Ⅰ.Brief Statements Based on the Unit
Science fiction is often about things we believe may be possible in the far future. It is fantasy based on science facts. The famous French writer Jules Verne, the father of science fiction, wrote many famous books, such as 20 000 Leagues Under the Sea, Journey to the Centre of the Earth, etc. This unit mainly deals with Jules Verne and his two famous science fictions, and the story of Dr Frankenstein. By learning this unit, we not only want the students to learn about science fiction, but also want to stimulate the students’ interest in science. Of course, it is necessary for the students to master the useful phrases and expressions in this unit. Meanwhile, we also learn about some word formation.
Ⅱ.Teaching Goals
1.Talk about science fiction.
2.Learn to express beliefs and doubts.
3.Learn about Word Formation(2).
4.Practise creative writing.
Ⅳ.Teaching Time: Eight periods
The First Period Warming up & Speaking
Teaching goals:
1. Learn about some scientific facts by doing a small science quiz.
2. Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.
3.Learn and master the following.
(1)New words:
fiction, scientific, distance, shuttle, temperature, incomplete, disaster, suppose
(2)Everyday English:
I believe…, I doubt…, It could be… but…, I’m sure that…,
I can’t imagine…, I can’t believe my eyes.
Teaching Important Points:
Help the students use the structures of showing beliefs and doubts, and arouse students’ interests on science fiction.
Teaching Difficult Points:
How to express beliefs or doubts.
Teaching Methods:
1. Free talk to arouse the students’ interest in science fiction.
2. Discussion to make the students finish the task of speaking.
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Free-talk and Lead-in
T: I think most of you like reading novels. Which one do you like better detective novels or science fiction? Why ?
S1:Because detective novel is full of suspension and the end of it is often surprising.
S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.)
T: Today we’re going to talk about science fiction.
(Bb: Unit 12 Fact and fantasy The First Period)
Step Ⅲ Warming up
T: Science fiction is just like a mysterious world waiting for us to enter, but at first we will recognize one famous person who was named “ the Father of Science Fiction”. His name is Jules Verne. He wrote a lot of magical novels such as 20,000 Leagues Under the Sea and Around the World in 80days.
T: Have you read any of his books? What are they about?
T: If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now, let’s have a quiz to see if you know any better.(P9)
1. What is the highest mountain on earth and how high it is?
2. What is the deepest point in the ocean and where is it?
3. Which is the longest river on earth and how long is it?
4. What is the distance from the earth to the moon? What is it to Mars? What is it
to the nearest star?
5. How far is it to the centre of the earth?
6. How high are the temperatures near the centre of the earth?
7. What is the longest distance around the world?
8. How fast does a balloon travel? How about an aeroplane? How about a space shuttle?
Step IV Speaking
T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. But sometimes people doubt whether science fiction may come true. Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard.
(Teacher writes the following on the blackboard.)
I believe… I suppose… I doubt…
I’m sure that… I’m(not) certain… I can’t imagine…
It could be…but… It’s likely… It would like…
Then ask some groups to act the dialogue out.
Step V Practice and Consolidation
T: Can you talk more about what you believe may come true in the future? For example, you can imagine Chinese astronauts land on the moon successfully in 2015,and you are one of them. Standing on the moon, what will you say to the people on the earth? Who can try?
Step VI Summary and Homework
At this period, we’ve practiced the oral English under the subject of science fiction and future prediction, with functional items about beliefs and doubts. You are expected to do more practices which make perfect.To fulfill the task of this part, the students should be divided into three large groups, and each group may choose a topic from the following ones:
Topics: What memory could be transplanted?
What will the world look like tomorrow?
What will the transportation like in the future?
The Design of the Writing on the Blackboard
Unit 12 Fact and fantasy
The First Period
Useful Expressions:
I believe… I doubt…
It could be…but… I suppose…
I’m(not) certain… It’s likely…
I’m sure that… I can’t imagine…
It would take…
The Second Period Listening
Teaching goals:
1.Enable the students to catch the main idea of the listening material.
2.Let the students take notes according to the questions.
3.Answer the questions logically in the students’ own words.
4.Enable the students to tell eh difference between science fiction and fantasy story.
Teaching important points and difficult points:
Let the students take notes according to the questions and answer the questions logically in the students’ own words.
