Teaching objectives and demands:
1. After the learning of this unit the students are supposed to master the following words and expressions: wish…every success; congratulate…on; chain; haircut; pin; secretary; forgive; help…out; insist on; painter; repay; owe; roll; trick; play a trick on; tear
2. The students are required to understand and also be able to use the daily expressions in communication (conjecture of the past):
You must have been….
She can’t have been....
She may/might have done....
You might have done….
3. Grammar: in learning the unit, we are going to deal with the grammar “-ing form used as attribute and adverbial.
4. Language use: the students are got involved in listening, speaking, reading and writing practice to improve their language use abilities.
5. Ethics teaching: learn some history about the situation in the eighteenth century France by learning the content of the text the students are aroused to have the sympathy to the peasants in the country and the poor in the cities.
Time arrangement:
This unit is going to be finished in 6 teaching periods, including a unit test.
Key and difficult points of this unit:
1. Grammar: the -ing form used as attribute and adverbial
2. Words and useful expressions
3. Daily expressions in communication
4. Listening and writing practice
Lesson 93
Teaching objectives:
1. Students are required to master the following words and useful expressions: wish… every success; congratulate; congratulate…on…
2. Students are required to revise the everyday English for communication from Unit 19 to 23.
3. Language use: Manipulate listening, speaking practice for the students to use the language.
Teaching methods: Manipulate listening practice and oral practice.
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Start a topic about the French history to lead to the French Revelation.
Step 2. Presentation
SB Page 67, Part 1. Talk about the picture and get the students to tell what they think ids happening. Teach the new words if necessary. Ask the students to tell you what you say when someone is saying goodbye to you. Write the suggestions on the blackboard.
Step 3. Listening
Now listen to the dialogue and find out this information:
① What was the situation when the first dialogue happened? (Susan was saying bye to Mrs. Zhu)
② Who worked in a foreign country, in which country? (Susan, in China)
③ Who will dine Susan? (Xia Su)
Pick out some students to answer the questions loudly to the rest of the class.
Step 4. Reading and explanations
Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think.
(1) I’d also like to congratulate you on your good work in these two years. 我也想祝賀你這兩年來所作出的成就。
congratulate sb. on sth. 意為“因為……祝賀某人；暗自慶幸”，如：
We congratulated Michael on his success. 我們祝賀邁克爾的成功。
I congratulated myself on escaping being knocked down by the car.
我暗自慶幸自己沒被那輛車撞倒。
比較名詞congratulation的用法：
Let's offer Eileen our congratulations on her winning the first prize.
讓我們祝賀艾琳獲得一等獎。(注意congratulation常用復(fù)數(shù)形式)
(2) I’m afraid I'm still not very good at it, though. 雖然如此，恐怕我的漢語還是不太好。
過去我們學(xué)習(xí)過though作為從屬連詞引導(dǎo)的讓步狀語從句。在本句中though是副詞，意為“雖然；但是”。試比較兩種though的用法：
Though it was raining hard, the players didn't stop the game.
雖然雨下得很大，球員們沒有停止比賽。
It was raining hard. The players didn't stop the game, though.
雨下得很大。雖然如此，球員們并沒有停止比賽。
He didn't attend the ceremony though he said he would.
雖然他說他要參加開幕式，但是他并沒有來。
He said that he would attend the opening ceremony, he didn't, though.
他說他將參加開幕式，可他沒來。
Though it is already autumn, it is rather hot. 雖然已是秋天了，還是很熱。
It is autumn already; it is rather hot, though. 早已是秋天了，可是還相當(dāng)熱。
注意though作為副詞使用時需用逗號與前面的句子隔開，一般放在句末。
(3) It’s a pity you missed the sports meeting last night. 真可惜，你沒看昨天晚上的運動會。
It's a pity... 用于對可惜或遺憾的事發(fā)表感嘆，后面常接動詞不定式或that從句，如：
It's a pity for us to have wasted so much time.
It's a pity that we wasted so much time.
我們浪費了這么多的時間，真可惜。
It's a pity to be kept in the house in such fine weather.
