東莞中學英語組
英語科： 謝永青
2005年11月1日（匯總）
Teaching Plan for Book 5
Unit1 Great Scientist (Reading)
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
1. Discussion methods to make the Ss understand what they’ve learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
3. Competition and role-play method to arouse the Ss’ interest
4.
Teaching aids
The multi-media (see a short movie about how to treat burn from ppt.)
Teaching procedures
I. Warming up
1. Lead-in 1) Show a picture of AIDS logo to lead in the subject-AIDS ?
Are you familiar with this red ribbon?
What’s it related to? ? What doesn’t it mean? Do you know?
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?
What is their job besides acting?
Is it just the problem in China?
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brain storming
Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3. How much do you know about AIDS?
1) Pair work-questions for discussion ? What’s the full name of AIDS?
Can AIDS be transmitted? ? In what ways can it be transmitted?
What kinds of people are likely to get AIDS?
Do people with AIDS look healthy at first?
Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)
2) AIDS QUIZ (individual work)
1) AIDS quiz (p.49)?check students? knowledge about AIDS.
2) Picture quiz ?
Can the AIDS virus transmitted via the following routes?
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?
2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
III. Talking (Optional) Role play:
Work in groups. Imagine that the headmaster of a school has found out that one of the students has H
IV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.
The Second Period GOALS:
To practice supporting and challenging an opinion.
To practice listening comprehension.
TEACHING PROCEDURES
I. Revision
Do you still remember this logo? What can you learn from it?
Q1: Do you remember what it means?
Q2: In what ways is AIDS transmitted?
II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions- ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS
1. How many AIDS patients all over the world? Where are they? And are they young or old?
2. What kinds of social problems can AIDS cause?
3. How about the situation in China? ? About drugs
1. Is the use of drugs such as heroin, serious? Why do you think so? 2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?
2. What kinds of danger can it cause to our body?
3. Can you think of the other dangers of smoking? ? About drinking
1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.
2. Can drinking cause some problem to our body? What are they?
3. Will drinking cause some social problems? Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ? 3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).
The Third Period
GOALS:
? To learn more knowledge about AIDS.
? To help students understand the attitudes and spirits of living with disease ? To learn some useful language point
I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.
II. While-reading
Questions:
Q1: How did cancer change the writer’s life?
Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?
Q3: Do their experiences strike you?
Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)
III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to follow
Step one: think about your past days: what were some events that made you very happy? What made you very sad?
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example
Step seven: begin to write.
IV. Homework
1. Write an essay about an important event in your life.
The Fifth Period
GOALS: ?
To learn about some antonyms ?
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua?
Q2. What has happened to her?
Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible
3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)
1. In February 2003 some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (診斷)my illness as a rare skin disease.
2. He has _______ （恢復）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （寶貴）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的傷口）become deadly if it is not properly treated.
5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（傳播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心喪氣的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （經過測試的血樣）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延誤的治療）
The Sixth Period
GOALS: ?
To learn the Subjunctive Mood?
To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS? (She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?
3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.
II. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?
III. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
Teaching Plan for Book 5
Unit2 The United Kingdom.
Teaching Goals:
1. Get the students to know the information about the United Kingdom.
2. Encourage the students to talk out what they know about the UK and Ireland.
3. Help the students learn to get information by listening.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
5. Discussion methods to make the Ss understand what they’ve learned in class.
6. Pair work of group to get every student to take part in the teaching-and-learning activities.
7. Competition and role-play method to arouse the Ss’ interest
Teaching procedures
Step 1 Warming up
1.Lead-in
(1) What do you think of Dongguan? Which place impresses you most?
(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about our country? Think what words youll need to describe a country and then give a brief description of China.
B. There are many famous places in China. Think out one and describe it, letting others guess which place it is.
2. Show pictures of some famous places of China. Ask: Where are they taken?
3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.
4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)
(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.
(3) Then ask the students to look at some cities in the UK and to name them.
5. Group work:
(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)
(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.
Step 2 Listening
1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk more about the education in the UK.
2. Ask: How are classes arranged in schools in the UK?
3. (1) Listen to the tape and tick the sentences which are true.
(2) Listen to the tape and fill in the timetable below.
(3) Listen to the tape and answer the following questions.
Step 3 Extension
1. Talk about our own timetable.
2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.
Step 4 Homework
Find more information in relation to the UK and Ireland on the Internet.
