授課教師：何曉絹 老師

均質化課程
英文 A 班
(國中一年級)
課程設計、教案、教材講義、學習單
授課教師：何曉絹 老師
Content
Unit One – Introduce yourself
Unit Two – Nice to Meet You
Unit Three – Asking for Direction
Unit Four – Rhymes
Unit Five – Listening Test (Lucas’s Leg Injury)
Unit Six – Listening Test (Justin Bieber)
Unit Seven – Listening Test: A Holiday Feast (Christmas)
Unit Eight – Culture Review (A Christmas Carol / The little
Match Girl)
Unit Nine – Culture Study (Halloween)
Unit Ten – Reading Comprehension
Unit Eleven – Song (Proud of You)
Unit One – Introducing Oneself
st
Grade Level: Junior high 1 grade
Skills: Reading, Listening, Speaking
Time: Two periods
Materials: Worksheet
Objectives:
1. To have the students memorize key words when introducing oneself.
2. To encourage students to speak English.
3. To encourage students to chat in English in their daily life.
Procedure:
1. Start with a five to ten minute warm-up.
2. Next hand out the worksheet. Introduce the topic to students. The students are
encouraged to learn some key sentence structures when introducing
themselves.
3. Go over the vocabulary in the boxes. The students can refer to those words
and sample questions went presenting their introduction.
4. Perform the sample paragraph. Instruct the students to say something in front
of the classmates.
Sentence patterns
Hello, my name is Lisa. I will tell you about my hobbies, my family
background and my school life.
Vocabulary
family members, ambition, personality, appearance, easygoing, positive,
outstanding, mature, habit, reading comics, playing online games
Sample paragraph of introducing oneself
Good morning, professors. My name is Rachel, I come from Taipei. I live with my parents,
grandparents, my younger sister, and a dog. Both of my parents work in the public office.
They always encourage me to learn to become a good student in school. We lead a very
happy life. In my free time, I like to read some English magazines, newspapers, and listen
to some English songs which can help me to improve my listening and reading skills in
English. Besides, from these readings, I can memorize much vocabulary. I am a very kind
and helpful person, so my classmates like to be my friends. My favorite subject is music
because I love singing and dancing. I really hope to become a teacher in the future because
I think teaching kids is an interesting job. Thank you for your attention.
Worksheet
Hello, everyone. Today, I would like to tell you something about myself. My name is
________. I am a ______________________ person, so my classmates love to be my
friends. The subject I like is _________________because __________________. In my
free time, I love ______________________________. In the future, I would like to become
a __________________because___________________. Thank you for listening.
Unit Two – Nice to Meet You
st
Grade Level: Junior high 1 grade
Skills: Listening, Speaking
Time: Two periods
Materials: Worksheet
Objectives:
1. To encourage students to speak English.
2. To encourage students to chat in English in their daily life.
3. To learn how to interview friends, classmates, parents or teachers.
Procedure:
1. Start with a five to ten minute warm-up. (Sentences used to start a
conversation)
2. Next hand out the worksheet. Introduce the topic to students. The students are
encouraged to learn some key sentence structures when chatting with others.
3. The students can refer to those words and sample questions went presenting
their conversation.
4. Perform the sample dialogue. Instruct the students to interview their
classmates or teachers. Then, they tell the other classmates about the
information they got.
Sentence patterns 1. Can I have your name, please?
2. What do you do?
3. What are your favorite sports?
4. Who is the movie star that you admire?
5. What kind of personality do you have?
6. What do you do for a living?
Vocabulary
Convenient, comfortable, star-sign, amazing, unbelievable, leisure activity,
admire
A: Hello, my name is John, can I have your name, please?
B: My name is Sunny, it is nice to meet you, John.
A: Nice to meet you too, sunny.
A: Would you mind to introduce by yourself, such as where are you living?
B: Well, I live in Taipei. I like Taipei’s life style, which is so convenient and comfortable.
And you?
A: I have been living in Tainan for two years. What do you do?
B: I work at the Central Hotel. What do you do for a living?
A: Well, I am a student; I still study in junior high school.
B: Wow, It’s good for you. How old are you?
A: I am 14 years old, my birthday is tomorrow.
B: How amazing!! My birthday is on Sunday in this week. We are the same star-signs!!
A: Unbelievable!! So, How many people in your family?
B: There are four people in my family, parents, my sister and me. And you?
A: There are five people in my family. One sister and brother, me and my parents.
A: What kind of sports do you like? Do you like to play tennis or baseball?
B: Sorry, I can’t play it very well, but I enjoy playing badminton with my family when I have
free time on the weekend.
