流畅英语口语(电子教案)

Inside out

Contents

Unit 1 Me .................................................................................. 2 Unit 3 Couples .......................................................................... 9 Unit 5 Review 1 ...................................................................... 14 Unit 7 Job ................................................................................ 18 Unit 8 Rich .............................................................................. 23 Unit 10 Review 2 .................................................................... 27 Unit 14 Call ............................................................................. 32 Unit 18 Weird .......................................................................... 38

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《流畅英语口语教程》教案

Unit 1 Me

Objectives:

Help students learn sth. about English names and choose their own favorite English name Help students learn how to improve memory Help students learn to describe persons

Help students learn sth. about taboo topics of American culture

Outline: ( a brief description of your teaching plan)

Part 1. Name: make students know how do western people choose name for their children and

make students choose their favorite English name based on Appendix A and B

Part 2. How to remember people’s names? : test students’ memorial ability by doing exercise I

never forget a face and make them discuss advice provided in Reading exercise of page 6

Part 3. How to describe a person: make students familiar with two sentence patterns and learn

to use them to describe the 6 persons in pictures; make students do a guessing person game to practice their descriptive skill

Part 4. Taboo topics in American culture: through doing exercise 3 and 4 on page 8 and

reading Appendix E students can get to know about some private and sensitive topics of western people

Focuses:

Help students learn sth. about English names and choose their own favorite English name Help students learn to describe persons

Part I: ( 1st class)

Words and expressions:

1. fashionable adj. : following a style that is currently popular 2. psychologist n. expert in psychology

3. embarrassing adj. making sb. feel embarrassed 4. original adj. newly created or formed

Activity 1. Listen to the monologue of Susan. (2 mins)

Activity 2. Talk about different names that people call you. (5 mins)

Familiy members(parents, siblings, cousins, aunt, uncle, grandparents): Friends: Classmates:

Activity 3. How did your parents choose your name? (10 mins) Step 1. Let students read Name Game.

Step 2. Explain key information of the article.

Step 3. Group discussion: Divide students into several groups and make them discuss the

reasons why their parents chose this name for them.

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《流畅英语口语教程》教案

because it sounds good because it’s fashionable

because it’s unusual or original because it’s the name of a place

because it’s the name of a famous person

because it’s the name of another member of the family

Activity 4: English name consists of 3 parts: (1 min)

First name + middle name + family name (surname) George W. Bush

Activity 5. Let students discuss the meaning of all kinds of English names and choose their

favorite English name with the additional material.(5 mins)

Part 2 (2nd class) How to describe a person Words and expressions:

1. visualize v. Form a mental picture of sb./sth. 2. association n. mental connection between ideas

Activity 1. Let students look at the pictures of 6 persons, study these names and faces for 30

seconds, then turn to p.124 and see which they can remember. (5 mins)

Activity 2.

Step 1. Read this advice for improving your memory. Find an appropriate heading for each paragraph. (5 mins)

Step 2. Let students discuss the following questions and the additional material. (12 mins)

1) Which technique have you used for remembering names?

2) Which technique could help you to remember new English words and expressions?

3) What other ways can you think of to help remember and learn new English words and expressions?

Part 3. How to describe a person Words and expressions:

1. Stressed out: under so much stress and pressure that you barely make it

2. An au pair is a girl without any dependents who comes to the UK to learn English and to live as part of an English speaking family.

Activity 1. Explanation: Sentence pattern (2 mins)

a) He/ She looks + adj. b) He/ She looks like + n.

Activity 2. Let students divide words and expressions in the frame into two groups and choose proper words and expressions to describe 6 persons in pictures.(9 mins)

He/ She looks + adj./ num.

Friendly , intelligent, shy, very young,

middle-aged, stressed out, intelligent, about sixty, fit, a bit tired, rich

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《流畅英语口语教程》教案

He/ She looks like + n.

a banker, a typical mum, a doctor, Greek, a waiter, a Swedish au pair, a student, a retired police officer

Activity 3. Guessing game: Let one student describe a student in the class and make others guess who the student is. (9 mins)

Part 4. Group work (4 students per group)

Activity 1.Let students rewrite the questions of Exercise 3 of Close up and discuss in what situations is it okay to ask these questions. (10 mins) Questions: sensitive and private topics

1) How old are you?

2) Do you believe in life after death? 3) How much do you weigh?

4) Have you ever stolen anything? 5) How much money do you earn? 6) How many partners have you had?

Activity 2. Let students read additional material What the Americans Don’t Talk About and make

them know the taboo topics in American culture. (10 mins)  Age  Weight  Income

 Matters of the Heart  Is It Real?

Optional: English song Stand by me (5 mins)

Appendix A: 女子英文名释义

ALICE : 一个年轻的梦想者喜欢热闹有着不受束缚的灵魂。

ANGELA: (希腊)意谓天使。常被形容为美丽，纤细的女人，温柔可人或是有活力但莽撞的女孩。

AMANDA：表示可爱的人。人们认为她保守美丽又纤细，甜美富有。 ANNE：善良、优雅、喜欢帮助人的女孩。皇室的皇后、公主很多都是这个名字或者ANNIE。 BETTY：这个名字让人在脑中浮现一个金发女孩的影像，傻的可爱，又风趣。

CATHY：为CATHERINE的简写(同KATHY)，CATHY被描绘为可爱年轻的金发女子，充满活力，外向，有趣，且和善。但有些人则认为CATHY是被惯坏而且以自我为中心的女孩。 CHRISTINA：同Christine。如此佳人!Christina被形容为美丽娇小的女子家境富裕，聪明世故。

CINDY：甜美，吸引人的金发女孩，活力充沛又健康。

DAISY：(老式英语)\"雏菊\"。森林来的\"金发女孩\"，甜美可爱。 DIANA：美丽，身处上流社会的金发女子，保守，安静，聪明。 ELLA：(古式英语)，\"小淘气，美丽的女子\"。

EMILY：娇小可爱，安静保守的女子，聪明，柔弱，拘谨。

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FANNY：被描绘为黑发，丰润的女孩，快乐，风趣，非常活泼有时让人有鲁莽的感觉。 GLORIA：美丽气质优雅的金发女孩，或文静，快乐，中层阶级的淑女。

HELLEN：美丽的上流社会的女子，有着黑发与黑眸，优雅，聪明受过高等教育的。 HEBE：希腊语，意为『春天之神』其变形为Hebbe。

JANE：能力不错，可靠的女子，可以是可爱女人味十足的；也可以是纯真带孩子气的。 JESSICA：甜美，美丽，受欢迎的女孩；其它的人则认为她是个难以驾驭的女强人。 JESSIE：是个中性名字令人想起可爱运动型的女孩，男孩子气，爱玩，善良，且聪明。 JENNIFER：这个名字非常适合可爱的金发拉拉队长，受大家欢迎，并受人喜爱。 KATE：为Katherine的简写。可爱，外向，精力充沛，脚踏实地的女子。

KATHY,KATHIE为KATHERINE,KATHERLEEN的简写(同CATHY)。KATHY被看做黑发的小女人，文静，温和又善良。

LINDA：(西班牙语)美丽的意思。是有着蓝眸的金发女孩，既甜美又文静。

LISA是ELIZABETH的别名，LISA被描绘成美丽，有趣善良并安静聪明的女孩。

LUCY：来自拉丁字Lux，\"光明\"的意思。人们认为LUCY是有趣的乡村女孩，活泼可爱，风趣，引人注意。

MARIAH：(希伯来)同MARY，娇柔美丽的黑发姑娘，个性文静，温和，甜美。 NANCY：被描绘成美丽的黑发邻家女孩，安静讨人喜欢，个性和善并甜美。 RACHEL：被描绘为美丽，娇小的黑发女子，一个聪慧能筑梦踏实的女子。 SARAH：(希伯来)\"公主\"。美丽，卷发的女孩，保守又友善。

SELINA：给人的印象是个性开朗，面貌柔美的女子，温柔娴熟，但有人认为她的个性阴晴不定难以捉摸。

SHIRLEY：人们将SHIRLEY描绘成灰发版的Shirley Temple-可爱，甜美，卷发，娃娃脸，有点过重。

Appendix B: 男子英文名释义 ALAN：常变形为Allan。Alan的发音近似于撒格逊语Aylwyn或Alwyn(熟悉的朋友)的意思)。所以它在英国很为人所欢迎。

ANDY：被人形容为高高的，金发的，童心未泯的普通男子，快乐，随和老实憨厚。 ANTHONY：高壮黝黑的意大利男人，聪明强壮并坚忍。

ARTHUR：(凯尔特语)\"贵族\"，(威尔斯)英雄。Arthur有两个不同的意思：一生充满故事喜欢受注目的有趣老人;或是沉静，与众不同，信守承诺的智者。

BRIAN：(爱尔兰语)\"力量，美德\"，大部份人把Brian看做是爱尔兰男子，聪明，喜欢运动，并擅于社交。有些人则认为Brian是无聊喜欢黏着妈妈的孩子。

DANIEL：喜好运动勇敢，友善，值得信赖，教养良好，聪明且随和的人。

DAVID：(希伯来)挚爱的意思。人们形容DAVID是强壮，英俊，聪明的男人善良，幽默又独立。

EDWARD：(古英语)，幸福的保护人。这名字非常适合拘谨的书虫，衣冠楚楚的作家或生意人。 ERIC：(挪威)永远的领导者，永远的力量。被叙述为受欢迎的人有自信，聪明而且心地善良。 HENRY：这个名字给人数种不同的看法。懦弱的四眼书虫，野心勃勃，独立自主的专业人士，或是强壮，随和的农夫。

JACK：大部份的人认为Jack是个具威胁力的人-体魄健壮，阳刚，强壮，自负，聪明。也有人认为Jack可爱，有趣喜欢追求快乐的家伙。

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JAMES：被描绘为大块头，强壮的英俊男人，聪明，严谨，诚实个性依赖。

JASON：被认做可爱，喜好运动的金发男孩，但人们却对Jason的人格有争议。他可能是主观，风趣受欢迎，固执，不受束缚，调皮，或沉静，害羞，常自省的人。 KEVIN：被描绘为年轻喜好运动的美国男孩，心地好，有点固执。

LARRY：LAWRENCE的简写。大部份人认为LARRY是随和友善的-所到之处无不充满笑声。

NICHOLAS：(希腊)\"胜利的人\"。大部份的人认为Nicholas是可爱，肥胖，快乐，大方的。 OLIVER：给人好几种印象。脏兮兮无忧虑的乡下小孩；好学用功的书虫；热心奉献的人；或者愚蠢有趣的漫画人物。

PAUL：大部份人认为PAUL是庄严，稳重坚定的人，但有人认为他有魅力，创造力又和善。 PETER：人们认为PETER是个不做作，诚实，开放的人。有些人则认为PETER是个充满野心和爆发力的。

