ࡱ> vxstu)` RQbjbj2It58F$j$=BBB $|hr3aq "qq3pq8 q hE W-q% 05Vk|V EVEB>,$зBBB33BBBqqqq===l  ===  Unit 1 The world of our senses Period 1 Welcome to the unit Teaching goals Enable the students to talk about the functions of peoples five senses and give example of any people who have made great achievements even if they have lost one of their senses. Help the students learn how to describe the functions of the peoples five senses and give example of any people who have made great achievements even if they have lost one of their senses with the target language in this unit. Teaching important points Talk about the functions of peoples five senses and the relations between them. Teaching difficult points How to describe people who have made great achievements even if they have lost one of their senses. Teaching methods Discussion, listening and speaking. Teaching aids A tape recorder, a projector and a computer. Teaching procedures and ways Unit 1 The world of our senses Period two Reading Teaching goals Enable the students read a story about a woman lost in the fog. Help the students learn how to analyze the elements of a story and learn the reading strategy of a story. Teaching important points Help the students to read a story about a woman lost in the fog. Teaching difficult point How to identify the elements of a story. Teaching methods Listening, skimming, scanning and discussion. Teaching aids A tape recorder, a projector and a computer. Teaching procedure and ways Step1 self-study ;Nf[`N N0͋Glw`NYePg,{2 3u (We-N~bQ NRUS͋Tw v^QQNNv-Nea`0 1.mist(L2)______________ 2.forecast(L3)_______________ 3.once(L7)________________ 4.fare(L8)___________ 5.observe(L14)____________ 6.rest(L16051)______________ 7.narrow(L21)_________ 8.approach(L22)___________ 9.beat(L25)__________________ 10.still(L29)___________ 11.stare(L33)______________ 12.rare(L53)________________ 13.that far(L11)___________________ 14.in sight(L20)____________________ 15.wish for(L28)___________________ 16.watch out for(L37)__________________ 17.come to ones aid(L50)_________________ 18.in relief(L50)_______________________ N0fast read 1. What is the story about? A young _____________ lost in the _____ 2. Where did Polly live? At _______ _______ Street 3. Who helped Polly_________________________________ Step2 groupor pair work T\Ocvz Reading Strategy 1.a plot 2.main characters 3.a certain time period 4.a place 5.a problem to be solved 6.a climax or a surprising ending ___ Listening and rading Fog T or F  ( )1.The fog was very thick in the morning. ( )2.When Polly got to Green Park, the weather turned out to be fine. ( )3. Polly got to Green Park by train. ( )4. The old man carried an umbrella in his hand. ( )5. After arriving at home, Polly invited the old man to her home for a rest and he agreed. Reading 3 ( )1. The man who helped Polly out of trouble was_____. A. an old man who always gets lost in the heavy fog. B. the man who watched Polly on the train C. a man who would do something bad to her. D. a blind man whos tall, helpful and grateful. ( )2. When did Pollys experience happen? A. In the early morning when it was still dark outside. B. In the afternoon when Polly was on her way back home. C. On a foggy night when everybody had to take a train. D. At lunch time when Polly was out buying some lunch. ( )3. The writer mentioned the two unnamed men in order to show that ______. A. Polly was in danger. B. they wanted to help her. C. they would do something bad to her. D. Polly was too nervous. ( )4. The story is mainly developed_______. in spatial(zzv) order. B. in time order. from least to most important. D. from most to least important. Stpe3 presentation Ask some members of some groups to give their answers to the class.The others or the teacher gives some comments. Step 4 practice h~`NeVR_ When Polly left home that morning, the city was already covered in a grey mist. After work, she (1)s_____________out into the fog and wanted to take her usual bus. But the fog is too thick for the bus to run (2)____________far. As Polly (3)o____________the passengers on the train, she (4)s _____that she was being watched by a tall man in a dark coat. While the rest of the passengers were getting out, she (5)g _____ at the faces around her. The tall man was (6)n _____ to be seen. When Polly got out of the station, the fog lay like a thick, grey cloud. There was no one in (7)s _____ . As she walked along, she heard the sound of footsteps, but by the time she reached the corner of the street, the footsteps were (8)g ______ . Suddenly Polly felt a rough hand brush her face and she heard a mans voice in her ear saying Sorry. She could feel her heart (9)b _______ with fear. To her surprise, the man (10)t______________out to be a kind blind man who wanted to help people in the fog. Step 5 Homework 1.S Yge0 2.