实用综合教程实用听说教程3第三册全套教案

An Integrated Skills Course 3
Contents
Unit 1 The Information Age (2)
Unit 2 Stories of Creation (7)
Unit 3 Names (14)
Unit 4 Role Models (18)
Objectives: (18)
The First Period(45 minutes) (18)
Step One (15 minutes) (18)
Step Two (15 minutes) (20)
Language Points (20)
Unit 5 The Business World (23)
Unit 1 The Information Age
By 张晓莉
Objectives:
1.Enlarge your vocabulary related to computers and the internet.
2.Get some tips about the use of direct speech and indirect speech.
3.Practice writing a resume.
Procedures:
The first period
1.Teaching content: study of words and expressions, vocabulary check (B and C)
2.Procedures:
Step 1--- study of words and expressions in text A;
Warm-up Discussion(10 minutes):What can we do on the Internet?
(The students will probably have trouble with English expressions related to the Internet. The teacher may allow the students to answer this question in Chinese, and then give the students key terms in English and ask them to express their ideas again in English. Some useful words and expressions can be found in the books. Here are some new words and expressions.
Introduce new words on board: (20 minutes)
instant:
instant milk powder; instant noodle
Phrase: the instant(that)… 一…就…
I told you the news the instant (that)I heard it.
message:
Will you take this message to her?
Phrase: get the message 明白，领会
She said it was getting late. I got the message and left.
formal:
She invited us to attend a formal dance.
Antonym: informal
You can wear casual clothes because this is an informal party.
typical:
a typical teacher/businessperson/official
bill:
a phone /electricity/water/gas bill
I can’t p ay for the books now. Will you bill me(for them)later?
mean:
He was very mean to me.
She is too mean to make a donation.
The mean of 7,9 and 14 is 10.
join:
He joined the army last year.
This road joins the two villages.
Phrase: join in 参加
They all joined in singing the Christmas carols.
connect:
Will you connect this wire to the television?
The two cities are connected by a railway.
right away:
I want it printed out right away, please.
keep in touch:
let’s keep in touch.
We have been keeping in touch with each other after graduation.
keep up with:
She likes to keep up with the latest fashions.
get in the way of:
I’m afraid your bike is getting in the way of my car.
at the expense of”
He built up a successful business at the expense of his health.
Step 2—Practice: Vocabulary Check(B and C)<Page 8> (15 minutes)
1)Give students 5 minutes to finish B and C by themselves, then check the answer. You may
invite some students to read their answers, and ask them to translate C into Chinese)
2)The answer of C:
coversational/form/connected/instant/worried/abbreviated/improvement/monitors
The second period
1.Teaching content: Discussion and Comprehensive of Text A
2.Procedures:
Step 1--- Warm up(10 minutes)
(invite some students to explain the meaning of the difficult sentences of the text A in English or in Chinese, teacher may give them some hints.)
Step2--- Language Points(20 minutes)
1)Confused: This is an elliptical sentence. An elliptical sentence often appears in speaking or
informal writing when the context makes the meaning clear. More examples:
Interesting? You won’t find it interesting if you know what’s going to happen next.
2)Your dictionary won’t help you, but our word list will: You can’t find these words in your
dictionary, but you can find them in our word list.
but our word list will: This is an elliptical clause with repetitious elements omitted. The complete clause should be “but our list will help you”.
3)I can express my feelings more easily with IM, without the guilty feeling of staying in
face-to-face: I can express my feelings more easily with instant messaging because I do not have a bad feeling when I employ angry words online while I will if I use them directly in front of another person.
4)Many parents and teachers think children’s instant messaging hab its are taking their attention
away from more important things: many parents and teachers think that children should pay
attention to more important things(such as their studies)but children with instant messaging habits are not doing so because they are too absorbed in instant messaging.
5)Staying connected is fine, but an online friendship with a stranger is not: it is good for
children to keep in touch with friends, but it is not good for them to make friends with a stranger on the Internet.
6)Many parents monitor instant messaging, either by limiting tome online or by keeping the
computer in a common area: many parents keep close watch on their children’s instant messages. They do so by putting a limit on the time that the children could spend online or by keeping the computer in an area where all family members can go and take a look.
7)…i nstant messaging isn’t getting in the way of real life:
Instant messaging doesn’t affect real life.
8)Even parents and teachers who don’t like IM have to admit that at least ch ildren are writing:
Even though some parents and teachers don’t like IM, they have to admit the fact that at least children are writing when they use instant messaging.
9)Is it at expense of proper English? Does the use of instant messaging affect the proper use of
the English language among children?
Step3--- practice(15 minutes)
Pair work(page 5-6)
(Divide the students into groups. Appoint a leader for each group. Encourage the students to take turns speaking in the discussion. Invite some students to answer the questions )
Here are some answers:
1)Sixty percent of children online.
2)Instant messages are typed so fast that users don’t slow down to change into capital letters,
add punctuation, or write complete words.
3)No. Sometimes children use it to show angry feelings.
4)Monitor instant messaging either by limiting time online or by keeping the computer in a
common area.
5)Children would do nothing but play video games or watch television.
V ocabulary Check A(Page 8)
The third period
Teaching content: Grammar tips and Text B
Procedures:
Step 1--- Grammar: Direct Speech and Indirect Speech
(Write some direct/indirect speech on the board. Ask students to change it. Here are some examples:) (Time:10 minutes)
1)“language has always changed,and it always will,” says Baron.
Baron says that language has always changed and that it always will.
2)They said, “We will spend next weekend at home.”
They said that they would spend the next weekend at home.
3)“Does he really mean it?” he asked.
He asked whether/if he really meant it.
4)“Why didn’t you stop him?” he asked.
He asked me why I hadn’t stopped him.
Explanation of grammar: (15 minutes)
人称变化：主语为第一人称的直接引语，变间接引语时，人称要做相应调整，即：第一人称变第三人称，第二人称变第一人称
时态变化：直接引语变间接引语时，间接引语的时态要与主句的时态一致。

