1. 在本書中的地位與作用:

本單元的中心話題是“介紹”名人，主要是圍繞介紹比爾蓋茨展開的。圍繞這一話題，課文中設(shè)計了對話，問答，閱讀等各種活動。本單元的重點話題和功能項目是“肯定和不肯定”（Certainty

and uncertainty）使用了I’m sure that … and I’m not sure if…的句型。冠詞是本單元的重點語法內(nèi)容。

2. 教學(xué)的重點與難點： (1) Grammar Articles (冠詞)： The Indefinite Article

（不定冠詞）用于可數(shù)名詞單數(shù)前，指一類人或物。 He is an engineer. Is it a story book?

指某人或某物，但不具體說明何人或何物。 The students go to school five days a week.

表示“一”這個數(shù)量，但數(shù)的概念不如one 強烈。 I have a cat and a dog. 用于固定搭配某些詞組。 a lot of , a

little, have a good rest The Definite Article�。ǘü谠~）特指人或事。 The boy on the

bike is my brother. 指雙方都知道的人或事。 Where’s the teacher? She’s in the

classroom. 指上文提到的人或事。 Can you see a picture? In the picture there’s a

house. 用于指世界上獨一無二的事物前。 Look at the bright moon. 用于序數(shù)詞何形容詞最高級前。 I’m the

first to come. China has the largest population in the world. 用于專有名詞前。 the

great wall 用于一些習(xí)慣用語中。 in the morning, all the same, the day before

yesterday 不用冠詞的情況：抽象名詞和物質(zhì)名詞前一般不加冠詞。 e.g. Gold is heavier than silver.

語言前不加the e.g.They speak English. 季節(jié)或節(jié)日前不加冠詞。 e.g.Winter is the coldest

season in China. 名詞前已經(jīng)有作定語用的this, that, my, your, whose, some, any, no,

each, every 等代詞時，前面不加冠詞。 e.g. his brother, some ink 復(fù)數(shù)名詞表示某一類人或事物時不加冠詞。

e.g. Books are my best friends. 餐名前一般不加the e.g. Come to dinner with me.

在稱呼語或表示頭銜的名詞前。 e.g. Mr.Wu teaches us English. (2) Useful expressions 1) be

interested in 對…感興趣 e.g. Most students are interested in playing computer

games. interest n. 興趣 Bill gates showed great interest in software when he

was young. Interesting adj. 有趣的，表示人或事物本身有趣。 Computer games are very

interesting. 2) in the future e.g. What will you want to be in the future?

3) in the end 意為“最后，終于”，相當于at last, 而at the end of 意為“在….的盡頭或末尾” He

finished the work in the end. He will come back at the end of this month.

4) work out e.g. We must work out this math problem before the teacher

comes. 5) play a joke on e.g. Mark Twain liked to play jokes on his

friends. 6) I’m sure / I’m not sure(that)/if … I am sure my classmates

will be interested in Businesss@ the Speed of Thought. 7) spend…on/doing

something 與It takes sb. some time to do sth. Spend money/time on sth.

還可以說成spend money/time (in) doing sth., 另外，spend some time on sth./doing

sth. 還可以說成It takes sb. some time to do sth. Bill Gates spent several years

on the software program. Bill Gates spent several years (in) working out

the software program. It took Bill Gates several years to work out the

software program. 8) develop software e.g. When did they begin developing

software for personal computers? 9) personal computer (pc) e.g. Personal

computers are very popular in china nowadays. Expressions of daily

communication: It must be very interesting. I don’t think you’ll like it.

It seems to be an interesting book. I’m sure (that)… I’m not sure what to…

設(shè)計原則：努力倡導(dǎo)學(xué)生的積極參與，讓學(xué)生在學(xué)習(xí)過程中能構(gòu)建知識，提高語言能力，而且通過感知，體驗，實踐，參與和合作等活動方式完成任務(wù)和實現(xiàn)目標。在學(xué)習(xí)過程中調(diào)空情感態(tài)度和學(xué)習(xí)策略，形成積極的學(xué)習(xí)態(tài)度，促進語言實際運用能力的提高。

Teaching notes: Lesson 89 Step 1 Revision Let one student make a report

about the sports meeting. After listening, the other students can ask and

answer some questions about the report. Step 2 Presentation Say last night

I watched the sports news about the NBA star Yao Ming. I think he is a

famous person. Teacher can make more examples of famous person and get the

students go guess the meaning of the expression famous person. Then ask

the students work in pairs to discuss why they think is famous and why.

Say the famous persons can be relevant to various fields, like

actors/actresses, musicians, writers, politicians, athletes, etc. Get

students give different suggestions. Step 3 Listening Ask the students if

they know Bill Gates. Get the students to introduce him if they have known

him a little already. During the introduction, teacher can explain IT is

short for information Technology because the students have already known

IT before. Get the students to listen to the tape and answer the following

questions: 1. What’s the name of the book Jim and his father are talking

about? 2. What does Mr Green think of the book? 3. What is the book about?

