1、Unit 1 Festivals around the world 1. Teaching aims of this unit Talk about festivals and celebrations Talk about the ways to express request and thanks Learn to use Modal verbs Write a similar story with a different ending 2. Sentence patterns: Request: Could/ Would you please? Could I have? Could w
2、e look at? I look forward to May I see? Thanks: Its very kind of you Thank you very much/ Thanks a lot. Id love to. It was a pleasure Dont mention it. You are most welcome. 3. Teaching importance :Modal verbs: May might, can could will would shall should must can 4.Teaching methods: skimming, scanni
3、ng, discussing.5.Teaching aids: a tape recorder, a projector and a computer.The first period Speaking 1. Teaching aims: Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up Phrases: Would you like Could I have? Might I offer help? May I see? You should tryCould we like at? Can you
4、suggest? We might take Teaching Procedures Step I Leading in T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays? Ss. Yes. Of course! T: When did you feel most happy and excited? Ss: At the Spring Festival. T: Who can tell us why? Any volunteers? S1: Because
5、 it is the most important festival in our country. S2: Because I got a lot of lucky money from my parents. S3: Because I neednt study at festivals and there was a lot of delicious food to eat. How great. S4: Because I met my cousins and friends who I hadnt seen for a long time. T. Very food! I am gl
6、ad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few? Ss: New year, Yuan xiao festival :T: Quite right. Thats called the Lanterns Festival. How about some other festivals? Ss: The Army Day
7、, International Labours Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day T: You have done a good job, boys and girls! . Step Warming up Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese
8、 festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example. Festivals Time of year/date What does it celebrate What do people do Mid-Autumn Festival Autumn/Fall The beauty of the full moon, harves
9、t, time with family and friends Give/Eat mooncakes and watch the full moon with family and friends Step Pre- reading Discuss in groups of four 1. Whats your favourite holiday of the year? Why? 2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with yo
10、ur family or with friends? What part of a festival do you like best-the music, the things to see, the visits or the food? Step Assignment 1. Consolidation 2. Listening to the material again after class to be familiar with it. 3. Homework: Collect as much information about festivals as possible. The
11、second period Reading Teaching Aims 1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as t
12、hough have fun with daily 2.To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world 3.To enable the students to master some English expressions and phrases about festivals. 4. Teach the basic reading skil
13、ls: skimming and scanning. 5. Try to compare and make conclusion s of different festivals. Step Revision 1. Greetings. 2. Review the new words of this part. 3. Check the students homework-festivals Step Reading 1.Scanning T: Open your books and turn to page one. Id like you to do the scanning. Read
14、the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.) ( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.) 2.Intensive reading ( A
15、llow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details) T: Read the text loudly for a second time and them try to tell if these sentences are True or False. 1. The ancient people neednt worry about their food. ( F ) 2.Hallowee
16、n used to be a festival intended to honor the dead. ( T ) 3.Qu Yuan was a great poet who people honor a lot in China. ( T ) 4.Mid-autumn Festival is held to celebrate the end ot autumn( F ) 5.Easter celebrates the birth of Jesus. ( F ) 3.Reading and discussion T: Read the text a third time and then
17、work impairs to do Exercise 2 on Page 3. ( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.) 4.Explanation (In this part try to help the students analyse the difficult
18、, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.) T: Now I will discuss some important sentences and phrases in the passage. a. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could retu
19、rn either to help or to do harm. b. In memory of c. In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain Indias independence from Britain. d. People are grateful because their food is gathered for the winter, and because a season of agricultural work
20、 is over. e. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. f. The country is covered with cherry flowers so that it looks as though it might be covered with pink snow. The suggested explanation: a. An attributive clause. T
21、he sentence 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. b. in memory of serving to recall sb, to keep him fresh in people minds. He wrote a poem in memory of his dearest wife, who died in an accident. i
22、n honor of ( showing great respect or high public regard) in hopes/the hope of (hoping) in defence of (defending) c. a noun phrase followed by an attributive clause as the appositive d. two clauses for reason e. energyenergetic adj. ( full of or done with energy) look forward to ( to is a prepositio
23、n here.) devote to, be/get used to, get down to , stick to e.g. Im looking forward to hearing from you. Step Listening T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. Its up to you. After listening,
