2018届一轮复习外研版必修2module1ourbodyandhealththabtits教案(5)

2018届一轮复习外研版必修2module1ourbodyandhealththabtits教案(5)

Module 1 Our Body and Healthy Habits I. 模块教学目标 技能目标Skill Goals l Talk about healthy lifestyles l Practice talking about future l Practice talking about health problems l Use nouns as verbs l Learn to write an essay about a health problem II. 目标语言 功 能 句 式 Talk about the future ‎“You’ll catch a bad cold,” said his mother.‎ ‎“I’ll be fine,” said Zhou Kai, as he opened the door.‎ ‎“Zhou Kai, you’ll get ill.”‎ Practice talking about a health problem I think I’ve got pneumonia.‎ Why? What are your symptoms?‎ I’ve got a high temperature and my chest hurts when I breathe.‎ Oh dear! What are you going to do?‎ I’m going to stay in bed and ask the doctor to visit me.‎ I’ll ring the doctor for you.‎ Everyday English Terrific!‎ To be off work.‎ Oh, dear!‎ That couldn’t be better.‎ I have a sweet tooth.‎ I’m crazy about football.‎ 词 ‎1. 四会词汇 diet, fat, fit, flu, rare, toothache, unhealthy, wealthy, rarely, proverb, anxious, injure, pain,‎ 汇 ‎ ‎ ‎ lifestyle, head, eye, overweight, lung, throat, breathe, captain, injury, painful, normal, X-ray, awful, questionnaire, dentist, sweets, insurance, fever ‎2. 认读词汇 pneumonia, prescription, symptom, migraine ‎3. 词组 be connected with, take exercise, be crazy about, have a temperature, lie down, begin with, put ... into..., become ill, get / catch a cold 语 法 Nouns used as verbs When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously.‎ And I’m not overweight so I never have to diet.‎ Will / be going to for future actions Can you lie down, please, and I’ll examine you?‎ I’ll write you a prescription.‎ My wife’s going to visit her this afternoon.‎ My wife’s going to pick me up in a quarter of an hour.‎ And I’ll ring the hospital.‎ 重 点 句 子 ‎1. I take at least two hours’ exercise a week. P1‎ ‎2. Early to bed, early to rise makes a man healthy, wealthy and wise. P1‎ ‎3. An apple a day keeps the doctor away. P1‎ ‎4. When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously. P2‎ ‎5. I’d rather eat a nice piece of fruit. P3‎ ‎6. I was stupid enough to play football in the rain. P3‎ ‎7. So as you can see from what I’ve said, I am a normal kind of person. P3‎ ‎8. As I’ve said, this isn’t a problem. P3‎ ‎9. Go to bed now or you’ll be really tired tomorrow. P4‎ Ⅲ. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块以Our Body and Healthy Habits为话题，旨在通过模块教学使学生通过讨论什么是健康，什么是健康的生活方式，如何才能获得健康和保持健康等问题，使学生树立正确健康观念，建立起一种健康的生活方式。针对日常生活中经常遇到的对健康有害的坏习惯，指导学生发表自己的见解和看法，通过进一步讨论使学生明确什么样的生活习惯是健康的。并能应用相关谚语就此写一篇文章。‎ ‎ 1.1 INTRODUCTION 这一部分设计了四个活动。第一个活动帮助学生复习和学习有关饮食、锻炼、健康和疾病的词汇；第二个活动引导学生学会表达一些与饮食有关的句子；第三个活动向学生们介绍一些有关健康的西方谚语；第四个活动是前一个活动的延伸和深化，要学生说出一些有关健康的汉语谚语，并尝试把它们翻译出来。总之，通过上述四个活动，使学生对起居和健康的关系有一个初步的了解。‎ ‎ 1.2 VOCABULARY AND READING 这一部分是本模块的主题部分。首先是词汇的学习。第一个活动就是帮助学生复习和学习一些介绍事物、身体和健康的词汇并回答有关的问题。然后就是阅读活动，围绕周凯的生活方式，教材设计了四个活动，从细节到词汇，甚至也涉及到了文章的结构。在能力上，主要是培养学生对词汇的应变力、理解力和分析问题的能力。从情感态度上，通过周凯和妈妈的矛盾冲突和周凯对自己生活习惯的描述，帮助学生了解什么是健康的生活方式，如何树立健康的生活习惯，并在实际生活中，建立起自己的健康生活方式。 1.3 SPEAKING 1 通过讨论怎样保持健康，并且决定哪些是生活中有关健康的重要事项，使学生养成良好的生活方式。‎ ‎ 1.4 FUNCTION 讨论将来的表达方法，掌握will表示预测的用法。‎ ‎ 1.5 GRAMMAR 1 这一部分是有关构词法——名词动用的内容。这部分不要求学生掌握具体的理论知识，只是使学生初步了解这种转化并使学生具体掌握一些转化的词例。‎ ‎ 1.6 LISTENING AND VOCABULARY 通过听医生和病人之间的对话掌握不同身份、职业的人说不同的话，学会询问病情和描述症状。掌握有关疾病、症状和人体器官的单词。 ‎ ‎ 1.7 GRAMMAR 2 这一部分是介绍will 和be going to 表示将来的用法，通过这部分教学，要使学生明确区分这两种表达的不同之处并在实际中运用。‎ ‎ 1.8 PRONUNCIATION 听并跟读听力中出现的六个句子，注意音与音之间的连读。‎ ‎ 1.9 SPEAKING 2 通过讨论对话掌握对健康问题的描述，包括描述、询问病情及提供帮助。‎ ‎ 1.10 EVERYDAY ENGLISH 通过对话，掌握一些常用的表达方式。‎ ‎ 1.11 WRITING 通过把多个句子按顺序排列组成一段，训练学生的逻辑思维能力，通过讨论掌握描述生病的整个过程，并就此写一篇文章。‎ ‎ 1.12 CULTURAL CORNER 通过阅读了解有关各国的医疗卫生体系。‎ ‎ 1.13 TASK 通过作问卷调查使学生意识到自己是否有健康的生活习惯，并养成良好的生活方式。‎ ‎ 1.14 MODULE FILE 对整个模块做出总结，巩固所学知识。‎ ‎ 2. 教材重组 ‎ 2.1将INTRODUCTION的主要内容和VOCABULARY AND READING整合成一节阅读课。‎ ‎ 2.2 将GRAMMAR 1 和 GRAMMAR 2 整合成一节语法课。‎ ‎ 2.3 将LISTENING AND VOCABULARY, PRONUNCIATION, EVERYDAY ENGLISH与WORKBOOK(P71)中的Listening整合成一节听力课。‎ ‎ 2.4 将SPEAKING 1, SPEAKING 2和 FUNCTION整合成一节口语课。‎ ‎ 2.5 将WRITING, TASK和WORKBOOK中的Writing整合成一节写作课。‎ ‎ 2.6 将CULTURAL CORNER 和WORKBOOK（P69）中的Reading整合成一节泛读课。‎ ‎ 3. 课型设计与课时分配 ‎ 1st period Reading ‎ ‎ 2nd period Grammar ‎ 3rd period Listening ‎ 4th period Speaking ‎ 5th period Writing ‎ 6th period Extensive Reading IV. 分课时教案 The First Period Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 anxious, captain, injure, injury, pain, painful, normal, lifestyle, head, eye, toward, a sweet tooth b. 重点句式 When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed ‎ him anxiously. P2‎ Zhou Kai went and did as he was told. P2‎ I never have to diet ... P3‎ I was stupid enough to ... P3‎ As you can see from what I’ve said, I’m a normal kind of person. P3‎ As I’ve said, this isn’t a problem. P3‎ ‎2. Ability goals 能力目标 Help the students to learn Zhou Kai’s healthy lifestyle by reading the texts.‎ ‎3. Learning ability goals 学能目标 Enable the students to learn how to talk about personal lifestyles.‎ Teaching important points教学重点 Why does Zhou Kai have a healthy lifestyle?‎ Teaching difficult points教学难点 Understand what a healthy lifestyle is. ‎ Teaching methods教学方法 Skimming, scanning，asking and answering activity and discussion.‎ Teaching aids教具准备 A recorder and multimedia.‎ Teaching procedures & ways教学过程与方式 Step I Warming up T: Good morning, boys and girls! I think you must know the famous Chinese saying: People regard food as their prime want. Eating plays an important part in our daily life. Now, I have some questions for you. Please answer my questions with complete sentences. Do you often eat fish?‎ S. No, I don’t often eat fish.‎ T: Do you often eat fruit?‎ S: Yes, I often eat fruit, almost every day.‎ T: Do you often catch cold?‎ S: No, I don’t quite often catch cold. I’m very fit.‎ T: You eat a lot of sweet things, don’t you?‎ S: I like eating sweet things, but I don’t often eat them.‎ T: Do you often take exercise?‎ S: I take a lot of exercise every week. For example, I do morning exercises every day.‎ T: Good! That’s why you have a strong body. Now, class, please go through the words in the box of Activity 1. Then do Activity 2 and tick the sentences true for you. And then make a dialogue with your partners just as what I did with you just now.‎ After some time, ask some pairs to do their role-play.‎ T: OK. You did an excellent job! Now, let’s learn some English proverbs in Activity 3. Now, I want someone to read the proverbs for us. OK, Mike, please read them out.‎ Mike reads the proverbs.‎ T: Very good! Your pronunciation is really beautiful! Next, I’d like you to explain the meanings of these proverbs in English. Maybe it’s a little difficult for you. Just have a try.‎ The students discuss the proverbs.‎ T: OK. Stop here. Who volunteers to explain the first one to us? What is the meaning of “You are what you eat”？‎ S: It means what you like eating will have an effect on your body. ‎ T: Well done! What about the second one?‎ S: It means that if you have a healthy body, you’ll think clearly and quickly.‎ T: Yes, a strong body can help you make a success. Next one?‎ S: It means that if you go to bed early and get up early, you’ll have a good rest at night, and if so, you’ll feel full of energy.‎ T: That’s a good explanation! OK, next one?‎ S: It means that fruit and vegetables will protect you from illnesses.‎ T: Good! All of you did a good job! Now, let’s do some translation. Please translate these proverbs into Chinese. Have a discussion first!‎ The students work in pairs.‎ T: OK. The first one, who wants to have a try?‎ S: 吃什么补什么。‎ T: Right! What about the second one?‎ S: 身体健康，精神爽!‎ T: Good! Next one?‎ S: 睡得早，起得早，聪明，富裕，身体好！‎ T: Excellent! The last one?‎ S: 每日一苹果，疾病远离我！‎ Step II Presentation of the text T: You did a good job! Next, let’s look at the photo on the next page. What can you see in this photo?‎ Ss: A boy.‎ T: Yes, a boy! What’s your impression of the boy?‎ Ss: He is very handsome. He is tall. He is smiling at us. He is wearing a white shirt.‎ T: Can you guess his hobby?‎ Ss: He likes playing football.‎ T: Yes, we can see he holds a football in his hand, right? Do you know the boy’s name?‎ Ss: Zhou Kai.‎ T: Yes. This class we’ll learn something about Zhou Kai’s lifestyle.‎ Step III Reading T: Before we come to the text. We’ll deal with some words in Activity 1. Please do it quickly. A few minutes later, we’ll check the answers together.‎ The students do the activity.‎ T: OK. No.1, which word is connected with food?‎ Ss: Sweets.‎ T: Right. Which words are connected with the body?‎ Ss: Fever, injure, injury, pain, painful, break (an arm).‎ T: Good. Which word means usual or ordinary?‎ Ss: Normal.‎ T: Yes. Which word means leader?‎ Ss: Captain.‎ T: Right. Which word means worried about something that may happen?‎ Ss: Anxious.‎ T: Now, let’s come to Zhou Kai (1). I’ll play the recording for you. While listening, please catch the main idea of the passage and do the multiple choice on the screen.‎ The students do it while listening to the tape.‎ T: OK. Stop here, please look at the big screen and choose the correct one. Which one is the best?‎ The passage Zhou Kai (1) mainly tells us that______.‎ A. Zhou Kai wants to play football in the rain.‎ B. Zhou Kai is fit enough to play football in all weathers.‎ C. Zhou Kai’s mother cares about him very much.‎ D. Zhou Kai dislikes his mother very much.‎ Ss: The third one. ‎ T: Yes, good. We can see this point from the conversation between Zhou Kai and his mother. Next, let’s learn some details about this passage. You’ll be given a few minutes to read the passage again and answer the questions in Activity 2. ‎ A few minutes later.‎ T: Now, do this activity with your partners. One asks and the other answers. OK, Question 1, who volunteers to do it? ‎ S: Why is Zhou Kai’s mother anxious?‎ S: Because he is going out to play football in the rain without a jacket on.‎ T: Next question?‎ S: What does she think will happen?‎ S: She thinks he will catch a bad cold.‎ T: Next one? ‎ S: What does she ask him to do? ‎ S: She asks him to at least wear a jacket.‎ T: Good. I have some words shown on the big screen. Please organize a short paragraph with the words according to the content of Zhou Kai (1). You may add more words.‎ anxious, fever, catch a bad cold, get one’s jacket on Give the students some minutes to prepare it.‎ T: OK, who volunteers to do it?‎ S: Mother eyed Zhou Kai anxiously when she saw him going out without a jacket on. She was afraid of his catching a fever and a bad cold. Finally, Zhou Kai had to obey his mother’s words and got his jacket on.‎ T: Excellent! Now, let’s learn more details about Zhou Kai’s lifestyle. Please read Zhou Kai (2) and then summarize the main idea of each paragraph. You can discuss with your partners.‎ The students read it silently.‎ T: OK, class, who volunteers to tell the topic sentence of each paragraph? What’ the topic sentence of Paragraph 1?‎ S: The topic sentence of the first paragraph is “My mother has always made sure we eat very healthily, and fresh fruit and vegetables are a very important part of our diet”.‎ T: Yes, right! From the first paragraph, we can see that the family really have a good diet habit. Especially, Zhou Kai, he doesn’t have a sweet tooth. Do you know the meaning of “have a sweet tooth”?‎ S: Sorry, we are not sure.‎ T: Let’s analyze it together. Zhou Kai says, “A lot of my school friends eat sweets every day but ...”. Pay attention to the word “but”, it tells us that Zhou Kai doesn’t have the same eating habit as his school friends. Following this, Zhou Kai also says, “I’d rather eat a nice piece of fruit.” Now can you guess if Zhou Kai like eating sweets?‎ S: No, he doesn’t like eating sweets.‎ T: So, “have a sweet tooth”means: like eating sweet things. OK, what’s the topic sentence of Paragraph 2?‎ S: It is “ I’m quite healthy”.‎ T: Yes, right. But he still tells us his two unlucky experiences. Now, what about Paragraph 3?‎ S: The topic sentence is “I’m crazy about football”.‎ T: Really good! What’s the meaning of the phrase “be crazy about” here? Does it mean someone has mental problems? Let’s read the context. We can see a dash “—” between the two sentences, so we know the sentence“I’m crazy about football”is used to explain the last one. The two sentences have the same meaning. The last sentence is “But there’s one thing I really love”, so the phrase “be crazy about” means “love”—love or like something very much.‎ T: Yes, good. We can know Zhou Kai’s hobby is playing football. OK, good, now please summarize the whole passage in a sentence. What is it?‎ S: Zhou Kai has a healthy lifestyle.‎ T: OK, good, really good. Now read the passage again and finish Activity 4. ‎ Several minutes later, check the answers.‎ T: I have more exercises for you in order to understand the two passages deeply. Please look at the big screen and choose the best answers.‎ Choose the best answers:‎ ‎1. Which of the following statements is RIGHT?‎ A. Zhou Kai was strong enough to protect him from the cold weather.‎ B. Zhou Kai was not healthy enough to play football in the rain.‎ C. Zhou Kai’s mother advised him to play football in the rain with a jacket on.‎ D. Zhou Kai’s mother didn’t allow him to play football in the rain.‎ ‎2. “And I’m not too heavy, so I never have to diet.” The word “ diet” means_____.‎ A. eat meat B. eat less sweets C. eat more fat D. eat less ‎3. According to Passage 2, which of the following is NOT healthy food?‎ A. Fresh vegetables B. Fruit C. Fish D. Fat ‎4. From what Zhou Kai said in Para.2 of Zhou Kai (2) we can infer that_____.‎ A. he often plays football while raining.‎ B. he often gets injured while doing sports.‎ C. he is a lot healthier than his classmates.‎ D. he catches no cold all the time.‎ ‎5. From the two passages we learnt that _____ play(s) an important role in Zhou Kai’s daily life.‎ A. Zhou Kai’s classmates and teacher B. the football team members C. healthy food D. Zhou Kai’s mother ‎6. In Zhou Kai’s opinion, _____.‎ A. sweets are better than fruit B. sweets are not so good as fruit C. both sweets and fruit are important to one’s health D. neither sweets nor fruit is important to one’s health T: Have you finished? Let’s check the answers together.‎ Key: CDDCDB T: Now, let’s come to the words of this passage. Please finish Activity 5.‎ Let the students deal with the exercises. And talk about the answers with them.‎ Step IV Post-reading T: Now, please go through the two passages again and find out how are the two passages connected? You can discuss this problem in groups.‎ Let the students do this job.‎ T: Who can explain this question to us?‎ S: They are connected because they both talk about the way Zhou Kai’s mother looks after him, and because they both mention the time he got ill after playing football in the rain.‎ T: Yes, that’s right! But there is a big difference between the two passages. Do you know what it is? That is Zhou Kai (1) is in the third person while Zhou Kai (2) is in the first person. Right?‎ Ss: Right!‎ T: What is the advantage of using the first person to tell a story?‎ Ss: It’ll make the telling more vivid and shorten the mental distance between the author and the readers.‎ T: Really good! Now we have finished the reading. Do you think Zhou Kai has a healthy lifestyle?‎ Ss: Yes.‎ T: Why? Can you explain this point according to the text? Now, suppose you are Zhou Kai. Please tell your healthy lifestyle according to the two passages.‎ S: My name is Zhou Kai and I think I have a healthy lifestyle. My mother gives me lots of fresh fruit and vegetables. I eat fish, rather than fat, sugar and sweets. I also exercise regularly, and I often play football.‎ T: Yes, that’s right. You know why Zhou Kai has a healthy body. So, if you want to have a healthy body and live a happy life, you should follow Zhou Kai’s example to build a healthy lifestyle — eat healthily and exercise a lot.‎ StepV Homework. ‎ T: Revise the text, please pay attention to the important language points. Next class we’ll have a dictation of some key sentences first and then we’ll come to the grammar part, please preview it after class. Time is up today. Bye-bye!‎ The Second Period Grammar Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 finger, hand, house, mother, taste, lie down, examine, write a prescription.‎ b. 语法 Nouns used as verbs Will / be going to for future actions ‎2. Ability goals 能力目标 Introduce the word formation — nouns used as verbs and guide the students to enlarge their vocabulary in this method.‎ Enable the students to use will and be going to correctly and reinforce their language sense.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to use will and be going to correctly.‎ Teaching important points教学重点 How to express your intention and prediction with will and be going to.‎ Teaching difficult points教学难点 How to use a noun as a verb and how to use will and be going to correctly.‎ Teaching methods教学方法 Discovery approach.‎ Teaching aids教具准备 ‎ Multimedia.‎ Teaching procedures && ways教学过程与方式 Step I Revision T: Good morning, class! First, let’s do some revision. Please take out a piece of paper and write some sentences. I say them in Chinese and you write in English. ‎ ‎1. When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously.‎ ‎2. I don’t have a sweet tooth.‎ ‎3. I’d rather eat a nice piece of fruit.‎ ‎4. I’m not overweight so I never have to diet.‎ ‎5. I was stupid enough to play football in the rain.‎ ‎6. Last winter, almost all my classmates got flu.‎ ‎7. I am captain of the class team at school.‎ ‎8. As you can see from what I’ve said, I’m a normal kind of person.‎ Step II Grammar 1‎ T: OK, you did a good job. Please look at the first and the fourth sentences you wrote just now. In the two sentences, please pay attention to the three words: head, eye and diet.‎ The students observe the words.‎ T: We’ve learnt these three words. What are the meanings of those words when we first learn them?‎ Ss: 头，眼睛，饮食。‎ T: That’s right. Which word class do they belong to?‎ Ss: They are nouns.‎ T: That’s right. Which word class do they belong to in the two sentences?‎ Ss: They are verbs.‎ T: Yes. Here, they are used as verbs. Now, let’s find their meanings. In the first sentence, what does the verb “head” mean? Does it still mean “头”?‎ Ss: No, it means “向什么地方行进”.‎ T: Good. Quite right! What about the word “eye”? Does it still mean “眼睛”?‎ Ss: No, it means “注视”.‎ T: Good. In the third sentence, what does the word “diet” mean as a noun?‎ Ss: It means “饮食”.‎ T: What’s the meaning of the word in the fourth sentence?‎ Ss: It means “节食”.‎ T: So as you can see from our analysis, some nouns can also be used as verbs. That’s the meaning of the title of Grammar 1: 名词动用. Now, since you know this point, please finish Activity 2.‎ After the students finish it, check the answers and explain something to the students.‎ Sample answers: ‎ mother(溺爱), houses(给……房子住)， finger(触摸)，taste（品尝），hand(传递).‎ T: Now, I have some more exercises for you. Please look at the big screen and finish them.‎ 练习: 把下面每小题中划线的名词转化为动词填入该题的空中，注意使用正确的动词形式。‎ ‎1. (1) He went to Europe by ship.‎ ‎ (2) The products will be _____to Europe.‎ ‎2. (1) Are we allowed to take pictures in the museum?‎ ‎ (2) The artist_____her as a Spanish dancer.‎ ‎3. (1) This flower smells.‎ ‎ (2) Apple trees _____ in Spring.‎ ‎4. I need some water to _____ the rose.‎ ‎5. (1) The doctor advised him to take more exercise.‎ ‎ (2) To keep healthy, she _____ every day.‎ ‎6. (1) He is reading a book in his room.‎ ‎ (2) Did you _____ a seat on the plane?‎ ‎7. (1) I can’t study in this heat.‎ ‎ (2) I’ll _____ some milk for coffee.‎ ‎8. (1) The southern face of the building _____ the park.‎ ‎ (2) I’d like to live in a room whose window_____ south.‎ ‎9. (1) My sister is a nurse in the People’s Hospital.‎ ‎ (2) She_____ her husband back to health.‎ ‎10. (1) My father works in a middle school.‎ ‎ (2) He is going to _______ a boy.‎ Key: 1. shipped 2. pictured 3. flower 4. water ‎ ‎5. exercises 6. book 7. heat 8. faces, faces ‎ ‎9. nursed 10. father ‎ Step III Grammar 2‎ T: Now let’s come to Grammar 2. Please read and observe the sentences carefully, and see what the difference between will and be going to is. And discuss this question with your partners.‎ The students read and discuss.‎ T: OK, class, what is the usage of will? Sentence 1: Can you lie down, please, and I’ll examine you? Does the doctor prepare for a long time or have a plan before the decision is made?‎ Ss: No.‎ T: The second one? I’ll write you a prescription. Does the doctor carefully think about this decision for a long time?‎ Ss: No.‎ T: The doctor makes his decision as he is speaking. He didn’t carefully plan it for a long time, right?‎ Ss: Right.‎ T: So, we can say you use will when the speaker decides to do something as he speaks. That is will 可以表示说话时决定马上要做的动作，多数情况是听了对方的话语后所做出的反应.What about the third one? My wife’s going to visit her this afternoon. Is this decision made when speaking? ‎ Ss: No.‎ T: Of course, not. Obviously, his wife has made this decision before. So, you use be going to when someone has decided to do something before. 就是说，be going to 表示经过事先考虑或安排后的意愿。It’s the same case as the next sentence. Now, please take out your listening materials and analyze these sentences through context by yourself. ‎ Let the students do it.‎ Step IV Exercise T: Now, let’s do some exercises. First please finish Activity 2 and then we’ll check the answers. ‎ A few minutes later, check the answers. ‎ T: Now, do the Exercises 1 to 3 in workbook.‎ Sample answers to Exercise 3:‎ ‎1. When are you going to get up in the morning?‎ ‎ I’m going to get up at six in the morning.‎ ‎2. What are you going to do at midday?‎ ‎ I’m going to have lunch with my uncle.‎ ‎3. What are you going to do in the afternoon?‎ ‎ I’m going to swim.‎ ‎4. What are you going to do in the evening?‎ ‎ I’m going to watch TV at home.‎ Step V Homework T: Now, today’s homework is in our WORKBOOK. Finish Exercise 4.‎ The Third Period Listening Teaching goals 教学目标 ‎1. Target language目标语言 a.重点词汇和短语 ‎ cough, migraine, chest, heart, lung, stomach, throat, breathe, pneumonia, symptom, penicillin, stomachache, X-ray, write sb. a prescription, have a temperature, broken arm, sore throat b.重点句式 P6 ‎ How long will I be off work?‎ My wife is going to pick me up in a quarter of an hour.‎ I’ve got a temperature of 37℃.‎ ‎2. Ability goals 能力目标 Enable the students to get detailed information from the listening material and tell different words spoken by different persons. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to describe symptoms of a health problem and how to give advice as a doctor.‎ Teaching important points教学重点 Help the students learn about parts of human body and symptoms of health problems.‎ Listen to detailed information of the patient’s problems.‎ Teaching difficult points教学难点 Get information about the health problems of the patient and the doctor’s advice Teaching methods教学方法 Discussion, listening and cooperative learning.‎ Teaching aids教具准备 A recorder and a computer.‎ Teaching procedures & ways教学过程与方式 Step I Greetings and Revision ‎ T: Good morning / afternoon, students. Let’s check your homework. Please open your workbook.‎ Check the answers to Exercise 4 with the whole class.‎ Step II Lead-in T: This module mainly talks about our body and how to keep healthy. This class, we will listen to a conversation between a doctor and a patient. After listening, you will know what is the matter with the patient and what the doctor advises her to do to keep healthy. Before listening, let’s do some tasks.‎ Step III Pre-listening ‎ Ask the students to do Activity 1 and Activity 2.‎ T: You will have 2 minutes to finish vocabulary exercise in Activity 1. With the help of this exercise, write the words according to the definitions in Activity 2 and Activity 6 within 4 minutes.‎ Four minutes later check the answers with the whole class.‎ T: All of you did an excellent job. Look at the bottom. Who volunteers to tell which of these problems have you had?‎ S1: I’ve had a cough, but I’ve never had a toothache.‎ S2: I’ve had a stomachache. I’ve never had migraine.‎ Step IV Listening ‎ Tell the students to look through the questions before listening.‎ T: We will listen to a conversation between a doctor and a patient. Before you listen to the tape, please read through the questions that you have to answer after listening. Talk about Activity 3 with your partners to decide which sentences are said by the doctor and which by the patient.‎ Play the tape for the students.‎ T: Now let’s listen to it again and check the answers.‎ Listen again and check the answers with the whole class.‎ Step V Listening (WORKBOOK P71)‎ Ask the students to do WORKBOOK Listening.‎ T: Now, boys and girls, let’s look at the picture in workbook. There are three people in the picture. Say who they are and what’s happening.‎ S: The man is a doctor. The woman lying in the bed is a patient. The other woman is a nurse. Maybe the woman has got an illness. The doctor is giving her some advice.‎ T: Good. Now, let’s come to Exercise 12 to see what’s wrong with the woman and what the doctor does to treat her. You will have 3 minutes to put these sentences in the correct order.‎ Three minutes later. ‎ T: Listen to the conversation and check your answers.‎ Play the tape for the students. ‎ T: Now let’s listen to it again to finish Exercise 13.‎ Check the answers with the whole class.‎ Step VI Post-listening Dialogue T: We have covered two listening materials. Both of them are conversations between the doctor and the patient. Work with your partners to make a dialogue. One acts as a doctor and the other as a patient. You will have 5 minutes to prepare for it.‎ Five minutes later.‎ T: Are you ready? Have a try!‎ A sample version: D = doctor P = patient D: What’s bothering you, madam?‎ P: I am not feeling very well. My whole body feels weak. I really feel terrible.‎ D: Don’t worry. Let me examine you. Open your mouth. Do you have a sore throat?‎ P: Yes, when I am speaking or swallowing things, it aches much.‎ D: Let me take your temperature.‎ P: What’s the temperature?‎ D: It’s 38℃. You have got a temperature.‎ P: Is it serious?‎ D: Take it easy! You will be better after an injection.‎ P: I don’t like injection. Will taking pills work?‎ D: But having an injection has a quick effect.‎ P: OK, I will endure it for I am busy these days. I must get better soon.‎ D: I give you an injection now. But you need a rest.‎ P: Oh, I have a lot work to do. ‎ D: You must look after yourself. You had better sleep early tonight.‎ P: Yes, I will. Thank you!‎ T: Excellent! You have done a good job.‎ Pronunciation T: Now, let’s look at the six sentences in Pronunciation which also appear in listening parts. Pay attention to liaisons between words and mark the sounds, which are linked. This time, please read the sentences following the tape.‎ Everyday English Show the six expressions on the screen.‎ T: Please look at the screen. Guess the meanings of these expressions.‎ Check the answers with the whole class.‎ T: Now that you have known these expressions, please make several short dialogues using them.‎ Sample dialogue 1:‎ S1: Our class won the basketball match yesterday!‎ S2: Terrific!‎ Sample dialogue 2:‎ S1: I was off work yesterday.‎ S2: Oh dear! You missed an important meeting.‎ Sample dialogue 3:‎ S1: I can look after your cat while you are on holiday.‎ S2: That couldn’t be better. Thank you very much.‎ Sample dialogue 4:‎ S1: Have more chocolate?‎ S2: Thank you. But I don’t have a sweet tooth.‎ Sample dialogue 5:‎ S1: I’m crazy about football.‎ S2: So am I.‎ Step VII Homework T: Today we have learnt how to communicate between the doctor the and patient and how to describe symptoms of a disease. After class, please finish off Exercise 8 in workbook.‎ The Fourth Period Speaking Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 hurt, fit, intention, make a prediction, stay healthy, take exercise, in order to, catch a cold b. 重点句式 You should take a lot of exercise. P4‎ I think that’s the most important thing. P4‎ You shouldn’t eat too much fat. P4‎ Go to bed now or you’ll be really tired tomorrow. P4‎ I’ve got a high temperature and my chest hurts when I breathe. P8‎ I will ring the doctor for you. P8‎ ‎2. Ability goals 能力目标 Enable the students to talk about what they should do or shouldn’t do in order to stay healthy.‎ Enable the students to make a prediction.‎ Train the students to describe symptoms and offer help.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about what they should do or shouldn’t do in order to stay healthy.‎ Help the students learn how to make a prediction.‎ Teaching important and difficult points教学重点和教学难点 Help the students make dialogues to describe symptoms and offer help.‎ Teaching methods教学方法 Cooperative learning, discussion, pair work and group work.‎ Teaching aids教具准备 A computer and a projector.‎ Teaching procedures & ways教学过程与方式 Step I Lead-in Show the following pictures on the screen.‎ ‎ ‎ T: Good morning / afternoon, boys and girls. Look at the pictures. Who is he?‎ Ss: Liu Xiang.‎ T: Yes, what do you know about him?‎ S1: He was born in Shanghai. He is tall and very handsome.‎ S2: He won the gold medal in the Olympic Games in 2004. We are proud of him.‎ S3: He is a sports man and he is good at sports.‎ T: Good! And do you think he is healthy?‎ Ss: Yes.‎ T: Do you want to have a body as healthy as his?‎ Ss: Yes.‎ T: OK, this class, we will talk about how to keep healthy.‎ Step II Discussion T: In order to stay healthy what you should do or shouldn’t do. Fill in the table, please.‎ Sample answers:‎ should do Shouldn’t do Eat fruit and vegetables.‎ Take exercise.‎ Smile often.‎ Get up and go to bed early.‎ Wear warm clothes when the weather is cold.‎ Eat too much fat and sugar.‎ Sleep too long.‎ Get angry or feel sad often.‎ Play in the rain.‎ Drink dirty water.‎ Sit for a long time.‎ T: What do you usually do to stay healthy?‎ S1: I often run for half an hour at weekends.‎ S2: I play basketball every afternoon.‎ S3: My mother has always made sure that we eat healthily, and fresh fruit and vegetables are a very important part of our diet.‎ S4: I often listen to radio and watch TV to notice the weather forecast, so that I can change clothes. I don’t often get an illness.‎ T: Very good! But what do you think are the most important things you should do or shouldn’t do in order to stay healthy. Now talk about this question in groups of five. Five minutes later, a leader should be chosen from one group to speak to the class.‎ Show some pictures on the screen for suggestions.‎ ‎ ‎ ‎ ‎ Five minutes later.‎ T: The leader can express the opinion of your group now.‎ S1: We should take a lot of exercise. We think that is the most important thing. Taking exercise can make our bodies strong and we will feel energetic. People, who exercise often, seldom become ill.‎ S2: We think that eating healthily is the most important thing. Nowadays more and more people become fatter and fatter because they eat too much fat and they get toothache for eating too many sweet things. The food we eat affects the way our bodies work. So if we eat healthily we will feel great, too.‎ S3: We think that we should keep a good habit. That is the most important thing. For example, get up early and go to bed early. There is a proverb: Early to bed, early to rise makes a man healthy, wealthy, and wise.‎ S4: We should keep happy. We think that is the most important thing. Healthy mind in a healthy body. Anger, horror, sadness, all of them can affect our health. If we smile often, we will become ‎ younger.‎ T: Wonderful! You have done a good job. We know the importance of health and know how to keep healthy, so we should follow the advice.‎ ‎ ‎ T: Look at the pictures. The persons in the pictures got health problems. Work in pairs. One describes the symptoms. The other asks about it and offers help. First read the example in our book. Then make a dialogue with your partners. You can choose any health problem.‎ Gives some words about health problems on the screen. ‎ pneumonia, broken arm, toothache, sore throat, cough, have a cold, have a temperature, stomachache Sample dialogue 1:‎ S1: I think I have a high temperature.‎ S2: Why? What are your symptoms?‎ S1: I have a headache and I feel very cold, but my face is very hot. And I also have a sore throat.‎ S2: Oh dear! What are you going to do?‎ S1: I am not going to school. I think I need a rest and some medicine.‎ S2: OK, you’d better stay in bed, and I will get some medicine for you. After you take the medicine, I will go to school and ask a leave for you.‎ S1: Thank you!‎ Sample dialogue 2:‎ Aside: Several students are playing football on the playground. Suddenly a boy falls to the ground. The other students come near. ‎ S1: Oh, god! Are you OK?‎ S2: My arm hurts badly. I think I broke my arm. ‎ S1: What a bad news! Don’t move it. Leave it where it is. Let’s send for a doctor immediately.‎ Aside: Here comes a doctor. The doctor examines him and binds his arm.‎ S1: You should follow the doctor’s advice. Stay in bed and don’t move the arm for two weeks. ‎ S2: That means I can’t play football for two weeks. What a pity!‎ S1: Health is the most important. ‎ Step IV Function First, get the students to read the sentences and explanations in Activity 1.‎ T: Read the sentences aloud, please! Pay attention to will.‎ ‎...‎ T: We can know that all these sentences make a prediction not talk about intention.‎ Second, ask the students to do Activity 2 and then check the answers. ‎ Third, make more sentences according to the examples.‎ S1: Don’t play in the rain or you will get a cold.‎ S2: Drink more water and you will feel warm soon.‎ S3: Don’t run when you are crossing the road or the car will hurt you.‎ T: You’re quite right. You’ve done an excellent job.‎ Step V Summary T: In this period, we have talked about how to stay healthy and how to offer help when somebody gets a health problem. We have also covered how to make a prediction using “will” and talk about an intention using “be going to”.‎ The Fifth Period Writing Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 migraines, feel great, give sb. a prescription, feel a lot better, in full ‎ b. 重点句式 He examined me and asked me questions about my symptoms. P8‎ I have had very bad headaches about three or four times a month. P8‎ I woke up one day feeling awful. P72‎ ‎2. Ability goals 能力目标 Enable the students to write a paragraph about a health problem.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to write a paragraph about a health problem. ‎ Teaching important & difficult points教学重点和教学难点 Teach the students how to write a paragraph about a health problem that they have had.‎ Teaching methods教学方法 Task-based learning and discussion.‎ Teaching aids教具准备 A projector and a computer.‎ Teaching procedures & ways教学过程与方式 Step I Reading First, let the students put the sentences in Activity 1 and Exercise 15 in workbook in the right order to make two paragraphs. And check the answers. After that, ask the students to read the paragraphs in the right order. ‎ Step II Discussion T: Try to remember a small health problem you have had and try to describe it, including what the problem was, the reasons, how things ended and so on. Do you remember the last time you were ill?‎ S1: I got an illness two months ago.‎ S2: Last week, I was ill.‎ S3: I have a healthy body and I haven’t been ill for a year or so. ‎ T: Have you ever been to hospital or do you know anybody who has been to hospital?‎ Ss: Yes.‎ S1: I have been to hospital for several times.‎ S2: My grandma has been to hospital.‎ T: Do you still remember the situation that the first time you went to hospital?‎ S: I had flu last week and my parents took me to the hospital. The hospital looked dark and frightening.‎ S: I remember the first time I went to hospital. The smell is terrible. And I saw many children were crying when they were having an injection.‎ T: Good! Can you describe the feeling when you got ill? S: I feel awful when I have a stomachache. I have no appetite even when I see my favorite food.‎ S: I once had a very bad headache. I can’t concentrate on my study. And I feel dizzy.‎ T: Now, try to get as much information as you can to fill in the table about a health problem that you have had. Work in pairs.‎ Show the table on the screen.‎ start of the illness cause of the illness symptoms what the doctor said what the doctor did what the doctor did Sample answer 1:‎ start of the illness a high temperature cause of the illness play football in the rain symptoms have a headache, have a sore throat, feel very tired, have no appetite what the doctor said not play in the rain, have a full rest, take some medicine, stay in bed and not go to school for two days what the doctor did examine me, take the temperature, give some medicine, have an injection how the illness ended sleep in bed for two days, take some medicine three times a day, feel better at last Sample answer 2:‎ start of the illness a stomachache cause of the illness eat sour food symptoms have no appetite, feel sick what the doctor said what I have eaten, how often it happens, how long it has last, what kind of food I like to eat what the doctor did examine me, give some medicine, give some advice how the illness ended have a rest, take some pills three times a day, feel better at last Step III Writing T: Write a paragraph using the information we have prepared. Pay attention to the connection of the information and organize them well.‎ A sample version:‎ A Health Problem That I Have Had I am a fifteen-year-old girl. Usually I am healthy and seldom get ill. But last week, I had a bad stomachache. I had no appetite at all. I didn’t want to eat anything. Although I ate nothing, I still felt sick. Half an hour had passed but I still didn’t feel well. My mother called the doctor after she came back from work. The doctor examined me and asked me whether it happened often or not. I told him what had happened that afternoon. He asked me what I had eaten that day. I told him that I had an egg and two pieces of bread in the morning. And at lunch, I had a sandwich and a sausage in the fridge. On hearing that, my mother said the sausage had been out of date for a long time. She was too busy to throw it away. No wonder it tasted sour when I ate it. The doctor gave me some pills and asked me to have a rest that night and not to eat too much sweet or fatty food, especially sour food. After taking the pills, I slept in bed and I felt much better at night.‎ Step IV Homework T: After class, go on writing the paragraph, and make your expressions in full. ‎ The Sixth Period Extensive Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 ‎ privately, insurance, health care system, pay for, the health insurance company, as a result b. 重点句式 P9‎ Different countries have different ways of paying for it.‎ Most doctors and nurses work for the government and most hospitals are owned by the government.‎ ‎2. Ability goals 能力目标 Enable the students to know the health care systems of different countries. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to make comparisons of the health care systems of different countries.‎ Teaching important & difficult points教学重点和教学难点 Learn about health care systems.‎ Teaching methods教学方法 Task-based learning and discussion.‎ Teaching aids教具准备 A projector and a computer.‎ Teaching procedures & ways教学过程与方式 T: Good morning / afternoon, girls and boys! Please look at the picture. What is it? ‎ S: Sorry, we don’t know.‎ T: It is the sign of WHO, World Health Organization. It is one of special organizations of the United Nations and it is also the biggest health organization among governments. Today, we will learn something about health system and organization. ‎ Step II Reading (Cultural Corner)‎ Pre-reading T: We have talked about how to keep healthy and if we get a health problem, what we should do. Do you notice that who pays the medical fees for you? Are the hospitals in our hometown owned ‎ by our country or privately owned?‎ S1: Our parents pay the medical fees for us.‎ S2: We also have health insurance.‎ S3: Some big hospitals such as People’s Hospital belong to our country.‎ S4: There are a lot small hospitals, which are privately owned or owned by a group of people.‎ T: Good. We have our health care system. And what do you think of the other countries? Do you think they have the same system with ours? Now, please open your books. ‎ Fast reading T: Read the passage quickly to get the structure of it. After reading, you can talk about it with your partners. You will have 6 minutes to do it.‎ Six minutes later.‎ T: OK, who can answer the question? Volunteer?‎ S: The first paragraph is a general introduction. It tells us different countries have different health care systems. The other three paragraphs discuss the health care systems in Britain, America and Canada. ‎ T: Very good! Let’s read it again to find out the differences of the three countries’ health care systems.‎ Careful reading T: Read the passage again carefully and fill in the table.‎ Show the table on the screen.‎ Countries Medical fees Hospitals Problems Results Britain America Canada Ask students to fill in the table.‎ Sample answers:‎ Countries Medical fees Hospitals Problems Results Britain government Owned by government Government didn’t pay More people use private health ‎ enough money.