如果主句的谓语为现在时或将来时，引语中的时态不需要变化。

但在多数情况下，主句的谓语是过去时，这时引语的时态要相应变化，与主句中的谓语保持一致。

指示代词，时间状语，地点状语和动词的变化：（page:10）
句式变化：
1)陈述句变间接引语时，常用that连接。

2)一般疑问句，选择疑问句，附加疑问句变间接引语时，用陈述语气，
词 if/whether.
3)特殊疑问句变间接引语时用特殊疑问词做关联词引导。

4)祈使句变间接引语时，多采用“名词（代词）＋不定式”结构，引述动词常用ask, tell, say, order 等，如果直接引语中有please，应不这词去掉。

Step 2--- Text B
1)(We use Text B as extensive reading. Firstly, give students 10 minutes to read the whole text,
then finish the practice B on the page 15, check their answer.)( 10 minutes)
2)Explain the following words and expressions of Text B
3)(You should pay the following words in the context, help students to guess the meaning of it)
(10 minutes)
discuss/topic/technology/explain/cyberchat/analyze/information/scale/revolution/income/ exist/announce/generous/local/donate/put emphasis on/be under way/
The fourth period
Teaching content: Practice and Review/writing a Resume
Procedures:
Step 1--- practice comprehensive exercises A and B(page 15/16) (15 minutes)
1)Teacher read the passage A(page 15), students fill in the blanks in the following passage
according to what you have just heard.
themselves/on their hands/at the expense/the World Wide Web/to monitor the time/chat rooms/when
2)Ask students to finish B(page 16)
C B B B
D B C C
Step 2--- practice C and D (page 16/17) (15 minutes)
Invite 8 students to translate the following sentences.
1)Did you ever use an online dictionary?
2) A computer is made up of many different parts.
3)The teachers should put emphasis on the importance of the Internet in their classes.
4)The businessman donated 100 computers to the school.
5)I’m sorry, but this type of laptop is not available here.
6)I write e-mails to keep in touch with my high school classmates.
7)Information technology has changed our lives.
8)Our class website is under construction.
Step3--- writing (15 minutes)
This part is to test students’ability to do practical writing. Require students to write a resume. They should write at least 60 words.(page 19—20)
Unit 2 Stories of Creation
By 成玉娟
Objectives:
1.The usage of words and expressions
2.Grammar: types of English sentences
Simple sentence; compound sentence; complex sentence
3.Writing a letter: how to write a letter; practice writing a letter
4.Listening: schedules and appointment. Pay attention to the listening skills and contents.
Procedures:
The first period:
Step1: Warming up (10minutes)
Greek mythology—The beginnings of human life
Ages of man
Golden Age
The Golden Age was a mythical first period of man when everything was happy and easy, and mortals lived like gods, although they died, but only as if falling asleep. No one worked or grew unhappy. Spring never ended. It is even described as a period in which people aged backwards. When they died, they became daimones and roamed the earth. The people of the Golden Age were formed by or for the titan Cronus who is known by the Romans as Saturn.
First of all the deathless gods who dwell on Olympus made a golden race of mortal men who lived in the time of Cronos when he was reigning in heaven. And they lived like gods without sorrow of heart, remote and free from toil and grief: miserable age rested not on them; but with legs and arms never failing they made merry with feasting beyond the reach of all evils. When they died, it was as though they were overcome with sleep, and they had all good things; for the fruitful earth unforced bare them fruit abundantly and without stint. They dwelt in ease and peace upon their lands with many good things, rich in flocks and loved by the blessed gods.
(ll. 121-139) But after earth had covered this generation -- they are called pure spirits dwelling on the earth, and are kindly, delivering from harm, and guardians of mortal men; for they roam everywhere over the earth, clothed in mist and keep watch on judgments and cruel deeds, givers of wealth; for this royal right also they received;
Silver Age
During the Silver Age the Olympian god Zeus was in charge. Zeus caused this generation of man to be created inferior in appearance and wisdom to the last. He divided the year into four seasons. Man had to plant grain and seek shelter, but still, a child could play for a hundred years before growing up. The people wouldn't honor the gods, so Zeus caused them to be destroyed. When they died, they became "blessed spirits of the underworld."