[bf[Hh[~P53 v~`N. 3.`N NNev[f[Hh f[,ge-N͑p. Unit 1 The world of our senses Period three Reading (2) Teaching goals: Help students understand fully of the text. Deal with some difficult sentences and useful language points Teaching important and difficult points: mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, cant help doing, Teaching methods reading,practice Teaching aids Multi media and blackboard. Teaching procedure and ways: Step 1 check the answers Ask some students to write the answers of their homework on the BB. Check their answers with the class as a whole, discuss the hard ones.. Step 2 self-study ;Nf[`N N. (We,{Nk1---5L -N~b0R NRUS͋bw v^ыb-Ne0 1.fog warning(L1) ___________ 2. left home(L2) ___________ _ 3.covered in a grey mist(L2)___________ _ 4. at lunch(L3) 5.forcast(L3)__________ _ 6.a thick fog(L3)__________ __ 7. left work(L4)________ 8. stepped out into __________ 9.wondered ____________ _ 10.running___________ 2. Ask the students to read aloud the first and two paragraphs by themselves. Step 3 group work language points 1.0SS0(L2)When Polly left home that morning, the city was already covered in a grey mist. ly_[v)Yehf ُ^W^]<{i(Wpp}vrvl-N0 cover(ulcvz: `$She covered her face with her hands. yY(uyYvSKb __ yYv80 a$It took them four days to cover 150 miles. NNNV)YeMb _____ 150 ̑0 b$How many pages have you covered? `O]~ ___ Y\u 0R_~\~0 cover va`R+R/f`$ ; a$ ; b$ . 2.0SS0(L5) she wondered if the buses would still be running wonderы:N___________________________ T8^c[NS0 `$ I wonder who she is. b yY/f0 a$.I wonderthat she has won the race. b yY]~b_N!kk[0 b$ She wondered whether you were free that morning. yY`wS `O)Ye N gzz0 c$ I wonder if he will succeed. b`wS N\ObR0 no wonder ... 0)nc:y0 wonderTbcif bwhether_[NSe if bwhetherv-Nea`/f 0 step4 practice (kzzN*NUS͋) When Polly 1 home that morning, the city was already 2 in a grey mist. At lunch, the radio 3 that the mist would become a thick 4 in the afternoon. At four oclock, Polly left work and 5 out into the fog. She 6 if the buses would still be 7 . Step 5 Discussion Ask the students to discuss their answers. Step 6 presentation and explanation Ask some groups to give their answers to the class. Discuss the difficult ones. Step 7 Homework 1.S Yge0 2.[bf[Hh[~P54 v~`N.. 3.`N NNev[f[Hh f[,ge-N͑p. Unit 1 The world of our senses Period four Reading (2) Teaching goals: Help students understand fully of the text. Deal with some difficult sentences and useful language points Teaching important and difficult points: mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, cant help doing, Teaching methods reading,practice Teaching aids Multi media and blackboard. Teaching procedure and ways: Step1 self-study;Nf[`N Ask the students to read the text paragraph2-4,find the following words, and write out their Chinese meaning. 2Ask the Ss ti read the text aloud after the Mp3,or by themselves. Step 2 group workT\Ocvzlanguage points 1. (L7) Once out in the street, she walked quickly towards her usual bus stop. Neg0R'YW N yY1\__0Wg_8^XNfvfzpS0 Once out in the street vS_N Once (_she_ __was_ )out in the street0once_[ rNS0(WNS;NN;NS;NNe NSSweu ___ 0Y Once __________ (see), it will never be forgotten. Once work out , the plan must be carried out. First aid, if properly__________ (do), can save a person s life. I won t go to the party unless (I am)__________ (invite). 2.(L7) The truth is that it is too foggy for the bus to run that far.N[ N/f*YSmN f N_HN܏0 ُ*NSP[-Nv$N*Nthat (ul/f N Tv0 (1) S-N,{N*Nthat_[v/f __ NS0Y The reason he did not come is that he was ill. Nl gegvSV/f_________________________ (2) ,{N*Nthat (bthis) (WdkYI{Nso ы:N ___________ 0Y Can hard work change a person that much? pv]\O9eSN*NN_________YT You see, a fog ___________ bad is rare.