人教版高一Unit 1 Good friends
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Period 1
I. Teaching aims:
1. Learn to describe a friend or describe oneself to others. Let students know what a friend is.
2. Study the language points connected with the dialogue.
3. New words: honest, brave, loyal, wise, handsome, smart, argue, classical, fond (of)
.II. Important points:
1. Train the Students’ listening ability.
2. Master the new phrase and sentence pattern and make the students be free to talk about names, ages, hobbies, likes and dislikes, etc.
III. Difficult points:
1. Learn the usage of the sentences pattern: So/ Nor + link /model/ auxiliary verb + subject
2. Improve the students’ listening and speaking ability.
IV. Teaching methods
1 . Listening-and–answering activity to help the students go through with the listening material.
2. Use both individual work and group or pair work to make every student work and think in class.
V. Teaching procedures:
Step 1 Presentation
1. Greet with the students and have them guess the exact Chinese meaning of the proverb.
A life without a friend is a life without the sun.
A man who has friends must show himself friendly..
A friend in need is a friend indeed.
2. Start with the following questions, and teach some new words.
Do you like friends?
How many kinds of friends are there in your opinion? What kind of friends do you prefer?
Can you describe one of your friends to us?
kind, funny, strong, rich
honest, brave, loyal, wise, handsome, smart
(helpful, lovely, careful, silent, talkative, unselfish, generous, hardworking, diligent)
Step 2 Pair work
1 Books open. Go through the dialogue with the students and make sure they understand it fully.
1. should--shall, ought to
You should study harder. My teacher said I should study harder.
2.quality--qualities, quantity
3.describe +n./n. to sb./clause
Words can not describe her beauty. Please describe exactly what happened. 4.loyal--more/ most ~ +to sb.
He wanted to be loyal to his friend.
Then tell the students:
Now please work in pairs and try to describe one of your friends or yourself to your partner. You can use the words listed in Warming up.
2 Listening：Listen carefully to the tape. Then work in pairs and check the answers.
Step 3 Demonstration
Ask several students to describe a friend and give necessary hints and encouraging remarks.
Step 4 Definition
From what you described, we know what a friend is. A friend is someone who… Different people have different friends, but people who share the same interests, hobbies and characteristics may become people easily.
Step 5 Speaking
1.Now let’s move to the next part, speaking. Please read the instructions first and then work in pairs and decide who can be friends and give your reasons,
Now I’ll check how well you have worked. Tell me who and why? You can express your ideas with the patterns in the following box.
I’m sure…
I guess…
Perhaps…
…are probably…
List for ages gender likes and dislikes.
Name John Steve Peter Ann Sarah Joe
Age 15 14 15 16 14
Gender boy boy boy girl girl boy
Likes football
reading skiing
reading
singing singing
rock music
computer dancing
computers
rock music reading
football
singing computers
rock music
skiing
Dislikes singing
computers hiking
rock music
football football
classical
music
dancing hiking
classical music
reading rock music
dancing
computers football
hiking
2.Notes
1.especially--specially
The tree is beautiful, ~in autumn.--I came here ~ to ask you a question.
2.into--in
He is into rock music. He grew into a man. She is in good shape.
3.be fond of +n./ doing sth. =like
4.My interests are reading. S+V+P—They are reading. S+V
5….nor do I… (P157)
Homework
Finish off the exercises in the Wb.

Period 2

I. Teaching aims:
1.Read and understand how Chuck survives on the island and know more about what a friend means.
2.Improve reading ability and study the language points connected with the text.
New words: match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane
.II. Important points:
1. Train the Students’ reading ability.
2. Master the new phrases and words
III. Difficult points:
How to make the students understand the reading text better.
IV. Teaching method
1 . Fast reading fro the students get the general idea first.
2. Discuss after reading to understand the text berrer.
3. Careful reading to get the detailed information.
V. Teaching procedures::
Step 1 Lead-in
Have you ever read Robinson Crusoe ? The story tells about how Robinson Crusoe survived on an island after his boat met with a storm. Today we are going to learn a similar story about Chuck Noland. Chuck’s plane crashes on a deserted island, but he was able to survive there alone. During his stay on the island he made a special friend.
Step 2 Pre-reading
Go through the pre-reading with the students and make sure the students can choose the three items which they think are the most useful. Check their work, referring to the following samples.
1. a box of matches…make a fire, cook some food, frighten the animals at night with a fire lit with a match, let others know where I am
2.a knife…protect myself from being attacked by wild animals, cut some trees for fruit, cut wood for fire, cut food into small pieces
3.a frying pan… cook food, collect the rain water
Step 3 Fast reading
Read the story quickly and do the true or false questions.
1.Chuck is a businessman working in a company. T
2.Chuck is one of the people who survive the plane crash. F
3.Collecting water and hunting for food are all Chuck has to learn on the island. T
4.Chuck makes some friends there one of whom is Wilson, a football. F
5.Staying on the island helps Chuck realize his shortcomings. T
6.In Chuck’s opinion, people make friends to share happiness and sorrow. T
7.Wilson is fond of Chuck because he is well cared for by him. F
8.Chuck thinks friends are teachers, for they teach people everything. F
9.Friends can be animals and even things as well as human beings. T
Step 4 Careful reading
Read again and find the topic sentences of each paragraph.
1.Chuck’s plane lands on a deserted island.
2.Chuck has to learn to how to survive on the island.
3.Chuck learns a lot about himself when he is alone on the island.
4.Chuck has made an unusual friend on the island.
Deal with some language points in the text
Discuss the questions in Post-reading in group of four: one or two groups will be asked to do a report about their discussion.
Step 5 Retelling
Retell the story according to the hinds:
.plane crashed, deserted island, .learned to, made friends with, realized, learnt, the lesson from Chuck
Homework
Finish off the exercises in the Wb.
Period 3
I. Teaching aims:
1. Review the words and phrases in the last two periods.
2. Learn and master the direct and indirect speech.
3. New words: lie, speech, adventure, notebook
.II. Important points:
1. Master the interchanges of direct speech and indirect speech in the declarative sentences and interrogative sentence.
2. Guess the missing word according to the context.
III. Difficult points:
Different changes of pronouns, tenses, adverbials in the interchanges of direct speech and indirect speech.
IV. Teaching methods
1 .Review method.
2. Explanation and inductive methods to teach them grammar.
3. Individual and pair work to make each of them work in class.
V. Teaching procedures:
Step 1 Lead-in
Check students’ homework. Ask one or two students to share his story about Chuck with the classmates. Give the students necessary courage and remarks.
Step 2 Word study
Ask the students to do the exercises individually and them check answers with them.
1.honest 2.classical 3.sorrow 4.argue 5.loyal
6.hunt for 7.fond of 8.brave 9.in order to 10.smart
Explain the language points to the students:
1.keep饲养 as作为,当作
We keep a dog.
He has a large family to keep.
2.regard+n.+as+n.
regard+n.+with+n.用某种眼光看待
They regarded his attitude with suspicion.
Step 3 Grammar
Go through the examples of Direct speech and Indirect speech on page 5 of the textbook.
More explanations about Direct speech and Indirect speech
☆直接引语变间接引语, 人称,时态,指示代词,时间地点状语应作相应改变.
1.直接引语为陈述句, 间接引语变从属连词引导的宾语从句.
The boy said: “I am not afraid to meet strangers ＊now.”
The boy said that he was not afraid to meet strangers ＊then.
2.直接引语为一般疑问句, 间接引语变从属连词引导的宾语从句.
She asked: “Have you seen the movie?”
She asked me weather/if I had seen the movie. (weather…or not)
3.直接引语为特殊疑问句
The man asked: “Which room do you prefer?”
The man asked me which room I preferred.
4.直接引语为祈使句, 间接引语常构成简单句型ask/tell/order/advise/warn/remind/etc. + n./pron. + (not) to do sth.
“Don’t make a mess in the room,” she said to the child.
She asked/told/warned the child not to make a mess in the room.
5. The adverbials usually change as following:
＊today that day
yesterday the day before
tomorrow the next day
next month/week the next month/week
last week/year the week/year before
ago before
two years ago two years before
now then
here there
so far by then
in 2002 in 2002
Step 4 Practice
Ask the students to finish part 2 of grammar on page 5. Check the work afterwards.
Homework
Finish off the exercises in grammar part in the Wb.