‎ ‎ insurance.‎ America patient privately owned Poorer people don’t have enough money.‎ Poorer people have both health and money problem.‎ Canada government privately owned Step III Reading (WORKBOOK)‎ T: Please open your books, and turn to workbook. It is an email.‎ Fast reading ‎ Read the email fast for the first time to answer the two questions.‎ Then check the answers.‎ Careful reading First, read carefully to decide if the sentences are true or false. Correct the false sentences. Check the answers.‎ Second, match the persons and things. ‎ ‎1. Zhou Kai a. broke the leg ‎2. Andy b. cooks a lot of vegetables ‎ ‎3. the Americans c. like potatoes more than rice ‎4. some of the d. feels better after the illness ‎ ‎ football team ‎ ‎5. team captain e. are sick with flu ‎6. mother f. is crazy about football Sample answers:‎ Suggested answers:‎ ‎ ‎ ‎ a broke the leg ‎1 Zhou Kai ‎ ‎ ‎ ‎ b cooks a lot of ‎ vegetables ‎2 Andy ‎3 the Americans c like potatoes more than ‎ rice ‎4 some of the football team ‎ ‎ d feels better after the ‎ illness ‎5 team captain ‎ ‎ e are sick with flu ‎6 mother f is crazy about ‎ football ‎ T: Now, please complete the sentences and read them out.‎ S: Zhou Kai told Andy that he is crazy about football.‎ S: It is good to know that Andy feels better after the illness.‎ S: Americans like potatoes more than rice.‎ S: I think it will be a difficult game because some of team are sick with flu.‎ S: Our team captain broke his leg when he was playing last week.‎ S: My mother cooks a lot of vegetables.‎ T: Very good!‎ Step IV Reading ‎ Show the following on the sceen.‎ We Are What We Eat ‎ Choosing what to eat is no longer as easy as it once was. Our eating habits have changed, as has our way of life, and the fuel we need for our bodies is also different. Traditional diets often have too much fat and too many calories for the 21st-century person. If we want to keep up with the high pace of modern life, we had better learn to make the right choices about what and how we eat.‎ ‎ Stores offer all kinds of food and snacks and we have to make many choices. When we choose what to buy and eat, we had better think whether the food will gives us the nutrients we need. Some nutrients help build our bodies and make us stronger. Protein, for example, is good for our muscles. Fish, meat and beans contain a lot of protein. Calcium, which is found in eggs, milk and other dairy products, is good for our bone and teeth. We should also eat carbohydrates, the main fuel for our bodies, which we can get from bread, rice and noodles. Other nutrients, such as fiber and minerals, help keep our bodies functioning well. Vitamins which we can get from eating vegetables, fruit, fish and drinking milk, help our bodies fight disease.‎ ‎ But the choices we make are not just about nutrition. Many people today make choices about eating habits based on what they believe. Eating habits become part of us. Some people become vegetarians because they believe it is healthier not to eat meat or because they think we should not kill animals for food. Others become vegans and will not eat any animal products at all, not even yoghurt or eggs. We also make choices based on how the products are grown or made. Environmentally friendly food, or “ eco-food”, is produced by companies who have tried to use green and clean ways to grow it. Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment.‎ ‎ Because we have so much to choose from, many companies and stores offer advice about what we should eat. Books, magazines and television shows tell us about food and pills that we should buy to become smarter, healthier and more beautiful. It is probably better, however, if we spend our time and money in buying good food and keeping a balanced diet. If we eat healthy food in the right amounts, we do not have to buy any supplements. The same goes for “crash ‎ diets” that some companies say will make us lose weight fast. Instead of eating expensive diet foods or going on unhealthy diets, we can simply try to eat less fat and sugar and exercise more.‎ ‎ The best way to make sure that we will feel and look fine is to develop healthy eating habits. We ought to learn more about our bodies and the fuel we need to keep fit. Only in that way will we be ready for the challenges and opportunities in life.‎ T: Read the passage fast to answer the following questions on the screen.‎ Show the questions on the screen.‎ ‎1. What does the word “fuel” mean in the text above? What about the “green”? Can you find any other words used in the same way?‎ ‎2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.‎ ‎3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.‎ After reading, check the answers with the whole class.‎ Sample answers:‎ ‎1. “Fuel” here means the food we need to keep our bodies healthy and active. Green foods are organic foods, that is, foods that are grown and produced naturally.‎ ‎2. any food that tastes good — food that should be enjoyed regardless of health ‎ benefits.‎ ‎ any food that is healthy — food that should keep our body fit.‎ ‎ any food that is a vegetable — food that shouldn’t include meat.‎ ‎ any food that is organic — food that should be produced naturally without ‎ damaging the environment.‎ ‎ any food that is safe — food that should not cause a risk to our health.‎ ‎3. —We have more foods to choose from and many of these foods are not produced ‎ organically.‎ ‎—We are busier than in past years so we now have less time to eat than before.‎ ‎—More snack foods are available since more people like to eat between meals.‎ ‎—Now many are paying more attention to their health because others remind them to.‎ ‎—Some people care as much about the health and safety of animals as people so they ‎ refuse to eat meat.‎ ‎—People today expect food to taste good and still be healthy. They now have more ‎ choices when they go to the market.‎ ‎—Many people don’t get enough nutrition from their food so they take supplements,‎ ‎ especially vitamin pills.‎ Step V Homework Summarize the whole module. ‎ Do a survey with other students about lifestyle.‎ 附 件 I Text Chart Fresh fruit and vegetables are a very important part Have fish four time a week ‎ ‎ ‎ Have a healthy diet Don’t eat much fat and sugar Don’t have a sweet tooth Zhou Kai is healthy/ fit and rarely gets colds and flu.‎ Captain of class team Take a lot of exercise Be crazy about football Member of school team ‎ ‎ Play it in the rain Two years ago broke arm ‎ ‎ Had a bad cold and a fever Painful and couldn’t move ‎ I. Notes to the text ‎1. be connected with 和……有联系; 有关系 He is connected with a noble family.‎ 他和一个贵族家庭有亲戚关系.‎ ‎2. When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously. 妈妈看到周凯没穿夹克就向前门走去, 担心地盯着他.‎ ‎1) head, eye名词用作动词 ‎2) without a jacket on 没穿夹克 ‎3. have a sweet tooth 吃甜食的嗜好；喜爱吃甜食 ‎4. I would rather eat a nice piece of fruit.‎ 我宁愿吃一块美味的水果.‎ ‎1) would rather do... 宁愿做……‎ ‎ He says he would rather take some pills. ‎ ‎ 他说宁愿吃些药丸.‎ ‎2) would rather do ... than ... ‎ ‎ would do ... rather than ... 宁愿做而……不愿做……‎ He said he would rather take some pills than have an injection. 他说宁愿吃药也不 打针.‎ He says he would take some pills rather than have an injection. 他说宁愿吃药也 不打针.‎ ‎5. be crazy about 对……着迷, 为……而疯狂 III. Background Knowledge WHO (World Health Organization)‎ ‎ The World Health Organization is the United Nations specialized agency for health. It was ‎ established on 7 April 1948, WHO’s objective, as set out in its Constitution, is the attainment by all peoples of the highest possible level of health. Health is defined in WHO’s Constitution as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. ‎ WHO’s goal is the attainment by all peoples of the highest possible level of health who is governed by 192 Member States through the World Health Assembly. The Health Assembly is composed of representatives from WHO’s Member States. The main tasks of the World Health Assembly are to approve the WHO programme and the budget for the following biennium and to decide major policy questions.‎ ‎14 Keys to a Healthy Diet ‎ ‎ Developing healthy eating habits isn’t as confusing or as restrictive as many people imagine. The first principle of a healthy diet is simply to eat a wide variety of foods. This is important because different foods make different nutritional contributions. ‎ ‎ Secondly, fruits, vegetables, grains, and legumes — foods high in complex carbohydrates, fiber, vitamins, and minerals, low in fat, and free of cholesterol — should make up the bulk of the calories you consume. The rest should come from low-fat dairy products, lean meat and poultry and fish. ‎ ‎ You should also try to maintain a balance between calorie intake and calorie expenditure， that is, don’t eat more food than your body can utilize. Otherwise, you will gain weight. The more active you are, the more you can eat and still maintain this balance. ‎ ‎ Following these three basic steps doesn’t mean that you have to give up your favorite foods. As long as your overall diet is low in fat and rich in complex carbohydrates, there is nothing wrong with an occasional cheeseburger. Just be sure to limit how frequently you eat such foods, and try to eat small portions of them. ‎ ‎ You can also view healthy eating as an opportunity to expand your range of choices by trying foods — especially vegetables, grains, or fruits — that you don’t normally eat. A healthy diet doesn’t have to mean eating foods that are bland or unappealing. The following basic guidelines are what you need to know to construct a healthy diet：‎ ‎ 1. Limit your total fat intake. Fat should supply less than 30% of your total daily calories. Limit your intake of fat by having a semi-vegetarian diet. Choose lean meats, light-meat poultry without the skin, fish, and low-fat dairy products. In addition, cut back on vegetable oils and butter or foods made with these — as well as on mayonnaise, salad dressings, and fried foods. ‎ ‎ 2. Limit your intake of saturated fat. This is the kind of fat, found mostly in animal products, that boosts blood cholesterol levels and has other adverse health effects. It should supply less than one-third of the calories derived from fat. ‎ ‎ 3. Keep your cholesterol intake below 300 milligrams per day. Cholesterol is found only in animal products, such as meats, poultry, dairy products, and egg yolks. ‎ ‎ 4. Eat foods rich in complex carbohydrates. Carbohydrates should contribute at least 55% of your total daily calories. To help meet this requirement, eat plenty of fruit and vegetables and six or more servings of grains (preferably whole grains) or legumes daily. This will help you obtain the 20 to 30 grams of dietary fiber you need each day, as well as provide important vitamins, minerals, and photochemical (plant chemicals essential to good health). ‎ ‎ 5. Avoid too much sugar. Besides contributing to tooth decay, sugar is a source of “empty” calories, and many foods that are high in sugar are also high in fat. ‎ ‎ 6. Make sure to include green, orange, and yellow fruits and vegetables， such as broccoli, carrots, cantaloupe and citrus fruits. The antioxidants and other nutrients in these foods are regarded as increasingly important in helping protect against developing certain types of cancer and other diseases. Eat five or more servings a day. ‎ ‎ 7. Maintain a moderate protein intake. Protein should make up about 12% of your total daily calories. Choose low-fat sources. ‎ ‎ 8. Eat a variety of foods. Don’t try to fill your nutrient requirements by eating the same foods day in, day out. It is possible that not every essential nutrient has been identified, and so eating a wide assortment of foods helps to ensure that you will get all the necessary nutrients. In addition, this will limit your exposure to any pesticides or toxic substances that may be present in one particular food. ‎ ‎ 9. Limit your sodium intake to no more than 2,400 milligrams per day. This is equivalent to the amount of sodium in a little more than a teaspoon of salt. Cut back on your use of salt in cooking and on the table; avoid salty foods; check food labels for the inclusion of ingredients ‎ containing sodium. ‎ ‎ 10. Maintain an adequate calcium intake. Calcium is essential for strong bones and teeth. Get your calcium from low-fat sources, such as skim milk and low-fat yogurt. If you can’t get the optimal amount from foods, take supplements. ‎ ‎ 11. Try to get your vitamins and minerals from foods, not from supplements (with the exceptions listed below). Supplements cannot substitute for a healthy diet, which supplies nutrients and other compounds besides vitamins and minerals. Foods also provide the “synergy” that many nutrients require to be efficiently used in the body. ‎ ‎ 12. Consider taking supplements of the antioxidant vitamins E (200 to 800 IU daily) and C (250 to 500 milligrams daily). Even if you eat a healthy diet, it’s unlikely you will get these amounts of E and C. Also consider taking a basic daily multivitamin / mineral supplement, especially if you are a woman of childbearing age (who needs extra folic acid, and vitamin B) or over age 60 (because of decreased nutrient absorption by the body). ‎ ‎ 13. Maintain a desirable weight. Balance energy (calorie) intake with energy output. Eating a low-fat diet will help you maintain or lower your weight, as will regular exercise. ‎ ‎ 14. If you drink alcohol, do so in moderation. That is one drink a day for women, two a day for men. A drink is defined as 12 ounces of beer, 4 ounces of wine, or 1.5 ounces of 80-proof spirits. Excess alcohol consumption leads to a variety of health problems. And alcoholic beverages can add many calories to your diet without supplying nutrients.‎ Food and Health ‎ ‎ Tofu is as good as medicine for lowering cholesterol ‎ Research published in the fourth week of July, 2003 found that the group of people, who ate high-fiber, high-soy food had lowered LDL (the bad cholesterol) by 28.6%, comparing the contract group. The effect of taking high-fiber, high-soy is almost having the same one as take the statin Mevacor, which is 30.9%. And people who only take low fat food only had lowered LDL by 8% comparing with normal group.‎ ‎ Fish and Health ‎ Seafood takes a prime role in Chinese feast. Chinese is good at cooking fish, they can make it very delicious and contain less cooking oil. For fish to maintain fluidity in cold water such as Alaska, their fats have to remain liquid. Fish oil rich in omega-3 fatty acids. The two omega-3’s in fish are eicosapentaenoic acid (EPA) and docosahexaenoic acids (DHA). EPA and DHA are essential for human health, DHA is critical to development of the brain and retina for infant, the human breast milk contains it. EPA and DHA benefit the heart and blood vessels.‎ ‎ In one study people eat four times of at least three-ounce salmon a month reduced 50 percent risk of cardiac arrest. Study shows EPA and DHA can inhibit the synthesis of substances that result inflammation and blood clots, stabilize the electrical activity of the heart. Lower blood pressure, triglycerides levels improve the functioning of artery linings.‎ ‎ Although human can convert alphalinolenic acid (ALA) to EPA and DHA, the conversion rate is so low, you need eat a lot of food containing ALA, that make it impractical. Eating fish is a good way to reach health.‎ ‎ As the world get more pollution, the fish also may become dangerous to your health. Mercury is a common toxin, be cautious, especially to pregnant women. Some deep-sea fish which eat other fish accumulate more mercury in their body such as tilefish, swordfish, shark, king mackerel. Also avoid fish which comes from some location or area which are heavily polluted.‎ Green Tea ‎ Green Tea is a favourite and traditional drink of Chinese for thousand years. Recent studies have shown that epigallocatechin gallate(EGCG) an antioxidant found in green tea, is at least 100 more times more effective than vitamin C and 25 times more effective than vitamin E at protecting cells and DNA from damage believed to be linked to cancer, heart disease and other serious illnesses. The antioxidant has twice the antioxidant benefit of reservation, found in ‎ red wine. ‎ Module 2 No Drugs 教案 I. 模块教学目标 技能目标Skill Goals ‎▲ Talk about smoking and drug use ‎▲ Talk about results ‎▲ Practise expressing strong opinions ‎▲Learn to use the infinitive of purpose and adverbial clause of result ‎▲ Learn to prepare a presentation on the dangers of smoking II. 目标语言 功 能 句 式 Practise expressing strong opinions I totally agree with you!‎ I couldn’t agree more.‎ I’m not sure I agree with that.‎ Absolutely! ‎ I’m not sure about that.‎ That’s right.‎ That’s a good point.‎ You can’t be serious!‎ I completely disagree.‎ Talk about results ‎... so ...‎ ‎... as a result ...‎ ‎... as a result of ...‎ ‎1. 四会词汇 drug, cancer, cigarette, tobacco, addictive, danger, addict, inject, needle, powerful, reduce, nearby, burglary, crime, criminal, connection, illegal, ratio, shoplifting, treatment, likely, adult, café, disagree, ban, horrible, affect, participant, recognize, leaflet, distraction,‎ 词 汇 ‎ jogging, gymnastic ‎2. 认读词汇 Adam Rouse, Paul, California, bronchitis, cannabis, cocaine ‎3. 词组 related to, break into, belong to, become addicted to, take one’s advice, in order to, so as so, give up 语 法 The infinitive of purpose I stole something every day to pay for the drugs.‎ How many of them break the law in order to pay for their drugs?‎ Adam went to the man so as to buy cannabis.‎ Adverbial clause of result Some people feel so nervous that they call the police.‎ It was such a dangerous drug that he nearly died.‎ 重 点 句 子 ‎1. Users become addicted to crack cocaine much more easily if they smoke it. ‎ ‎2. There are such a lot of people that there isn’t time to help them all. ‎ ‎3. Drug use in Britain has increased by 30% in the last five years. ‎ ‎4. A quarter of young people who smoke more than ten cigarettes a day will die prematurely as a result of smoking. ‎ ‎5. Decide which of these actions are most likely to stop teenagers from smoking. ‎ Ⅲ. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块以No Drugs为话题，通过本模块的几篇阅读材料使学生对drugs和smoking有所了解，并通过对这两个问题的讨论使学生更深刻地认识到drugs和smoking对人体的害处，对社会的危害，以及可能引起的一些社会性问题，如：burglary, shoplifting等。 从而鼓励学生远离烟和毒品，养成良好的生活习惯，关爱社会关爱他人，并通过所学知识运用恰当方式规劝他人也远离烟和毒品。‎ ‎ 1.1 INTRODUCTION通过对抽烟数据的检测，让学生了解吸烟的危害，并通过英英释义的方式进一步熟悉词汇，最后利用对三个问题的讨论来引出另一个话题: drug use。‎ ‎ 1.2 READING AND VOCABULARY ‎ 阅读部分是打乱顺序的两篇不同类型的文章，通过给两篇文章选标题的方式培养学生的逻辑分析能力。然后通过练习使学生掌握有关drug use的词汇，并培养学生获取准确信息的能力。‎ ‎ 1.3 GRAMMAR 1 是学习不定式作目的状语的用法。在练习前先列出to 的几种不同用法来引出to 可作目的状语。接着又引出了其它可作目的状语的短语： in order (not) to, so as (not) to。‎ ‎ 1.4 FUNCTION 这一部分先展现例句引出要学的短语，然后通过练习来巩固所学内容。‎ ‎ 1.5 LISTENING AND VOCABULARY 是关于drug users 的一些信息。在听之前通过问答的方式先巩固词汇，然后采用问答和完成句子的形式对所听内容进行检测，培养学生获取信息并再现的能力。‎ ‎ 1.6 GRAMMAR 2 通过不同类型的例句引出引导结果状语从句的词: so与such以及对so与such区别的讨论，然后通过练习来巩固其用法。‎ ‎ 1.7 PRONUNCIATION学会在日常交际中表达语气和情感。‎ ‎ 1.8 SPEAKING 通过回答问题的方式，继续展开对 smoking 这个话题的讨论。‎ ‎ 1.9 WRITING 根据电子邮件的内容选择合适的题目，并对其内容做出讨论，根据讨论后的结果写一封回信。 ‎ ‎ 1.10 EVERYDAY ENGLISH 学习关于同意或不同意的表达方式，并通过真实语境来练习运用。‎ ‎ 1.11 CULTURAL CORNER 通过介绍多种戒烟的方法给烟民提供一个适合自己的戒烟方式。并通过对问题的讨论，认识吸烟的害处，使自己成为一个有意志并且健康的人。‎ ‎ 1.12 TASK 让学生收集有关抽烟危害的资料，然后进行讨论，并提交一个调查报告。‎ ‎2. 教材重组 ‎2.1 将INTRODUCTION, SPEAKING和EVERYDAY ENGLISH整合在一起，上一节口语课。‎ ‎ 2.2 将READING AND VOCABULARY 设计成一节精读课。‎ ‎ 2.3 将GRAMMAR 1, FUNCTION和GRAMMAR 2 以及WORKBOOK中的 Grammar整合在一起，上一节语法课。‎ ‎ 2.4 将LISTENING AND VOCABULARY, PRONUNCIATION和WORKBOOK中的Speaking and listening整合在一起，上一节听力课。‎ ‎ 2.5 将CULTURAL CORNER和WORKBOOK中的Reading整合在一起，上一节泛读课。‎ ‎ 2.6 将WRITING，TASK和WORKBOOK中的Writing整合在一起，上一节写作练习课。‎ ‎ 3. 课型设计与课时分配 ‎ 1st Period Speaking ‎ 2nd Period Reading ‎ ‎ 3rd Period Grammar ‎ ‎ 4th Period Listening ‎ 5th Period Extensive Reading ‎ 6th Period Writing IV. 分课时教案 The First Period Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇及短语 bronchitis, burglary, cancer, cigarette, tobacco, injured, danger, ban, horrible, affect b. 重点句式 P18‎ I don’t agree with you. / I totally agree with you. / I couldn’t agree more. ‎ I’m not sure I agree with...‎ That’s a good point.‎ I’m not sure about that.‎ You can’t be serious.‎ I completely disagree. ‎ ‎2. Ability goals能力目标 Enable the Ss to discuss the dangers of smoking.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to talk about the dangers of smoking and taking drugs. ‎ Teaching important & difficult points教学重点和难点 Make sure the Ss realize smoking is harmful to health.‎ Teaching methods 教学方法 Discussion.‎ Teaching aids 教具准备 A multimedia computer and a recorder.‎ Teaching procedures & ways 教学过程与方式 Step I Lead-in T: Good morning, everyone! Look at the screen please, what can you see on the screen?‎ Show three pictures on the screen.‎ ‎ ‎ S: There are some flowers. ‎ T: Are they beautiful?‎ S: Yes. ‎ T: What is the name of these flowers?‎ S: 罂粟花；大烟花 T: What is this kind of flowers used for?‎ S: They are used for making drugs.‎ T: Yes, the flower is very beautiful. But if we use it in an incorrect way, it will become a kind of poison. Look at another two pictures on the screen.‎ Show another two pictures on the screen.‎ ‎ ‎ T: What is the boy doing?‎ S: He is smoking.‎ T: What does the man in the second picture look like?‎ S: He is very thin.‎ T: Why is he so thin?‎ S: I guess he suffers a lot from drugs.‎ T: Yes, if a man takes drugs, he will become thinner and thinner till he dies. Do you like smoking?‎ S: No. Smoking is harmful to our health. It can cause cancer.‎ S: Smoking can make smokers cough badly. ‎ S: Smoking can pollute our environment. Because when people smoke, much smoke that can pollute the air will be given out.‎ S: I don’t smoke, for it is harmful not only to our own health but also to the health of the people around us. ‎ T: Good. Anything else?‎ S: Smokers have more chances to die than nonsmokers.‎ S: I can’t stand the smell of the smokers and I hate to talk with them.‎ S: Well, the smokers usually have yellow teeth. They make me uncomfortable. ‎ S: Every year large amount of money will be spent buying the cigarettes.‎ S: There are many fires caused by smoking.‎ T: Good jobs. Since there are so many disadvantages of smoking, we should not smoke. If our family members are smokers, we should try to persuade them not to smoke. Only by doing this can we have a healthy body and a clear environment to live in. ‎ Step II Warming up T: Now, open your books and turn to page 11. Look at some facts about smoking in Activity 1. I’d like you to discuss them with your partners. ‎ After about five minutes. ‎ T: Have you finished? Which ones do you think are correct?‎ ‎…‎ T: From these facts, we can see every year there are many people who die as a result of smoking. Among these people there are many young men. There are also many people killed or injured in fires caused by smoking. And many diseases occur as a result of smoking. So smoking is like a poison that can kill you slowly. We should say “Don’t smoke.”‎ T: Now let’s come to Activity 2. Since smoking has so many disadvantages, let’s look at some negative words related to smoking.‎ Show the following words on the screen, and ask the Ss to choose some to fill in the blanks in Activity 2. Then translate them into Chinese.‎ bronchitis, cancer, cigarette, death ‎ die, heart disease, injured, tobacco Step III Speaking T: Since there are so many smokers in the world, do you know why people smoke?‎ S: Some people smoke because they are addicted to it. They feel uncomfortable without smoking. ‎ S: People smoke because they want to get high spirit. In the cigarette there is a substance called cocaine, it can make people feel energetic. ‎ T: Very good, thank you. How do you know it?‎ S: I get the information from a magazine.‎ T: Is there any anti-smoking advertising?‎ S: Yes. “酷儿一脚踢开烟灰”（Queers Kick Ash）. It is an anti-smoking advertising in America.‎ T: Do you know where people can smoke and where they can’t smoke? ‎ S: In some public places, there is usually a special room for smoking. So smokers can smoke in this kind of room. ‎ S: People can’t smoke in public places. In most public places there are usually signs saying “No Smoking”.‎ S: People can’t smoke in the airport, the train station, or the gas station. ‎ ‎...‎ T: Good. Has anyone been to our school to talk about the dangers of smoking?‎ S: No. Even some teachers are heavy smokers. ‎ S: Usually, our teachers tell us not to smoke and tell us many disadvantages of smoking.‎ T: Quite right. I know that your head teacher is a heavy smoker. But now he is trying to give it up. Are your friends and family members smokers or nonsmokers?‎ S: My father is a smoker. He usually smokes 20 cigarettes a day. When he is at home, our house is always full of smoke. My mother usually asks him to smoke in the balcony. ‎ S: My father is also a smoker. When he smokes, my mother often quarrels with him. After the quarrel, my father always says, “I want to stop smoking, but I can’t.”‎ S: In my family, there is no smoker. We usually have clean air in our house. When I ask my father ‎ why he does not smoke, he usually says, “Smoking isn’t a habit with me.” So I think smoking is a habit, if we want to get rid of it, we can. It depends on ourselves.‎ T: I agree with you. Many smokers succeed in giving up smoking, because they want to stop it.‎ S: My father used to be a smoker, but now he does not smoke any longer. In the past years, he coughed badly, especially in winter. So he made up his mind to give up smoking.‎ T: Did you do something to help your father? ‎ S: Yes, in the beginning, when my father wanted to smoke, I hid all his cigarettes. I usually gave him something else to eat to help him forget it.‎ T: You are a good boy. Do you think you will be a smoker when you leave school and start work?‎ S: No, I won’t. Because I know smoking is harmful.‎ S: I will smoke lightly. When people meet each other, they usually use cigarettes to start their talk. I think I will smoke, but I will control myself not to be addicted to it.‎ T: Nowadays many people usually give cigarettes to start talk, it is a bad habit. We can start our talk in other ways. OK! You did a good job. Smoking has nothing good but harm, we should not smoke ourselves, and we should try to persuade others not to smoke. ‎ Step IV Everyday English Let the Ss do Activities 1 ＆ 2 on page 18. Then check the answers. After that, play the tape. While listening, ask the Ss to pay attention to the intonation, then practice Activity 2 with their partners according to the tape.‎ Step V Homework T: Time is limited. Now let’s come to the homework: Preview READING AND VOCABULARY.‎ The Second Period Reading ‎ Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 addictive, cannabis, crack cocaine, danger, drug addict, drug dealer, heart attack, heart rate, inject, needle, powerful, reduce, break into, nearby b. 重点句式 I used to be ... P12‎ He offered me ... P12‎ Users who ... are also in more danger if they ...P12‎ Users become addicted to crack cocaine much more easily if they ... P13‎ ‎2. Ability goals 能力目标 Enable the Ss to talk about the harm of drugs.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to express their feelings and opinions.‎ Teaching important points教学重点 Let the Ss gain more information about the harm of drugs.‎ Teaching difficult points教学难点 Let the Ss realize that they must keep away from drugs forever.‎ Teaching methods教学方法 Fast reading, intensive reading and discussion. ‎ Teaching aids教具准备 A projector, a computer and a recorder. ‎ Teaching procedures& ways教学过程与方式 Step I Warming up T: Good morning / afternoon, boys and girls. Yesterday we talked about the disadvantages of smoking. Among those smokers there are many young men. Why is cigarette so attractive?‎ S: Because in the cigarette there is a substance called cocaine. This kind of thing can make people addicted to it.‎ T: You are right. Then do you know more about cocaine?‎ S: It is a powerfully addictive drug and can make people feel energetic for a short period of time.‎ T: How do you know this?‎ S: I have ever read a passage introducing cocaine in a newspaper.‎ T: Good. I think all of you have heard about the harm done by cocaine to people. The most serious result is that it can cause people to die. Around you are there any people using drugs?‎ S: No, we haven’t seen such people ourselves. We only see people using drugs on TV and in the newspaper.‎ T: I’m very glad to hear that. We should keep away from drugs. Now please open your books and turn to page 12. Look at the words. I will give you five minutes to discuss the meanings of them.‎ After five minutes, make sure the Ss have mastered these words. Then give them two minutes to finish Activity 3 by themselves.‎ Step II Pre-reading T: Now look at the picture. From the expression of the man can you tell me what’s the matter with him?‎ S: He is unhappy.‎ T: Do you know why he is unhappy?‎ S: Perhaps he is addicted to the drugs. ‎ T: Very good. In fact he is really addicted to the drugs. Are you eager to know about his experiences of becoming a drug addict and what happened to him later?‎ S: Yes.‎ T: Well. Now let’s look at Activity 2. Above the passage there are three topics, I will give you three minutes to look through Article 1 and find the topic of this passage.‎ After three minutes, ask some students to share their answers.‎ T: OK, time’s up. Have you finished? Who’d like to share your answers?‎ S: I choose the first one.‎ T: Do you agree with him/her?‎ Ss: Yes.‎ T: Very good. Since you have known what Article 1 talks about, I will give you 10 minutes to look through Activity 4 and find which parts in Activity 4 belong to Article 1.‎ After 10 minutes, check the answers.‎ ‎...‎ T: Now, look through Article 2 and choose a best topic for it from the two topics left. Then read through Activity 4 again and decide which parts belong to Article 2.‎ A few minutes later, check the answers.‎ T: Quite right. Since you have known the relation between Article 1, Article 2 and the parts in Activity 4, I will give you six minutes to read Article 1 and Parts 2, 3, 5 && 6 and then Article 2 and Parts 1 && 4.‎ After six minutes, ask the Ss to finish Activities 5 ＆ 6, then check the answers.‎ Step III Reading Text analyzing T: OK, you’ve done well. Now I will give you six minutes to read Article 1 again. After you finish, I will ask some of you to retell the story.‎ Six minutes later, ask some students to retell the story.‎ A sample version:‎ ‎ Adam Rouse used to be a drug addict. He is now giving a description of his past experiences. He started using drugs at the age of 15. He continued for about 6 months. Before long he became addicted to drugs. He was in such terrible pain that one day he broke into a house for money. In the end he was taken to the police station. A doctor came to treat him. He took the doctor’s advice and stopped taking drugs immediately. Now he works in a center for drug addicts, helping others to stop taking drugs. ‎ T: You are excellent. Next, please read the whole text. Then I will ask you several questions about the writing characteristics.‎ A few minutes later.‎ T: Time’s up. Who would like to tell me the structure of the text?‎ S: Let me have a try. The whole text is a brief introduction of the harm of smoking. The text can be divided into two parts. One part uses an example of a drug addict to give a live instruction of the influence of the cocaine. The other part introduces cocaine and its harmful influence.‎ T: Very good. Then what is the main idea of the text?‎ S: The text is about the harm of cocaine. Cocaine is a powerfully addictive drug. Once you are addicted to it, you can’t live without it. Adam Rouse, a 19-year-old boy, used to be a drug addict. In order to buy drugs, he broke into house for money and was arrested by police. At last, he stopped using drugs and helped others stop taking drugs.‎ T: You have done a good job. The last question: What is the writer’s purpose of writing this text?‎ S: Through a brief description of a 19-year-old boy’s smoking experiences and a short introduction of cocaine and its harmful influence, the writer warns the students not to smoke and keep away from drugs.‎ Language points T: Now let’s deal with some difficult language points.‎ ‎1. danger: chance of suffering damage e.g. His life was in danger.‎ ‎2. share: n. part or portion of a large amount of which is divided among several or many people e.g. Your share of the cost is 10$.‎ v. give a share of something to others e.g. Please share 100$ between 5 people.‎ There is only one bedroom, so we’ll have to share ‎3. break into: enter by force e.g. His house was broken into last week.‎ Step IV Post-reading T: What can you learn from the text?‎ Ss: From the text, we have known that drugs are very harmful to our health. We should keep away from drugs and live a healthy life. The most important thing is that not only should we ourselves keep away from cigarettes and drugs but also we should help others not smoke and use drugs.‎ T: Your answer is perfect, thank you.‎ Step V Homework ‎ Memorize the important sentences in the text.‎ The Third Period Grammar Teaching goals 教学目标 ‎1. Target language目标语言 重点句式 ‎... in order (not) to ... P14‎ ‎... so as (not)to ... P14‎ ‎... so ... P15‎ ‎... as a result ... P15‎ ‎... as a result of ... P15‎ ‎2. Ability goals 能力目标 Enable the Ss to use the infinitive of purpose and adverbial clause of result correctly.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to use the infinitive of purpose and adverbial clause of result.‎ Teaching important & difficult points教学重点和难点 The usages of the infinitive of purpose and adverbial clause of result. ‎ Teaching methods教学方法 Explanation and practice.‎ Teaching aids教具准备 ‎ A projector and a computer.‎ Teaching procedures & ways教学过程与方式 Step I Revision ‎ Check the Ss’ homework by asking some of them to translate some important sentences.‎ T: Good morning / afternoon, boys and girls. Have you finished your homework? Who’d like to translate the important sentences we learned last class?‎ S: I’d like to.‎ T: 我曾经是个吸毒者。‎ S: I used to be a drug addict.‎ T:当我十五岁的时候，我第一次吸烟。‎ S: I first started smoking when I was 15.‎ T: 他给我一些烈性可卡因。‎ S: He offered me some crack cocaine. ‎ T: 可卡因是一种强性的使人上瘾的药品。‎ S: Cocaine is a powerfully addictive drug. ‎ T: Good. Thank you.‎ Step II Preparation ‎ T: Look at the sentences on the screen please. Pay attention to the underlined word in each sentence. Read them quickly and find out what usage each underlined word belongs to. Here I have provided you some choices.‎ ‎1. They came to help me.‎ ‎2. The train is to leave at 7:00.‎ ‎3. He hurried home only to find his money stolen.‎ ‎4. He wants me to go.‎ ‎5. John was the first to arrive.‎ A: To indicates arrangement.‎ B: To indicates purpose.‎ C: To indicates result.‎ D: To follows certain verbs.‎ E: To has an adjectival function.‎ A few minutes later.‎ T: Have you finished?‎ S: 1－B; 2－A; 3－C; 4－D; 5－E.‎ T: Very good! ‎ Step III Grammar 1 ‎ Let the Ss do Activity 1. A few minutes later, check the answers.‎ ‎…‎ T: From the practice, we can see to has many different uses. But today we’ll learn one of them. That is, to indicates purpose. Now read the two sentences in Activity 2. What are the uses of in order to and so as to?‎ S: Both of them indicate purpose.‎ T: Well, we know that to can indicate purpose, but we can also use other forms, such as in order to and so as to. Now finish the four sentences using in order to or so as to.‎ Let the Ss do Activity 2. A few minutes later, check the answers.‎ ‎...‎ T: Now let’s come to Activity 3. Read the two sentences quickly. The two sentences use the negative forms of in order to and so as to. We should pay attention to the position of not in the two phrases. Now complete the five sentences according to the meaning of each sentence.‎ A few minutes later, check the answers with the whole class. Then deal with Ex. 1 in WORKBOOK on page 73.‎ Step IV Function Ask the Ss to read the sentences and translate them into Chinese. Let the Ss understand the meanings of so, as a result and as a result of. Then ask them to read the sentences again and pay attention to the differences in usage of the three. Especially as a result and as a result of. At last finish the six sentences.‎ ‎…‎ T: Very good. Now let’s compare the usages of them. Look at the following on the screen:‎ ‎(cause) + as a result + (result)‎ ‎(result) + as a result of + (cause)‎ ‎(cause) + so + (result)‎ as a result + clause so + clause as a result of +n. / pronoun. / doing T: Do you know the differences between them?‎ S: Yes.‎ Then deal with Ex. 4 in WORKBOOK on page 73.‎ Step V Grammar 2‎ Ask the Ss to read the six sentences in Activity 1 on page 16 and then answer the two questions. ‎ ‎...‎ T: Then what’s the difference between so and such?‎ Ss: so + adj. / adv.‎ ‎ such + a / an + adj. + noun T: Very good! Any other differences?‎ Ss: No.‎ T: OK. I’ll tell you. When the adjectives are many, much, few, little etc. we should use so. Besides, we should also pay attention to another use of so and such. ‎ so + adj. + a / an + noun = such + a / an + adj. + noun For example, such an interesting book. We can also express it like this: so interesting a book. ‎ So far, do you know the usages of so and such? ‎ S: Yes.‎ T: Now, complete the six sentences in Activity 2 with so or such.‎ A few minutes later, check the answers to the six sentences and then turn to page 73, deal with Ex. 2.‎ Step VI Homework T: In this lesson, we have learnt the infinitive of purpose, phrases talking about results and adverbial clause of result. After class, have a revision of them.‎ The Fourth Period Listening Teaching goals 教学目标 ‎1 Target language目标语言 a. 重点词汇和短语 ‎ burglary, crime, criminal, connection, illegal, ratio, shoplifting, treatment, be likely to ‎ b. 重点句式 Is she sure about the number of...? P15 ‎ Some of them behave so badly that ... P16 ‎ There are such a lot of people that ... P16 ‎ Two students out of ten have smoked at least once. P76 ‎ A quarter of young people who ... will die prematurely as a result of ... P77 ‎ ‎2. Ability goals 能力目标 Enable the Ss to learn more about drug users.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to use the words about drug addiction and crime.‎ Teaching important & difficult points教学重点和难点 Listen to an interview to learn how to express results.‎ Teaching methods教学方法 Listening and cooperative learning. ‎ Teaching aids教具准备 A tape recorder and a slide projector. ‎ Teaching procedures & ways 教学过程与方式 Step I Revision Choose the correct answers.‎ ‎1. —Why did he make marks on some trees?‎ ‎—_____his way back easily.‎ A. Find B. To find ‎ C. Finding D. In order to finding ‎2. After twenty years abroad, Mr. Wang came back only _____ his hometown completely changed.‎ A. to find B. finding ‎ C. to have found D. found ‎3. _____ little water is not enough for _____many people.‎ A. Such; so B. So; so C. Such; such D. So; such ‎4. John is ______honest boy that everyone likes him.‎ A. so B. such C. so an D. such an ‎ ‎5. In order to make our city green, _____.‎ A. it’s necessary to have planted more trees B. many more trees need to plant ‎ C. our city needs more trees D. we must plant more trees Key: BABDD Step II Listening and Vocabulary Deal with vocabulary first to make preparations for listening. Then let the Ss hear a conversation between a professor and a reporter about drug users.‎ T: First let’s have a revision of some words. Take out your exercise books and we’ll have a dictation. Write down the words according to the following explanations. Listen to me carefully. First one, it refers to a place where you can buy things. ‎ S: Shopping center.‎ T: If something is against the law, we say it is ...?‎ S: Illegal.‎ T: If someone do sth. against the law, we say he ...?‎ S: Breaks the law.‎ T: It describes someone who breaks the law.‎ S: Criminal.‎ T: It refers to the crime of stealing sth. from a shop.‎ S: Shoplifting. ‎ T: It refers to the crime of stealing sth. from a house.‎ S: Burglary. ‎ T: It means that make a judgment about the lost, the size etc. of sth.‎ S: Estimate.‎ T: That’s all for our dictation. Now exchange your exercise books with your partners to check the answers.‎ At last check the answers together. Listen to the tape for the first time and pause where it’s necessary.‎ T: Go through the five questions in Activity 2. They are all Yes or No questions. When you listen, pay attention to the key words in each question so that you can get the correct answers.‎ Play the tape.‎ T: Have you got the answers? ‎ S: No, not all of them. ‎ T: Now we’ll listen to the tape again. Pay special attention to the questions that you haven’t got the answers to. ‎ Play the tape again.‎ T: Have you got all the answers this time?‎ S: Yes. ‎ Check the answers. ‎ T: Now turn to page 16. Go through the five sentences in Activity 3. Then we’ll listen again. ‎ When play the tape, pause at the key sentences so that the Ss can have enough time to write them down.‎ T: Have you completed all the sentences?‎ S: Yes.‎ T: Very good. Now we’ll check the answers. ‎ Ask several students to read their answers.‎ Step III Pronunciation ‎ This practice is to help the Ss pay attention to the intonation of mood and feeling.