Unit 1 School Life
Welcome
Aims and requirements
♦ Read a magazine article about school life in the U 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
♦ ake 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 knohat 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 ingdom 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 U. Please look at the pictures, read the instructions and try to determine the differences between schools in China and the U.
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 ingdom,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 ingdom, 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. ost schools in China do not have the equipment in the classroom.
Fewer students in each class:In the United ingdom, 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 ingdom, 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 U. 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 individually 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 ickey,
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:
. 24hourfitness/html/fitness/ today/
●Project Starting a new school club
Everybody, please look at a picture on the screen. Do you knohat 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? (ate 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? (r 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.
eys: 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. Divide the tasks among group members. Fill in the blanks in this part.
Preparing
embers 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 divided 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 knohat 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 ar; 3rd/3 Aug; 21st/21 Oct; 30th/30 Nov; on; Wed; Tue; Fri; Sat
2. Listen to the tape and finish the timetable on page 12.
Tapescript
Reporter: Good morning, r Gu. What’s your programme like for next week?
Scientist: On the twenty-first of October, that’s onday, 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: Wo You are really busy. I look forward to seeing you again on onday.
Answers:
DateDayTimeVenueActivity
21st Oct
22nd Oct
23rd Octon
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 knohat 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 individually. 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. onitors, 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 onday 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 ...
onitor 1: Excuse me, r 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.
ornitor 1: Thank you.
Headmaster: O. 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.
onitor 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.
onitor 3: Is it about football players in China?
Headmaster: Not only that. It is about football players around the world.
onitor 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?
onitors: Yes!
Answers
DateDayTimeVenueSubjectSpeaker
8th OctFri1.20 p.m.Room 201,
Building 4How to read a novelfamous writer
11th Octon2.15 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. ake as many comparisons as possible.)
2. Read the guidelines to make sure you knohat 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 2000
The writer: a famous professor
Can you find the book now?
Answer
7-8976-9374-8/ :
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 onitor, there will be quite a few talks next month in our school. Have you chosen some for our class?
onitor: Yes, I think we can attend as many as five talks.
Class teacher: Good. When is the first talk for our class?
onitor: The first one will be at 2.15 p.m., 11th Oct. It’s onday that day. We can skip games to attend it.
Class teacher: What is the subject of the talk? Who is giving the talk?
onitor: Fire prevention by a fireman.
Class teacher: Where is the talk to be held?
onitor: In Room 503 Building 3.
Class teacher: What about the second talk? When will it be held? And what is it about?
onitor: 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?
onitor: 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?
onitor: 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. any of us are eager to know more about outer space.
Class teacher: What about the fourth one?
onitor: 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: O. Now the last one. When will it be?
onitor: 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?
onitor: Australian pop songs. It’ll be given by a famous singer.
Class teacher: Where will it be held?
onitor: 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: onday--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 knohat 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
on
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 U
Step 1: Lead-in
Do any of you happen to have had the chance to go on a tour in the U 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? (r 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 individually. 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. anchester
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 U 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
Noe’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 individually 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 intervieei Hua. Apart from the things you have been told, what other information would you like to know about her life and study in the U? (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 U. 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 U 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 neords. 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 aths 3 basketball 4 jumping
Dad: 1 letters 2 book 3 computer
Australian students: 1 aths Science 2 friendly tall
Part C (page 92)
1 English 3 book 5 basketball 7 letters 9 computer
2 aths 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 knohat 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 U
Read these phrases and point out the noun, the adjective or the prepositional phrase in each of them to make sure you knohat 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. ake 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)
ost 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 individually. 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 knohat 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.
高考鏈接
1.Is this the reason ______ at the meeting for his carelessness in his work? (2002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. (2000上海)
A. which price B. the price of which C. its price D. the price of whose
3. y friend, who ______ on the International Olympic Committee all his life, is retiring next month.（2006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. y 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. y 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. y 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. y 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. y 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 noe’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 kno
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 knoith 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 individually 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. any 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. any 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 ike, 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 individually 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 ‘a(chǎn)ngry’ 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.
ake 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. usic 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 tomorro’in different emotions.
If someone is happy about his coming,
If someone doesn't want him to come, hoill 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: y 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 om 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 no 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 aths 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 aths 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. y 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: y 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
Entriesain 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 aths test and I’m nervous about my result.tired, afraid, nervous
The third diary entryI failed the aths 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 um's and Jack's feelings.
1. Read the three points on how to write a dialogue. You will knohat 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 ‘y room is too dirty’, ‘y 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 um 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’ sho 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.
um: Because of this, I missed the time when we talked together.
Host: When did the problem start and how did you both feel then?
um: 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 um told me that she was sad and missed me because I didn't spend enough time together with them, I didn't knohat 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.
um: 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.
um: 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 um as a friend again.
um: 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 divided 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 divided. 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. ost 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 individually. Then conduct a feedback activity.
Answersxkb1
① Who are the main characters in the play? (Eric, Daniel, om 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 individually, and after that conduct a feedback activity.
Answers
C1 1. Dad 2. Daniel 3. Dad 4. Daniel 5. Eric 6. Dad 7. om
C2 1. F 2. F 3. T 4. F 5. T
3.Let’s divide 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 individually 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: Divide 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 aths 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. ore 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.
ike wants to work in a country in which there are a lot of rain forests.
Is Shanghai the city in which he was born?
This is not a family in which bad behavior goes unpunished.
3. When the noun or the antecedent is the word reason and is used as the adverbial of reason in the attributive clause, why is used to introduce the clause. Here why is used as a relative adverb.
Read the two example sentences in Point 3.
4. Read the sentences in Point 4 and learn how to say the sentences with attributive clauses introduced by when, where or why in more formal English. We can use in which instead of where, on which instead of when and for which instead of why in the three sentences.