Teaching Methods:
a. Listening b. speaking c. discussing
Teaching Procedures:
Step I Revision
Check the homework.
Talk about the three topics the teacher gave the students.
Step II Listening
T: Now, let’s do some listening. Look at the listening part on Page 9.
1.Pre-read the questions on P9 and 10.
2.Listen to the tape and try to catch the general idea of the passage.
3.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?
4.Listen to the tape again and then finish Exercise 2.
Step III Listening (Workbook P88)
For training listening ability, the teacher could read the passage to the students in different speed and encourage them to take notes. In this way, the students can really force themselves to remember as many contents as possible in short period rather than only pick out keys from the ABCD.
1.Give the instructions. You are going to hear a passage under the topic of Fact and Fantasy for totally four times. For the first time, you just listen for the main idea and the speed of saying will be normal; them at the second and third ones sentences in the passage will be read slowly for you to write down, and the punctuation will also be read out; for the last time, you should check your notes and make sure nothing is lost.
2.Develop it.
3.Check their work by asking questions on the understanding.
Step IV Homework
Listen to the material on P88 again after class and discuss the following questions with your partner:
1. Can science fiction written 100 years ago still interest us? Why?
2. If both fantasy stories and science fiction are about things that are not possible , can we still learn something from such books or is reading them a waste of time?
3. Which of the books mentioned on the tape would you like to read? Why?
The Design of the Writing on the Blackboard
Unit 12 Fact and fantasy
The second Period
Place : Time: Size:
Description: Sketch:
Answers to exercise 2 :
The Third Period Reading
Teaching goals:
1. Train the students’ reading skills.
2.Let the students learn about the French writer Jules Verne and his two famous science fictions.
Teaching Important Points:
Catch general idea by fast reading& go deep by detail reading.
Teaching Difficult Points:
1.How to make the students understand the passage better.
2.How to help the students finish all the exercises in Post-reading.
Teaching Methods:
1.Discussion before reading to make students learn more about some scientific facts.
2.Fast-reading method to get the general idea of the passage.
3.Careful-reading method to get the detailed information in the text.
4.Discussion after reading to help the students finish the tasks in Post-reading.
Teaching Aids:
1.the recorder
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
Greet the whole class as usual.
Step Ⅱ Lead-in and Pre-reading
T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on P11.
T: Here are three great inventions. Who can say when the inventions in the pictures were made?
Then go on with the following questions:
1.When was electricity discovered?
2.How was it used in the following two hundred years?
3.In the early 19th century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?
Step Ⅲ Reading
T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?
Do you remember the books written by him and talked about by us in the last period? Open your books and turn to Page 12.Let’s look at the reading passage.
Task 1 : Scanning
T: Now, read the passage quickly to find out the main idea for each part.
(A few minutes later, teacher asks some of them to answer the questions one by one.)
Part I (Para 1 ) General introduction about Jules Verne.
Part II (Para 2-5 ) Brief introduction of 20,000 Leagues Under the Sea.
Part III (Para 6 ) Brief introduction of Journey to the Center of the earth.
T: What kind of writing do you think the text is ? Why?
(It’s like a biography. First it should give a brief introduction about the leading role, then introduce his main achievements, his influence to later periods, and so on.)
Task 2：Details reading
Read the text again and carefully to answer the following details questions:
1.Who is Jules Verne? When was he born? And where?
2.How did Jules Verne lay the foundation of modern science fiction?
3.Which two famous novels does this text introduce to us?
4.What does 20,000 Leagues Under the Sea mainly about?
5.What does Journey to the Center of the earth mainly about?
Step IV Post-reading
T: Now, listen and read the passage again. Then finish Exercise 1and 2 in
Post-reading on Page 13.
Ask students to discuss with partners to complete Ex3&4.
T: Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.
T: Well. Now please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.
Step V Summary and Homework
T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. And think about Ex5.
The Design of the Writing on the Blackboard
Unit 12 Fact and Fantasy
The third Period
I. Main idea of each part: Part I (paragraph 1)
Part II (paragraph 2-5)
Part III (paragraph 6)
II. Questions:
1. Who is Jules Verne? When was he born? And where?
2. How did Jules Verne lay the foundation of modern science fiction?
3.Which two famous novels does this text introduce to us?