‎ ‎1. Ask several students to show different mood and feeling with different intonation. That’s, surprised, angry, happy and sad. Then ask other students to judge if they show the right feeling.‎ ‎2. Listen to the tape and judge the feeling of the speaker. ‎ ‎3. Collect the answers and have the Ss say the sentences in correct way. If they can’t, listen to the ‎ tape again and ask them to repeat after the tape.‎ ‎4. Let the Ss practice it after class and pay attention to the intonation of different moods and feelings. ‎ Step IV Listening Ask the Ss to read the four statements in Ex. 16 on page 77 quickly and guess the main idea of the conversation. Let them listen to the tape and decide which statement best describes the situation. And then ask them to go through the eight sentences in Ex. 17 and let them listen again to finish it.‎ ‎…‎ T: Have you got all the answers?‎ S: Yes. ‎ T: Now exchange your answers with your partners. ‎ Then check the answers with the whole class.‎ Step V Homework T: This class we have listened to two materials about drug users and smokers. After class listen to the materials again and get familiar with them. Next class we’ll translate some sentences.‎ The Fifth Period Extensive Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 participant, recognize, leaflet, distraction, jogging, gymnastic, set a date, breathe out, give up, make a list of, increase by, one in twelve, in order of ‎ b. 重点句式 Whatever you’re doing when you want to smoke — do something else! P19 ‎ Drug use ... has increased by 30% ... P75 ‎ ‎... because they have nothing better to do with their time. P75 ‎ ‎2. Ability goals 能力目标 Enable the Ss to talk about the ways of keeping away from smoking and drug addiction.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to be far away from smoking and drug addiction.‎ Teaching important & difficult points 教学重点和难点 Talk about the ways of giving up smoking and have a full understanding of drug problem in the UK.‎ Teaching methods教学方法 Fast reading and discussion.‎ Teaching aids教具准备 A slide projector and a computer. ‎ Teaching procedures & ways教学过程与方式 Step I Revision T: Last class we listened to two materials about drug users and smokers. Now we’ll translate some important sentences in them.‎ Show the sentences on the slide.‎ ‎1. 这位教授是研究犯罪和毒瘾之间联系的专家。‎ ‎2. 他们犯了什么罪？‎ ‎3. 他们中的一些人行为如此恶劣以至于公众叫来了警察。‎ ‎4. 大多数是20来岁的年轻人。‎ ‎5. 他们都有共同点。‎ ‎6. 毒品使用者在学校有可能陷入困境。‎ ‎7. 事实上他们如此危险，以至于都有好几百万的人每年死于抽烟。‎ ‎8. 第一件要做的事情是远离抽烟的人几周。‎ Ask some Ss to translate. ‎ Sample answers:‎ ‎1. The Professor is an expert on the connection between crime and drug addiction.‎ ‎2. What kind of crimes do they commit?‎ ‎3. Some of them behave so badly that members of the public call the police.‎ ‎4. The majority are young people in their twenties.‎ ‎5. They all have something in common.‎ ‎6. Drug users are more likely to get into trouble at school.‎ ‎7. In fact, they are so dangerous that millions of people die every year as a result of cigarette smoking.‎ ‎8. The first thing to do is keeping away from people who smoke for a few weeks.‎ Step II Cultural Corner This reading supplies the Ss with the ways to stop smoking. Advise the Ss who smoke to follow the advice and to be a healthy person.‎ T: Do you like smoking?‎ S: No.‎ S: No.‎ S: Yes. ‎ T: When did you start smoking?‎ S: Last year. ‎ T: Do you have any problems with smoking?‎ S: No.‎ T: Whose parents or grandparents smoke?‎ S: My father smokes.‎ T: Does he have any trouble with smoking?‎ S: Yes. His teeth and fingers are yellow.‎ S: My grandfather smokes.‎ T: Does he have any trouble?‎ S: Yes. He often coughs.‎ T: Does he want to give up smoking?‎ S: Yes. But he can’t.‎ T: Do you want to help him?‎ S: Of course. But I don’t know how to help him.‎ T: OK. Today we’ll learn some ways to help people give up smoking. Turn to page 19 and go through the three questions on the top of the page. Then read the passage quickly and find the answers. ‎ Several minutes later, ask some Ss to express their opinions.‎ T: Have you finished?‎ Ss: Yes.‎ T: After reading the passage, which of the four Ds do you think is the best idea?‎ S: In my opinion, the second one is the best idea. If someone who wants to smoke is busy doing ‎ something else, he can forget smoking for a short period of time. Then gradually he can resist the cigarettes.‎ T: Good. Which of the other ideas do you like best?‎ S: I like the fourth one best. If you have developed some other interests, you will have many things to do. Of course, the time for smoking is less.‎ T: I agree with you. Do you think you would follow the advice if you were a smoker? Why or why not?‎ S: If I were a smoker, I would follow the advice. Besides it, I will also take some other good advice to stop smoking. Because I have known the harm smoking does.‎ T: The passage has provided us many methods to stop smoking. You can help yourself stop smoking if you are a smoker, and you also can help people around you stop smoking using these methods.‎ Step III Reading This passage on page 75 is about drug use in the UK. First ask the Ss to look through the passage and match the headings with the paragraphs. Then show them some figures and ask Ss to find out what these figures refer to in the article and at last answer some questions.‎ T: We have read two passages. One is A Story of a Drug Addict, the other is the Dangers of Using Cocaine. From the two passages we can see the bad effect of drug use. So we should be far away from it. The passage we’ll read today is about drug problem in the UK. Now read it quickly and match the five headings with the paragraphs.‎ After a few minutes.‎ T: Have you finished?‎ Ss: Yes.‎ Ask one or two Ss to present their answers and then check the answers with the whole class.‎ T: Now, I’ll show you some figures. What I want you to do is to find out what these figures refer to. Finish it as quickly as you can.‎ Show the following figures on the screen.‎ ‎30%, 35%, one in twelve, 500,000, ￡390 million, ￡3,000, 3,800‎ Note: Tell the Ss not to use the sentences directly from the passage. They should make a change. They shouldn’t say: Drug use in Britain has increased by 30% in the last five years. They should ‎ say: 30% refers to the increase of drug use in Britain in the last five years. Give the Ss some help when necessary.‎ After a few minutes, collect answers from the whole class.‎ T: Now please answer the questions in Ex. 10 on page 76. Find the answers quickly. Then talk about the answers with your partners.‎ Step IV Extra-reading Show some other passages about drug use on the screen.‎ Background ‎ Cocaine, the most potent stimulant of natural origin, is extracted from the leaves of the coca plant. It was originally used in South America in the mid-19th century by natives of the region to relieve fatigue. Pure cocaine (cocaine hydrochloride) was first used as a local anesthetic for surgeries in the 1880s and was the main stimulant drug used in tonics and elixirs for treatment of various illnesses in the early 1900s. Crack, the freebase form of cocaine, derives its name from the crackling sound made when heating the sodium bicarbonate (baking soda) or ammonia used during production. Crack became popular in the mid-1980s because of its immediate high and its inexpensive production cost.‎ ‎ Cocaine most often appears as a white crystalline powder or an off-white chunky material. Powder cocaine is commonly diluted with other substances such as lactose, inositol, mannitol, and local anesthetics such as lidocaine to increase the volume of the substance and the profits of the drug dealers. Powder cocaine is usually snorted or dissolved in water and injected. Crack, or “rock”, is most often smoked.‎ Effects ‎ The effects of cocaine normally occur immediately after ingestion and can last from a few minutes to a few hours. The duration of the drug’s effects depends on how it is ingested. Snorting cocaine produces a slow onset of effects that can last from 15 to 30 minutes, while the effects of smoking cocaine last from 5 to 10 minutes and produce a more intense high. Cocaine produces euphoric effects by building up dopamine in the brain, causing the continuous stimulation of neurons.‎ ‎ Users often feel euphoric, energetic, talkative, and mentally alert after taking small amounts of cocaine. Cocaine use can also temporarily lessen a user’s need for food or sleep. Short-term ‎ physiological effects include constricted blood vessels, dilated pupils, increased temperature, heart rate, and blood pressure. Ingesting large amounts of cocaine can intensify the user’s high, but can also lead to bizarre, erratic, and violent behaviors. Users who ingest large amounts may experience tremors, vertigo, muscle twitches, and paranoia. Other possible effects of cocaine use include irritability, anxiety, and restlessness.‎ ‎ Cocaine is a powerfully addictive drug. A tolerance is often developed when a user is seeking to achieve the initial pleasure received from first use, increases the dosage to intensify and prolong the euphoric effects.‎ Step V Homework ‎ Ask the Ss to collect passages about drug use and smoking after class.‎ The Sixth Period Writing Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇 illegal, danger b. 重点句式 I hope you don’t mind answering ... ‎ Decide which ... are most likely to stop ... from smoking. ‎ I think I have a right to ... ‎ ‎2. Ability goals 能力目标 Enable the Ss to prepare a presentation or a letter on the dangers of smoking. ‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to prepare a presentation on smoking and write a letter of reply to show personal attitudes toward smoking. ‎ Teaching important & difficult points教学重点和难点 How to prepare a presentation on the dangers of smoking and write a letter of reply. ‎ Teaching methods教学方法 Task based learning, discussion and writing.‎ Teaching aids教具准备 A projector and a computer.‎ Teaching procedures & ways教学过程与方式 Step I Revision Let the Ss exchange the passages about drug use and smoking they have collected.‎ Step II Writing The purpose of this writing is to let the Ss talk about the problem of smoking in China. Through asking and answering questions, the Ss can learn something about the situation of smoking in China. ‎ T: We have learned something about smoking in this module. Here’s an email from a student in the US. Look through it quickly and choose the correct subject for it.‎ After a while. ‎ T: Which do you choose?‎ S: No. 2, Smoking.‎ T: Do you all agree with him?‎ Ss: Yes.‎ T: Now, I’ll divide you into groups of four. Each group should discuss the e-mail and write a reply and then present some questions about the situation of smoking in the US. ‎ Walk around the classroom to help them if necessary. After a few minutes.‎ T: Have you finished?‎ Ss: Yes.‎ T: Now I’ll ask some groups to present your reply and questions.‎ Sample version 1:‎ Dear Paul, ‎ ‎ I’m very glad to receive your email. Through our survey, we have got that most adults smoke in China. It’s not against the law to smoke in public buildings, but in some public buildings, smoking is not allowed. As far as I see, our government isn’t planning to change the law about smoking in public.‎ Best wishes,‎ Zhou Kai Our questions are: ‎ ‎1. Do most adults smoke in the US?‎ ‎2. What do people in your country think about the law against smoking? ‎ ‎3. Do young people smoke in the US?‎ ‎4. Is smoking a serious problem in your country?‎ Sample version 2:‎ Dear Paul, ‎ ‎ I’m very glad to receive your email. Our answers to your questions are: Most adults smoke in China. But less and less young people smoke, because they have realized the importance of health. Now it’s not against the law to smoke in public buildings. But I think our government will change the law about smoking in public and reduce dangers of fires.‎ Best wishes,‎ Zhou Kai Our questions are: ‎ ‎1. What’s people’s attitude towards the law against smoking in your country?‎ ‎2. What other measures do you take to stop smoking?‎ ‎3. Do you smoke? What’s your opinion about smoking?‎ T: You’ve done a very great job! Now turn to page 77.‎ Step III Speaking and Writing Get the Ss to work in pairs to finish Ex. 18 on page 77. Then collect answers from the whole class. ‎ Sample versions:‎ S: In my opinion, the second and the seventh actions are likely to stop teenagers from smoking. First, tell them the possible harm done by smoking. Then, get people with serious smoking-related diseases to visit them, let them see the bad body condition of these people. They probably can stop smoking.‎ S: I think the third, the fourth and the fifth ones are likely to stop teenagers from smoking. Only when the country establishes law to make tobacco illegal can smoking be stopped. In my opinion, other methods such as teaching the dangers of smoking are useless.‎ T: Now turn to page 78. Read this letter and find out if the writer is for or against smoking.‎ After a while. ‎ T: Is the writer for or against smoking?‎ S: He’s for smoking. Because he’s a smoker and his parents are smokers, too.‎ T: OK! You are right. Now, write a letter of reply to show your personal opinions about smoking according to Ex. 20.‎ After a while, ask some Ss to read their letters.‎ Sample version 1:‎ Dear friend,‎ ‎ I’m also a student but I’m against teenagers smoking. When you smoke, you can become addicted to nicotine. Nicotine is as addictive as the drug heroin and cocaine. Before long, you may have problems with your teeth and gums. Your teeth, fingers and fingernails will be stained with nicotine. You’ll have bad breath, too. So your friends won’t stay with you. Actually, you have the right to smoke. But when you smoke in public places, nonsmokers will inhale the smoke which comes directly from the burning cigarette or that is exhaled by you. This will violate others’ right, won’t it? If you want to smoke, you should stay in your own room or when you’re alone. ‎ Yours truly,‎ A nonsmoker Sample version 2:‎ Dear friend,‎ ‎ I’m a student and I like to smoke, too. My grandparents are smokers but they’re very healthy. So I don’t think smoking is so bad for my health. But my parents don’t allow me to smoke, I’m very annoyed. Although the law doesn’t stop me from smoking in some public places, I still get much complaint from other people. I totally agree with you that we have the right to smoke. I wish I could smoke freely whenever and wherever I want!‎ Yours truly,‎ A smoker Step IV Task ‎ T: Turn to page 20. Please work in groups of four to make a list of the dangers of smoking and then discuss the questions in Activity 3. After discussion, prepare a presentation based on your discussions. ‎ A few minutes later.‎ T: Have you finished? Who can make a list of the dangers of smoking?‎ S: Let me have a try. The dangers of smoking are:‎ ‎1. It can cause lung cancer and other lung diseases.‎ ‎2. It can cause heart disease.‎ ‎3. It can cause stroke.‎ ‎4. It can cause infertility.‎ ‎5. It can cause fire.‎ A sample presentation:‎ ‎ The biggest danger of smoking for people is that it affects people’s health. I take the bus to school every day. Often I meet people who smoke on the bus. They smell bad when they pass by me. They often cough and their fingers are yellow. Some of my neighbors who are smokers suffer from different illnesses. Even a few died of lung cancer and emphysema. Giving up smoking is not easy once you have addicted to it. But compared with other strange diseases, such as SARS and bird flu, we can handle smoking more easily. So the most important is whether you have made up your mind. So long as you want to be healthy, so long as you want to live longer, you should make a plan to give up smoking. All the ideas in Cultural Corner are good. Choose some that are most suitable for you. ‎ T: Your presentation is excellent! But time is limited. We don’t have enough time to ask more students to present. Please hand in your papers after class. That’s all for today.‎ Step V Homework Sum up the whole module.‎ 附 件 Questions About Smoking, Tobacco, and Health Is there a safe way to smoke? ‎ ‎ No. All cigarettes can damage the human body. Any amount of smoke is dangerous. Cigarettes are perhaps the only legal product whose advertised and intended use-smoking — is harmful to the body and causes cancer. ‎ ‎ Although some people try to make their smoking habit safer by smoking fewer cigarettes, most smokers find it hard to do so. Some people think that switching from high-tar and high-nicotine cigarettes to those with low tar and nicotine makes smoking safer, but this is not true. When people switch to brands with lower tar and nicotine, they often start smoking more cigarettes, or more of each cigarette, to get the same nicotine dose as before. ‎ ‎ A low-tar cigarette can be just as harmful as a high-tar cigarette when a person takes deeper puffs, puffs more frequently, or smokes it to a shorter butt length. Even if smokers who switch to lower-tar brands do not make these changes to compensate, the health benefits are very small when compared to the benefits of quitting for good. ‎ Is cigarette smoking really addictive? ‎ ‎ Yes. The nicotine in cigarette smoke causes an addiction to smoking. Nicotine is an addictive drug (just like heroin and cocaine) for three main reasons. When taken in small amounts, nicotine creates pleasant feelings that make the smokers want to smoke more. ‎ ‎ Smokers usually become dependent on nicotine and suffer withdrawal symptoms when they stop smoking. These symptoms include nervousness, headaches, irritability, and difficult sleeping. ‎ ‎ Because nicotine affects the chemistry of the brain and central nervous system, it can affect the mood and nature of the smokers. ‎ What does nicotine do? ‎ ‎ Nicotine in large doses is a poison and can kill people by stopping a person’s breathing muscles. Smokers usually take in small amounts that the body can quickly break down and get rid of. The first dose of nicotine causes a person to feel awake and alert, while later doses result in a calm, relaxed feeling.‎ ‎ Nicotine can make new smokers, and regular smokers who get too much of it, feel dizzy or sick to their stomachs. The resting heart rate for young smokers increases two to three beats per minute. Nicotine also lowers skin temperature and reduces blood flow in the legs and feet. It plays an important role in increasing smokers’ risk of heart disease and stroke. Because nicotine is such a powerful constrictor of arteries, many vascular surgeons refuse to operate on patients with peripheral artery disease unless they stop smoking. ‎ Who is most likely to become addicted? ‎ ‎ Anyone who starts smoking is at risk of becoming addicted to nicotine. Studies show that cigarette smoking is most likely to become a habit during the teen years. When young people become cigarette smokers they are more likely to become addicted. They are also more likely to suffer from the health problems caused by cigarette smoking. ‎ How many people smoke cigarettes? ‎ ‎ Among US adults, cigarette smoking has declined from about 42% of the population in 1965 ‎ to about 23% in 2002 (the latest year for which numbers are available). About 46 million adults smoked cigarettes in 2002. About 25% of men and 20% of women were smokers. Education seems to affect smoking rates, as shown by a steady decrease in the smoking rates in groups with a higher level of education. ‎ Is smoking common among young people? ‎ ‎ Yes. Tobacco use, including smoking cigarettes, chewing tobacco, and dipping snuff, remains common among American youth, according to the most recent government surveys. ‎ ‎ Despite declines in recent years, more than 1 in 4 high school students (28%) used some type of tobacco in 2003, and more than 1 in 5 (22%) were considered current cigarette smokers. Cigar smoking was also common among high school students (about 15%). ‎ ‎ About 13% of middle school students used some form of tobacco, with cigarettes (10%) being the most common. ‎ ‎ Tobacco use is higher among male students for all products except cigarettes, where the numbers for boys and girls are now about the same. ‎ ‎ Students who smoke are more likely to use other drugs, get in fights, carry weapons, attempt suicide, and engage in high-risk sexual behaviors. ‎ Does smoking cause cancer? ‎ ‎ Yes. Tobacco use accounts for about one third of all cancer deaths in the United States. Smoking causes almost 90% of lung cancers. Smoking also causes cancers of the larynx (voice box), oral cavity, pharynx (throat), and esophagus, and contributes to the development of cancers of the bladder, pancreas, liver, uterine cervix, kidney, stomach, colon, and rectum; it is also linked to the development of some leukemias. ‎ What in cigarette smoke is harmful? ‎ ‎ Cigarette smoke is a complex mixture of organic and inorganic compounds produced by the burning of tobacco and additives. The smoke contains tar, which is made up of more than 4,000 chemicals, including over 60 known to cause cancer. Some of these substances cause heart and lung diseases, and all of them can be deadly. You might be surprised to know some of the chemicals found in cigarette smoke. They include: ‎ cyanide ‎ benzene ‎ formaldehyde ‎ methanol (wood alcohol) ‎ acetylene (the fuel used in welding torches) ammonia Cigarette smoke also contains the poisonous gases nitrogen oxide and carbon monoxide. Its main active ingredient is nicotine, an addictive drug. ‎ Why do smokers have “smoker’s cough”? ‎ ‎ Cigarette smoke contains chemicals that irritate the air passages and lungs. When a smoker inhales these substances, the body tries to protect itself by producing mucus and coughing. The “early morning”‎ cough of smokers happens for several reasons. Normally, tiny hairlike formations (called cilia) beat outward and sweep harmful material out of the lungs. Cigarette smoke slows the sweeping action, so some of the poisons in the smoke remain in the lungs and mucus remains in the airways. When a smoker sleeps, some cilia recover and begin working again. After waking up, the smoker coughs because the lungs are trying to clear away the poisons that built up the previous day. The cilia stop working after long-term exposure to smoke. Then the smokers’ lungs are even more exposed and susceptible than before, especially to bacteria and viruses in the air. ‎ Does cigarette smoking affect the heart? ‎ ‎ Yes. Smoking cigarettes increases the risk of heart disease, which is the number one cause of death in the United States. Smoking, high blood pressure, high blood cholesterol, physical inactivity, obesity, and diabetes are all risk factors for heart disease, but cigarette smoking is the biggest risk factor for sudden heart death. Also, smokers who have a heart attack are more likely to die within an hour of the heart attack than nonsmokers. Cigarette smoke can cause harm to the heart at very low levels, much lower than what causes lung disease. ‎ How does smoking affect pregnant women and their babies? ‎ ‎ Pregnant women who smoke risk the health and lives of their unborn babies. Smoking during pregnancy is linked with a greater chance of miscarriage, stillbirth, infant death, and sudden infant death syndrome (SIDS). Up to 10% of infant deaths would be prevented if pregnant women did not smoke. ‎ ‎ When a pregnant woman smokes, the nicotine, carbon monoxide, and other harmful chemicals enter her bloodstream, pass directly into the baby’s body, and prevent the baby from ‎ getting essential nutrients and oxygen for growth. ‎ What are some of the short-term and long-term effects of smoking cigarettes? ‎ ‎ Smoking causes many types of cancer, which may not develop for years. The truth is cigarette smokers die younger than nonsmokers. In fact, according to a study of Centers for Disease Control and Prevention conducted in the late 1990s, smoking shortened male smokers’ lives by 13.2 years and female smokers’ lives by 14.5 years. Both men and women who smoke are much more likely to die during middle age (between the ages of 35 and 69) than those who have never smoked. ‎ ‎ Smoking also causes many short-term effects, such as decreased lung function. Because of this, smokers often suffer shortness of breath and nagging coughs, and they often will tire easily during physical activity. Some other common short-term effects: a diminished ability to smell and taste, premature aging of the skin, and increased risk of sexual impotence in men. ‎ Why do people begin to smoke? ‎ ‎ Most people begin smoking as teens, generally because of peer pressure and curiosity. Also, people with friends and/or parents who smoke are more likely to take up smoking than those who don’t. The younger a person is when he or she begins to smoke, the more likely he or she is to develop nicotine addiction. ‎ ‎ Another common influence in our society is the tobacco industry’s ads and other promotional activities for its products. The tobacco industry spends billions of dollars each year to create and market ads that show smoking as an exciting, glamorous, and healthy adult activity. ‎ Is there a vaccine to help smokers quit? ‎ ‎ Researchers are currently studying a vaccine that may one day help smokers fight nicotine addiction and reduce the burden of illness and death from smoking. The vaccine — a form of nicotine attached to a large protein — stimulates the immune system to make antibodies. When a vaccinated person smokes, the antibodies bind to any nicotine that enters the bloodstream. The result is an extra-large molecule that is too big to enter the brain, thereby blocking most of the effects of the nicotine. ‎ Clinical trials on people began in 2002. So far, the vaccine appears to be safe and well tolerated and produces a good antibody response. However, it’s still not known if it will actually help people quit smoking. To make it more effective, the vaccine would likely be used along with other ‎ medicines and stop-smoking programs. ‎ ‎ Another possible use of the vaccine is to help people who have quit smoking avoid relapse. Nicotine acts on the pleasure centers in the brain-and this is especially powerful in former smokers-but the vaccine prevents nicotine from ever reaching those areas. The vaccine also shows promise as a smoking-prevention drug, by immunizing people who have never smoked against the effects of nicotine. If progress on the vaccine continues, it will be at least 2007 before the last phase of clinical trials could be completed. After that, an application to the FDA would need to be made to request approval of the vaccine. ‎ Am I at risk for developing lung cancer from smelling smoke odors on clothing or being in a room where people have been smoking (but are not smoking presently)? ‎ ‎ There is no research in the medical literature about the cancer — causing effects of cigarette odors, but the literature shows that secondhand smoke can seep into hair, clothing, and other surfaces. The unknown cancer — causing effects would likely be minimal in comparison to direct secondhand smoke exposure, such as living in a household that has a smoker. ‎ What is being done to protect people from the hazards of smoking? ‎ ‎ Both the public and private sectors have acted to help decrease smoking-related deaths and illnesses in this country. Since 1966, the US Surgeon General’s health warnings have been required on all cigarette packages and, since 1987, on all smokeless tobacco products. As of 2001, the 7 major cigar manufacturers in the US began providing 5 health warnings that rotate on cigar labels, similar to those on cigarette packages. ‎ ‎ Congress banned television and radio cigarette advertising on TV and radio in 1971 and smokeless tobacco advertising in 1987. The American Legacy Foundation and many states conduct creative antismoking public service messages that are featured on television, radio, and billboards. ‎ ‎ Taxes on cigarettes have been shown to discourage young people from starting to smoke and to encourage smokers to quit. State taxes on tobacco vary from less than 10 cents a pack in some state to more than 2 dollars a pack in others. ‎ ‎ Laws in all 50 states and the District of Columbia restrict or do not allow smoking in certain public places. Many federal worksites, including the White House, are smoke-free. Also, smoking is banned on all domestic airplane flights. ‎ What are the health risks of smoking pipes or cigars? ‎ ‎ Smoking cigars or pipes is not a safe alternative to smoking cigarettes. ‎ ‎ Most of the same cancer — causing substances found in cigarettes are found in cigars. Most cigars have as much nicotine as several cigarettes. When cigar smokers inhale, nicotine is absorbed as rapidly as it is with cigarettes. For those who do not inhale, it is absorbed more slowly through the lining of the mouth. Both inhaled and exhaled nicotine are highly addictive. ‎ ‎ Smoking cigars causes cancers of the lung, oral cavity, larynx, esophagus, and probably cancers of the bladder and pancreas. Cigar smokers have a greater risk of dying from cancer of the oral cavity, larynx (voice box), or esophagus compared with nonsmokers. The risk of death from lung cancer is not so high as it is for cigarette smokers, but is still several times higher than the risk for nonsmokers. ‎ Cigar smokers who inhale deeply and smoke several cigars a day are also at increased risk for heart disease and chronic lung disease. ‎ ‎ Pipe smokers are at increased risk of dying of cancers of the lung, esophagus, larynx, pancreas, colon and rectum. They are also at increased risk of dying of heart disease, stroke, and chronic obstructive pulmonary disease. The level of these risks seems to be about the same as that for cigar smokers. ‎ What are the chances that smoking will kill you? ‎ ‎ About half of all those who continue to smoke will die because of the habit. In the U.S., tobacco causes nearly 1 in 5 deaths, killing about 435,000 Americans each year. Smoking is the single most preventable cause of death in our society. ‎ ‎ Based on current smoking patterns, smoking will kill about 500 million people alive in the world today. Tobacco — caused deaths worldwide are expected to increase from about 5 million per year today to about 10 million per year by the 2030s. Most of these deaths will occur in developing countries. ‎ Module 3 Music I. 模块教学目标 技能目标Skill Goals ‎▲ Learn how to express likes and dislikes ‎▲ Talk about instruments ‎▲Learn to use the past perfect tense and adverbial clause of time ‎▲ Learn to present a biography of a famous Chinese musician or composer II. 目标语言 功 能 句 式 Practice talking about likes and dislikes I love ... I really like ...‎ ‎... is great! ... is wonderful!‎ I hate ... I can’t understand ...‎ ‎... is awful! ... is dreadful!‎ In my opinion, I really like ... because ...‎ I can’t understand what he did. The reason is that ...‎ Practice expressing strong feelings ‎ Cool! No way!‎ Really? Excellent 词 汇 ‎1. 四会词汇 album, ballad, catchy, choir, complex, conductor, court, director, genius, impressed, influence, lose, lyrics, peasant, singer, solo artist, classical, composer, jazz, musician, musical, compose, tune, saxophone, symphony ‎2. 认读词汇 Joseph Haydn, Wolfgang Amadeus Mozart, Ludwig van Beethoven, orchestra, tour, harpsichord ‎3. 词组 be known as, change ... into ..., be impressed with, go deaf, split up, mix ...with ..., be famous for, in all, make a note of 语 Adverbial clause of time When it was performed in America, there was an audience of 100,000 people.‎ While he was still a teenager, he was a big star.‎ 法 As he grew older, he began to go deaf.‎ The past perfect tense He had been ill for weeks when he asked for sick leave.‎ The meeting had started when we arrived at the hall.‎ 重点句子 ‎1. Joseph Haydn was an Austrian composer and is known as “the father of the symphony”. P22‎ ‎2. Having worked there for 30 years, Haydn moved to London, where he was very successful. P22‎ ‎3. By the time he was 14, Mozart had com-posed many pieces for the harpsichord, piano and violin, as well as for orchestras. P23‎ ‎4. Haydn met Mozart in 1781 and was very impressed with him. P23‎ ‎5. It was Haydn who encouraged Beethoven to move to Vienna. P23‎ ‎6. As he grew older, he began to go deaf. P23‎ ‎5. It was Haydn who encouraged Beethoven to move to Vienna. P23‎ ‎6. As he grew older, he began to go deaf. P23‎ ‎7. While studying at school, he also sang in the school choir. P82‎ ‎8. By the time Bach died in 1750, he had taught all his children to play musical instruments and several had already become well—known musicians. P82‎ Ⅲ. 教材分析与重组 ‎ 1. 教材分析 ‎ 本模块的话题是music，旨在通过模块教学使学生通过讨论古今中外的音乐家，增强他们的音乐欣赏能力, 并培养他们的评价能力。在此基础上表达自己的好恶。‎ ‎ 1.1 INTRODUCTION通过对乐器知识的了解，激发学生对本模块中心话题的兴趣；同时也使本模块的授课更具有针对性，从而培养学生的音乐审美能力。‎ ‎ 1.2 READING AND VOCABULARY 介绍了国外的三位音乐家及他们的伟大成就，让学生在阅读中学习音乐知识，树立正确的评价观、人生观，为日后走向社会作铺垫。课文重点讲解了三位音乐家的生平经历，以及他们对音乐所做的巨大的贡献。通过阅读，学生学习了新的词汇和句型，提高了阅读水平,并能学习音乐家们坚持不懈的精神。‎ ‎ 1.3 GRAMMAR 1 && GRAMMAR 2 学习并灵活运用由when, while, as ‎ 等引导的时间状语从句，然后对比过去时和过去完成时。‎ ‎ 1.4 FUNCTION 通过问答形式表达对音乐的喜好，培养学生的评价能力。‎ ‎ 1.5 LISTENING AND VOCABULARY 让学生通过听一段关于介绍英国历史上的披头士的文章来练习学生的听力能力，并且完成相关的练习题，然后介绍自己对音乐的感受及音乐在生活中的意义。‎ ‎ 1.6 EVERYDAY ENGLISH 要求学生掌握如何表达自己最喜爱的音乐及如何听音乐的一些用语。‎ ‎ 1.7 PRONUNCIATION 听并跟读语法材料中出现的句子，注意语调的起伏。‎ ‎ 1.8 CULTURAL CORNER 了解著名音乐家叶小刚的生平经历及音乐成就。他为中国音乐的发展做出了巨大贡献，了解他，引导学生向他学习，学习他勤奋钻研，不断追求完善的精神，更要学习他时刻不忘祖国，为国争光的爱国情怀。‎ ‎ 1.9 WRITING 要求学生阅读一封来自Sandra的电子邮件,并根据一些问题写一封回信。‎ ‎ 1.10 TASK 训练学生写一篇关于中国著名音乐家的生平介绍及作品简介的文章。‎ ‎ 2. 教材重组 ‎ 2.1 将INTRODUCTION, FUNCTION及PRONUNCIATION 整合在一起上一节口语课。‎ ‎ 2.2 将 READING AND VOCABULARY设计成一节精读课。‎ ‎ 2.3 将 GRAMMAR 1 和GRAMMAR 2 及WORKBOOK 中的Grammar 整合在一起，上一节语法课。‎ ‎ 2.4将LISTENING AND VOCABULARY, EVERYDAY ENGLISH 和WORKBOOK 中的Listening and speaking 整合在一起，上一节听力课。‎ ‎ 2.5 将CULTURAL CORNER 及WORKBOOK中的Reading整合在一起，上一节泛读课。‎ ‎ 2.6 将WRITING, TASK和WORKBOOK中的Speaking and writing整合在一起，上一节写作课。‎ ‎ 3. 课型设计与课时分配 ‎ 1st Period Speaking ‎ ‎ 2nd Period Reading ‎ ‎ 3rd Period Grammar ‎ 4th Period Listening ‎ 5th Period Extensive Reading ‎ ‎ 6th Period Writing IV. 分课时教案 The First Period Speaking Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 ‎ audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, guitar, classical music, traditional Chinese music b. 重点句式 By the time we arrived ..., the band had ... P27‎ ‎... happened after the fans had left ... P27‎ Before he made ..., he had recorded ... P27‎ I love ... / I really like ... P25‎ ‎... is great! P25‎ ‎... is wonderful! P25‎ I hate ... / I can’t stand ... P25‎ ‎... is awful!/ ... is dreadful! P25 ‎ ‎2. Ability goals 能力目标 Enable the Ss to talk about music and instruments.‎ Enable the Ss to express likes and dislikes.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to talk about music and instruments.‎ Help the Ss learn how to express likes and dislikes.‎ Teaching important points教学重点 Talk about likes and dislikes.‎ Teaching difficult points教学难点 Full discussion about music.‎ Teaching methods教学方法 Asking-and-answering activity; pair or group work.‎ Teaching aids教具准备 A recorder, a computer and a projector.‎ Teaching procedures & ways教学过程与方式 Step I Lead-in ‎ Bring a recording with a few short sections of different types of music and play them to the Ss. Then ask some questions about music.‎ T: Morning， boys and girls, what do you like doing in your spare time?‎ S1: I like playing football, because it can make me relaxed.‎ S2: I like reading. It can enlarge my knowledge in a lot of aspects.‎ S3: When I am tired, I like listening to music to relax myself.‎ T: Then what kind of music do you often listen to?‎ S3: I often listen to pop music.‎ T: Well. How many kinds of music do you know?‎ S3: Pop music, classical music and country music.‎ S4: Traditional Chinese music.‎ ‎...‎ T: Good. Now I’ll play several pieces of music for you. Please tell me their styles.‎ Play the recording.‎ S5: Is the first piece classical music?‎ S6: No, I think it’s traditional Chinese music.‎ T: You are right. It’s traditional Chinese music. What about the second one?‎ S7: Is it rock and roll?‎ T: Correct. It’s just rock and roll. And what about the last one?‎ S8: It sounds like classical music.‎ T: Excellent! You did a good job.‎ T: Could you tell me which instruments are used in the three pieces of music?‎ Ss: Saxophone, drum, guitar, violin, jazz, etc.‎ T: Which pieces do you like best and why?‎ S9: In my opinion, rock and roll is the best, because it is fashionable and encouraging.‎ S10: I prefer traditional Chinese music, because it is beautiful and reflects our culture.‎ T: How about classical music?‎ S11: To tell the truth, I’m not really interested in it. It’s too difficult to understand.‎ T: Good! Trying to express your ideas is a good way to learn English. In this module, we are going to learn something about music. Now let’s come to the Introduction.‎ Step II Introduction Task 1‎ T: Please open your books and turn to Page 21. The words in the box are all related to music more or less. Please read them, and at the same time, speak out their Chinese meanings.‎ T: S1, could you read the first two words!‎ S1: OK, audience（听众）, choir（唱诗班，合唱队）.‎ T: S2, please read the next two.‎ S2: Classical（古典音乐）, composer（作曲家）.‎ T: S3, please go on.‎ S3: Conductor（指挥）, drum（鼓）.‎ T: S4, Next two?‎ ‎...‎ T: Good. Since you have known their meanings, please do the following exercise. Which word means someone who writes music?‎ S: Composer.‎ T: Which word means a group of people who sing together?‎ S: Choir.‎ T: Which instruments are used in pop and rock music?‎ S: Drum, guitar, piano and saxophone.‎ T: Which instruments are used in classical music?‎ S: Drum, piano, violin and saxophone.‎ T: Which instruments are used in jazz?‎ S: Drum, violin, piano and saxophone.‎ T: Which instruments are used in traditional Chinese music?‎ S: Erhu and drum.‎ Task 2 ‎ Divide the class into groups of four to discuss different kinds of instruments. ‎ T: In our daily life, we all like to listen to music. Now I’ll give you a chance to talk about your favorite instruments. Please work with your partners. ‎ A sample version:‎ S1: Which of the instruments do you like listening to?‎ S2: I prefer erhu.‎ S3: I think I’d like to enjoy piano.‎ S4: I like listening to saxophone.‎ S1: When we mention erhu, whom should we think of?‎ S2: Let me think, oh, I know, Abing.‎ S1: What’s his masterpiece?‎ S3: Erquanyingyue. Do you know who plays the piano best in China?‎ S4: I don’t know. Who?‎ S3: Kongxiangdong. He is a world-class player.‎ Step III Function Let the Ss read through the questionnaire in FUNCTION on Page 25. Make sure they understand what they have to do. Then put the Ss into pairs to ask and answer the questions of the questionnaire.‎ T: Now turn to Page 25. Please work in pairs to complete the questionnaire. While you are practicing, you must use the useful sentence structures on the screen.‎ Show the structures on the screen.‎ I love ... I really like...‎ ‎... is great! ... is wonderful!‎ I hate ... I can’t understand...‎ ‎... is awful! ... is dreadful!‎ Sample versions:‎ S1: I love rock music. Among the rock stars, I think Britney Spears is great. I like her because she has a beautiful voice. As for the band, I really like the Rolling Stones. By the time the Rolling Stones called themselves the greatest Rock and Roll band in the world, they had already become stars.‎ S2: I can’t understand why Dao Lang is so popular this year. The words of his songs are awful. At ‎ the same time, his style is so simple that I am not interested in him indeed.‎ Step IV Pronunciation The aim of this part is to let the Ss read sentences using the correct intonation. Play the tape for the Ss to listen to and follow. ‎ T: As we all know, reading English aloud is an important part in our English learning. If you want to read English sentences correctly, one thing that you must remember is the intonation. Now please look at the sentences on the screen. I will play its tape, for the first time, just listen carefully and pay attention to the speaker’s intonation.‎ Show some sentences on the screen.‎ ‎1. Unfortunately, he arrived at the show after I had left.‎ ‎2. By the time we arrived at the stadium, the band had begun playing.‎ ‎3. Fortunately, the power cut happened after the fans had left the stadium.‎ ‎4. Before he made his latest album, he had recorded some songs with Paul McCartney.‎ Play the tape.‎ T: Let’s listen to the tape again, at the same time you must mark↗ when the speaker’s voice rises and↘ when it falls.‎ Listen again and mark. ‎ T: We’ll listen to the tape a third time, and check your answers while you are listening.‎ Listen and check.‎ T: Now let’s listen for the last time. Please read after the tape.‎ ‎...‎ Step V Homework ‎1. Finish exercises about vocabulary in the WORKBOOK on Page 80.‎ ‎2. Prepare for the reading task on Page 22.‎ The Second Period Reading Teaching goals 教学目标 ‎ ‎1. Target language目标语言 a. 重点词汇和短语 court, director, genius, symphony, talent, compose, album, catchy, be known as, change ... into ..., be impressed with, go deaf b. 重点句式 Other composers had written symphonies before Haydn, but ... P22‎ Having worked there for 30 years, Haydn moved to ... P22‎ By the time he was 14, Mozart had composed ... P23‎ While he was still a teenager, Mozart was ... P23‎ After they had known each other for many years, Beethoven said ... P23‎ ‎2. Ability goals 能力目标 Enable the Ss to talk about some world-famous composers.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to talk about some famous composers in the world.