(Page3 Line53) `O,Tb ُHN||v_\0 3.(L14--15) As Polly observed the passengers on the train, she had a feeling that she was being watched by a tall man in a dark overcoat.S_lSbϑ0WfS̑vXN[e yYa0Rck(WNMOz@wўr'Ycvؚ*NP[7uNlƉ@w0 observe(ul observe sb doing sth w0RgNck(WZPgN0 observe sb do sth w0RgNZPNgN 4.(L16) While the rest of the passengers were getting out, she glanced at the faces around her. rest(ulcvz `$The doctor told her to get/have a week s rest. ;SuJTɋyYN*Nfgv 0 a$We eat some of the bread and keep the rest for lunch. bNTcNNbS v^b____________Yu\O-N0 restva`R+R/f`$n. a$vt. b$n. Practice: (ubeR͋kXzz0 t$ The rest of his life ________ spent in prison. NvYOu(Wr-N^Ǐ0 u$ The rest of the books__________on the shelf. iRYOvNfN(WgP[ N0 the rest vof+n. \O;Ne 틨R͋1u_______________Q[ Step3 practiceh~`N 1. _____ you have got used to it, you ll like it. A. While B. On the condition C. Once D. Unless 2. The reason why he was late for school was his bike was broken on the road. A. that B. which C. when D. how 3. The stranger was observed the store last night. A. to enter B. enter C. entered D. entering 4. I have done much of the work. Could you please finish _____ in two days? A. the rest B. the other C. another D. the others 5. The dictionary is to be found. A. anywhere B. everywhere C. nowhere D. wherever Step 4 discussion Ask the students to discuss their answers. Step 5 presentation Ask some groups to give their answers to the class. Discuss the difficult ones. Step 6 Homework 1.S Yge0 2.[bWb P90 v~`NA1.. 3.`N NNev[f[Hh f[,ge-N͑p. Unit 1 The world of our senses Period five Reading (3) Teaching goals: Help students understand fully of the text. Deal with some difficult sentences and useful language points Teaching important and difficult points: mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, cant help doing, Teaching methods reading,practice Teaching aids Multi media and blackboard. Teaching procedure and ways: Step1 self-study;Nf[`N Ask the Ss to read the text ,find out the meaning of the following words and phrases,try to remember them. Ask the students to read the text aloud(from L19-31) Step 2 group workT\Ocvzlanguage points 1. (L22)but by the time she reached the corner of the street, the footsteps were gone. S_yY0RWSb҉YveP ekXm1YN0 S-Nwby the time va`/f , vS_N _____ `$S_NN0ȒُveP bN\]~[bN]\O0 By the time they get here, we'll _____________ ____________ (finish) the work. by the time + N,s(WeNS ;NS(u\eg[be h:y;NSR\O\HQSu0 a$S_b0Rfze kpfe]~_pN0 By the time l got to the station the train ___________ already ___________(go). by the time + N,ǏSe ;NS(uǏS[be h:y;NSR\OSu(WNSR\OKNMR0 b$S_bT[mveP N]~aw@wN0 By the time I finished eating, he ___________be already asleep. S_;NSv ghr`vbeR͋e ;NS8^ N(u[be`0 2(L25) She could feel her heart beating with fear. yYa0R1uN[`]v_(W0x0xqN0 `$ S-NWithv-Nea`/f____________; YQ_Sb tremble cold/horror  with means  because of Her face turned red anger. a$ beat v. RQSbbSbSb% ǏS_ _______ ǏSR͋ ______n._󍂂b ы NRSP[ 1 He s still alive I can feel his heart beating. ______________ 2 He beat me at chess. ______________ 3 The rain is beating at the window. ______________ 3(L28---29)Now she wanted to run, but fear held her still. s(WyY`0Rv/fэc FO/fP``OyYNR_N NR0 `$ hold vt. OOcyr[MOnbrQ ___________ your head ____________ (bw`Ov4Yeg) for three minutes. The man ____________ the door _________ (^e_). a$ы NRSP[ 1 The sea was calm and still.. ______________ 2 The room was still at the end of the speech. ______________ 4.glance at stare at glare at It is rude to _______ people like that. He ________ the clock and hurried away. 5. in sight out of sight 6.set off 7. narrow narrow-minded 8. approach to  el :  way of / to do  method of means of/ to do Step3 practiceh~`N N0USy b 1. He got to the station early, _____ missing his train. A. in search of B. instead of C. for fear of D. in case 2. If you wish _____ peace, be prepared _____ war. A. at; with B. for; at C. for; for D. with ; at 3. Your football team _____ ours last Sunday, but we _____ the game yesterday. A. beat; beat B. beat; won C. won; won D. won; beat 4By the time you come back from America, we our school. A. leave B. left C. have left D. will have left Step 4 discussion Ask the students to discuss their answers. Step 5 presentation and explanation Ask some groups to give their answers to the class. Discuss the difficult ones. Step 6 Homework 1.S Yge0 2.