Aanswers
(1) why/ for which (2) when (3) in which (4) where/ in which (5) when/ on which
Answers
Part C1 (page 88)
1. whom 2. why 3. that/which 4. whom 5. that/which
6. whom 7. where 8. when 9. that/which 10. where
Part C2 (page 88)
1. that---which/去掉in 2. 去掉it 3. which---why
4. that---where 5. that ---where 6. 在the person 加who/that
7. which---that/在which前加in 8. that---when which---when
10. that---why
Resources
when or where can't be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place. It is the same with the word reason.
*Shanghai is the first city that Eric visited in China. (The antecedent the first city is used as the object of the verb visit in the attributive clause.)
*The city which/that gives Eric a deep impression in China is Shanghai. (The antecedent the city is used as the subject in the clause.)
*He will always remember the days that/which he spent in China. (The antecedent the days is used as the object of the verb spent in the attributive clause.)
*I must get home before January 22, which is the first day of the Spring Festival. (The antecedent January 22 is used as the subject in the clause.)
*The reason that/which he gave us is good enough. (The antecedent the reason is used as the object of the verb gave in the clause.)
Unit 3 Looking good, feeling good
Part One: Teaching Design
第一部分 設(shè)計
Aims and requirements
♦Read three e-mails about health and beauty and a magazine article about healthy eating and exercise
♦Listen to a radio commercial
♦Discuss methods of staying healthy, and interview classmates about exercise
♦Write an e-mail recommending a gym
♦ake a booklet about fitness
Procedures
●Welcome to the unit
Step 1: Brainstorming
Boys and girls, today, first, I’d like you to enjoy some pictures. Do you think they are beautiful or handsome? Say something about your impressions on the pictures, please. Ok, next, do some question-answer exercises. Let’s discuss the following questions in pairs or groups. Use your imagination, express your opinions and participate in the discussion.
Are you particular about your appearance?
Do you think appearance plays an important part in your life?
In your opinion, is a person’s ability judged by his appearance?
Do you usually go to a gym to do sport or exercise?
From your point of view, is doing sport regularly beneficial to your health and to your outlook on life?
After we discussed the above questions. Three other pictures for you to think about and talk about. Do you think the people in the pictures look good and feel good? What do you think is more important, looking good or feeling good?
Step 2: Discussing and practicing
1. Let’s focus on the instructions and the pictures.
Everyone wants to be healthy and attractive. Everyone wants to feel good and look good. Now there are four pictures representing four different people’s states of mind. Can you imagine a situation that fits each picture?
2. Let’s deal with the pictures. Let’s invent a situation that fits the upper left picture first and then invent other situations that fit the other pictures. Every one of you, please, participate in the activity.
For reference:
Jane is a high school student and she is extremely happy, because she has been admitted to the university she wanted to go to. Tonight her parents will hold a party to celebrate her success and achievements and all her friends and relatives are invited to share her happiness. But now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She is constantly worried about being too fat. Now she has spent at least half an hour selecting clothes without success.
3. Now try to answer the following questions:
Do you think looking good is as important as feeling good?
If you do think the two aspects are of equal importance, can you tell me how a person can both look good and feel good?
confident; healthy mentally and physically; exercise regularly; healthy diet
Now I will give you a couple of minutes to talk about the three questions listed under the pictures in pairs or groups.
Step 3: Sharing information
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.
For reference:
As far as I’m concerned, exercise is the most important thing to keep you looking good and feeling good. y grandfather always worked hard as a carpenter and did lots of exercise every day. He never worried about being fat or eating the right or wrong kinds of food. Now, although he is old, he is still in good shape and is very healthy. He says it is because he exercised to protect his health, instead of dieting or worrying. I think I should follow my grandfather’s example.
I think eating healthy foods is the most important thing. If we eat lots of fruit and vegetables and don’t eat fast food or too many snacks, we can stay healthy for a lifetime. Eating certain foods can protect you from diseases and stop you getting cold in the winter. Exercise is important too, but healthy foods are the best way to make you feel good.
● Word power Types of sports
Brainstorming
Let’s discuss the following questions:
Are you interested in sports? What kind of sports are you particularly fond of? Are there any school clubs in your school? Have you ever joined one of them? If not, are you planning to join one? How many different kinds of sports can you name?
Read Part A and summarize the clubs Zhou Ling has discussed in her diary.
For reference:
Have you ever been to a gymnastic club? There are many kinds of equipment in a gym club. People can choose whichever they like and do many types of exercises to keep fit. Sometimes there will be trainers or experienced members giving some demonstrations for you to follo Do you think you would join a gym club?
Vocabulary learning
1. In Part B, there are 12 different sports listed, each with a picture. Please look at these pictures carefully and describe each sport. You may consult each other or the dictionary whenever you meet neords before consulting me.
You may ask such questions as how many team members are there in this sport? How is the sport played? What are its rules? What instructions does a new player have to pay attention to etc. ? You may talk to each other about your favorite sports and also give the reason why.
2. Focus on Part C and finish it individually first. And then answer the following questions:
What kinds of suggestions does Zhou Ling give to Amy?
Zhou Ling gives specific advice to Amy about the exercises she can do after the operation.
First, if Amy wants to get strong and have some sun with her friends, ________________________________.
If Amy just wants to build her strength up by herself, Zhou Ling advises her to_________________________.
If Amy only wants to have some fun and exercise with some of her friends, she can try ___________________.
Possible answers:
Part C 1. basketball 2. volleyball 3. football 4. baseball 5. aerobics
6. shooting 7. weightlifting 8. badminton 9. boxing 10. tennis
she could try basketball, volleyball, football, softball or baseball.
she may try aerobics, shooting or weightlifting.
she can try badminton, boxing , tennis or fencing.
