Period Warming up and reading

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					   Unit 1 Festivals around the world                      备课人:灵台一中             周彩琴 马宝灵


                                       Period 1   Warming up and reading
                                                   整体设计
      教材分析
      This is the first teaching period of this unit. At the beginning of the class, the teacher can lead
in the topic of the unit by having a free talk with students about their winter holidays and the
Spring Festival.
      The Warming Up is intended to have students start thinking about the variety of events and
festivals that are celebrated in China, and connect them with seasons of the year and reasons for
the celebrations. The teacher can use this part to introduce information that Chinese students
should have about their country’s cultural events.
      The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more
personal level. It is intended to help students enter imaginatively into a discussion of festivals and
their importance to the society. It also directs their attention to the variety of events and activities
those festivals include. The teacher should let students discuss the questions and predict what kind
of information will be introduced in the Reading.
      The reading passage titled FESTIVALS AND CELEBRATIONS briefly describes the earliest
kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in
most parts of the world. Encourage students to look at the pictures and the heading of each section
to guess what the text might be about. Then let them skim for the general idea for each section,
and scan for further understanding. Because this passage introduces a lot of useful new words and
expressions which are only used for festivals, in order not to let students feel much difficult, the
teacher should deal with any language problems while they are reading. After reading, students
are required to do the four exercises in the Comprehending to see how much they have understood
the reading passage. The teacher can first let them work in pairs or in groups to find the answers
cooperatively, and then check their answers with the whole class.
      To consolidate the contents of the reading passage, students should be required to talk about
festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher
can hold a competition between groups.

     教学重点
     1. Let students learn more about history and basic knowledge of festivals.
     2. Get students to learn different reading skills.
     教学难点
     1. Develop students’ reading ability.
     2. Enable students to talk about festivals and celebrations.
     三维目标
     知识目标
     1. Get students to learn the useful new words and expressions in this part: beauty, harvest,
starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence,
gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take
place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun
with
     2. Let students learn about history and basic knowledge of festivals both in and out of China.
     能力目标
   Unit 1 Festivals around the world                    备课人:灵台一中             周彩琴 马宝灵


     1. Develop students’ reading ability and let them learn different reading skills.
     2. Enable students to talk about festivals and celebrations.
     情感目标
     1. Stimulate students’ love for their own national culture and customs.
     2. Develop students’ sense of cooperative learning.

                                                教学过程
     设计方案
     →Step 1 Leading-in
     Have a free talk with students. Ask them the following questions:
     Did you have a good time in your winter holidays?
     When did you feel most happy and excited? Why?
     (At the Spring Festival. Because it’s the most important festival in our country. . . )
     →Step 2 Warming up
     1. Let students brainstorm the other Chinese festivals.
     (Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival,
New Year’s Day, Chung Yeung Festival. . . )
     2. Let students read the information about Chinese festivals below and discuss another three
Chinese festivals:
     When does the festival come?
     What do people celebrate?
     What do people do?
Festivals                 Date             Festivals                Date
New Year                  January 1st      Teachers’ Day            September 10th
International Women’s March 8th            National Day             October 1st
Day
Arbor Day                 March 12th       The Spring Festival      Lunar New Year
International    Labor May 1st             Dragon Boat Festival     the fifth day of the fifth lunar
Day                                                                 month
International             June 1st         Mid-Autumn Festival the 15th day of the 8th lunar
Children’s Day                                                      month
Army Day                  August 1st       Lantern Festival         the 15th day of the 1st lunar
                                                                    month
Chinese Youth Day         May 4th          Pure Brightness Day      April the fifth

     3. Ask students to fill in the following form and ask some to share      their opinions with the
whole class. The first one is given as an example.
Festivals                 Time of year/date        What it celebrates         What people do
Mid-Autumn Festival autumn/fall                    the beauty of the full     give/eat moon cakes
                                                   moon, harvest, time        and watch the full
                                                   with    family     and     moon with family and
                                                   friends                    friends



     4. Talk about some foreign festivals with students.
     (Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )
     →Step 3 Pre-reading
     1. Let students discuss the following questions:
   Unit 1 Festivals around the world                    备课人:灵台一中             周彩琴 马宝灵


      What festivals or celebrations do you have in your city or town? What part of a festival do
you like best—the activities, the music, the sights, the food or the people who visit?
      2. Ask students to look at the pictures and title of the passage in Reading. Discuss in pairs
what kind of information will be introduced in the passage.
      →Step 4 Reading
      1. Fast reading
      Ask students to skim the reading passage and then fill in the following chart.
        Kinds of Festivals                Names of Festivals                     Countries
             Festivals
             Festivals
             Harvest
              Spring
      (Let students look through the chart and then read the text silently. Three minutes later, check
the answers with the whole class. Show the suggested answers on the screen. )
      2. Intensive reading
      Allow students to read carefully this time to understand the main ideas of each paragraph and
the important details, and then finish the following:
      1)Choose the best answer to each question or to finish each sentence according to the text.
      (1)Why do Japanese people light lamps during the Festival of the Dead?
      A. Because they want to make the festival colorful.
      B. Because they want to light up their rooms.
      C. Because they want to light up their way.
      D. Because they want to lead their ancestors to return to earth.
      (2)Which of the following was not mentioned as a famous person in the text?
      A. Mohandas Gandi.
      B. Christopher Columbus.
      C. Abraham Lincoln.
      D. Qu Yuan.
      (3)The place where people will usually decorate churches and town halls with flowers and
fruits is ______________.
      A. India
      B. America
      C. Europe
      D. China
      (4)Easter is held in memory of the return of Jesus for Christians and also celebrates
______________.
      A. the coming of spring
      B. the autumn harvest
      C. the Lunar New Year
      D. the end of a year
      Suggested answers: (1)D (2)C (3)C (4)A
      2)Use the information from the reading passage to answer the following questions.
      (1)What are festivals of the dead usually for?
      (2)What makes autumn festivals happy events?
      (3)What do people usually do at spring festivals?
   Unit 1 Festivals around the world                    备课人:灵台一中             周彩琴 马宝灵


      (4)What is one important reason to have festivals and celebrations?
      (5)Compare the festivals of the dead in Mexico, Japan and China. What things are similar?
What things are different?
      3. Reading and discussion
      Read the text a third time and then work in pairs to do the following.
      1)Based on the reading passage, what do most festivals seem to have in common? Why do
you think these things might be important to people everywhere? Talk with your partner and fill
in the chart below.
Three common things            Reasons why they are important to people everywhere
1.
2.
3.
      2)Discuss in pairs which festivals you think are the most important and which are the most
fun. Then fill in the chart with your ideas.
                           Type of festival          Example of festival       Reasons for your
                                                                               choice
Most important
Most fun
      (Let students have enough time to read the passage carefully and discuss the questions and
charts with their partners. Encourage them to expand their answers according to their own
experiences. )
      4. Explanation
      Help students analyze some difficult, long and complex sentences and guess the meanings of
some new words. Encourage them to try to deal with the language points in the context.
      Discuss the following important sentences and phrases in the passage.
      1)Some festivals are held to honour the dead, or to satisfy the ancestors, who might return
either to help or to do harm.
      2)in memory of
      3)India has a national festival on October 2 to honour Mohandas Gandhi, the leader who
helped gain India’s independence from Britain.
      4)People are grateful because their food is gathered for the winter and the agricultural work is
over.
      5)The most energetic and important festivals are the ones that look forward to the end of
winter and to the coming of spring.
      6)The country, covered with cherry tree flowers, looks as though it is covered with pink
snow.
      Suggested explanations:
      1)The sentence contains a non-restrictive attributive clause who might return either to help or
to do harm. It means people hold some festivals either to show respect to the dead or to make their
ancestors happy in case they might come back to do harm.
      2)in memory of: serving to recall sb. , to keep him fresh in people’s minds
      He wrote a poem in memory of his dearest wife, who died in an accident.
      in honor of: showing great respect or high public regard
      3)the leader who helped gain India’s independence from Britain: a noun phrase followed by
an attributive clause as the appositive
      4)two clauses for reason
   Unit 1 Festivals around the world                   备课人:灵台一中            周彩琴 马宝灵


