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全新版大学英语（第二版）III教案（含听说）

授课人：贺一舟

授课班级：新能源学院10光伏材料，太阳能光热，光伏发电1，3班

时间：2011年下学期

Unit 1 Changes in the Way We Live I.Teaching Object and Requirements: Students will be able to:

1)grasp the mail idea(tolerance for solitude and energy made it poible for the writer‟s family to enjoy their pleasant but sometimes harsh country life);2)appreciate the various techniques employed by the writer(comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.)3)master key language points and grammatical structures in the text;4）conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.五、教学重点、难点：

1.Word formation-----Conversion 2.Structure-----When it comes to;not all/ everyone/ everything 3.Confusable words-----home;house;family;household

六、结合教学内容选择的主要教学方法和教学手段：

教学方法: 根据课文的内容，提出两个问题让学生进行思考和开展小组讨论，由此来活跃课堂气氛，进行一个课前的热身活动。在教学中采取以学生和教师为主体的合作教学模式，并且在课前布置讨论话题让学生开展小组活动，了解与课文相关的信息；在课堂上，对课文的重点词汇、重点句型、语法要点以及作者的写作技巧进行详细讲解；教师则把重点放在指导学生如何欣赏和分析文章的主题、写作技巧、语言风格等方面，并对学生进行翻译技巧的训练教学手段：

多媒体辅助教学，通过音频输入和课件视频输入让学生从视觉和听觉等维度加深对课文的理解，提高学生学习的兴趣，同时训练学生的听说能力。

七、布置的作业及复习思考题：

继续自学课文的内容，完成课文后的练习训练，重点完成词汇和句型结构题，学生自选一点课文内容进行背诵。要求学生做好课文复习和下篇课文预习的小组讨论并准备课堂汇报，具体讨论话题为：

Group 1: Compare the changes in the way we live in China.Group 2:.Why do so many migrant workers move from the country to the city? Group 3: Which do yo prefer, country life or city life? Group 4: Prepare the next unit, then answer: What is the main idea of this unit? Group 5: Who are the freedom givers?

八、选用教材和主要参考书：

教材：李荫画等主编，《大学英语综合教程3》，上海：上海外语教育出版社，2006.主要参考书：

1.季佩英等主编，《大学英语综合教程教师手册》，上海：上海外语教育出版社，2006.2.胡洁主编，《大学英语课文辅导》，广州：中山大学出版社，2007.3.张道真编著，《实用英语语法》，北京：外语教学与研究出版社，2002.4.张芳杰主编，《牛津现代高级英汉双解词典第三版》，香港：牛津大学出版社，1984.网络教学资源：

http://www.daodoc.com.九、教学主要内容及教学安排（包括板书设计）： Time allotment 1st period: pre-reading;2nd period: while-reading 3rd period: while-reading 4th period: post-reading 5th period: writing 6th period: extensive reading

Teaching Steps：

Step 1: Warming-up Activities 1.Play the song to the Ss.Ask Ss questions about the song.2.Divide Ss into groups, each group is aigned one of the following discuion topics:----Why do city people buy apartments or houses in the suburbs or even in the countryside?----Why are tourists willing to pay for a night in a farmer‟s house instead of a hotel?----What are the advantages and disadvantages of living on a farm? 3.Have Ss do Cloze B, p.22, in after-text exercises to learn about American‟s ideal of country life.Then move on to the study of Test A Step 2: Global Analysis of the Text 1.Part division of the text: Ask Ss to do Text Organization Exercise 1, pp.10-11.2.Skimming: Have Ss work in pairs to skim the text and find out the happine and hardships the family have experienced in the country.Then ask Ss to do Text Organization Exercise 2, p.11.Step3: Language Study and Practice 1.Explain language points and have Ss practice them.2.In the meantime ask Ss to do the Structure Exercises and part of the Vocabulary Exercises.3.Discu with students the cultural background to the eay.Step 4: After-Text Exercises Check if Ss have done the rest of the after-text exercises in their spare time, answer Ss‟ questions and discu with them any common errors that crop up.Step 5: Further Study and Practice 1.Check on Ss‟ home reading(Text B).2.Have Ss do Part IV: Theme-Related Language Learning Tasks in cla.3.Have Ss to prepare the next unit.1)do the pre-reading task;

2)preview Text A.十、教学小结

本章节的教学目的基本达到，学生基本了解本篇课文的内容，并理解了作者的写作技巧，对课文中出现的重点词汇和语言知识点基本掌握，并且能进行应用。但学生的翻译技巧以及翻译能力都需要提高，建议学生多进行该方面的训练。

Unit 2 The Freedom Givers Teaching Object and Requirements: Objectives: Students will be able to:

1.Understand the main idea(early civil-rights struggles in the US, esp.the Underground Railroad);2.Learn to use library resources and other resources for information;3.Grasp the key language points and grammatical structures in the text.3.Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit

五、教学重点、难点： 1.Structure: come to do sth 2.The use of past participle use as adverbial and attributive.六、结合教学内容选择的主要教学方法和教学手段：

教学方法：

1.通过课前的提问和小组讨论，让学生大概掌握课文的主要内容，同时也是一个课前的热身活动。

2.对重点词汇进行详细的讲解。

3.引导学生学会欣赏课文中三个不同人物的不同故事，以及他们对黑奴解放运动所做出的贡献

采用启发式、问答式等方法，重点指导学生欣赏和分析作品，分析作品的主题、文章的段落大意、语言风格等，并要求学生自由评论自己对所学课文的理解。教学手段：

Multi-media aided teaching 多媒体辅助教学

七、布置的作业及复习思考题：

1.Ask Ss to do the translation exercise.2.Ask Ss to read the text fluently after cla.八、选用教材和主要参考书：

教材：李荫画等主编，《大学英语综合教程3》，上海：上海外语教育出版社，2006..主要参考书：

教学内容提纲：

Key words and phrases: confident symbolize historic

authorize

exploit

conviction

impose

disguise

abolish compel

give up

stand up

be intent to

on the side

close in

as for

make the best of

at risk

in the eyes of

pa for Time allotment 1st period: pre-reading;2nd period: while-reading 3rd period: while-reading 4th period: post-reading 5th period: writing 6th period: extensive reading 7th & 8th period: listening(unit two)

教学安排：

Pre-reading Tasks:(45ms)1.Listen to the recording and then think over the following questions:(20ms)1).Can you gue who Abraham, Martin, John and Bobby are? 2)What did these people stand for? 3).Do you know why they all died young and who killed them? 4).Can you gue what the texts in this unit are going to be about? 2.Warm-up Activity(25ms)Scan the text and do Cloze A in after-text exercises.While-reading Tasks(90ms)1.Main idea and text organization(25 ms)1).Scan the text to see what serves as a cue dividing it into different parts.2).The text is divided into four parts naturally.Which parts switch from the first person to the third person? What is the relationship between the first part and the last three parts? 3).Do Text Organization Exercise on P47.2.Do reading comprehension exercise on P46.(20ms)3.Home work: Ask the students to do the exercises on page 43-49 after cla.4.Detailed explanation of the text and language points:(45m.)(see the courseware)Post-reading Tasks(45ms)1.Text Analysis

1)Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent?