4.What does 20,000 Leagues Under the Sea mainly about?
5.What does Journey to the Center of the earth mainly about?
The Fourth Period Reading (II)
Teaching goals:
1.Learn and master the following words and phrases:
2.Remember the useful and important sentences:
Teaching Important Points:
1.Learn the use of the words and phrases.
2.Understand the text better.
Teaching Difficult Point:
How to help the students master some knowledge of the new words and phrases.
Teaching Methods:
1. Studying and practising to master the use of the words and phrases.
2. Pair or group work to make every student take an active part in class.
Teaching Procedures:
Step Ⅰ Revision
Ask some students to retell the text.
Go on with Ex. 5 on P13.
T: If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?
Suggested answers:
Preparation: Tools and things to bring Risks: Dangerous and things that could happen
food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way, falling into a hole being injured, run out of power
Step II Language Points
T: Now, you’re familiar with the passage. But I think the following should also be paid attention to.
1. the father of science fiction 科幻小說之父
fiction n. [U] & [C] 虛構的文學作品；小說；編造的謊話；虛構；想象。
E.g. science fiction 科學小說，科學幻想故事 the writer of fiction 小說家
Fact [Truth] is stranger than fiction.
[諺]事實比小說還離奇。
The account she gave of her movements is a complete fiction.
她對自己的行動所作的解釋完全是虛構的。
2. His father sent him to Paris to study law, but instead Verne developed his love for the theatre.
develop love for：become more and more interested in
develop a friendship with sb.: become friends with sb. gradually
develop a mine開礦 develop a film沖洗膠卷
3. He used the latest ideas and technical inventions of his day in his books.
a.) latest: the most recent
E.g. the latest fashion / news at (the) latest : 最遲
b.) sth. / sb. of one’s day
E.g. Shakespeare topped all the other writers of his day.
4. Many of the instruments in his novels will remind the reader of Dr Benjamin Franklin’s experiments with electricity.
remind vt. Make sb. think of or remember
remind sb. of sth./ to do sth 使某人想起……提醒某人做某事
remind sb. that… 提醒某人……，警告某人……
E.g. The film reminded him of what he had seen in China.
這部影片使他回想起在中國所看到的一切。
He reminded his mother how to operate the computer.
Please remind me that I must call her up before nine. 請?zhí)嵝盐揖劈c前給她打個電話。
5.By taking scientific developments of his day one step further, Jules Verne laid the foundation of modern science fiction.
通過將他所處時代的科學發(fā)展向前推進一步，儒勒凡爾納奠定了現(xiàn)代科幻小說的基礎。
lay the foundation of 奠定……的基礎。without foundation 無根據的
lay the foundation for 給……打下基礎，為……奠定基礎
E.g. He laid the foundations of his success by study and hard work.
The two leaders have laid the foundations of a new era in cooperation between their countries.
the foundation of a building 建筑物的地基
6.Jules Verne died in 1905, long before any of his dreams came true.
1905年，儒勒凡爾納的一個夢想也沒有實現(xiàn)，他就與世長辭了。
a） long before 很久以前（可單獨使用，一般用在過去完成時的句子里；亦可引導句子）。
E.g. She said she had seen the film long before. 她說她很久以前就看過這部電影。
It was long before we knew what was wrong with our plan.
過了很長時間我們才知道計劃錯在哪里。
8. Dr Aronnax, his servant and a Canadian whale hunter set out to find the monster.
a）servant n. 仆人；公務員；雇員。
E.g. civil servant 公務員
Fire and water may be good servants, but bad masters. [諺]水火是忠仆，用之不慎成災主。 b）set out to do sth. 著手干某事。（set out出發(fā)，開始）
E.g. I set out to prepare for my speech. 我開始著手為演講做準備。
They set out for the north two days later. 兩天后，他們出發(fā)向北去了。
They set out on a sightseeing tour. 他們動身出去觀光旅行。
9. After months of searching they find it and in the collision that follows, the three men are thrown overboard.
經過幾個月的尋找，他們找到了那個怪物，但是在隨后的沖突中他們三人被從船上拋入大海里。
a）collision n.（車、船的）碰撞；（利益，意見的）沖突。
a collision between a car and a bus =a collision of a car with a bus汽車和公共汽車相撞
a head-on collision 正面沖突（相撞）
b）overboard adv. 自船上落下，在船外。
E.g. He fell overboard. 他從船上掉入水中。A man overboard! 有人落水！
Step III. Consolidation
Ask students to use the important new phrases to make some sentences.
