Unit 2 People on the move
Welcome to the unit
Teaching aims and demands:
1. To describe ways of life in English
2. To make students know about the reasons that people move
3. To discuss how should we live
Key points: To improve students’ spoken English
Teaching steps:
一、 Arouse students’ interest in this unit and this section by looking at the pictures and asking the questions:
What are the wild geese doing?
Do you like to move to a new place? Why or why not?
Why do people move to other places?
二、 Ask students to look at the five pictures on page 17 and list where the people in these pictures move and why they move.
Ask students to compare the reasons they have worked out with the reasons given in these pictures, so they can understand more clear about why people move. Tell students that more and more people are on the move nowadays , and this has become a social trend. In china , there are a lot of young people from the countryside moving to work in the cities, especially in big cities in the eastern and southern parts of china. This has already caused some social problems. Ask more able students to make some comments on this social trend. Let them talk about the advantages and disadvantages of the advantages and disadvantages of people moving within China.
三、 Group work
(1)Ask students to work in groups :
Are there any other reasons for moving to new flats, cities, regions and even countries?
(2)show students some pictures to help less able students.
四、 Ask students to read the three questions below the pictures .
1.Have you ever moved to a new flat or a new city? What was the experience like ?
2.Do you think moving house can change people’s lives in a positive way? Why or why
not?
3. Where would you like to move if you could choose a place to move to ?Why ?
Then get students to discuss these questions in groups of four.Encourage all of them to fully participate in the discussion .
Sample answers.
1. Recently, my family has moved to a new flat. This is the first time my family has moved house since I was born. Everyone in my family has been very excited. Our new home is much larger than the old one . It is on the first floor and has a courtyard that is about twenty square metres in size. My grandma, who is in her seventies, is very happy because she does not need to climb five floors like she used to in our old house and can plant some flowers in the courtyard. I also feel very happy because I have my own room now and do not share the room with my grandma as i used to do .My parents allowed me to decorate my room as I wanted.I had the walls in my room painted light blue and stuck some plastic stars on the ceiling . When the light is turned off, these stars seem to be shining. There is a park near my new home , so after supper, we sometimes go for a walk there.
2. I think that moving house can change people’s lives in both a positive and a negative way. You will meet new people and make friends with them. However, you may also miss your old friends.
3. I would like to move if I have been living in the some place for a long time because I want to see, learn and experience new things . The place I want to go to is Shenzhen. Shenzhen is a young city, which has grown from a small fishing village, and is still developing quickly. With its fast development. Shenzhen needs young people, especially those who have a good education, to work in the many new companies and businesses there .Therefore, I think it is a suitable place for young people like me to find a job there , and I will have more choices to do what I want to do
Get several groups to report their discussion to the whole class ,use the followings to help them: 1.I have ever moved to a new flat /city. It was exciting|boring…….
2.I think moving house can change people’s lives in a positive way,because ……
3. I would like to move to ……if I could choose a place to move to, because it is …….
五、 A debate
Divide the class into two groups and have a debate:
Is moving house can change people’s lives in a positive way or negative way?
Summary and home work:
Search the Internet to know more about population mobility in the USA
Reading
Teaching aims and demands:
To improve their reading skills by fully participating in all the activities
To master the vocabulary in the text.
To know the American culture: population trends in the USA
To teach students how to match pictures with quotations when reading an article in a magazine or a newspaper.
Key points
To improve their reading ability
The usages of some key words and structures
Teaching steps:
一、 Lead –in
. Look at the pictures and ,and ask “Which country is this in the map?”
“Do you want to know more about the USA?”
二、 Reading comprehension
1. Ask one student to read the three questions in Part A
1. What is the topic of the article?
2. .What is the name of the magazine in which the article appears?
3. .What two groups are discussed in the article?
Ask students to go through the article as quickly as possible and try to find answers to the questions without reading through it thoroughly. Remind students to only focus on and identify the information needed to answer these questions.
Answers
1The movement of people in the USA.
2.American living
3. People over 60 years old and young adults.
2. Ask students first to go over the eight questions in Part C1 and then read the article again and complete Part C1 individually.
1. Where in the USA are the older people who are moving south from?
2.What state in the USA is most popular with older people ?
3.Why is Charlotte County in central Florida called the oldest place in the USA?
4.What has been done in Florida for older people?
5.What is the percentage of people in the USA who move house every year?
6.Why are young people moving to cities?
7.Why does Daniel want to move to a big city?
8.How many people are quoted in the article?
Check their answers.
2. Ask students to read the article again and fill in the table in Part C2. After they have finished filling in the table . Check the answers as a class
3. Go over Reading strategy: matching pictures and quotations
4. Ask students to read the article and complete Parts D and E.
5. Pair work:
Work in pairs What do you think you want to live in a big city in the future? Talk about it with your partner.