[bf[Hh[~P55-56 v~`NV. 3.`N NNev[f[Hh f[,ge-N͑p. Unit 1 The world of our senses Period 6 Language Points (4) Teaching goals: Help students understand fully of the text. Deal with some difficult sentences and useful language points Teaching important and difficult points: mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, cant help doing, Teaching methods reading,practice Teaching aids Multi media and blackboard. Teaching procedure and ways: Step1 self-study;Nf[`N Ask the Ss to read the text (L32-L55),remember the following words and phrases. Ask the students to read aloud this part of the text by themselves or after the Mp3. Step 2 group workT\Ocvzlanguage points 1.(L32) a hand reach out and grasped her arm. NSKb8OQegbOOyYvKb0 reach(ulcvzы NRSP[-Nvreach 1 Suddenly the man reached for the knife. ______________ 2 We can t reach the apples on the top of the tree. ______________ 3 You can reach Tom at home on 9885274. ______________ 4 You can reach there in half an hour. ______________ within one s reach (WgNY_@wvVKNQ out of / beyond one s reach QgNY_@wvVKNY 2.(L37)watch out for the step here. Yu_ُ̑vS60 (2) Watch out ! There's a danger ahead. \_! MRb gqSi0 watch out for /f Yuagir Tc____________͋\O[0 watch out /f S__ /fN*N{wvHyOS0SNrzO(u T NcNUObR0 3(L40) I can't see your face, but you sound young. b w N`Ov8 FO`OvX,T NS_t^{0 sound nX; vt.& vi. (O)SQXT |R͋,Tweg dkeT8^c ____ ͋\Oh0Y That music sounds beautiful. PN,Tweg_O0 4(L40).It gives me a chance to pay back the help that people give me when it s sunny. ُ~NbN*N:gO bSN (Wtf)Y̑NN@b~Nbv.^RN0 pay for b/eN& & v9(u pay off P؏ ؏n pay back Vb 5.(L54---55)A blind person like me can t get across the road without help, except in a fog like this. Pbُ7hvwP[lN.^R/fl gRlzǏWS d^/f(Wُ7hv'Y̑0 ы NRSP[-Nvget across t$ The explanation did not get across to the class. ُ*Nʑl ghQs Tf[_____________ u$ He didn t get his explanation across to the class. Nl gThQs Tf[___ Nvʑ0 6.the darkness n. ўf;4;!j|;ew dark adj, ўfv mrv;!j|v;ewv;_v 7.hesitate to do sth. hesitation without hesitation 8. Come to one s aid 9. In relief 10. Be off 11. Except besides: d& & KNY \ gb؏ g& & except for: teSO-NvR'`( N T except that clause Step3 practiceh~`NN0USy b 1. I keep medicines on the top shelf, out of the children s . (2004,)Y%m) A. reach B. hand C. hold D. place 2. ----How are you managing to do your work without an assistant? ----Well, I some how. (2006͑^ No.28) A. get along B. come on C. watch out D. set off 3. Let the children go away. They re making too much here.([) A. noise B. voice C. sounds D. noisy 4. He all the debts on time A. paid back B. paid for C. paid in D. paid off 5. Did your speech ____ the audience? A. get through to B. get across to C. get through D. get across Step 4 discussion Ask the students to discuss their answers. Step 5 presentation and explanation Ask some groups to give their answers to the class. Discuss the difficult ones. Step 6 Homework 1.S Yge0 2.[bWb P90 v~`NA1. 3. QY؞Qe-NvUS͋Tw0. Unit 1 The world of our senses Period 7 Word power Teaching aims: Get to know different parts of speech of words. Learn words and expressions related to weather. Encourage students to learn to remember and practise what they learn by listening and translation. Teaching important points Help the students to know a word have different part of speech and meanings.. Teaching difficult point How to help Ss remember the part of speech and meanings of the words.. Teaching methods Reading ,practice, and discussion. Teaching aids A multimedia and Bb. Teaching procedure and ways Step1 self-study ;Nf[`N Task 1: Parts of speech (͋'`) 1 Read the following sentences from the READING part and tell the part of speech(͋'`) and meaning of the underlined words.. % 1. Once out in the street, she walked quickly towards her usual bus stop. L7 2. Here we are, King Street. he stopped. L49 % 3. While the rest of the passengers were getting out, she glanced at the faces around her. L16 4. Would you like to come and rest for a while? L 50 51 % 5. Once out in the street, she walked quickly towards her usual bus stop. L7 6. I was young once. L 42 % 7. Polly left work and stepped out into the fog. L4 8. Now we are at the crossroads. Turn left here. L43 % 9. She wondered if the bus would still be running. L4 5 10. Now she wanted to run, but fear held her still. L28 Step 2 Finish partA Part B on Page 6 Task 2 Describing the weather 1 Read the dialogue in Part A with your partner. 