Teaching plan for unit 10. book two Section A 3 hours ): Reports on Britain Under the bombs Teaching Objectives a. to help students to form a picture of Britain when it was under the bombs from erman armies during World War ll b. to direct students to write a composition with the structure of a general statement supported by specific details c to guide students to do some oral practice through doing the interview and picture description and the routine pair work as well d to assist students to grasp some useful words and expressions: survival, endure surrender, convince, on the air, historic, whichever, provide for, ect. Teaching procedures Step 1 Routine Pair Work( eg. movie dialogues, dialogues made by students themselves games presented by two students, songs singing, poems reading, ect Step 2 Warming-up Questions on World War Il a. When did the World War ll begin and when did it end b. Which countries were involved in the War c. What caused the War d. what was the result of the war Step 3 Introduction of the War against Britain with the aid of some pictures which show the scene of the war as well as how the British people fought back bravely b. encourage students to make full use of their imagination to guess what was happening in the w Step 4 A Brief Summary by the Teacher Step 5 Information Extracting 30 a. group work: one of the group members is to act as a journalist while the others will be Londoners who have survived the War. The journalist is going to interview the nterviews between a journalist and some londoners J: When did the heavy raids begin? And what was England's response at that time? LI: The heavy raids began Englands Home Guard prepared to J: When did the hardships of London really start? Why? L2: The hardships of London really started
2-10 1 Teaching Plan for Unit 10, Book Two Section A (3 hours) : Reports on Britain Under the Bombs Teaching Objectives : a. to help students to form a picture of Britain when it was under the bombs from German armies during World War II b. to direct students to write a composition with the structure of a general statement supported by specific details c. to guide students to do some oral practice through doing the interview and picture description and the routine pair work as well d. to assist students to grasp some useful words and expressions: survival , endure , surrender , convince , on the air , historic , whichever , provide for , ect. Teaching Procedures : Step 1 Routine Pair Work ( eg. movie dialogues , dialogues made by students themselves games presented by two students , songs singing , poems reading , ect. ) 5’ Step 2 Warming-up Questions on World War II 8’ a. When did the World War II begin and when did it end ? b. Which countries were involved in the War ? c. What caused the War ? d. What was the result of the War ? Step 3 Introduction of the War against Britain with the aid of some pictures which show the scene of the War as well as how the British people fought back bravely 10’ a. show the students the pictures one by one b. encourage students to make full use of their imagination to guess what was happening in the War Step 4 A Brief Summary by the Teacher 1’ Step 5 Information Extracting 30’ a. group work : one of the group members is to act as a journalist while the others will be Londoners who have survived the War . The journalist is going to interview the Londoners on the War . Interviews between a journalist and some Londoners J : When did the heavy raids begin ? And what was England’s response at that time ? L1:The heavy raids began _______________________________________________ . England’s Home Guard prepared to ____________________________________ . J : When did the hardships of London really start ? Why ? L2:The hardships of London really started __________________________________
Because hitler was J: How many German bombs hammered London on September 7, 1940? What was it like in detail L3: On September 7, 1940 During the bombing. fires houses gas pipes and dark smoke Men. women and children Radar sirens and the fire fighters J: Were people in the city discouraged to carry on the business of life? How did the city endure? L4: No. Instead J: Were the police in the raf tired out? But what did they do? L5: Yes, the pilots in the raF reached but they J: Were people of london satisfied though they were in front lines? What did they do then during 6: No, they werent. They had to dig They had to put out And they had to stand and take J: What were the probable reasons, in your opinion, that help London win the War? L7:(free) b individual work: each group chooses one member to make a report on Britain under the bombs Step 6 Language points Step 7 Free Reading and Asking Questions Step 8 Recheck students'understanding of the text by asking questions a. Who was mr. Murrow b. Why were the English more fortunate than the Poles and the Dutch? c. What does'carry on the business of life' mean in Para. 8? d.Why‘ skies' is used instead of‘ skyin Para.8? e. What does the writer imply by using quiet'in the last sentence of Para. 10? f. What do you learn from the reports or what do you feel after you read the reports? Step 9 Text Structure Analysis Part I(Para 1-2)Summary Para 1 It broadcast that london was Para 2 No matter what London had to endure it could not be Part ll (Para 3-14) Details A general statement Para 6-7
