2.　 The subject that Einstein liked best at school was English .　　　 (　　 )

1.　 Albert Einstein was a physicist who was born in Germany .　　 (　　 )

2.　　　 　Have students get into pairs and ask each pair choose a famous person from China .Ask them

　　 What is this person famous for ?

　　 How has he \she helped China ?

　　 How has he \she helped society ?

　 Each pair works out the answers to the questions for the person they have chosen .Then each pair reads out their answers .

The sixth period

Grammar　 (II)

Part B

Suggested teaching procedures

Step1　 Go through the table at the top of page 61 . Then read the three example sentences. Tell students that the arrows show the people or things the relative pronouns are referring to.

Step2　 Explain the context of the exercise . Daniel is completing some notes about Bruce Lee. Students help Daniel use the correct relative pronouns. In stronger classes, encourage students to complete this exercise independently , as this will help you gauge how well students have understood the grammar topic . In weaker classes , students can work in pairs or small groups .

Step3　 Explain to students that both ‘which’ and ‘that’ can be used as relative pronouns to refer to things ,but we normally use ‘that’ as the relative pronoun when the noun it refers to is qualified by an ordinal number, e.g. ‘the first’, ‘the second’, ‘the last’ .

Step4　 Once all students have finished ,ask five students to each read out a completed sentence .Listen for mistakes and mispronunciation.　

Step5　 Explain the context of partB2 . Millie is looking at a web page about Albert Einstein on the Internet .Students will rearrange the words and add correct relative pronouns to from sentences .

Step6　 Divide the class into groups of four . Each group must nominate a write who will write down the answers on a piece of paper .Each group must work together to come up with the answers .

Additional exercise

　 Read the sentences about Albert Einstein . Write a T if the sentences is true , Write an F if it is false .

1.　 Ask students to think of some famous people from China . Encourage them to think of great people , rather than famous film stars . Write the names on the board ,

e.g.　 Yang liwei

Yuan Longping

　He Zhengliang

2.　　　 To use relative pronouns correctly .

Part A

Suggested teaching procedures

Step1 Go through the explanation at the top of page60. Encourage students to ask questions if there is anything they are unsure of . Give students extra examples if necessary .

Step2　 Explain the context . Kitty and Peter are talking about who they want to write about . Ask students to read sentences and decide which contain defining relative clause .

Step3　 More able students can complete this exercise independently. Allow less able students to work in pairs .

Step4　 When all students have finished , ask two students to read the dialogue . Ask them to stop after each sentence and the other students raise their hands and say if it contains a defining relatives clause .Check for mistakes and mispronunciation .

Step5　 Ask students to think about what structure the first and the third sentences contain .Review ‘wh-words+to-infinitive’ and object clauses introduced by ‘that’ . Ask less able students to refer to the grammar items in Unit3 of 9A and Unit1 of 9B .

Extension activity　

1.　　　 To understand and use defining relative clause correctly .

2.　　　 Preview vocabulary.

The fourth period

Vocabulary

Teaching aims:

To understand the concept of an idom.

To understand English idoms and when to use them.

Teaching Process:

　Step one :Read the explanation at the top of page 58 aloud .Make sure that students understand the concept of idoms. Encourage students to ask questions if they are unsure.

　Step two: For weaker classes, ask students to give you examples of Chinese idoms to make sure they understand the concept.

　Step three: Explain the context of the exercise. Simon is reading a book about idoms. Students must look at the pictures and match the meanings from the box with the correct idoms below the pictures.

　Step four: For weaker classes, ask students to read the sentences in the box and find out what these sentences mean. Review some phases,e.g., are involved in , close to and in power. Then ask students to work in pairs and match the meanings with the correct idioms. Encourage students to ask questions if they are unsure of anything.

Stepfive: For stronger classes, ask students to complete the exercise independently .For weaker classes, students can work in pairs.

　Step six: Check answers as a class. Ask one student at a time to read out one idom and its meaning. Listen for mistakes and mispronunciation.

　Step seven: Ask more able students to think of Chinese idioms which have similar meanings to those on pages 58 and 59.

The fifth period

Grammar　 (I)

Objectives

1.　　　 Recite the paragraphs of reading part.

4.　 Read the passage again and rearrange the following sentences:

(1) Neil Armstrong was born on 5th August 1930.

(2) Armstrong received his student pilot\s licece

　 　(3) Armstrong became a naval pilot

　 　(4) Gemini 8 went into space

　 　(5) Two men walked on the moon for the first time

　 　(6) Apollo 11 returned to Earth

　 　(7) Armstrong was awarded the Medal of Freedom

Homework:

3. 　Language points:

　 a. There are reports that say…

　　 这是由关系词that引导的定语从句。当先行词是人或物时，我们可以使用关系代词that 来引导。

　 The money that is in the wallet is mine.

　 Do you know the boy (that )my mother is talking to?

　b. 　It is said that…

　 It is said that he has got married.

c. 　Neil Armstrong sent a message to Mission Control which said…

　 这是由关系代词which引导的定语从句。当先行词是物时，我们可以使用关系代词which来引导。

　Where is the book which/that I bought this mornig?

　The building which/that stands by the river is our school.

e.　　　 Neil Armstrong is the person who made people round the world realize that…

这是由关系代词who引导的定语从句。当先行词是人时，我们可以用关系代词who来引导。

The man who/that I saw is called Smith.

The woman who/that spoke at the meeting yesterday is my mother.

solidation