Unit1 How do we deal with our problems?
1.Key points 1)vocabulary:
deal, unless, duty, easily，influence, friendship, lose, development, face 2)structure:
We can deal with our problems by learning to forget. 2.Difficult points
verb +by with gerund 3. Ability Objects
Enable Ss to solve problems in different ways. Learn to use dictionaries 4. Moral Objects
Learn to face the challenges like famous people 5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
Everyone has problems. The most important is how to deal with our problems. If we don’t solve the problems, they will affect our study and our family. Then we can’t be happy.
Can you think of any problems you have had recently? Tell a partner how you dealt with them?
Step2.Pre-reading
Look up the meanings of the following words in a dictionary. Deal unless unfair affect solve challenge
Step3. While reading 1. Read quickly
Ask Ss to scan the passage and come up with the general idea of each paragraph:
1)We have many ways to deal with our problems. 2)We can solve a problem by learning to forget.
3)We can solve a problem by changing it into a challenge. 4)We can solve a problem by think of something worse. 2. Read carefully
Ask Ss to read the passage carefully and answer the following questions: 1) What will happen if you are always angry with your friends? 2) What can we learn from children how to deal with a problem? 3) Why do students complain about school?
4) How can we find our problems are not terrible?
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Step4. Post-reading,
Get Ss to watch the video on Stephen Hawking and ask Ss what they can learn more from this clever scientist.
Step5. Discussion
Get Ss to work in groups and discuss which way of dealing with problems is the best? And then list more ways on the Bb.
Step6. homework
Write about problems/ accidents when you dealt with before.
Blackboard Design deal unless duty easily influence friendship lose development face deal with be angry with decide not to do sth complain about with the help of… Unless we deal with our problems… It is our duty to … Let’s not worry about… Let’s face the challenge instead.
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Unit2 He used to cause a lot of trouble?
1.Key points 1)vocabulary:
death, cause, himself, patient, make a decision, waste, take pride in, attention 2)structure:
He didn’t use to give his mother any problems.
He has been working hard and is one of the best students. 2.Difficult points be used to do sth
It was exactly what I needed.
It is very important for parents to be there for their children. 3. Ability Objects
Enable Ss to analyze their trouble and make a decision to change it. 4. Moral Objects
To make a right decision to change problems. 5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
1)Everyone has problems. When I was young, I didn’t like school. After my mother told me the importance of study, I decided to study hard and make much progress and success.
Tell your partner about a time your parents helped you with a problem.
Step 2. Pre-reading
Guess the meanings of the following words by using the context. death, cause, himself, patient, make a decision, waste,
Step 3 While reading 1. Read quickly
1) Ask Ss to scan the passage and put these sentences into the correct places in the reading.
2)Read the passage again and get the main idea of each paragraph: ①Martin used to be a “problem boy after his father’s death. ②His mother was very patient and tried to help him. ③Martin started to change after the phone call ④Now Martin has really changed. 2. Read carefully
Read the statements and decide “true”, “false” or “don’t know”. 1)Martin’s father didn’t use to help him. D 2)artin didn’t like the boarding school. T
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3)What his mother said changed Martin’s mind. T 4)Martin feels good himself now. T
Step4. Post-reading
Get Ss to read again and retell the passage with the following sentences: 1)Before his father’s death … 2)After his father’s death … 3)Now …
Step5. Discussion
Work in groups and tell others the problems you are facing and ask them for advice on how to deal with them.
Step 6. Homework
Make the conversation between Martin and his mother on the phone. He used to be “ a problem death get into trouble with child”. cause make a decision She didn’t give up helping himself take pride in him. patient pay attention to It was exactly what I waste feel good about oneself needed attention It is very important for sb to do sth.
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Unit3 Should I be allowed to make my own decision?
1.Key points 1)vocabulary:
in the way, achieve, race, taught, importance, succeed, care about 2)structure:
I think I should be allowed to make my decisions for myself. Being a professional is the only thing I have ever wanted to do. 2.Difficult points
passive voice with modal verb should 3. Ability Objects
Enable Ss to analyze reasonable advice.
4. Moral Objects
Learn to analyze and take some reasonable advice. 5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
In your group, discuss the following the questions. How old is a teenager?
What are some of the rules that a teenager should obey?
Step2. Pre-reading
Look at the title of the reading. Answer Yes/No. Find out how many in your group agree with you.
