reason for doing something
6. ancestor F. the people born at a certain time
7. peace G. a person in your family who lived a long time ago
8. trick H. quietness and calm
(suggested answers:1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D )
Then check answers to the exercises in Word Study on Page 13.
(suggested answers: theme, faith, purpose, nations, determination, joy, ancestors, birth, peace, treated)
2. Deal with the language points in the text. Get Ss to enjoy the text by listening to the tape. Ask Ss to read after the tape in low voice, and pay attention to the pronunciation, intonation and pause while listening.
1) Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.（現(xiàn)在分詞作后置定語，表示名詞中心詞與分詞是主動(dòng)關(guān)系。）
Kwanzaa is a seven-day festival created to celebrate the culture and history of African Americans.（過去分詞作后置定語，表示名詞中心詞與分詞是被動(dòng)關(guān)系。）
e.g.那只跟著王老師進(jìn)來的狗是我家的狗。
The dog following Mr. Wang into the room is my dog.
被一群學(xué)生跟在后面的那個(gè)男人是我們的王老師。
The man followed by a group of students is our teacher, Mr. Wang.
2) The week following Christmas Day, many African-American families get together to greet the new year and think about the past.
get together: 聚會(huì)
e.g. On New Year’s Eve we Chinese get together for a family reunion dinner
get somebody together:把…聚集起來
e.g. Every Monday morning, our school leaders get all the students together to have a meeting.
get-together n.聚集
e.g. Every year my classmates in junior middle school have a get-together.
3)…so that… 表示目的
e.g. He works hard so that he can get high marks in the exam.
…so+adj.+that 從句
e.g. He works so hard that he gets high marks in the exam.
4) in common 共同
e.g. Mr. and Mrs. Li own the store in common.
have something/nothing in common (with sth.) （與…）有共同點(diǎn)
e.g. I have nothing in common with my sister.
5) honour (=honor Am.E) n./v.
n. [ C ] “ 榮幸，使感到光榮的人或事”, 一般用單數(shù)形式。
e.g. To host the 29th Olympic Games is a great honour for China.
v. Every year we honour our past relatives and ancestors before a memorial in Tomb Sweeping Festival.
I felt highly honoured when the teacher spoke highly of me before classmates.
in one’s honour; in honour of something/somebody.為了紀(jì)念、尊敬某人/某事
e.g. Dragon Boat Festival is created in honour of the famous poet Quyuan.
6) as well as 與…一樣好， 不僅…而且
e.g. She cooks as well as her mother.
Christine can speak Japanese as well as English
His children as well as his well were invited to the party.
（A as well as B …謂語動(dòng)詞單復(fù)詞由A決定）
7）nation, country, state 三者的區(qū)別
三個(gè)都有“國家”的意思，但側(cè)重點(diǎn)不同。
nation著重指人民、民族、國民。
e.g. The whole nation was in deep sorrow at this bad news.
country著重指疆土、國土、家園，也可指一個(gè)人的祖國或國籍所在， 還可指鄉(xiāng)村。e.g. The soldier fought bravely for their country.
state著重指政策、政權(quán)、政府和國家機(jī)器， 還可指組成國家的州，特別是美國。e.g. Highways in China belong to the state./ How many states are there in the United States of America.
8) purpose: with/ for the purpose of (doing) something 表目的
e.g. He went to the supermarket for the purpose of buying something to eat.
on purpose 故意地，特意地
e.g. I came here on purpose to see you .
9) faith: have/ lose faith in…對(duì)…有/失去信心
e.g. I have faith in you, you will do it well.
Keep/break faith with somebody 對(duì)…某人守/不守信用
e.g. We will not treat him as our friend as he breaks faith with us.
10) believe in … 信仰，信任，贊成
e.g. We believe in his good character.
11) light v. (lighted/ lighted; lit/ lit)
Step 4 Grammar
1. Presentation : Present a sign “No Rubbish”
Ask Ss “What can you see in the sign?” “What does the sign tell us?” “Can we throw rubbish in this place?”“Where must we throw the rubbish?” “What should we do if we cannot find a dustbin at once?”
T presents the following two sentences on the screen.
①We mustn’t throw the rubbish in the place with a sign“No Rubbish”, and we must throw the rubbish into the dustbin.
②We have to keep the rubbish in hand or in a plastic bag until we find a dustbin, if we cannot find a dustbin at once.
