2. Finish off the workbook exercises.

◇ 第 39 课时

Integrated skills

Objectives

1. Copy the new words.

1. Copy the new words.　 2. Finish off the workbook.

◇ 第 36 课时

Grammar (Parts A and B)

Objectives

To use 'between ... and ...' to express a period of time

To use 'from ... to ...' to express a period of time

To use 'before', 'after' and 'until' to talk about when things happen

To use 'while' and 'as' to talk about when things happen

To use comparative and superlative adverbs

Part A

1 Explain that 'between ... and ...' and 'from ... to ...' are used to express a length of time.

2 Ask students to read the explanations and examples at the top of page 65. Students may have come across these structures before but may not have learnt them formally. Give some examples from students' own lives, e.g., English class is between 9 a.m. and 9.45 a.m. Lunch time is from 12.00 p.m. to 1.30 p.m.

3 Cut out the TV schedule page from a newspaper or magazine. Show the page to the class and write a list of times on the board together with the programme names.

4 Ask students to form sentences orally, based on the schedule you have written on the board, e.g.,

　 Between 7.00p.m. and 7.30p.m., the News is on TV

　 From 7.30 p.m. to 7.35 p.m., the Weather Report is on TV

5 Ask students to read 'Sunday TV schedule' on page 65. Then tell them to complete Millie's thought bubble based on the information in the TV schedule. For stronger classes, students can work on their own. For weaker classes, students can work in pairs to complete this exercise. Remind less able students that they should use the right prepositional phrases depending on the prepositions given in the thought bubble.

6 When students have finished, ask one student at a time to read a sentence. Listen for mistakes and mispronunciation.

Part B

1 Explain that we can also use 'before', 'after' and 'until' to talk about time. These words are used to talk about the order in which things happen.

2 Tell students to read the grammar explanations and examples at the top of page 66. Encourage students to ask questions for further clarification.

3 Ask students to give some example sentences from their own lives, e.g., I do my homework before I have dinner. After our English lesson, we will go to the library. Until I started secondary school, my mum took me to school every day.

4 Cut out pictures from newspapers or　 magazines showing activities from a typical day. Advertisements may be best for this, e.g., someone waking up 　someone taking a shower …

5 Stick the pictures on the board in random order. Ask students to make sentences about the pictures using 'before', 'after' and 'until'. For weaker classes, write some useful words/phrases on the board and allow students to write down their sentences. For stronger classes, encourage students to give their answers orally.

6 As students say their sentences, rearrange the pictures according to the order of events they give. Try to end up with a logical order of pictures representing activities in a typical day.

7 Tell students to read Millie's speech bubble on page 66 and complete what she says using 'before', 'after' and 'until'.

8 When students have finished, ask one student at a time to give an answer. Listen for mistakes and mispronunciation.

9 Finally, ask one of the more able students to read out the whole speech bubble, including the answers.

10 Ask students to complete 'Work out the rule!' at the top of page 67 on their own. Ask one student to read out the rule.

Knowledge Points

表示时间的介词短语“from…to…”“between…and…” 　★from…to…表示“从某时到某时”。如： ①He works from nice o’clock until five o’clock. 他从九点工作到五点 ②“World of Animals” is from 8:30 to 9:10 every Wednesday evening on Channel 10. 《动物世界》每周晚8:30到9:10在十频道播出。 　★between…and…意思是“在……之间，在……中间”。如： ①Don’t eat between two meals. 正餐之间不要吃零食。 ②Many changes took place in the world between the two world wars. 两次世界大战之间，全球发生了很大的变化。 ③Usually he feels very tired between 12 o’clock and 1 o’clock.通常他在十二点到一点间感到很困。 ④It’s cheaper between 6 pm and 8 am.下午六点到早晨八点间价钱比较便宜。 2. 表示时间的连词“before”，“after”和“until” ★before作连词，引导时间状语从句，表示“在……前”。以before引导的时间状误从句，既可以放在主句之前，也可放在主句之后。如果从句放在主句之前，一般要用逗号把它与主句隔开。 ①Think well before you decide. 深思熟虑以后你再作决定。 ②They had not known each other long before they got married. 他俩认识不久就结婚了。 ★after作连词，引导时间状语从句，表示“在……之后”。以after引导的时间状语从句，既可放在主句之前，也可以放在主句之后。如果从句放在主句之前，一般要用逗号把它与主句隔开。 ①I’ll call you after I have spoken to them. 我和他们谈过以后会打电话给你。 ②I found the letter long after he had gone away.他走后很久我才发现了那封信。 　★until (till)作连词，引导时间状语从句，表示“到……时；直到……为止”。以until引导的时间状语从句，既可以放在主句之前，也可以放在主句之后。如果从句放在主句之前，一般要用逗号把它与主句隔开。以till引导的时间状语从句，只能放在主句之后。 ①I’ll wait until he arrives and then I’ll leave. 我要等他来以后再离开。 ②Go straight on until you come to a large red building.一直往前，走到一幢高大的红色建筑物为止。