      5)energy n. → energetic adj. : full of or done with energy
      look forward to: “to” is a preposition here.
      I’m looking forward to hearing from you.
      be devoted to; be/get used to; get down to; stick to. . .
      6)covered with cherry tree flowers: a past participle phrase equal to “which is covered with
cherry tree flowers”
      as though: as if
      He talks as though he knew all about it.
      He looks as if he had seen a ghost.
      5. Reading aloud and underlining
      Ask students to read the passage aloud to the tape and let them pay attention to the
pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the
useful expressions or collocations from the passage while reading and copy them to the notebook
after class as homework.
      →Step 5 Consolidation
      Ask students to talk about festivals in their own words according to the text. Then let them
complete the following passage with proper words or phrases.
      There are all kinds of festivals and ______________ around the world, which are held for
different ______________. The ancient festivals were mainly held at three times a year—the end
of the cold ______________, planting in spring and ______________ in autumn. Some festivals
are held to ______________ the dead or ______________ the ancestors, who might return either
to help or ______________, while other festivals are held to honor famous people or to the
______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and
______________ festivals are happy events because their food is ______________ for the winter
and the ______________ work is over, to which Mid Autumn Festival belongs. And the most
______________ and important festivals are the ones that ______________ the end of winter and
to the coming of ______________ such as the Lunar New Year, at which people have a very
______________.
      Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm;
gods; Thanksgiving; gathered; agricultural; energetic; look forward to; spring; good time
      →Step 6 Homework
      1. Learn the useful new words and expressions in this part by heart.
      2. Read the reading passage again and again and try to talk about festivals both in and out of
China.
                   Period 2 Learning about language: Important language points
                                                  整体设计
      教材分析
      This is the second teaching period of this unit. The teacher can first check students’
homework and offer chances for students to review what they learned during the first period.
      The emphasis of this period will be placed on the important new words, expressions and
sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to
make students understand these important points thoroughly, we can first get students to
understand their meanings in the context, then give some explanations about them, and later offer
some practice to make students master their usages. Some new words and expressions, such as
   Unit 1 Festivals around the world                    备课人:灵台一中              周彩琴 马宝灵


trick, gain, award, admire, take place, look forward to, as though and so on are very useful and
important. So are the sentence patterns “. . . people would starve if food was difficult to find. ” and
“The country, covered with cherry tree flowers, looks as though it is covered with pink snow. ” We
ought to pay more attention to them and design special exercises.
      At the end of the class, the teacher can make students do more exercises for consolidation. In
doing so, they can learn, grasp and use these important language points well.
      教学重点
      1. Enable students to grasp the usages of such important new words and expressions as trick,
gain, award, admire, take place, look forward to, as though, etc.
      2. Get students to master the patterns “. . . people would starve if food was difficult to find. ”
and “The country, covered with cherry tree flowers, looks as though it is covered with pink
snow. ”
      教学难点
      1. Let students learn the usage of the expression “take place”.
      2. Enable students to learn the adverbial clause introduced by as though.
      3. Get students to understand some difficult and long sentences.
      三维目标
      知识目标
      1. Get students to learn and grasp the important useful new words and expressions in this part:
beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain,
independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian,
custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as
though, have fun with
      2. Let students learn the following important useful sentence patterns:
      1). . . people would starve if food was difficult to find. . . (the subjunctive mood)
      2)The country, covered with cherry tree flowers, looks as though it is covered with pink snow.
(as though. . . )
      能力目标
      1. Get students to use some useful new words and expressions correctly.
      2. Enable students to make sentences after the useful sentence patterns.
      情感目标
      1. Stimulate students’ interest in learning English.
      2. Develop students’ spirit of cooperation and teamwork.

                                                 教学过程
    设计方案
    →Step 1 Revision
    1. Check the homework exercises.
    2. Ask some students to talk about festivals and celebrations.
    →Step 2 Reading and finding
    Get students to read through Warming up, Pre-reading, Reading and Comprehending to
underline all the new words and useful expressions or collocations in these parts.
    Read them aloud and copy them down in the exercise book after class.
    →Step 3 Practice for useful words and expressions
   Unit 1 Festivals around the world                 备课人:灵台一中            周彩琴 马宝灵


     1. Turn to Page 4. Go through the exercises in Discovering useful words and expressions with
students and make sure they know what to do.
     2. Give them several minutes to finish the exercises. They first do them individually, then
discuss and check them with their partner.
     3. Check the answers with the whole class and explain the problems they meet where
necessary.
     →Step 4 Studying important language points
     1. Discuss when they take place, what they celebrate and what people do at that time.
     讨论它们(中国节日)是什么时间举行, 庆祝的是什么事件, 人们在当时做什么事。
     take place: occur; happen 发生; 举行
     When does the ceremony take place? 仪式什么时间举行?
     We have never discovered what took place that night.
     我们从没发觉那天晚上发生了什么事情。
     【辨析】 take place, happen, occur, come about & break out
     take place, happen, occur, come about 和 break out 是同义词, 都含“发生”的意思。英语中
表示“发生”的词或短语均为不及物动词或短语, 不用于被动语态。主语为所发生的事。
     ※take place 侧重安排或按计划而发生的事, 带有“非偶然”的意思。例如:
     The wedding will take place tomorrow. 婚礼明天举行。
     In 1919, the May 4th Movement took place in China.
     1919 年, 中国发生了五四运动。
     ※happen 普通用词, 含义很广。常指具体客观事物或情况的发生, 含有“偶然”的意味。
当以具体事物、事件作主语时, happen 和 occur 可以换用; 但当 happen 用作“碰巧”之意时,
不能用 occur 代替, 但可以与 come about 互换。例如:
     What has happened to her? 她出了什么事?
     It happened to rain that day. 那天碰巧下雨。
     ※occur 较正式用词, 指事情偶然地、意外地发生。occur to 有“想起”的意思, 指思想突
然浮在心头。
     The traffic accident occurred on Wednesday.
     那场交通事故发生在星期三。
     ※come about 常指偶然发生的事情(很多时候与 how 连用), 与 happen 用法较接近。
例如:
     How does it come about that you were caught by the police?
     你被警察抓住是怎么发生的?
     ※break out 指(火灾、战争、疾病等)突然发生、爆发
     The Second World War broke out in 1939.
     第二次世界大战爆发于 1939 年。
     【拓展】 take one’s place/take the place of sb. /sth. : replace sb. /sth. 代替某人/某事物
     She couldn’t attend the meeting so her assistant took her place.
     她不能出席会议, 所以由她的助手替她。
     Nothing could take the place of the family he had lost.
     他失去了家庭, 这一损失是无法弥补的。
     2. At that time people would starve if food was difficult to find, especially during the cold
winter months.
     在那个时候, 尤其是冬季寒冷的月份里, 如果食物难得找到, 人们会挨饿。
   Unit 1 Festivals around the world                 备课人:灵台一中            周彩琴 马宝灵


     starve
     1)vt. & vi. (cause a person or an animal to) suffer severely or die from hunger 挨饿; 饿死
     Millions of people starved to death during the war.
     战争中数百万计的人挨饿至死。
     2)be starved of/starve for: long for; be in great need of 渴望; 缺乏
     She’s lonely and starving for friendship. 她很寂寞, 渴望友谊。
     The homeless children were starved of/were starving for affection.
     这些无家可归的孩子渴望得到爱。
     3)vi. feel very hungry 感觉很饿(仅用于进行时态)
     When will the dinner be ready? I’m starving.
     晚饭什么时候做好?我快饿死了。
     3. Some festivals are held to honor the dead or to satisfy the ancestors, who might return
either to help or to do harm.
     有些节日, 是为了纪念死者, 或者使祖先得到满足, 因为祖先们有可能回到世上(给人
们)提供帮助, 也有可能带来危害。
     这是一个复合句, who might return either to help or to do harm 是非限制性定语从句。
     do harm: cause harm 损害; 危害; 伤害(与 do good 相对)
     It wouldn’t do any harm to stay up late for a few days.
     仅仅熬几天夜不会对你造成任何伤害。
     If we interfere, it may do more harm than good.
     倘如我们进行干预, 那可能弊多利少。
     4. For the Japanese festival Obon, people should go to clean graves and light incense in
memory of their ancestors.
     在日本的盂兰盆节, 人们要扫墓、烧香, 以缅怀祖先。
     In the USA, Columbus Day is in memory of the arrival of Christopher Columbus in the New
World.
     美国的哥伦布日是纪念克利斯朵夫·哥伦布发现“新大陆”的日子。
     in memory of/to the memory of: serving to remind people of sb. , especially as a tribute 纪念;
追念
     He founded the charity in memory of his late wife.
     他兴办那项慈善事业以纪念他已故的妻子。
     The museum was built in memory of the famous scientist.
     兴建这座博物馆是为了纪念那位科学家。
     结构类似的短语还有:
     in honor of 出于对……的敬意; 为纪念……
     in charge of 负责; 掌管
     in search of 寻找
     5. They offer food, flowers and gifts to the dead.
     他们向亡者祭献食物、鲜花和礼品。
     【辨析】 offer, provide & supply
     offer, provide 和 supply 都是及物动词, 都含有“提供”的意思, 但习惯搭配各有不同。
     ※offer 主动提供: offer sth. to sb. ; offer sb. sth.
     ※provide 供给(所需物, 尤指生活必需品): provide sth. (for sb. ); provide sb. with sth.
     ※supply 供应(所需要或所要求之物): supply sth. to sb. ; supply sb. with sth.
   Unit 1 Festivals around the world                   备课人:灵台一中            周彩琴 马宝灵