2)Underline quotations in the three stories.Why does the author sometimes quote directly from characters in the stories?

The author uses these synonyms and synonymous phrases to avoid repetition and vary his writing.2.Check the exercises.3.Homework: Read Text B Writing Task(45ms)Writing Strategy: Using library resources Write an eay on Sino-Japanese Wars.You should do some library research on this iue.Extensive Reading Tasks(45ms).Explain the useful phrases and expreions in text B.十、教学小结

本章节的教学目的基本达到，使学生理解了整篇课文的意思, 并且对重点的词汇和句型进行了训练, 学生能够举一反三进行使用。同时学生对美国黑人解放运动有了进一步的了解，对语言文化的理解加深了。

但由于大班上课，一部分学生不能够很好的跟上老师的教学进度，对课文的学习不够深入。

Unit 3: Security

Teaching Object and Requirements: Students will be able to:

1).Grasp the main idea(America is deteriorating into “the most insecure nation”)and the structure of the text(opening--body--conclusion);2).Learn to use cause and effect patterns in writing.3).Master the key language points and grammatical structures in the text;4).Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit

五、教学重点、难点： 1.Double negation 2.Structure: It does/did not occur to us…;chances are that… 3.Collocation: Verb+noun+adverb of direction

六、结合教学内容选择的主要教学方法和教学手段：

教学方法：

1.Give the students some background information about the security situation in America, especially the 911 Terrorist Attack.2.Let the students listen to the recording of the text.3.Lead the students to compare the security situations now and decades ago, so that the students can get a main idea about the security situations in the United States.2.Ask the students to read the text clearly and fluently 3.Questions and answers on some key points 采用启发式、问答式等方法，重点指导学生欣赏和分析文章的主题、语言风格以及对比对照的写作方法等，并要求学生学会对比中国和美国的情况。教学手段：

Multi-media aided teaching 多媒体辅助教学

七、布置的作业及复习思考题：

1.Ask the students to write a comparison and contrast eay.2.Do the translation exercise.八、选用教材和主要参考书：

教材：李荫画等主编，《大学英语综合教程3》，上海：上海外语教育出版社，2006.主要参考书：

Key words and phrases: vulnerable tranquil

electronic

premise

feature

transform

barrier

wander

analyze

reflection

puzzle

on the latch

close up

hook up to

build in

hold sb.at bay

without so much as

be bathed in

with large margin

look back on

Time allotment 1st period: pre-reading;2nd period: while-reading 3rd period: while-reading 4th period: post-reading 5th period: writing 6th period: extensive reading

教学安排：

Further Development: In this Unit, students should be encouraged to use cause and effect patterns in writing.Pre-reading Tasks:(45ms)1.Listen to the recording and then think over the following questions:(20ms)1)Have you ever been the victim of crime or do you know someone who has? 2)Do you think crime is increasing or decreasing? 3)What can be done to reduce crime? Is punishment the answer or prevention? 4)What is the meage of the song? 2.Warm-up Activity(25ms)Scan the text and do Cloze A in after-text exercises.While-reading Tasks(90ms)1．Main idea and text organization(25 ms)1)How many parts can the text be divided into? What is the main idea for each part? 2)Do Text Organization Exercise on P.79.2.Do reading comprehension exercise on P77-78.(20ms)3.Homework: Ask the students to do the exercises on page 82-83 after cla.4.Detailed explanation of the text and language points:(45ms)(see the courseware)Post-reading Tasks(45ms)1.Group discuion: 1)Students form groups to discu either of the following two questions:------In our families, what measures do we take to prevent burglaries?------In our contact with the outside world, what precautions do we take to steer clear of danger? 2)Some students are required to report discuion results to the whole cla.2.Check the exercises.3.Homework: Read Text B Writing Task(45ms)Writing Strategy: Using cause and effect in eay writing Write an eay entitled Why We Are for Gun Control or Why We Are against Gun Control.Extensive Reading Tasks(45ms).Explain the useful phrases and expreions in text B.十、教学小结

本章节的教学目的基本达到，通过带领学生理解和学习作者的写作方法和技巧，使得学生对对比对照写作方法有了很深的了解，同时对课文中出现的重点词汇、重点句型和语法都理解和掌握了，更通过对文章的学习，了解了语言所传达的文化内涵。

Unit 4: Imagination and Creativity Teaching Object and Requirements: Students will be able to:

1).Understand the main idea and structure of the text(narration in time sequence).2).Appreciate the difference between formal speech and informal speech.3).Grasp the key language points and grammatical structures in the text.4).Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.五、教学重点、难点：

1.Word formation: Abbreviation 2.Structure: wish to do sth;apposition

六、结合教学内容选择的主要教学方法和教学手段：

教学方法：

1.Explain the new words and expreions first, especially pay attention to those difficult ones 2.Let the students listen to the recording of the text.2.Ask the students to read the text clearly and fluently 3.Questions and answers on some key points 本篇课文是篇科幻文章，学生比较感兴趣，但课文稍微有点难度，学生在理解的过程中有点困难，所以采取以教师讲授为主的方法进行，并在讲解的过程中留出一定的时间让学生提问。教学手段：

Multi-media aided teaching 多媒体辅助教学

七、布置的作业及复习思考题：

1.Do you think the story sounds plausible? Why or why not? 2.Do you think Albert Einstein is a space alien? Give reasons? 3.Is light a wave or a particle? Explain.八、选用教材和主要参考书：

教材：李荫画等主编，《大学英语综合教程3》，上海：上海外语教育出版社，2006.主要参考书：

Key words and phrases: accordingly, anniversary, approve, caution, concentration, credit, fabric, flaw, foundation, imagination, impreive, inspiration, intuition, loose, me, outbreak, presence, reality, remarkable, stimulate, strain, trifle, undermine, unify Time allotment 1st period: pre-reading;2nd period: while-reading 3rd period: while-reading 4th period: post-reading 5th period: writing 6th period: extensive reading 7th & 8th period: listening(unit two)

教学安排：

Further Development: Distinguish between formal and informal speech;key language points and grammatical structures in the text Pre-reading Tasks:(45ms)1.Listen to the recording and then think over the following questions:(20ms)1)How did the Earthlings fight against the invasion of the An-vils? Were they succeful? 2)What was Knowall by profeion? What tricks did he use to drive away the invaders? Why? 3)How come all the An-vils rose up from Earth at a given signal one day and flew black to their own star? 4)Can you gue what the text of this unit are going to be about? 2.Warm-up Activity(25ms)Scan the text and do Cloze A in after-text exercises.While-reading Tasks(90ms)1．Main idea and text organization(25 min)1)How many parts can the text be divided into? What is the main idea for each part? 2)Do Text Organization Exercise on P113.2.Do reading comprehension exercise on P111-112.(20m.)3.Homework: Ask the students to do the exercises on page 116-124 after cla.4.Detailed explanation of the text and language points:(45ms)(see the courseware)Post-reading Tasks(45ms)1.Work in small groups and follow the procedures: Step One: Imagine where, when and how you met the E.T., and what happened during the encounter.Choose a secretary to take notes.Step Two: Based on the notes, write a story of about 100 words, and a group illustrator 插图画家draws a few pictures to illustrate 图解 the story.Step Three: Other members make revisions修改.Step Four: Each group sends a speaker to another group, telling the latter their story with the help of the illustrations.2.Check the exercises.3.Homework: Read Text B Writing Task(45ms)Writing Strategy: How to write an expository eay Write an eay entitled Preing Problems on Our Planet I wish to Discu with Extraterrestrial。Extensive Reading Tasks(45ms).Explain the useful phrases and expreions in text B.1.General introduction of the purpose and goal of this lecture(5 minutes)2.Warm-up activities including open questions and answers in cla(10 minutes)3.Brief introduction to ode(20 minutes)4.Detailed analysis of John Keats‟s life experience and his contribution to English poetry(40 minutes)5.Brief introduction to John Keats‟s works(5 minutes)4.Sum-up(10 minutes)