3. Deal with Part D 1 on page 97 in Workbook.
Possible answers:
1. popular 2. exercise 3. control 4. regularly 5. skip 6. who 7. overweight 8. advice 9. cost 10. especially 11. cause
Vocabulary extension
1. Let’s discuss the following questions:
Sports are quite popular all over the world. Different people have different interests and tastes. Some sports
are done indoors, while others are done outdoors. Each has its advantages and disadvantages. Different
sports require different skills and abilities. Can you fill in the following diagram with different sports?
Indoors
Advantages/ DisadvantagesSkills/ Abilities
Outdoors
Advantages/ DisadvantagesSkills/ Abilities
2. Have a discussion on the following questions:
Suppose one of your friends doesn’t like sports and usually kills his or her time by reading or watching TV. Do
you think you can persuade him or her to give up this bad habit? What kinds of advice or suggestions will you
give to him or her?
Imagine it’s the first time for your mother to come to a gym. As she has never done exercise on equipment, what tips will you give to her?
Usually when you do outdoor activities either by yourself or with your friends, what preparations do you
have to make?
3. Please read the two articles in Pats A and B in Reading on pages 98 and 99 in Workbook and answer the questions below the two articles.
Part A. 1. Have the Japanese been living longer in recent years?
2. Why is it not true that the reason for Japanese people’s long lives is genetic?
3. What are the differences between Western lifestyles and those of the Japanese?
4. Which parts of a Western lifestyle are seen as damaging for health?
5. What can we learn from the Japanese lifestyle?
Answers to Part A (page 98):
Part A 1.Yes, they have been living longer.
2. After the Second World War the Japanese usually died young.
3. The Japanese eat less, take more exercise and are more relaxed. Their diet includes a lot of fish but western diets include very little fish. They get more exercise.
4. Western people eat too much, don’t exercise enough and do not relax.
5.We should all think about what we eat and make sure that we get enough exercise.
Part B. 1. What do scientists think is now the biggest cause of weight gain?
2. What happened to the laboratory mice that had the special ‘ fat storing’ gene?
3. What is the difference between people who burn off fat easily and those who often gain weight?
4. What should people do to control their weight?
5. What do the scientists hope to be able to do for humans using their results from the study on mice?
Answers to Part B (page 99):
1. They think it is genetic.
2.They gained weight.
3.The people who burn off fat easily are missing one special gene.
4.People should be careful about what they eat and they should exercise to control their weight.
5. They hope to produce new medicines to help people lose weight.
● Project aking a booklet about fitness
The project in this unit is designed to help you learn English through doing a project. The reading material in this part is for you to learn the importance of living a healthy life and how to keep fit.
Push yourselves to make a booklet about fitness.
The purpose of this section is to make you use what you have learned to finish a project by working together. In the course of doing the project, discuss what you should do, and what each of you will do to make a booklet. Before writing the booklet, you will make a survey by designing a questionnaire to let other students answer so they can get the information they need to make the booklet. By doing this, all of you will be able to know how to keep fit and feel better.
Reading
1. Let’s read the article from a magazine for teenagers to find the main idea of each paragraph of the article.
Paragraph 1: Eating the right food and exercising regularly will make you feel and look better.
Paragraph 2: Healthy eating along with regular exercise is the only way to become fit.
Paragraph 3: It is important to give your body the energy and water. And 50% of calories you need come from rice, bread, vegetables and fruit.
Paragraph 4: Teenagers should spend at least 30 minutes exercising, five times a week.
Paragraph 5: Teenagers need 8 to 10 hours of sleep each night.
Paragraph 6: Follow the above to look and feel much better.
2. Read the article again and try to find out key words in each paragraph which convey useful or important information.
Paragraph 1: the diet and lifestyle of teenagers, a headache to adults, feel better, look better, have more energy, eat the right food, exercise regularly
Paragraph 2: 19%, dieting and skipping meals, control their weight, take in the correct number of calories, exercise regularly, lose weight, keep fit, feel great
Paragraph 3: enough calories, girls need 2,200 calories and boys 2,800 calories one day, drink 6 to 8 cups of water a day, keep your system clean
Paragraph 4: walking, riding, do school sports, give up on sport, produce chemicals in your blood, make you feel relaxed, increase your ability to concentrate when you study, sleep better at night
Paragraph 5: a good amount of sleep, loss of sleep, make you look tried, cause you to put on weight
Paragraph 6: follow the suggestions above
3. Work in pairs to find out the main idea of the whole article.
ain idea of the article:
Eating right food, drinking plenty of water, exercising regularly and having enough sleep will make a teenager feel and look better.
4. Deal with Parts B1 and B2 on page 95 in Workbook.
Answers:
Part B1. (page 95)
1. in 2. in 3. in 4. on 5. at 6. of 7. as 8. for/ to 9. with 10. of
Part B2 ( page 95)
1. a 你想放點音樂嗎？
b 他看起胖多了；他一定又增加了好幾公斤。
c 如果你想在這時候的晚上出去，最好穿上大衣。
d 請打開電視，我想看新聞。
2. a 作為一名教師，她喜歡和孩子們在一起工作。
b 你知道怎樣使用這個咖啡機嗎？
c 醫(yī)生給我的那些藥片不管用。
3. a 老師仔細地清點了學(xué)生的人數(shù)，以確保沒人缺席。
b 我把瑪麗看作我最好的朋友之一。
c 我相信快樂比掙錢更重要。
4. a 他們不知道到哪里去吃飯。我推薦了我辦公室隔壁的意大利餐廳。
b 他看著我的樣子表明他不相信我說的話。
5.Finish Part D2 on page 97 in Workbook as your homework to practise using some words and patterns in this unit.
