Ⅰ. Teaching objectives and demands:
1. After the learning of this unit the students are supposed to master the following words and expressions:
Café; menu; oxen; waitress; wipe; ham; hot dog; sauce; pie; jam; regret; now and again; help oneself to; goose; geese; farmland; day by day; agricultural; irrigate; salty; pest; storage; ruin; damp; in a word; loss; whichever; ownership; politician; in debt; repay; cash crop; raise; butcher; hilly; mountainous; make sense; jar; solve; spoon
2. The students required to understand and also be able to use the daily expressions in communication:
What would you like to…?
Would you like something to eat?
I’d like…
Help yourself to some…
I’m full, thank you.
3. Grammar: in learning the unit, we are going to revise Noun Clause.
4. Language use: the students are got involved in listening, speaking, reading and writing practice to improve their language use abilities.
5. Ethics teaching: after learning this lesson, the students are supposed to learn something about the food problem; the shrinking of the farmland; the population problem and the like.
Ⅱ. Time arrangement:
This unit is going to be finished in 6 teaching periods, including a unit test and period of listening.
Ⅲ. Key and difficult points of this unit:
1. Grammar: the noun clauses
2. Words and useful expressions
3. Daily expressions in communication
4. Listening and writing practice
Lesson 13
Ⅰ. Teaching objectives:
1. Students are required to master the following words and useful expressions:
Café; menu; oxen; waitress; wipe; ham; hot dog; sauce; pie; jam; regret
2. Students are supposed to master and use the everyday English for communication: dialogue presentation.
3. Language use: Manipulate listening, speaking practice for the students to use the language.
Ⅱ. Teaching aids: tape recorder; slide show; computer; multimedia education software
Ⅲ. Key points:
1. Dialogue presentation
2. Vocabulary and grammar usage in real-situation dialogues
3. Free dialogue making
4. Learn the expressions used in a restaurant.
Ⅳ. Teaching procedures:
Step 1. Revision
(1) Revise the expressions used in a restaurant: a customer and a waiter or a waitress.
(2) Revise the way of fixing a date.
Step 2. Presentation
SB Page 19, Part 1. Tell the students to talk about the picture and ask the students what they think Wang Bin and Carl were.
Step 3. Listening
Now listen to the dialogue and find out this information:
① Where were they? (In a restaurant)
② What was Wang Bin going to eat? (Hot dog and potato salad)
③ Where was Wang Bin going to work? (At a Farm institute)
Pick out some students to answer the questions loudly to the rest of the class.
Step 4. Reading and explanations
Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think.
(1) Have you ordered yet? 您點菜了嗎？ I’ll take your order. 請您點菜。
(2) Be excited about.
(3) All the same. = Even though
Step 5. Practice
SB P19, Part 2. Tell the students this part is compiled to practice the expressions usually used between a customer and a waiter or a waitress. Tell the students to work in groups to make up a dialogue using the sentences given.
Step 6. Consolidation
WB Ex.1, get the students to do this exercise orally in pairs to consolidate the dialogue that we learned in Part 1.
Step 7. Workbook
Workbook Lesson 13, Exx.2 and 3. Get the students to do the exercises individually and then check the answers with the students.
Answers: See Wb P85.
Homework
(1) Finish off the exercises of Lesson 13 in the workbook.
(2) Preview the next lesson if the students have time.
Ⅴ. Evaluation of teaching:
Lesson 14 Feed the World (1)
Ⅰ. Teaching aims:
1. After learning the text, the students are required to master the following words and useful expressions:
regret; now and again; help oneself to; goose; geese; farmland; day by day; agricultural; irrigate; salty; pest; storage; ruin; damp; in a word; loss; whichever; ownership; politician;
2. Revise the grammar: the noun clauses.
3. Get the students to read the text using the following reading skills: skimming and note taking.
Ⅱ. Key points: s and grammar 2. Reading comprehension
Ⅲ. Teaching methods: Reading: skimming and note taking.
Ⅳ. Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson13.
Step 2. Pre-reading report
Get the students to discuss the “Food Problems” according to their knowledge. Pick out some students to report to the class their result of their discussion.
Step 3. Scanning
Now get the students to read the text and answer the following questions:
① Why is the area of farmland in the world getting smaller?
② What are some of the ways of increasing food production?
Step 4. Note making
Tell the students to read the text more carefully to find out the specific information. Then fill in the blanks with appropriate information from the text. After they have finished the work, get some students to yell out their answers to the rest of the class.
Step 5. Language points
(1) 5. It is thought that one billion people, that is half the world's workers, earn their living by farming. 據認為有十億人，也就是全世界勞動人口的一半，是靠務農謀生的。
① 本句的句型結構是 It is thought + that-clause。其中的 it 是形式主語，代替真正的主語 that-clause。在這個that-clause 中有一個插入句(that is half the world's workers)，用以説明前面的one billion people.