4. Is the book popular? How do you know? 5. Why does Jim want to take the

book to school? 6. Why does Jim like Bill Gates? 7. Are you interested in

Bill Gates? Why or why not? 8. What else do you know about Gates? If the

students have any difficulties in answering the questions, they can

discuss them before answering them. Then teacher checks the answers with

the students. Step 4 Read and act Let students open the books and read

after the tape to correct their pronunciation. In pairs have the students

practise the dialogue. See if the students understand thought, best-seller

from the context. Step 5 Presentation and making a survey Ask the

students, what do you want to be? Say I always wanted to be a teacher.

Then let the students work in group of 4 to make a survey. Name Which

subject is he/she most interested in? Why is he/she interested in it? What

does she/he want to be? After finishing, let some of them make a report

about the survey made by them. Ask Can a person do more than one thing?

Ask the students to give you some examples such as a teacher who also

write books,etc. Step 5 Read and practise SB Page 41, Part 2. Have the

students read the dialogue in pairs. Then have students make up their own

dialogues based on the dialogue given. Ask several pairs to say their new

dialogues for the class. Make sure that teacher had better ask different

pairs of students each time so that every student have a chance to share

with the class. Step 6 Homework Finish off the workbook exercises. Wb

Lesson 89 Exx 3. Lesson 90 Step 1 Revision 1. Ask several students to

share their sentences from Wb Lesson 89, Ex.3. 2. Let some students

introduce their classmates’ interests and what they want to be in the

future. Step 2 Pre-read Ask the students if they know what a personal

computer is ( pc ). Then ask if they know the names of different computer

software companies. Guide them to answer Microsoft. Say Bill Gates helped

Microsoft make things easier for people to use their programmes, such as

Microsoft Word. Help the students to guess the meaning of programme. Step

3 Listening and reading SB Page 42, Part 2. Get the students to listen to

the tape and fill in the following form: Name: Bill Gates Date of

birth:______________________________________ Favourite subject at

school:___________________________

Hobbies:_________________________________________ What Gates did at

17:_________________________________ In

1973:_____________________________________________ In

1975:_____________________________________________ In

1994:_____________________________________________ In

1999:_____________________________________________ Additional

information:_________________________________ Since the passage is quite

long and has some new words and expressions in it, the students will meet

with a lot of difficulties. If it is too hard for them to work out, they

are allowed to open the books to skim the text for the information. For

skimming, a person should read only the first and last sentence of each

paragraph. Point out how the text is laid out to give the students clues

about the main idea. For example, in the first sentence of the 5

paragraphs, there are dates. This is quite common when reading about

someone. Numbers tend to stand out while reading a text, so that a person

can quickly skim a piece of writing and get a general idea of what it is

about and of important dates just by looking at the numbers. In this way,

just teach the students how to skim a text quickly, which is necessary for

preparing them for the exam and for their homework. Discuss their answers

in groups then check them out. After finishing the form, ask the students

to scan the test for the answer to the following question: What did Bill

Gates develop?( BASIC language for the first microcomputer). Teacher can

introduce some information about BASIC language. If the students know,

give the chance to them. Students read after the tape and work in group of

4 to find some language points in the text. Teacher moves around in the

classroom and is ready when needed. Step 4 Exercises Fill in the blanks

with words or phrases in the passage on page 42 1. This maths problem is

too difficult for him. He ______ an hour ______ it ______. 2. He was born

in a small village near Suzhou but _____ ______ in Shanghai. 3. Brian is

very interested in biology. He ________ several hours reading books about

It every day. 4. Linda ________ swimming very much. She swims every day

after school. I’m sure she will be a famous swimmer _____ _____ _____. 5.

Edison liked to do ________ things even when he was a small boy. 6. The

tall building was ______ ______ his father. 7. The teacher often tells us

how to __________ our speaking skills. 8. We are trying hard to _________

our English. 9. This maths problem is very difficult, so the little boy

cannot ________it. 10. I was born two years after my patents got

__________. Step 5 Retelling Retell the story about Bill Gates. If time

permits, get them to say something about themselves. The students may

begin retelling like this: Bill Gates is a computer scientist… Step 6

Discussion In small groups have the students discuss the questions: 1.

What do you know about Bill Gates? 2. What can you learn from Bill Gates?

3. Do you want to be a person like Bill Gates? Why or why not? Step 7

Homework Make a list of the words about computer. Say, software, computer

programmes. Lesson 91 Step 1 Revision Revise the new vocabulary by

retelling the story about Bill Gates. And get the students to ask and

answer questions about Gill Gates. Get some students to say something

about themselves. Check the list of the words about computer. See which

student can get the most one. Step 2 Presentation Say spring is coming

around. The days are getting longer and longer and the weather is getting

warmer. Ask what holidays are in spring? (Women’s Day, Tree Planting Day).

Say The holidays in the West aren’t the same as in China. Ask What Western

holidays do the students know? Make a list of Holidays in the West.(

Father’s Day, Mother’s Day, Thanks giving, Christmas Day etc.) If the

students didn’t know Father’s Day, then tell them there is a holiday

called Father’s Day. Background note: Father’s Day is celebrated in

America. It is always the third Sunday in June. On that day, fathers are

recognized by their families throughout America. Usually the family will

do something special for them, like cook a meal with their favourite

foods, or go to their favourite restaurant. Also, each family member will

give the father a small gift and a card. Children will usually give a tie

or some sporting equipment that is used in the father’s favourite sport

e.g. golf balls, bowling glove, running shoes, etc. The mother will give a

more expensive gift such as a pair of pants and nice shirt, or a new suit,

a new tool, whatever the father has been wanting, not necessarily needing.

