牛津高中英语模块二第一单元重难点讲解与练习
牛津高中英语模块二（第一讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块二Unit 1（上）二、教学要求：1．学会谈论有关宇宙空间的简单话题。
2．学习阅读英语新闻综述。
3．理解现在完成时和现在完成进行时的意义和用法。
【知识重点与学习难点】一、重要单词：tale, unexplained, .alien, mystery, technology, monster, sunken(adj) stonehenge, pyramid, disappearance, multi-coloured, nightmare, detective, format, detail, paragraph, Yeti, puzzle(n&v), sighting, witness, creature, research, frighten, case, murder, convincing, evidence, typical, outer, progress, treasure, lately, website, wild, similar, hairy, strength, footprint, existence, inch, exploration, orbit, launch, artificial, astronaut, oxygen.二、重点词组：run into碰到, believe in相信（信仰、理论、说法等）, step up加紧, go missing失踪, show great interest in对….表现出极大的兴趣, due to因为, show up露面, according to根据, pull back拉开, do research on在….方面进行研究, rule out排除, look into调查, make up编造, take charge of负责, make a speech作报告, so far到目前为止, outer space外层空间, human beings人类, space shuttle航天飞机, Soviet Union苏联, carry out.完成, 实现, 贯彻, 执行, dream of梦想, come true实现, solar system太阳系, comic strip连环漫画.三、【语法】A.现在完成时1．现在完成时态的构成：现在完成时是由助动词have/has+过去分词构成。
2．在现完成时表示动作完成在过去，强调对现在造成的影响或结果，常与already，just，ever，never和yet等连用。
表示曾去过某处have / has been；表示某人去某处（还没有回来）用have / has gone。
例如：I have just locked the door.He has left London for York.3．表示过去已经开始，持续到现在的动作或状态，有以下几种情况：与for + 表示一段时间的词组连用。
例如：I have worked here for 20 years.与since + 表示过去某一时刻的词或词组连用。
例如：They have had 4 meetings since the new term began.4. 非延续性动词与可延续性动词两者都可用于现在完成时，但非延续性动词用在现在完成时时不能与表示一段时间的时间状语连用。
如果必须这样用，就需要把非延续性动词转化为可延续性动词或状态动词。
He has been back for three days.He has been back since three days ago.It\'s three days since he came back.Three days has passed since he came back.B.现在完成进行时构成：have/has been+doing现在完成进行时是一兼有现在完成时和现在进行时二者基本特点的时态。
由于它有现在完成时的特点，所以它可以表示某一动作对现在产生的结果或影响。
由于它有现在进行时的特点，所以它也可以表示某一动作的延续性、临时性、重复性。
现在完成进行时比较生动，有时含有明显的感情色彩,例如:The couple have been quarreling ever since they got married.（说话人对这对夫妻的关系很不以为然）You have been asking me questions for the last two hours.（不耐烦）1．现在完成进行时可以用来表示一个动作从过去某时开始一直延续到说话时刻还在进行。
例如：a. He has been working on the puzzle since early morning.b. We have been waiting for the result for half a day.2．现在完成进行时可以用来表示一个动作从过去某时开始一直延续到说话时刻刚刚结束。
例如：a. Where have you been? We have been looking for you everywhere.b. I have been wondering about your behavior.3. 现在完成进行时可以用来表示过去刚刚完成的动作，其结果对现在有影响或联系，例如：a. She has been crying(她现在眼睛还在红肿).b. It has been snowing.(地上已经有了一层雪).【难点讲解】1. The world we live in today is full of mysteries unsolved even by today’s advanced science and technology.我们生活的世界里充满了谜团, 这些谜团即使是当今发达的科学技术也无法解开。
过去分词短语unsolved even by today’s advanced science and tech nology是mysteries的定语，它的作用相当于定语从句which are unsolved even by today’s advanced science and technology。
当定语从句是由关系代词＋be动词＋过去分词或现在分词短语构成时，关系代词和be动词可以省略。
例如：Stories (which were) made up by him didn’t sound very convincing.People (who are) living in these areas believe in ghosts.Advanced 先进的、发达的。
2. Police in America have stepped up their search for a fifteen-year-old boy who went missing in Dover, New Hampshire.美国警方现已加紧对一名15岁失踪男孩的搜索，该男孩于两天前在新罕布什尔州的多佛市失踪。
step up加紧，如: step up production, step up the campaign, step up the lobby(加紧游说)search在句中作名词，常见词组有one’s/the search for（对…的搜索、探求），in search of(为了寻求)。
例如：His search for truth has led to one discovery after another.He risked his life in search of truth.Police是集体名词，形式上永远是单数，和复数动词连用。
3. People have shown great interest in his disappearance due to sighting of puzzling lights in the sky and reports of alien visits around the time of his disappearance.公众对男孩的失踪表现出极大的兴趣，原因是在他失踪前后有人声称看到天空中出现令人迷惑不解的亮光，还有关于外星人造访地球的报道。
4. Standing inside were lots of white-skinned, strange-looking creatures with large black eyes.（飞碟）里面站着许多白皮肤、样子奇怪、长着黑色大眼睛的生物。
这是个倒装句，这句话的正常语序是：Lots of white-skinned, strange-looking creatures with large black eyes were standing inside. 当句子的主语部分太长，或说话人想要强调对动作的描写时，可以把现在分词短语和主语部分的位置交换，形成“现在分词短语＋be动词＋主语部分”的倒装结构。
例如：Lying there was a thin, black woman with untidy hair and stony face.Coming up is a talk show by our famous host Peter Pan.white-skinned白皮肤的，这是一个由形容词＋名词＋ed构成的复合形容词，中学阶段常见的还有: kind-hearted, bold-faced, ill-tempered等。
strange-looking样子奇怪的。
形容词/副词＋动词＋ing也可以构成的复合形容词，例如：good-looking, easy-going(好相处的), never-ending, ever-lasting.5. believe和believe inbelieve+sb表示“相信某人的话”，believe+sth表示“相信某事的真实性”。
例如：I believe George, he has never told a lie.Do you believe his story?Believe in+sb表示“信任某人”，believe in+sth表示“相信某事的存在、信仰某种学说或宗教”。
例如：I believe in Ed, he will never let me down (让我失望).I don’t believe in UFO.He believes in Maxism.6. search和search forsearch+搜查的对象，例如：search the house, search the prisoner.Search for+，例如：search for gold, search for food.也可以是：search+搜查的对象＋搜索的目标。
牛津高中英语模块二Unit1-重点词汇精讲
