Don't worry about what he thinks; his opinion doesn't carry much weightThe many letters of support added weight to the campaignPara.8, line 54:get it moving:start work on it orget it doneGet sth./sb. Doing sth: make sth./sb, Do sth:Can you get the old car going again?It's not hard to get the boy talking, the problem is stopping him.3)Simulated writing:Theteacher mayfind out some sample sentences and ask the students to rewrite or makeup sentencesusing the patterns.1.(see exercises 7, 8)2.Para, 2, line 5:Time is treated as if it were something almost realPara. 5, line 33-35: We communicate rapidly through faxes, phone calls or emails rather than3.through personal contacts, which though pleasant, take longer---especially given our traffic-filledstreets.4.Para.6, line 38-39:In some countries no major business is conducted without eye contact.5.Para. 8, line 53-54: The more important a task is, the more capital, energy, and attention will bepoured into it in order to “get it moving".3.VocabularyExercisesStage 3: Listen and Talk or Writing Exercises (1 hour)Writing:Step One: Ask the students to have a close look at the Text Structure Analysis sample on Page 13.The teachers canmakesomecommentsonthiskind ofwritingskills.Step Two: Ask the students to do the writing exercise on Page 14 in pairs but they just need to make an outline of thetopics listed on Page15.They can alsothink of someother topics.Then ask fivegroups of students topresent theiroutlinesNote:The students will begiven15minutes todothis exercise.And theteachers can encouragethem to think of asmany details and reasons as possible.At the same time, the teachers should guide the students to select the appropriatedetails and reasons to support the General Statement.口语教案Unit OneTime in people's eyesObjective:To help students look into time from different perspectives.Material: Paper with more than 15 English proverbs concerning time.Warm-up questions:?What's thefeature oftime?★What is most important in making an announcement, appointment or telling a story?Is Einstein's theory of relativity concerned with time? How??Do you remember any proverb concerning time??What does time mean to soldiers, scientists and businessmen?Procedure:Step 1: divide the students into two teams (Team A and Team B). Tell the students to recall English proverbs concerningtime as many as they can.With the questions as given above, students discuss on the questions.Step 2:one member on Team A comes to the teacher and picks a new proverb from the paper, after he has learned it byheart, he shall go and visit eachmember of Team B
Don’t worry about what he thinks; his opinion doesn’t carry much weight. The many letters of support added weight to the campaign. ⚫ Para. 8, line 54: get it moving: start work on it or get it done. Get sth./sb. Doing sth: make sth./sb. Do sth: Can you get the old car going again? It’s not hard to get the boy talking; the problem is stopping him. 3) Simulated writing: ⚫ The teacher may find out some sample sentences and ask the students to rewrite or make up sentences using the patterns. 1. (see exercises 7, 8) 2. Para, 2, line 5: Time is treated as if it were something almost real. 3. Para. 5, line 33-35: We communicate rapidly through faxes, phone calls or emails rather than through personal contacts, which though pleasant, take longer-especially given our traffic-filled streets. 4. Para. 6, line 38-39: In some countries no major business is conducted without eye contact. 5. Para. 8, line 53-54: The more important a task is, the more capital, energy, and attention will be poured into it in order to “get it moving”. 3. Vocabulary Exercises Stage 3: Listen and Talk or Writing Exercises (1 hour) Writing: Step One: Ask the students to have a close look at the Text Structure Analysis sample on Page 13. The teachers can make some comments on this kind of writing skills. Step Two: Ask the students to do the writing exercise on Page 14 in pairs but they just need to make an outline of the topics listed on Page 15. They can also think of some other topics. Then ask five groups of students to present their outlines. Note: The students will be given 15 minutes to do this exercise. And the teachers can encourage them to think of as many details and reasons as possible. At the same time, the teachers should guide the students to select the appropriate details and reasons to support the General Statement. 