PHILIP：给人几种不同的印象：一个有朝气的军官；自大的王子；有钱的商人，聪明内向的人。

RICHARD：这个名字给人两种形象；一个是英俊强壮，擅长运动的美国男孩：另一个是诚实，严肃，但敬业乐群的男人。

SAM：人们印象中的SAM是个强壮的，温和，忠实脚踏实地的人，而且是可以交心的朋友。代表人物是人人皆知的UNCLE SAM

TOM: 为THOMAS的简写，TOM可说是一般典型美国人的代表，无所不在，自信，讨人喜欢而且做人实在。

TONY: 为ANTHONY的简写。人们眼中的TONY是善良，强壮的运动员，冷静能自理的男孩。

Appendix C: 单词记忆的ACTION原则

ACTION原则是根据记忆心理学相关知识并结合英语单词记忆自身特点而总结出来的。 A即Association (联想)的缩略，意指我们在记忆英语单词时不要孤立的记忆，要发挥思维潜能，一并记忆与之相关的词汇，。\"联想\"辐射的范围很广，可以是由部分联想到整体，以及其它事物，也可以是由某一特征联想到一类事物，还可以是读音、词形、词义方面的扩充联想等等。例如：记忆单词mare（母马、母驴），从读音角度出发，我们可以联想到同音词mayor（市长），从词意角度出发，我们可以联想到donkey（驴），mule（骡子）等词，从词形角度出发，我们可以联想到一连串词汇：bare （赤裸的）care（关心）、 dare（敢）、fare（费用）、hare（野兔）、flare（闪耀）、glare(强光)、 pare（修剪）、rare（稀有的）、share（分享）、spare（空闲的）、prepare（准备）、square（广场）、stare（凝视）、 tare（ 杂草）、ware（物品）等。联想原则是扩充词汇，达到\"一箭多雕\"记忆效果的关键所在。

C即Contrast（对比）的缩略，意指通过对比，注意细微差别，进而加深印象，方便记忆。 对比原则从差别入手记忆单词，可视为便捷记忆的纽带。例如：

Ambitious雄心勃勃的-ambiguous含糊不清的； today今天- toady奉承

pleasant 令人愉快的-pheasant野鸡，雉鸡 fable寓言童话-feeble虚弱的 study学习-sturdy结实的，茁壮的 anecdote轶事-antidote解药

T即Text surroundings （语境）的缩略。一个单词脱离了实际使用的语境，想记牢会用是难以做到的。将词汇置身于语境之中，通过反复阅读，提高认知能力，最后可以达到记忆的目的。语境记忆是国内外语言教学专家和心理学家较为推崇的词汇记忆策略。

I即Induction（归纳）的缩略，归纳法是通过个体，探索并发现一般规律的方法，引入到

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英语词汇记忆中来，意指通过个别单词发现规律，然后进一步探索、总结起来，统一记忆。例如：有一些词，加词尾\"-er\"后的意思有了变化，有的已经没有\"……的人或物\"这个意思。 Show（表现） -- shower（阵雨，淋浴）Count（计算） -- counter（柜台，计数器）

Draw（画） -- drawer（抽屉）Bow（鞠躬） -- bower（树荫，凉亭）sew （缝制） -- sewer（阴沟，下水道）jump（跳） -- jumper（无袖连衣裙） flow（流动） -- flower（花） O即Observation（观察）的缩略，观察是有所发现的前提，要求我们在记忆英语词汇时从词形入手，利用拆分，合并等手段解密内在联系，加以记忆。例如：

Manifold (多种) = many (许多) + fold (折，折痕) Peacock（孔雀）= pea（蜿豆）+cock（公鸡）

另一种意义的观察是多注意与英语相关的事物，如：商品外包装上的英语，广告牌上的英语，衣物、饰品上的英语等，勤于积累、回顾，自然可以轻松记忆。观察原则是化繁为简，创新记忆的法宝。

N即Note-taking（作笔记）的缩略。作笔记是一种积累知识的手段。记忆英语单词，更需要靠作笔记来整理要点，抒写心得等。例如： 对同音词的总结：peak（山峰）， peek（偷看）， pique（愤怒） 统读[pi:k] rain（雨），rein（缰绳），reign（统治） 统读[rein] 对形近词的总结：petal（花瓣），petrel（海燕），petrol（汽油），patrol（巡逻）； stimulate（刺激），simulate（模拟），accumulate（积累），emulate（竞争）。

作笔记是对记忆技巧和记忆实例的总结，必将有助于向更深层次发掘记忆方法之精髓。

Appendix D:记忆方法举例：英语单词记忆方法众多，最重要的是要遵循原则，找到适合自己的方法。

1）词根(etyma)词缀(affix)记忆法

顾名思义，通过记住词根词缀，并据此推测含此类词根词缀的新词的意思，加以强化记忆。 词根有两种，一种是可以引申出许多同根词的词根，同时它也是一个独立的单词，例如ease作为独立单词，它又是easy，easily，easiness的词根。

另一种是不能独立使用的词根，但它有一个基本意义，在不同的单词中意思大致相同。如：如： \"booklet\"这个词，\"-let\"是后缀，为\"小\"的意思，很显然，\"booklet\"就是\"小册子\"的意思。，从读音、词形、词义入手，归纳，总结分块记忆词汇。 2) 谐趣记忆法

谐趣记忆法是根据读音、词形、词义的关系，利用诙谐、荒诞的曲解来记忆词汇。 如：morose（忧伤的，郁闷的）=mo（方言，没有）+rose（玫瑰），试想，\"没有玫瑰\"的情人节怎能不\"忧伤郁闷\"？ ponderous（笨重的），听发音，叫做\"胖得要死\"，想一下，\"胖的要死\"，能不\"笨重\"吗？

又如：记忆engineer，peer，pioneer，profiteer，steer，sneer，volunteer一组词，我们可以这样诙谐地理解：

拓荒者（pioneer）蔑视（sneer）权贵（peer）和奸商（profiteer），志愿（volunteer）为工程师（engineer）掌舵（steer）。再如记忆Nepal（尼泊尔）这个词，一个比较浪漫又诙谐的方法是记忆下面这个句子中每个词的首字母：Never Ever Part As Lovers.（恋人永不分离） 3) 感观记忆法

感观记忆法是把耳、口、眼、手调动起来，把听、说、读、写统一起来，达到记忆目的的方法，这样做的好处是沟通大脑皮层各部分之间的联系，减少遗忘。我们可以进行专一的记忆，也可以注意我们身边的英语，如电器设备上的英语，产品说明书上的英语，各种警示语、标

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语等，还可以聆听外文歌曲，欣赏国外影视……耳濡目染，日积月累，反复回想，自然牢记。 例：许多品牌电池的外包装上有（battery电池）字样，许多洗发精瓶外有shampoo（洗发水）字样，自动取款机上的ATM（Automated Teller Machine自动取款机）字样，某些药品包装盒上的OTC（Over the Counter非处方药）字样等。

教师在授课过程中，应适当渗透相关知识，教育学生勤观察，多积累。 4) 分类记忆法

分类记忆法是按主题，所属范围等条件对词汇进行分门别类汇总，然后综合记忆的方法。我们从医疗，购物外贸等方面归类，也可以按时间、决心、态度等主题来汇总，然后根据记忆原则记忆。

例如：按文学形式分类，我们可以归纳许多词：biography（传记），essay（杂文），reportage（报告文学），memoirs（回忆录），travels（游记），prose（散文），fiction（小说总称）等。 英语单词记忆方法众多，除以上列举之外，还有谚语记忆法，歌诀记忆法，卡片记忆法等等。我们应遵循记忆的原则，把记忆单词视为一种乐趣。教师在授课过程中要引导学生多想多联系，并对涉及的某方面知识作必要补充。其实英语单词记忆学是一门非常有趣、非常吸引人的学问，多积累，多回顾，多探索，把握规律，就一定可以走出\"死记硬背\"的泥沼。

Appendix E: What the Americans Don't Talk About!~~~

Taboo topics tend to make people feel uneasy. Every culture has these off-limits subjects. Americans usually avoid talking about the following topics:

1. Age Age is a very sensitive subject to many Americans, especially to women over 30. Many Americans work hard to maintain a youthful appearance or at least give the illusion of youth.

Anyhow, if you are dying to know someone’s age, this is how you could go about finding out. First you estimate their age by their appearance and mannerism. Then you subtract ten years from that estimation. I guarantee you will get a big smile from that person who will also blush and say, ―Wow. You are my best friend. I’, 38 already. Can you believe it?‖ You, of course, reply, ―No. I really can’t. You’re kidding. You don’t look a day over 28. This is amazing.‖ Now that’s one surefire way to boost someone’s ego!

2. Weight This is one of the touchiest subjects. In America, it is okay, even desirable to be thin, but it is a sin and a huge embarrassment to be overweight. If you would like to be honest but not hurtful, I recommend you choose your words carefully, perhaps by saying, ― Hey, you look great. Very healthy looking.‖

3. Income Your should never ever ask how much someone’s salary is. There’s no way around this one. However, it’s perfectly appropriate to ask about their job title and what they do for a living. This information should give you some idea how much they make a year.

4. Matters of the Heart This is a tricky one. The general rule is not to get too personal, too fast. You don’t want others to think that you’re prying into their lives. Therefore, try not to ask too many questions about someone’s love life, marriage and family until you have a friendship with this person. Even then, you better wait for your friend to come to you with the matters of their heart.

5. Is It Real? Many Americans are proponents of the all-natural look. But how many truly abide by this principle? The answer would be : not many. People want others to believe they’re simply born beautiful. So don’t ruin it for them by asking, ― Hey, I love your eye color. Is it real?

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《流畅英语口语教程》教案

Unit 3 Couples

Objectives:

1. students will be able to make a love story for themselves 2. get to know the expressions of various couples’ problems

3. let them find different ways to solve these problems, make a list and give these solutions brief

explanations.

4. have a brief idea of what the love story will go through 5. grammar: past tense forms: past simple and past continuous Outline:

Let students conduct reading, listening, speaking and compiling stories to deepen their understanding of the points taught in the class. Focuses:

1. get familiar with words and expressions that will be useful in the classroom 2. inspire students to raise questions about love stories

3. let them understand the problems happened between couples and try to give some solutions.

Step one: warm up(10 minutes)

1. warmly greet students and tell them we will form an English speaking environment in class. 2. introduce the main topic we will discuss today—couples

love is a great thing in the world, so when a man meets a woman, there is a chance for them to fall in love and then after they get to know each other more, maybe next stage is the wedding ceremony which is one of the most important things happened in our lives. Everyday there are a lot of people get married and everyday some of them break up. Why people break up? What’s going wrong between these once loved couples? Some famous movie stars do these, and ordinary people do the same thing, too. So can you guess what are the problems between them and can you give some solutions to avoid or even to fix their relationship?

