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UNIT 4: The Internet Connects Us
Lesson 21 Books or Computers
LESSON PREPARATION
LANGUAGE KNOWLEDGE
掌握詞匯：appear, modern, electronic sell (sold/sold)
接觸詞匯：press
短語(yǔ)和句型：pass on, by hand, printing press. keep on
RESOURCES
audiotape large strips of construction paper
LESSON STRUCTURE
CLASS OPENING
Greeting
Greet the class.
Teacher: Good morning/afternoon, class. I have some funny jokes for you today.
Write three jokes (related to the Internet) on the board. Read them aloud and then discuss the concept/meaning of the letter "e" before each word. Explain that "e" stands for electronic.
So"e-mail" really means "electronic mail". Sample jokes:
Do you like web jokes Yes, they're e-larious.
What do you call a fire at an Intemet cafe An e-mergency.
How do you fix a broken website With stick e-tape.
Review
1)Homework check.
2)Choose some students to present their list and short passage "How Computers Help Me".
KEY CONCEPTS
FOCUS STRUCTURES:
They wrote each word by hand. Information travels faster and farther.
STEP 1: Present
CLASS WORK: Think About It and Culture Tip
Discuss the Think About Ir questions as a class.
2) Discuss the Culture Tip. Then draw a Venn diagram on the board to discuss and display the similarities and differences between e-books and printed books.
answer the questions in groups.
STEP 2: Read
GROUP WORK: Let's Do It! No.I
1)Instruct the students to read Lesson 21 and
2) Check, discuss and correct the answers as a class. Teach the mastery words for this lesson (appear. modern, electronic, sell)
STEP 3: Practice and Play
CLASS WORK: Let's Do It! No. 2
1) Divide the class into groups and have every group write out each sentence from Let's Do lt! No.2 on a separate strips of construction paper.
2)Then challenge the groups to put the sentences in the correct order. The first group to complete this task in the shortest amount of time wins. Remind students that they may need to skim through the reading to complete this task.
Teaching Point
Skimming is useful when you want to get the main point(s) of a longer piece of writing. If a student has an hour to do some research and is presented with 10 textbooks, then he does not have the time to read them all through. He must try to make the most of his time by quickly skimming each book and choose the most relevant one. Skimming can also be an effective way of quickly reviewing something that has been read previously. so that the reader can recall the most significant parts.
STEP 4: Task
PAIR WORK: Let's Do It! No. 4
1) Instruct the students to work in pairs to discuss whether they prefer e-books or paper books and why.
2)Then ask the students to write a dialogue based on their discussion. Students should use the adverbial clause with "if' in their dialogue and as many mastery words from this unit as possible.
3) Ask some pairs to present their dialogue in front of the class.
2) Assign homework:
The Printing Press or the Internet: Answer Li Ming's question in a short passage. Choose a position and give at least three reasons to support your choice. o Which invention do you think is more important-the printing press or the Intemet EXTENSION
CLASS WORK: Alphaber Scramble
Play Aiphaber Scramble to review vocabulary from Unit 4.
Ask the students to find partners and to write down the alphabet in a column on the left side of a piece of paper.
2)Ask them to work with their partners to remember as many vocabulary words from this unit as possible. The students write the words next to the letter that begins each word. They may write up to three words beside cach letter.
3)Give the students five to ten minutes to write down words.
4) Ask them to call out the words they wrote. starting with A. Have the students count their points as you go; vocabulary words from Unit 5 will be given priority and will be worth two points, while other words not from this unit will be worth one point. The team with the most points wins.
*See the "Games" section at the back of this guide for other variations of this game and further instructions on how to play.
LANGUAGE NOTES
I. In ancient times, there were no books, and people passed on their knowledge by telling stories.在古 代，沒(méi)有書，人們通過(guò)講故事傳播知識(shí)。
pass on 意為“傳遞”。例如：
May I trouble you to pass on a message to her 煩您 給她捎個(gè)信兒行嗎？
Pass the book on to me when you've finished with it.你看完那本書后請(qǐng)傳給我。
2. Later. people learned how to write and make paper.后來(lái)，人們學(xué)會(huì)了如何寫字和造紙。
how to write and make paper 是由關(guān)系詞引導(dǎo)的動(dòng) 詞不定式結(jié)構(gòu)，作賓語(yǔ)。本句也可以轉(zhuǎn)換為賓語(yǔ)從句 how they could write and make paper,例如：
Do you know when to leave Do you know when you/we will leave 你知道什么時(shí)候出發(fā)嗎？ Let me show you where to go on the map. "Let me show you where we will go on the map.我在地圖 上指給你我們將去哪里。
3. With paper, people began to write down their stories.人們開始用紙把故事寫下來(lái)
介詞with表示“用”，后面跟工具。in表示“用”，后常加語(yǔ)言、墨水和顏料。by表示“用”，后跟交通工具。例如：
He writes with a pen. 他用鋼筆寫字，
He wrote a letter in ink.他用鋼筆寫了一封信。 We travelled to Europe by air.我們乘飛機(jī)去歐洲 旅行，
4. They wrote each word by hand.他們手寫每一個(gè) 字
each意為“各自，各個(gè)，每個(gè)”，用于單數(shù)名詞前，后接單數(shù)謂語(yǔ)動(dòng)詞。例如：
Each student has been given his or her own e-mail address.每個(gè)學(xué)生都得到一個(gè)屬于自己的電子郵件地址。
each 用于復(fù)數(shù)主語(yǔ)后，謂語(yǔ)動(dòng)詞用復(fù)數(shù)。例如：They each have their own e-mail address.他們每人 都有自己的電子郵件地址。
each of.each one of后接復(fù)數(shù)名詞或代詞，但謂 語(yǔ)動(dòng)詞經(jīng)常用單數(shù)形式。例如：
Each (one)of the houses was slightly different.每幢 房子都稍有不同
5. Information travels faster and farther.信息傳播 得更快更遠(yuǎn)了。
farther 是far的比較級(jí)，最高級(jí)是farthest。例如： Tom jumps farther than Jim. He jumps farthest of all the boys.湯姆比吉姆跳得遠(yuǎn)。在所有的男孩兒中，他跳得最遠(yuǎn)。
6. No matter what you have, a computer, a tablet, a laptop, an e-reader or a real book, keep on reading! 無(wú)論你有什么，臺(tái)式電腦、平板電腦、筆記本、電子閱讀器或者一本真正的書，堅(jiān)持讀下去！
keep on doing 意為“繼續(xù)做某事”，表示動(dòng)作是時(shí)斷時(shí)續(xù)的。keep doing 表示不間斷地做某事。例如：
I keep reading the whole night.我整晚都在看書。 The little monkey stopped to have a look, then kept on eating its banana.小猴子停下來(lái)看了看，然后 繼續(xù)吃香燕。

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