‎ Teaching important points教学重点 Get the Ss to learn something about Joseph Haydn, Mozart and Beethoven.‎ Teaching difficult points教学难点 Background of the three famous composers and different types of music.‎ Teaching methods教学方法 Fast reading, listening, comparison and discussion.‎ Teaching aids教具准备 A projector and a computer.‎ Teaching procedures & ways教学过程与方式 Step I Revision Check the answers to the exercises about vocabulary in the WORKBOOK on Page 80.‎ Step II Pre-reading T: Have you ever listened to famous piano music?‎ Ss: Yes. We have listened to the Ninth Symphony of Beethoven.‎ T: Then how much do you know about Beethoven?‎ Ss: We only know he is a gifted musician and when he was over thirty years old, he went deaf.‎ T: Besides Beethoven, which musicians do you know?‎ Ss: Mozart and Chopin.‎ T: Good. Please look at the three pictures on the screen; do you know who they are?‎ Show the pictures of Haydn, Mozart and Beethoven on the screen.‎ ‎ ‎ Wolfgang Amadeus Mozart ‎(1756-1791)‎ ‎ ‎ Joseph Haydn ‎(1732-1809)‎ Ludwig van Beethoven ‎ ‎(1770-1827)‎ S1: They were Haydn, Mozart and Beethoven.‎ T: Then do you know what they are famous for?‎ S2: Joseph Haydn is known as “the father of the symphony”. Wolfgang Amadeus Mozart is known for his musical genius. And Beethoven is famous for his world-class piano pieces.‎ T: How much do you know about their background?‎ S3: Haydn was born in a village in Austria, the son of a peasant. He had a beautiful voice. Mozart was born in Salzburg, Austria. By the time he was four, he had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. Beethoven was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father.‎ T: Good. They are all world-class musicians. They brought beautiful music to the world. If you ‎ want to know more about them, let’s do some reading.‎ Step III Reading ‎ Task 1 Fast reading Read the text quickly to get the main idea and choose the best title. ‎ T: Please open your books and turn to Page 22. Now read the text as quickly as possible to get the main idea of the text and do Activity 2. I will give you ten minutes.‎ Ten minutes later.‎ T: OK! Time’s up. Who would like to tell me the main idea of the text?‎ S1: Let me have a try. This text tells of three great musicians who did great contributions to the world. ‎ T: You have done a good job. Then who would like to tell me which the best title of the text should be?‎ S2: I choose the second one: Three Great Composers of the Eighteenth Century T: You are right.‎ Task 2 Careful reading Let the Ss read the text again and then finish Activities 3 ＆ 4 on Page 23.‎ T: This time please read the text carefully. After that, deal with Activities 3 ＆ 4. I will give you five minutes.‎ Five minutes later.‎ T: Have you finished?‎ Ss: Yes.‎ Check the answers.‎ Task 3 Language points ‎1. ... but he changed the symphony into a long piece for a large orchestra. ‎ ‎“Change ... into ... ”means “turn ... into ...”.‎ ‎ 2. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music.‎ The word “where” introduces the attributive clause and modifies “Austria”.‎ ‎3. Haydn met Mozart in 1781 and was very impressed with him.‎ ‎“Be impressed with” means “have a favorable effect on sb”. ‎ ‎4. However, it was Haydn who encouraged Beethoven to move to Vienna. ‎ ‎“It was ... who ... ”is the pattern of emphasis. The subject of the sentence is stressed, and the original order is: Haydn encouraged Beethoven to move to Vienna.‎ ‎5. As he grew older, he began to go deaf.‎ ‎“Go deaf” means “become unable to hear at all or to hear well”. Here the word “go” is a link verb, and it is equal to the word “become”. ‎ Task 4 Discussion Let the Ss read through Questions 2 ＆ 3 in Activity 5. Then put them into groups of four to discuss these two questions. After that, ask some Ss to present their answers.‎ T: Turn to Page 24 and read through the Questions 2 ＆ 3 in Activity 5. Please discuss them in groups of four. I will give you six minutes.‎ Six minutes later.‎ T: Have you finished?‎ Ss: Yes.‎ T: OK! Do you think it is important to know something about classical music?‎ S: I think it is necessary. Nowadays more and more people begin to listen to pop music. Many of them think classical music is too difficult to understand, so they don’t get touch with classical music. In fact, listening to classical music is a pleasure. While you listen to it, you can feel something the composer wants to convey. If you know something about classical music, you will try your best to understand the content of the pieces. And thus the treasures these famous musicians left to us will be made use of.‎ T: Very good. Do you think Chinese classical music is different from European classical music? If so, can you explain how?‎ S: I think Chinese classical music is quite different from European classical music. Perhaps it is caused by the different cultures they belong to. ‎ Step IV Post-reading Task 1 Text retelling Ask the Ss to retell the text using about 150 words.‎ A sample version:‎ ‎ Joseph Haydn was an Austrian composer and is known as “the father of the symphony”. He ‎ changed the symphony into a long piece for a large orchestra. He was the son of a peasant. Having worked in eastern Austria for 30 years, Haydn moved to London, where he was very successful.‎ ‎ Wolfgang Amadeus Mozart was possibly the greatest musical genius of all time. He was born in Salzburg, Austria. Wolfgang had musical talent from a very early age. By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. Haydn met Mozart in 1781 and was very impressed with him.‎ ‎ Ludwig van Beethoven showed musical talent when he was very young and learned to play the violin and piano from his father. Beethoven met Haydn in 1791, but was not impressed by the older man. However, it was Haydn who encouraged Beethoven to move to Vienna. As he grew older, he began to go deaf.‎ Task 2 Writing techniques of the text T: Now let’s analyze the writing techniques of the text. Who would like to tell us its writing characteristics?‎ S1: Let me have a try. First, the excellent beginning of the personal introduction can arouse the readers’ strong curiosity and interest. Second, the text has a very good structure of the personal introduction. Their background, their achievements and their experiences are well organized.‎ T: Thank you. Then what is the writing style?‎ S2: This text is a personal introduction. In each part of the text, the author introduces their birthplaces, their achievements, their musical backgrounds and their deaths, etc.‎ T: Good. The last question: What is the purpose of the writer to write the text?‎ S3: The text serves as a good example on how to write a personal introduction. In addition, the author speaks highly of the three famous composers.‎ T: You did a good job.‎ Step V Homework ‎1. Listen to, read and retell the text.‎ ‎2. Prepare for the language study.‎ The Third Period Grammar Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 album, go deaf, musical talent, split up b. 重点句式 ‎ When it was ..., there was ... P24‎ While he was ..., he was ... P24‎ As he grew older, he began to ... P24‎ By the time he was a teenager, he was ... P24‎ Before they visited India, they had ... P27‎ ‎2. Ability goals 能力目标 Enable the Ss to use adverbial clause of time and the past perfect tense correctly.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to use adverbial clause of time and the past perfect tense.‎ Teaching important points教学重点 Learn Adverbial clause of time and the link words When, while and as.‎ Learn to use the past perfect tense correctly. ‎ Teaching difficult points教学难点 How to use the link words correctly.‎ Compare the past tense with the past perfect tense. ‎ Teaching methods教学方法 Practice.‎ Teaching aids教具准备 A projector and a Bb.‎ Teaching procedures & ways教学过程与方式 Step I Grammar 1‎ Task 1 Presentation T: Today we’re going to have a grammar lesson. In this class we’ll learn two grammar points. One is adverbial clause of time, and the other is the past perfect tense. Now before our new class, let’s play a game. Here are some cards in my hand. There is a Chinese sentence in each card. I will show them to you one by one. When you see it, please translate it into English immediately. Are you clear?‎ Ss: Yes.‎ T: OK. Are you ready? Let’s go. ‎ Show the cards one by one. ‎ ‎1. 我们到家的时候天已经快黑了。‎ S1: When we reached home, it was getting dark.‎ ‎2. 该工作的时候就工作, 该玩的时候就玩。‎ S2: Work while you work, play while you play.‎ ‎3. 我上学之前, 一点英语都不懂。‎ S3: I didn’t know any English before I started school.‎ ‎4. 他们很兴奋, 以至近天明才睡着。‎ S4: They were so excited that they didn’t fall asleep until it was almost dawn.‎ ‎5. 自从大学毕业以后, 他一直在这里工作。‎ S5: He has been working here ever since he left university.‎ Task 2 Explanation T: OK. All of you are wonderful. Now let’s find out the conjunctive adverb in each sentence. Any volunteers?‎ S: In the first sentence, it’s when.‎ S: The second, while.‎ S: The third, before. ‎ S: The fourth, until.‎ S: The fifth, ever since.‎ T: You five did very well. Now let’s analyze the above five sentences. Please tell me which action happens first, the one in the main clause or the one in the subordinate clause.‎ S1: In the first sentence two actions happen at the same time.‎ T: Very good! The second one?‎ S2: At the same time, too.‎ T: Excellent! What about the third one?‎ S3: The action in the main clause happens first.‎ T: Quite right! How about the fourth one?‎ S4: Also the action in the subordinate clause happens first.‎ T: And the fifth one?‎ S5: The action in the subordinate clause happens first.‎ Through this exercise, the Ss can understand adverbial clause of time.‎ Task 3 Practice T: OK! From this, I can see you have grasped adverbial clause of time. Now turn to Page 24 and please do Activities 1－3 in Grammar 1.‎ A few minutes later, check the answers.‎ Step II Grammar 2‎ Task 1 Presentation Write the following two sentences on the blackboard.‎ ‎1. After they had become stars in their own country, the Beatles toured the United States.‎ ‎2. Before they visited India, they had recorded seven albums.‎ Then ask the Ss the following questions: ‎ In the first sentence, which came first, becoming stars in their own country or touring the United States? What about the second sentence?‎ A few minutes later, check the answers.‎ Task 2 Explanation T: The past perfect tense is used to express a certain action, which happened before another past-time action. Please pay attention to the difference between the past tense and the past perfect tense. Look at the following sentences.‎ ‎1. The meeting started at six o’clock. (The action started happens at six o’clock.)‎ ‎2. The meeting had started when we arrived at the hall. (Had started happens before arrived.)‎ ‎3. He had worked in Beijing for ten years before he came to our school. (Had worked lasts for ten years.)‎ ‎4. The teacher said that Columbus discovered America in 1492. (The italic part is a historical fact.)‎ ‎5. He got up, dressed himself and then went downstairs to have breakfast.(There are a series of actions linked by and.)‎ T: If we meet verbs like think, suppose, hope, want, expect and plan, we usually use the past perfect tense.‎ e.g. I had thought he had died.‎ They had wanted to catch the first bus, but they didn’t get up early enough.‎ Task 3 Practice Guide the Ss to do Activities 2－4 on Page 27. Through these exercises, the Ss can consolidate the use of the past perfect tense.‎ Step III Homework Finish the exercises in Grammar on Page 79 of the WORKBOOK.‎ The Fourth Period Listening Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 ‎ album, ballad, band, catchy, complex, influence, lyrics, solo artist, tune, split up b.重点句式 P26‎ The band consisted of John Lennon,... ‎ During the mid-1960s, the Beatles were one of the bands, which...‎ After they had finished ..., they split up.‎ By the time they stopped ..., they had...‎ ‎2. Ability goals 能力目标 Enable the Ss to listen for some information about the Beatles.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to listen for some information about the Beatles.‎ Teaching important points教学重点 Learn about a famous band in history.‎ Teaching difficult points教学难点 Let the Ss learn how to express their feelings about music. ‎ Teaching methods教学方法 Discussion, listening and cooperative learning.‎ Teaching aids教具准备 A recorder and a computer.‎ Teaching procedures & ways教学过程与方式 Step I Revision Check the homework.‎ Step II Lead-in ‎ Play a song of the Beatles — Let It Be. After that, ask the Ss some questions about the Beatles.‎ T: Do you know the name of the song?‎ Ss: Yes, Let It Be. ‎ T: Do you know who sang the song? ‎ Ss: Sorry, we have no idea.‎ T: OK, it doesn’t matter. The song was sung by a famous band called the Beatles.‎ Ss: Oh!‎ T: Have you ever heard about the band?‎ Ss: Yes, of course. It is a very famous band.‎ T: OK! Now please look at the picture on Page 26, they are the famous Beatles. Was it taken recently? How old do you think the photo is? How do you know?‎ Ss: No, it was taken a long time ago. Because their hairstyle is out of date and their clothes are not popular. ‎ T: Good! You are right. The picture was taken in the 1960s when they were very popular. Today we are going to listen to the tape about the Beatles. Before listening, let’s deal with the words in the box.‎ Ask the Ss to look through the words in the box, and then listen to the teacher and answer questions about the words. A few minutes later.‎ T: Now I will tell you some explanations. You should tell me which words they explain. Are you ready?‎ Ss: Yes.‎ T: OK! The first one, collection of songs.‎ S1: Album.‎ T: Well done! The second, folk songs.‎ S2: Ballad. ‎ T: Good. The next, if something is difficult to understand, it is...‎ S3: Complex.‎ T: OK, the next, effect has the same meaning with...‎ S4: Influence.‎ T: The words of a song. ‎ S5: Lyrics.‎ T: An artist who is alone on the stage.‎ S6: Solo artist.‎ T: What’s the meaning of band, catchy and split up?‎ Ss: 乐队，感人的，分裂。‎ T: Wonderful! Now let’s come to the Listening.‎ Step III Listening ‎ Task 1 ‎ Let the Ss listen to the tape for the first time and get the main idea of the material. ‎ A sample version:‎ The main idea of the material:‎ ‎ Beatles was a famous rock music band in the 1950s &&1960s. Judging from their appearance, they were gentle and a little childish, but easy to go with. The band was founded in 1959 by four persons: John Lennon, Paul McCartney, George Harrison and Ringo Starr. In all, by the time they split up, they had sold 27 albums, which often went to the top of the music chart. So later the No.1 appeared, including all the top songs. The band split up in 1970, and John Lennon was killed by a crazy fan at the gate of his house in 1980. In 2001, another member George Harrison died of illness.‎ Task 2 ‎ Listen again and finish Activities 3 ＆ 4. Then listen once more and stop the tape when it is necessary to check the answers.‎ Step IV Everyday English ‎ T: Turn to Page 28. Please look at some pictures. In the pictures there are Walkman, CD-Discman, MP3, cassette player, headphone and earphone. Which do you like listening to music on?‎ Choose some Ss to speak out their own answers. Then deal with Activities 2 ＆ 3. When listening, let the Ss pay more attention to the words in Activity 3.‎ T: Do you know why Tom and Anna used these words? What kinds of feelings do these words convey?‎ S: I think they are used to express feelings of excitement or strong moods.‎ T: Now please work in pairs. Discuss your favorite music and how you listen to it. A few minutes later, I will ask some of you to present your answers.‎ A few minutes later, check the answers.‎ Sample versions:‎ S1: My favorite music is classical music, especially the piano music. When I get tired, I listen to it. After a while, I will feel refreshed. I think classical music can make me fully relaxed.‎ S2: My favorite music is pop music. I think it can give me limitless energy. ‎ ‎...‎ Step V Listening and Speaking ‎1. Listen for the first time and number the questions in the order in which you hear in Exercise 11.‎ ‎2. Have a quick look at the two paragraphs in Exercise 12. Then listen again and correct the mistakes.‎ ‎3. Listen for the third time and stop if it is necessary to correct the mistakes.‎ ‎4. Match the statements with the singers in Exercise 14. Then check the answers.‎ Step VI Homework ‎ T: Today we have listened to two materials. One is about the famous band — the Beatles; the other is about several fans and their favorite singers. After class, you should listen to them again and sum up what you have learnt from them. Then get some information about your favorite band or singer.‎ The Fifth Period Extensive Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 symphony, composer, leading, instrument, professor, organ, choir, be known as, be famous for, mix ... with ..., in all b. 重点句式 From that time, he has been ... P29‎ He is famous for mixing ... with ... P29‎ Since 1993, he has worked part of the time in ... and part of the time in ... P29‎ While studying at school, he also ... P82‎ By the time Bach died in 1750, he had ... P82‎ ‎2. Ability goals 能力目标 Enable the Ss to talk about the Chinese composer — Ye Xiaogang and some foreign composers, such as Johann Sebastian Bach and George Gershwin.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to talk about some Chinese and foreign composers.‎ Teaching important points教学重点 Talk about the contribution of Ye Xiaogang.‎ Teaching difficult points教学难点 Talk about what we should learn from Ye Xiaogang.‎ Teaching methods教学方法 Fast reading and discussion. ‎ Teaching aids教具准备 A projector, a computer and a recorder. ‎ Teaching procedures & ways教学过程与方式 Step I Check the homework T: Boys and girls, have you got the information about your favorite band or singer?‎ Ss: Yes.‎ T: Then who would like to introduce your favorite to us?‎ S1: Liu Dehua is my favorite singer. He was born on September 27th, 1961. His original name is Liu Furong and his English name is Andy Lau. He is 1.74 meters tall and weighs 64 kilograms. He has three elder sisters, one younger sister and a younger brother. He can speak English, Putonghua and Guangdonghua. He believes in Buddhism and likes collecting old watches. He likes the colors of purple, white and black. His first TV play was <江湖再见> and his first movie was <彩云曲>. His first song was <爱的连线>and his first book was <浓情爱不完>.What’s more, he is afraid of mouse. We know he has sung many good songs, on the other hand, he is well-known as a good actor. I like him very much, what about you?‎ S2: Wang Lihong is my favorite singer, because he has beautiful appearance and voice. He is really handsome and gentle. He is 1.80 meters tall and weighs 70 kilograms. He was born on May ‎ 17th. He grew up in America and attended university there, and his English name is Lee Hom. He has many famous songs such as <不可能错过你>,<公转自转>,<唯一> and . He was once awarded the annual most popular male signer. I love him very much and I will support him forever.‎ T: Excellent! You have finished the homework very well.‎ Step II Reading ‎ Task 1‎ T: In the previous period, we have learned three great musicians; they are Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig Van Beethoven. What is in common of them?‎ Ss: They are all male musicians and they are foreigners.‎ T: Good! They are all foreigners. Today let ‘s go on to learn something about another two foreign musicians. Please turn to Page 82. ‎ ‎1. Give the Ss some time to read Great Composers of the Past and find out answers to Exercise 9.‎ ‎2. Ask the Ss to read again and complete sentences in Exercise 10.‎ Task 2 Explain some important words ‎1. marry: vt. 在大多数情况下是及物动词，需要宾语或用被动语态。‎ e.g. She married a rich man. 她嫁给了一个富人。‎ vi. 在有副词修饰时,可作不及物动词。‎ e.g. She married very early. 她结婚很早。‎ ‎“和某人结婚”要用to, 也可什么介词都不用。‎ e.g. She married a doctor. = She was married to a doctor.‎ 表示结婚已一段时间应该用be married.‎ e.g. They have been married for ten years. = They married ten years ago. = It is ten years since they got married.‎ ‎2. in all 总共，全部 related phrases：after all毕竟，终究 ‎ ‎ above all 最重要的事 ‎ ‎ first of all 首先 Step III Cultural Corner ‎ Task 1 Lead-in ‎ T: From the text and the reading, we have known some great foreign musicians. But do you know any musicians in our country?‎ Ss: Yes, we know Li Yundi and Kong Xiangdong.‎ T: Good. But today we’ll learn something about another Chinese musician — Ye Xiaogang. Do you know something about him?‎ S1: I know he is famous and known as the New Tide with others.‎ S2: I know he has studied abroad.‎ T: You are right. Thank you very much. Now we will read the text on Page 29. First, read the text quickly and underline the difficult words that you don’t understand.‎ Show the explanations of some words on the screen.‎ the New Tide 新潮流 Central Conservatory of Music of China 中央音乐学院 Horizon 地平线 contemporary adj. 同时期的，同时代的 instrumentation 为器乐的编曲 ‎ Shanghai Symphony Orchestra 上海交响乐团 Task 2 Reading Give the Ss time to read the text and make a note of Ye’s life experiences. ‎ Sample answers:‎ When he was 4 years old — He began studying piano ‎ From 1978 till 1983 — He studied at the Central Conservatory of Music of China ‎ In 1985 — There was a concert of his symphonies in Beijing In 1986 — His album Horizon appeared and his music was played at the First Contemporary Chinese Composers’ Festival in Hong Kong Since 1993 — He has worked part of the time in Beijing and part of the time in the US Then let the Ss read the text again and complete the following sentences.‎ He _________ musical __________ at an early age.‎ After ______________, he worked there as a ___________.‎ From that time, he has been one of the __________ modern composers of Chinese _____________ music.‎ He is _________ _______ mixing Chinese musical _________ with western forms and instrumentation.‎ Since 1993, he _______ worked ________ _____ ________ ________ in Beijing and part of the time in the US.‎ Sample answers:‎ showed, ability; graduation, lecturer; leading, classical; famous for, traditions; has, part of the time After that, deal with Activity 3 on Page 29.‎ T: OK! Now I have two questions for you. Q1: Are there any similarities between Ye Xiaogang and the European composers you have read about in this module?‎ Ss: Yes, there are similarities between them. First, they all showed musical talent when they were very young. Second, they were all very diligent.‎ T: Very good. Q2: Do you think it is a good idea to mix Chinese music with western music?‎ Ss: We think it is a very good idea. Chinese music is quite different from western music, so we should bring in something good in western music. ‎ T: You did a good job, thank you.‎ Task 3 Explain some important phrases and sentences ‎1. appear: v. 出现 →n. appearance 出现，露面，外表，容貌 e.g. We mustn’t judge people by appearance.‎ 我们不可以以貌取人。‎ ‎2. be famous / (well) known as sb / sth 作为……而出名 be famous / (well ) known for sb / sth 因为……而出名 be famous / (well ) known to sb 为……(人)所知 e.g. Ye Xiaogang is known as a composer.‎ Ji’nan is well known for its beautiful springs.‎ Confucius is well known even to some foreigners.‎ ‎3. mix : vt. 使混合，掺合，混淆 mix ... with / and ...‎ e.g. If you mix blue and yellow, you will make green.‎ mix black with white 混淆黑白 vi. 相混合，相融合 ‎ e.g. Oil and water will not mix. 油和水不相融合。‎ Step IV Extra-reading ‎ Xiaogang Ye Born on September 23rd, 1955, Xiaogang Ye is regarded as one of the leading contemporary Chinese composers. From 1978 till 1983 he studied at the Central Conservatory of Music of China. After graduation, he was appointed resident composer and lecturer at the Central Conservatory of Music of China. From 1987 he studied at the Eastman School of Music of the University of Rochester. Amongst his teachers were Minxin Du, Samuel Adler, Joseph Schwantner, Louis Andriessen and Alexander Goehr. Since 1993, Xiaogang Ye divides his time between Beijing and Exton, Pennsylvania. ‎ ‎ Xiaogang Ye’s oeuvre covers symphonic works, chamber music for various instruments, stage works as well as film music.‎ ‎ He received numerous prizes and awards, including the Alexander-Tcherepnin-prize 1982, the price of the Japan Dance Star Ballet (1986), the Urban Council of Hong Kong (1987-94), the Taiwan Symphony Orchestra (1992), the China Cultural Promotion Society (1993), the Li Foundation, San Francisco (1994) and the Chinese National Symphony Orchestra (1996). He was a fellow of the Metropolitan Life Foundation and the Pennsylvania Council of the Arts (1996).‎ Read and choose the best answers:‎ ‎1. Which kind of music does Ye’s music not cover? ‎ A. symphonic works B. classical music ‎ C. film music D. chamber music (B)‎ ‎2. In 1996, which prize and award did he receive? ‎ A. Alexander-Tcherepnin-prize B. Taiwan Symphony Orchestra ‎ C. Chinese National Symphony Orchestra D. China Cultural Promotion Society (C)‎ Fryderyk Franciszek Chopin ‎ ‎ Perhaps the greatest of all composers for the piano. Called a “musical genius” when he was a teenager, Chopin composed a remarkable variety of brilliant pieces: warlike polonaises, elegant waltzes, romantic nocturnes, and poetic ballads and studies. He began to take piano lessons when he was 6 years old. He started to compose music even before he knew how to write. After giving two very successful concerts at the age of 19, Chopin began writing pieces in his own original piano style. After 1930, he lived in Paris, where he gave lessons and concerts. He died of tuberculosis, at the age of 39. ‎ Read and then decide if the statements are true or false.‎ ‎1. He did not compose any music about waltzes. (F)‎ ‎2. He started to write before he began to compose music. (F)‎ ‎3. His piano lessons began when he was a teenager. (F)‎ Step V Homework ‎ Find some information about your favorite musician, such as his works, his family and his features.‎ The Sixth Period Writing Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 music mad, biography, musical, play the violin b. 重点句式 My favorite kind of music is ... P25‎ I’m music mad. P84‎ I especially like listening to Beethoven when ... P84‎ ‎2. Ability goals 能力目标 Enable the Ss to present a biography of a famous Chinese musician.‎ Enable the Ss to express personal feelings and attitude to music.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to present a biography of a famous Chinese musician.‎ Guide the Ss to write a short passage to introduce his / her feelings about music.‎ Teaching important & difficult points教学重点与难点 Teach the Ss learn how to present a biography of a musician. ‎ Teaching methods教学方法 Task-based learning, guided writing and discussion. ‎ Teaching aids教具准备 A projector and a computer. ‎ Teaching procedures & ways教学过程与方式 Step I Revision ‎ Check the homework.‎ Step II Writing ‎ The purpose of this writing is to let the Ss describe their favorite music by answering an e-mail. First, let them read the passage, and then they should write another passage by answering the questions.‎ T: Please turn to Page 25. Read the e-mail and then write down your replies according to the questions followed. I will give you five minutes.‎ Five minutes later.‎ T: All right, stop here. Have you finished it? I’ll ask some of you to read your short passages.‎ S1: I like music very much, almost every kind of music — classical, rock, jazz and so on. I like the popular music best. I usually listen to music at home on my CD Discman. I think I am not musical, because I cannot sing or play a musical instrument. I just take listening to music as a way to relax myself.‎ S2: In my opinion, music is very important, so I like it very much. My favorite kind of music is traditional Chinese music. I like the instruments very much. And I don’t like the rock and jazz music, because they are too noisy. At school, I listen to my Walkman after class, and when I am at home, I listen to MP3. So I like my MP3 very much. To be frank, I am musical, I like singing and I can play the piano. If time permits, I hope I can give a performance.‎ T: Excellent! All of you have done a good job. ‎ Step III Task The purpose of this writing task is to let the Ss present a biography of a famous Chinese musician and encourage the Ss to love traditional Chinese music.‎ T: In this module, we have learned about several musicians, so we are going to write a biography ‎ of a Chinese musician. First you should read the notes about the composers in this module.‎ S: Can I make notes about the composer I want to talk about?‎ T: Of course! When you do this, you can use the time expressions in Grammar 1. Now you can work together with those who choose the same composer with you. Then you should find photographs and news items about the composer. Each person in the group should talk about something different about the composer. You should find the information about his works, his biographical details, his family and home life.‎ Ten minutes later.‎ T: Have you finished? Now who would like to read your composition? Each group can choose one representative.‎ S1: Let me try. Here is our composition. We talked about Nie Er.‎ Nie Er, the famous musician in the history of China, was born in 1912 in Yunnan Province. He went to Japan in 1934, because he planned to visit Russia and Europe to study. Unfortunately, he drowned in Japan. By the time he died, he had written many songs, including <毕业歌>,<大路歌>,<码头工人歌> and <义勇军进行曲>. The last one was set as the national song and now is sung every day. So from this point, we think he is one of the most famous musicians in China.‎ S2: Here we talked about another famous musician — Wang Luobin. ‎ Wang Luobin was also very famous and great. His original name was Rongting， and he was born on 28th of December in 1913 in Beijing. In 1934, he graduated from the Music Department of Beijing Normal University. After graduation, he devoted himself to the war against Japanese. He wrote many good and famous songs, including <在那遥远的地方>,<半个月亮爬上来>,<达坂城的姑娘> and <阿拉木罕>. Most of his songs are about the western parts, so he was called “Father of Western Folk Songs”. In all, he had three children, and after his death, his family became poorer. In conclusion, we think he is great, and should be remembered forever.‎ S3: We think the popular singer Liu Huan is also great, so we want to talk about him.‎ Liu Huan, the prince of pop singers in China, is famous for his beautiful songs such as “The Sun in My Heart” and “A Crescent Moon”. He is able to sing songs of different styles, ranging from pop to rock, and from Chinese folk songs to songs in foreign languages. He is a writer, composer, singer, and producer in one song. He achieved great success for the songs he wrote for the TV series“Beijingers in New York”. He was also invited to write and sing songs for international ‎ sports meetings, including the 11th Asian Games. Liu Huan is a man of many abilities who is also interested in many other things such as tourism, literature and fine arts. Here we have got a picture of his home, very grand, isn’t it?‎ T: Superb! You have done very well.‎ Step IV Speaking and Writing Ask the Ss to read a reader’s letter on an Internet music website and find out the detailed information. Then let them write a letter to the Internet music website to show their feelings about music.‎ T: Please turn to Page 84. Now read the letter and then answer the 6 questions in Exercise 15.‎ After the Ss read the letter.‎ T: Ok, have you read the letter?‎ Ss: Yes.‎ T: Have you found the answers? Three minutes for you to discuss. Now work in groups.‎ Three minutes later.‎ T: Now which groups would like to answer the questions?‎ Sample answers:‎ ‎1. Music is one of the most important things in his life.‎ ‎2. He likes rock music best of all and his favorite band is Rolling Stones.‎ ‎3. He also listens to classical music; he especially likes listening to Beethoven when he’s doing his homework.‎ ‎4. He listens to music in the streets and on the bus to school with his minidisk player. At home, he has a CD player in his room and the music is on all the time.‎ ‎5. He listens to music whenever he can except in the class.‎ ‎6. He listens to music almost every day.‎ T: Excellent! Now, we’ll come to Exercise 18. It’s your turn to write a letter to the Internet music website. Use the letter in Exercise 17 as a model.‎ ‎...‎ A sample version:‎ Hello,‎ ‎ My name is Nancy; I am a middle school student. I am in grade one, class 14. I like music ‎ very much. In my life, music is so important that I cannot live without it, even one day. Every morning, as soon as I open my eyes, I turn on the recorder, and then go to wash face while listening. Then I go to school and listen to my Walkman on my way. Of course, in classes I cannot listen to music. But during the breaks, listening to music is my way to relax, and all my classmates like it very much, so we share the music. I am proud of myself a bit. ‎ ‎ At night, when I go to bed, I like listening to music for a little while because this helps me fall asleep easily.‎ ‎ Among all kinds of music, I like pop music and traditional Chinese music best. My favorite singer is Cai Yilin, just because she is beautiful. I like her songs. What’s more, I like listening to the songs of Deng Lijun, they can make me relaxed.‎ So much, bye!‎ Nancy Step V Homework Sum up the whole module by referring to the MODULE FILE.‎ 附 件 The Beatles ‎ The Beatles was undoubtedly the most influential band of the century. In a course of 8 years, they changed not only rock and roll, but also the face of all music forever. ‎ l John Lennon (John Winston Lennon) — born October 9, 1940, Liverpool, England — died December 8, 1980, New York, USA ‎ l Paul McCartney (James Paul McCartney) — born June 18, 1942, Liverpool, England ‎ l George Harrison — born February 25, 1943, Liverpool, England — died November 30, 2001, Los Angeles, USA ‎ l Ringo Starr (Richard Starkey) — born July 7,1940, Dingle, Liverpool, England ‎ ‎ Towards the end of 1962, the Beatles broke through to the UK charts with their debut single, Love Me Do. On February 13, 1963 the Beatles appeared on UK television’s Thank Your Lucky Stars to promote their new single, Please Me, and were seen by six million viewers. It was a pivotal moment in their career, at the start of a year in which they would spearhead a working-class assault on music, fashion and the peripheral arts. After seven weeks at the top with From Me To You, they released the strident, wailing She Loves You, a rocker with the ‎ catchphrase Yeah, Yeah, Yeah that was echoed in ever more frequent newspaper headlines. It was at this point that the Beatles became a household name. She Loves You was replaced by I Want to Hold Your Hand, which had UK advance sales of over one million and entered the charts at Number 1. In November of 1963 I Want to Hold Your Hand became a number-one hit in America. To the American teens their long hair, collarless suits, and Beatle boots were irresistible. The press loved the way they could always come up with something witty and charming for them to quote. All in all the Beatles took America by storm. ‎ Paperback Writer was another step forward, with its gloriously elaborate harmonies and charmingly prosaic theme. It was soon followed by a double-sided chart-topper, Yellow Submarine / Eleanor Rigby, the former a self-created nursery rhyme sung by Starr, complete with mechanical sounds, and the latter a brilliantly orchestrated narrative of loneliness, untainted by mawkishness. Their first recording to be released was Penny Lane / Strawberry Fields Forever, which broke their long run of consecutive UK number-one hits. The Beatles continued on, with McCartney stepping up and trying to take over the management role. But during this time their lives began to go in different directions. Lennon met artist Yoko Ono, George was seeking enlightenment from Ravi Shankar, and Paul fell into the arms of photographer Linda Eastman. ‎ ‎ In 1968 the Beatles became increasingly involved with the business of running their company, Apple Corps. The first Apple single, Hey Jude, was a warm-hearted ballad that progressed over its seven-minute duration into a rousing singalong finale. Amid the uncertainty of 1969, the Beatles enjoyed their final UK Number 1 with Ballad of John and Yoko, on which only Lennon and McCartney performed. ‎ ‎ With various solo projects on the horizon, the Beatles stumbled through 1970, their disunity betrayed to the world in the depressing film Let It Be, which shows Harrison and Lennon clearly unhappy about McCartney’s attitude towards the band. Releasing album after album and motion ‎ pictures, the Beatles were indeed on top of the world. But in August, 1969 Lennon announced that he wanted a divorce from the group, the band was finished. He insisted, however, that the break up remain quiet. It was kept hidden until April 10, 1970 when McCartney decided to formally dissolve the group. Many blamed the break up of the Beatles on Yoko Ono and Linda McCartney. Others felt that the Beatles had run their course, and it was just their time. Whatever was the cause of their break up, it ended an era but left behind a legacy that will never be forgotten. ‎ Joseph Haydn ‎ Nothing in Haydn’s early years or in his family history indicated that he might attain such heights of fame. He was born in 1732 in the Austrian village of Rohrau, in a corner of the country far nearer to Hungary than to the Alps. The composer’s father, Mathias, worked in that profession, yet he also harbored a love of music, and developed a small talent for singing and playing the harp. Joseph was given extensive training as a singer, and served as one of the Cathedral’s principal soloists, yet voice was not his only area of study. He also learned harpsichord, organ, violin, a little music theory, and a great deal of Latin. Nicola Porpora, the great librettist and court poet Metastasio, and the dowager Princess Esterházy who, it is presumed, eventually brought the talented young musician to the attention of her sons.‎ ‎ Responsibilities included composing, performing, and conducting music entertain the court. It was a good position for a young man, but the term of employment would be brief. The court was fiscally impractical, and soon could no longer afford to maintain an orchestra. Haydn would write his First Symphony in the fall of 1759. In this same year, Prince Nikolaus built his palace of Esterháza in the countryside near Lake Neusiedler about thirty miles south of Vienna. There he installed Haydn and all the musicians.‎ ‎ Haydn’s growing reputation was acknowledged in a new contract that he signed with the Esterházys on January 1, 1779, when at last, after fifteen years of exclusive employment, he was given the right to compose for other potential patrons, not merely for Prince Nikolaus. This alteration in the arrangement allowed Haydn to earn a tidy extra income, and it permitted his works to gain a wider audience. Thus, it was that in 1782, he composed three symphonies (No. 76-78) for a planned English excursion that was eventually cancelled. In 1784, the new highly regarded composer received another commission from a concert promoter in Paris requesting a set of six symphonies. Haydn put some of his best effort into the project. The resulting symphonies,‎ ‎ No. 82 through 87 (including the so-called “Bear”, “Hen” and “Queen of France” symphonies), premiered the following year.‎ ‎ Haydn remained productive nearly to the end of his life. Yet the principal role that he played in these last years was neither that of composer nor that of Kapellmeister. He had become, most important, Vienna’s grand old man of music: an inspiration to younger generations, a man internationally revered even by unmusical souls. In May 1809, when Napoleon’s armies captured the city of Vienna after an intense bombardment, Napoleon himself ordered that an honor guard be placed outside the home where the master composer lay on his deathbed. Haydn passed away on May 31, 1809, at the age of seventy-seven. At his memorial service two weeks later, Mozart’s Requiem was sung in Vienna’s Schottenkirche. Haydn’s remains now lie in the Bergkirche in Eisenstadt, a short distance from the Esterházy palace where he had spent his last working years.