Step3. While reading 1. Read quickly
Ask Ss to scan the passage and answer the following question: Why don’t Liu Yu’s parents let him practice running too much? 2. Read carefully
Read the statements and circle “true”, “false” or “don’t know”. 1) Liu Yu’s parents are against running. F
2) Liu Yu is unhappy that his parents won’ t let him practice running. T 3) Liu Yu thinks he will succeed in achieving his dream. T
4) Liu Yu can win a gold medal in the marathon of Olympic Games. D
Step4. Post-reading
Ask Ss to make sentences with the following phrases:
get in the way of… be serious about spend time on Step5. Discussion
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Get Ss to discuss if Liu Yu should be allowed to practice running. Use the information in the reading to support your opinion.
Step 6. Homework
Make an article about a famous person. Write about his/her childhood and how he/she became successful. These hobbies can get in Achieve in the way the way of school work. race make a decision for oneself realistic care about We have nothing against taught be allowed to do sth running. importance achieve one’s dream succeed I should be allowed to make my decisions for myself.
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Unit4 What would you do if…?
1.Key points 1)vocabulary:
come out, cover, press, deep, downstairs, correct, burn, knee, pain, hurt, offer, refuse 2)structure:
If I were you, I’d talk to your friend about the dangers of smoking. 2.Difficult points
the subjunctive mood 3. Ability Objects
Enable Ss to deal with problems using what they know. 4. Moral Objects
Enable Ss to think of ways to deal with problems and protect themselves. 5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
Let Ss watch the video “ Jerry and Tom” and answer the following questions:
1)How many problems and accidents did Jerry have? 2)If you were Jerry, what would you do?
Step2.Before reading
Discuss the following questions and take notes. 1)What kind of accidents do you know of? 2)What is the biggest problem a teenager has? Teach the new words: first-aid come out…
Step3. While reading
If you couldn’t deal with the problems, what should you do? Help Ss to answer: I could have a first-aid book in my home. 1. Read quickly
Ask Ss to scan the passage and discuss the following questions: 1)Why is cold water helpful to treat a small burn?
2)Why would it be dangerous to meet an “Internet friend” alone?
2. Read carefully
Read the statements and circle “true”, “false” or “don’t know”. 1) You can cover the cut with wet paper. F
2) If someone fell down and couldn’t move, try to help it get up. F
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3)You can meet him /her anywhere because you are afraid of nothing. T 4)We should refuse a cigarette at a party. T
5)When you get pimples, you’d better have enough rest.
Step4. Post-reading
Ask Ss to find and study some new words and expressions through the context or by looking them up in a dictionary.
Step5. Discussion
Can you think of more “accidents” and “problems”? And what advice would you give to Dr Robinson’s book.
Please work in groups and write down your ideas.
Step 6. Summary and homework
Make an article to give advice on “accidents” and “problems” you have ever had. Tell us what happened? What did you do? Did you ask for advice? Did the advice help?
What would you do if… cover come out press a lot of experience If I felt pain, I will stop deep in lots of situations running. downstairs by accident correct Of course you should burn refuse. knee pain hurt offer refuse
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Unit6 I only eat food that tastes good.
1.Key points 1)vocabulary:
taste, mainly, stay away, actually, laboratory, itself, cancer, increase, risk, biscuit, main 2)structure:
I prefer not to eat too much food that is fried. The main thing is to have a good balance. 2.Difficult points
The attributive clause with that and who. 3. Ability Objects
Enable Ss to express preferences. 4. Moral Objects
Keep healthy by eating a balanced diet.
5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
What food did you have for breakfast today? What food do you prefer?
Whose breakfast is the healthiest? Get Ss to discuss and give reasons.
Step 2. Pre-reading
Ask Ss to discuss the following questions: 1)Are you a vegetarian?
2)Do you only eat food you like?
Step 3. While reading
A group of young people are discussing the same question. What are their opinions? 1. Read quickly
Please read the passage quickly and find out who eats a balanced diet? Laura eats a balanced diet and is a strict vegetarian. 2. Read carefully
Read the statements and judge “true” or “false”. 1) Peter only eats food that tastes good. T
2) The burnt barbecued meat can increase the risk of cancer. T 3)A vegetarian only likes vegetables. F
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4)Laura never eats meat. T
5)Tony prefers to only food that he likes. T Step4. Post-reading
1)Read the passage again and find out the thing that good for us and things that are bad for us.