     Fill in the blanks using the correct form of the verbs: offer, provide and supply.
     1)When I meet difficulty, my roommates will ______________ me help.
     我遇到困难的时候, 室友们总是主动提供帮助。(offer)
     2)They ______________ a reward for the return of the lost jewels.
     他们悬赏找回丢失的珠宝。(offered)
     3)The government need to ______________ these old people with food and clothes.
     政府得提供这些老人们吃穿。(provide)
     4)Electricity should be ______________ enough every month.
     每个月都得供应足够的电。(supplied)
     6. It is now a children’s festival, when they can dress up and go to their neighbours’ homes to
ask for sweets.
     它(万圣节前夕)现在是儿童们的节日, 他们可以乔装打扮, 到邻居家要糖吃。
     这是一个复合句, when they can dress up and go to their neighbours’ homes to ask for
sweets 是非限制性定语从句。
     dress up: wear one’s best clothes; put on fancy dress, etc. 盛装; 打扮
     You don’t have to dress up. Come as you are.
     你用不着穿讲究的衣服, 就穿平时的衣服来吧。
     Children love dressing up. 孩子们都喜欢化装打扮。
     They were dressed up in Victorian clothes.
     他们化装成维多利亚时代的人。
     Fill in the blanks using the correct form of the verbs: dress, put on and wear.
     1)She is ______________ a gold ring. (wearing)
     2)She hurriedly ______________ her son and took him to the kindergarten. (dressed)
     3)Remember to ______________ your coat. It is cold outside. (put on)
     7. If the neighbours do not give any sweets, the children might play a trick on them.
     如果邻居们不给糖果, 孩子们可能会捉弄他们。
     trick
     1)n. thing done in order to deceive or outwit sb. 诡计; 花招
     You can’t fool me with that old trick!
     你玩弄那种老花招骗不了我!
     play a trick on sb. 对某人施用诡计; 对某人搞恶作剧; 诈骗某人; 开某人的玩笑
     2)vt. deceive 欺骗; 诈骗
     You’ve been tricked. 你受骗了。
     He tricked me into giving him the money. 他哄骗我给了他钱。
     Her partner tried to trick her out of her share.
     她的合伙人企图骗走她的股份。
     8. India has a national festival on October 2 to honor Mohandas Gandhi, the leader who
helped gain India’s independence from Britain.
     在印度, 10 月 2 日是纪念莫罕达斯·甘地的全国性节日, 他是帮助印度脱离英国而独立的
领袖。
     gain vt. obtain, win 获得; 得到; 赢得
     gain sb. ‘s affections 赢得某人的喜爱
     He quickly gained experience.
     他很快就有经验了。
   Unit 1 Festivals around the world                  备课人:灵台一中            周彩琴 马宝灵


     Only after ten years in the country did she gain her citizenship.
     她在这个国家住了十年后才取得了公民身份。
     9. People are grateful because their food is gathered for the winter and the agricultural work
is over.
     越冬的粮食收集起来了, 而农活季节已经过去, 人们都心怀感激。
     gather vt. & vi. come or bring sb. /sth. together in one place 搜集; 集合; 聚集
     Give me time to gather information.
     给我些时间搜集资料。
     The teacher gathered the pupils round her.
     老师把小学生们聚集在她周围。
     “Children, gather round, and Miss Alice will tell you a fable. ”
     “孩子们, 大家聚拢点, 爱丽丝小姐给你们讲个寓言故事。”
     10. Some people might win awards for their farm produce, like the biggest watermelon or the
most handsome rooster.
     有些人可能因为他们的农产品(参加评选)而获奖, 比如最大的西瓜或最帅的公鸡。
     award
     1)n. thing or amount awarded 奖; 奖品
     She showed us the awards she had won.
     她给我们看她赢得的奖品。
     Mary got an award and was able to finish her study.
     玛丽得到了助学金, 得以完成学业。
     2)vt. make an official decision to give sth. to sb. as a prize, as payment or as a punishment
授予; 判定
     The school awarded Marry a prize (for her good work).
     学校(因为她工作出色而)奖励了玛丽。
     He was awarded the gold medal for being the fastest runner.
     他跑得最快, 因而获得了金牌。
     The court awarded him damages of $50 000.
     法庭判给他 50 000 美元损害赔偿费。
     11. China and Japan have mid-autumn festivals, when people admire the moon and in China,
enjoy mooncakes.
     中国和日本都有中秋节, 这时人们会赏月。在中国, 人们还品尝月饼。
     admire vt. regard sb. /sth. with respect, pleasure, satisfaction, etc. 赞美; 钦佩; 羡慕
     I admire her for her bravery. 我钦佩她的勇气。
     We all admired her for she saved the children from the fire.
     她把孩子们从大火中救出来, 我们都钦佩不已。
     Everybody admires him for his fine sense of humor.
     人人都钦佩他那绝妙的幽默感。
     【拓展】 admirable 令人钦佩的;值得赞美的
     admiration n. 钦佩;赞美
     12. The most energetic and important festivals are the ones that look forward to the end of
winter and to the coming of spring.
     最富生气而又最重要的节日就是告别冬天、迎来春天的日子。
     look forward to: expect; anticipate sth. with pleasure 期望; 盼望; 期待
   Unit 1 Festivals around the world                备课人:灵台一中           周彩琴 马宝灵


     look forward to one’s holidays, the weekend, a trip to the theater 盼望放假、周末、去看戏
     We are so much looking forward to seeing you again.
     我们非常盼望再见到你。
     【注意】 该短语中 to 为介词, 后接名词、代词或动名词。类似的短语还有 devote. . . to,
lead (. . . ) to, be/get used to; get down to; stick to 等。
     13. The country, covered with cherry tree flowers, looks as though it is covered with pink
snow.
     整个国度到处是樱花盛开, 看上去就像罩上了一层粉红色的雪。
     句子中的 covered with cherry tree flowers 是过去分词短语, 用作定语, 相当于非限制性
定语从句 which is covered with cherry tree flowers。as though it is covered with pink snow 是表
语从句。连词 as though 等于 as if, 既可引导表语从句, 又可引导方式状语从句。
     as though/as if: with the appearance of; apparently 好像; 仿佛
     as though/as if 引导的从句可用虚拟语气, 也可用陈述语气。
     虚拟语气(表示与事实有可能相反)
     He behaved as if/as though nothing had happened.
     他装作若无其事的样子。
     He talks as if/as though he knew everything.
     他说起话来好像什么都知道似的。
     He looks as if/as though he were ill.
     他看上去好像生病了。
     陈述语气(表示很可能的事实)
     It looks as if/as though it is going to rain.
     天看上去好像要下雨。
     The animal was walking as if/as though its leg was hurt.
     这动物走路的样子好像腿受了伤。
     She spoke to me as if/as though she knew me.
     她和我说话的神情, 好像她早就认识我。
     14. People love to get together to eat, drink and have fun with each other.
     人们喜欢聚在一起吃、喝、玩耍。
     fun n. [U]
     1)enjoyment; pleasure 享乐; 快乐; 娱乐; 乐趣
     We had lots of fun at the fair today.
     我们今天在游乐场上玩得很高兴。
     What fun it will be when we all go on holiday!
     我们大家一起去度假那可太有意思了。
     2)playfulness; good humor 滑稽; 幽默
     She is very lively and full of fun.
     她很活泼又很幽默。
     3)amusing; providing pleasure(作定语)有趣; 逗笑
     She is always wearing a fun hat.
     她总是戴着一顶可笑的帽子。
     have fun (with): have good time (with)(与某人一起)玩得开心
     They had fun with each other during their holidays.
     假日期间, 他们一起玩得很开心。
   Unit 1 Festivals around the world                    备课人:灵台一中             周彩琴 马宝灵


