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英语名言佳句
l.Tomorrownevercomes.我生待明日,万事成蹉跖。
2.Actionspeaklouderthanwords.事实胜于雄辩。
3.Thefirststepisthedifficult.迈出第一■步是最难的。
4.Wellbegunishalfdone.好的开始,是成功的一■半。
5.Misfortunestelluswhatfutureis.不经灾祸不知福。
6.Timecuresallthings.时间是医治一切的良药。
7.Stormsmaketreestakedeeperroots.风暴使树木深深扎根。
8.Theshortestanswerisdoing.最简单的回答就是干。
9.Eattolive,butnotlivetoeat.人吃饭是为了活着,但活着不是为
了吃饭。
10.GraspallJoseall.贪多必失。
ll.Wherethereislifc,thereishope.留得青山在,不怕没柴烧。
12.Thegreatesttalkersarealwaysleastdoers.语言的巨人总是行动
的矮子。
13.Pursuebreakthroughsinyourlife.追求自我的突破。
14.Nevertoooldtolearn.活到老,学到老。
15.Wherethereissmoke,thereisfire.事出有因。
16.Nottoadvanceistogoback.不进则退。
17.Nowayisimpossibletocourage.勇者无惧。
18.Whatyoumakeofyourlifeisuptoyou.你的生活你做主。
19.Natureisthetruelaw.天行有常,不为尧存,不为桀亡。
2O.Necessityisthemotherofinvention.需要是发明的动力。
21.Offenseisthebestdefense.进攻是最好的防御。
22.Greathopesmakegreatman.伟大的理想造就伟大的人。
23.Learntowalkbeforeyourun.先学走,再学跑。
24.Oneeyewitnessisbetterthantenhearsays.百闻不如一见。
25.Onefalsemovemaylosethegame.-一着不慎,满盘皆输。
26.Onehourtodayisworthtwotomorrow.争分夺秒效率高。
27.Oneman'sfaultisotherman'slesson.前车之鉴。
28.Oneneverlosesanythingbypoliteness.讲礼貌不吃亏。
29.Patienceisthebestremedy.忍耐是良药。
30.Pennywise,poundfoolish.贪小便宜吃大亏。
31.Pleasurecomesthroughtoil.苦尽甘来。
32.Acandlelightsothersandconsumesitself.蜡烛照亮别人,却毁
灭了自己。
33.Praisemakesgoodmenbetter,andbadmenworse.好人越夸越
好,坏人越夸越坏。
34.Youthmeanslimitlesspossibilities.年轻就是无限可能。
35.Therearetwosidestoeveryquestion.|nj题皆有两面。
36.Pridegoesbefore,andshamecomesafter.骄傲使人落后。
37.Thinktwicebeforeyoudo.三思而后行。
38.Promiseisdebt.—诺千金。
39.Readingistothemindwhileexercisetothebody.读书健脑,运
动强身。
40.Knowledgeispower.知识就是力量。
41.Onceathief,alwaysathief.偷盗一次,做贼一世。
42.Respectyourself,ornooneeosewillrespectyou.要人尊重,必须
自重。
43.Satingisonethinganddoinganother.言行不一。
44.Seeingisbelieving.眼见为实。
45.Seekthetruthfromfacts.实事求是。
46.Setathieftocatchathief.以贼捉贼。
47.Themorenoble,themorehumble.人越高尚,越谦虚。
48.Speechissilver,silenceisgold.能言是银,沉默是金。
49.Thereisnoplacelikehome.金窝银窝不如自己的狗窝。
50.Pourwaterintoasieve.竹篮打水一场空。
51.Successbelongstothepersevering.坚持就是胜利。
52.Takethingsastheycome.既来之,则安之。
53.Talkingmendsnoholes.空谈无补。
54.Striketheironwhileitishot.趁热打铁。
55.Readingenrichesthemend.开卷有益。
56.Thebestmanstumbles.伟人也有犯错时。
57.Thecatshutsitseyeswhenstealing.掩耳盗铃。
58.Romeisnorbuiltinaday.冰冻三尺,非一日之寒。
59.Theearlybirdcatchestheworm.早起的鸟儿有虫吃。
60.Painpastispleasure.过去的痛苦是快乐。
61.Thefinestdiamondmustbecut.玉不琢,不成茗浮。
62.Practicemakesperfect.熟能生巧。
63.Thegrassisgreenerontheotherside.这山望着那ill高。
64.Thehigherup,thegreaterthefall.爬得高,摔得惨。
65.Preventionisbetterthancure.预防胜于治疗。
66.Themorewit,thelesscourage.初生牛犊不怕虎。