2. Get Ss to compare the two sentences above and explain how to use the modal verbs“must” & “have to”.
must is often used when you think that it is necessary to do something. have to is often used when someone else thinks it is necessary or there seems to be no other choice.
must is used to talk about an obligation that depends on the person speaking or listening, while have to is generally used to talk about obligations that come from “outside”.
must--subjective have to --objective
e.g. I must be back by ten every night.( I think it is necessary for me to be back by ten every night.)
I have to be back by ten every night. ( I don’t want to be back by ten every night, maybe my mother thinks it’s necessary.)
3. Tell Ss in informal English, “have got to” can be used instead of “have to”. e.g. It is getting late, I’m afraid I have got to (=have to) go.
4. Forms in tense & Negative form
forms in tense: must, must have to, had to
negative form:
must--must not(mustn’t)(=not be allowed=be forbidden)
have to -- do not have to (don’t have to)(=needn’t)
e.g. It is a secret, you mustn’t tell others.
It is none of your business, I don't have to tell you about this.
Step 5 Practice
1. Look at the following table of greeting manners. Decide which are necessary and which are not. Make sentences using must, have to or negative forms.
Greeting manners
get off the bike when you greet someone salute
bow kiss on the cheek
nod hug
smile look into the eyes
take off your hat shake hands
Example: When you greet a friend who you know very well, you don’t have to shake hands.
If you want to make friends with someone, you have to smile more often.
2. Suppose you are spending the Spring Festival at your grandparents’ house. Complete the sentences with have got to.
1) Your school starts tomorrow, so you have got to go back today.
2) You broke your grandma’s favourite vase, so
3) Your parents went back to work three days ago, so
4) Your grandparents have give you quite a lot of money, so
5) You have done your homework all wrong, so
6) You do not know when you should go to school tomorrow, so
7) _______________________, so ______________________
8) ______________________, so________________________
Step 6 Discussion
Ask Ss to have a discussion of Dos and Don'ts at school, using the modal verbs: must & have to
Dos Don’ts
We must keep the classroom clean. We mustn’t jump the queue in the dining
hall.
We have to wear school uniforms We don’t have to use credit card in the every day. school store.
… …
Step 7 Homework
1. Make sentences with the following expressions: get together, in common, honour (v./n.), as well as, with/for the purpose of (doing) sth., have/lose faith in …
2. Finish off the grammar exercises in Workbook
3. Collect information about Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day.
Period 4 Speaking & Integrating Skills
Step 1 Lead in
In this unit, we have learnt a variety of festivals in the world, and as we know all of them celebrate different things, so their themes are quite different. What themes of the festivals do you know? ( peace, family, environment, nature, memory of great men, etc.)
Step 2 Reading (Integrating skills)
1. Get Ss to read the four festivals Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day, and try to get information about each one as much as possible.
2. Ask Ss following questions about each festival.
(Earth Day): When is Earth Day celebrated? What does it celebrate?
What does it tell us? What could we do to celebrate Earth Day?
(Martin Luther King, Jr Day): When is Martin Luther King, Jr Day celebrated? When did it become a national holiday? What is the theme of the 2002 holiday? What do you think “A Day On, Not A Day Off!” means? Martin Luther King, Jr Day is created in honour of Martin Luther King, are there any other great men or women whose memory should be celebrated? How would you celebrate the memory of them?
(Day of the Dead):Is it an old festival? What does it come from? What’s the theme of Day of the Dead? What do people do on that day? Why do so many festivals honour our ancestor?
(April Fool’s Day): What do people do on April Fool’s Day? Have you ever heard of an April Fool’s trick? What happened? What do we call the person who is taken in?
Step 3 Speaking
Suppose our country is going to create a new holiday, and there are four choices. They are Peace Day, Happiness Day, Friendship Day, and Nature Day. What Day of the four days do you think is the best one?
Fist, get Ss to discuss in pairs.
Then, ask individual Ss to report their decision using the following structures:
I think that the new holiday should be________. On this day, ________are allowed. People will __________. The holiday will be celebrated on _________and people will celebrate by______________. I think this is the best idea because___________.
Step 4 Tasks
Task 1: Design your new favourite holiday or festival and give reasons.
Report your new holiday or festival, using the following expressions:
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
Task 2: Create your own festival. Get Ss to write a short description of their created festival according to the form below.
