Teaching objectives and demands:
1. After the learning of this unit the students are supposed to master the following words and expressions: wish…every success; congratulate…on; chain; haircut; pin; secretary; forgive; help…out; insist on; painter; repay; owe; roll; trick; play a trick on; tear
2. The students are required to understand and also be able to use the daily expressions in communication (conjecture of the past):
You must have been….
She can’t have been....
She may/might have done....
You might have done….
3. Grammar: in learning the unit, we are going to deal with the grammar “-ing form used as attribute and adverbial.
4. Language use: the students are got involved in listening, speaking, reading and writing practice to improve their language use abilities.
5. Ethics teaching: learn some history about the situation in the eighteenth century France by learning the content of the text the students are aroused to have the sympathy to the peasants in the country and the poor in the cities.
Time arrangement:
This unit is going to be finished in 6 teaching periods, including a unit test.
Key and difficult points of this unit:
1. Grammar: the -ing form used as attribute and adverbial
2. Words and useful expressions
3. Daily expressions in communication
4. Listening and writing practice
Lesson 93
Teaching objectives:
1. Students are required to master the following words and useful expressions: wish… every success; congratulate; congratulate…on…
2. Students are required to revise the everyday English for communication from Unit 19 to 23.
3. Language use: Manipulate listening, speaking practice for the students to use the language.
Teaching methods: Manipulate listening practice and oral practice.
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Start a topic about the French history to lead to the French Revelation.
Step 2. Presentation
SB Page 67, Part 1. Talk about the picture and get the students to tell what they think ids happening. Teach the new words if necessary. Ask the students to tell you what you say when someone is saying goodbye to you. Write the suggestions on the blackboard.
Step 3. Listening
Now listen to the dialogue and find out this information:
① What was the situation when the first dialogue happened? (Susan was saying bye to Mrs. Zhu)
② Who worked in a foreign country, in which country? (Susan, in China)
③ Who will dine Susan? (Xia Su)
Pick out some students to answer the questions loudly to the rest of the class.
Step 4. Reading and explanations
Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think.
(1) I’d also like to congratulate you on your good work in these two years. 我也想祝贺你这两年来所作出的成就。
congratulate sb. on sth. 意为“因为……祝贺某人；暗自庆幸”，如：
We congratulated Michael on his success. 我们祝贺迈克尔的成功。
I congratulated myself on escaping being knocked down by the car.
我暗自庆幸自己没被那辆车撞倒。
比较名词congratulation的用法：
Let's offer Eileen our congratulations on her winning the first prize.
让我们祝贺艾琳获得一等奖。(注意congratulation常用复数形式)
(2) I’m afraid I'm still not very good at it, though. 虽然如此，恐怕我的汉语还是不太好。
过去我们学习过though作为从属连词引导的让步状语从句。在本句中though是副词，意为“虽然；但是”。试比较两种though的用法：
Though it was raining hard, the players didn't stop the game.
虽然雨下得很大，球员们没有停止比赛。
It was raining hard. The players didn't stop the game, though.
雨下得很大。虽然如此，球员们并没有停止比赛。
He didn't attend the ceremony though he said he would.
虽然他说他要参加开幕式，但是他并没有来。
He said that he would attend the opening ceremony, he didn't, though.
他说他将参加开幕式，可他没来。
Though it is already autumn, it is rather hot. 虽然已是秋天了，还是很热。
It is autumn already; it is rather hot, though. 早已是秋天了，可是还相当热。
注意though作为副词使用时需用逗号与前面的句子隔开，一般放在句末。
(3) It’s a pity you missed the sports meeting last night. 真可惜，你没看昨天晚上的运动会。
It's a pity... 用于对可惜或遗憾的事发表感叹，后面常接动词不定式或that从句，如：
It's a pity for us to have wasted so much time.
It's a pity that we wasted so much time.
我们浪费了这么多的时间，真可惜。
It's a pity to be kept in the house in such fine weather.
这样好的天气不能出去，真可惜。
It's a pity that he can't swim. 他不会游泳，真可惜。
Step 5. Practice
SB P67, Part 2. Tell the students that Part 2 is compiled to consolidate the dialogue and ask the students to make a dialogue similar to the one in Part 1.
Step 6. Workbook
Workbook Lesson 93, Exx.1~3. Get the students to do the exercises individually and then check the answers with the students.