十、教学小结

本章节的教学目的基本达到。通过对课文的学习，学生能够理解课文，基本掌握课文中出现的重点词汇和语言要点，这是一篇有关科学家爱因斯坦的科普文章，学生的兴趣很浓，在学习的过程中充分发挥学生的想象力，这样可以提高学生的兴趣和理解能力。

Unit 5：How to celebrate holidays?

Teaching Object and Requirements: Students will be able to:

1)Understand the main idea and the structure of the text;2)Learn to memorize words in aociation;3)Grasp the key language points and grammatical structures in the text;

4)Conduct a series of reading, listening, speaking and writing activities to the theme of the unit.五、教学重点、难点： 1.Collocation: Adjective + of 2.Structure: The verb see sometimes can be used to mean “ be the time when(an event)happens”

六、结合教学内容选择的主要教学方法和教学手段：

教学方法：

1.Ask the students some warm-up background information about holidays both in China and the United States.2.Let the students tall about their favorite holidays and how they celebrate them.3.Let the students listen to the recording of the text.4.Ask the students to read the text clearly and fluently 5.Questions and answers on some key points 采用启发式、问答式等方法，重点指导学生欣赏和分析文章，分析作品的主题、语言风格、写作技巧，以及课文所传达的文化内涵。教学手段：

Multi-media aided teaching 多媒体辅助教学

七、布置的作业及复习思考题：

1.How is Thanksgiving celebrated in the United States? Do you think the way the writer celebrated the holiday makes sense? Give reasons.2.Why do you think the writer printed “Find the good---and praise it” at the bottom of all his stationary? 3.Do you praise others more often than criticize them or the other way round? Why?

八、选用教材和主要参考书：

教材：李荫画等主编，《大学英语综合教程3》，上海：上海外语教育出版社，2006.主要参考书：

教学内容提纲: Key words and phrases: reverse

verbal

repay

specific

impre

diminish aemble considerate

accord

succeive

humble

undergo

appreciate

under way

put away get to sth./doing sth.in quest of

turn over

on sb.s behalf

be exposed to in turn be immersed in

bring back

in a flash

in secret Time allotment 1st period: pre-reading;2nd period: while-reading 3rd period: while-reading 4th period: post-reading 5th period: writing 6th period: extensive reading

教学安排：

Further Development: How Americans and Chinese celebrate their Holidays.Pre-reading Tasks:(45ms)1.Listen to the recording and then think over the following questions:(20ms)1)Of all places imaginable, which one does the singer think is the best for holidays? 2)According to the singer, why are people busy coming and going on holidays? 3)In what way is Thanksgiving similar to our Spring Festival? 4)Is the song closely related to the theme of the unit---how to celebrate holidays? How? 2.Warm-up Activity(25ms)Scan the text and do Cloze A in after-text exercises.While-reading Tasks(90ms)1.Main idea and text organization(25 ms)1)How many parts can the text be divided into? What is the main idea for each part? 2)Do Text Organization Exercise on P165.2.Do reading comprehension exercise on P163-164.(20ms)3.Homework: Ask the students to do the exercises on page 168-175after cla.4.Detailed explanation of the text and language points:(45ms)(see the courseware)Post-reading Tasks(45ms)1.Questions for discuion: 1)Nowadays, more and more foreign festivals have entered our life, what‟s your attitude towards this change?

2)Do you praise others more often than criticize them or the other way round? Why? 2.Check the exercises.3.Homework: Read Text B Writing Task(45ms)Writing Strategy: How to write thank-you letters.Reconstruct one of the three letters in the name of Alex Haley。Extensive Reading Tasks(45ms).Explain the useful phrases and expreions in text B.十、教学小结

本章节的教学目的完成的较好。由于和节日有关，中国和美国都有很多传统的节日，和学生的生活相关，学生的兴趣比较浓，学习的时候比较认真，但课文中出现不少比较难懂的句子，对学生的理解造成一定的障碍，总的来说，通过课文的学习，学生理解了课文的意思，对课文的写作技巧也熟悉了，课文中出现的重点词汇和语言知识点能掌握并应用，语言和文化的关系在本课中体现得比较突出，进一步让学生理解了语言和文化的关系。

Unit 6：The Last Leaf

Teaching Object and Requirements:

Students will be able to:

1)understand the main idea(Old Behrman saved Johnny‟s life at the expense of his own)and structure of the text.2)appreciate how the repeated use of clues helps weave a piece of narration together.3)grasp the key language points and grammatical structures in the text.4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit..五、教学重点、难点：

1.The order of adjectives before a noun.2.Structure: By doing sth.3.Structure: Smell/taste of

六、结合教学内容选择的主要教学方法和教学手段：

教学方法：

采取以学生和教师为主体的合作教学模式，课前学生小组活动，了解作家生平和作品方面的背景知识，在课堂上采用学生课堂讨论或课堂汇报等方法，教师把重点放在指导学生如何欣赏和分析作品，分析作品的主题、人物塑造、叙事视角、语言风格等。教学手段：

多媒体辅助教学

七、布置的作业及复习思考题：

Which character in the story imprees you most? Why? What is the eential meage the writer wants to convey to his readers through the story? Is it of social significance? Explain.What do you think can support in your moments of depreion, despair or setback?

八、选用教材和主要参考书：

教材：李荫画等主编，《大学英语综合教程3》，上海：上海外语教育出版社，2006.主要参考书：

教学内容提纲：

Key words and phrases: stalk

subtract

bare

dreary

fragile

fierce

mock

fancy

persistent

cling

acute

flutter

in tune

turn loose

look the part

to exce

for the rest

hear of

pull up

stand out

wear away

call to

sit up be wet through Time allotment 1st period: pre-reading;2nd period: while-reading 3rd period: while-reading 4th period: post-reading 5th period: writing 6th period: extensive reading 7th & 8th period: listening(unit two)

教学安排：

Further Development: Pre-reading Tasks:(45ms)1.Listen to the recording and then think over the following questions:(20m.)1)Faith, hope and charity are traditionally grouped together as three important virtues.Which do you think the singer Michael Jackson may consider as the most important? 2)Some say that charity begins at home, that we should take care of those closest to us rather than worrying about strangers.What do you think Michael Jackson would say to that? 3)In the words of the song, to solve the problems of this world, “Love is all we need.” Is it? 4)Can you figure out what the stories of this unit are going to be about? 2.Warm-up Activity(25ms)Scan the text and do Cloze A in after-text exercises.While-reading Tasks(90ms)1.Main idea and text organization(25 ms)1)Scan the text and discu the following questions with your partner.What is the setting of the story?

