| 人教版高一上英语精品教案Unit 4 Unforgettable experiences(人教版高一英语上册教案教学设计) |
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I. Teaching aims and demands学习目标和要求： 1.topic话题: 1>Talk about unforgettable experiences 2>Describe people, things, and events 3>Talk about nature disasters 2.function功能: 1>Describing emotions 描述人物的感情: Help! Don’t worry. Well done! I’m afraid to … Don’t be afraid. You can do it. I’m afraid. I’ll be OK / all right. Come on! It scares me! It’s all right! That’s better. / Keep trying. 2>Describing sequences 按次序描述事件发生的过程: First, we went to Leshan. Next, we climbed Mount Emei. Then we played with some monkeys. Finally, towards evening we were on the way back to Chengdu. 3.vocabulary词汇: unforgettable, king, host, scare, disaster, finally, rescue, advance, upon, seize, swallow, drag, struggle, fight, flow, fright, shake, strike, destroy, tower, national, deadline, fear, opportunity, article, Buddha, agent, temple, touch, naughty, peanut, note take place, on fire, pull sb. up, get on one’s feet, go through, on holiday, travel agency 4.grammar语法: The Attributive Clause (1) 定语从句: 1>能够用英语描述人物的特征、行为等—由who, whom, that, whose引导： She looked at Jeff, who was waving his arms. The girl whose leg was broken in the earthquake was taken to hospital. 2>能够用英语描述事物、事件的性质、内容等—由which, that引导 And there she saw a wall of water which/that was quickly advancing towards her. 5.language usage语言运用 运用所学语言，围绕难忘的经历这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “The rescue” 并联系生活中的实际，书写一篇短文。 II. Difficult points 难点 III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards Ⅳ. Main teaching methods 教法: 1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on. 2. Listening-and–answering activity to help the students go through with the 限listening material. 3. Use both individual work and group or pair work to make every student work and think in class Ⅴ. Periods: 7-8 periods. Ⅵ. Teaching procedures 教学过程 Period 1 1. PRESENTATION & REVISION Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING. 2. WARMING-UP Introduction The students have already learnt about the Attributive Clause in Junior English for China. The Warming up exercise helps students refresh what they already know about sentences with an Attributive Clause and the Relative pronouns who, whom, which and that. Answers: 2 Howard Carter is the man who found King Tut's tomb in 1922. 3 The Titanic is the ship that / which sank after hitting an iceberg. 4 Beijing is the city that / which has got the chance to host the 2008 Olympic Games. Extension This exercise can be extended by asking stu¬dents to make sentences about other people, inventions, works of art, discoveries (using who) or things and events (using that or which). Examples: Pearl S Buck is the woman who wrote The Good Earth. Jaws is the name of the film that made Steven Spielberg famous. Shanghai is the city that will host the World Expo in 2010. 3. LISTENING Introduction Earthquakes belong to the most devas¬tating natural disasters. Unfortunately, earthquakes oc¬cur with a certain frequency in different parts of China, especially in Taiwan and some western provinces. Be¬sides, major earthquakes are topics that students should be prepared to talk about, whether occurring in China or other countries around the world. Instruction Tell the students that they will listen to a man who survived the 1989 earthquake in San Fran¬cisco, in the United States. Before listening, read through the questions that the students have to answer after lis¬tening to the tape, and make sure the students under¬stand them. Tell the students the first time to listen with¬out making notes. Then, let them listen a second time, and ask them to write down answers for the questions. If they have difficulty, let them listen to the tape a third time, or pause the tape a few times after shorter pas¬sages. Let the students to listen to the tape again before completing the sentences in Part 2 of the exercise. If necessary, play the tape a few times, until most of the students are able to find all the answers. Part 1 I will never forget the day when the earthquake took place. The time was a quarter past five in the afternoon and I was driving along the road to fetch my daughter from school. Our plan had been to go swimming to¬gether. I had finished work at about four 0' clock and had then gone to the post office. I was driving along a high road on my way to the school. Over my road was another road for cars going the other way. Suddenly I saw the cars in front of me start to move from side to side. I slowed down. Then my car started to shake! I didn't know what was hap¬pening. Perhaps something had gone wrong with my car. I drove even slower. Then the road above started to fall down. I stopped the car and at the same moment the road fell onto the cars in front of me. Part 2 I found myself in the dark. I couldn't move. The bot¬tom part of my legs and my feet were hurting badly and I couldn't move them. All around me was quiet, but be¬low me I could hear shouts and a lot of noise. Then I remembered what had happened. It was clear to me now that I had been in an earthquake. For about two hours nobody came. Then I heard people climbing towards me. A team of people had come to see if anyone was under the broken road. I called out "I'm here!" I heard a shout. Soon a stranger climbed to the side of the bridge near my car. It took them more than twelve hours to get me out of my car and bring me to a hospital. Answers to Exercise 1: 1 The earthquake happened at a quarter past five in the afternoon /5: 15 pm. 2 The man was on his way to his daughter's school. 