The second period Speaking
Teaching Goals
Train the students spoken English
Improve the students ability of imagination and debate
Practice expressing agreement and disagreement
Increase participation and learn from each other.
Teaching Procedures
Step 1 Talking about hot topics
1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens
2. Talk about the 28th Olympic Games
3. Talk about their favorite athletes
Step2 Group theme debates
Of the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes
1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?
2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?
3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?
Step3 Tips on how to express agreement and disagreement
Step5 Homework
Preview the reading passage
The third period Reading
Teaching goals
Get the students to know more about the British Isles and learn more new words and their usages.
Teaching procedures
Step 1 Presentation
Show the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )
Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.
Step 2 Fast reading
Get the students to skim the passage and match the paragraphs and the topics.
Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.
Step 3 Careful reading
Ask the students to read the passage carefully and decide whether the following sentences are true or false.
( ) 1. Many people around the world study English, and they know a lot about British culture.
( ) 2. Great Britain is made up of four countries.
( ) 3. The island of Britain is separated from France by the English Channel.
( ) 4. Scotland is colder throughout the year, but receives less rain.
( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.
( ) 6. The southern part of Ireland is now an independent republic.
( ) 7. In modern time, people throughout the British Isles only speak English.
Step 4 Discussion
Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?
Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.
Step 5 Homework
Write a short passage about the Dachen Isles.
The fourth period Grammar and Language study
Teaching goals
1. Learn about the appositive clause.
2. Identify noun clauses.
3. Enable students to use new words.
Teaching procedures
Step 1 Review the vocabulary and complete the sentences.
a. Students work in pairs first.
b. The teacher check the answers.
Step 2 Brainstorming
a. Review the text and present the appositive clause by asking questions:
1.What impresses you most in the passage ?
The fact that impresses me most.
2.What have you already known before reading the passage ?
I have known the fact that
3.Did you hear any news about Britain recently ?
I heard the news that
b. Collect answers as many as possible ,reminding students
of sentence structure if find errors.
Step 3 Grammar Explanation
a. Get students to identify the clauses .
c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical.
c. The teacher offers explanation if necessary.
Step 4 Tell the function of the following sentences.
1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.
2.The fact that Great Britain is made up of three countries is still unknown to many.
3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
4.Some people feel that Wales is an ancient fairy land.
5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.
6.They realize that it is of great value to record and teach them to the younger generation.
Step 5 Consolidation
Consolidate what have been learned by doing further exercises.
The Fifth Period Integrative Skills
Teaching Goals:
1. Learn to describe the countryside, the cities, the people and their life by reading the passage.
2. Learn things about the city Salisbury.
3. Know more about Britain.
4. Cultivate the students’ abilities of concluding and reasoning.
Teaching procedures:
Step 1: Lead in
Teacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?
Who wrote the story?
Do you know something about Daniel Defoe?
Step 3 Extension
1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be found
with names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!
(A video clip is presented about a pub.)
About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.
2. Let the students say something about the British Isles as far as they know.
Step 4 Homework:
Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:
1. Choose any place you know or you like and write a short passage about it.
2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.
Teaching Plan for Book 5
Unit3 Life in the Future
Teaching Goals:
1. Predicting the good and bad changes in the future.
2. imagine the alien creatures.
Teaching procedures
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practice the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Teaching Plan for Book 5
Unit 4 Making the news
Teaching Goals:
1. Enable the Ss to get some knowledge about basic procedures of making the news.
2. how to make newspapers of TV programmes.
3. Talk about news and the media.
4.. Practise expressing opinions.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
1. Discussion methods to make the Ss understand what they’ve learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
Teaching procedures
The First Period
Teaching Aims:
1. Learn and master the following words and phrases: media, reliable, fire, face, difficulty, elect, go up, burn down, injure.
2. Practice expressing opinion using the following:
What do you think of…?
What's your opinion?
Why do you choose…?
Perhaps…is more important.
I would rather choose.…
I don't think we should choose…
Maybe it would be better to choose…
Our readers want to know about…
3. Talk about news and the media.
4. Train the students' listening and speaking abilities.
Teaching Important Points:
1. Master the useful words and expressions appearing in this period.
2. Train the students' listening and speaking abilities by talking about news and the media.
Teaching Difficult Points:
1. How to help the students understand the listening material exactly.
2. How to help the students finish the task of speaking.
Teaching Methods:
1. Listening-and-answering activity to help the students go through the listening material.
2. Individual, pair or group work to make the students finish each task.
Step I Greetings and Lead-in
T: Good morning/afternoon, class.
