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　　what is happiness to youunit 2 what is happiness to you?
　　ⅰ.单元教学目标
　　技能目标skill goals
　　read an interview and two essays about happiness
　　listen to a friend talk about problems and solutions
　　talk about the gymnast sang lan
　　write an article for a website offering advice
　　create a happiness handbook
　　ⅱ.目标语言
　　功能句型how to do an interview
　　our guest today is ...
　　i understand that ...
　　can you tell us a little bit about ...?
　　talking about emotion
　　i feel like ...
　　they make / it makes me feel ...
　　i wish ...
　　i’m tired of ...
　　asking for advice
　　how can i help him?
　　do you think there is a solution?
　　is there a way to make everyone happy?
　　is there a solution he has not tried?
　　why does this work?
　　词
　　汇1． 四会词汇
　　injure, struggle, disability, simply, psychologist, gymnast, gymnastics, junior, tournament, event, energetic, apart, devote, rush, specialist, severe, cheer, hopeless, overcome, injure, obey, disappointment, accomplish, adapt, journalism, disabled, positive, optimistic, inspire, courage, admirable, rebuild, un bearable, unfortunate, sympathy, admiration, star, arrange, coach, allocate, adequate, confused, whichever, quit, unhappy, encouragement, guidance, golden, rush, independent, worry, innocent, income, adolescence, accomplishment, vivid, hunger, communicate, guarantee, workday, assist, automatic, instant, maximum, company, minimum, mature, secure, motivation
　　2． 认读词汇
　　dedicated, vault
　　3． 词组
　　in hospital, apart from, devote oneself to, cheer up, in good spirits, across the world, role model, believe in, be tired of, ahead of, at that point, in a rush
　　4． 重点词汇
　　injure, devote, rush, overcome, accomplish, adapt, arrange, guarantee, communicate, assist, whichever, confused, company
　　语
　　法the past tense
　　the simple past tense
　　the past continuous tense
　　the past perfect tense
　　the future tense
　　the simple future tense
　　the future continuous tense
　　the future in the past
　　重点句子1. to those who have been injured or struggle with a physical disability, happiness can simply mean a day without pain or just being alive. p18
　　2. while she was injured and in hospital, the world was amazed by the way she remained cheerful. p18
　　3. now, she finds happiness through reaching much smaller goals, and through the love of the people around her. p18
　　4. in case some of our viewers don’t know her story, can you tell us a little bit about sang lan and who she is? p18
　　5. by the time she competed in the gymnastics tournament at the new york goodwill games, she had been a dedicated junior gymnast for eleven years. p18
　　6. even though her training meant that she had to live apart from her parents, she was happy to devote herself to gymnastics. p18
　　7. she was rushed to a top hospital in new york and specialists from many parts of the world said that because of her severe injuries, she would never walk again. p19
　　8. everyone who saw her, from nurses to famous visitors like leonardo dicaprio from the film titanic, who went to see her in the hospital to cheer her up, all said she was in good spirits. p19
　　9. instead of crying about what she had lost and feeling hopeless, sang lan thought about what she could do to get better. p19
　　10. when the doctors told her that she would never again be a gymnast, she was able to overcome her disappointment and just be proud of the things she had accomplished. p19
　　11. all i had to do was go to school and spend a few hours studying when i came home. p30
　　12. it is hard to stay happy and cheerful when you are ill, or when you are old and your body aches. p30
　　ⅲ. 教材分析与教材重组
　　1. 教材分析
　　本单元以what is happiness to you 为话题，展开什么是幸福、如何寻找幸福的讨论 。通过阅读一篇采访，使学生了解体操运动员桑兰是如何面对困难，以及如何在困境中寻找幸福的。同时让学生了解采访提问的技巧以及采访文章的阅读策略。运用所学的词语、结构正确表达自己的心情，学生将综合运用各种技能（确定问题，通过提问获取信息，讨论解决方案）针对网站上的文章提出建议，最终完成该任务。课堂活动是写一篇关于对幸福的理解的文章，学生将先阅读两篇文章，了解不同的人对幸福的不同理解，然后完成写作任务。通过本单元的学习学生能够正确认识、珍惜幸福，及时调试自己的心情，积极面对问题、解决问题，以利于自己身心的健康发展。
　　1．1 welcome to the unit 板块提供了六幅图画，要求学生根据自己对每幅图画的理解用一两句话加以描述，然后讨论并回答相关问题。
　　1．2 reading 包括a、b、c1、c2、d、e、f 7部分。a 所设计的三个问题要求学生通过快速阅读了解这篇采访的主题， 被采访人的姓名以及著名运动员桑兰的一些个人基本信息； b部分要求学生通过阅读对一名心理学家的采访，了解体操运动员桑兰是如何在困境中寻找幸福的； c1是对采访细节内容的考查； c2 要求学生通过连线， 理清有关桑兰故事的发展脉络，同时也可以看作是对文章细节内容的考查； d 训练学生根据课文正确理解新的词汇与表达的能力； e是一篇关于桑兰的新闻报道， 要求学生能够根据采访内容以及该部分的上下文， 正确选填词语。 f设计了与采访内容相关的三个问题， 要求学生展开讨论， 以获得对文章内容的更进一步了解。reading strategy 介绍了采访文章的阅读策略。
　　1．3 word power 要求学生运用正确的词汇与习语来表达情绪； 所设计的三个练习在于检测学生灵活运用这些词汇的能力。
　　1．4 grammar and usage 总结了将来时和过去时态的用法,并提供一篇文章要求学生改错。检查学生在具体的语境中正确区分并灵活运用这两种时态的能力。
　　1．5 task 要求学生掌握三个技能:确认表示消极情绪的用语;将一个大问题分解成若干小问题来解决；提出建议的策略，并在此基础上形成文章。
　　1．6 project 是课堂教学的延伸和拓展,属于探究式学习。该部分让学生阅读两篇文章,了解不同的人对幸福的不同理解。然后写一篇文章,阐述自己对幸福的理解。
　　1．7 self-assessment 板块要求学生对照单元各个学习项目进行自我评价，对单元学习进行自我反省,制订计划以提高自己的学习水平。
　　2. 教材重组
　　2.1 welcome to the unit设计成一节任务型＂口语课＂。
　　2.2将reading部分设计成一节＂阅读课（i）＂。
　　2.3将word power 设计成一节＂词汇课＂。
　　2.4将grammar and usage 及workbook 中110页的练习整合成一节＂语法课＂。
　　2.5将task 这一板块分两个课时，设计为＂综合技能课＂。
　　2.6将27页的听力以及workbook 114页的听力整合为一节＂听力课＂。
　　2.7将project设计为一节＂综合技能课＂。
　　2.8将112 和113页的reading 设计为＂阅读课（ii）＂。
　　3. 课型设计与课时分配
　　1st period speaking
　　2nd period reading (ⅰ)
　　3rd period word study
　　4th period grammar
　　5-6th periodsintegrating skills (ⅰ) (ⅱ)
　　7th period listening
　　8th period integrating skills (ⅲ)
　　9th period reading (ⅱ)
　　ⅳ. 分课时教案
　　the first period speaking
　　teaching goals 教学目标
　　1. ability goals能力目标
　　enable the students to state their opinions about happiness, and talk about how to help someone who is unhappy.
　　2. learning ability goals 学能目标
　　help the students learn how to talk about their opinions on happiness with the help of the pictures.
　　teaching important and difficult points 教学重难点
　　to encourage the students to give opinions on happiness and give their reasons.
　　teaching methods 教学方法
　　inpidual work, and group work.
　　teaching aids 教具准备
　　a computer, and a projector.
　　teaching procedures and ways 教学过程与方式
　　step ⅰ greeting and lead-in
　　t: good morning / afternoon, boys and girls!
　　ss: good morning / afternoon, teacher!
　　t: are you happy today?
　　somebody says yes and somebody says no.
　　t: can you tell me the reasons?
　　s: we got a good score in the football match yesterday and our team won the game.
　　t: really? congratulations!
　　s: i got an a in this exam. so i feel very happy.
　　t: you did a very good job in your study.
　　s: i feel unhappy, because i always feel under pressure in my study. although i study very hard, i still can’t catch up with my classmates.
　　t: don’t lose heart. just as the saying goes: where there is a will, there is a way. i believe if you continue to study like this, you will make great progress in your study.
　　s: i quarrelled with one of my friends yesterday. so i don’t feel good today.
　　t: i’m sorry to hear that. maybe there is a misunderstanding between you two. you may have a talk with each other.
　　s: thank you, i will.
　　s: i feel happy today. we will have a family gather-together tonight. i look forward to it.