4 Before the earthquake he had finished his work and gone to the post office. 5 He was going to fetch his daughter from her school. Answers to Exercise 2: 1 found 2 had happened 3 had been 4 heard, climbing 5 had come, was 4. SPEAKING Introduction The speaking exercise gives students the opportunity to practise speech events in which they can express their worries, fears and difficulties. The exer¬cise also involves describing people, things that hap¬pened and events, as well as people's feelings. Instruction Ask the students to look at the four pic¬tures. The exercise consists of three dialogues about situ¬ations in which students must imagine experiencing some kind of difficulty or problem. The starting point for each situation is given in the Student's book. An ex¬ample is given. Sample dialogues: Situation 1: A: Help! My family, where is my father? B: Don't worry. Everything will be all right. A: My parents. Where are they? Have they been saved? B: Please, be calm. It'll be OK. A: What is the name of the hospital that you are taking me to? B: Number 44. Don't worry. It's all right. Situation 2: A: Is that the dog you want us to take care of. B: Yes. Xinxing is my favourite dog. Will you take good care of him? A: Of course. Don't worry. B: Is there anything that we should remember? A: Don't give him any milk. He really likes a walk in the park twice a day. B: We'll take good care. Don't worry. Everything will be all right. Situation 3: A: Help! Help! Fire! B: Please step aside. Everything will be OK. A: You don't understand. There's still a little girl inside, who's sleeping. B: What! Where is she? A: In her bedroom. 04, I'm so worried. B: Which room is that? A: It's the room on the second floor. B: Don't worry. We'll find her. Don't be afraid. Extension The students can create their own stories about the pictures. They can do so by answering ques¬tions such as: What do you think happened before what you see in the picture. What kind of people are the people you see in each picture. What do you think will happen next? Imagine what these people's unforgettable expe¬riences in their lives are. How will they remember that day ten years later? 5. SUMMARY & HOMEWORK 1. Preview the reading text 2. Learn the new words and expressions by heart. 3. Get ready to be examined in the speaking activities. Period 2 1. PRESENTATION & REVISION 1. Ask some pairs to act out the speaking activities. 2. During this period, do some reading. 2. PRE-READING Introduction The pre-reading questions help the stu¬dents warm up to think about different types of natural I disasters. Although students may not be familiar with all the vocabulary to describe the events of various natu¬ral disasters, the pre-reading specifically invites students to talk about past experiences (using the simple past tense) during natural disasters. Sample answers: I Try to elicit a list as extensive as possible from the students of all types of natural disasters, for example, Floods, Earthquakes, Typhoons, Hurricanes, Thun¬derstorms, Snow storms, Sand storms, Avalanches, Land slides, Volcanic eruptions, Forest Fires... 2 Encourage students to talk about their experiences with various natural disasters such as listed in the first question. Although students may be very eager to talk about various disasters, they are specifically encouraged to share their personal experiences. Con¬centrate on natural disasters occurring in the region of China where the students live. 3 Students are encouraged to describe either from ex¬perience or using their imagination, how they would act in the event of the following natural disasters: A flood, an earthquake; a typhoon and a fire. While tell¬ing what they would do in each situation, students should create a logical structure in their narrative, using temporal markers such as First... Next... Then and Finally. Their verbs should mostly be in the fu¬ture tense. Samples: Flood: You are in the classroom We had been practising our English lessons when our Headmaster used the Intercom to tell all the students that the river was flooding our village. First, we all ran out of the classroom. Next, we started climbing to the roof of the school building. Then, we waited for a team of soldiers to come in boats and bring us to a safe place. Finally, I found my parents and was happy we were all saved. Earthquake: You are sleeping in your bedroom I had been sleeping for a few hours when I heard some dogs in the yard. First, I heard a strange noise as if. a train was passing under our house. Next, I got up and ran out of the house with my father, mother and my grandmother. Then everything started shaking and we saw some houses falling down. Finally, everything be¬came very quiet and we all held each other, happy that it was over. Typhoon: You are riding a bicycle on the road I was cycling home after school with my classmates on a hot summer "day. First, we saw the tree tops moving and sticks and leaves were swept up in the air. Next, we cycled as fast as we could to the nearest bridge. Then we could hear and see the black typhoon. It looked like the nose of an elephant coming towards us, sucking up cars and destroying houses, and it made the sound of a thousand roaring lions. Finally it passed over our heads as we held each other sitting under the bridge. Fire: You are shopping in a supermarket I was in the supermarket to buy a big bottle of Sprite when the fire started. First, I smelled something, like burning paper. Next, everybody started running to get out. Then, I saw a little girl who was crying. Finally, I took her in my arms and carried her out of the building. 