Unit 1
1. Teaching objectives：
(1)Knowledge objectives: ①students can master some key words and expressions of the text. ②Students can acquire more about the present simple tense & the past simple tense. ③Students can learn how to find topic sentences of the passage.
(2)Ability objective: students can be trained to master the abilities of listening, speaking, reading and writing.
(3)Emotional objectives:①students can have a right attitude towards life.
②students can raise their awareness to pursue happiness and enjoy life.
2. Teaching key points: help the students have a better understanding of the present simple tense and the past simple tense.
3. Teaching difficult points: enable students to distinguish fricatives of English and express satisfaction and dissatisfaction properly. 4. Teaching procedures: Part One Listening and Speaking Step 1. Pronunciation and listening skills
Pronouncing fricatives properly: 发 /f/ 和 /v/ 这两个摩擦音时，上齿应接触下唇。发 /θ/ 和 /e/ 这两个摩擦音时，舌尖应置于上下齿之间。发 /s/ 和 /z/ 这两个摩擦音时，舌尖应抵齿龈。另外，因为 /v/、 /e/ 和 /z/ 这三个音是浊辅音，读时声带应振动(To see the examples on the screen and practice)。
/f/ 和/v/
/f/ 和/v/ 是唇齿音。发/f/ 时，上齿轻轻咬住下唇内侧，将气流从唇齿的缝隙间轻轻吹出来；/v/ 的发音和/f/ 大致相同，发此音时，上齿轻轻咬住下唇内侧，再用力将气从唇齿的缝隙中吹出来，但需要振动声带。 /θ/ 和/e/
/θ/ 和/e/是齿间音。发/θ/ 时，双唇微开，舌头伸出来，上下齿轻咬住舌尖，将气流从牙齿的缝隙中吹出来。发/e/ 时，双唇微开，上下齿轻咬住舌尖，让气流尽量被上下齿堵住，只允许少量气体从牙齿缝隙中吹出来，同时振动声带发出声音。 /s/ 和/z/
是齿龈音。发 /s/ 时，舌尖及舌中靠近上齿龈，其间形成窄缝，气流从窄缝中流出，摩擦成音，但只送气不振动声带；发/z/ 和发/s/ 时的舌形和口形相同，不同的是发此音时声带需要振动，但不送气。
Step 2. Conversations
Conversation 1 - Expressing satisfaction
1. Listen to a conversation and complete the following sentences with what you hear. 2. Listen again and check (?) the reasons why Jason feels satisfied with his present job. Scripts
Hi, Anna, how’s it going?
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Not too bad. I haven’t seen you for some time. What have you been doing lately, Jason?
Same as usual, I’m still busy with my work. You know, working in one of the world’s top 500 companies is quite demanding.
How long have you been working in this company? Over two years.
Are you satisfied with your present job?
Yes, I am quite pleased with it. I have a big office, some helpful colleagues, and an open-minded boss. There is nothing to complain about. It seems that you have a lot of fun at work. Yes, it’s just what I wanted from work. You are really lucky!
3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language. Situation 1
Hi, Betty! How was your dinner last night?
Great! My friend and I like it very much. Thanks for your recommendation. Oh, really? Could you tell me why you like it?
The restaurant is filled with a cozy atmosphere and it is quite relaxing to be there. Yes, I have the same feeling with you.
Moreover, the food is very delicious and the service is pretty good. Yeah, I totally agree with you. Situation 2
Good morning, Professor Brown. Good morning.
I have just finished a painting. Could you please take a look at it? Sure. Hmm, this is a very satisfying one. I like it very much. Really? Why do you say so?
It shows your personality and can arouse the viewer’s imagination. I’m glad to see the improvement in your painting, Ann! Thank you very much! Functional Language
Conversation 2 - Expressing dissatisfaction
2. Listen again and match the people in Column A with the information in Column B. Scripts
You don’t look very cheerful. What’s the matter, Jack? Oh, nothing special, Jane. I’m just a bit fed up.
With your job? Aren’t you satisfied with your present work?
No, I’m under a lot of pressure at work. My boss always wants me to increase sales. Sometimes the sales goal is almost impossible to achieve. I’m not pleased with it.
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I used to feel stressed out like you but I managed to find some time to jog every morning. It did work.
Maybe I should try it. But you know, I am very busy. The work here is really tiring. Cheer up! Maybe being busy means there are more opportunities for a promotion. I hope so. But Miss Green, my boss, enjoys picking on me. I really can’t stand it.
Stop dwelling on it. Think about the positive side of your work and you will feel better then. 3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language. Situation 1 Hi, Betty.
Hi, Ann. It seems you are not in a good mood. What’s wrong?
I don’t really like living in the dorm. I wish I could move into an apartment and live on my own. What happened?
The dorm is too crammed and noisy. I just can’t stand it.
