Unit1TheSnakeBiteTeachingAims1.ImprovingSkills1Learnandmasterdifferentwaysofaskingabout&expressingimpressions2.Practicelisteningcomprehensionandmastercertainlisteningskills.3.InprovingEnglishspeakingskillsandcommunicativeskillsbylearningtheconversationandotherspeakingactivities.2.EnrichingVocabularyallatonce,figure,seem,forbid,showup,strike,makefor,pickout,lightoutfor,musthavedone,everynowandthen,atlength,holdonto3.ImprovingWritingskillsWritinglogicalsentences.4.IntroductiontoGrammarindirectcommandwithinfinitivessuchasHewantedtoseeyou/Tellhimtowait。TeachingActivitiesDotheextendedactivitiestopracticestudents’integratedskillsofreadingcomprehension,translation,writingandtosolidatetheirbasiclanguageknowledgeofgrammarandvocabulary.Teachingduration8lessonsTeachingaidsArecorderTeachingProcedures:Warmingup(forreference):Asksomestudentshowtheyshowtheirdistressandannoyanceinlife.Havethestudentsdemonstratetheirwritingsontheboard.Introduceotherpossiblewaystoshowannoyanceordistresssuchas:(1)Itisannoyingtodo...(2)Iamnotpleasedatallwith...(3)Johnwasveryupsetwhenhisfathercancelledthefamilytriptothebeach.(4)Youwouldn’tbelieveit...(5)Whatashame!(6)Itsickenedmetoseehow...(7)Itreallygetonone’snerves...(8)Itreallygetunderone’sskin..Annoyv.tr.（及物動詞）Tocauseslightirritationto(another)bytroublesome,oftenrepeatedacts.使生氣，使煩惱：用煩人的，通常是重復性的行為使（別人）生氣Toharassordisturbbyrepeatedattacks.打攪，干擾，擾亂：用屢次的攻擊使人厭煩或打擾r.（不及物動詞）Tobeannoying.招人討厭，惹人煩惱Helookedannoyed.他好象不耐煩的樣子。Wecanannoytheenemybyraids.我們可以用空襲騷擾敵人。Part1Comminicativeactivities1.InterativelisteningandspeakingAStudentsareaskedtoclosetheirbooksandlistentothetaperecorderwithoutreadingthenewdialogue.BDuringthelistening,studentsareaskedtotakesomenotesaboutsomeinformationofthedialogue.CAfterlistening,TeacherwillreadthelisteningexerciseonPage2andstudentsdotheexercisewiththehelpofthenotes,whichtheyhavejusttakendown,andthememoryofthelistening.DStudentstalkabouttheirfeelingsItsickenedmetoseehow...Itreallygetonone’snerves...Itreallygetunderone’sskin..ETrytoSpeakMore:Firstly,studentswillbeaskedtoreadtheconversationbyrole-playing.Secondly,Teacherwillexplainsomeunfamiliarwordsorphrasesintheconversation.Suchas:sicken,baldandthreechickenstoonesinglecage.Thirdly,studentswillbeaskedtopointoutsomeexpressionsthatexpressfeelingsofdistressorannoyanceintheconversation.Forthly,Teacherasksseveralstudentstoreadtheexpressionsthattheyhavealreadycheckedout.2.Storytime.Askthestudentstoworkoutashortstoryinpairsonthepicture.3.Whataretheyfor?&4.MoresentencesTeacherwillplaythetaperecordertoletstudentslistentomorewaysofexpressingdistressandannoyance.*Afterlistening,studentswillbegivenalittletimetomatchtheseexpressionswiththefunctions.*TeacherwillreadtheActualWordsSpokenoutonebyonewhilestudentswillreadtherespondingfunctions.*Teacherwillexplainthemeaningsofsomeunfamiliarwordssuchas:bugging,pesteringandbragging.Bug:annoy;Pester:toannoysomeonebyrepeatedlyaskingquestionsormakingrequests,especiallywhentheyarepayingattentiontosomethingelse.Brag:v.tr.（及物動詞）Toassertboastfully.夸耀地宣稱n.（名詞）Aboast.自夸Atractor-trailer.拖拉機拖車Avehiclewithoneormorehorsesharnessedtoit.馬車：套上一匹或多匹馬的馬車Thespecialapparatususedfordrillingoilwells.鉆井架，鉆塔：用于打油井的特殊工具atlengthadv.最后,詳細地yell:r.（不及物動詞）Tocryoutloudly,asinpain,fright,surprise,orenthusiasm.叫嚷：因痛苦、害怕、驚訝或熱情而大聲喊叫v.tr.（及物動詞）Toutterorexpresswithaloudcry;shout.叫喊著說：大叫著說或表達；叫喊n.（名詞）Aloudcry;ashout.大聲吼叫；叫喊Arhythmiccheerutteredorchantedinunisonbyagroup:歡呼聲：一群人同時發(fā)出的帶節(jié)奏的歡呼：acollegeyell.大學生的歡呼ActivityStudentsaregivenalittletimetopredicttheresultofthetext.DidFather’scomingsavetheauthor?Whosavedtheauthoratlast,Fatherordoctor?LanguageWorkStudentsareaskedtofillouttheblankswiththewordsorphrasesfromthetext.Teacherhasthestudentsworkindividuallyandgettheanswerstofitthetext.Later,hasthestudentsreporttheirworkandTeachercheckstheanswers.Part3ExtendedActivities１．Poemreading一個細長的家伙（翻譯）一個細長的家伙