Step IV Summary and homework
Today we learned the use of the new words and phrases. Please remember them very well and try to use them correctly and freely.
The Design of the Writing on the Blackboard
Unit 12 Fact and Fantasy
The fourth Period
Language points:
1. fiction, develop one’s love 2. latest, of one’s day
3. remind …of 4. lay foundation of
5. long before, come true 6. set out to do
7. in the collision, overboard 8. be dressed in
9. draw sb. into 10.permanent
Record after Teaching
The Fifth Period Language study
Teaching goals:
1.Review the new words appearing in the last periods.
2.Learn to use the rules of word formation to guess the meaning of the word.
Teaching Important Points:
1.Learn to choose proper words according to the contexts of the given passage.
2.Learn to guess the meaning of the words by the meaning of some stems and affixes.
Teaching Difficult Point:
1.Master the meanings of the following stems and affixes:
2.How to guess the meanings of the words according to these stems and affixes.
Teaching Methods:
1.Review method to consolidate what we’ve learnt.
2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.
3.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.The blackboard
2.A small blackboard
Teaching Procedures:
Step Ⅰ Revision
T: In the last period, we learnt some new words and phrases. Now, let’s review them. Take a piece of paper and write down the words and phrases .
(The following words are collision, permanent, voyage, escape, on board, fiction, fantasy)
T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?
Step II Word Study
T: Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.
Suggested answers:
1.fantasy 2.voyage 3.collision 4.on board 5.voyage
6.collision 7.on board 8.escape 9.fantasy 10.permanent
Step III Word Formation
T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the small blackboard.
rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical
T: What do the words mean? Explain how you guess them. Who’d like to do the first one?
(the prefix“re-”expresses“again”; the prefixes“un-”“dis-”“im-”“in-”and“non-” all mean“not”and form the negative meanings of them.;“super” means “more than usual”; “co-” means “together” or “with” )
T: P14 Grammar 1. Let us see the meaning of these stems and affixes. Match the words and the correct definitions.
Suggested answers:
1.E 2.F 3.B 4.C 5.D 6.A
T: let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts.
Step IV Consolidation
Finish the exercises on the workbook.
Step Ⅵ Summary and Homework
T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period.
The Design of the Writing on the Blackboard
The Sixth Period
Grammar Word Formation
Teaching goals:
1.Review the new words appearing in the last periods.
2.Lear to use the rules of word formation to guess the meaning of the word.
Teaching Important Points:
1.Learn to choose proper words according to the contexts of the given passage.
2.Learn to guess the meaning of the words by the meaning of some stems and affixes.
Teaching Difficult Point:
1. Master the meanings of the following stems and affixes:
mis- = wrong extra- = outside inter-= between
sub-= under under-= below over- = too much
dis-= not -marine= sea
2. How to guess the meanings of the words according to these stems and affixes.
Teaching Methods:
1. Review method to consolidate what we've learnt.
2. Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they've learnt.
3. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step II Revision
T. In the last period we learnt a passage about a French famous writer Jules Verne. Now, who'd like to retell the text?
(One student stands up and retells the text in his own words. )
T.Very good. It seems that you've read the passage again and again.
Step III Word Formation
T:As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the Bb.
rewrite, unhappy, disappear, impossible, invisible, non-smoker, supermarket, worker, illness, movement, useful,action, cooperate, cloudy, musical
What do the words mean? Explain how you guess them. Who'd like to do the first one?
Ss: “Rewrite” means “ write again”, because the prefix “re-” expresses “again”. Am I right?
T:Right. Very good.
S1: “ Unhappy” “disappear” “impossible” “invisible” and “non-smoker” mean in turn “not happy” “not appear” “not possible” “not visible” and “people who don't smoke”. Because the prefixes “un-” “dis-” “in-” and "non-" all mean "not" and form the negative meanings of them.
T:A good job ! Let's go on.