6. Language points:
1. on the move 在遷移中、在行進中
e.g. The wild geese are on the move .
大雁在遷移中。
2.permanent 永恒的 、永遠的
e.g. Love is a permanent theme for people
愛情對人們來說是一個永恒的主題。
3.account for 解釋 、占據(jù)
e.g. The students who don’t like to study account
for 16% of all the student who were asked.
4.reduce the risk of 減少……的危險
e.g. Stopping people from swimming in this river
reduces the risk of drowning .
7. Further discussion:
1.Do you think it is better to live around people who are all the same age that you are? Why or why not?
2.What do you think will happen to cities if people continue to move there?
3.What do you think will happen to small towns if all the young people move away
8. Consolidation
三、Homework
1.Try to retell the text on page 18 and 19.
2.Review the words and phrases in the text we have learnt.
Word power
Teaching aims and demands
To expand students’ vocabulary about the life in the city and the country as well as learning about sociology.
To practice and reinforce the new vocabulary .
To make the students’ familiar with the expressions related to the topics
Key points:
To expand students’ vocabulary about the life in the city and the country as well as learning about sociology.
To practice and reinforce the new vocabulary .
Teaching steps:
一、 Lead in
Ask students :
When we talk about the city, what words or expressions do we often use?(showing pictures)
When we talk about the agriculture, what words or expressions do we often use?(showing pictures)
二、 Vocabulary learning
1. Part A
(1)Read and answer:
1.Why do the people who live on farms and in the countryside begin to move to cities?
2.What is modernization?
(2)Language points
1.agriculture ２.cost of living 3.industrialization 4. industrialized 5.rural6. urban7.urbanization8.migration pattern9.modernization 10. living standards
2.Part B
complete the diagram with words from part A
三、 Vocabulary extension
1.Read the passage in Part A(page 23) and answer the following questions:
1.What is sociology?2.Why do we study sociology?
Word and phrases in this part :Sociology society socializationprimary socialization Secondary socialization norms values behaviours sociological theories
2. Part B
Ask students to complete the notes in Part B. With the help of what has been written on the blackboard,.
3. Considation:
Translation
1.我們?yōu)槭裁匆獙W(xué)我非常討厭的社會學(xué)?
2.他們?nèi)ツ陞⒂^的是一個現(xiàn)代化的大城市.
3.印度是個農(nóng)業(yè)大國,日本則是一個工業(yè)國家.
4.在農(nóng)村的生活開銷要比在城市要少得多.
四、Homework
1. Revise the words learnt in this period.
2.Finish the exercises in workbook
Grammar and usage
Teaching aims and demands Teaching aims and demands
To teach the element of a paragraph
To put what they learnt into practice
Key points:
To teach the element of a paragraph
To put what they learnt into practice
Teaching steps:
一、 Revision
1.agriculture農(nóng)業(yè) ２.cost of living生活成本（費用）
3. industrialization工業(yè)化 4. industrialized工業(yè)化的
5.rural農(nóng)村的 6. urban城市的
7.urbanization城市化的 8.migration pattern遷移模式
9.modernization現(xiàn)代化 10. living standards生活水平
二、The elements of a paragraph
1. Ask students to read the second paragraph of the magazine article in the Reading section and try to find which sentence in the paragraph .Tell students that the sentence which gives the main point of a paragraph or an article is the topic sentence.
2. Ask students to read the second paragraph under the subtitle of ‘Bright lights , big city’ and identify the topic sentence and supporting sentences in it.
3.Ask students to read both the instructions and Part1 in this section. And choose the right answer.
4.Ask students to read Part 3 to understand what a concluding sentence is ,then get students to read the paragraph in Part B.First add transitions to complete the paragraph, and then point out the topic and concluding sentences.
5.Language points:
1. numb adj 麻木的2.physicist n. 物理學(xué)家
3. biologist n. 生物學(xué)家 4..botany n. 植物學(xué)
5.biochemistry n. 生物化學(xué) 6.analytical adj分析的.
7 lawyer n. 律師 8.firm n. 公司
9.law firm律師事務(wù)所 10.adjustment. n. 調(diào)整
11.bungalow n. 平房, 小屋 12.go bowling打保齡球
13.skateboard n. 滑板 14.astronomer n. 天文學(xué)家
15.telescope n. 望遠鏡 16.bakery n. 面包店
三、Consolidation
.Read the following article. Then write the letter of the topic sentence for each paragraph in each blank.
_______While many people have purposely sought to darken their skin by tanning in the sun, most are now avoiding such sun exposure . This is because we know the dangers of UV exposure and the serious results it may bring along.