Period 4
I. Teaching aims:
1.Review the language points in the unit.
2.Finish reading and writing.
3.Learn how to write an e-mail.
.II. Important points:
1. Train the Students’ writing ability.
2. Tell them the way of getting communicated with others in e-mail.
III. Difficult point:
Improve the students’ intergrating skills.
IV. Teaching methods
1 .Asking-and –answering activity to go through the reading material.l.
2. Individual and pair work.
V. Teaching procedures:
Step 1 Lead-in
Ask the students the following questions.
1.Do you have friends in the Internet?
2.How often do you write to your e-pal?
3.Which do you prefer, a pen friend, a friend in the Internet or in real life? Why?
Tell them what we are going to learn is about email.
Step 2 Reading
Go through the two e-mails on page 7 of the text book.
Language focus:
1.joke around—joke about v.
play a ~ on, make a ~, tell jokes n.
I joked with her.
2.fun 〔U〕n.玩笑,娱乐,乐趣
He is full of fun.
I did it just for fun.
They often make fun of her.
3.drop 落下,掉落
Drop me a line. 写封短信给我.
He dropped his voice. 放低
He dropped into a chair. 坐
The wind has dropped. 减弱
Step 3 Writing
Ask the students: Who do you want to reply to, Jane or Jack? Why?
Write an e-mail after discussion.
Check their work.
Step 4 Conclusion
Go through the Checkpoint about direct speech and indirect speech.
Go over the language points in the unit and summarize the uses of direct speech and indirect speech.
Homework
Finish off the exercises in the Wb.
Revise the grammar and useful expressions in the unit.

Unit 2 English Around the World
Period 1
I. Teaching aims:
1. Train the Ss’ ability of speaking and listening
2. Learn about the differences American English and British English
3. Learn how to make an order or a request
II. Important points:
1. How to help the students’ listening ability.
2. Lear about sentence transformation.
III. Difficult point:
How to use different sentence patterns to express one’s idea.
IV. Teaching methods:
1. Listening practice to improve the students’ listening ability.
2. Discussion method to give them more chances to express their own ideas.
V. Teaching procedures:
Step l presentation
Ask the Ss some questions about English and let them have a general idea about the question:
1. Is English very popular?
2. In which country do people speak English as their mother language?
3. In which country do people speak English as their second language?
4. Ate the American English and the British English the same?
5. What are the differences between them?
Step 2 Warming up
1. Look at the picture and ask the question:
What does bathroom mean in American English and British English?
2. Read the dialogue in the and text and answer the question: in American English, it means “toilet” and in British English it means “a place for some people to take a shower”
3. Ask more questions about the dialogue:
 Where did Joe come from?
 How did he reach London?
 Did he have a good sleep?
 Why did Nancy give Joe a new towel?
 Where is the bathroom?
 What did Joe actually want?
Step 3 Practice
Read and act out the dialogue then introduce some more words that have different meaning in the two languages.
billion=one million millions (BE) one thousand million (AE)
public school=private school (BE)local state school providing free education (AE)
Step 4 Listening
Let the Ss listen to two different passages which are read in BE and AE and tell them the two languages are quite different in pronunciation Then practice the dialogue “kilometer” and tell them this word has two different spelling and also two different pronunciations.
Step 5 Listening
Listen carefully to the tape. Mr Brown’s landlady has many house rules. Write down five of them..
Step 6 Grammar
Direct and indirect speeches
Sb. asked / told sb. (not) to do sth.
Change the following sentences into indirect speech:
1. “Get up early Tony. You’ll be late for class.” His mother said to him.
2. “Don’ t disturb the sleeping baby.” Mary said.
3. “Put away all the unnecessary articles,” the housekeeper said rudely.
4. “Don’ t cross the road without looking around.” The policeman said kindly to the boy.
Step 7 Speaking
1. Practise the dialogue one in the text and ask the Ss to finish the exercise.
2. Questions for dialogue two.
(1) What did Ms Smith ask Harry to do?
(2) What did Harry ask Mw Smith to do?
(3) And what did Harry ask Ms smith to do again?
(4) What did Ms Smith tell Harry not to do?
3. Ask the Ss to read aloud the dialogue and then ask them to repeat the dialogue.
Rewrite the following sentences:
1. My mother told me not to believe a stranger easily.(direct speech)
2. The principle asked the Ss to wash their clothes by themselves.(direct speech)
3.“Don’t throw away the leftovers. It’s too a waste of food.” The owner said to his customers.(indirect speech)
4.“I am going to Japan tomorrow. I have asked for a leave of six months.” Jerky said to her colleagues.(indirect speech)