There are 3 painters in this story.What are their names? What is the mood of the story? 2)Do Text Organization Exercise on P197-198.2.Do reading comprehension exercise on P196.(20ms)3.Homework: Ask the students to do the exercises on page 201-209 after cla.4.Detailed explanation of the text and language points:(45ms)(see the courseware)Post-reading Tasks(45ms)1.Role play Ask some students to play the story.2.Check the exercises.3.Homework: Read Text B Writing Task(45ms)Writing Strategy: using the specific-to-general organization in writing.Write an eay about what you find most touch in the stories of this unit.Extensive Reading Tasks(45ms).Explain the useful phrases and expreions in text B.十、教学小结

本篇课文是一篇故事情节很感人的文章，描述一位重病的女子，看到窗外树上的落叶，她把最后一片落叶的凋落看成了她离开人世的时间，她睹物思人，放弃了生的希望。在她把生命寄托在窗外树上的最后一片落叶时，是楼下一位穷苦潦倒的画家画了一幅，他把这幅画挂在了她的窗前，画上一片落叶在风雨中一直没有凋落，才激起了她的求生的欲望。文章以小说的形式，体现了人与人之间的人文关怀，读来令人感动。学习文章的同时，可以让学生讲述一些他们生活中的感人之事，以锻炼学生的语言能力，同时提高学生的学习兴趣。

听说部分 Unit 1 Parents Teaching Procedures I.Warm up Questions II.Objectives of Unit 1 III.Part A : Pre-listening Task IV.Part B : Listening Tasks

Text 1 Dating with My Mother(Part One)

Text 2 Dating with My Mother(Part Two)

Speaking Tasks

A.Reflection on the texts

B.Debating---Arguments for or against:

Going Back to Your Hometown During the National Day Week

Leisure Time: A Song V.Part C : Additional Listening VI.Part D: Aignment

VII.Some information related to the text I.Warm up Questions

1.How often do you call or write to your parents?

2.What do you usually say to your parents on the phone or in the letter?

3.Do you remember your parents‟ birthdays? What do you usually do for your parents on

their birthdays?

II.Objectives of Unit 1

1.To prepare the students for the topic “Parents”

2.To get the students to be familiar with the words and sentences related to “Parents”

3.To train the students‟ ability to understand the main idea and grasp important details

4.To give the students a chance to exchange views on the texts they have heard

5.To cultivate the students‟ ability to expre and defend their opinions on iues related

to the content they have just heard.III.Part A : Pre-listening Task 1.Get the students to read the sentences in Language Focus after the tape 2.Get the students to discu in pairs: How would you describe your relationship with your parents? IV.Part B : Listening Tasks

Text 1 Dating with My Mother(Part One)1.Read the new words 2.Compare some cultural different attitudes to the old in Western countries and in China according the title.3.Listen to the tape and do Ex1 to try to find the main idea of the text 4.Check up the choices and go over the questions of Ex2 before listening again 5.Ask students to listen again and try to take notes according to the questions 6.Listen for the third time after asking the students to offer their answers to the questions and compare the answers with the help of the overhead projector.Text 1 Dating with My Mother(Part Two)7.Read the new words and predict what the speaker would do when he was dating his mother 8.Listen to the tape and do Ex1 to try to find the main idea of the text 9.Check up the choices and explain some difficult points if neceary 10.Ask students to listen again and try to do true/ false questions, and ask them pay much attention the details of the text 11.Check up answers to the questions, and get the students to correct those false statements.12.Listen for the third time if neceary.Speaking Tasks

A.Reflection on the texts 1.Ask students to read the direction on P6~7 and discu the questions in pairs.2.Get two pairs to share their answers in cla.B.Debating---Arguments for or against:

Going Back to Your Hometown During the National Day Week

1.Ask the monitors of the two claes to draw a lot and decide which cla is for and which is against 2.Each cla will brainstorm to get some reasons for their team 3.Decide to choose a representative to speak for their team in cla 4.Listen to the two speakers and decide which team is more convincing 5.Get the students to repeat after the tape after cla Leisure Time: A Song

Listen to the song if time permits V.Part C : Additional Listening 1.Listen to the short conversations once and do the exercise on P11 2.Check up in cla VI.Part D: Aignment

1.Listen to Part D after cla 2.Prepare their bate according to one of the cards on P8 and write down their reasons in their exercise books as an aignment 3.Prepare Language Focus of Unit 2 VII.Some information related to the text

Unit 2 Coincidence Teaching Procedures: I.Warm-up Questions II.Objectives of Unit 2 III.Part A: Pre-listening Task IV.Part B: Listening and Speaking Tasks V.Part C: Additional Listening VI.Aignment I.Warm-up Questions: 1.2.3.4.What is coincidence? Give an example to illustrate it.Have you ever experienced or read about an amusing case of coincidence? What is it? How do people react to coincidences? How important are they in human life? Can coincidences be explained? Why or why not? 5.What can coincidences do? Are they mostly beneficial or harmful? II.Objectives of Unit 2: 1.Doing Pre-listening task as a speaking activity;2.Doing listening tasks;3.Practising speaking tasks;4.Doing additional listening.III.Part A: Pre-listening Task 1)Arrange the students in pairs and ask them to discu the questions in their books.2)Bring the students‟ attention to the Language Focus box and tell them that they can use the sentences and structures in the box in their conversations.3)Give general help to the students, especially the weaker ones.IV.Part B: Listening and Speaking Tasks 1.Listening Task.1)Read the new words and explain some related background information to help the students understand without difficulty while listening to the paage;2)Look at Ex.1 and study the given choices briefly;3)Listen to the tape and do Ex.1;4)Listen to the tape and finish Ex.2;5)Listen to the tape for the third time and explain some difficult sentences to make sure of a complete understanding of the material;2.Speaking Tasks.1)Ask the students to get into pairs and explain to them how to carry out Speaking Task A---Reflections on the texts.;2)Go around the claroom to supervise the students‟ discuions.If neceary, you can throw in one or two challenging questions to draw them out;3)Select a pair to present their views in cla;4)Go on to Speaking Task B---Debating.Ask the students to read the directions and sample answers for Task B.Then ask each pair to expre their views on the same topic from the perspectives of different groups of people.Tell them they can use some of the expreions in the sample answers and in the Language Focus box.5)If time permits, select one pair to present their arguments in cla.6)If time permits, challenge the students‟ views by asking them to elaborate on certain points.3.Pair work 1)Listen to the dialogue and repeat after the tape;2)Role-play the dialogues;3)Encourage the students to create their own dialogues according to the given situation;V.Part C: Additional listening