Step two: presentation (35 minutes) Activity one: problems between couples

1. difficult words or words the students maybe use in the classroom. (10 minutes)

couple wedding ceremony career affair generation gap economic reason DINK—double income, no kids rumor personality

2. let students write down the problems they think about that can lead to the break up of couples, select several students to tell their answers.(it can also be finished by team work, it is up to the teacher). (5 minutes)

possible answers: money, generation gap, career, love affaires, boring life, distance, child

3. look at the book page 16, introduce these famous stars briefly and at the same time the teacher can give some examples of some Chinese movie stars or let the students name some of them.(optional). (3 minutes)

1) Richard Gere and Cindy Crawford---famous movie star and super model 2) Lyle Lovett and Julia Roberts—famous movie dierector and movie star

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《流畅英语口语教程》教案

3) Nicole Kidman and Tom Cruise—famous movie stars 4) Bruce Willis and Demi moore—famous movie stars Some Chinese well-known couples:

1) the legend of MengJiangnv 2) the legend of White Snake Lady

3) the legend of DongYong and Fairy Lady Seven 4) butterfly’s love story

4. at the same time, give names of different wedding anniversaries. (2minutes)

1) Paper wedding 纸婚—1年 2) Calico wedding 棉布婚—2年 3) Straw wedding 稻草婚—2年 4) Silver wedding 银婚—25年 5) Golden wedding 金婚—50年

6) Diamond wedding 钻石婚—60—75年

5. let students answer the questions on page 16 point 3. (5 minutes)

6. do exercise on the top of page 17, and discuss if you agree to this point. Why and why not?

(10 minutes)

activity two: compile a love story (second class—30 minutes) 1. list the necessary words (5 minutes)

dating, fall in love at the first sight, first love, first kiss, romance, romantic, fancy, have a row, break up, Valentine's Day

2. look at the pictures on page 17, find 8 students to describe these four different pictures and the

teacher can give some help when necessary. And then let them match the pictures with the words. (10minutes)

3. practice past tense and let students answer these questions according to the pictures (5

minutes)

Picture one: (2 minutes)

1. where were they?

2. what were they wearing? Can you guess where they met for the first time?

(possible answers: in the street, in the office, on a bus, in a park, on the campus, etc.) 3. what was the man thinking? What was his facial expressions? Picture two: (3 minutes)

1. where were they?

2. what were they doing? what were they wearing?

3. can you guess what were they talking about? (how to start a conversation?) 4. discuss with your partner and try to show this scene picture three: look at this picture carefully, (2 minutes)

1. who was this? What was he doing?

2. what was he carrying? What was he going to do?

3. what was on the window? Whose cat was this? What was the cat’s look? 4. discuss with your partner and try to play this scene picture four: (3 minutes)

1. what were they doing? (having a row)

2. discuss with your partner and play this scene

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《流畅英语口语教程》教案

4. divide the students into 6 groups (8 groups), do exercise 2 and 3.. let each group make these

stages in order as you think best, and then try to write a love story by your group. In this love story, ask the students to use some time words, some verbs, adjective words as well as some adverb words. (3 minutes)

5. select two or three groups, let them show their love stories in front of the whole class.(5

minutes)

6. the teacher gives some comments (2 minutes) activity three: true love (15 minutes)

1. look at page 20, ask them to read each item and then let them tell what is special in each love

story. (5 minutes)

2. pair work. Follow the instruction in the book and ask them to do the exercise. (2 minutes) 3. group work: try to answer the following questions and then make the presentation to the

whole class, make your points clear. (8 minutes)

1) in these stories, do you think which one is the most romantic and why?

2) Which story is the saddest and if you have some special ability, will you do something to

help them and how?

3) Do you know any love story in our own country? Can you name some of them? Try to

tell the whole story with the help of your whole team.

Step three: listening (25 minutes)

1. name some entertainment TV shows in our country

2. listening material on page 18 and follow the procedures on the book 3. introduce background of the singer: Elvis Presley

4. English songs on page 21 and finish the exercises on this page. Step four: grammar (10 minutes)

1. give brief introduction to past tense forms 2. practice some irregular verb forms 3. finish the exercise on page 19 Step five: entertainment (10 minutes) 1. fill in blanks ( 4 groups)

give a simple sentence, and ask each member of each group to add one word in this sentence (adj or adv), and then write the whole sentence on the blackboard and ask one student to read it.

2. guess words (10 groups and each time two groups compete together)

ask one person to write five words (noun) on a piece of paper and then show the words to one member of the team, let the first student make some gestures and behaviors and the rest of the team to guess what the meaning of the words (no sound is made). p.s.

1. 补充材料： 1）结婚纪念日

Paper wedding 纸婚、布婚（结婚一周年） Calico wedding 棉布婚（结婚两周年） Straw wedding 稻草婚（结婚两周年）

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《流畅英语口语教程》教案

Cotton wedding 棉婚（结婚两周年） Muslin wedding 羊皮婚（结婚三周年） Leather wedding 皮革婚（结婚三周年） Silk wedding 丝婚（结婚四周年） Wood wedding 木婚（结婚五周年） Iron wedding 铁婚（结婚六周年） Copper wedding 铜婚（结婚七周年） Woolen wedding 毛婚（结婚七周年）

Electric appliance wedding 电器婚（结婚八周年） Pottery wedding 陶器婚（结婚九周年） Tin wedding 锡婚（结婚十周年） Steel wedding 钢婚（结婚十一周年）

Linen wedding 麻纱婚（结婚十二周年） Lace wedding 花边婚（结婚十三周年） Ivory wedding 象牙婚（结婚十四周年） Crystal wedding 水晶婚（结婚十五周年） china wedding 搪瓷婚(结婚二十周年)

Silver wedding 银婚（结婚二十五周年）第一大典 Pearl wedding 珍珠婚（结婚三十周年） Coral wedding 珊瑚婚（结婚三十五周年） Jade wedding 碧玉婚（结婚三十五周年） Ruby wedding 红宝石婚（结婚四十周年） Sapphire wedding 蓝宝石婚（结婚四十五周年） Golden wedding 金婚（结婚五十周年）第二大典 Emerale wedding 翠玉婚（结婚五十五周年）

Diamond wedding 钻石婚（结婚六十--七十五周年）

2）四大浪漫爱情故事

白蛇传(Madam White Snake or The Legend of the White Snake or The legend of the White Snake Fairy)

孟姜女千里寻夫(the legend of MengJiangnv)

董永与七仙女(the legend of DongYong and Fairy Lady Seven) 梁山伯与祝英台（butterfly’s love story）

3）猫王介绍 猫王

英文名：Elvis Aron Presley 出生地：密西西比州 职业：流行歌手、演员 生日：1935年1月8日 祭日：1977年8月16日 配偶：Priscilla Presley 女儿：Lisa Marie Presley

20世纪世界流行音乐中最重要的人物是谁？答案勿庸置疑，那就是猫王埃尔维斯-普雷斯利--“猫王”(The Hillbilly Cat)，这个绰号是狂热的美国南方歌迷为他取的昵称。

20世纪50年代，猫王的音乐开始风靡世界。他的音乐超越了种族以及文化的疆界，将乡村音乐、布鲁斯音乐以及山地摇滚乐融会贯通，形成了具有鲜明个性的独特曲风，强烈的震撼了当时的流行乐坛，并让摇滚乐如同旋风一般横扫了世界乐坛。

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《流畅英语口语教程》教案

截至1999年8月，RCA唱片公司和美国录音工业协会(RIAA)共追颁了131张的金唱片及白金唱片给猫王的女儿Lisa Marie，这是历史上获赠最多的金唱片及白金唱片纪录，猫王无疑是史上最伟大的演唱艺人。同时，RCA也颁予'世纪艺人Artsit Of The Century'特别纪念奖感念这位一代巨星。

50年代的猫王影响了至少整整一代人，60年代以后，他们一直抱着一个幻想：他们心中的猫王只是被他自己打败了，只要让上了年纪并变得肥胖的猫王改变他拉斯维加斯／好莱坞式的生活方式，让他在封闭的装满他早期唱片的自动电唱机的房子里，听一听他自己的音乐，他就会发现一个曾经如此伟大的猫王，曾经如此光芒夺目的自己。于是他会自己根自己斗争，最终取得胜利恢复往日的天才。尽管这一幻想直到1977年8月16日猫王逝世的那天也没有实现，他在现代音乐中的地位依然无人可以取代。他在50年代以及以后偶尔所表现出来的罕见的令人惊讶的才能叶柄没有因为他后期的活动而受到任何影响。他，以白人身份把带有种族色彩的黑人节奏布鲁斯音乐介绍给了白人，所承受的压力和获得的成功都是非凡的；他牺牲青春换来永恒传奇，燃烧生命烙下20世纪流行文化的图腾，更让全球的观众至今仍激荡不已。他的作品超越了任何一个影响摇滚乐历史的因素，他也决定了摇滚乐将采用的形式，他第一次使得青少年得以重视和发扬自己的音乐个性。.尽管他的歌曲太简单肤浅，缺少力度和社会责任感，但这些久远传唱的曲目却真实地反映了第一代受摇滚思想影响的青少年的群体形象，他不仅拥有漂亮的容貌、标志性的扭胯动作和出色的舞台表演，更成为这个时代，这一代人的鲜明的标志。蕴含了巨大潜力的整个年轻一代在他身上找到了反抗精神的共同性。自猫王以后，鲜明的思想性和强烈的现实批判性的摇滚乐迅速流传。也因为他的魅力，摇滚乐成为美国全民运动。猫王开辟了摇滚乐艰难的前进道路。

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《流畅英语口语教程》教案

Unit 5 Review 1

Objectives: review unit 1 to unit 4:how to describe people; expressions to do with relationships;

comparison structure

Outline:

Part I: Sophie & Paul : an activity ―blind date‖ based on the material from the textbook. to practice how to describe people

Part II: Vennie &Tanya: including listening exercise based on the tape from textbook and an oral

practice based on a short play (not from the textbook) to practice comparison structure

Part III: Neighbors: ―role play‖ based on the material from textbook. to practice the expressions to do with relationships, past and past continuous tense

Focuses: to inspire students to talk; to familiarize students with expressions to do with

relationships and the expressions to describe people.

Part I Sophie & Paul (1st class) Introduction (3mins):

Romantic love is very much a part of American culture. Movies, TV shows and books in America all picture people falling in love. Americans know no romance is perfect, but still they try to find the ideal person. To find this ideal person, they need dating.

However, American young people don't always have a romantic interest in mind. Sometimes they may see a date as a time just to have fun. After some time, they may decide they want to go steady. This means they think of each other as boyfriend and girlfriend. It also means they don't want to date anyone else.

