高一牛津英语必修1全册教案

　　unit 1 school life
　　welcome
　　aims and requirements
　　♦ read a magazine article about school life in the uk and two other articles about school clubs
　　♦ listen to a headmaster talking about school activities
　　♦ discuss daily school life with your class partner
　　♦ report your school activities to your class teacher
　　♦ write a notice about school activities
　　♦ make a poster for a new school club
　　procedures
　　welcome to the unit
　　step 1: brainstorming
　　it’s the beginning of a new term. you have just finished junior high and are about to enter a new period in your studies. i am very happy to have all of you in my class and i hope we can be friends. i can see that some of you are eager to know what studying at senior high will be like. will it be different from junior high? well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in china. what about schools in other countries? do students learn differently and have different experiences? are schools all over the world the same?
　　this is the subject of our first unit. today we are going to look at schools in the united kingdom and try to work out if they are the same or different from schools in china. here are four pictures that show some aspects of school life in the uk. please look at the pictures, read the instructions and try to determine the differences between schools in china and the uk.
　　step 2: discussing and practicing
　　let’s have a discussion for several minutes.(the teacher can use the following contents to help students.)
　　huge campus and low-rise buildings: in the united kingdom,we can see huge campus and low-rise buildings in this picture. it is the biggest difference from schools in china. schools in china usually have a large enough campus to make sure students have enough space to study and play in. but most school buildings are taller, at least three storeys.
　　lockers for every student: in the united kingdom, there are rows of lockers by the classrooms for students to put their stationery, books, exercise-books and other belongings.in china students bring what they need for lessons to school and then take it all back home after school. most schools in china do not have the equipment in the classroom.
　　fewer students in each class:in the united kingdom, there are fewer students in a class, no more than 30 per class.in china, there are usually more students in high school, perhaps 50 to 60 per class. recently some schools are beginning to limit the number of students in each class.
　　at ease with our teacher:in the united kingdom, students have a close relationship with their teachers. they feel at ease and comfortable with them.it is similar in china. nowadays, lots of teachers and students have established a good relationship with each other. they respect each other and work to gain a better understanding of each other.
　　now try to combine your own school experiences with knowledge gained from this text and other sources, so that you can participate fully in the discussion.(give students a couple of minutes to talk about the following three questions.)
　　1. do you know any other differences between the lives of chinese and british high school students?
　　2. what kind of school activities do you enjoy?
　　3. what is your dream school life like?
　　now in groups exchange your opinions and everyone is supposed to speak out your idea. each group will then report your conclusions to the whole class.
　　word power
　　boys and girls, we have dealt with the differences and similarities about school life between china and uk. i think you have had a better understanding of the reading material. do you like your school life? here are some pictures for you to appreciate.
　　what can you see in the picture? which aspect or factor attracts you most and causes you to study in our school?
　　(beautiful night scene, teaching buildings and two marble statues. they reflect how beautiful our school is. we students in our school can be encouraged to study better and harder with such beautiful and meaningful surroundings)
　　today we will come to word power.this section deals with words and expressions related to school facilities. familiarize yourselves with the school facilities and review expressions of asking and answering the way. parts a and b involve activities that aim to activate your relative prior knowledge. part c is designed to reinforce the vocabulary involved in parts a and b. part d aims to expand and evaluate your vocabulary by doing a matching exercise.
　　you are not only to expand your related vocabulary but also to apply them in practical usage.
　　step 1: brainstorming
　　1. thinking about the following topic:
　　school plays an important part in children’s growing-up. when you finished your junior study, your parents and you all had a careful and thoughtful consideration about which senior high school suited you best or which senior high school could give you the best education and provide the best environment. so can you tell me which aspect or factor attracts you most and causes you to study here? (the teacher encourages students to express genuinely about their choices.)
　　2.recalling the first day to school
　　do you still remember the first day you came to this school? how did you find your way around?
　　usually, if you don’t know your way, what will you do? do you ask others for help? now think about the patterns you learned in junior high.
　　excuse me, can you tell me the way to...?
　　excuse me, which is the nearest way to...?
　　excuse me, how can i get to/arrive at/reach... ?
　　turn right/left, and walk straight on.
　　at the end of the first/second crossing, you will find it on your right/left.
　　you can’t miss it.
　　walk towards/past…and then walk between..., and you will find…at the end of the road.
　　3. dealing with the map
　　focus on the map first and familiarize yourselves with each building. now read wei hua’s thoughts carefully and mark her routes on the map. pay attention to wei hua’s expressions and try to learn the usage of these phrases.
　　step2: vocabulary learning
　　1. dealing with b
　　deal with part b inpidually according to the instructions and write a description of the quickest way to get from the dormitories to classroom 4. then report your answers to the class.
　　sample answers
　　if you are standing at the door of the dormiories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. classroom 4 is on your left.
　　(if possible, the teacher can design some similar exercises to the one above for students to practise. for example, the teacher can ask students to mark the shortest way from the science laboratory to classrooms 16-25. this exercise aims to help students to use proper expressions while finding the way.)
　　2. dealing with a and b for homework
　　deal with part a on page 85 in workbook. after reading the letter, you will know how to write a note to indicate the way to somewhere. (part b as homework)
　　3. dealing with c
　　read part c and complete it. you’d better consult each other or the dictionary whenever you have a problem before consulting me. then report your answers. pay attention to your pronunciation and spelling.
　　answers
　　c. (1) car park (2) classrooms (3) library (4)labs (5)gym
　　(6) swimming pool (7) dormitories (8) medical centre (9) canteen
　　4. dealing with d
　　have ever been to a gym? if not, try to imagine what kinds of equipment are usually provided in a gym and why gyms are popular nowadays.
　　( a. the teacher can play some videos for students to watch and meanwhile teach them how to say these pieces of equipment in english. then ask students to finish part d.
　　b. if possible, take students to a gym to have the lesson. while teaching, the teacher can invite students to do some performances on the equipment and meanwhile the teacher instructs students in english how to use this equipment.
　　c. ask students to discuss the following questions: do you think having a gym is an important factor for students when choosing a school? why are more and more key schools spending a large amount of money in improving their school facilities? do you think it is necessary for all schools to have this kind of equipment?)
　　answers
　　d (4) beam (7) barbell (1) climbing bars (6) basketball court
　　(2) rings (8) mat (3) dumb-bell (5) skipping rope
　　answers to part b (page 93)
　　dear mickey,
　　i came to see you but you happened to be out. i’d like to invite you to visit me at school when you have time. here’s how to get to my dormitory.
　　when you get to the school gate, you’ll see the playground in front of you with the gym on the left and three classroom buildings on the right. go toward the gym. then, walk along the road between the playground and the gym. go straight ahead, pass the library and the teacher’s office until you reach a small river. take a right turn to get to the bridge. after you cross the bridge, you’ll see three buildings ahead. the one in the middle is our canteen. the two buildings on either side of the canteen are the dormitories. the one on the left is dorm 1.
　　that’s where i live.
　　see you soon.
　　andy
　　resources
　　school facilities are an important part of school construction and development. sometimes, the school will allocate a large amount of funds for redecorating school buildings, buying new pieces of equipment and making the whole school environment safer and more pleasant. for more information, you can visit the following website:
　　http://www. 24hourfitness.com/html/fitness/ today/
　　project starting a new school club
　　everybody, please look at a picture on the screen. do you know what the girl student is doing? (she is broadcasting.) yes. does your school have such a radio station/club? what does it often do usually?
　　the project in this unit is designed to help you use english through doing a project. the two reading materials about school clubs here are samples for you to learn how to develop after-school activities and form a school club. try to design a poster advertising a new school club.
　　you’re supposed to use what you’ve learned to finish a project by working together. you may discuss what club you’d like to start, and what each of them will do. search for some information, do some writing and drawing. to make an attractive poster, you are expected to cooperate to complete each part of the task.
　　a
　　read the first passage about a school radio club run by students themselves. find out as much information as you can about the radio club.
　　who started the radio club? (kate jones, the writer)
　　when was the radio club started? (two years ago)
　　why was the radio club started? (cd players were not allowed in school; to play music during break time)
　　what does the radio club do? every morning: (tell about the weather, the recent news, special messages the teachers want to broadcast) during exam time: (the special programme telling students what they should and shouldn’t do) at the end of the school year: (graduating students giving messages to their friends and teachers) when parents come: (playing songs sung by students, special messages to inform people about events)
　　find out as much information as you can in the second passage about the school club.
　　the name of the school club: (poets of the next generation)
　　who started the school club? (mr owen, the english teacher)
　　when do the members of the school club meet? (the last friday of every month)
　　what do the members of the school club do? (talk about poems and poets they like, select poems, read out aloud, write poems and read out)
　　choose the best answer according to the reading material.