牛津高中英语模块二Unit1-重点词汇精讲重点词汇精讲一、重点词汇列表动词search, murder, support, exist名词creature, witness, research, possibility, case, evidence, progress, treasure, strength形容词puzzled, puzzling, convincing, disappointed, similar重点词组run into, step up, due to, go missing, show up, according to, put on, rule out, look into, make up, take charge of, so far, be similar to, besaid to do, run after, on average二、精选词汇讲解1. search(1) search vt./vi. 搜索,搜寻,搜查search sb 搜（某人的）身；search somewhere 在某处搜查search somewhere for sth. 在某处搜寻某物；search for sth. 搜寻/寻找某物They searched him without any reason.他们毫无理由地搜了他的身。
They searched every part of the temple for the murderer. 他们对这座寺庙进行了全面搜查，以便找出凶手。
Scientists are searching for a cure for the disease. 科学家正在寻找治愈这种疾病的办法。
He is searching for the missing key. 他正在寻找失踪的钥匙。
(2) search n. 搜寻，寻找in search of … 寻找/寻求某物The villagers continued their search for the lost child in the forest. 村民们继续在森林里寻找那个迷路的孩子。
牛津高中英语模块二 Unit1单元复习讲义
单元复习讲义1. puzzle vt. (使)迷惑, (使)为难；n. [C]难题, 谜puzzle over/about 苦思puzzle one's brains about [over] sth. 为某事大伤脑筋be a puzzle to sb. 对某人来说是个谜be in a puzzle about sth. 对某事迷惑不解I’ve been sitting here puzzling over what to do.我一直坐在这里苦思着要做什么事。
The computers are a puzzle to me.我不懂电脑。
2. sighting n. [C] 看见，发现（不寻常或短暂的出现的事物）sight n. vt. 看见，发现; 视力,风景When people tell about a sighting even 15 years later, that emotion comes through. 当人们15年后再谈到那个发现，他们仍然会激动不已。
They reported sighting the plane.他们报道看见了那架飞机。
3. straight adj. & adv. 直的；笔直地in a stright line 成一直线The smoke rose straight up. 烟雾径直向上。
4. since adv. [和完成时连用](=since then)○1At first he refused but ____ has accepted.A. thenB. later D. soonHe walked out of that door last week and no one has seen him since. 上周他走出了那个门，从此就没有人见过他。
5. convincing adj. 令人信服的，有说服力的convinced adj. 确信的convince vt. 使相信/信服be convinced of相信be convinced that相信convince sb. of使某人相信convince sb. that使某人相信convince sb. to do说服某人做某事It took many hours to convince the court of his guilt. 花费了许多个小时法庭才相信他有罪。
牛津高中英语模块二第一单元知识点整理及单元练习(20201215215210)
新牛津高中英语模块二第一单元知识点整理及单元练习M2Unit One一、词汇大会合I.单词1.tale 故事，传说2.unexplained没法解说的，神奇的3.puzzled 疑惑的，茫然的4.search 搜寻，找寻，搜寻5.sighting 目击，目击6.puzzling 令人迷惑不解的7.alien 外星人的，外星人8.witness 目击者，证人，目击，目睹9.multi-coloured色彩众多的10.white-skinned 白皮肤的11.strange-looking 怪模怪样的12.creature 动物，人13.UFO (Unidentified Flying Object) 不明飞翔物14.research 研究15.nightmare 恶魔，梦魔，可怕的事物16.frightening 令人惧怕的17.possibility 可能性18.case 案子，案件19.murder 谋杀，凶杀20.convincing 令人服气的21.evidence 凭证22.outer 外面的，外面的23.progress 进展，进步24.disappointed 感觉绝望的25.Yeti (Abominable Snowman) 雪人，野人26.monster 怪物，怪兽27.treasure 财宝，财产tely 近来，近来29.website 网站30.mysterious 神奇的31.wild 野生的，野性的32.man-like 样子像人的33.similar 相像的，内似的34.hairy 多毛的，毛茸茸的35.villager 村民36.mountain climber 爬山者37.thick 茂密的，厚的38.fur 皮毛，毛皮39.shoulder 肩膀40.national 国家的41.strength 力气，力量42.footprint 脚迹43.state 州，国家，状44.support 支持，支撑，扶45.existence 存在46.inch 英寸（度位）47.exist 存在48.possibly 可能49.mystery 神奇，神奇的事物II.短1.due to 因为，因2.step up 加，加，促3.according to 依据4.show up 出，露面5.full moon月6.rule out清除7.outer space 外空，太空8.look into，9.make up 造，假造，杜撰10.take charge of ，接收11.on average 均匀12.run after 追赶ic strip 漫画14.believe in 相信15.run into 遭受，堕入；撞上，撞到16.some day （未来）某一天17.space shuttle 航天机18.search for sb/sth 搜19.make progress 获得步20.solar system 太阳系21.in advance 提早22.do research on 做研究 23.happen to生于；有时生24.begin/start with so far 以．．．开始25.carry out 行；施26.separate from 分别；把⋯和⋯分开27.pick up 起；得；整理28.take off 起；脱下；走开29.protect sth from保．．．免受30.be connected to 与⋯有系，与⋯相关；与⋯接31.be divided into 被分红32.point out 指出33.stand for 代表34.in return 作回35.intend to do sth打当作36.draw a conclusion 得出37.at/with amazing speed 以惊人的速度38.be/become convinced 相信；确信；39.be disappointed with 对．．．绝望二、句型大会合1. Police in America have stepped up their research for a fifteen-year-old boy who went missing two days ago in Dover, New Hampshire.美国警方现已加紧对一名15 岁失散男孩的搜寻，该男孩于两天前在新罕布什尔州的多佛市失散。
牛津高中英语模块二(第2讲)Unit1(下)含同步练习与答案(2021年整理)
牛津高中英语模块二(第2讲)Unit1(下)含同步练习与答案(word版可编辑修改)编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（牛津高中英语模块二(第2讲)Unit1(下)含同步练习与答案(word版可编辑修改)）的内容能够给您的工作和学习带来便利。
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【教学内容与教学要求】一、教学内容：牛津高中英语模块二Unit 1（下）二、教学要求：1．学会制作问卷调查表。
2．交际英语：问候和介绍。
3．现在完成时和现在完成进行时的难点。
【知识重点与学习难点】一、重要单词:survey, rate（v), questionnaire, construct， ensure， confusion， ignore, precise， specify， specific, reference， draft， inappropriate， humour， discount， apply, application， applicant, issue, interviewee， intervie wer， revised， statistics, analyze， recommend, major， possibility, fin ding, horror， Himalayas， description, attach， fur， hairy， imaginativ e, illustrate, source, organize, represent， event, entire。
新教材 牛津译林版高中英语必修第二册全册课后练习 含解析