口语教案 Unit One Time in people’s eyes Objective: To help students look into time from different perspectives. Material: Paper with more than 15 English proverbs concerning time. Warm-up questions: What’s the feature of time? What is most important in making an announcement, appointment or telling a story? Is Einstein’s theory of relativity concerned with time? How? Do you remember any proverb concerning time? What does time mean to soldiers, scientists and businessmen? Procedure: Step 1: divide the students into two teams (Team A and Team B). Tell the students to recall English proverbs concerning time as many as they can. With the questions as given above, students discuss on the questions. Step 2: one member on Team A comes to the teacher and picks a new proverb from the paper; after he has learned it by heart; he shall go and visit each member of Team B
Step3:whileanothermemberonTeam Aispickinga differentproverb,theformer is talkingwiththemembers onTeamB; he cannot return to his seat until each member on teamBhas learned the newproverb byheart.Step 4: students on Team A take their turns with the purpose of telling each member on Team B their new proverbs. Oncereturnedtotheir seats,they shall exchangethe information theteachergavethemStep5:when all the students fromTeamAhavereturnedtotheirown seats,theteacher asksthe students onTeamBtotell theclasswhat'smost impressiveorinstructiveproverbtothem?Step 6:correction in pronunciation and grammar is needed, yet themore important is to ask themfurther questions suchas:How to understand To choose time is to save time"?Do you think one today is two tomorrows"?Suggestion:Recommendtheclass someuseful sentencepatternstheypossiblyuseinthisactivity,suchas,Thereis somethingIam going to tell you.""Will you please repeat it?""How should we spell the word wonder'?"etc..Hand out:（一）时间是金，其值无价Timeismoney.（时间就是金钱或一寸光阴一寸金）Time flies.（光阴似箭，日月如梭）Time has wings.（光阴去如飞）Time isa filethat wears and makes no noise（光阴如锉，细磨无声）Time and I against anytwo（和时间携起手来，一人抵两人）Time islifeandwhen theidlemankillstime, hekillshimself（时间就是生命，懒人消耗时间就是消耗自已的生命。或时间就是生命，节省时间，就是延长生命）Time spent in vice or folly is doubly lost.（消磨于恶习或愚行的时间是加倍的损失）（二）时间是风，去而不返Time undermines us.（光阴暗中催人才。或莫说年纪小人生容易老）Timeandtidewaitfornoman（岁月不待人）Time cannotbewon again.（时间一去不再来）Time lost can not berecalled（光阴一去不复返）Timeflieslike an arrow,and time lostnever returns.（光阴似箭，一去不返）（三）时间是尺，万物皆检Time tries friends as fire tries gold（时间考验朋友，烈火考验黄金）Time tries truth（时间检验真理）Time is the father of truth.（时间是真理之父）
Step 3: while another member on Team A is picking a different proverb, the former is talking with the members on Team B; he cannot return to his seat until each member on team B has learned the new proverb by heart. Step 4: students on Team A take their turns with the purpose of telling each member on Team B their new proverbs. Once returned to their seats, they shall exchange the information the teacher gave them. Step 5: when all the students from Team A have returned to their own seats, the teacher asks the students on Team B to tell the class what’s most impressive or instructive proverb to them? Step 6: correction in pronunciation and grammar is needed, yet the more important is to ask them further questions such as: How to understand “To choose time is to save time”? Do you think one today is two tomorrows”? Suggestion: Recommend the class some useful sentence patterns they possibly use in this activity, such as, “There is something I am going to tell you.” “Will you please repeat it?” “How should we spell the word ‘wonder’?” etc. Hand out: （一）时间是金，其值无价 Time is money. （时间就是金钱或一寸光阴一寸金） Time flies. （光阴似箭，日月如梭） Time has wings. （光阴去如飞） Time is a file that wears and makes no noise. （光阴如锉，细磨无声） Time and I against any two. （和时间携起手来，一人抵两人） Time is life and when the idle man kills time, he kills himself. （时间就是生命，懒人消耗时间就是消耗自己的生命。或时间就是生命，节省时间，就是延长生命） Time spent in vice or folly is doubly lost. （消磨于恶习或愚行的时间是加倍的损失） （二）时间是风，去而不返 Time undermines us. （光阴暗中催人才。或莫说年纪小人生容易老） Time and tide wait for no man. （岁月不待人） Time cannot be won again. （时间一去不再来） Time lost can not be recalled. （光阴一去不复返） Time flies like an arrow, and time lost never returns. (光阴似箭，一去不返） （三）时间是尺，万物皆检 Time tries friends as fire tries gold. (时间考验朋友，烈火考验黄金） Time tries truth. （时间检验真理） Time is the father of truth. （时间是真理之父）