　　1. what was the school radio club started for at first?
　　a. to inform teachers in school of important things.
　　b. for playing music for everyone during break time.
　　c. to broadcast special messages.
　　d. for students to learn english by listening to radio.
　　2. which of the following is not included in the programmes of the school radio club?
　　a. how to go on diets and keep slim.
　　b. special messages to students by teachers.
　　c. songs sung by students.
　　d. advice to students on preparations for exams.
　　3．which of the following statement is not right according to the project?
　　a. the radio club can not only be helpful to students but also can keep parents informed of school events.
　　b. i, as one of the club hosts, like the club very much.
　　c. the club is much more than just music.
　　d. although i have graduated from school, yet i miss the club and often visit it.
　　keys: bad
　　what do you think about the two articles? whether you would like to start a club to do something you’re interested in?
　　now let’s deal with part b1 on page 87 in workbook to know better how to use the useful phrases in the two passages.
　　read part b2 on the same page to identify the different usages of talk, tell, speak, say and read.
　　(to review the words and sentence patterns in this unit, you can do parts d1 and d2 on page 89 in workbook as your homework, and design a poster.)
　　b
　　enjoy a poster, please.two questions to answer.
　　1. what does the poster consist of?
　　2. how does it attract its viewers?
　　planning
　　work in groups of four. discuss and choose what school club you’d like to start in your class or school. pide the tasks among group members. fill in the blanks in this part.
　　preparing
　　members responsible for different tasks should make preparations and answer the questions in this part. then you can meet, discuss and select from the information found.
　　producing
　　those who are making the poster will draft the poster based on all the ideas from the group’s research and discussion. when the poster is finished, each group member should read it carefully and give suggestions to make it more attractive.
　　presenting
　　now time to present your posters to the whole class. talking about your club and display your posters in the classroom so that other students choose which school club they would like to attend.
　　answer
　　part b1 (p87)
　　1 reads out 3 such as 5 is allowed to 7 gives to
　　2 inform of 4 are required to 6 making preparations for 8 much more than
　　part b2 (p87)
　　1. talk 3. tell 5. said 7. say talked talked 9. read
　　2. read spoke 4. speak 6. speak 8. told
　　part d1 (p89)
　　1. exciting 3. achieving 5. selected 7. attend
　　2. prepare 4. clubs 6. literature 8. experience
　　part d2 (p89)
　　1. i think the best way to protect the environment is to plant more trees.
　　2. going to the park for a picnic on the weekend sounds like a good idea.
　　3. in summer holidays he spent most of his time surfing the internet.
　　4. the girl who used to be a model is now a famous actress.
　　5. talk to her more, and you will find that she isn’t as bad as you thought she was.
　　6. as it was getting dark, i decided to find a place to stay.
　　7. ＂stop shouting! you are giving me a headache,＂ said mother angrily.
　　8. though it is difficult to improve your handwriting in such a short time, you should still keep practising.
　　part a (p90)
　　1. it will help them feel like part of a group and also it will make the school’s sports teams feel proud.
　　2. to gain knowledge.
　　3. because they are comfortable and do not need special care.
　　4. he thinks they look very boring.
　　5. no. he thinks that students could wear their leisure clothes outside of school.
　　part b (page 91)
　　1. they have to pass the sats, complete application forms and write letters to the colleges.
　　2. she can help students choose a good college.
　　3. because students do not study the same subjects.
　　4. they might go to school early to use the internet service and they might stay late if they
　　have after-school activities to go to.
　　5. participating in various after-school activities.
　　task reporting school activities
　　as we all know, there are various school activities for students to attend. what school activities do you often have? can you name some? this section consists of a series of activities which provide you with opportunities to practise your language skills of listening, reading, speaking and writing. it is pided into three steps, and each step is preceded with a skills building activity. through the three steps, you will learn to solve a practical problem in your daily life--how to talk about school activities and how to write a notice about a school activity.
　　skills building 1: understanding a programme
　　suppose you are monitor of a class and you are to plan and arrange a class meeting for parents to visit your school. what will be informed your classmates of about the class meeting? that is to say, what will be included in your plan?
　　here you can find out what a programme usually includes when you read the guidelines and you will know what you should notice when you are listening to someone talking about a programme.
　　1. read the five points in skills building 1 on page 12. write down the names of months and the seven days of a week in abbreviations. for example, 2nd/2 feb; 5th/5 mar; 3rd/3 aug; 21st/21 oct; 30th/30 nov; mon; wed; tue; fri; sat
　　2. listen to the tape and finish the timetable on page 12.
　　tapescript
　　reporter: good morning, mr gu. what’s your programme like for next week?
　　scientist: on the twenty-first of october, that’s monday, i will visit your school, datong high school, at nine thirty in the morning, i will give a talk to the whole school. at a quarter to one in the afternoon on the twenty-second, i will attend an important school assembly at guanghua high school, and i will go to the school concert at xiangming high school at six p.m. on the twenty-third.
　　reporter: wow. you are really busy. i look forward to seeing you again on monday.
　　answers:
　　datedaytimevenueactivity
　　21st oct
　　22nd oct
　　23rd octmon
　　tue
　　wed9:30 a.m.
　　12:45 p.m.
　　6:00 p.m.datong high schoolgive a talk
　　attend an important school assembly
　　go to the school concert
　　step1: completing a timetable for a school programme
　　this part is designed to help you develop your listening skills by listening to a talk given by the headmaster about a school programme. complete the programme according to what the headmaster says. identify the times, venues, subjects of some talks and who the speaker is.
　　1. read the guidelines on page 13 to know what you’re to do and then read the timetable to get a general idea about the talk.