      【拓展】 for fun/for the fun of it/just in fun: for amusement; not seriously; as a joke 取乐;
非认真地; 当笑话
      Mr. Alexander doesn’t just write for fun; in fact, writing is his bread and butter.
      亚历山大从事写作不是为了好玩, 事实上写作是他的谋生之道。
      make fun of sb. /sth. : laugh at sb. /sth. , usually unkindly 嘲笑某人/某事
      It is cruel to make fun of people who stammer.
      嘲笑口吃的人未免不近人情。
      注意以下搭配
      have fun/a good time/a great time
      take pleasure/enjoyment in sth.
      get pleasure/enjoyment from sth.
      spoil the fun/sb. ‘s pleasure
      do sth. for fun/pleasure/enjoyment
      15. Festivals let us enjoy life, be proud of our customs and forget our work for a little while.
      节日让我们享受生活, 让我们为自己的习俗而自豪, 还可以暂时忘却我们的工作。
      be proud of: take pride in 以……为自豪; 以……为骄傲
      They were proud of their success/being so successful.
      他们为自己的成功/取得了这样的成功而骄傲。
      She is proud of her new car.
      她为她的新车而颇觉得意。
      →Step 5 Using words, expressions and patterns
      Do exercises in Using words and expressions on Page 42.
      The following procedures may be followed:
      1. Go through the three exercises with students and make sure they know what to do.
      2. Several minutes for students to finish them individually, and then discuss and check them
with their partner.
      3. Check the answers with the whole class.
      4. If time permits, explain the problems students meet where necessary.
      →Step 6 Homework
      1. Finish off the Workbook exercises. Do Exercise 3 on Page 42 in the exercise book.
      2. Learn the new words and expressions by heart.
                              Period 3 Learning about language: Grammar
                                                    整体设计
      教材分析
      This is the third teaching period of this unit. To test whether students have grasped the
important and difficult language points they learned in the last period, the teacher should first offer
them some revision exercises. Then lead in the new lesson.
      This teaching period mainly deals with the grammar: modal verbs—the use of can, could,
may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and
difficult, so it is necessary to make the lesson interesting and connect it with their daily life in
order to make it easy to accept and understand. Firstly, the teacher can ask students to read the
reading passage FESTIVALS AND CELEBRATIONS again, tick out the sentences using modal
verbs from the reading passage and translate them into Chinese. Secondly, compare and discover
the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in
   Unit 1 Festivals around the world                    备课人:灵台一中             周彩琴 马宝灵


Discovering useful structures on Page 5 and more exercises for students to master the related
modal verbs. Finally, summarize the use of can, could, may, might, will, would, shall, should,
must, can’t.
     At the end of the class, ask students to do the exercises in Using structures on Page 43 and
additional exercises for consolidation.
     教学重点
     Get students to learn and master the use of can, could, may, might, will, would, shall, should,
must, can’t.
     教学难点
     Enable students to learn how to use some modal verbs correctly.
     三维目标
     知识目标
     1. Get students to know the characters of modal verbs.
     2. Let students learn the use of can, could, may, might, will, would, shall, should, must, can’t.
     能力目标
     Enable students to use modal verbs correctly and properly according to the context.
     情感目标
     1. Get students to become interested in grammar learning.
     2. Develop students’ sense of group cooperation.

                                                教学过程
     设计方案(一)
     →Step 1 Revision
     1. Check the homework exercises.
     2. Dictate some new words and expressions.
     →Step 2 Leading-in by a guessing game
     The teacher prepares some little gifts wrapped in paper and let students guess what the gifts
are, who will be given the gifts and answer why they guess so. Tell students they can use such
modal verbs as may, must, can’t, and so on.
     The teacher may write some sentences on the blackboard according to what students say and
explain how to use modal verbs to express speculation, possibility, etc.
     Suggested sentences:
     1. It must be a toy. (speculation)
     2. It may be a book about how to learn English. (possibility)
     3. Can it be a pen? (guessing)
     4. You will give it to student who can speak English well. (promise; ability)
     5. What you guessed can’t be true. (guessing)
     →Step 3 Grammar learning
     1. Reading and discovering
     Ask students to turn back to Page 1 to read through the passage FESTIVALS AND
CELEBRATIONS, let them pick out the sentences using modal verbs and translate them into
Chinese.
     Suggested answers:
     1. The most ancient festivals would celebrate the end of cold weather, planting in spring and
   Unit 1 Festivals around the world                  备课人:灵台一中            周彩琴 马宝灵


harvest in autumn.
     最古老的节日总是庆祝严寒的结束、春季的种植和秋天的收获。
     2. Some festivals are held to honor the dead or to satisfy the ancestors, who might return
either to help or to do harm.
     有些节日, 是为了纪念死者, 或者使祖先得到满足, 因为祖先们有可能回到世上(给人
们)提供帮助, 也有可能带来危害。
     3. For the Japanese festival Obon, people should go to clean graves and light incense in
memory of their ancestors.
     在日本的盂兰盆节, 人们要扫墓、烧香, 以缅怀祖先。
     4. They also light lamps and play music because they think that this will lead the ancestors
back to earth.
     他们也点起灯笼, 奏响乐曲, 因为他们认为这样可以把祖先引回到世上。
     5. It is now a children’s festival, when they can dress up and go to their neighbors’ homes to
ask for sweets.
     它(万圣节前夕)现在是儿童们的节日, 他们可以乔装打扮, 到邻居家要糖吃。
     6. If the neighbors do not give any sweets, the children might play a trick on them.
     如果邻居们不给糖果, 孩子们可能会捉弄他们。
     7. Festivals can also be held to honor famous people.
     有些节日也可以是纪念名人的。
     8. Harvest and Thanksgiving festivals can be very happy events.
     收获节和感恩节是非常喜庆的节日。
     9. Some people might win awards for their farm produce, like the biggest watermelon or the
most handsome rooster.
     有些人可能因为他们的农产品(参加评选)而获奖, 比如最大的西瓜或最帅的公鸡。
     10. These carnivals might include parades, dancing in the streets day and night, loud music
and colorful clothing of all kinds.
     狂欢节也许包括街头游行、昼夜跳舞、鼓噪的音乐和各种艳丽的盛装。
     2. Thinking and discussing
     Let students read the sentences they picked out, think over and discuss with a partner how
each of these modal verbs is being used in the situations. If students have some difficulty, give
them a hand.
     3. Summing up: the use of can, could, may, might, will, would, shall, should, must and can’t.
     情态动词 (Modal Verbs)
     情态动词主要用来表示说话人的看法、意愿、态度等。从用法上来说, 它有如下几个特
点:
     1)情态动词本身都有一定的词义;
     2)情态动词单独不能在句子中充当谓语;
     3)情态动词没有人称和数的变化;
     4)情态动词后接都不带 to 的不定式(除 ought 外), 即接动词原形。
     常用情态动词的基本用法
     1. can/could
     1)表示脑力或体力上的能力
     Nobody can stop the development of science.
     谁也无法阻止科学的发展。
  Unit 1 Festivals around the world               备课人:灵台一中          周彩琴 马宝灵