Answers: Ex.1 1. C 2.H 3.D 4.F 5.G 6.E 7.A 8.B
Ex.2 1.你喜欢在中国度过的这两年吗？
2.我祝你在将来万事如意。
3.我要为你这两年的良好工作表现而祝贺你。
4.你遗憾你没能参加上周的运动会。
5.我恐怕要在周三走了。
6.我想在你走之前请你吃顿便饭。
7.你还记得我们三个一起去野餐的时候吗？
Ex.3 Situation A:
A: Hello, I have come to say goodbye. I’m leaving on Sunday.
B: Well, have you enjoyed your work in my factory?
A: Yes, very much, the work here is challenging, and the situation is good for my self-development, I’m well paid. And for these years you're so kind to me. I’m really feeling thankful to you.
A:I wish you every success when you are back in China.
B: Excuse me, but I must go. Thank you for everything.
A: Goodbye, Good luck!
Situation B:
Y: Dear Jackie, I have come to say goodbye.
J: What?
Y: I'm going home.
J: Going home? Your home isn't far away; you can go at any time.
Y: Jackie, I mean, I’ll go back to China.
J: China? What do you say? You must be joking. Do you think you can come back to school before classes begin tomorrow morning?
Y: Jackie, Don’t be teasing me, I’m serious. And before I leave, I would like to read you a Chinese poem:
长庭外，古道边
芳草碧连天
晚风拂柳笛声残
今宵别梦寒 ……
J: If you must go, I also have a poem for you.
You must do me this honor
Promise me you'll survive
That you'll never give up
No matter what happens
No matter how hopeless
Promise me now
and never let go of that promise……
Y：Jackie, Goodbye
J: Yang Pei. Bye. And tomorrow I'll come round to see you off.
Situation C:
PB: Hello, teacher, I’ve come to say goodbye.
T: Well, good-bye then. Have you enjoyed your three years here?
PB: Yes, thank you. We've had a good time.
T:I wish you every success in the future.
PB: Thank you.
T: What do your like most?
PB: We like Chinese food best, especially dumplings.
T:OK, I’ll invite you to have dumplings this coming Sunday.
PB: Thank you very much. We’ll come early to help you make dumplings. We think it'll be very interesting.
T: See you on Sunday.
Step 6. Homework
(1) Finish off the exercises of Lesson 85 in the workbook.
(2) Look up “Charles Dickens” in an encyclopedia or a literature history book.
Evaluation of teaching:
Lesson 94 The Pianist (1)
Teaching items:
1.Words and useful expressions: chain; haircut; pin; secretary; forgive; help…out;
2. Grammar: revise -ing form used as attribute and adverbial
3. Reading comprehension: skimming and scanning
Key points: 1.Words and grammar 2. Reading comprehension
Teaching methods: Reading-practice
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson 93.
Step 2. Pre-reading discussion
Talk about the picture and ask the students to guess what the text may be about. It is about a pianist who wants to set up a school.
Step 3. Skimming
Now get the students to read the text and answer the question at the head of the text. What does the pianist plan to do? (He wants to set up a special school.)
Step 4. Scanning
Tell the students to read the text more carefully to find out the specific information. Pick out some students to yell out their answers to the rest of class. (The italic parts are possible answers)
1. What is Zheng Jie's job? He is a pianist. He plays the piano.
2.What did Mr. Brain congratulate him on after a concert one day?
He gave a wonderful concert.
3. What are Zheng Jie's future plans?
He wants to start a new music school.
4. What kind of school is he planning to run?
The school I will be open to children with disabilities. It will be a mixed school where not all the children are disabled.
5.What's the biggest problem with his plan?
Money. The School will be expensive to run.
6.Could he get money from a bank? Why couldn't he?
No, none of the banks would lend him money. That’s because he doesn't want to make it a school for rich children only and the school will be expensive to run.
7.What did Mr. Brain ring Zheng Jie for?
Mr. Brain asked Zheng Jie to come over to his home to discuss about the support.
Step 5. Language points
(1) I'd like to invite you to dinner before you go. 我想邀请你吃了饭再走。
invite sb. to do sth. 意为“邀请某人做某事”，如：
The chairman invited me to give my opinion. 主席让我发表意见。
He was invited to stay for supper. 他被邀请留下来吃晚饭。
(2) I read about you in the newspaper. 我在报纸上看到了你的情况。
read about 意为“读到有关……的内容”，如：
I've read all about the accident in the newspaper.
我已在报纸上读到了有关这次事故的所有内容。
about表示有关某方面，常见的类似的结构有：
know about 了解有关方面
learn about 得知有关方面
hear about 听说有关方面
forget about 忘记有关方面
talk about 谈论有关方面
(3) I've travelled many miles and I'm very glad I made the effort.
我远道而来，但是我很高兴我没有白跑。
make...effort 努力，此句中the effort指努力的结果、做成的事。如：
Finishing the work in one day is an great effort.