2-10 2 Because Hitler was __________________________________________________ . J : How many German bombs hammered London on September 7, 1940 ? What was it like in detail ? L3: On September 7, 1940 , _______________________________________________ . During the bombing , fires _______ , houses _______ , gas pipes _______ , and dark smoke _______ . Men , women , and children _____________. Radar sirens __________ , ambulance _________ , and the fire fighters _____________ . J : Were people in the city discouraged to carry on the business of life ? How did the city endure ? L4: No. Instead _________________________________________________________________. J : Were the police in the RAF tired out ? But what did they do? L5: Yes, the pilots in the RAF reached _________, but they __________________________. J : Were people of London satisfied though they were in front lines ? What did they do then during the War ? L6: No, they weren’t . They had to dig ________. They had to put out _______ . And they had to stand ________ and take ________. J : What were the probable reasons , in your opinion , that help London win the War ? L7: (free) ___________________________________________________________________. b. individual work : each group chooses one member to make a report on Britain under the bombs from Germans Step 6 Language Points 25’ Step 7 Free Reading and Asking Questions 10’ Step 8 Recheck students’ understanding of the text by asking questions 10’ a. Who was Mr. Murrow ? b. Why were the English more fortunate than the Poles and the Dutch ? c. What does ‘carry on the business of life’ mean in Para. 8? d. Why ‘skies’ is used instead of ‘sky’ in Para. 8? e. What does the writer imply by using ‘quiet’ in the last sentence of Para. 10? f. What do you learn from the reports or what do you feel after you read the reports? Step 9 Text Structure Analysis 15’ Part I (Para 1-2) Summary Para 1 It broadcast that London was __________________________________________ . Para 2 No matter what London had to endure , it could not be ______________________ . Part II (Para 3-14) Details Para 4 A general statement : _______________________________________________________ . Details : __________________________________________________________________. Para 6-7 A general statement : _______________________________________________________
2-10 Details a bcd A general statement Details a d Para 11-12 Murrow knew that Britain s fate depended on the resolution of he people b. the men d. the people e. the handful pilots Part Ill(Para 15)conclusion Step 10 Writing Skills a. What's figurative language? What are the three main types of figurative language? b. Give examples to each type from Text A Step ll Exercises in the textbook Step 12 Homework a. write a report on Britain under the bombs b. do structure writing on P273 c. preview Section B( find materials about Hiroshima; learn the new words; answer the comprehension questions on P281)
2-10 3 Details a. ________________________________________________________________ . b. ________________________________________________________________ . c. ________________________________________________________________ . d. ________________________________________________________________ . e. ________________________________________________________________ . Para 9 A general statement : ______________________________________________________ . Details a. _______________________________________________________________ . b._______________________________________________________________ . c. _______________________________________________________________ . d. _______________________________________________________________ . e._________________________________________________________________ . Para 11-12 Murrow knew that Britain’s fate depended on the resolution of a. the people ________________________________________ . b. the Men __________________________________________ . c. the housewives _____________________________________ . d. the people _________________________________________ . e. the handful pilots ___________________________________ . Part III (Para 15) conclusion: ______________________________ . Step 10 Writing Skills : 15’ a. What’s figurative language ? What are the three main types of figurative language ? b. Give examples to each type from Text A Step 11 Exercises in the textbook 20’ Step 12 Homework a. write a report on Britain under the bombs b. do structure writing on P273 c. preview Section B ( find materials about Hiroshima ; learn the new words ; answer the comprehension questions on P281 )
Unit 10 Section B(2 hours) Forty-Three Seconds over hiroshima Teaching Objectives a. to cultivate students' concept of self-study by looking for materials from the Internet magazines, ect b. to help learn more about Hiroshima c. to help students to better understand the figurative language of similes, metaphors and personification, thus to be able to make use of them in their own writing d. to practice students'oral English through discussion and routine pair work e. assist students to master some practical words and expressions: explode, expose, fling to want in, make for, give way to, ect eaching Procedures Step I Routine Pair Work( eg. movie dialogues, dialogues made by students themselves games presented by two students, songs singing, poems reading, ect. Step 2 Group Work: make share materials on Hiroshima students collected Step 3 Title Learning Step 4 Information Extracting a. When did the bom bing begin? b. What happened to Kaz and her father when the air exploded? c. What was Kaz's life like before the air explosion? d. What happened to what remained of life that Kaz's father had made? e. What happened to Kaz's brother? f. What was the result of the air explosion( as far as Kaz's family was concerned Step 5 Structure Analysis: study the three headings and divide the passage into three parts 5 a. An atomic bomb b. Kaz's family's life before the air explosion c. Details of the bombing d. Result of the bombing for the Kaz's family Step 6 Language points Step 7 Words and for learning after class: layout, tower, blind, glimpse, etc Step 8 Questions Time Step 9 Group Discussion How do you see wars? For example, what do you think of the bombing in Hiroshima And what about the War against Iraq raised by the United States Step 10 Reading Skills a. do exercises xiv on p281 b. do some extra learning of figurative language(take from by Xu jian and Yuan Hui