　　...
　　t: in our class some students feel happy, while some do not. so what happiness is on earth, and how to become happy? have you ever thought about that before?
　　ss: yes. / no.
　　t: well, it doesn’t matter. you’ll find much about that after learning this unit.
　　step ⅱ presentation
　　get the students to talk about the six pictures in welcome to the unit.
　　t: ok! please open your books to page 17! let’s look at the six pictures. i’d like to pide you into six groups, and each group focuses on one picture. use your common knowledge and imagination to describe each picture in your own words. any proper expression is accepted. now i’d like to give you five minutes to discuss the pictures. by the way, take some notes, if necessary.
　　give the students five minutes to discuss the pictures and move around to give them a hand.
　　t: time is up. are you ready?
　　ss: yes.
　　t: group 1, please!
　　s: in the picture, a girl is painting on the riverside. the water is blue and calm. the scenery is so beautiful that the girl is totally attracted. and she wants to express happiness by painting it.
　　t: very good. ok, group 2, what about yours?
　　s: the girl is having fun playing the scenic railway（过山车）. i played that before. it helps me forget everything but excitement. i think it is a way to relax ourselves and enjoy happiness.
　　t: i can’t agree more. next, whose turn is it?
　　s: it’s our turn. in this picture, we can see a boy, with a smile on his face, is reading under a tree. it looks as if he is swimming in the ocean of knowledge.
　　t: what do you think of his description, boys and girls?
　　ss: wonderful!
　　t: i agree with you. ok, it’s time for group 4. any volunteer?
　　s: let me try. in this picture, we can see the boys are playing football, and the girls are cheering them up. i have experienced this, especially when i watch the world cup, and my favourite team win.
　　t: yes, that’s it. very good! next group?
　　s: in this picture, we can see a warm family. they are having dinner together. and there is a big smile on everyone’s face. and there are many courses of dishes on the table. they are having a happy family time.
　　t: east or west, home is best!now, group 6?
　　s: the two boys are studying the skeleton of a dinosaur. i think they are curious about new things. when we learn something new, we feel satisfied. that’s a kind of happiness.
　　t: wonderful.
　　step ⅲ discussion
　　get the students to talk about the questions listed in welcome to this unit.
　　t: up to now, we have talked about the six pictures. now, discuss the questions below in groups of four.
　　five minutes later.
　　t: ok, time is up. are you ready?
　　ss: yes!
　　t: we all know that reasons for happy are quite different. but, are there any things that can make everyone happy?
　　s: in my opinion, helping others make us happy. because when other people accept our help, and show their appreciation, we will feel the inner satisfaction and get more encouragement to help others.
　　t: very good opinion. i agree with you.
　　s: when we reach our goals, we will feel happy, for our hard work is rewarded finally.
　　t: very good. no pains, no gains.
　　s: when we stay with our loved ones, we will feel happy.
　　t: good.
　　s: leading a healthy life is a kind of happiness, for we can enjoy every minute with our loved ones.
　　s: from my point of view, if we face our life optimistically, we will feel happy every day.
　　t: wonderful! just now, we all stated some things that may make everyone happy. everyone did a good job. now, let’s move to the next question: how to help our unhappy friends?
　　s: if i have a friend who is unhappy because of the failure in a test, i will encourage him / her.
　　t: that’s it. and i still remember, just now, someone said he was unhappy because he felt under pressure in study. do you think he will make great progress in the future?
　　ss: of course. we all believe that.
　　t: everyone can do things well with support from friends.
　　s: if my friend is unhappy, i will stay with him / her. maybe i will go shopping with him / her, and watch the comedy with him / her together. i will try my best to cheer him / her up.
　　t: good idea! any others?
　　s: i will stay with my unhappy friend, too. i will listen to whatever he / she tells me. if possible, i will help him / her find out the problems and give some suggestions.
　　t: you are a good listener. that’s a good way to help your friend.
　　step ⅳ summary
　　t: today, we have discussed about happiness, and all of you have done a good job. i feel so happy with you. at the end of this period, i hope every one of you will be happy every day. i also hope you can make everyone around you happy. so much for today.
　　step v homework
　　preview reading part
　　the second period reading(ⅰ)
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 重点词汇和短语
　　injure, struggle, in hospital, apart from, devote oneself to, rush, cheer up, overcome, accomplish, in good spirits, adapt, inspire, across the world
　　b. 重点句子
　　now, she finds happiness, through reaching much smaller goals, and through the love of the people around her.
　　in 1998, a small accident during one of her practice vaults at the goodwill games could have cost her future happiness.
　　she was rushed to a top hospital in new york and specialists from many parts of the world said that because of her severe injuries, she would never walk again.
　　everyone who saw her, from nurses to famous visitors like leonardo dicaprio from the film tinatanic, who went to see her in the hospital to cheer her up, all said she was in good spirits.
　　2. ability goals 能力目标
　　enable the students to talk about the story about sang lan and learn how to read an interview.
　　3. learning ability goals 学能目标
　　help the students learn how to talk about disabled people who have got great achievement and also how to read an interview.
　　teaching important and difficult points 教学重难点
　　talk about sang lan’s story and how to read an interview.
　　teaching methods 教学方法
　　fast reading, careful reading, and discussion.
　　teaching aids 教具准备
　　a tape recorder and a multimedia.
　　teaching procedures and ways 教学过程与方式
　　step ⅰ greetings and lead-in
　　greet the students as usual and get them to review what they have talked about in the last period.
　　t: do you remember what we talked about last time?
　　ss: yes. we talked about happiness and how to become happy by discussing six pictures.
　　t: yes, that’s it. usually, we become unhappy because of this or that, and can cheer up again with the help of our friends or parents. but have you ever thought about the disabled?
　　s: they suffer a lot both physically and mentally.
　　s: i think it is very difficult for them to do things.
　　s: we should help them.
　　…
　　t: quite right! however, there are many disabled people, who defeated unexpected difficulties and succeeded finally and set good examples to us. can you give me some examples?
　　s: sima qian in western han dynasty composed shih chi.
　　s: sun zi, whose feet were cut, wrote the art of war.
　　s: hellen keller, who lost eyesight and hearing, entered harvard and cambridge to study and became a great writer and educator.
　　…
　　t: well done! all these people encourage us so much. and if you suffered from what they had experienced, what would you do?
　　s: i would push for success.
　　s: i would do something i can to make my life colourful.
　　s: i wanted to learn something.
　　s: i would do something to help others. i always believe helping others can make us happy.
　　t: great! all of you hold positive attitudes towards this. and today we will read an interview. the main character in the interview is sang lan. do you know anything about her?
　　s: i know she was once a gymnast.
　　t: yes, what’s more?
　　s: she had an accident during one of her practice vaults and got injured severely.
　　t: that is a shock to everyone. how did she overcome the difficulties, and how is she now? let’s move to the text.
　　step ⅱ fast-reading
　　get the students to read the text quickly and find out the answers to the questions in part a.
　　t: now go through the text quickly, and answer the questions in part a.
　　a few minutes later.
　　t: now who would like to answer the questions?
　　s: the topic of the tv interview is about the search for happiness.
　　t: that’s right. next question: what’s the name of the psychologist?
　　s: the psychologist’s name is dr. brain.
　　t: good. the last question: when and where was sang lan born?
　　s: she was born in ningbo, china in 1981.
　　step ⅲ careful-reading
　　get the students to read the text carefully and learn more detailed information and then do exercise c.
　　t: you have done a very good job in answering the three questions. and now i will give you some more minutes to read the text carefully. then try to do true or false questions in c1 on page 20. if the statement is wrong, please try to correct it.