67.Oldfriendsandoldwinesarebest.陈酒味酵,老友情深。
68.Therearespotsinthesun.太阳也有黑点。
69.Goodcompanyontheroadistheshortestcut.彳亍路有良伴就是
捷径。
7O.Thereiskindnesstobefoundeverywhere.人间处处有温情。
71.Somethingisbetterthannothing.聊月生于无。
72.Thereisnoroyalroadtolearning.书山有路勤为径,学海无涯苦
作舟。
73.Thewaterthatbearstheboatisthesamethatswallowsitup.水
能载舟,亦能覆舟。
74.Theworldisbutalittleplace,afterall.海内存知己,天涯若比
邻。
75.Stillwaterrundeep.静水常深。
76.Thingsattheworstwillmend.^(pi)极泰来
77.Timeandtidewaitfornoman.时不我待。
78.Toknoweverythingistoknownothing.什么都知道,一如什么
都不知道。
79.Toknowoneselfistrueprogress.人贵有自知之明。
80.Abirdinthehandisworththantwointhebrush.一鸟在手胜过
双鸟在林。
81.Toomuchknowledgemakestheheadbald.学问太多催人老。
82.Toomuchpraiseisaburden.过多夸奖,反成负担。
83.Tosavetimeistolengthenlife.节约生命就是延长生命。
84.Troublesnevercomesingly.福无双至,祸不单行。
85.Truthnevergrowsold.真理永存。
86Turnoveranewleaf.洗心革面,改过自新。
87.Thewisemanisalwaysagoodlistener.智者善听人言。
——摘自《7年级英语完形填空》
1.WasDengYapingborninZhengzhouonFebruary6”,1973?
2.Thewell-knownbasketballplayercalledAirJordanstarted
learningtoplayinthe1970s.
3.Donnaholdsarecordforhicuppingandsneezing.
4.Youarenevertooyoungtostartdoingthings.
5.Theroomisnotbigenoughtoholdsomanypeople.
6.Theroomistoosmalltoholdsomanypeople.
7.Theroomissosmallthatitcan'tholdsomanypeople.
8.Davidrunstoofastforustofollow.Pmsurethathecanbethe
champion!
9.ThetalentedBraziliangymnastspendsallhisfreetimewiththe
creativeAsianviolinist.
lO.WhenLiYundiwasasmallboy,hecouldhumsongsandmany
difficultpiecesofmusic.
ll.Therunningathletewantedtoeatlivefish,sowecaughtsome
fishesalive.Aretheyalivenow?
12JackmadealivingbyperformingBeijingOperaandlivedahappy
life.
13.Hingisbecamethenumberonewomen'ssinglesplayeratagethe
ageoftwentyfour.
14.Whatdoyoumajorin?/What'syourmajor?
15.HewenttoTsinghuaUniversityandmajoredinmanagement.
16.Hecanplayforthenationalteamandwinthechampionshipand
thegoldmedal.
17.Mydreamistobecomeanunusualandoutstandingpianistinthe
future.
18.Wetoured(in)Poland,andtookpartinmanyaccordion
competitions.
19.Thelovingoldmaniskindtohisgrandson,andtheyoftengoice
skatingtogether.
2O.Thegolferisgoodatgolfing,andmakesgreatachievementsin
playinggolf.
21.1heardsomeonecallingmynamejustnow.
22.Takingpartintheraceismoreimportantthanbeingthe
champion.
23.LastSunday,hedidn'tgooutbecauseoftherain.
/LastSunday,hedidn'tgooutbecauseitrained.
24.Thereisn'tasinglepersonintheclassroom.
1.邓亚萍是1973年2月6日在郑州出生吗?
2.被众人称作飞人乔丹的篮球运动员在70年代开始学打球的。
3.唐娜保持着打嗝和打喷嚏的记录。
4.你年纪再小都可以开始做事情。
5.这个房间不够大,容不下这么多人。
677.这个房间太小了,容不下这么多人。
8.大卫跑得太快了,我们都撵不上。我肯定他能当上冠军!
9.这个有才华的巴西体操运动员花费所有空闲时间和那个有创
造力的亚洲小提琴手度过。
10.当李云迪还是个小男孩的时候,他就能哼出歌曲和很多首有难
度的曲子。
11.那个跑步运动员想吃活鱼,所以我们活捉了一些鱼。现在它们
还活着吗?