  She can sing that song in English. 她能用英文唱那首歌。
  He could hardly support his family before he found the new job.
  他在找到那份新工作前几乎无法养家糊口。
  I could not understand the lecture on the computer given by Mr. Smith.
  我听不懂史密斯先生作的那个关于计算机的讲座。
  2)表示客观上的可能性
  You can borrow this useful book from the library.
  你可以从图书馆借到这种有用的书。
  A more suitable person than him for the job can not be found.
  不可能找到比他更适合这份工作的人了。
  When the storm stopped, the plane could take off.
  当风暴停下来时, 飞机可以起飞了。
  3)表示主观上的允许
  Can I ask you some questions about it?
  我可以问你有关这件事的几个问题吗?
  You can not leave here till I come back.
  直到我回来你才能离开。
  Such kind of thing can’t happen any more later.
  这类事以后不准再发生了。
  Can/Could you tell me how to get to the airport?
  你能告诉我怎么去机场吗?
  4)(用于否定句、疑问句或感叹句中)表示猜测、怀疑或惊诧
  How can/could you be here? 你怎么会在这儿?
  She couldn’t/can’t be so stupid to do that.
  她不可能蠢得去做那种事吧。
  Where could/can the boy be now?
  那孩子现在能在哪儿呢?
  另外, could 还常用于表示客气委婉的看法、                       提问以及用于虚拟语气的结构中。                   这时 could
就不可以看作是 can 的过去式了, 而是 could 自己独特的用法。例如:
  Could you speak a little slowly?
  您能说慢一点儿吗?
  I’m afraid that we couldn’t give you any definite answer at this moment.
  恐怕我们这时候还无法给予您确切的答复。
  I could come earlier if asked.
  如果要让我早一点来, 我可以来早一点。
  2. may/might
  1)表示可能性
  I may be busy from tomorrow on.
  从明天起我可能会忙起来。
  You may catch sight of the sunrise from here when you get up before 5 in the morning.
  你在早晨五点钟以前起来, 或许能从这儿看到日出。
  I wondered if they might agree with the idea.
  我想知道他们是否会同意这种想法。
  She thought it might be wise to try her luck here.
  Unit 1 Festivals around the world           备课人:灵台一中          周彩琴 马宝灵


  她认为在这儿碰碰运气也不错。
  2)表示允许
  May I come in? 我可以进来吗?
  I’d like to have a smoke here if I may.
  如果可以的话我想在这儿抽一支烟。
  The librarian told her that she might return the book to the library in three days.
  图书管理员告诉她说, 她可以在三天后还那本书。
  3)may 用来表示祝愿
  May that day come soon. 但愿这天早日到来。
  May you succeed in winning the first prize in the game.
  祝愿你比赛夺冠成功。
  4)might 也常用于一些状语从句中或虚拟语气的结构中
  I could not convince him, try as I might.
  我无论用什么样的办法也不能说服他。
  They left off earlier on that day so that they might catch the first train.
  那天, 他们为了赶上头班车动身早一些。
  He died so that the others might live.
  为了其他的人能活下去, 他自己牺牲了。
  If you had made better use of your time, you might have learned more.
  假若你将自己的时间利用得更好一些, 你本可以学到更多东西的。
  注意: 在回答以 may 引导的问句时, 一般避免使用 may, 以免显得太严厉、或不太客气,
而改用其他方式。例如:
  —May I come in? 我可以进来吗?
  —Yes, please. /Sure. /Certainly. 请进。
  —Please don’t. 请不要进来。/—No, you mustn’t. 不能进来。
  3. must
  1)表示出于职责、义务该做某事
  We must protect the people’s rights.
  我们应该保护人民的利益。
  Everyone must be loyal to his motherland.
  每个人都应该忠于自己的祖国。
  Students must work hard at their study.
  学生应该努力学习。
  2)表示出于主观意识而必须要做某事
  We must speed up the pace of our economic reform.
  我们必须加速经济改革的步伐。
  We must keep steps to the scientific development.
  我们一定要与科学的发展保持步调一致。
  You must hurry up or you’ll be late.
  你必须得快点儿, 不然会迟到的。
  注意: (1)must 和 have to 的区别: must 表示出于主观意识而必须要做某事; have to 却表示
由于某种客观原因而不得不做某事, 另外 have to 还有时态的变化。例如:
  I have to go now for I’ve got a meeting 15 minutes later.
  我现在必须要走了, 因为我 15 分钟后有个会要开。
  Unit 1 Festivals around the world              备课人:灵台一中          周彩琴 马宝灵


     He has to be back home by five to fetch his son from kindergarten.
     他必须在五点钟前回家去幼儿园接他的儿子。
     (2)在回答以 must 引导的问句时, 若是否定答复, 不用 mustn’t, 而用 needn’t 或 don’t
have to, 因为 mustn’t 表示禁止, 意思是“绝不能”“一定不要”, 而没有“不必”的意思。例如:
     —Must we hand in our exercises today?
     我们今天必须交作业吗?
     —Yes, you must. 是的, 必须交。
     —No, you needn’t/don’t have to. 不, 没必要。
     3)用于否定句, 表示禁止
     Smoking must not be allowed in the office.
     严禁在办公室吸烟。
     You mustn’t talk to girls like that.
     你绝不能那样对女孩子说话。
     4)表示推测(用于肯定句)
     You must be tired after working so long.
     你工作这么久了, 肯定累了吧。
     It must have rained last night for it is so wet outside.
     外面这么湿, 昨晚肯定下雨了。
     4. shall
     用作情态动词时, 适用于第二人称和第三人称。
     1)表示允诺
     The Fairy said, “Whatever you want, you shall have. ”
     仙女说: “你想得到什么, 你就可以有什么。”
     I don’t want to be hard on your daughter; she shan’t be pressed.
     我不想对你女儿太严厉, 她不会太受压的。
     2)表示命令
     You shall come to my office immediately.
     你必须马上来我的办公室。
     She shall not stay in my garden.
     她不许呆在我的花园里。
     3)表示必然
     That day shall come. 那一天一定会到来。
     This law shall come into effect on January 1st 2007.
     这项法律于 2007 年元月 1 日生效。
     4)表示约定
     The renter shall keep the house in a neat and orderly state.
     租赁者要保持房屋整洁有序。
     The supplier shall make shipment before October and the purchaser shall make payment
within 15 days after receipt of the goods.
     卖方十月以前装运, 买方在收到货物后十五天内付款。
     5. should
     1)表示出于职责、义务该做某事
     You shouldn’t come to such a decision hastily.
     你不应该匆匆忙忙地作出这么一个决定。
   Unit 1 Festivals around the world                 备课人:灵台一中            周彩琴 马宝灵


     We should read English aloud every morning.
     我们应该每天早晨朗读英文。
     2)表示对某种情况的估计
     She shouldn’t be out in such an early morning.
     她不会这么一大早就出去了吧。
     This book should be published in two months at most.
     这本书最多两个月后就会出版的。
     3)用于某些从句中表示虚拟语气
     The doctor insisted that the girl should be hospitalized.
     大夫坚持认为那个女孩要住院治疗。
     If it had not been for the doctor’s care, the girl should not be speaking to you now.
     要不是由于大夫的精心照料, 这个女孩现在就不能与你说话了。
     6. will/would
     1)用于第二人称的疑问句, 表示请求(would 更客气、委婉)
     Will you tell her that I’ll be back in twenty minutes?
     请告诉她我二十分钟后回来, 好吗?
     Would you tell me how to get to the shopping center?
     您能告诉我怎么去购物中心吗?
     2)表示愿望
     Go where you will. 去你想去的地方吧。
     He wouldn’t let the doctor take his blood pressure.
     他不愿意让大夫给他量血压。
     3)表示习惯、倾向
     Sometimes the cat will lie there all afternoon.
     有时候, 那只猫总是整个下午都躺在那儿。
     He would sit there for hours, doing nothing at all.
     他总是在那儿一坐就是几个小时, 什么都不干。
     4)表示决心
     We will never talk about that subject again.
     我们决不会再谈论这个话题了。
     He said he would make this computer work even if he had to stay up all night.
     他说他即使整晚不睡觉也一定要让这台计算机工作起来。
     →Step 4 Grammar practice
     1. Turn to Page 5. Ask students to do Exercise 2 in Discovering useful structures. First let
them discuss in pairs how each of these modal verbs is being used in the situations. Then check
the answers with the whole class. Give some explanations if necessary.
     2. Turn to Page 43. Ask students to do Exercise 1 and Exercise 2. Check the answers after
most of them finish.
     →Step 5 Dialogues
     Show the following on the screen.
     Working in pairs, complete the dialogues using modal verbs and then be ready to present
your dialogues to the class.
     1. A: ______________ you like to go to a special event with us on Sunday?
     B: Yes, I __________________________.
   Unit 1 Festivals around the world                  备课人:灵台一中            周彩琴 马宝灵


