高一英语必修4Unit5Travellingabroad教案。

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高一英语必修4Unit5Travellingabroad教案
Ⅰ.单元教学目标
技能目标SkillGoals
▲Talkabouttravellingandstudyinginanothercountry
▲Expresslikesanddislikes
▲Expressprobabilityandimprobability
▲ReadaboutaChinesestudent’slifeinLondon
▲RevisetheAttributiveClause(non-restrictive)
▲Writealettertoapenfriend

Ⅱ.目标语言
功
能
句
式
Talkaboutlikesanddislikes
Iliketodo...
Idon’tlikedoing...
Ipreferto...
Ienjoydoing...
Ihatedoing...
Talkaboutprobabilityandimprobability
Wecould...
Youmight...
Itwouldbepossibleto...
Itisn’tpossibleto...
...wouldbeaperfectplaceforus.
Idon’tthinkyou’denjoy...
...wouldprobablysuitus.
It’s(very)possiblethat...
It’sapossibility.
(Most)probably,...
It’slikely/unlikelythat...
It’snotverylikely...Idoubtit.
He/She/Theywillprobably...

词汇1．四会词汇
cafeteria,lecture,qualification,preparation,recommend,shopkeeper,comfort,substitute,academic,requirement,tutor,numb,acknowledge,occupy,enterprise,succeed,comment,passport,visa,agent,parallel,abundant,govern,destination
2．认读词汇
summarize,Lima,Cuzco,theAndes,Peru,Lia,LakeTiticaca,IncaEmpire,MachuPicchu,Puno,theAmazonJungle
3．词组
adjustto,keepitup,fitin,(get/be)usedto,asfarasoneisconcerned,beoccupiedwith,dayinanddayout,outofthequestion,settlein
4．重点词汇
preparation,recommend,substitute,occupy,enterprise,comment,destination

结
构RevisetheAttributiveClause(non-restrictive)
Sheheardaterriblenoise,whichbroughtherheartintohermouth.
Theweatherturnedouttobegood,whichwasmorethanwecouldexpect.
Itwasanexcitingmomentforthesepeoplethisyear,whenforthefirsttimetheirteamwontheWorldCup.

重
点
句
子1.Itwasthefirsttimeshehadeverlefthermotherland.P38
2.XieLei,whois21yearsold,hascometoouruniversitytostudyforabusinessqualification.P38
3.It’snotjuststudythat’sdifficult.Youhavetogetusedtoawholenewwayoflife,whichcantakeupallyourconcentrationinthebeginning.P38
4.IhavebeensooccupiedwithworkthatIhaven’thadtimeforsocialactivities.P39
5.I’mgoingtojoinafewclubs.HopefullyI’llmakesomenewfriends.P39

