Aims:
1. Functions:---Describe problems and fellings
----Describe weather
---Describe interpersonal relationships
2. Vocabulary: Abbr.
3. Grammar:---introduction to noun clauses
---noun clauses beginning with that, if/wether
4. Skills and strategies: by the end of this unit, Ss will be able to :
--- read the story entitled Fog and an article about shark attacks.
---listen to and understand a talk about a storytelling contest.
---discuss the five senses and tell a story
---write a story with a surprise ending
---expand vocabulary related to weather.
5. culture: ---interpersonal relationships
----typical weather in different countries.
Total periods:
Periond 1: welcome to the unit
Aims: ---to give the Ss the idea that soemtimes the senses affect one another and people may be misled by them to help them to realize how they use their senses in their studies and daily life and to teacch them how to make better use of their senses.
--- ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another.
Precedure:
Step 1 brainstorming
Ask the following questions:
With what do we see and hear?
How do we know that a flower has a pleasant smell?
How do we know whether a dish is delicious?
What do we do when we want to know whether the wather in the basinis hot or cold?
How do we know about the world around us? What are the five senses?
(Blackboard: see – eyes-sight-look
Hear-ears-hearing-sound
Taste-tongue-taste-taste
Smell-nose-smell-smell
Touch/feel-skin-touch--feel)
As we all know almost everyone has five senses. We learn about the world through the five senses and we use them to study, wok and relax.
Step 2 sharing information
Ask Ss to read the short passage and the main idea
Ask them to give more examples
Look at the 4 pictures and answer the questions below.
Homework: translation
事实情况是雾太大，车开不了那么远。
因为恐惧，她能感到自己的心跳。
今天有那么多人迷路，我想帮助他们。
一会儿前，她还希望有人过来，现在她只想逃。
Period 2-4 reading
Aims:read a story and learn the common elements of a story, and practise idendifying these elements. Deal with some useful language points.
Procedure:
Step 1 lead-in
Ask questions about the climax ro the weather here.
What’s the weather like here ?
Do we sometimes have foggy days here?
How do you feel on a foggy day?
What would you do if you got lost in the fog?
What senses do you think we can use on a foggy day?
Step 2 reading
1. go through the passage quickly and try to answer the 4 questions in part A.
2. read again and complete parts C1 and C2.
3. fill in the following table
part place Time/weather person What happened Polly’s feeling
Part 1
Part 2
Part 3
Part 4
Part 5
Part 6
4. do part D and E.
5. ask Ss to retell the story according to the hints below.
Outside Polly’s working place--- at the bus stop on the street--- in the Underground train--- at green Park station--- in Park Street--- at the corner of the street--- in the street near King Street--- at 86 King Street.
Step 3 language points
Part1:
1.be covered in a grey mist : be covered with snow
2.she wondered if the buses would still be running: she thought she would be flying to Japan at this time the next day. At this time tomorrow I’ll be reading English.
Part 2:
3.Once out in the street, she walked towards the bus stop:
Once (it is) seen, it will never be forgotten.
Once (he was) in bed, he fell asleep.
If compared to Tom, Mary works harder.
4.The fog is too thick for the bus to run that far.
A fog this bad is rare.
Don’t take what she said that seriously.
Can hard work change a person that much?
5.How far are you going?
How long will it take you to finish that?
How soon will you finish that?
6.The weather might be better there and you might be able to get a taxi.
My sister might be waiting for me at the airport.
He may have gone home
She can’t have done things like that.
Part 3:
7.She sensed that she was being watched by a tall man in a dark coat.
Although she didn’t say a word, I could sense her unhappiness.
8.When Polly got to the station entrance, it was deserted.
The village was completely deserted after the war.
9.Now she wanted to run but fear held her still.
Hold you head up and look straight forward.
She stoode still and didn’t dare to move.
10.while the rest of the passengers were getting out, she glanced at the faces around her.
Mary only ate a little.The rest is eaten by Tom.
11.the fog lay like a thick , grey cloud.
There lies a river in the front of the village.
There stands a temple on the top of the hill.
12.there is no on in sight: out of sight, catch sight of lose one’s sight
13. Pollu set off towards Park street: set off , set sail, set free, set out
14.By the time she reached the corner of the strret, the footsteps were gone: lost, missing
15.Polly felt a rough hand brush her face and she heard a man’s voice in her ear saying ‘sorry.’
have/feel sb do/doing/done
she could feel her heart beating with fear.
16.a minute before, she hade wished for someone to come along.
When he got home he found that his house had been broken into
17.the footsteps seemed close now.