2: Read the weather report for today in Part B and the symbols below it, using dictionary to help you find out the meaning of each word used to describe weather. cloudy_____________ shower_____________ fine _____________ mist_____________ thunder/lightning_____________hurricane_____________[egn:f[yQZXXK] storm_____________ 3: Complete the weather forecast for tomorrow with the help of the symbols and the three pictures below. (the short passage in Part B) Step3 practice Target detection (vhhKm) Use the words below and the correct part of speech to complete the sentences below. time 1. Itll take you a long ____to learn English well. 2. I have seen the movie three_____. present 1. The _______situation in Middle East is very dangerous. 2. The chairman himself _________the first winner the prize. 3. The child received a lot of _________in the Spring Festival. cause 1. 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Traffic accidents in New York are on the _________. 3. The library has _________ its collection(6eυ) of books ________ one million.[egn:f[_y_Q] 4. The population of this town _________ _________ five percent last year. Step 4 discussion Ask the students to discuss their answers. Step 5 presentation and explanation Ask some groups to give their answers to the class. Discuss the difficult ones. Step 6 Homework: Preview grammar---noun clauses. Unit 1 The world of our senses Period 8 Grammar and usage (1) Teaching aims: 1. Make sure the students understand what the noun clauses are. Students should know the different use of noun clauses. Learn to use conjunctions: that, if/whether. Teaching important point The usage of noun clauses. Teaching difficult point How to teach students to use noun clauses. Teaching methods Question-and-answer method, pair work and group work. Teaching aids A multimedia and Bb. Teaching procedure and ways Step1 reading before class MR Ask the students to read the words or sentences in the part of word power. Step2. Making the study goals clear fnxvh Learn something about the noun clauses. Step3 self-study ;Nf[`NIntroduction to noun clauses What is noun? What is the use of noun? What is noun clause?(by reading some sentences): At lunch, the radio forecast that the mist would become a thick fog in the afternoon. She wondered if the buses would still be running. The truth is that the fog is too thick for the bus to run that far. What surprised me most was that the old man couldn t see anything. 1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. 2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence. Ask students to read the two sentences in which it is used as an preparatory object. 3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be. 4. Explain to students what apposition means. Then have the students read Part 4. Bob is our monitor. What we need is more money \O;N틄vSN/f_______͋,_NSN/f__________ I don t know the answer. I don t know what the answer is . \O[틄vSN/f_______͋,_NSN/f__________ The answer is right. The truth is that the fog is too thick. \Oh틄vSN/f_______͋,_NSN/f__________ Lu Xun, a famous writer, is well known for his novels. The news that he couldn t come made us upset. \O TMO틄vSN/f_______͋,_NSN/f________ Step4. group work T\ONAm `O;`~QNHNS T͋'`NST[vy{|T N0 T͋'`NS{N 1[IN (WSP[-Nw________\O(uvNSy:N T͋'`NS. 2[Sb_____________ _____________ _____________T________________0 N0 T͋'`NSv_[͋ A0ޏcN͋_______ _______ _______ _______ ______ B0ޏcoR͋_______ _______ _______ ________ C0ޏc͋ _______ _______ Practice and discussion h~`N A. $Re NbTS-N+T gNHNNS v^(ubSbQNS0 1.She believed that he had not told her the truth 2. I hope that Polly will be OK. 3. Why he left wasn t important. 4. My question is whether Polly can find her way home. 5. Where he has been is still a puzzle. 6. She had a feeling that she was being watched. 7. This is why he loves sports. 