     2. A: ______________ Xiao Feng find the origin of Easter from that book?
     B: No, he __________________________.
     3. A: _______________ I go with my friends to the harvest festival?
     B: Yes, you __________________________.
     4. A: If I want to be a doctor _____________ I study science?
     B: Yes, you .
     5. A: He is very handsome. ______________ he play the role of the prince?
     B: No, he __________________________.
     6. A: The neighbors’ children are older this year. ______________ they stop playing tricks at
Halloween?
     B: Perhaps, they __________________________.
     The following procedures may be followed:
     1. Let students complete the dialogues using modal verbs individually.
     2. Check the answers with the whole class.
     3. Ask students to practice their dialogues in pairs.
     4. Let some pairs perform their dialogues in the front.
     Suggested answers:
     1. A: Would
     B: ‘d like to go with you on Sunday
     2. A: Could
     B: couldn’t find it
     3. A: May
     B: may go (with your friends)
     4. A: should
     B: should study science
     5. A: Can
     B: can’t play the role of the prince
     6. A: Might/Should
     B: might/should stop playing tricks at Halloween
     →Step 6 Closing down by a quiz
     Show the following exercises on the screen. Let students finish them within five minutes to
see if they have mastered the use of modal verbs. Five minutes later, check the answers with the
whole class.
     1. Peter ______________ come with us tonight, but he isn’t very sure yet.
     A. must
     B. may
     C. can
     D. will
     2. Michael ______________ be a policeman, for he’s much too short.
     A. needn’t
     B. can’t
     C. should
     D. may
     3. It’s nearly seven o’clock. Jack ______________ be here at any moment.
   Unit 1 Festivals around the world                备课人:灵台一中            周彩琴 马宝灵


     A. must
     B. need
     C. should
     D. can
     4. John, you ______________ play with the knife; you ______________ hurt yourself.
     A. won’t; can’t
     B. mustn’t; may
     C. shouldn’t; must
     D. can’t; shouldn’t
     5. —When can I come for the photos? I need them tomorrow afternoon.
     —They ______________ be ready by 12: 00.
     A. can
     B. should
     C. might
     D. need
     6. —Are you coming to Jeff’s party?
     —I’m not sure. I ______________ go to the concert instead.
     A. must
     B. would
     C. should
     D. might
     7. I didn’t see her in the meeting this morning. She ______________ have spoken at the
meeting.
     A. mustn’t
     B. shouldn’t
     C. needn’t
     D. couldn’t
     8. Susan ______________ written a report like this.
     A. can have
     B. mustn’t have
     C. can’t have
     D. ought to not have
     9. Sorry, I’m late. I ______________ have turned off the alarm clock and gone back to sleep
again.
     A. might
     B. should
     C. can
     D. will
     10. Jenny ______________ have kept her word. I wonder why she changed her mind.
     A. must
     B. should
     C. need
     D. would
     11. We ______________ last night, but we went to the concert instead.
   Unit 1 Festivals around the world                    备课人:灵台一中             周彩琴 马宝灵


     A. must have studied
     B. might study
     C. should have studied
     D. would study
     12. —Will you stay for lunch?
     —Sorry, ______________. My brother is coming to see me.
     A. I mustn’t
     B. I can’t
     C. I needn’t
     D. I won’t
     13. Mary ______________ be in Paris. I saw her in town only a few minutes ago.
     A. mustn’t
     B. shouldn’t
     C. can’t
     D. may not
     14. A computer ______________ think for itself; it must be told what to do.
     A. can’t
     B. couldn’t
     C. may not
     D. might not
     15. —Could I borrow your dictionary?
     —Yes, of course, you ______________.
     A. might
     B. will
     C. can
     D. should
     Suggested answers:
     1~5 BBCBB 6~10 DDCAB 11~15 CBCAC
     →Step 7 Homework
     1. Finish off the workbook exercises.
     2. Preview the passage A SAD LOVE STORY on Page 7, find the sentences in which modal
verbs are used, and see if you can understand the situations.
                          Period 4 Using language: Listening and speaking

                                                整体设计
     教材分析
     This is the fourth teaching period of this unit. As usual, the teacher will first get students to
review what they learned in the last period, and then lead in the new lesson.
     教学重点
     1. Develop students’ listening and speaking abilities.
     2. Enable students to master different listening skills.
     3. Let students learn how to make phone calls and invitations and express thanks.
     教学难点
     1. Get students to listen to and understand listening materials with various English accents.
Unit 1 Festivals around the world                   备课人:灵台一中            周彩琴 马宝灵


  2. Let students make a phone conversation using the functional items requests and thanks.
  三维目标
  知识目标
  1. Get students to learn some useful new words and expressions in the listening passage.
  2. Let students learn the following expressions:
  1)Making phone calls
  May I speak to. . . ?
  Can I ring/call back later?
  Hold/Hang on, please.
  I’ll ring him/her up again.
  Just a moment, please.
  Sorry, he/she isn’t here right now.
  2)Invitations
  I wonder if you are interested in. . .
  I’d like to invite you to. . .
  Would you like. . . ?
  Could/Would you please. . . ?
  I’m looking forward to. . .
  I’d love to, but. . .
  3)Thanks
  Thank you so much.
  Thanks a lot.
  That’s very kind of you.
  You’re most welcome.
  Don’t mention it.
  It’s a pleasure.
  能力目标
  1. Enable students to catch and understand the listening materials.
  2. Develop students’ ability to get special information and take notes while listening.
  3. Get students to learn and use the expressions of making phone calls, invitations and thanks.
  情感目标
  1. Enable students to know more about festivals and love their life.
  2. Develop students’ sense of group cooperation and teamwork.

                                            教学过程
  设计方案
  →Step 1 Revision
  1. Check the homework exercises.
  2. Ask some students to translate some sentences using modal verbs.
  1)我们中有些人现在会用电脑, 但我们 10 年前不会用。
  2)我能借用你的自行车吗?
  3)他可能是加拿大人。
  4)机器一定出了故障。
  5)你应该信守诺言。
   Unit 1 Festivals around the world                   备课人:灵台一中             周彩琴 马宝灵


       Suggested answers:
       1)Some of us can use the computer now, but we couldn’t ten years ago.
       2)Can/Could/May/Might I borrow your bike?
       3)He may/might be from Canada.
       4)There must be something wrong with the machine.
       5)You should keep your promise.
       →Step 2 Warming up
       1. Tell students to turn to Page 6 and we are going to the part Listening and speaking.
       2. Ask them to look at the pictures of the Trinidad Carnival and discuss in pairs what kind of
activities the Carnival might have.
       3. Let them find Trinidad on the map and describe it.
       4. Have them to predict what kind of problems someone might have when going to such a
carnival.
       →Step 3 Listening
       1. Go through the directions and questions to make sure students know what to do. Let them
guess what the listening material they will hear may be about.
       Show the questions on the screen.
       Part 1:
       1)What is wrong with Li Mei’s clothing and shoes?
       2)What advice does Carla give Li Mei?
       Part 2:
       3)Why is it important for them to have water?
       4)Why is it difficult for them to hear each other?
       5)Why do they plan to meet at the parking lot at 8 o’clock?
       2. Play the tape for them to listen to it and decide whether their guessing is right or not.
       3. Play the tape again. When listening, they work in pairs: one student writes down the
answers to Part 1; the other writes down the answers to Part 2.
       4. They exchange the information and listen to the tape again for checking. Let them have the
correct answers.
       5. Give 2 or 3 minutes to students to ask questions if they have any.
       6. Show students the listening text and let them read it aloud.
       Listening text: (Omitted)
       →Step 4 Speaking
       1. Show the following form on the screen. Let students read the expressions aloud, and make
sure they understand their Chinese meanings.
MAKING PHONE CALLS                              INVITATIONS                  THANKS
May I speak to. . . ?                 I wonder if you are interested         Thank you so much.
Can I ring/call back later?           in. . . .                              Thanks a lot.
Hold/Hang on, please.                 I’d like to invite you to. . . .       That’s very kind of you.
I’ll ring him/her up again.           Would you like. . . ?                  You’re most welcome.
Just a moment, please.                Could/Would you please. . . ?          Don’t mention it.
Sorry, he/she isn’t here right I’m looking forward to. . . .                 It’s a pleasure.
now.                                  I’d love to, but. . .