　　several minutes later, check the answers together.
　　t: excellent! you have done a very good job.
　　step ⅳ post-reading
　　get the students to do exercises c2, d, e and f.
　　t: now you have got a better understanding of the text. next, let’s do some exercises.
　　first, ask the students to glance at exercise c2 and d, the read reading part again to finish them.
　　several minutes later. check the answers together.
　　t: well done! now let’s look at exercise e. this is a newspaper article about sang lan. i will give you several minutes to complete the article.
　　several minutes later.
　　t: shall we check the answers now? i will ask some of you to read the article first.
　　ask some students to read the article and check the answers together.
　　t: well done! next let’s talk about exercise f in pairs, and later i’ll ask some of you to show us your dialogue. are you clear?
　　ss: yes!
　　give the students enough time to do that. then check the answers.
　　sample dialogue:
　　a: have you ever heard about the story of sang lan?
　　b: yes, of course! she is very famous in gymnastics, which is a dangerous sport, only top athletes should be allowed to try the most difficult moves.
　　a: why do you think so?
　　b: because these athletes, who could be chosen to take part in the international games, must be talents in this field. they are trained professionally and practice almost day and night, bearing tiredness, hardship, and other things that we have never thought about.
　　a: i do think so. but i also think that even though we can not be the top athletes in the world, training hard at a sport can make us more hard-working in other areas of our life.
　　b: i can’t agree more. training hard at a sport not only helps us build up our determination, challenge various difficulties bravely, and also helps us learn to collaborate with other team members.
　　a: yes. from the story of sang lan, we can find that the sport spirit can help her hold a positive attitude towards her life and the world.
　　b: so, she keeps busy and thinks about positive things to enrich her life.
　　a: by doing so, she will think little about herself and more about others. when she recalls all these meaningful things she has done, she’ll be very happy.
　　b: quite right!
　　step v discussion
　　enable the students to talk about their experiences to overcome the difficulties and become happy.
　　t: up to now, we have learned the story about sang lan and her struggle for happiness. and what can we learn from her? next, combine your own experience and discuss the questions with your partners. i will give you some minutes to finish the task.
　　show the students the following questions.
　　1. have you ever had some painful experiences?
　　2. if you have, how did you search for your happiness?
　　give the students some time to discuss the questions in groups of four.
　　during this period, the teacher may go into the students to give them help if necessary. after several minutes, check the answers.
　　t: well, time is up. have you finished the discussion?
　　ss: yes.
　　t: ok. i’ll ask some of you to tell your stories.
　　s: when i was twelve years old, i had a bad accident. i was knocked over by a car. after two months of treatment, i was nearly recovered. but i couldn’t stand up easily. so i had to sit in the wheelchair. it was a shock to me. i was so afraid to become disabled. during that period of time, i felt very frustrated. fortunately, my parents and my friends gave me much encouragement. they spared every free minute to stay with me and help me do exercise. because of their encouragement and help, i cheered up again. i was determined to stand up again. now i am as healthy as the others. after that experience, i realised that be optimistic, and everything will become better.
　　t: very good. you are brave. i believe in the future nothing will stop you. you will have a bright future.
　　s2: to me, the most painful experience was the first month in the school. my home is far from here, so i had to be in residence(住校). i could meet my parents once a week. i felt so lonely. everything was new to me. in that month, my study fell behind sharply. however, i thought, i couldn’t be like that any more. my aim was to get further education, not to miss my parents. so i concentrated on study. in my spare time, i tried to talk with my classmates and made friends with them. everything became better and better afterwards.
　　s: the painful experience i had was my failure in one exam. i had never failed in any exams before. that time i felt frustrated and even lost heart in my study. after a talk with my teacher, i realized: no pains, no gains. i looked back upon my attitude towards study before. even the easiest things will become hard for you if you don’t try. so now i try my best to do everything. the results turn out that my effort is not in vain. i feel satisfied and happy.
　　t: good! you have expressed yourselves very clearly.
　　step ⅵ text analysis
　　help the students learn something about interview.
　　t: the text we learned today is an interview. can you tell me how to read a n interview?
　　s: first i will get the topic of the interview. and then i will read the questions and answers carefully.
　　t: good! let’s read a reading strategy to know how to read an interview. please open your books to page 19.
　　after several minutes.
　　t: can you tell me what an interview is?
　　s: an interview takes place when one person asks another person a series of questions on a topic.
　　t: when reading an interview, what is important for us to do?
　　s: it is important to carefully scan the first paragraph to find out the topic of the interview.
　　t: what should we do after that?
　　s: then we should carefully read each question and try to fully understand the question before reading the interviewee’s response.
　　t: if we want to get a better understanding of the topic, what should we do?
　　s: we should pay special attention to the answer to the question.
　　t: thank you, very good. in this class, we learned sang lan’s search for happiness and we also learned how to read an interview. everyone did a very good job. class is over.
　　step ⅶ homework
　　1. remember the new words and expressions.
　　2. retell the text.
　　the third period word study
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 重点词汇和短语
　　excitement, happiness, frustration, sadness, fear, content, hot under the collar, over the moon, down in the dumps, on cloud nine, feel blue, fly off the handle
　　b. 重点句子
　　i was angrier than ever before.
　　i knew i had tried my hardest, and a feeling of contentment came over me.
　　i now realize that the boy who won made a better speech, but i did the best i could.
　　i am content with second place, because i know that i tried my hardest, and that is more important than winning.
　　2. ability goals 能力目标
　　enable the students to express their emotion properly.
　　3. learning ability goals 学能目标
　　help the students learn how to use exact words and idioms to express their emotion.
　　teaching important and difficult points 教学重难点
　　how to express the emotion properly.
　　teaching methods 教学方法
　　asking and answering, and practicing.
　　teaching aids 教具准备
　　a projector.
　　teaching procedures && ways 教学过程与方式
　　step ⅰ revision
　　t: last period i asked you to remember the new words, now let’s have a dictation.
　　check the new words and ask the students to hand in their dictation paper.
　　t: next, let’s have a revision about the text. i’ll ask some of you to retell the story about sang lan.
　　s: sang lan, born in ningbo, china in 1981, began learning gymnastics when she was only six years old. she was a dedicated athlete, who had spent many years practicing her sport. her strongest event was the vault and she was the best in china. her teammates described her as energetic, happy and hard-working. she hoped to win the vault at the goodwill games. however, during a practice vault, the young girl made a small mistake. her mistake cost her ability to walk. while in hospital, she had many visitors. they all said she was in good spirits. and sang lan won the sympathy and admiration of people across the world with her good attitude and beautiful smile. now sang lan studies journalism and is also hosting a sports programme about the XX beijing olympics. with her positive thinking, she is a role model for young people nationwide!
　　t: excellent! thank you!
　　step ⅱ word power
　　in this step, the students will learn how to use words related to emotion and their adjective and noun forms. first, get the students to know what abstract noun is.
　　t: look at these words, among them, which can be experienced through our five senses (touch, taste, sight, hearing and smell)?
　　show the following words to the students:
　　excitement, training, preference, apple and water
　　s: apple and water.
　　t: yes, what about the other words?
　　s: we can’t experience them through five senses.
　　t: these words can be called abstract nouns. can you give the definition of an abstract noun?
　　s: an abstract noun is a noun that refers to an idea, an action, a general quality or something that we can’t experience through our five senses.
　　t: very good. please look at the word excitement. just now, we called i t an abstract noun. nouns related to emotion are generally abstract nouns. can you think about more nouns related to emotion?
　　ss: happiness, sadness, fear, frustration, horror, anger, contentment, fright, concern, jealousy, sorrow, anxiety, depression, loneliness, nervousness, disappointment.
　　t: quite good. we have learned the formation of nouns and adjectives before. now let’s have a revision about the ways to form adjectives.
　　s: we can add -ous, -ing and -ful and sometimes we can add -ly or -y.
　　t: great!look at the gragh now.
　　show students the following graph.