1)2)3)4)Ask the students to go over the statements before listening;Explain the difficult words for the students with the help of the projector;Listen to the tape and do the exercise;Listen again and then check up.VI.Aignment: 1)Finish home listening(1)in Part D;2)Learn by heart some useful words and expreions in this Unit;3)Review Unit 3.Notes: the following information is only for reference.coincidence---Coincidences occur in everyone‟s life, but probably not so dramatic as those mentioned in the texts.Coincidences make great stories.As the old Chinese saying rightly points out, „No coincidences, no stories.‟ The performing world is very good at making use of their dramatic effects and many plays and movies are based on such happenings.In many cultures, people have tried to explain this phenomenon.Most regard coincidences as pure chance but others think they are beyond chance, and are somehow connected to certain supernatural forces that they believe exist.Another explanation is that coincidences are the result of our own memories.The human mind tends to remember every single case of coincidence but forget hundreds of, even thousands of, cases where no coincidence occurs.In the Lincoln and Kennedy case(see Home Listening), for example, people list only what the two incidents have in common but ignore what they don‟t have in common, and, as a result, an amusing set of random connections are transformed into a mysterious, seemingly inexplicable pattern.And to understand the coincidences that happened to the twins(see Home Listening), we can probably turn to genetics for help.The same genes inherited from their parents, in a way, account for the similarities in certain behavior patterns of the twins.Hopefully, with the further development of science, there will be more convincing answers to certain cases of coincidence.2.bank statement---a written statement iued by a bank to a client every month showing money paid and received within the month and the balance of the client‟s account.The bank statement mentioned in the text, however, belongs to a different kind.Andrew‟s grandpa must have deposited the money for a period of fifteen years.He must have calculated that by the time it was mature, Andrew would be old enough for college.That‟s why the bank statement was delivered on that particular day fifteen years after the money was deposited, It was to inform the client of the standing value of the original amount and how much interest it had earned over the years.1.Unit 3 Marriage Teaching Procedures I.Warm up exercises II.Objectives of Unit 3 III.Part A : Pre-listening Task IV.Part B : Listening Tasks

Text 1 A Marriage Agreement(Part One)

Text 2 A Marriage Agreement(Part Two)

Speaking Tasks

A.Reflection on the texts

B.Debating---Arguments for or against:

Giving First Priority to Economic Status in Choosing a Spouse

Leisure Time: A Joke V.Part C : Additional Listening VI.Part D: Aignment

VII.Some information related to the text

I.Warm up Exercises:

1.Have you ever read the famous novel “Fortre Beieged”,written by

Ch‟ien Chung-shu?

Marriage is a litter mysterious to every one.As the novel reveals, a marriage seems to be a fortre besieged, people inside it are eager to get out of it to search for more freedom, but on the contrary, people outside try their best to step into it to pursuer so-called happine.What is the marriage.It is very difficult to give definition to it.When it comes to marriage, no one can make clear what‟s right or what‟s wrong.2.What are your standards in choosing a spouse? You are still young and unmarried, so you must have in your mind the image of an ideal husband or wife.Most young people like to indulge in fantasies, and your image may take the form of a certain famous stars in different fields.But if you are of a practical turn of mind, your “ideal” would be more down to earth, and your “image” would be modeled after what you see around you.Though images do not always coincide with realities(for after all, an ideal is an ideal), it is neverthele an interesting subject for our study.If you go over the newspapers, you definitely find the matrimonial ads in which different persons state some exact standards in the hope of finding Mr.Right or Mi.Right.As for standards for choosing the spouses, you may not see eye to eye with one another.Now let‟s take public opinion poll.1)Please take out a piece of paper and then write down three factors you attach much importance to while choosing your spouse.2)Please rank the different factors according to this investigation.3)Draw the finally conclusion.In order of importance, boys put great emphasis on:

girls put great emphasis on:

3.What do you think is the base of the good marriage?

Love, I think.The Chinese old saying says, “Love is blind.(In the eye of the lover, his beloved is a beauty.)” If the persons fall in love, they must be eager to have marriage.Marriage is the result and extension of love.A marriage without love is like hell in which the couple suffer for the rest of their lives.A marriage without love is worse than being single.Romantic love will enable the couple to conquer any difficulties in their life together.A marriage based on love tends to create a happy and harmonious atmosphere in the family which is good for the development of the couple and even their children.A happy marriage can help one to achieve more in one‟s career.It is true that some other factors are also needed for keeping the marriage long-lasting, such as mutual respect, mutual understanding, a sense of responsibility.4.How should the couples deal with their differences?

Some people claim that marriage is the ending/grave of love.You know, each individual is unique and differences between husband and wife are therefore unavoidable.It is the worst way to quarrel with each other, because both of them will be hurt.Quarreling can do nothing but create the relationship crisis.If the couple quarrel constantly, their marriage is likely to end in divorce.In order to resolve this problem, a modern couple in the following interview have worked out a fresh idea which may surprise most of people.Is this settlement good for marriage? You decide!

II.Objectives of Unit 3

1.To prepare the students for the topic “Marriage”

2.To get the students to be familiar with the words and sentences related to “marriage”

3.To train the students‟ ability to understand the main idea and grasp important details

4.To give the students a chance to exchange views on the texts they have heard

5.To cultivate the students‟ ability to expre and defend their opinions on iues related

to the content they have just heard.III.Part A : Pre-listening Task 3.Get the students to read the sentences in Language Focus after the tape 4.Get the students to discu in pairs: What do you think are the major causes of the rising divorce rate in China?

IV.Part B : Listening Tasks

Text 1 A Marriage Agreement(Part One)13.Read the new words 14.Compare some cultural different attitudes to the old in Western countries and in China according the title.15.Listen to the tape and do Ex1 to try to find the main idea of the text 16.Check up the choices and go over the questions of Ex2 before listening again 17.Ask students to listen again and try to take notes according to the questions 18.Listen for the third time after asking the students to offer their answers to the questions and compare the answers with the help of the overhead projector.Text 1 A Marriage Agreement(Part Two)19.Read the new words and predict what the speaker would do when he was dating his mother 20.Ask students to listen and try to do true/ false questions, and ask them pay much attention the details of the text 21.Check up answers, and get the students to correct those false statements.22.Ask students to listen again and try to take notes to fill in the blanks.23.Check up answers.12.Listen for the third time and explain the difficult sentences.Speaking Tasks

A.Reflection on the texts 1.Ask students to read the direction on P29~30 and discu the questions in pairs.2.Get two pairs to share their answers in cla.B.Debating---Arguments for or against:

Giving First Priority to Economic Status in Choosing a Spouse

Leisure Time: A Joke

Listen to the humorous story.V.Part C : Additional Listening 1.Listen to the paage once and do the exercise on P32.2.Check up in cla VI.Part D: Aignment

1.Listen to Part D after cla 2.Prepare their bate according to one of the cards on P31 and write down their reasons in their exercise books as an aignment 3.Prepare Language Focus of Unit4 VII.Some information related to the text

More proves relevant to marriage: 1.2.3.4.5.Marriage is a lottery.(婚姻的好坏要靠运气。)Marriage is both heaven and hell.（婚姻既是天堂也是地狱。）Marriage makes or mars a man.（姻缘决定一个男人的成败。）Marriage are made in heaven.（婚姻是由上天决定的。）

