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Unit 1
The Snake Bite
Teaching Aims
1. Improving
Skills
1 Learn
and master different ways of
asking
about
&
expressing
impressions
celistening
comprehension
and master certain listening skills.
ing
English
speaking
skills
and
communicative
skills
by
learning
the
conversation
and
other
speaking activities.
2. Enriching Vocabulary
all at once,
figure, seem, forbid, show up,
strike,
make
for,
pick
out,
light
out
for,
must
have
done,
every
now
and
then,
at
length, hold on to
Writing
logical sentences.
3. Improving Writing
skills
4.
Introduction to Grammar
indirect
command
with
infinitives
such
as
He
wanted
to
see
you/Tell
him to
wait
。
Teaching Activities
Do
the
extended
activities
to
practice
students
’
integrated
skills
of
reading
comprehension,
translation,
writing and to solidate their basic language
knowledge of grammar and vocabulary.
Teaching
duration
Teaching aids
8 lessons
A recorder
Teaching Procedures
:
Warming up
(for reference):
Ask some students how they show their distress and
annoyance in
life. Have the students
demonstrate their writings on the board. Introduce
other possible ways to
show annoyance
or distress such as:
(1) It is annoying
to do...
(2) I am not pleased at all
with...
(3) John was very upset when
his father cancelled the family trip to the beach.
(4) You wouldn’t believe
it...
(5) What a shame!
(6)It sickened me to see how...
(7)It really get on one’s
nerves...
(8)It really get
under one’s skin..
Annoy
.
（及物动词）
To cause slight irritation to (another)
by troublesome, often repeated acts.
使生
气，使烦恼：用烦人的，通常是重复性的行为使（别人）生气
To harass or disturb by repeated attack
s.
打搅，干扰，扰乱：用屡次的攻击使人厌烦或打扰
.
（不及物动词）
To be
annoying.
招人讨厌，惹人烦恼
He looked
annoyed.
他好象不耐烦的样子。
We can annoy the enemy by
raids.
我们可以用空袭骚扰敌人。
Part 1 Comminicative activities
tive listening and speaking
A
Students are asked to close their books
and listen to the tape recorder without reading
the new
dialogue.
B
During
the
listening,
students
are
asked
to
take
some
notes
about
some
information
of
the
dialogue.
C
After listening, Teacher will read the
listening exercise on Page2 and students do the
exercise
with the help of the notes,
which they have just taken down, and the memory of
the listening.
D
Students talk about their feelings
It sickened me to see how...
It really get on one’s
nerves...
It really get
under one’s skin..
E
Try to Speak
More
:
Firstly, students will
be asked to read the conversation by role-playing.
Secondly,
Teacher
will
explain
some
unfamiliar
words
or
phrases
in
the
conversation.
Such
as:
sicken,
bald and three chickens to one single cage.
Thirdly, students will be asked to
point out some expressions that express feelings
of distress or
annoyance in the
conversation.
Forthly, Teacher asks
several students to read the expressions that they
have already checked out.
the
students to work out a short story in pairs on the
picture.
are they for?& sentences
Teacher will play the tape recorder to
let students listen to more ways of expressing
distress and
annoyance.
*
After listening, students will be given a little
time to match these expressions with the
functions.
*
Teacher
will
read
the
Actual
Words
Spoken
out
one
by
one
while
students
will
read
the
responding functions.
*
Teacher
will
explain
the meanings
of
some
unfamiliar
words
such
as:
bugging,
pestering
and
bragging.
Bug: annoy;
Pester: to annoy
someone by repeatedly asking questions or making
requests, especially when they
are
paying attention to something else.
Brag: .
（及物动词）
To assert
boastfully.
夸耀地宣称
n.
（名词）
A boast.
自夸
Arrogant or boastful speech or
manner.
傲慢的话，夸耀的态度
Something boasted
of.
被夸耀之物
A
braggart; a
boaster.
吹牛的人；说大话者
Games A card game similar to poker.
【游戏】
类似于扑克的一种纸牌游戏
make
brag of one's success
自夸成功
His wealth is his
brag.
他夸张他的财富。
He
constantly brags about how well he plays
football.
他老是吹嘘自己足球踢得多么好。
If You Want to Learn More
In
the above exercise, we have learnt and practised
ways of expressing annoyance and distress in
different situations. In this part,
additional expressions are listed.
?
Students
will
be
given
a
little
time
to
put
the
given
sentences’
numbers
into
the
suitable
blanks.
?
Teacher will
check the answers.
?
Teacher will explain several important
expressions.
i.e. gall sb:
to vex sb; to annoy someone or make someone very
angry;
get on one’s nerves: to annoy someone,
especially by continually saying or doing sth you
do
not like.
get under one’s skin: to
annoy someone a lot, but may not annoy other
people at the same time.
drive
sb
mad/crazy/nuts/
up
the
wall:
to
annoy
sb
very
much
so
that
they
cannot
stand
the
situation.
be a drag: If someone or
sth is a drag, they annoy you especially because
they are boring or
prevent you from
enjoying yourself.
Quotable Quote
A
Teacher will
read the quotable quote out firstly. i.e. If we
are bound to forgive an enemy, we
are
not bound to trust him.
B
Have the class discuss why we can
forgive an enemy, but never trust him or her?
C
Ask some
students to make a presentation about their
discussion.
D
Ask students who have the similiar
experience to talk about this quote.
Part 2
Reading
and Language Activities
1.
The Text-The
Snake Bite
Introduction to the text
Students will be asked by Teacher “
Have you ever met a snake?” “Do you like it?” “Do
you
have any stories co
ncern
with any snake?”
Teacher may pick some
students at random to tell their interesting
experiences or horrible fears
with
snakes.
Teacher
may try to tell the first part of the story in the
text and ask students to guess the rest of
the story.
Later, Teacher should tell some good
examples of snake-bite first aid. First of all,
try not to be
scared and to identify
the snake if you can. Secondly, try to get the
poisonous blood out. Next, get
the
patient to hospital as quickly as possible...
Explain the Language Point
1
The text contains many
colloquial phrases to reflect a child’s style of
speaking. Phrasal verbs
are
used
over
single
verbs,
for
instance,
“light
our”
for
“depart”;
“pick
out”
for
“recognize”,
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