Answers:
1. When they reach the age of 16, children in the US can prepare to take their driving test, can’t they?
2. Why do I keep forgetting neords while you can remember all of them?
3. The war caused oil prices to rise all over the world, didn’t it?
4. When she lay in the hospital, she regretted not following her mother’s advice.
5. It is important to know how to get on with others when you enter into society.
6. If you want to relax, you can try listening to some light music.
7. They all thought that it was my first visit to the city. As a matter of fact, I lived here for two years.
8. Children like reading Harry Potter, and so do many adults.
6. Read the story in Part A in Writing on page 101 in Workbook, so you will know more about how to write a story about change in people. Then write a story after reading the guidelines and looking at the pictures in Part B on the same page.
Possible answer:
Part B
Liangliang is no longer the boy he used to be --- he has changed considerably. Only a year ago, he was overweight and a little lazy. He got tired easily and did not like sport. His favourite meal was fried chicken and chips. One day, he realized that he couldn’t continue like this. So, he decided to change. He started to exercise. He ran on school playground every day. He also began eating a healthier diet of more fruits and vegetables, and less meat. These changes helped him lose a lot of weight. He is now a very happy boy in very good shape, and he is always so energetic.
●aking a booklet
1. Read the guidelines in Part B on page 59. You will then knohat you are going to write.
Planning
In groups of 6 to make a survey in one of the grades in the school You decide which grade to survey.
Preparing
Discuss the tasks listed in this part and decide which group member will be responsible for each task, such as, who will write the questions to make a questionnaire, who will distribute and collect the questionnaires, who will record and analyze the statistics and so on.
Producing
Prepare and carry out the assigned tasks. Some designs a questionnaire to find out the information about eating food and drinking water, exercising and sleeping hours. Some finds a suitable time to give out and collect the questionnaires. Some records and analyze statistics from the questionnaires and compare them with the article in Part A. Some writes an article about the survey.
Presenting
Each group report your result of the survey to the whole class. Then the whole class will put all the results together to form a booklet.
● Task Inviting your friend to join a gym
This section consists of a series of activities which provide you opportunities to learn and practise the language skills of listening, reading, speaking and writing. The integrated skills training is divided into three steps, and each step is preceded by a skills building activity. You will learn how to invite your friends to join a gym by writing an e-mail.
Skills building 1: finding information
1. Here you will read about how to find the information you want to know in a long passage. Please find useful information in the letter on page 45.
2. Please read the two points on page 52.
For reference:
The first point tell students that reading questions carefully can help them work out what information they need to find. The second point tells students what main points and key words mean. They will knohat to do to find information quickly in a long passage.
3. Read the letter on page 45. Underline the main idea and circle the key words.
Answers:
ain idea: I think too many people take weight-loss pills without really knowing that they can damage their health.
ey words: causes liver failure; worried about her figure; health is priceless; eat properly
Step 1: recommending a gym to a friend
Try to find and choose some information about a gym after you read and listen to the ads about it. Your listening and reading skills can be improved by finishing this part.
1. Please read the guidelines and knohat information you are to look for. You should look for the information about a gym membership that your friends can apply for. Read the two ads carefully in Part A on page 52 and underline the main idea and circle the key words.
Answers
The advertisement
ain idea: Build the body you’ve always wanted! Get fit! Get healthy!
ey words: special offer! 1 month free membership!
35 classes every week, including yoga, aerobics and swimming.
Two branches in the city!
Open from 6 a.m. to midnight daily, 365 days a year.
Call 5555 4567 for more information
The web page
ain idea: Build the body you’ve always wanted! Get fit! Get healthy!
ey words: have some of the best equipment of any gym in the world, with 3, 000 square meters of equipment, personal trainers, be happy to help you improve your shape.
2. Use the information you have found to complete the note in Part B on page 53. You will get more details after you listen to the tape.
Answers
2. Number of gyms in the city:
1 2√ 3
4. What do you get for free?
a T-shirt, 2 free personal training sessions, 1 month free membership
5. How big is each gym?
3,000 square meters
7. Can you get advice from a personal trainer?
Yes √ No
10. How can you find out more?
Call 55555 4567
3. Do Part C by listening to the tape to finish the rest of the not sheet in Part B
Tapescript
Speaker: Feeling weak? Do you want to lose weight? Do you want to be stronger? Do you want a healthier way of life? Do you want that wonderful body for next summer’s holiday? Then join Better Body Gym today!
This month we have a special offer for students --- only five hundred yuan per year. This will be a saving of five hundred yuan on our normal price.
And, for the next two weeks only, we are offering our new members one-month free membership. Yes, that’s one month free!
We have two gyms. One is in Jinshan Road and the other is near the ing Hotel. That means we have one on the western side and one on the eastern side of the city. Both of them are 3,000 square meters, so there is space for over 1,000 people at any time. We have excellent equipment to help you build a better body.
We have shower rooms and an exercise room at the gym---everything you’ll ever need to get healthy and look good!
We have different aerobics classes for old and new members and special days when we have a TV star visit the gym.
This month the ‘Fit for All’ magazine will be visiting the gym and giving out prizes for the best fitness stories. So, if you have an interesting story to tell, then come along and join up. You may be in next month’s ‘Fit for All’ magazine. All you need to do is to provide us with your ID card number to get your one-month free membership. It’s that simple!
embership is open to anyone who is fourteen or over.
The number to call is five five five five, four five six seven.
Don’t wait—build a better body today!
Answers
3. Where are the gyms in the city?
One in Jinshan Road; one near the ing Hotel
6. Is there a health café at the gym?
Yes No √
8. What do you need to do to join?
Provide with your ID number.