3. READING THE RESCUE Introduction The reading text is an adaptation of a passage from The Virgin and the Gypsy, a novella by DH Lawrence, written in 1930. DH Lawrence (1885¬-1930) was one of the most famous English writers. He was born in a small town in England on 11 September 1885. His father was a miner and his mother was a school teacher. Though his family was poor, Lawrence worked hard at school and won a scholarship to Nottingham high school in 1898.-After graduation, in 1906, he continued his studies at Nottingham Univer¬sity College, where he was trained to become a teacher. While working at a primary school in Croydon, he started writing poems and short stories. His first novel, The White Peacock, was published in 1911. In later years Lawrence travelled a lot and lived in Germany, Italy and Mexico before returning to England. He died in 1930. Many of DH Lawrence's books, including The Virgin and the Gypsy are available in China both as graded readers, in cheap English editions and in Chi¬nese translation. Instruction Since the reading is an adaptation of a fic¬tional passage, students should not expect topic sen¬tences or a structure that enables .them to predict the course of events. However, the students should realise that the disaster which is being described, is a flood. In the pre-reading exercise the students are prepared to think about natural disasters, including floods, so their minds will be set to the expectation of the logical se¬quence of possible events during a flood. 1 The character of the text is dramatic. There is a quick emotional development from amazement and wonder in paragraph 1 to alarm (paragraphs 1 and 2), fear (paragraph 3) and panic (paragraph 5). 2 The water as described in the passage is to be con¬sidered as a strong torrential flood. Trees are cut down and the house is partly destroyed, so the danger that Jeff and Flora are in is real, and in paragraph 3 they struggle for their lives. Students should recognise that there is real danger. 3 Both characters struggle through the cold water, which is as high as their knees when they are stand¬ing, while in paragraphs 2 and 3 they are swept off their feet and are completely submerged in the wa¬ter. Students should recognise that the event is really very upsetting: Flora and Jeff's hair and clothes are all wet and both of them are probably feeling very cold. 4 As will most likely have been part of students' nar¬rative in the pre-reading task, victims of a natural disaster look for safety. Jeff and Flora look for safety in a high place (second floor of the house) near the strongest part of the building, which is the chim¬ney. Notes: 1 If students have to explain the causes of the flood, then the most logical explanation is that of a dam breach. The adapted and shortened passage is possi¬bly too short to reach that conclusion, although it seems the best explanation in the given context. 2 The passage contains a few words that indicate the different unusual noises heard during a flood. Firstly, the noise of the streaming water grows to a roar (para¬graph 1). Roar is the noise that lions make; it is used here to describe a very strong, overwhelming noise. Secondly, Boom (paragraph 5) is used as an onomato¬poeic to describe the sound made by the big wave of water hitting the walls of the house. Thirdly, it is said that the house started making a cracking noise. The verb cracking here is used in an onomatopoeic way, where cracking indicates the type of noise the walls and floorboards make. 3 Although the text is not very clear how the house was built, we may probably conclude that although the walls may be made of bricks, they are probably not very thick and the house is at least partly con¬structed out of wood. The strongest part of the house is the chimney, which is probably entirely made of brick from the first floor to the roof. 4. POST-READING Answers to the Exercises: 1 Students can find the answers by asking themselves the questions which are given between brackets. 1 "Which" refers to "a loud noise". (The answer to the question: What grew into a terrible roar) 2 "There" refers to "behind her" in the line preced¬ing this one. (The answer to the question: Where did she see a wall of water quickly advancing to¬wards her?) 3 "It" refers to "a wall of water that was quickly advancing towards her". (The answer to the ques¬tion: What did she want to watch?) 4 "Whose" refers to "Flora". (The answer to the question: To whom does the hair belong? 5 "Both" refers to "Jeff and Flora". (The answer to the question: who were silent?). 2 Flora's first two feelings were "surprise" and won¬der. The sentence "She was so surprised'" explicitly states her feeling of surprise. The second sentence does not give an explicit answer as to her feeling. The sentence "She wanted to watch it" is a way of telling that the spectacle fascinates her. 3 Jeff was looking for the chimney because that is the strongest part of the house. (See last line of para¬graph 5: "The house is falling down (...) The chim¬ney will stand." And also the last line of the reading passage: "This will stand (...) That chimney (no) Like a tower. (...) All right!" 