    2. Suppose the situation: Imagine you have just visited your friends in Trinidad and seen the
Carnival. Make a phone call to invite your friends to a Chinese festival.
   Unit 1 Festivals around the world                   备课人:灵台一中            周彩琴 马宝灵


     3. Give several minutes for students to prepare for their phone conversations in pairs.
     4. Ask as many pairs as possible to present their conversations to the class.
     →Step 5 Listening on Page 41
     Turn to Page 41.
     1. Ask students to look at the 4 pictures, and in pairs tell as many things as they can from
each picture. Then ask them to say what festivals they think these pictures are about.
     2. Tell students they will listen to a conversation between Chen Bin and his American friend,
Joey. What is the main topic of their conversation?
     3. Play the tape for students to listen to and find out the main topic of their conversation.
     4. Ask students to look at the chart before they listen to the tape again.
     Show the chart on the screen.
                                                EASTER
In which season?
Who celebrates?
The reason for the festival?
On which day of the week?
What things represent Easter?
     5. Play the tape again, and let students listen to it and then fill in the chart.
     6. Let students share their information in pairs.
     7. Play the tape a third time for students to check and have the correct answers.
     8. Give 2 or 3 minutes for students to ask questions if they have any.
     9. Show students the listening text and let them read it.
     Listening text: (Omitted)
     →Step 6 Listening task on Pages 45-46
     1. Talk with students about festivals such as Mother’s Day, Valentine’s Day, Easter, the
Cherry Blossom Festival, and so on.
     2. Turn to Page 45. Ask them to look at the pictures and then discuss what festival for each
picture is.
     3. Have them listen to the tape. Then write the festival name for each picture.
     4. Turn to Page 46. Ask them to go through the questions and make sure they know what to
do.
     5. Play the tape again for them to listen to and get their answers.
     6. Two or three minutes for them to discuss and share their answers.
     7. Play the tape a third time for them to check and have the correct answers.
     8. Show them the listening text and let them read it.
     Listening text: (Omitted)
     →Step 7 Summary
     In this period, we mainly focus on the listening and speaking abilities. They are very
important. If your listening or speaking is poor, you’d better practice more. The more you listen to
or speak English, the better your listening or speaking is. Remember: Practice makes perfect.
     →Step 8 Homework
     1. Finish off the Workbook exercises.
     2. Preview the passages A Sad Love Story and Winter Carnival in Quebec.
                              Period 5 Using language: Extensive reading
                                                  整体设计
   Unit 1 Festivals around the world                  备课人:灵台一中            周彩琴 马宝灵


     教材分析
     This is the fifth teaching period of this unit. As usual, the teacher should check students’
homework and offer chances for them to go over what they learned in the last period at the
beginning of the class. Then lead in the new lesson.
     教学重点
     1. Develop students’ reading skills by extensive reading.
     2. Let students read and understand the two passages.
     教学难点
     1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
     2. Get students to understand foreign culture and customs.
     三维目标
     知识目标
     1. Get students to learn some useful new words and expressions in this part: apologize, drown,
sadness, wipe, weep, remind, forgive, turn up, keep one’s word, hold one’s breath, set off,
remind. . . of. . .
     2. Get students to read the story A Sad Love Story.
     3. Let students know more about the Quebec Carnival.
     能力目标
     1. Develop students’ reading skills by extensive reading and enable them to learn how to use
different reading skills to read different reading materials.
     2. Enable students to tell about Qiqiao Festival and Valentine’s Day.
     3. Let students tell about the Quebec carnival with their own words.
     情感目标
     1. Stimulate students’ love of Chinese festivals and culture by learning foreign culture and
custom.
     2. Develop students’ sense of group cooperation and teamwork.

                                              教学过程
     设计方案
     →Step 1 Revision
     1. Check the homework exercises.
     2. Ask some pairs of students to come to the front and act out their dialogues to review and
practice the expressions for requests and thanks.
     →Step 2 Warming up by brainstorming
     Can you tell something about Chinese Qiqiao Festival?
     Can you tell something about Valentine’s Day?
     Have you read any love stories? What are they?
     →Step 3 Reading
     1. Reading and judging
     Ask students to read the passage fast and then decide whether each of the following
statements is true or false.
     1)The girl Li Fang loved and waited for didn’t turn up, but he didn’t lose heart.
     2)Because her granddaughter got married to a human, the Goddess of Heaven got very angry.
     3)Zhinu was made to return to Heaven without her husband. They were not allowed to meet
   Unit 1 Festivals around the world                   备课人:灵台一中            周彩琴 马宝灵


forever.
     4)Hu Jin had been waiting for Li Fang for a long time with a gift for him.
     Keys for reference: 1)F 2)T 3)F 4)T
     2. Reading and answering
     Ask students to read the passage carefully, and answer the following questions.
     1)Why did Li Fang feel like a fool?
     2)What was Li Fang afraid that Hu Jin was doing?
     3)How did Li Fang know the manager wanted to shut the coffee shop?
     4)What is the reason why Li Fang and Hu Jin did not meet on time?
     5)Why was Li Fang so worried at the end of the story?
     3. Check the answers with the whole class and deal with any language problems.
     Keys for reference:
     1)Li Fang felt like a fool because he thought that he was waiting without any hope. /Hu Jin
wouldn’t come to meet him.
     2)He was afraid that she was with her friends laughing at him.
     3)The manager wiped the tables, then sat down and turned on the TV.
     4)They didn’t meet on time because Li Fang waited in the coffee shop while Hu Jin in the tea
shop.
     5)He was worried because he had thrown away the roses and chocolates/presents/gifts for Hu
Jin and he had nothing to give her and he thought she would not forgive him.
     4. Reading and finding
     Ask students to read the passage aloud to the tape and underline all the useful expressions or
collocations in the passage. Let students read them aloud and copy them down in their exercise
book after class as homework.
     Collocations: be heart-broken, Valentine’s Day, a coffee shop, after work, turn up, laugh at,
keep one’s word, look forward to, hold one’s breath, drown one’s sadness in coffee, the Goddess
of Heaven, the weaving girl, on earth, the herd boy, fall in love, get married, be married to, the
Milk Way, once a year, be able to, set off, throw. . . away, remind. . . of, . . .
     →Step 4 Discussion
     1. After students’ reading the passage, ask them to work in groups and discuss the following
questions:
     1)Why was the TV story what Li Fang needed?
     2)Why do people want the weather to be fine on Qiqiao Festival?
     3)What more do you know about Qiqiao Festival?
     4)Are you satisfied with the ending of the story? If not, how are you going to rewrite it?
     2. Ask students to start their discussion. Make sure that every student has a chance to express
his/her ideas.
     3. Ask each group to choose one student as their representative. Let as many group
representatives as possible come to the front and give a report of what their group has discussed.
     →Step 5 Reading task
     Tell students: We have learned some knowledge of festivals around the world from the
reading passage Festivals and Celebrations. We have also learned about the Trinidad Carnival. Do
you want to know about the Quebec Carnival? Please Turn to Page 44 and read the passage
Winter Carnival in Quebec.
   Unit 1 Festivals around the world                备课人:灵台一中           周彩琴 马宝灵