　　+ ythirsty, dirty, windy, sunny, cloudy, healthy, funny
　　+ lylively, friendly, lovely, weekly
　　+ icromantic, energetic, scientific, historic
　　+ aloriginal, personal, national
　　+ ousfamous, serious, various
　　+ fulcareful, helpful, useful, cheerful
　　+ aneuropean, american, australian
　　+ erneastern, northern, southern
　　+ablereasonable, comfortable, believable
　　+ ishchildish, selfish
　　x+ iveactive, creative, effective
　　+ lesshopeless, helpless, homeless
　　+ engolden, wooden
　　+ aryimaginary, revolutionary, secondary
　　+sometroublesome
　　+ likechildlike, womanlike, manlike
　　+ antignorant, significant, important
　　+ entsilent, excellent
　　after that, ask the students to find the proper adjectives to the nouns relating to emotion.
　　give the students several minutes to discuss. then show the answers.
　　nounadjectivenounadjective
　　disappointmentdisappointedexcitementexcited
　　nervousnessnervoushappinesshappy
　　lonelinesslonelysadnesssad
　　depressiondepressedfearfearful
　　anxietyanxiousfrustrationfrustrated
　　jealousyjealoushorrorhorrible
　　concernconcernedangerangry
　　frightfrightenedcontentmentcontent
　　step ⅲ practice
　　help the students learn how to use the nouns and adjectives.
　　t: next, let’s do some exercises to consolidate what we have learned. open your books to page 22. look at exercise a. i’ll give you some minutes to do it.
　　after the students finish that, check the answers together.
　　t: let’s move to exercise b. read about flora’s experience of entering a speech competition and fill in the correct words to help her describe the feelings.
　　after the students finish it, check the answers.
　　t: look at exercise c. here are many english idioms about emotions. fill in the spidergram. you may use your dictionaries or discuss with your partners.
　　several minutes later.
　　t: let’s check the answers now. which idioms are used to express the feeling of anger?
　　s: let me try. i think ＂hot under the collar＂ and ＂fly off the handle＂ are used to describe the feeling of anger.
　　t: do you think he is right?
　　ss: yes.
　　t: i agree with you. what about happy?
　　s: i think the two idioms ＂over the moon＂ and ＂on cloud nine＂ describe one’s feeling of happiness.
　　t: you are right. what about sad?
　　s: ＂down in the dumps＂ and ＂feel blue＂.
　　t: excellent. you have done a very good job.
　　step ⅳ summary and homework
　　t: in this period we’ve learned some words related to emotion. and we also did some exercises to use the nouns and adjectives.
　　homework for today:
　　1. review what you have learned in this period.
　　2. preview grammar and usage.
　　the fourth period grammar
　　teaching goals 教学目标
　　1. ability goals 能力目标
　　enable the students to use the past and the future tenses properly.
　　2. learning ability goals 学能目标
　　help the students learn how to use the past and the future tenses.
　　teaching important points 教学重点
　　the usage of the past and the future tenses.
　　teaching difficult points 教学难点
　　how to teach the students to use the past and the future tenses.
　　teaching methods 教学方法
　　explaining and practising.
　　teaching aids 教具准备
　　a multimedia computer.
　　teaching procedures ＆ ways 教学过程与方式
　　stepⅰ revision
　　t: yesterday, we learned some words and also some english idioms about emotions. let’s have a revision. try to explain them in english. the first one: hot under the collar?
　　s: the idiom means that somebody is very angry.
　　t: do you agree?
　　ss: yes.
　　t: next one: down in the dumps?
　　s: let me have a try. the idiom expressed the feeling of sadness.
　　t: you are right. the last one: on cloud nine?
　　s: that means someone is very happy.
　　t: correct!you all have done a good revision.
　　stepⅱ presentation
　　show students the following sentences, and ask them to speak out the difference.
　　1. he went to paris two years ago.
　　2. he will go to paris next year.
　　t: please look at the two sentences. can you tell the difference between them?
　　s: the first sentence talks about something that happened in the past and the second sentence talks about something that happens in the future.
　　t: exactly!
　　step ⅲ explanation
　　get the students to talk about the different forms of the past tense and the future tense.
　　t: we have learned what the past tense is and what the future tense is. there are many forms of each tense. let’s deal with the past tense first. please look at the following sentences.
　　show students the following sentences.
　　1. sang lan was born in ningbo, china in 1981.
　　2. she knew that in those years she was making her parents proud.
　　3. instead of crying about what she had lost, sang lan thought about what she could do to get better.
　　4. by the time she competed in the new york goodwill games, she had been a dedicated junior gymnast for eleven years.
　　t: first, look at the four sentences. do they have something in common?
　　s: yes! they all use the past tense.
　　t: but there are also differences among them. can you tell the differences? next, discuss with your partners. pay attention to the italic words.
　　several minutes later.
　　t: can you show your opinions now?
　　ss: yes.
　　s: in the first sentence we use the simple past tense to talk about something happened in the past.
　　t: very good. what about the second sentence?
　　s: i think it means something happened in the past and continued for some time.
　　t: very good! thank you! now let’s move to the last two sentences.
　　s: they are both used in the past perfect tense. by looking at the two sentences, i think we use the past perfect tense to talk about things that happened in the past and stopped before another past action began.
　　t: excellent! but i think you are partly right. do the two sentences express the same meaning?
　　s: the fourth sentence means the thing happened in the past and at that time another past action began.
　　t: that’s it! just now we talked about different forms of the past tense. and later, we will do more practice about them. now let’s move to the future tense. please look at the following sentences. can you tell the difference?
　　show students the following sentences:
　　1. she will come with us to watch the football match tomorrow.
　　2. i shall work hard and learn to become a gymnast.
　　3. today, i’m going to talk about how to find happiness.
　　4. dr brain will be talking about success next time.
　　5. before she went to the goodwill games, sang lan to ld her parents she was going to win her event.
　　several minutes later
　　t: are you ready to show me your answers?
　　ss: yes!
　　s: i will have a try. in sentences1, 2, 3 the simple future tense is used. when the subject is the first person, we usually use shall instead of will.
　　t: you are right. then when shall we use ＂be going to＂?
　　s: i think when we want to talk about future plans and intentions, we can use ＂be going to＂.
　　t: very good. you got the answer. what about sentence 4?
　　s: sentence 4 uses the future continuous tense. this sentence is used to talk about something that will start in the future and continue for some time.
　　t: excellent! the fifth sentence is used in the future in the past. when shall we use this tense?
　　s: when we want to talk about an event which was in the future at the time when it was discussed.
　　t: you got the answer. good job! next i’ll show you further explanations about future tense.
　　show the following to the students and ask them to take some notes.
　　1. will / shall do 表示纯粹的将来或临时做出的决定，也可表示一种必然的趋势。
　　2. be going to do 表示打算，准备做某事，也表示根据某种迹象判断某事肯定要发生。
　　3. be doing 表示最近按计划，安排要做某事，常常带有时间状语。
　　4. be about to do 单纯表示即将发生的动作，常与when 连用，意为＂这时＂，但不与表示未来的时间状语连用。
　　5. 一般现在时表将来时，指早已计划好，到时一定会发生的事，也可表示按时间进程或时间表的安排到时一定要发生的事。
　　step ⅳ consolidation
　　help the students do some exercises to practice using the past and the future tenses.
　　t: next, let’s do some practice. please open your books to page 25 and do exercises a && b.
　　several minutes later, check the answers.
　　stepⅴ practice
　　give the students more exercises. if time is limited, this part can be assigned as the homework.
　　1. if a man _____ succeed, he must work as hard as he can.
　　a. will b. is to c. is going to d. would
　　2. i’ve won a holiday for two weeks to florida. i _____ my mom.
　　a. am taking  b. have taken
　　c. take d. will have taken
　　3. the train _____ for the city at ten, so you have enough time to make preparations.
　　a. leaves  b. is leaving
　　c. is to leave  d. is going to leave
　　4. —why have you bought so much food?
　　—some friends of mine _____ to stay with me for the weekend.
　　a. come  b. were coming
　　c. will have come d. are coming
　　5. —you’ve left the light on.