4 Tell the story in your own words and fill in the table. Sample answers could be as follows: First First, Flora saw Jeff running and waving his arms. She turned around as saw a wall of water advancing towards her quickly. Next Next, the water swept Jeff and Flora down and they are struggling for their lives. Then Then, they tried to get to the house and climbed the stairs to be safe from the water. Finally Finally, part of the house fell down but they were safe next to the chimney. Extension 1 Metaphorical language In fiction we often find metaphorical language, that is used more often and in more surprising ways than in other texts. Both the original passage "and the adapted passage from DR Lawrence show several beautiful and imaginative examples of metaphorical language. Metaphors are sentences or phrases in which word are used in a new, often surprising way. We often know the mean¬ing of words very well in one context. Without losing much of their meaning, words can be used in different contexts. When we use a word in a new context, we are surprised with new freshness. Another word to describe the mean¬ing of "Metaphors" is "Images". Image(metaphor) in the text The familiar (original) context What meaning is created here The noise grew to a terrible roar. Roar is the noise that lions make. The noise made by the fast flowing water is very loud, and frightening, like a roaring lion. She saw a wall of water that was quickly advancing towards her. A wall is strong and high, made of stones or earth, like the Great Wall. The water looks like a strong and high wall. The first wave swept her down. Sweeping down the trees. We sweep the floor using a broom. The wave is sweeping like a broom. The movement makes people and trees fall down. The first wave swallowed the gar¬den. Swallowing means taking something in the mouth and then down it to the stom¬ach. It disappears into the body. When the water swallows the garden, it is as if a big mouth has opened and the garden disappears into it. Tree after tree was cut down by water. We cut things using a knife. The water is as sharp as a knife. The chimney will stand like a tower. A tower is a strong and high building. made of stone, where you are safe from danger. The chimney looks like a tower, strong and high and will be a safe place. Ask the students to look at some metaphors from the text. Then ask the students to think of the original con¬text in which the word is used. Finally, ask students why the metaphor can work in the new context. Does it cre¬ate a clear picture? The students may try to complete the following table. Extension 2 Based on the Pre-reading activity describ¬ing what students would do in the event of different natu¬ral disasters, the students can write fictional stories us¬ing "The Rescue" as a sample, to create fictional texts about earthquakes, typhoons and fires. Make sure the students invent an appropriate new title for their com¬position. The students may have to look up some essen¬tial vocabulary to write about these different situations, although that vocabulary may already have been used in the pre-reading task. This exercise can be done as group work or as individual creative writing tasks. En¬courage students to use metaphor in their writing. A sample text is given below. The earthquake Flora heard somebody shouting. She looked round and saw Jeff running. Before she could move, she heard a great noise. She thought the earth was moving. She looked at Jeff who waved his arms. She looked around, behind her. There she saw the house moving. She was so surprised that she couldn't move. She wanted to watch it. "Run!" Jeff shouted, seizing her arm. The next moment the house started falling down. Jeff dragged her towards the middle of the street. Everything went so fast, she couldn't think. Fortunately, all the cars had stopped. Many people stood in the road covering their heads with their hands or with their bags. The noise was terrific, like a great roar. Big clouds of dust filled the street and everybody started coughing. Flora covered her mouth. Now, the earth shook so strongly that they had to sit down. They could not keep standing. The man and the woman looked into each other's faces with a look of fright. "Get to the bus!" he shouted. It was only four big steps! She looked at him, but she could not go. When the earth seemed to quiet down a little, they ran. As they got to the bus, they heard an¬other great roar, and the walls of the houses shook. A tall building fell down. Flora quickly began climbing into the bus. Boom! Sand and dust covered everything. A window was bro¬ken. Flora, whose beautiful hair and dress were all black and dirty, started crying. Jeff looked out of the window. The street looked so broad and empty! Another terrible roar sounded. The bus shook wildly. For some moments both were silent. "Don't worry! We're safe here. Yes! All right! All right! " 5. SUMMARY & HOMEWORK 1. Read the text fluently. 2. Get LANUAGE STUDY ready. 3. Go on remembering the new words and expressions in this unit. Period 3 1. PRESENTATION & REVISION 1. Have a dictation of the new words and expressions. 2. LANGUAGE POINTS IN THE READING TEXT (Omitted.) 3. LANGUAGE STUDY Word study Answers to the Exercise: 1 strike 2 destroyed 3 advanced 4 drag 5 pulled 6 shook 7 struggled 8 seize 9 flowed 1 0 swallowed 4. GRAMMAR The Attributive Clause (1) A clause is a part of a sentence. The Attributive Clause tells us which person or thing (or what kind of person or thing) the speaker means: The woman who lives next door is a teacher. A sentence with an attributive clause is a combination of two shorter sentences. 