I see. What you said is true. But it is fun to live with your friends and classmates. Besides, it’s safer and more convenient to live in the dorm. You are right. Thanks for talking with me. Situation 2
Hi, buddy! You look very down in the mouth. What’s the matter?
I’m dissatisfied with my performance in the basketball game this afternoon. Oh, what happened?
I only got two points. It never happened to me before. I’m really disappointed.
Come on. That’s just one game. You still have chances in the future. What’s the most important is that you are having fun from playing basketball. I guess you are right. Thank you! Functional Language Step 3. Passage
1. Listen to a passage and complete the following table with what you hear.
2. Listen again and answer the following questions by filling in the blanks with what you hear. Scripts
There are various kinds of jobs in the world, such as writing, nursing, teaching, and engineering. But different people choose different jobs as their ideal careers. This is because everyone has his own interest.
As for me, I have made up my mind to be a teacher. I choose to do so mainly for three reasons: Firstly, I like the pace of the academic calendar. Two long vacations offer me an opportunity for reflection, research, and writing. Secondly, I can have the opportunity to motivate myself to keep on learning. Finally, being around the students who are beginning to change and grow, I can get improvement too.
3. Work in pairs to do the following activities.
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1 Match the jobs with the following pictures. 2 What’s your ideal job? Describe it to your partner.
My ideal job is to be a news reporter. It will offer me opportunities to go to different places to interview different people and report to the audience. 3 List three reasons for your choice.
I choose to be a news reporter mainly for three reasons. First, I am always interested in amazing news. Second, I like talking with different people. It can bring me opportunities to communicate with people and get new ideas and thoughts from them. Third, I like traveling. Being a reporter may bring me opportunities to visit different places.
Part Two Reading
Passage A When I Grow up
Teaching Procedure Step 1. Lead-in
Video appreciation: Ice Princess Extended reading: 拾荒记——三毛 Pre-reading questions:
1. Match the interest areas in the left column with the possible careers in the right column. 2. Work in groups to discuss the following questions.
1) What did you dream to be when you were young? And how about now? 2)Do you think you can realize your dream? Why or why not? Overview
We may often be asked by others: What do you want to be when you grow up? What is your dream? The answer is likely to be different at each stage of our life because we are growing and changing all the time. But what is the eternal pursuit of life? On the way to finding the answer, we work hard for our goals, we cooperate with and rely on others, and we learn to appreciate both success and failure, just like in a football game. After going through all these experiences, we might come to the conclusion: Whatever path we may follow in life, happiness is the ultimate destination. Step 2. Text Study 1. Text reading
2. Organization of the text Structure:
Part I (Para. 1-2): My uncommon and ―foolish‖ childhood dream job
Part II (Para. 3-4): As teenager, I am not quite confident about the same question. Part III (Para 5-6): Whatever career one chooses, happiness is the real destination. 3. Language points
1). Crayons danced across sheets of paper to illustrate our dream jobs.
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彩色蜡笔在纸上飞舞，描绘着我们梦想的工作。 dance:在这里是拟人用法。类似例子还有：
The twenty-first century sees a lot of scientific discoveries and inventions. 二十一世纪见证了许多科学发现和发明。
句型：to illustrate our dream jobs 动词不定式做目的状语，是dance的目的。 2). Our drawings were hung in the hall way for our parents to see at Back to School Night. 我们的画被挂在走廊里，好让我们的父母在“返校之夜”可以看到。 句型：
in：prep. 表地点， for：prep.引导逻辑主语， to：to inf.动词不定式表目的， at：prep.表示具体的时间
3).I remember looking down the line and seeing pictures of ballet dancers dancing, firefighters putting out a big fire, and spacemen leaping across the moon—jobs that were seen as typical dreams of five-year-olds.
我记得放眼望去，有的画上是正在跳舞的芭蕾舞演员，有的是正在扑灭大火的消防员，有的是正在月球上跳跃行走的宇航员，这些工作都是五岁孩子梦想中的工作。 Remember: remember doing sth. 记得做过某事 remember to do sth. 记得要干某事 我记得出门时把灯关了。
I remember turning off the lights when I left home. 请离开时记得关灯。
Please remember to turn off the lights when you leave。 用法相近的单词 1
stop to do 停止，中断做某事后去做另一件事 stop doing 停止正在做的某事 我在回家的路上停下来买面包。 I stopped to buy bread on the way home. 他必须得停止考虑这件事。 He have to stop thinking about it. 用法相近的单词 2 forget to do 忘记要去做 forget doing 忘记做过某事
办公室里的灯还在亮着。他忘了关灯。
The light in the office is still on. He forgot to turn it off. 他忘记是否关灯了。 He forgot turning the light off. 用法相近的单词 3
try to do 设法或努力去做某事 try doing 尝试着做某事
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