牛津译林版必修第二册全册课后练习UNIT 1 Lights,camera,action! ................................................................................................... - 1 - 课时练习1 ...................................................................................................................... - 1 - 课时练习2 ...................................................................................................................... - 7 - 课时练习3 .................................................................................................................... - 12 - UNIT 2 Be sporty，be healthy ............................................................................................... - 18 - 课时练习1 .................................................................................................................... - 18 - 课时练习2 .................................................................................................................... - 23 - 课时练习3 .................................................................................................................... - 28 - UNIT 3 Festivals and customs ............................................................................................ - 33 - 课时练习1 .................................................................................................................... - 33 - 课时练习2 .................................................................................................................... - 39 - 课时练习3 .................................................................................................................... - 44 - UNIT 4 Exploring literature..................................................................................................... - 49 - 课时练习1 .................................................................................................................... - 49 - 课时练习2 .................................................................................................................... - 54 - 课时练习3 .................................................................................................................... - 59 - 模块综合测验 ....................................................................................................................... - 65 -UNIT 1 Lights,camera,action!课时练习1Ⅰ.单词拼写根据首字母提示或所给汉语意思写出所缺单词。
牛津高中英语模块二unit1reading课后练习
牛津高中英语模块二U n i t1R e a d i n g课后练习-CAL-FENGHAI.-(YICAI)-Company One1M2 Unit1 (1)复习课文Police in America have ________ ________ their search ________ a fifteen-year-old boy who went ________ three days ago. This ________ has received great interest_______ ______ reports of alien visits.Justin Foster was last seen Friday night. __________ say they saw Justin walking______ his houses at 10:45p.m. His sister, Kelly, ________ 9, says she heard her brother return home and ________ _______ his favorite CD. Kelly was woken up around _________ by a _______ light and saw a large spaceship ________ outside. Standing inside_______ lots of strange _______with white skin and large black eyes. Kelly said ,“There was a _______ of light and I heard Justin shout, and the UFO just _________. I haven’t seen Justin _________. Mr. Foster _________ Kelly was having a bad dream when her daughter woke her ________. Mr. Foster was working________ his road construction job when these events __________. When Justin did not ________ _______ for lunch the next day, the mother became _________.Mrs. Mavis Wood said it had ________ _______ her. “The aliens took me_________ the UFO so that they could _________ _________ _________ me. Luckily, they returned me home without _________. I haven’t been _________ well since I returned home.When ________ _______ the possibility that Justin was taken by aliens, Detective Sam, who ________ ________ _________ the case, told journalists, “sometimes people ________ _______ such amazing stories. There’s really no hard _________ that aliens took him.” So, ________ the police haven’t _________ the idea, they are ________ _________ other possibilities as well. They will not _______ ________ until they find out _________ happened.Keys: stepped up; for; missing; incident; due to; Witnesses; towards; aged; put on; midnight; bright; flying; were; creatures; flash; disappeared; since; thought; up; on; occurred; show up; worried; happened to; aboard; do research on; injuries; sleeping; asked about; takes charge of; make up; evidence; while;dismissed; ;looking into; give up; whatFill in with proper words or phrases.1.The reason for their doing it is still a _______ _______ me. (困惑)2.He ________ _________ his training to prepare for the race.3.He went in search _______ a doctor for his sick wife.-- He went to _______ ________ a doctor for his sick wife.4. He lost the match _________ _________ carelessness.5. He is _______ _______ ________ the incident. (目击者)6. 他没想到你会拒绝他的邀请。
牛津高中英语模块二 Unit 1 lynn1全面版
The first thing you do when meeting someone is to greet the person in an appropriate manner. The person will then greet you in return.