_______ Short-term results are a tan and sunburn , both of which affect fair-skinned people more than those with darker skin. Long-term results, which are risks for both fair-skinned and darker-skinned people, include early ageing of the skin, developing permanent dark spots on the skin, gradual loss of eye , sight, problems with the immune system and skin cancer,
________The most obvious way is to limit our exposure to the sun. When we go outside, we should be careful to wear protective clothing , such as hats and tightly-woven clothing, wear sunglasses and use sunblock on our skin
a Although there are many risks associated with UV exposure, we can protect ourselves in many ways.
b For many years , people around the world thought of the sun as something that darkens our skin and keeps us looking healthy, but all of this is now changing.
四、Homework
Finish the exercises in workbook
Task
Teaching aims and demands
To teach students how to listen for the sequence of events
To teach how to answer questions with more than one response and how to use convincing language when writing a letter to friend
To write a letter to a friend to convince her that moving back to China is the best thing to do
Key points:
To teach students how to listen for the sequence of events
To teach how to answer questions with more than one response and how to use convincing language when writing a letter to friend
Teaching steps:
一、 Revision
Translate the following sentences into English using participle clauses
1.美國老人正在遷移中.
2.幾十年來，F(xiàn)lorida 一直吸引著老年居民.
3.這些磚減少了跌倒的風(fēng)險.
4.我的骨肉也離開了我．
5.那有更多的就業(yè)機會．
二、Skills building 1: listening for the sequence of events
.Ask students to read the instructions. .Then ask them to go over all the useful words and phrases given below.
三、 Step 1: find information about a returnee
1. Ask students to read the instructions in Part A ,then go over the notes .Play the recording for Part A page 26 and ask students to fill in the notes .Then check the answers as a class..
Ask students to work out the sequence of events.
2. Ask students to read the instructions in Part B. Let students listen to fill in the blanks .Check the answers as a class
3. Part C
Read Part C Read and find out: Reasons for reversal of brain drain
4. Language points in Part C
1. skilled workers
2. offer better opportunities
3.educated people
4.benefit from
5.be hooked
6.make use of
5. Translate the following sentences into English
using participle clauses
1. 他是一個技術(shù)不錯的工人．
2.受過教育人是能輕松解決這個問題．
3.她的成功得益于她的老師．
4.請別受他的引誘．
5.那有更多的就業(yè)機會．
四、Skill building 2
1.Ask students to go over the instructions and the two points in this part.
2.Get students to read the newspaper article in Part C on page 27 again. Ask them to underline connecting words in it and show them where one sentence supports another as well as pointing out where two parts are contradictory or do not agree with each other.
五、Step 2: talking to a careers officer
1. Ask students to read the instructions .Then ask them to go over all the questions in the left column and in formation in the right column.
2.Ask students to work in pairs .One asks questions and the other, as a careers officer, gives the answers.
六、Skill building 3
1.Ask students to read the instructions of this part. And then go over the four points so that they know what convincing language is
2.Ask students to go over ‘ Population mobility in the USA” the magazine article in the Reading section, ask them to find the sentences that correspond to the four points.
3 A debate
Divide the class into two groups and have a debate:Is working abroad or working in China better?
七、Step 3 writing a letter to convince your friend
Ask the students read the instructions of this part .Then work individually to write a letter
Summary and homework:
1. Revise the contents in this unit.
2. Complete the notes on page 116 in Workbook.
Project
Teaching aims and demands
To practice students’ by completing a project.
To teach the history and the lifestyle of the Roma people
Key points:
To practice students’ by completing a project.
To teach the history and the lifestyle of the Roma people
Teaching steps:
一、 Part A
1. Lead in
Show students some pictures about the Roma. And say something in common.
2. Read the part and answer the questions:
1.What is this article aimed to do?
2.Where did the Roma originally live?
3.What problems did the Roma experienced throughout their travels.
4.Why did the Roma live in terror ?
5.When were the International Romani Union founded?
3.Language points in this part
1.nomadic adj.
2.submit vi.
3.vote vi
4. vain adj.
5.roundabout adj.
6. chain n.
7.rag n.
8.collision n.
9.hearing n.
10passport n.
4.Consolidation
根據(jù)首字母提示拼寫出本部分出現(xiàn)的單詞.(《高中英語創(chuàng)新課時訓(xùn)練》）
1.The traffic accident led to a c______________ of events.
2.A person who travels abroad must carry a p______________.
3.He was born in Sweden, but he doesn’t have Swedish c__________
4.The criminals were p__________ to rob the bank
5. Children in this n______________ are taken good care of.
6. My eyes were blinded by the direct r_____________ of light
7.We c_________ workers for injuries suffered at their work.
8.As usual, he reached her house in a r___________ way.
5.Pair work
Work in pairs and discuss what do you think of when the Roma are mentioned?
Then ask some pairs to report in the front
6.Group work
Discuss: What do you think we can learn after reading the article?