Ⅲ.教材分析和教材重组
1.教材分析
本单元以Travellingabroadandstudyingabroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这些问题的发生。学会表达和支持个人观点，能用所学的有关travellingabroad的词汇描述在国外居住生活的情况；在国外旅游时能根据所提供的信息选择恰当的旅游线路，能推测哪些事情可能会发生，哪些事情不会发生，并会正确使用非限制性定语从句。
1.1WarmingUp提出了四个有关在国外旅行和生活的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何解决这些问题。
1.2Pre-reading是Reading的热身活动，设置了两个问题，它要求学生采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。
1.3Reading是一篇介绍中国女孩谢蕾在伦敦学习和生活的情况，让学生通过实例对比在国内学习生活与在国外学习生活的不同，从而培养他们的国际视眼。
1.4Comprehending设置了4个练习题：练习1通过四个问题来检查学生对课文细节的理解；练习2以图表的形式来分析在国外学习的利与弊；练习3设置了三个讨论题，通过对这些话题的讨论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力；练习4是概括能力训练题，在理解文章的基础上，重点训练学生的概括能力和解决问题的能力。
1.5LearningaboutLanguage分词汇和语法两部分。其中Discoveringusefulwordsandexpressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revisingusefulstructures是对非限制性定语从句的复习，旨在帮助学生加强对定语从句的理解、掌握和运用，并通过语法练习加以巩固。
1.6UsingLanguage中的Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况,然后完成三个相应的任务型练习。通过这些题，学生将学会获取听力材料中的具体用词和细节要点，同时了解有关Peru这个国家的一些情况，为下面的Readingandspeaking作了铺垫；Readingandspeaking的阅读部分是对秘鲁这个国家的一段介绍，要求学生能运用找读的策略从地图上找到文中提到的地方，并回答几个问题。然后为大家提供了一个旅游小册子，其内容是在秘鲁旅游的四条路线。要求学生在读后根据文章细节回答四个问题；Speaking部分主要是设置了一个情景yourgroupplanstospendeightdaysinandaroundCuzco，要求学生依据所提供的旅游手册来选择适合自己团队的旅游路线，学会表达喜好和可能性。这是一个任务型训练，旨在培养学生的口头表达能力和实践能力；Writing要求学生给一位即将到中国来学习的美国笔友写一封信，在信中向他介绍中国的一些情况，在中国的学习生活中可能会遇到的问题及解决问题的办法，告诉他怎样更好的学习中国的文化以及你将提供给他的帮助。
2．教材重组
2.1从话题内容上分析，WarmingUp与Reading相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WarmingUp与Workbook中的TALKING和SPEAKINGTASK整合在一起，设计成一节任务型“口语课”。
2.2可将Pre-reading,Reading与Comprehending三个活动整合在一起上一节“阅读课”。
2.3UsingLanguage中的Listening和Readingandspeaking都是谈论秘鲁这个国家，介绍秘鲁的景色以及在秘鲁旅行的几条路线，内容一致，故整合在一起，设计成一节“听说课”。Writing部分可作为课后作业来处理。
2.4可将LearningaboutLanguage与Workbook中的USINGSTRUCTURES的语法练习题整合在一起上一节“语法课”。
2.5可将Workbook中的LISTENINGTASK、READINGTASK与WRITINGTASK整合起来，上一节“综合实践课”。

3.课型设计与课时分配
1stPeriodSpeaking
2ndPeriodReading
3rdPeriodListeningandspeaking
4thPeriodGrammar
5thPeriodIntegratingskills

Ⅳ.分课时教案
TheFirstPeriodSpeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
adjustto,advantage,findout,youthhostels,community
b.交际用语
Youmight...
It’sapossibility...
Probably...
It’s(very)possiblethat...
Itcouldhappen.
Mostprobably...
It’snotverylikely...Idoubtit.
He/She/Theywillprobably...
2.Abilitygoals能力目标
Enablethestudentstotalkabouttravellingaboardandstudyingabroad.
Enablethestudentstotalkaboutprobabilityandimprobabilitywiththetargetlanguage.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtotalkaboutprobabilityandimprobabilitywiththetargetlanguage.
Teachingimportantanddifficultpoints教学重难点
Practiceexpressingprobabilityandimprobability.
Teachingmethods教学方法
Discussion,brainstormingandspeaking.
Teachingaids教具准备
Acomputerandaprojector.
Teachingproceduresways教学过程与方法