S2:"Supermarket" is made up of two parts: "super" and "market". Market is a place where all kinds of things are sold, and "super" means "more than usual". So "supermarket' means "超市" in Chinese.
T:You're right. Can you give some other examples?
S3: Yes, For example, superman, superstar.
T: Very good. Now, who knows the meaning of the word ``cooperate"?
S4:"Cooperate" is to say "work together". Because "co-" means "together" or "with".
T:Do you agree with him/her?
Ss: Yes.
T: That's right. Do you know the meanings of the rest words?
Ss: Yes. (Students begin to say the meanings of them together. Then teacher asks one of them to explain them.
T:Wang Lin,tell me how you guess them.
S5:These words have something in common. Their basic meanings don't change, and changes for them are just their parts of speech. For example ``worker" is formed by adding "er" after “work". It means "people who work". So if we add ``er" to a verb, a noun is formed. If we add ``-ness'' to an adjective, a noun is formed. After a verb, we can add ``-tion'' to form a noun, while after a noun, we need to add "-ful" "-al" or ``-y'' to form an adjective. Is that so?
T: Quite fight. In this class, we'll go on with some rules of word formation.
(Teacher uses the multimedia to show the following.
T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some exampies with the stems and affiies. (A few minutes later)Are you ready? (Ss: Yes. )Now, I'll ask some students to read out the words they've written. Any volunteer?
S6: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree, submarine. (Teacher writes these words on the blackboard. )
T:Terrific! Do you understand the meaning of each word on the blackboard?
Step IV Conslidation
T. Look at the screen, please. (Teacher shows the following on the screen. )
Add a proper affix to each of the following words to form another word.
1. curricular 2. dependent 3. patient
4. stop 5. judge 6. tired
7. heading 8. clothing 9. advantage
Suggested answers:
1. extra- 2. in- 3. im- 4. non- 5. mis- 6. over- 7. sub- 8. under- 9. dis-
Step v Summary and Homework
T: In this class, we've reviewed some new words appearing in the unit by doing exercises. We've also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don't forget to prepare for the next period. Time is up. That's all for today. See you next time.
Ss:See you next time
The Design of the Writing on the Blackboard
Unit 12 The Sixth Period
Word Formation
mis----- wrong misconduct,
extra----- outside extraordinary,
inter----- between international,
sub-= under subsoil,
under----- below underground,
over- = too much overcharge
dis- ---- not disa- gree,
-marine----- sea submarine
Record after Teaching
The Sixth Period Integrating Skills
Teaching goals:
1. Review the useful expressions learnt in this unit.
2. Review some word formation.
3. Train the students’ writing ability by practising creative writing.
Teaching Important Points:
1. Consolidate word formation learnt yesterday.
2. Help the students finish the creative writing.
Teaching Difficult Points:
1. How to help the students practise creative writing.
2. How to improve the students’ reading ability.
Teaching Methods:
1. Revision method to help the students consolidate the useful expressions.
2. Question-and-answer activity to help the students understand the reading passage better.
3. Discussion method to help the students finish the task of writing.
4. Individual, pair or group work to make every student work in class.
Teaching Procedures:
Step I Revision
T: In the last period, we’ve learned some rules of word formation. Let’s do an exercise to consolidate it. Please look at the blackboard, and then fill in the blanks.
1. submarine=______+______ 4. Internet=______+______
2. disappear=______+______ 5. underwater=______+______
3. overturn=______+______ 6. prisoner=______+______
Step II Reading
T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about fantastic fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer the following questions.
1. What did Dr Frankenstein want to do when he was young?
2. After he was sent to university, what did he think of the things taught at university?
3. What attracted his attention?
4. Did he discover the cause of life?
5. Although he knew how to create life, what remained a difficult work for him?
6. Why did he decide to create a larger human being than man about eight feet in height?
T: Have you got any problems in understanding the passage? If any, please ask me.
Possible problems:
1. The sentence “ My father was not scientific, so I had to look for a road without having a map.” can be translated into Chinese “我的父親沒有什么科學頭腦，所以我不得不在沒有指導的情況下自己摸索”.Dr Frankenstein used a metaphor in the so-clause. He compared the road without any instructions to that without having a map in order to show he had to work hard to find a way to science by himself. Are you clear about it?
