Teaching Goals

1. Talk about art and literature

2. Talk about artists, painters and writers

3. Tell stories

4. Review of The Restrictive and Non-Restrictive Attributive Clause

5. Design a film poster

Teaching time: Six periods

Students: Intermediate

Period One (Warming up & Listening)

Aims: Have some knowledge about the world famous paintings and artists

Practice listening for specific information

Learn some new words and expressions

Aids: A tape recorder; a computer

【Teaching Procedures】

Step 1. Warming up

Show some photos of the great paintings of the world, and then ask students to try to match them with their painters.

Make some introduction of these well-known painters. (Qi Baisi, Vincent van Gogh, Pablo Picasso, Leonardo da Vinci, etc.)

Task: Ask students to give brief comment about any of these paintings and tell whether they like them and why.

Step 2. Listening

Pre-listening: Look at the information chart to make clear what they are going to listen

While-listening: Listen to the tape and pick out the right information. Let them listen again if necessary.

Post-listening: Ask students to work in pairs and use the role cards to ask for and give information

Step 3. Workbook

P.151 Listening

Pre-listening: Make some introduction of Toni Morrison for his life and career.

While-listening: Listen to the tape and fill in the information.

Post-listening: Listen to the story about Morrison and complete the tasks

Step 4. Word study

Read the new words and expressions of this unit

Literature, comedy, local, exhibition, power, magic, trick, series, forehead, treat, unhappy, habit, villager, shoulder, whisper, stupid, announcement, character

Homework:

Listen to the tape of this unit. Review the new words and expressions.

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Period Two (Speaking)

Aims: Practice how to exchange information on telephone according to different situations.

Learn how to tell stories.

Aids: A tape recorder

【Teaching Procedures】

Step 1. Work in pairs

Ask students to work in pairs and use the role cards to ask for and give information after they have been clear about what the cards are talking about. Explain the situation if necessary.

Learn some useful expressions: What shall we do?

Would you like to…?

I’d like to…

Maybe we could…

I’d prefer to…

Which do you prefer…or…?

There are several things we could do.

Step 2. Discussing

Ask the students to prepare a role card for a group discussion by using the expressions above. Each role card should include the following information: whom the person is, where he or she wants to go, when and why.

The teacher should lead the students to the given situation clearly. Offer the situation-based tasks to the students.

Step 3. Performance

1.Act out the situation with their partners.

2.Evaluate the students’ performance.

Step 4. Talking

In this activity, the students will practise telling a simple story.

Ask students to look at the pictures in workbook P151. Tell them that they are going to tell a story about one of these pictures with the help of their visual clues. If the students find it difficult to get started the teacher can write similar questions about one of the pictures and ask the students to answer the questions. The teacher can then use the students’ answers to tell a simple story and tell the students to try on their own with another picture.

Homework:

Preview the reading text.

Read the new words and expressions of this unit trying to catch the meanings.

Finish the practicing of vocabulary on page 87.

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Period Three (Reading)

Goals: 1.Have some knowledge about the novel Harry Potter written by British novelist JK Rowling, including its content and the life, study, characteristic and brief of its dramatis personae Harry Potter.

2.Learn how to firm one’s brief and overcome the problem once they meet it.

Aids: A tape recorder; a computer

【Teaching Procedures】

Step 1. Pre-reading

1. Questions:

Have you read any of the Harry Potter books or watched the films?

Harry Potter has magical powers. Do you know of any other heroes who have strange powers?

Do you like to watch magic tricks? Have you ever tried doing a magic trick?

2. Talking: Let the students answer the questions. If some students have read the Harry Potter books or seen the films, ask them to say something about Harry Potter and hat they think about the books and films.

3. Ask the students to think of three magical powers that they would like to have. Give the students time to think and then ask them what they have come up with.

Step 2. While-reading

1. Tell the students to read through the text once and try to catch the main idea and pick out the key sentences of each paragraph.