StepⅠWarmingup
LetthestudentstalkaboutthequestionsinWarmingUp.
T:DidyouwatchtheTVseriesaboutfourChinesestudentswholiveandstudyinCanada?...Howwillyoudescribetheirlifethere?Doyouwanttostudyabroadlikethem?
S:IwatcheditontheCCTV.Theyareaboutourage,soIenjoyedwatchingit.Ithinklifeinaforeigncountryisveryinterestingandchallenging.Youcanmakefriendswithpeoplethereandlearnaboutdifferentcultureandcustoms.
S:Iwanttostudyabroad.Ithinklivinginadifferentcountrywillenrichmyknowledgeandmakemeindependent.Becauseyouhavetodealwithmanythingsbyyourself.Youwilllearntosolveproblemsandtakecareofyourself.That’sreallyexciting!
T:Yes,travellingabroadandstudyingabroadareverypopularnowadays,asmanypeoplecanaffordtotravelandstudyinaforeigncountry.Ifyoucouldgoanywhereintheworld,whichcountrywouldyouliketovisitandwhy?TurntoPage37.Workingroups,discussandanswerthequestionsinWarmingUp.
Afterdiscussion,askseveralstudentstoreporttheiranswerstotheclass.
T:What’syouranswertothefirstquestion?
S1:IfIhaveachancetotravelabroad,I’dliketovisitNewZealand.It’ssaidthatit’sabeautifulcountry.I’dliketoenjoythebeautifulsceneryinNewZealand.
S2:IfIhaveachance,I’dliketogotoAmerica.MaybeitisbetterifIcouldworkorstudythere,thenIcouldlearnEnglishwell.IlikeAmericanEnglish.Ithinkit’sthebestplaceformetolearnEnglish.What’smoreIwanttovisitsometourattractionssuchasDisneyland,StatueofLiberty,TimesSquareetc.
S3:I’dliketogotoEgypt,becauseithasalonghistoryandIwanttoknowabouttheancientculture.ThereIcanvisitPyramidandAswanHighDam.
S4:IprefertogotoCambodia,becauseit’sanoldCountry.IespeciallywanttovisitAngkorWatinCambodia(柬埔寨吴哥窟).
T:Then,whatkindofthingswouldyoulearnbestbybeingatouristinthecountryyoutalkedaboutandwhatwouldyoulearnbestbyworkingorstudyingthere?
S:Whenwetraveltoanothercountry,maybewecouldlearnaboutthearchitectureofthecountry,thebeautifulscenery,theeconomicsituationandsoon.
S:Whenweworkorstudyinthecountry,maybewecouldknowmoreaboutthecultureandcustomsofthecountry.WecouldlearnEnglishbetter,wecouldcommunicatewiththelocalpeopletoimproveourEnglish.
T:SupposeyouaregoingtospendtwoyearsinAmerica,howdifficultoreasydoyouthinkitistoadjusttolivingthere?Whatkindofdifficultiesmightyouexperience?
S:Idon’tthinkitwouldbedifficulttoadjusttolivingthere.BecauseIhavelearnedEnglishformanyyearsandcommunicationwon’tbeabigproblem.IhavelearnedalotaboutAmericancultureandcustomsfrommovies,booksandTVprograms.IthinkAmericansareopen,friendlyandeasytolivewith.
T:Verygood.Haveyoutalkedtoanyonewhohasspentsometimeinanothercountry?Whatdidtheyfindunusualordifficultaboutit?
S:Well,IoncetalkedtomyfriendwhohadbeentoIndia.Hetoldmesomethingdifferentorinterestingthere.Forexample,inIndia,mostpeopledon’teatmeat,especialbeef.Theyliketoeatvegetablesandfruits,soifyouinviteanIndianfordinner,neverordersteakforthem.