Homework

Finish off the workbook exercises.

◇ 第 37 课时

Grammar (Part C)

Revision

Check the homework.

Teaching procedures

1 Explain that 'while' and 'as' mean 'at the same time as'. We use them to talk about two or more actions that happen at the same time. Most students should have come across 'while' and 'as' before. However, some students may not have formally learnt about 'while' and 'as' so it is important that this topic is covered.

2 Ask four students to read out the four example sentences on page 67. For weaker classes, more time should be spent on explaining their differences. For stronger classes, ask students to suggest some other examples. Encourage students to ask questions about anything they are unsure of.

3 Explain the context of the exercise at the top of page 68. Millie is asking Daniel about what he did last night. Ask students to read through the conversation for overall meaning.

4 Tell students to complete Daniel's speech bubbles using 'while' or 'as'.

5 Read Millie's speech bubbles and ask four students to each read out one of Daniel's completed speech bubbles.

6 Divide the class into pairs. Tell students to role-play Millie and Daniel's conversation. Ask a few pairs of more able students to present the conversation to the class.

7 Tell students who need more practice to do the exercise below.

Knowledge Points

while / as的用法 　★while用作连词，意为“在……期间”“当……时候”。它表示某个动作正在进行时另一个动作发生了；还可以表示某个动作还在进行的同时，另一个动作也在进行之中。它只表示时间段，所以从句的谓语动词必须用持续性动词或状态动词。其时态一般限于进行时或状态动词的一般时。如： ①My father fell asleep while he was reading the newspaper. 我父亲在看报时睡着了。 ②While mother was cooking, father was repairing the bookcase. 当妈妈在烧饭时，爸爸在修书架。 ③While my uncle is away on holiday, I’m going to stay in his house of a week. 我叔叔外出度假时，我将在他家呆一个星期。 ④While I was sleeping, a thief entered the house. 我睡觉时，小偷进了我的屋。 　★while还可以表示“然而”，用作两个人或物的比较。如： ①I like music while my brother likes sports. 我喜欢音乐而我的哥哥喜欢体育。 ②Girls do well in Chinese while boys are good at maths. 女孩的语文好而男孩的数学好。 ③Nodding the head means agreement, while shaking it means disagreement. 点点头表示同意，而摇头表示不同意。 　★while也可用作“只要”解，相当于as long as。如： ①While there is water, there is life. 只要有水就有生命。 ②While there is life, there is hope. 留得青山在，不怕没柴烧。 　★as作连词用，引导时间状语从句，意为“当……时候”，强调at the same time，不指先后，而指同时发生，尤指短动作或事件同时发生。如： ①As you leave, please take a raincoat with you. 当你离开时，请随身带件雨衣。 ②She dances as she sings. 她一边跳一边唱。 　★as作连词用，可引导原因状语从句，意为“因为”，语气较because弱。如： ①As he had some exercises to grade, he didn’t go with us. 因为他有一些练习要批改，他没和我们一起去。 ②As it is raining hard, you’d better put on your raincoat. 由于雨下得很大，你最好穿上雨衣。 ③As he didn’t know much English, he got out his dictionary and looked up the word “cough”. 由于他对英语懂得不多，他拿出他的字典查找cough这个词。 　★as作连词用，可引导方式状语从句，意为“按照”“如同”。如： ①You must do everything as I do.　你必须如同我做的一样来做每一件事。 ②When at Rome, do as Romans do. 入乡随俗。(在罗马时就要像罗马人那样做) ③Please do as I told you. 请按照我告诉你的去做。

Homework

Finish off the workbook.