Of course, there are different types of dating. At first you might have group dates with several boys and girls together. Later, you start going on single dates--just one boy and one girl. When two couple go out together, it's called double dating. Now speed dating is becoming more and more popular. A friend might even arrange a blind date for you. That doesn't mean you keep your eyes closed the whole evening! As you can find in the margin of Page 28. A Blind Date is an arrangement made for you to spend a romantic evening with someone who you have never met before. I think it’s somehow like a “marriage interview”, which is arranged by match-maker, parents, or friends.

The biggest problem in arranging a blind date, in my opinion, is how to make sure they two young people ―match‖. Let’s play a game to try whether we can arrange a successful blind date. Activity 1(8mins):

instructions: 3 students in a group, student A is match-maker, B is Sophie(Paul), C is Sophie’s friend (Paul’s friend)

step1(3mins). A is trying to fix up a blind date and A got two pictures, one is Sophie, the other Paul. Discuss with B and C to find out whether B want to have a blind date.

instructions for step 1: this step is aimed to practice the expression to describe people, especially people’s appearance.

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《流畅英语口语教程》教案

in this step, all information available is from the photos only. B’s decision would mainly be based on her/his 1st impression. A should try to persuade B and C should express her/his idea as advice. step 2(5mins). teacher will ask 1-2 groups to present their discussion.

instructions for step 2: in this step, teacher will make sure students use expressions to describe people.

Activity 2 (12mins):

instructions: 3 students in a group, student A is match-maker, B is Sophie(Paul), C is Sophie’s friend (Paul’s friend)

on page 28, you can see there’s a questionnaire filled by Paul, and on page 127, by Sophie. 12 questions are answered.

step 1(3mins). read the questionnaire carefully.

instructions for step 1: this step is aimed to familiarize students with expressions to describe people. In this step, teacher should help students to understand the 12 questions.

step 2(5mins). discussion: with the information from the questionnaire, will B change her/his mind? why/ why not?

instructions for step 2: teacher should remind the students this discussion is based on the information from the questionnaire. Also, teacher may need to tell students more about star sign to help students’ discussion.

step 3(4mins): teacher will ask 1-2 groups to present their discussion. Activity 3 (18mins):

instructions: 3 students in a group, student A is match-maker, B is Sophie(Paul), C is Sophie’s friend (Paul’s friend)

On page 29, there’re Sophie and Paul’s reports on their blind date. step 1(3mins): read the reports carefully.

instructions for step 1: teacher should explain difficult world and sentences to students. in Paul’s report: ~ glamorous ( 迷人的); ~ fancy（迷恋）;

in Sophie’s report: ~ stripey （条纹的）; ~ pyjamas （睡衣）; ~put me off （使我厌恶）; ~put me in a bad mood （让我心情不好）.

step 2(8mins): role play: B and C are talking about how B feel about this blind date.

instructions for step 2: this role play should be based on the report. B and C are having a conversation. C may need to ask some questions or to show her/his understanding/ disagreement/ encouragement to keep this conversation going.

step 3(5mins): teacher will ask students to present their role play. step 4(2mins): find out the result of this blind date.

instructions for step 3: teacher will explain what is ―lonely heart column （征友栏）. let students to infer the result of this blind date and encourage them to speak out together. Optional:

Do you believe in ―star sign‖? Is ―star sign‖ important in a relationship? Birthday Mar 21 - Apr 19 Apr 20 - May 20 May 21 - June 20 June 21 - July 22 July 23 - Aug 22

your star sign Aries白羊 Taurus金牛 Gemini双子 Cancer巨蟹 Leo狮子 page15-43

Birthday Sep 23 - Oct 22 Oct 23 - Nov 21 Nov 22 - Dec 21 Dec 22 - Jan 19 Jan 20 - Feb1 your star sign Libra天称 Scorpio天蝎 Sagittarius射手 Capricorn魔羯 Aquarius水平

《流畅英语口语教程》教案

Aug 23 - Sep 22 Virgo处女 Feb 19 - Mar 20 Pisces双鱼

Part II Vinnie &Tanya (2nd class) Introduction (3mins):

One important questions in love is how to express your love to others.. People found all kinds of beautiful words to describe their miracle relationship. The most common one would be the three magic words ―I love you‖, and there are some other expressions, too. Sometimes, “I absolutely totally utterly adore you‖ would be more touching, Also, some may use ―chemistry‖ to refer to the understanding and attraction between two people. If a girl said ― we have a good chemistry‖, this means she got really well with her lover. However, not everyone are so lucky. you may have a crush on sb, but he or she may be not interested in you. what’s worse, couples may break up or one may dump the other. Activity 1(15mins):

instructions: we will skip exercise 4 and 5 in listening, 1 and 2 in comparison structure.

on page 30, there’s a listening exercise step 1(2mins): study the expression in the chart.

instructions for step 1: there’re 11 expressions. make sure the students understand it.

~ chat show host（脱口秀节目主持人）: a talk show (American) or chat show (British) is a television or radio program where one person or group of people come together to discuss various topics put forth by a talk show host. ~ a gangster （歹徒）

step 2(4mins): listen to the radio programme for the 1st time.

instructions for step 2: in this step, students are only required to get the general idea of Vennie. Teacher may need to make some explanation about difficult expressions. ~ what’s the big deal? ~ won the Cup ~ the toughest guy on the pitch (在场上) ~ sports journalist ~ step daughter ~ take the part of a gangster ~ a great character actor

~ Lock, Stock and Two Smoking Barrels /// John Travolta /// Brad Pitt /// Nicholas Cage. step 3(4mins): listen to the radio programme for the 2nd time.

instructions for step 3: in this step, students are required to get some detailed information about Vennie. they may need to take some notes.

step 4(5mins): ask students to talk about Vennie.

instructions for step 4: this step is to check how much detailed information students have got in step 3. students are required to speak out everything they know about Vennie in their own words. Activity 2(26mins):

instructions: this material of this part is not from the textbook.

Enjoy the movie

step 1(6mins): watch the movie

step 2(5mins) : among the three girls in the bar, who do you like best? why?

instructions for step 2: teacher may give students more adj. to describe these three girls. ( blond hair, cute, charming, sexy, hot etc.) remind students to use comparison structure.

step 3(10mins): Do you think this will possibly happen in real world? how about in China? How will you define their relationship? (is it love?) Do you think Colin and Harriot can work out?

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《流畅英语口语教程》教案

instructions: key to the questions: the cultural difference between western countries and China; the difference between passion and love.

step 4(5mins): teacher will ask students to present their discussion. Optional:

do the reading exercise ―love at first sight‖ on page 31.

Part III Neighbors (3rd class) introduction(1mins):

Just now we have studied the most important relationship: love. However, there’re many other relationships and we have to handle them well. Besides lovers, we have colleagues, classmates, students, neighbors and so on. These people may bring us trouble as well as happiness. In this class, we will take about the relationship between neighbors.

Why we talk about that? Because neighbors live with us everyday and have a ―big‖ influence on our daily lives. Because misunderstanding often happen among neighbors. People talk, and gossip, even rumor spread. Activity 1(6mins):

What do your neighbors usually like talking about? Discuss with your partner and find out the topics in common.

instructions: 2-4 students in one group. at the end of this discussion, teacher may ask students to present their discussion or the class can speak out their answers together.

key to questions: housework, children, husband’s job, politics, investment, complaint, gossip Activity 2(37mins):

before we come to this activity, the teacher need to make sure all the students have preview the sketch.

role play

step 1(4mins): listen to the sketch

instructions: before/after listening for the 1st time, teacher may explain some difficult expressions in the sketch.

step 2(3mins): ask students to highlight the expressions which indicate character’s movements, facial expressions, gestures etc.

instructions: key to questions: all the words and sentences in italic style. step 3(20mins): role play based on the sketch.

instructions for step 3: 5 students in one group. each team member play one character. replay the sketch if necessary.

step 4(10mins): ask students to perform.

Optioanl: Humor

After being with her all evening, the man couldn't take another minute with his blind date. Earlier, he had secretly arranged to have a friend call him to the phone so he would have an excuse to leave. When he returned to the table, he lowered his eyes, put on a grim expression and said, \"I have some bad news. My grandfather just died.\" \"Thank heavens,\" his date replied. \"If yours hadn't, mine would have had to!\"

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《流畅英语口语教程》教案

Unit 7 Job

Objectives:

1. The topic of this unit is employment.

2. The grammar focus is on the present perfect simple tense.

3. The lexical focus is on employment words and expressions with hands. Outline: ( a brief description of your teaching plan) 1. Talking about people’s jobs.(10mins)

2. Listening to three people talking about their work, matching them to jobs and answering

questions. (15mins)

3. Studying and using expressions with hand.(5mins)

4. Discussing the worst jobs in the reading nightmare jobs, talking about the ideal job in your

mind. (15mins)

5. Examining the past participle forms of irregular verbs. (8mins)

6. Using the present perfect simple tense in a questionnaire to ask each other about past

experiences. (15mins)

7. Predicting the answers to questions about an unusual company from a photograph, then

listening to check.(7mins)

8. Listening to determine whether statements are true or false and correcting the false ones.

(15mins)

9. Talking about a retired person students know well. (15mins) 10. Preparing and making an oral self-introduction. (15mins)

11. Writing an application letter for a dream job.(This one is optional.)(15mins) Focuses:

1. Some common expressions which use the word hand;

2. Discuss what ss think the worst/best/ ideal /interesting /dull job in the world would be; 3. Learn some employment vocabulary, talk about some retired person; 4. Learn how to do an oral self-introduction.

5. Learn how to write an application letter for a job.

Part I: ( 1st class)

1. Warm-up talking about people’s jobs.(10mins)

The key words and sentence patterns are all on the slides.

Group works. Whole class, before ss open their books, ask them to look at five persons on the slides and let them guess their jobs. If ss are right, they can go on describing the 5 kinds of jobs (businessman, farmer, doctor, policeman, sports player). They can use the words and sentences patterns on the slides. Encourage ss to tell the class of any times they have correctly or incorrectly guessed someone else’s job.

2. Listening, matching and answering (15mins)

Go through the instructions with the class and make sure that everyone understands midwife, farmer and guitarist. Ask ss to predict which hands belong to which person. Then play the recording and ask them to say which speaker is which.

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《流畅英语口语教程》教案

Go through a to h with the class and explain any unknown vocabulary. Play the recording again. Ss match a to h to the speakers. Check answers with the class. A-b b-c c-b d-a e-c f-a g-c h-b

3. Studying and using expressions with hand.(5mins)

Allow ss to work in pairs to replace the underlined words with the expression from the box. Check answers with the class and ask if students know any more expressions with hands. Eg:

Lend a helping hand, give someone a big hand, to have your hands full(=to be very busy), to be in good hands(=to be looked after by sb. Who can be trusted) hand to hand

4. Discussing the worst jobs in the reading nightmare jobs, talking about the ideal job in your mind. (15mins)

Let ss read this article before class. Understand the article before class. 1) Groupwork

Discuss the meaning of ―nightmare job‖? (unpleasant job), discuss the worst jobs in the article?