StepⅡSpeakingtask
DealwithSPEAKINGTASKintheworkbook.Letthestudentspracticeexpressingprobabilityandimprobability.
T:Well,wetalkedaboutthethingsthatwecouldlearnwhiletravellingorstudyinginaforeigncountry.Then,whatkindofproblemsordangerscouldhappenwhiletravellinginaforeigncountry?Nowlistthedangersandproblemsonapieceofpaper.
Possibleproblemsanddangers:
havedifficultyincommunicatingwiththelocalpeople;loseyourway;getrobbed;haveyourmoneystolen;trafficaccident;getsick;racediscrimination...
LetthestudentsspeakouttheproblemsanddangerstheyhavewrittenandwriteallofthemontheBb.
T:NowlookatthelistontheBbanddiscusswhichsituationscouldpossiblyhappenandwhichareveryunlikelytohappen.YoucanusetheexpressionsinActivity2inyourdiscussion.Let’sgothroughtheexpressionsfirst.
Afterdiscussion,letthestudentsrankthesituationsontheirlists1-3fromunlikelytoverypossible.
T:Nowlookatthesituationsyouhaveranked2and3.Howwouldyoupreventthesesituationshappeningwhenyouaretravellinginaforeigncountry?Discusswithyourpartners.Beforeyoustart,readtheexampleinActivity4.
Afterafewminutes,asksomestudentstopresenttheirideastotheclass.
T:Well,areyouready?Who’dliketoshareyourideaswithus?
S:Whiletravelling,it’spossiblethatyouloseyourway,becauseyoudon’tknowthecountryverywell.Topreventthis:
You’dbettertakeamapofthecountrywithyou.
Don’tleavealonewithoutsayingaword.
Payattentiontothenotablesigns,forexample,somefamousbuildings,somespecialroadsigns,sothatyoucanaskthewaywhileyouarelost.
S:It’slikelythatwecouldmeetmalefactors—robber,thieforothers.Probably,wewillgethurt.Topreventthis:
Don’tshowyourvaluablebelongingstoothers.
You’dbettergoalongwithotherpeople.
Shouldyoufacedangers,callthepolice.
S:It’s(very)possiblethatwecouldhavedifficultyincommunicatingwiththelocalpeople.Topreventthis:
Trytolearnsomesimpleandbasiclocallanguage.
Trytoknowaboutthemannersandcustomsofthecountry.
Trytogetfamiliarwithformalityineverydaylife.

StepⅢTalking
DealwithTALKINGintheworkbook.
T:It’sveryimportanttoknowhowtodealwiththeproblemswhiletravellinginaforeigncountry.Itisimportanttomakegoodpreparationsbeforeyougothere.Hereisaquestion:Howdoyoufindinformationthatishelpfulforyourtrip?Thinkaboutit.
S:Wecouldgotosometravelagencyforinformation.Theycanprovidethemostusefulandcompleteinformation.
S:IwouldsearchontheInternetforsomeinformation.Therearemanywebsiteswhichprovideinformationontravellingbothhomeandabroad.Youcouldalsovisitsomeoftheirforums.Thewebpalsarewillingtooffertheiradviceandideas.
T:Goodideas!Ifyoudon’thavemuchmoneyforanoverseastrip,howwouldyouarrangeyourtrip?
S:Maybewecouldtravelonfootorbybike.
S:Wecouldstayatinexpensivesmallhotels.Buttheconditionsmaynotbesatisfactory.
T:Nowadaysmanyyoungpeoplemanagetotravelaroundtheworldwithlimitedamountofmoney.Theyouthhostelsmakeitpossible.Haveyouheardaboutit?Whatkindofservicedotheyoffer?Let’sfindmoreinformationaboutit.TurntoPage78.MeiJieisplanningathree-weekholidayinItalyandFrance.ShehasbeenusingtheInternettofindoutinformationforhertrip.Lookatthewebpage.Itisfromthewebsitewhereshesearchedforinformation.Readthewebpagecarefullyanddiscussthequestioningroups.
About5minuteslater.Askthestudentstoanswerhequestions.
Suggestedanswers:
1.Theyarecheap.Theyofferqualityaccommodationatlowcost.
2.4,5,or6people.
3.Youcansavemoneybycookingforyourselfinsteadofeatinginrestaurants.Youcaneatfoodthatyoulike.
4.IfyouhaveaYouthpassyoucantravelinEuropeancontriesatcheapprices.
5.Youmustbelessthan26yearsold.
6.Ifyougetsickorhaveanaccidentinaforeigncountry,itcanbequiteexpensivetogetmedicaltreatment.
7.Variousanswersarepossible.
Well,Iwouldliketostayinayouthhostel.BecauseIliketravellingalone,Iliketoenjoythefeelingoffreedom.IcandowhateverIlike.Also,it’sconvenientfortravellerstostayinyouthhostel.

StepⅣHomework
PreviewthereadingpassageonPage38.Lookupthenewwordsinthedictionary.

TheSecondPeriodReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
keepitup,fitin,cafeteria,lecture,qualification,preparation,recommend,getuseto,shopkeeper,comfort,substitute,academic,requirement,essay,tutor,numb,acknowledge,asfarasoneisconcerned,occupy,hopefully,enterprise,succeed
b.重点句子
XieLei,whois21yearsold,hascometoouruniversitytostudyforabusinessqualification.
It’snotjuststudythat’sdifficult.Youhavetogetusedtoawholenewwayoflife,whichcantakeupallyourconcentrationinthebeginning.
IhavebeensooccupiedwithworkthatIhaven’thadtimeforsocialactivities.
I’mgoingtojoinafewclubs.HopefullyI’llmakesomenewfriends.
2.Abilitygoals能力目标
EnablethestudentstolearnaboutXieLei’sschoollifeinLondon.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtodealwiththeproblemsthattheywouldfacewhenstudyinginaforeigncountry.
Teachingimportantanddifficultpoints教学重难点
Helpthestudentstosummarizethebenefitsanddifficultiesoflivinginaforeigncountry.
Teachingmethods教学方法
Skimming,scanning,task-basedmethodanddiscussion.
Teachingaids教具准备
Arecorder,aprojectorandsomeslides.
Teachingproceduresways教学过程与方式

StepⅠRevision
T:Yesterdaywetalkedabouttravellinginaforeigncountry.Haveyouevertravelledinanothercountry?Who’dliketotellusyourexperiences?
S:I’dliketo.Lastsummer,myparentsandIwenttoPairs.Wewenttherebyair.Thoughit’sexpensive,it’sverycomfortabletotravelbyair.Thefirstdaywearrivedthere,wefoundagoodguide.Sheintroducedawonderfulhoteltous,andhelpedustochangemoney.Duringthetravel,wevisitedtheEiffelTowerandArcdeTriomphe(凯旋门).Itooksomephotosandboughtapostcardandsentittomybestfriend.WealsovisitedtheMuseeduLouvre（卢浮宫）andAvenuedesChampsElysees(香榭大道).Weboughtmanypresents.TherearesomanybeautifulandfamoustouristattractionsinParis.Ihopeyouwillhaveachancetovisitit.
S:IhadtheexperienceoftravellinginAmerica.Itwasin2000thatmyuncletookmetovisittheDisneyland.WespentawonderfuldayinDisneyland.Itookmanyphotoswiththefamouscartooncharacters,forexample,SnowWhiteandtheSevenDwarfs,MickeyMouse,WinniethePooh(小熊维尼).WevisitedthefourwonderfulthemeparksinDisneyland.Weweresohappy,butunfortunately,welostourwayandcouldn’tfindtheentrance.Wecouldn’tspeakEnglish,sootherscouldn’tunderstandus.Finally,wemetaChineseguide.Withherhelp,wewentbacktoourcar.
T:Poorboy!Soyouknow,wemightmeetmanykindsofdifficultieswhiletravellinginaforeigncountry.