有時在草叢里馳騁——

你可能見過——是不？

他的出現(xiàn)，很突?！?/p>

草兒像被梳子分開——

現(xiàn)出利箭帶斑——

然后在你的腳邊合攏，

又一路打開向前——

它喜歡潮濕的地盤，

泥土要涼得不生五谷——

但當年小孩時，赤著足——

我曾多次在上午

走過，當它是陽光里

攤開的繩鞭

想彎腰把它拾起

它卻蜷縮，然后不見——

自然界好些人士

我也認識，他們對我也熟悉——

他們讓我心里涌起

一片真情實意——但每次碰見這個家伙，

不管是有伴，還是單獨

總是呼吸急促

還冰涼侵骨——2.ReadMoreAIntroductionAfterstudents’interestingstories,Teacherwilltrytoraisequestionssuchas:Canyoubelievelovebetweenanimals?/Whatwillhappenifababoonfallinlovewithacock?/Doyoubelievethestory...BReadingStudentsareaskedtoreadthetextasareadingmaterial.TheywillbegivenalittletimetogetthemainideaofthetextandtrytomatchthesubtitleswiththepicturesonPage40.CCheckingTeachermayaskoneortwostudentstogetthemainideaout.Heorshemayencouragestudentstomakeitasastoryiftheycan.Later,cometothecartoonsandthesubtitles.Teachershouldasktheanswerstothematchingfromthestudents.DTrueorFalseQuestionsStudentswillbeaskedtodothetrueorfalsequestions.Later,havethestudentschecktheanswerstogether.GrammarWorkTeacherexplains“CommandVerb+Infinitive”structures. Havethestudentssayotherverbsofsimilartype:(1)forbid(2)manage(3)decide(4)forceHavethestudentscompletetheerrorcorrectionindividually.Teachermayexplainthestructure“CommandVerb+Gerund”.Teacherandstudentschecktheanswerstogetherwithstudentsreadtheiranswersonebyone.WordFormation*Havethestudentsworkinsmallgroupstostudythenotesforthewordformationinthebox.*Havethestudentsusetheknowledgetoworkoutthederivativesforthefollowingwords:(Beawarethatallthewordsarenotderivedwiththegivensuffixes.)1)grow——〉noun:2)secure——〉noun:3)cold——〉noun:*Havethestudentscompletetheblankfilling.*Teachershouldchecktheanswerslater.VocabularyWork#Firstly,Teacherwillaskstudentshowdog,catandpigcryorcall.#Secondly,Teacherwritestheanimals’namesonthe