Then they who dwell on Olympus made a second generation, which was of silver and less noble by far. It was like the golden race neither in body nor in spirit. A child was brought up at his good mother's side an hundred years, an utter simpleton, playing childishly in his own home. But
when they were full grown and were come to the full measure of their prime, they lived only a little time in sorrow because of their foolishness, for they could not keep from sinning and from wronging one another, nor would they serve the immortals, nor sacrifice on the holy altars of the blessed ones as it is right for men to do wherever they dwell.
Then Zeus the son of Cronos was angry and put them away, because they would not give honor to the blessed gods who live on Olympus.
(ll. 140-155) But when earth had covered this generation also -- they are called blessed spirits of the underworld by men, and, though they are of second order, yet honor attends them also.
Bronze Age
The third Age was of bronze. Zeus created men from ash trees. They were strong and warlike. They did not eat bread. Their armor and homes were of bronze. It was this generation of men that was destroyed by the flood in the time of Deucalion and Pyrrha. When they died they went to the Underworld.
Zeus the Father made a third generation of mortal men, a brazen race, sprung from ash-trees (4), and it was in no way equal to the silver age, but was terrible and strong. They loved the lamentable works of Ares and deeds of violence; they ate no bread, but were hard of heart like adamant, fearful men. Great was their strength and unconquerable the arms which grew from their shoulders on their strong limbs. Their armour was of bronze, and their houses of bronze, and of bronze were their implements: there was no black iron.
These were destroyed by their own hands and passed to the dank house of chill Hades, and left no name: terrible though they were, black Death seized them, and they left the bright light of the sun
Heroic Age
The Heroic Age was the one before our own. This race of men was called Henitheoi and was like the Bronze race, made by Zeus. The men of this age were more heroic than their predecessors and successors. They were the demigods, but many were destroyed by the great wars of Greek legend. After death, some went to the Underwold and others to the islands of the blessed ones.
But when earth had covered this generation also, Zeus the son of Cronos made yet another, the fourth, upon the fruitful earth, which was nobler and more righteous, a god-like race of hero-men who are called demi-gods, the race before our own, throughout the boundless earth. Grim war and dread battle destroyed a part of them, some in the land of Cadmus at seven-gated Thebe when they fought for the flocks of Oedipus, and some, when it had brought them in ships over the great sea gulf to Troy for rich-haired Helen's sake: there death's end enshrouded a part of them.
But to the others father Zeus the son of Cronos gave a living and an abode apart from men, and made them dwell at the ends of earth. And they live untouched by sorrow in the islands of the blessed along the shore of deep swirling Ocean, happy heroes for whom the grain-giving earth bears honey-sweet fruit flourishing thrice a year, far from the deathless gods, and Cronos rules over them (5), for the father of men and gods released him from his bonds. And these last equally have honor and glory.
Iron Age
Zeus placed a fifth race of men on earth during the present, Iron Age. All manner of evils came into being during this age. Piety and other virtues disappeared and most of the gods who were left on Earth, abandoned it. Zeus will destroy this race some day.
And again far-seeing Zeus made yet another generation, the fifth, of men who are upon the bounteous earth.
