e.g. 他的财产很少。

He had few possessions.

Period 3. Listening and Vocabulary; Grammar

Step 1. Ask the Ss to do Activity3.And let the Ss read the words in the box after the teacher. Then ask the Ss to do it by their selves and guess their meanings ,finally the teacher give them the right answers.

Ask the Ss to make sentences using the words in Activity3.

For example

A frog came out of a nearby cottage and changed itself into a handsome young man.

Step 2. Ask every two Ss to do Activity1 and give the right order of the 8 sentences according to one's understanding. And the teacher doesn't give them the right answers.

Ask the Ss to listen to the tape for the first time, and ask them to grasp the main idea. And then check whether their orders they have made are right.

Listen to the tape again, try to answer the 8 questions in Activity5.

Listen to the tape for the third time; ask the Ss to check their answers one by one. Finally the teacher gives them the right answers.

Listen to the tape for the last time, pause and explain if necessary.

Step 3. Ask the Ss to read the text The Cat That Vanished and find the sentences containing v-ing as adverbial clauses.

For example

1....but as he stood trying to decide what to do, he saw a cat.

2. Putting down his shopping bag. Will held out his hand, and the cat came up to him.

3. Still watching, Will saw the cat behave strangely.

4. When it had gone past he crossed the road, keeping his eyes on the place where the cat had vanished.

5. Pushing his shopping bag through, he climbed through the hole in the walls of this world and into another.

6. Bending to look through, he saw the road in his own town, his own world.

7. Feeling that he was dreaming but awake at the same time, he stood up and looked around for the cat, his guide.

Step 4. Ask the Ss to read the sentences aloud and think whether the act of the v-ing and the verb happen at the same time. Then do the exercises in Activity1.

Ask every student to read the four sentences in Activity1, then answer the four questions in Activiry2, finally the teacher give the right answers.

Ask the Ss to discuss the character of v-ing as adverbial. Then the teacher tell the Ss the characters.

Step 5. Ask every student to do the exercise in Activity4, then the teacher give the right answers to the students.

Now give the students another exercises.

I. Complete the sentences using the given v-ing.

1. Walking into the library, the girl student________.

2. Reading in the library, Professor Wang_______.

3. Driving on the highway, the young man_______.

4. Hunting in the forest, the prince________.

5. Playing the violin in his room, the boy______.

6. Singing and laughing on the green land, these children_______.

II. Use the v-ing as adverbial to complete the sentences.

1. Our English teacher went out of the classroom, _______.

2. _______,he sent another email to his pen pal.

3. The boy was now in the school library, ___________.

4. _________, the strange creature vanished.

5. _________, the cat led Will to another world.

6. The tiger came out of the bushes, _________.

In this exercise, the teacher can ask some Ss to complete the same sentence and compare who did better.

For example

No 4 in exercise II

(1) Jumping into the lake, the strange creature vanished.

(2) Running into the bushes, the strange creature vanished.

(3) Flying out of the cave, the strange creature vanished.

Step 6. In order to learn the new grammar, the teacher can help the Ss to revise the content in Grammar(1) using the following exercises.

Use the correct verb form to fill in the blanks.

Hunt behave move leap put

1._____ in the forest, the prince came across a beautiful girl.

2. The old lady looked around, _____ down her bag on the ground.

3. _____ back and forth, the cat behaved strangely.

4. _____ in a particular way, the cat wanted to show will something.

5. _____ slowly on the ground, the wounded man suddenly saw a poisonous snake.

Now ask every student to do the exercise and then ask them check the answers each other, finally the teacher give the correct answers.

Step 7. Ask the Ss to discuss the differences of the v-ing between the two exercises. And draw the conclusion: in front of the v-ing we can add prep. or conj.

Ask the Ss to do the exercises in Activity2 and Activity3 and then the teacher correct their mistakes and finally give them the correct answers.

Period 4 Vocabulary and Reading ; Writing; Everyday English; Task

Step 1. Ask the Ss to read the text and get the main idea of the passage.

Step 2. Match the questions and the paragraphs.

(a) How long did it take to write the series?

(b) What is the appeal of Harry Potter?

(c) What does J.K. Rowling plan to do next?