A: oh, I see. What kind of food do you like? Why?
B: I like to eat Japanese food, it tastes delicious and look very pretty. Sushi is my lovely
food. How about you?
A: In my opinion, I prefer to eat Taiwanese food because there is a variety of food, such as
pearl milk tea and beef noodles. My favorite is chicken-steak.
A: What hobby are you interested in? Are you interested in antiques?
B: Antiques? No, I am not interested, sorry! I am interested in traveling, listening to music
and watching movies. Is there any hobby that you involved in?
A: I love to play video-game and movies.
A: Anyway, it’s very happy to talk to you. See you next time.
B: It’s my pleasure to talk to you , bye bye, John.
Unit Three – Asking for Direction
Grade Level: Junior high 1st grade
Skills: Listening, Speaking, Reading
Time: Two periods
Materials: Worksheet, map
Reference of the worksheet: Magazine English 4U (November)
Objectives:
1. To tell the students some prepositions they need when giving directions.
2. To tell the students how to study a map and tell them some ways of giving
directions to travelers or foreigners.
3. To encourage students to help others by conversing in English.
Procedure:
1. Start with the instruction of telling preposition in English. (refer to preposition
handout)
2. Next hand out the worksheet. Introduce the topic to students. The students
study the map in groups and tell the locations.
3. The students can refer to the sample dialogue given by the teacher and create
their own dialogue by themselves.
Sentence patterns
1. Excuse me, I am a stranger here. Can you tell me….?
2. Can you lead me in the correct direction?
Vocabulary
in front of
on the right of
road from
around the corner from
across from
behind
on the left of
next to
down the
kitty-corner of
Sample Dialogue
situation：John is lost in a strange city and asks a police officer for directions back to his
hotel.
John: Excuse me, officer. I'm a stranger here and I'm lost.
Police Officer: Where do you want to go?
John: I want to get back to my hotel -- the Hilton Hotel.
Police Officer: Well, your trouble is that you're walking in the opposite direction of the
hotel
John: Oh, no wonder. Could you please point me in the right direction?
Police Officer: With pleasure.
Police Officer: Walk down this road, take the first left, then walk four blocks, and you'll
find the hotel.
John: About how long will it take me to walk there?
Police Officer: About half an hour.
John: Is there a bus I can take to get there?
Police Officer: Actually you can take the subway and get off at Sixtieth street.
John: Where can I get the subway?
Police Officer: Just across the street. See?
John: Yes, I see it. Thank you.
Worksheet
Giving Directions
A. Please complete the following sentences according to the map and given words.
in front of
around the corner from
the right of
across from
behind
on the left of
next to
on
down the road from
kitty-corner of
1. The movie theater is ________________________the bookstore.
2. The hospital is ___________________________the department store.
3. The department store is _________________________the hospital.
4. The drugstore is ___________________________the bookstore.
5. The bookstore is ____________________________the drug store.
6. The fire station is ____________________________the supermarket.
7. The bank is ______________________________the pet shop.
8. The police station is _________________________________the bank.
9. The restaurant is ___________________________________ the supermarket.
B. Please write down the route you go to school every day.
Verb direction/ route
Street/ direction
walk/
go
along / up/ down/ _________street /
drive a
walk north / south /
road / avenue /
car
drive east / west
boulevard
Public
transport
Take
the line ______
bus ________
time / distance/ stops
(until you get) to
+road/ street name for
______blocks for +
time
(going) north / south to _____station
/ east / west
for ____stops
Worksheet
Language Points
Take
Take the Green Line to Oak
Station.
Take the #14 Bus to 25th
Street.
Transfer to
Transfer to the red line.
Transfer to the #3-1 bus.
Get off at
Get off at Market Station.
Ask your partner how to get to
the following places:
The Public Library
SunMyeong Castle
St. Paul’s Cathedral
The Airport
The Bus Station
GorWat Temple
Fill in the name of the buildings
that belong in the blanks:
(1)
Farmer’s Market
(2)
(3)
Newport Casino
(4)
(5)
The Grand Hotel
(6)
(7)
National Art Museum
(8)
(9)
The Train Station
(10)
(11)
Three Rivers Park
(12)
Use this map to give your partner directions.
(13)
Henry’s Department
Store
Direction Role Play
Your guide to the best
restaurants in the downtown
area!
Advertise in this restaurant guide
contact:
Conversation
Conversation (Taking Bus)
situation： John is asking a passerby how to get to The Metropolitan Museum of Art by bus.
John： Does this bus go to The Metropolitan Museum of Art?
Passerby： The Met? No, it doesn't.