Thereafter, would that I were not among the men of the fifth generation, but either had died before or been born afterwards. For now truly is a race of iron, and men never rest from labor and sorrow by day, and from perishing by night; and the gods shall lay sore trouble upon them. But, notwithstanding, even these shall have some good mingled with their evils. And Zeus will destroy this race of mortal men also when they come to have gray hair on the temples at their birth The father will not agree with his children, nor the children with their father, nor guest with his host, nor comrade with comrade; nor will brother be dear to brother as aforetime. Men will dishonor their parents as they grow quickly old, and will carp at them, chiding them with bitter words, hard-hearted they, not knowing the fear of the gods. They will not repay their aged parents the cost their nurture, for might shall be their right: and one man will sack another's city. There will be no favor for the man who keeps his oath or for the just or for the good; but rather men will praise the evildoer and his violent dealing. Strength will be right and reverence will cease to be; and the wicked will hurt the worthy man, speaking false words against him, and will swear an oath upon them. Envy, foul-mouthed, delighting in evil, with scowling face, will go along with wretched men one and all. And then Aidos and Nemesis (7), with their sweet forms wrapped in white robes, will go from the wide-pathed earth and forsake mankind to join the company of the deathless gods: and bitter sorrows will be left for mortal men, and there will be no help against evil.
Step2: Vocabulary and expressions: (25minutes)
(1)heaven n. 天堂，天
eg. I was in the heaven when I heard the news.
heavenly adj. 天空的；天堂的；极其美妙的
eg. What heavenly voice!
(2)dust n. 尘土；尘埃
eg. The table is covered with dust.
v. 扫掉灰尘
eg. Please dust the electric fan.
dusty adj. 布满灰尘的
(3)garden n. 花园
gardener n. 园丁
gardening n. 园艺
(4)fruit n. 果实；水果
fruitful adj. 多产的，有成效的
eg. Shakespeare is a fruitful author.
(5)enjoy v. 享受
enjoy doing sth.
eg. Tom enjoyed watching TV at the weekends.
enjoyment n. 乐趣；赏心悦目的事情
eg. I got a lot of enjoyment from this travel.
enjoyable adj. 令人愉快的，可享受的
eg. A visit to the Great Wall was an enjoyable experience.
(6)creep v. 爬，蹑手蹑脚的走(creep—crept—crept)
eg, The boy felt tired, so they put out the fire and crept into their tent.
Creepy adj. 令人毛骨悚然的，怪异的
eg My roommates and I had a sleepless night after watching that creepy ghost movie.
(7)except: 除去，但并不包括，有“排除”之意
eg. All my friends except Jenny went to the rally.
except for: 先说明整体情况，再对细节加以说明
eg. Your essay is excellent except for the spelling.
besides 除此之外还有，有“外加”之意
eg. I have two hats besides this.
(8)reply v. & n. 回答，答复
eg. The manager made no reply to the customers’ complaints.
In reply 作为回答，作出反应
Eg. What did he do in reply to your challenge?
(9)forbidden adj. 禁止的
eg. Smoking in the room is forbidden.
forbid v. 禁止（forbid—forbad—forbidden）
eg. I can’t forbid your seeing that man again.
forbidding adj. 样子冷淡的；严峻的；令人生畏的
(10）tie v. 打结n. 领带；带子
eg. He wears a red tie and looks very energetic.
(11) punish v. 惩罚
punish sb. for sth. 惩罚某人
eg. He punished the children for their carelessness.
Punishment n. 惩罚
e.g. They deserved their punishment.
(12) hate v. & n. 厌恶
e.g. The boy hates washing dishes.
hatred n. 憎恨；厌恶
hateful adj. 可恶的，可恨的
e.g, Nothing is as hateful as ingratitude.
(13) return v. 返回，还给n. 返还adj. 返回的，回程的
e.g. You should return the book to the shelf after you read it.
in return for 作为···的回报
e.g I bought him a gift in return for his help.
(14) prevent 阻止，防止
prevent sb. from doing sth. 阻止某人干某事
e.g You should prevent him from making mistakes again.
Prevention n. 防止，预防
Preventive adj. 预防性的
Step3: Finish the exercises and check the answers (10minutes)
Ask students to complete vocabulary check (part B), word- matching exercise.
The second period:
Step1: Review the new words (10 minutes)
Ask students to do the exercise vocabulary check (part C)
Step2: Reading (25 minutes)
Language points:
(1)breathe life into: 带来生气、活力
eg. The new general manager is able to breathe new life into the company.
(2) by oneself: 单独的，独立的
eg. They did it all by themselves.
(3) come out of 从中产生
eg. Their success came out of their hard work.
(4)make into 把制成
eg. He made a piece of clay into a teapot.
(5)take off 脱下，取下
eg. The boy is trying to take the kite off the tree.
(6) because of 因为
eg. Because of heavy rain, we had to call off the football match.
(7) make a living 谋生
eg. He made a living by selling his painting.
(8) drive out of 赶出
eg. The villagers drove the cheat out of their village.
Step3: Finish the reading comprehension and check the answers (10minutes)
The third period:
Step1: Review the expressions in the text (5minutes)
Step2: Grammar points (25minutes)
Types of English Sentence (句子的种类)
句子是能够表达完整思想的基本语言单位，通常由一个或多个分句构成。