◇ 第 38 课时

Grammar (Part D)

Revision

Check the homework

　Teaching procedures

1 Ask students for examples of adverbs. Write their suggestions on the board, e.g., badly, carefully, easily, fast, late, quietly and seriously.

2 Explain that when we compare adverbs, we use the same structure as when we compare adjectives, i.e., for short adverbs we add -er or -est to the end of the word. For adverbs of more than one syllable we add 'more' or 'the most' before the word. Write some words on the board and ask students to give the comparative and superlative forms for each one, e.g.,

　 carefully　 more carefully　 most carefully　　　 　easily　　 more easily　　 most easily

　 fast　　　 faster　　　　　 fastest　　　　　 　　late　　　 later　　　　　 latest

quietly　 more quietly　 　　most quietly　　　　 　seriously　 more seriously　 most seriously

3 Tell students to look at the picture in Part D and identify which students came first, second and third in the race.

4 Ask one of the more able students to read the three example sentences. Tell students to raise their hands if they have any questions.

5 Go through the grammar table at the top of page 69. Remind students that comparative adverbs are formed by adding -er to the adverb or by writing 'more' in front of the adverb. Superlative adverbs are formed by adding -est to the adverb or by writing 'most' in front of the adverb.

6 Remind students that some adverbs are irregular, and have completely different comparative and superlative forms, e.g., well.

7 Point out to students that apart from the one-syllable rule, they should also remember that adverbs ending in -ly often use 'more' and 'most' in the comparative and superlative forms, e.g., cheaply, more cheaply, the most cheaply. 'Often' is also used in this way, i.e., more often, the most often.

　8 Explain the context of the exercise at the bottom of page 69. Students are doing a survey about which drama series are popular and what people like about them. Ask students to look at the survey results and then read the report below.

9 Ask students to complete the survey report. For weaker classes, students can work in pairs. For stronger classes, students can work on their own.

10 Choose seven students to read out one sentence each. Tell students to check their answers. Clarify any misunderstandings or difficulties if necessary.

Knowledge Points

副词的比较等级和最高级

★副词的比较级和最高级的变化形式和形容词相同，有规则变化和不规则变化两种。 规则变化：单音节词和少数双音节词，词尾加-er, -est来构成比较级和最高级。大部分双音节词和多音节词，前面加more, most构成比较级和最高级。 单音节词和少数双音节词，词尾加-er, -est: early earlier earliest　　 late　 later 　latest 大部分双章节词和多音节词，前面加more, most:　 slowly　 　more slowly　 　most slowly

不规则变化： 原　级 比较级 最高级 well 　better 　best 　　　　　badly 　worse 　worst 　　　　much 　more 　most little 　less　 least 　　　　　far　 　farther 　farthest ★副词的比较级和最高级的常用结构： ①as + 副词原级 + as意为“与……一样”，表示同级比较。如： She sings as sweetly as an angel. 她歌唱得像天使一样甜。 I can run as fast as 30 miles an hour. 我能一小时跑30英里。 He doesn’t do so well in the test as Mary. 他在测试中没有玛丽做得好。 ②比较级副词 + than意为“比……更”，表示两者之间比较。如： Ben gets up earlier than his lazy father. 本比他那个懒爸爸起床起的早。 They now live more happily than before. 他们现在比以前过得幸福。 ③副词比较级 + 副词比较级，意为“越来越……”。如： It snowed more and more heavily. 雪下得越来越大。 You work harder and harder. 你工作越来越努力了。 ④the + 副词的比较级，the + 副词的比较级，意为“越……就越……”。如： The more I see her, the less I like her. 我看到她越多，我越不喜欢她。 The faster you type, the more mistakes you will make.你打字打得越快，你出的错也会越多。 ⑤The + 副词的最高级 + 比较范围(三者或三者以上)，意为“最……”。如： Henry jumps highest of all the athletes. 亨利是所有运动员中跳得最高的。 He works hardest in his class. 他在班上学习最用功。

[注]在as, so, too, very, quite等词后，只用原级。如： Thank you for teaching us so well. 谢谢你教我们这么好。 Tom did very well in the long jump. 汤姆在跳远比赛中表现出色。 I got up too late this morning. 我今天起床太晚了。 He doesn’t write as / so carefully as his brother. 他写字不如他哥哥认真。

Homework

7. The producers won an award for photography. 制片人获得摄影奖。

★producer用作名词，意为“生产者”“制造者”“制片人”。如：

That country is famous as a producer of oil. 那国家以生产石油闻名。

He wants to be a producer. 他想当一位制片人。

★produce用作动词，意为“生产”“产出”“制造”“制作”“上演”。如：

That car factory produces 500 cars a week. 那家汽车厂每周制造500辆小车。

The film was produced by the Beijing Film Studio.这部电影是北京电影制片厂摄制的。

Homework

Finish off the workbook

◇ 第 34 课时

Reading(Parts B, C and D)

Revision

Revise the passages of Pages 60 and 61.