He looked at me closely.
18. A hand reached out and touched her arm.
The mountain seems to reach to the sky.
I can’t reach the book.
When he reached for the book, he fell.
19.Polly found herself staring up at a man standing with his hand resting on her arm.
After walking for two hours, they found themselves coming to a small river.
It’s rude to stare at people like that.
He sat there with his eyes fixed on the ceiling.
20. the face she saw was that of an old man.
The weather here is better than that in Nanjing.
The table made of wood is better than that made of steel.
21.Watch out for the step here: look out for
22.Polly heard it hit the step.
23. you sound young
24. I was young once. Once a week
25. polly began to feel frightened.
26.There may be more people lost today.
27.Pay back the help that people give me
28.a blind person like me can’t get a cross the road without help, except in a fog like this.
Period 5: word power
Aims: in the first part, ss will learn that many words in Englsih can have differnent roles in different types of sentneces. In the second part, learn words used to describe different kinds of weather.
Procedure:
Step 1 brainstorming
Aks ss to list words that belong to different parts of speech.
Once out in the street, she walked quickly towrds her usula bis stop.
‘here we are, King Street’. He stopped.
Polly left work early.
Polly works very hard.
She sensed that she was being watched.
People have 5 senses.
While the rest of the passengers were getting out, - -
Come in and rest for a while.
Suddenly Polly felt a hand brush her face.
He was painting the wall with a brush.
Maybe I can help you.
It gives me the chance to pay back the help that people give me when it’s sunny.
Step 2 parts of speech
P6. read the speech bubbles and do part A and explain the meanings.
Step 3 describing the weather
1.Ask Ss what words they use to describe different kinds of weather.
List these words:
meteorology 气象学atmosphere 大气climate 气候elements 自然力量(风 、雨)
temperature 气温to be warm, to be hot 天气热to be cold 天气冷season 季节
spring 春summer 夏autumn 秋 (美作:fall)winter 冬frost 霜hail 冰雹snow 雪
thunder 雷wind 风mist 雾cloud 云haze 霾rain 雨downpour, shower 暴雨
storm, tempest 暴风雨lightning 闪电land wind 陆风hurricane 飓风cyclone 旋风
typhoon 台风whirlwind 龙卷风gale 季节风gust of wind 阵风breeze 微风fog 浓雾
dew 露水humidity 潮湿freeze 冰冻snowflake 雪花snowfall 降雪waterspout 水龙卷
dead calm 风平浪静Indian summer 小阳春drought 干旱
Emphasize some words are adjectives such as cloudy, suuny, cold, cool, warm, hot, dry, wet, rainy, snowy
2. practising reading in pairs Part A.
3. look at pictures in Part B. and read the weather report. Explain the word overcast.
4.complete the second speech bubble.
Homework
Read and remember the words
Period 6-9： grammar
Aims: learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.
Step 1 introduction to noun clauses.
1.Write the following sentences on the blackboard and ask Ss to point out the subordinate clause or clauses in each sentence.
At lunch time. the radio weatherman reported that the mist would bdcome 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.
2.read Part 1 on P8 so that Ss can know different kinds of noun clauses. Ask them to point out the conjunction in each sentence.
That he will leave office is clear to us.
It is clear to us that he will leave office.
She sensed that she was being watched.
I’m not interested in what he said.
That we should study english well is important.
It is important that we should study English well.we all think it good news that the fog had finally gone.
My question is whether you can help me with my English.
The news that the plane had crashed made up sad.
The fact that you lost the game is a pity.
3.pratise the following sentneces.
Group 1:
The fact that polly told us is true.
The fact that polly didn’t ask for the man’s name is a pity.
Group 2:
The suggestion that you made at the meeting attracted our attention.
The suggestion that students should wear school uniforms has causd a heated discussion.
4.Test: What’s the difference?
I hope that polly will be OK.
No one knew whether he lost his sight because of an accident
She couldn’t imagine how the blind man had found her.
5. read the article and describe the main idea. Then identify the subject, object, predicative clauses and also point out the conjunction in each clause.
Step 2 noun clauses beginning with that or if/whether
1. Ask Ss to read part 1 and explain:
that is used to introduce a statement;
that is never used after a prep.except after in/ except,where that can not be omitted.
When it used to introduce the subject clause, it is also not omitted;
when that is used to introduce an object or a predicative clause, it can be omitted.
2. read part 2 and explain:
If/whether can be used to introduce a noun clause when the clause is a yes/no question.
Only whehter can be used after a preposition, to introduce a subject clause, and with or not.