当句子只包括一个分句时，句子和分句是没有区别的。

而每一个分句至少包括两个部分：主语和谓语。

分句分为独立分句（independent clause）和非独立分句（dependent clause）两种。

的分类句子：
1.简单句：由一个独立分句组成，包含至少一个主语和一个谓语。

Henry seems unhappy and doesn’t know what to do next.
2.并列句：包含两个或者两个以上的独立分句，分句间通过连接词或者其他方式连接起
来
Lisa is sensitive, and she is also intelligent.
3.复合句：由一个主句和一个或者一个以上从句组成，并用when, where, who, because,
if ,although等关联词表明他们之间的关系。

They are talking about the museum which they visited last night.
Step3: Finish the exercises and check the answers (15minutes)
Ask students to complete vocabulary check (part B), page 29, word- matching exercise.
Key: breathe 呼吸reply 回答evil 邪恶的except 除之外forbidden 被禁止的fruit 果实，水果；成果plant 种植tie 打结punish 惩罚
Ask students to do the exercise vocabulary check (part C),page 44.
Key: 1. forbid 2. fruitful 3. enjoyment 4. punished
5. reply
6. return
7. dusty
8. prevented
Complete the exercise comprehension, page43
1.God created man from the dust of the earth.
2.God created woman by taking one of Adam’s ribs and made it into a woman.
3.They hid in the forest because they realized that they were naked.
4.God drove Adam and Eve out of the Garden of Eden because they did not follow God’s order
and they ate the forbidden fruit.
5.God swore that all women would suffer pain in childbirth, all men would have to work very
hard to make a living, and all human beings would return to dust in the end.
Then, ask students to finish the exercise on page 31
Key: 1. She was very excited, so she opened the birthday gift right away.
2. She eats very little, for she wants to lose weight.
3. This MP3 player is very expensive, but I want to buy it.
4. We were walking along the street when a traffic accident happened.
5. Tom was unable to work because he was ill.
The fourth period:
Step1: Translation (15minutes)
1.According to the Bible, God created man from the dust of earth.
2.Adam and Eve began to know good and evil after they ate the forbidden fruit.
3.Adam and Eve were driven out of the Garden of Eden because they did not obey God.
4.I enjoyed folk tales very much when I was young.
5.In ancient times, the Chinese offered cattle and sheep to Heaven.
6.Athene is the goddess of wisdom.
7.Prometheus was punished by Zeus because he helped human being.
8.Only hope was left inside Pandora’s box.
Step2: Reading text B (15minutes)
Language points:
1.for the first time 第一次
2.play the trick on 捉弄
3.fall in love 爱上
4.be eager to 渴望
5.find out 发现，弄明白
e up to 来到跟前
7.be filled with 充满
Step3: Comprehension (10minutes)
Ask students to finish the exercise: comprehension (partB) ,page36
Key: T F FT T F
Unit 3 Names
By成玉娟
Objectives:
1.The usage of words and expressions
2.Grammar: interrogative sentence
3.Speaking and discussion: talking about stories of names; discussing stories of names
4.Listening: pay attention to the listening skills and contents.
Procedures:
The first period:
Step1: Warming up (10minutes)
Ask some students to introduce their names to us. Tell us the stories of their names.
Step2: Vocabulary and expressions: (25minutes)
(1)culture n. 文化，修养
eg. These two countries have totally different cultures.
cultural adj. 文化的
eg. Culture differences led to the conflict between the two countries.
(2)title n. 头衔，称号
eg. A doctor has the title “Dr.” in front of his name.
entitle v. 命名，给予权利和资格
be entitled to 有资格干某事
eg. You are entitled to travel by air.
(3)impression n. 印象，感觉
eg. I have the impression that we have met before.
impress v. 留下印象，产生影响
eg. His words impressed me very much.
impressive adj. 给人深刻印象的
eg. He made an impressive speech at the opening ceremony.
(4)consider v. 考虑，认为