　　2. listen to the tape and complete the timetable inpidually. we’ll then check the answers.
　　tapescript
　　headmaster: next month we are going to have several talks. we have invited eight people with
　　different jobs to give us talks on different subjects. each class can choose up to five talks according to your class timetable. monitors, you have to make sure you understand when and where each talk is to be given. you also have to be sure about the subjects and who the speakers are and then report to your class. first of all, we have a famous writer coming on friday, the eighth of october. he is going to talk about how to read a novel. the talk will be held in room two-o-one, building four, beginning at one twenty in the afternoon.
　　at two fifteen on monday afternoon, the eleventh of october, a fireman is going to talk about fire prevention, in room five-o-three, building three. a student from the usa is going to talk about school life in the usa on wednesday, the thirteenth of october. the talk will be held at three p.m.
　　we have invited ...
　　monitor 1: excuse me, mr liu, where is the talk about school life in the usa going to be held?
　　headmaster: oh, yes. it’ll be held in room four-o-four, building one.
　　mornitor 1: thank you.
　　headmaster: ok. on tuesday, the nineteenth of october, we have invited a scientist to talk about outer space in room one-o-five. building two, at eight o’clock in the morning.
　　monitor 2: that’ll be interesting.
　　headmaster: i’m glad you like that idea. now, let’s carry on. a doctor is going to talk about fighting aids at half past two in the afternoon on thursday, the twenty-first of october, in room three-o-six, building four. a newspaper reporter from football weekly is going to talk about famous football players, at one twenty p.m. on friday, the twenty-second of october in room two-o-four, building three.
　　monitor 3: is it about football players in china?
　　headmaster: not only that. it is about football players around the world.
　　monitor 3: great!
　　headmaster: now let’s go on. a policeman is going to talk about traffic signs at ten past ¬¬__on the morning of wednesday, the twenty-seventh of october, in room four-o-one, building two. now the last talk. the subject is australian pop songs. it’ll be given by a famous singer at ten a.m. on friday, the twenty-ninth of october, in room three-o-three, building four. is everything clear?
　　monitors: yes!
　　answers
　　datedaytimevenuesubjectspeaker
　　8th octfri1.20 p.m.room 201,
　　building 4how to read a novelfamous writer
　　11th octmon2.15 p.m.room 503,
　　building 3fire preventionfireman
　　13th octwed3 p.m.room 404,
　　building 1school life in the usausa student
　　19th octtue8 a.m.room 105,
　　building 2outer spacescientist
　　21st octthur2.30 p.m.room 306,
　　building 4fighting aidsdoctor
　　22nd octfri1.20 p.m.room 204,
　　building 3famous football playersnewspaper reporter
　　27th octwed10.10 a.m.room 401,
　　building 2traffic signspoliceman
　　29th octfri10 a.m.room 303,
　　building 4australian pop songsfamous singer
　　skills building 2: comparing information
　　you’ll learn here how to compare information before you make decisions. compare all the information in a list to find the name of a history book after reading an e-mail.
　　1. read the two points about comparing information on page 14 before making decisions. (words on the blackboard: read all the information carefully. make as many comparisons as possible.)
　　2. read the guidelines to make sure you know what to do. read the list of the seven books.
　　(words on the blackboard: the title: the price: the year: the writer:)
　　compare the list of the seven books and the information given in the letter to find the clues needed.
　　3. fill in the form on the blackboard.
　　the title: with the word dynasties
　　the price: having the figure 8
　　the year: after XX
　　the writer: a famous professor
　　can you find the book now?
　　answer
　　7-8976-9374-8/k :
　　step 2: reporting to your class teacher
　　the activities in this part are designed to improve your speaking skills after you have compared the class timetable in this part with the school programme on page 13.
　　choose five talks according to the class timetable. then work in pairs to make a dialogue about the talks you’ve chosen.
　　1. read the guidelines in part a, and point out what classes you can skip to attend the talks. compare the timetable with the one on page 13, so that you can find the talks to attend.
　　a. talks that we can attend:
　　1. fire prevention 2. outer space 3. school life in the usa 5. australian pop songs
　　2. read the guidelines in part b on page 15 and work in pairs talking according to the programme timetable on page 13 and the notes in part a.
　　b sample answers
　　class teacher: hey monitor, there will be quite a few talks next month in our school. have you chosen some for our class?
　　monitor: yes, i think we can attend as many as five talks.
　　class teacher: good. when is the first talk for our class?
　　monitor: the first one will be at 2.15 p.m., 11th oct. it’s monday that day. we can skip games to attend it.
　　class teacher: what is the subject of the talk? who is giving the talk?
　　monitor: fire prevention by a fireman.
　　class teacher: where is the talk to be held?
　　monitor: in room 503 building 3.
　　class teacher: what about the second talk? when will it be held? and what is it about?
　　monitor: i think most of us will be very interested in this talk. it’s about school life in the usa. it will be give on 13th of next month. the time is 3 p.m.
　　class teacher: hm, it’s our self-study period. the talk is sure to be given by a usa student, right? where shall we go to listen to it?
　　monitor: the talk will be given in room 105, building 2.
　　class teacher: on tuesday morning we have our chinese library class. is there a talk for our class?
　　monitor: certainly. on the morning of 19th, that’s tuesday, there is a talk about outer space at 8 a.m. in room 105, building 2. this subject is very popular these days. many of us are eager to know more about outer space.
　　class teacher: what about the fourth one?
　　monitor: it’s on thursday, october 21st. the subject of the talk is fighting aids. it’ll be given by a doctor in room 306, building 4.
　　class teacher: ok. now the last one. when will it be?
　　monitor: it will be at 10 on friday morning. the date is 29th. it’s our class-meeting period. and i think everyone in our class will be interested in it.
　　class teacher: what’s the subject?
　　monitor: australian pop songs. it’ll be given by a famous singer.
　　class teacher: where will it be held?
　　monitor: in room 303, building 4.
　　skills building 3: writing a notice
　　here you’ll read about what a notice is and what you should pay attention to when you’re writing a notice. you’ll read a notice by a school librarian and find all the important information in it.
　　1. read the first part in skills building 3 to learn what a notice is and pay attention to the three points when writing a notice.
　　2. read the notice given by the school library and point out the important information in the notice.
　　the important information:
　　event: library closed
　　time: next wednesday to friday, 16th to 18th november
　　reason: for the sports meeting
　　when to reopen: next saturday, 19th november
　　the new opening hours: monday--friday: 8 a.m.--6 p.m. saturday & sunday: 10 a.m.--5 p.m.
　　public holidays: closed
　　person that gives the notice: zhong shengxiao, a staff member of the school library
　　3. talk about how to make a notice attractive. (written in big and colour letters, and use one or two pictures or photos, etc.)
　　step 3: informing your classmates
　　in this part you are asked to write a notice to inform the class about the talks you’ll attend.
　　1. read the guidelines in step 3 on page 17, so that you know what to write in the notice.
　　2. write a notice about talks in october.
　　possible version
　　notice
　　talks in october
　　i am happy to inform you that in october we are going to attend five interesting and instructive talks. i think we will learn a lot of information. read the following to get some detailed information about the five talks.
　　date
　　day
　　time
　　venue
　　subject
　　speaker
　　11th oct
　　mon
　　2.15 p.m.
　　room 503,
　　building 3
　　fire prevention
　　fireman
　　13th oct
　　wed
　　3 p.m.
　　room 404,
　　building 1
　　school life in the usa
　　usa student
　　19th oct
　　tue
　　8 a.m.
　　room 105,
　　building 2
　　outer space
　　scientist
　　21st oct
　　thur
　　2.30 p.m.
　　room 306,
　　building 4
　　fighting aids
　　doctor
　　29th oct
　　fri
　　10 a.m.
　　room 303,
　　building 4
　　australian pop songs
　　famous singer
　　reading school life in the uk
　　step 1: lead-in
　　do any of you happen to have had the chance to go on a tour in the uk or have taken part in some exchanging programmes? please bring some photos to school to pass them around and make brief descriptions of the photos. you can use the information to discuss the difference and try to think of the reasons for these differences.
　　step2: fast reading for general ideas
　　go through the passage as quickly as possible and try to find answers to the three questions in part a. you need only focus on and identify the most important information.