這樣好的天氣不能出去，真可惜。
It's a pity that he can't swim. 他不會游泳，真可惜。
Step 5. Practice
SB P67, Part 2. Tell the students that Part 2 is compiled to consolidate the dialogue and ask the students to make a dialogue similar to the one in Part 1.
Step 6. Workbook
Workbook Lesson 93, Exx.1~3. Get the students to do the exercises individually and then check the answers with the students.
Answers: Ex.1 1. C 2.H 3.D 4.F 5.G 6.E 7.A 8.B
Ex.2 1.你喜歡在中國度過的這兩年嗎？
2.我祝你在將來萬事如意。
3.我要為你這兩年的良好工作表現(xiàn)而祝賀你。
4.你遺憾你沒能參加上周的運動會。
5.我恐怕要在周三走了。
6.我想在你走之前請你吃頓便飯。
7.你還記得我們?nèi)齻�一起去野餐的時候嗎？
Ex.3 Situation A:
A: Hello, I have come to say goodbye. I’m leaving on Sunday.
B: Well, have you enjoyed your work in my factory?
A: Yes, very much, the work here is challenging, and the situation is good for my self-development, I’m well paid. And for these years you're so kind to me. I’m really feeling thankful to you.
A:I wish you every success when you are back in China.
B: Excuse me, but I must go. Thank you for everything.
A: Goodbye, Good luck!
Situation B:
Y: Dear Jackie, I have come to say goodbye.
J: What?
Y: I'm going home.
J: Going home? Your home isn't far away; you can go at any time.
Y: Jackie, I mean, I’ll go back to China.
J: China? What do you say? You must be joking. Do you think you can come back to school before classes begin tomorrow morning?
Y: Jackie, Don’t be teasing me, I’m serious. And before I leave, I would like to read you a Chinese poem:
長庭外，古道邊
芳草碧連天
晚風(fēng)拂柳笛聲殘
今宵別夢寒 ……
J: If you must go, I also have a poem for you.
You must do me this honor
Promise me you'll survive
That you'll never give up
No matter what happens
No matter how hopeless
Promise me now
and never let go of that promise……
Y：Jackie, Goodbye
J: Yang Pei. Bye. And tomorrow I'll come round to see you off.
Situation C:
PB: Hello, teacher, I’ve come to say goodbye.
T: Well, good-bye then. Have you enjoyed your three years here?
PB: Yes, thank you. We've had a good time.
T:I wish you every success in the future.
PB: Thank you.
T: What do your like most?
PB: We like Chinese food best, especially dumplings.
T:OK, I’ll invite you to have dumplings this coming Sunday.
PB: Thank you very much. We’ll come early to help you make dumplings. We think it'll be very interesting.
T: See you on Sunday.
Step 6. Homework
(1) Finish off the exercises of Lesson 85 in the workbook.
(2) Look up “Charles Dickens” in an encyclopedia or a literature history book.
Evaluation of teaching:
Lesson 94 The Pianist (1)
Teaching items:
1.Words and useful expressions: chain; haircut; pin; secretary; forgive; help…out;
2. Grammar: revise -ing form used as attribute and adverbial
3. Reading comprehension: skimming and scanning
Key points: 1.Words and grammar 2. Reading comprehension
Teaching methods: Reading-practice
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson 93.
Step 2. Pre-reading discussion
Talk about the picture and ask the students to guess what the text may be about. It is about a pianist who wants to set up a school.
Step 3. Skimming
Now get the students to read the text and answer the question at the head of the text. What does the pianist plan to do? (He wants to set up a special school.)
Step 4. Scanning
Tell the students to read the text more carefully to find out the specific information. Pick out some students to yell out their answers to the rest of class. (The italic parts are possible answers)
1. What is Zheng Jie's job? He is a pianist. He plays the piano.
2.What did Mr. Brain congratulate him on after a concert one day?
He gave a wonderful concert.
3. What are Zheng Jie's future plans?
He wants to start a new music school.
