Fact and Fantasy

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about science fiction

b. Learn to express beliefs and doubts:

1. I believe/ suppose ¡­¡­.

2. I doubt/ am not certain¡­..

3. It could be¡­ but¡­..

4. It would take¡­

5. It is likely that¡­

6. I can¡¯t imagine¡­

7. I can¡¯t believe my eyes.

c. Vocabulary in this unit:

fantasy, distance, balloon, permanent, voyage, aboard, matter, attention, hesitate

d. Useful expressions:

in the far future, in the following two hundred years, make a living, remind ¡­ of¡­., set out to do, not ¡­but¡­, give a view of, dressed in, begin with, dream of, attract one¡¯s attention, prepare ¡­ for¡­, slow down, burn out, throw light on/upon.

e. Grammar:

word formation (2)

Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;

Teaching procedure:

Period 1.

Contents: Warming up & reading comprehension

Step 1.Warming up

Aim: Make students familiar with some words and expressions on the topic.

Discussing the questions on P9 and then answer the questions:

Are they facts or fantasy?

Can you imagine how future science will change our life in 3000?

Step 2. Pre-reading

1. Show some pictures of Jules Verne¡¯s work.

2. group work:

Why is Jules Verne called ¡°the father of science fiction¡±?

(He laid the foundation of modern science fiction.)

Step 3. While-reading

1. Scanning: Ss read quickly and answer the following question:

How many of Verne¡¯s works are mentioned in the passage?

2. Ss read and get the main ideas of each paragraph.

if you are asked to divide the passage into 3 parts, how will you do your work?

Part 1(para1): a brief introduction of Jules Verne;

Part2(Para2-5): one of his famous work---- 20,000 Leagues Under the Sea.

Part3(Para6): Another work---- Journey to the Center of the Earth.

Step 4. After-reading

Finish the post-reading Ex on P13.

Step 5. Assignment

1. surf the internet and get more information about Jules Verne and his works using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE)

2. discussion: How do you think of the character of Captain Nemo?

Period 2.

Contents: difficulties in the passage.

Step 1. Warming up

Ask some Ss to present their homework.

Step 2. Learning about the language:

Play the tape for students to follow.

Teacher explain some language points in the text on page 19--20.

1. Many of the instrument in his novels will remind the reader of Dr Benjamin Franklin¡¯s experiments with electricity.

Remind¡­ of

This song reminds me of France.

Remind me to answer the letter.

I reminded her that the book would cost her much.

2. In their efforts to survive, they find themselves on the surface of the monster itself, which turns out to be a submarine.

in their efforts to ¡­.¡°ÔÚËû‚ƒÅ¬Á¦¡£¡£¡£¡£•r¡±

In their efforts to solve the problem, they proved themselves a group of strong team.

Make an effort; make every effort; without effort; spare no effort; in a common effort.

Turn out ¡°½Y¹ûÊÇ¡£¡£¡££¬ ×îºóÇé›rÊÇ¡£¡£¡£¡£¡±

It turned out (to be ) fine.

The meeting turned out (to be ) a success.

3. They find themselves surrounded by colorful rocks, fishes, seashells and plants, all waving and moving slowly in the blue waters.

Find ºó½ÓÙeÕZºÍÙeÑa£¬¡°°l¬FijÈË»òijÎï¡£¡£¡£¡£¡±£¬ ÐÎÈÝÔ~ÃûÔ~½éÔ~¶ÌÕZ·ÇÖ^ÕZ„ÓÔ~µÈ³£×öÙeÑa¡£

They found English easy to learn.

I¡¯m finding her a rather difficult person to work with.

When I woke up, I found myself in hospital.

They found the lost child hiding in the cave.

Step 3. Practice

Ss finish on page 14 by themselves and then check the answers.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Ex1 ¨C2 on page 90 on WB

3. read the whole passage aloud.

Period 3.

Contents: Grammar; talking and speaking

Step 1. Revision

Check the answers of Ex 1 -- 2 on page 90.

Step 2. Word formations

1. review the main ways of word formation: (the following may be of help during your teaching)

The main Processes of English Word-formation:

a. Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;

b. Suffixation: percentage, girlhood, Londoner, hostess, employee, puzzlement, hopeless, changeable, talkative, deepen;

c. Conversion: desire-v. to long for, to wish/ n. strong longing, earnest wish; hit-v, to give a blow/ n. blow; They downed the tools.

d. Compounding: deadline, above-mentioned, chewing-gum, sun-bather, table talk, fathead, redcap, easygoing, sleep-walk,

The minor processes of English word-formation:

a. clipping or shortening: phone (for telephone), ad (for advertisement), prof (for professor), flu (for influenza), pub (for public house);

b. Acronyms(Ê××Öĸ¿sÂÔÔ~): UN, VIP, NATO,DA (Doctor of Arts) , H-bomb (Hydrogen bomb);

c. Blending: branch, motel, Eurasia,

d. Back-formation: to beg from beggar, to baby-sit from baby-sitter, to greed from greedy.

e. Forming new words by analogy:

Moonrise is derived from the word sunrise by analogy.

a. Onomatopoeia:

Bark, giggle, bang, murmur.

2. Ss study examples on p14 and see if they can tell the processes of the words.

3. More exercises to consolidate the Grammar.

.EX1-4 on page 90-91 of WB.

Step 3. Talking

1. Ss four in one group and have a discussion about the topics on page 10.

2. Ss make notes during the discussion, and try to report the topic to the whole class.

Step 4. Speaking

Ss work in pairs and Learn to express beliefs and doubts:

The following structures are helpful to students:

1. I believe/ suppose ¡­¡­.

2. I doubt/ am not certain¡­..

3. It could be¡­ but¡­..

4. It would take¡­

5. It is likely that¡­

6. I can¡¯t imagine¡­

7. I can¡¯t believe my eyes.

5. Assignment

Writing on page 94.

Period 4.

Contents: Integrating skills:

Step 1. Warming up

Ask Ss to scan the passage and raise some questions:

Explain some difficulties if necessary:

I read all the books I could find that threw light on these matters.

Throw light on/upon¡­. ¡°Ê¹¡£¡£¡£ï@µÃÇå³þ¡±

His report at the meeting threw light on the cause of the disease.

The information throws light upon the mystery of the murder.

Step 2. Reading

1. Ss read the passage :

2. Help Ss to understand the passage entirely.

Step 3. Writing

Finish the writing task on p 16.

You can give Ss some strategies for writing a short essay, or give them an outline if necessary.

Period 5.

(Listening)

Step 1. Listening

1. Ss finish the listening task on page 12.

2. Ss listen to the tape again and check the answers.

Step 2. dealing with the Ex 1-3 on p 88 of Workbook.

Step 3. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information

Step 4. listen and reading:

First listen and then read the passage on p92.

Period 6.

Revision:

Go over the important points in this unit once again, and give Ss some additional reading materials if possible.

Period 7.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn¡¯t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 94. It is very important to improve their learning and let them have a sense of achieving gradually.