New Senior English For China Student’s Book3
(Reading Part)
P2 Unit1 Festivals around the world
(Period 1 Warming up and Reading)
1. Lead-in
1) Greetings: T: Good morning, girls and boys. Happy New Year.
Ss: Good morning. Happy New Year.
2) Talk about winter vacation:
T: Did you have fun/enjoy yourselves in the winter vacation? What did you do? Who’d like to tell us something about your winter vacation? Let’s share.
S1, S2, …
T: well, girls and boys, most of us seem to be happy during the winter vacation, old or young. The whole country was filled with joy and excitement. Can you tell me why?
Ss: Because of the Spring Festival.
2. Warming-up
1) Show some pictures about the Spring Festival and the Lantern Festival. Ask them to talk about what they did during the two festivals.
T: Did you have fun during the Spring Festival/ the Lantern Festival? What do people do? What do people eat? What does it celebrate?
2) Show some more pictures of festivals, ask students to guess what festival it is.
T: Look at the pictures, can you tell us which festival is it about? When does it take place? What does it celebrate? What do people do? Discuss with your partners.
The Dragon-boat Festival, Mid-autumn Day, and the Double Ninth Festival.
3)Well-done. In fact, there are plenty of festivals throughout the world, and different festivals take place in different cultures. Here you are given a quiz:
Festivals Time
The Spring Festival Lunar January 1
The Lantern Festival Lunar January 15
The Tree-planting Day March 12
The Qingming Festival April4-6
The Dragon Boat Festival Lunar May 5
The Double Seventh Festival Lunar July 7
Teachers’ Day September 10
The Double Ninth Festival Lunar September 9
The National Day October 1
Festivals Time
New Year’s Day January 1
Valentine’s Day February 14
Fool’s Day April1
Labour’s Day May 1
Children’s Day June 1
Halloween October 31
Thanksgiving Day The four Thursday in November
Christmas Day December 25
3. Reading
1) Fast reading
T: Got it. You seem to know many festivals. But do you know how these festivals began? What do people do to celebrate? Luckily, the passage provides you much information. Read the passage quickly and find out the festivals mentioned here:
2) Now, let’s get to know more about these festivals, listen to the tape and find out the information accordingly to fill in the form or answer the questions:
Paragraph 1:When did ancient people celebrate ?
at the end of winter
When good weather returned
a good harvest
animals caught
When they wanted a year of plenty
*When do people celebrate now?
When they welcome a new year
When families get together
When they achieve great success
When something pleasant happens
…
Paragraph 2: Festivals of the dead
Festivals Where When What to do What to eat
Obon Japan
In July or August Clean the graves/Light incense/ Light lamps/Play music /
The Day of the Dead Mexico
Inearly November People offer food, flowers and gifts to the dead Food in the shape of skulls, and cakes with “bones” on them
Halloween USA and someone other countries October 31
Go to neighbours’Dress up and try to frighten people /
*Are there any similar festivals in China? What do do? What to eat?
The Qingming Festival
…
Paragraph 3: Festivals to honour people
Festivals Country People honoured
The Dragon Boat Festival China Qu Yuan, the famous ancient poet
Columbus Day The USA Christopher Columbus
National Festival India Mahatma Gandhi
Any other festivals which are meant to honour people in China? Who is honoured?
Tree-planting Day ; Sun Yet-sun.
…
Paragraph 4:Harvest Festivals
1) Why are autumn festivals happy events?
Because people are grateful and happy and a season of agricultural work is over.
2) What do people do to celebrate it?
In European countries, it is the custom to decorate churches and town halls with flowers and fruit; get together to have meals, win awards for their animals, flowers, fruit and vegetables; admire the moon
…
Paragraph 5: Spring Festivals
Festivals Country What to do
The Lunar Chinese New Year China Eat dumplings, fish and meat/Give lucky money/Dragon dances
Carnivals Christian countries Parades, dancing , loud music , colourful clothing
The Cherry Blossom Festival Japan Enjoy the cherry tree flowers
…
Paragraph 6: What are the purposes of festivals?