John： Which bus will take me there?
Passerby： You need to take the number ten.
John： Where can I catch it?
Passerby： Right here, at this stop.
John： Do you happen to know how often a number ten comes by?
Passerby： About every ten or fifteen minutes.
John： Most of the buses I've seen have been pretty crowded.
John： How about the number ten?
Passerby： Yes, I'm afraid it will be, too.
Passerby： It's rush hour now.
John： Thank you anyway.
Unit Four – Rhymes
st
Grade Level: Junior high 1 grade
Skills: Listening, Speaking, Reading
Time: Two periods
Materials: Worksheet, computer
Objectives:
1. The students learn to identify certain vowels and consonants when they
listen to the rhymes.
2. The students practice pronunciation through reading rhymes listed in the
worksheet.
Procedure:
1. Start with the rhymes handout. The students try to pronounce as good as they
can.
2. Then, the teacher records what they students read and ask them to identify
whether they sentences are correct or not.
Vocabulary
witch saw bug
beetle
Sample Rhymes
1.A good cook could cook as much cookies as a good cook who could cook cookies
2.I saw a saw that could out saw any other saw I ever saw.
3.Betty Botter bought some butter, but she said "this butter's bitter! But a bit of better butter will but
make my butter better" So she bought some better butter, better than the bitter butter, and it
made her butter better so 'twas better Betty Botter bought a bit of better butter!
4.Black bug bit a big black bear. But where is the big black bear that the big black bug bit?
5.A big bug bit the little beetle but the little beetle bit the big bug back.
6.If you understand, say "understand”. If you don't understand, say "don't understand”. But if you
understand and say "don't understand”. How do I understand that you understand? Understand!
7.I thought, I thought of thinking of thanking you.
8.RED BULB BLUE BULB RED BULB BLUE BULB "RED BLOOD BLUE BLOOD"
9.I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the
wish you wish to wish.
10. if a sledering snail went down a slippery slide would a snail
11.bubble bobble, bubble bobble, bubble bobble.
12.These thousand tricky tongue twisters trip thrillingly off the tongue .
13.Sounding by sound is a sound method of sounding sounds.
14.You curse, I curse, we all curse, for asparagus!
15.Kacha papaya pacca papaya Kacha papaya pacca papaya Kacha papaya pacca papaya.
16.Double bubble gum, bubbles double.
17.Betty bought butter but the butter was bitter, so Betty bought better butter to make the bitter
butter better.
18.A sailor went to sea To see, what he could see. And all he could see Was sea, sea, sea.
19.A box of mixed biscuits, a mixed biscuit box.
20.Upper roller lower roller Upper roller lower roller.
21.Purple Paper People, Purple Paper People, Purple Paper People
22.If two witches were watching two watches, which witch would watch which watch?
23.SIXTH SICK SHEIK'S SIXTH SICK SHEEP
24.Which watch did which witch wear and which witch wore which watch?
25.Six slippery snails, slid slowly seaward.
26.I thought a thought.But the thought I thought wasn't the thought I thought I thought.If the thought
I thought I thought had been the thought I thought, I wouldn't have thought so much.
27.Once a fellow met a fellow In a field of beans. Said a fellow to a fellow, "If a fellow asks a fellow,
Can a fellow tell a fellow what a fellow means?"
28.How much wood could a wood chuck; chuck if a wood chuck could chuck wood.
29.I scream, you scream, we all scream for ice cream!
30.Paresh P Patel plans to peel potatoes in Pune.
31.An Ape hates grape cakes.
32.She sells sea shells on the sea shore she sells sea shells no more.
33.I slit a sheet, a sheet I slit. And on a slitted sheet I sit. I slit a sheet, a sheet I slit. The sheet I slit,
that sheet was it.
34.Any noise annoys an oyster but a noisy noise annoys an oyster more.
35.SHE SELLS SEA SHELLS ON THE SEA SHORE ,BUT THE SEA SHELLS THAT SHE
SELLS,ON THE SEA SHORE ARE NOT THE REAL ONES.
36.A skunk sat on a stump. The stump thought the skunk stunk. the skunk thought the stump stunk .
What stunk the skunk or the stump?
37.The owner of the inside inn was inside his inside inn with his inside outside his inside inn.
38.If one doctor doctors another doctor does the doctor who doctors the doctor doctor the doctor
the way the doctor he is doctoring doctors? Or does the doctor doctor the way the doctor who
doctors doctors?
39.baboon bamboo, baboon bamboo, baboon bamboo, baboon bamboo, baboon bamboo, baboon
bamboo......