一天干完这活是很了不起的事。
effort既是可数名词，也是不可数名词，它可以构成许多词组，如：
She is sure to make a special effort for you. 她肯定会为你作出特殊努力的。
I'll make no effort to help Sophia. 我不会努力去帮助索菲娅。
We will spare no efforts to prevent them from taking this step.
我们会不遗余力地阻止他们采取这一步骤。
The old dying woman wrote down her will with (an) effort.
垂死的老妇人艰难地写下了她的遗嘱。
The weight-lifter lifted the rock without effort.
举重者轻而易举地举起了大石头。
He crawled and crawled with difficulty in an effort to save the boy in danger.
他艰难地爬啊，爬啊，为的是救出险境中的那个男孩。
(4) At present I'm giving a lot of concerts. 现在我还要开许多场音乐会。
at present意为“现在；眼下”。present是一个名词、形容词，也是动词。作为名词和形容词，其读音为[ prez nt]；作为动词，其读音为[pri zent]。作为名词意为“礼物”，与gift同义，也可以表示“现在”，如本课的词组 at present。作为形容词，意为“现在的”、“ 到场的”、或“出席的”。作为动词使用，意为“授予”、“给”。如：
He was pleased to see so many people present at his lecture.
看到这么多的人出席他的讲座他很高兴。
Carbon is present in many minerals. 碳存在于许多矿物之中。
Up to the present day I haven't found the solution to this problem.
直到现在我还没有找到这个问题的答案。
Upon graduation, they presented the school with a big mirror.
临近毕业时，他们送给学校一面镜子。
Some Young Pioneers presented some flowers to the visiting president.
一些少先队员向来访总统献了鲜花。
at present是一个固定词组，相当于now.
(5) I'm planning to start a school, so I'm trying to save as much as possible.
我打算开办一所学校，所以我在尽可能地努力节省钱。
① 注意planning双写n。
② 句中的as much money as possible也可以写成money as much as possible。因为money 是不可数名词，所以用as much as possible。如果是可数名词，常用as many as。如果强调“少”，与之对应的有as few as possible, as little as possible，同样要注意可数与不可数的区别，如：
You should spend as much time as possible in studying now.
你现在应该尽可能在学习上多花时间。
At that time I always bought as many books as possible.
那时，我总是尽可能地多买书。
As I'm going on a diet, I have to eat as little as possible.
我正在节食，得尽可能少吃。
It's not a good policy to speak as few words as possible.
尽量少说并不是上策。
(6) Unfortunately it will cost a lot of money. 遗憾的是，这要花很大一笔钱。
此句中cost是动词，意为“花费；使付出代价”。cost 是一个不规则动词，其过去式和过去分词还是 cost。cost不可用于被动语态。cost 作动词使用时主要接名词、代词作宾语，也可接双宾语结构，如：
It costs them too much money to run a car.
他们使用一部小汽车的费用太高。
I think the drinks cost too much. 我认为饮料太贵了。
Careless driving may cost you your life. 粗心开车会使你丧生。
His uncle was in charge of his living costs after his parents died. 父母过世后，他的叔叔负责他的生活费。
Let's share the cost, shall we? 我们共同分担费用，好不好?
(7) ...but none of the banks I spoke to were interested. 但我所去的银行都不感兴趣。
none 作为代词可指代可数名词或不可数名词，其后面的谓语动词需注意前后一致，如：
None of the telephone sets is/are working. 电话机全坏了。
None of his family members are teachers. 他们家没有一个教师。
None of the books is a good one. 这里没好书。
None of the food is delicious. 这食品一点都不好吃。
(8) Could I drop in at your house after the concert...
我可不可以在音乐会后去你家拜访……
drop in意为“顺便拜访”。drop in at 表示拜访某地，drop in on表示拜访某人，暗含不打招呼便拜访的意思，如：
My husband's friends often drop in to have a meal.
我丈夫的朋友常来吃便饭。
I dislike dropping in on others. 我不喜欢不打招呼便去拜访人家。
On the way to the suburbs, we dropped in at a bookstore.
在去郊区的路上，我们顺便去了书店。
Step 6. Practice
SB P69, Part 2. Tell the students to rewrite the sentences using the –ing form. Get the students to do orally in pairs and then call out some eloquent students to yell their answers to the rest of the class.
Step 7 Workbook
Get the students to do the wb exercises individually and then check the answers
with the class.
Ex.2 1.Being very brave, he went into the cave alone to seek the treasure.
2.Being quite ill, she had to give up the chance of going on a picnic.
3.Being a prisoner, he cannot live a normal life as we do.