　　—oh, _____ and turn it off.
　　a. i’ll go  b. i’ve gone
　　c. i go  d. i’m going
　　6. all morning as she waited for the medical report from the doctor, her nervousness _____.
　　a. has grown  b. is growing
　　c. grew   d. had grown
　　7. the mayor of beijing says that all construction work for the beijing olympics _____ by XX.
　　a. has been completed
　　b. has completed
　　c. will have been completed
　　d. will have completed
　　8. sales of cds have greatly increased since the early 1990s, when people _____ to enjoy the advantages of this new technology.
　　a. begin b. began c. have began d. had begun
　　9. turn on the television or open a magazine and you _____ advertisements showing happy families.
　　a. will often see b. often see
　　c. are often seeing d. have often seen
　　10. i _____ you not to move my dictionary — now i can’t find it.
　　a. asked  b. ask
　　c. was asking d. had asked
　　11. when mark opened the door, he saw a woman standing there. he _____ her before.
　　a. never saw b. had never seen
　　c. never sees d. has never seen
　　12. —did you tell julia about the result?
　　—oh, no, i forgot. i _____ her now.
　　a. will be calling b. will call
　　c. call   d. am to call
　　13. he _____ more than 5,000 english words when he entered the university at the age of 15.
　　a. has learned b. would have learned
　　c. learned  d. had learned
　　14. —why did you leave that position?
　　—i _____ a better position at ibm.
　　a. offer  b. offered
　　c. am offered d. was offered
　　15. —what’s wrong with your coat?
　　—just now when i wanted to get off the bus, the man next to me _____ on it.
　　a. sat   b. had sat
　　c. had been sittingd. was sitting
　　16. —what are you going to do this afternoon?
　　—i am going to the cinema with some friends. the film _____ quite early, so we _____ to the bookstore after that.
　　a. finished; are goingb. finished; go
　　c. finishes; are goingd. finishes; go
　　17. —if the traffic hadn’t been so heavy, i could have been back by 6 o’clock.
　　—what a pity! tina _____ here to see you.
　　a. is b. was c. would be d. has been
　　18. —hurry up! alice and sue are waiting for you at the school gate.
　　—oh! i thought they _____ without me.
　　a. went  b. are going
　　c. have gone d. had gone
　　19. they _____ on the program for almost one week before i joined them, and now we _____ on it as no good results have come out so far.
　　a. had been working; are still working
　　b. had worked; were still working
　　c. have been working; have worked
　　d. have worked; are still working
　　20. susan decided not to work on the program at home because she didn’t want her parents to know what she _____.
　　a. has done b. had done
　　c. was doing d. is doing
　　key: 1-5 baada6-10 ccbaa
　　11-15 bbddd16-20 cbdac
　　step ⅵ homework
　　1. review the grammar points you learned in this period.
　　2. finish the multiple choice exercises.
　　the fifth period integrating skills (ⅰ)
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 重点词汇
　　confused, guilty, allocate, adequate, quit
　　b. 重点句子
　　i feel caught between what i want, what my parents want and what my basketball coach wants.
　　i am an outstanding player and running around on the basketball court is what makes me happy.
　　i am really getting tired of feeling worried about this and being unhappy.
　　2. ability goals 能力目标
　　enable the students to identify negative emotional language and problems.
　　3. learning ability goals 学能目标
　　help the students learn how to identify problems.
　　teaching important and difficult points 教学重难点
　　skills of identifying negative emotional language and problems.
　　teaching methods 教学方法
　　questioning and answering; discussion.
　　teaching aids 教具准备
　　a projector and a computer.
　　teaching procedures && ways 教学过程与方式
　　stepⅰ revision
　　get the students to revise the past tense and the future tense l earned in last period.
　　t: last period, we learned past and future tenses. now let’s have a revision. try to translate some sentences.
　　show students the following sentences.
　　1． 他当初在北京时每天都来看我。
　　2． 你暑假打算做什么？
　　3． 他们来的时候我们正在吃饭。
　　4． 他到那儿时火车已经开了。
　　5． 她说她一定会照顾好我的儿子。
　　6． 你明天这个时候将干什么？
　　sample answers:
　　1. when he was in beijing, he came to see me everyday.
　　2. what are you going to do during the summer holidays?
　　3. we were having dinner when they came.
　　4. when he got there, the train had already left.
　　5. she said she would surely take good care of my son.
　　6. what will you be doing this time tomorrow?
　　t: now let’s do some multiple choices.
　　show the following to the students.
　　1. why don’t you put the meat in the fridge? it will _____ fresh for several days.
　　a. be stayed b. stay
　　c. be staying d. have stayed
　　2. at this time tomorrow _____ over the atlantic.
　　a. we’re going to flyb. we will be flying
　　c. we’ll fly  d. we’re to fly
　　3. the news came as no surprise to me. i never
　　_____ that the director is going to resign.
　　a. had known b. knew
　　c. have known d. know
　　4. —sorry to have interrupted you. please go on.
　　—where was i?
　　—you _____ you didn’t like your father’s job.
　　a. had said b. said
　　c. were sayingd. had been saying
　　5. i arrived late; i _____ the road to be so icy.
　　a. wouldn’t expectb. said
　　c. were saying d. had been saying
　　6. i _____ while reading the english textbook. luckily, my roommate woke me up in time.
　　a. had fallen asleep b. have fallen asleep
　　c. fell asleep  d. fall asleep
　　7. let’s keep to the point or we _____ any decisions.
　　a. will never reachb. have never reached
　　c. never reach d. never reached
　　8. —what were you doing when tony phoned you?
　　—i had just finished my work and _____ to take a shower.
　　a. had startedb. started
　　c. have startedd. was starting
　　9. the crazy fans _____ patiently for two hours, and they would wait till the movie star arrived.
　　a. were waiting b. had been waiting
　　c. had waited d. would wait
　　10. —you were out when i dropped in at your house.
　　—oh, i _____ for a friend from england at the airport.
　　a. was waiting b. had waited
　　c. am waiting d. have waited
　　key: 1-5 bbacc 6-10 cadba
　　stepⅱ skills building i
　　t: we have learned some words related to emotion. can you give me some examples?
　　s: happy, sad, exciting, fearful, frustrated, lonely, frightened, content, jealous, concerned, angry, confused and so on.
　　t: good! when you discuss problems, fears, and worries, which words will you use to describe your feeling?
　　s: i will say i feel sad / fearful / frustrated ...
　　t: yes! and they are called negative emotional language. next, we’ll learn more about that.
　　ask students to read and try to remember words, structures and images listed on page 26.
　　t: can you list some sentence structures to describe the feeling?
　　s: i will just say i feel unhappy today.
　　t: so the structure i feel ... can be used. any others?
　　s: i hope the things can turn better in the future. so i will say i wish ...
　　s: i will just tell others that it makes me feel ...
　　t: that’s the way to tell others about your feelings directly. let’s look at the structures:
　　show the following.
　　i feel like ...
　　they make / it makes me feel ...
　　i wish ...
　　i’m tired of ...
　　t: well done, everybody. we have also learned some idioms to describe the feeling. can you remember?
　　ss: yes!
　　s: for example: hot under the collar, down in the dumps, feel blue, fly off the handle.
　　t: very good! i will introduce you more. for example: under a black cloud, stuck / caught between.
　　step ⅲ practice
　　t: just now, we learned some words, structures, idioms that can be used to express the negative emotion. let’s do some exercises. please look at exercise a on page 26. this is a letter on your school’s website. the writer has some problems now. read the letter carefully and then answer the following questions.
　　show the following questions to the students.
　　1. what do ma jie’s parents want him to do.
　　2. what does ma jie’s coach think?
　　3. why does ma jie feel guilty?