(d) Where did the idea for Harry Potter come from?

(e) How many people have read Harry Potter?

(f) How did J.K. Rowling begin writing the first book?

(g) When did success arrive?

Answers to the questions: 4 5 extra 1 6 2 3.

Step 3. Ask the Ss to answer Activity 4.

Answers to the questions: c a d b c

Step 4. Ask the Ss to work in pairs and discuss the answers to the questions.

1 Why do you think the Harry Potter stories are so popular?

2 Have you seen the films? If so, what did you like best?

3 what do you think is the most popular book for children in China? Have you read it?

4 Which activity do you think is more important to you than the others, reading,

Watching TV or playing computer games? Why?

Step 5. Ask the Ss to read the story's beginning in Activity1 and see what tenses are used in the sentences.

Ask the Ss to answer the following questions according to the suggestion in Activity2.

1. Did the young man do good things with the ring or bad things?

2. How did he do good/bad things with the ring? Give examples to show.

3. Did he have problems because of the ring?

4. Did other people find his secret? How?

5. Did the story end happily or unhappily?

Step 6. Ask the members of every group to discuss the question to agree with each other and every one write a passage then make up a complete story.

Ask all the Ss to read and correct the story and see if the past tense and v-ing are right. Finally ,write down the last correct story on their composition notebooks.

Step 7. Ask the Ss to read the sentences and discuss the answers then the teacher give them the correct answers.

Now the teacher can explain the meaning of every sentence to the students and tell them how to use them.

Step 8. In this part, the teacher can discuss the writing with the students in the class. Of course the teacher also can ask the Ss to complete it as a after-class homework.

Period 5 Speaking, Cultural corner and Module file

Step 1. Ask the three or four Ss to discuss the text The Cat That Vanished which are divided into three or four parts.

For example

We can divide it into three parts

Part1: What the cat did and how the cat vanished?

Part2: What will found and how he entered another world?

Part3: What he saw and how he felt after entering another world?

Step 2. Ask the Ss to retell their own chosen part. If necessary, the other two Ss can give him a hand. Allow the standard student to write down the key words and then finish the task according to the key words.

Ask every Ss to discuss what had happened after Will entered another world. And then share their story with all the Ss.

Step 3. Ask all the Ss to close their books and listen to the tape, and then answer the following questions.

1. When did the story happen?

2. Why is the Ring important to the story?

3. How did the story end?

Now ask the Ss to get through all the text and find out the main idea of each passage.

Ask the Ss to read he text again and answer the three questions in the book.

Ask the Ss to discuss the following questions in groups.

1. What do you think of the book? Why do you think so?

2. Find a similar Chinese story and tell it.

Step 4. Ask the Ss to think of the use, meaning; opposition meaning words, similar meaning words and the form of words to learn the important words.

For example

Comfortable-comfortably definite-definitely frighten-frightened

King-queen hesitate-hesitation possess-possession etc.

Ask the Ss to make a sentence using each phrase.

Ask the Ss to several sentences but they must contain different use of v-ing.

Ask the Ss to tell a story using present simple.

Step 1. Ask the Ss to read the passage and get the main idea of the passage.

Step 2. Do Activity 1: Read the introduction and answer the questions.

1. What makes The Lion, the Witch and the Wardrobe a fantasy story?

2. Who was it written for?

3. How is C.S. Lewis similar to Philip Pullman?

4. Do you think it has a happy or a sad ending?

Answers:

1. It takes place in the imaginary world of Narnia where it is always winter.

2. For children.

3. Because they both have created a fantasy world where characters go and have adventures.

4. It probably has a happy ending although the Characters might be sad when they leave Narnia.

Step 3. Answer to Activity 2: b

Step 4. Answers to Activity 3: 1.a 2.d 3. d 4.b 5.b

Step 5. Ask the Ss to work in pairs and discuss their answers to the questions.

1 Would you be too frightened to go forward into the forest?

What would you do, go forward into the forest or go back into the room?

2 What do you think the wood is meant to represent?

3 How would you feel if you saw the Faun?

4 Who or what is the Faun meant to represent?

Step 6. Ask the Ss to look at the pictures in the book of page26. Write a paragraph describing what happens next.

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