2-10 4 Unit 10 Section B ( 2 hours ) Forty-Three Seconds over Hiroshima Teaching Objectives : a. to cultivate students’ concept of self-study by looking for materials from the Internet , magazines , ect . b. to help learn more about Hiroshima c. to help students to better understand the figurative language of similes , metaphors and personification , thus to be able to make use of them in their own writing d. to practice students’ oral English through discussion and routine pair work e. assist students to master some practical words and expressions : explode , expose , fling to , want in , make for , give way to , ect . Teaching Procedures : Step 1 Routine Pair Work ( eg. movie dialogues , dialogues made by students themselves games presented by two students , songs singing , poems reading , ect. ) 5’ Step 2 Group Work : make share materials on Hiroshima students collected 15’ Step 3 Title Learning 2’ Step 4 Information Extracting 10’ Questions a. When did the bombing begin? b. What happened to Kaz and her father when the air exploded ? c. What was Kaz’s life like before the air explosion ? d. What happened to what remained of life that Kaz’s father had made ? e. What happened to Kaz’s brother ? f. What was the result of the air explosion ( as far as Kaz’s family was concerned ) g. Has Kaz’s illness really left her finally ? Step 5 Structure Analysis : study the three headings and divide the passage into three parts 5’ a. An atomic bomb b. Kaz’s family’s life before the air explosion c. Details of the bombing d. Result of the bombing for the Kaz’s family Step 6 Language Points 15’ Step 7 Words and for learning after class : layout,tower, blind, glimpse, etc . 2’ Step 8 Questions Time 10’ Step 9 Group Discussion 20’ ⚫ How do you see wars? For example, what do you think of the bombing in Hiroshima . And what about the War against Iraq raised by the United States Step 10 Reading Skills 15’ a. do exercises XIV on P281 b. do some extra learning of figurative language (take from ‘writing’ by Xu Jian and Yuan Hui )
Simile That man over there is like a pig a doctor must have the heart of a lion and the hand of a lady Beauty is as summer fruits, which are easy t corrupt and can not last Bacon, Of You might as well expect the sun to rise in the west as hope to move me A crowd of people pressed around him, touching his body, felt his legs, . and bid for him as if he had been a horse. by The Quadroon Because of his wealth, he was a fountain of generosity to his relatives and friends Some books are to be tasted. others swallowed and some few to be chewed and by Bacon Personification Love, free as air, at sight of human ties, spreads his light wings, and in a moment flies The buffalo, released at last in the evening from his monotonous circling round the water wheel, comes down to the bank and subsides with a groan of satisfaction into the mud. by Alan Moorhead Step 11 Homework a. review Section A and B, be ready for a quiz for this unit b. finish the exercises of section B c.preview Section C: write a summary of Section C
2-10 5 Simile : ⚫ That man over there is like a pig. ⚫ A doctor must have the heart of a lion and the hand of a lady. ⚫ Beauty is as summer fruits, which are easy t corrupt and can not last … (by Bacon, Of Studies ) ⚫ You might as well expect the sun to rise in the west as hope to move me . ⚫ A crowd of people pressed around him, touching his body , felt his legs , … and bid for him as if he had been a horse . ( by The Quadroon ) Metaphor : ⚫ Because of his wealth, he was a fountain of generosity to his relatives and friends . ⚫ Some books are to be tasted, others swallowed , and some few to be chewed and digested . ( by Bacon ) Personification : ⚫ Love, free as air , at sight of human ties , spreads his light wings , and in a moment flies . ⚫ The buffalo, released at last in the evening from his monotonous circling round the water wheel , comes down to the bank and subsides with a groan of satisfaction into the mud . ( by Alan Moorhead ) Step 11 Homework 1’ a. review Section A and B , be ready for a quiz for this unit b. finish the exercises of Section B c. preview Section C : write a summary of Section C
Section C Narrow Escape hour Teaching Purposes: a. to help to learn to make a summary of a passage b. to share a reporters experience in the airport during the War with the students c. to help to learn English by students themselves by encouraging them to find out key or difficult words and expressions by themselves Teaching procedures Step 1 Summary reading by three students written by them Step 2 Difficult and key items learning Step 3 Difficult and key items pointed out by students Step 4 Questions raised by students Step 5 questions raised by the teachers to check students'understanding of the text Step 6 Structure Writing of Section A b. read the reference writing to the students c. summarize the writing Step 7 Homework a. review Unit 10 and get ready for a quiz of it b. preview Unit 1, Book3 c. write a review on what youve learned through Book2's learning
2-10 6 Section C Narrow Escape ( 1 hour ) Teaching Purposes : a. to help to learn to make a summary of a passage b. to share a reporter’s experience in the airport during the War with the students c. to help to learn English by students themselves by encouraging them to find out key or difficult words and expressions by themselves Teaching Procedures : Step 1 Summary reading by three students written by them Step 2 Difficult and key items learning Step 3 Difficult and key items pointed out by students Step 4 Questions raised by students Step 5 Questions raised by the teachers to check students’ understanding of the text Step 6 Structure Writing of Section A a. let exchange to check compositions b. read the reference writing to the students c. summarize the writing Step 7 Homework a. review Unit 10 and get ready for a quiz of it b. preview Unit 1, Book3 c. write a review on what you’ve learned through Book2’s learning