12.杰克靠表演京剧谋生。他过着幸福的生活。
13.辛吉斯24岁的时候成为女子单打一号种子选手。
14.你学什么专业/你的专业是什么?
15.他入学清华大学,主修管理学。
16.他可以为国家队打球,并赢得冠军利金牌。
17.我的梦想就是未来成为一个独特的杰出的钢琴家。
18.我们在波兰周游,并参加了很多手风琴比赛。
19.这个慈爱的老人对他的孙子很和蔼。他们经常一去去滑冰。
20.这个高尔夫球手擅长高尔夫,并且在这个方面取得巨大成就。
21.刚才我听到有人叫我。
22.参与比赛比当冠军更重要。
23.上周日因为下雨,所以他没有出去。(两种)
牛津英语9BUnit4Greatpeople教案
Thefirstperiod
Welcometothisunit
Teachinggoals:
1.Tomatchpicturestowords
2.Torecognizeandunderstandvocabularyaboutfamouspeople
3.Tolearnmoreaboutsomefamouspeople
Difficulties:
Whodoyouthinkisthegreatestpersonthathaseverlived?
He'sthepersonwhoinventedmyfavouritefood.
Teachingmethods:
Listening,speaking,readingandwriting
Procedure:
1.Lead-in:Therearemanygreatpeopleintheworld.Askstudents
tonamesomeofgreatpeopletheyknowandsaywhotheylike
best.
2.Welcometotheunit:
a.Presentsomepicturesoffamouspeopleandaskstudentsto
guesswhatthesefamouspeoplewere.
b.Presentnewvocabulary.
c.Askstudentswhytheycanbefamouspeopleandintroduce
whattheydidtostudents.
d.Complete"welcometotheunit“inclass.Studentscanwork
inpairstocompletetheexercises.
3.Comicstrips:
a.Playthetapeandstudentslistentothetapetogetthemain
idea.
b.Studentsreadafterthetapetwice.
c.Asksomequestionsabouttheconversation.
d.Studentsreaditinpairsandactitout.
e.Whydopeopleadmiregreatpeople?Discussandtakedown
notes.
Homework:
Recitetheconversationinthecomic.
Thesecondperiod
Reading(I)
Teachingaims:
1.Tobecomefamiliarwithandappreciatebiographicalwriting.
2.Tounderstandrelateddetailsandinformation.
3.Toinfergeneralmeaningfrompictures,titleandcontext.
Difficulties:
1.attheageof
2.workas
3.itwasbettertobesafethansorry
4.ordersbtodosth
5.cutsth/sbshort
Teachingmethods;Listening,speaking,readingandwriting
Procedure:
1.Backgroundinformation:
2.Explainthecontext.Simonisreadinganarticleabouta
famousastronaut,NeilArmstrong.Askstudentswhether
theyknowwhenthefirstmanwalkedonthemoon.Alsoask
themiftheyknowthenamesofthefirsttwomenwho
walkedonthemoon.Tellstudentsthattheywilllearnmore
aboutmenvisitingthemooninthereadingpassage.
3.Studentslistentotherecordingforthefirstthreeparagraphs
andthenreadthemafterthetapeagain.
4.DoTrueorFalsequestionstocheckunderstandingofthefirst
threeparagraphs.
a.NeilArmstrongwasborninthe1940s.
b.Heflewinanaeroplanewhenhewassix.
c.TheGemini8missionisallaboutstarsigns.
d.Gemini8landedintheUSA.
e.NeilArmstrongreceivedhisstudentpilot'slicensewhen
hewas15.
f.NeilArmstrongsuccessfullybroughtthespacecraftdown
intothewesternPacificOceanwhenGemini8wasoutof
control.
g.Askstudentstoscanthefirstthreeparagraphsand
underlinethenewwords.Encouragethemtoexplainthe
wordstotheclassinEnglish.
5.Languagepoints:
a.attheageof...=whensbwas...yearsold
Theboycouldswimattheageof5.
=Theboycouldswimwhenhewas5yearsold.
b.workas...
Heworkedasateacherwhenhefinishedschool.
c.bettersafethansorry
=itiswisertobetoocarefulthantoacttooquicklyand
dosomethingthatmayberegrettedlater.
d.ordersb(not)todosth
Thecommanderorderedthesoldierstostandinline.