1 The woman is a teacher. 2 The woman lives next door. The Attributive Clause is the answer to the question: Which woman is a teacher? We cannot write English very well if we cannot con¬struct longer sentences. The two easiest ways of mak¬ing longer sentences is through Conjunctions and At¬tributive Clauses. Relative Pronouns and sample sentences Who is used for people. I met a boy. He can speak three languages. → I met a boy who can speak three languages. Which is used for things. Anna was wearing a hat. It was too big for her. → Anna was wearing a hat which was too big for her. That is used for things or people. A plane is a machine. It can fly. → A plane is a machine that can fly. Whose is used instead of His/Her/Their We saw some people. Their car had broken down. → We saw some people whose car had broken down. Whom is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who. I wanted to see the woman. She had already left. → The woman whom I wanted to see had already left. Answers to Exercise 1: 1 who 2 which / that 3 whose 4 which / that 5 that 6 whose 7 who 8 which / that 9 whom Answers to Exercise 2: 1 A bookworm is someone who likes reading very much. 2 A couch potato is someone who spends a lot of time watching TV. 3 A sports fan is someone who loves to play or watch sports. 4 A workaholic is someone who often works very hard. 5. SUMMARY & HOMEWORK 1. Grasp the language points in the reading text. 2. Finish all the exercises in the Student’s Book. 3. Learn to use the Grammar in this unit. Period 4 1. PRESENTATION & REVISION 1. Check the students on the grammar points. 2. Ask the students to translate some sentences. 2. GRAMMAR EXERCISES (Omitted.) 3. INTEGRATING SKILLS Reading and writing Part 1 Introduction The reading text can be read as a report or a diary entry of three friends travelling to Mount Emei during a vacation trip. The text is an example of writing about a pleasant experience, which many students have probably had, on a school trip or with their friends or family. For the purpose of the writing exercise it is of no importance whether students travelled long or short distances, went on a school trip or spent a day with their friends or family in a- park or beautiful spot near their homes. Writing about more people than oneself alone may make it easier for students to use attributive clauses with the relative pronoun "who". Students have to learn how to write complex sentences, i.e. sentences that combine two clauses, through coordi¬nation and subordination. Students will already be famil¬iar, though they may not master fully, the usage of con¬junctions (linking words) such as and and but. Coordi¬nating clauses using the relative pronouns who, whose, which, and that works in the same way, with the two clauses "hinging" on the relative pronoun in the middle. Instruction The first part of the exercise consists in asking students to circle the linking words and relative pronouns in the text. Answers: During the first week of May I went on a holiday to Sichuan. First, I found some photos of interesting places which were not too far away horn Chengdu. I decided to go and see the big Buddha in Leshan and Mount Emei. Next, I called a travel agent whose telephone number I found in a newspaper. He told us that I could go on a two-day trip to Leshan and Emei, which wasn't too ex¬pensive. My friends, Xiao Rong and Wei Bin, said they would come with me. We took a few bottles of water, some apples and oranges, which we put into my bag. The next day we got up at five o'clock. First, we went to Leshan, where we climbed all the way up the mountain to see the Buddha. The Buddha is really very big: taller than the highest building in our village. Look¬ing up at the large head and down at the large feet makes you feel so small. Wei Bin took photos of us standing in front of the Buddha. The next morning, we climbed Mount Emei. There are many old temples and the forest on the mountain is very beautiful. The wild monkeys are the most exciting things on Mount Emei. They are not at all afraid of people. In a second they will come to you and touch you. The monkeys really liked to touch my hair. Xiao Rong took a photo of a monkey that was sitting on my head. The mollkeys look sweet, but they can be very naughty. A small monkey suddenly put its hand in Xiao Rong's pocket. Wei Bin took out some peanuts and it was fun to see the monkey eat from his hand. Finally, towards evening we were on the way back to Chengdu. We were all very tired and slept on the bus, but our trip to Sichuan was really unforgettable. Extension It may be useful to extend this exercise into asking the students to analyse the complex sentences into their constituent parts. In other words, after the students have circled the linking words and relative pronouns in the text, they write down the clauses of which the com¬plex sentences are composed. In the samples below, only sentences with attributive clauses are analysed. Original sentence Analysis into two or more sentences or clauses I found some photos of interesting places which were not too far away from Chengdu. I found some photos of interesting places. They were not too far away from Chengdu. I called a travel agent whose telephone number I found in a newspaper. I called a travel agent. I