8. I am interested in what he is doing. 9. The news whether our team has won is unknown. 10.What my father offers to me is great help. B. Ask the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know what they need to do and that they can identify all the noun clauses.Ask the students to discuss their answers. Step5 presentation and explanation U\:ypċ Ask some groups to give their answers to the class. Discuss the difficult ones. Step 6 Assignments: Read the article pleasant smells reduce pain? Underline all the noun clauses you can find. Unit 1 The world of our senses Period 9 Grammar and usage (2) Teaching aims: 1. Make sure the students understand what the noun clauses are. 2. Students should know the different use of noun clauses. 3. Learn to use conjunctions: that, if/whether. Teaching important point The usage of noun clauses. Teaching difficult point How to teach students to use noun clauses. Teaching methods Question-and-answer method, pair work and group work. Teaching aids A multimedia and Bb. Teaching procedure and ways Step1 reading before class MR Ask the students to read the words or sentences in the part of word power. Step2. Making the study goals clear fnxvh Learn something about the noun clauses. Step3 self-study ;Nf[`Npractice on noun clauses (1). 1.______ the baby could speak made his parents very happy. A. That B. What C. Why D. If 2. I wonder ____ you will go shopping or stay at home. A. that B. when C. whether D. what 3. This is _____ he was often late for school. A. what B. that C. why D. whether 4. We all know the truth ____ the earth ____ around the sun. A. if; moved B. that; moves C. why; move D. whether; move (2). Noun clauses beginning with that or if/whether. P10---part3 1. Ask the students to read Part 1, which is about using that to introduce a noun clause. 2. Have students read Part 2, which is about using if or whether to introduce a noun clause. (3). 1. Ask students to finish exercises on page11. 2. Do some exercises. (uwhether ؏/fif bT 1. I asked her __________ she had a bike. 2. We re worried about _______ he is safe. 3. I don t know _________ he is well or not. 4. I don t know ___________ or not he is well. 5. The question is ____________ he should do it. 6. I don t know ___________ to go. 7. I wonder ______________ the news is true. 8. He was not sure __________ it was right. 9. We haven t decided _________ to attend the meeting or not. 10. I don t know ____________ or not he finally found his missing bike. 11. The question is _________ the film is worth seeing. 12. It all depends on ___________ he will support us. 13. Please let me know ___________ you like it. Step4. group work and discussion T\ONAm Ask the students to discuss their answers. Step 5 presentation and explanation U\:ypċ Ask some groups to give their answers to the class. Discuss the difficult ones. Step 6 Assignments: Finish exercises of Part A and Part B on P11 and C1 on wb P92 Unit 1 The world of our senses Period 10 Grammar and usage (3) Teaching aims: 1. Make sure the students understand what the noun clauses are. 2. Students should know the different use of noun clauses. 3. Learn to use conjunctions: that, if/whether. Teaching important point The usage of noun clauses. Teaching difficult point How to teach students to use noun clauses. Teaching methods Question-and-answer method, pair work and group work. Teaching aids A multimedia and Bb. Teaching procedure and ways Step1 reading before class MR Ask the students to read the sentences in the part of grammar on P8. Step2. Making the study goals clear fnxvh Learn something about the noun clauses. Step3 self-study ;Nf[`Npractice on noun clauses _[͋ that vweu `$that _[[NSe SNweu a$. N͋Tv[NS-Nvthat NSweu; b$. _[ TMONSvޏ͋that (WS-N NEQS_bR l gwQSOa` NSweu0 c$It \Ob__;N thatNS\Owckv;Ne that NSweu ~N~ NRthatSNweuT 1. I don t think that she is coming. 2. It is a pity that he has made such a mistake. 3. The reason is that he is careless . 