Thedoctororderedmenottoworkforalongtimeand
haveagoodrest.
e.cutsb/sthshort
Theinterviewercutshorthisguestinmid-sentence.
Homework:
1.Recitetheparagraphs.
2.Previewthefollowingparagraphs..
Thethirdperiod
Reading(II)
Teachingaims:
1.Toidentifyspecificmeaningindifferentcontexts.
2.Tocheckunderstandingbyansweringsomequestions.
3.Toconsolidatetheunderstandingofthepassage.
Difficulties:
TherearereportsthatsayArmstrongandAldrinsawalien
spacecraft
ItissaidthatNeilArmstrongsentamessagetoMissionControl
whichsaidthat...
ThemostimportantawardthatArmstronggotforhisservicewas
theMedalofFreedom
Armstrongisthepersonwhomadepeopleroundtheworldrealize
that...
Teachingmethods:Listeningspeakingreadingandwriting.
Procedures:
1.Revision
WhendidNeilArmstrongbecomethefirstmanthatwalkedon
themoon?
WhatdidArmstrongdowhenGemini8wasoutofcontrol?
2.Listentothetapeaboutthefollowingfourparagraphsandread
afterrecording.
Askandanswertocheckcomprehension:
1.Whichwasthefirstspacecrafttolandonthemoon?
2.HowmanypeoplewalkedonthemoonfromApolloll?
3.WhatdidArmstrongandAldrindoonthemoon?
4.WhatdidastronautstakebacktoEarth?
5.WhatdopeoplethinktheAlienstriedtodo?
6.WhatwasthehighestawardthatNeilArmstrongreceived?
3.Languagepoints:
a.Therearereportsthatsay...
这是由关系词that引导的定语从句。当先行词是人或物时,
我们可以使用关系代词that来引导。
Themoneythatisinthewalletismine.
Doyouknowtheboy(that)mymotheristalkingto?
b.Itissaidthat...
Itissaidthathehasgotmarried.
c.NeilArmstrongsentamessagetoMissionControlwhich
said...
这是由关系代词which引导的定语从句。当先行词是物时,
我们可以使用关系代词which来引导。
Whereisthebookwhich/thatIboughtthismornig?
Thebuildingwhich/thatstandsbytheriverisourschool.
e.NeilArmstrongisthepersonwhomadepeopleroundthe
worldrealizethat...
这是由关系代词who引导的定语从句。当先行词是人时,我
们可以用关系代词who来引导。
Themanwho/thatIsawiscalledSmith.
Thewomanwho/thatspokeatthemeetingyesterdayismy
mother.
4.Consolidation
4.Readthepassageagainandrearrangethefollowing
sentences:
(1)NeilArmstrongwasbornon5thAugust1930.
(2)Armstrongreceivedhisstudentpilot\slicece
(3)Armstrongbecameanavalpilot
(4)Gemini8wentintospace
(5)Twomenwalkedonthemoonforthefirsttime
(6)Apollo11returnedtoEarth
(7)ArmstrongwasawardedtheMedalofFreedom
Homework:
1.Recitetheparagraphsofreadingpart.
2.Previewvocabulary.
Thefourthperiod
Vocabulary
Teachingaims:
Tounderstandtheconceptofanidom.
TounderstandEnglishidomsandwhentousethem.
TeachingProcess:
Stepone:Readtheexplanationatthetopofpage58aloud.Make
surethatstudentsunderstandtheconceptofidoms.Encourage
studentstoaskquestionsiftheyareunsure.
Steptwo:Forweakerclasses,askstudentstogiveyouexamplesof
Chineseidomstomakesuretheyunderstandtheconcept.
Stepthree:Explainthecontextoftheexercise.Simonisreadinga
bookaboutidoms.Studentsmustlookatthepicturesandmatch
themeaningsfromtheboxwiththecorrectidomsbelowthe
pictures.
Stepfour:Forweakerclasses,askstudentstoreadthesentencesin
theboxandfindoutwhatthesesentencesmean.Reviewsome
phases,e.g.,areinvolvedin,closetoandinpower.Thenask
studentstoworkinpairsandmatchthemeaningswiththecorrect
idioms.Encouragestudentstoaskquestionsiftheyareunsureof
anything.
Stepfive:Forstrongerclasses,askstudentstocompletetheexercise
independently.Forweakerclasses,studentscanworkinpairs.
