Unit12 Fact and fantasy

Unit12 Fact and fantasyUnit12 Fact and fantasy Teaching Goals 1. Talk about science fiction. 2. Learn to express beliefs and doubts. 3. Learn about Word Formation (2). 4. Practice creative writing.The First Period Teaching Aims: 1. Learn about some scientific facts by doing a small science quiz. 2. Train the students' listening ability. 3. Develop the students' speaking ability by talking about science fiction using the use¬ful expressions for beliefs and doubts. Teaching Important Points: 1. Train the students' listening ability. 2. Master the useful expressions for beliefs and doubts. Teaching Difficult Points: 1. How to improve the students' listening ability. 2. How to finish the task of speaking. Teaching Methods; 1. Free talk to arouse the students' interest in science fiction. 2.Listening-and-answering activity to help the students go through the listening mate¬rial. 3. Discussion to make the students finish the task of speaking. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures: Step 1 Greetings Greet the whole class as usual. Step 2 Free-talk and Lead-in Give the Ss ten minutes to talk about the topic on science fantasy. Step 3 Warming up Have a quiz (Teacher uses the multimedia to show the following. ) 1. What is the highest mountain on earth and how high it is? (2 points): 2. What is the deepest point in the ocean; and where is it? (2 points): 3. Which is the longest river on earth: and how long is it? (2 points); 4. What is the distance from the earth to; the moon? What is it to Mars? What; is it to the nearest star? (6 points): 5. How far is it to the centre of the: earth? (2 points): 6. How high are the temperatures near: the centre of the earth?(2 points): 7. What is the longest distance around; the world?(2 points): 8. How fast does a balloon travel? How: about anaeroplane? How about a space shuttle? (6 points) Suggested answers; 1. Mount Qomolangma; 8848. 13 m 2. Mariana Trench; in the west of the Pacific Ocean. 3. The Nile River; 6 600 kilometers 4. 380, 000 kilometers; more than 56, 000, 000 kilometers 5. 150, 000, 000 kilometers 6. 7 500 K 7. 40, 000 kilometers 8. about 30 ― 40 kilometers per hour; about 500 kilometers per hour; about 7.4―11.2 kilometers per sec¬ond Step 4 Listening T: So much for Warming up. Now, let's do some listening. Look at the listen¬ing part on Page 9. Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that? Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example. Go on with the listening practice. Listen to the tape again and then finish Exercise 2. Before listening to the tape, the Ss need to go through the questions and know what to do. (Teacher begins to play the tape for the second time. During this lime, teacher may pause for the students to write down the answers to the ques¬tions. At last, check the answers with the whole class. ) Step 5 Speaking Work in pairs to create dialogues using the ex pressions written on the black¬board. (Teacher writes the following on the blackboard.) I believe...... I suppose (I)doubt…… I'm sure that…… I’m (not) certain…… I can't imagine…… It could be…… It's likely…… It would like…… Sample dialogues; Space Travel A: I don't believe people can travel in space. B: Why not? More than 100 years ago nobody thought it was possible for people to travel in the sky by plane from one place to another. A: In my opinion, space travel ismore than a master of time to us, and also a matter of technology. B: I agree with you. But we'll be able to develop. I believe with the develop¬ment of science and technology, space travel is not a dream, and the day is on the way. Life in 3098 A: I doubt whether there is any life on earth in the future. B: Come on. What do you mean? A; I mean that as the result of human beings' role in nature and society, peo¬ple at present are facing some terrible disasters, like wars, the environmental pollution, the excessively developed resources. B: Yes. These disasters will lead to hu¬man beings' disappearing in 3098. What should we do? A: I think we should take some measures to save ourselves from disasters, such as planting more trees, saving our resources, maintaining peace all over the world…… B: What you said is quite right. Young Forever A: Do you think there will be a time when we can cure all diseases? B: I suppose that is only a happy wish for us. Because when old diseases are gone, new diseases will occur. Every¬thing in the world is changing all the time. A; Doctors may find a way to keep us young forever. Medicine is also develo¬ping. B: Yes. Let's expect that day to come to¬gether. Creatures from Outer Space A: Do you believe there are some crea¬tures from outer