3.two thousand/two thousand and one/ two thousand and two/ two thousand and three
4.group membership/single membership
5.never/once/three times/six times/twelve times/...
Club employee: Greet the clue member. Introduce yourself And tell him/her who you are and what you would like to do. Ask the club member the 10 questions on page 15. Tick the Boxes and write down the answers in your revised questionnaire, If there are several choices under one question, read the choices to your interviewee.
Unit 1 Tales of the unexplained
Period 5 Task : Conductie whole class as usual
高中英语 新版牛津译林第二册unit1重点词汇知识点详细讲解
第一单元重要单词讲解1.advertise vt.& vi. 做广告，登广告，公布，征聘advertise sth给...做广告advertise on TV在电视上做广告advertise for sb.登广告招募···advertisement n.广告advertiser n.广告商，登广告者2.type n.类型，种类vt.& vi.打字a type of 一种...all types of 各种类型的type in 键入typical adj.典型的，惯有的，平常的it’s typical of sb. to do sth.某人一贯做某事edy n.喜剧---tragedy n.悲剧comedian 喜剧演员---tragedian 悲剧演员4.fantasy n.幻想作品，幻想fantastic adj. 极好的，不切实际的sound fantastic 听起来很好a fantastic project 不切实际的方案5.horror n. horrify v.恐吓，惊吓horrible adj. terroist n. 恐怖分子6.romance n. romantic adj.7.behind the scenes 在幕后，在后台8.actually adv.实际上，事实上in actual fact =in fact=in reality=as a matter of fact9.take place事先计划好的事情发生take one's place就座，代替某人take the place of sb.代替某人in the first place首先10.brief adj.简洁的，简单的v.给某人简短介绍brief sb on/about sth.a brief statement 简短的陈述to be brief 简言之=in brief11.familiar adj. 熟悉的；常见的sth is familiar to sb. 为...所熟悉sb.is familiar with sth 熟悉某物look familiar 面熟12.envelop v.包裹，包住envelope n. 信封 a sheet of envelope/paper13.attach vt. 使依附；贴上vi. 附加；attach... to 附在...上be attached to 附属于，一脸与attach importance to认为...有重要性Much importance is attached to···更重视···14.visit v./n. visual adj.视力的，视觉的15.frequent adj.频繁的经常的frequently adv. frequency n.16.enable v. 使能够；使成为可能enable sb. to do sth 使某人能够做某事enable something to happen 使成为可能17.aid n./vi./vt. 援助，帮助aid sb. in doing sth. /with sth.first aid 急救18.prefer vt. 更喜欢；宁愿；提出；提升vi. 喜欢；愿意prefer to do 更喜欢做某事prefer A to B 喜欢A 胜过喜欢Bprefer doing ...to doing=prefer to do rather than do..宁愿做...而不愿做prefer -preferredpreference n.偏心，偏爱19.approach n. 方法，方式v. 走进,接近；与……接洽，处理；an approach to (doing)sth 做某事的方法/途径take an approach采用一种方法approach the house 接近房子approach the problem 处理问题20.revise vt. 修正，修订；复习，温习revise a book 修订书revise for an examination复习迎考21. not to mention更不用说without a mention没有提及22.history historian n.历史学家23.ensure +句子/n. 确保···，保证···24.lecture n. 演讲；讲稿；教训vt. 责备，训斥，训诫vi. 开讲座lecturer 讲师，演讲者a lecture on/about 关于...的讲座lecture on 讲授lecture sb. about (doing)/on sth.关于某事训斥某人= scold sb. for (doing) sth.责骂某人因为某事25.justice n. 司法，法律制裁；正义；法官do justice to+n./doing 公平对待，恰当处理social justice 社会公正a sense of justice正义感26.award n. 奖；奖学金v. 授予win an award获奖award sb. sth=award sth to sb.授予某人某种荣誉27.perform vt. 执行；完成vi. 执行，机器运转；表演perform a task 执行任务perform an operation 做手术perform well表现的好performance n. 性能，绩效；表演performer n. 演出者；28.locate v.定位，坐落于···29.martial adj.战争的，军事的marital art 武术30. in addition to 除...以外in addition另外（单独做状语）31.desert n. 沙漠，荒原v. 遗弃；舍弃in the desert 在沙漠里desert one's post擅离职守deserted adj.空寂无人的32.adapt vt. 改编，改写be adapted from使适应adapt oneself tovi. 适应adapt to33.regard ···as···把···当作···来对待=treat/look on···as···34.solution to35.eventually = finally =at last = in the end36.fancy adj.复杂的，花哨的，昂贵的vt.想要，想做= feel like + n./doing倾慕，爱慕+ sb.37.narrow adj.狭窄的，勉强的，刚刚好的a narrow victory 险胜a narrow escape 差一点没逃掉，九死一生，千钧一发a narrow miss 差点被打中38.despite prep. +n./doing =though+句子尽管in spite of + n./doing 尽管39.pull up 停车，停止40.wave vt. ~ one’s hands tovi. ~ ton. 海浪，大量出现，大量涌现41.recollect = recall = look back on 回想起，回忆起42.crook n.骗子，臂弯，肘弯v.弯曲adj. 生病，有病crooked adj.弯曲的，不直的。
牛津高一英语模块2Unit1单元完整教案
南师附中周平Unit 2 Growing PainsTeaching objectives:●T o introduce and develop the theme of growing pains●T o form a positive attitude towards growing pains and learn to solve family problems wisely●T o identify the difference between American English and British English ●T o learn about some colloquialisms and their origins●T o develop the skills of how to read a play●T o learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses●T o develop listening ability through a radio talk show●T o develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme●T o develop the ability of reading for gist●T o develop writing ability by presenting a dialogue and an advice letter●T o learn to be cooperative and helpful when working together●Teaching plans:Period 1—Welcome to this unit Period 2—Reading 1 (Comprehension focus)Period 3—Reading 2 (Word focus) Period 4—Reading 3 (Consolidation of words)Period 5—Word power1Period 6—Word power2Period 7—Grammar & usagePeriod 8—Consolidation of grammar Period 9—Task presenting a dialogue1 Period 10—Task presenting a dialogue2 Period 11—Project writing an advice letterPeriod 12—ExercisesPeriod 1 Welcome to this unitTeaching objectives:●T o introduce and develop the theme of growing pains●T o develop speaking ability by talking about families and problems that happen between teenagers and parents●T o know more about classmates andtheir familiesTeaching procedures:I.Lead-in:1.Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.2.Brainstorming questions:●D o you always show respect to your parents?●D o you always do what your parents want you to?●D o you sometimes quarrel with your parents? Why do you quarrel?II.Picture talking (pair work)●A sk Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible withtheir own words.●M ake sure that Ss have “when”, “where”, “who”, “what”in your descriptions.●I nvite some Ss to report back their descriptions.III.Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class. Questions for discussion:●W hat kind of behaviors of yours will make your parents feel unhappy? List as many as you can.*not doing homework,*not getting up on time,*spending too much time or money on …*bad school behaviours*not helpful with housework*making friends with persons that parents don’t like*…●W hat would you do if your behavior upsets your parents?●W ho do you choose to talk to when you have a problem and want to talk to someone? Why?●D o you think there is a generation gap between you and your parents? How do you overcome the gap?IV.Assignments:1.Preview the new words of thisunit on page 64 (from “act” to“rude”)2.Think about thisquestions—What are growingpains? Do you have any pains?What are they?*********************************** ********************Period 2 Reading 1(Comprehension focus)Teaching objectives:●T o develop the skills of how to read a play●T o know about American family life and problems that happen between American teenagers and their parents ●T o form a positive attitude towards solving problems between teenagers and parentsTeaching procedures:I.Lead-in:●H ave you ever been left alone or witha pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?II.Reading:1.Remind Ss of the instructions onreading a play before reading2.First reading and checking outPart A on page 223.Second reading (following thetape) and checking out C1 & C2 on page 244.More comprehension questions:●W hy does Eric sound frightened when he sees his parents back?●H ow does Mom know that the dog istired and hungry?●W hat does Dad mean by saying “This is not a family where bad behavior goes unpunished…”?III.Thinking after reading:Ask Ss to use their imagination and think of an end to the play.●D o you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?●I f you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind?IV.Assignment:1.Read the play aloud withpartners.2.Underline difficult words orsentences that need explaining.3.Finish D1 & D2 on page 24.4.Finish E on page 25.*********************************** *******************Period 3 Reading 2(Word Focus) Teaching objectives:T o understand new words and expressions and learn how to use them Teaching procedures:I.HW checking out:1.D1 & D2 on page 242. E on page 25Ask Ss:●w hat they think of the way Daniel and his parents solve their problem●w hat kind of a boy Daniel isII.Difficult points:(In this part, Ss are encouraged to raise their questions.)1.Eric runs in after it, followed bya big dog, walking very slowly.2.…you weren’t supposed to comehome until tomorrow!3.Daniel, we thought you were anadult, …4.Eric sits on his bed looking atDaniel, who has his arms cross edand looks angry.5.…but now that he has been so rudeto us, I feel like we have to punishhim or he won’t respect us.III.Words focus:1.Word definition:In this part Ss are to understand words and expressions in the text.Ask Ss to match the expressions in Column I with the right definitions in Column II.Column IColumn IIa. be supposed to do 1. to talk aboutsb’s faults in an unfair way,or to be toostrict with sb.b. deserve to do 2. to want tohave sth. or do sth.c. now that 3. used to ask ortalk about how sb. shoulddeal with sth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to saywhat is/was expectedto happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. go out 6.to hope that one will get sth. from sb.g. expect…from…7.in a position where you have the duty to makedecisions so that anything bad will not happenh. feel ed to sayone should receive (areward ora special treatment) for what he has donei. (what to) do with9. because ofsth. or as a result of sth.2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.1.The new company was set up lastmonth and has some problems anddifficulties, so we can say thecompany is experiencing ________.