Festivals: To have fun with each other / To let us enjoy life/ To be proud of our customs
/ To forget our daily life for a little while/To honour the dead/To honour famous people/To celebrate harvest/To welcome a new year and look forward to the future/To ask people to pay attention to something
3) Well-done. Since you have got to know the information related to these festivals, I’d like you to have a quiz to check whether you have fully understood the text. Look at the statements and tell whether they are true or false.
4. Homework
1) Find out useful words and expressions, beautiful sentences and finish the exercises in Learning about Language accordingly.
2) Write an introduction of the festival your group have created.
P9 Unit2 Healthy eating
(Period 1 Warming up and Reading)
Step Ⅰ Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Examine the questions after discussing the table. The first three questions are all personal ones so answers will vary. The fourth one requires knowledge. Suggested answers include:
* If you eat too much energy-giving foods you will become fat and suffer from high blood pressure.
* If you eat too much body-building food you will grow taller and stronger but not necessarily healthier.
* If you eat too much protective foods for every meal you may lack energy. However without protective food (over a long period of time ) you can get serious illnesses like scurvy (lack of vitamin C) or rickets (lack of vitamin D).
* If you don’t eat enough food of any of the three kinds you may get anorexia (too thin).
Step Ⅱ Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?
Which food contains more… Examples of foods Answer
Sugar Chocolate or grapes
Cakes or bananas Chocolate
Cakes
Fat Cream or rice
Chocolate or chicken Cream
Chocolate
Fiber Peas or nuts
Pork or cabbage Nuts
Cabbage
protein Potato crisps or ham
Eggs or cream Ham
eggs
Conclusion: A good meal should contain some food from each of the three categories above.
Step Ⅲ Reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
1. Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Finish exercise 4 on P11
Part 1 ： Wang Peng is worried because his restaurant is not as full as it usually is.
Part 2 ： He follows his friend to a newly opened restaurant which is very popular.
Part 3 ： Worried, he does some research to win his customers back.
2. Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
a. Usually Wang Peng’s restaurant was full of people. (T )
b. Yong Hui could make people thin in two weeks by giving them a good diet. (F) ( It would take longer than that)
c. Wang Peng’s regular customers often became fat. (T)
d. Yong Hui’s menu gave customers more energy-giving food. (F ) (No. It gave them protective or body-building food.)
e. Wang Peng’s menu gave customers more protective food. (F ) (His menu gave customers energy-giving food.)
f. Wang Peng decided to compete with Yong Hui by copying her menu. (F ) ( He decided to advertise the benefits of his menu!)
Step Ⅳ Discussion
1. By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.
disadvantages advantages
Wang Peng’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods
Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods
2. T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?
S1:…
S2:…
S3:…
T: You all have a point here. But what will they do? What do you think Wang Peng will provide to win his customers back? Do you think we should follow his example?
Suggested answer (Ideas will vary but possible answers are):
Wang Peng will offer more protective food with his meals such as salad.
He will cook his food in less oil.
He will stop serving ice cream and cola because both of those have too much fat or sugar.
Ss: Yes.
T: Now, how do you think the story will end?
Possible answers:
Wang Peng will lose his restaurant.
Yong Hui will come to his restaurant and become very angry with him.
Yong Hui’s customers will become so tired they will return to Wang Peng’s restaurant.
Step Ⅴ Homework
1. Try to retell the text.
2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)
P17 Unit3 The Million Pound Bank-Note
(Periods 1-2 Warming up and reading)
Step I. Warming up
1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 17 so that you can know more about him.
1. Students read the passage about Mark Twain and answer the questions given in the form on page 17.
a. What’s the real name of Mark Twain?
b. When was he born and when did he die?
c. Do you know all the places where he lived?
d. Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
Step ⅡPre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.
T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?
( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.
Step Ⅲ While reading
1. Scanning
Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions
a. How did Henry Adams come to England?
b. Where did Henry work before? How much did he have?
c. What did the two gentlemen give Henry?
d. When can Henry open the letter.
2. After the students discuss the questions and then check the answers with the whole class.
T: Listen to the tape and try to find out the characteristics of the whole passage.
Ss: This is part of a play. So, the narration is written in the present tense.
T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.