9. Do you need to be 18 to join?
Yes No √
4. Read the guidelines in Part D, work in pairs and discuss why Wu Tong should join Better Body Gym according to the note in Part B and the information about Wu Tong in this part. Then write a letter to Wu Tong.
Possible example
Dear Wu Tong,
How are you? I know you’re thinking of joining a gym. I think you should join Better Body Gym. It is not expensive. It costs just 500 yuan a year for a student. If you join now, you can get one month free membership, which is open to anyone aged 14 or over. One of its branches is near the ing Hotel, which is not far away from your home. It opens from 6 a.m. to midnight every day. So it is very convenient for you. Whenever you are free, you can go there. They have very good equipment and there are 35 classes every week, including yoga, aerobics and swimming. If you want to know more, you may call 5555, 4567.
Best wishes!
Yours,
(student’s own name)
Skills building 2: note taking
Here you will learn how to take notes while listening. In order to make the note as brief as possible, three skills are presented to students.
1. Read the guidelines and the three points on page 54 to learn how to write down information quickly when taking notes.
abbreviations and contractions
An abbreviation is a shortened form of a word or phrase used chiefly in writing to represent the complete form, for example, CHS for Central anchester High School, WTO for World Trade Organization. UN for United Nations, Nov for November, Sat for Saturday.
Sometimes, a dot is used at the end of the abbreviation, such as Oct. pron. and so on.
A contraction is a word formed by omitting or combining some of the sounds of a longer phrase, for example, won’t from will not, o’clock from of the clock.
2. Listen to the tape and write down what you’ve heard using the three skills you’ve just learned.
Tapescript
The number seven bus is not on time.
Our department is increasing the number of teachers.
I would like to see the manufacturer.
Senior High 1 has a bigger class than Senior High 2.
The People’s Republic of China was founded in 1949.
Answers
No. 7 bus isn’t on time.
Our dept is ↑the no. of teachers.
I’d like to see the mfr.
SH1 has a > class than SH2.
PRC was founded in 1949.
Step 2: interviewing classmates about exercise
Try to improve your listening and speaking abilities by listening to an introduction to a gym and asking and answering questions about how to keep fit. Take notes while listening.
1. Do Part A by listening to the speech about the facilities available in the gym and take notes while listening. Use abbreviations and contractions to write down the information quickly.
Tapescript
Speaker: Good morning, ladies and gentlemen. Welcome to Better Body Gym. I would just like to quickly introduce you to all the equipment we have at the gym. We have a number of activities that you can try such as aerobics, step aerobics and dance aerobics. We have a new swimming pool to be opened next month, which you are welcome to use. We also can help you in your workouts. We have many running machines. We have a rowing machine and a skiing machine. Once again I welcome you to come and build a better body.
Answers
A. They have a swimming pool to be opened next month.
a no. of mchs that can help in workouts.
many running mchs + a rowing mch + a skiing mch.
2. Work in pairs to go over Part B, talking about how to keep fit. Take notes while your partner is talking, using the skills you’ve learned on page 54.
Sample answers
B Student A: What do you do to keep fit?
Student B: I play basketball. I think it makes me stronger and helps me run faster. Besides, if you want to win, teamwork is very important. What about you?
Student A: I like swimming. It keeps me healthy and strong. There’s a swimming pool near my home, and I go to swim for more than half an hour almost every day after school. y parents sometimes go swimming with me after work. I also like dancing. And I think I’ll have a great figure if I dance often. So every Saturday morning, I go to the gym to practise dancing aerobics with my mother. We are there for nearly two hours. Do you often play basketball?
Student B: On Tuesday, Thursday and Saturday afternoons, the students in our class play on our school basketball court. On Saturday we play a game with a team from another school. It’s really fun and interesting.
Student A: Besides playing basketball, what else do you do?
Student B: I run every morning for about 15 minutes. y parents also go running with me, but they run slower and longer. They run for more than 20 minutes.
How your partner keeps fit:
Student A: 1. go swimming ; dance arbs
2. keep him / her healthy + strong+ a fine figure
3. swimming: for >30 min after school every day; dance arbs: for <two hr on Sat mor.
4. swimming with his / her parents; dance arbs with his / her mother
Student B: 1. play basketball; run
2. stronger + faster; teamwork
3. playing basketball: Tues, Thur, Sat afn.
running: 15 min every mor
4. playing basketball with classmates or students from other schools; running with his / her parents.
3.Tell us what exercise your partners do according to the notes you have made. ( Part C on page 55)
Sample answers
Sample 1
Student A likes swimming because he/ she thinks it will keep him/ her healthy and strong. There’s a swimming pool near his / her home, and he / she goes to swim for more than half an hour almost every day after school. His / her parents sometimes go swimming with him / her after work. He/ she also likes dancing. He/ she thinks he / she will have a great figure if he / she often dances. So every Saturday morning, he /she goes to the gym to practise dance aerobics with his / her mother. They stay there for nearly two hours.
Sample 2
Student B plays basketball. He/ she thinks it can make him / her stronger and run faster. And the other reason is that he/ she learns teamwork is very important. He/ she plays basketball with his/ her classmates on Tuesday and Thursday afternoons on the school basketball court. On Saturday they usually play a game with a team from another school. He/she finds it’s really fun and interesting. Besides playing basketball, he/ she runs every morning for about 15 minutes. His/ her parents also go running together, but they run slower and for longer. They run for more than 20 minutes.
Skills building 3: using punctuation
Correct punctuation can make your writing clear and easy to read. Read some rules about how to use the most common punctuation marks in an e-mail to check whether you know how to use these marks correctly.
1. English words used to refer to the most common punctuation marks:
comma(,); full stop (.); question mark (?); exclamation mark (!); colon (: ); semicolon (;); quotation marks (‘’)or (“”); apostrophe (’); hyphen (-); dash (--).