Marry a handsome man and you marry trouble.（同英俊的男人结婚就是与麻烦结婚。）

6.Marry your match.（门当户对。）

Unit 4

Stre Procedures I.Objectives II.Additional Activity III.Part A: Pre-listening Task IV.Part B: Listening Tasks

Speaking Tasks V.Part C: Additional Listening VI.Aignment I.Objectives

1.To get the students to be familiar with the words and sentences related to “stre” 2.Doing listening tasks 3.Practicing speaking tasks 4.To give the students a chance to exchange views on the texts they have heard 5.To cultivate the students‟ ability to expre and defend their opinions on iues related to the content they have just heard II.Additional Activity The negative feelings dustbin Level_ Elementary and above Time_10 minutes Preparation_ Sheet of paper for each student, wastepaper basket Procedures 1 Give out the sheets of paper and tell the students this is an exercise to get rid of bad feelings(not to indulge them!).2 Ask them to write down all the things they are feeling angry, depreed, or fed-up about in their present situation.These could be things to do with living away from home, or their clamates, their roommates, the weather, themselves, or learning the language.Reaure them that no one will read what they have written, so they can feel free to write anything.They must begin writing when you say `GO' and write without taking their pen from the paper for five minutes.3 If they are still writing furiously after five minutes, give them a little longer to write themselves out.4 Ask them to put their pens down and pa around the wastepaper basket.Students should crumple up their papers, enjoying the sensation, and fling them into the basket putting as much force and as much expreion into the action as poible.The writers comment_ This is an exercise I have done with a basically fairly cheerful cla who were undergoing the mid-term blues.I have also tried it myself when I was experiencing negative feelings towards the country I was living in.I am not sure it would work with a very negative group, as I think it gets rid of temporary grumpine but not more deep-rooted feelings.It's nice to follow this exercise with one that creates warm emotions like “Present-giving”.-----------摘自Jill Hadfield《课堂活力》

III.Part A: Pre-listening Task

More information of the questions.1)What will cause stre?

in psychology and biology, any strain or interference that disturbs the functioning of an organism.The human being responds to physical and psychological stre with a combination of psychic and physiological defenses.If the stre is too powerful, or the defenses inadequate, a psychosomatic or other mental disorder may result.--------www.daodoc.com

We are all familiar with the word “stre”.Stre is when you are worried about getting laid off your job, or worried about having enough money to pay your bills, or worried about your mother when the doctor says she may need an operation.In fact, to most of us, stre is synonymous with worry.If it is something that makes you worry, then it is stre.Your body, however, has a much broader definition of stre.TO YOUR BODY, STRESS IS SYNONYMOUS WITH CHANGE.Anything that causes a change in your life causes stre.It doesn't matter if it is a “good” change, or a “bad” change, they are both stre.When you find your dream apartment and get ready to move, that is stre.If you break your leg, that is stre.Good or bad, if it is a CHANGE in your life, it is stre as far as your body is concerned.Even IMAGINED CHANGE is stre.(Imagining changes is what we call “worrying”.)If you fear that you will not have enough money to pay your rent, that is stre.If you worry that you may get fired, that is stre.If you think that you may receive a promotion at work, that is also stre(even though this would be a good change).Whether the event is good or bad, imagining changes in your life is streful.Anything that causes CHANGE IN YOUR DAILY ROUTINE is streful.Anything that causes CHANGE IN YOUR BODY HEALTH is streful.IMAGINED CHANGES are just as streful as real changes.2)Do you feel streed? Have you had any of the following things happen to you during the past year? If so, simply circle one of the numbers following each of those items.Score only the items which apply to you.IV.Part B Listening Tasks:

Text 1 Being a Police Officer is a Streful Job

24.Read the new words 25.Listen to the tape and do Ex1

26.Check up the choices and preview the sentences of Ex2 before listening again 27.Ask students to listen again and try to fill in the blank 28.Listen for the third time after asking the students to offer their answers and compare the answers with the help of the overhead projector.Text 2 Stre Reducers 29.Read the new words 30.Listen to the tape and do try to do true/ false questions 31.Check up the choices and explain some difficult points if neceary 32.Ask students to listen again and, and ask them pay much attention the details of the text 33.Check up answers to the questions, and get the students to correct those false statements.34.Listen for the third time if neceary.35.Speaking Tasks 1.Ask the students to get into pairs and explain to them how to carry out Speaking Task A-Reflections on the texts.2.Go around the claroom to supervise the students' discuions.If neceary, you may even throw in one or two challenging questions to draw them out.3.Select a pair to present their views in cla.4.If time permits, go on to Speaking Task B-Debating.Ask the students to read the directions and sample answers for Task B.Then ask each pair to expre their views on the same topic from the perspectives of different groups of people.Tell them they can use some of the expreions in the sample answers and in the Language Focus box above where appropriate.5.If time permits, select one pair to present their arguments in cla.6.If time permits, challenge the students' views by asking them to elaborate on certain points.V.Part C: Additional Listening

5)Listen to the tape and do the exercise, then listen again and then check up.VI.Aignment: 4)Finish home listening in Part D;5)Learn by heart some useful words and expreions in this Unit;

Unit 5 Youth

Teaching Procedures I.Warm up exercises II.Objectives of Unit 5 III.Part A : Pre-listening Task IV.Part B : Listening Tasks

Text 1 Ashley

Text 2 Young People Say No to Smoking

Speaking Tasks

A.Reflection on the texts

B.Debating---Arguments for or against:

Giving First Priority to Economic Status in Choosing a Spouse

Leisure Time: A Poem V.Part C : Additional Listening VI.Part D: Aignment

VII.Some information related to the text I.Warm up Exercises:

1.Have you ever read the famous novel “Fortre Beieged”,written by Ch‟ien Chung-shu?

girls put great emphasis on:

3.What do you think is the base of the good marriage?

1.To prepare the students for the topic “Marriage”

2.To get the students to be familiar with the words and sentences related to “marriage”

3.To train the students‟ ability to understand the main idea and grasp important details

4.To give the students a chance to exchange views on the texts they have heard

5.To cultivate the students‟ ability to expre and defend their opinions on iues related

to the content they have just heard.III.Part A : Pre-listening Task 5.Get the students to read the sentences in Language Focus after the tape 6.Get the students to discu in pairs: What do you think are the major causes of the rising divorce rate in China? IV.Part B : Listening Tasks

Text 1 A Marriage Agreement(Part One)36.Read the new words 37.Compare some cultural different attitudes to the old in Western countries and in China according the title.38.Listen to the tape and do Ex1 to try to find the main idea of the text 39.Check up the choices and go over the questions of Ex2 before listening again 40.Ask students to listen again and try to take notes according to the questions 41.Listen for the third time after asking the students to offer their answers to the questions and compare the answers with the help of the overhead projector.Text 1 A Marriage Agreement(Part Two)42.Read the new words and predict what the speaker would do when he was dating his mother 43.Ask students to listen and try to do true/ false questions, and ask them pay much attention the details of the text 44.Check up answers, and get the students to correct those false statements.45.Ask students to listen again and try to take notes to fill in the blanks.46.Check up answers.12.Listen for the third time and explain the difficult sentences.Speaking Tasks