Step5. Do a class survey
Get Ss to work in pairs and find out partners’ diets and then make a short report. For esample:
Jack is a strict vegetarian. He only likes fruits and vegetables. He never eats meat and never drinks Cola…
Step 6. Homework
Write a passage about what we should eat or drink to keep healthy.
I only eat food that tastes taste stay away good. mainly keep healthy actually to be honest I prefer not to eat too laboratory in agreement much food that…. itself the risk of cancer cancer, The main thing is to have a good balance.
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Unit7 I’d like to sail across the Pacific.
1.Key points 1)vocabulary:
sail, Pacific, findings, thousands of, as soon as possible, continue, programming, report, dream 2)structure:
Some students would like to work as soon as possible. 2.Difficult points
I’d like to…. I’d love to…. I hope…. 3. Ability Objects
Enable Ss to talk about the hopes and dreams. 4. Moral Objects Hold on to your dreams.
5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
Do you have hopes and dreams, boys and girls?
Ask Ss to write down their hopes and dreams, then ask some students to read them out.
Step 2. Pre-reading
Ask Ss to discuss the following questions and make a note. How can you achieve your dreams?
Step3. While reading 1. Read quickly
Ask Ss to scan the passage to get the structure of the passage as follows: 1)What are the hopes of teenagers? 2)What are the dreams of teenagers? 3)Conclusion. 2. Read carefully
Read the statements and circle “true” or “false”.
1) All the teenagers would like to go to college after finishing education. F 2) Some Ss would like to start work as soon as possible. T 3) Some Ss hope to continue studying after finishing school. T 4)Many students dream of becoming famous. F
5) It’s important to hold on to your dreams to make them to come true. T
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Step4. Post-reading
Ask Ss to read again and answer the question:
What is important to students about the work they do? Step5. Discussion
Discuss the following question in small groups with reference to the reading.
Is there anyone in the world who has no hopes or dreams? Step 6. homework
Write down a dream you have and how you’ll achieve it.
sail thousands of I’d like to…. Pacific as soon as possible I’d love to…. findings according to I hope…. It was clear from the continue, be willing to survey that programmingdream of report hold on dream
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Unit8 I’ll send you a photo of lucky.
1.Key points 1)vocabulary:
fill, organization, disabled, pleasure, blind, deaf, imagine, shut, carry, specially, fetch 2)structure:
An organization was set up to help disabled people. 2.Difficult points Part of speech. 3. Ability Objects
Enable Ss to use parts of speech. 4. Moral Objects Learn to offer help.
5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
Animals are our friends. Have you got an animal pet? Do you like your it?
Why do so many people keep animal pest? What can animals do for people?
Get Ss to discuss and tell their opinions to the class. Step 2. Pre-reading
Today, we’ll read a letter. There are many kinds of letters. Can you tell us how many kinds of letters you know? How is a letter different from an article? Get Ss to discuss and list three defferences.
Step3. While reading 1. Read quickly
Well, read this letter quickly and tell what kind of letter it is? Ask Ss to scan the passage to answer the question: It is a thank-you letter. 2. Read carefully
Read the statements and circle “true” or “false”.
1) “Animal Helpers” is set up to help poor people. F 2)Disable people are blind and deaf. F 3)Miss Li donated money to “Animal Helpers”. T 4) Lucky can fetch things for disabled people. T 5) Liz Smith bought Lucky from“Animal Helpers”. F
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Step4. Post-reading
Ask Ss to find some new words and point out each one’s part of speech. Step5. Discussion
Get Ss to talk about what other animals can be trained to help people. Write it down and read it to the class. Step 6. Summary and homework
Write a short reply to Liz Smith. Offer to help her more. Say why and what you are able to help her. fill fill with I’d like to thank you organization help sb out for…. disabled cheer sb up It would be possible for pleasure at once to have specially trained blind thank for doing dog. Your donation is deaf run out of money appreciated. imagine shut
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Unit9 Do you know when basketball was invented?
1.Key points 1)vocabulary:
active, create, wooden, knock, divide, basket, metal, below, towards, develop, rise, risen 2)structure:
It’s played by millions of people. 2.Difficult points Passive voice. 3. Ability Objects
Enable Ss to talk about the history of basketball. 4. Moral Objects
Learn sth from invention and get ready to serve the society.