Read Skills Building 3, including the Tip boxes to discover in what different situations these punctuation marks are used. Pay special attention to comma because it is not used as often in English as it is in Chinese.
Usually we use a full stop at the end of a sentence. Then another sentence begins with a word the first letter of which is capitalized. A colon or a semi-colon can also be used at the end of a statement sentence, but after it another sentence can be used without a capitalized letter at the beginning of it.
2. Read the e-mail on page 57 and try to add the missing punctuation mark in each line.
Answers
2. I am very fat→I am very fat.
3. …, just because I’m different from them→…,just because I’m different from them.
4. I don’t do sports → I don’t do sports.
5. Is this really such a problem →Is this really such a problem?
6. ‘You’re just big-boned, she says. → ‘You’re just big-boned,’ she says.
7. But I’m not sure if…→ But I’m not sure if …
8. … such a thing as being big boned? →… such a thing as being big-boned?
9. I don’t enjoy exercise It makes me tired. →I don’t enjoy exercise. It makes me tired.
10. …and love to eat fast food→… and love to eat fast food.
11. should I do→should I do?
12. What about exercise and food →What about exercise and food?
13. …stop eating→…stop eating.
Step 3: Writing an e-mail
Read the guidelines in Step 3 on page 57 and write an e-mail to a friend recommending Better Body Gym. You should use not only what you have learned in Steps 1 and 2 but also the correct punctuation marks to write the e-mail.
Possible example
Dear Xiao Lin,
I want to give you some information about Better Body Gym since you want to keep fit and have a nice figure. One of its branches is near the ing Hotel. It’s not far away from your house. The equipment there is the best. It just costs 500 yuan a year for a student. And if you join now, you can get one month free membership. Isn’t it good news! It opens from 6 a.m. to midnight every day. Whenever you are free during the day or in the evening, you can go there. They have 35 classes for you to choose from, including yoga, aerobics and swimming. These are what you’re interested in. and there are personal trainers to give you some advice and help you improve your shape. I think if you go there from time to time, you will feel good and more energetic. If you want to know more, you may call 5555, 4567.
Best wishes.
Yours
●Reading Looking good, feeling good
Step1: Leading—in
Are you a bit over-weight? Hoould you lose weight? Going on a diet, exercising in the gym, receiving surgical treatment or taking weight-loss pills? Please look at these pictures and think of the reasons for these phenomena and the ways to deal with them.
Step 2: Fast reading for general ideas
Go through the three e-mails quickly and finish Part A.
Canada; weight-loss pills called Fat-Les; the weight-loss pills.
Step 3: Detailed reading for important information
1. What do you think the tile of the article ‘Dying to be thin…’ means ?
‘Dying to be thin…’here has two meanings. The first is that Amy wanted to be thin very much. The second is that Amy was going to die because she had taken some weight-loss pills.
2. Dealing with C1, C2 and D1
Now reread the three e-mails and complete Parts C1 and C2. In Part C1, you should pay attention to some of the detailed information. In Part C2, you should notice the fact that there is usually at least one main point you want to talk about in an e-mail or a short article. Try to find out subjects and main points in the three e-mails.
C1. 1. B 2. D 3. C 4. B 5. B 6. C;
C2: ain point of “Recovering”: Amy was recovering from liver failure thanks to Li Dong, who selflessly donated part of his liver to her.
ain point of “Re: Recovering”: Zhou Ling was sorry to hear about Amy’s problems and hoped she as well as all the others wanting to lose weight to value the importance of health.
D1: 1.the weight-loss pills 2.a harmful chemical 3. liver failure, the operation and being in hospital 4. your liver 5. a stranger 6. many people in China who are going on diets or taking weight-loss pills
What’s the main idea of each e-mail?
No.Subjectain idea
E-mail 1Dying to be thinTo lose weight, Amy takes weight-loss pills and becomes slimmer and slimmer.
E-mail 2RecoveringAmy was recovering from liver failure thanks to Li Dong, who selflessly donated part of his liver to her.
E-mail 3Re: RecoveringZhou was sorry to hear about Amy’s problems and hoped that she as well as all the others who’d like lose weight could value the importance of health.
3. Having got the main ideas and points of the three e-mails, we can do the following exercise to reinforce what we have read.
Emotions
of AmyReasons for losing weightResults(successful/unsuccessful)
happy
frustrated
hopefulprepare for a new role
beauty is importantby taking pills
be ashamed of her bodyhave lost 7kg
feel tired and weak
become slimmer
reasons for frustrationreactions to illness
liver failure
be in hospitalregret taking pills
realize the importance of health
reasons for hopelessons Amy has learnt
find an exact match for her
Li Dong’s donation of more than half of his liver to save her lifeDon’t damage your health for a slim and attractive figure.
learn to be confident
Zhou Ling’s reply to Amy: be sorry to hear about her problems; feel happy at her recovery; a really touching story; shouldn’t be embarrassed about our weight.
4. Please underline all the sentences which have the word but and however in the text, and tell what they can anticipate in the following sentences or passage whenever you see these two words in an article.
5. Pay attention to the usages of words and phrases in the three e-mails. Parts D2 and E are relevant exercises, which are designed closely to match the meanings and usage of some key words in the e-mails. You may finish all of them individually or with your partners. And finally check all the answers in class.
D2: 1 c 2 a 3 d 4 b 5 f 6 e
E: (1) damage (2) two (3) failure (4) liver ( 5) actress ( 6)figure (7) pills (8) priceless
Step 4: Post-reading
1. Read the instructions in Part F, discuss the questions listed with your partners and report back your answers.
For reference:
We’ve talked a lot about the importance of keeping healthy and discussed ways of keeping fit. Actually we all agree that health is priceless and therefore it is the most important thing in the world that we have to treasure. Suppose one of your friends is addicted to losing weight and can’t stop, do you think you could manage to persuade him or her to give up and be healthy?