4.The girls attending the sick all come from the countryside.
5.Hearing the music, he began to get homesick.
6.Seeing the flame on top of the mountain, they knew that another war would begin soon.
7.Driving to the airport, he hit a boy on a bike.
8.Having got married, he lived separately from his parents.
Ex.3
1.I read a lot about you and decided to come and hear your play the piano.
2.Because I have travelled a lot in China recently, I am getting tired of travelling now.
3.The school that we are planning to start will be open to disabled children.
4.Although the unboiled water looks( )pure,( )I prefer not to drink it.
5.I am sorry to tell you that none of the banks I spoke to were interested in this project.
6.It is tiring to climb to the top of the mountain.
7.Drop in at my house whenever your have time. We will always welcome you.
Homework
(1) Finish off the exercises of Lesson 94 in the workbook.
(2) Revise the key points of this lesson.
Evaluation of teaching:
Lesson 95 The Pianist (2)
Teaching objectives (the students are supposed to master the following items and conduct the following practices):
1.Words and useful expressions: forgive; help…out; insist on; painter; repay; owe; roll; trick; play a trick on; tear-tore-torn
2. Grammar: -ing form used as attribute and adverbial.
3. Reading practice: reading and discussion
Key points: grammar and useful expressions
Teaching methods: Reading - practice
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
(3) Revise the plot of the play that we learned in the previous lesson.
Step 2. Presentation
Get the students to tell their partner what they think the story may end. Then read the last part of the play to see if it is the same as what you have imagined.
Step 3. Scanning
Tell the students to read the play now carefully and answer the following questions. (The italic parts are possible answers.)
1.Have Gary and Zheng Jie known each other before?
Yes, they have known each other before.
2.Where did they meet for the first time? Paris.
3.What help did Zheng Jie give Gary while they were in Paris?
Zheng Jie let Gary live in his flat for 3 months and lent Gary some money.
4.What did they do in Paris?
They earned their living as a poor musician and a poor artist.
5.What did Mr. Brain say he would do to support Zheng's music school?
He said he had written a cheque for him.
6.What did Gary promise to do for the school?
He will come and cover the walls of the school building with some bright paintings.
Step 4. Language points
Tell the students to read the text and underline the language points. Talk about the language difficulties with the students.
(1) He just asked me to come round for supper. 他只是叫我过来吃晚饭。
come round意为“非正式地访问；绕弯路；再次来临；改变观念”，是一个多义词组，如：
The streets were blocked, so we had to come round through lanes.
街道被封锁了，我们只好绕小巷过来。
Will you come round and see me sometime next week?
你下周什么时候顺路来看我好吗?
(2) Dad, when you sent me to Paris to see if I could really earn a living as a painter, I stayed at Zheng Jie's flat for three months. 爸爸，你把我送到巴黎，想看看我能否真正以绘画谋生，那时候我就住在郑杰的那套房间里，住了三个月。
earn a living意为“谋生”，与make a living同义，也可以说earn/make one's bread，如：
He earned his living as a fisherman. 他靠打鱼为生。
David began to make/earn his bread/living by delivering newspapers in his neighbourhood. 大卫是通过给邻居送报纸开始谋生的。
(3) I didn't have any money the last time I saw you.
上次我看见你时我身无分文。
the last time引导的是一个时间状语从句。
(4) Now let's drink to the success of your school! 现在，咱们为你办学成功，干杯!
drink to意为“为……干杯；为……祝酒”，如：
Let's drink to our host. 让我们为主人干杯。
I'll drink to your good luck. 我为你干杯，祝你好运。
The guests drank (a toast) to his good fortune. 客人们为他的好运干杯。
如果是为某人的健康干杯，既可用drink to one's health，也可以用drink one's health，如：We must drink (to) the health of the bride and bridegroom. 我们必须为新郎新娘的健康干杯。
Step 5. Oral practice
Tell the students to work in pairs to tell each other the last part of the play. Focus on the plot of the story, and try to use your own words as much as possible.
Step 6. Grammar practice
Get the students to work in pairs practice Part 3 and 4 on P71. After the students have finished their work, pick out some eloquent students to yell out their answers to the rest of the class. Correct the answers if there is any mistake for this oral report is served as a checkout.