found his telephone number in a newspaper. He told us that I could go on a two-day trip to Leshan and Emei, which wasn't too expensive. He told us something. He said that I could go on a two-day trip to Leshan and Emei. He said it wasn't (00 expensive. We took a few bottles of water, some apples and oranges, which we put into my bag. We took a few bottles of water, some apples and oranges. We put the bottles of water, some apples and oranges into my bag. Xiao Rong took a photo of a monkey that was sitting on my head. Xiao Rong took a photo of a monkey. The monkey was sitting on my head. Part 2 Introduction In the second part of the skills integra¬tion section students will write their own composition about an unforgettable experience. They may write about a pleasant experience, such as a holiday. Instruction 1 The six questions help students to formulate 20 short sentences, such as in the second column of the exten¬sion exercise above. These sentences may be simple sentences, short sentences or easy complex sentences, using a conjunction, for example and or but. Students can do this as a brainstorming activity, writing down memories in an unorganised way, as they occur. 2 Ask students to organise their ideas and sentences in a logical order, using First, Next, Then and Finally. 3 Having sorted their 20 short sentences in a logical order, which is a kind of first draft for their writing, students are asked to pay more attention to the grammar and sentence structure. Ask them to combine short, simple sentences into somewhat longer, complex sen¬tences using either conjunctions or relative pronouns. Not all sentences have to consist of attributive clauses. Some will do. Having done that, students should write their composition and present it to the teacher for evalu¬ation. ' Sample writing: The reading passage about the unfor¬gettable trip to Sichuan is the sample writing passage for the students. They can model their writing after this fashion, although the students' writing may be some¬what shorter. CHECKPOINT Answers: 1 who 2 whose 3 which / that 4. LANGUAGE POINTS IN THE READING TEXT (Omitted.) 5. SUMMARY & HOMEWORK 1. Write a clear and beautiful short passage in the Exercise-book. 2. Preview WORKBOOK. Period 5 1. PRESENTATION & REVISION 1. Have a dictation of some phrases. 2. Say something about the students’ writing. 2. LISTENING Introduction The listening exercise helps students to listen for detail in describing people. Instruction Before starting the exercise, ask the stu¬dents to look at the exercise and make sure that they know what they are expected to do. Three people at a party talk about four of the other guests. The informa¬tion that the students have to listen for are the names of these people, their jobs, where they live, how old they are and what they look like. The answers are not always very precise. We hear that Chrissy is 19, but Jack is de¬scribed as young, Dr Brown as old while Ms Brown is said to be middle-aged. Some of the information is given: the second person is called Chrissy, and she's a student. The third person is old and the tape does not mention where that person lives, so students need not worry about that information. The last person is said to live in Tianjin. Play the tape a first time, for the students to listen, but not yet write down any answers. In order for the stu¬dents to complete the exercise, play the tape a few times until most of the students have found the correct an¬swers. LISTENING TEXT: JILL: Do you know any of those four people over there? GRACE: Why sure. The girl who's wearing glasses, that's Chrissy. She's 19. We were at school together. She's a student now at Nankai University. Do you see the tall guy who's talking to the man with the hat? I think that's her new boy¬friend. JILL: Oh, he's really cute. What's his name? GRACE: He's called Jack. JILL: What does he do? He looks too young to be a student. GRACE: No, you're quite wrong there. It's true that he looks very young, but he's older than he looks. In fact, he's a student at the film academy now, in Beijing. He won the first prize in the National Com¬petition last year. JILL: And what about the middle-aged woman, who's wearing that purple dress? GRACE: Oh, that's Ms Brown. Let's go. I'll in¬troduce them to you. JILL: Don't forget to introduce me to Jack. GRACE: Excuse me, Doctor Brown, this is my friend Jill, whom I think you haven't met before. DR BROWN: Good evening,' Miss Jill, nice to meet you. GRACE: Dr Brown is a good friend of my father, isn't it, Dr Brown? DR BROWN: Oh yes, we've known each other for years. We work in the same hospital. JILL: And the woman in the purple dress, is she your wife? DR BROWN: Oh no, hahaha. She's my daughter. Mind you, she's in her thirties. JILL: What does Miss Brown do? DR BROWN: She teaches Japanese at Nankai Univer¬sity, here in Tianjin. Answers to the exercises: Name Jack Chrissy Dr Brown Ms Brown Job student student doctor teacher Address Beijing Tianjin / Tianjin Age young 19 old Middle-aged Appearance Tall glasses Wears a hat Purple dress 3. TALKING Introduction The talking exercise is a role play in which students are encouraged to ask questions that fit with their roles as respectively somebody who discovers an ancient tomb and a scientist from Beijing to investigate and question the person who made the discovery. The given useful phrases should help students to sequence the order of events of the discovery. Instruction Let