Unit Five – Lucas’s Leg Injury
Grade Level: Junior high 1st grade
Skills: Listening, Speaking, Reading, writing
Time: Two periods
Materials: Worksheet, CD
Reference of the worksheet: Magazine English 4U (November)
Objectives:
1. The students practice listening skill by listening to the conversation.
2. The students memorize some important words through the exercise (Fill in
the blanks)
Procedure:
1. To tell the students some vocabulary related to injury and sickness.
2. The students listen to the conversation and fill in the missing words.
3. The students pretend themselves to be patients and doctors. They need to
come up with a dialogue in the hospital.
Sentence patterns
1. Watch out.
2. Calm down.
3. How do you feel now?
4. What a relief.
5. Are you OK?
Vocabulary
ankle dizzy slip in pain ambulance fall bandage injury
recover
seriously hurt
Worksheet
Lucas’s Leg Injury
what now
hospital
calm down
injury
player
ankle
in pain
all the time
court
Lucy and Elisa are at the basketball (1)_______________. They are watching Lucas play.
Elisa: Wow, I never knew Lucas was such a good (2)_______________.
Lucy: Yeah, he practices (3)__________________.
Lucas hears the girls talking about him and smiles.
Lucas: Watch this, ladies!
Lucas is showing off and tries to slam dunk, but he slips and falls on the ground.
Lucy runs to him.
Lucy: Lucas! Are you OK?
Lucas: I can’t move my (4)_____________. Plus, I feel a bit dizzy.
Lucy: You must be seriously hurt! What should we do?
Elisa: (5)____________________. Lucas’s ankle is very red. We should put an ice pack on it to stop
the swelling, and protect his ankle from further (6)_________________
Elisa opens a first kit and uses a bandage and splints to fix Lucas’s ankle.
Lucy: (7)______________________
Elisa: I will call an ambulance to take him to the (8)_______________________
Lucy: Good idea. I think he needs to see a doctor.
Elisa makes a phone call. Lucas hold his ankle (9)____________________as Lucy tries to
comfort him.
for a while
speaking of
as good as new
dizzy
on my leg
drinking some water
as well
recovering
The next day, Lucy visits Lucas in the hospital.
Lucy: How do you feel now?
Lucas: I am (1)____________________. The doctor put this plaster cast (2)___________________
Lucy: Did you break your ankle?
Lucas: The physician told me it’s fractured. So I will be out of commission (3)_________________
Lucy: When will your injury heal?
Lucas: I have to keep this cast on my leg for about four weeks. After that, it should be
(4)_______________________________
Lucy: Well, that’s a relief. How about your head? You said you felt (5)__________________
Lucas: I felt much better after (6)______________________________. I think I got dehydrated
playing basketball.
Lucy: (7)_____________________________basketball, I brought you something
in case you feel bored.
Lucas; what did you bring?
Lucy: A basketball video game! You can play as your favorite NBA stars!
Lucas: Great! Did you bring a laptop (8)____________________________
Lucy: Why do you need a laptop?
Lucas: How can I play video games in a sickroom without a laptop!
Lucas looks depressed.
Sample Dialogue
Conversation
situation： Mary is at the doctor's office because she has a stomachache.
Doctor： What seems to be the problem?
Mary： I have a terrible stomachache.
Doctor： How long have you been like this?
Mary： Since Saturday night.
Doctor： Any other symptoms?
Mary： Yes, I also feel dizzy.
Doctor： Can you think of anything you ate for dinner Saturday that might have caused it?
Mary： All I can think of is the fish we had.
Mary： It didn't taste quite right.
Doctor： That might be it.
Doctor： Get this prescription filled at the pharmacy, take one tablet right away and you should be
feeling better soon.
Mary： Thank you, doctor.
Doctor： I also suggest that you follow a special diet.
Mary： What's that?
Doctor： You should stick to eating lighter foods.
Unit Six
Justin Bieber –The Birth of a Superstar
Grade Level: Junior high 1st grade
Skills: Listening, Speaking, Reading, writing
Time: Two periods
Materials: Worksheet, CD
Reference of the worksheet: Magazine English 4U (September)
Objectives:
1. The students practice listening skill by listening to the introduction of a
superstar.
2. The students memorize some important words through the exercise (Fill in
the blanks)
Procedure:
1. The students listen to the article and fill in the missing words.
2. The students know how to introduce a superstar.
3. The students learn some basic background information about the singer.
Sentence patterns
Vocabulary
fan
sensation perform
release
scene debut concert album
success
Worksheet
Justin Bieber: Birth of a Superstar
He is rich and _____________. He has __________________ the globe performing in front of
millions of _______________. We’re talking about the ____________, ______________, and
songwriting sensation, Justin Bieber. For the last __________years, this 18-year-old boy has been
taking the _______________ scene by storm.