Period 2
I. Teaching aims:
1. Train the Ss’ ability of reading.
2. Learn about English around the world.
3. Listen and repeat the text.
II. Important point:
How to get the students to master the useful words and expressions:
majority, native, equal, except, , in total, situation, organization, international, etc.
III. Difficult point:
Get full understanding of the whole as well as the details.
IV. Teaching methods:
1. Fast-reading to train the students’ reading ability.
2. Reading comprehension to help the students to grasp the main idea of the text.
3. Practise getting the students to master what they have learned.
V. Teaching procedures:
Step 1 Revision
Go over the dialogue by asking the Ss to read aloud their composition and ask them to rewrite more sentences.
Step 2 Pre-discussion
Discuss the following pre-reading questions:
1. If you speak more than one language, in what situations do you use the language?
2. Why do we have to learn English?
Step 3 Fast reading
Read the text fast and answer :
Why will it be more and more important to have a good knowledge of English? (Because many people communicate in English every day.)
Step 4 Careful reading
Ask the students to read more carefully and answer the post-reading questions 2-3.
Step 5 Summary
Summarize main ideas of each paragraph of the text.
Paragraph 1 English is spoken as mother tongue and as a second language.
Paragraph 2 Many people learn English as a foreign language.
Paragraph 3 Many people communicate in English every day.
Step 6 Listening
Listen to the tape of the text and do the post-reading exercise 2, filling the blanks.
Step 7 Discussion
Discuss the following topics in groups of four for about 4 minutes, then ask the representative of each group to present their reasons in the front.
1. Why do so many people speak English?
2. Will Chinese mandarin be popular one day?
3. Why Cantonese is so popular in China?
Homework
Go over what we have learned in this reading text.

Period 3
I. Teaching aims:
1. Learn the useful words and phrases in the text.
2. Learn the difficult sentences.
3. Learn the grammar: direct and indirect speeches.
II. Important points:
the direct and indirect speeches
III. Difficult points:
How to use ask/tell/ order sb. to do sth. to report an order or request.
IV. Teaching methods:
1. Inductive method to get the students to think more by themselves.
2. deductive method when teaching the Indirect Speech.
V. Teaching process:
Step 1 Revision
Listen and read the text.
Step 2 Word study
The teacher can read the explanation for the Ss and ask them to guess the new words.
Step 3 Language points
Pick out some difficult sentences for the students to analyze and explain new words and expressions to the students if they have difficulty in understanding them.
Phrases: all around the world, in total, at high school, except for/except, on the radio/ on the phone, through the Internet, a good knowledge of , majority, leave the door open, mother tongue
useful sentences:
1. There are more than 42 countries where the majority of the people speak English.
2. In total, for more than 375 million people English is their mother tongue.
3. In China students learn English at schools as a foreign language, except for those in Hong Kong.
4. Chinese businessmen, taxi drivers and students talk with them using English.
5. With so many people communication in English every day, we can see that it will be more important to have a good knowledge of English.
Step 4 Grammar
Learn which is an order and which is a request:
Sentences for a request may begin with: could I/Will you/May I. Sentences for an order may be without subjects. If the sentences are changed into indirect speech, “asked” means a request, “told” means an order. Show them some examples to make them clear about how to change an order or request into indirect speech. The following are some examples for the students to practice:
1. Change the following sentences into indirect speech:
(1) Could I use your bathroom for a moment? (he, his friend)
(2) Put your coat in the closet. (they, the little boy)
(3) Speak quietly on the closet. (the teacher, his colleague)
(4) Will you help me with my homework this afternoon? (John , me)
(5) Could you meet me at four? (Mary, her husband)
2. Change the following sentences into direct speech:
(1) The landlady asked him to put his coat in the closet.
(2) The landlady asked him not to put it on the peg.
(3) The commander ordered the soldiers to stand still.
(4) The commander ordered the soldiers not to move.
(5) Mother told me to lock the door after not to move.
3. Work in pairs. First report the orders, using “she told us (not)-” Then report the requests, using “he asked us (not)-”
(1) She told us to buy some bread for her.
(2) She told us not make too much noise.
(3) She told us to help her tidy the room.
(4) She told us not to forget to put your umbrella in the stand.
(5) He asked us to speak quietly on the phone.
4. Group work
The teacher read some more sentences for the Ss to change into an order (she told us)or a request (she asked us):
(1) go to bed immediately (an order)
(2) not to throw away the used paper(a request)
(3) lend him several books (a request)
(4) redo his homework (an order)
(5) not to disturb his father(an order)
Step 6 Practice
Make more sentences using “with + n. +doing / done / to do / prep.” after the model.
Model:
With so many people communication in English every day , we can see that it will be more and more important to have a good knowledge of English.
1. This room is extremely cold the window .
2. so much work , he may not be here.
3. so many trees and flowers , the classroom looks wonderful.
4.He is getting on well with his work his mother him.

Homework:
Go over what we have learned about direct and indirect speech.

Period 4
I. Teaching aims:
1. Learn the reading text to know the differences between American English and British English.
2. Teach the students some useful words and expressions of the text.
II. Important points:
1. Improve the students’ reading ability by reading the text.
2. Improve their writing skills.
3. Know more about American and British English.
III. Difficult points:
Practise writing and improve writing skills.
IV. Teaching methods:
1. Practise makes better skills.
2. Fast reading and pair work or group work to get students active in class.
V. Teaching procedures:
Step 1 Revision
Talk about their compositions and revise the direct and indirect speeches for and order or for a request.
Ask the Ss to translate some Chinese sentences into English to go over the phrases and some useful words:
(1) all over the world
(2) on the radio
(3) in total
(4) except for
(5) have a good knowledge
Step 2 Presentation
We have learned the word “bathroom” has different meaning in BE and AE. Now tell me the different meaning(toilet or a place for a shower)
Today we’ll learn something more about their differences. Read quickly and try to tell me , from which year did AE and BE become different?(1776)
Step 3 Fast reading
Read carefully and answer the following questions.
1. Was the language in Britain and America the same at first?
2. When did America become an independent country?
3. Where did the language stay the same, in Britain or in America?
4. Why do Americans talk “autumn” for “fall”?
5. Where is the English word “typhoon” form? And how about the American word “tornado”?
6. Who wrote the first American dictionary? And when? Why did he change the spelling?
7. Which is greater, the difference in the spoken English or in the written English?
8. Do people from the two countries have any difficulties in understanding each other?
Step 5 Listening
Listen to the tape and finish the exercise in the text.
Step 6 Reading and Speaking
Ask the Ss to read the text and talk about the differences in their own words and get them to tell the reasons for differences.
Step 7 Practice
Read the passage again and complete the chart:
Words Borrowed from
Cent
Florida
Howl
cookbook
Suggested answers
cent-old French Florida-Spanish howl-American Indian cookbook-German
Homework
The Ss are required to read the tips and write a short passage to compare dialects in Chinese.