Answer the questions in ex4 on page41.

Do you know anybody who has had to work under conditions like these? What are the worst conditions you’ve had to work under? What do you think is the worst job in the world? Possible answers: 2) Free talk

Talking about the ideal job in your mind. T can give a few jobs(artist, store owner, teacher). Ss can make their choice according their own experience. They also can talk about some other jobs, if you have enough vocabulary words. They can use the sentence patterns and words on the slides to describe their ideal job.

Part II: (2nd class)

1. Examining the past participle forms of irregular verbs. (8mins)

Give the infinitive form of verbs, let ss write down the past simple and past participle. Infinitive meet buy spend feed hear sell sleep stick go see bite choose drive Past simple met bought spent fed heard sold slept stuck went saw bit chose drove Past participle Infinitive met bought spent fed heard sold slept stuck gone seen bitten chosen driven eat give hide take wear write wake ride smell rise run seek make Past simple ate gave hid took wore wrote woke/waked rode Past participle eaten given hidden taken worn written waken/woken ridden smelled/smelt smelt rose risen ran run sought made sought made 2. Pair work----practice the tense (15mins)

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1) A game

Let the first student give one verb, the second one should speak out the past participial, at the same time he should give another verb. The third student will speak the past participle form firstly, then give out another over. Ss couldn’t repeat any verb. If they repeat it, they will lose the game. Divide the class into two groups. The two groups will compete with each other.

2) Using the present perfect simple tense in a questionnaire to ask each other about past experiences.

What’s the best /worst holiday you’ve ever been on? What’s the best /worst meal you’ve ever eaten? What’s the best/ worst joke you’ve ever heard? What’s the best/ worst car you’ve ever been in? What’s the best/ worst T-shirt you’ve ever worn? What’s the best/ worst party you’ve ever been to? What’s the best/ worst bed you’ve ever slept in? 3) Translating the following Chinese sentence:

我已经学了7年英语了。我已经住校学习4年了。我到成都纺专一年多了。

4) Talking about one’s personal experience, be sure to use present perfect simply tense. Pair work

3. Predicting the answers to questions about an unusual company from a photograph, then listening to check.(7mins)

1) group works

Closed books. Ask ss at what age people in Chinese culture retire. Is it a different age for men and women? Do they think this age has changed over the last 20 years? At what age do they think people ought to retire? Do they think people should be forced to retire at a certain age?

2) pair work.

Ss look at the photograph of Mr. Reynold and discuss possible answers to the questions. Emphasis that you do not expect them to get the answers right but would lie them to speculate based on what they can see.

What sort of company does Mr. Reynold work for? When did he start working for the company? How old is he?

4. Listening to determine whether statements are true or false and correcting the false ones. (15mins)

Give the ss time to read the statements before you play the recording again. Ask them to mark each one true or false as they listen. Allow them to compare with a partner before checking answers with the class.

A –T, B-F, C-T, D-F, E-F, F-T, G-T, H-F

Part III (3rd class)

1. Preparing and making an oral self-introduction-----pair work (15mins)

Give ss enough time to prepare their own self-introductions. Remind them that they can invent one if they wish. They should write their self-introductions out then take turns in introducing

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themselves to the class. Be sure to have the following parts: name, age, major, ability, specialty, cooperative spirit.

2. Simulating interview----group work(15mins)

Provide a few jobs interview condition (teacher, tourist guide, factory engineer), give out the requirements clearly. In one group, one student will be the interviewee, the other three students will be the interviewers. The interviewers should think out the questions firstly, then interviewee must respond the questions.

Interviewers may ask the following questions： Q: \"So, tell me about yourself\"

Q: \"Why do you want to do this job / work for this company?\" Q: \"What do you think you have to offer this company?\" Q: \"What do you know about the job / company?\" Q: \"What do you believe are your key strengths?\" Q: \"What do you believe are your weaknesses?\"

Q: \"Can you give me an example of your creativity / managerial / organisational skills?\" Q: \"Do you work well under pressure?\"

3. Writing an application letter for a dream job. (optional)(15mins)

This could be set for homework if you have no time in class. If the letters are done in class, go around offering help and suggestions. If they are done at home, collect then in for comments and corrections. Make sure ss use the right format and the formal expressions.

Additional Material:

Some questions about jobs: What is your job title？

What level is your job with in the company?

How many main levels of positions are there at your company? What kind of business is your company in? Which company do you work for? Who do you work for? I work for...

Where do you work? I'm employed at...

What's your occupation? What's your title? I'm a ...I work in... What do you do for a living? I'm a ...I work in... What kind of business are you in? What does your company do? Questions in an interview: Q: \"So, tell me about yourself\"

Q: \"Why did you leave your last job?\"

Q: \"Why do you want to do this job / work for this company?\" Q: \"What do you think you have to offer this company?\"

E.g. \"I have strong sales skills, am a good team player and am very keen to be involved in the new markets you are developing in the Asian region.\" Q: \"What do you think this position involves?\"

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Q: \"What do you know about the company?\" Q: \"What do you believe are your key strengths?\" Q: \"What do you believe are your weaknesses?\"

Eg; \"I am very particular about detail\Q: \"Why have you had so many jobs?\"

Q: \"What do you enjoy most about your current / last job?\"

Q: A question requesting confidential information about a previous employer Q: \"Where do you see yourself in five years time?\"

This is an assessment of the extent of your ambition and career planning. You should demonstrate that your long term goals are appropriate for the position being discussed and your commitment to them.

Q: \"Can you give me an example of your creativity / managerial / organisational skills?\" Q: \"Do you work well under pressure?\"

Answer with a 'yes', and give a specific example of a time when you were under pressure and how you rose to the challenge.

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Unit 8 Rich

Objectives：This class aims at enabling students to get familiar with expressions about money, and enabling them to talk freely about wealth. Outline:

Part I Money: through the song sang by the Beatles, give students some expressions about

money

Part II Millionaire: in this part, students need to get familiar with money expressions like ―save

money‖, and ―make money‖.

Part III Going solo: some key words, and expressions Focuses：

talking about money; expressions about money

Part I: Money (1st class)

Warm-up: knowledge about money (5mins)

You can start this class by asking students about the currencies in different countries, like Chinese RMB, Japanese Yen, American Dollar, British Pound, and the newest currency now in the world, Euro of EU. And then you can ask them whether they know any other currencies that you have not mentioned. It aims at raising their interests in this class.

RMB China Yen Japan Dollar America Pound British Euro EU Franc France Mark Germany

After that, you can begin by some expressions about money, like ―money talks‖, and ―money matters‖. Then it is proper to ask them to give you some modifications to describe a person who values money much.

money-oriented, money-minded

Exploration: (3 mins)

Later, you can usher in your talks by dreams most people have. Today, let’s talk about money and wealth. I believe that almost everyone, poor or rich, has once dreamed of becoming rich over one night or earning large amount of money, because money is closely related with our daily lives, and we have to spend money on what is necessary to us. Since money is so important, some people value it much. They long to have money as much as possible. Well, some others uphold a totally different idea towards it. They regard it as the root of all evil in the world, and so they harbor a satisfaction with the money they have because they can not take it away when they die. So here you can pop a question ―what do you think of money?‖ and ask some students to air their opinions on it.

Possible answers: Indeed, different people have different attitudes towards money. To some, money talks; while to others, money is not the most important thing in life, and there is something which money can not equal with in our whole lives, such as love and family. Activity 1: song (3 mins)

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Instruction: first read the lyrics, and then complete the first two lines of each verse. Then listen to the song and check your answers.

Here we have a song about money sang by The Beatles to play for you. Right before listening to it, please have a look at the lyrics in your book. In the first two lines of the first three verses, we have to choose the most appropriate alternative to complete the lyrics. Then, what is the theme of this song?

Answer: Money is the most important thing in the world.

Step 1: (10 mins)

―the birds and bees‖，here means trivial things like sex。What impresses you most in this song? We can see that in each verse, there are expressions about ―money, that’s what I want‖ or ―now give me money, whole lot of money‖. Can you figure out the attitudes of the singer towards money? You can ask students to talk with his or her partner and discuss the attitude of the singer towards money. Step 2: (5 mins)

Then you can give students some information about the Beatles.

The Beatles were the most successful band of all time. They sold over one billion records. At that time, members of the band were the most popular ones in the world. their hairstyle and dressing even became a fashion that most young people followed. Their influence really lingered on for a long time. Their songs reflected the contemporary thoughts and the void in the young’s mind.

Step 3: (5 mins)

After all this, you will give them some expressions about money and explain them. Money talks. Money means everything in the world.

Money does not grow on trees. We can not get money for free. Time is money. Cherish your time.

Activity 2: group work (10 mins)

Well, as the most successful band ever in the world, the Beatles made lots of money. Now let’s turn back to their song, I have a few questions for you to discuss. You can work with your group, and choose any one of the following questions as your topic, and make a presentation to the whole class.

a. According to what you have known about the Beatles, does the song present attitude of the singers to money?

b. Do you know anybody with similar opinions? c. What is your own opinion about money?

You can divide the whole class into small groups, and give them several minutes to discuss with each other, and then each group presents their ideas.

Part II. Millionaire (2nd class) Warm-up: (10 mins)

Wealth, to some extent, means money, and that is from the material aspect. Yet to a larger sense, wealth does not only mean owning a lot of money, it also means experience, knowledge and

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wisdom. But most of us have once dreamed of becoming a wealthy man just like Bill Gates did. Here you can give them one example(Bill Gates). He dropped out from Harvard when he was in his third grade to start Microsoft. As the leader of this field, he earned a lot of money.

Game: ask one of the students to describe a millionaire both at home and abroad without telling his name, and let other students guess who he or she is. (points: nationality, gender, profession, his or her achievements, wealth, and how he or she gains the wealth)

Activity 1: (15 mins) Instruction:

Ask your students questions ―Do you want to be a Millionaire?‖ Let’s say, now you have a lot of money, and you are a millionaire or billionaire. What are you going to do with your wealth? To donate it to charities to help those who need helps, or invest in order to have more money, or just live by it? How many yachts, limousines and luxury homes can one millionaire use? Earning money is not easy, and spending it is also not as easy as what we have imagined. In the following, you are going to present to them some millionaires.

Yacht: a kind of small ship that is used for vacation Limousine: an expensive luxurious car

Step 1:

Let us learn some useful words and expressions in talking about millionaires: inspire: to enlighten one’s thought property: the owning of one: assets

get one’s hands on: to put one’s fingers in

charity: a public organization which helps those who need help Activity 2: (10 mins) Instruction: pair work

Ask students to work with their partner, and ask each other questions like:

If you are a millionaire, what are you going to do with your money? Words that could be useful: donate, charity, invest, live by, consume

Activity 3: (10 mins)

Group work: divide your class into several groups, and discuss. After that, make a presentation.