Step 7. Workbook
Workbook Lesson 95, Ex. 2~4. Get the students to do the three exercises and then
Ex.2 1.乐于助人者总是主动帮助人。
2.说话不假思索，等于无的放矢。
3.样样都做等于不做。
4.爱叫的狗不咬人。
5.节省就是获得。
6.不要惹是生非。
7.生活没目的等于航行没有指南针。
8.覆水难收。
9.说是一回事，做是另一回事。
10.阅读使人充实，写作使人严谨。
Ex.3.1.pulling 2.Owing 3.rolling 4.tearing 5.tiring 6.Playing 7.Lacking 8. practising
Ex.4.produce--production/product support--support
keep--keeping paint--paint/painting
separate--separation organize--organization
perform--performance listen--listening
vote--vote travel--travel
marry--marriage arrive--arrival
high--height long--length
deep--depth possible--possibility
central--centre true--truth
western--west musical--music
hungry--hunger distant--distance
personal--person/personality silent--silence
Homework
(1) Finish off the exercises of Lesson 95 in workbook.
(2) Finish off the wb exercises.
(3) Revise the grammar of -ing form used as adverbial and attribute.
Evaluation of teaching:
Lesson 96
Teaching aims and demands
1. Provide the chance for students to have a listening practice
2. Revise the grammar with the students: -ing form used as attribute and adverbial.
3. The students are required to practice writing(develop a passage using the given information)
Key points: 1. Grammar; 2. Listening
Teaching methods: Listening - practice
Teaching procedures
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the plot of the play in the previous two lessons.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 156 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 19~23 with the students. Revise the useful expressions by translate them into Chinese.
Step 4. Word formation
SB P72, Part 2. Read the instructions and get students to fill in the blanks with appropriate words. Translate them into Chinese. Check the answers with the students after they finish them.
Step 5. Word study
SB P72, Part 3. Read the instructions and get students to fill in the blanks with appropriate words. Get six students to yell out their answers to the class.
Step 6. Writing
SB P72, Part 4. Read the instructions and tell the students to develop a passage by arrange the given information into correct order.
Step 7. Workbook
Workbook Lesson 96. Ex. 1~3 and the exercises in Unit 24 Revision. Get the students to do the two exercises and then check the answers with the students.
Ex.1 1.B 2.D 3.A 4.C 5.C 6.A 7.B
Ex.2 1.当老师宣布英语考试成绩时，学生们都很兴奋。
2.我在澳大利亚当了三年的律师。
3.起居室又像已往一样地拥挤了。
4.跟平常在周末一样，俱乐部里几乎是满员。
5.由于他的身体不太好，我决定不带他去。
6.那个男孩爬到墙上以便能更清楚地看到演出。
7.我的家乡不再是原先的样子。
8.你可以在教室里找到很多可以用来教英语单词的实物，如黑板、窗户、桌子等等。
9.他好像饿了好几天似的飞快地吃完了所有的菜。
10.在他是个孩子时，他跟着父亲来到了延安。
Ex.3 The Pianist
The pianist called Zheng Jie was a successful man. He gave a lot of concerts and worked very hard, because he wanted to start a music school for the disabled children. The school would be expensive to run and he would need a lot of good teachers. So he must collect enough money for the school.
A man called Mr. Brain wanted to help him. So Zheng Jie rang him, Mr Brain invited Zheng Jie to have a supper together. At Mr. Brain's home, Zheng Jie met an old friend whom Zheng Jie had ever helped in time of trouble, who was Mr Brain's son. Over the supper, they talked more about the school.
Finally, Mr Brain decided to help Zheng Jie to start the school and they drank to the success of the music school.
Ex.4
English is an international language, so I enjoy studying it, and have had a good time during my two-year English study in the senior middle school. I think it is interesting to learn a foreign language. You must do these important things if you want to learn it well. First, reading, then listening and writing. And in time you are able to understand it; remember it and use it. If you do these things well, your English will certainly be good. And in the future you will find it in more useful. Your effort is valuable. Two years ago, I know only a little English. During the senior middle school years, I have learnt more. Now I think I have made much progress in English, though I still find I can't use it very well.
What do I enjoy most in my English study? I think it is my oral English. Now I think I can speak what I want to speak and can make myself understood. How can I enjoy it? There is a story in it.
One day, I met some foreigners in the street. Suddenly, I felt I wanted to talk with them so much that I walked towards them and after saying hello to each other. We began to talk, to my great surprise, they could understand me and I could understand them. This was the first time that I found I could use what I had learned. After that, I became more and more interested in oral English. It’s so simple, and I love it.
Unit 24 Revision
Ex.1 1.congratulate 2.chain 3.pin 4.secretary 5.forgive
6.insist 7.repay 8.owe 9.roll 10.tear
Ex.2 1.C 2.A 3.B
Step 8. Homework
(1) Finish off the wb exercises;
(2) Revise the use of –ing form used as attribute and adverbial.
Evaluation of teaching