Unit 3 Going places
Period 1
I. Teaching Aims:
1. Learn and master the following words: traveling, transportation, consider, boarding call, destination.
2. Do some listening.
3. Do some speaking and talk about traveling to the past or future.
II. Important Points:
1. Improve the students' listening ability.
2. Improve the students' speaking ability by discussion, talks and making some dialogues.
III. Difficult Points:
How to finish the task of speaking and how to make dialogues correctly.
IV. Teaching methods
1. Warming up to arouse the students’ interest in traveling.
2. Listening activity to improve the students’ listening ability.
3. Get as many activities as possible for the students to get more chances to practice.
V. Teaching Procedures:
Step Ⅰ. Greetings
Greet the class as usual.
Step 2 Lead in
T: With the development of society, we are changing our way of life. More and more people like to travel. Do you often travel? Where have you been?
What should you do when you are traveling? Collect the answers:
bring the things we need think about our safety
travel with other people in the mountain or in the forest
throw waste things in the dustbins park cars in parking plots
Step 2 Warming up
Ask the students to open their books at Page 15 and look at the four pictures in it. Discuss in pairs and see if the people in the pictures are doing anything wrong. After a while, teacher asks at least four students to talk about the pictures before the class.
(Picture 1) The man is driving too fast. He should drive at the speed of 30 km an hour, but he is driving at 60 km per hour.
(Picture 2) The woman is littering waste things. She is going outing in the mountain. She shouldn't throw rubbish where there is a sign, saying "No littering!".
(Picture 3) The man is in the park. He shouldn't be smoking in the place where there is a sign, saying "No Smoking!".
(Picture 4) The car is stopping at the wrong place. There is a sign, saying "No parking!"
For Ex. 2, tell the students that "Means of transportation" refers to the ways of carrying people or goods from one place to another and "consider" means "think about".
Ask: Who can give us the names of the transportation?
By bike, by bus, by train, by car, by boat, by plane or on foot.(Write them on the Bb.)
Then get some students to answer the question. Possible answer: We must consider time and money we have to spend, and whether we'll feel comfortable and safe during our travels.
Look at Ex. 3 and answer it after a short discussion:
Situation 1: from Shanghai to London
Situation 2: from Chongqing to Chengdu
Situation 3: from Beijing to Guangzhou
Situation 4: from Dalian to Qingdao
Situation 1: By air. It’s a long way from Shanghai to London. It’s the better and faster way to get there by air than by ship.
Situation 2: By bus, Chongqing is not far from Chengdu. It takes us only several hours to get there by bus. It’s faster by bus than by train.
Situation 3: By train. Beijing is far from Guangzhou. We can get there by train or by plane. It’s faster by plane, but it’s much more expensive. I think it’s better to go there by train. On the train we can be comfortable and enjoy the beautiful scenes on the way there.
Situation 4: By boat / ship. It’s shorter by ship than by bus or train. Meanwhile, we can enjoy the beautiful scene on the sea.
Step Ⅳ. Listening
P15, Part 1. Listen three times and fill in the form. Then check the answers together.
Teach “Destination”.

Step Ⅴ.Speaking
Ask the students to look at the speaking part on P16 and think about the places
you'd like to visit best, the years when you would go there and the reasons. Write them on a piece of paper.
After three minutes, teacher asks three students to give the answers and fill in the form on the screen.
Name Where would your prefer going In which years would you like to go there Why



Then look at the dialogue between two students in the book. They are talking about traveling to the future. Ask the students read it first, and then make up a new one, using the information in the form.
Homework
Write down the dialogue made up in your exercise books and preview the reading text.

Period 2
I. Teaching Aims:
1. Learn and master the following words and expressions: adventure, experience(v.), simply, rafting, vacation, basic, equipment. spider, paddle, poisonous, get away from, instead of, get close to, watch out for, protect … from …, be careful (not) to do sth.
2. Train the students' reading ability.
II. Important Points:
1. Improve the students' reading ability.
2. Master the following phrases:
get away from, instead of, get close to, watch out of, protect … from …, take exercise, be careful (not) to do sth.
III. Difficult Points:
Master the following sentence structures:
1. Yet there are other reasons why people travel.
2. It is done on rivers and streams where the water moves quickly.
3. …comes from the fact that the water in these streams and rivers looks white when in moves quickly.
IV. Teaching methods:
1. Arouse the students’ interest by talking about sth. they may interested in.
2. Mixed use of fast reading and careful reading to help the students
Teaching Procedures:
Step1 Revision
Go over yesterday's words with the students.
Step2 Pre-reading
Group work to discuss these three questions. Then collect answers.
1. Do you like travel? Why / Why not?
2. Where would you most like to travel? Why?
3. Have you ever tried any adventure travel?
Step 3 Reading
Books open at Page 17. Read the passage quickly to get the general idea and answer the questions on the screen.
1. Why do people travel?
2. How many kinds of adventure travel are mentioned in the passage?
3. What are hiking and rafting?
Teacher gives students enough time to read the text and collects their answers.
Suggested answers:
1. There are many reasons. Many people travel to see some beautiful or famous places. Some people travel to meet friends to experience life in other parts or simply to get away from cold weather. Many of today's travelers want to have a new experience from their travels or wish to have an adventure.
2. Two kinds. They are hiking and rafting.
3. Hiking is going for a long walk in the mountain, in the forest or in the country. Rafting is traveling on a small flat floating boat made of wood down rivers and streams.
T: Now read the passage again and try to get as much information as you can. After a while, we'll do an exercise on P18.
Step 5 Language points
Listen to the tape paragraph by paragraph. Meanwhile, find out the important phrases and difficult sentences.
get away from, instead of, get close to, take exercise, go for a hike, watch out for, protect … from …, be careful (not) to do sth.
(1) Yet there are other reasons why people travel.
(2) It is done on rivers and streams where the water moves quickly.
(3) The name "whitewater" comes from the fact that the water in these…
Step 6 Listening and Consolidation
Listen to the tape again. Ask the students to pay attention to their pronunciation and intonation.
Fill in the chart in your books. Compare hiking and rafting and write their similarities and differences. Please prepare it in pairs. Then I'll check the answers.
(After a few minutes, teacher asks some students to give their answers and shows them on the screen.)
Hiking Rafting
Similarities 1) They are adventure travel.
2) They are good ways to experience nature.
3) They are fun and exciting but dangerous.
Differences Places close to home
in the mountain
in a forest
along the river
in the city on the rivers
on the streams
Equipment good shoes
clothes, a backpack good clothes
a life jacket
Cost little money much money
Skills
needed watch out for dangers, such as spiders, snakes or poisonous plants how to handle the raft; how to paddle, how to get in or out of the raft
Benefits get close to nature, take exercise experience nature
Homework
Read some passages about other adventure travel to know something about them.