Time will tell.（时间能说明问题）Time brings the truth to light.（时间使真相大白。或时间一到，真理自明。）Time and chance reveal all secrets.（时间与机会能提示一切秘密）Time reveals (discloses) all things.（万事日久自明）Time tries all.（时间检验一切）（四）时间是秤，衡量权质There is notimelikethepresent.（现在正是时候）Take time bythe forelock（把握目前的时机）To choose timeis to savetime（选择时间就是节省时间）Never put off till tomorrow what may be done today.（今日事，今日毕）Procrastination is thethiefof time（拖延为时间之窃贼）Oneof thesedays is noneofthesedays.（拖延时日，终难实现。或：改天改天，不知哪天）Tomorrownevercomes.（明天无尽头，明日何其多）Whatmaybe done at anytime will bedone at no time（常将今日推明日，推到后来无踪迹）（五）时间是水，淘金流沙Time works wonders.（时间可以创造奇迹或时间的效力不可思议）Time works great changes.（时间可以产生巨大的变化）Times changes(时代正在改变)
Time will tell. （时间能说明问题） Time brings the truth to light. （时间使真相大白。或时间一到，真理自明。） Time and chance reveal all secrets. (时间与机会能提示一切秘密） Time reveals (discloses) all things. （万事日久自明） Time tries all. （时间检验一切） （四）时间是秤，衡量权质 There is no time like the present. （现在正是时候） Take time by the forelock. (把握目前的时机） To choose time is to save time. （选择时间就是节省时间） Never put off till tomorrow what may be done today. （今日事，今日毕） Procrastination is the thief of time. （拖延为时间之窃贼） One of these days is none of these days. （拖延时日，终难实现。或：改天改天，不知哪天） Tomorrow never comes. （明天无尽头，明日何其多） What may be done at any time will be done at no time. （常将今日推明日，推到后来无踪迹） （五）时间是水，淘金流沙 Time works wonders. （时间可以创造奇迹或时间的效力不可思议） Time works great changes. （时间可以产生巨大的变化） Times changes (时代正在改变)
Teaching Plan for Unit 2EnvironmentalProtectionThroughout the World1.Teaching ObjectivesI) Understand the main idea and the structure of the text,2)Graspthekeylanguagepoints andgrammatical structures inthetext3) Conduct a series ofreading, listening,speaking and writing activities related to the theme ofthe unit.2.Course Arrangements1st period2nd period3rd period4t period5-6 periodPre-reading,While-readingWhile-reading,Post-reading,The oral classesWhile-reading(Detailed readingPost-readingcheckonSsof Partsof the(Theme-Relatedhomereadingtext.)LanguagelearningTasks,Writing)Stage1:Warming-upActivities(1 hour)Aim:arousestudents'interestinthetopictobediscussedandpreparestudentsforfurtherunderstandingofthetext3.Group work: Discuss the following question in groups and then choose a group member in each group to give yourpresentation about theresult of your discussion.Whatdoyouknowabouttheenvironmental protection intheworld?4.Questions for thought and discussion: Listen to a short passage carefully and then answer the following questions(see the textbook).5.To get some ideas about the background information of the text by answering the following questions. You maydiscuss them in groups or refer to the dictionary to answer them.What is the study of the relationships among plants, animals, people, and their environment, and the balanceamong these relationships?... Ok, how do you spell the word? (ecology)Where isNewEngland?Why is itcalled thename?(NewEnglandisintheUSA,whichisthemostnortheasternregionoftheUSAItwas sonamedbyJohnSmithwhenheexplored itin1616.ANewEnglanderis anativeorresidentof NewEngland.Grand Banks is one of the world's greatest cod-fishing grounds. Do you know where is Grand Banks? (GrandBanks is a vast extension of the ocean off southeast Newfoundland in the North Atlantic.)What do vou call thereligion of Muslin? (Ok.Islam)Where is the chief holy city of Islam? (Ok, Mecca or Makkah) And whose birthplace was it? (It was thebirthplace of Muhammad.)6. Enriching your vocabulary on the topie: Read the sentences carefully and guess the meaning of the boldfaced termin eachsentenceaccordingto thecontextand your own experiences.You maydiscuss it withyourpartnerorrefertothedictionaryattheendoftheexerciseThe government is making some fresh initiatives to try to deal with the problem1.2.Because of a stupid mistake, we lost the initiative in the business discussions; theother side has the initiative now.The government has made attempts to reduce soil erosion.3.4.The president was facing a great erosion of public support.5.This country was colonized for a time by the Japanese
