Halloween
The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding "Fire Festivals" which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.
Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.
They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.
This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern.
According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way. In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.
Easter
On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.
Hot Cross Buns
Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.
The Easter Egg
As with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.
From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.
Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.
O-bon Festival
Bon Dance
During o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.
Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi.
Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!
Unit2 Healthy eating
Teaching Aims of this unit
1.Talk about healthy eating
2.Making suggestions or giving advice on diet
3.Distinguish the meanings of Modal verbs
4.Make a balanced menu
5.Vocabulary:
6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on
7.Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice
seeing the doctor.
8. The use o f ought to
The first period Warming up and reading
Step Ⅰ Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Step Ⅱ Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?
Which food contains more…Examples of foodsAnswer
SugarChocolate or grapes
Cakes or bananasChocolate
Cakes
FatCream or rice
Chocolate or chickenCream
Chocolate
FiberPeas or nuts
Pork or cabbageNuts
Cabbage
proteinPotato crisps or ham
Eggs or creamHam
eggs
Step Ⅲ Reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
1.Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.
a.The two restaurants supplied the healthy diet.
b.The reason why Yong Hui’s restaurant was so popular with customers.
c.Wang Pengwei found out why he had lost his customers and decided to win them back
2.Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
a.Usually Wang Pengwei’s restaurant was full of people. (T )
b.Yong Hui served a balanced diet. ( F)
c.Yong Hui could make people thin in two weeks by giving them a good diet. (F)
d.Wang Pengwei’s customers often became fat after eating in his reataurant. (T)
e.Yong Hui’s menu gives them energy foods. (F )
f.Wang Pengwei’s menu gives tem foods containing fiber. (F )
g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )
h.Wang Pengwei decided to copy Yong Hui’s menu. (F )
Step Ⅳ Comprehending
By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.
disadvantagesadvantages
Wang Pengwei’s restaurantNot giving enough foods containing fiberProvide plenty of energy foods
Yong Hui’s restaurantNot giving enough energy foodsProviding plenty of fiber foods
T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?
S1:…
S2:…
S3:…
T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?
Ss: Yes.
T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:
a.Wang Pengwei sat in his empty restaurant feeling very frustrated.
This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.
b. Nothing could have been better.
This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.
c. He couldn’t have Yong Hui getting away with telling people lies!
This sentence means that he will punish Yong Hui for her telling lies.
Step Ⅴ Homework
1.Try to retell the text.
2.Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)
The second period Language study
Step ⅠRevision
1.Check the students’ homework.
2.Ask some of the students to retell the text.
Step Ⅱ Word study
This part is a consolidation of the words in the text. Ask the students to do the exercise individually.
T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.
…
Step Ⅲ Grammar
The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the text.
a.By lunchtime they would have all be sold---It indicates possibility.
b.His restaurant ought to be full of people.---It indicates possibility.
c.What could have happened?--- It indicates possibility.
d.Nothing could have been better.--- It indicates possibility.
e.Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.
f.He could not believe his eyes. ---It indicates intension.
g.He wonder if he should go to the library to find out ---It indicates duty.
h.He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension.
…
Step Ⅳ Homework
1.Review the rules of word formation and the meanings of modal verbs.
2.Prepare the Using Structure on page 50 by making a dialogue in pairs.
The third period Listening
Step Ⅰ Revision
1.Check the using structure on page 50.
2.Ask the students to make a short dialogue in pairs.
Step Ⅱ Listening( using language)
The students will hear what Wang Pengwei did after leaving Yong
Hui’s restaurant. Ask the students to finish the chart and answer the questions.
T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.
( Play the tape. Students write down the answers and check the answers with their partners.)
T: Now listen to it again and try to make sure your answers are right.
Energy-givingBody-buildingProtective
RiceMeatFruit
NoodlesFishvegetables
NutsTofu
butter
Step Ⅲ Listening (WB P48)
The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.
T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.
Red foods: stop (Only a little)Orange foods: be careful( some every day)Green foods: go( more every day)
Butter, cream, nuts, cakes, foods fried in fatBread, noodles, rice, neat, cheese, egg, tofuAll vegetables( potato, cabbage, carrots..)
Step Ⅳ Homework
1.Pre-view the reading(2) and reading task on Page 52. See how the story ended.
2.Find some information about healthy eating on the Internet.
The fourth period Extensive reading
Step ⅠRevision
1.Check the homework
2.Share the information the students have got form the Internet.
Step Ⅱ Pre-reading
Ask the students to read some proverbs and translate them into Chinese.
T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.
a.You are what you eat.
b.An apple a day keeps the doctor away.
c.First wealth is health.