StepⅡPre-reading
Talkaboutstudyinginaforeigncountry.Firstpresenttwopiecesofnewstostartthetopic.
Showthenewsonthescreen.
NEWS1
OnDec6th2005,twoChineseoverseasstudentswerekilledinOttawa,Canada.Theywereshotatabar,onewasshotdeadatonce,theotherdiedduringthewaytothehospital.ItwassaidthatthemurdererwereVietnamese.
NEWS2
(XinhuaNewsAgency)AcaraccidenthappenedtoagroupofChineseoverseasstudentsinNewZealandonSep7th2005.NewZealandpolicesaidthatthecaraccidenthappenedintheearlymorning,onestudent,XiaoDing,diedonthespot,theotherfourstudentswerehurt.Nowtwoofthemarestillinhospital.
T:Ireadthetwopiecesofnewsrecently.Whatcanyoulearnfromthenews?
S:Wecangettheinformationthatwemaymeetsomesecurityproblemswhilestudyinginaforeigncountry.
T:Yes.Asweknow,nowmoreandmorepeopleliveorstudyabroad,evensomeseniororjuniorhighschoolstudentsaresenttostudyabroad.Doyouknowwhy?
S:Ithinktheywanttolearnmoreadvancedtechnology,knowmoredifferentculturesandcustoms;theywanttoenlargetheirknowledgeandimprovetheirability.
T:Besidesthesecurityproblems,whatareotherproblemsthattheymightmeetintheirstudyanddailylife?Todaylet’slearnatextaboutaChinesegirlstudyinginLondon.First,pleaseturntoPage37,lookatthepicturesanddiscussthequestionsabovethem.
Afterdiscussion.
T:Nowwho’dliketoanswerthefirstquestion?Volunteer!
S:Letmetry.TheadvantagesofstudyinginaforeigncountryarethatwecouldlearnstandardEnglish,wecancommunicatewiththelocalpeople,andwecouldknowthemannersandcustomsofthecountrybetter.
T:Quiteright.
S:Buttherearestillmanydisadvantagesofstudyinginaforeigncountry.Itwouldbedifficultforustocommunicatewiththelocalpeople,andweshouldadapttothesituationquickly,wecan’tunderstandthelanguageverywell,soit’sdifficultforustodomanythingsevensomesimplethings.What’smore,wewillmissourhomes,missourparentsandfriends.
T:Yes,somanydifficultiestodealwith.ThenwhatdoyouthinkaChinesestudentwillfinddifferentfromstudyingataChineseschool?
S:Theywillfindit’snoteasytostudyinaforeigncountry.Differentteachingmethod,differentlearningmethodanddifferenteducationsystem,theyshouldadapttoallthesethingsquickly.
StepⅢWhile-reading
Getthestudentstocomprehendthepassagequicklyandaccurately,meanwhilehelpthestudentstoformagoodhabitofreading.
T:Nowpleaseskimthepassagefasttoobtainageneralunderstandingofthewholepassage.Whilereading,trytofindoutthemainideaofeachparagraph.
Severalminuteslater,askthestudentstotalkaboutthemainideaofeachparagraph.Atthesametime,showthesuggestedmainideasonthescreen.
Mainideaofeachparagraph:
Para.1:XieLei,aChinesegirl,isstudyinginaforeigncountry—London.
Para.2:GeneralintroductiontoXieLeiandherstudy.
Para.3:ThedifficultiesXieLeimetwhilelivinginLondon.
Para.4:Theadvantagesoflivingwithahostfamily.
Para.5:XieLeiisgettingusedtotheWesternUniversity’swayoflearning.
Para.6:XieLeifeelsmuchmoreathomeinEnglandnowandislivinganactivelife.
Para.7:ThenewspaperwillfollowXieLei’sprogressinlatereditions.
T:Welldone.Nowpleasereadthetextcarefullytohaveabetterunderstandingofthetext.Thenwewilllookatsomedetailedinformationofthetext.StudyinginLondon,XieLeihastofacesomedifficulties.Whileontheotherhand,shealsogetssomebenefits.TrytofindthedifficultiesandbenefitsfromthetextandfillinthediagramonPage39.
Tofinishthistask,thestudentsneedtoscanthetextandmakeasummary.Aftertheyhavefinishedit,checktheanswersbyaskingsomestudentstotellwhattheyhavewritten.
T:Whowouldliketotellyouranswers?
S:Iwouldliketosaysomethingaboutthebenefits.ThebenefitofdoingapreparationcourseishelpinghertogetusedtoacademicrequirementsofaWesternUniversity.
S:Ithinkthatthebenefitoflivingwithahostfamilyisthatshecangetlotsofadvice;shehastheopportunitytolearnmoreabouteverydaylifeandcustomsofthenewcountry.Livingwithahostfamilyisagreatcomfortwhenshemissesherfamily.
S:AndIthinkthebenefitofhavingatutorisgettingsomegoodadviceonstudyandheorshecancoachyouwithyourarticle;youcanmakegreatprogresswiththehelpofatutor.
T:Verygood!Then,whataboutthedifficulties?
S:ThedifficultiesthatXieLeimetattheUniversitywerethatwhensheheardanexpression,shecouldn’tunderstand.Itseemsstrangetoherthatsomeonedoessomething.Shedidn’tknowhowtowriteagoodessayonherown.
S:Inordertogetusedtoanewwayoflife,shehadtolearnalmosteverythingagain.Forexample,howtousethephone,howtopayonthebus,howtoaskashopkeeperforthingsshedidn’tknowtheEnglishfor.Shedidn’tunderstandthewordsthatthelocalpeoplesay.Shehasn’thadtimeforsocialactivities.