‎ Wolfgang Amadeus Mozart (1756-1791)‎ ‎ He showed musical gifts at a very early age, composing when he was five and when he was six playing before the Bavarian elector and the Austrian empress. Mozart astonished his audiences with his precocious skills; he played to the French and English royal families, had his first music published and wrote his earliest symphonies. ‎ ‎ They spent 1769 in Salzburg; 1770-1773 paid three visits to Italy, where Mozart wrote two operas (Mitridate, Lucio Silla). Summer 1773 paid a further visit to Vienna, there Mozart wrote a set of string quartets and, on his return, wrote a group of symphonies including his two earliest, No. 25 in G Minor and 29 in A, in the regular repertory. The period from 1774 to mid-1777 was spent in Salzburg; his works of these years include masses, symphonies, all his violin concertos, six piano sonatas, several serenades and divertimentos and his first great piano concerto, K271. ‎ ‎ Paris: there he had minor successes, notably with his Paris Symphony, No. 31, deftly designed for the local taste. But opera remained at the center of his ambitions, and an opportunity came with a commission for a serious opera for Munich. The work, Idomeneo, was a success. In it Mozart depicted serious, heroic emotion with a richness unparalleled elsewhere in his works, with vivid orchestral writing and an abundance of profoundly expressive orchestral recitative. ‎ ‎ In his early years in Vienna, Mozart built up his reputation by publishing (sonatas for piano, some with violin), by playing the piano and, in 1782, by having an opera performed: Die Entführung aus dem Serail. The work was successful and was taken into the repertories of many ‎ provincial companies. In these years, he wrote six string quartets, which he dedicated to the master of the form, Haydn. Haydn told Mozart’s father that Mozart was the greatest composer known to him in person or by name; he had taste and, what was more, the greatest knowledge of composition. ‎ ‎ He wrote 15 before the end of 1786, with early 1784 as the peak of activity. In 1786 he wrote the first of his three comic operas with Lorenzo da Ponte as librettist, Le nozze di Figaro, here and in Don Giovanni (given in Prague, 1787) Mozart treated the interplay of social and sexual tensions with keen insight into human character that — as again in the more artificial sexual comedy of Cosi fan tutte (1790) — transcends the comic framework, just as Die Zauberflite (1791) transcends, with its elements of ritual and allegory about human harmony and enlightenment, the world of the Viennese popular theatre from which it springs. ‎ ‎ Mozart lived in Vienna for the rest of his life. He undertook a number of journeys. The last Prague journey was for the premiere of La clemenza di Tito (1791), a traditional serious opera written for coronation celebrations, but composed with a finesse and economy characteristic of Mozart’s late music. He left unfinished the Requiem, his first large-scale work for the church since the C Minor Mass of 1783, also unfinished; a completion by his pupil Süssmayr was long accepted as the standard one but there have been recent attempts to improve on it. Mozart was buried in a Vienna suburb, with little ceremony and in an unmarked grave, in accordance with prevailing custom.‎ Module 4 Fine Arts — Western, Chinese and Pop Arts I. 模块教学目标 技能目标Skill Goals ‎▲ Talk about some world-class artists and their styles ‎ ‎▲ Practice describing famous artists and arts ‎▲ Learn about the -ing form and the infinitive as object ‎▲ Learn the -ing form as subject ‎▲ Write a passage that begins with the topic sentences II. 目标语言 功 能 句 式 Giving opinions about likes and dislikes I think some western art is beautiful and interesting.‎ I like pictures that show reality.‎ I really like paintings of animals.‎ I can’t stand modern art. I think it’s awful.‎ I’m interested in pictures that are different in some way.‎ I want something beautiful to put on my wall.‎ 词 汇 ‎1. 四会词汇 like, dislike, artist, colourful, delightful, drawing, paint, painter, painting, scene, alive, aspect, imitate, observe, reality, adopt, aim, stand, unusual, exhibition, expression, portrait, realise, destroy, contemporary, traditional, style, landscape, realistic, watercolour ‎2. 认读词汇 Pablo Picasso, George Braque, Roy, Lichtentein, Sarah Hardwick, Madrid, Guernica ‎3. 词组 consider ... to be, aim to, be / get tired of, in some way, be fond of, attempt to, look forward to, succeed in, be crazy about, tell by, put off, take turns, a series of 语 法 Verbal phrases followed by the -ing form Verbs followed by the infinitive The -ing form as subject 重 点 句 子 ‎1. Do you like traditional Chinese art using brush and ink? P31‎ ‎2. This is a painting by the Spanish artist, Pablo Picasso, considered to be the greatest western artist of the twentieth century. P33‎ ‎3. Cubist artists painted objects and people, with different aspects of the object or person showing at the same time. P33‎ ‎4. Chinese painting is known for its brush drawings in black inks and natural colours. P33‎ ‎5. Instead, a picture should try to show the “life” of its subject. P33‎ ‎6. I’m studying art at school, and I enjoy it a lot, although I can get tired of looking at pictures all the time. P33‎ ‎7. I must say, I love that picture of the six horses. P33‎ ‎8. I can tell by the style. P33‎ Ⅲ. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块是围绕Fine Arts — Western, Chinese and Pop Arts 而设计的。教材以此为中心，设计和组织各项活动，如组织学生参观当地的艺术展览馆或博物馆、采访学校的艺术教师或邻近社区的艺术家，让学生用英语介绍所见所闻，在活动中提高学生的语言表达能力，同时也培养他们的文化意识以及热爱家乡和艺术的情感。‎ ‎ 1.1 INTRODUCTION 部分为全模块的热身部分，列出了与艺术有关的词汇，并设计了两个练习活动，学生可以初步熟悉这些词的意义，为以后的各项学习活动做好准备。‎ ‎ 1.2 READING AND VOCABULARY部分课文由六个段落组成，分别介绍了毕加索等数位世界级著名艺术家及其艺术风格。围绕课文，编者设计了三个练习。通过这些练习，学生可以熟悉课文内容，学会使用与艺术家和艺术作品有关的词汇。‎ ‎ 1.3 FUNCTION部分列出了交际中表达意见的语句，要求学生就自己喜欢的和不喜欢的艺术作品发表自己的观点。　‎ ‎ 1.4 GRAMMAR 1 部分围绕动词的-ing形式和to do形式作宾语这一语法内容设计了一系列练习，旨在让学生掌握动词的-ing形式和to do形式作宾语的用法区别。‎ ‎ 1.5 LISTENING AND VOCABULARY 部分有两项任务，一是词汇练习，为听力活动做好铺垫。二是听录音，然后完成与录音内容相关的练习。‎ ‎ 1.6 GRAMMAR 2 部分主要练习动词的-ing形式做主语这一语法内容。第一个练习让学生熟悉每个句子中的-ing形式；第二个练习用动词的-ing形式完成句子，以巩固所学内容。‎ ‎ 1.7 SPEAKING 该部分通过三个活动，练习口头表达喜欢与不喜欢的句型。‎ ‎ 1.8 EVERYDAY ENGLISH AND ‎ PRONUNCIATION部分要求学生理解所列出的日常英语的含义，懂得句中哪些词应该弱读，并能正确朗读这些日常英语。‎ ‎ 1.9 WRITING 要求学生根据“主题句”练习写作。‎ ‎ 1.10 CULTURAL CORNER 部分更详细地介绍了毕加索的生平和作品，帮助学生增进对这位世界著名艺术家的了解。‎ ‎ 1.11 TASK 部分要求学生设计一个调查问卷，调查本班同学对艺术的看法，然后根据结果写出调查报告。‎ ‎ 1.12 MODULE FILE 部分简要总结了本模块的重点词汇、语法、句型及日常英语。‎ ‎ 2. 教材重组 ‎ 2.1 将INTRODUCTION 与READING AND VOCABULARY整合在一起，上一节阅读课。‎ ‎ 2.2 将GRAMMAR 1, GRAMMAR 2 及WORKBOOK中Grammar整合在一起，上一节语言学习课。‎ ‎ 2.3 将FUNCTION，LISTENING AND VOCABULARY, SPEAKING， EVERYDAY ENGLISH AND PRONUNCIATION部分与WORKBOOK 中Speaking and Listening整合在一起，上一节听说课。‎ ‎ 2.4 将 CULTURAL CORNER与WORKBOOK中Reading 整合在一起，上一节泛读课。‎ ‎ 2.5 将 WRITING 与WORKBOOK 中Speaking and writing 整合在一起，上一节写作课。‎ ‎ 3. 课型设计与课时分配 ‎ 1st Period Reading ‎ ‎ 2nd Period Language Study ‎ 3rd Period Listening and Speaking ‎ 4th Period Extensive Reading ‎ ‎ 5th Period Writing IV. 分课时教案 The First Period Reading Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇及短语 traditional, artist, art gallery, brush, colorful, contemporary, delightful, drawing, dislike, paint, painting, painter, scene, aspect, imitate, observe, reality, style, adopt, consider ... to be, at the s ame time, be known for, aim to, be famous for, get tired of, develop an interest in ‎ b. 重点句式 Do you like traditional Chinese art using brush and ink? P31‎ This is a painting by ..., considered to be the greatest western artist of the twentieth century. P33‎ ‎ ... painted objects and people, with different aspects of ... P33‎ Chinese painting is known for its brush drawings in black inks and natural colours. P33‎ I can tell by the style. P33‎ ‎2. Ability goals能力目标 Enable the students to talk about some world-class artists and their styles.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about famous artists and their styles.‎ Teaching important points教学重点 Help the students talk about some famous artists and their arts.‎ Teaching difficult points 教学难点 Let the students discuss the world famous artists and their paintings.‎ Teaching methods 教学方法 Discussing and listening.‎ Teaching aids 教具准备 A computer and a recorder.‎ Teaching procedures & ways 教学过程与方式 Step I Lead-in T: You have been in this classroom for a long time. Have you ever noticed the handwritings and pictures by some famous artists hung on the wall?‎ Ss: Yes, we have noticed them. ‎ T: Then do you like them?‎ Ss: Yes, we like them very much.‎ T: From this I can see that you are interested in art. Would you like to tell me the reason why you like art？‎ Ss: Because art can bring us pleasure, tell us views and attitudes towards life and make us think a lot about life.‎ T: Good. Then can you name a great nineteenth-century Chinese artist? ‎ S: Qi Baishi. He was one of China’s greatest painters, who followed the traditional Chinese style of painting.‎ S: Xu Beihong, who is most famous for his lively paintings of horses.‎ T: Excellent. Do you like traditional Chinese art using brush and ink?‎ Ss: Yes. We all like it.‎ T: OK! ‎ Step II Pre-reading T: Now, look at the three pictures and answer the following questions.‎ Show the questions on the screen.‎ ‎1. Which one do you prefer?‎ ‎2. Who painted them?‎ ‎3. What do you think about it?‎ Allow them enough time to prepare.‎ T: Have you finished? Volunteer? ‎ S: The picture I like best is Picture 3. It’s by Qi Baishi, one of China’s greatest painters. It shows two oxen are walking on the bank of the river with trees around. It is a lively painting in the traditional Chinese style. In the picture, the two oxen look perfectly relaxed. ‎ S: I prefer Picture 2. Maybe it’s by a Chinese artist. This is a very beautiful watercolor. In the picture we can see green trees here and there, a stream running quietly and high mountains in the distance. Among the trees are a few houses. How peaceful it looks!‎ S: I like Picture 1 best. It’s by Picasso, one of the greatest western artists. Its name is Be Sentenced to Death. It shows a poor woman who was sentenced to death sitting there very sadly. The main color was blue. In this painting, Picasso showed the life of poor unhappy people.‎ Step III Reading ‎ Task 1 Fast reading T: You can see four beautiful paintings. On the right of them are six short passages, which tell something about the paintings. I allow you five minutes to read the paragraphs. Then match paintings 1 － 4 with descriptions in paragraphs A － D.‎ Five minutes later.‎ T: Are you ready? Who’d like to tell us the answers?‎ S: Yes. I think Picture 1 is by Qi Baishi, who is good at brush paintings in black inks and natural colours. So Paragraph C describes Picture 1.‎ T: Good. Next?‎ S: I think Picture 2 is by Picasso, who is good at painting pictures in blue. Furthermore, Picasso often showed his sympathy towards poor and unhappy people. So Paragraph A describes Picture 2. ‎ T: You are right. What about Picture 3?‎ S: I think Picture 3 is the Six Horses painted by Xu Beihong in 1925. It shows six horses are running towards us. It is a lively painting in the traditional Chinese style. So Picture 3 matches Paragraph D.‎ T: Excellent. The last picture?‎ S: Picture 4 is by a famous American artist named Roy Lichtenstein. So Picture 4 matches Paragraph B. ‎ T: Do you agree with him / her?‎ Ss: Yes.‎ T: Good. Now read the passages again and say which paintings are mentioned in Paragraphs E and F. ‎ S: In Paragraph E, Wu Hang said he was crazy about the paintings of Qi Baishi and couldn’t stand the picture of a golden-haired girl. Therefore, he mentioned Pictures 1 and 4.‎ S: In Paragraph F, Sarah Hardwick talked about the picture of the six horses and the picture of the young girl by Picasso. So she mentioned Pictures 2 and 3.‎ Task 2 Detailed reading This step is designed to help the students understand the passage further. Ask the students to read Paragraphs A － F carefully and answer the following questions in pairs. At last ask them to choose the correct answer to Activity 3.‎ T: Now, please read the passages carefully and answer the questions on the screen.‎ ‎1. What’s Qi Baishi’s style of painting?‎ ‎2. What’s Xu Beihong’s opinion of painting?‎ ‎3. What’s Xu Beihong famous for?‎ ‎4. What does “pop art” mean?‎ ‎5. Which pictures does Wu Hang like and which one does he dislike?‎ ‎6. Which pictures does Sarah Hardwick love?‎ After a few minutes.‎ T: Now I’m sure that you have finished reading. Let’s ask and answer the questions in pairs. Who’d like to try?‎ S: What’s Qi Baishi’s style of painting?‎ S:He followed the traditional Chinese style of painting.‎ S: What’s Xu Beihong’s opinion of painting?‎ S: He believed that artists should show reality, but not just imitate it and that a picture should try to show the “life” of its subject.‎ S: What’s Xu Beihong famous for?‎ S: He is most famous for his lively paintings of horses.‎ S: What does “pop art” mean?‎ S: Pop art was an important modern art movement that aimed to show ordinary twentieth-century city life.‎ S: Which pictures does Wu Hang like and which one does he dislike?‎ S: He likes the paintings of Qi Baishi and dislikes the picture of a golden-haired girl.‎ S: Which pictures does Sarah Hardwick love?‎ S: She loves the picture of the six horses and the painting of the young girl.‎ Choose the correct answer to Activity 3.‎ T: Good! You all have done a good job. Let’s do Activity 3.‎ A few minutes later.‎ T: Are you ready? Let’s have a check. Who’d like to tell us the answers?‎ ‎...‎ Task 3 Language points This step is to help the students understand the text, build their vocabulary and improve their abilities to put what they have learned into practice.‎ T: Let’s look at the screen. I’ll explain some language points to you. ‎ Show some language points on the screen.‎ ‎1. Do you like traditional Chinese art using brush and ink?‎ ‎“...using brush and ink” means “which uses brush and ink”.‎ ‎2. This is a painting by the Spanish artist, Pablo Picasso, considered to be the greatest western artist of the twentieth century.‎ The part underlined means: who is considered to be the greatest western artist of the twentieth century. ‎ e.g. Einstein was considered to be / as one of the greatest scientists. ‎ ‎3. Cubist artists painted objects and people, with different aspects of the object or person showing at the same time.‎ Pay attention to the structure “with + n. / pron. + object complement”‎ e.g. With so much work to do, he was very busy.‎ With the boy leading the road, we had no difficulty finding his house.‎ ‎4. Chinese painting is known for its brush drawings in black inks and natural colors.‎ ‎“be known for”: be famous for ‎5. Instead, a picture should try to show the “life” of its subject.‎ e.g. He didn’t go there. Instead, he stayed at home and thought a lot about the matter.‎ I go to school by bike instead of bus.‎ ‎6. I’m studying art at school, and I enjoy it a lot, although I can get tired of looking at pictures all the time.‎ ‎“get tired of”: get fed up with ‎7. But I can’t stand that picture of a golden-haired girl.‎ e.g. He can’t stand being made fun of.‎ Pay attention to the word formation here. ‎ e.g. four-legged, red-eyed ...‎ ‎8. He is most famous for his lively paintings of horses.‎ ‎“most”: very. ‎ e.g. Thank you very much. You are most kind.‎ ‎9. I must say, I love that picture of the six horses.‎ ‎“I must say”: in my opinion Task 4 Listening and practice This step aims to help the students summarize the reading they’ve learnt.‎ T: Listen carefully to the passages and pay attention to the intonation and pronunciation. After listening, fill in the following blanks.‎ ‎ There are many famous world-class artists in the world. Many of them have styles of their own.‎ ‎ Let’s take a few of them for example. The Spanish artist Pablo Picasso, _________ to be the greatest in the western world, started _______. Roy Lichtenstein from America is a world famous example of pop art, which _______ to show ordinary twentieth-century city life.‎ ‎ Qi Baishi, one of China’s greatest painters, followed the _______ Chinese style of painting. His paintings are special because he _______ the world of nature very carefully. Xu Beihong, another great artist of China, is ______ famous for his lively paintings of horses.‎ A few minutes later, check the answers.‎ Sample answers:‎ considered, Cubism, aimed, traditional, observed, most Step IV Summary and Homework Make a summary of the text and assign the homework.‎ T: Today we’ve learned about some famous artists and art. I believe you are all interested in them. I hope you will enjoy beautiful paintings in future. And the homework for today: ‎ ‎1. Read the text again and pick out the sentences you appreciate.‎ ‎2. Remember the words and phrases we have learned.‎ ‎3. Find more information about the artists mentioned in the text.‎ The Second Period Language Study Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 ‎ unusual, aim to do, attempt to, get tired of, be fond of, put off, give up, be crazy about, succeed in b. 重点句式 She put off completing ..., because she ... P35‎ The man succeeded in ... P35‎ Learning to ... takes a long time. P37‎ ‎2. Ability goals能力目标 Enable the students to summarize the usage of the -ing form used as object and subject and the usage of the infinitive as object. ‎ ‎3. Learning ability goals 学能目标 Help the students summarize the -ing form and the to do form as object; the -ing form as subject.‎ Teaching important points教学重点 Get the students to master the -ing form both as subject and object and to do form as object.‎ Teaching difficult points 教学难点 How to teach the students to use the -ing form as object and subject and the to do form as object correctly.‎ Teaching methods 教学方法 Question-and-answer activity, pair work, group work and comparison.‎ Teaching aids 教具准备 A computer, a projector and some slides.‎ Teaching procedures & ways 教学过程与方式 Step I Revision T: I’d like to know how well you have mastered the words and phrases we learned in the last class. Let’s have a dictation.‎ Ask three students to come to the front to have the dictation. The dictation words are as follows: ‎ contemporary, delightful, gallery, scene, traditional, imitate, aspect, ordinary, reality, style, observe, painter, get tired of, aim to do, develop an interest ‎ Step II Grammar 1 ‎ ‎1. The -ing form and the infinitive T: In sentences, verbs may be followed by the -ing or to do form as their objects. Can you find out in what cases they have these forms?‎ Ss: Such verbs as put off, give up, be fond of, enjoy, finish, practice, advise, allow, permit etc. should be followed by the -ing form as their objects; while decide, plan, attempt, pretend, agree, refuse, hope, aim etc. must be followed by the to do form as their objects.‎ T: Good! Let’s read the sentences in Activity 1 and do the exercise.‎ A few minutes later, check the answers with the whole class.‎ ‎2. Models T: Let’s read some more sentences with -ing form and to do form as objects. Look at the screen and read the sentences. ‎ Show the following on the screen.‎ ‎1. The artist finished drawing a horse in five minutes.‎ ‎2. Excuse me for being late.‎ ‎3. They succeeded in crossing the river in a small boat.‎ ‎4. I can’t stand being laughed at. ‎ ‎5. He hopes to have more of his paintings published.‎ ‎6. The engineer decided to design a new machine.‎ ‎7. He promised to help me with my maths.‎ ‎8. He refused to accept the gifts.‎ ‎3. Activities Let the students do Activities 2, 3 and 4. Then check the answers.‎ Step III Grammar 2‎ This step is to help the students sum up the -ing form used as subject.‎ Deal with the Activities 1 ＆ 2. Then check the answers.‎ ‎...‎ T: Let’s do another exercise. Look at the screen. I’d like some students to complete the sentences.‎ Show the sentences on the screen.‎ ‎1. Learning English is...‎ ‎2. Practicing speaking English helps...‎ ‎3. Listening to English news...‎ ‎4. Doing shopping...‎ ‎5. Talking aloud in class...‎ ‎6. Visiting art galleries...‎ ‎7. Standing in line... ‎ ‎8. Getting up early and going to bed early...‎ After several minutes.‎ T: Are you ready?‎ S: Yes. Learning English is important to us.‎ S: Practicing speaking English helps us improve our spoken English.‎ S: Listening to English news is a god way to learn English.‎ S: Doing shopping provides us lots of joy.‎ S: Talking aloud in class is not allowed.‎ S: Visiting art galleries helps me develop an interest in art.‎ S: Standing in line is good manners.‎ S: Getting up early and going to bed early is a good habit.‎ T: Well done.‎ Step IV Exercises (WORKBOOK)‎ All the exercises here are designed to help the students master the usage of the -ing form and then to do form used as object and the -ing form used as subject.‎ T: Let’s deal with the exercises of Grammar. First do the exercises on your own, and then check the answers together.‎ Step V Summary T: So far, we have learned the -ing form and then to do form can both be used as object. Can you sum up which verbs should be followed by the -ing form and which by the to do form? Work in pairs, and then I’ll ask you to report your results.‎ After a few minutes.‎ T: Are you ready?‎ Ss: Yes.‎ S: Some verbs such as advise, allow, permit, admit, enjoy, finish, mind, miss, report, appreciate, imagine, practice, suggest, escape, stand and so on must be followed by the -ing form as object. Also some verbal phrases such as get tired of, be fond of, give up, look forward to, succeed in, put off, refer to, stick to and so on must be followed by the -ing form as object.‎ S: Some words can be followed by both the -ing form and the to do form, without change of their meanings. For example, love, continue, hate, begin, start are such words.‎ S: There are some words that can be followed by both the -ing form and the to do form, but they express different meanings. The words are listed here: remember, forget and regret.‎ S: The verbs such as try, stop, mean can be followed by both the -ing form and the to do form, but ‎ show different actions or meanings.‎ S: Some words such as want, need, require and deserve can be followed by the -ing form, showing a passive action. ‎ T: Excellent! All of you have done a good job.‎ Step VI Homework ‎1. Summary. ‎ T: Today we have learned the -ing form used as both object and subject and to do form as object. After the class, review them.‎ ‎2. Get the students to preview the next part.‎ ‎3. Ask the students to finish the exercises of Vocabulary in the WORKBOOK.‎ The Third Period Listening and Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 重点词汇和短语 ‎ exhibition, express, landscape, portrait, realize, realistic, watercolor ‎2. Ability goals能力目标 Enable the students to express their likes and dislikes freely.‎ ‎3. Learning ability goals学能目标 ‎ Help the students learn how to express their likes and dislikes freely.‎ Teaching important points 教学重点 Get the students to talk about their likes and dislikes.‎ Teaching difficult points 教学难点 How to encourage the students to express their likes and dislikes.‎ Teaching methods教学方法 Cooperative learning and task-based activity.‎ Teaching aids 教具准备 A tape recorder, a projector and some slides.‎ Teaching procedures & ways 教学过程与方式 Step I Revision T: At the beginning, let’s check the answers to the exercises of Vocabulary. ‎ ‎...‎ Step II Listening and Vocabulary ‎ Task 1 Complete the sentences with these words This activity is meant to smooth away the difficulties in the listening that follows.‎ T: Now let’s review some words. I’ll say some words in Chinese. I’d like you to tell me their meanings in English. Ready? Let’s go. “展览”, “表情，表达”, “风景画”, “油画”, “肖像, 画像”， “领悟，意识到”, “现实主义的”, “水彩画”‎ Ss: Exhibition, expression, landscape, oil painting, portrait, realise, realistic, watercolor.‎ T: Good! Now let’s do Activity 1. I’d like you to do it by yourselves first and then let’s check the answers together. ‎ After several minutes.‎ T: Ready? I’d like one of you to read out the sentences and fill in the blanks at the same time.‎ ‎... ‎ Task 2 Listening Ask the students to read the questions first. Play the tape, and then ask them to do Activity 2. After that, let them work in pairs to check the answers. At last, play the tape again and finish Activity 3.‎ T: Now let’s come to the listening. First read the questions of Activity 2, then listen to the conversation and answer the questions.‎ ‎...‎ T: Now listen to the tape again and do Activity 3. ‎ A few minutes later, check the answers.‎ Step III Speaking Task 1 Function This step is intended to help the students summarize the ways of expressing likes and dislikes.‎ T: Good! You’ve done a good job. Now I’d like you to read some sentences on the screen. Please point out the phrases for giving opinions.‎ ‎1. I think some western art is beautiful and interesting.‎ ‎2. I like pictures that show reality.‎ ‎3. I really like paintings of animals.‎ ‎4. I can’t stand modern art. I think it’s awful.‎ ‎5. I’m interested in pictures that are different in some way.‎ ‎6. I want something beautiful to put on my wall.‎ ‎7. I can get tired of looking at pictures all the time. ‎ ‎8. I’m fond of going to art galleries.‎ T: Could you tell me the phrases for giving opinions?‎ Ss: Yes. I think ...; I like ...; I really like ...; I can’t stand ...; I’m interested in ...; I want ...; I get tired of ...; I’m fond of ...‎ T: Good! Now you have known the ways to give opinions. Work in pairs. Choose the painting you like best. Describe the painting and say what you know about it and why you like it. At last I’d like you to act out your dialogues.‎ Sample dialogue 1:‎ A: Which picture do you prefer?‎ B: I like the picture with some shrimps.‎ A: Who painted it? What does it tell us?‎ B: Qi Baishi painted it. In the picture there are some shrimps that are lively and interesting. ‎ A: Why do you like it?‎ B: The great painter painted them vividly. It shows the spirit of them and also gives you a comfortable feeling. The beautiful picture also reminds you of the beautiful nature.‎ Sample dialogue 2:‎ A: Which picture do you like?‎ B: I like the one with a girl sitting there.‎ A: Who painted it? And what does it tell us?‎ B: Picsso painted it. It tells us a lot. It makes us think of many images.‎ A: Why do you like it?‎ B: Because Picasso painted objects and people, with different aspects of the object or person shown at the same time.‎ Sample dialogue 3:‎ A: Which picture do you think is your favorite?‎ B: I think it is the one with a girl wearing the beautiful golden hair.‎ A: Whom was it painted by?‎ B: It was painted by the contemporary American artist Roy Lichtenstein.‎ A: Why do you like it?‎ B: Because it is abstract, and it shows the ordinary twentieth-century city life. It makes you think a lot about life.‎ T: Well done! ‎ Task 2 Speaking This step is to help the students review the ways they have learned to express their likes and dislikes. ‎ T: Let’s come to Speaking. Please work in pairs. Prepare a questionnaire about people’s likes and dislikes in art. Write 6 questions. At last, I’ll ask some students to show me your questionnaires. ‎ After several minutes, check the answers.‎ Sample answers:‎ Questionnaire 1‎ ‎1. Do you enjoy painting?‎ ‎2. Which do you prefer, oil paintings or watercolors?‎ ‎3. Do you like landscapes?‎ ‎4. Which artist do you like best?‎ ‎5. What do you know about the great artist Qi Baishi?‎ ‎6. Do you like drawing?‎ Questionnaire 2‎ ‎1. What do you know about the humorist Hua Junwu?‎ ‎2. Who do you know started Cubism?‎ ‎3. Have you ever been to any art gallery?‎ ‎4. How do you like the works by Xu Beihhong?‎ ‎5. Have you ever seen the works by famous artist Wu Daozi who lived in the Tang Dynasty?‎ ‎6. Do you know any famous artist living in the Ming Dynasty?‎ Questionnaire 3‎ ‎1. Do you know any works of the Impressionist school in France?‎ ‎2. Have you visited any art show?‎ ‎3. Do you like China’s landscapes?‎ ‎4. What do you think of the works of American artist Roy Lichtenstein?‎ ‎5. Do you like to be a painter in the future?‎ ‎6. Who do you know is the most famous painter in China today?‎ T: Please work in groups of four, take turns to ask and answer your questions. Then I’ll ask some groups to act out your dialogues. ‎ After 3 minutes.‎ T: Have you finished? Now I’d like you to act out your dialogues.‎ Sample version 1:‎ A: Which works by Xu Beihong do you like best?‎ B: I like the picture with 6 horses running towards you.‎ A: Do you know any works of the Impressionist school?‎ B: Yes! One of the works named the Dancing Lesson by Edgar Decar. ‎ Sample version 2:‎ A: Who do you think started Cubism?‎ B: It was Picasso.‎ A: Do you know any famous artist living in the Tang Dynasty?‎ B: Yes. Wu Daozi was a famous painter living at that time.‎ Sample version 3:‎ A: Which do you like better, the landscapes or the oil paintings?‎ B:I like the landscapes better, for it is more traditional.‎ A: Do you like the works by Qi Baishi?‎ B: Yes. I even attended one of his art shows.‎ T: Good. Please make some notes for a short talk on a painter or a painting you really like. Bring a copy of the painting here and show it to your classmates.‎ Step IV Everyday English This part is designed to help the students improve their pronunciation and get them to realize the function words are weak sound when they are read in sentences.‎ T: Look at the sentences. I’d like you to work in pair, and choose the correct answers.‎ Allow them enough time and then check the answers.‎ ‎...‎ T: Now listen and repeat phrases in Activity 1. Notice the weak sound.‎ Step V Speaking and Listening (WORKBOOK）‎ In this part, get the students to know about some famous artists in the world, and ask them to listen to the tape carefully and choose the correct answers. ‎ Task 1 Speaking T: Now turn to workbook. Let’s learn about some famous painters in the world. Work in pairs and talk about the painters below. Think about: 1. when they lived; 2. which art movement they started; 3. what their nationalities were; 4. what their well-known paintings are; 5. which type of paintings they belong to. ‎ Sample dialogue 1:‎ A: Do you know anything about Salvator Dali?‎ B: I think all his paintings are very strange.‎ A: Which art movement did he belong to?‎ B: He belonged to the Surrealist art movement.‎ A: Where did he come from?‎ B: He came from Spain.‎ A: Do you know any of his famous paintings?‎ B: Le Sommeil is one of his paintings.‎ Sample dialogue 2:‎ A: Do you know anything about Leonardo da Vinci?‎ B: Do you mean the famous painter who lived in Italy between the fifteenth century and the sixteenth century?‎ A: Yes. What art movement did he belong to?‎ B: As we all know, he belonged to the Renaissance Movement.‎ Sample dialogue 3:‎ A: Do you know where Vincent van Gogh came from?‎ B: You mean the famous Dutch painter?‎ A: Yes. But he lived and painted in France.‎ B: Oh. What about his paintings?‎ A: All his paintings are colorful and alive.‎ Sample dialogue 4:‎ A: Have you seen any of the paintings by Picasso?‎ B: Yes. I often see his works published in the Reader.‎ A: What was his nationality?‎ B: He was Spanish.‎ A: Which art movement did he start?‎ B: He started Cubism.‎ T: OK. You are excellent. Now let’s look at the two pictures on the right. Do you know who painted them?‎ S: The first picture — Le Sommeil was painted by Salator Dali. And the second picture — Mona Lisa was painted by Leonardo da Vinci.‎ T: Good! Now that you have discussed about the four famous painters, you must have known something about them. Let’s come to Exercise 14. Work in groups of four. Look at the statements and try to match them with the painters in Exercise 13.‎ After several minutes.‎ T: Have you finished? We’ll check the answers after finishing listening to the tape.‎ Task 2 Listening This step helps the students learn more about some famous artists. Before listening, ask them to have a quick look at the questions so that they can develop a good habit of listening. Play the tape and then ask them to check the answers to Exercise 15 in pairs, and at last play the tape again and check the answers to Exx. 14 ＆ 15 together.‎ Step VI Homework T: That’s all for today. After class, read more about the four famous artists and describe one of your favorite artists.‎ The Fourth Period Extensive Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇及短语 destroy, at the age of, in brown, a series of, in his early twenties b. 重点句式 He painted a series of pictures where the main color was blue. P39‎ Picasso’s first Cubist paintings were ... in brown and grey. P39‎ I don’t know a lot about him except that ... P88‎ I’d like you to help me with ... P88‎ ‎2. Ability goals能力目标 Enable the students to talk about Pablo Picasso.‎ ‎3. Learning ability goals学能目标 Help the students learn to talk about Pablo Picasso.‎ Teaching important points教学重点 ‎ Develop the students’ love for art and artists.‎ Teaching difficult points教学难点 Find out the main ideas of the two reading materials.‎ Teaching methods教学方法 ‎ Skimming , careful reading, asking-answering activity and discussion.‎ Teaching aids 教具准备 A tape recorder, a projector and some slides.‎ Teaching procedures & ways 教学过程与方式 Step I Revision T: Yesterday I asked you to write about your favorite artists. Now I’d like some students to report your homework. Any volunteer?‎ S1: My favorite artist is Hua Qunwu who is a caricaturist. He was famous for the caricatures he created. Many of his caricatures satire the ugly aspects of society. I like his works. Often his drawings teach us a lot. We can also learn about his views. I think he is a great artist.‎ S2: Xu Beihong is one of my favorite artists. I admire him a lot. He was an outstanding painter and also an educator of art. In his early years, he went to France and studied there. After graduation he went home. Many of his works are highly thought of. His picture with six running horses is most famous. It seems as if they were running towards you. His works show high techniques and suggest strong national color. He is honored as the founder of realistic art education. Many of his oil paintings, drawings, sketches and traditional Chinese paintings are always shown in Xu Beihong Museum built for him by the Chinese government.‎ S3: Qi Baishi was one of my favorite artists. He was born in Hunan. He is a master of art, and is outstanding in his personality, drawing, poetry, handwriting and carving. He was an expert in drawing birds. All his works show a lively atmosphere. He is honored as “the artist of the people”. One of his works that is about some shrimps, is my favorite.‎ Step II Cultural Corner Lead-in Show the students some pictures, and ask them to guess who painted them. This serves as the introduction of Pablo Picasso.‎ T: Look at the pictures on the screen. ‎ Show some pictures on the screen.‎ T: Which picture do you like best?‎ S1: I like the first one. ‎ S2: I like the second one. I think this picture shows the life of the poor or the unhappy.‎ S3: I like the third one. It reminds me of many images. I think this picture contains a lot of meanings.‎ S4: I like the fourth one. I think this one can be observed from different angles.‎ T: Good! Can you tell me who painted them?‎ Ss: Pablo Picasso painted them.‎ Skimming T: As we all know, Picasso was a famous artist who started Cubism. Now let’s read the passage to learn more about the world famous artist Pablo Picasso. First read quickly and silently, and decide whether the statements on the screen are true or false.‎ Show the following on the screen.‎ ‎1. Picasso was born in Italy.‎ ‎2. From 1902 to 1904 he painted a series of pictures in red, so this period was known as Picasso’s pink period.‎ ‎3. With another artist called George Braque, he started a new important art movement called Cubism.‎ ‎4. Picasso’s greatest Cubist painting is about a city called Madrid.‎ ‎5. Picasso showed his feelings about what had happened in his pictures.‎ After a few minutes.‎ T: Have you found out the answers to the questions?‎ Ss: Yes.‎ T: OK. I’d like you to tell me if they are true or false. If they are false, please correct them.‎ S1: No. 1 is false. Picasso was born in Spain.‎ S2: No. 2 is false. From 1902 to 1904 he painted a series of pictures in blue, so this period was known as Picasso’s “blue period.”‎ S3: No. 3 is right.‎ S4: No. 4 is false. Picasso’s greatest Cubist painting is about a city called Guernica.‎ S5: No. 5 is true.‎ Careful reading T: This time I’d like you to read it more carefully and find out the answers to the three questions listed. After reading, please have a discussion with your partners, and at last, let’s check the answers together.‎ After several minutes.‎ T: I’d like you to answer the three questions.‎ S1: For Question a: Picasso’s blue period was from 1902 to 1904, when he painted a series of pictures where the main colour was blue. These pictures mainly showed poor, unhappy people.‎ S2: For Question b: From 1904 to 1906 Picasso painted much happier pictures in pink. This period was known as Picasso’s “pink period.”‎ S3: For Question c: Picasso with another Spanish artist George Braque started an art movement called Cubism. The picture Guernica is of this kind.‎ Language points T: Look at the screen. Let’s deal with the language points in the reading.‎ Show the following on the screen.‎ ‎▲in his twenties: When he was at the age of 20 to 30‎ e.g. Karl Marks started to learn Russian in his fifties.‎ ‎▲ a series of: 一连串，一系列 Pay attention to the verb form following it.‎ e.g. A series of accidents has happened at the crossroads.‎ A Korean TV series has been on for a week. ‎ Such words as means, crossroads, species, series etc. can be used both as the single form and the plural form.‎ Listening ‎ T: Now listen to the tape carefully and pay attention to the pronunciation. After listening, do the exercise on the screen. ‎ Show the exercise on the screen. Play the tape.‎ It is widely accepted that Pablo Picasso is the twentieth-greatest western artist. He moved to France in his early ______. The years between 1902 and 1906 are divided into two important periods. One is the ______ period and the other is the ______ period. With another Spanish artist George Braque he started an art movement known as ______. One famous picture of this kind is Guernica. In the picture Picasso showed his feelings about what had ______ to the town Guernica.‎ After listening, check the answers.‎ Sample answers:‎ twenties, blue, pink, Cubism, happened Step III Reading (WORKBOOK)‎ Task 1 Fast reading T: Sometimes we surf the Internet and talk with our e-pals. Maybe we exchange some information with each other. Now I’d like you to read a conversation between two friends. Turn to workbook. Read the conversation quickly and silently and then do the exercise on the screen.‎ Show the following on the screen.‎ ‎1. Wu Hang is planning to ______ on well-known western artists. ‎ A. do some study B. have a class talk ‎ C. have an important conference ‎2. Which of the following statements is TRUE?‎ A. Wu Hang doesn’t like Andy Warhol’s paintings.‎ B. Wu Hang only knows that Andy Warhol is a very important artist belonging to the pop art movement.‎ C. Wu Hang likes classic art.‎ ‎3. Sarah wants Wu Hang to help her with______.‎ A. an poem B. a play C. an essay After several minutes.‎ T: Have you found out the answers to the questions? I’d like you to tell me the answers together.‎ Ss: Yes. The answers are: 1 B 2 B 3 C Then let the students do Exercise 12 in workbook. After that, check the answers.‎ Task 2 Careful reading T: I’d like you to read the conversation carefully and aloud, and then work in pairs to find out the answers to the four questions in workbook.‎ A few minutes later.‎ T: OK. After the discussion, I’m sure you have found out the answers. Who’d like to answer the questions?‎ S1: Wu Hang is interested in pop art.‎ S2: Andy Warhol painted the picture of a soup can.‎ S3: Wu Hang particularly likes Andy Warhol and Zhou Sicong. ‎ S4: Sarah is interested in both pop art and Chinese art.‎ Step IV Summary and Homework T: Today we have learnt about Pablo Picasso’s works and art, so after class, I’d like you to find more about Picasso and enjoy his works. ‎ Homework:‎ ‎1. Go over the two reading passages.‎ ‎2. Recite the key sentences and retell the first reading material.‎ ‎3. Preview the next part — writing.‎ The Fifth Period Writing Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇及短语 realistic, landscape, watercolor, achieve, at one’s best, in the time of, be successful in doing, tend to do b. 重点句式 (P38)‎ These artists painted with ... using... ‎ Chinese landscape painting was at its best ..., in the time of... ‎ They were very successful in... ‎ ‎2. Ability goals能力目标 Enable the students to write a paragraph that begins with the topic sentence.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to write a paragraph that begins with a topic sentence.‎ Teaching important points教学重点 Get the students to learn how to write a passage that begins with a topic sentence.‎ Teaching difficult points 教学难点 How to write a coherent passage.‎ Teaching methods教学方法 Task-based activity, pair work and group work.‎ Teaching aids 教具准备 A multimedia computer, a projector and some slides.‎ Teaching procedures & ways 教学过程与方式 Step I Topic Sentences Task 1‎ Ask the students to look through the passage in READING AND VOCABULARY and find the topic sentence in each paragraph. ‎ T: I allow you a few minutes to read the passage in READING AND VOCABULARY again and find the topic sentence in each paragraph. ‎ A few minutes later.‎ T: Have you finished? Let’s check your answers.‎ S1: The topic sentence in Paragraph A is: This is a painting by the Spanish artist, Pablo Picasso, considered to be the greatest western artist of the twentieth century.‎ S2: The topic sentence in Paragraph B is: This painting by a contemporary American artist Roy Lichtenstein is a world famous example of pop art.‎ S3: The topic sentence in Paragraph C is: Qi Baishi, one of China’s greatest painters, followed the traditional Chinese style of painting.‎ S4: The topic sentence in Paragraph D is: Xu Beihong was one of China’s best-known twentieth-century artists.‎ T: Excellent! The first sentence in each paragraph is usually the topic sentence. So pay more attention to the first sentence in each paragraph when you read a passage. Put the topic sentences together and you will find the general idea of the passage.