4.The news that our team won the match inspired us. 5. He told me that his father had died Step4. group work and discussion T\ONAm TMONSv_[T+R TMONSNSNvQMRbv T͋/f TMOsQ| ُN T͋NPNba T͋fact idea news suggestion, I{0that w_[\O(u N\ObR eIN Nw0 [NSNSNHQL͋vsQ|/fOpNOpvsQ| HQL͋S:N T͋bN͋that w_[\O(u \ObR \O[eSw0 h~`N $Re NRNS/f[NS ؏/f TMONS v^ыQSP[Ila` 1. We expressedh the hope that they had expressed. ( ) 2. We expressed the hope that they would come to China again. ( ) 3. The information has been announced[^ that more middle school graduates will have chance to go to university. ( ) 4. The information that he revealedl2 at the meeting is of great value. ( ) Ask the students to discuss their answers. Step 5 presentation and explanation U\:ypċ Ask some groups to give their answers to the class. Discuss the difficult ones. Step 6 Assignments: Finish exercises of Part A and Part B on P11 and C1 on wb P92 Unit 1 The world of our senses Period 11 Grammar and usage (4) Teaching aims: 1. Make sure the students understand what the noun clauses are. 2. Students should know the different use of noun clauses. 3. Learn to use conjunctions: that, if/whether. Teaching important point The usage of noun clauses. Teaching difficult point How to teach students to use noun clauses. Teaching methods Question-and-answer method, pair work and group work. Teaching aids A multimedia and Bb. Teaching procedure and ways Step1 reading before class MR Ask the students to read the sentences in the part of grammar on P10. Step2. Making the study goals clear fnxvh Learn something about the noun clauses. Step3 self-study ;Nf[`Npractice on noun clauses N0 T͋'`NSv틏^ T͋'`NSBlO(uHS틏^ How was he successful is still a puzzle.  How he was successful is still a puzzle. " Could you tell me where he lives? ( ) Could you tell me where does he live? ( ) N0 T͋'`NSޏc͋v (u (1) that Twhat v (u that T what S_[@b gv T͋NS0FO/f whatdwޏc\O(uY ؏(W T͋'`NS-NEQS_bR SZPNSv;N0[0bh0 that(W T͋'`NS-N NEQS_NUObR Swޏc\O(u0 1. __________ he wants is a book. 2. _________ he wants to go there is obvious. 3. The result is ________ we won the game. 4. This is _________ we want to know. 5. Is _________ he told us true ? 6. We should pay attention to __________ the teacher is saying. 7. I have no doubt _________ he will come. 8. I have no idea _________ he did that afternoon.(2) if Twhether v (u if Twhether g /f&T va` FO geS(uwhether S(uwhetherv`Q 1)Nor notvcޏ(ue, S(uwhether(sSwhether or not), N(uif (sSif or not) 2) _[hNST TMONSe 3) _[;NNS NMONSe 4) _[N͋Tv[NSe 5) TbvcߍR͋ N[_e 6) if_wgkINe0 1. I asked her __________ she had a bike. 2. We re worried about _______ he is safe. 3. I don t know _________ he is well or not. 4. I don t know ___________ or not he is well. 5. The question is ____________ he should do it. 6. I don t know ___________ to go. 7. I wonder ______________ the news is true. 8. He was not sure __________ it was right. 9. We haven t decided _________ to attend the meeting or not. 10. I don t know ____________ or not he finally found his missing bike. 11. The question is _________ the film is worth seeing. 12. It all depends on ___________ he will support us. 13. Please let me know ___________ you like it. Ask the students to discuss their answers. Step 5 presentation and explanation U\:ypċ Ask some groups to give their answers to the class. Discuss the difficult ones. Step 6 Assignments: .[b 0ekekؚ[~ 0 P597-58 USykXzz Unit 1 The world of our senses Period 12 task Teaching aims: 1. Make students know the chain of a story. 2. Train students ability of telling a story effectively by using pictures with speech bubbles. 3.Improve students ability of writing a story by using adjectives and adverbs. Teaching important point Get the students to learn how to plot a story, how to identify different elements of a comic strip and how to use adjectives and adverbs properly in writing stories. Teaching difficult point Get the students to learn how to plot a story. Teaching methods Question-and-answer method, pair work and group work. Teaching aids A multimedia and Bb. Teaching procedure and ways Step1 reading before class MR Ask the students to read the sentences in the part of task on P12. Step2. Making the study goals clear fnxvh Learn something about plotting a story. Step3 self-study ;Nf[`N Check homework. Suggested answers to Exercise C2 on wb page 92. Step4. group work and discussion T\ONAm Plotting a story (Skills building 1) Ask students to read the story on page 12 and finish the exercise of part A and B. Ask students to do exercise of step 1. completing