Period 3
I. Teaching Aims:
1. Review the words learnt in the last two periods and the tenses learnt before.
2. Learn the Present Continuous Tense for plans in the near future.
II. Important Points:
1. Master the usage of the Present Continuous Tense for future actions.
III. Difficult Points:
1. Master the verbs whose present continuous tense for future actions.
2. Sum up and master the sentence structures for future actions.
IV. Teaching methods:
1. Review method to consolidate the words leart.
2. Fast reading to improve the students’ intergrating skills.
3. Many activities for students to practice.
V. Teaching Procedures:
Step 1 Revision
Revise the words.
Open your books on Page 19. On the top there are some words and phrases in the form. Match them with the right expressions.
Check the answers.
Read them aloud.
Pair work to practice these words, one for explanations, one for the words.
Step 2 Grammar
1. Times change and so does the way we life. Many things we often do become easier and faster, such as writing, reading, shopping and so on. Do you know the ways of doing things in the past? Can you imagine the ways in the future? I think you have good imaginations. OK. Now talk about the ways of doing things in the past, today or in the future in four groups. Fill in the list on Page 19.
Six minutes later, ask two students of two groups to go give the answers, and then check the answers with the students:
Action Past Present Future
Travel horse car / plane spaceship
Reading reading
few books
at home in the library or in the bookstore computer
writing brush pen / ball pen computer
Shopping (go shopping)
with metal coin (go shopping)
with paper money credit card or internet
Working by hand or
man power machine computer
2. Ask the students to write sentences about the items on the list, using the correct tense. First look at the example. Finish the task according to the sentences. One group, one item.
A few minutes later, teacher asks four students to read their sentences to class.
Step 3 Dialogue
1. As we know, the future indefinite tense expresses the action which happens in the future, for example, "In the future people will travel by spaceship." But other tenses also express future. Now read the dialogue quickly and underline the verbs that express future. Three minutes later, teacher asks some students to read the sentences and writes some of them on the blackboard.
2. Generally speaking the present continuous tense expresses an action going on at this moment or in the present period.
e.g. Someone is knocking at the door. I came to Beijing last week. I am attending a conference here.
T: But in the first sentence on the blackboard, the present continuous tense "is going" expresses plans in the near future. Do you know other verbs like "go"?
//come, leave, start, arrive, stay, return,// …
e.g. It's seven o'clock. The film begins at 8. The train to Beijing leaves at 8:40 p.m. 3. Also we can use other structures to express future, such as, be going to+ v.; be about to + v. and be to + v.
I'm going to see a film this evening = I'm going to the cinema this evening.
I was about to go out when he came in. You are to go out when he came in.
You are to gather at the school gate at 6 o'clock tomorrow morning.
In the dialogue, there are many important phrases to master. Ask the students to read the dialogue again and find them out.
Homework
1. Go over the Present continuous Tense, the Present Indefinite Tense and other structures express future.
2. Prepare the content for the next period.
Period 4
I. Teaching Aims:
1. Do some reading and learn about eco-travel.
2. Do some writing and learn to write travel letters.
II. Teaching Important points:
1. Get Ss to understand the importance of eco-travel and improve the reading ability.
2. How to train the students’ writing ability.
III. Teaching Difficult Points:
Improve the students’ integrating skills-reading skill and writing skill.
IV. Teaching methods:
1. Review method to revise different tenses.
2. Discussion method and comparative method to master important and difficult points.
V. Teaching Procedures:
Step 1 Revision
Check how much the students have known about the grammar we learned the last day.
Step 2 Reading and Talking
1. Open the books at Page 20. Read the short passage quickly on the top. Then answer the questions on the screen.
1. What’s eco-travel?
2. What’s the difference between normal travel and eco-travel?
2. In the passage there is an important phrase “as well as”. It means “besides, in addition to”. e.g. The boy is lively as well as healthy.
He knows French as well as English.
3. First, read the information on the card carefully, then complete the form concerned.
A few minutes later, teacher checks the answers with the class and shows the suggested answers on the screen.
Red River Village
I think we should go to the Red River Village, because we can.
Swim in the river; go boating on it; look at the birds; go for walks along it; plant trees near it and we can learn about water and the fish in the river; the birds by it; how to keep the water clean.
If we visit the Red River Village we can help the villagers make money so that they can take care of the river and the birds.
Snow Mountain
I think we should go to the Snow Mountain, because we can go hiking in the mountain; go skiing in the winter; look at birds and other animals; plant trees on the mountain and we can learn about nature; the birds and other animals; the old trees in the mountain.
If we visit the Snow Mountain we can help the people there to keep the mountain clean and to take good care of the birds and other animals.
Step 3 Writing
Look at the schedule for Sue’s trip. Imagine that you are sue. Write two letters in which you describe what you are doing, what you will do what you have done. Give students a few minutes to read the tips.
Ask the students to begin to write the two letters in pairs. The first letter should be written on Friday and the second one should be written on Sunday. The beginnings of the letters given can help you.
Teacher gives students enough time to finish the task and then asks two students to read their letters to the whole class.
Homework
Review the content in this unit including words and expressions.

Unit Four Unforgettable experiences
Period 1
I. Teaching aims:
1. Get some common knowledge about history;
2. Promote the students’ listening ability;
3. Learn about earthquakes.
II. Important points:
1. Grasp some pattern about describing emotions;
2. Learn the Attributive Clause;
3. Get the students to know how to use the structural words in writing.
III. difficult points:
1. Learn to use the Attributive Clause;
2. Learn to talk about an unforgettable experience;
3. to learn to use the following phrases: take place, pull sb. up, go through, on holiday
Teaching methods:
listening, speaking and discussing method.
Teaching procedures:
Step 1 Warming up
1. ask the students to talk about the pictures using the given words and phrases.
2. ask the Ss to read the example and know what to do.
3. the Ss talk in pairs.
4. let some Ss to talk about the other pictures after the example.
5. ask the Ss to make sentences about other people, inventions or discoveries using “who, that, which”.
Step 2 Listening
1. ask Ss some questions about earthquakes
2. give some necessary introductions to the Ss.
3. Ss listen and make some notes.
4. let the Ss listen a second time and try to write down the answers to the questions.
5. Check the answers with the class.
6. Ss do Part 2 while listening.
Step Three Consolidation
1. ask Ss to use the Attributive clause to complete these sentences:
A good friend is someone ____________________.
Hank Chuck has a friend ______________________.
A raft is a small boat _________________________.
A paddle is a kind of equipment ___________________.
Pandas are animals _____________________________.
2. describe an unusual experience in an earthquake using the following words.
take place, driving along the road, finish work, on one’s way to, move from side to side, slow down, start to shake, fall down, fall onto the cars, be lucky
Homework
1. finish off the writing;
2. preview the new words of the text.