3.and/but can connect clauses but that/whether/if should be added.
4. practice
Part A &B
Step 3 noun clauses introduced by other conjunctions
1.由wh-词引导的名词从句叫做名词性wh-从句。wh-词包括who, whom, whose, whoever, what, whatever, which, whichever等连接代词和where, when, how, why等连接副词。wh-从句的语法功能除了和that-从句一样外，还可充当介词宾语、宾语补语和间接宾语等，例如：
主语：How the book will sell depends on its author.
直接宾语：In one's own home one can do what one likes.
间接宾语：The club will give whoever wins a prize.
介词宾语：That depends on where we shall go.
表语：My question is who will take over the president.
同位语：I have no idea when he will return.
2.practice
P28-29
Step 4 conclusion
1.that无词义, 引导确定的事由，在从句中不作成分;
whether/if有词义“是否”，引导没决定的事由
______ he will come and help us is certain.
______ we will succeed is still a question.
2.连接代词what, whatever, who, whoever, whose, which, whichever 等.
连接副词when(ever), where(ever), how(ever), why,等.
1.______ ticket this is has not been found out
A. That B. whatever C. who’s D. whose 2.______ the test will be given is not yet decided.
A. That B. What C. If D. When
连接代词/连接副词有词义，在从句中充当成份
Step 5 test
1.I ask her _______ come with me.
A. if she will B. if will she C. whether will she D. will she
2._______ he said is true.
A. What B. That C. Which D. Whether
3.Can you tell me ________?
A. who is that gentleman B. that gentleman is who
C. who that gentleman is D. whom is that gentleman
4.He didn't know which room _______.
A. they lived B. they lived in C. did they live D. did they live in
5.To get the job started, _______ I need is some money.
A. only what B. all what C. all that D. only that
6.I have no idea _______ far the railway station is from here.
A. what B. how C. it's D. that
7.Can you tell me _______ the railway station?
A. how I can get to B. what can I get to
C. where I can got to D. where can I get to
8.Do you know _______?
A. what is his name B. how is his name
C. what his name is D. how his name is
9._______ you have done might do harm to other people.
A. That B. What C. Which D. This
10.They have no idea at all ________.
A. where he has gone B. where did he go
C. which place has he gone D. where has he gone
11.They want to know _________ do to help us.
A. what can they B. what they can
C. how they can D. how can they
12.These photographs will show you _______.
A. what our village looks like B. what does our village look like
C. how does our village look like D. how our village looks like
13.Can you make sure ________ the gold ring?
A. where Alice had put B. where had Alice put
C. where Alice has put D. where has Alice put
14.No one can be sure ________ in a million years.
A. what man will look like B. what will man look like
C. man will look like D. what look man like
15.________ the 2008 Olympic Games will be held in Beijing is not known yet.
A. Whenever B. If C. Whether D. That
16.Go and get your coat. It's ________ you left it.
A. there B. where C. there where D. where there
17.It worried her a bit _______ her hair was turning gray.
A. while B. that C. if D. for
18._______ he said at the meeting astonished everybody present.
A. What B. That C. The fact D. The matter
19. - Do you remember ________ he came?
- Yes, I do. He came by car.
A. how B. when C. that D. if
20._________ we can't get seems better than _________ we have.
A. What ; what B. What ; that C. That ; that D. That ; what
21.________ we'll go camping tomorrow depends on the weather.
A. If B. Whether C. That D. Where
22.It is generally considered unwise to give a child ________ he or she wants.
A. however B. whatever C. whichever D. whenever
23. - I drove to Zhuhai for the air show last week.
- Is that _________ you had a few days off?
A. why B. when C. what D. where
24.These wild flowers are so special that I would do ________ I can to save them.
A. whatever B. that C. which D. whichever
25.________ you don't like him is none of my business.
A. What B. Who C. That D. Whether
26.You can't imagine ________ when they received these nice Christmas presents.
A. how they were excited B. how excited they were
C. how excited were they D. they were how excited
27.________ caused the accident is still a complete mystery.
A. What B. That C. How D. Where
28.I had neither a raincoat nor an umbrella. _________ I got wet through.
A. It's the reason B. That's why
C. There's why D. It's how
29.It was a matter of ________ would take the position.
A. who B. whoever C. whom D. whomever
30.________ has helped to save the drowning girl is worth praising.
A. Who B. The one C. Anyone D. Whoever
31.It was _______ he said _______ disappointed me.
A. what ; that B. that ; that
C. what ; what D. that ; what
32.Eat ________ cake you like and leave the others for ________ comes in late.