A.Reflection on the texts 1.Ask students to read the direction on P29~30 and discu the questions in pairs.2.Get two pairs to share their answers in cla.B.Debating---Arguments for or against:

Giving First Priority to Economic Status in Choosing a Spouse

Listen to the humorous story.V.Part C : Additional Listening 1.Listen to the paage once and do the exercise on P32.2.Check up in cla VI.Part D: Aignment

More proves relevant to marriage: 7.Marriage is a lottery.(婚姻的好坏要靠运气。)8.Marriage is both heaven and hell.（婚姻既是天堂也是地狱。）9.Marriage makes or mars a man.（姻缘决定一个男人的成败。）10.Marriage are made in heaven.（婚姻是由上天决定的。）

11.Marry a handsome man and you marry trouble.（同英俊的男人结婚就是与麻烦结婚。）

12.Marry your match.（门当户对。）

Unit 6

The Natural World Teaching Procedures I.Objectives of Unit 6 II.Part A: Pre-listening Tasks III.Part B: Listening Tasks Speaking Tasks IV.Part C: Additional Listening V.Part D: Home Listening

I.Objectives:

1.Familiarizing the topic of the natural world 2.Grasping some useful sentences touching the natural world 3.Doing listening tasks for both general understanding and details 4.Practicing speaking tasks 5.Doing additional listening

II.Part A: Pre-listening Tasks: 1.Arrange the Ss in pairs and ask them to discu the following questions in their books.2.1)Bring the Ss‟ attention to the Language Focus box and tell them that they can use the sentences and structures in the box in their conversations.2)New words and expreion in the Language Focus box: ①stroll: leisure walk 散步 ②scent: smell气味

③shade: a color , esp.as darker or lighter than one similar 颜色，色度 ④cone: dry fruit of pine or fir（松，枞）球果 ⑤shed: abandon 抛弃 ⑥Fragrance Hill: 香山

3.Give general help to the Ss, esp.the weaker ones.4.If time permits, or if the Ss belong to the more advanced group, ask them to discu the additional questions below: III.Part B: Listening & Speaking Tasks 1.Listening Task – Texts

Text1

Why Do Leaves Change Color? Teaching Steps: 1)Introduce some background information about the unit.2)Play the tape of Text 1 once and ask the students to do Exercise 1.Tell them to concentrate on understanding the text as a whole at this stage.3)Ask the students if they have any difficulties with language or cultural points in the text.Explain them if neceary.4)Play the tape once again and ask the students to do Exercise 2.Background and Information One of the most spectacular wonders of the natural world is the color change of tree foliage in fall.In some parts of the world fall arrives with an explosion of colors.The quiet green of summer foliage is transformed into the vivid fall foliage of reds, oranges, yellows, purples or browns.People around the world have been fascinated by this natural phenomenon and fall foliage is a major tourist attraction in certain parts of the world.In general, fall color change occurs between the middle of September and November.At this time, news about the degree of the color change in leaves is posted on the internet, on TV, and in newspapers, informing visitors of the best time to go.In our country, the Fragrance Hill of Beijing is famous for viewing fall colors.Elsewhere in the world, the eastern states of the United States, parts of Canada, and the English countryside are especially well known for fall colo9rs and visitors often travel hundreds of miles along scenic drives to see the annual display of fall‟s magnificent farewell.The intensity of fall colors is influenced by temperature, moisture, rain, wind, and the availability of sunlight.Clear days, cool nights, and dry conditions promote high-quality fall colors.Heavy winds, rainfall, and freezing temperatures can cut short these colorful displays.Language and Culture Notes ① temperatures become crisp － the weather gets colder as temperature falls ② the quiet green… the vivid reds, oranges, yellows and browns… — A quite color is a color that is not bright but pleasant.Green is considered a quiet color and is usually aociated with peacefulne and tranquility.Green is also known as a cool color.By contrast, red, orange, yellow and brown are bright colors, which are strong, intense, and noticeable.Therefore, they are also known as warn colors.③ sugar…as a building block for growing — Sugar is a basic element for the growth of plants, just like bricks for a building.Sugar is produced in plants in the proce of photosynthesis.It is partly used by the leaf cells for energy but is mostly carried to other parts of the tree to provide energy for their growth and development.④ In some trees, like maples, sugar… is kept from moving out of the leaves… — In maples and some other kinds of trees, sugar remain inside the leaves after photosynthesis strops.It is the sugar inside the leaves that gives them bright colors in fall.Besides maple, red oak, sweet gum, black gum and sourwood also usually turn red in fall.Text2

Timing of Color Change in Trees Teaching Steps: 1)Play the tape of Text 2 once and ask the students to do Exercise 1.Tell them to concentrate on understanding the text as a whole at this stage.2)Ask the students if they have any difficulties with language or cultural points in the text.Explain them if neceary.3)Play the tape once again and ask the students to do Exercise 2.Language and Culture Notes ① fall’s colorful farewell － Fall presents a colorful display before it leaves the scene for winter to set in as if saying good-bye to the world.② biochemical procees — Here this phrase refers to the decline of photosynthesis in plants.③ So the leaves of evergreens can safely withstand all but the most severe winter conditions, such as those in the Arctic.— That is why the leaves of evergreens can safely survive cold winters, except the terribly cold winters of the Arctic.2.Speaking Tasks 1)Ask the Ss to get into pairs and carry out Speaking Task A – Reflections on the texts.2)Select a pair to present their views in cla.3)Go on to Speaking Task B – Debating.Ask the Ss to read the directions and sample answers for Task B.Then ask each pair to expre their views on the same topic from the perspectives of different groups of people.Encourage the Ss to use some of the expreions in the sample answers and in the Language Focus box above.4)If time permits, select one pair to present their arguments in cla.IV.Part C: Additional Listening Teaching steps: 1)Listen to the tape and then judge the statements.2)Listen again and then check up.V.Aignments:

1)Do Part D as the aignment and the teacher will check up next week.2)Preview Unit 7.Unit 7 Courage Teaching Procedures I.Objectives of Unit 7 II.Part A: Pre-listening Tasks III.Part B: Listening Tasks Speaking Tasks Leisure Time IV.Part C: Additional Listening V.Part D: Home Listening I.Objectives:

1.Familiarizing the topic of the courage.2.Grasping some useful sentences touching courage.3.Doing listening tasks for both general understanding and details 4.Practicing speaking tasks 5.Doing additional listening II.Part A: Pre-listening Tasks: 1.Arrange the Ss in pairs and ask them to discu the following questions in their books.2.1)Bring the Ss‟ attention to the Language Focus box and tell them that they can use the sentences and structures in the box in their conversations.2)New words and expreion in the Language Focus box: ①at odds with: disagreeing(with sb.)(about sth.)与…相悖 ②Fortune sides with him who dares.: 天佑勇士

③Nothing ventured, nothing gained.: 不入虎穴，焉得虎子。3.Give general help to the Ss, esp.the weaker ones.4.If time permits, or if the Ss belong to the more advanced group, ask them to discu the additional questions below: IV.Part B: Listening & Speaking Tasks 2.Listening Task – Texts