Whose deed in the passage do you support? And why?

Part III. Going solo (3rdclass) Instruction: (3 mins)

Usually, in our mind, businessmen earn lots of money, yet there are others who also can earn big wealth. Recently, the magazine Forbes has issued a list ranking the wealthiest persons in the world. Among those who are in, there are of course businessmen; besides, there are kings and dukes. Any others? Yes, celebrities like singers and actors whose career can also bring them large wealth. In China, it is said that Faye Wang has earned as much as hundreds of millions of RMB through her singing career. And Now she is about 40 years old. If one sings or acts well, he is going to be a hit only through the first one of his works. Who is your favorite singer or which band

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do you like best? And why? Warm-up: some kinds of music

Light music, classical, soft music, Rock’n’Roll, folk music Activity 1: (5-8 mins)

Later you can give them a short time to preview the introduction in the book. And then explain some language points:

solo: to play or sing alone without a band

―It was a dream come true‖ is oral English, usually it is not used in written English, but in spoken English, it can be said like this.

lead singer: the one who is the center of a band chart-topping: be the first of a list

a hit: a shock Activity 2: (25 mins) Step 1: (15 mins) Instruction:

Matt has splitted from the band, but why does he leave the band when he is doing well. Now listen to the first part of the interview with Matt. And tick the reasons he gives for leaving the band. Listen to the tape.

Here play the tape for students, after listening,

―The reason why he leaves his band is that he feels losing his identity. They never have freedom to go out, and they are often told to do this and not do that, and they are even told what to wear. They have no relationships, and the friends are not real friends.‖

Here ―Identity‖ mainly means the freedom of a person. Step 2: (10 mins)

Although he makes a lot of money, he is not happy, for he is lonely, and has no freedom. He has lost his identity, which means he is no longer himself. So now imagine what he is going to do in the future, follow the instruction in Part 4. Listen to the second part of the interview and check your answers.

carry on doing sth, spend money on stupid things, pursue doing sth play the kind of music I like…

he is going to …, he is not going to …

Activity 3: (10 mins)

We can find something through Matt’s experience. Money does not mean everything in our lives. How do you feel his experience? Which is more important, making money or self-satisfaction? Ask the students to do it in small groups and then make a presentation to the whole class. Optional:

You can tell the students a joke.

And then ask them to prepare for the next class.

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Unit 10 Review 2

Objectives: Skill-based activities to review all the main languages points in Unit 6-9.

Outline: (1st class) Help students review the adverbs of frequency (unit 6); present perfect simples (unit 7); future forms – (be) going to & present continuous (unit 8); numbers (unit 6); verbs with two objects (unit 6)

(2nd class) modals of advice, obligation and permission (unit 9); expressions to do with work and education (unit 7,8&9)

(3rd class) The Revision Game & Additional Material

Focuses: 1 present perfect simples (unit 7); future forms – (be) going to & present continuous (unit 8)

2 modals of advice, obligation and permission

Part I: (1st class)

Introduction / Warm-up: (5 mins)

Work in small groups (4-6 students). Discuss the following questions. 1. Have you ever lied to: a) your parents? b) your teacher?

2. Have you ever lied about: a) your age? b) your qualifications? c) your experience? 3. In what situations (if any) do you think it’s okay to lie? Step 1 ask students to discuss the questions.(2 mins) Step 2 ask some students to give their answers(2 mins)

Step 3 introduce the phrase ―white lie(lie with good intention)‖ when it comes to the 3rd question. Example: Doctor will lie to the dying patient.(1 min)

Activity 1(5 mins) An English magazine carried out a survey to find out how English people lie. Look at the six most common lies and choose the correct structure in each sentence. Step 1 ask students to finish the exercise by themselves (2mins)

Step 2 check students’ answers by asking them read the sentence aloud (3 mins)

Activity 2 (10 mins) Work with a partner. Look at the lies and decide for each sentence who is speaking to whom. What is the situation? Listen and check your answers. Step 1 play the tape (about 3 mins)

Step 2 one minute for students to discuss Step 3 check students’ answers (about 1 min)

Answers for reference (a) high-flying wife and suspicious husband b) unpunctual schoolboy and resigned teacher c) small businessman and supplier d) husband and wife e) gossipy women f) middle-aged couple and hosts)

Step 4 Ask students to turn their books to page138 and work in pairs to practice the dialogue. Ask some students to present their dialogue. (5 mins) Tape script

a) W1: I’m home! Sorry I’m late, darling. I had to work late at the office.

M1: but it’s eleven o’clock! And this is the third time this week!

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b)

c)

d)

e)

f)

W1: I know. I’m really sorry, but it’s an important contract. (32 seconds)

B: sorry, sir. Can I come in, please, sir? I couldn’t get here earlier- the bus was late. Sorry. T: your bus is always late, Ronnie. Why don’t you catch the earlier one? B: yes, sir. Sorry, sir. Tomorrow I’ll catch the earlier bus. (26 seconds) M2: sir, we sent you the bill on the first Monday of last month.

M3: you sent it last month? I never received it! How much was the bill for? M2: twenty-four thousand, three hundred and fifty…(21 seconds)

W2: when are you going to stop? I can’t stand the smell of your cigarettes in this house. You know it’s bad for the children. And for you.

M4: I know, I know. I’m going to give up. Tomorrow. Next week. Soon. W2: I’ve heard that before…(22 seconds)

W3: I’ve got some amazing news about Tina and Brian, but you mustn’t tell anyone. OK? W4: of course not. You can trust me. I always keep a secret. What’s going on? W3: well, you know Brigitte from number 9. She said that…(28 seconds) W5: thank you. That was the best meal we’ve ever had. Wasn’t it, Donald? M5: oh yes, delicious.

W6: ah, thank you. We must do it again soon. (20 seconds)

Activity 3 Listening (10 mins)

Step 1 Pairwork . Check that students understand that customs officers are people who work at the borders of a country (an its ports and airports) and check that travelers are not bringing in anything they shouldn’t. (1min)

Step 2 students then work together to choose words and phrases from the box that they associate with this job. (2 mins)

Step 3 Check answers and ask them if there are any other words that they can add. (1min) Probable answer: alcohol, contraband cigarettes, conveyor belt, inside information, legal limit, search… Step 4 Go through the statements to make sure that students have some idea of what they are going to hear and what they should be listening for. (2 mins)

Step 5 play the recording, more than once if necessary. Students listen and mark the statements T or F. (3 mins)

Step 6 check their answers. (1 min)

Answer: a F b T c F d F e F f T g T h F

Step 7 students rearrange the words to make comments about liars. Play part 2 of the recording again for them to check their answers. Answer:

a) They don’t usually look at you. b) They often hide their hands.

c) People sometimes touch their face a lot. d) They often say very little.

e) They sometimes start saying too much. f) Liars usually use more negative verbs. g) Their voice often goes up.

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Activity 5 Speaking (10 mins)

Step 1 make sure students understand the instructions.(read the questions. Prepare two answers for each question-one true and one false) Give students 2 minutes to prepare answers. Step 2 give students 3 minutes to finish exercise 2

Step 3 ask the most successful liars to present their Q&A (3 mins)

Activity 6 Numbers(10 mins)

Step 1 ask students to look at he following table and guess the missing numbers and countries in each category( 2 mins).

Step 2 play the recording for students to listen, note down the correct answers and check how accurate their guesses were. In a class feedback session find out which pair had the most correct guesses.(3mins) Answers:

a) Spain b) 117,000,000 c) the Czech Republic d) 137.7 e) Norway f) 1,305 g) The USA h) 201

Activity 7 Verbs with two objects (5 mins)

Step 1 Remind students of the work they did on verbs with two objects in Unit6. Ask them to complete the sentences individually, but allow them to compare with a partner before checking with the class.(3mins)

Step 2 Ask students to read the sentences. (2mins)

Part II: (2nd class)

Introduction / Warm-up: (5 mins)

Ask students to introduce their family. Or ask them the following questions. 1. Where are you from?

2. How many people are there in your family?

3. What do your grandfather/grandmother/father/mother do? 4. How is your grand parents’ aged life? 5. Do you think what a generation gap is?

6. Do you think there is a generation gap in your family? 7. What do you hate your parents to do? 8. What do your parents like you to do? 9. ………

generation gap the misunderstanding between people of different generations because of vastly different upbringings and experiences.

Activity 1 Reading (15 mins)

Step 1 Groupwork. Students work in groups of three to decide which member of the three generations of the Bennett family is most likely to have said each things. . (5 mins)

Step 2 students decide who is going to read each text. They are each responsible for checking the answers for their particular person and they then explain to the other members of the group the background behind what was said. Go through the example with the class to make sure they

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understand this point. (3 mins) Possible answers

1 a) The son couldn’t disturb his father- because he was very tired/ worked a lot.

b) The grandson doesn’t have to hide anything from his father- because he’s more like a best

mate.

c) The grandfather had to obey his father without question- because he was a very strict man. 2. a) The grandson didn’t have to come home at a certain time- because his parents trusted him. b) The grandfather had to make his own entertainment- because there was no television.

c) The son could only watch TV at the weekend – because his father made him do his homework. 3 a) The son’s parents didn’t have to support him financially – because the government gave him a grant to study.

b) The grandson thinks colleges and universities should be free- because they were in his parents’ day.

c) The grandfather had to walk to school- because there was no other way of getting there.

4 a) The grandson should get married one day- because his parents(and his girlfriend’s parents) want him (and his girlfriend )to.

b) The grandfather couldn’t bring girlfriends home – because it wasn’t done in those days.

c) The son (and his girlfriend, Louise) had to get married- because Louise found out she was pregnant.

Step 3 Students work individually to read the whole text. They note down the differences between the lives of the three generations of the Bennett family and those of the corresponding generations of their own family. They then compare with a partner. (7 mins)

Activity 2 Lexis Work or Job ? (9 mins)

1 Pairwork. Students complete the questions with work or jobs and then take turns asking and answering them. Check answers with the class and ask them to produce some more sentences of their own using work and job correctly. (3 mins) a) job b) work c) job

2 students write down their questions using words from the box to replace the underlined words in exercise1. they should work individually to do this. (1 mins )

3. Pairwork. Students take turns asking and answering the questions from exercise 2. Elicit or point out that they can find out as much information as they can by listening carefully to what is said and asking follow-up questions. (5 mins)

Activity 3 Lexis work expressions & collocations (3 mins)

1 set a time for students to find the jobs in the word snake, or have a race to see who can find all eight of them first. (1 min)

Answers: drummer, factory worker, financial adviser, geisha, managing director, shop assistant, telesales person, vet

2 Allow students to work in pairs if they wish. They should complete the sentences with words from the box first and then match them with the jobs from exercise 1. Check answers with the class and as a final check ask students explain what each of the people in Exercise 1 does. (2 mins) a) make (a financial adviser) b) take (a factory worker)

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c) make (a vet)

d) spend, make ( a telesales person) e) have/take (a shop assistant) f) run, make (a managing director) g) make (a drummer) h) make (a geisha)

Activity 4 Discussion (13 mins)

Step 1 Whole class. Ask the students to call out jobs for you to write on the board or get them to come up to the board and write them there themselves. Leave the words up for the next exercise. (3 mins)

Step 2 Pairwork. In small groups, students discuss the questions with reference to find out any information they don’t know about a particular job from the student who has done the job or whose relatives have done it. Groups report back to the class on their decision. (10 mins)

Part III (3rd class)

Activity 1 The Revision Game(15 mins)

Read the rules on page 63 to the students and make sure all the students understand the rules of the game. Students follow the rules and play the game.