     1. Ask students to read the passage fast to get the general idea.
     2. Let students read the passage carefully and then answer the following questions.
     1)Why do you think that dogs are used to pull sleds in cold climates?
     2)Which activity at the Carnival do you think would be the most fun? Why?
     3)Which activity at the Carnival do you think would be the most dangerous? Why?
     4)If you could go to the Quebec Carnival, what would you do or see? Why?
     5)If you had to draw a poster for the Carnival, what things would you put on the poster?
     6)What would you wear if you went to the Carnival? Name at least three things.
     3. Check the answers with the whole class after most of them finish.
     Keys for reference:
     1)Dogs are used in cold climates because they can run on top of the snow, which horses
cannot/because they have very thick fur which keeps them warm. They are also very strong/do not
eat grass and grain as horses and cattle do/can be fed on meat/do not eat too much.
     2)Students give their own answers.
     3)Probably the canoe race through the ice would be the most dangerous.
     4)Students give their own answers.
     5)Students give their own answers.
     6)I would wear a warm coat/jacket/hat/gloves/mittens/boots/underwear/scarf/socks.
     4. Have students compare Harbin with Quebec.
     1)Talk about Harbin with students.
     What do you know about Harbin?
     2)Let students fill in the chart.
              City                            Similarity                       Difference
Harbin
Quebec
     →Step 6 Important language points
     1. But she didn’t turn up.
     可她却不见人影。
     turn up: make one’s appearance; arrive 露面; 来到
     We invited her to dinner but she didn’t even bother to turn up.
     我们请她吃饭她都不露面。
     We arranged to meet at the gate at 7, but he failed to turn up.
     我们约定 7 点在大门口见面, 但他没来。
     2. She said she would be there at seven o’clock, and he thought she would keep her word.
     她说她会在 7 点到达, 他(李方)认为她会守信用的。
     keep one’s word/promise: do what one has promised 守信
     break one’s word/promise: fail to do what one has promised 失信
     You promised you would buy me a new bike, so you must keep your word.
     你答应过给我买一辆新自行车的, 所以你必须信守诺言。
     He is always breaking his word. 他总是食言。
     3. . . . he was not going to hold his breath for her to apologize.
     他不想屏住呼吸等她来道歉。
     hold his breath: stop breathing for a short time 暂时屏住呼吸
     The audience held their breath as the acrobat walked along the tightrope.
     杂技演员走钢丝时, 观众都屏住了呼吸。
   Unit 1 Festivals around the world                  备课人:灵台一中            周彩琴 马宝灵


     4. He would drown his sadness in coffee.
     他要用咖啡来消愁。
     drown one’s sadness/sorrows in coffee: drink coffee in order to forget one’s troubles 用咖啡
来消愁
     drown one’s sadness/sorrows (in drink): get drunk in order to forget one’s troubles 借酒浇愁
     5. It was obvious that the manager of the coffee shop was waiting for Li Fang to leave—he
wiped the table, then sat down and turned on the TV—just what Li Fang needed.
     很明显, 咖啡馆的经理在等李方离开——他擦好桌子, 然后坐下来, 打开电视机。这正
合了李方的意!
     这是一个较为复杂的句子。it 为形式主语, that the manager of the coffee shop was waiting
for Li Fang to leave 是主语从句。前面的破折号表示进一步的说明, 后面的破折号表示转折。
     6. “. . . I don’t want them to remind me of her. ” So he did.
     “……我不想因它们想起她来。”于是他把花和巧克力都扔了。
     remind. . . of. . . : cause to remember or be aware of. . . 使……想起或意识到……
     He reminds me of his brother.
     他使我想起了他的哥哥。
     This song reminds me of my motherland.
     这首歌使我想起了我的祖国。
     7. There was Hu Jin waving at him. . .
     那是胡谨在向他招手……
     这是一个倒装句, 正常语序为 Hu Jin was waving at him there. . . 。
     当 there, here 位于句首并且句子的主语是名词时, 句子通常需要部分倒装。例如:
     There goes the bell. 铃响了。
     Here comes the bus. 车来了。
     当句子的主语是人称代词时, 句子不需倒装。例如:
     Here you are. 给你。
     →Step 7 Consolidation
     Go back to the passage A Sad Love Story. Ask students to tell the story in their own words.
     Sample:
     The story took place in an coffee shop where the hero, Li Fang, was waiting for his girlfriend.
To his appointment, she didn’t turn up. Then there was a show on TV, which talked about the sad
love story of Zhinu and Niulang. Being heart-broken, Li Fang threw away his Valentine’s gifts to
Hu Jin. Then he met Hu Jin on his way back home, who had been waiting for him at a tea shop.
What should he do?
     →Step 8 Homework
     1. Finish off the Workbook exercises.
     2. Learn the useful new words and expressions in this part by heart.
                             Period 6 Using language: Speaking and writing
                                                 整体设计
     教材分析
     This is the sixth teaching period of this unit. The teacher can first check the homework, let
students review what they learned in the last lesson and then lead in the new lesson.
     教学重点
     1. Develop students’ speaking and writing abilities.
   Unit 1 Festivals around the world                   备课人:灵台一中                周彩琴 马宝灵


     2. Get students to use their own ideas to change the ending of a story.
     教学难点
     1. Let students create a new festival and make a short report about it.
     2. How to develop students’ writing ability.
     三维目标
     知识目标
     1. Get students to learn more about festivals.
     2. Let students know how to change the ending of a story.
     能力目标
     1. Train students speaking ability, especially talking about festivals.
     2. Develop students’ writing ability to change the ending of a story.
     情感目标
     1. Stimulate students’ love of national culture and customs.
     2. Train students’ ability to cooperate with others.

                                                教学过程
      设计方案
      →Step 1 Revision
      1. Check the homework exercises.
      2. Ask students to translate the following sentences.
      1)胡谨说她下班后会在咖啡馆和他见面的, 可现在她却不见人影。
      2)她说她会在七点到达, 李方认为她会守信用的。
      3)他一整天都在盼着见到她。
      4)他不想沉住气等她来道歉, 他要用咖啡来解愁。
      5)李方动身往家走, 心里想: “我想胡谨是不爱我了, 把这些鲜花和巧克力都扔了吧, 我
可不想因它们想起她来。”于是他就这样做了。
      6)在回家的路上, 他神情失落地走过拐角处的一家茶馆, 忽然听到有人喊他, 那是胡谨
在向他招手。
      Three students are asked to the front. They have two sentences each and write their answers
on the blackboard. The others translate the sentences with the textbook closed. Check the answers
after most of them finish.
      Keys for reference:
      1)Hu Jin had said she would meet him at the coffee shop after work, but she didn’t turn up.
      2)She said she would be there at seven o’clock, and he thought she would keep her word.
      3)He had looked forward to meeting her all day.
      4)He was not going to hold his breath for her to apologize. He would drown his sadness in
coffee.
      5)As Li Fang set off for home, he thought, “I guess Hu Jin doesn’t love me. I’ll just throw
these flowers and chocolates away. I don’t want them to remind me of her. ” So he did.
      6)As he sadly passed the tea shop on the corner on his way home, he heard a voice calling
him. There was Hu Jin waving at him.
      →Step 2 Warming up
      1. Ask students to read the story about Li Fang again and discuss in groups the question:
What do you think is going to happen to Li Fang and Hu Jin?
   Unit 1 Festivals around the world                  备课人:灵台一中            周彩琴 马宝灵


     2. Have some students to report their ideas and share with the whole class.
     →Step 3 Writing
     1. Give students the following hints to help them prepare for writing.
     1)Think of how Li Fang will explain that the flowers and chocolates are gone.
     2)Think of what Hu Jin will say when she hears that news.
     3)Think of an ending to the story that will solve the problem. Will Li Fang be happy or sad?
     2. Ask students to write their own ending to the story.
     3. Ask some students to read their writing to the class. The others should give comments.
     →Step 4 Speaking
     1. Tell students: There are many festivals around the world, but sometimes we need to create
new festivals for particular reasons. Now we have the chance to create a new festival.
     2. Ask them to talk with their partner and make a name for their festival they will create.
     3. Let them discuss the following points.
     1)when the festival takes place.
     2)what the festival is for.
     3)what people do at the festival.
     4)what people eat at the festival.
     4. Have them to prepare a short report about their new festival.
     5. Ask as many students as possible to present their report to the class.
     →Step 5 Writing task
     1. Let students to review the following expressions they will use.
     You must. . . .
     You should. . . .
     You could. . . .
     You can. . . .
     You might. . . .
     You would. . . .
     You would have to. . . .
     You need. . . .
     2. Ask students to turn to Page 46 to read the directions and make sure they know what to do.
     3. Students write a brochure for the new festival they have created, introduce it and give
advice to those who want to come. Remind them to be sure to include the following points.
     1)where it will take place
     2)how people can get there
     3)what kind of weather people should expect
     4)what things people should bring
     5)three things that visitors should see
     6)how much it will cost
     4. Ask some students to read their brochure to the class. The others should give comments.
     5. Ask some students to read their letters to the class.
     →Step 6 Homework
     1. Finish off the Workbook exercises.
     2. Review the contents of the unit and complete Summing Up on Page 8.
Unit 1 Festivals around the world   备课人:灵台一中   周彩琴 马宝灵

				
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