Step 3 Read and practise SB Page 43, Part 1, books closed. Play the tape

and have the students listen and find the answer to the question, What are

Jim and Kate talking about? Play the tape again and the students repeat.

Pay attention the sentences I’m sure that… and I’m not sure … Then in

pairs, get the students to practise the dialogue. Ask two pairs to act it

out for the class. Wb Lesson 91, Exx,2 and 3 should be done orally in

pairs. Ask several pairs to role-play. Step 4 Read and complete Let the

students fill in the blanks individually. Ask a student to volunteer to

read the passage for the class, checking the answers as the student reads.

Help the students if they have some trouble in using the indefinite and

definite articles. Using the grammar notes on pages 153-154 of the SB. The

answer are : a, a, The, a, the, a, a, the Step 5 Listening Read through

the passage from Wb Lesson 91,Ex. 1 with the students, then play the tape

for them to listen and fill in the blanks. Check the answers with the

students: friends, when, grew, different, young, smarter, 9, 10, talked,

sometimes, understand, better, science, interested, at, famous, bright

Step 6 Homework Finish off the workbook exercises. Lesson 92 Step 1

Revision Revise giving suggestions and expressing certainty and

uncertainty by asking several more pairs to role-play Ex.3 from Wb Lesson

91. Revise the vocabulary. The teacher says a word first. And the next

student should begin the word with the last letter said by the teacher.

The student will be rewarded who can use the new words in this unit. Step

2 Puzzle dialogue Let students read through the sentences in pairs. Have

them guess the meanings of size and almost. In pairs have the students

practise the dialogue and act it out. Ask several pairs to volunteer to

act out the dialogue for the class. Step 3 Presentation Ask a student to

tell a joke who must be asked to prepare for it. Get more students to tell

jokes if they can. They can use Chinese for this. Let students tell the

persons who like to joke. Then teacher says There was a famous American

writer who like to play jokes on his friends. His name was Mark Twain. If

the students have known a little about him, let them introduce him first.

Then teacher can say more about him. Note: Mark Twain is a pseudonym, in

others words, a made-up name. His real name was Samuel Clemens. For a

while, he was a riverboat captain on the Mississippi River. He make up the

name Mark Twain from what the captains of riverboats said to mark the

depth of the river. When they started to measure for depth the person

would say “mark” and then count off the measurement “twain” which is a

measurement used for the depth of water. From this he made up the name

Mark Twain. Step 4 Listening Listen to the tape and answer right or wrong.

1. Mark Twain was a great Canadian writer and a famous speaker. 2. He

liked to play jokes and tell funny stories. 3. Twain’s friend lost his

wallet on a train trip. 4. Twain bought a ticket for this friend. 5. his

friends hid under the seat because he thought he did not have a ticket. 6.

Twain gave the conductor two tickets. 7. Twain’s friend was strange. He

liked to lie under the seat when he was on a train. 8. Everyone on the

train laughed at Twain. Check the answers in pairs first then in class.

Step 5 Reading Play the tape and get the students to read after the tape

to correct their pronunciation. Let the students work out the problems in

the text. If they can’t, teacher explains more then. Step 6 Writing Get

the students to work in pairs to complete the SB Page 45, Part 3. The

answers are: writer, speaker, play, jokes, on, joke, his, nothing, laugh,

bring, lecture, sure, sat, funny, but, but, either, was/felt, later,

about, knew. Step 7 Skit Ask the students if they have any jokes in daily

life. If so, ask them to work in group to act out their skit. Step 8 Test

Fill in the correct definite or indefinite article. Mark Twain wrote many

short stories. One of his most famous is “The Celebrated Jumping Frog of

Calaveras County”. In this story _______ man had _______ frog. He thought

his frog could jump farther than any other frog. He told everyone in

Calaveras County his frog was_______ best frog of all. Two other men also

had jumping frogs. They said they wanted to have _______ race between the

three frogs. They wanted to see which frog could jump ______ farthest.

_______ night before ______ race, the two other men made _____ first man’s

frog eat many things. ______ next morning ______ man woke up to see how

fat his frog was, but he knew his frog was _______ best jumper so he

didn’t worry. _______ three frogs were put on the starting line. _______

referee shouted “start” and ______ race began… If you want to know which

frog won, you’ll have to read the story! J The key: a, a, the, a, the,

The, the, the, The, the, the, The, The, the. Step 9 Enrichment If

possible, make students get a copy of one of Mark Twain’s short stories

and read it to the class. It will be too difficult for them to do so, but

they can have a try with the help of both teacher and dictionary. The

other students can ask questions about what they have heard. And the

teacher can explain more about what Mark Twain has written. In this way

the students are exposed to classic literature and will learn a bit about

American culture as well.