Teaching Plan for Unit 2 Environmental Protection Throughout the World 1. Teaching Objectives 1) Understand the main idea and the structure of the text; 2) Grasp the key language points and grammatical structures in the text. 3) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. Course Arrangements 1 st period 2 nd period 3 rd period 4 th period 5-6 period Pre-reading; While-reading While-reading (Detailed reading of Parts of the text.) While-reading; Post-reading (Theme-Related Language learning Tasks; Writing) Post-reading; check on Ss’ home reading The oral classes Stage 1: Warming-up Activities (1 hour) Aim: arouse students’ interest in the topic to be discussed and prepare students for further understanding of the text 3.Group work: Discuss the following question in groups and then choose a group member in each group to give your presentation about the result of your discussion. What do you know about the environmental protection in the world? 4.Questions for thought and discussion: Listen to a short passage carefully and then answer the following questions (see the textbook). 5.To get some ideas about the background information of the text by answering the following questions. You may discuss them in groups or refer to the dictionary to answer them. ⚫ What is the study of the relationships among plants, animals, people, and their environment, and the balance among these relationships?.Ok, how do you spell the word? (ecology) ⚫ Where is New England? Why is it called the name? (New England is in the USA, which is the most northeastern region of the USA. It was so named by John Smith when he explored it in 1616. A New Englander is a native or resident of New England. ⚫ Grand Banks is one of the world’s greatest cod-fishing grounds. Do you know where is Grand Banks? (Grand Banks is a vast extension of the ocean off southeast Newfoundland in the North Atlantic.) ⚫ What do you call the religion of Muslin? (Ok, Islam) ⚫ Where is the chief holy city of Islam? (Ok, Mecca or Makkah) And whose birthplace was it? (It was the birthplace of Muhammad.) 6. Enriching your vocabulary on the topic: Read the sentences carefully and guess the meaning of the boldfaced term in each sentence according to the context and your own experiences. You may discuss it with your partner or refer to the dictionary at the end of the exercise. 1. The government is making some fresh initiatives to try to deal with the problem. 2. Because of a stupid mistake, we lost the initiative in the business discussions; the other side has the initiative now. 3. The government has made attempts to reduce soil erosion. 4. The president was facing a great erosion of public support. 5. This country was colonized for a time by the Japanese
6.The repairs to the school will be financed by a private company.7.Thecompanyneedsamanwhoknowsfinance9.Whether itcanbedonedepends onyourfinances9.Theyarecontaminatingtheminds ofouryoungpeoplewiththeserottenideas.10.Afund was set up to protect the rare plants.11.1I'm short of funds so I'll pay you next week.12.Therich man was fond of fundingfilms13.Thelastfewyearshaveseenan explosiveincreaseinthenumberof homelesspeopleonourstreets.14.Certain gases are highly explosive15.Theheat setoff someexplosive16.TheteamissponsoredbySony,sotheplayerswearthelettersSONYontheirshirts17.He sponsored the plan at the meeting18.Strawberrieshavebecome a major cashcrop in the area19.The computer has made a great impact on modern life.20.The cup hit the wall and broke on impact.21.Falling trade rates have impacted on the country's economy22.The ball impacted against the bat witha loud