‎ Task 2 ‎ Let the students do Activity 1 in WRITING.‎ T: Look at the sentences of Activity 1 in WRITING. Put them into the right order to make a paragraph. Find the topic sentences first.‎ After several minutes, check the answers.‎ Step II Writing Task ‎ Write a paragraph that begins with the topic sentence given.‎ In this part, the teacher can read out the topic sentence, and then ask the students to write a paragraph individually. Then they can exchange their writings with their partners and correct the mistakes. After that ask a few students to read out their paragraphs to the whole class. At last, show them a model passage.‎ T: Now, let’s go on with Activity 2. I’d like you to write a paragraph using the topic sentence given. Before you write, please read the writing tips on the slide. ‎ Show the tips on the slide and ask the students to read them as quickly as possible.‎ Learning to learn ‎ When you write a paragraph in English, remember that you can use relative pronouns to write longer and more interesting sentences.‎ ‎ That’s one of the differences between Chinese and English. Chinese sentences tend to be shorter.‎ T: OK. I allow you a few minutes to discuss the topic sentence and then you should finish your writings in about fifteen minutes. ‎ Sample version 1:‎ ‎ Everyone agrees that traditional Chinese paintings are very beautiful. The paintings not only show the beautiful scenery of nature, but also reflect the feelings of the artists. Seeing the paintings, we can enjoy the beauty of nature. Besides, we can learn a lot from the paintings, which often make us love the mountains and rivers of our country. While appreciating the paintings, we can’t help admiring the creativities of the artists and making up our minds to make the greatest contributions to our country. It can also widen our horizons, and mould our characters. Sometimes the influence they leave us is beyond description. We are all proud of our Chinese traditional paintings and our country.‎ Sample version 2:‎ ‎ Everyone agrees that traditional Chinese paintings are very beautiful. This kind of painting is known for its brush drawings in black inks and natural colors. Chinese history is full of famous artists who are known for their contributions to traditional Chinese painting. From ancient China up to now, such artists as Wu Daozi who lived in the Tang Dynasty and Zhang Zeduan in the Song Dynasty as well as Qi Baishi and Zhang Daqian have left us great cultural heritages. They not only show us the beautiful nature, but also their feelings as well as their views on society and life. They have a great influence on us. Their works have long been greatly admired and highly valued.‎ Sample version 3:‎ ‎ Everyone agrees that traditional Chinese paintings are very beautiful. These artists paint in watercolors and inks, using soft brushes. They often use lines to outline the beautiful scenery or people’s activities or both from different aspects. Let’s take two famous artists in the Song Dynasty for example. Zhang Zeduan was famous for his immortal painting showing the busy market in Bianjing during the Qingming Festival. He showed the prosperous market as well as the beautiful scenery, making us know a lot about that period of time. Another artist who also lived at that time was Wang Ximeng. He was well-known for his painting named Qian Li Jiang Shan Tu. In the painting he drew the undulating mountains and the extending rivers, the villages and the actions of many people. Their works are collected and highly valued.‎ Step III Speaking and Writing (WORKBOOK)‎ This step is designed to train the students’ speaking and writing abilities. Ask them to discuss the statements and decide which they agree and disagree with and write a short passage based on the topic sentences listed in Exercise 17.‎ Task 1 Speaking T: Now turn to workbook. Let’s come to Exercise 17. I’d like you to decide which of the opinions you agree or disagree with.‎ After a few minutes.‎ T: Are you ready? Please tell me your opinions.‎ S1: Yes. I agree with c. Landscape paintings show us the beautiful landscapes as well as human activities sometimes. But portraits only show us people’s images.‎ S2: I agree with f. Traditional art styles are more realistic, while most modern art is abstract and it’s difficult to understand its deeper meanings.‎ S3: I agree with j. Art is very important. We should pay more attention to it at school.‎ S4: I disagree with b. Paintings should be part of our life. Buying them is not a waste of money.‎ S5: I can’t agree with d. Science is important, but art is equally important.‎ S6: I don’t think i is right. Not everybody can enjoy paintings and drawings. ‎ ‎...‎ Then deal with Exx. 18 ＆ 19.‎ Task 2 Writing T: Now I’d like you to choose one of the topic sentences in Activity 17 and write a paragraph.‎ Sample version 1:‎ ‎ Everyone thinks life without art would be awful. I can’t agree more. Art can widen our horizons, make us enjoy the beauty of our life, and enrich our life. It arouses us to love nature and our life. It is art that makes us learn about history and today, mak us value history and look forward to the future. Also art has a great influence on the shaping of our character. Humans can’t improve the spiritual life without art. Art will develop with life and society for ever.‎ Sample version 2:‎ ‎ Art should be a lot more important at school. As we all know, art was originated from people’s needs and it is an important part of our life. Art has a great influence on the shaping of character. ‎ ‎ Life without art is unimaginable. To help us students develop fully and healthily, schools should provide enough art lessons for us. Unfortunately, we have only one art lesson a week, which is far from enough. I hope that our school will offer us enough art lessons.‎ Sample version 3:‎ ‎ Some people think art isn’t so important as science. Is it really so? Of course science has greatly changed people’s life and their thoughts. With the development of science, our life is changing day by day. People enjoy all the benefits brought by science. But can we live without art? Art widens our horizons, makes us love nature and makes our spiritual life colorful. Without art, our horizons would be limited and our spirit would be barren. It is art that makes our life becomes beautiful and colorful. Depending on science and neglecting art will be dangerous for the development of character. Science and art are both important for our whole society, and they can’t be separated from each other.‎ Step IV Homework Go over and summarize what you have learned in this module.‎ 附 件 I. 课文注释与疑难解析 ‎1. Cubist artists painted objects and people, with different aspects of the object or person showing at the same time. 立体派艺术家的作品中可以同时从多个角度表现人物形象。‎ with different aspects of the object or person showing...称为“with 复合结构“，在句中做方式状语。此结构主要表状态或说明背景情况，常作伴随、方式、原因、条件等状语。具体结构如下：‎ with +名词+介词短语 ‎ He was asleep with his head on his arm.‎ The man came in with a book in his hand.‎ ‎= The man came in, book in hand.‎ with +名词+形容词　‎ With the weather so close and stuffy, it is going to rain presently. 天气这么闷热，可能要下雨。‎ He used to sleep with the windows open.‎ with +名词+副词 The square looks more beautiful than ever with all the light on.‎ with + 名词 + -ed 分词 （强调名词是 -ed分词动作的承受者或动作已经发生）‎ With this problem solved, they went home happily.‎ All the afternoon he worked with the door locked.‎ with + 名词 + -ing分词（强调名词是 -ing分词动作的发出者或某动作、状态正在进行）‎ I won’t be able to go on holiday with my mother being ill.‎ He felt more uneasy with the whole class staring at him.‎ with + 名词 + to do （不定式动作尚未发生）‎ So in the afternoon, with nothing to do, I went on a round of the bookshops. 由于下午无事可做，我就去书店转了转。‎ I can’t go out with all these dishes to wash.‎ ‎2. I can tell by the style.‎ 我能从他的风格上辨别得出。‎ ‎（can / could / be able to tell）表示“辨别……；识别……；看出”。如：‎ Can you tell the difference between the two?‎ I can’t tell which book is Tom’s.‎ No one can tell what will happen in the future.‎ II. 本模块语法巩固练习 ‎1. A cook will be immediately fired if he is found ______ in the kitchen. (03 全国)‎ ‎ A. smoke B. smoking ‎ ‎ C. to smoke D. smoked ‎ ‎2. Sarah, hurry up. I’m afraid you won’t have time to _______ before the party. (04全 ‎ 国)‎ ‎ A. get changed B. get change ‎ C. get changing D. get to change ‎3. I’m going to the supermarket this afternoon. Do you have anything ______? (04上 ‎ 海春招)‎ ‎ A. to be buying B. to buy ‎ ‎ C. for buying D. bought ‎4. Victor apologized for______ to inform me of the change in the plan.（04上海春招）‎ ‎ A. his being not able B. him not to be able ‎ C. his not being able D. him to be not able ‎ ‎5. After his journey from abroad, Richard Jones returned home, ______.（04 上海春 ‎ 招）‎ ‎ A. exhausting B. exhausted ‎ ‎ C. being exhausted D. having exhausted ‎6. Suddenly, a tall man driving a golden carriage ______ the girl and took her away,‎ ‎ ______ into the woods. （04 上海春招）‎ ‎ A. seizing; disappeared ‎ B. seized; disappeared ‎ ‎ C. seizing; disappearing ‎ ‎ D. seized; disappearing ‎ ‎7. ______ in the queue for half an hour, Tom suddenly realized that he had left his ‎ wallet at home.(04 北京)‎ ‎ A. To wait B. Have waited ‎ ‎ C. Having waited D. To have waited ‎ ‎8. Don’t leave the water ______ while you brush your teeth.（04天津）‎ ‎ A. run B. running ‎ C. being run D. to run ‎ ‎9. The flu is to be believed ______ by viruses that like to reproduce in the cells inside ‎ the human nose and throat.（04 上海）‎ ‎ A. causing B. being caused ‎ ‎ C. to be caused D. to have caused ‎10. The flowers ______ sweet in the botanic garden attract the victors to the beauty of ‎ nature.（04 上海）‎ ‎ A. to smell B. smelling ‎ ‎ C. smelt D. to be smelt ‎11. The disc, digitally ______ in the studio, sounded fantastic at the party that night.‎ ‎ （04 上海）‎ ‎ A. recorded B. recording ‎ ‎ C. to be recorded D. having recorded ‎ ‎12. ______ the programme, they have to stay there for another two weeks.（04 广东）‎ ‎ A. Not completing ‎ ‎ B. Not completed ‎ ‎ C. Not having completed ‎ ‎ D. Having not completed ‎ ‎13. According to a recent US survey, children spend up to 25 hours a week ______‎ ‎ TV.‎ ‎ （04 上海） ‎ ‎ A. to watch B. to watching ‎ ‎ C. watching D. watch ‎ ‎14. Having been attacked by the terrorists, _______ . （04 上海）‎ ‎ A. doctors came to their rescue ‎ B. the tall building collapsed ‎ C. an emergency was taken ‎ D. warnings were given to tourists ‎15. When first ______ to the market, these products enjoyed great success. （04 吉 ‎ 林）‎ ‎ A. introducing B. introduced ‎ ‎ C. introduce D. being introduced ‎16. He got well-prepared for the job interview, for he couldn’t risk ______the good ‎ opportunity. (05 上海) ‎ ‎ A. to lose B. losing ‎ C. to be lost D. being lost ‎17. I send you 100 dollars today, the rest ______in a year. (05 湖南)‎ ‎ A. follows B. followed ‎ C. to follow D. being followed ‎18. _______, the more expensive the camera, the better its quality. (05 全国III)‎ ‎ A. General speaking B. Speaking general ‎ C. Generally speaking D. Speaking generally ‎19. “You can’t catch me!” Janet shouted, _______ away. (05 全国III)‎ ‎ A. run B. running ‎ C. to run D. ran ‎20. Oil prices have risen by 32 percent since the start of the year, _____ a record ‎ US857.65 a barrel on April 4. (05 山东)‎ ‎ A. have reached B. reaching ‎ C. to reach D. to be reaching Key: 1 ~ 5 BABCB 6 ~ 10 DCBCB ‎ 11 ~ 15 ACCBB 16 ~ 20 BCCBB III. 文化背景知识 Qi Baishi （1863-1957）and His Paintings Qi Baishi is one of the greatest Chinese painters. Chinese tradition places essences, character, and spirit above the simple faithfulness to appearances. Qi Baishi’s paintings well represent the Chinese tradition, but in an innovative form and style. Though the art of Qi Baishi was originated from nature, which one can learn from his paintings of animals, insects, and flowers, he painted them in a way nobody else had achieved before. He once said, “The excellence of a painting lies in its being alike, yet unlike. Too much likeness flatters the vulgar taste; too much unlikeness deceives the world.” Qi Baishi had developed his style over his life-long learning, studying and innovation. His paintings were not matured until his late life.‎ Xu Beihong（1895-1953）‎ Xu Beihong is a great artist in the modern history of China. He was born in the countryside of Jiangsu province in 1895.‎ His parents were so poor that they had no money to buy him toys. He had to play with the animals around and began to love them. He always watched them carefully and tried to draw them with fingers, pencils or writing brush. He worked very hard.‎ ‎ When he was already a young man, Xu Beihong went to France to learn drawing from the French artists.‎ ‎ He became a well-known artist both in China and in the world. In his later years he kept a good number of cats not only because he loved them, but also because he wanted to draw them. The artist was always watching the and he drew them in a lively way.‎ ‎ Once you have a good look at the artist’s drawing of cats, it seems that they are alive, running to you out of the picture. Some of them are playing in the tree or on a stone, others are sitting under a tree. Every cat looks lovely.‎ ‎ If you look carefully at the beautiful pictures of cats, you could find some of them are happy, some sorry, and others angry.‎ ‎ People only know Xu Beihong’s drawing of horses, but the artist himself would rather enjoy his drawing of cats.‎ Modern Chinese Figure Painting ‎ Since the Song and Yuan dynasties, the painting style of the literati has constituted the mainstream of Chinese painting; and most pictures depict things of the natural world, such as landscape, flowers and birds. Figure painting developed rather slowly. As modern realist art began to influence China at the beginning of this century, the number of figure paintings increased. The introduction of Western realistic painting skills after the founding of New China, and the start of sketching classes with live models in Chinese art schools further stimulated the development of figure painting in China. Many new figure painting artists, such as Wang Menglie, Liu Wenxi, Fang Zengxian, Yang Zhiguang, Li Zhenjian and Zhou Sicong, have made their names known in the society. They comprise the new Chinese figure painting generation after Xu Beihong and Jiang Zhaohe.‎ Module 5 Newspapers and Magazines教案 I. 模块教学目标 技能目标Skill Goals ‎▲Talk about newspapers, magazines and news reports ‎▲ Learn to show belief and disbelief ‎▲Learn to use adverbial clause of time and adverbial clause of reason ‎▲Write about a favorite newspaper or magazine II. 目标语言 功 能 句 式 Ways of showing belief ‎ There are probably aliens living here on earth.‎ There is some interesting evidence.‎ Yes, it’s quite possible.‎ Well, the writer is absolutely sure it’s true.‎ Ways of showing disbelief You don’t believe in aliens, do you?‎ I can’t believe you said that!‎ I don’t believe a word of it! It’s a crazy idea!‎ You must be joking!‎ You can’t be serious! ‎ That’s a crazy thing to say.‎ 词 汇 ‎1. 四会词汇 photograph, celebrity, economy, politics, photographer, universe, orbit, flight, congratulation, aboard, welcome, historical, achievement, replace, alien, amateur, astronomer, autograph, delighted, fan, spaceship, surprise, telescope, politician, belief, disbelief, evidence, cultural, financial, review, royal, found, produce ‎2. 认读词汇 headline, cosmonaut, navigator, taikonaut, sailor, capsule, telescope, actor, backstage, part ‎3. 词组 work on, in space, take photographs of, the quality press, the popular press, take off, in total, now that, believe in, be similar to Adverbial clause of time 语 法 ‎1. While he was traveling in space, Yang spoke to two astronauts aboard the International Space Station. ‎ ‎2. When he was orbiting in the capsule, he took photographs of planet earth.‎ ‎3. When Yang landed, Premier Wen Jiabao telephoned the Control Center.‎ Adverbial clause of reason ‎1. “As you have asked me so nicely,” said Sharon, “I’d be delighted to sign your arm.”‎ ‎2. Since no one else saw the aliens, not many people believe Mr Bates.‎ ‎3. Now that I have made this first visit, I hope I can come many more times.‎ 重 点 句 子 ‎1. Yang was in space for twenty-one and a half hours and made 14 orbits of the earth. ‎ ‎2. The Beijing Space Control Center said the flight was a “complete success”. ‎ ‎3. When Yang took off from Jiuquan in northwest China at 9 am yesterday, China became the third nation to send a man into space. ‎ ‎4. Yang is the 438th person to travel in space, including astronauts from 32 countries. ‎ ‎5. While he was travelling in space, Yang spoke to two astronauts aboard the International Space Station, ... ‎ ‎6. Around four million people read it every day and it sells more than any other daily newspaper. ‎ Ⅲ. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块以 Newspapers and Magazines 为话题，旨在通过模块教学，使学生了解与报刊、杂志有关的词汇，了解新闻体裁的文章的特点，并通过各种途径了解有关太空科技进步的相关知识。引导学生学习英雄人物勤奋的学习和训练精神、勇敢的探索和献身精神。以便学生在发展语言能力的同时，培养热爱科学、努力为国争光的情感和信念。‎ ‎ 1.1 INTRODUCTION 以两幅关于报刊杂志的图片切入话题，使学生了解报刊杂志的相关术语；第二个活动以归类的方式引导学生关注更多的相关词汇，为本模块的学习作好铺垫。‎ ‎ 1.2 VOCABULARY AND READING 中的课文以Chinese Taikonaut Back on ‎ Earth为话题，以新闻报道为体裁，介绍了杨利伟遨游太空的事迹，并阐明了此次航天飞行的重大意义。通过课文前后的五个相关练习，使学生了解、学习相关词汇和课文主旨。与课文相关的练习： Activity 1 是词汇练习，为阅读做铺垫； Activity 2 要求学生依据小标题猜测主题； Activity 3要求学生阅读然后依据答案和课文内容提问； Activity 4要求学生采用快速浏览的方法判断正误，潜移默化中培养学生skimming 这一重要阅读技巧，并要求学生掌握与课文相关的语言知识；Activity 5要求学生进一步理解课文并在此基础上进行讨论。‎ ‎ 1.3 GRAMMAR 1(Adverbial clause of time) 通过一系列语法练习，旨在使学生掌握时间状语从句的用法，特别是连词when, while引导的时间状语从句。‎ ‎ 1.4 READING AND LISTENING 该部分有两项任务，一是读三篇新闻报道，并了解主旨大意。二是听三则新闻广播录音，然后完成与录音内容相关的练习，训练学生听新闻广播并理解各种体裁新闻的能力。‎ ‎ 1.5 GRAMMAR 2 (Adverbial clause of reason) 通过一系列语法练习，旨在使学生掌握原因状语从句的用法，特别是as, since, now that引导的原因状语从句。‎ ‎ 1.6 PRONUNCIATION 主要通过听课文注意句子停顿，通过跟读让学生划出句子的停顿，并自己总结出句子停顿的规律，学会确定句中的停顿。三步练习逐步递进，环环相扣。‎ ‎ 1.7 WRITING让学生展开想象，依据所提示的信息对所给材料进行扩写。 ‎ ‎ 1.8 LISTENING AND SPEAKING以词汇为铺垫，听一段以电影为话题的采访，根据所听内容，回答问题并确定事情发展的先后顺序，并就此展开讨论。‎ ‎ 1.9 FUNCTION AND EVERYDAY ENGLISH以对话的形式呈现表示“相信/不相信”和日常用语的句子，便于学生在真实的语境中掌握、运用语言。　‎ ‎ 1.10 CULTURAL CORNER 让学生阅读有关一些美国、英国日报的介绍，拓宽学生就报纸杂志这一话题的知识面和相关词汇量，增加对新闻业的了解。‎ ‎ 1.11 TASK 让学生在小组讨论的基础上，写一段文字介绍自己最喜爱的报纸或杂志。‎ ‎ 1.12 MODULE FILE 部分简要总结了本模块的重点词汇、语法、重点句型、短语及日常用语。 ‎ ‎ 2. 教材重组 ‎ 2.1将INTRODUCTION 与VOCABULARY AND READING两部分整合为一体，设计成一节阅读课。‎ ‎ 2.2 将READING AND LISTENING, PRONUNCIATION, LISTENING AND SPEAKING, FUNCTION AND EVERYDAY ENGLISH及 WORKBOOK中Listening and speaking 部分结合在一起，上一节听说课。‎ ‎ 2.3将GRAMMAR 1 与GRAMMAR 2 及WORKBOOK中Grammar放在一起,上一节语法课。‎ ‎ 2.4将 CULTURAL CORNER与WORKBOOK中Reading 部分放在一起，再加入课外阅读材料，扩大话题信息量,上一节泛读课。‎ ‎ 2.5 将 WRITING, TASK 与WORKBOOK 中Speaking and writing 放在一起，上一节写作课。‎ ‎ 3. 课型设计与课时分配 ‎ 1st Period Reading ‎ ‎ 2nd Period Listening and Speaking ‎ 3rd Period Grammar ‎ ‎ 4th Period Extensive Reading ‎ ‎ 5th Period Writing IV. 分课时教案 The First Period Reading Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇及短语 celebrity, economy, politics, flight, photographer, universe, orbit, congratulation, aboard, historical, achievement, in space, work on, take off, in total, send messages of congratulations, a step forward for the whole world b. 重点句式 P43‎ Yang was in space for ... and made 14 orbits of the earth. When Yang landed, Premier Wen Jiabao telephoned ...‎ When Yang took off from ..., China became the third nation to send a man into space.‎ ‎2. Ability goals能力目标 Enable the Ss to talk about what they know about newspapers and magazines and express their personal opinions about space travel.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to express their opinions about Yang’s space travel. ‎ Teaching important points教学重点 Stimulate the Ss’ interest in space travel and our national hero.‎ Teaching difficult points 教学难点 Enable the Ss to express themselves by discussing journalism and space travel.‎ Teaching methods 教学方法 Fast reading, careful reading, listening and discussion.‎ Teaching aids 教具准备 A multimedia computer and a recorder.‎ Teaching procedures & ways 教学过程与方式 Step I Revision Check the vocabulary part of WORKBOOK on Page 92.‎ Step II Introduction ‎ Present the news at home and abroad which has drawn most people’s attention. And then ask the Ss how they got the news. Maybe some of them would say on the radio or on TV. Then guide them to talk about how they get the news at school. In this way they can draw a conclusion that newspapers and magazines play an important role in the daily life. ‎ T: As we all know, a terrible event took place in the South Indian Ocean the other day. What happened? Who would like to tell us? ‎ S1: The earthquake and tsunami(海啸)of South Indian Ocean happened the other day. It has caused great damage. ‎ T: You got it. Who’d like to talk with more about it.‎ S2: It’s reported that soldiers searched for bodies in treetops, families wept over the dead laid on beaches and rescuers searched the coral isles (珊瑚岛) for missing tourists. ‎ S3: The WHO has called for clean water along with food and medicines needed to help prevent the spread of diseases.‎ T: Yes. I think most of you have heard about the disaster. How did you get the news?‎ Ss: On TV.‎ Ss: On the radio.‎ Ss: From the Internet. ‎ Ss: From a newspaper / magazine.‎ T: Yes. There are all kinds of means by which we can get the news at home and abroad, but for ‎ the students like us who stay at school all day, newspapers and magazines play an important role in getting news and enriching our life. Look at the screen please! What can you see? ‎ Show the pictures on the screen.‎ Ss: Newspapers and magazines.‎ T: Let’s look at the pictures on Page 41. What can you see in the pictures? ‎ Ss: A magazine named TIME and a copy of China Daily.‎ T: That’s right. Now match the terms with the numbered items in the illustrations of the newspaper and magazine. You can do the activity individually. If you’re not sure, you can discuss them with your partners.‎ A few minutes later, collect the answers from the whole class. The teacher can give more terms, such as edition, catalogs, contents, illustrations, and so on. T: Good! Now, let’s see more words about newspapers and magazines in Activity 2. Please read the words and then divide them into two groups. You can talk about them with your partners.‎ After about one and a half minutes.‎ T: I think it’s a piece of cake for you. Who’d like to pick out the types of news items?‎ Ss: They are business, celebrity, economy, fashion, international, politics, and sport. ‎ T: Quit right. After class you are to give recent examples of these two types. If you can, you had better add details. You can translate Chinese news into English or look up some news in China Daily or 21st Century. How about people who work on newspapers and magazines?‎ Ss: Editors, journalists and photographers are people working on newspapers and magazines. ‎ Step III Reading T: Let’s come to the next page. Read the subheadings in Activity 2 and predict what the article is about. Pay special attention to the date.‎ Ss: The article may be about China’s first manned space travel. ‎ Ss: Yang Liwei — China’s first man in space.‎ T: That’s quite right. How did you find out the news?‎ Ss: On TV.‎ Ss: On the radio.‎ Ss: From the Internet. ‎ Ss: From a newspaper / magazine. ‎ T: OK. Today we’ll read a report about Chinese Taikonaut Back on Earth. Pay attention to the style of the passage.‎ Task 1 Fast reading ‎ This task is designed to train the students to skim in order to get the general idea.‎ T: First look at the three subheadings of the passage and then match them with the three parts of the passage. ‎ Four minutes for the Ss to get the general idea of the passage by matching them.‎ T: Have you finished? Who would like to tell us your answer?‎ Ss: Part 1: B October 16th, 2003‎ ‎ Part 2: A Conversations in space.‎ ‎ Part 3: Congratulations from Around the World.‎ Task 2 Reading for details This step is designed to help the Ss understand the passage further. Ask the Ss to read the passage carefully and ask them to do Activity 4 on Page 42. They should not only decide whether the sentences are true or false but also correct the false ones.‎ T: Now, please read the passage again carefully and decide whether the sentences are true or false.‎ After a few minutes.‎ T: Now I’m sure that you have finished reading. Let’s do the activity in pairs: one reads the sentence and the other tells us whether it is true or false and correct the false one. Who’d like to try?‎ S1: The taikonaut was in space for twenty-one hours.‎ S2: It’s false. The taikonaut was in space for twenty- one and a half hours. ‎ S1: One of the astronauts aboard the International Space Station was born in China.‎ S2: It’s false. The parents of one of the astronauts aboard the International Space Station were born in China.‎ Ss: The third and the fourth sentences are both true.‎ S1: Sean O’Keefe works for the United Nations.‎ S2: It’s false. Sean O’Keefe works for the NASA.‎ S1: Kofi Annan thought that the flight was very good news just for China. ‎ S2: It’s false. Kofi Annan thought that the flight was very good news for the whole world.‎ Then let the students read the first part of the article and then make questions to match the answers in Activity 3, following the given example. ‎ T: OK. Boys and girls, I think you have got the general idea of the passage. Now please read the first part carefully then do Activity 3 on Page 42 individually. You’d better read the example carefully. You are supposed to make some questions to match the given answers according to the first part.‎ After a few minutes.‎ T: Now, I’d like some of you to present the questions you have made. Volunteers?‎ ‎...‎ Task 3 Listening ‎ This section is meant to improve the Ss’ pronunciation and intonation. ‎ T: Good! You all have done a good job. Now I will play the tape for you. Listen carefully and imitate the pronunciation. At the same time pay attention to the language points in the passage and make marks where you have questions.‎ ‎...‎ Step IV Language Points This step is to help the Ss understand the text, build their vocabulary and improve their abilities to put what they have learned into practice.‎ T: Let’s look at the screen to talk about some language points together. ‎ Show the following on the screen.‎ 1. Yang was in space for twenty-one and a half hours and made 14 orbits of the earth.‎ a. “In space” means “in the universe.” Make sure that there is no article before space.‎ e.g. outer space 太空 the space age太空时代 ‎ space station 航天站 space travel 航天旅行 space walk 太空漫步 spacesuit太空服 space walker 太空漫步者 spacecraft = spaceship: a manned spaceship 载人宇宙飞船 space lab 太空实验室 spaceman = astronaut宇航员 ‎ b. make an orbit of ... = orbit vt.‎ e.g. How many spacecraft have orbited the moon? ‎ ‎2. The Beijing Space Control Center said the flight was a “complete success”. ‎ success n. successful adj. ‎ successfully adv. succeed v.‎ a. [C] a person or thing that succeeds ‎ e.g. Of her plays , three were successes and one was a failure.‎ He wasn’t a success as a teacher. ‎ b. [U] achievement of a desired end, or of fame, wealth, or social position; succeeding e.g. Failure is the mother of success. ‎ Difference, failure, beauty, surprise, pleasure, difficulty etc. can all be used in this way.‎ e.g. She used to be a beauty. ‎ ‎ Beauty is only skin deep.‎ succeed in something / doing sth.‎ be successful in something / doing sth.‎ 3. When Yang took off from Jiuquan in northwest China at 9am yesterday, ‎ ‎ China became the third nation to send a man into space.‎ ‎“To send a man into space” is used as attribute here. 当名词被序数词修饰时，定语的非谓语形式为不定式。‎ e.g. The hardworking girl is always the first to come and the last to leave.‎ ‎4. Lu, whose parents were born in China, spoke to Yang in Chinese during the ‎ flight.‎ e. g. The house whose windows face south is his office.‎ The student whose handwriting is excellent is our monitor.‎ Step V Discussion Ask the Ss to discuss the questions in Activity 5 in pairs. Grasp the chance to encourage the students to learn from Yang and guide them to think about: How could Yang and his colleagues succeed? What can you do today to serve the people one day?‎ T: OK. Boys and girls, I think you have understood the report quite well. Now let’s have a discussion about Yang in groups of four. Turn to Page 44 and discuss Questions 3, 4 && 5. ‎ Three or four minutes for the Ss to discuss.‎ T: OK! I’d like some of you to present your answers about the questions. Any volunteers?‎ S1: When I first got the news that our great motherland succeeded in setting up manned spaceship, I jumped with joy. As we all know, space travel is considered as an important sign of scientific development. The success suggests our homeland has become one of countries that are advanced at space science. I’m proud of China. ‎ S2: I felt very excited at the news that a Chinese has succeeded in traveling in space. I think Yang is a national hero who is not only well-educated but also very brave. ‎ S3: Me too! I have read in a newspaper that great efforts had been made to train him before he traveled in space. ‎ S4: Our group believes that there is no doubt that China should and must continue with its space program. ‎ S5: I can’t agree with you more! Chinese people can live a happy life on condition that our country is rich and powerful.‎ S6: I hope I can travel in space one day. There are so many wonderful fields in space that I have been curious about them since I was a child. ‎ T: What would you like to do to become a space man?‎ S7: Only by studying hard can we really serve our motherland one day. At the same time I must take necessary exercises to build up a strong body and I must protect my eyes to become a pilot or astronaut. ‎ T: Well done! All of you have expressed yourselves fluently, and I think all of your opinions are reasonable. I think we should learn from Yang and his colleagues who are hardworking, learned and brave enough. ‎ Step VI Summary T: Today we’ve learned the passage about the first Chinese Taikonaut back on earth. We believe the space program will be more successful and our great motherland will be more powerful. But all these need our hard work now. Only by working hard can we build a beautiful and powerful country. Now let’s analyze the text. The first question: What did you learn from the text? ‎ Ss: It tells us the meaning of space travel. This text shows China succeeded in setting up manned spaceship. We take pride in our great motherland. By reading the text, our imagination has been stimulated and we begin to dream about traveling in space one day. Above all, we fully realize the ‎ importance of working hard, making full use of the school time and the right attitude towards work. And we should work hard to turn our dreams into reality and build a powerful China with joint efforts.‎ T: You did a good job. Next question: What are the writing techniques? ‎ S1. I’d like to say something about the writing characteristic. The writer reports the event in three parts. First he reports the exciting event: Yang landed safely; then he tells about the situations about the conversations in space; at last the writer shows the worldwide influence of the flight and congratulations from around the world. After careful reading, it is not difficult for us to find out Yang and his colleagues made great contributions to the development of space science of China. Therefore, we can’t help thinking about what we should do to make our country more powerful. ‎ S2: I want to express my idea on the writing style of the text.‎ This text is a piece of news report. It begins with when, where and how the event took place, the international influence follows. The theme is in accordance with the development and prosperity of our motherland, so it can arouse the readers’ interest and curiosity. ‎ T: And who can tell me the main idea?‎ S3: The main idea of the text.‎ This passage reports the first Chinese astronaut succeeded in traveling in space where he talked with other astronauts and thus he obtained congratulations and praise at home and abroad. The flight is not only a milestone for the development of our country but also a step forward for the whole world. ‎ Step VII Homework ‎ ‎1. Remember the words and phrases we learned this period.‎ ‎2. Continue to read the passage after class until you can report the news with you books closed.‎ ‎3. Preview the passage on Page 45 and then match the headlines with the paragraphs. Make sure you know the meanings of the words in Activity 1 before reading. ‎ The Second Period Listening and Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇及短语 alien, amateur, astronomer, autograph, delighted, fan, politician, belief, disbelief, evidence,‎ ‎ spaceship, a big surprise, at the start of a five-day visit to China b. 重点句式 ‎ There are probably aliens...‎ Yes, it’s quite...‎ Well, the writer is absolutely sure...‎ You don’t believe in...‎ I can’t believe...‎ You must be joking!‎ You can’t be serious! ‎ That’s a crazy thing to say.‎ ‎2. Ability goals能力目标 Enable the Ss to express themselves, talk about their interest in news and reports and show belief and disbelief.‎ ‎3. Learning ability goals学能目标 ‎ Help the Ss learn how to show belief and disbelief.‎ Teaching important points 教学重点 Get the Ss to give their opinions about the interviews they like. ‎ Show belief and disbelief properly.‎ Teaching difficult points 教学难点 How to encourage the Ss to talk freely and actively about their personal favorite interviews.‎ Learn to recognize and use the ways of showing belief and disbelief.‎ Teaching methods教学方法 Cooperative learning and task-based activity.‎ Teaching aids 教具准备 A tape recorder, a projector and some slides.‎ Teaching procedures& ways教学过程与方式 Step I Revision Task 1‎ T: I’d like to know how well you have mastered the words and phrases we learned last class. Let’s have a dictation.‎ Ask 3 students to come to the front to have a dictation. And the rest write down what they hear at their seats. The dictation phrases are as follows: ‎ ‎1. make orbits of the earth ‎ ‎2. a great moment in the history ‎ ‎3. a complete success ‎ ‎4. take photographs of planet earth ‎ ‎5. the third nation to sent a man into space ‎6. in total ‎ ‎7. send messages of congratulations ‎8. a step forward for the whole world ‎ Task 2 Report the news T: Good! You’ve done a good job. Now I’d like you to report the news of “Chinese Taikonaut Back on Earth!”. Any volunteer?‎ S: I’d like to have a try. China’s first taikonaut Yang Liwei landed safely on the morning of October 16th, 2003, who was in space for twenty-one and a half hours, made 14 orbits of the earth and took photographs of planet earth. Therefore, China became the third nation to send a man into space. The flight was a complete success, so it won praise and congratulations at home and abroad. While he was in space, Yang spoke to two astronauts aboard the International Space Station. United Nations Secretary — General Kofi Annan called the flight “a step forward for the whole world”. ‎ If time permits, ask 2 or 3 students to report the news with their books closed.‎ Task 3 Reading T: Have you previewed the passage?‎ Ss: Of course.‎ Check the answers to Activity 2.‎ ‎...‎ T: Great! I’d like to remind you of some important phrases in the three reports. Read your books and find out them when I read them in Chinese. Are you ready? ‎ Ss: Yes.‎ T: The first one: What’s the English for “用望远镜”？‎ Ss: Through a telescope.‎ T: Yes. Please underline it. What’s the English for “他大吃一惊”？ ‎ Ss: He got a big surprise.‎ T: You are right. Pay attention that surprise is used as a countable noun here. What’s the English for “ 开始了对中国为期五天的访问”？ ‎ Ss: At the start of a five-day visit to China.‎ T: OK. The last one: What’s the English for “我希望再来很多次”？‎ Ss: I hope I can come many more times.‎ Step II Pronunciation This part is designed to let the Ss learn to mark a paragraph step by step.‎ ‎1. Play Paragraph A for the Ss to follow and ask them to pay special attention to where the speaker pauses. ‎ ‎2. Play Paragraph B for the Ss to follow and ask them to mark “/” to show where the speaker pauses. Play the tape again for the students to follow and check. And get them to try to draw a conclusion where to pause.‎ ‎3. Ask the Ss to read Paragraph C carefully and try to mark a “/” where they think necessary. Three minutes later, play the tape for the students to listen to and check their results. Play it once more if necessary.‎ Step III Listening ‎ T: OK. Boys and girls, let’s listen to the three reports and then you are to answer the questions. Before listening, please read through and understand the questions completely. One minute for you to read them.‎ One minute later.‎ T: Are you ready? ‎ Ss: Yes!‎ Play the tape for the first time for the Ss to get the answers. And then play it again for them to get more information. After that, check the answers.‎ Step IV Listening and Speaking Task 1‎ Let the Ss listen to an interview with an actor and make notes of the answers to the questions in ‎ Activity 2 on Page 47. Then play the tape another time for the Ss. And then check the answers to the questions in Activity 3.‎ Task 2 Discussion T: OK. We have heard an interview with an actor. Do you like reading or hearing interviews with film stars and other celebrities?‎ S1: Frankly speaking, I like watching interviews on TV, for it’s more vivid and interesting, just like Talking Face to Face. Another important advantage of TV interview is that I can see my favorite pop star clearly. If impossible, I prefer hearing to reading, because as you know, I’m very, very tired of reading all day. I’d like to relax for a while.‎ S2: But I think that depends. If in holidays, I’d like to read some famous interviews with VIPs. That’s because they’re not limited by time and I can read very carefully, even make notes if I like, so in this way, I can learn a lot from them. ‎ T: What you said sounds very reasonable. Another question: Who are more interesting to listen to or read, pop stars, politicians, film stars or sports stars? ‎ S3: Pop stars, of course, such as Sun Nan, Ren Xianqi, Dao Lang, Sun Yue, A Du ect. I think their songs are very beautiful and they are so cool. I’m crazy about them.‎ S4: I think most boys will agree with me: sports stars are more interesting. They always play for the hope and glory of the whole nation, so I think they are brave and hardworking.‎ S5: I prefer film stars. I think they present different lifestyles for us and bring much fun to our everyday life. Some of them are pretty and handsome while some of them are honest and kind-hearted.‎ S6: I myself like reading about politicians. Because most of them were born in poor family, and had little schooling, they taught themselves and became learned. Their work is very important and tiring, so they usually make important decisions with their wisdom. We should learn form them in different aspects. ‎ T: Wonderful! So much for the discussion. You all did a good job.‎ Task 3 Listening and Speaking (WORKBOOK)‎ Let the Ss listen to a conversation between two journalists and then deal with Exercises 14 ＆ 15 on Page 95.‎ ‎...‎ T: We have listened to a conversation between two journalists. Now please work in pairs to discuss the two questions in Exercise 16. Six minutes later, I will ask some of you to answer them.‎ Six minutes later.‎ T: OK! Time’s up. Who’d like to answer the first question?‎ S1: Let me have a try. I think I believe the story of the journalist in Bad News. Nowadays more and more newspapers have appeared. To gain a large sale, some newspapers make up news to draw the readers’ attention. In my opinion, what they do is immoral and illegal.‎ T: Good. Then do you believe in aliens?‎ Ss: We don’t believe in aliens. Because no one has seen aliens for himself. Though we have heard about many people in the world announced they saw aliens for themselves, we don’t believe them fully. Perhaps some day in the future, when we see aliens ourselves, we can believe.‎ Step V Function and Everyday English T: There is a conversation on Page 48. It is also about aliens. Please read the conversation and underline the sentences showing belief or disbelief. ‎ ‎2 minutes later, collect the sentences on the blackboard for the Ss to practice later.‎ ‎...‎ T: Practice the sentences and then work in pairs to complete a similar conversation in Activity 2 by using them. ‎ ‎2 minutes later, ask some pairs to present their by answers, which can be different.‎ Step VI Homework T: Time is up. Homework for today:‎ ‎1. Go over what you have learned in this class. ‎ ‎2. Pick out the sentences with adverbial clause of time in the passage on Page 43 and Page 45.‎ The Third Period Grammar Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇及短语 ‎ as soon as, at the same time, be delighted to do ..., be replaced by ...‎ b. 重点句式 P45‎ Since no one else saw the aliens, not many people ...‎ Now that ..., I hope I can come many more time. ‎ ‎2. Ability goals能力目标 Enable the Ss to use adverbial clauses of time and reason.‎ ‎3. Learning ability goals 学能目标 Get the Ss to master the ways to use adverbial clauses of time and reason.‎ Teaching important points教学重点 Get the Ss to master the ways to use adverbial clauses of time and reason.‎ Teaching difficult points 教学难点 Teach the Ss to use adverbial clauses of time and reason correctly.‎ Teaching methods 教学方法 Question-answer activity, pair or group work and comparison.‎ Teaching aids教具准备 A multi-media computer.