Period 2
I. Teaching Aims:
1. Promote the Ss’ listening and reading abilities
2. Grasp some patterns about describing people’s emotions.
3. Words and expressions: a wall of, be upon, advance, swallow, drag, get on one’s feet, around the corner, completely, etc.
II. Important point:
Help the students to understand the passage better.
III. Difficult point:
How to improve the students’ reading ability.
IV. Teaching methods:
1. Fast reading to get the general idea.
2. Discussion to exchange ideas.
3. Careful reading to get details.
V. Teaching Procedures:
Step 1 Revision
1. ask the Ss to talk about earthquakes.
2. ask the Ss what they say to comfort him or her when somebody is sad or has done something wrong.
Step 2 Dialogue
1. ask the Ss to look at the first picture and answer:
1) What kind of difficulty or problem is the girl experiencing?
2) What would you say to encourage her?
2. Useful expressions:
1) Help!/ I’m afraid to…./ It scares me.
2) Don’t worry. / It’ll be all right.
3) Well done!/ You can do it / Come on.
3. ask the Ss to think what kind of problem is in each picture.
4. work in pairs.
1) Situation 1:
A: Help!, My family, where ___________?
B: Don’t worry. Everything will __________
A: ……………………….
2) Situation 2:
A: Is that dog you want us to _______________?
B: Yes. It is my favourite dog. Will you _____________________?
A: …………………………
3) Situation 3
A: Help! Help! Help!
B: Please step aside. Everything will be OK.
A: ………………………..
Step 3 Pre-reading
1. ask the Ss to think about different types of natural disasters.
1) flood 2) fire 3) typhoon 4) earthquake
2. ask the Ss to imagine what a natural disaster is like and how people feel.
1) When a flood happens, there will be too much water in rivers and fields. ……
2) When a big fire happens, ………..
3. ask the Ss to discuss the following situations in groups:
Disaster Flood Earthquake Typhoon Fire
Situation In the classroom Sleeping in your bedroom Riding a bicycle on the road Shopping in a supermarket
Action
Step 4 Consolidation
1. ask the Ss to list some sentences to comfort people in trouble.
2. ask the Ss to write a short passage about disasters using “First, Next, Then, Finally”
Homework
1. finish off the writing.
2. Go over the words and expressions in the reading text..

Period 3
I. Teaching Aims:
1. Promote the Ss’ ability of reading comprehension
2. Know how to describe events
3. Learn to use the following expressions
look around, grow to…, before she could …, pull up, get on one’s feet, look into one’s face, with a look of fright, move up and down
II. Important points:
1. Do some exercises to master some important verbs better.
2. Review the Attributive Clause and learn to use the relative pronouns who, whom, whose, which and that.
III. Difficult point:
How to help the students master the Attributive Clause better.
IV. Teaching methods:
1. Review method to help the students remember what they have learnt in this unit.
2. Individual work or pair work to make every student work in class.
V. Teaching Procedures:
Step 1 Revision
Check the homework with the class.
Step 2 Lead-in
1. introduce what will happen in a flood and study new words:
rescue, roar, advance, seize, swallow, drag, struggle, fright…
2. ask the Ss to talk about the picture.
1) What kind of disaster is it?
(ask the Ss to list some logical sentences of possible events during a flood)
2) What are the people shouting?
Step 3 Reading
1. read through the passage and then answer the questions:
1) What were Flora’s first two feelings when she turned around and saw the water coming?
2) What happened to the garden at last?
3) Why was Jeff looking for the chimney?
2. ask the Ss to work out what the underlined words refer to.
1) which --- a loud noise
2) there ---- behind her
3) it --- a wall of water that was quickly advancing towards her
4) whose --- Flora’s
5) both --- Jeff and Flora
Step 4 Language points
Pick out some difficult sentences, words or phrases and explain to the students.
1. the noise grew to a terrible roar.
--- Roar is the noise that lions make
2. before
1) the bell rang off before I could answer it.
2) She heard a roar before she could move.
3. V-ing
1) The first wave swept her down, swallowing the garden.
2) A new wave came, sweeping down trees.
3) He was standing, holding on….
4) She stopped, listening….
4. advance
1) the soldiers advanced on the enemy.
2) A month has passed and the work has not advanced.
3) You can’t stop the advance of old age.
4) in advance = ahead of time
5) advanced education
5. must have been
1) He must be a student.
2) He must be working in the room.
3) He must have come here yesterday.
Step 5 Retelling
1. ask the Ss to retell the story.
First ---- Flora saw …… She turned around as she saw ….
Next ---- the water swept …down, struggle for ….
Then ---- try to get to the house, climb the stairs to …..
Finally ---- A part of the house ……chimney.
Step 6 Talking
1. (Page 103) ask the Ss to work in pairs first.
2. ask some pairs to present their dialogue.
Homework
1. write a short summary about the text.
2. Do Part 2 of vocabulary on page 104 in their exercise books.

Period 4
I. Teaching aims:
1. to go over the key words and expressions;
2. to review the Attributive Clause and learn to use the relative pronouns “who, whom, whose, which and that”.
II. Important points:
1. Improve the students’ intergrating skills.
2. Help the students master the Attributive Clause better.
III. Difficult point:
How the get the students’ intergrating skills improved.
IV. Teaching methods:
1. Reading and writing to help the students to improve their intergrating skills.
2. Pair work or individual work to make every student work in class.
V. Teaching Procedures:
Step 1 Revision
1. check the homework with the class.
2. ask one or two Ss to describe an event they experienced using “first, next, then, finally.”
3. review the following phrases:
look around, advance towards, sweep down, pull up, get on one’s feet, look into, go down, cut down, move up and down
Step 2 Word Study
1. ask the Ss to get the meaning of the following words.
2. the Ss fill in the blanks using the correct verb in its correct form.
3. check the answers with the class.
Step 3 Practice
1. (Page 26) ask the Ss to fill in the blanks with who, whom, that, which, whose”.
2. check the answers with the class.
3. (P27) ask the Ss to describe certain types of people using the Attributive Clause.
1) A bookworm is someone ____________________.
2) A couch potato is _____________.
3) A sports fan is _______________.
4) A workaholic is ____________________.
4. Extension: ask the Ss to describe certain types of things.
1) A alarm clock is something _____________.
2) A computer
3) A cellphone
Step 5 Workbook
1. Do Parts 1&2 on page 105.
2. Do Part 3 orally.
Homework
Do Part 2, page 105 in exercise books.