　　1.how long did wei hua stay in britain? (for one year )
　　2.what was the name of wei hua’s class teacher? (mr heywood)
　　3.what did wei hua make in her woodwork class? (a small table)
　　step 3: detailed reading for important information
　　1. dealing with c1 and c2
　　now reread the passage and complete part c1 and c2 inpidually. questions in part c1 are to check your ability to read and locate specific information. statements in part c2 serve as a strengthening activity for your comprehension of this passage.
　　answers
　　c1 1. school begins at around 9 a.m. 2. 29
　　3. because all the homework was in english 4. she had an extra french class
　　5. lots of desserts 6. manchester
　　c2 1. t 2. t 3. t 4. f 5. f 6. t 7. f
　　2. dealing with specific aspects
　　go through the article first and find out what topics are covered in it.
　　some aspects that reflect school life in the uk are mentioned in wei hua’s letter. try to find out what specific aspects are mentioned and then fill in the form with relevant information.
　　are the following aspects of school life mentioned in the article?
　　teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions, festivals
　　3. focus on the two exercises
　　now we’ve found out the most important information and got the main idea of the article. but i’m curious about the reading method you use when reading the article. can you tell me how you find the main idea in such a shorttime? do you think you have to read the whole article slowly and carefully in order to get a brief understanding of it?
　　4. dealing with d and e
　　complete parts d and e inpidually first and then we’ll check the answers together. part d helps you comprehend the meanings of the words from the context and match them with the correct definitions; while part e is a letter from a british student who wants to make friends with wei hua. you’ve got to first understand the letter and then fill in the blanks with proper words.
　　answers
　　d 1 d 2 g 3 a 4 e 5 b 6 c 7 f
　　e (1) experience (2) literature (3) desserts (4) headmaster
　　(5) different (6) life (7) preparing
　　answers
　　part a1 (page 86)
　　1 enjoyable 3 challenging 5 fun 7 exciting
　　2 experience 4 e-mails 6 drop 8 helpful
　　part a2 (page 86)
　　1 with 3 like 5 on 7 at
　　2 to at 4 to at 6 for about 8 on on
　　step 4: post-reading
　　1. suppose you have a chance to interview wei hua. apart from the things you have been told, what other information would you like to know about her life and study in the uk? (the teacher can fire students’ imagination with the following)
　　so far we ourselves haven’t had the opportunity to go abroad to experience a foreign way of life. we are very happy today to have a student here who has just finished one year of study in the uk. now you can all ask her some questions.
　　2. suppose you are asked to write an article about the differences between high schools in the uk and in china. what kinds of differences will be dealt with in your article? ( the teacher can give some hints if necessary: timetable, subjects, teachers and students, size of the classroom, campus, school facilities, atmosphere, teaching methods, school rules and principles)
　　3. write a summary of the article written by wei hua.
　　4. read the two articles in reading on pages 82 and 83 in workbook and answer the questions below them, so that you can find more about school life in other countries. (they can also do this as their homework.)
　　5. for the article in part a, more questions will be asked to test your understanding of some new words. for example: what does the phrase school uniforms mean? what kinds of clothes are fashionable? what clothes are leisure clothes?
　　6. for the article in part b, i’ve got two sentences for you to finish.
　　1) when you are taking sats, you will .
　　a. have to find answers to some math questions only
　　b. only solve some problems
　　c. be chosen by the best colleges
　　d. be tested on some math questions as well as some problem-solving questions (d)
　　2) a special counselor is a person .
　　a. who wants to go to a very good college
　　b. who works in a high school to help students choose suitable colleges to go to
　　c. who works in a college or a university to help high school students choose suitable
　　colleges to go to
　　d. who writes letters of application to colleges for high school students (b)
　　7. please do parts a and b of listening on page 84 in workbook, then fill in part c according to what you’ve heard on the tape. (or leave as homework)
　　answers
　　parts a and b (page 92)
　　i: 1 fifteen 2 english maths 3 basketball 4 jumping
　　dad: 1 letters 2 book 3 computer
　　australian students: 1 maths science 2 friendly tall
　　part c (page 92)
　　1 english 3 book 5 basketball 7 letters 9 computer
　　2 maths 4 jumping 6 tall 8 friendly
　　grammar and usage
　　(introduction to attributive clauses)
　　do you know the boy? do you like him? have you ever heard of him? yes. harry potter. he is a brave boy. he is a boy with glasses. do you know the meaning here? here is another sentence to describe harry potter. he is a boy who is brave and wearing glasses. can you translate this sentence into chinese? do you know what the underlined is called in english grammar? today we will deal with attributive clause.
　　the grammar item in this unit deals with attributive clauses. we’ll first learn about what an attributive clause is and the functions of relative pronouns and relative adverbs used to introduce attributive clauses. then we’ll learn the different usages of relative pronouns.
　　step 1: introduction to attributive clauses
　　an attributive clause is used to modify a noun and is usually put after the noun. you’re to learn different functions of relative pronouns or relative adverbs used in attributive clauses.
　　1. words on the blackboard:
　　an enjoyable experience, best friends, the rules of the school, the article about your experiences in the uk
　　read these phrases and point out the noun, the adjective or the prepositional phrase in each of them to make sure you know what nouns, adjectives and prepositional phrases are.
　　we usually use a noun after a preposition, and the preposition together with the noun is called the prepositional phrase.
　　decide what the function of an adjective or a prepositional phrase is in these examples. then translate them into chinese, and compare the different ways to express the same meaning in english and in chinese.
　　2. going over point 1 on p8
　　nouns can be modified by adjectives, prepositional phrases or attributive clauses. pay special attention to the different positions of the adjective (usually before nouns), the prepositional phrase or the attributive clause (after nouns).
　　now let’s look at the sentence on the blackboard: the team who were wearing green won the game.
　　the team here is the antecedent (the noun which an attributive clause modifies), who is a relative pronoun introducing the attributive clause who were wearing green, in which who refers to the team and is used as the subject in the attributive clause.
　　attributive clauses are usually introduced by relative pronouns or relative adverbs, and their functions in the clause are different.
　　read the example sentences in point 2 and find out what function of the bold part in each sentence is. then point out the attributive clause in each sentence and translate the whole sentence into chinese, so that you can compare the different ways in which the attributive clause is expressed in english and in chinese.
　　read the article on page 9. make sure you can identify the attributive clauses. point out the antecedent, the relative pronoun or the relative adverb and its function in each sentence. then translate the sentences into chinese so as to compare the differences.
　　3. dealing with part c1 on page 88 in workbook to identify attributive clauses.
　　answers
　　paragraph 1：
　　david was one of the most helpful students that we ever had.(the antecedent: the most helpful students; the relative pronoun: that, used as the object in the clause)
　　in 1998, he went to oxford university where he got interested in chinese culture. (the antecedent: oxford university; the relative adverb: where, used as the adverbial in the clause)
　　paragraph 2:
　　some of the cities in china which he likes most are beijing, shanghai, harbin and nanjing. (the antecedent: some of the cities; the relative pronoun: which, used as the object in the clause)
　　most of the students that he taught have become his friends. (the antecedent: most of the students; the relative pronoun that, used as the object in the clause)
　　paragraph 3：
　　some of the books were gifts that he got from his chinese friends and students.
　　(the antecedent: gifts, the relative pronoun: that, used as the object in the clause)
　　the paintings that david donated to the school are being displayed in the assembly hall. (the antecedent: the paintings; the relative pronoun: that, used as the object in the clause)
　　answer
　　part c1 (page 88) 2 4 5 6 7 9
　　step2: relative pronouns: that, which, who, whom and whose
　　here i’d like you to know in what circumstances that, which, who, whom or whose is used, or can be left out.
　　1. read the three sentences in point 1 on page 10 and point out the antecedent in each sentence. ( the story, the cake and the book, all of which refer to things. ) when the antecedent is/are a thing/things, we usually use the relative pronoun that or which to introduce the attributive clause.the function of that/which in the attributive clause is the object.
　　2. read the three sentences in point 2 and point out the antecedent in each sentence. (a friend, the girl and the teacher.) when the antecedents are people, an attributive clause is often introduced by who. who is used as the subject in the clause. from tip box, we know that can also be used to refer to a person/people.