In 2010, his song “Baby” became his first ____________________ hit. Soon after, his second
_______________, My World 2.0, debuted at the __________of the American ___________ charts.
In 2011, he also ___________________ in his first biopic-concert film, Justin Bieber: Never Say
Never. What’s _______________, in the ______________, he put out a collection of
_______________songs.
This _______________, Bieber released his latest ________________, Believe. It showcased
Bieber’s growth as a _______________ adult and an ________________. In its first week, it sold
__________________300,000 copies. Experts even think it will be one of the most
___________________albums of the year. With one success after another, it seems like the
________________ is the limit for Bieber. Bust just how did this teen ___________________come
to be?
Grammar Check
Number + million
one million / three million
Number + million + Ns
seven million people
Millions of + Ns
millions of fans
Justin Bieber has always _____________ _____________. At a very young _____________,
he taught himself to play the ____________, drums, guitar, and the trumpet. He also loved to
perform ______ _________ ________ others. In 2007, he entered a local ___________ competition
and won ___________ ___________. Afterwards, his mother posted a video of his performance in
the competition on _______________. Soon, people from all over began to ________ _________
______________ in him. As Bieber’s popularity grew on the web, his mother continued to
__________ more ___________.
Eventually, Bieber’s Youtube ______________caught the attention of Scooter Braun, a
____________ agent. Braun was impressed, so he introduced Bieber to American _____________,
Usher. The two of them saw Bieber’s ________________ and decided to become his
_____________. In 2008, they helped him get a record contract, and the rest is ________________.
Today, Bieber is an ____________________superstar. His __________has touched the
_____________ of many young people around the world. More importantly, his ____________has
encouraged them to pursue their ________________.
Reflection
1. Kids, after learning the story of Justin Bieber, you may think of your life in the near future. Please
share your dreams with us.
2. There are many well-known people around the world. Please tell us the story of the most famous person
you can think of. If possible, draw the figure of the person.
Vocabulary Check
Kids, what else are the musical instruments that you have learned? Please share with us. If
possible, make the drawings of those instruments.
Unit Seven
A Holiday Feast
st
Grade Level: Junior high 1 grade
Skills: Listening, Speaking, Reading, writing
Time: Two periods
Materials: Worksheet, CD
Reference of the worksheet: Magazine English 4U (November)
Objectives:
1. The students practice listening skill by listening to the conversation.
2. The students memorize some important words through the exercise (Fill in
the blanks)
Procedure:
1. The students listen to the conversation and fill in the missing words.
2. The students know some preparation needed in making a meal.
3. The students learn some basic background information about Christmas.
Sentence patterns
What did I do wrong?
That’s a piece of cake.
Does it really matter?
Vocabulary
nervous roast oven
boil sauce fork wipe napkin tip
Worksheet
A Holiday Feast for Friends
授課教師：何曉絹
Name: ________________No:____
take a rest
sauce
faster
perfect
plan
oven
boiling
make sure
Christmas
nervous
potatoes
roast
instead of
turkey
dry
start
juicy
Elisa is busy cooking in the kitchen. Lucy walks in.
Lucy: Is everything OK? You sounded _________________ on the phone.
Elisa: I want to cook you __________________ dinner, but I am afraid my
cooking might ruin the ________. That’s why I called you.
Lucy examines Elisa’s dishes.
Lucy: Oh, my. For starters, you have burned the mashed _________________. We need to discard
them and __________________ again.
Elisa: What did I do wrong?
Lucy: You should have cooked them on low heat _____________________ scorching them.
Elisa: Well, I thought cooking on high heat would be _____________. What about the
______________? I want to _________________it turns out delicious.
Lucy: Why are you _____________________the turkey in the water? You should
______________it in the _______________if you want it to be delicious.
Elisa: But roasting might make the turkey __________________
Lucy: We can baste it with ___________________. That will make it tender and ______________.
Elisa: Great, I think I can cook a __________________ dinner on my own with these tips. Lucy,
you can _____________________and wait for the bountiful feast.
Lucy leaves the kitchen.
Lucy comes into the dining room.
good enough for
Does it really matter
set fire to
forks
during the meal
lap
wipe
napkins
bring out
it is our job to
tips
Lucy: OK, Elisa is busy in the kitchen, so ______________________ set the table.
Jimmy: That’s a piece of cake.
Jimmy grabs some plastic ______________, but Lucy stops him.
Lucy: No. This is a classy Christmas dinner. We should use the finest silverware.