Part B

1 Remind students that the vocabulary listed in Part B1 appears in the reading passage on pages 60 and 61. If students are not sure about the meaning of a word, it may help them to read the word in context again. For weaker classes, review 'round-up', ‘presentation', 'announce' and 'realize'.

2 For weaker classes, students can work in pairs to complete Part B1. For stronger classes, students can work on their own.

3 When students have finished, choose eight students to read out one answer at a time. They should read out the complete sentence, not just the letter of the answer. Listen for mistakes and mispronunciation.

4 Ask students to read Millie's thought bubble in Part B2. Explain that each missing word can be found from the reading passage on pages 60 and 61.

5 Tell students to complete Part B2 on their own.

6 Ask a more able student to read out Millie's thought bubble, filling the gaps with words from the passage. Ask students to check their own work. For weaker classes, write the words on the board.

Part C

1 Ask students to read the statements in Part C. Tell them that they can refer to the reading passage on pages 60 and 61 to complete the exercise.

2 Read out the statements one at a time and ask students to volunteer answers. Ask more able students to correct the false statements.

Part D

1 Select four students to read out the passages in the four speech bubbles in Part D. Encourage students to ask questions if they do not understand the meaning.

2 Remind students that they have to use the information in the reading passage in order to complete this exercise. Explain to them that they must pay careful attention to the time the programmes are on TV and make sure that the four students are free at that time.

3 For weaker classes, allow students to work in pairs. For stronger classes, students can complete this exercise on their own.

4 When students have completed Part D, ask four students to each read out a speech bubble. After each speech bubble has been read out, ask another student to read the sentence below the picture giving the most suitable TV programme for each student. Listen for mistakes and mispronunciation. Ask more able students to give reasons for their answers.

Homework

Finish off the workbook exercises.

◇ 第 35 课时

Vocabulary

Objectives

To understand key vocabulary related to TV programmes

To use vocabulary to talk about different types of TV programmes

Revision

Check the homework.

Teaching procedures

1 Explain the context of Part A. The pictures represent different types of TV programmes. Sandy is trying to match the scenes with the correct types of programmes they represent.

2 Tell students to work on their own to complete Part A. This will be a good way to judge how well students understand the vocabulary. Remind students to look at the pictures carefully and use words from the box to complete the exercise.

3 Tell students to compare their answers with a partner and discuss each other's answers.

4 When the discussion is finished, ask students to volunteer their answers.

5 Explain the context of Part B. Sandy is talking with her friends about their favourite types of TV programmes. Explain that the missing words are different types of TV programmes.

6 Ask students to complete the exercise. Ask more able students to work on the own. Less able students can work in pairs.

7 If there are any gaps that students have difficulty to fill in, give some hints. With some prompting, students should be able to come up with 'game show', 'chat show' and 'drama series'. However, for weaker classes, you may have to explain 'comedy' and 'documentary'. Students should know 'cartoon' from the Welcome to the unit section.

8 Ask one of the more able students to read the dialogue between Sandy and her friends. Write the answers on the board so that students can check their spelling. Ask more able students to give an example of each type of programme to ensure that they have understood the meanings of the words.

　9 Divide the class into groups. Ask students to practise talking about their favourite TV programmes using Part B as an example. Encourage more able students to create their own dialogues. For less able students, allow them to practise reading Part B. Ask several students to present their dialogues to the class.

Extension activities

1 Ask students to think of other kinds of TV programmes that are not listed here. Encourage students to give their answers orally, e.g., cookery, fashion, music, nature, news, sports, travel, etc.

2 Find and print out some pictures of other kinds of TV programmes. Ask more able students to tell the class what types these TV programmes are.