A. any ; who B. every ; whoever
C. whichever ; whoever D. either ; whoever
33.It now appears ______ they are in need of help.
A. that B. which C. what D. how
34.It is good news ______ they will arrive in a few days.
A. which B. what C. that D. how
35.It ______ Joe drives badly.
A. thought that B. thinks that
C. is thought that D. is thought that
36.It ______ he is late for class.
A. may that B. might that
C. may be that D. might be what
37.This is ______ she was born.
A. where B. which C. that D. what
38. You must do well ______ the teacher asks you to do.
A. which B. what C. that D. where
39.The question is ______ it is worth doing.
A. if B. whether C. which D. what
40.The reason why he has made such great progress is _______ he has never wasted his time.
A. because B. why C. that D. what
Homework
Finish the worksheet
Period10-12 task
Aims: to practise the language skills of listening, reading, speaking, and writing.
Skills building 1: plotting a story
Aims: learn the plot of a story and the three parts that s story usually contains: exposisition, conplication, and resolution.
Step 1 lead-in
Do you like reading stories? What kinds of stories do you like reading? Why?
What are the common elements in stories?
Have the Ss read the 3 points on P12 in this section.
Ask Ss to do Part A individually.
Step 2 completing a checklist
Listen to the tape and and do part A and B on P13.
Wrting the beginning of the story:
Possible example:
It happens this summer. One morning at about 10, Sandy and her classmates went to the museum together with teachers, because they had a class project about art and history. They go there by school bus. When they arrived at the museum, Sandy and her partner LiFeiei were so busy looking around that they got lost. So they ran about, trying to find their classmates. Luckily they saw their classmates and caught up with them.
Skills building 2 identifying different elements of a comic strip
Aims: learn the skills of telling a story effectively by using pictures.
Step 3 lrad in
1. Ask the students to tell the story
2. Ask the students to finish the comic strip about a monster.
a. Label the different ways of adding words to pictures.
b. Tell the story
Step4: preparing a story with a surprise ending.
1. Different stories have different endings.
Happy/ sad/ surprise/ moving/ thought-provoking
2. Ask the students to do part A and B on page 15
That cold January night, I was growing sick of my life in San Francisco. There I was walking home at one in the morning after a tiring practice at the theater. With opening night only a week away, I was still learning my lines. I was having trouble dealing with my part-time job at the bank and my acting at night at the same time. As I walked, I thought seriously about giving up both acting and San Francisco. I had expected too much of my life.
As I walked down the empty streets under tall buildings, I felt very small and cold. I began running both to keep warm and to keep away from any possible robbers. Very few people were still out except a few sad-looking homeless people under blankets.
About a block from my apartment , I heard a sound behind me. I turned quickly, half expecting to see someone with a knife or a gun. The street was empty. All I saw was a shining streetlight. Still, the noise had made me nervous, so I started to run faster. Not until I reached my apartment building and unlocked the door did I realize what the noise had been. It had been my wallet falling to the sidewalk.
Suddenly I wasn’t cold or tired any more. I ran out of the door and back to where I’d heard he noise. Although I searched the sidewalk anxiously for 15 minutes, my wallet was nowhere to be found.
Skills building3: using adjectives and adverbs in stories
Step 5 Ad/ adj
adjectives: to express physical and other qualities, our feelings and views
. to express origin, necessity, frequency and degree of certainty
Adverbs: 1. to add more information to a verb, an adjective, a phrase or another adverb.
2. to express place, time, frequency, degree, manner and viewpoints.
3. to make comments, concentrate on a certain word or phrase and link clauses or sentences.
Practice:
P16
Step6: improving your story
1. Ask students to do part A.
2. Part B: ask students to present their stories.
All of a sudden, a bell ringing, Sandy woke up and found
Herself sitting on a chair. She could see people were
leaving. To her great surprise, she saw a big , red apple in her left hand and some beautiful flowers in her right hand. She knew it was time for the museum to close and she had to leave. But her classmates and her teachers were nowhere in sight.
All of a sudden, a bell ringing, Sandy woke up and found ___
Homework:
Period13-15 project
Aims:to help ss learn and use English through doing a project. The reading part will help ss learn how sharks use their senses to survive dangers in their environment and supply a sample fro ss to learn how to talk about animals and their senses.