Jimmy: _______________________
Lucy: Of course. Let me teach you about table etiquette.
Lucy spreads the tablecloth and sets the table.
Jimmy: What are those fancy ________________ for?
Lucy: You can use it to ______________ your hands and mouth _________________________.
But remember to unfold it and put it on your __________when you sit down.
Jimmy: I hope Elisa’s dishes are ______________________the fine setting.
Lucy: Don’t worry. I gave her several useful ______________. I can almost smell…..something
burning?
Elisa rushes out of the kitchen.
Elisa: Hey guys, I need your help.
Jimmy: To ____________________ all the dishes?
Elisa: No, to put out the fire. I ______________________ the kitchen while cooking the turkey.
Jimmy and Lucy sigh and grab water bottles.
Unit Eight
Christmas Carol
st
Grade Level: Junior high 1 grade
Skills: Listening, Speaking, Reading, writing
Time: Two periods
Materials: Worksheet, CD
Objectives:
1. The students learn some vocabulary through reading the short story – The
Little Match Girl
2. The students practice listening skill by listening to the story.
3. The students understand the background knowledge of Christmas.
Procedure:
1. The teacher play a three-minute clip about the birth of Jesus, let the students
get basic idea about Christmas.
2. The students listen to the story, and try their best to tell the details about
Christmas. For example, they identify the names of angels or Jesus’ parents.
2. The teacher introduces the novel – A Christmas Carol to the students, and the
students tell classmates about the person or thing that they are thankful for.
3. The students go online and finish the worksheet about Christmas symbol.
Sentence patterns
What did I do wrong?
That’s a piece of cake.
Does it really matter?
Vocabulary
nervous roast oven
boil sauce fork wipe napkin tip
Reference: http://www.youtube.com/watch?v=yUSzQBaWq0Q
Literature Network » Hans Christian Andersen » The Little Match Girl
Handout— Reading
The Little Match Girl
Most terribly cold it was; it snowed, and was nearly quite dark, and evening-- the last
evening of the year. In this cold and darkness there went along the street a poor little girl,
bareheaded, and with naked feet. When she left home she had slippers on, it is true; but
what was the good of that? They were very large slippers, which her mother had hitherto
worn; so large were they; and the poor little thing lost them as she scuffled away across the
street, because of two carriages that rolled by dreadfully fast.
One slipper was nowhere to be found; the other had been laid hold of by an urchin, and off
he ran with it; he thought it would do capitally for a cradle when he some day or other
should have children himself. So the little maiden walked on with her tiny naked feet, that
were quite red and blue from cold. She carried a quantity of matches in an old apron, and
she held a bundle of them in her hand. Nobody had bought anything of her the whole
livelong day; no one had given her a single farthing.
She crept along trembling with cold and hunger--a very picture of sorrow, the poor little
thing!
The flakes of snow covered her long fair hair, which fell in beautiful curls around her neck;
but of that, of course, she never once now thought. From all the windows the candles were
gleaming, and it smelt so deliciously of roast goose, for you know it was New Year's Eve;
yes, of that she thought.
In a corner formed by two houses, of which one advanced more than the other, she seated
herself down and cowered together. Her little feet she had drawn close up to her, but she
grew colder and colder, and to go home she did not venture, for she had not sold any
matches and could not bring a farthing of money: from her father she would certainly get
blows, and at home it was cold too, for above her she had only the roof, through which the
wind whistled, even though the largest cracks were stopped up with straw and rags.
Her little hands were almost numbed with cold. Oh! a match might afford her a world of
comfort, if she only dared take a single one out of the bundle, draw it against the wall, and
warm her fingers by it. She drew one out. "Rischt!" how it blazed, how it burnt! It was a
warm, bright flame, like a candle, as she held her hands over it: it was a wonderful light. It
seemed really to the little maiden as though she were sitting before a large iron stove, with
burnished brass feet and a brass ornament at top. The fire burned with such blessed
influence; it warmed so delightfully. The little girl had already stretched out her feet to
warm them too; but--the small flame went out, the stove vanished: she had only the remains
of the burnt-out match in her hand.
She rubbed another against the wall: it burned brightly, and where the light fell on the wall,
there the wall became transparent like a veil, so that she could see into the room. On the
table was spread a snow-white tablecloth; upon it was a splendid porcelain service, and the
roast goose was steaming famously with its stuffing of apple and dried plums. And what
was still more capital to behold was, the goose hopped down from the dish, reeled about on
the floor with knife and fork in its breast, till it came up to the poor little girl; when--the
match went out and nothing but the thick, cold, damp wall was left behind. She lighted
another match. Now there she was sitting under the most magnificent Christmas tree: it was
still larger, and more decorated than the one which she had seen through the glass door in
the rich merchant's house.