Homework

6. The Asian tiger, now in danger, is shown in its natural habitat.影片向人们展示了正处在危险中的亚洲虎的自然生存环境。

★in danger是一个习惯短语，意为“处于危险之中”，表示状态。如：

Many of the world’s animals and plants are in danger.世界上的许多动物和植物处于危险之中。

★in danger of意为“有……的危险”。如：

He is in danger of losing his job. 他有丢失工作的危险。

★out of danger意为“脱离危险”。如： The patient is out of danger. 病人已脱离危险。

★dangerous用作形容词，意为“危险的”，如：

The river is dangerous to swim in. 在这条河里游泳有危险。

5. You can see scenes of India, one of the places on Earth where tigers still live.你可以领略到印度的风光，这里是世界上老虎仍然生存的几个地方之一。

★on earth意为“世界上”，相当于in the world。如：

She is the happiest woman on earth. 她是世界上最幸福的人。

★on earth意为“究竟”“到底”，用于疑问词、否定词或最高级后用来加强语气。如：

Where on earth can he be? 他到底在哪呢？

4. The actors are all new, yet they all did very well.片中男演员都是新手，但他们的表演都很出色。

★yet在这里用作连词，意为“然而”“可是”，相当于but。再如：

I have slept eight hours, yet I’m still sleepy. 我已睡了八小时，可我还想睡。

★yet用作副词，意为“还没有”，用于否定句，一般位于句末。如：

They haven’t started yet. 他们还没有开始。

★yet用作副词，意为“已经”，用在一般疑问句和否定句中，already一般用在肯定句中。如：

Is everything ready yet? 一切都准备好了吗？

3. If you enjoy the feeling of being scared, you will love this film.如果你喜欢受惊吓的感觉，你会喜欢这部电影。

★scared用作形容词，意为“害怕的，恐惧的”，其常用结构为be scared of sth. / sb；或be scared of doing sth. 或be scared to do sth. 或be scared that…。如：

①She’s scared of walking home alone. 她害怕单独走回家。

②Everyone was too scared to move. 大家害怕得都不敢动弹。

2. The film is excellent and full of horror and mystery.影片非常精彩，而且充满了恐怖和神秘色彩。

★full形容词，意思是“满的”“充满的”“完全的”“全部的”。如：

We can’t go into the theatre because it is full. 电影院我们进不去了，已经客满了。

Please write down your full name and address. 请写下你的全名和详细地址。

★be full of意为“充满……”，相当于be filled with。如：

The bottle is full of wine. 这瓶子装满了酒。

★mystery用作名词，意思是神秘, 神秘的事物，如：

It is not a mystery to me. 这对我来说不是什么奥秘。

Who had taken the book? It was a mystery.谁把书拿走了？这是个谜。

1. Murder in a Country House is a horror film directed by Cindy Clark, a new director.《乡村小屋谋杀案》是一部由导演新秀辛迪，克拉克导演的恐怖电影。

★murder用作名词，意为“谋杀”“谋杀罪”“凶杀案”。如：

①The murder did out. 谋杀案已经真相大白。

②There were two murders in a month. 一个月中有两起凶杀案。

[注]murderer是名词，意为“谋杀”，强调带有某种目的去杀害某人。如：

The man robbed and murdered the rich man. 那男人抢劫并杀害了那位有钱人。

★kill用作动词，意为“杀害”“杀死”“死亡”，可泛指任何一种 “杀害”行为或死亡现象。如：

①He killed himself on the railway. 他在铁路上自杀了。

②The cold killed the flowers. 寒冷把花冻死了。

★horror用作名词，表示“恐怖”“极端厌恶”。如：

She ran away in horror from the snake. 她很恐怖地跑了，躲开那条蛇。

They were filled with horror when they heard the bad news.他们听到这个坏消息，十分惊恐。

★direct用作动词，意为“导演”“指导”“指挥” “指引”。如：

The film was directed by Zhang Yimou. 这部影片是由张艺谋导演的。

He directed the building of that new bridge. 他指挥那座新桥梁的建设工程。

★direct用作形容词，意为“直接的”“直达的”“直截了当的”。如：

May I ask you a direct question? 我可以直截了当地问你一个问题吗？

★directly用作副词，意为“直接地”“正好”“立即”“直率地”。如：

She answered me very directly. 她非常直率地回答了我。

★director n. 导演、主任, 主管, (机关)首长, (团体)理事, (公司)董事