Ss: Good morning/afternoon, Miss/ Mr. X.
T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?
Ss: By reading newspapers and magazines, watching TV programmes,
listening to the radio.
T: Are there any other ways? Think it over.
Ss: By a website.
T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?
Ss:新聞媒體
T: In English, we call it news media. First, let's learn the new words in this period. Look at the screen.
(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in pronunciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)
Step Ⅱ Warming up
T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?
Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.
T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll check your answers. OK?
Ss: OK.
T: You can begin now.
(A few minutes later. )
T: Are you ready now?
Ss: Yes.
T: Which group would like to talk about the first question? Choose one member of your group to answer the question.
S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people
who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.
T: The second question?
S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful
to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.
T: The third question?
S3 : I will check other sources.
T: The fourth question?
S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for eachstory. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are writtenby all kinds of writers. Magazines are not published as quickly as newspapers.
T: The last question?
Ss: News broadcast, newspaper, magazine, radio programme, website,
report, reporter, editor, interview, write articles…
Step Ⅲ Listening
T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1:
Listen carefully towhat is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )
T: OK. Now, please listen to each part once again and then work inpairs to talk about the questions in Exercises 2,3,4 and 5. Are youclear?
Ss: Yes.
(Teacher allows them enough time to talk about the questions. Thenask some students to say their answers.)
Step IV Speaking
T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)
200 people died in an earthquake in Turkey.
China beat Brazil 5-1 in football.
France elected a new President.
Three children from your city were killed.
Someone robbed a bank in Shanghai.
Food prices are going up.
A house in your town burned down. Nobody was injured. 2 000 people in your city were happy today and moved into new buildings. A Chinese scientist has invented a new car engine that does not pollute the air. There is a rumor that a large company wants to build a factory in your town:
(Bb :go up, burn down)
T: Now, you've known the ten things, but you only need to report
five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.
(Teacher shows the screen. )
What do you think of'…?
I would rather choose.…
What's your opinion?
I don't think we should choose…
Why do you choose…
Maybe it would be better to choose…
Perhaps… is more important.
Our readers want to know about….
(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. )
Teaching Plan for Book 5
Unit5 First Aid for Burns (Reading)
Teaching Goals:
1. Enable the Ss to get some first aid knowledge
2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Key Teaching Points
How to improve the Ss’ reading ability.
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
4. Discussion methods to make the Ss understand what they’ve learned in class.
5. Pair work of group to get every student to take part in the teaching-and-learning activities.
6. Competition and role-play method to arouse the Ss’ interest
Teaching aids
The multi-media (see a short movie about how to treat burn from ppt.)
Teaching procedures
Step1. Lead-in
Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid
Step2. Pre-reading
Show the Ss the picture of Pre-reading on P33 and ask them the following questions:
What has happened?
What sort of injuries the child will have?
What kind of first aid would you perform?
Step3. Fast reading
Let the Ss read the passage fast and then find out the answers to the questions
1. What will the passage be about?
2. What do they tell you about the passage?
3. In which order are these topics covered in the text? Number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
Step4. Detailed reading
1). Tell if the following statements are true or false:
1. Our skin has three layers.
2. We will never get burned by the sun.
3. Burns are divided into three degrees according to the degree of pain.
4. Third degree burns are the most serious and painful.
5. Put cool water on any burns to cool them.
6. Don’t rub the burns
7. It’s better that you put some butter or oil on burns.
2). Answer the questions
1.Why should you put cold water on a burn?
2.Why doesn’t a third degree burn hurt?
3.Why do you think clothes and jewellery near burns should be removed?
4.If someone has a third degree burn, why might you see tissue?
3). Read the text again and then find out how many parts there are and the main idea of each part:
Part1. The purpose / function of skin
Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
Part3. Types of burns: First degree burns, Second degree burns, Third degree burns
Part4. Characteristics of burns
Part5 First aid treatment
3). Finish off Comprehending Ex2&3
Step5. Words competition
Have a competition to check the Ss’ words spelling
Step6. Making a first-aid kit
An activity to let the Ss know what are included in a first-aid-kit
A well-stocked(存備得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.
Step7. Role play
Work in pairs to act out how to place an emergency call for help
Step8. Summary
This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.
Step9. Homework
Search as much information as you can about first aid
http://www. healthy. net/clinic/first aid/
http://kids health. org/parent/first aid_ safe/