StepⅣPost-reading
Letthestudentslistentothetapeandatthesametime,gettheanswerstothefourquestionsinExercise1.
T:Nowlet’slistentothetape.Whilelistening,payattentiontothecorrectpronunciationsandtones.ThenreadthetextbyyourselvestogettheanswerstothefivequestionsinExercise1.
Suggestedanswers:
1.SheisinEnglandtostudyatauniversity.She’sbeeninEnglandforsixmonths.
2.BecausestudyinginEnglandisdifferentfromstudyinginChinaandsheneedstolearnaboutthesedifferencesandimproveherEnglish.
3.Becauseshehadtolearnhowtodoeverydaythingslikeusingatelephone,payingonabus,findingherwayaroundastrangecity;understandingEnglishasspokeninreallife;learninghowtowriteessaysacceptabletoherBritishlecturer.
4.XieLei’shostfamilyandherteachers.
5.Becauseshethinksit’simportanttohaveabalancebetweenstudyandasociallife,andshewantstomakenewfriends.
ThenletthestudentsdiscussthequestionsinExercise3.
T:Good.Allofyoudidaverygoodjob.Nowlet’smoveontoExercise3.Discussthequestionsingroups.
Suggestedanswers:
1.Sheisseriousaboutherwork.Theevidenceis:
ShedidresearchontheInternetforheressay.
Whenhertutordidnotgiveheragoodmarkshewenttoseehimtofindoutwhy.
Sheputhertutor’sideasintopractice.
2.Sheperseveres.Theevidenceis:
Shehadproblemswhenshefirstarrived,butworkedatthemtillshesucceededingettingoverthem.
Sheasksherhostfamilyforhelpwithanylanguageorcultureissues.
Shedidnotgiveupwithherfirstsetbackovertheessay.
3.Sheisenterprisingandadaptable.Theevidenceis:
ShelefthercitytogotoEnglandeventhoughshehadnevertravelledabroadbefore.
Shesettleddownwellenoughtofeelathomeinastrangecountry.
T:OK.Wehavealreadytalkedaboutthedifficultiesandbenefitsofstudyinginaforeigncountry.Now,let’slisttheproblemsthatXieLeihadwhenshefirstwenttoEngland,andtrytoaddtwoorthreeotherproblemsthatshemighthaveandsummarizewhatyouwoulddoifyouhadthesameproblems.Workingroups.
Possibleproblemsandsolutions:
XieLei’sproblemsYoursolutions
1.understandingandusingeverydayEnglish1.listeningtotheradioorwatchingtelevisiontobecomeaccustomedtoeverydayEnglish
2.reachingtheacademicrequirementsofaWesternuniversity2.askingyourtutorforadvicebeforeyoustartyouracademicwriting
3.makingnewfriends3.joiningalotofuniversitysocieties

StepⅤHomework
T:SupposeyouareXieLei,writealettertoyourparentsorfriendsinChina,tellingthemaboutyourpresentlifeaccordingtowhatyouhavelearnedfromthetext.

TheThirdPeriodListeningandspeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
agent,travel,parallel,abundant,govern,destination
b.功能句式
Wecould...
Youmight...
Itwouldbepossibleto...
Itisn’tpossibleto...
...wouldbeaperfectplaceforus.
Idon’tthinkyou’denjoy...
...wouldprobablysuitus.
2.Abilitygoals能力目标
Throughlistening,enablethestudentstoacquiredetailedinformationaboutPeru.
Enablethestudentstoexpresslikesanddislikes,probabilityandimprobabilitywiththetargetlanguage.
3.Learningabilitygoals学能目标
HelpthestudentslearnhowtogetdetailedinformationaboutPeruthroughlistening.
Helpthestudentslearnhowtoexpresslikesanddislikes,probabilityandimprobabilitywiththetargetlanguage.
Teachingimportantanddifficultpoints教学重难点
TalkabouttoursinandaroundCuzcowithfunctionalitemsgiven.
Teachingmethods教学方法
Listening,readingandspeaking.
Teachingaids教具准备
Aslideprojectorandataperecorder.
Teachingproceduresways教学过程与方式