(growing pains)2 ---Doctor, my son feels pains in hisarms and legs at night. What’swrong?---It really doesn’t matter. That’s________ and will soon pass.(growing pains)3. His strange question made hisfriends feel surprised; thatmeans his strange question______ his friends. (surprised)surprise—n./ vt.surprised—adj.surprising—adj.surprisingly—adv.●M y dad bought me an iPod on my birthday, which is a great ____ to me. (surprise)●W hat _____ me most was that flowers there were so cheap. (surprised)●H e had a _____ look on his face at the news that she married John. (surprised)●---How was the exam?---_____ easy. (surprisingly)5.The sports meet _________ totake place last weekend. But we had to cancel it because it was raining heavily. (was supposed)6.Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)9. The mother never praises herdaughter unless she gets the firstin test. She is too strict with him,that is, she is ______ him.(hard on)10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)11. The Chinese Women’s Volleyballteam won the championship in the28th Olympic Games. They workedvery hard and they _____ win.(deserved to)12. That boy spends little time onlessons and seldom listens in class.He failed in the exams. He _____fail. (deserved to)13. ---It is so hot. I _____ a bigiced cola. What about you?---Mineral water, please.(feel like)IV. Assignments:1.Finish A1 & A2 on page 86.2.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.****************************************************Period 4 Reading 3(Consolidation of words)Teaching objectives:●T o consolidate the use of words and expressions throughTeaching procedures:I. Checking out A1 & A2 on page 86: II.Checking out D1 on page 89: III.Assignments:1.Memorize the new words in thetext and get ready for a dictationtomorrow.3. Read the play again and think about the question:●I s the play written in British English or American English? How do youknow?********************************* ********************Period 5 Word Power 1 Teaching objectives:●T o identify the difference between American English and British English ●T o develop the ability of understanding words in context Teaching procedures:I.Lead-in: Dictation of words in thetext:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveII.Word Power1.focusing on the differencesbetween American English & British English by checking out the dictation on the blackboard:American English B ritish Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour*Ask Ss “In which aspects doesAmerican English differ fromBritish English from the examplesabove?”(in vocabulary and spelling)* Ask Ss “Does American Englishdiffer from British English in otheraspects, like pronunciation andgrammar? Encourage them todemonstrate some examples. Differences Examples pronunciationgrammarspellingvocabulary* Ask Ss to use the information onpage 26 and practice the dialogueon page 26.* Ask Ss to discuss the following questions:T he accents in American English andBritish English are partly different. Which do you prefer?●D o you think it helpful to know about these differences?2.Understanding words in context: * Letting Ss read “A” on page 90 sothat they can learn more about thistopic.* Checking out the comprehension questions* Understanding some new words from the context of the passage●H e was the major reason for the program’s huge success. major—very large or important●M ike kept making trouble but was always charming. charming—very pleasing or attractive●F rom the first few episodes of “Growing Pains”Mike was always getting into trouble. episode—part of a TV or radio program in which the same story is continued●T hese stories are good examples of the two sides of Mike’s nature. nature—qualities that make someone a particular type of person●H e was naughty but also a caring and warm person.naughty—(used by adults talking about children) bad, causing trouble caring—thinking about what other people need or want and trying tohelp themIII.Assignments:1.For bonus: Find two moreexamples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.2.Do “B” on page 91.*******************************************************Period 6 Word Power 2(Colloquialisms focus)Teaching objectives:T o learn about some colloquialisms and their originsTeaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. Checking out “B” on page 90II. Colloquialisms1.What is a colloquialism? How is itused?2.Presenting sentences withcolloquialisms:I know you are busy, but could you just lend me an ear for a minute? Meaning: to listen and pay attention toOrigin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a personspeaking. Shakespeare used this expression in his play “Julius Caesar”.