‎ Teaching procedures & ways教学过程方式 Step I Revision T: Last period I have asked you to pick out the sentences with adverbial clause of time. Now who’d like to give one or some examples?‎ Ss: When he was orbiting in the capsule, he took photographs of planet earth.‎ Ss: When Yang landed, Premier Wen Jiabao telephoned the Control Center to offer his congratulations.‎ Ss: When Yang took off Jiuquan in northwest China at 9am yesterday, China become the third nation to send a man into space.‎ Ss: While he was traveling in space, Yang spoke to two astronauts aboard the International Space Station. ‎ T: You did a very good job. They are all sentences with adverbial clause of time and the conjunctions are when or while. We’ll talk about them this class in order that you can use them correctly.‎ Step II Grammar 1‎ Task 1 ‎ First give the Ss several minutes to read the two sentences in Activity 1 on Page 44. Let them find ‎ out the answers individually. And then collect the answers.‎ T: Now turn to Page 44, read the first two sentences and answer the questions below. I’ll give you three minutes.‎ Three minutes later.‎ T: Time’s up. Who would like to answer the first question: Why are the tense different? ‎ S1: Let me try. The first verb can last while the second verb cannot. I think that’s because the second action happened during the first action was happening.‎ T: Yes. You are quite right. Exactly speaking, the first verb was continuing all the time and was interrupted by actions of short duration that are in the past simple. Who can give an example?‎ S2: While we were watching TV, the doorbell rang.‎ T: You have got the idea. Now the second question: Is one action longer than the other?‎ S3: The action in the clause is longer than the other. T: Yes. That’s right. How about the third question: Did one action take place after the other?‎ S4: No. When the second action took place, the first action didn’t finish. ‎ T: Very good. They took place at the same time, although the second action started after the first one. Please make one more sentence, following the examples we talked about.‎ S5: When we were having the P.E. class, he broke his leg.‎ S6: While she was reading, Granny fell asleep.‎ T: OK, now let’s come to another two sentences. This time you’re to choose the correct answers. Two minutes for you. There may be more than one answer.‎ Two minutes later.‎ T: I’d like to ask two of you to present the correct answers. And give a similar example.‎ S7: I think Answers a and c are correct about the first sentence. For example, when I came home, I turned on the radio.‎ T: Yes. That’s right. How about the second sentence?‎ S8: About the second sentence, Answers b and c are correct. For example, When he came to see me, I was going out.‎ T: Great! Now, let’s draw a conclusion from what we have talked about. ‎ Show the following on the screen.‎ 1. when conj. ‎ ‎1) during the time that ... 在……之际，当……时候 e.g. When he was doing his English exercises, he fell asleep. ‎ ‎2) at the time that ... 当……时 e. g. It was raining when we arrived. ‎ ‎2. while conj. ‎ during the time that ...‎ e.g. While he was in London, he studied music.‎ ‎3. as soon as; no sooner ... than ...; hardly ... when ...; scarcely ... when ...; immediately; directly; instantly; the moment; the minute; the instant 都可以引导表示“一……就……” 或“刚一……就……”的时间状语从句。‎ ‎ e.g. They had hardly arrived home, when it rained cats and dogs.‎ T: You must learn to use them freely in your writing and speaking, because “Practice makes perfect.”‎ Task 2‎ Deal with Exercises 1-3 in WORKBOOK on Page 91 to practice adverbial clause of time.‎ Step III Grammar 2‎ Task 1‎ T: OK, that’s all for adverbial clause of time and we will come to another kind of clause — Adverbial clause of reason. Please turn to Page 46. First read the examples in Activity 1 and then try to find out the answers individually. Two minutes for you.‎ Two minutes later.‎ T: Time is up. Who’d like to answer the questions?‎ S1: I think the words “as / since” both can be replaced by the word “because”.‎ S2: The words “as / since” sound less formal than the word “because”. As we all know, “because” can be used to answer the questions which begin with “why”.‎ T: What you said is quite right. How about the third question?‎ Ss: He was saying something that people knew. For example, since everyone is here, let’s begin our meeting. Since you will go abroad, so will I.‎ T: You have done a very good job. Now, let’s complete the sentences in Activity 2. You are to complete them individually and then exchange the answers with your partners. ‎ Task 2 Practice T: Let’s do some exercises about adverbial clause of reason. Turn to Page 92, Exercise 4. Please try to complete the sentences using the given words and pay attention to the correct punctuation. Two minutes for you to prepare and then you are to do it orally. ‎ Step IV Homework T: Today we have learned adverbial clauses of time and reason. So after class, please sum up what you have learned.‎ ‎1. You are to make two sentences with adverbial clause of time and two sentences with adverbial clause of reason. ‎ ‎2. Try to get as much information about English newspapers as possible.‎ The Fourth Period Extensive Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇及短语 cultural, financial, review, royal family, found, produce, home and international news, the quality press, the popular press, concentrate on b. 重点句式 Newspapers can be divided into ... P49‎ Now that the Chinese have completed ..., they are planning ... P94‎ ‎2. Ability goals能力目标 Get the Ss to know about some terms about newspapers and news reports.‎ Get the Ss to know something about the journalism in western countries.‎ ‎3. Learning ability goals学能目标 Help the Ss know some terms about newspapers and news reports.‎ Encourage the Ss to know about the journalism in western countries.‎ Teaching important and difficult points教学重点与难点 ‎ Help the Ss to learn how to talk about western journalism.‎ Teaching methods教学方法 ‎ Skimming, careful reading, asking-answering activity and discussion.‎ Teaching aids 教具准备 A tape recorder, a projector and some slides.‎ Teaching procedures & ways教学过程与方式 Step I Revision T: Yesterday I asked you to write some sentences with adverbial clauses of time and reason. Have you finished?‎ Ss: Yes.‎ T: Then I’ll ask some of you to read out what you have written.‎ S1: I was walking on the street, when someone patted me on the shoulder. Since you are ill, have a good rest, please.‎ S2: When Jack came home, mother was setting the table.‎ As he wasn’t ready, we went without him.‎ S3: While he was doing his homework, the bell rang.‎ Now that you have made up your mind, I have nothing to say.‎ T: Good! ‎ Step II Lead-in ‎ T: Have you collected some information about English newspapers?‎ Ss: Yes, but only a little.‎ T: That’s OK. Who’d like to say something about them?‎ S1: I surfed on the Internet and found out that newspapers in Britain can be divided into different types according to different standards of judgment. For instance, British newspapers can be divided into broadsheet and tabloid according to size, quality and popular according to style, national and provincial according to distribution and Daily and Sunday according to the frequency.‎ T: You did a very good job. Anyone else?‎ S2: It’s reported that The Times, The Daily Telegraph, The Guardian, The Independent, The Daily Mail and so on are famous national daily newspapers in the UK.‎ T: OK. Thank you for your information. Let’ come to the cultural corner of this module to get more about Daily newspapers in Britain and the United States.‎ Step III Cultural Corner Task 1 Skimming This step is to help the Ss get a general idea of the passage. Ask them to read fast and find out what kinds of newspapers are mentioned in the passage.‎ T: Now turn to Page 49. Please read the passage quickly and find out the answers to the questions.‎ ‎1. What types of newspapers are mentioned in the passage? ‎ ‎2. What are the differences between them?‎ After a few minutes.‎ T: Who would like to answer the first question?‎ S3: The quality press and the popular press are mentioned in the passage. ‎ T: Quite right. How about the differences between them?‎ S4: The quality newspapers have home and international news, sports, cultural events and financial reports, while the popular newspapers have large headlines, a lot of big photographs and concentrate on news and events about famous people and news about the British royal family.‎ T: Yes. You got it. ‎ Task 2 Careful reading ‎ This step is designed to help the Ss grasp some detailed information. Ask them to read carefully to tell whether the statements are true or false.‎ T: Please read the article once more and decide whether the following statements are true or false. ‎ Show the following sentences on the screen.‎ ‎1. The quality press is more serious. ( )‎ ‎2. You can know about famous pop stars in a popular newspaper. ( )‎ ‎3. You can find large headlines and a lot of big photographs in The Times. ( )‎ ‎4. The Sun is the most successful quality newspaper in Britain. ( )‎ ‎5. The New York Times is produced in New York. ( )‎ ‎5 minutes later call back the answers from the whole class.‎ key: True: 1, 2, 5 False: 3, 4‎ Important phrases and sentences:‎ ‎1. the quality press ‎ ‎2. home and international news ‎3. financial reports ‎ ‎4. concentrate on: focus one’s attention on ‎5. It’s read by important people such as politicians, lawyers and businessmen.‎ ‎6. be similar to: of the same sort ‎ ‎ be similar in ... ‎ ‎ e.g. Gold is similar in color to brass.‎ Step IV Reading (WORKBOOK)‎ Task 1 Skimming T: We have read a passage about American and British daily newspapers. Would you like to read some newspaper articles? ‎ Ss: Yes!‎ T: Let’s turn to Page 93. Read the four articles quickly and match them with the headlines. Three minutes for you.‎ ‎...‎ Task 2 Careful reading ‎ This step is designed to help the Ss grasp some detailed information, at the same time finish Exercises 11, 12 and 13 on Pages 94 && 95. Six minutes later collect the answers from the whole class.‎ Important phrases and sentences:‎ ‎1. complete their first manned space flight man: supply with persons for service or defense e.g. man a ship 给一艘船配置船员 ‎ man a telephone switchboard 为一电话总机配备人员 ‎2. a second manned space flight which will carry two taikonauts 不定冠词与序数词联用表示“再一次，又一次”或“再一个,又一个”‎ e.g. Hangzhou is a most beautiful city, so I will visit it for a third time.‎ ‎3. make a lot of money = earn a lot of money ‎ ‎4. sign autographs and speak to journalists ‎5. the autumn collections ‎6. the latest creations of all the top Chinese designers Step V Supplementary Reading Show some supplementary reading materials on the screen for the Ss to read.‎ T: Since we have read three reports. Would you like to know how a newspaper is produced?‎ Ss: Of course.‎ T: OK. Look at the screen. There is a passage about newspaper production. Please read the passage and answer the questions:‎ ‎1. What does an editor do?‎ ‎2. What do journalists do? ‎ How a Newspaper Is Produced ‎ Every morning, the newspaper chief editor holds a meeting with the journalists. They discuss the main events of the day. Reporters are sent to cover the events.‎ ‎ As soon as the reporters know what to write about, they get down to work. They telephone people and fix a time for face-to-face interviews with them. Sometimes they do telephone interviews. Checking information is very important. They go to the newspaper’s own library to look up any information that they need. This is called “doing one’s homework”.‎ ‎ At the same time, the picture editor decides which photographs are needed for the next day’s paper. Photographers are then sent to take the pictures. Sometimes old ones are used from the newspaper’s own picture library. Doing this can save a lot of time and money.‎ ‎ All the people who work on a newspaper must be able to work fast. For example, there might be a big fire, or an important person might die. In this situation, everyone has to move fast. Journalists have to stop working on one story and start working immediately on the important new one. They must find out the new information as quickly as possible. A photographer is sent immediately to take photos.‎ Later in that day, everything is put together at the news desk. Reporters return, type their stories into the computer and hand them to the editor. Photographers return and the photos are quickly developed.‎ ‎ The chief editors decide which will be the most important story on the front page. Sometimes this will have to be changed if something more important happens later in the day. Other editors read the stories the reporters have written and make any necessary changes. They also write the headline for each story.‎ ‎ Finally, there is no more time left for adding new stories, and the time for printing the ‎ newspaper has come. This is done on the fast-moving printing machine. The newspapers are then delivered by lorry, plane or rail. Speed is important. People want to read the latest newspaper and nobody wants to buy yesterday’s. ‎ Six minutes later, ask the Ss to check the answers with their partners and then with the whole class.‎ T: OK. Time is up. I think you have finished reading. Who’d like to answer the first question?‎ S1: Let me try. I think an chief editor holds the meeting, sends reporters to cover the main events and decides which will be the most important story on the front page. And other editors read the stories, make any necessary changes and write the headline for each story.‎ T: You got it. How about the journalists?‎ S2: They cover the events, interview people and write stories.‎ T: Very good. Now read the passage once more and try to write the steps which show how a newspaper is produced.‎ Sample answers:‎ ‎1. The chief editor holds a meeting. ‎ ‎2. Journalists interview people and write stories. ‎ ‎3. Photographers take photos. ‎ ‎4. The photos are quickly developed. ‎ ‎5. Editors check the reports and write headlines.‎ ‎6. The newspapers are printed.‎ ‎7. The newspapers are delivered by lorry, plane or rail. ‎ Another passage for supplementary reading.‎ The Newspaper in the Future ‎ Sometime in the next century, the familiar early-morning newspaper will disappear. And instead of reading your newspaper, it will be read to you. You will get up and turn on the computer newspaper just like turning on the TV. An electronic voice will report stories about the latest events, guided by a program that selects the type of news you want. You will even be able to choose the kind of voice you want to hear. A simple touch makes entire text appear. These are the predictions from experts working on the newspapers of the future.‎ ‎ Most of the technology is available now, but causing more people realize that they don’t need ‎ to read a newspaper from journalism(新闻界). Since it is such a cultural change, maybe the present generation of journalists and publishers will have to die off before the next generation realizes that the newspaper industry is no longer a newspaper industry.‎ ‎ Technology is making the end of traditional newspapers unavoidable. ‎ ‎ Despite technological advances it might take 30 to 40 years to replace newsprint with computer screen, because people need to buy computers and newspapers have established financial interests(经济效益) in the paper industry.‎ Questions:‎ ‎1. What does the passage mainly talk about?‎ ‎2. Why might it take 30 to 40 years to replace newsprint with computer screen?‎ ‎3. Are computer newspapers more convenient than traditional newspapers?‎ ‎4. Will computer newspapers really replace traditional newspapers? How do you know?‎ Sample answers: ‎ ‎1. Newspapers of the future will likely be on computer.‎ ‎2. That’s because there is strong resistance from both the general population and professional journalists.‎ ‎3. Yes. The computer will read for you.‎ ‎4. Yes. Technology is making the end of traditional newspapers unavoidable. ‎ Step VI Summary and Homework T: Today we’ve read about a passage about daily newspapers in Britain and the United States, four newspaper articles and a passage on how a newspaper is produced. Homework:‎ ‎1. Go over what we have read in this class. Pay attention to the important phrases and sentences. We will have a dictation next period.‎ ‎2. Preview the next part — Speaking and writing on Page 96, you are supposed to finish Exercises 17 & 18. ‎ The Fifth Period Writing Teaching goals 教学目标 ‎1.Target language目标语言 a. 重点词汇及短语 informative, make a note, your favorite newspapers and magazines b. 重点句式 P50‎ I buy a magazine called...‎ It’s funny, informative and interesting.‎ It’s got good articles...‎ It’s full of information about...‎ ‎2. Ability goals能力目标 Enable the Ss to write about their favorite newspapers and magazines.‎ ‎3. Learning ability goals 学能目标 ‎ Help the Ss learn how to expand an article according to the headline and the first lines.‎ Teaching important and difficult points教学重点与难点 Get the Ss to learn how to write a passage about their favorite newspapers and magazines.‎ Teaching methods教学方法 Task-based activity and pair or group work.‎ Teaching aids 教具准备 A multimedia computer, a projector and some slides.‎ Teaching procedures & ways 教学过程与方式 Step I Revision T: Good morning, boys and girls! Let’s begin our class with revision. Turn to Page 96, please. Have you finished Exercise 17?‎ Ss: Yes.‎ T: Would you find the headlines in a tabloid or a quality newspaper? How do you know?‎ S1: I think these headlines can be found in a tabloid. Because a tabloid concentrates on news and events about famous people and less serious news with many pictures, strip cartoons, and with its news presented in simple form, while a quality newspaper is usual about home and international news and sports and cultural events.‎ S2: I can’t agree with you more. The headlines in Exercise 17 are mostly news about something strange or about famous people. So they should be found in a tabloid.‎ T: You got it. Let’s come to Exercise 18. How did you match the headlines with the first lines of the articles? Volunteers?‎ ‎...‎ T: Good! We will prepare for writing. ‎ Step II Writing ‎ This part is designed to have the Ss practice writing reports. First, ask the Ss to read the original report carefully and then discuss some details about the report. Second, guide the Ss to write down the next paragraph according to the discussion. Thirdly, ask the Ss to exchange it with their partners for checking.‎ T: In this module you have read all kinds of reports on different topics. Would you like to try to write some reports?‎ Ss: Is it difficult to write a report?‎ T: That depends. Let us have a try. Please turn to Page 45 and read the passage Aliens Land Spaceship on the Moon again. And then we will have a discussion to write the next paragraph of the story. Two minutes for the students to read.‎ T: OK, boys and girls. I think you have finished reading. Now please turn to Page 46 and read through the questions and then discuss them with your partners to prepare for writing the second paragraph. While discussing, you’d better write down some key words. ‎ ‎5 minutes for the students to discuss.‎ S3: I once read in a book that David Bates was 68 when the report was written and he had seen aliens landing on the moon twice before it. So I think he has had the telescope for at least three years.‎ S4: I agree with you. Though he was an amateur astronomer, he seemed to be very serious and experienced.‎ S5: In some listening materials, I got the news that David Bates first saw the aliens landing on the moon two years before and this was the third time for him to see the aliens landing on the moon, though few people believed him.‎ S6: Yes. I think when he went to the police they would say, “Aliens land on the moon? Oh, come on! We don’t believe a word of it! It’s a crazy idea. Will you please go home and have a rest? Maybe you are too tired to watch carefully enough.” Or something like that.‎ A sample version:‎ ‎ David Bates is 68 years and he has had his telescope for three years, through which he watched the universe carefully and curiously. It’s said that he saw the aliens landing on the moon ‎ last year and two years ago. But when he reported his discoveries to the police, they said to him, “Aliens land on the moon? Oh, come on! We don’t believe a word of it! It’s a crazy idea. Will you please go home and have a rest? Maybe you are too tired to watch carefully enough.” Do you believe him or not?‎ Step III Task In this part, ask the Ss to work in pairs and discuss their favorite magazines or newspapers. Make sure they are aware of what to do. First, let them name the newspapers and magazines; second, ask them to give reasons why they like them, and then ask them to write a passage about it.‎ T: Boys and girls, in the past four classes we have known something about newspapers and magazines. Do you like reading newspapers and magazines? Why? / Why not?‎ Ss: Yes. Because they can enrich our life and enlarge our knowledge. By reading we can learn about all the places in the world and learn from people we will never meet in our lifetime.‎ T: Can you name the newspapers and magazines you read in your everyday life?‎ Ss: Readers, China Today, English Salon, English Weekly, China Daily, 21st Century and so on.‎ T: That’s great. As a famous saying goes, “Reading can make a wise man.” Now turn to Page 50 and do Activity 2. Please work in groups of four and have a discussion. Talk about the reasons why you read your favorite newspapers or magazines. Five minutes for you to discuss.‎ Five minutes Later.‎ T: OK, time is up. Now I’d like some of you to present your discussions. Volunteers?‎ S1: My favorite magazine is Readers. It’s full of moving stories. Reading Readers enables me to learn about things that I have no opportunity to experience in my daily life. That’s to say, we can read the experiences of others. In this way, we won’t repeat the mistakes of others and can learn from their experiences and achievements. There are also some beautiful poems and sayings. After a busy day of school, I’d like to read the magazine lying in bed. At that time I’m in a merry mood.‎ S2: My favorite newspaper is English Weekly, which is very popular with students. The reason is that it helps us with our English that I’m not good at. It’s got good essays on politics, sports and music in it. I love the jokes, pictures, analysis of language points and exercises to each module. The listening materials to the exercises are very vivid, which are read by native speakers. Reading it can enlarge my vocabulary and do good to my ability of learning English.‎ S3: My favorite newspaper is 21st Century, which is also popular with students. There are many ‎ different sections such as news, entertainment, learning express, perspective, focus, social life, education and so on. You can select and read whatever section you are interested in. They are fully illustrated in order to help readers understand them. And it’s full of information about pop stars. ‎ Fifteen minutes for the Ss to write a paragraph about their favorite newspapers and magazines according to their discussions and the pattern drills given.‎ T: OK. Now it’s time for you to write down something about your favorite newspapers or magazines. But first I’d like to remind you of the pattern drills on the screen. ‎ Show the pattern drills and special terms on the screen.‎ ‎ My favorite newspaper is... ‎ ‎ It’s funny, informative, interesting.‎ ‎ It’s got good articles / photos.‎ ‎ It’s full of information about my favorite pop star / sport / computer ‎ games.‎ ‎ It helps me with my studies.‎ 版块: section 广告: AD / advertisement ‎ 商业版: business 校园生活: campus life 连环画: comic strip 连载故事: continued story ‎ 每日新闻摘要: pony report ‎ 报刊文摘: press digest A sample version:‎ My Favorite Newspaper — China Daily ‎ Of all the newspapers and magazines, I like China Daily best, which is China’s own English language newspaper. It’s informative and has all usual sections of a newspaper, such as Home News about China, International News from abroad, Business News, Travel News and Sports News. There are weather report and reports on new plays, movies, books, new restaurants and so on. Longer articles about business, or people with interesting jobs, or different areas of China are also included. Every Saturday there is a section about things to do at the weekend and the TV programs in the coming week.‎ ‎ It is very popular with students like us, for it can improve our English. Reading it can enlarge ‎ my vocabulary and knowledge. Besides, I enjoy learning about new things from politics to sports and music.‎ Step IV Homework Go over this module. ‎ 附 件 I. 课文注释与疑难解析:‎ ‎1. take off 起飞 e. g. The plan took off despite of the fog. ‎ 那架飞机不顾大雾起飞。 ‎ take something off: remove 除去，脱掉 ‎ take off one’s shirt 脱掉衬衣 take somebody off: conduct, lead away somewhere 引导，带走， 引开 e.g. She took me off to see her garden.‎ 她带我去看她的花园。‎ not / never take one’s eyes off something: look at constantly ‎ e.g. He never took his eyes off his little daughter while she was swimming in the sea.‎ 当他的小女儿在海里游泳时，他一直注视着她。‎ ‎2.... Yang’s space flight was “ an important historical achievement and NASA wishes China continuing success with its space flight program.” 杨立伟的太空飞行是具有历史意义的重大成就，美国宇航局希望中国在太空飞行计划中继续取得成功。‎ wish: ① vt. 但愿（从句常用虚拟语气）‎ e.g. I wish I were you.‎ ‎② vt. 祝某人交好运或厄运 e.g. I wish nobody ill. 我不希望任何人倒霉。‎ ‎③ vt. 颂，祝 e.g. I wish you a pleasant journey. ‎ I wish happiness to all of you.‎ 常见短语：wish (somebody) to do something ‎ wish for = long for 渴望得到 ……‎ wish somebody success / a good luck 祝某人成功、走运 satisfy one’s wish 满足某人的愿望 ‎ give / send somebody best wishes ‎ 向某人问好 II. 背景材料：‎ Yang Liwei — China’s first space man China launched its first manned space flight on Wednesday. The Shenzhou mission, if successful, will make China the third nation to send a man into outer space, following the former Soviet Union and the United States. ‎ ‎ “The rocket that will launch the Shenzhou V spaceship is the best of all. It is of superior quality and has stood our most stringent testing,” the official China Daily quoted Huang Chunping, commander-in-chief of rocket systems, as saying. ‎ ‎ “With the application of 55 breakthrough technologies, including fault-detection and escape systems, the spacecraft and rocket both have reached advanced international levels.” ‎ ‎ President Hu Jintao and his predecessor, Jiang Zemin were expected to have been at the launch center to watch China’s bid to realize a dream. ‎ ‎ Liwei, a lieutenant colonel in the People’s Liberation Army selected from a pool of 14, is the son of a teacher and an official at an agricultural firm. He was raised in Suizhong county in the northeast province of Liaoning. ‎ ‎ “We are proud of him,” his brother-in-law said just minutes before the launch. “We don’t worry about his safety because we trust the nation’s advanced technology.” ‎ ‎ The rocket was to orbit the Earth 14 times before returning after about 21 hours. Yang would dine on shredded pork with garlic and kung pao chicken washed down with Chinese tea.‎ ‎(lift-off:火箭发射 aeronaut:太空飞行员 cosmonaut: 宇航员 outer space: 太空)‎ China Daily ‎— By Zhu Yinghuang, Editor-in-Chief of China Daily ‎ China Daily is the only national English language newspaper published in China. Since its ‎ launching in 1981, China Daily has adhered to its mission: “ Let the world know more about China and let China know more about the world”. In recent years, to our great delight, we have observed the great efforts made by the Asian nations in seeking regional peace, social stability, economic development and a better life for the people. And our paper has also made efforts to give more coverage to these efforts and progress in accordance with our principle of “reporting in an active, comprehensive and fair way”. Starting from the beginning of this year, China Daily has been redesigned and expanded and we have increased the world news coverage, including the news from Asian nations. As an English language newspaper, China Daily has been actively engaged in exchange and cooperative program with many other media organizations in the world. ‎ China Today ‎ ‎ China Today is a magazine program in English targeting overseas audience. Its 30-minute shows air Mondays and Fridays on both CCTV4 and CCTV9.‎ ‎ The program is made up of four parts — Focus, Development, Insight and People. The first part focuses on current affairs; the second section features the latest developments in every aspect of the Chinese nation; Insight offers in-depth analysis of new social phenomena, cultural concepts and the latest fads; in the last part, we meet people from all walks of life who are making a difference in their particular fields of interest.‎ ‎ China Today not only offers a kaleidoscope of Chinese society and milestones achieved since the nation adopted its reform and opening up policy, but also explores the country’s rich and long lasting cultural heritage. It serves as a window for overseas audience to have an improved up-to-date understanding of China. It also provides a good opportunity for Chinese learners of English to improve their language skills. ‎ Newspapers in the US ‎ There are more than 1,500 daily newspapers in the US. Each one is usually sold only in one part of the country, say in a city, but they cover national and international news. In larger cities there is often more than one newspaper and the different ones express different political opinions. Some newspapers are sold in nearly all parts of the USA, such as, USA Today and the national edition of the New York Times. Two other newspapers, the Los Angeles Times and the Washington Post are known and respected all over the US but cannot be bought everywhere. Other important newspapers are: the Boston Globe, sold in New England; the Chicago Tribune,‎ ‎ sold in the Midwest; the Christian Science Monitor and USA Today, both sold nationally; and the Washington Post on the East Coast. Many people read the national Sunday edition of the New York Times because it includes the weekly New York Review of Books.‎ Daily and Sunday Newspapers ‎ Daily newspapers are published on every day of the week except Sunday. Sunday newspapers are very big, often having several separate parts. They contain many longer articles and a lot of advertisements. Each section deals with a different subject, such as, national and international news, sport, travel, etc. One section, the classifieds(分类广告), has advertisements for jobs and things for sale. Another cartoon section is often called the funnies or funny papers. There is often also a magazine which is in color.‎ Online newspapers ‎ Many traditional newspapers are now available online, and even more new ones have been started there. There are thousands of online newspapers now available throughout the world. These may resemble the newspapers of the future. Indeed, they may be the newspapers of the future. To find a good list of them, use your computer and go online to http://library.uncg.edu/news/, or to a number of other websites you can easily find by going to www.google.com and entering “online newspapers” in the search box. One of the best online newspapers is the electronic daily edition of USA Today, which may be found at www.usatoday.com. Please see if this is the kind of newspaper you’d like to read.‎ Module 6 Films and TV Programmes I. 模块教学目标 技能目标Skill Goals ‎▲Talk about films, TV programmes and movie stars ‎▲Practice summarizing ‎ ‎▲Learn to use adverbs of frequency and place, adverbs and adverbial phrases ‎ ‎▲Learn to write a film review II. 目标语言 功 能 句 式 功 能 句 式 Talk about how often you do things How often do you watch it?‎ It has occasionally been done.‎ ‎... characters leap through the air every now and then ...‎ Films like this rarely reach the big screen.‎ Ang Lee had never directed a martial arts film before.‎ 词 汇 ‎1. 四会词汇 actor, actress, argue, brave, (TV) channel, character, comedy, crime, desert, direct, disagree, entertaining, female, fight, graceful, interest (vt.), leap, male, masterpiece, moving, poster, rooftop, star (v), sword, thriller ‎ ‎2. 认读词汇 adventure film, advertisement, fiancé, chat show, crouching, martial arts film, romantic film, occasionally, quiz show, soap (opera), subtitles, sports program, TV / radio drama ‎3. 词组 at the age of, be / fall in love with, care about, come out, every now and then, in surprise, play a part, to one’s surprise, take place 语 法 Learn how to use adverbs of frequency and place ‎1. ... characters leap through the air every now and then ...‎ ‎2. It has occasionally been done.‎ ‎3. Wuxia films are popular in China ...‎ ‎4. I watch the news about four times a week.‎ Review adverbs and adverbial phrases ‎1. Everyone in it acts so brilliantly.‎ ‎2. I watch films all the time at the weekend.‎ 重 点 句 子 ‎1. As in the old wuxia stories characters leap through the air every now and then, with beautiful, graceful movements, while audiences shout in surprise. P53‎ ‎2. Unusually, it is the female characters that interest us most. P52‎ ‎3. Brave, good and strong, Xiulian is the character we care about most. P53‎ ‎4. Beautiful Zhang Ziyi plays the part of Yu Jiaolong, a young woman who is not as good as she seems. P53‎ ‎5. ... as their eyes show all the love that they must not express in words. P53‎ ‎6. Films like this rarely reach the cinema. P53‎ Ⅲ. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块以Films and TV Programmes为话题，旨在通过模块教学使学生运用所学词汇口头评价自己喜欢的电影、电视节目，介绍自己喜欢的导演；正确理解介绍电影的文章，获取信息并回答相关问题；在阅读过程中正确把握每一段落的主旨大意，学会从背景、情节、角色和演员等方面写影视评论，并能在文章中准确运用频度副词。帮助学生正确看待电影、电视的功能，并通过介绍好的影视作品使学生增长科学文化知识，开阔视野、丰富生活。‎ ‎ 1.1 INTRODUCTION通过学生问答，出示图片等形式呈现与电影有关的英文词汇，激发学生对本模块的中心话题的兴趣。‎ ‎ 1.2 READING AND VOCABULARY 通过阅读Crouching Tiger, Hidden Dragon（《卧虎藏龙》）的一则影评，学习相关词汇，学会归纳文章的主旨大意；分析文章的篇章结构和写作技巧；了解文章的中心思想和写作意图，并围绕影评内容，组织学生进行听、说、读、写活动。 ‎ ‎ 1.3 SPEAKING 通过两人活动，讨论自己最喜欢的电影。‎ ‎ 1.4 GRAMMAR 1利用课文中的句子呈现常见的频度副词和地点副词，让学生识别这些副词，并注意这类副词在句中的位置。GRAMMAR 2 列举了含有时间、地点和方式状语的句子，让学生通过回答问题，了解通常情况下时间状语、地点状语和方式状语在句子中的顺序。‎ ‎ 1.5 VOCABULARY AND LISTENING 通过听取关于青少年看电视习惯的采访录音，培养学生准确获取有效信息，完成相关的练习的能力。‎ ‎ 1.6‎ ‎ FUNCTION学习使用表示频度的副词或副词短语。利用本部分提供的内容和学生的实际情况进行训练。‎ ‎ 1.7 EVERYDAY ENGLISH 围绕TV programmes 以及与日常生活和学习相关的常见交际用语，加强语音、语调训练。‎ ‎ 1.8 PRONUNCIATION 通过听力训练，让学生掌握感叹句中的语调起伏。‎ ‎ 1.9 WRITING 要求学生从影视作品的情节、背景、主角、个人观点等角度入手撰写一则影评，为完成本模块的写作任务做好铺垫。‎ ‎ 1.10 CULTURAL CORNER 通过阅读“ Steven Spielberg — Film Director”, 了解美国著名导演Steven Spielberg的执导经历及其主要的电影作品。‎ ‎ 1.11 TASK 小组活动，要求学生课前查阅资料并做好记录，课上先进行充分讨论，再按要求设计并撰写一份电影专页。‎ ‎ 1.12 MODULE FILE简要总结本模块中所学的词汇、语法、语音和日常用语，引导学生对本模块的重点内容进行归纳总结。‎ ‎ 2. 教材重组 ‎ 2.1 将READING AND VOCABULARY 和WRITING(P58, Activity 1) 整合成一节精读课。‎ ‎ 2.2将VOCABULARY AND LISTENING和WORKBOOK中的Listening and speaking整合成一节听力课。‎ ‎ 2.3将CULTURAL CORNER和WORKBOOK中的Reading两部分整合成一节泛读课。‎ ‎ 2.4将INTRODUCTION, SPEAKING, EVERYDAY ENGLISH, PRONUNCIATION 和WORKBOOK中Speaking整合成一节口语课。‎ ‎ 2.5将GRAMMAR 1, GRAMMAR 2和FUNCTION整合成一节语法课。‎ ‎ 2.6 将WRITING (P58, Activity 2), TASK和 WORKBOOK中的 Writing整合成一节写作课。‎ ‎ 3. 课型设计与课时分配 ‎ 1st Period Reading ‎ ‎ 2nd Period Listening ‎ 3rd Period Extensive reading ‎ 4th Period Speaking ‎ 5th Period Grammar ‎ 6th Period Writing IV. 分课时教案 The First Period Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 action, actor, desert, master, actress, character, female, male, masterpiece, fiancé, rooftop, leap, graceful, interest, brave, moving, express, unusual, marry, be / fall in love with, belong to, every now and then, in surprise, to one’s surprise, tell of, care about, play a part, martial arts ‎ b. 重点句式 Now, to everyone’s surprise ... P52 ‎ The film belongs to ... P52 ‎ These stories tell of ... P52 ‎ ‎... are in love with each other. P53 ‎ Films like this rarely reach the cinema. ‎ ‎2. Ability goals 能力目标 Enable the Ss to talk about the films and TV programmes.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to talk about films and the characters in them.‎ Teaching important points教学重点 How to retell the film review. ‎ Teaching difficult points教学难点 Talk about the plot and the characters in films.‎ Teaching methods教学方法 Discussion. ‎ Teaching aids教具准备 A projector, a computer and a recorder. ‎ Teaching procedures & ways教学过程与方式 Step I Lead-in T: Boys and girls, do you like seeing films?‎ Ss: Yes, we like seeing films very much.‎ T: I’m glad to hear that. Who’d like to tell us something about films?‎ Sa: I’m from a village and there was no cinema before. If we wanted to see a film, we had to go to the town or invited a cameraman to show it for us in a clearing. Whatever the film was, we were excited all the night.‎ Sb: I prefer to see a film at home. Though there is only a little room, I can see any films I like. And I like adventure films. They make me imaginative, nervous and many other feelings.‎ Maybe more Ss want to express their own ideas, control the situation and come to the next step.‎ T: Your presentations are wonderful. Now look at these pictures, do you know the names of them?‎ Show the pictures on the screen.‎ ‎ ‎ ‎ ‎ Ss: Titanic, Lord of the Rings, Harry Potter, Hero and Crouching Tiger, Hidden Dragon.‎ T: You are quite right. And I know you have seen many films. So I want some of you to talk about your favorite films. Volunteer?‎ Sa: I like Titanic very much. It is a sad romantic film and I am moved deeply. Rose doesn’t mind that Jack is poor. They fall in love with each other on Titanic. Their love has broken the line between the poor and the rich. Though the ship sinks, their love still exists. ‎ Sb: I like Harry Potter very much, because this film is mystical and interesting. Every time I see it, I wish I would be Harry Potter one day. Then I can help the poor and punish the bad.‎ T: Very good! Now, can you tell me about other films you have seen before?‎ Ss: Pearl Harbor, Spiderman, Not One Less, In the Heart of the Sun, Farewell My Concubine, etc.‎ T: Very good! Thank you. Now I want you to think about a question: How can you make a comment on a film?‎ Step II Pre-reading T: Today we will learn something about a Chinese film. I think most of you have seen it. First look at the poster on the screen.‎ Show the poster of Crouching Tiger, Hidden Dragon on the screen.‎ T: Do you know the name of the film?‎ Ss: Crouching Tiger, Hidden Dragon.‎ T: Definitely right. How much do you know about the film? Can you tell us something about the film？‎ Sa: Ang Lee, who has directed a number of excellent films, directs the film. I know that a well-known actor called Chow Yun-Fat plays the male character. And the two actresses are Michelle Yeoh and Zhang Ziyi.‎ Sb: I have seen this film. It is a masterpiece of martial arts films. And the fight scenes are wonderful.‎ Then ask the Ss to do Activity 2 on page 52. Let them read the film review quickly and choose the best summary of the film.‎ T：Good！Now turn to page 52 and read the film review quickly. Then choose the best summary. Three minutes later, I will check your choices. ‎ Three minutes later, check their answers.‎ S: I think No. 2 is the best summary of the film. No. 1 and No. 3 both are parts of the film not the summary.‎ Step III Reading Before reading, play the tape for the Ss. Ask them to imitate the pronunciation and intonation.‎ Skimming In this step, get the Ss to comprehend the passage quickly and accurately. ‎ T: OK, let’s discuss the structure of the passage. How many parts can it be divided into?‎ Ss: Three. ‎ T: Quite right. What are they?‎ Sa: Part 1 includes the first two paragraphs.‎ T: Good. What’s the topic sentence?‎ Sb: Crouching Tiger, Hidden Dragon is a masterpiece of martial arts films, and wuxia films are well received both in China and in western countries. T: Well done! Thank you. What about the second part?‎ Sb: Paragraphs 3 and 4 belong to the second part. It mainly tells us the story about how Li Mubai and YU Xiulian tried to get back a stolen sword and how wonderfully the main characters performed.‎ T: You’ve done a very good job. What’s the third part and what’s the topic sentence of this part?‎ Sc: The third one includes the last paragraph. Crouching Tiger, Hidden Dragon is really an excellent film. ‎ T: You’re quite right. Now who can tell us the main idea of this passage?‎ Sd: The text tells of an old romantic wuxia story, which takes place in China in the nineteenth century. It deals with the bravery, loyalty and true love between the characters.‎ T: Thank you very much.‎ Scanning In this step, the Ss will read the passage carefully to get the detailed information. They can also guess the meaning of the new words in the context and then do Activities 3 and 4. A few minutes later, check the answers with the whole class.‎ T: Do you have any difficulties with words and expressions in the passage?‎ Ss: What does “to everyone’s surprise” mean?‎ T: It means everyone was surprised that... ‎ Ss: I don’t understand this sentence: As in the old wuxia stories, the characters leap through the air every now and then, with beautiful, graceful movements,... ‎ T: You can understand this sentence in this way: The characters in the film fight against each other and jump very high, sometimes on the roof, sometimes at the top of trees. They move as quickly and neatly as the characters in the old wuxia stories.‎ Step IV Post-reading In this step, the Ss will finish Activity 5 on page 53. And then ask them to discuss the writing techniques and purpose.