noise23.Wegave the old man shelter for the night.24.The trees shelter the house from the wind7.Give synonyms for the words as many as you can and choose three words you think mostly closely related to thesubject ofthe text..Abundant: plentiful, rich, wealthy?Species: kind, sort, type, group, class, variety.Diversity:variety,difference,dissimilarity,unlikeness,variationExtensive: wide, large, broad, extended, expanded?Massive: bulky, heavy, weighty, huge, immense?Convert: transform, change8.Homework:a)Learnthenewwords and expressions ofthetextbyheart.b)The students are to be divided into several groups. When they previewthe text,each group will be responsible for one part of it, making sure they understandevery word and sentence inthispartThen intheclass time, students mayaskquestions about some words or sentences in a certain part, and then the group,which is responsible for it, will answer the questions.The group members willtaketurnstobethe speaker inthepresentation.Stage 2: Reading-CentredActivities (2 hours)Aim: global understanding of the text and active acquisition of the language points1.Global Reading Task: Talk about the main idea of the text in groups and finish the following comprehension taskProblem:(Inmostpartsof theworld environmental awarenessdoesnot exist.In recentyears environmental damagehasincreased.)Solution:(Many countries have undertaken new environmental initiatives.)Examples:Canada:(Canada has closed theareatocodfishingandsetstrictlimits oncatchesofotherspecies.Costa
6. The repairs to the school will be financed by a private company. 7. The company needs a man who knows finance. 8. Whether it can be done depends on your finances. 9. They are contaminating the minds of our young people with these rotten ideas. 10. A fund was set up to protect the rare plants. 11. I’m short of fundsso I’ll pay you next week. 12. The rich man was fond of funding films. 13. The last few years have seen an explosive increase in the number of homeless people on our streets. 14. Certain gases are highly explosive. 15. The heat set off some explosive. 16. The team is sponsored by Sony, so the players wear the letters SONY on their shirts. 17. He sponsored the plan at the meeting. 18. Strawberries have become a major cash crop in the area. 19. The computer has made a great impact on modern life. 20. The cup hit the wall and broke on impact. 21. Falling trade rates have impacted on the country’s economy. 22. The ball impacted against the bat with a loud noise. 23. We gave the old man shelter for the night. 24. The trees shelter the house from the wind. 7.Give synonyms for the words as many as you can and choose three words you think mostly closely related to the subject of the text. ⚫ Abundant: plentiful, rich, wealthy ⚫ Species: kind, sort, type, group, class, variety ⚫ Diversity: variety, difference, dissimilarity, unlikeness, variation ⚫ Extensive: wide, large, broad, extended, expanded ⚫ Massive: bulky, heavy, weighty, huge, immense ⚫ Convert: transform, change 8.Homework: a) Learn the new words and expressions of the text by heart. b) The students are to be divided into several groups. When they preview the text, each group will be responsible for one part of it, making sure they understand every word and sentence in this part. Then in the class time, students may ask questions about some words or sentences in a certain part, and then the group, which is responsible for it, will answer the questions. The group members will take turns to be the speaker in the presentation. Stage 2: Reading-Centred Activities (2 hours) Aim: global understanding of the text and active acquisition of the language points 1.Global Reading Task: Talk about the main idea of the text in groups and finish the following comprehension task. Problem: _ (In most parts of the world, environmental awareness does not exist. In recent years environmental damage has increased.) Solution:_ (Many countries have undertaken new environmental initiatives.) Examples: Canada:_ (Canada has closed the area to cod fishing and set strict limits on catches of other species. Costa