Stepsix:Checkanswersasaclass.Askonestudentatatimeto
readoutoneidomanditsmeaning.Listenformistakesand
mispronunciation.
Stepseven:AskmoreablestudentstothinkofChineseidioms
whichhavesimilarmeaningstothoseonpages58and59.
Thefifthperiod
Grammar(I)
Objectives
1.Tounderstandandusedefiningrelativeclausecorrectly.
2.Touserelativepronounscorrectly.
PartA
Suggestedteachingprocedures
SteplGothroughtheexplanationatthetopofpage60.Encourage
studentstoaskquestionsifthereisanythingtheyareunsureof.
Givestudentsextraexamplesifnecessary.
Step2Explainthecontext.KittyandPeteraretalkingaboutwho
theywanttowriteabout.Askstudentstoreadsentencesand
decidewhichcontaindefiningrelativeclause.
Step3Moreablestudentscancompletethisexercise
independently.Allowlessablestudentstoworkinpairs.
Step4Whenallstudentshavefinished,asktwostudentstoread
thedialogue.Askthemtostopaftereachsentenceandtheother
studentsraisetheirhandsandsayifitcontainsadefiningrelatives
clause.Checkformistakesandmispronunciation.
Step5Askstudentstothinkaboutwhatstructurethefirstandthe
thirdsentencescontain.Reviewlwh-words+to-infinitive,andobject
clausesintroducedby'that'.Asklessablestudentstorefertothe
grammaritemsinUnit3of9AandUnitlof9B.
Extensionactivity
1.AskstudentstothinkofsomefamouspeoplefromChina.
Encouragethemtothinkofgreatpeople,ratherthanfamousfilm
stars.Writethenamesontheboard,
e.g.Yangliwei
YuanLongping
HeZhengliang
2.Havestudentsgetintopairsandaskeachpairchooseafamous
personfromChina.Askthem
Whatisthispersonfamousfor?
Howhashe\shehelpedChina?
Howhashe\shehelpedsociety?
Eachpairworksouttheanswerstothequestionsfortheperson
theyhavechosen.Theneachpairreadsouttheiranswers.
Thesixthperiod
Grammar(II)
PartB
Suggestedteachingprocedures
SteplGothroughthetableatthetopofpage61.Thenreadthe
threeexamplesentences.Tellstudentsthatthearrowsshowthe
peopleorthingstherelativepronounsarereferringto.
Step2Explainthecontextoftheexercise.Danieliscompleting
somenotesaboutBruceLee.StudentshelpDanielusethecorrect
relativepronouns.Instrongerclasses,encouragestudentsto
completethisexerciseindependently,asthiswillhelpyougauge
howwellstudentshaveunderstoodthegrammartopic.Inweaker
classes,studentscanworkinpairsorsmallgroups.
Step3Explaintostudentsthatboth'which'and'that'canbeused
asrelativepronounstorefertothings,butwenormallyuse'that'as
therelativepronounwhenthenounitreferstoisqualifiedbyan
ordinalnumber,e.g.'thefirst',thesecond',thelast'.
Step4Onceallstudentshavefinished,askfivestudentstoeach
readoutacompletedsentence.Listenformistakesand
mispronunciation.
Step5ExplainthecontextofpartB2.Millieislookingataweb
pageaboutAlbertEinsteinontheInternet.Studentswillrearrange
thewordsandaddcorrectrelativepronounstofromsentences.
Step6Dividetheclassintogroupsoffour.Eachgroupmust
nominateawritewhowillwritedowntheanswersonapieceof
paper.Eachgroupmustworktogethertocomeupwiththe
answers.
Additionalexercise
ReadthesentencesaboutAlbertEinstein.WriteaTifthe
sentencesistrue,WriteanFifitisfalse.
1.AlbertEinsteinwasaphysicistwhowasborninGermany.
()
2.ThesubjectthatEinsteinlikedbestatschoolwasEnglish.
()
3.TheawardthatEinsteinwonwastheBronzeBraveryAward.
()
4.Einsteinwasagreatscientistwhowasadmiredbymany
people.()
Extensionactivity
1.AskstudentswhethertheylikeBruceLee.Instrongerclasses,
askstudentstojustifytheiranswersusingthestructure.'Ilike\
donotlikeBruceLeebecause...,
2.AskstudentswhethertheyknowthenamesofanyBruceLee
filmsontheboard,e.g.