2. Suppose you are Amy’s best friend and are asked to write back to her after hearing about her problems. What kinds of advice or suggestions would you give to Amy? Will you write back to her now and I’d like to collect some good suggestions mentioned in your letters.
For reference:
Are there safety warnings or assurances printed on bottles of weight-loss pills?
Has the producer marked clearly which ingredients are used in the pills?
3. Let’s finish the form in Part A and Part B in Listening on page 100 in Workbook by listening to the tape. Then do Part C on the same page. Or do this as homework.
Answers: Parts A and B (page 100)
Dad: 1. cook 2. dangerous 3. tried 4. less active 5. move around 6. health problems 7. eat too much.
Doctor: 1. bread 2. cakes 3. diet 4. vegetables 5. meat 6. exercise
4. Please finish Parts A1 and A2 on page 94
Answers:
Part A1 (page 94)
1. a. accepted b. follow 2. a. caused b. made 3. a. damage b. destroyed
4. a. eats b. dieting
Part A2 (page 94)
1. are popular among 2. work out 3. be ashamed of 4. is dying to
5. recover from 6. is going on a diet 7. follow my advice
5. Homework
Discussion: Which method would you prefer, if you are to lose weight? What are the advantages and disadvantages?
(going on a diet;
exercising in a gym;
receiving surgical treatment;
taking weight-loss pills
Grammar and usage Introduction to non-restrictive attributive clauses
Step 1: non-restrictive attributive clause
A non-restrictive attributive clause is used to add extra information to the main clause of a sentence. Let’s see the formation of a non-restrictive attributive clause the occasion to use it.
1. Please read the five example sentences in Point 1 to find the similarities and the differences between the restrictive attributive clause and the non-restrictive attributive clause.
For reference:
These two kinds of attributive clauses are both used after a noun. But the non-restrictive clause is used to add extra information to the sentence, and there is usually a comma between the antecedent and the clause. The non-restrictive clause can be omitted without causing any confusion. But for a restrictive attributive clause, if it is omitted, the meaning of the whole sentence will not be so clear. For example, in the sentence ‘ We thought you were a person from whom we could expect good decisions’, the clause ‘from whom we could expect good decisions’ can’t be omitted. If it is omitted, we don’t knohat the sentence means.
2. Please read the Tip box in this part and note that the relative pronoun that can’t be used to introduce a
non-restrictive attributive clause.
3. Please read the example sentence in Point 2 and tell me what which refers to in this sentence. (Sometimes a non-restrictive attributive clause introduced by which can be used to refer to the whole main clause.)
4. After reading the two example sentences in Point 3, you will know a non-restrictive attributive clause introduced by all / some of which / whom can express a complete or partial quantity. Here which refers to the antecedent different types of exercises in the first sentence, and whom refers to the antecedent many people in the second sentence.
Here are more sentences for you to compare:
The dress, which you can get at any shop, is popular this spring.
The dress which you want can be found at any shop.
In the first sentence, the clause ‘ which you can get at any shop’ gives extra information.
It tells you where you can get the dress.
In the second sentence, the clause tells us that the dress is just what you want, not anyone else.
She introduced me to her husband, whom I hadn’t met before.
She introduced me to the man who is her husband.
In the first sentence, we can knoho she introduced. The clause just tells us that this was the
first time I met her husband.
In the second sentence, the clause tells us who the man is.
His sister, who is studying in England, will be back this summer.
His sister who is studying in England will be back this summer.
The first sentence tells us that he has a sister and she is now studying in England and will be
back this summer, while the second sentence tells us that maybe he has more than one sister and one
of them is now studying in England and will be back this summer.
The books, in which there are beautiful pictures, are for children.
The books in which there are beautiful pictures are for children.
In the first sentence, we know the books are all for children and they have beautiful pictures in
them. In the second sentence, we know only the books with beautiful pictures are for children, while
the books without beautiful pictures are not for children.
5. ore examples
1) All the magazines here which have beautiful pictures in them were written by him.
2) All the magazines here, which have beautiful pictures in them, were written by him.
3) This is the place where I lived ten years ago.
4) She is going to spend the winter holiday in acao, which returned to China in 1999.
5) I have a sister who works in a hospital.
6) I have a sister, who works in a hospital.
7) Tom sold his house which was in downtown.
8) Tom sold his house, which made his father very angry.
9) Romeo and Juliet, which was written by Shakespeare, is popular all over the world.
10) At the Barcelona Olympic Games the Chinese team got 16 gold medals, 12 of which / of which 12 were won by women.
11) There are 54 students in my class, three of which/ of which three come from US.
12) The professor has two sons, both of whom are teaching in the same university.
13) New York is famous for its skyscrapers, the highest of which has more than 100 storeys.
14) As we all know, he studies very hard.
15) As is known to all, he is the best student in our class.
相關(guān)高考試題：（2004浙江）
Anyway, that evening, _____ I’ll tell you more about later, I ended up staying at Rachel’s place.
A. when B. where C. what D. which
解析： 首先識別本題考查非限制性定語從句，先行詞是that evening，雖然是時間名詞，
但代替其含義的關(guān)系詞需在定語從句中做tell you about的賓語，所以使用關(guān)系代詞which
答案：D
6. Deal with Parts A and B on pages 48 and 49.
Answers:
A 1. Li Dong, who is Chinese, donated more than half of his liver to Amy to save her life.
2. The doctors at the hospital, where Amy spent about two months, tried their best to save Amy. / The doctor at the hospital tried their best to save Amy, who spent two months there.