5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
Are you interested in sports? Can you say the names of sports in English?
Let Ss have a memory challenge “How many sports can you say in English?”
Step 2. Pre-reading
How many different kinds of sports can you think of in China? List 8 sports played in China. Rank them in the order of popularity.
Step3. While reading 1. Read quickly
Ask Ss to scan the passage to answer the question: What is the aim of basketball?
The answer is for players to get the ball into the basket which has net hanging from a metal hoop. 2. Read carefully
Read the statements and circle “true” or “false”.
1)Basketball is very popular everywhere in China. T 2)An American teacher invented basketball. F
3)Players may use the backboard to guide the ball into the basket. T 4)The first basketball game was played in 1936. F
5) The number of foreign players in NBA has increased. T
Step4. Post-reading
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Ask Ss to draw a mind-map with the information from the reading. Step5. Discussion
Would you like to play on China’s national basketball team on day? Make a list of good and difficult things about being a basketball player.
Step6. Summary and homework
Write a passage about what you should do if you want to be an NBA player. active much-loved It is enjoyed by many create divide into people. wooden hang from His class was asked to knock guide into invent a game. It is believed that… divide move towards basket metal below towards
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Unit11 Could you please lend me your pen?
1.Key points 1)vocabulary:
alright, direct, order, lend, lead, wonder, trouble, offend 2)structure:
I wonder if you can help me. 2.Difficult points Indirect questions. 3. Ability Objects
Enable Ss to choose suitable language. 4. Moral Objects
Learn to use suitable language.
5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up
Do you often have too much homework?
If you need help with your homework, how would you ask these people? Your parents: Your teachers: Your friends:
Step 2. Pre-reading
Discuss the language you used to ask for help with your homework. Was it the same each time? If not, discuss why not?
Step3. While reading 1. Read quickly
Ask Ss to scan the passage and get the main idea of each paragraph.
2. Read carefully
Read the statements and circle “true”or “false”.
1) Knowing how to ask for information politely is important. T 2) “Where are the restrooms?” sounds more polite. F 3)How to ask for information politely is not difficult. T
2) You can ask your teacher like this, “ Where is my book?” F 3) The suitable language you need depends on your grammar. F
Step4. Post-reading
Ask Ss to role play the situations mentioned in the reading. Ask the other
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students to think about the relationships between the speakers and listeners.
Step4. Discussion
Now, let’s have a discussion. Talk in groups and describe some suitable situations when you are in Shanghai World Expo.
Step 5. Summary and homework
Make up two conversations that happen in Shanghai World Expo. alright ask for Could you please tell direct depend on me where the restrooms order in some situations are? lend lend sb sth Do you know where my lead lead in to.. book is?. I wonder if you can help wonder in order not to… me.. trouble offend
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Unit12 You are supposed to write quickly.
1.Key points 1)vocabulary:
rubbish, seek, chatline, online, type, form, symbol, beside, e-mail, fiddle, experiment, proper 2)structure:
E-mail English is supposed to be used on mobile phone. 2.Difficult points
Passive voice / be supposed to+ infinitive 3. Ability Objects
Enable Ss to use E-mail English. 4. Moral Objects
Learn to cooperate with others.
5. Teaching Aids Multi-media
Teaching Procedures Step 1.Warming up Let Ss chant
What are you supposed to do in China? We’ re supposed to shake hands. Shake hands, shake hands.
What are you supposed to do in Japan? We’ re supposed to bow backs. Bow backs, bow backs.
Step2. Pre-reading
Ask Ss if they can read the following expressions and how to write them in English.
How RU? CU! BTW CUL8r
Step2. While reading 1. Read quickly
Ask Ss to scan the passage and get the 2 kinds of email English Abbreviation and homophone. 2. Read carefully
Read the statements and circle “true” or “false”. 1) Many E-mail English words look like rubbish. T 2) E-mail English is use to save time. T 3) WBQ would mean with best questions. T 4) E-mail English is supposed to be used in class. F
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5)Emoticons can be use to show your feelings. T
Step4. Post-reading
Read the passage again and answer the following questions: 1)Why is email English being used nowadays?
2)How many forms are used to write email English? Can you give an example for each one?
Step4. Discussion
Give Ss sentences, and get them to discuss in groups to write them in email English.