a checklist 1. Listen to the tape and work out the main information in each part. recognizing different elements of a comic strip (Skills building 2) 2. In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Step 5 presentation and explanation U\:ypċ Ask some groups to give their answers to the class. Discuss the difficult ones. A sample ending: Sandy s mom came. Sandy told her mom about what happened. Her mother said,  My dear. You must be dreaming just now. It s late, let s go home. The girl felt a little disappointed. She looked at the painting again. She found Mona Lisa was smiling to her as if she were saying goodbye to her. Step 6 Assignments: 1. Review what we have learnt today. 2.[b 0ekekؚ[~ 0 P59 W@x=[I US͋hKm IIwhKm 3.Preview Skill building 3. Unit 1 The world of our senses Period 13 task Teaching aims: 1. Improve students ability of writing a story by using adjectives and adverbs. 2. Telling a story after learning the three skills. Teaching important point Get the students to learn how to use adjectives and adverbs properly in writing stories. Teaching difficult point Get the students to learn how to plot a story. Teaching methods Question-and-answer method, pair work and group work. Teaching aids A multimedia and Bb. Teaching procedure and ways Step1 reading before class MR Ask the students to read the sentences in the part of task on P162. Step2. Making the study goals clear fnxvh Read and find out adjectives and adverbs properly in writing stories. 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L ]  x  C z "  V h/a+EK[ew Hq4EVeD\6I2= Z[R5M4EOb~ B k .!?!P!_!{!!!""a"""f###$X$$$$8%g%%%%%&&'g'q''' (*(n((((%)9)m))*K***+c++++,',w,,,,,,,,,,--<-z--f.w......M/S///0V0o0000N1|111142s222293u334 44445X55555676n6666747n777=8~888809A9K9a9}9~9999997:`:#;4;E;T;p;;;;J<p<<< =U===>,>Z>>>>:?Z?~??$@P@\@@@FAAAAA(B=BJBXBgBBBBBC[CCCDXDDDE+E{EEEE-F>FHF\FrFFFFFGzGGGGCHTHwHHHHHHfIIIRJJJJ9KsKKKL8LjLM?MmMMMKNsNNNOFONOOOP P=PnPPPPQJQQQR-RQRRRRRRRS&SfSSSSTTETVTTTTTT8UbUUUUVoVVV(WW:XXYaYuYYYZ$ZmZZZ [[([J[[[[[\#\>\p\\\\]B]b]]]]^_P_e______``U````` a8aIaaaaaa+bUb}bbb#c[ccccq?q^qqqq r=rVrqrrrrr ss=s]ssss%t0t?tlttttt uu8uau|uuuv?vvw"wdwvwwwwwwexxxxyPyyyz6z7zbzzzz { { { {{{{{0{C{R{~{{/|H||}6}G}}}}}}}!~K~s~~~~~~~~~~~~~~~$wxyz{H9؁.Â؂!=>?@ABCDEFGHIJKLMNm-΄߄#8Vv*BCDEFGHILORUWXY[]c0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 000000000000000000000000000000000000000000000000000000000000000 0 000000000000000000 0 0 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000%00p%00p%00p%00p%00W0%00H:m%00W0%00p00=>MPk@]^_`abcdefghijklmnopqrs0t?tltttt uuuuv?vvw"wdwvwwwwwwexxxxyPyyyz%00@%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00%00@0@000 @000 @0@0@0@0@0@0@0000@0000@00@00@00@00@00@00000@00@00@00@00@00@00@00@00@00@0@0Z00%00p O%,2:C IbMpTY`h^nu6x>#'*6;PBDpJ&OQQHNPRTVXZ\^`aceghjlnoqg /&06: FL(Q~\dkPu}2ˏZ `"^(*/&9H?C6KxNhQQIKLMOQSUWY[]_bdfikmprQJ !  /Xb$Aڏj oSb$2h¬$VaS s>@ 0(  B S  ?(    R  e,gFh9C"  pssss$8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace ?fqgqqqss%t5z7zzz {{{{{8{9{?BHIIKKLLNOQRTVY[^bc~/aii^qqvv0{C{!~~!?mIc~fqgqqqss%t5z7zzz {{{{{8{9{?BHIIKKLLNOQRTVY[^bc~((vJ/vJ/:w2:w2`F`F IY IYhh^h`o(.H\H^H`\)\^`\.\^`\.4\4^4`\) \ ^ `\.| \| ^| `\. \ ^ `\)\^`\. h^h`CJo(5.H\^H`\)\^`\.\^`\.4\^4`\) \^ `\.| \^| `\. \^ `\)\^`\.((^(`o(.\^`\)\^`\.P \P ^P `\. \ ^ `\) \ ^ `\.<\<^<`\.\^`\)\^`\.((^(`o(.\^`\)\^`\.P \P ^P `\. \ ^ `\) \ ^ `\.<\<^<`\.\^`\)\^`\. ^`OJQJo("  ^`OJQJo("  pp^p`OJQJo("  @ @ ^@ `OJQJo("  ^`OJQJo("  ^`OJQJo("  ^`OJQJo("  ^`OJQJo("  PP^P`OJQJo(" `F:w2vJ/( IY,+B `p+MD!N'|D-*v ylyb%{E{lQPd+h>Ruk^3:f:,bCw@BBBB\__ ///[[VVEE !#')+-./24767778A9A:;=BCDEFHIJKLMNP@ @(@0@@@$L@(T@,.2h@6p@:>F@L@RTZ@`b@f@jnxz|~@@@UnknownG:Ax Times New Roman5Symbol3& :Cx Arial;NSeN[_oŖў;([SOSimSun;5 wiSO_GB23127&@ Calibri QhC"ܢ"΢"(H ?rD ?rD!Z&!),.:;?]}    & 6"0000 0 0 00000 =@\]^([{  0 0 00000;[SS 3q ?'*2Unit 1 The world of our sensess%fs%f      Oh+'0  ( H T ` lx Unit 1 The world of our sensesNormal40Microsoft Office Word@ @L-@M͛$@ C- ?r՜.+,D՜.+,@   (08 ΢йD' ` ?GKSOProductBuildVer2052-9.1.0.4468  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abdefghijlmnopqrwRoot Entry F`-yData e1TablevWordDocument2SummaryInformation(cDocumentSummaryInformation8kCompObjm  FMicrosoft Office Word ĵ MSWordDocWord.Document.89q