　　3. now let’s come to point 3. the antecedents in the two sentences are the teacher and the student. whom or who is used as the object in the attributive clause. in such case, who is more usual in oral english, while whom is more formal and often used in written english.
　　4. in point 4, the antecedents in the three sentences are all the birthday presents, something and the girl. all the presents and something refer to things, and the girl refers to a person. the relative pronouns that/which and that/who/whom are all used as the objects in the attributive clause and can be left out.
　　5. read the following sentences:
　　she has a brother. i can’t remember his name.
　　what does the word his refer to? (the brother’s.)
　　she has a brother whose name i can’t remember.
　　point out the antecedent here and make sure what the function of whose is in the attributive clause.
　　in point 5, whose in the first sentence refers to the girl’s and the club’s in the second sentence. when the antecedent functions as an attributive in the clause, whose is used and it should be used before a noun.
　　6. complete the conversation on page 11 inpidually. then read it in groups of three to check your answers.
　　answers
　　(1) that/ which (2) whose (3)who/ that (4) who/ whom/ that
　　(5) that/ which (6) that/ which (7) who/ that (8) that/ which (9) who/ that
　　7. deal with part c2 on page 88 in workbook to get more practice in how to form an attributive clause in a sentence.
　　answers
　　part c2 (page 88)
　　1. this is the school where/in which i studied five years ago.
　　2. in this school there are about 30 foreign students who/that have come to study the chinese language.
　　3. these students whose parents have come to china for business like the school very much.
　　4. the teaching building that/which was put up last year looks nice.
　　5. the man who is standing in front of the school library is the headmaster.
　　6. next to him stands a girl whose name is tina.
　　7. tina is a top student (who/whom) the school gave a medal to for winning the writing competition.
　　8. tina likes reading the novels which/that are written by charles dickens.
　　9. tina is the host of the school’s radio club that/which started was 2 years ago.
　　10. students like the school news (that/which) the radio club broadcasts.
　　resources
　　1. students may want to know more clearly about the usage of relative pronouns. a table can be used to explain as below:
　　relative pronouns used in attributive clauses
　　antecedent
　　subject
　　object
　　possessive
　　note
　　persons
　　who/that
　　whom/who/that
　　whose
　　a relative pronoun can be omitted when it is used as the object in an attributive clause
　　things
　　which/that
　　which/that
　　whose/of which
　　2. to understand attributive clauses better and use them correctly, students should be able to identify which word is the antecedent and know what it functions as in an attributive clause, so they can use a proper relative pronoun to introduce an attributive clause. here are more examples:
　　the girl who/that is standing next to our teacher is her daughter.
　　the girl (whom/who/that) our teacher is talking with is her daughter.
　　the girl whose mother is from britain can speak english very well.
　　i can’t find the book which/that is borrowed from the library.
　　i can’t find the book (which/that) you lent to me.
　　have you read the book whose author/the author of which is a high school student?
　　i used to study in a classroom whose windows/the windows of which were all broken.
　　sometimes the antecedent can be a pronoun, such as someone/sb., anyone/anybody, everyone/everybody, no one/nobody, sth, anything, everything, nothing, all, those, etc.
　　高考链接
　　1.is this the reason ______ at the meeting for his carelessness in his work? (XX上海春)
　　a. he explained b. what he explained
　　c. how he explained d. why he explained
　　2. recently i bought an ancient chinese vase, _____was very reasonable. (XX上海)
　　a. which price b. the price of which c. its price d. the price of whose
　　3. my friend, who ______ on the international olympic committee all his life, is retiring next month.（XX浙江）
　　a. served b. is serving c. had served d. has served
　　答案：1-3 abd
　　unit 2 growing pains
　　part one teaching design
　　aims and requirements
　　♦ read a play about an american family and two letters
　　♦ listen to a radio talk show
　　♦ talk about problems common to teenagers
　　♦ present a dialogue
　　♦ write an advice letter
　　procedures
　　welcome to the unit
　　step 1: brainstorming
　　1. do you love your parents? do you think you show respect to your parents?
　　2. do you sometimes quarrel with your parents? how do arguments usually happen? will you give examples of kinds of problems you sometimes have with your parents.
　　some parents may interfere in their children＂s lives and try to influence their decisions about their future career or study plans.
　　parents may want to make decisions for their children and also force them into doing things they don＂t want to, such as household chores or extra study.
　　some parents don＂t always trust that their child is telling the truth. they may ask lots of questions about a child＂s social activities or the reason why they are late coming home, etc.
　　some of the problems we have been discussing are quite common in families nowadays. what should you do to deal with these problems?
　　do you nowadays always listen to your parents＂ instructions? do you always explain yourselves to your parents and resolve problems peacefully? or do you disobey your parents and quarrel with them about your decisions?
　　in every family there are certain issues that cause problems and arguments. what are the most common causes of family arguments? are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? or are they over bigger issues such as study, careers, university and making friends?
　　step 2: discussing and practicing
　　1. look at each picture carefully. there are four pictures here. first of all, i＂d like you to imagine the situation and try to describe it with your own words.
　　(the teacher can show an example to students by describing the first picture.)
　　last sunday, after leaving school, li ping went home feeling extremely tired. he wanted to have a good rest and relax. when his parents said hello to him, he was so impatient that he didn＂t say anything and went straight to his own bedroom. though his parents were very confused, they didn＂t ask him why and continued with the cooking. after a while, loud music came from li ping＂s bedroom. his mother was very angry and she rushed into his room.
　　2. now please talk about each picture as fully as possible in groups of four and share your opinions with your partners. better not let go the chance to speakj. i will invite some of you to report back your descriptions.
　　3. do you think there is a generation gap between you and your parents? does the generation gap really exist? how do you overcome the gap?
　　sample answers
　　a. yes, sometimes my parents try and interfere in my life and make my decisions for me. my parents want me to be a lawyer, but i want to be a writer or a journalist. we argue a lot about what subjects i should study at university and which job i should get. i spend much of my time working on the school newspaper, but my parents say i should concentrate first on my subjects and forget about extra-curricular activities. they think if i waste my time on these activities, i won’t get good enough grades to attend a good university.
　　they also try to control my home life a lot. my mother is always asking me to help with the cooking and keep my room clean, but i just want to relax and listen to music or chat to my friends on the internet. my father wants me to take extra maths lessons at the weekend, but i think i need time to have fun with friends as well as study.
　　b. my parents want to control my life too. we argue about my grades and study almost every day. whenever i feel angry with my parents, i talk it over with my best friend. i don＂t expect that she will have a better solution to the problem than me, but i can express my inner feelings to her better than to my parents. unlike my parents, who shout at me and say i am wrong and bad for not wanting the same things as them, my friend understands completely what i am feeling. we have the same dreams and ambition.
　　c. my parents don’t trust me at all. they always think i am out having fun with my friends, not studying. i often meet my friends after school to research projects and do homework. we do have fun, but we still do lots of work. sometimes i am late home and my father always asks me lots of questions about where i have been and who i met. they think i am playing games in the internet cafe or out shopping for clothes or cds. i tell them i am studying but they just don＂t believe me. we often argue and they call me a bad child and say i am disobedient and don＂t respect them. i try to be a good child, but sometimes when i am tired or in a bad mood, i am not very polite to my parents, i sometimes stay quiet and don’t answer their questions and don＂t do the things they ask me to, like helping around or going to bed on time, but i think sometimes they just don＂t understand me.
　　word power
　　step 1: brainstorming
　　think about the following topics:
　　up to now we’ve learned english for several years. do you agree there are some differences between american english and british english?
　　in which aspects do these differences exist, pronunciation, spelling, grammar or different expressions?
　　list some differences that you already know.
　　differencesexamples
　　pronunciation
　　spelling
　　grammar
　　vocabulary
　　step 2: vocabulary learning
　　1. focus on the examples listed in your books and distinguish these differences first.