4. What kind of school is he planning to run?
The school I will be open to children with disabilities. It will be a mixed school where not all the children are disabled.
5.What's the biggest problem with his plan?
Money. The School will be expensive to run.
6.Could he get money from a bank? Why couldn't he?
No, none of the banks would lend him money. That’s because he doesn't want to make it a school for rich children only and the school will be expensive to run.
7.What did Mr. Brain ring Zheng Jie for?
Mr. Brain asked Zheng Jie to come over to his home to discuss about the support.
Step 5. Language points
(1) I'd like to invite you to dinner before you go. 我想邀請你吃了飯再走。
invite sb. to do sth. 意為“邀請某人做某事”，如：
The chairman invited me to give my opinion. 主席讓我發(fā)表意見。
He was invited to stay for supper. 他被邀請留下來吃晚飯。
(2) I read about you in the newspaper. 我在報紙上看到了你的情況。
read about 意為“讀到有關(guān)……的內(nèi)容”，如：
I've read all about the accident in the newspaper.
我已在報紙上讀到了有關(guān)這次事故的所有內(nèi)容。
about表示有關(guān)某方面，常見的類似的結(jié)構(gòu)有：
know about 了解有關(guān)方面
learn about 得知有關(guān)方面
hear about 聽說有關(guān)方面
forget about 忘記有關(guān)方面
talk about 談?wù)撚嘘P(guān)方面
(3) I've travelled many miles and I'm very glad I made the effort.
我遠道而來，但是我很高興我沒有白跑。
make...effort 努力，此句中the effort指努力的結(jié)果、做成的事。如：
Finishing the work in one day is an great effort.
一天干完這活是很了不起的事。
effort既是可數(shù)名詞，也是不可數(shù)名詞，它可以構(gòu)成許多詞組，如：
She is sure to make a special effort for you. 她肯定會為你作出特殊努力的。
I'll make no effort to help Sophia. 我不會努力去幫助索菲婭。
We will spare no efforts to prevent them from taking this step.
我們會不遺余力地阻止他們采取這一步驟。
The old dying woman wrote down her will with (an) effort.
垂死的老婦人艱難地寫下了她的遺囑。
The weight-lifter lifted the rock without effort.
舉重者輕而易舉地舉起了大石頭。
He crawled and crawled with difficulty in an effort to save the boy in danger.
他艱難地爬啊，爬啊，為的是救出險境中的那個男孩。
(4) At present I'm giving a lot of concerts. 現(xiàn)在我還要開許多場音樂會。
at present意為“現(xiàn)在；眼下”。present是一個名詞、形容詞，也是動詞。作為名詞和形容詞，其讀音為[ prez nt]；作為動詞，其讀音為[pri zent]。作為名詞意為“禮物”，與gift同義，也可以表示“現(xiàn)在”，如本課的詞組 at present。作為形容詞，意為“現(xiàn)在的”、“ 到場的”、或“出席的”。作為動詞使用，意為“授予”、“給”。如：
He was pleased to see so many people present at his lecture.
看到這么多的人出席他的講座他很高興。
Carbon is present in many minerals. 碳存在于許多礦物之中。
Up to the present day I haven't found the solution to this problem.
直到現(xiàn)在我還沒有找到這個問題的答案。
Upon graduation, they presented the school with a big mirror.
臨近畢業(yè)時，他們送給學(xué)校一面鏡子。
Some Young Pioneers presented some flowers to the visiting president.
一些少先隊員向來訪總統(tǒng)獻了鮮花。
at present是一個固定詞組，相當(dāng)于now.
(5) I'm planning to start a school, so I'm trying to save as much as possible.
我打算開辦一所學(xué)校，所以我在盡可能地努力節(jié)省錢。
① 注意planning雙寫n。
② 句中的as much money as possible也可以寫成money as much as possible。因為money 是不可數(shù)名詞，所以用as much as possible。如果是可數(shù)名詞，常用as many as。如果強調(diào)“少”，與之對應(yīng)的有as few as possible, as little as possible，同樣要注意可數(shù)與不可數(shù)的區(qū)別，如：
You should spend as much time as possible in studying now.