　　4. what’s ma jie’s problem?
　　several minutes later, check the answers.
　　t: have you finished reading the letter?
　　ss: yes!
　　t: now, let’s check the answers. the first one, any volunteer?
　　s: i will have a try. ma jie’s parents feel that he needs to spend more time improving his grades so he can go to a good university.
　　t: you are right. i think most of the parents share the same idea. they all hope their children receive good education and get a decent job. what about his coach’s idea?
　　s: ma jie’s coach thinks he is a promising player and he needs to spend more time working on his basketball skills.
　　t: you got the answer. why does ma jie feel guilty?
　　s: because his coach has spent a lot of time coaching him and he really believes in him. if he doesn’t practise harder, he feels guilty.
　　t: good. who will answer the last question?
　　s: i will. ma jie now feels confused because he wants to go to a good university, but he also wants to play basketball. he doesn’t know how to allocate adequate time for each.
　　t: you are right. one side is study and the other side is his favourite hobby. how to allocate the time? it’s no wonder that ma jie feel confused. just now we learned how to identify negative emotional language. now you are asked to underline the negative language ma jie used to describe his problems.
　　several minutes later, check the answers.
　　step ⅳ summary and homework
　　t: today we learned how to identify negative emotional language. next time when you talk with somebody or if you read some material, you will know whether the person is feeling good.
　　homework for today:
　　1. review what we learned today.
　　2. preview skills building 2, 3.
　　the sixth period integration skills(ⅱ)
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 重点词汇和短语
　　confused, solution, avoid doing
　　b. 重点句型
　　how can i ...?
　　do you think ...?
　　is there ...?
　　why don’t you ...?
　　2. ability goals 能力目标
　　enable the students to learn how to break a big question into smaller ones and how to give advice.
　　3. learning ability goals 学能目标
　　help the students learn how to break big questions into smaller ones and how to give advice.
　　teaching important and difficult points 教学重难点
　　skills of breaking the big questions into smaller ones and asking questions.
　　teaching methods 教学方法
　　inpidual work; group / pair work.
　　teaching aids 教具准备
　　a computer and a projector.
　　teaching procedures && ways 教学过程与方式
　　step ⅰ revision
　　t: in the last period, we learned how to identify the problems. there are some marks to identify the problem. can you tell me how to do it?
　　s: we can find out some words related to negative emotion, for example: sad, confused, disappointed, unhappy, and so on.
　　t: good!that’s one way. another way?
　　s: we can also find some structures, such as i feel like ..., it makes me feel ..., i’m tired of ...
　　t: you are right. there are also some idioms for us to identify the problem. what are they?
　　s: such as under a black cloud, stuck / caught between, feel blue, down in the dumps.
　　t: well done!today we will learn how to discuss solutions and give advice.
　　stepⅱ skills building 2
　　t: after we identify the problem, we will ask some questions in detail, and then we can solve the problem better. so how to ask the questions is a skill for you to master. please look at the question:
　　show the students the following sentence.
　　how can i go from school back home for dinner and still have time to meet my friend and see a film across town?
　　t: how do you think about the question?
　　s: i find it hard to answer it, because there are many factors in the question.
　　t: i agree with you. so the question is a little bit complicated. but we can pide it into smaller ones. what problems are mentioned in the question?
　　s: the first is how to get back home. the second is whether i have time to meet my friends. the last one is whether i have time to see a film across the town.
　　t: very good. now please try your best to pide the big question into smaller ones according to your analysis. you may discuss with your partners.
　　several minutes later
　　t: it’s time to report your discussion. who will have a try?
　　s: i will. we pide the big question like this:
　　1. is there a bus that goes from my home to the cinema?
　　2. can i ask mum and dad to eat dinner a little bit later?
　　3. is the film on at this cinema that is closer to my home or my school?
　　4. can we see the film at the weekend instead?
　　t: excellent! you’ve done a very good job. in this way, we can answer the question easily, right?
　　ss: yes!
　　t: in the last period we knew that ma jie met a problem. he doesn’t know how to allocate his time. what do you think of his problem? i think the question is a bit big for you to answer. you may use the skills you learned just now to discuss the solutions. you can refer to the three bubbles on page 28 to help you. later i will ask you to give us your answers in the form of dialogue. are you clear?
　　ss: yes!
　　several minutes later
　　t: finished?
　　ss: yes!
　　t: let’s have a try. who would be the first one?
　　s1: we’d like to try.
　　sample dialogue:
　　s1: did you surf our school’s website recently?
　　s2: yes. i saw a letter written by ma jie. he has a problem now.
　　s1: i read his letter, too. he is confused and i think we should help him.
　　s2: i think so. do you think there is a solution?
　　s1: of course. every problem has a solution. maybe he should first decide what kind of person he wants to be in the future. if he wants to be a professional basketball player, he can spend more time in basketball training. if he wants to go to a good university, he should place stress on study.
　　s2: but is there a way to make everyone happy?
　　s1: just as an english idiom goes: you can’t please everyone. he must make a choice.
　　s2: but he doesn’t want to give up neither of them. is there a solution he has not tried?
　　s1: he just told us his feeling on our school’s website. maybe he can tell his feeling to his parents and his coach. sometimes adults can give us wise advice.
　　s2: i hope so. maybe his coach can allow him to study hard to go to a good university. after he goes to the university, he can spend more time on basketball.
　　s1: i also hope he can do well in both study and playing basketball.
　　t: well done!
　　step ⅲ skills building 3
　　t: just now we talked about how to identify a problem, how to break a big question into smaller ones. it’s time for us to give advice. how to give advice? which guidelines should we follow? i will give you some minutes to discuss the question in groups of four.
　　several minutes later.
　　t: have you finished?
　　ss: yes!
　　t: ok! which pair would like to present your work?
　　s: our group, sir. in our opinion, if you want your advice to be persuasive, you should give some similar examples to others.
　　t: i think so. people would take your advice easily if you give them similar examples.
　　s: from our point of view, if someone asks us for advice, they want to receive help from us. so we needn’t criticize others.
　　t: very good opinion. that is to avoid judging others. will other group give your result of discussion?
　　s: our group thinks that we should give specific advice to others, not in general.
　　t: i agree. if you are giving advice, be sure to state what kind of advice it is. i’m very glad that all of you have done a very good job. i made a conclusion of your discussion.
　　show guidelines in skills building 3 to the students.
　　t: now it’s time for you to practice. i will give you a topic. suppose your friend has asked you for some advice on preparing for a school sports competition. make a dialogue with your partner. i will check whether you have mastered the three guidelines.
　　several minutes later.
　　t: time is up! who would be the first one?
　　s1: we’d like to try.
　　sample dialogue:
　　s1: hi! what’s the matter? you look not so well.
　　s2: well, you know the school sports competition is coming, and i take part in the basketball team, and have to train a lot. but recently, i feel very tired and feel sleepy all day.
　　s1: oh, really? that sounds not so good. so, what do you do after training?
　　s2: i usually watch tv, play games on the internet or go out with friends for dinner.
　　s1: how much tv do you watch?
　　s2: two or three hours a day.
　　s1: what time do you usually go to bed?
　　s2: at 12:30 p.m. or 1:00 a.m.. actually i couldn’t find much time to sleep.
　　s1: that’s the problem! you should take much time to sleep. it’s good for your energy to recovery.
　　s1: what kind of exercise do you often do for warming up?
　　s2: just do what the coach tells us to do.
　　s1: why not do some flexible and balance training such as yoga.
　　s2: good idea. i’ll have a try.
　　s1: by the way, do you eat fruit and vegetables?
　　s2: no, not very often.
　　s1: why not? fruit and vegetables are good for your recovery after training and also provide you with necessary vitamines and fibre. you had better eat more.
　　s2: really? i don’t like them. but perhaps i have to change a little bit.
　　s1: what do you drink when you feel thirsty?
　　s2: i prefer coca cola.
　　s1: oh, there is too much sugar in it. and that is not good for relieving thirsty. water is good enough.
　　s2: it’s a bit hard to change my eating habit.
　　s1: it doesn’t matter. just try your best.
　　s2: ok. thank you for your advice.
　　s1: you are welcome.
　　t: excellent! i think you have mastered the rules of giving advice.
　　step ⅳ writing
　　t: since you have solved the problem of ma jie, now you are asked to write an article for the school website about problems and solutions. you may first discuss what to write with your partners, and then write it down.
　　sample writing:
　　some days ago, i read a letter from ma jie on our school’s website. he said he had a problem. he was caught between what he wanted, what his parents wanted, and what his basketball coach wanted. his parents thought he should spend more time on study, but his coach thought he should spend more time training. ma jie was very interested in playing basketball, but he also wanted to go to a good university. he felt allocating adequate time for each is just not practical. however, he cannot hesitate any more. so he got his parents and his coach together to communicate with each other and find the best solution. finally, he decided to concentrate on study and enter a university for further education. then, he can go on with his favourite sports — basketball and become a superstar someday.
　　step v homework
　　1. review the ways of piding a big question into several small ones.