　　2. compare what you already know with these examples listed and keep them in mind.
　　3. summarize all the differences between american english and british english.
　　4. focus on the exercise and finish it inpidually first and then conduct a feedback activity. then practise the dialogue with your partners.
　　answers
　　(1) is that (2) center (3) suit (4) toilet
　　(5) programme (6) colour (7) she’s just gone home. (8) on
　　5. discuss the following questions:
　　as we all know, the accents in american english and british english are partly different. which do you prefer, american english or british english? do you think it helpful for you to be aware of these differences?
　　6. read the article in part a in reading on page 90 in workbook, so that yoou can learn more about this topic. guess the meanings of some words from the context of the article, such as major, charming, episode, nature, naughty, caring, etc.
　　answers
　　part a (page 90)
　　1. both the mother and father worked. many parents who watched the programme also had the same difficult decisions to make about their families and they worried about their children＂s future.
　　2. he was naughty for being caught by the police and breaking his promise to his parents; but he was also caring and warm as he helped a homeless boy.
　　3. many teenage girls bought photos and posters of him and he was in many teen magazines.
　　4. they felt disappointed when he was dishonest/did something bad but proud when he was caring/did something good.
　　5. the character mike, and the fact that the family in the programme had similar problems to the people who watched the programme.
　　step 3: vocabulary extension
　　1. focus on part a and finish the exercise inpidually first. then conduct a feedback activity.
　　answers
　　a 1. something easy to understand
　　2. boring/ afraid to have fun
　　3. listening carefully
　　4. joke with someone
　　do you know the meaning of the following sentences?
　　2. let’s continue with part b, as there are more colloquialisms. think over and discuss with each other first. if you still can＂t work out the meanings, consult the dictionary.
　　answers
　　1. she is good at gardening.
　　2. he is very clumsy.
　　3.that is like criticizing someone else for a fault you have yourself.
　　4. it is raining heavily.
　　5. don’t exaggerate something.
　　resources
　　american english and british english share a lot of similarities. however, there are still some differences. these differences are considered to be caused by several factors, such as different national histories, cultural development and the influences of local and regional idioms and expressions. some words share the same pronunciation while their spellings vary a bit, for example, colour and color, cheque and check, realise and realize. in addition, different words are used to indicate the same thing. for example, ‘toilet’ in british english is ‘rest room’ in american english. likewise ‘trousers’ are ‘pants’, ‘cooker’ is ‘stove’ and ‘angry’ is ‘mad’.
　　project
　　project: writing an advice letter
　　teaching objectives:
　　u to help students improve english through doing a project.
　　u to cooperate by working together on the project.
　　important and difficult points:
　　writing an advice letter.
　　teaching procedures:
　　step 1 lead-in
　　what does a good advice columnist do?
　　get a rough idea about the trouble
　　analyze the trouble
　　find out the roots of the trouble
　　give proper suggestions
　　keep in regular contact with the sender
　　l feedback information
　　step 2 reading
　　1 read the first letter and answer:
　　a why does the father write the letter?
　　b what does the father think about his son?
　　c what is the father worrying about?
　　2 work in groups of 4 and find suggestions to the son.
　　try to be a docile kid at home no matter whether you are an outstanding student at school.
　　never attempt to change your father’s character and to be an ideal father.
　　communicate with your father through letters if he happens to be short-tempered.
　　come up to your dad and tell him how much you care about him.
　　remember that it’s correct for a father to urge his son to study hard.
　　make your father believe you’ll be successful in life by doing what you like.
　　read the second letter and answer:
　　a why does the son write the letter?
　　b what are his problems?
　　c how does he feel about his father?
　　4 work in groups of 4 and find suggestions to the father.
　　try to look at things from your son’s angle. if you trade your role with your son, i believe you will realize some of the problems you mentioned in your letter are easy to solve.
　　remember what your son needs is more than material comfort.
　　prepare to have a heart-to-heart talk with him. music are part of a young people’s life. you can’t stop him just because good communication will smooth the problems. your son wants you to treat him as your equal while you act as a commander. that’s where all the problems come from.
　　you’d better not put too much pressure on your son. be a good motivator. try to encourage him to find myself, to build up self-confidence. cut out harsh remarks when your son falls short of your expectation.
　　unconditional love is very important, because he is your son.
　　homework:
　　get ready to write an advice letter.
　　task presenting a dialogue
　　skills building 1: understanding tones in spoken english
　　in this part you will read about how to express different feelings in different tones. by listening to one short sentence in different tones and reading the explanation after each sentence, you’ll learn people speak in different tones to express different feelings. listen to another sentence in different tones to decide which emotional meaning each tone shows.
　　1.read the guidelines in skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. you will see that there are four main points to determine how the speaker is feeling. (write down the four points on the blackboard.)
　　*the volume *the tones *stressed words *the pause
　　2. listen to the example sentence in five different tones one by one. after you listen to one of them, tell what you think about the speaker＂s emotion. is she happy, or angry? is she in high spirits or in low spirits? then read the explanation for each sentence.
　　3. read the sentence ‘he will come here tomorrow.’in different emotions.
　　if someone is happy about his coming,
　　if someone doesn＂t want him to come, how will he speak it? in what tone?
　　if someone is excited about his coming,
　　if someone is frustrated or questioning,
　　then let’s listen to the tape and finish part a on page 32.
　　tapescript
　　(1) he told me the test had been put off?
　　(questioning, as if she does not believe that the test could have been put off.)
　　(2) he told me the test had been put off!
　　(frustrated, as if she had gone to the test room before remembering that she had been told about the cancellation.)
　　(3) he told me the test had been put off!
　　(excited, as though he is glad not to have to take the test.)
　　(4)he told me the test had been put off.
　　(sad, as if she was looking forward to taking the test.)
　　answers
　　a 1. questioning 2. frustrated 3. excited 4. sad
　　4. ask students to listen to the tape and finish part b.
　　let students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.
　　tapescript
　　he told me the test had been put off.
　　(she neither likes nor trusts him. she may wish someone else had been the one to tell her.)
　　step 1: listening to a radio phone-in programme
　　in this programme, six teenagers call the host to talk about their problems and ask for some advice. write down a proper name below each picture according to what you hear from the tape.
　　listen to a radio phone-in programme and finish the exercise in step 1 on page 33. say something about the pictures and what you have heard on the tape.
　　tapescript
　　host: welcome to ‘talk time’. this is george. tell me your name and problem?
　　caller 1: my name is christina and i＂m calling about my mum. she cries all the time and says we don＂t spend time together and that i don＂t love her. i do love her, but i also have things i want to do in my own life. how can i still have fun with my friends and let my mom know i love her?
　　host: you and your mum aren＂t talking enough. surprise your mum with a day spent together, invite her to join you doing the things you like. that way you can have fun and see your mum at the same time! good luck, christina! hello, next caller, how can i help you?
　　caller2: it＂s my best friend. he’s started playing on our school football team and now he never has time to see me. i feel quite lonely.
　　host: sometimes friends have different interests as they grow up. you should find a sport or hobby of your own. then you won＂t feel lonely any more! and, what＂s your name?
　　caller 2: patrick.
　　host: and patrick, if your friend is a real friend, he＂ll still want to see you. he＂s just busy right now. i＂m sure it will work out fine. bye! next caller please ...
　　caller 3: hello? is this ‘talk time’?
　　host: it is. what is your name and what can we help you with?
　　caller 3: i＂m richard and the problem is my father. he wants me to study maths and science, and work in a big company when i grow up, but i want to be an actor. how can i tell him without making him angry?
　　host: that is hard, but i＂m sure he won＂t mind it if you take acting lessons, as long as you agree to keep your marks up in maths and science too. go talk to him now, okay? bye!