The students discuss with their partners.
a.人如其食.
b.一天一个苹果,医生不来找我.
c.健康是人生的第一财富.
Step Ⅲ Reading
The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.
T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.
Ask the students to report their work.
What did they do?Result
Combine their menu and provide a balanced one
1.raw vegetables with hamburgers
2.the boiled potatoes, not fried
3.fresh fruit with ice cream1.cut down the fat
2.increase the fibre
3.a big success
Then find the words from the text to match the definitions.
Definitionswords
Stare angrily or fiercelyGlare
Take a long deep breathSigh
Keep alive in a certain styleEarn one’s living
Advantage or profitBenefit
Join or mix together to form a wholeCombine
Owe a lot of moneyIn debt
Step Ⅳ Homework
1.Collect eating attitudes from the Internet
2.Practice presenting reasons to support your ideas.
The fifth period Speaking
Step ⅠRevision
Check the students’homework.
Step Ⅱ Warming up
T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.
First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.
Step Ⅲ Talking
If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.
( Divide the class into two groups: team A and team B.)
T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.
DoctorPatient
What’s the matter?What should I do ?
How long have you been like this?What seem to be the trouble?
I think you ought to..Do you think you could give me some advice?
Perhaps you should…
I suppose you had better…
Step Ⅳ Speaking task
This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.
T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.
I don’t agreeThat’s a good idea.
I’m afraid notCertainly/ Sure.
Of course not.All right.
I don’t think so.No problem.
Yes, I think so.
Step Ⅴ Homework
1.Review the sentence structures, new words and expressions.
2.Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.
The sixth period Writing and re-viewing
Step ⅠRevision
Check the homework and take a dictation.
Step Ⅱ Writing
This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.
T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.
1.Describe the new design
2.Draw a plan
3.explain the advantages of your ideas
Unit Three The Million Pound Bank-Note
Teaching aims:
1.Talk about short stories and dramas.
2.Learn how to act out a play
3.Learn how to request and order food
4.Learn noun clauses as the object and predicative
The first period Intensive reading
Step I.Warming up
1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 23 so that you can know more about him.
3.Students read the passage about Mark Twain and answer the questions given in the form on page 23.
a.What’s the real name of Mark Twain?
b.When was he born and when did he die?
c.Do you know all the places where he lived?
d.Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
Step ⅡPre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.
T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?
( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding "Fire Festivals" which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.
Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.
They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.
This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern.
According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way. In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.
Easter
On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.
Hot Cross Buns
Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.
The Easter Egg
As with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.
From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.
Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.
O-bon Festival
Bon Dance
During o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.
Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi.
Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!
Unit2 Healthy eating
Teaching Aims of this unit
1.Talk about healthy eating
2.Making suggestions or giving advice on diet
3.Distinguish the meanings of Modal verbs
4.Make a balanced menu
5.Vocabulary:
6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on
7.Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice
seeing the doctor.
8. The use o f ought to
The first period Warming up and reading
Step Ⅰ Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Step Ⅱ Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?
Which food contains more…Examples of foodsAnswer
SugarChocolate or grapes
Cakes or bananasChocolate
Cakes
FatCream or rice
Chocolate or chickenCream
Chocolate
FiberPeas or nuts
Pork or cabbageNuts
Cabbage
proteinPotato crisps or ham
Eggs or creamHam
eggs
Step Ⅲ Reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
1.Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.
a.The two restaurants supplied the healthy diet.
b.The reason why Yong Hui’s restaurant was so popular with customers.
c.Wang Pengwei found out why he had lost his customers and decided to win them back
2.Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
a.Usually Wang Pengwei’s restaurant was full of people. (T )
b.Yong Hui served a balanced diet. ( F)
c.Yong Hui could make people thin in two weeks by giving them a good diet. (F)
d.Wang Pengwei’s customers often became fat after eating in his reataurant. (T)
e.Yong Hui’s menu gives them energy foods. (F )
f.Wang Pengwei’s menu gives tem foods containing fiber. (F )
g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )
h.Wang Pengwei decided to copy Yong Hui’s menu. (F )
Step Ⅳ Comprehending
By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.
disadvantagesadvantages
Wang Pengwei’s restaurantNot giving enough foods containing fiberProvide plenty of energy foods
Yong Hui’s restaurantNot giving enough energy foodsProviding plenty of fiber foods
T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?
S1:…
S2:…
S3:…
T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?
Ss: Yes.
T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:
a.Wang Pengwei sat in his empty restaurant feeling very frustrated.
This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.
b. Nothing could have been better.
This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.
c. He couldn’t have Yong Hui getting away with telling people lies!
This sentence means that he will punish Yong Hui for her telling lies.