It is thought + that-clause 的意思大體相當於 People think + that-clause。（人們認為......，據認為......）。例如：
It is thought that our basketball team will certainly win. (= People think that our basketball team will certainly win.)
據認為（人們認為），我們的籃球隊肯定會獲勝。
It is thought + that-clause 句型結構中的謂語動詞 think 還可以
換用下列動詞：
believe, know, report, say, suggest等，構成 It is believed / known / reported /said / suggested + that-clause 句型，分別相當於 People believe/know/report/say/suggest + that-clause的意思。
② earn one's living 是“謀生”、“掙錢過活”的意思。例如：
He began to earn his living at the age of twelve. 他12歲就開始自謀生活。
They earned their living by hunting. 他們靠打獵謀生。
She earned a hard living (by) washing ten hours a day.
她每天洗10個小時的衣服，以此維持艱苦的生活。
(2). For one thing, two thirds of the earth's surface is water, although this does provide a lot of food in the form of fish. 首先，地球表面的三分之二是水，儘管水的確提供了大量的可作食物的魚類。
for one thing 作“首先”，“一則”解，用來列舉理由。後面有時跟 for another （其次，再則）。例如：I can't go. For one thing, I have no money; for another, I have no time. 我去不成。一則沒有錢，再則沒有時間。
We should invite Jenny to the party. For one thing, she is fond of dancing and singing.
我們應當邀請珍妮來參加晚會，理由之一是她喜歡唱歌跳舞。
I don't want to buy the coat. For one thing, I don't like the colour, and for another, the price is too high.
我不想買這件外衣。一來我不喜歡這個顏色，再説價格也太貴了。
(3). First, it is being built on. 第一，在耕地上搞建築。
本句中的 it 指上文的 farmland, is being built 是現在進行時的被動語態(be + being + p.p.),後跟介詞 on。全句的意思相當於Various kinds of buildings are being built on the farmland.
注意：原句中的介詞 on 不可省略。類似的例句如下，其中的介詞不可省略。
All the most urgent matters are now being attended to. (= We are now attending to all the most urgent matters.) 最緊急的事情現在全都在處理中。
This question is being much talked about. (=People are talking much about this question.)
人們對這個在議論紛紛。
Step 6. Reference
SB P20, Part 4. Get the students to tell which words and phrases do the words printed in bold in the text referred to. Do orally with the class if time permits.
Step 7. Workbook
Get the students to do the wb exercises individually and then check the answers with the class. Answers: See Wb P86.
Homework
(1) Finish off the exercises of Lesson 14 in the workbook.
(2) Revise the key points of this lesson.
Ⅴ. Evaluation of teaching:
Lesson 15 Feed the World (2)
I. Teaching objectives (the students are supposed to master the following items and conduct the following practices):
s and useful expressions: damp; in a word; loss; whichever; ownership; politician; in debt; repay; cash crop; raise; butcher; hilly; mountainous; make sense; jar; solve; spoon
2. Grammar: Revise the noun clauses.
3. Reading practice: reading and discussion.
4. Ethic teaching: after learning this lesson, the students are supposed to learn something about the food problem; the shrinking of the farmland; the population problem and the like.
the students are supposed to learn from Madame Curie of her devotion to science and her love of her motherland.
Ⅱ points: grammar and useful expressions
Ⅲhing methods: Reading - practice
Ⅳhing procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Presentation
Tell the students that this lesson will continue to tell something about the “Food Problem” in the world.
Step 3. Scanning
Tell the students to read the text carefully and answer the questions on Wb P87. Do orally with the class. Answers: See Wb P87.
Step 4. Language points
Tell the students to read the text and underline the language points. Talk about the language difficulties with the students.
(1) What can be done in order to make sure that no one in the world goes hungry?
為了確保世界上沒有人捱餓，人們可以做些什麼呢？
go hungry 作“捱餓”解。 go + adj. 表示“轉變成......”，go 是連繫動詞，作“變得”解。這個結構常表示變壞。例如：
The machines go wrong. 機器出了毛病。
He went almost mad when he heard the news. 他聽到這個消息時幾乎發瘋了。
His illness is going worse. 他的病情正在惡化。
(2). the European Union (EU) 歐洲聯盟（簡稱歐盟）
(3). It has been proved that the way to produce the most food is to let farmers grow crops either to feed their family or to sell, whichever they choose. 事實證明，要生產出最多的糧食的辦法，就是讓農民種莊稼，或是為了供自家用，或是為了出售，由他們選擇。
① 這是一個 it is thought that ... 的句型。從句 whichever they choose (= no matter which they choose)是讓步狀語從句，修飾 grow.
② whichever 在這裏意思是“不論哪一個” (no matter which)，引導讓步狀語從句。又如：
You can either keep the book for yourself or give it to your friend, whichever you choose. 你可以把這本書留給自己或是送給朋友，悉聽尊便。
It has the same result whichever way you do it.