Step 5. homework
Write a note to some friends using e-mail English. rubbish look unfamiliar to us ICQ means I seek you. seek combine with You are supposed to chatline be supposed to type quickly. Your teacher will not be online at the proper time pleased if …... type be rude to do sth form symbol beside
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Unit13 Receiving money makes me uncomfortable.
1.Key points 1)vocabulary:
purple, purse, guilty, tastes, saying, thought, count, art 2)structure:
Receiving a purple purse makes me embarrassed. 2.Difficult points
Make sb + adjective. Make sb + infinitive. 3. Ability Objects
Enable Ss to talk about the feeling of receiving gifts. 4. Moral Objects
Learn to understand other people’s feeling.
5. Teaching Aids Multi-media
Teaching Procedures Step 1. Warming up
T: Hello, everyone. In this September, you will be high school students. It’s a big step in your lives. Would you like to get some gifts to celebrate it? Ss: Yes.
T: What would you like to have?
Ss: I’d like to have a computer/ mobile phone. Get Ss to talk in pairs.
Step 2. Pre-reading
Ask Ss the following questions and get them to discuss in pairs. If you receive a gift from your best friend, how will you feel? What do you think of receiving gifts?
Step3. While reading 1. Read quickly
Ask Ss to scan the passage and answer the question:
Why does receiving money make me feel uncomfortable? 2. Read carefully
Read the statements and circle “true” or “false”.
1) Receiving money might make people feel embarressed. T
2) Guo Xiaojing really liked the purple purse her parents gave her. F 3) Han Ling used to wear the sweater because she liked it very much. F 4) John Wilson thinks it is good idea to give money as a gift. F 5) Receiving gifs is even harder than giving gifts. T
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Step4. Post-reading
Choose an adjective from the reading that expresses a feeling. To “make the word your own”, write about a time when you felt this way.
Step5. Discussion
Imagine you have two classmates, Tina and Peter. They are having a birthday soon. Discuss to choose the best gifts for them.
Step 6. Summary and homework
Write a short article about your own experience on receiving gifts. 1)What was the gift? Who gave it to you and why? 2)How did feel when you opened it? purple the art of giving It really made feel purse to be honest embarrassed. This made feel guilty. guilty to make things easier tastes have some thought behind it It’s the thought that counts. saying thought count art
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Unit14 He’s already visited the place where his ancestors lived.
1.Key points 1)vocabulary:
ancestor, overseas, homeland, government, organize, so far, southern, villager, strongly, purpose, step 2)structure:
I’ve really enjoyed the trip so far. 2.Difficult points
Present perfect tense with already / yet. 3. Ability Objects
Train students’ reading and writing skills． Enable Ss to talk about recent events. 4. Moral Objects
China is our homeland. Wherever we are, we never forget we are Chinese． 5. Teaching Aids Multi-media A projector
Teaching Procedures Step 1. Warming up
Let Ss enjoy the song “ Sailing”
After playing the song, ask Ss what they feel after enjoying the song?
Elicit the overseas people think of the hometown very much and they are eager to get back hometown.
Step 2. Pre-reading
Ask Ss the following questions and get them to discuss in pairs. Do you have family members who live outside China? Do you think “ancestors” are important?
Step2. While reading 1. Read quickly
Ask Ss to scan the passage and answer the question:
What do overseas Chinese think of the summer camp program--- In Search of Roots? 2. Read carefully
Read the statements and circle “true” or “false”. 1) Robert can speak Chinese quite well. F
2) The program has brought lots of students to foreign countries. F
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3)The most exciting part of the trip is going to the village. T 2) Robert Qian was in China. F
3) The program In Search of Roots began in 1980. T
Step4. Post-reading
Get Ss to work in groups and discuss how they feel after reading this article. Then make a report.
Step5. Discussion
Suppose two overseas Chinese students have come to your town. Discuss and write a report that includes the following information: 1)What have you already shown them and why?
2)What important things you haven’t shown them yet?
Step 6. homework
1)Read the passage again for further comprehension.
2) Imagine you are Robert. After returning from China, you write a letter to your friend about the “In Search of Roots”. Blackboard Design ancestor overseas homeland government organize southern so far thousands of the two-week camp go for walks thanks to look forward to doing sth Robert has come to visit his ancestors’ homeland. It has been a great trip. I have really enjoyed the trip so far. 24 / 24