Step Ⅴ Homework
1.Try to retell the text.
2.Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)
The second period Language study
Step ⅠRevision
1.Check the students’ homework.
2.Ask some of the students to retell the text.
Step Ⅱ Word study
This part is a consolidation of the words in the text. Ask the students to do the exercise individually.
T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.
…
Step Ⅲ Grammar
The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the text.
a.By lunchtime they would have all be sold---It indicates possibility.
b.His restaurant ought to be full of people.---It indicates possibility.
c.What could have happened?--- It indicates possibility.
d.Nothing could have been better.--- It indicates possibility.
e.Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.
f.He could not believe his eyes. ---It indicates intension.
g.He wonder if he should go to the library to find out ---It indicates duty.
h.He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension.
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Step Ⅳ Homework
1.Review the rules of word formation and the meanings of modal verbs.
2.Prepare the Using Structure on page 50 by making a dialogue in pairs.
The third period Listening
Step Ⅰ Revision
1.Check the using structure on page 50.
2.Ask the students to make a short dialogue in pairs.
Step Ⅱ Listening( using language)
The students will hear what Wang Pengwei did after leaving Yong
Hui’s restaurant. Ask the students to finish the chart and answer the questions.
T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.
( Play the tape. Students write down the answers and check the answers with their partners.)
T: Now listen to it again and try to make sure your answers are right.
Energy-givingBody-buildingProtective
RiceMeatFruit
NoodlesFishvegetables
NutsTofu
butter
Step Ⅲ Listening (WB P48)
The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.
T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.
Red foods: stop (Only a little)Orange foods: be careful( some every day)Green foods: go( more every day)
Butter, cream, nuts, cakes, foods fried in fatBread, noodles, rice, neat, cheese, egg, tofuAll vegetables( potato, cabbage, carrots..)
Step Ⅳ Homework
1.Pre-view the reading(2) and reading task on Page 52. See how the story ended.
2.Find some information about healthy eating on the Internet.
The fourth period Extensive reading
Step ⅠRevision
1.Check the homework
2.Share the information the students have got form the Internet.
Step Ⅱ Pre-reading
Ask the students to read some proverbs and translate them into Chinese.
T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.
a.You are what you eat.
b.An apple a day keeps the doctor away.
c.First wealth is health.
The students discuss with their partners.
a.人如其食.
b.一天一个苹果,医生不来找我.
c.健康是人生的第一财富.
Step Ⅲ Reading
The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.
T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.
Ask the students to report their work.
What did they do?Result
Combine their menu and provide a balanced one
1.raw vegetables with hamburgers
2.the boiled potatoes, not fried
3.fresh fruit with ice cream1.cut down the fat
2.increase the fibre
3.a big success
Then find the words from the text to match the definitions.
Definitionswords
Stare angrily or fiercelyGlare
Take a long deep breathSigh
Keep alive in a certain styleEarn one’s living
Advantage or profitBenefit
Join or mix together to form a wholeCombine
Owe a lot of moneyIn debt
Step Ⅳ Homework
1.Collect eating attitudes from the Internet
2.Practice presenting reasons to support your ideas.
The fifth period Speaking
Step ⅠRevision
Check the students’homework.
Step Ⅱ Warming up
T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.
First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.
Step Ⅲ Talking
If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.
( Divide the class into two groups: team A and team B.)
T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.
DoctorPatient
What’s the matter?What should I do ?
How long have you been like this?What seem to be the trouble?
I think you ought to..Do you think you could give me some advice?
Perhaps you should…
I suppose you had better…
Step Ⅳ Speaking task
This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.
T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.
I don’t agreeThat’s a good idea.
I’m afraid notCertainly/ Sure.
Of course not.All right.
I don’t think so.No problem.
Yes, I think so.
Step Ⅴ Homework
1.Review the sentence structures, new words and expressions.
2.Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.
The sixth period Writing and re-viewing
Step ⅠRevision
Check the homework and take a dictation.
Step Ⅱ Writing
This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.
T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.
1.Describe the new design
2.Draw a plan
3.explain the advantages of your ideas
Unit Three The Million Pound Bank-Note
Teaching aims:
1.Talk about short stories and dramas.
2.Learn how to act out a play
3.Learn how to request and order food
4.Learn noun clauses as the object and predicative
The first period Intensive reading
Step I.Warming up
1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 23 so that you can know more about him.
3.Students read the passage about Mark Twain and answer the questions given in the form on page 23.
a.What’s the real name of Mark Twain?
b.When was he born and when did he die?
c.Do you know all the places where he lived?
d.Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
Step ⅡPre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.
T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?
( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
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