FistsofFury《精武门》
TheWayoftheDragon《猛龙过江》
EntertheDragon《龙争虎斗》
Theseventhperiod
Integratedskills
PartA
Teachingaims:
Toextractinformationfromaprofile.
Tocompletenotes.
ToextractinformationfromarecordingaboutMarieCurie.
Tocompleteapresentation.
Teachingprocedures:
1MillieismakingsomenotesaboutMarieCurieforher
presentation.AskastudenttoreadtheinformationaboutMarie
Curieatthetopofpage64.Askstudentstoraisetheirhandsif
theyhaveanyquestions.
2Explaintostudentsthattheywillnotbeabletofindallthe
informationtheyneedtocompletethenotesinPartAlfromthe
profile.However,theyshouldtrytofindasmuchinformationas
theycan.Telllessablestudentsthattheycanfindtheanswersto
notes.1,2,9,10,11,12and18intheprofile.
3Tellstudentstheycancompletetherestofthenotesbylistening
totherecordingaboutMarieCurie.Tellthemtolistencarefully
fortheanswerstheyhavenotyetfound.
4Playtherecordingthroughonce,withoutstopping,Askstudents
nottowriteanything,justtolistenthefirsttimeround.
5Playtherecordingagain.Stopeverynowandthentogive
studentstimetowriteifnecessary,especiallyforweakerclasses.
Forstrongerclasses,youshouldbeabletoplaytherecordingall
thewaythroughwithoutstopping.
6Playtherecordingagainwithoutstoppingforthestudentsto
checktheiranswers.
7Askstudentstovolunteertheiranswers.Listenformistakesand
mispronunciation.
8Explaintostudentsthattheycanusethenotesfrompage64to
helpthemcompleteMillie'spresentation.
9.Dividetheclassintogroupoffour.Eachgroupmustwork
togethertocomeupwiththecorrectanswers,Eachgroup
mustswaptheiranswersheettoanthergrouponcetheyhave
finished.
10.Askonestudentstoreadoneansweratatime.Encourage
studentstolistenformistakesandraisetheirhandswhen
theyhaveaquestions.
PartB
Teachingaims:
Totalkaboutfamouspeopleandwhyweadmirethem.
Teachingprocedures:
1.Explainthecontext.MillieandSimonaretalkingaboutthe
famouspeople.
2.SelecttwomoreablestudentstoplaytheroleofMillieand
Simon.Askthemtoreadtheconversationaloud.
3.Askstudentstoworkinpairs.Encouragethemtoreadthe
conversationaloud.Thenaskstudentstotalkaboutsomefamous
peopletheyadmire.RemindthemtouseMillieandSimon's
conversationasamodel.
4.Asyouwalkaroundtheclass,commendstudentsonanyparts
theydoparticularlywell.Trynottocriticizestudentstoomuch
Usefulexpressions
Ireallyadmire...
ontheirspokenEnglish,asthiscanbediscouraging.
Theeighthperiod
Pronunciation
Objectives
1.TounderstandtheimportanceofstresswhenspeakingEnglish.
2.Toidentifywherestressfallsinaword.
3.Toplacestressonthecorrectpartofaword.
Suggestedteachingprocedures
SteplAskstudentswhethertheyalwaysknowwheretoputthe
stressonthecorrectpartofawordinEnglish.Explaintothemthat
thepositionofthestresscanaffectthemeaningofsomewords.
e.g.produceisaverbwhichmeanstomakeorgrow,produceisa
nounwhichmeansthingsthathavebeenproduced.
Readtheguidelinesatthetopofpage66.Askstudentstoraise
theirhandsiftheyhaveanyquestions.
Step2Askstudentstolookattherulesinthetables.Explainto
studentsthatthesyllableshighlightedinboldarethesyllablesneed
tostress.
Step3Readthetextintheboxesaloud.Sayeachexampleword
clearlyandslowlyforstudentstohear.Askstudentstorepeat
eachwordafteryou.Keeppracticinguntilstudentsgetthestress
correct.
Step4Randomlypickstudentsandaskthemtosayaword.
Listencarefullytocheckiftheyhavegotthestressinthecorrect
place.
Step5Explainthecontextoftheexercise.MrWuisteaching
aboutstressinwords.Studentshavetolistentotherecordingand
underlinedthesyllablesthatarestressed.
Step6Playtherecordingthroughonceforstudentstohear.Tell
studentsjusttolisten,nottowriteanythingdown.