24、please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3). The third period Learning about language Teaching aims: 1. Let the students know the usage of modal verbs. 2. Enable the students to recognize the words and expressions in the reading passage a
25、ccording to what mean the same as them. Step Greeting and Revision ( Ask some students to retell the text we learned .) Step. Practicing the useful words and expressions T: As we know, there are two important kinds of verbs-transitive verbs and intransitive verbs. But many intransitive verbs have th
26、e structure “verb+preposition+objects ” Can you give me some examples? Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on. T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given. S1. Im looking forward to hearing fo
27、rm my friend S2: We are talking about verbs. S3: Would you like to talk with me? S4: Who can think of an effective solution to the problem? S5: Please think about my proposal. Step Useful Structures T: Lets come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1
28、 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92-94 Step Summing up and home work T: Boys and girls, today we have practiced usef
29、ul words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them. Homework 1. Practice of WBP42EX.1,2,3. 2. Please find out10 sentences with modal verbs, and try to get their meanings. The fourth period Listening Teachi
30、ng aims: 1. Vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this years awards for the best costumes 2. Enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened a
31、nd express request and thanks. Step Revision After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them. Step Warming up T: By the way, whats the topic of this unit? Ss: Festivals around the world. T: Would you like to know something more
32、about festivals around the world? Ss: Of course. T: Now I will show you several pictures. Whats the festival called? Ss: Carnival. T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points. Step Listening
33、 T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down the answers and then check them with your partners. ( Its important to encourage t
34、he students to adapt their present knowledge any skill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.) Step Speaking This part is intended to give the students the opportunity to practice a telephon
35、e conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations. Step Listening task T: There are about 10 minutes left. Lets come to listening task. Turn to page 43 and look at the pictures. They have som
36、ething in common. Can you find it out? Ss: They are all about festivals bout the dead. T: Thats right. I will play the tape for you. For the first time you should try to write down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief not
37、e first and then complete the chart, according to which you can make a report. The fifth period Extensive reading Teaching aims: 1. Vocabulary: heart-broken, turn up, keep ones word, hold ones breath, drown ones sadness in coffee, set off for, remind somebody of something, 2. Learn to compare the fe
38、stivals in China and in western countries. Step Revision Check homework Step Reading (1) T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of l
39、overs festivalQi Qiao and Valentines Day. Now please read it quickly and find out the sentence below are true or false. The girl Li Fang loved and waited but she didnt turn up. But he didnt lose heart.(F.) Because her most lovely daughter got married to a human secretly, the Goddess got very angry.
40、.(T.) Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F.) Hu Jin had been waiting for Li Fang for a long time with a gift for him. .(T.) T: I think you have got the general idea of the passage. Now please re
41、ad the passage once more and answer the questions on Page 8. Some language points: 1. turn up: appear 2.keep her word: keep her promise 3.hold his breath: wait without much hope 4.drown ones sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow 5.remind sb of sth: make sb thi
42、nk of sth Step Discussion and writing T: Thats for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please en
43、gage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like. Step Reading(2) T: Lets come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.
44、Unit2 Healthy eatingTeaching Aims of this unit 1. Talk about healthy eating 2. Making suggestions or giving advice on diet 3. Distinguish the meanings of Modal verbs 4. Make a balanced menu 5. Vocabulary: 6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of,
45、throw away, get away with, tell lies, earn ones living in debt ,set out run ones business ,carry on 7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice seeing the doctor. Teaching importance: The use of ought to1. Statements You ought to cook fresh vegeta
46、bles and meat without too much fat if you want to stay slim.You ought not to eat the same kind of food at every meal.2. DifficultyDistinguish and summarize the usage of ought to and should.Teaching methods: skimming, scanning, discussing.Teaching aids: a tape recorder, a projector and a computer.The
47、 first period Warming up and reading Step Warming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow. Step Pre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T: Please look at