the students work in pairs and each take one of the two roles. Student A should imagine him¬/ herself in the role of somebody who discovered an important tomb while working. The type of work could be any that is usually done outside such as a farmer, a miner, a construction worker, an architect, a policeman, etc. At the time of the discovery, he or she went into the tomb but did not touch anything. Student B has to imag¬ine him-/herself to be a scientist from Beijing who ar¬rives a few days later to investigate the discovery. One of the first persons to talk to is of course the person who discovered the tomb. Sample Dialogue: B: Are you the man (woman) who discovered this place? A: Yes, I am. While working in the fields, we found this tomb. B: Can you tell me how you discovered the tomb? A: Well, we were digging in the field when I struck something made of stone. First I thought it was a rock, but then I saw that it wasn't just a rock, but a part of a wall. . B: Why were you digging in that field? A: We are building a new (hotel) there, I'm a (an engineer). How old do you think this tomb could be? B: At this moment it's difficult to say, one thousand years perhaps? Please tell me, what happened next? A: Really, so old? We dug aroun4 it carefully, until we found a wall and a door made of wood. We were all very excited. We pushed carefully and opened the door. B: Did anyone go jn? A: Eh, as a matter of fact, yes. We did go in, but we didn't touch anything and we didn't take anything away. Of course, it was very dark, we couldn't see very much. Was it wrong to go in and look around? B: Well, of course it would have been best if you had not gone into the tomb. You could have damaged something, even if you don't see it. Anyway, what did you do next? A: Then I realised we had made a discovery that is per¬haps important, so we called the police. When they came, they closed everything off and told us to go home. In the end some scientists and the village leader came, and they told us we had done a good job. B: Yes, you sure have! A: Can you tell us a little bit more about it? Is this an important discovery? B: Sure it is. We do not very often find such tombs. A: Have you ever seen anything like this before? B: Yes, there are many tombs in Xi' an and Beijing; but I myself have never seen a discovery like this in an¬ other place. A: Do you have any idea who has built this tomb? B: No, I can't say at this moment. Do you have any other questions? A: Hmm. What will happen next? B: We'll dig more and make photos. Then we'll look into this discovery. Next, many items will be studied in Beijing. Finally, many things and materials will come back and there will perhaps be a small mu¬seum in this town. 4. SUMMARY & HOMEWORK 1. Get ready to be examined in the talking activities. 2. Preview all the exercises in the workbook. Period 6 1. PRESENTATION & REVISION 1. Ask some pairs to act out the talking activities. 2. PRACTISING Vocabulary Answers to Exercise 1: 1E 2C 3H 4B 5G 6A Answers to Exercise 2: 1 Two firefighters successfully rescued the baby girl from the fife. . 2 The 1998 flood has been one of the greatest disasters that hit China these years. 3 Since Zhangjiajie was developed into a national park, more and more foreign friends have come here for a visit. 4 I hope you can finish writing the paper before the Monday deadline. 5 China is trying to take every opportunity to help most people live a richer and better life. 6 In his newly published book, he wrote about his un¬forgettable trip to China in 2000. 7 Many museums were destroyed during the war. 8 Believe it or not, many successful people were very naughty when they were young. Grammar Answers to Exercise 1: 1 which / that 2 that / who 3 which / that 4 which / that 5 who / whom6 who Answers to Exercise 2: 1 The road which / that was destroyed in the earth¬quake has now been built stronger. 2 The soldiers have saved the people who / that were in danger. 3 The waiter who / that served us tea was very friendly and polite. 4 A dictionary is a book which / that you can use to learn more words. 5 Xiao Ming works in a shop which / that sells photo cameras. 6 What was the name of the farmer who / that discov¬ered the tomb of Qin Shi Huang? 7 I really like travelling to places which / that are very beautiful. 8 The bus which / that goes to the airport runs every half hour. . Exercise 3: Below are some suggested answers that students might fill in the chart, and sample answer sentences. teacher is easygoing treats us as friends gives us a lot of homework never makes jokes mum/dad loves and takes good care gives me a lot of housework classmate is strong but easy to talk to is always working and doesn't have time for me are stupid and naughty e-pal are honest and reliable cheerful and writes a lot is a boring person boyfriend / girlfriend is strong and helpful is clever and pretty are selfish talking about pop singers all the time Sample answers: 1 I think a good teacher is someone who is easygoing and treats students as friends. 2 I don't like teachers who give us a lot of homework and never make jokes. 3 A good mother is one who loves and takes good care of her children. 4 I wouldn't like a mother who would give me a lot of housework to do. 5 A good father is one who is strong but easy to talk to. 6 I wouldn't like a father who is always working and doesn't have time for me. 7 Nice classmates are classmates who are honest and reliable. 