不管你用哪種方法做這件事，結果都一樣。
1) If the peasants could farm the land themselves, food production would be much higher.
倘若農民能夠自己種田，那麼糧食產量就會高得多。
(5). They would not vote to lose their land and wealth, even if it resulted in a fairer society.使自己的土地和財產遭受損失的事，他們是不會投贊成票的，即使這樣做的能導致一個更為公平的社會。第二個句子都使用了虛擬語氣，即：對當前的情況作相反的假定。在這種句子中，條件從句的謂語用一般過去時（be動詞用were），如第1)句中的 could farm, 第2)句中的 resulted in, 第3)句中的 were grown; 主句用 would / could / might + 動詞原形。例如：
I'm busy. If I had time, I would go.
我現在很忙。如果我有時間，我是會去的。
So you have to leave. How nice it would be if you could stay a bit longer!
那麼你不得不走。 要地你能多呆一會兒該多好！
If everyone in the country knew first aid, many lives would be saved.
倘若每個國民都懂急救，那麼許多人的生命是可以得救的。
If I were you, I would not give up. 如果我是你，我就不會放棄。
What would happen if she were told about it?
如果她知道這事，會發生什麼情況呢？
(6). Many less-developed countries are in debt because they borrowed money from richer countries in order to develop industry.
許多不太發達的國家都欠了債，因為它們從較富裕的國家借了錢來發展工業。
① less-developed 是一個“副詞 + 過去分詞”的結構，作定語。
② (be) in debt 作“欠債”解。例如：
Han Meimei is now is debt to Li Lei for more than one hundred yuan.
韓梅梅現在還欠李雷一百多元錢。
He was in debt when he was poor, but has been out of debt since he got rich. 他窮的時候欠過債，但變富以來就不負債了。
(7). Unfortunately they find it difficult to repay this money.
不幸的是，他們發現這筆債很難還清。
句中的it是形式賓語，用以代替後面的真正賓語(to repay this money)。形容詞difficult 是賓語的補足語。英語中有一些動詞 (如 consider, feel, find, think等)，後面可以跟帶形式賓語 it 的複合結構。即consider / feel ... + it + adj. / n. + 不定式短語。例如：
I found it very hard to understand what he said at the meeting.
我發現很難理解他在會上講的那些話。
Do you think it possible to finish the work in time?
你認為及時完成這項任務有可能嗎？
We consider it a waste of time and money to go on with the project.
我們認為繼續搞這項工作是浪費時間和錢財。
(8). Many western countries raise and butcher a large number of beef cattle. 許多西方國家飼養並屠宰大量的肉牛。
句中 raise 作“養育子女”，“飼養（牲畜）”解。例如：
Both the husband and wife had to work hard to raise their children.
夫妻二人不得不辛勤勞動來養育他們的孩子。
Another nature park has been built to raise more milu deer.
又修建了一座自然公園以飼養更多的麋鹿。
A large number of pigs and ducks are raised on this farm.
這個農場飼養了大量的豬和鴨子。
Step 5. Practice---- grammar revision
SB P23, Part 2~4, Tell the students to do the exercises about the noun clauses in groups and then get a reporter to report to the rest of the class.
Step 6. Workbook
Workbook Lesson 15, Ex. 2~3. Get the students to do the three exercises and then check the answers with the students if time permits. (Noun clauses used in the sentences as subject, predicative and appositive)
Homework
(1) Finish off the exercises of Lesson 15 in the workbook.
(2) Revise the grammar of noun clauses.
(3) Ethic teaching: Discussion ---- What should man do to solve the food problem?
Ⅴ. Evaluation of teaching:
Lesson 16
Ⅰ. Teaching aims and demands
1. Provide the chance for students to have a listening practice
2. Revise the grammar with the students: noun clauses
3. The students are required to practice the words and useful expressions in Checkpoint 4.
Ⅱ. Key points: 1. Grammar; 2. Listening 3. Useful expressions.
Ⅲ. Teaching methods: Listening - practice
Ⅳ. Teaching procedures
Step 1. Revision
(1) Check the homework exercises. (2) Revise the previous two lessons.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 136 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions. ② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 4 with the students. Get the students to make up sentences using the useful expressions if time permits.
Step 4. Word study
SB P24, Part 2. Read the instructions and get students to fill in the blanks with the words given in the box. Check the answers with the students after they finish them.
Step 5. Writing
SB P24, Part 3. Read the instructions and tell the students to develop a paragraph by completing the notes from the text. Assign the work as their homework.
Step 6. Workbook
Workbook Lesson 16. Ex. 1~3. Get the students to do the two exercises and then check the answers with the students.
Homework
(1) Finish off the wb exercises of Lesson 16.
(2) Revise the key points of this unit. (3) Writing: See Step 5.
Ⅴ. Evaluation of teaching:
文萃咖