Activity 2 Review 2 Test (30 mins)

Photocopy the test on Teacher’s book P81&82 and give students 25minutes to finish it and turn in the paper after class. Additional Material:

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Unit 14 Call

Objectives:

1) To get to know the sentences how to make a call 2) To call attention to different calls

3) To get a better understanding about call 4) To improve ability in listening and speaking

Outline: 1, get familiar with the sentences about call

2, can make some simple calls

3, try to make a business call correctly

Ideas for this lesson:

1, Numbers: to make students get familiar with numbers

2, Sentences: to make students to get familiar with commonly used sentences for making a call 3, Call: to make students to be able to make a complete call

4, Business call: to make students to be able to make a business call 5, Debate: to make students to be able to have a discussion about call

Focuses: 1, some commonly used sentences 2, some popular calls

Part I: (1st class)

Introduction / Warm-up:(2 mins)

To write a telephone number on the blackboard: 001 2515 8647 748 Question: What’s this?

--Yes, this is a telephone number of one of my friends in America. 001 will be the country code. Today, we will talk about something about call.

Activity 1: (8 mins): Step1(4mins)

We know Chinese are not quite familiar with the numbers in English, now let’s practice it. Read: 1) 0870 000 0123 2) 0800 887766 3) 020 8846 9000

Ask students to write them down. Point out that English people often say‖(oh) rather than ―zero‖ when they are saying telephone numbers.

Step2(4 mins) P85, No.63

The following telephone numbers have been copied down incorrectly. Listen to the recording and correct the numbers.

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《流畅英语口语教程》教案

a) Heathrow airport flights: 0870 111 0123. ( Right one :0870 000 0123) b) Train times and fares 0845 748 4952 ( … 0845 748 4950) c) Buses and coaches: 0875 580 8080 ( … 0870 580 8080) d) Car breakdowns: 0500 887766 ( … 0800 887766) e) British Tourist Authority: 020 7746 9000 ( … 020 8846 9000) f) Directory Enquiries: 190 ( … 192 )

Activity 2:(10 mins)

Question: What we will say when we are making a call? Answers may be different, and then explain to them:

Usually, the more words you use, the more polite or formal you sound.

Step1( 2 mins) Starting a phone call. Formal:

Could I speak to Ned Mosby, please? Could I talk to your manager, please?

Hello? I’d like to talk to John Brown, please. Informal:

Hello? Is Bright in? Is that you, Mr. Mailer?

Hello? May I speak to Chris, please?

Step2 ( 3 mins) Receiving a phone call

Formal:

Hold on, please.

Who’s calling, please? Sorry, but he’s out.

Sorry, but he’s not here at the moment. Sorry, but he’s not available till afternoon. Informal:

Just a minute. I’ll get her. Yes, speaking. Yes. Who’s that?

Step3(5 mins)Pair work

Ask students to find a partner beside him or her to practice it: Making a call between two persons.

Activity 3:(15 mins)

Sometimes we could not find the person directly, then, what should we say? What can we do?

Step1 (2 mins)Informing somebody he is wanted on the phone

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Formal:

You are wanted on the phone. Telephone for you, Mr. Kenneth.

A long-distance call for you, Mr. Baker. Informal: Bob, Telephone. Jack, it’s for you.

Step2(2mins)Asking whether a caller has any messages Formal:

Do you have any messages that I can pass to him? Do you want to leave a message? Would you like to leave a message? Informal: Any message for him?

Step3(2mins)Leaving a message Formal:

Can I leave a message?

Can I leave word with you that he’s passed his examination? Could you tell him to ring me up when he’s back? I’ll call him back.

I’ll try another call in half an hour. Informal: Tell him I’ll call later.

Tell him to give me a call when he returns.

Step4(9mins)Pair work

Ask students to practice with partners, they may have more sentences, such as dialogues.

Then, pick up some of them to do the presentation in class. They must finish one call, find the person or leave a message.

Activity4 ( 5mins) Cf.p83.no.59

Now let’s listen to the recording, a whole dialogue. You may compare the dialogue with yours. Listen to the First part of Lorna’s telephone conversation. Which of the following problems does Lorna mention?

a) My back is hurting b) The house is untidy

c) The car has broken down d) The cat has died

e) The kids are annoying me

f) I’ve had a row with my partner g) The fridge is empty h) I’m bored

i) I’ve got no money j) I’ve lost my keys She mentions: a,b,e,g,i

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Activity 5: (5 mins)

Since the students have known some more words and sentences about call, now let’s do something more interesting.

Ask the students to work with a partner and complete the following task: 1) Write down five telephone numbers that are important to you. 2) Dictate the numbers to your partner.

3) Check that you wrote down your partner’s number correctly. 4) Explain to each other why the numbers are important. Then, pick up some of them to do the presentation in class.

Part II (2nd class) Activity1: (10 mins)

Review the commonly used sentences: Good morning … Could I…

Who’s speaking? Hold on, please

I’m afraid Mr. Carr is not at his desk at the moment Do you know when he’ll…? Would you like…

I’m afraid Mr. Carr is in a meeting until five o’clock Can I…

Could you tell him…?

Activity2: (10 mins) Situation dialogues:

Step1(5mins)Since we have got familiar with the sentences about call, now let’s do some dialogues:

1) Boy to his dad. He wants a new toy for his birthday. At home. 2) Women to another woman. She wants the toilets. At a club.

3) Husband and wife or boyfriend and girlfriend. Can’t find the car. In a car park. 4) Teenage daughter and her mother. Daughter has arrived home late. At home. 5) Two strangers. Missed the last bus. Bus stop.

6) Two strangers. Person wants to see the lions. At the zoo. Cf:

2) A: Could you tell me where the cloakroom is? B: What?

A: Do you know where the toilets are? B: Sorry-I can’t hear you. A: Where’s the toilet? B: Over there.

5) A: Do you know if the last bus has gone?

B: I’m afraid it left a couple of minutes ago.

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A: Oh, no! Do you know where I can get a taxi?

B: Try the railway station-there are usually a few taxis there. A: Thanks.

6) A: Excuse me- do you know where the lions are?

B:They’re over there next to the giraffes. A:Oh, right. Thank you.

Step2 ( 10mins) Cf:p86, no.64

You are going to listen to six short conversations. You may compare the dialogues with yours. Listen and answer these questions : Who is speaking? What is the situation? Where are they? a) in a car park: b) at a club c) at a bus stop d) at home e) at the zoom f) at home

Activity3 (15 mins) Pair work

1) You want someone to choose a film for you to see together

2) You want someone to look after your pet while you are on holiday 3) You want someone to write a job reference for you

4) You want someone to check an important letter you’ve written in English 5) You want someone to help you buy a new outfit for a friend’s wedding 6) You want someone to lend you some money till the end of the month

Ask students to work with the partner. Choose two of the mini-situations to make a conversation with each other, including at least six sentences, better ten sentences. Then, pick up some of them to do the presentation in class.

Part III.(3rd class) Activity1:(10 mins) Review:

Give students some situations to practice in pair work, you may choose from Part II. Then, pick up some students to do the presentation in class.

Activity2 (10 mins) Language reference:

In our dialogues, sometimes we will give offers or requests. Offers: Shall I give you a lift?

Would you like me to help you?

Requests:

(More polite) I was wondering if you could…?

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Would you mind…? Could you…?

(more direct): Can I use your phone, please? Is it okay if I bring my friend?

Activity3:( 10 mins) Pair work:

Talk about Mobile:

Question: Do you have a mobile? Why? --- Yes, because …

Answers can be different.

Ask students to talk for one minute about their phone with the partner; to try to persuade the rest of the class to buy their phone; to explain why they think it is necessary to have their phone switched on in class.

Then ask some of them to do the presentation in class.

Activity 4 (15 mins) Debate

Group work

Do you think it is necessary for a father to buy the child to a mobile? Cf.

1) They tell me that all their friends have it already and they can’t live without it. 2) They are the ―latest things‖.

3) He says he’ll only use it for texting and he really needs it for emergencies.

4) We don’t want him to have a mobile phone, because they may be bad for children’s health. 5) You might get a brain tumor if you have a mobile phone. 6) I pray that research will find that mobile phones are safe.

7) Even better, I hope they make young people less moody-and more interested in personal

hygiene. References:

1)<< Inside Out>> Shanghai Foreign Language Education Press

2) A Dictionary of Spoken English Expressions Shanghai Foreign Language Education Press

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Unit 18 Weird

Objectives: Talking about mysterious things and those unusual, unexpected happenings in our life.

Outline: Introducing the topic by questions and description of unusual, mysterious things. Pictures of crop circles are used as a further introduction of this topic and discussion.

Focuses: 1. talking about the crop circle phenomenon and learning about the different theory

about this weird phenomenon

2. Discussions on the crop circle phenomenon

3. Learn to develop skills in talk with people and talk with imagination.

Part I: ( 1st class)

1. Warm-up: (Within 15 mins)

Activity 1: Explanation of the meaning of Weird through showing synonyms. (2min)

• Weird: unusual and strange, or relating to the supernatural

怪异的, 超自然的, 神秘的, 不可思议的, 超乎事理之外的 EG: a really weird dream

• Strange: not previously known; unfamiliar, differing from the normal 陌生的, 生疏的, 前所未知的, 奇怪的, 奇异的, 不惯的 EG: a strange man/town

• Odd: deviating from what is ordinary, usual, or expected; strange or peculiar 古怪的, 和普通的、通常的或所期望的不同的；奇怪的或古怪的

EG:an odd name; odd behavior.

Activity 2: (13 mins in total)

Step 1: Raising a question to introduce the topic. (3mins)

Before studying this unit, the teacher may ask questions like this: Do you believe that there are things which science can not entirely explain? Use examples to show your points?