你現(xiàn)在應(yīng)該盡可能在學(xué)習(xí)上多花時間。
At that time I always bought as many books as possible.
那時，我總是盡可能地多買書。
As I'm going on a diet, I have to eat as little as possible.
我正在節(jié)食，得盡可能少吃。
It's not a good policy to speak as few words as possible.
盡量少說并不是上策。
(6) Unfortunately it will cost a lot of money. 遺憾的是，這要花很大一筆錢。
此句中cost是動詞，意為“花費；使付出代價”。cost 是一個不規(guī)則動詞，其過去式和過去分詞還是 cost。cost不可用于被動語態(tài)。cost 作動詞使用時主要接名詞、代詞作賓語，也可接雙賓語結(jié)構(gòu)，如：
It costs them too much money to run a car.
他們使用一部小汽車的費用太高。
I think the drinks cost too much. 我認為飲料太貴了。
Careless driving may cost you your life. 粗心開車會使你喪生。
His uncle was in charge of his living costs after his parents died. 父母過世后，他的叔叔負責(zé)他的生活費。
Let's share the cost, shall we? 我們共同分擔(dān)費用，好不好?
(7) ...but none of the banks I spoke to were interested. 但我所去的銀行都不感興趣。
none 作為代詞可指代可數(shù)名詞或不可數(shù)名詞，其后面的謂語動詞需注意前后一致，如：
None of the telephone sets is/are working. 電話機全壞了。
None of his family members are teachers. 他們家沒有一個教師。
None of the books is a good one. 這里沒好書。
None of the food is delicious. 這食品一點都不好吃。
(8) Could I drop in at your house after the concert...
我可不可以在音樂會后去你家拜訪……
drop in意為“順便拜訪”。drop in at 表示拜訪某地，drop in on表示拜訪某人，暗含不打招呼便拜訪的意思，如：
My husband's friends often drop in to have a meal.
我丈夫的朋友常來吃便飯。
I dislike dropping in on others. 我不喜歡不打招呼便去拜訪人家。
On the way to the suburbs, we dropped in at a bookstore.
在去郊區(qū)的路上，我們順便去了書店。
Step 6. Practice
SB P69, Part 2. Tell the students to rewrite the sentences using the –ing form. Get the students to do orally in pairs and then call out some eloquent students to yell their answers to the rest of the class.
Step 7 Workbook
Get the students to do the wb exercises individually and then check the answers
with the class.
Ex.2 1.Being very brave, he went into the cave alone to seek the treasure.
2.Being quite ill, she had to give up the chance of going on a picnic.
3.Being a prisoner, he cannot live a normal life as we do.
4.The girls attending the sick all come from the countryside.
5.Hearing the music, he began to get homesick.
6.Seeing the flame on top of the mountain, they knew that another war would begin soon.
7.Driving to the airport, he hit a boy on a bike.
8.Having got married, he lived separately from his parents.
Ex.3
1.I read a lot about you and decided to come and hear your play the piano.
2.Because I have travelled a lot in China recently, I am getting tired of travelling now.
3.The school that we are planning to start will be open to disabled children.
4.Although the unboiled water looks( )pure,( )I prefer not to drink it.
5.I am sorry to tell you that none of the banks I spoke to were interested in this project.
6.It is tiring to climb to the top of the mountain.
7.Drop in at my house whenever your have time. We will always welcome you.
Homework
(1) Finish off the exercises of Lesson 94 in the workbook.
(2) Revise the key points of this lesson.
Evaluation of teaching:
Lesson 95 The Pianist (2)
Teaching objectives (the students are supposed to master the following items and conduct the following practices):
1.Words and useful expressions: forgive; help…out; insist on; painter; repay; owe; roll; trick; play a trick on; tear-tore-torn
2. Grammar: -ing form used as attribute and adverbial.
3. Reading practice: reading and discussion
Key points: grammar and useful expressions
Teaching methods: Reading - practice
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
(3) Revise the plot of the play that we learned in the previous lesson.