Period 5
I. Teaching aims:
1. to review the Attributive Clause;
2. to learn the usage of linking words;
3. to learn how to write about an experience;
4. to write about an unforgettable experience.
II. Teaching procedures:
Step1 Revision
1. ask the Ss to fill in the blanks.
1) The boy with ________ I played basketball is my cousin.
2) Betty, _____ has never come to China, is studying Chinese now.
3) The student, _______ brother has gone to Qinghua University, is in our class.
4) The electronic dictionary ______ his father bought him as a present was broken last week.
5) I want to take back the book ______ he borrowed from me.
Step 2 Reading
1. ask the Ss to go through the passage and answer the questions:
1) Where did the writer go on a holiday?
2) What did the writer visit in Leshan?
3) What was the nicest part of the day in Mount Emei?
2. some useful expressions
go on a holiday to …., a travel agent , go on a two-day trip, climb all the way up the mountain, in a second, etc.
3. find out complex sentences:
1) put a circle around the relative pronouns “who, whose, which and that”
2) put a circle around the linking words “and, but”.
3) Ask the Ss to analyze the complex sentences into their constituent sentences.
4. ask the Ss to analyze the structure of the passage.
Paragraph 1 --- choose the destination and make plans
Paragraph 2 --- visit the Buddha in Leshan
Paragraph 3 --- climb Mount Emei
Paragraph 4 --- return home
Step 3 Writing
1. ask the Ss to read through the six questions quickly:
1) Why did you choose to go there?
2) Where did you go?
3) How did you get there?
4) What did you see there?
5) What did you do there?
6) How did you feel about this holiday?
2. ask the Ss to talk in pairs and then write down 20 short sentences
3. ask the Ss to put their sentences in the order in which they want to tell the story.
Ask the Ss to organize their ideas and sentences in a logical order, using “first, next, then and finally”.
4. ask the Ss to try to combine short, simple sentences into somewhat longer, complex sentences using conjunctions or relative pronouns.
1) I found some photos of interesting places.
They were not too far away from Chengdu.
---- I found some photos of interesting places which were …….
2) Xiao Rong took a photo of a monkey.
The monkey was sitting on my head.
---- Xiao Rong took a photo of a monkey that was sitting …….
5. suggest that the Ss use the unforgettable trip to Sichuan as a sample writing.
Homework
The students write their composition.

Unit5 The Silver Screen

Period One
I. Teaching aims:
1. Train the Ss’ listening and speaking ability.
2. Talk about movies and stars
3. Learn about two American famous stars
II. Important points:
1.Talk about films and famous actors and directors
2. words and expressions about screen. (in teaching procedures)
III. Difficult point:
How to talk about films, actors and directors.
IV. Teaching methods:
1. Listening-and-answer activity to help the students go through with the listening text.
2. Pair work or group work to practice speaking..
V. Teaching procedures:
Step 1 Freetalk
Start a free talk about their favorite stars to encourage the students to talk and lead in the new text as well.
Show some pictures of pop stars on the screen to get the students excited and ask them why these
pop start are famous. Ask: Do they work harrd?
Step 2 Presentation
Show the students some words about the screen. Ask the students to think of as many words he
knows as possible about the screen and at the same time bring in some new words .
Drama Film Role Script, Award, prize
Academy Awards=Oscar
Director Actor actress
Studio movie tragedy comedy
Step 3 knowledge about Oscar
A knowledge of Oscars: (show a picture of the Oscar Statue)
1． The origin of the Oscar
2． The Awards of the Oscars
奥斯卡金像奖奖项简介*
最佳影片奖（BEST FILM AWARD）
**最佳表演奖（BEST PERFOMANCE AWARD）
**最佳导演奖（BEST DIRECTOR AWARD）
**最佳剧本奖（BEST SCREENPLAY AWARD）
**最佳摄影奖（BEST CINEAMATOGAPHY AWARD）
**最佳音响奖（BEST SOUND AWARD）
**最佳音乐奖（BEST SCORE AWARD）
**最佳美工奖（BEST ART DIRECTION-SET DECORATION AWARD）
**最佳视觉效果奖（BEST VISUAL EFFECTS AWARD）
**最佳服装设计奖（BEST COSTUME DESIGN AWARD）
**最佳剪辑奖（BEST EDITING AWARD）
**最佳化妆奖（BEST MAKE-UP AWARD）
**最佳外语片奖（BEST FOREIGN LANGUAGE FILM AWARD）
**最佳短片奖（BEST SHORT SUBJECTS AWARD）
**最佳记录片奖（BEST DOCUMENTARY AWARD）
**荣誉奖（HONORARY AWARD）
Step 4 Scanning
A quick look at the passage to get information about Meryl streep and Keanu Reeves
(fill in a resume of them on the screen and show their pictures and talk about their famous films to get the students interested in the topic and show some clips of these films at the same time)
Meryl Streep
•Name: Meryl Streep
•Birthday: 1949
•Born : America
•Movies: Julia(1977)
Kramer vs kramer(1979)
Sophie’s Choice(1982)
Out of Africa(1985)
Music of the Heart(1999)
Family: Married in 1978, three daughters
Keanu Reeves
•Name : Keanu Reeves
•Birthday : in 1964
•Born: Toronto
•Movies: Wolfboy(1984)
speed(1994)
The Matrix(1999)
Sweet November(2001)
Hardball(2001)
Step 5 Summary
Ask the students read the passages again and say something about the two stars without looking at their books. ( Get the students to think of as much as they know about the two stars in English so that to practice words and sentences in the text).Allow them to look at the resumes on the screen.
Step 6 activity
An interview. Ask one student to be Meryl Streep or Keanu Reeves and the others are journalists. This is a very active and lively activity. The students will have to think of creative questions and answer them properly.
Step 7 Language Points
 句子的省略。状语从句中，如果谓语包含有be 动词（be+表；或 be +doing/done）,而从句主语又和主句主语一致，或者从句主语为it ,那么就常常可以把从句中的主语和谓语的be 省略掉。
Examples in this unit:
While still a student, she played roles in many plays =While she was still a student,…
…she won many more prizes while acting in famous films …,=while she was acting…
When asked about the secret of his success, Steven said …=When Steven was asked about---, he said
When asked to do the jobs, she says ….= When she is asked to do the jobs, she says ---
Practice(on the screen)
Water will boil when ______(heat)
When______(complete),the museum will be open to the public.
The research is so designed that once ______(begin)nothing can be done to change it.
While ______(walk)to school yesterday morning , I met a frind of mine.
You don’t need to worry about all these rules while ______(have)dinner with friends or family.
When ______(cross) the road , the old man was yun over by a car.
 特殊疑问词+do you think /believe/guess/suppose+…?其中do you think 等通常被视作插入成分，置于特殊疑问词之后。句子的剩余部分为陈述语序，但若把do you think 改为do you know,则句子不再采用双重疑问句，此时句型应为：Do you know why Jane was in such a hurry?
例：1、How do you think the film will end?
2、What do you think has happened before the scene?
Homework
1. Retell their life stories
2. Preview the reading text