space? B: I don't only believe in it, but also think we can see them some day. A: Do you really think so? Can you imag¬ine what star they live in? What do they look like? Can they speak any language that we can understand? B: There are so many stars, I'm sure there must be a star where they can live. I guess they may be taller and stronger than human beings. They may speak different languages, but they can com¬municate with us freely, A: Your imagination is very good. But I think it would take us a long time. B: Maybe, Step 6 Practice and Consolidation Ask the students to talk more about what they be¬lieve may come truein the future For example, they can imagine Chinese as¬tronauts land on the moon successfully in 2015, and he or she is one of them. Standing on the moon, what will he or she say to the people on the earth? Step 7 Summary and Homework In this class, we've talked about sci¬ence fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we've learnt to express our beliefs and doubts freely by mak¬ing dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, accord¬ing to what you've said in class, make a dialo gue using the useful expressions on the blackboard. At last, don't forget to prepare for the next period.The Second Period Teaching Aims: 1. Learn and master the useful words and phrases. 2. Train the students' reading ability. 3. Let the students learn about the French writer Jules Verne and his two famous science fictions. Teaching Important Points; 1. Improve the students' reading ability. 2. Master the useful phrases. Teaching Difficult Points; 1. How to make the students understand the passage better. 2. How to help the students finish all the exercises in Post-reading, Teaching Methods: 1. Discussion before reading to make students learn more about some scientific facts, 2. Fast-reading method to get the general idea of the passage. 3. Careful-reading method to get the detailed information in the text. 4. Discussion after reading to help the students finish the tasks in Post-reading. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures • Step 1 Greetings and Revision Greet the whole c lass as usual. In the last period, we learnt some use¬ful expressions used to express beliefs and doubts. Now, I'll check your homework to see whether you can use them freely. Who'd like toact out your dialogue? (Two students stand up and act out their dialogue. ) Step 2 Lead-in and Pre-reading Show the following pictures on the multimedia. Here are three great inventions. Who can say when the inventions in the pic¬tures were made? S1 : Electric railway was invented in the early years of the 20th century. S2: Thomas Edison invented the light bulb in 1879. S3: Steam-powered boat was made in 1807, Teacher shows the following on the screen. 1. When was electricity discovered?2. How was it used in the following two hundred years?3. In the early 19th century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today? Work in groups of four to discuss the questions. Choose one of you to act as the leader of your group. Record the re¬sults of your discussion. A f ew minutes later, the leader will be asked to report the result. Step 3 Reading Read the passage quickly to see whether you've grasped the brief meaning of it. Then, re-read the passage carefully to further understand it. Then answer the questions on the screen. (Show the following on the multime¬dia.) 1. To make a living, what did Jules Verne have to do? 2. What will many of the instruments in his novels remind the readers of? 3. How did Verne lay the foundation of modern science fiction?4. In his novel "20 000 Leagues Under the Sea", what kind of person is Captain Nemo?5. How does the story "Journey to the Centre of the Earth" begin and end up? (A few minutes later, teacher asks some of them to answer the questions one by one.) Suggested answers: 1. To make a living, Jules Verne had to write and sell stories. 2. They will remind the readers of Dr Benjamin Franklin's experiment with electricity. 3. By taking the scientific developments of his day one step further. 4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax andothers as prisoners and destroys ships. But at other moments, he is gentle and weak be¬cause he cries about the lost lives of people drowned in ships that have sunk. 5. The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature. Step 4 Language Points Show the following on the multimedia. 1. make a living ( = earn one's living) e. g. She made a living by singing in a nightclub, 2. lay the foundation of e. g. Four-year college life laid solid foundations of his career. 3. come true e. g, The boy's wish to become a PLA man has come true. 4. set out e. g. They set out to look for the lost child. 