3. Amy eats lots of fruit and vegetables, which are good for her health.
4. Amy sometimes goes for a walk in the afternoon, when it is fine and warm.
5. y uncle, whom I told you about yesterday/about whom I told you yesterday, is an engineer and is working in Beijing.
6. ike, whose hobby is traveling, has decided to visit the Great Wall next month.
B. (1) who (2) where (3) which (4) which (5) which (6) which (7) whose (8)when (9) who (10) who
7. Finish Part C1 on page 96 in Workbook, so you may have a chance to distinguish between the restrictive and non-restrictive attributive clauses.
Answers:
*If you take a walk around the city, you will find some teenagers who are overweight.
*You might often see overweight boys and girls, which means that young people’s weight has become a big problem.
*I think there are two main reasons why so many boys and girls are overweight.
*Some teenagers, who like to play computer games or watch TV in their free time, don’t take enough exercise.
*Some other teenagers like eating in fast-food restaurants, which you can see everywhere in our city.
*So there is a eep Fit Summer Camp in our city, where the overweight teenagers can take enough exercise and have a healthy diet.
Step 2: Question tags
1. Read the guidelines at the beginning of this part to discover in what situations question tags are used.
Question tags are often used
♦to start a conversation. For example, we may begin a conversation with ‘It’s a lovely day, isn’t it?’
♦to request information in a more polite way. e.g. Neither of you has heard the news, have you?
♦to soften an order or a request. e.g. Pass the plate on the table to me, will you?
♦to ask for agreement or confirmation. When we expect the other person to agree with what we are saying, we use a falling intonation at the end of the sentence. When we ask about something we are not sure about, we use a rising intonation at the end of the sentence. Take ‘You’re a high school student, aren’t you?’ for example. If we use a falling tone at the end of the sentence, we are sure about what we are saying. If we use a rising tone, we are not sure and want to knohether you’re a high school student or not.
2. Read the five points in this part to learn about different ways to form question tags.
3.Generally speaking, after negative statements, the ordinary interrogative is used, while after affirmative statements, the negative interrogative is used. And we use auxiliary verbs, modal verbs or be in their proper forms to form a question tag. For example,
You didn’t see him at the party, did you?
Ann was there, wasn’t she?
ary can’t swim, can she?
Peter often helps the old man, doesn’t he?
Note: I’m late, aren’t I?
When the main clause of the sentence begins with I think/ suppose/ guess and is followed by an object clause introduced by that, the question tag is like this:
I think everyone will be interested in these after school activities, won’t they?
I guess they haven’t heard about our plan, have they?
I don’t thinohn went back home early last night, did he?
Note the question tag in sentences with ’s or ’d. For example,
You’d watch the football match rather than go to the party, wouldn’t you?
He’d written to you before you phoned, hadn’t he?
He’s a very good teacher, isn’t he?
She’s been in hospital for two weeks, hasn’t she?
4. 反意疑問句
反意疑問句是疑問句的一種，基本結(jié)構(gòu)是“陳述句+簡略問句”。（1）肯定陳述句+ 否定問句 （2） 否定陳述句+ 肯定問句
注意：陳述句中含有否定詞never, no , none, nobody, no one, nothing, few, little(幾乎沒有),seldom, barely, scarcely等時, 簡略問句用肯定形式。陳述句中只是有帶否定前綴（im- , un-, il-, dis-）或后綴（-less）的詞時，簡略問句仍用否定形式。e.g.:
You still go to the gym every day, don’t you?
She has been to the Great Wall three times, hasn’t she?
Nobody has heard from his, have they?
Neither of them can speak French, can they?
Seldom does he have lunch at school, does he?
He’s unable to finish his homework on his own, isn’t he?
Your father dislike noisy music , doesn’t he?
5. 相關(guān)鏈接：
(1)一般情況下， 當(dāng)陳述句部分是主從復(fù)合句時，簡略問句的主語和謂語動詞與主句的主語和謂語動詞一致。
(2)當(dāng)陳述句部分屬于否定前移情況時，簡略問句的主語和謂語與從句的主謂語一致，而且要把否定考慮在內(nèi)。
(3)對“否定陳述句+ 肯定句”回答時，注意其形式和漢語意譯。
-He doesn’t like talking too much , does he? -Yes, he does. (不，他喜歡。)
-No, he doesn’t. (是的，他不喜歡。)
-I don’t believe you are serious in your studies, are you? ?Yes, I am.（不，我認真。）
?No, I am not. (是的，我不認真。)
(4)祈使句加簡略問句，表示請求。常為以下幾種情況：
肯定/否定祈使句+ will you ?
Let us …, will you?
Let’s …, shall we?
Let me…, shall I ?
6. Now let’s deal with Parts A and B in Question tags on page 51.
高考試題賞析（2002上海）
rs. Black doesn’t believe her son is able to design a digital camera, _____?
A. is she B. isn’t she C. doesn’t she D. does she
解析：該題考查反意疑問句，按照前否后肯的原則，應(yīng)是does she。答案：D
Answers:
A. (1) don’t you (2) isn’t he (3) does he (4) doesn’t she (5) aren’t they
(6) can you (7) don’t they (8) can’t you
B. (2) You have completely recovered, haven’t you?
(3) You thought you were going to die, didn’t you?
(4) You never thought you would be saved by a stranger in China, did you?
(5) It’s dangerous to take weight-loss pills, isn’t it?
(6) There is nothing more important than good health, is there?
7. Do with Part C2 on page 96 in Workbook. (It can be assigned as homework.)
Answers:
1. has she 2. didn’t they 3. are there 4. hasn’t he 5. does she 6. won’t they
7. did they 8. could he 9. shall we 10. will you
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