2. throw / cast / shed light on/ upon : make sth. clearer使某事顯得非常清楚”
3. hesitate vi. 遲疑，猶豫。hesitation n.
hesitate to do sth. hesitate about/over/at doing sth. without hesitation 毫不猶豫地，立即
4. cut up 切碎；使受苦。
cut up vegetables into small pieces 把蔬菜切碎
Jean was really cut up when her husband left her. 在丈夫拋棄她之后，簡痛苦極了。
Step Ⅳ Listening and Reading Aloud
T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.
Step Ⅴ Designing and Writing
T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now,. Please discuss the questions in groups of four.
T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.
Step Ⅵ Summary and Homework
T: go over all the contents in this unit, especially the important points. If you haven’t finished your writing, go on with it.
The Design of the Writing on the Blackboard
Unit 12 Fact and fantasy
The Sixth Period
I．Useful phrases:
throw light on cut up
II．Sentences:
The modern scientific development has thrown light on the mysterious.
My father was not scientific, so I had to look for a road without having a map.
Record after Teaching
The Eighth Period Revision Lesson
Teaching goals:
Revise the whole unit
Teaching Important Points:
Help students to consolidate the use of the important words and phrases.
Remember the main goals in the unit.
Teaching Difficult Point:
How to help students to review by themselves.
Teaching Methods:
Explanation and practice
Teaching Procedures:
Step I Revision
Check the essay about science fiction stories.
Step II Revise the important points in the unit
Step III Practice
A級（基礎訓練）
選詞填空
A.用適當?shù)慕樵~填空
1.He developed his love ______the theatre.
2.Tom reminds me ______his father.
3.They set out ______find the monster.
4.Under water travel has many things ______common with one in space.
5.I entered the search ______wisdom and dreamt of finding a way to cure my disease.
B.用下列短語的適當形式填空
attract one’s attention; remain; come true; lay a foundation; be dressed in
1.One of the phenomena that ______was the structure of the human body.
2.Verne ______of modern science fiction.
3.It ______a difficult job.
4.______a diving suit, they walk around the magic world.
5.I believe one day your dream will______.
B級（應用創(chuàng)新）
Ⅰ.單項填空
1.-I think you should phone Jenny and say sorry to her.
-______.It was her fault.
A. No way B. Not possible C. No chance D. Not at all
2.-Susan, go and join your sister cleaning the yard.
-Why ______?John is sitting there doing nothing.
A. him B. he C.I D. me
3.Though ______money, his parents managed to send him to university.
A. lacked B. lacking of C. lacking D. lacked in
4.______,I went to the railway station to see my friend off.
A .After eating quickly my dinner B. After my quickly eating dinner
C. After eating my dinner quickly D. After eating my quickly dinner
5.The famous basketball star, ______tried to make a comeback, attracted a lot of attention.
A. where B. when C. which D. who
6.Dorothy was always speaking highly of her role in the play, ______,of course, made the others unhappy.
A. who B. which C. this D. that
7.Suddenly,a tall man driving a golden carriage ______the girl and took her away, ______in the woods.
A. seizing; disappeared B. seized; disappeared
C. seizing; disappearing D. seized; disappearing
8.Don’t be afraid of asking for help ______ it is needed.
A. unless B. since C. although D. when
9.A cook will be immediately fired if he is found ______ in the kitchen.
A. smoke B. smoking C. to smoke D. smoked
10.The girl doesn’t ______.
A. think which blouse to choose B. decide which blouse to choose
C. think to choose which blouse D. decide to choose which blouse
11.I’ve never heard______ interesting story.
A. a such B. such the C. the such D. such an
12.The wounded ______ by the hospital.
A. have been taken in B. has been taken in
C. have taken in D. has taken in
13.-Have you seen ______pen ?I left it here this morning.
-Is it ______black one? I think I saw it somewhere.
A. the;/ B. the; the C. the; a D. a; a
Suggested answers : A 級
選詞填空
A.1.for 2.of 3.to 4.in 5.for
B.1.attracted my attention 2.laid the foundation 3.remains 4.Dressed in 5.come true
B 級
Ⅰ.單項填空
1~5 ADCCD 6~10 BDDBB 11~13 DAD
Step IV Homework
Remember the new words and prepare for the dictation and finish English Weekly.