5. turn out (to be) + adj. n.e. g. The weather man said it was going to rain this afternoon but it turned out to be very lovely. To everyone's surprise, the fashiona¬ble girl turned out to be a thief. 6.defend ……against/from e. g. We should defend our coun try against attacks. 7. be dressed in e. g. The girl was always dressed in red. Dressed in uniform, he looks hand¬some. Step 5 Post-reading Read the passage again. Then fin¬ish Exercise 2 in Post-reading on Page 13. Suggested answers- 2. During the time th ey do all they can to continue to live…… 3. They realize that they come to the sur¬face of the monster 4. his long-term guests Exercise 4. In Jules Verne's times, the knowledge about the earth was very limited, and many scientific facts couldn't be ex¬plai ned by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion. (After a while, teacher checks their answers. Students may have various answers. ) Go on with the exercises in Post-reading. Under water travel and space travelhave many things com¬mon. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3. Suggested answers: Differences SUBMARINE SPACESHIPSpeed slow fastLandscape under water landscape space landscapeNumber for people a lot of people a few peopleFood common food special space foodClothes diving suits space suits Similarities Demand for skills is high. They're both exciting. Tourists must be trained by experts. They're expensive. Finish the chart in Exercise 5. (Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary. ) Suggested answers; Preparation : Tools and things to bring Risks: Dangerous and things that could happen Food，water, warm clothes, ropes, matches, a knife, a chis¬el .some medicines losing one's way falling into a hole being injured Step 6 Summary and Homework In this period, we've read a passage about Jules Verne. By reading, we've learnt more about Jules Verne and his two novels. We've also learnt some useful expressions and done some con¬cerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period―Language Study.The Third Period Teaching Aims: 1. Review the new words appearing in the last periods. 2. Learn to use the rules of word formation to guess the meaning of the word. Teaching Important Points: 1. Learn to choose proper words according to the contexts of the given passage. 2. Learn to guess the meaning of the words by the meaning of some stems and affixes. Teaching Difficult Points; 1. Master the meanings of the following stemsand affixes： mis- = wrong extra-= outside inter = between sub-= under under-= below over- = too much dis- = not -marine= sea 2. How to guess the meanings of the words according to these stems and affixes. Teaching Methods: 1. Review method to consolidate what we've learnt. 2. Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they've learnt. 3. Individual, pair or group work to make every student work in class. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures; Step 1 Greetings Greet the whole class as usual. Step 2 Revision In the last period we learnt a passage about a French famous writer Jules Verne. Now. who'd like to retell the text? (One student stands up and retells the text in his own words.) Step 3 Word Study Page 14 and finish the exercises in Word Study. Suggested answers t 1. fantasy 2. voyage 3. collision 4. on board 5. voyage 6. collision 7. on board 8. escape 9. fantasy 10. permanent Step 4 Word Formation As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without loo king them up in the dic¬tionary, Please look at the screen. (Teacher shows the following on the screen.) rewrite, unhappy, disappear, impossible, invisible, non-smoker, supermarket, worker, illness, movement, useful, action, cooperate, cloudy, musical Get some Ss to explain their meanings. In this class, we'll go on with some rules of word formation, (Teacher uses the multimedia to show the following. ) mis-= wrong extra-= outside inter- = between sub-= under under-= below over-= too much dis-= not -marine=sea Page 12. Word Study, Ex¬ercise 1. Match the words and the cor¬rect definitions. Give the Ss two mi¬nutes to do it. Suggested answers; l. E 2.F 3.B 4. C 5. D 6. A Go on with Exercise 2, Guessthe meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. 1. The word in italics “misbehave” means "behave improperly or wrong1y". Its Chinese meaning is“行为不端”The whole sentence means“妈妈告诉我在祖母家不要行为不端／不懂规矩” 2. The word “subtitle" is fo rmed by adding the suffix ",sub-" before the word "title". "Sub-" means “under"，so “Subtitle” means “小标题，译文对白字母"．in Chinese. The Chinese meaning of the. whole sentences is“荧屏底端的中文对白字幕帮助我们理解外国影片"， 3.误解曲解， 4．互换的。