Unit 8:Changes in the Lives of Chinese Farmers/Human Needs Teaching objectives: >To help students learn the grammar:the relative clause introduced by that (as the subiect and the object of a verb)) AA Tomake with the languae expressions in Dialogue and Readings: To ask students to apply what they have learned to practical use: >To make students know how to write a thank-you note: To be able to identify the type of writing of Reading I: To be able to sum up the main idea of Dialogue I,ReadingI& Reading About 4 sessions(8 class hours)are needed for this unit. ts to make a report on daily life. 2.Language Structures Help students learn the relative clause introduced by thar (as the subject and the object of a verb). who.and who(m) 1)introduce the infinitive clause toindentify the people: eg What doyou call apersonwho business? What's the name of the young person Whom Lu introduced to us last week? -to indentify thing:that,which eg What do you call the thing which is used for opening the lock? What do you cal the thing that is used for tea? 2).Make up some sente es to better use the relative clause. 3.Study of Dialogue l: Pre-reading -What amazed Dan last week? -What does the rural area look like according to dan? -What block did the farmers in Huaxi Village meet in using internet? While-reading Language points in Dialogue I:How are you doing?rows upon rows,two or three-storeyed houses. brand-name clothes,a national drive for economic reform,in favor of,take advantage of the preferenta policies and their favourable geographical ocmthere is boundo So has their taste for music and art.subsc ,make entry into Ask the students touse the expressions in Dialogue and describe the changes in their hometown Post reading -Make a description of changes in the lives of Chinese farmers. 4.Assignment Review Dialogue I. Preview Reading I Prepare for the topic:What problems do you think Chinese farmers face nowadays? 20ti0m
1 Unit 8: Changes in the Lives of Chinese Farmers/Human Needs Teaching objectives: ➢ To help students learn the grammar: the relative clause introduced by that (as the subject and the object of a verb), who, and who(m)； ➢ To make students acquaint with the language expressions in Dialogue and Readings； ➢ To ask students to apply what they have learned to practical use； ➢ To make students know how to write a thank-you note； ➢ To be able to identify the type of writing of Reading I; ➢ To be able to sum up the main idea of Dialogue I, Reading I & II; ➢ To be able to retell Dialogue I & Reading I; Time Allocation and Teaching Procedure: About 4 sessions (8 class hours) are needed for this unit. 1 st session 1. Duty Report: Ask two students to make a report on daily life. 2. Language Structures: Help students learn the relative clause introduced by that (as the subject and the object of a verb), who, and who(m) 1).introduce the infinitive clause -to indentify the people: who, whom eg. What do you call a person who controls a business? What’s the name of the young person Whom Lu introduced to us last week? -to indentify thing: that, which eg. What do you call the thing which is used for opening the lock? What do you call the thing that is used for tea? 2). Make up some sentences to better use the relative clause. 3. Study of Dialogue I: Pre-reading -What amazed Dan last week? -What does the rural area look like according to Dan? -What block did the farmers in Huaxi Village meet in using internet? While-reading Language points in Dialogue I: How are you doing? rows upon rows, two or three-storeyed houses, brand-name clothes, a national drive for economic reform, in favor of, take advantage of the preferential policies and their favourable geographical location, come across, there is bound to ., So has their taste for music and art. subscribe to, make entry into Ask the students to use the expressions in Dialogue and describe the changes in their hometown. Post reading -Make a description of changes in the lives of Chinese farmers. 4. Assignment ➢ Review Dialogue I. ➢ Preview Reading I. ➢ Prepare for the topic: What problems do you think Chinese farmers face nowadays? 2 nd session
1.Duty Report Ask two students to do duty report. 2.Review Dialogue I: Focus on word study of Dialogue I. Ask students to present their opinions on the given topic. 3.Study of reading I: Pre-reading -What is the difference between needs and wants? -How do we differ from primitive men in our food wants? While-reading -Ask students to use their experience to talk about their needs and wants.Help them tell the difference between the needs and wants. -Language points in Reading I:speak of,do without,starve to death,whereas,manage on,differ from,compare with,food preservation,be limited to,the same is true of/with,likewise, -Explain the last sentence in the text:The three-bedroomed suburban house.which were denied to the kings and queens of old 3.Assignment Review Reading I. Preview Reading II. >Workbook:pp.77-78:Exercises IV 3rd sessions 1.Duty Report Ask two students to do duty report. 2.Continuation of the study of Reading I: Focus on word study of Reading I. Ask students to modify the text and talk about another human need-transport. 3.Study of Reading I: Allow students some tome to ask the questions on Reading II -describe the process of planting wheat(the last paragraph) -make a lexical web on 'making bread out of wheat' 4.Assignment >Review Unit Eight >Workbook:pp.78-81:Exercises V,VI 4th session 1.Guided Writing: Continue to learn how to write a thank-you note. 2.Workbook: Focus on exercises IV and VI. 3.Quiz: Make a dictation on the vocabulary of Unit 8 and a passage 4.Assignment >Review Unit 8. Preview Unit 10,including background readings. 2
2 1. Duty Report Ask two students to do duty report. 2. Review Dialogue I: Focus on word study of Dialogue I. Ask students to present their opinions on the given topic. 3. Study of reading I: Pre-reading -What is the difference between needs and wants? -How do we differ from primitive men in our food wants? While-reading -Ask students to use their experience to talk about their needs and wants. Help them tell the difference between the needs and wants. -Language points in Reading I: speak of, do without, starve to death, whereas, manage on, differ from, compare with, food preservation, be limited to, the same is true of/with, likewise, -Explain the last sentence in the text: The three-bedroomed suburban house . which were denied to the kings and queens of old. 3.Assignment ➢ Review Reading I. ➢ Preview Reading II. ➢ Workbook: pp.77-78: Exercises IV 3 rd sessions 1. Duty Report Ask two students to do duty report. 2. Continuation of the study of Reading I: Focus on word study of Reading I. Ask students to modify the text and talk about another human need-transport. 3. Study of Reading II: Allow students some tome to ask the questions on Reading II. -describe the process of planting wheat (the last paragraph) -make a lexical web on ‘making bread out of wheat’ 4. Assignment ➢ Review Unit Eight ➢ Workbook: pp. 78-81: Exercises V, VI 4 th session 1. Guided Writing: Continue to learn how to write a thank-you note. 2. Workbook: Focus on exercises IV and VI. 3. Quiz: Make a dictation on the vocabulary of Unit 8 and a passage. 4. Assignment ➢ Review Unit 8. ➢ Preview Unit 10, including background readings