Step 1 lead in
What are Sharks? Sharks are fish that have been around since the dinosaurs. Males are called “Bulls” .Females are called "Cows" .Baby Sharks are called "Pups“. Other shark facts Sharks have five to seven gill slits. Many sharks must keep moving in order to breathe that is, in order to keep water moving past their gill slits but this is not true of all species. Nurse sharks, for example, can lie still and fan their gills to bring oxygen-rich water across the slits. Because they lack a swim bladder, all sharks must swim in order to avoid sinking toward the ocean floor.The shark has senses specially adapted for the animal's life underwater. Smell is a shark's most acute sense. Approximately 70 percent of the shark's brain is used for olfactory (smelling) functions. Experiments have shown that sharks can detect prey solely by smell, and the hungrier the shark, the less stimulant needed to elicit a reaction.
Sharks are sensitive to light and can detect certain objects even in murky water. Some have a tapetum lucidum, a mirror like layer under the retina of the eye that reflects incoming light and increases the amount of light available to the eye. (Cats and other animals whose eyes "glow in the dark" also have this feature.)
Sharks do have ears, but the role of hearing in the shark's location of prey is not well understood. A shark can detect sound waves and disturbances in the water with its lateral line, or lateralis, system. This is a series of thin canals, filled with water, that runs along the animal's side. The canals are attached to nerves that send signals to the shark's brain. Sharks can also sense electric and magnetic fields. Sensory pores located on the shark's head can detect a prey's bioelectric field even if the prey is buried in sand. A shark can also detect the Earth's magnetic field. Open-ocean sharks may use this information to navigate and orient themselves.
Step 2fast reading
1.What do you know about sharks?
2. How many different types of sharks are there in the ocean?
3. Do all of them attack humans?
4. How to avoid being attacked by sharks?
5. What are their unique senses?
Step 3 Reaing carefully
Read the text again and try to answer the following questions and find out the main idea of each paragraph.
Paragraph 1: There are nearly 400 types of sharks.
Paragraph 2: Sharks do not feed on humans.
Paragraph 3: Threre are three types of shark attracks.
Paragraph 4: An increase in water sports has led to an increase in shark attracks.
Paragraph 5: There are three tips on what to do if a shark attracks.
Paragraph 6: Do not be frightened by sharks.
Step 4 points in the passage
1.The chances of being attacked by a shark are very small compared to other animals.
He has much _______ of winning the first prize.
It’ll be sunny, with a fair chance of cloudy weather developing before midday.
2.Many more people drown in the ocean every year than are bitten by sharks.
There are more people watching than expected.
3.The low number of attacks that happen every year proves that sharks do not feed on humans if they have the choice.
What does the little dog chiefly _____ _____?
Feed the sheep on grass= Feed the grass to the sheep
4.The latter two types of attack are more likely to be deadly for humans.
The chances are a hundred to one against you, It’s most ______ that you will succeed.
5.Don’t be frightened by sharks as there is 30 times greater chance of being hit by lightning than being attacked by shark.
主A+ 谓语+ 倍数 as – as B
比较级than B
the 名词of B
6. Don’t hit him ____ ____ head!
Don’t hit in the face
Catch him by the arm
Step 5 usrful phrases
1.mainly because/2. two other sharks/ 3. the chances of being attacked
4. compared to5. many more people6.the low number7.feed on8. be fit to do
9.wait for sb to do10.the latter two 11.follow the advice12.have a fresh wound
13.be more likely to be deadly14.over a long distance15.wear bright clothing or jewellery
16.hit the shark on the nose17.stick your finger in the shark’s eye18.30 times greater
Step 6 Summarize the text
Types of sharks
Advice on reducing the chances of being attacked
The tips to help you when attacked
Step 7 Introducing the project:
Aims:Producing a TV show about how an animal uses its senses.
1.Planning
Get into groups(6-8).
Decide which animal to focus on.
Clear assignments.
Decide what type of show :
A documentary, a drama, a cartoon, other show
Clear assignments
Each member picks a different topic to find information about
Food( what the animal eats)
Habitat(where the animal lives)
Size(size of the animal or population)
Myths about this animal(what people think)
Preparing
Visit a zoo , watch an animal documentary,look at books, surf the Internet……to find information about the animal.
What it eats and how it finds food in the wild
How it protects itself
How it communicates with other animals
How it attacks people or other animals (if it does)
How it helps people or other animals (if it does)
Producing
1. Focus your research on how your animal uses its senses.
2. TV is very visual so pictures should be presented in an easy to see way.
3. Each member must work on different part of the show, keeping in mind the overall design.
4. Each member has to proofread the writin at least once, correct mistakes if there are any,
and add any new ideas they can think of.
Presenting
Present your show to the class.
Put you display on the display wall.
Homework
1. Do Parts partA, B and C on page 90 in Workbook.
2. Review words and phrases in this unit.