Step7Playtherecordingagainandencouragestudentstoimitate
whattheyhearontherecording.Encourageallthestudentsto
pronouncethewordsoutloudandunderlinedthestressed
syllables.
Step8Asktendifferentstudentstoreadthetenwordsoutloud.
Checkthatstudentshaveplacedthestressonthecorrect
syllables.
Theninthperiod
Maintask
Objectives
1.Toreadandunderstandnotesaboutafamousperson.
2.Tousenotestocompleteapieceofwritingaboutafamous
person.
3.Todoindependentresearchaboutafamousperson.
4.Towriteadraftaboutafamousperson.
5.Togiveapresentationtotheclassaboutafamousperson.
PartA
Suggestedteachingprocedures
SteplReviewkeyvocabularywithstudents.Writethefollowing
otheblackboard:
devotingareligiouswoman(nun)
builderachangeofdirection(turning
point)
nundedicating,doingnothingelse
(devoting)
turningpointapersonwhomakeshouses
(builder)
Askstudentstoraisetheirhandswhentheyknowthemeaningofa
word.Ifastudenthasthecorrectanswer,he\shecomestothefront
oftheclassanddrawsalinebetweenthewordanditsmeaning.
Thestudentsthenchoosethenextstudenttocometothefrontof
theclass.Continueuntilallofthewordshavebeenlinedcorrectly.
Step2TellstudentsthatAmymadesomenotesabouthismother
Teresa.ExplainthatproducingnotesasAmyhasdoneisuseful
whenorganizingthoughtsandevents.Itcanbeagoodwaytoplan
theirthings.
Step3Explaintostudentsthatthesenotesshowthemajorpoints
inMotherTeresa'slife,andareinchronologicalorder,theorderin
whichtheyhappened.
Step4Askonestudentatatimetoreadanote.Encourage
studentstoaskquestionsiftheyareunsurethemeaningofany
words.
PartB
Suggestedteachingprocedures
SteplAskstudentstocompleteAmy'sdraftinPartB.Remind
themthattheyshouldusetheinformationinPartAPage67tohelp
them.
Step2Oncestudentshavefinished,readthetextoutloudfor
them.Pauseattheblanksandaskthestudentstoraisetheirhands
iftheyknowthecorrectanswers.Completethisexerciseasaclass.
PartC
Suggestedteachingprocedures
SteplExplaintostudentsthattheymustchooseonepersonto
giveapresentationabout.Remindthestudentsnottowriteabout
MotherTeresaorNeilArmstrongftheyshouldtrytothinkofa
famouspersonthathasn'tbeenmentionedinthisunit,oratleast
onethathasnotbeenmentionedindetail.
Step2Askstudentstoworkontheirowntocompletethis
exercise.Eachpresentationshouldbeuniqueandoriginal.
Encouragestudentstomakealistofalltheinformationtheywant
tofindoutabouttheirchosenperson.
Step3Remindstudentsthattheyalsohavetothinkaboutwhy
theyadmirehim\her.Tellstudentsthatthisissubjective,sothere
arenorightorwronganswerstothisquestions.Encourage
studentstoexpresstheirthoughtsandfeelingsaboutthispersonas
fullyaspossible.
Thetenthperiod
Checkout
Objectives
1.Toreviewkeyvocabularyandgrammaritemstaughtinthisunit.
2.Togivestudentstheopportunitytopracticethegrammarand
vocabularyitems,andtogainconfidencethroughdoingso.
3.Toallowstudentstochecktheirprocessandaskanyquestions
theymaystillhave.
Suggestedteachingprocedures
SteplTellstudentsthatthisisrevisionandtheyhavealready
learnedthesewordsandgrammaritems,sothattheydon'tfeeltoo
alarmed.
Step2Askstudentswhethertheyrememberwhentouse
‘who','that'and'which'.Iftheydonot,remindthemtogobackto
theGrammarsectionandrevisethesepoints.
Step3Encouragestudentstoworkontheirowntocomplete
PartA.Whenstudentshavefinished,theyshouldraisetheir
hands.
Step4Asksevenstudentstorole-playtheconversation.Therest
oftheclasschecktheiranswersandwritethescoreinthepaw.
Step5PartBisafairlystraightforwardexercise.Studentsshould
beabletocompletetheexerciseindependently.Thiswillgiveyou
anideaofhowmuchinformationstudentshaveunderstoodabout
thevocabularyandidioms.
Step6Onceallstudentshavefinished,askfourstudentstoread
outananswereach.Listenformist
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