Name of the festival: ________________________________
Date: __________________________________________
Meaning: _________________________________________
Principles: __________________________________________
How is the festival celebrated? ___________________________
What is the symbol of the festival? _______________________
Step 5 Writing
T: Now you have created your new festival, you may want your friends to join the celebration of your new festival. So you should invite your friends to attend your celebration activity. Then how will you invite your friends? Here an invitation is needed.
T can present a sample of invitation and tell Ss how to write an invitation. Information needed in an invitation should include: what, when, who, why, and where? (see tips on page14)
(Sample:
Dear Mr. and Mrs. Silver,
We are having a small At-home party with a few close friends at our house on Tuesday, February 3rd, at 7:00 o’clock.
We should be very pleased if you could honour us with your company.
Sincerely yours,
John Brown)
Step 6 Homework
1. Writing: Use the information about the festival you have created to write an invitation. Your invitation letter should explain your festival and tell the guest how it will be celebrated.
2. Finish off all the exercises in Workbook.
Unit 15 The necklace
Ⅰ.Teaching Goals:
1.Talk about drama and theatre.
2.Use the modal verbs:must,can/could,may/might
(1)ask for permission;(2)ask about possibilities
3.Write and act a simple play.
Ⅱ.Teaching Time:
Five periods
Ⅲ.Background Information：
1.About the Author
Guy de Maupassant,the well-known French shortstory writer and novelist,was born on August 5,1850.When he was young,he had a great interest in literature.He practised writing literary works under the guidance of the famous novelist Flaubert.And Balzac was another teacher of his.So he wrote in the tradition of 19th century French realism,and became one of the most famous French critical realists of the late 19th century.
Maupassant's stories were built around the everyday life of the simple humble people.He had a fine use of irony.His style was direct and simple,with attention to realistic details.He saw clearly the toil,sufferings and the bitterly ironic happenings in human lives.At his best,he was able to put into a few pages a life story which would take other writers a whole volume to describe.
Most of Maupassant's works are about the peasant life in Normandy,the France-Prussian War and the life of the petty bourgeoisie.As he had held a number of government positions in Parice since 1871,he became familiar with the life of the government workers.And this experience helped him create his best short story“The Diamond Necklace”,from which our present text is adapted.Almost a hundred years after its first publication the story still touches the readers deeply to their hearts.
Maupassant suffered a great deal from illness in his late life.Yet he struggled to continue writing with tremendous will power.He had but a short life,and died at the age of 43(on July 6,1893).
2.About the Text
This short play is a stage version of The Necklace,one of Maupassant's best-known short stories.It tells about a vain woman,wife of a small clerk,who borrowed a diamond necklace to go to the palace ball.But unfortunately she lost the necklace.Then she and her husband had to work ten long years to pay for it.
The heroine was named Mathilde,who used to be a pretty girl.Being born in a clerk's family,she had no hope of marrying a man of wealth and position.So she let herself be married to Pierre Loisel,a small clerk in a government office.They were not rich and lived a simple life.
One evening her husband brought home an invitation for the palace ball.It was the first time in their lives that they had been invited to an important occasion like this.But the wife did not feel happy at all,because she had no dress for the ball.As the ball was very important to Pierre,he decided to buy her a new dress,which cost about four hundred francs.That was all he had saved.But Mathilde had no jewellery and she didn't want to go to the palace without jewelley.Her husband suggested that she should go and borrow some jewellery from a rich friend of hers,Jeanne Forrestier.Jeanne was very kind and friendly.She brought out her jewelry for Mathilde to choose from.Mathilde borrowed a diamond necklace.
Mathilde was the prettiest woman that night at the palace.She was a great success.All the men wished to dance with her.She danced madly,forgetting herself,her husband,her home and all.
On the way home Mathilde found that the necklace was gone.She and her husband returned to the palace and looked for it in every room but couldn't find it,and they never saw it again.They had to borrow thirty-six thousand francs,buy a diamond necklace exactly like the one they had lost and return it to Jeanne.Then they worked hard for ten years to pay for the money.
At the end of ten hard years,Mathilde had changed a great deal and looked so old that Jeanne couldn't recognize her when they met in a park one day.When Jeanne heard Mathilde's story,she was amazed.She told Mathilde that the necklace she had lent her ten years before was made of glass.It was worth five hundred francs at the most.