Step Ⅳ Post-reading
Do comprehending exercises and explain :
a. a large amount of: a large quantity of; a great deal of
e.g. They bought a large amount of furniture before they moved their new house.
b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. We made a bet on the result of the match.
c. permit sb to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride in the street after it rained.
d. by accident: as a result of chance
e.g. I only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. to be honest: to tell you the truth; to be frank
e.g. To be honest, I don’t think we have a chance of winning.
Finish exercises in learning about language on page 20-21 :
Step Ⅴ Homework
1. Review the key sentences in this part
2. Preview the words in the second period.
3. Act out the play in groups
P25 Unit 4 Astronomy: the science of the stars
(Period 1 Warming up and Reading)
I. Warming up: Lead-in
Good morning, class! Today, w are going to study Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 97 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.
Play a game to learn the names and positions of the planets:
Venus is next to Mercury.
Earth is the third planet.
Mars is between Earth and Jupiter.
Neptune is the furthest planet from the sun.
Saturn is between Uranus and Jupiter.
Mercury is closest to the sun.
II. Pre-reading
1. Looking and saying
Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting.
2. Talking and sharing
Do you know how the universe began?
In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope. He made two mind-boggling(unbelievable) discoveries.
First, Hubble figured out that the Milky Way isn’t the only galaxy. He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away. The Milky Way is just one of billions of galaxies.
Second, Hubble discovered that the galaxies are constantly moving away from each other. In other words, the universe is expanding. The biggest thing that we know about is getting bigger all the time.
A few years later, Belgian astronomer Georges Lematre used Hubble‘s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?”
III. Reading
1. Listening and reading aloud
Now please listen to the recording and then read the text aloud. Pay attention to how the native speaker is reading along and where the pauses are within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.
3. Reading and transferring information
Read the passage carefully and analyse its structure. Write down the main idea for each paragraph.
Main Body Paragraph 1: A widely accepted theory about the formation of the universe
Paragraph 2: The formation of the earth
Paragraph 3: The importance of water for life
Paragraph 4: The development of plants and animals on the earth
Paragraph 5: The arrival of humans and their impact on the earth
4. Reading and understanding difficult sentences
Skim the text and identify the difficult sentences of each paragraph. You may put your hand up if you have any questions.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises 2 and 3 on pages 27.
Closing down by having a discussion-How Did the Universe Begin?
P33 Unit 5 Canada---The true north
(Period 1 Warming up and Reading)
Step Ⅰ Revision
1. Check the students’ homework
2. Check the assignment.
Step Ⅱ Lead-in and warming up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: What continent is Canada in?
Ss: In North America.
T: How large is it?
Ss: It is the second largest country in the world.
T: Yes. It occupies an area of 9,984,670 square kilometers. It is a bit bigger than China. Which country is its neighbor?
Ss: The United States.
(Show a map of Canada to the students)
T. Right. The United States is . Canada is a beautiful country. First let’s have a quiz and see how much do you know about Canada.
( Give the Ss one minute to finish the quiz.)
T: OK. Time is up. Let’s check the answers.
1.C 2.D 3.A 4.B 5.A
Step Ⅲ Pre-reading
T: Now I want to ask you a question: Do you like travelling?
Ss: Yes.
T: I know most of you do. So have you ever been abroad?
Ss: Yes/No.
T: What’s the longest trip you have ever taken?
…
T: Very good. If we want to make our motherland more beautiful and more developed, we should know more about other countries. Here are two questions, you may ask your partner for answers and give your answers to him/her.
a. If you take a trip to Canada, what do you expect to see?
b. What three words would you use to describe Canada?
(Ask some pairs to tell their ideas to their classmates.)
Step Ⅳ Fast reading
Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.
T: Do you feel puzzled when you read the title? What is the true north? Now read the passage and get the general idea of the passage. Underline the main places mentioned in the text.
Give the Ss 5 minutes for reading.
a. What the passage is mainly about?
b. What are the main places mentioned in the text?
c. Draw the traveling route of the two girls on the map.
T: Do you have any difficulty in reading? Now let’s discuss some difficult points together.
Step Ⅴ Homework
1. Remember the underlined sentence.
2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.