　　2. review how to give advice.
　　the seventh period listening
　　teaching goals 教学目标
　　1. target language 目标语言
　　重点词汇和短语
　　guarantee, focus on, anxiety, appearance, teenagers
　　2. ability goals 能力目标
　　enable the students to listen and talk about teenage anxiety and how to handle it.
　　3. learn ability goals 学能目标
　　help the students learn how to talk about teenage anxiety and how to handle it.
　　teaching important and difficult points 教学重难点
　　teach the students to talk about teenage anxiety and how to handle it.
　　teaching methods 教学方法
　　listening and speaking.
　　teaching aids 教具准备
　　a tape recorder.
　　teaching procedures && ways 教学过程与方式
　　stepⅰ listening (p27)
　　t: in the last two periods, we read a letter on our school’s website. it is written by ma jie about his problem. can you review what his problem is?
　　s: ma jie is interested in basketball and he is a promising basketball player. but now he faces a problem. his parents want him to spend more time on study. because they want him to go to a good university. however, his coach thinks he has a chance to become a real star. so the coach thinks he should spend more time on his basketball skills. ma jie doesn’t know what to do now.
　　t: very good. now let’s listen to the tape to find more about ma jie’s problems. i will play the tape recorder three times, for the first time, you are asked to get the general idea; for the second time, write down your answers; for the third time, check the answers. are you clear?
　　ss: yes.
　　t: let’s begin.
　　play the tape three times. after that, check the answers.
　　t: ok, you did a good job. now let’s come to part c. as ma jie has a problem, he must have thought about some solutions. if you were him, what solutions could you work out?
　　s1: if i were him, i would focus on my study.
　　s2: i would work hard at everything, because i want to go to a good university and stick to my favourite basketball as well.
　　s3: i would study less and focus on basketball, because i want to be a basketball player.
　　t: let’s listen to some of his solutions and find out why these solutions didn’t work. write down the reasons he gives next to each possible solution. i will also play the tape recorder three times.
　　after listening to the tape three times, check the answers.
　　stepⅱ listening (p114)
　　t: have you ever had any experience of anxiety? if so, would you tell us your experience?
　　s: i feel anxious about my relationship with my parents. i think they can’t understand me. i don’t know how to deal with it.
　　t: i think you should talk more with your parents, and you will understand more with each other.
　　s: i don’t know whether i can get into a university. i am not doing well in my study. sometimes i even lose heart. i have tried my best to make progress in my study, but my grade is still low.
　　t: never lose heart! i always believe if there is a will, there is a way. so keep trying, someday, you will make much progress.
　　s: sometimes, i can’t get on well with my classmates. i can’t understand what they do, so we talk little. sometimes i feel lonely. i feel confused.
　　t: as you are all young, i think you may have a lot in common. so don’t hesitate to communicate with others. it’s an efficient way to strengthen your friendship. and i believe your classmates will make friends with you, right?
　　ss: yes!
　　t: some students talked about their anxiety just now. now let’s move to page 114. john has to write an essay about teenage anxiety for english class. he is interviewing his friend karen about her experience of anxiety. listen to the tape and then tick the sentences that karen says. when you listen for the first time, try to get the main idea. and the second time, you should take notes. the last time, you should come up with your final answers. later i will check the answers.
　　play the tape recorder three times and then check the answers.
　　t: just now, we listened to karen’s experiences of anxiety. and some of our classmates talked about their anxiety just now. do you think it’s normal to feel anxious sometimes?
　　s: yes, i do. everyone may feel anxious sometimes. nobody can always feel happy.
　　t: i think so. when you feel anxious, what is the best thing to do?
　　s: i prefer to stay alone to think about my problem.
　　s: i’d like to listen to some soft music to calm down.
　　s: i’d like to talk to my friends. and sometimes, i may get good advice from my friends.
　　t: there are many ways to deal with our anxiety. let’s listen to an interview. in this material, john is interviewing a youth counsellor to learn more about teenage anxiety and how to handle it. you are asked to help him complete his notes using short phrases. i will play the tape three times for you. and i will pause where it is difficult to understand. are you clear?
　　ss: yes!
　　play the tape three times and then check the answers.
　　t: let’s move to the last part. john has interviewed his friend karen, and talked with a youth counsellor. now he is writing his essay about anxiety. you are asked to complete the essay using the information from part a and part b.
　　several minutes later, check the answers.
　　step ⅲ homework
　　t: today we listened to four materials. after class, please listen to the materials again and get familiar with them. goodbye, everyone.
　　ss: goodbye, sir / madam.
　　the eighth period integrating skills(ⅲ)
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 重点词汇和短语
　　golden, independent, worry, innocent, income, adolescence, accomplishment, vivid, hunger, communicate, guarantee, assist, maximum, minimum, mature, in a rush
　　b. 重点句子
　　i remember sometimes feeling in a rush to grow up and be independent, but i was still very happy. as an innocent child, i didn’t need to think about problems at work, or worry about income or how to take care of a family.
　　i have been happy about different things at different times during my life, but my most vivid and happiest memories are those of school days, so i think that was the happiest time in my life.
　　then families will be able to spend the maximum amount of time enjoying each other’s company and the minimum amount of time doing housework.
　　2. ability goals 能力目标
　　enable the students to write an essay about his / her idea of happiness. and then make a happiness handbook.
　　3. learning ability goals 学能目标
　　help the students learn how to write an essay about his / her idea of happiness.
　　teaching important and difficult points 教学重难点
　　enable the students to work together to create an essay and make a happiness handbook.
　　teaching methods 教学方法
　　task-based learning, group working and discussing.
　　teaching aids 教具准备
　　a computer and a projector.
　　teaching procedures && ways 教学过程与方式
　　stepⅰ lead-in
　　get the students to talk about what happiness is in their opinion.
　　t: good morning / afternoon, boys and girls!
　　ss: good morning / afternoon, mr. / ms ...
　　t: in the first two periods, we talked about happiness. everyone has different ideas about what makes them happy. how do you describe happiness?
　　s: when i help others, i feel happy. i think that can be described as happiness.
　　t: i think so. that’s actually happiness.
　　s: some people say receiving love from others is a kind of happiness. but i think giving love to others is also a kind of happiness.
　　t: do you agree?
　　ss: yes!
　　t: i can’t agree more. very good. giving our love to others will make us feel inner satisfaction. any other opinion?
　　s: when we think of something funny, we can’t help smiling. that’s a kind of happiness.
　　s: sometimes, i will think of some things happening between my friends and my parents, and at that time, i feel happy.
　　t: of course! in my opinion, the time i spend with my family and my friends is the happiest time in my life.
　　s: the feeling of overcoming difficulties is happiness. we may experience hard time and suffer a lot both physically and mentally during the process. after we overcome it, we will feel relaxed and excited. i think that is happiness.
　　t: excellent! do you have such experiences?
　　s: yes. i came to this class after the mid-term exam. at first i found most of the students did better than me in study. i was afraid i couldn’t catch up with others. so i was determined to study harder. i have made much progress now. i feel very happy.
　　t: i’m so touched by your determination. i believe you can do better in the future. thank you.
　　step ⅱ reading (text a)
　　t: just now, we talked about our opinions of happiness. how do people in different age groups think about happiness? have you ever thought about that? well, next, we will read two passages. they are about two person’s attitude towards life. please turn to page 30. read the passage golden days carefully and then answer the questions.
　　show the students the following questions.
　　1. in the writer’s opinion, when was the happiest time of his life?
　　2. when the writer was a child, what did he do on weekends?