The First Period
Teaching Aims:
1.Learn and master the following words:
footprint shoeprint fingerprint tire mystery mysterious scary dormitory
2.Do some listening.
3.Do some speaking by acting out some short plays.
Teaching Important Points:
1.Do listening and speaking practice.
2.Improve the students' listening ability.
3.Improve the students speaking ability by acting out some short plays in English.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to make up short plays.
Teaching Methods:
1.Warming up to arouse the students' interest in creating good stories.
2.Listening-and-choosing activity to help the students go through with the listening material and understand it.
3.Making and acting out simple plays to practise the students' speaking ability.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.a slide projector
3.a computer for multimedia use
Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Lead-in
T:Have you read thrilling and exciting stories?
S1:Yes,I've read one.It is Huckleberry Finn.It was written by Mark Twain.It tells us something about a boy who met with much danger and trouble.
T:Have you seen the soul-stirring film?
S2:Yes.I have seen the film“Titanic”.It tells us that the largest and finest ship at that time sank because it hit an iceberg.It is terrible to see the ship sink under the sea.
T:I think most of you have seen the film.It is really a good and soul-stirring film.It won its Oscar.It is well worth seeing.OK.Which of you had adventurous experience?
S3:I had one.
T:Would you like to tell us your experience?
S3:I'd love to.One afternoon when I went home after school,I found our door open.Suddenly I felt something happen.It was a thief who broke into my house.I was about to leave for help when the thief saw me,He tied me to a chair and took away our money and some valuable things.It took me an hour to untie the rope and call the police.
T:What an advanture experience!Sometimes,all of us are likely to be in trouble.What should we do when we get into trouble?Now we'll have a discussion in pairs.Begin,please.
(After two minutes,teacher collects some advice from the students and shows them on the screen.)
Dos
Find a good chance to get rid of dangerous situation
Call 110 for help.
Ask neighbours for help.
Use your clever head to defeat the other.
…
Don'ts
Don't enter the dangerous situation.
Don't fight with him,for you are weak.
…
T:Your advice is very good.
Step Ⅲ. Warming up
T:Today a foreign senior boy and a Chinese senior girl are travelling on a small island.They have adventurous experience.Now open your books and look at the pictures in Unit 15.Make up a story about something happening to the boy and the girl.Prepare it in four groups.
(Teacher gives students enough time to prepare it.Then ask one group to read the story.)
T:(After some minutes.)Are you ready?Now I'll ask one group to read the story to the whole class.Which group will try?
Group 2:A foreign senior boy and a Chinese senior girl were travelling on a small island when they met an old wise man with long beard.They talked with the man,who had a map in his hand.He told them there were valuables in a certain castle according to the map.So the boy and the girl came to a secret chambers in a mysterious castle on the island and they found a box full of jewellery.They were very excited.And they were thinking about what to do when a huge monster appeared.The monster was angry with them and began to run after them.They were frightened and ran quickly.But the monster went on running after them and they couldn't get away from the monster.At that time the wise old man suddenly appeared before them and helped them leave the dangerous situation.At last he told them that everyone liked treasures.But only when we worked hard by hand to get treature could we own them.
T:Thank you for your story.
Step Ⅳ. Listening
T:Now let's do some listening.Listen to a short play on the tape.The play has three scenes.There are two questions for each scene.First we'll learn some new words on the blackboard.(Write the words“footprints,shoeprints,fingerprints”on the blackboard.)We have known“print”means“a mark mad e on a surface showing the shape pattern of a thing”.Can you guess the meaning of the words?
S4:I'll try.I think“footprint”is a mark made by the foot of a person or an animal.
S5:I think“shoeprint”is a mark made by a sole of a shoe.
S6:“fingerprint”is a mark or pattern of lines made by the end of a finger.
T:(Teacher shows some pictures on the screen.)
Yes.You are right.Look at the pictures.(Teacher points at them.)This is a footprint.This is a shoeprint and this is a fingerprint.
footprint shoeprint fingerprint
(Teacher writes the words“tire,mystery”on the blackboard and explain them.)
T:Now look at your books on Page 11 and go through the information and make sure you know what you must do before listening.
(After a while.)
T:Now,do you know what you should do after you listen to the tape?
Ss:Yes.
T:I'll play the tape three times.For the first time