　　caller 4: hello, ‘talk time?’ this is jane. i called last week, about my grandma.
　　host: yes, jane, you wanted to tell her that you want to live with your other grandparents, right?
　　caller4: yes, i took your advice and told her how i feel. you were right. she understood! thanks so much!
　　host: glad to help! who is my next caller?
　　caller 5: hi, my name is shirlev and my problem is only a small one. my mum bought me some new clothes, which cost a lot of money, but i don＂t like what she got me. should i tell her i don＂t like what she bought?
　　host: shirley, you should be honest with your mum, but make sure she knows how happy you are that she thought of you and was nice enough to buy you your new clothes. i＂m sure she won＂t mind if you change them for something different. goodbye and good luck. we＂ve got time for one more cal1.
　　caller 6: my father always shouts at me. he says, ‘william, turn off that tv and go outside! but there is nothing i want to do outside! how can i make him stop shouting at me?’
　　host: well, you probably won＂t like my answer, but you shouldn＂t spend too much time watching tv. it isn＂t good for your eyes. join a sports team so that you have a chance to be outside. you＂ll feel better and your father will stop shouting at you. thanks for calling in! listen to ‘talk time’ again next week at this time.
　　answers
　　1. jane 2. chrietina b. shirllley 4. richard 5. patrik 6. willlliam
　　skills building 2: reading for gist
　　read four diary entries. underline the main points of each entry and circle some key words that show the mood of the writer. after doing this, you will learn that this is the skill of reading for gist.
　　1. read the guidelines of this part on page 34. you will see that it is very important for you to understand the gist or the main point of what you have read.
　　2. work in groups of four. each of the group read one diary entry and find the main point and circle the words which show the mood of the writer. then tell in turn what you have learnt after reading.
　　sample answers
　　entriesmain pointsthe words telling the writer’s mood
　　the first diary entrytoday has been a great day because my parents bought me an expensive bike.happy
　　the second diary entrywe had a maths test and i’m nervous about my result.tired, afraid, nervous
　　the third diary entryi failed the maths test and don’t know how to tell my parents.upset
　　the fourth diary entryall that worrying was for nothing.very happy, glad
　　step 2: reading a thank-you letter
　　here you are asked to read a thank-you letter from christina, a caller to ＂talk time＂ the radio phone-in programme, to the host of the programme. you should use the reading skill in skills building 2 to identify the main point and some details in the letter.
　　1. read the thank-you letter on page 35. find the answers to the following questions:
　　(1) who wrote the letter?
　　(2) to whom is the letter written?
　　(3) why is the letter written?
　　2. decide which statements are true and which are false according to the letter. correct the false sentences.
　　answers
　　1. f 2. t 3. t 4. f 5. t 6. f 7. f
　　1. christina wrote a thank-you letter to george.
　　4. christina and her mum spend one day a week with each other.
　　6. christina’s mum took her and her friends out to dinner.
　　7. christina was friends with her mum.
　　skills building 3: writing a dialogue
　　read about what you should and should not do when writing a dialogue first, and then you will read a dialogue and find out the reasons why some sentences are wrong according to the tips. lastly point out the sentences that show mum＂s and jack＂s feelings.
　　1. read the three points on how to write a dialogue. you will know what you should do and what you shouldn＂t do when writing a dialogue.
　　(the following points can be written on the blackboard.)
　　*don＂t include words like‘umm’ or‘hmm’ in a dialogue.
　　*don＂t repeat words that have just been said. for example, when one says,‘go and sit down.’
　　the other should use‘why?＂ instead of‘go and sit down.’or‘why should i sit down?’
　　*use the words the characters say to show their personalities and moods.
　　don＂t say ‘he/she is very angry.’
　　2. read the dialogue in part a and in pairs discuss what is wrong with the underlined sentences.
　　answers
　　a 1. ‘umm＂ or hmm’ shouldn’t be included in a written dialogue.
　　2. we shouldn’t use ‘my room is too dirty’, ‘my room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just said shouldn’t be repeated.
　　3. in a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘i’m really very angry with you.’
　　3. read the guidelines in part b. read the dialogue again, try reading it in the suitable tone, the correct emphasis and pause to express the angry emotion and finish this exercise.
　　answers
　　the sentences that show mum is unhappy or angry:
　　come and look!
　　don’t you talk to me like that!
　　you should start cleaning now if you plan to leave!
　　the sentences that show jack’s mood:
　　this is so unfair! i’ll never have enough time!
　　(jack is angry.)
　　but i don’t think you are being fair at all!
　　(jack is unhappy.)
　　4. read the play and answer the questions below in part b in readingon page 91 in workbook, so you will get a clearer impression of how to write a good dialogue.
　　answers
　　part b (page 91)
　　1. he tried to help david stand on his own two feet and learn how to look after himself.
　　2. david felt that his father was always complaining about him and didn＂t speak enough to him.
　　3. david says that his father＂s job is dangerous and that he has to think about other people all the time.
　　4. he was looking for his christmas presents.
　　5. now he knows how deeply his father loves him and understands that it＂s hard for his father to talk to him about it.
　　step 3: presenting a dialogue in groups
　　write a dialogue between christina, her mother and the radio host and then give a performance. you can do this in groups of three.
　　1. read the guidelines in part a on page 37, make up and write a dialogue for christina, her mum and the host of the radio‘talk time’ show. go over the information in this part and what you learn from steps 1 and 2 to see if you remember what happened between christina and her mum, what christina did then, and how the problem was settled.
　　2 . work in groups of three and make up a dialogue to finish the exercise of part b.
　　answers
　　christina: that is true. you see, i joined a sports team. i met many new friends and we enjoyed spending weekends doing sports. so i didn＂t have much time to spend with my parent.
　　mum: because of this, i missed the time when we talked together.
　　host: when did the problem start and how did you both feel then?
　　mum: this happened soon after she entered high school last summer. sometimes i felt so lonely that i even cried.
　　christina: i love my parents. but at that time i felt they didn＂t understand me and they seemed to do boring things. when mum told me that she was sad and missed me because i didn＂t spend enough time together with them, i didn＂t know what i should do.
　　host: what did you do then?
　　christina: i listen to the radio ‘talk time’ show every week. i know you can help people by giving them some advice. so i called you and asked for your advice.
　　mum: yes, my daughter told me about your suggestion.
　　host: so what did you do to fix your problem?
　　christina: we have decided to do one thing together every week.
　　mum: yes. we first cooked a special dinner for our family together. christina has learned how to cook and enjoys it very much. once i took my daughter and her friends to a restaurant for dinner.
　　christina: we often take a long walk, and we talk a lot while walking.
　　host: so what is the new situation like?
　　christina: i am surprised by how much fun we have when we＂re together. i think of mum as a friend again.
　　mum: i＂m very happy to be on ‘talk time’. i hope our example can help other families that have the same problem as we used to have.
　　3. read part a in writing on page 93 in workbook and find out what the article is about and how many parts this article can be pided into and what the main idea of each part is. so you can learn how to write an article to express your opinion. then do part b on the same page in class or as your homework.
　　answers
　　part b (page 93)
　　do you agree with mums working?
　　today we had a discussion about working mums. the opinions were pided. sixty-five percent of the students were for the idea of working mums. they stated the following arguments. first, mums have the right to work. second, working mums not only bring in more money, but they can also feel proud of their success in work. third, working mums are good for society.
　　however, thirty-five per cent of the students were against mums working. they argued that mums do not have to work outside the home. if they do, there will be no one around to do the housework, like cooking the meals or cleaning the house. it is too expensive to hire a maid to do the work.
　　personally, i think it is up to the mums to decide what they want to be: a working mum or a housewife.
　　reading
　　step 1: lead-in
　　have you ever seen the famous tv show ‘growing pains’? what do you think of the play? have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet? if not, can you imagine what might happen if you were left alone? could you handle all the responsibility and keep everything clean and safe?
　　step 2: fast reading for general ideas
　　1. from unit 1, we have learnt two of the basic reading skills, skimming and scanning. when reading different styles and formats of articles, readers usually use different ways of reading in order to know about the main ideas of the article within the shortest time. bacon once said, some books are to be chewed; some are to be swallowed; some are to be digested. so can you tell me how to read an english play? you may discuss this question withyour partners first and then i’d like some of you to tell the class your opinion.