Period Two
I. Teaching Aims:
1. Train the Ss’ reading ability.
2. Learn the following words and phrases: create, scene, script, studio, work on, take off, blockbuster, cut---in pieces, dinosaur, go wrong, follow-up, cruelty, win over, in the end, etc.
II. Important points:
1. How to make the students understand the reading text better.
2. Learn and master the following phrased: work on, take off, cut---in pieces, hit, go wrong, win over, in the end, owe---to---
III. Difficult points:
1. The differences between the following pairs of words or phrases: be afraid of doing sth./ be afraid to do sth., high/ highly
IV. Teaching methods
1. Fast reading to get a general idea of the text.
2. Question-and-answer activity to get the detailed information in the text.
V. Teaching procedures:
Step 1 Review
Talk about Meryl Streep and Keanu Reeves
Step 2 Lead-in
Introduce the new topic of directors. Show some clips of White Shark, Forrest Gump to get the students interested in the director. Show some pictures of Steven Spielberg.
Step 3 Presentation.
Skim the text with the following questions (show two questions on the flashboard).
How many parts can we divide the text? Why?
In which order is the text organized?
Step 4 Listening
Listen to the text to get more information part after part. For each part, get the students to find key sentence and read again and then answer more detailed questions.
Step 5 Retelling
Write a summary of Steven Spielberg’s life story with the help of these time clues.
1946→at the age of 12→at the age of 13→at the age of 16→1975→1982→1993→1999
Help the students to get a summary like the following:
Steven Spielberg was born in 1946 in a small town in America. He started making short films when he was still a young boy. In 1959,he won a prize for a short film. He made a film called Fierlight at the age of 16. Jaws, one of his films, is about a big white shark that attacks swimmers who are spending holidays in a small village by the sea. Spielberg has also made two films about outer space, one of which is called ET. It is about a young boy who makes friends with a small creature from outer space. The other is Jurassic Park. It is about a very rich man who keeps different kinds of dinosaurs when the park is hit by the storm.
Step 6 Activity:
Free talk(learn more about western culture)
what do you know about Steven?
What does he want to show us in most of his films?
What makes him produce such films?
Homework:
Retell Spielberg’s life story.


Period Three
I. Teaching Aims:
1. Review the words learned tin the last two periods.
2. Learn the Attributive Clause with prepositions.
3. Learn the Attributive Clause introduced by relative adverbs “where, when and why’.
II. Important points:
1. The usages of “prep.+ the relative pronoun”.
2. The usages and functions of the relative adverbs.
III. Difficult points:
1. The choice of the prepositions in the attributive clause.
2. The choice of the relative adverbs.
IV. Teaching methods
1. Consolidate the words learnt using the review method.
2. Individual or pair work to make every student work in class.
V. Teaching procedures:
Step 1 Review
Ask the students to retell the text.
Step 2 Language points
List the following phrases on the screen and ask the students to read the complete
sentences out in the text and try understanding what they mean and how they are used.
take off, from outer space, do some research, go wrong, man-eating animals, in the film, industry, follow up, owe…to, in total, grow up, run after, cause trouble, think highly of, make comments on…
Step3.Some other points
1. During the 1980s and 1990s she won many more prizes while acting in famous films such as …
win a game / a prize / an honor…
win against/over sb
beat/defeat sb
Our team won the game 8 to 7.
He won by five points.
He won her love at last.
2. The reason why he could not go there was that his grades were too low.
For this reason, 因为这个理由
the reason for sth/doing sth
The reason why…is that….
This/That/It’s because….
3. This was the moment when Spielberg’s career really took off.
(1)career n.
follow a business career
have a great career as a pianist
He planned to make law his career.
(2)take off
Take your coat off.
You should take your toys off the table.
The plane took off very smoothly.
4. When the park is hit by a storm, things start going wrong.
go wrong/ bad/ blind/ grey
5.Steven Spielberg said that he owed much of his success and happiness to his wife and children.
owe… to… 受到恩惠…, 归功于…
We owe a great deal to our parents and teachers.
I owe it to you that I am still alive.
owe n. 欠, 负债
I owe $ 100 to my uncle. = I owe $ 100 to my uncle.
How much do I owe you?
6. English-speaking countries
Fun-making people
Peace-loving Chinese
Snow-covered mountains
Home-made cookies
Ask the students to do the following exercises on the screen if time allows:
1. –-How long have you ______your wife ?
__Almost 20 years.
A. got married to B. married C. been married with D.been married to
2. The plane ______at 9:30 I must check in now.
A. is going to fly . B. takes off C. will take over D. is to take up
3. She ______all her success to her parents
A. got B. seized. C. owed D. owned
4. Have you any ______to make on the recent developments?
A. role B. award C. comment D. scene
5. His dream ______to China never_____
A.of coming ; came true B. to come ;came true C. of coming ; realized. D. to come; was made true
6. How much time do they spend______English among______each day?
A.practising spoken; themselves B. in practice speaking ;themselves C. in practising to speak ;themselves D. in practising to speak ,them
7. As director of the company, I can’t______three weeks away from work.
A.carry B. cost C.pay D. afford
8. Not only I but also Jane and Mary______tired of having one examination after another
A.are B. is C.am D.be
9. Frank is the kind of person whom people like to _______
A. make friend with B. make friends of C. make friends D. make friends with
10. The boy was afraid ______behind others , so he was afraid ______out for play.
A.to fall ;to go . B. of falling; of falling C. of falling to go D. to fall ;of going
Homework:
Do the Workbook Ex.2-3

Period 4
I. Teaching Aims:
1. Do some reading work.
2. Practise making comments and giving opinions.
3. Revise the attributive clause with some practice on the screen if time permits.
II. Important points:
1. How to train th

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