　　3. as an innocent child, what didn’t he have to do?
　　4. what is an important part of happiness?
　　5. what does he wish now?
　　the teacher may go around the classroom and give help if ne cessary.
　　several minutes later, check the answers.
　　t: let’s look at the first question: in the writer’s opinion, when was the happiest time of his life?
　　s: he thinks those golden days at school were the happiest of his life.
　　t: yes, you are right. his most vivid and happiest memories are those of school days, the happiest time in his life. so next question: when the writer was a child, what did he do at weekends?
　　s: when he was a child, he could see friends, visit his grandparents, read books, or play sport at the weekends.
　　t: that’s the answer! good! all he had to do was go to school and spend a few hours studying when he came home. he could spend all day outside, playing in the sunshine with his friends, and they always had interesting things to talk about. that’s happiness, right?
　　ss: yes!
　　t: now let’s move to the third question.
　　s: he needn’t think about problems at work, or worry about income or how to take care of a family.
　　t: yes. actually, that’s all the adult has to worry about. as a child, all he had to do was enjoy his adolescence. then the next question: what is an important part of happiness?
　　s: good health is an important part of happiness.
　　t: you are right. good health is very important. if you are ill, or when you are old and your body aches, it is hard to stay happy and cheerful. the last question: what does he wish now? will you answer the question together?
　　ss: the writer now wishes he could still play sport because that makes him very happy.
　　t: excellent. you did a very good job. now can you tell me the main idea of this passage?
　　s: the writer thinks his happiest time is in the past.
　　t: yes. and next, let’s see how young girls think about her happiest time.
　　step ⅲ reading (text b)
　　ask the students to read text b on page 31 carefully, and then try to fill in the box below.
　　technology of the future
　　people in the future
　　life in the future
　　i in the future
　　t: now, i will give you five minutes to read the passage carefully. then you can
　　discuss the questions with your partners and we will check the answers.
　　the teacher may go around the classroom and give help if necessary.
　　several minutes later, check the answers.
　　t: now, time is up. have you finished?
　　ss: yes!
　　sample answers:
　　technology of the future1. the technology in the future will allow the writer and her family to be healthy, and never worry about illness.
　　2. the robots and computers will assist people with the things that are boring. and that will simplify people?蒺s lives.
　　3. automatic kitchens will cook instant meals for the people.
　　people in the future1. we will have good health and happiness.
　　2. no one will be sad because humans will have learned to fix many of the problems that affect us now.
　　3. we needn?蒺t work so long; and everyone can work part?鄄time jobs that are interesting.
　　life in the future1. our life will be simplified with the help of robots and computers.
　　2. families will be able to spend the maximum amount of time enjoying each other?蒺s company and the minimum amount of time doing housework.
　　i in the future1. i will be an adult then.
　　2. i will be more mature and be able to make my own decisions and do the things that i enjoy.
　　3. i will have a secure job that i like and i will find happiness in being success at it.
　　t: well done! why does the writer think her happiest days will be in the future?
　　ss: because she can see herself successful in her job and surrounded by her family. she also thinks there will be new technology which will allow people to live longer and be healthier.
　　t: you are right. good!
　　step ⅳ writing
　　t: just now, we read two texts. the writers both expressed their ideas of happiness. now, read part b on page 31 and talk about these questions with your partners, and then you are asked to write an essay about your idea of happiness.
　　sample writing:
　　fun and happiness
　　many people still equate happiness with fun. the truth is that fun and happiness have little or nothing in common. fun is what we experience during the act. happiness is what we experience after an act. it is a deeper, more abiding emotion.
　　going to an amusement park or ball game, watching a movie or television is fun activities that help us relax, temporarily forget our problems and maybe even laugh. but they do not bring happiness, because their positive effects end when the fun ends.
　　i have often thought that if hollywood stars have a role to play, it is to teach us that happiness has nothing to do with fun. these rich, beautiful inpiduals have constant access to fancy homes, expensive cars, everything that spells ＂happiness＂. but in memoir (事件的记录) after memoir, celebrities reveal unhappiness hidden beneath all their fun: depression, drug addiction, broken marriage, troubled children.
　　yet people continue to believe that the next, more expensive car, more luxurious vacation, fancier home will do what the other parties, cars, vacations, homes have not been able to do.
　　the way people cling to the belief that full-filled, pain-free life equals happiness actually diminishes their chances of ever attaining real happiness. if fun and pleasure are equated with happiness, then pain must be equated with unhappiness. but in fact, the opposite is true: more times than not, things that lead to happiness involve some pain.
　　as a result, many people avoid the very endeavors that are the source of true happiness. they fear the pain inevitably brought by such things as marriage, raising children, professional achievement, self-improvement.
　　step ⅴ summary and homework
　　t: today we read two essays, and every one of you has written an essay about your ideas of happiness. you and your classmates are asked to make a happiness handbook. your group will need to discuss how to plan your handbook. the questions on page 31 will help you get organized. i will pide you into groups of four. tomorrow, i will check your homework. that’s all for today. goodbye, everyone.
　　ss: goodbye, teacher.
　　the ninth period reading(ⅱ)
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 重点词汇和短语
　　throughout the world, broom, legally, ceremony, bride, groom, religious, path, be sent to, cruel, inpidual, fall in love, make arrangements, disturb, attic, propose to sb
　　b. 重点句式
　　it is interesting to note that african slaves who were brought to the usa started this tradition.
　　african american couples were not allowed to legally marry so instead they had a ceremony where the bride and groom jumped over a broom ＂into marriage＂.
　　then on saturday, there is a religious ceremony in a church, followed by another party when the bride and groom celebrate the wedding with friends and relatives again.
　　jane is still not completely happy because she realizes that women do not have the freedom to choose what they want to do — she has become a teacher because she has no other choice.
　　2. ability goals 能力目标
　　enable the students to talk about different wedding customs in different countries and learn the brief introduction of jane eyre’s life.
　　3. learning ability goals 学能目标
　　help the students learn how to talk more about happiness.
　　teaching important and difficult points 教学重难点
　　get the main idea of the texts and answer the questions about each text.
　　teaching methods 教学方法
　　skimmi ng and scanning, asking-answering activity.
　　teaching aids 教具准备
　　a recorder, a projector, and some slides.
　　teaching procedure && ways 教学过程与方式
　　step ⅰrevision
　　t: in the last period, we learned about two attitudes towards happiness. do you still remember the two texts? what do they tell about? who can briefly tell us the summaries of them?
　　s: the first one is about an old man’s opinion about happiness. he thinks the golden days at school were the happiest of his life. because at that time, he didn’t have any worries in life. he may play freely with his friends and spend a few hours studying. he needn’t think about problems at work, or worry about income or how to take care of a family. when he was young, he also had good health. that is an important part of happiness. so that was the happiest time in his life.
　　t: well done. and the next one?
　　s: the second text is about a girl’s opinion about happiness. she thinks her happiness is in the future. because in the future, new technology will allow people to live longer and be healthier. she also will be successful in her job. people will have learned to fix many of the problems that affect us now. robots and computers will assist us with the things that are boring. that is why she thinks her happiest days will be in the future.
　　t: very good! you have done a very good revision. today we’ll read another two texts. please open your books to page 112.
　　step ⅱ lead-in and fast-reading (text a)
　　t: we have learned that different people have different opinions about happiness. but i think whether the happiness lies in the past or in the future, there is a time that is th e happiest for all. can you guess when it is?
　　ss: the wedding time.
　　t: i think so. in a wedding ceremony the bride and the groom are the happiest in the world. have you ever attended any wedding ceremonies?
　　ss: yes!
　　t: can you tell us something about that?
　　s: in the morning the groom will go to the bride’s to get the bride. before entering the bride’s, the groom has to knock at the door to beg the relatives of the bride to open the door. and the relatives will ask the groom for some money for fun. the groom can only see his bride by overcoming many difficulties. in the evening, there will be a wedding dinner. sometimes the couple will be asked to play many games.
　　t: yes, it is a brief introduction of the wedding custom of han nationality. today we will learn about more wedding customs in different countries. read the passage quickly and...