‎ T: Group work. Discuss the writing techniques of the film review in groups of five. The wr iting techniques include the writing characteristics and the writing style. I will give you 10 minutes to do this task. ‎ ‎10 minutes later, check their answers.‎ T: What is the writing characteristic of this passage?‎ Sa: In our opinion, there are two characteristics: The first one is its excellent beginning of the film review. It can arouse the readers’ strong curiosity and interest. The second one is a very good structure of the film review. The setting, the plot, the main characters of the story, the fight scenes between them and the author’s opinion are all well organized. ‎ T: Wonderful! What about the writing style of this passage? ‎ Sb: The text is a film review. It first tells the reader the name and the type of the film. Then it describes the most important parts, including the setting, plot, main characters of the story, and the author’s opinion. The whole passage is organized well and easy to understand.‎ T: Right. Thank you. What is the writing purpose of this film review?‎ Sc: The text serves as a good example on how to write a film review. In addition, the author speaks highly of the culture of martial arts of China.‎ T: Quite right.‎ Step V Text Retelling Ask the Ss to retell the text with about 100 words. First, do Activity 1 in WRITING on page 58 and fill in the chart according to the text. Show the text chart.‎ Text Chart A Film Review The name of the film Crouching Tiger, Hidden Dragon The type of the film Wuxia or martial arts The setting the story, in the early 1800s, Peking rooftops, the deserts of western China The plot fall in love with, a good friend, get the stolen back The characters Li Mubai (played by Chow Yun-Fat) and Yu Xiulian (played by Michelle Yeoh)‎ The opinion a masterpiece of martial arts films, exciting T: Make use of the chart above while retelling. The possible version below can be used as a reference for both retelling and dictation.‎ A sample version:‎ ‎ Surprisingly, Ang Lee, a director of many wonderful films, has made a martial arts film Crouching Tiger, Hidden Dragon, which is proved to be a masterpiece.‎ ‎ The plot of the story is simple. It happens in the early 1800s in China. The main characters are Li Mubai (acted by Chow Yun-Fat) and Yu Xiulian (played by Michelle Yeoh), both of whom are masters of the martial arts. They are in love with each other. Because Xiulian’s sword is stolen, they try to get it back.‎ ‎ The most exciting spectacle is the fight scenes.‎ The action takes place on Peking rooftops, and in places as far away as the deserts of western China. The actor and actress leap through the air every now and then, with beautiful and graceful movements. ‎ ‎ Besides, Mubai’s romantic scenes with Xiulian are very moving. Their eyes show all the love that they must not express in words.‎ ‎ Films like this rarely reach the cinema. ‎ Step VI Moral Education T: What can we learn from the passage? Volunteer? ‎ Ss: We can learn how to evaluate what we see or experience objectively after we have read the film review. Surely, we should have a proper way to treat our life, and we should value the friendship and love among people. ‎ T: Good for you! Thank you.‎ Step VII Homework ‎1. Retell the text.‎ ‎2. Preview VOCABULARY AND LISTENING ( on page 55) and Exercises 18 and 19 in LISTENING AND SPEAKING (WORKBOOK on page 101)‎ The Second Period Listening Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 ‎ ad (advertisement), argue, (TV) channel, disagree, entertaining, neighbor, programme, relax, brilliantly b. 重点句式 Do you ever argue with your family about...? P55‎ How often do you change channels in an evening? P55‎ Good for you! P57‎ So what’s on TV tonight? P57‎ ‎2. Ability goals 能力目标 Enable the Ss to understand the interview with a teenager about his TV viewing habits and some comments on the film — Hero. ‎ ‎3. Learning ability goals 学能目标 Help the Ss to learn to express the likes and dislikes for the films. ‎ Teaching important points教学重点 How to talk about the advantages and the disadvantages of TV viewing.‎ Teaching difficult points教学难点 Talk about the TV viewing habits.‎ Teaching methods教学方法 Discussion, listening and cooperative learning.‎ Teaching aids教具准备 A recorder.‎ Teaching procedures & ways教学过程与方式 Step I Revision Check the homework first.‎ T: Who can retell the film review? ‎ S: The film Crouching Tiger, Hidden Dragon, directed by Ang Lee, is a masterpiece of martial arts films. The story tells of nineteenth-century martial arts masters with unusual abilities. The fight scenes are the most exciting. The actor and the actress leap through the air every now and then, with beautiful and graceful movements. Films like this rarely reach the cinema.‎ T: OK, thank you! Have you previewed the listening practice?‎ Step II Lead-in T: How do you usually relax yourself in your free time? Any volunteer?‎ Ss: I like playing football in the afternoon.‎ Ss: Usually I enjoy listening to light music and popular songs.‎ Ss: I prefer to watch CCTV 6. I can see lots of wonderful films all over the world, especially at weekends.‎ T: Thank you. What’s your favorite TV channel? Think it over and do pair work with your partners. You have 5 minutes to ask and answer the questions in Activity 1 on page 55. ‎ Five minutes later.‎ T: Who’d like to show us your performances?‎ Sa: What’s your favorite TV channel?‎ Sb: Channel 5. There are a lot of sports programmes on it. I like all of them.‎ Sa: What do you do to relax?‎ Sb: I see films on TV.‎ Sa: Do you agree or disagree that advertisements are entertaining?‎ Sb: I agree. Because advertisements can excite us and give us a lot of information.‎ Sa: Do you ever argue with your family about which program to watch? ‎ Sb: Yes, quite often. My mum likes TV plays while Dad prefers CCTV news and channel 11 with Beijing operas. However, I enjoy Animal World, Oriental Horizon and so on.‎ T: You’ve done very well. Thank you.‎ Step III Listening (WORKBOOK on page 55)‎ The Ss will hear an interview with a teenager about his TV viewing habits. Play the recording three times and ask them to do Activities 2, 3 and 4. Then check the answers with the whole class.‎ Step IV Discussion T: We’ll discuss the advantages and disadvantages about watching TV. Listen to the interview again and write down the key words as soon as possible.‎ Sample words: ‎ the way I relax, learn a lot, interesting programms, comedy, enjoy advertisements, watch too much, affect one’s study, do harm to Sa: I love watching TV. It’s the way I relax. I see films all the time at weekends. It’s one of the most relaxing things I can do when I am tired or bored. Besides, TV programmes can enlarge our knowledge and enrich our daily life. My parents like serious programmes like the news, but I prefer comedies. I enjoy advertisements, too. Some of them are very interesting. When I leave school, I want to work in advertising.‎ Sb: But every coin has two sides. Though you can get much information from TV, it can do harm not only to your health but also to your mind. TV will affect your eyesight and your study if you watch it too much. And some programmes relate to violence and criminals, even drugs, which do harm to the mind of the youth.‎ Step V Listening (WORKBOOK on page 102)‎ The Ss will listen to six speakers answering questions and write the number of the speakers by the questions they answer. Play the difficult parts several times if necessary. After listening, ask the Ss to read the listening materials aloud and check the answers with their partners. If they have any difficulties, offer some help to them.‎ Step VI Homework ‎ ‎1. Write a short passage about the advantages and disadvantages about watching TV according to the first listening material. ‎ ‎2. Read the passage in Cultural Corner and the passage in WORKBOOK on page 100.‎ The Third Period Extensive Reading ‎ Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 director, successful, complete, studio, shark, reputation, kingdom, suffering, co-star, courage, justice, at the age of, of all time, win an Oscar, in the last fifteen years, bring ... to life , at war ‎ b. 重点句式 P59‎ He has certainly made more successful films than any other director...‎ He showed that ... when he was very young, completing his first 15-minute home movie at the age of 13.‎ But it’s generally agreed, that he, more than ..., understands the meaning of...‎ ‎2. Ability goals 能力目标 Enable the Ss to know about Steven Spielberg, other directors and the film — Hero. ‎ ‎3. Learning ability goals 学能目标 Let the Ss learn more about directors and films.‎ Teaching important points教学重点 Talk about Steven Spielberg, other directors and the film — Hero.‎ Teaching difficult points教学难点 Teach the Ss how to talk about directors and films.‎ Teaching methods教学方法 Discussion, skimming and scanning.‎ Teaching aids教具准备 A projector and a screen.‎ Teaching procedures & ways教学过程与方式 Step I Revision ‎ Check the Ss’ homework. Ask two Ss to read their passages.‎ T: Please read your passages about watching TV to your class.‎ A sample version:‎ ‎ Each family has a television. I watch it every night for about two hours. And sometimes when my parents are out, I watch it non-stop all night long. My mum says it will affect my study and do harm to my health if I watch too much, but I disagree. I think I can learn a lot from TV programmes. It’s the way I relax myself when I’m tired or bored. My parents like serious programmes like the news, but I prefer comedies. I also enjoy advertisements. I think they can be very interesting. When I leave school, I want to work in advertising. ‎ ‎ In conclusion, there are more advantages than disadvantages about watching TV.‎ Step II Lead-in T: I know you have seen many films. Maybe you are only clear about the names of these films, now I want you to name both your favorite films and their directors. ‎ Ss: Hero — Zhang Yimou; Cell Phone — Feng Xiaogang; Harry Potter — Alfonso Cuaron T: Excellent. I know most of you have seen the film Jurassic Park. But do you know who is the director of it?‎ Ss: Steven Spielberg. ‎ T: Right. Today we will learn the passage about Steven Spielberg. ‎ Step III Cultural Corner ‎ Ask the Ss to read the passage on page 59 quickly and say something about Steven Spielberg.‎ T: Now turn to page 59. Read the passage as quickly as you can and then get some information about Steven Spielberg.‎ A few minutes later.‎ T: I think you have finished reading. Who can tell us something about Steven Spielberg?‎ S: Spielberg was born in the state of Ohio, America, in 1946. He is the greatest and the most successful film director. He made his first home movie at the age of 13. Later, he made many wonderful films, such as Jaws, Jurassic Park and so on. He won an Oscar for his last film Schindler’ List.‎ T: Very good! Now make a list of the films he made at the following ages. Just scan the passage.‎ ‎13: _______________ 16: ____________________‎ ‎24: _______________ 28: _____________________‎ ‎36: _______________‎ Ss: 13: a 15-minute home movie 16: Firelight ‎ ‎24: Amblin 28: Sugarland Express ‎36: E.T. — The Extra Terrestrial T: Quite right! Thank you. Now the second question: Why is he as special as a film director? Just scan the passage and discuss with your partners.‎ Two minutes later.‎ S: Because people all agree that he best understands the meaning of the word “entertainment”.‎ T: That’s it. Because he knows how to entertain his audiences.‎ Step IV Reading (WORKBOOK on page 100)‎ By reading this passage, the Ss can understand the film review better. This is an excellent film directed by Zhang Yimou. After reading, finish off all the exercises connected with the passage. First, do Exercises 12 and 15. ‎ T: Do Exercise 12. Read the film review and match the topic sentences with paragraphs. ‎ The Ss do this Exercise individually, and then check with their partners.‎ T: Do Exercise 15. Read the passage again and decide which paragraphs present the following ‎ topics: characters, plot, reviewer’s opinion, setting. ‎ The Ss read the passage again and choose the answers individually, then check with their partners.‎ T: Now, let’s come to Exercises 13 and 14. Read the passage once more and go into the details.‎ The Ss read it quickly for further details individually and then check with their partners.‎ T: We have finished reading and exercises. Do you have any questions?‎ Ss: Yes. “The story is set in ...” What does it mean? “To bring to life this great story ...” How can I understand it?‎ T: The word “set” here is often used in passive voice. It means to give a particular setting to a story, play, etc. “To bring to life this great story ...” means to make an exciting and attractive story. Are you clear?‎ Ss: Yes.‎ Step V Extra-reading T: Here are two supplementary reading materials on the screen for you to read.‎ Ang Lee Born in 1954 in Pingtung, Taiwan, Ang Lee has become one of the greatest contemporary(现代的)filmmakers. Ang graduated from the National Taiwan College of Arts in 1975 and then went to the U.S. to receive a B.F.A. Degree in Theatre Direction at the University of Illinois, and a Master’s Degree in Film Production at New York University. At NYU, he served as an Assistant Director on Spike Lee’s student film, Joe’s Bed-Study Barbershop: We Cut Heads (1983).‎ ‎ After Lee wrote a couple of screenplays, he eventually appeared on the film scene with Pushing Hands (1992), a dramatic-comedy reflecting on generational conflicts（分歧） and cultural adaptation（改造）. The Wedding Banquet (1993) as Lee’s next film, an exploration of cultural and generational conflicts through a homosexual（同性恋的）Chinese man who feigns（假装）a marriage in order to satisfy the traditional demands of his Taiwanese parents. It obtained him globe and Oscar nominations（提名）, and won a Golden Bear at the Berlin Film Festival. The third movie in his trilogy（三部曲）of Taiwanese-Culture / Generation films, was ‎ Eat Drink Man Woman (1994), which received a Best Foreign Film Oscar nomination. Lee followed this with Sense and Sensibility (1995), his first Hollywood-mainstream movie. It acquired a Best Picture Oscar nomination, and won Best Adapted Screenplay. The National Board of Review and the New York Film Critics Circle also voted the year’s Best Director Lee. Lee and frequent cooperator James Schamus next filmed The Ice Storm (1997), which acquired the 1997 Best Screenplay at Cannes(嘎纳). The Civil War drama Ride With The Devil (1999) soon followed and received critical praise, but it was Lee’s Crouching Tiger, Hidden Dragon (2000), which is considered one of his greatest works, a sprawling period film and martial arts epic that dealt with love, loyalty and loss. It swept the Oscar nominations, and became the highest grossing foreign-language film ever released in America. Lee then filmed the comic-book adaptation, Hulk (2003) — an elegant（优美的）and skillful film with nice action scenes. Lee has also shot a short film Hire, The Chosen (2001), and is currently working on Brokeback Mountain (2005), a film based on a short story by E. Annie Proulx.‎ Neil Jordan Born in 1950 in Sligo, Ireland, Neil Jordan’s early career began as a writer. He wrote short stories Night in Tunisia in 1976. He also published three novels, The Past (1979), The Dream of A Beast (1983) and most recently Sunrise with Sea Monster (1994). Jordan’s published fiction has been translated into several anguages, including French, Spanish, Italian, German, Dutch, Swedish and Japanese.‎ ‎ In 1982 Neil Jordan wrote and directed his first feature film Angel. The Company of Wolves (1984) was his next film and was honored（给……以荣誉）with Best Film and Best Director Awards by the London Critics Circle. ‎ ‎ Mona Lisa followed in 1986, and Mona Lisa was followed by two comedies. One, High Spirits (1988), was set in Ireland. The other, Were No Angels (1989), his first all-American production, starring Robert De Nitro and Sean Penn. He then returned to Ireland to make a much smaller film The Miracle in 1991, which starred Beverly D’Angelo.‎ ‎ In 1992 Jordan wrote and directed The Crying Game which was nominated for six Academy ‎ Awards, including Best Picture, Best Director, Best Actor (Stephen Rea), Best Supporting Actor (Jaye Davidson) and which won Jordan an Oscar for Best Original Screenplay.‎ ‎ In 1994 Jordan returned to the United States to film an adaptation（改编）of Anne Rice’s popular novel Interview With the Vampire. Next came the film of the Irish revolutionary Michael Collins (1996), starring Liam Nelson, Aidan Quinn and Julia Roberts, which won a Golden Lion for best film at the Venice Film Festival. In 1999 Jordan made the psychological （心理学的）thriller In Dreams. In the same year he went on to direct his own adaptation of Graham Greene’s novel The End of the Affair. Jordan was honoured with the BAFTA for the Best Adapted Screenplay.‎ ‎ In February 2001 Neil Jordan was the recipient (领奖人) of the Ireland Fund of France Wild Geese Award. In December of the same year he was conferred（授予）with the degree of Doctor of Literature from the Queen’s University Belfast. Jordan set up the production company — Company of Wolves with Stephen Woolly. And now he lives in Dublin, Ireland. ‎ Step VI Homework ‎ ‎1. Read more passages about film reviews in newspapers or magazines. ‎ ‎2. Prepare for Speaking practice.‎ The Fourth Period Speaking Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 movie, star (v.), thriller, amusing, adventure film, come out, play a role, a short space of time, from time to time, every two days ‎ b. 功能句式 Talk about films:‎ What’s the film called? ‎ Who directs it?‎ Who stars in it?‎ When did it come out?‎ What’s your favorite film?‎ Who’s your favorite movie star?‎ What’s on?‎ It’s the most moving romantic film I’ve ever seen.‎ This is definitely a film worth seeing on a big screen.‎ A true masterpiece!‎ The most boring film I’ve ever seen.‎ ‎2. Ability goals 能力目标 Enable the Ss to talk about the films and movie stars.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to talk about the films and movie stars.‎ Teaching important & difficult points教学重点和难点 Teach the Ss how to talk about films and movie stars.‎ Teaching methods教学方法 Discussion, cooperative learning, pair work and group work.‎ Teaching aids教具准备 A computer and a projector. ‎ Teaching procedures & ways教学过程与方式 Step I Lead-in T: Have you read the book Harry Potter or seen the film — Harry Potter?‎ Ss: Yes, we have.‎ Show the book and photos to the whole class.‎ ‎ ‎ T: Now who can tell us something about Harry Potter? Any volunteer?‎ Sa: The story, Harry Potter, belongs to the science fiction. The author, J. K. Rowling, an English woman, has written a series of seven books telling the story of Harry, a boy magician, and his fights against the forces according to the stories. They have been translated into many foreign languages, and films have been made based on the stories., which have been equally successful.‎ ‎ They are quite popular with the children all over the world. It’s said that adults also like them very much. Up to now, all the seven books have come out.‎ T: You’ve done a very good job. Thank you very much！In his sentence there is a phrase “come out”. What does it mean here?‎ Sb: It means “be published”.‎ T: Quite right. It also means “be put on”. For example, “When will your book come out?”‎ Step II Talking Ask the Ss to do Activity 1 in INTRODUCTION on page 51. First get the Ss to check the meaning of the words in the box. Then ask them to answer the questions of Activity 1 on page 51.‎ T: Now, have you got the meaning of the words? ‎ Sa: Yes, but how can I understand “star (v.)”?‎ T: It means to be a main performer. And pay special attention to the -ing and -ed forms of the word.‎ The last letter “r” should be doubled. They are “starring” and “starred”. Now look at the film poster and answer the questions.‎ The Ss do ask-answer activity in pairs.‎ T: Activity 2. Let’s play a game in pairs. You can think of a film without telling its name. Ask the other students some questions about the film, as in Activity 1. Then guess what the film is. You have two minutes to prepare for the game.‎ Two minutes later.‎ T: I’ll ask two of you to play the game. Are you ready?‎ Ss: Yes.‎ Sa: I think of a wonderful martial arts film.‎ Sb: Was it produced in China?‎ Sa: Yes. ‎ Sb: Who directs it?‎ Sa: Ang Lee.‎ Sb: Who stars in it?‎ Sa: Chow Yun-Fat, Michelle Yeoh and Zhang Ziyi.‎ Sb: When did it come out?‎ Sa: In 2000.‎ Sb: Oh, I see. The film is Crouching Tiger, Hidden Dragon.‎ Sa: You are quite right. ‎ T: Both of you did very well. Thank you! Let’s do Activity 3. What types of film do you know?‎ Ss: They’re romantic film, martial arts film or action movie, comedy, adventure film and thriller.‎ T: Can you name some examples of these types of films? ‎ Ss: Yes. Roman Holidays, Titanic, Hero, Crouching Tiger, Hidden Dragon, Modern Times, Home Alone, Red River Valley, Finding Nemo, The Lord of Rings, The Silence of the Lambs, The Matrix.‎ T: Very good. Fill in the blanks according to the types of films.‎ Types of films Examples Romantic film Roman Holiday, Titanic Martial arts film or action film Crouching Tiger, Hidden Dragon, Hero Comedy Modern Times, Home Alone Thriller The Silence of the Lambs, The Matrix Adventure film Red River, Finding Nemo, Lord of the Rings T: Who can explain the reasons for matching them?‎ Sa: I like thriller because it tells of a very exciting story, especially of crime and violence.‎ Sb: I like comedy very much in which the story and characters are amusing and it usually ends happily.‎ Sc: I’m interested in martial arts film, which usually tells us an exciting old story. Masters of martial arts fight with swords. They walk on the roofs neatly and can leap through the air every now and then. ‎ Sd: OK. I enjoy the adventure film. It often tells of a journey or experience that is exciting and dangerous.‎ Step III Speaking Show some film posters and pictures on the screen. Ask the Ss to talk about them, using the questions and the opinions in these activities or their own words. Pair them to ask and answer. Walk around and join in their discussion.‎ T: Look at the picture and talk it about it in pairs.‎ A Sample dialogue:‎ Sa: What’s your favourite film?‎ Sb: Hero. ‎ Sa: What type of films is it?‎ Sb: A martial arts film.‎ Sa: In which country was it produced?‎ Sb: In China.‎ Sa: What’s it about?‎ Sb: The story is set in the Chinese region of Qin in the third century BC. One man defeated three assassins who sought to murder the most powerful warlord in pre-united China.‎ Sa: Who directs it?‎ Sb: The well-known director, Zhang Yimou.‎ Sa: Who stars in it?‎ Sb: Jet Li, Maggie Cheung, Tony Leung, Donnie Yen, Chen Daoming and Zhang Zyi.‎ Sa: Can you name a female character in it?‎ Sb: Flying Snow.‎ Sa: What is the name of the actress who plays this role?‎ Sb: Maggie Cheung.‎ Sa: How do you find it?‎ Sb: It’s the best action movie ever! It’s more than just an action film. It’s a work of art. This is definitely a film worth seeing on a big screen.‎ T: You’ve done an excellent job.‎ Step IV Everyday English and Pronunciation ‎ Ask the Ss to do Everyday English exercise and play the recording three times then ask the Ss to perform their answers. ‎ Step V Homework ‎1. Talk about one of your favorite films.‎ ‎2. Preview Grammars and Function. Think of the kinds of the adverbs.‎ The Fifth Period Grammar Teaching goals 教学目标 ‎ ‎1. Target language目标语言 a. 重点词汇 chat show, quiz show, soap (opera), occasionally, from time to time, every two days b. 重点句式 P54‎ Martial arts films are often enjoyable but they are seldom great art.‎ ‎... characters leap through the air every now and then ...‎ Wuxia films are popular in China...‎ It has occasionally been done.‎ ‎2. Ability goals 能力目标 Enable the Ss to know about the kinds of adverbs, especially adverbs of frequency and place. ‎ Enable the Ss to know about the correct order of adverbs and adverbial phrases in the sentence.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to use adverbs and adverbial phrases in the sentence.‎ Help the Ss learn how to express how often they do things.‎ Teaching important & difficult points教学重点和难点 a. Teach the Ss how to use the single adverbs of frequency.‎ b. Help the Ss put when / where / how adverbs in the correct order in the sentence. ‎ Teaching methods教学方法 Practicing, discussion and cooperative learning.‎ Teaching aids教具准备 A computer and a projector. ‎ Teaching procedures & ways教学过程与方式 Step I Revision and Lead-in Ask some of the Ss to talk about one of his or her favorite films.‎ T: Now, let’s check up your homework for the last class. I’d like two of you to talk about one of ‎ your favorite films.‎ Sa: What’s your favorite film?‎ Sb: Roman Holiday.‎ Sa: What type of film is it?‎ Sb: A romantic film.‎ Sa: Who directs it?‎ Sb: William Wyler.‎ Sa: Who stars in it?‎ Sb: Gregory Peck and Audrey Hepburn. ‎ Sa: When did it come out?‎ Sb: In 1953.‎ Sa: How did you find it?‎ Sb: A true masterpiece! It’s the most moving romantic film I’ve ever seen. Films like this rarely reach the cinema.‎ T: Good for you! There is a word rarely in her last sentence. What does it mean and what part of speech is it? ‎ Sa: It means seldom and it’s an adverb.‎ T: Quite right. We’ll learn Grammar — Adverbs of frequency and place in this period.‎ Step II Grammar 1‎ T: Have you summed up the kinds of the adverbs? What are they? ‎ S2: We have: Adverbs of manner e.g. angrily, badly, carefully, hard, well, slowly, etc.‎ Adverbs of degree： e.g. almost, completely, deeply, still, very, etc. ‎ Adverbs of place： e.g. abroad, anywhere, down, here, there, out, etc.‎ Adverbs of time： e.g. ago, already, before, early, immediately, soon, yesterday, etc.‎ Adverbs of frequency： e.g. always, often, sometimes, usually, rarely, occasionally, etc.‎ T: Yes. Very good! We also have: ‎ Sentence adverbs: e.g. fortunately, luckily, happily, surely, etc.‎ Conjunctive adverbs: e.g. whether, why, when, however, etc.‎ Interrogative adverbs: e.g. when, where, why, how, etc.‎ Relative adverbs: e.g. when, where, why, etc.‎ Besides these adverbs, there are other kinds of adverbs, for example, Adverbs of direction and Adverbs of aspect. ‎ Adverbs of direction:‎ aboard, along, around, back, backward, down, downward(s), east, eastward(s), forward(s), in, indoors, inside, left, right, etc. ‎ e.g. We invited him inside.‎ The wave of hot air knocked her backwards. ‎ Adverbs of aspect:‎ culturally, economically, geographically, historically, industrially, politically, socially, etc. ‎ e.g. The book is historically inaccurate.‎ He is a politically active person. ‎ T: Today we mainly deal with adverbs of frequency and place. Please turn to page 54. Let’s go through Activity 1. Read aloud these sentences and tell us which words in bold are adverbs of frequency and which are adverbs of place. ‎ S3: The phrase “in China” in sentence D tells us where something happens. So “in China” is an adverb of place. The others are adverbs of frequency.‎ T: You are right. Now do Activity 1 individually and check with your partners. Pay special attention to the position of single adverbs in the sentences. ‎ Let the Ss read the sentences and choose the answers.‎ Step III Grammar 2 and Function T: Now, let’s do the exercises in Grammar 2 following the instructions on page 56.‎ Let the Ss read aloud the sentences and discuss the answers. The correct order of the adverbs should be: how + where + when.‎ T: Now turn to page 57 and look at the Function. This activity provides us with the types of TV programmes. Besides these, what else can you say? Think it over.‎ A moment later.‎ Ss: Legal Report, Oriental Horizon, The Record in Society, Face-to-Face, Animal World, Economics 30 Minutes, Lucky 52, The Night of Football, CCTV News, and so on.‎ T: Very good. Do activity 2 according to example and listening materials on page 55, first orally, and then write them down in your exercise books.‎ Let the Ss say something about how often they watch the different types of programmes.‎ Step IV Summing-up T: We’ve read many sentences in the above activities. Let’s sum up the positions of the adverbs in Chinese. Look at the screen.‎ ‎1. 地点副词、时间副词一般放在句尾,为强调也可放在句首。例如：‎ ‎1)The students went boating in Zhongshan Park yesterday.‎ ‎2)Yesterday the students went boating in Zhongshan Park.‎ ‎2. 频度副词通常放在谓语前面1),系动词的后面2),情态动词、助动词和主要动词之间3).例如：‎ ‎1) He often does this. ‎ I hardly ever heard him singing. ‎ They occasionally saw him walking along the river. ‎ He seldom went back to his hometown. ‎ ‎2) She is always like this. ‎ He was rarely late.‎ They were never happy together.‎ ‎3) We may never see each other again. ‎ You must always keep this in mind.‎ He has never been late for class.‎ ‎3. 方式副词通常位于动词（和宾语）的后面。例如：‎ ‎1) My mother does everything carefully.‎ ‎2) In the end he passed the exam successfully.‎ ‎4. 句子副词通常位于句首。例如：‎ ‎1) Luckily, all of them passed the driving test.‎ ‎2) Hopefully, they will arrive at an agreement.‎ ‎3) Frankly, I’m not satisfied with your work.‎ ‎4) Seriously, I hope to work here.‎ ‎5. 几个副词同时出现在一个句子中，一般次序是：方式副词 + 地点副词 + 时间副词（时间副词也可以置于句首）。例如: ‎ ‎1) He was born in Beijing in 1980.‎ ‎2) The students were talking and laughing loudly in the corridor yesterday. ‎ ‎3) They were working hard in the fields at 10:00 yesterday.‎ 该顺序也适用于由其它词或词组构成的相应的状语，即：方式状语 + 地点状语 + 时间状语。‎ ‎1) Uncle Tom died suddenly in Paris in 1990. ‎ ‎2）After the war, the hero returned with pride to his hometown.‎ T：I believe you are clear with the usage of adverbs. Then we will do some exercises.‎ ‎1. (NMET 1994) We all write _____, even when there’s not much to say.‎ A. now and then B. by and by ‎ C. step by step D. more or less ‎2. (NMET 1996) We decided not to climb the mountains because it was raining _____.‎ A. badly B. hardly C. strongly D. heavily ‎3. (2002北京春) Two middle-aged passengers fell into the die sea. _____, neither of them could swim. A. In fact B. Lucidly ‎ C. Unfortunately D. Naturally ‎4. The old gentleman has _____ been to the Great Wall before, has he?‎ A. always B. already C. ever D. not ‎ ‎5. (2002北京) It was raining heavily. Little Mary felt cold, so she stood _____ to her mother.‎ A. close B. closely C. closed D. closing Key: ADCDB 注意: 有些副词有两种形式，一个与形容词同形，表示具体意义，一个以 -ly 结尾，表示抽象意义。例如：‎ ‎(1) close 接近地 closely 密切地 ‎(2) free 免费地 freely 自由地 ‎ ‎(3) hard 努力地 hardly几乎不 ‎(4) late 晚，迟 lately 近来 ‎(5) wide 广阔地 widely 广泛地 ‎(6) high 高 highly 高度地 ‎(7) deep 深 deeply深深地 ‎ ‎(8) near 邻近 nearly 几乎 ‎ Fill in the blanks with proper adverbs.‎ ‎1. I was _____ moved by the song.‎ ‎2. Children are admitted _____.‎ ‎3. He can jump _____ than I; I am _____ pleased with it.‎ ‎4. The boy hasn’t been _____ for class _____. ‎ ‎5. Please open your mouth _____.‎ Sample answers: ‎ ‎1. deeply 2. free 3. higher; highly 4. late; lately / recently 5. wide Step V Homework ‎1. Finish off the activities in Grammar in WORKBOOK.‎ ‎2. Read Grammar — Adverbs and adverbial phrases on page 110. ‎ ‎3. Prepare for writing.‎ The Sixth Period Writing Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 ‎ setting, plot, a brief description, set out ‎ b. 重点句式 Give your final opinion of ... P58‎ The film is set off ... P102‎ I ... and so did all my friends. P102‎ ‎2. Ability goals 能力目标 Enable the Ss to write a film review and learn to express personal opinions of the film.‎ Enable the Ss to write a film page for a magazine.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to write a film review and write a film page for a magazine, giving a brief description of each film.‎ Teaching important & difficult points教学重点和难点 Teach the Ss how to write a film review and how to write a film page for a magazine. ‎ Teaching methods教学方法 Discussion and task-based activity.‎ Teaching aids教具准备 A projector and a computer.‎ Teaching procedures & ways教学过程与方式 Step I Revision Check the homework. Let the Ss read out their answers of the exercises in Grammar on pages 97 && 98 one by one and check them.‎ Step II Warming up ‎ T: Have you ever read the magazine China Film?‎ Ss: Yes, we have. It’s a popular magazine among teenagers in China.‎ T: Since you have read and spoken a lot about films and TV programmes, you can write a review about a film that you have seen for the magazine.‎ Step III Writing （on page 102 and page 58）‎ T: OK, please turn to page 102 first. Do Exercise 20. Match the topics to the paragraphs. You can understand the film review better after finishing.‎ Let the Ss do it and check the answer with their partners. Then read the passage aloud.‎ T: In these parts you have the same instructions. Follow the instructions and write a film review. Read the film review of Crouching Tiger, Hidden Dragon again. Talk about its setting, plot, characters and your opinions.‎ S1: the setting: the story, in the early 1800s, Peking rooftops, and western deserts of China ‎ S2: the plot: fall in love with, a good friend, get the stolen sword back S3: the characters: ‎ Li Mubai (played by Chow Yun -Fat) ‎ Yu Xiulian (played by Michelle Yeoh)‎ Yu Jiaolong (played by Zhang Ziyi)‎ S4: my opinion: a masterpiece of martial arts film, exciting T: Now choose one of your favorite films you have ever seen, discuss it with your partners and make notes of the key words and phrases. Write a review after discussion.‎ A sample version:‎ ‎ ‎ Waterloo Bridge ‎ Stars: Vivien Leigh, Robert Taylor, Lucile Watson, Maria Ouspenskaya, Virginia Field Director: Mervyn LeRoy Cinema: Xinxing Cinema Superb performances by Leigh and Taylor. The finest of Vivien Leigh’s movies, her own favorite.‎ This is a sad romantic film that happens during the World War I. It is very moving, even making everybody who watches it cry. Because of the superb performances by Leigh and Taylor, it has been a masterpiece.‎ Film Review: Waterloo Bridge ‎ Waterloo Bridge is a sad love story in which the lovers cannot live together because of the war. In my opinion, it is a masterpiece. ‎ ‎ The story takes place in the time of the World War I. A beautiful ballerina（芭蕾舞女演员）Myra(Vivien Leigh) falls passionately in love with officer Roy Cronin (Robert Taylor). But they have to be parted when he is called to do his duty during the World War I. Alone and increasingly poor, she learns that he has been killed in action. And so, broken hearted and unconcerned for her, she drifts into prostitution, plying the world’s oldest profession along Waterloo Bridge. But he comes back and happens to meet her at the station. They go to meet his family, and he tries to marry her. But in her heart, she cannot forgive herself, so she leaves without saying goodbye and goes towards the cars bravely. He comes only to find the thing she leaves at the Waterloo Bridge.‎ ‎ It is black and white, yet many people like it very much, just like me. What interest us most are the actress and the moving plot. Robert Taylor is a bit miscast, Leigh carries the film with a truly remarkable performance. She is really beautiful and good at acting. The cast also features an exceptional performance by Lucile Watson as Lady Margaret and notable turns by Maria Ouspenskaya, C. Aubrey Smith, and a host of others.‎ ‎ Although less well known than such tragic romances as Garbo’s Camille, Waterloo Bridge is easily the equal of such and considerably better than most. The romantic aura is powerful, the ‎ direction, photography, and script are first rate. And at the center of it all we have perhaps the most beautiful actress of her era, Vivien Leigh, in one of her finest performances. ‎ ‎ It is really moving and great. I like it very much, so do most of my friends. You should go and see it some day.‎ Step V Homework ‎ Write a film review as soon as you see a new film. ‎ 附 件 I. 课文注释 ‎1. Now, to everyone’s surprise, Ang Lee, director of a number of excellent films, has made a martial arts film called Crouching Tiger, Hidden Dragon.‎ ‎1) to one’s surprise 让人惊讶的是……，类似的短语还有to one’s joy / delight使某人高兴的是……， to one’s excitement 让某人激动的是……, to one’s disappointment / sorrow令某人沮丧的是 / 悲伤的是……‎ e.g. To our excitement, our school team won the football match.‎ ‎2) director of ... 和 Ang Lee 是同位语。‎ ‎3) a number of 许多, 大量, 跟可数名词复数；‎ the number of 也只能跟可数名词复数，但它指的是量, 谓语用单数。‎ ‎(NMET96) The number of people invited ________ fifty, but a number of them________ absent for different reasons.‎ A. were; was B. was; was C. was; were D. were; were ‎4) make a film 拍电影 ‎5) called... 过去分词短语作定语，相当于一个定语从句，即which / that was called。‎ ‎2. The film belongs to a type of Chinese story called wuxia.‎ belong to 1) 属于；是…… 的成员（无进行式，无被动语态）‎ e.g. China is a developing country that belongs to the third world.‎ ‎= China is a developing country belonging to the third world.‎ ‎2)适合（与表示场所的副词连用，也无进行式，无被动语态）‎ e.g. The book belongs on that shelf (in that bookcase). 这本书是应该放在那个架子上（书架里的）。‎ ‎3. Both masters are in love with each other.‎ be in love with （跟……）恋爱，强调状态，与表示一段的时间状语连用。‎ e.g. The young pair have been in love (with each other) for three years.‎ fall in love with 爱上（……），强调动作，不能与表示一段的时间状语连用。‎ e.g. They fell in love with each other the first time when they saw at the railway station.‎ ‎4. Usually, it is the female characters that interest us most.‎ ‎1) It is ... that ... 是强调结构，强调主语 female characters.‎ e.g. It was Tom that / who broke the window, not me.‎ e.g. It was on the playground that I lost my mobile phone.‎ e.g. It was not until he took off glasses that I recognized he was a famous star.‎ ‎2) character n. ① （书、剧中的）人物 ‎ e.g. I find all the characters in his new play very real.‎ ‎② 个性； 特色；（事物的）特性 ‎ e.g. He has a strong but gentle character.‎ ‎③ 字 ‎ e.g. The characters in Chinese writing look like small pictures.‎ ‎3) interest vt. 使…… 发生兴趣 ‎ e.g. American football doesn’t interest me at all.‎ n. 兴趣， (不可数)‎ e.g. Her grandmother had no interest in her.‎ I’ve lost my interest in natural history.‎ 利益，(可数)‎ e.g. Mother looks after the interests of the family. ‎ ‎5. Brave, good and strong, Xiulian is the character we care about.‎ ‎1) brave, good and strong 形容词表伴随，描述人物形象和状态。‎ He went to bed cold and hungry. 又冷又饿 Long and untidy, her hair played in the breeze. 又长又乱 All the students sat in the classroom, silent. 鸦雀无声地 My brothers came home, safe and sound. 安然无恙地 ‎2) care about 关心，担心；在乎，介意。常用于疑问句和否定句。‎ e.g. She thinks of herself; she doesn’t care about other people.‎ ‎6. Films like this rarely reach the cinema.‎ rarely adv. 很少，几乎不。否定副词，该词位于句首时，句子用倒装语序。‎ e.g. I rarely hear from him. = Rarely do I hear from him.‎ e.g. Rarely have I read about aliens.‎ e.g. You rarely go to your aunt’s, do you? ‎ II. 背景知识 ‎ HONG KONG, China —Crouching Tiger, Hidden Dragon picked up four Academy Awards except the best director and best picture. ‎ ‎ The cast and crew of the martial arts fantasy said winning four out of the 10 nominations gained by the film was “more than enough” and it encouraged them to do even better next time. ‎ ‎ Lee and Crouching Tiger, Hidden Dragon still made Academy history Sunday night by being the first Asian film to win the foreign-language film award. It also picked up Oscars in art direction, cinematography and best original score (配乐). Crouching Tiger, Hidden Dragon’s stars, Michelle Yeoh and Chow Yuma-fat, were invited to present and cellist（大提琴家）Yo-Yo Ma performed the haunting score by Tan Dun.‎ ‎ Lee originally pitched the idea for Crouching Tiger, Hidden Dragon to his producers as “Sense and Sensibility with kung fu.” But doing a martial arts film fulfilled a childhood fantasy for Lee. Lee has ideas on how he could make it better, (with) more dramatic juices. He’s thinking with action, maybe he could do it better. ‎ ‎ The film was the first foreign-language film to win double-digit Oscar nominations and the first Asian film ever nominated for best picture. Most importantly for future foreign films and Asian films in particular, Crouching Tiger, Hidden Dragon is the first subtitled（ 配字幕的）film to break the $100 million box office mark in North America. ‎ ‎ Hong Kong’s Peter Pau won the Academy’s best cinematography prize in a nod to the dynamic（动态的）fight scenes along with special effects that have the actors gliding across rooftops and swinging on bamboo. Pau, one of Hong Kong’s top cinematographers, is the first Chinese cinematographer to win the Oscar honor. Backstage, Pau said that in visualizing the film, he tried to recall the style of traditional Chinese watercolor painting. ‎ ‎ Chinese-born composer Tan Dun, who won the Academy Award for best original score,‎ ‎ called the film an overture for a new era. A composer of world reputation as well as Lee’s friend and neighbor in New York, Tan Dun told reporters there were no cultural boundaries in music. ‎ ‎ Lee says “Crouching Tiger, Hidden Dragon’s” honors were encouragement to film makers and watchers in Asia, where the Oscar results were seen ultimately as a triumph for Asian film and Asian talent. ‎ ‎ The cast and crew were drawn from around the Chinese diasporas（散居各地的人），including Taiwan, Hong Kong, mainland China, Malaysia and the United States. Malaysian-born Michelle Yeoh said the cast and crew are focused on what the movie did win, not what it did not. “All of us understand we are here and our movie has done exceedingly well.” “We all learn every day and that’s the magic about film making. There might never be another Crouching Tiger. There might be something that’s even better than Crouching Tiger.” she said.‎