Step 2. Presentation
Get the students to tell their partner what they think the story may end. Then read the last part of the play to see if it is the same as what you have imagined.
Step 3. Scanning
Tell the students to read the play now carefully and answer the following questions. (The italic parts are possible answers.)
1.Have Gary and Zheng Jie known each other before?
Yes, they have known each other before.
2.Where did they meet for the first time? Paris.
3.What help did Zheng Jie give Gary while they were in Paris?
Zheng Jie let Gary live in his flat for 3 months and lent Gary some money.
4.What did they do in Paris?
They earned their living as a poor musician and a poor artist.
5.What did Mr. Brain say he would do to support Zheng's music school?
He said he had written a cheque for him.
6.What did Gary promise to do for the school?
He will come and cover the walls of the school building with some bright paintings.
Step 4. Language points
Tell the students to read the text and underline the language points. Talk about the language difficulties with the students.
(1) He just asked me to come round for supper. 他只是叫我過來吃晚飯。
come round意為“非正式地訪問；繞彎路；再次來臨；改變觀念”，是一個多義詞組，如：
The streets were blocked, so we had to come round through lanes.
街道被封鎖了，我們只好繞小巷過來。
Will you come round and see me sometime next week?
你下周什么時候順路來看我好嗎?
(2) Dad, when you sent me to Paris to see if I could really earn a living as a painter, I stayed at Zheng Jie's flat for three months. 爸爸，你把我送到巴黎，想看看我能否真正以繪畫謀生，那時候我就住在鄭杰的那套房間里，住了三個月。
earn a living意為“謀生”，與make a living同義，也可以說earn/make one's bread，如：
He earned his living as a fisherman. 他靠打魚為生。
David began to make/earn his bread/living by delivering newspapers in his neighbourhood. 大衛(wèi)是通過給鄰居送報紙開始謀生的。
(3) I didn't have any money the last time I saw you.
上次我看見你時我身無分文。
the last time引導(dǎo)的是一個時間狀語從句。
(4) Now let's drink to the success of your school! 現(xiàn)在，咱們?yōu)槟戕k學(xué)成功，干杯!
drink to意為“為……干杯；為……祝酒”，如：
Let's drink to our host. 讓我們?yōu)橹魅烁杀?/p>
I'll drink to your good luck. 我為你干杯，祝你好運。
The guests drank (a toast) to his good fortune. 客人們?yōu)樗暮眠\干杯。
如果是為某人的健康干杯，既可用drink to one's health，也可以用drink one's health，如：We must drink (to) the health of the bride and bridegroom. 我們必須為新郎新娘的健康干杯。
Step 5. Oral practice
Tell the students to work in pairs to tell each other the last part of the play. Focus on the plot of the story, and try to use your own words as much as possible.
Step 6. Grammar practice
Get the students to work in pairs practice Part 3 and 4 on P71. After the students have finished their work, pick out some eloquent students to yell out their answers to the rest of the class. Correct the answers if there is any mistake for this oral report is served as a checkout.
Step 7. Workbook
Workbook Lesson 95, Ex. 2~4. Get the students to do the three exercises and then
Ex.2 1.樂于助人者總是主動幫助人。
2.說話不假思索，等于無的放矢。
3.樣樣都做等于不做。
4.愛叫的狗不咬人。
5.節(jié)省就是獲得。
6.不要惹是生非。
7.生活沒目的等于航行沒有指南針。
8.覆水難收。
9.說是一回事，做是另一回事。
10.閱讀使人充實，寫作使人嚴謹。
Ex.3.1.pulling 2.Owing 3.rolling 4.tearing 5.tiring 6.Playing 7.Lacking 8. practising
Ex.4.produce--production/product support--support
keep--keeping paint--paint/painting
separate--separation organize--organization
perform--performance listen--listening
vote--vote travel--travel
marry--marriage arrive--arrival
high--height long--length
deep--depth possible--possibility
central--centre true--truth
western--west musical--music
hungry--hunger distant--distance
personal--person/personality silent--silence
Homework
(1) Finish off the exercises of Lesson 95 in workbook.