7. Pair work
Your are a reporter from CCTV, try to interview an expert who knows much about the Roma.
二、Part B
Ask students to work in groups to make a display using the following questions to help them
1. What differences are identified in the article that show the Roma are a distinct cultural group?
2. What examples are given that show Europeans’ prejudice against the Roma throughout history?
3. What sources will you use in your research?
4. If you find conflicting information, who will decide what to use?
5. Will you each research a different topic or will you discuss each part in your group and agree on one viewpoint?
6. How will you divide the work on the display? Will you all work on it or will one person be in charge of the design?
7. How will you arrange the written parts of your display?
8. How will you arrange the illustrations on the display?
Homework
1.Find out more information aboutJewish people on the Internet.
2.Do exercises in workbook
Self-assessment
一、 Translations
1.現(xiàn)在是秋天,大雁們都在往南遷移。
2.我將永遠記住你對我說的話
3.昨天，遲到的學(xué)生占據(jù)所有學(xué)生的5%。
4. 戴上頭盔可減少頭部受傷的危險。
5.我們?yōu)槭裁匆獙W(xué)我非常討厭的社會學(xué)?
6.他們?nèi)ツ陞⒂^的是一個現(xiàn)代化的大城市.
7.印度是個農(nóng)業(yè)大國,日本則是一個工業(yè)國家.
8.在農(nóng)村的生活開銷要比在城市要少得多.
9．美國老人正在遷移中
10。幾十年來，F(xiàn)lorida 一直吸引著老年居民.
11。這些磚減少了跌倒的風(fēng)險.
12。我的骨肉也離開了我．
13。那有更多的就業(yè)機會．
s
二、選詞填空。(《高中英語創(chuàng)新課時訓(xùn)練》）
ride feel suggest numb adjustment bowling
1. My fingers were _______with cold.
2.The company made an ________ in my salary .
3. Many people go ________in their spare time, taking advantage of the health and relaxation benefits.
4. After he spent a whole month on the case, I ______ he take a week off to the sea.
5.When we were at the Smith’s ,they were very friendly, which led us to
三、Reading comprehension摘自《高考大練兵》
The moment Marie stepped inside the door, she knew that something had happened. Curie’s father stood in the hall, with whom were two old friends, Dr Paul and professor Jean. The look on their faces frightened Marie. Dr Paul came up to her and said, “Marie , there was an accident . When Pierre was crossing the street, a carriage drawn by two horses came and he slipped on the wet road and …Pierre is dead.” Marie’s face went grey. She stood silently for so long that Dr Paul feared if he would have to repeat his words. Finally, she whispered, “Is Pierre dead? It could not be true! Why didn’t anybody say it was not true? And , please, Professor Jean, send a telegram to my brother in Warsaw.” A few days after Pierre’s funeral at the family tomb an official of the French government called. He told Pierre’s brother that the government wished to give Madame Curie and her children money to live on. When Marie was told , she said ,”I don’t want the welfare. I am young enough to earn my living and that of my children.” And finally all the friends suggested that Marie should take her husband’s place as professor of physics
Such words often came into her mind, “Whatever happened ,we must work the same.
1.Marie learned her husband’s death_______ ____
A. at the moment she stepped inside the door.
B.when she saw Curie’s father
C. before she came back
D. after Dr Paul told her
2. When she learned the news, Marie_______ ___
A. was only worried B. could hardly believe it
C.was very calm D.was very frightened
3. From the passage , we know ____ _____
A.Marie’s husband was always careless.
B. her husband’s friends didn’t help him when he slipped
C.the French government cared for Marie and her children very much.
4.Which statement is TRUE according to this passage?____ __
A.Marie insisted that she could support the whole family.
B. Pierre’s brother was then living in Paris.
C.Madame Curie was persuaded to accept the welfare.
D.When he died , Pierre was in a carriage.
5.At the end of the passage , we can see that Marie_____ ____
A. was too sad to continue her work
B. took her husband’s place as professor of physics
C.would go on with her work in spite of her husband’s death
D.was able to earn living and that of her children
Keys:
一、1.It is autumn now , and all wild geese are on the move to south.
2. I will remember what you said to me permanently.
3. Yesterday ,the students who were late accounted for five percent of all the students.
4. Wearing a helmet can reduce the risk of one’s head being hurt.
5. Why do we need to study sociology, which I hate very much
6. What they visited last year was a modern city.
7. India is an agricultural country ,while Japan is an industrial one
8. The cost of living in a rural area is much less than that in an urban one
9．Old Americans are on the move.
10．For decades, Florida has been attracting older residents
11．These bricks reduce the risk of falls
12 MY own flesh and blood left me too.
13．There are more career opportunitie
二、 1 numb 2adjustment 3bowling 4 suggest 5feel
三、1.D 2.C 3.D 4.B 5.A