Thousands of lights were burning on the green branches, and gaily-colored pictures, such as
she had seen in the shop-windows, looked down upon her. The little maiden stretched out
her hands towards them when--the match went out. The lights of the Christmas tree rose
higher and higher, she saw them now as stars in heaven; one fell down and formed a long
trail of fire.
"Someone is just dead!" said the little girl; for her old grandmother, the only person who
had loved her, and who was now no more, had told her, that when a star falls, a soul
ascends to God.
She drew another match against the wall: it was again light, and in the lustre there stood the
old grandmother, so bright and radiant, so mild, and with such an expression of love.
"Grandmother!" cried the little one. "Oh, take me with you! You go away when the match
burns out; you vanish like the warm stove, like the delicious roast goose, and like the
magnificent Christmas tree!" And she rubbed the whole bundle of matches quickly against
the wall, for she wanted to be quite sure of keeping her grandmother near her. And the
matches gave such a brilliant light that it was brighter than at noon-day: never formerly had
the grandmother been so beautiful and so tall. She took the little maiden, on her arm, and
both flew in brightness and in joy so high, so very high, and then above was neither cold,
nor hunger, nor anxiety--they were with God.
But in the corner, at the cold hour of dawn, sat the poor girl, with rosy cheeks and with a
smiling mouth, leaning against the wall--frozen to death on the last evening of the old year.
Stiff and stark sat the child there with her matches, of which one bundle had been burnt.
"She wanted to warm herself," people said. No one had the slightest suspicion of what
beautiful things she had seen; no one even dreamed of the splendor in which, with her
grandmother she had entered on the joys of a new year.
Worksheet
Christmas Symbols
What do you thinks of when talking about Christmas?
Symbol
Christmas pudding
candy cane
Gingerbread
Snowman
Santa Claus
reindeer
Stocking
Bell
Wreath
sing Christmas carols
Mistletoe
Rudolph
Elf
Meaning
Unit Nine
Culture Study – Halloween
st
Grade Level: Junior high 1 grade
Skills: Listening, Speaking, Reading, writing
Time: Two periods
Materials: Worksheet, CD
Objectives:
1. The students learn some vocabulary by solving the word puzzle.
2. The students understand the custom of celebrating Halloween.
3. The students make an item symbolizing Halloween.
Procedure:
1. The teacher plays a three-minute clip about Halloween.
2. The teacher introduces the custom and symbols of Halloween through solving
the word search puzzle.
Vocabulary
garlic haunt monster patch sword witch skeleton boo
Reference: http://bogglesworldesl.com
Handout— Reading
Happy Halloween!
1
4
2
Crossword 2
3
5
6
7
8
9
Across
Down
1. Small black animal that can fly.
1. What do witches use to fly?
5. A costume with an eye patch and a sword.
2. A costume ______.
6. A monster with many bandages.
3. Bony monster.
7. A witch's pet.
4. Scary thing that says boo.
8. _____-or-treat!
5. Children carve this vegetable.
9. _______ house.
7. Kids get lots of this.
Name that monster:
A __________ is a monster that says
boo and haunts houses.
A __________ is a monster that drinks
blood and doesn’t like garlic.
Unit Ten
Reading Comprehension – Mid-autumn Festival
Skills: Listening, Speaking, Reading, writing
Time: Two periods
Materials: Worksheet, CD
Objectives:
1. The students know the skill of reading through the passage given by the
teacher.
2. The students understand the custom of celebrating Mid-autumn Festival.
3. The students practice speaking ability by discussing the culture of
Mid-autumn Festival.
Procedure:
1. Through reading the article, students learn the background knowledge of
Moon-cake Festival.
2. The students discuss the culture of Mid-autumn Festival by answering the
following reading comprehension questions.
Vocabulary
Chang-O Wu-gang Hou-yi moon cake
rocket
cassia tree pamelo
Jade Rabbit The 8th Lunar Month
barbecue
Reference:http://www.google.com/#hl=zh-TW&site=&source=hp&q=worksheet+for+mid-autumn
+festival&rlz=1R2MERD
Think before you read:
1. When is the Moon Festival?
2. What kind of activities do people do on the Moon Festival?
3. What do people eat on the Moon Festival? Do you know why?
4. Who do Chinese people think live in the moon? Do you know the stories about Chang-O, Hou
Yui, Wu-gang, and Jade rabbit?