8 I don't like classmates who are stupid and naughty all the time. 9 I would like to have an e-pal who is cheerful and writes a lot. 10 I would hate an e-pal who is a boring person. 11 For me boyfriends are boys that are strong and help¬ful. / For me girlfriends are girls that are clever and pretty. 12 I don't like boyfriends who are selfish. / I don't like a girlfriend who is talking about pop singers all the time. 3. INTEGRATING SKILLS Answers to Exercise 1: 1A 2A 3B 4C Answers to Exercise 2: 1 it refers to "Another earthquake that shook San Francisco on October 17th, 1989" 2 one refers to "a wide and busy road" 3 ones refers to "people" 4 they refers to "the plates" 5 One refers to "an earthquake" 2 Reasons why the earthquake in 1989 killed few people are because: ●It happened in the evening when people were trav¬elling home. ● It didn't happen in the centre of town, but fifty kilometres away. ●Buildings that are less than fifty years old are stronger. The students only need to write down two of these possible answers. 3 If it is a light earthquake, you will see the lamp swing¬ing, glasses and plates in the cupboards may shake or even fall on the floor. Next, in a heavy earthquake the earth will suddenly shake very hard for a few seconds, and many buildings may fall down. Then, in most cases, the electricity will go down and in many places fires start. Sometimes, the earth will shake again, even up until a few days later. In the end, everything becomes quiet. 4 Some people say that if a new earthquake hits San Francisco, which is now ten times bigger than it was in 1906, there will be a lot of damage. This could be true, because many more buildings and roads have been built over the past one hundred years. The city is bigger, and buildings are taller so there could be a lot of damage. On the other hand, buildings are stronger now, and many buildings are especially designed to stand earthquakes. When an earthquake hits, these buildings will move and sway, but not fall down. So it is possible that there will not be much damage. Answers to Exercise 3: 1 An earthquake of 2.5 on the Richter Scale is an earth¬quake which is not felt by people but is recorded by scientists. 2 Earthquakes with a strength of 4.0 are quakes which are often felt. but usually don't cause damage. 3 In April 2002 Taiwan was hit by a quake which destroyed many buildings in the cities. 4 The earthquake, which had a strength of 6.8 on the Richter Scale, was even felt on the mainland. 5 I have a friend whose father still remembers the 1976 earthquake in Tangshan, which had a strength of more than 7.6 on the Richter scale. 6 In 1927 Xining was hit by an earthquake which had a strength of 8.3. Luckily such quakes which can cause a lot of damage do not happen very often. 4. WRITING Suggested answers to the questions in the book that help the students write about an earthquake. If the students don't know about any earthquakes they can answer the questions using their fantasy and knowledge of earth¬quakes in general. Sample questions and answers: When did the earthquake happen? The earthquake hit the city on a hot September night. How strong was. the earthquake? The earthquake had a strength of 6.3 on the Richter scale.- What happened? First the lamps started swinging and all the plates and cups were shaking. You could hear a loud cracking noise and it was as if a train passed under the house. Some houses fell down. What were most people doing? At the time pf the earthquake many people were sleeping. Because of the heat some people slept outside the house and that saved many people. Was anything broken? Many houses and buildings were destroyed and roads and railways were damaged. How were the people rescued? The first rescue teams that arrived were Chinese soldiers. Later they were helped by international rescue teams. How many people were injured? How many people were killed? Very many people were hurt. About 1,300 people died in the earthquake. Sample essay: On a hot September night in 200_ the city of X was hit by an earthquake. It had a strength of 6.3 on the Richter scale and was one of the strongest earthquakes that has happened in this part of the country for many years. First the lamps started swinging and all the plates and cups were shaking on the table and in the cupboards. You could hear a cracking noise going through the walls and a roar under the ground as if a train passed under the house. At the time of the earthquake many people were sleeping, but because of the heat and the fact that some people do not have an air conditioner, some people slept outside the house and that saved many people. Many houses and buildings were destroyed and roads and rail¬ways were damaged. The first rescue teams that arrived were Chinese soldiers. They saved many people from under the broken roads and buildings, and they took care of wounded people. They also built some new hospitals very quickly. Later, they were helped by international rescue teams that arrived from America and Germany. Very many people were hurt. About 1,300 people died in the earthquake. 5. SUMMARY & HOMEWORK 1. Finish all the exercises in this UNIT. 2. Finish the supplementary exercises given by the teacher. Period 7 1. PRESENTATION & REVISION 2. GOING OVER SUPPLIMENTARY EXERCISES 3. SUMMARY & HOMEWORK Period 8 1. PRESENTATION & REVISION 2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2 3. SUMMARY & HOMEWORK |
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