anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:
1. Everyone is going on a picnic.
2. Each of the boys is taking his own lunch.
3. If anyone drops something to eat, I'll grab it before he can pick it up.
You shouldn't have problems with these if you simply memorize the endings of words that are always singular.
NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:
Either the mailman or the construction workers are causing Peggy to bark like crazy. o Neither the dogs down the street nor the one next door pays any attention.
o
Compare this with the following:
Either the construction workers or the mailman is causing Peggy to bark like crazy. o Neither the one next door nor the dogs down the street pay any attention.
o
IV. Closing down by doing a quiz
To end the period you are going to take a quiz on subject-verb agreement.
The third period Using Language
(A GOOD EXAMPLE FOR ME) Aims
To help students read the passage A GOOD EXAMPLE FOR ME.
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To help students to use the language by reading, listening, speaking and writing.
Procedures
Step I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.
Step II. Guided reading
1. Reading and translating
Read the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
3. Doing exercises
Now you are going to do exercises No. 1 and 2 on page 6 following the article.
4. Listening
For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.
5. Acting
Next we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!
Step III. Guided writing
1. Writing an imagined dialogue
Groups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …
2. Writing a description Turn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit.
Step IV. Further applying
Finding information
Go to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning. Writing letters
Write a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.
Acting a text play Turn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse
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for the School Art Festival next month.
Step V. Closing down
Closing down by filling a form
Make use of the text and others to fill in form. Lin Qiaozhi’s life history time place event
Closing down by describing a person
To end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first? The fourth period Listening
Step 1
Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of them Step 2 Listening
Listen to the tape and do the true or false exercises 1. Girls often leave school earlier for family reasons.
2. When there is very little money, the school often prevents girls from training. 3. Girls don’t have a chance to run a company.
4. When women have children, they have to stop work.
5. Men have more chances to get to the top of their career than women. 6. Men can do whatever they like. Then ask them to answer the question
What three problems do women have which do not apply to men? Step 3 Listening text
Hand out the listening materials to the students , Listen to the tape and ask them to complete the passage , after three times ,encourage some students to read the passage with the right answers. Step 4 Listening on P41
Introduce the war between France and Britain. Then mention the important woman:Joan of Arc
Ask the students to listen to the tape and Answer the questions 1. Why did Joan have to dress up as a man to become a soldier?
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2. Why did the Church not like Joan acting as a man?
3. Why did France not win a war against the English before Joan became a soldier? 4. Why did Joan help the French army to fight better even after her death? 5. How was she honoured after her death?
At last show them the listening material and get some students to read it Unit 2 Working the land
Teaching aims:
1. Target Language a.Words and phrases
sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than b. Important sentences
This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10
He cares little about spending the money on himself or leading a comfortable life. P10 2. Ability goals
Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character. 3. Learning ability goals
Help Ss learn how to describe Dr Yuan Longping including his personality. Teaching important points
a. Help to comprehend the text and grasp the main idea of the text. b. Grasp the usage of some words and expressions.
c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
Teaching difficult points
a. How to help students learn more about agriculture.
b. Help students really master the usage of words and expressions.
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Teaching methods
Talking, questioning-and-answering activity and reading.
Teaching aids
A tape recorder, a projector and a computer.
Teaching procedures && ways The first period Reading
Step 1.Greeting and Revision
1. Greet the students as normal.
2. Revise the warming up with the following question How do you think to grow our main food--rice? -----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops.
2)Second,grow some young plants
3)Third, they insert the young plants into the loose field. 4)At last ,they will get the harvest
Step 2 Pre-reading
1 Ask the following questions
1).What’s the main food in Canada and USA: ----- potatoes and bread
2).What is the main food in South America: ----- corn/maize
3 )What is the main food in Southeast Asian countries: ----- rice
2 Show the students some pictures and ask the question
What is happening to these people in East Asian and Southeast Asian countries?
Then show more news like that:
International Facts on Hunger and Poverty (2002) 1)Every 8 seconds, a child somewhere in the world dies from starvation. 2)More than 800 million people in the world suffer from malnutrition (营养不良)---799 million of them are from the developing world. More than 153 million of them are under the age of 5.
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