●I f we don’t win this basketball game by at least twenty points, I will eat my hat.Meaning: a saying used when you are 100 percent certain that something will happenOrigin: Many great writers, including Charles Dickens, have this expression.3.Ask Ss to focus on Part A and havethem finish this exercise individually.Origins of some colloquialisms:●a wet blanketmeaning: a person who spoils other people’s fun by being boring origin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.a ll earsmeaning: eager to listen; listening attentivelyorigin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening towhatever is being said. It is as if no other organs of your body mattered except your ears.p ull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.4.Ask Ss to do Part B on page 27.In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.III. Assignments:1.Work out the meanings of thefollowing colloquialisms:a.My parents and I don’t always seeeye to eye about school issues.b.I’ve got a major test tomorrow, soI better hit the books.c.Lisa was walking on eggs when shewas returning the necklace shehad borrowed without asking. 2.Review the attributive clause learntin Unit 1.3.Read the play again and pick outsentences containing attributive clauses.Period 7 Grammar andUsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTeaching procedures:I.HW checking out: understandingsome colloquialismsII. Grammar and Usage:1.Let Ss read Point 1-4 on page28 to know when to use apreposition + which/whom to beginan attributive clause. Teachergives detailed explanations ifnecessary.2.Ask Ss to do “A” & “B”on page29.3.Let Ss read Point 5 on page 28to know how to use the attributiveclause to modify the antecedentway.4.More practice should beprovided to Ss.●T he pen with which I write my homework every day is broken, so I’llhave to buy a new one.●C an you please give me a piece of paper on which I can write a note toMiss Liu?●D o you know the woman with whom/to whom/about whom our teacher is talking?●T he man from whom/for whom I bought the old picture is over eighty.●T he way (in which/that)she sang surprised all the judges.* * * *●D o you still remember the day on which we first met each other?●Y esterday we visited a factory in which toys are made.●S he didn’t tell us the reason for which she gave up her job.5.relative adverbs: when, whereand why●D o you still remember the day on which/when we first met each other?●Y esterday we visited a factory in which/where toys are made.●S he didn’t tell us the reason for which/why she gave up her job.6.let Ss read instructions on page307.practice on page 31III. Assignments:1. Do C1 on page 88 (WB)***************************** *********************Period 8 Consolidation of grammarTeaching objectives:T o have more practice on the usage of attributive clausesTeaching procedures:I.Consolidation of Grammar:1.HW checking out—C12.Additional practice—this partfocuses on situations in which relative pronounces and relative adverbs are usedTell Ss that when, where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause thoughthey refer to a time or a place or a reason.Examples are as follows:●S hanghai is the first city that Eric visited in China.●The city that/which gives Eric a deep impression in China is Shanghai.●S hanghai is the city where Eric’s grandfather used to work.●H e will always remember the days that/which he spent in America.●H e will always remember the days when he studied in America.●N o one knows the reason why he changed his mind.T he reason that/which he gave us is not good enough.3.Do C2 on page 88.Ask Ss to do this exercise individually and check out in class.II.Assignments:1.Read the diary entries on page 34and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page34 before reading the dairyentries.)******************************************************Period 9 Task presenting a dialogue (1)Teaching objectives:●T o understand how a speaker is feeling by identifying different tones ●T o develop listening ability through a radio talk show●T o develop the skill of reading for gist through diary entries and a thank-you letter●T o learn how to write a dialogue Teaching procedures:I.HW checking out:1.Ask Ss to check with theirpartner about the main point andwords showing the writer’smood.2.Invite some Ss to tell the classthe main point of the entry. II.Step 1: listening to a radio phone-in programme1. Lead-in:Tell Ss that tones can tell how aspeaker is feeling just as words can tell us the mood of a writer.2. Understanding tones in spoken English1)Ask Ss to read the guidelines inSkills building 1 on page 32 beforelistening to the five versions ofthe same sentence in differenttones. They will see that thereare four main points to determinehow the speaker is feeling. Writedown the four points on theblackboard:●t he volume●t he tones●s tressed words●t he pause2)Have Ss listen to the examplesentence in five different tonesone by one. After they listen toone of them, ask them to tell whatthey think about the speaker’s emotion. Is she happy, or angry?Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.3)Have Ss read the sentence “Hewill come here tomorrow”in different emotions. Ask them: If someone is happy about his coming, how will he say it?If someone doesn’t want him to come, how will he say it?If someone is excited about his coming, how will he say it?If someone is frustrated or questioning, how will he say it? 4)Let Ss listen to the tape and finishPart A on page 32.5)Ask Ss to listen to the tape andfinish Part B. Then let them listento the five sentences again andask them to tell which word isemphasized and what tones areused for different emotions. 3. Listening to a radio phone-in programme:1) Ask Ss to listen to a radio phone-inprogramme and write the names ofthe callers in the space below. 2) Ask Ss to say something about the pictures.Picture 1:●W hat did Jane call about last week?●W hy did Jane call this time? Picture 2:●W hat problem does Christina have with her mum?●W hat does the host advise her to do?Picture 3:●W hat problem does Shirley have?●W hat is she supposed to do according to the host?Picture 4:●W hat does Richard’s father want him to do?●W hat does Richard want to be when he grows up?●W hat advice does the host give Richard?Picture 5:●W hat makes Patrick feel lonely?●W hat advice does Patrick get from the host?Picture 6:●W hy does William’s father want him to go out?●W hat is William supposed to do? III.Step 2: reading a thank-you letter In this part, Ss are asked to●read the letter and the sentences below●decide if the sentences are true or falseIV.Assignments:1.Read the guidelines about how towrite a dialogue on page 36 anddiscuss Part A on page 36 withyour partner.**************************************************** Period 10 Task Presenting adialogue (2)Teaching objectives:●T o develop writing and speaking abilities by presenting a dialogue●T o learn to work with others Teaching procedures:I.Presenting a dialogue:1. skills building: writing a dialogue 1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36●D on’t include words like “Umm”or “Hmm” in a dialogue.●D on’t repeat words that have just been said.●U se the words the characters say to show their feelings and moods. 2). Ask Ss to point out what is wrong with the underlined sentences afterthey discuss with their partners2. Presenting a dialogue in groups:1)Let Ss read the guidelines onpage 37.2)Have Ss work in groups of threeand each group makes up adialogue with the informationprovided.3)Have some groups give aperformance of the dialoguethey make up. Other studentsare expected to make somecomments on the performances. II.Assignment:1.Read the two letters on page 38and think about how you can advise them to solve their problems.****************************** *********************Period 11 Project Writing an advice letterTeaching objectives:●T o develop the writing ability by producing a letter●T o work together and help solve problemsTeaching procedures:I. Project writing an advice letter:1.Lead-in:In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.2.Have Ss answer some questionsabout the letters:●W hy does the father write the letter?●W hat does the father think of his son?●W hat is the father worrying about?●W hy does the son write the letter?●W hat are his problems?●H ow does he feel about his father?●H ow are you going to advise them to solve their problems?3.Have Ss work in groups on Part Bon page 39:●L et Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones.●A ssign roles to each group member: Task 1: doing research to find examples of advice lettersTask 2: writing an outline for the letter Task 3: writing the letterNote:* Any of the tasks can be shared by two or three people.* The letter is to be read to the group after it is written and group members make changes if necessary.4. Producing the letter:To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.II. Assignments:1.Finish the letter and have ittyped on A4 paper.2.Read the two letters again andwork out the meaning of newwords with the help ofdictionaries.3.Do B1 & B2 on page 87.*********************************** ******************Period 12 Exercises Teaching objectives:●T o develop listening ability through “Listening” on page 92●T o consolidate the use of words in B1 & B2 on page 87●T o learn to express opinions clearly by writing a report (optional) Teaching procedures:I.Listening practice on page 92II.Checking out B1 & B2 on page87III.Writing practice on page 93 (optional)。