Ask one or two students to talk about their opinion. Then the teacher can introduce the following concepts like: supernatural phenomena to students. (2mins)

―Yes, there are many mysterious things and unusual, unexpected happenings in our life, which might be called as supernatural phenomena. For example, some people claim to have psychic power to foresee the future or move an object. Some claim to see UFO in their life and some others believe the existence of extra-terrestrial life. ‖ (1 min)

Step 2: Show the students some pictures about crop circles and ask the following questions. Allow the students about 2 minutes to discuss them (See Textbook: Page 106) (2mins)

―Now, I’m going to show you some pictures. After viewing them, please answer the following three questions.‖

1) What do you know about crop circle? 2) Who or what you do think made them? 3) How do you think they are made?

Step 3: Ask 3~6 students to talk about their answers. (4mins)

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Step 4: Teacher’s comments on students answers. (3 mins) Keys to the questions:

1) Crop circles are patterns(图案，图形) or diagrams that appear in fields. Crop circles first appeared in Britain in 1980s, and then have been found all over the earth during the last few decades. They appear suddenly, usually at night.

Supplementary material: The pattern is created when certain areas of the crops are tamped down, but others are left intact（unbroken, untouched）. The edge is so clean that it looks like it was created with a machine. Even though the stalks are bent, they are not damaged. Most of the time, the crop continues to grow as normal. Sometimes, the patterns are simple circles. In other instances, they are elaborate designs consisting of several interconnecting geometric shapes.

2) The students’ answer might be as follow: people’s work, the aliens, natural phenomenon or unknown.

The answer of who or what is creating these crop formations is not an easy one to answer. Some people claim they are the work of UFOs. Others say they are a natural phenomenon. Still others say they are elaborate hoaxes(恶作剧) perpetrated by teams of circle-makers. 3) The Theories

UFOs and Aliens: Possibly the most controversial theory is that crop circles are the work of visitors from other planets.

Winds: Probably the most scientific theory says that crop circles are created by small currents of swirling winds called vortices.

Aircraft/small airplanes or helicopters: A few researchers have theorized that small airplanes or helicopters stir up downdrafts that push the crops down into patterns.

Earth Energy: done by electromagnetic radiation coming from under the ground or in the soil.

Humans: The easiest explanation for crop circles is that they are man-made hoaxes, created either for fun or to stump/challenge the scientists. Or, they are done by military experiments.

Activity 3: Flashback on New words of this topic (1 min)

crop circle, circle-maker, patterns or diagrams or designs, a natural phenomenon, a supernatural phenomenon, hoax(恶作剧), the alien(外星人)

2. Focus 1: Listening Exercise (25 mins)

Activity 1:Listening to Tape77, and finish Exercise1 & 2.（2mins+4 mins +4 mins=10 mins） Before listening, teachers explain the following words to students: （2mins）

Resident: One who resides in a particular place permanently or for an extended period, 永久居住者，长期居民

amazing: surprising令人惊异的 sight: something seen; a view 景象 studio: 演播室, 工作室

expert: A person with a high degree of skill in or knowledge of a certain subject. 专家, 行家 design: 图案, 花样

enormous: Very great in size, extent, number, or degree. 巨大的, 庞大的 complex: 复杂的

strange forces：神奇的力量 the alien: 外星人

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Ken crystal: the name of the interviewee.被采访嘉宾的名字.He is a crop circle expert.

Then the teacher plays the tape to the student for the first time, and asks them to finish Exercise1. Keys to Exercise1: (4 mins; 磁带长度：2：30mins) a) How long have you been interested in crop circles? b) How big is it exactly? c) How many circles are there altogether? d) How long does it take to make a crop circle? e) How long have crop circles existed?

Then the teacher plays the tape to the student again, and asks them to finish Exercise 2. Keys to Exercise2: (4 mins) a)—3 For about eleven years b)—1 Almost one kilometer wide c)—4 More than400

d)—5 A few hours or several days e)—2 Since 1980

Activity 2: After listening to the tape, each pair discusses the following questions.(15 mins or so) 1. According to the interviewer’s knowledge, who are the makers of the most circles? 2. Who made the crop circle, according to the expert? Why? 3. Which opinion do you agree more? Why?

The teacher should give the students about 6 minutes for free discussion, and 10 minutes or so to report their answer.

Keys to the questions:

1. Most circles are made by people.

2. The expert thinks the circle is the work of the aliens, because such complex circles can not be

made in four hours. (This crop circle is a complex design including 400 circles. Only one circle takes a few hours to make, so people can not make it in only four hours of darkness that night.)

3. This is an open question. This question is to see how a student can talk in reason. If the

student can speak on good grounds, the teacher should give him or her just compliment as encouragement. For the students who agree with the idea of the aliens, you may compliment with great imagination and tell them that what science can’t explain well is often imputed to the aliens. But the skeptic may not believe in the aliens, but suspect the circles are made by hoaxers.

If time is permitted, the teacher may divide the whole class into two groups to debate this topic. One believes the circle is the work of the aliens, the other believes they are made by human beings. Each side should provide good reasons to try to refute the other. Activity 3--Optional activity: Pair work to practise your grammar

Direction: Each pair try to use “how+ adj./adv. to ask your partner a question and the partner has try to answer it. Do it in turn. (5 mins)

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For Example:

A: How long have you been in Chengdu? B: I have been here for 8 years.

In the end, the teacher can ask two or three pairs to report their work.

Part II: ( 2nd class) 3. Focus 2: Reading Activity1: (10 mins)

Note: the activity is based on reading assignment previously done by students at home. Step 1: Listen to the three true stories, and finish the exercise. (4 mins) a) Story C: position 1 b) Story B: position 1 c) Story A: position 2

Step 2: work in pairs and try to use one sentence to tell your partner what is about in the three stories. (6 mins)

Story A: Two Lauras of same age met each other because of a balloon released.

Story B: A loving couple both wanted to surprise each, but ended with proposing over the phone in separate cities .

Story C: A girl sent out a phone message to an invented number and found her future husband. Activity 2: simulation (30 mins)

• Direction: Each pair choose one story to simulate what they might talk about on the

phone. • Hints:

For example, in the first story the Two Lauras might talk the food they both like to eat, the color they both favor.

In the second, you should be aware what one should say when proposing. In the third, what do you think the two stranger might talk about on the phone. Situation in Story 1: (8 mins)

• A: How are you, Laura.

• B: I’m fine. Thank you, and you?

• A: Me, too. I read your letter, and found we have a lot in common. • B: Really?

• A: Yes. You said you like hamburger and French fries. So do I. You like to wear red. So

do I. Do you like Cartoon.

• B: Yes, I like Hollywood cartoons very much, and I once visited Hollywood with my

parents.

• A: Well, I also went to Hollywood once.

• B: It’s too incredible. I hope we can be good friends, since we have so much in common. Situation in Story 2: (8 mins)

• A: Where are you Ian? I’m in your apartment building, but you are not at home. • I: I’m in your apartment building, too, but you are not at home. • A: Seriously?

• I: Yeh. I’m serious. I have something important to tell you. • A: Please, go ahead.

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• I : Amy, I love you. • A: Yeh, I know.

• I : Amy, I mean I really love you. Would you marry me? • A: … Yes, I do.

Situation in Story 3: (8 mins)

• P: Hello, How do you do? I’m Peter. I’ve just received your message and want to talk

with you.

• E: I’m sorry, I . I. .just. .

• P : No, No, don’t apologize. I really want to talk. • E : May I ask who’s that?

• P : Well, I’m Peter Baldwin. I’m working in a computer company.

• E : I’m Emily Brown. I am a secretary with a phone company. Nice to meet you. • P : Nice to meet you, too.

• E : So, what do you usually do in your spare time.

• P : Well. I like surfing on the Internet and making friends. How about you? Activity 3: Puzzled (10 mins)

• Direction: guess the occupation of the man in the story, and guess why he was there

through asking the teacher yes or no questions. • Puzzle 1: In June 1998, a man was discovered in a forest in Australia. The tree in the

forest had no leaves. The man was wearing a mask. An ambulance took him to hospital.

Example questions:

• 1. Was the man wearing a gas mask? • 2. Had he driven to the forest? Answer to the puzzle:

• The man was a diver. He was diving underwater in a lake near the forest. The forest had

caught fire. Helicopters had put the fire out with water from the lake. Accidentally. They had picked up the diver and dropped him in the burning forest with the water.

Part III: ( 3rd class)

4. Focus 3: Reading & speaking: Activity1:

Step 1: Read a short account of a famous UFO incident – a mysterious crash in Roswell, New Mexico in 1947. (3 mins)

The teacher may choose to ask one student to read the whole account to the class.

Step 2: Work in small groups, and discuss these questions.(10 mins) (See Textbook P111 Ex 2) Then ask three or more groups to report their ideas. (12 mins) Word might be useful for discussion:

not sure, maybe, the same as, different from, ugly-looking, good-looking, good negotiator, diplomatist(外交能手), experience,

1. Do you think there are forms of life on other planets? 2. Do you think aliens have visited the earth? 3. What do you think aliens might look like? 4. If you met an alien, what would you ask?

5. If you had to elect someone to meet the alien leader, who would you choose? Why?

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6. If you could travel in a time machine would you choose to go forward or backward in time?

Why?

Activity2:

Step 1: work with a partner, discuss to finish the story The Night I Met an Alien by answering the questions. (10 mins)

Word might be useful for discussion: It was raining/ blowing. rainstorm（n.）

Like a disk(圆盘)/frisbee(飞盘)/ ball, terrified, scared, horrified, excited, shocked, curious, E.T. 是The Extra-Terrestrial 的缩写, high-pitched, soft, low Step 2: report your story from your notes to the whole class.

Step 3: when the students have finished their reports, the teacher can provide his or her version of the story for students to compare.

It was an ordinary evening. It was almost 5 P.M. It was blowing outside and seemed to be a rainstorm soon. I was reading newspaper in my yard with my dog under my feet. For some reason, I look up at the sky and I saw a strange object. The object was very big, and looked like a huge crystal disk shining and moving quickly. To my surprise, it landed and an alien got out. It looks exact like E.T. in Steven Spielberg’s science fiction movie. As a fan of E.T., I felt very excited and also a little shocked. For a moment, I can’t move and talk. Then it spoke to me in perfect English. I can fully understand what it said. It first greeted me with ―How do you do‖, and then he asked me if he could stay a while with me. I agreed. Its voice was first high-pitched and then became soft and low like a middle-aged man. When my tension gradually disappeared, I asked what I’d always wanted to ask an alien. I said, ―Where are you from, and how long does it take you to get here‖? It answered my question. It said they were from a planet called Mutule and it took them three days to get earth. Eventually, it got back in the object and flew away. I stood still for a while, and when I turned round, I noticed that something had changed. My dog seemed to understand totally what had happened, raised one of its foreleg to say good-bye to the alien. Trees and mountains around seemed to have the feeling of human beings. I myself became more apprehensive of the languages of the living things. My life would never be the same again.

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