1) It is a world of magic and wonder, a world where anything can happen.

2) Harry seems like a normal boy, but his life is miserable.

3) Hogwarts is an unusual school.

4) Harry has to fight against bad wizards and do the right thing.

2. Listen to the tape recorder. While listening, students are asked to carefully read the text again and write down the words that describe Harry Potter and Hogwarts.

Normal miserable change brave fight believe Unusual magic friends

Step 3. Post-reading

Language point:

l play = play the part/role of, act, take the part of.

l crash 1) vt.&vi. to fall or strike something noisily and violently

2) n. a violent vehicle accident

l deserted adj. empty or left completely

deserted island; deserted street

l alone & lonely

l even though adv. conj. no matter if; though

l share share in sth.

share sth.(out) among/between sb.

share sth. with sb.

Homework:

Workbook P87 Translate the following letter into English and write a letter of reply, using in my opinion, in order to and fond of.

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Period Four (Word Study & Grammar)

Goals: Review the important words that appear in the reading material.

Learn the Direct and Indirect Speech in Statements and Questions.

Aids: A computer

【Teaching Procedures】

Step 1. Word study

Fill in the blanks with the words and phrases learnt in this unit.

Step 2. Brief explanation

Briefly explain Direct Speech and Indirect Speech.

☆You use Direct Speech when you want to show the exact words someone said or wrote using quotation marks.

e.g. “I had a great time at the picnic,” she told her mum.

(direct speech) (reporting clause)

☆Use a comma to connect the direct speech and the reporting clause.

☆When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense and pronouns in order to keep the same meaning.

DERECT SPEECH --- INDITRCT SPEECH

present past

past past or past perfect

present perfect past perfect

past perfect past perfect

e.g. “I’ll take care of you,” Chuck said. →

Chuck said he would take care of him.

Step 3. Practice

P5 1. Turn the following sentences into Direct Speech or Indirect Speech.

Ask students to change the sentences one by one, and pay attention to the change of determiner pronoun, adverbial modifier and tense.

2. Read the conversation below. Write down what Wilson says, using Direct Speech as in the example.

EXAMPLE:

WILSON: Can we talk, Chuck?

YOU: Chuck, Wilson asks if he can talk with you.

CHUCK: Yes, sure. We can talk.

Homework:

Workbook P87 Grammar

1. Change Mary’s words into Indirect Speech, using the words in brackets.

2. Read Sarah’s diary and underline the Indirect Speech, then change them into Direct Speech.

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Period Five (Exercise & Integrating Skills)

Aims: Check the exercises in the workbook.

Learn to write an e-mail to find an e-pal.

Aids: A tape recorder

【Teaching Procedures】

Step 1. Check

Give the answers to the exercises of grammar in the workbook P87.

Exercise 3. Change the sentences into Direct or Indirect Speech.

Step 2. Integrating Skills

1.Listen to the tape then read the e-mail ads.

2.Introduction: An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from.

3.Learn the tips of writing an e-mail.

Step 3. Reading

1.Instruction: The reading describes different kinds of friends.

2.Look through the text and answer the questions below.

3.Discuss the following questions:

I. How have your friends helped you? How have you helped them?

II. What does the beginning of the reading “friends I haven’t met yet” and “friends that I will never know” mean.

Step 4. Writing (Workbook)

1.Read the e-mail.

2.Ask students to find out what the girl wants to know more about. Think about what they want to tell the girl.

3.List the things they want to include in the e-mail.

Homework:

Writing: Write an e-mail to one of the e-pal ads.

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Period Six (Revision)

Aims: Go through what have learned in this unit.

【Teaching Procedures】

Step 1. Dictation

Dictate the new words and expressions in this unit.

Step 2. Revision

Go through the content in Unit 1.

Step 3. Checkpoint 1

Give the answer to the exercises left in this unit.

Analyze the difficulties.

Homework:

Preview Unit 2.

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