consider doing sth. 考虑
eg. I am considering changing my job.
Considerate adj. 考虑周到的；替人着想的
Considerable adj. 相当大的；相当多的
Consideration n. 考虑；体贴
(5)attractive adj. 吸引人的，有魅力的
eg. Your offer is very attractive to us.
attraction n. 有吸引力的事物，吸引
eg. A tourist attraction is a place where tourist, foreign and domestic, normally visit.
attract v. 吸引
eg. We are all attracted by the beautiful scenery.
(6)poetic adj. 诗歌的；诗意的
eg. He made a poetic speech to the students.
Poetry n. 诗歌，诗
eg. Li Bai’s poetry is still popular.
Poet n. 诗人
eg. He is a romantic poet.
(7)popularity n. 流行，普及
eg. Golf has gained popularity among the wealthy in my country.
Popular adj. 流行的，受欢迎的
eg. He is an excellent popular singer.
(8)reflect v. 反映；反思
eg. A man’s actions reflect his thoughts.
Reflection n. 反映；沉思
eg. Her achievements are a reflection of her courage.
(9)address v. 称呼；发表演讲n. 演说；演讲;地址
eg. The football captain addressed his team.
eg. He gave an address over the radio.
(10) positive adj. 肯定的，积极的
eg. He gave me a positive answer.
Antonym :negative adj. 否定的，消极的
(11) politician n. 政治家
eg. He himself doesn’t w ant to be a politician.
Politics n. 政治，政治学
e.g. He entered politics when he was very young.
Political adj. 政治的
e.g. He has very strong political opinions.
Step3: Finish the exercises and check the answers (10minutes)
Ask students to complete vocabulary check (part B), page 49, word- matching exercise.
Key: culture 文化positive 肯定的；积极的attractive 吸引人的，有魅力的Position 职位，位置impression 印象popularity 流行consider 考虑
Surname 姓occupation 职业nickname 绰号
The second period:
Step1: Review the new words (10 minutes)
Ask students to do the exercise vocabulary check (part C),page 50.
Key: 1. culture 2. considering 3. impression 4. positive 5. poet 6. childish 7. popular 8. reflection
Step2: Reading (25 minutes)
Language points:
(1)according to 根据
e.g. This list is arranged according to the alphabet.
(2)That which we call a rose by any other name would smell as sweet.
玫瑰如果换个名称，闻起来一样芬芳
(3)think about 思考；考虑
(4)remind sb. of sth. 提醒某人某事
e.g. Your accent reminds me of my hometown.
(5)on one hand on the other hand 一方面；另一方面
(6)name after 根据···取名
e.g. John was named after his uncle.
(7)stand the test of 经得起···的考验
e.g. True friendship stands the test of time.
(8) a measure of 一定程度的
e.g. I met a number of sportsmen who had achieved a measure of success.
d epend upon 取决于
e.g. It all depends upon how you tackle the problem.
Step3: Finish the reading comprehension and check the answers (10minutes)
Complete the exercise comprehension, page 46.
Key:
1.shakespeare wanted to say that a name did not matter. But Shakespeare may have been wrong.
2. parents may avoid names that remain them of people they don’t like.
3. American people might name their children after a respected older relative or even a famous person.
4. People in America don’t always call their friends and relatives by their given names. Instead, they often use nicknames.
5. A good name can leave a positive and lasting impression.
The third period:
Step1: Review the expressions in the text (5minutes)
according to think about remind sb. of sth. on one hand on the other hand
name after stand the test of a measure of depend upon
Step2: Grammar points (25minutes)
Interrogative Sentence （疑问句）
用来提出问题或者表示怀疑的句子叫做疑问句，在书写时用句号结尾。

1.一般疑问句
一般疑问句以助动词开头，句子结构与陈述句不同。

Is there anything wrong with the bike?
2.特殊疑问句
特殊疑问句是以why, when, who, what, how 等疑问词开头的，在朗读和口语中一般用降调。

Whose pen is this?
3.选择疑问句
选择疑问句是讲话者对问题提出两个或者两个以上的答案，供对方选择其一。

Would you like a cup of coffee or tea?
4.附加疑问句
附加疑问句是由两个部分组成，前一部分是陈述句，后一部分是个简短的一般疑问句。