　　2. a play usually consists of several acts. each act can have several scenes. so can you tell me some characteristics of a play? is the format of a play the same as that of a news article? are the words or speeches in a play very formal? are there any instructions or tips included in a play? what do the instructions or tips do? do you think you have to read a play silently or out loud?
　　please discuss all these questions in groups of four and share your opinions with your group members.
　　3. go through the reading strategy of this unit, that is, how to read a play. a play has a unique format and style. most plays are in the form of a dialogue. a large amount of casual speech is used, sometimes with incomplete sentences. in order to better understand a play, you should read it out loud instead of silently and that you have to pay attention to the instructions or tips included in a play.
　　4. read the play first and then finish part a inpidually. then conduct a feedback activity.
　　answerswww.xkb1.com
　　① who are the main characters in the play? (eric, daniel, mom and dad.)
　　② why was dad very angry with daniel? (the room was a mess. / there was trash all over the place.)
　　③ what happened to their dog, spot? (spot was ill.)
　　step 3: detailed reading for important information
　　1.read the play a second time.
　　2. let’s do with parts c1 and c2 inpidually, and after that conduct a feedback activity.
　　answers
　　c1 1. dad 2. daniel 3. dad 4. daniel 5. eric 6. dad 7. mom
　　c2 1. f 2. f 3. t 4. f 5. t
　　3.let’s pide into several groups and each group first read the play out loud and then act it out. pay attention to imitating the tones and intonations of each character while reading. we can hold a competition to see which group is the best.
　　4. let’s finish parts d1, d2 and e inpidually first and then conduct a feedback activity.
　　answers
　　d1 1. d 2. e 3. a 4. f 5. c 6. b
　　d2 (1) adult (2) decision (3) a teenager (4) supposed (5) unpunished
　　e (1) behavior (2) door (3) adult (4) dad (5) supposed
　　(6) decisions (7) spot (8) vacation (9) money (10) waited
　　5.let’s do with parts a1 and a2 on page 86 in workbook.
　　answers
　　part a1 (page 86)
　　1. surprise surprised surprised 2. waste waste 3. decision decide
　　4. punish unpunished 5. cross crossed 6. cans can
　　7. sound sounds
　　part a2 (page 86)
　　1. like 2. in on 3. with of 4. at 5. by 6. from 7. through
　　step 4: post-reading
　　1. do you think eric and daniel will explain to their parents what has happened? or will the parents go and ask the two children what has happened?
　　suppose you were one of the two children. what would you do? would you stay silent or would you offer an explanation to your parents? which is a better solution in your opinion?
　　2. talk about your own experiences since these kinds of family problems exist in almost every family.
　　how do your parents usually deal with your wrong-doings? are they too harsh?
　　have they ever punished or scolded you for your being late when it wasn＂t your fault?
　　how do you think good parents should treat their children? should parents respect their children and value their opinions?
　　what qualities or personalities do you think the ideal parents should possess?
　　3. focus on part f, which is designed for you to practise your spoken english with topics closely related to your familiar family problems.
　　do you think you have a good relationship with your parents? why do you sometimes quarrel with them?
　　do you agree there is a generation gap between you and your parents? how can you narrow the gap?
　　communication is very important in helping you and your parents become closer. yet why do teenagers refuse to communicate with their parents sometimes?
　　step 5: pide students into groups of five. one is the narrator and the others are the main characters. role-play act one and act two.
　　1. suppose you were one of the children what would you do?
　　2. how do you think good parents should treat their children?
　　3. do you think there is a generation gap between you and your family? how can you deal with it?
　　step 6: homework
　　1. write an end to the play.
　　2. role-play the dialogue in groups of five
　　grammar and usage
　　the grammar item in this unit will still deal with attributive clauses. you are first expected to learn about the attributive clause introduced by a preposition + which and a preposition + whom. you will also learn how to use attributive clauses introduced by the relative adverbs when, where and why.
　　step 1: prep.+ which & prep.+ whom
　　an attributive clause can be introduced by a prep.+ which/whom and let’s see in what circumstances these two forms are used.
　　1. point 1 on page 28
　　point out the antecedents and their functions in the following two sentences.
　　we thought you were a person from whom we could expect good decisions. (the antecedent is a person. in the attributive clause it serves as the object of the preposition from.)
　　the money with which you were to buy dog food is gone. (the antecedent is the money. its function in the attributive clause is the object of the preposition with.)
　　2. point 2.
　　the maths teacher is the person from whom i got an a plus.
　　art is the subject about which i know little.
　　3. points 3 and 4.
　　dad is a person to whom i can easily talk.
　　dad is a person whom/that/who i can easily talk to.
　　dad is a person i can easily talk to.
　　note: the preposition in the attributive clause must be used whether the relative pronouns are left out or not.
　　4. point 5.
　　the sentences in point 5 show us how to use the attributive clause to modify the antecedent way.
　　now the ecercises in parts a and b on page 29. for part a, you should pay attention to the antecedent to see whether it refers to a person/people or sth./things. complete each sentence according to its meaning.
　　answers
　　a 1 c 2 d 3 b 4 a 5 e 6 h 7 f 8 g
　　b 1 which 2 which 3 about 4 from 5 from
　　resources
　　you may want to know more about in what situation a prep.+ which/whom should be used and how to use a proper preposition. more sentences with attributive clauses introduced by a prep.+ which/whom can be used as examples.
　　*the pen with which i write my homework every day is broken, so i＂ll have to buy a new one. (with herecan’t be omitted for we say, ＂i write my homework with the pen every day＂)
　　*can you please give me some paper on which i can write a note? (i can write a note on the paper.)
　　*do you know the woman with whom our teacher is talking? (our teacher is talking with the woman.)
　　*do you know the name of the girl about whom our teacher is talking? (our teacher is talking about the girl.)
　　*the man from whom i bought the old picture is over eighty years old. (i bought the old picture from the man.)
　　step 2: relative adverbs: when, where and why
　　here you will learn in what condition when, where or why is used to introduce an attributive clause. and let’s see what other words can be used to replace when, where or why.
　　1. when the noun or the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause. here when is used as a relative adverb.
　　let’s read the three example sentences in point 1 on page 30 and tell what when refers to in each of the sentences.
　　in sentence 1, when refers to on that day.
　　in sentence 2, when refers to at that moment.
　　in sentence 3, when refers to at that time.
　　so these sentences can be expressed in some other ways as the following:
　　do you remember the day on which we left you in charge?
　　i often think of the moment at which i saw the ufo.
　　i remember the time at which eric won that speech competition.
　　2. when the noun or the antecedent refers to a place and is used as the adverbial of place in the attributive clause, where is used to introduce the clause. here where is used as a relative adverb.
　　read the four example sentences in point 2 and tell what where refers to in each sentence.
　　in sentence 1, where refers to in the house.
　　in sentence 2, where refers to in the country.
　　in sentence 3, where refers to in the city.
　　in sentence 4, where refers to in the family.
　　so these sentences can be expressed in some other ways as the following:
　　the police searched the house in which the thief had stayed.
　　mike wants to work in a country in which there are a lot of rain forests.
　　is shanghai the city in which he was born?
　　thi...