5. Why is Moon Festival also called Mid-Autumn Festival?
6. Is the Moon Festival still a romantic holiday?
＊＊＊
The Moon Festival
＊＊＊
The Moon Festival is on the 15th day of the 8th lunar month. One that day, members of a family
get together and enjoy the dinner in the moonlight. The holiday is in the middle of autumn.
Chinese call it Mid-Autumn Festival.
Before Neil Armstrong set his foot on the moon, Chinese people said that there were a
woman(Chang-O), a rabbit(Jade rabbit) and a woodcutter(Wu gang) on the moon. They went to the
moon and never came back. People could see them on the moon only on the Moon Festival. In
1969, Neil Armstrong set his foot on the moon. He didn’t see any men or women on the moon.
Without Chang-O, Jade rabbit and Wu gang, Chinese people still enjoy the special holiday.
When the moon is full, family members are together. They buy moon cakes and pomeloes. They
look for a beautiful place. They wait for a bright full moon. They happily prepare everything for the
Moon Festival. The Moon Festival is really a romantic holiday.
Mark T (True) or F (False) for each statement
_______1. The Moon Festival is on August 15.
_______2. Chinese people usually go home to be with family members on the Moon Festival.
_______3. Long ago, Chinese people believed that Chang-O, Jade rabbit and Wu gang lived on the
moon.
_______4. Neil Armstrong is the only man living on the moon.
_______5. Chinese people don’t enjoy the Moon Festival after Neil Armstrong set his foot on the
moon.
＊＊＊ Enjoying The Moon And The Wind Together ＊＊＊
The alien family doesn’t know how to celebrate the Moon Festival. Help them enjoy a peaceful
and delightful mid-autumn night.
Unit Eleven
Song (Proud of You)
Skills: Listening, Speaking, Reading, writing
Time: Two periods
Materials: Worksheet, CD, PowerPoint
Objectives:
1. The students learn some new words through listening to the song.
2. The students sing the song together.
3. The students practice writing English by changing the words in the lyrics.
They have to share their lyrics with classmates.
Procedure:
1. The teacher explains the lyrics of the song, the students learn to pronounce
some key words and know how to sing an English song
2. The students think of some verbs to replace some of the underlined words.
They are encouraged to think of as many words as they can. They can
discuss in groups.
3. The students show the song they have rewritten to their friends and teachers.
4. The students sing the song they wrote again, and the teacher records them.
Sentence patterns
1. lift me up
2. hold me tight
3. I am proud to fly high in the sky
4. love in your eyes
Vocabulary
Silent, holding hands, night, lift, open my mind, proud, heaven, path, faith,
believe, spread, wing
Reference
http://tw.videos.search.yahoo.com/video/play?p=proud+of+you&tnr=21&vid=&turl=http%3A%2F%2Fts3.
mm.bing.net%2Fth%3Fid%3Dv.4569390722842690%26pid%3D15.1&tit=YouTube+-+Fiona+Fung-+Proud+of
+you+%28With+lyrics%29.flv
Worksheet
Proud of You
Love in your (eyes) _____________
(Sitting) ________________silent by my side
Going on holding (hands) _______________
Walking through the (nights) _______________
Hold me (up) ______________hold me tight
Lift me up to touch the (sky) ________________
Teaching me to (love) ______________with heart
Helping me open my (mind) ________________
I can (fly) ______________
I'm proud that I can (fly) ________________
To give the best of (mine) __________________
Till the end of the (time) ___________________
Believe me I can (fly) ____________
I'm proud that I can (fly) ________________
To give the best of (mine) ________________
The heaven in the (sky) _______________
(Stars) _______________in the sky
Wishing once upon a (time) _________________
Give me love make me (smile) __________________
Till the end of (life) ________________
Hold me (up) ______________hold me tight
Lift me up to touch the (sky) ________________
Teaching me to (love) ______________with heart
Helping me open my (mind) ________________
I can (fly) ______________
I'm proud that I can (fly) ________________
To give the best of (mine) __________________
Till the end of the (time) ___________________
Believe me I can (fly) ____________
I'm proud that I can (fly) ________________
To give the best of (mine) ________________
The heaven in the (sky) _______________
Can't you believe that you light up my (way) _________________
No matter how that ease my (path) ______________
I'll never lose my (faith) ________________
See me (fly) ________________
I'm proud to fly up (high) ______________
Show you the best of (mine) _________________
Till the end of the (time) _________________
Believe me I can (fly) _______________
I'm (singing) in the sky ___________________
Show you the best of (mine) ______________
The (heaven) ______________in the sky
(Nothing)____________ can stop me
Spread my wings so (wide) ____________