(2) Finish off the wb exercises.
(3) Revise the grammar of -ing form used as adverbial and attribute.
Evaluation of teaching:
Lesson 96
Teaching aims and demands
1. Provide the chance for students to have a listening practice
2. Revise the grammar with the students: -ing form used as attribute and adverbial.
3. The students are required to practice writing(develop a passage using the given information)
Key points: 1. Grammar; 2. Listening
Teaching methods: Listening - practice
Teaching procedures
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the plot of the play in the previous two lessons.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 156 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 19~23 with the students. Revise the useful expressions by translate them into Chinese.
Step 4. Word formation
SB P72, Part 2. Read the instructions and get students to fill in the blanks with appropriate words. Translate them into Chinese. Check the answers with the students after they finish them.
Step 5. Word study
SB P72, Part 3. Read the instructions and get students to fill in the blanks with appropriate words. Get six students to yell out their answers to the class.
Step 6. Writing
SB P72, Part 4. Read the instructions and tell the students to develop a passage by arrange the given information into correct order.
Step 7. Workbook
Workbook Lesson 96. Ex. 1~3 and the exercises in Unit 24 Revision. Get the students to do the two exercises and then check the answers with the students.
Ex.1 1.B 2.D 3.A 4.C 5.C 6.A 7.B
Ex.2 1.當(dāng)老師宣布英語考試成績時，學(xué)生們都很興奮。
2.我在澳大利亞當(dāng)了三年的律師。
3.起居室又像已往一樣地擁擠了。
4.跟平常在周末一樣，俱樂部里幾乎是滿員。
5.由于他的身體不太好，我決定不帶他去。
6.那個男孩爬到墻上以便能更清楚地看到演出。
7.我的家鄉(xiāng)不再是原先的樣子。
8.你可以在教室里找到很多可以用來教英語單詞的實物，如黑板、窗戶、桌子等等。
9.他好像餓了好幾天似的飛快地吃完了所有的菜。
10.在他是個孩子時，他跟著父親來到了延安。
Ex.3 The Pianist
The pianist called Zheng Jie was a successful man. He gave a lot of concerts and worked very hard, because he wanted to start a music school for the disabled children. The school would be expensive to run and he would need a lot of good teachers. So he must collect enough money for the school.
A man called Mr. Brain wanted to help him. So Zheng Jie rang him, Mr Brain invited Zheng Jie to have a supper together. At Mr. Brain's home, Zheng Jie met an old friend whom Zheng Jie had ever helped in time of trouble, who was Mr Brain's son. Over the supper, they talked more about the school.
Finally, Mr Brain decided to help Zheng Jie to start the school and they drank to the success of the music school.
Ex.4
English is an international language, so I enjoy studying it, and have had a good time during my two-year English study in the senior middle school. I think it is interesting to learn a foreign language. You must do these important things if you want to learn it well. First, reading, then listening and writing. And in time you are able to understand it; remember it and use it. If you do these things well, your English will certainly be good. And in the future you will find it in more useful. Your effort is valuable. Two years ago, I know only a little English. During the senior middle school years, I have learnt more. Now I think I have made much progress in English, though I still find I can't use it very well.
What do I enjoy most in my English study? I think it is my oral English. Now I think I can speak what I want to speak and can make myself understood. How can I enjoy it? There is a story in it.
One day, I met some foreigners in the street. Suddenly, I felt I wanted to talk with them so much that I walked towards them and after saying hello to each other. We began to talk, to my great surprise, they could understand me and I could understand them. This was the first time that I found I could use what I had learned. After that, I became more and more interested in oral English. It’s so simple, and I love it.
Unit 24 Revision
Ex.1 1.congratulate 2.chain 3.pin 4.secretary 5.forgive
6.insist 7.repay 8.owe 9.roll 10.tear
Ex.2 1.C 2.A 3.B
Step 8. Homework
(1) Finish off the wb exercises;
(2) Revise the use of –ing form used as attribute and adverbial.
Evaluation of teaching