Text1

Krimali(Part One)Teaching Steps: 5)Introduce some background information about the unit.6)Play the tape of Text 1 once and ask the students to do Exercise 1.Tell them to concentrate on understanding the text as a whole at this stage.7)Ask the students if they have any difficulties with language or cultural points in the text.Explain them if neceary.8)Play the tape once again and ask the students to do Exercise 2.Background and Information One the morning of January 26,2001, a maive earthquake measuring 7.7 on the Richter scale hit India‟s western state of Gujarat.It was believed to be the most devastating earthquake to have ever struck India.More than 20,000 people were estimated to have been killed and a large number of towns and villages reduced to rubble.The wreckage left by the earthquake and the many lives lost are a grim reminder of human frailty at the hands of nature.The two listening texts report an incident that occurred during the earthquake.It is, however, not a report on human helplene, but one on human courage in the face of disaster and danger.Language and Culture Notes ① immediate family － Somebody‟s immediate family is his / her direct family member, such as his / her spouse, parents and children.② completely detached on three sides, the huge slab — The huge ceiling was hanging loose on three sides.③ To an observer,… — To someone who saw(the ceiling),…

④ As there wasn’t any good place to jump, she just jumped.— She couldn‟t find any place that was not covered with debris.So she simply jumped down, relying on pure luck.Text2

Krimali(Part Two)Teaching Steps: 1)Play the tape of Text 2 once and ask the students to do Exercise 1.Tell them to concentrate on understanding the text as a whole at this stage.2)Ask the students if they have any difficulties with language or cultural points in the text.Explain them if neceary.3)Play the tape once again and ask the students to do Exercise 2.Language and Culture Notes ① …, Krimali intently watched the concrete ceiling hanging above her.－ …, Krimali focused her attention on the ceiling to see if it was going to crash or not.② made a clean catch — made a smooth catch ③ picked her way out — walked very carefully out of the building because the ground was littered with debris.④ She gave up the baby,… — She gave the baby to the care of someone else,…

⑤ in the shadow of the huge ceiling — under the threat of the huge ceiling which might fall at any minute.2.Speaking Tasks 1)Ask the Ss to get into pairs and carry out Speaking Task A – Reflections on the texts.2)Select a pair to present their views in cla.3)Go on to Speaking Task B – Debating.Ask the Ss to read the directions and sample answers for Task B.Then ask each pair to expre their views on the same topic from the perspectives of different groups of people.Encourage the Ss to use some of the expreions in the sample answers and in the Language Focus box above.4)If time permits, select one pair to present their arguments in cla.3.Leisure Time Teaching steps: 1)Listen to the song and enjoy it for the first time.2)Play the tape again, ask the Ss to follow the tape and learn to sing the song.IV.Part C: Additional Listening

Teaching steps: 1)Ask Ss to go over the questions and the choices before listening.2)Listen to the tape and then make the choices.3)Listen again and then check up.V.Aignments:

1)Do Part D as the aignment and the teacher will check up next week.3)Preview Unit 8.Unit 8 Left-handedne

Teaching Procedures I.Objectives of Unit 8 II.Part A: Pre-listening Tasks III.Part B: Listening Tasks Speaking Tasks Leisure Time IV.Part C: Additional Listening V.Part D: Home Listening I.Objectives:

1.Familiarizing the topic of left-handedne 2.Grasping some useful sentences touching left-handedne

3.Doing listening tasks for both general understanding and details 4.Practicing speaking tasks 5.Doing additional listening II.Part A: Pre-listening Tasks: 1.Arrange the Ss in pairs and ask them to discu the following questions in their books.2.Bring the Ss‟ attention to the Language Focus box and tell them that they can use the sentences and structures in the box in their conversations.3.Give general help to the Ss, esp.the weaker ones.4.If time permits, or if the Ss belong to the more advanced group, ask them to discu the additional questions below: V.Part B: Listening & Speaking Tasks Teaching Steps: 3.Listening Task – Texts

Text1

Why Are Some People Left-handed? 9)Introduce some background information about the unit.10)Play the tape of Text 1 once and ask the students to do Exercise 1.Tell them to concentrate on understanding the text as a whole at this stage.11)Ask the students if they have any difficulties with language or cultural points in the text.Explain them if neceary.12)Play the tape once again and ask the students to do Exercise 2.Background and Information Handedne means a preference for the use of either the right hand or the left hand.According to statistics approximately 75% of the human population is strongly right-handed, and approximately 90% is predominantly right-handed.Among the remaining 10%, some people are strongly left-handed, and others are left-handed for some activities and right-handed for others.Since ours is largely a right-handed world, people in many cultures used to regard left-handedne as abnormal.And left-handed people often had a tough time trying to adapt to the way things were.At present, however, people are more understanding and almost all left-handed children are allowed to write with their left hands.Why some people are left-handed has been puzzling scientists for a long time.However, up to now no one has come up with a definitive answer, because no gene for left-handedne has been identified.But it does seem to run strongly within a family.There are over 500 well-known personalities in the world who are left-handed.Included in their number are some of the world‟s greatest minds.Language and Culture Notes ① Queen Elizabeth II(1926-)－ the present Queen of the United Kingdom.As succeor to King George IV she has been Queen of Great Britain and the Northern Ireland since 1952.② Prince Charles — eldest son of Queen Elizabeth II ③ Prince William — elder son of Prince Charles and the late Prince Diana.Text2

Does Being Left-handed Affect One’s Life?

Teaching Steps: 1)Play the tape of Text 2 once and ask the students to do Exercise 1.Tell them to concentrate on understanding the text as a whole at this stage.2)Ask the students if they have any difficulties with language or cultural points in the text.Explain them if neceary.3)Play the tape once again and ask the students to do Exercise 2.Language and Culture Notes ① left-handers － Chiefly an American usage.In Britain the world „left-hander‟ tends to be confined to sporting contexts rather than used generally for people who are left-handed.② has not affected their lives one way or another — has not given them trouble in any way.③ There are many things that right-handed people take for granted that are quite difficult for left-handers.— Right-handed people are so familiar with using their right hands to do many things that they regard this as a matter of fact.However, these things are not so easy to do for left-handers because of tools not geared to their needs.④ equipment designed for right-handers… geared toward teaching right-handers — Equipment, instruction manuals, etc.were designed or written with right-handed people in mind.In the past, many people took it for granted that everyone was right-handed and hence they often failed to consider left-handed people when designing equipment or preparing instruction manuals.2.Speaking Tasks 1)Ask the Ss to get into pairs and carry out Speaking Task A – Reflections on the texts.2)Select a pair to present their views in cla.3)Go on to Speaking Task B – Debating.Ask the Ss to read the directions and sample answers for Task B.Then ask each pair to expre their views on the same topic from the perspectives of different groups of people.Encourage the Ss to use some of the expreions in the sample answers and in the Language Focus box above.4)If time permits, select one pair to present their arguments in cla.IV.Part C: Additional Listening

Teaching steps: 1)Ask Ss to go over the chart before listening.2)Listen to the tape and put a tick before the choice.3)Listen again and then check up.V.Aignments:

1)Do Part D as the aignment and the teacher will check up next week.4)Preview Unit9.

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