StepⅠRevision
T:Attheendoflastperiod,youwereaskedtowritealetter.NowI’dliketwoofyoutoreadyourletters.Anyvolunteer?
Lettwostudentsreadtheirletterstotheclass.
Asampleletter:
Dearmomanddad,
Howiseverythinggoing?Imissyouverymuch.
Ihavegotusedtomynewlifehere.MyEnglishhasimprovedalotsinceIcamehere.SoIdon’thaveanydifficultyincommunicatingwiththelocalpeople.Youknowatthebeginning,Ievenhaddifficultyinusingthephoneandpayingonthebus.Igetonquitewellwithmystudyaswell.Iwasencouragedbymytutortogivemyownopinionsintheessay.AndnowIgetreallygoodmarks.Ifeelsoconfident.
Ienjoylivingwithmyhostfamily.Theyhavehelpedmealotwithmyeverydaylifeandunderstandingoflocalcustoms.Theyareverykindandwarm-hearted.Sodon’tworryaboutme.
Sendmylovetograndpaandgrandma.
Yourlove,
XieLei

StepⅡListening
DealwithListeninginUsingLanguage.
T:Today,we’lltraveltoPeru.First,let’slookatthemapofSouthAmericaonPage42,findthecitiesofLimaandCuzcoandtheAndesMountains.Whocandescribetheirlocationsaccordingtothemap?
S:Letmetry.Lima,thecapitalofPeru,liesinthenorthonthePacificcoast.
S:CuzcoisintheAndesMountains,itisapopulartouristdestination.
S:AndesMountainsrunsparalleltothePacificcoast.
T:Verygood.NowLiawantstovisitPeru.Shegoestoatravelagenttofindoutthebestwaytotravelthere.Let’slistentoaconversationbetweenLiaandatravelagentandtrytoknowmoreaboutPeru.Beforeyoulisten,gothroughthethingslistedinExercise2onPage41.ThenlistenandtickthethingsLiasaysshelikesdoing.
Playthetape.Thenchecktheanswers.
Playthetapeagain,anddealwithExercises3-4onPage42.Ifnecessary,playthetapeseveraltimes.

StepⅢReading
T:OK.Afterlistening,wehaveknownaboutLia’stravelplan.Wouldyouliketotakeatourthere?
Ss:Yes!
T:Beforeyougo,let’slearnsomethingaboutthiscountry.NowlookatthereadingpassageinReadingandspeaking.Readthetextandunderlinetheplacesmentionedinit.
Thestudentsaresupposedtounderline:coastalbelt,theAndesMountains,highflatplains,LakeTiticaca,Lima,Cuzco,MachuPicchu.
Thenletthestudentsfindanswerstothequestionsbelowthetext.
Severalminuteslater.
T:Well,whyisCuzcopopularwithtourists?
S:CuzcoisapopulartouristdestinationasitisclosetothefamousIncaruinsofthecityofMachuPicchu.It’sacitywherebothIndianandSpanishcultureandartcanbeseen.
T:Right!WhatisspecialaboutLakeTiticaca?
S:LakeTiticacaisthehighestlakeintheworld,andboatscantravelonit.
T:WhatdoyouthinktheofficiallanguagesofPeruare?
S:TheyareIndianandSpanish.
T:Verygood!ThistextisjustabriefintroductionofPeru.IfyouwanttotravelinPeru,youshouldknowmoredetailedinformation.WhatarethemostpopulartoursinPeru?Anyideas?TurntoPage43.Readthebrochureatthebottomofthispageandonthenextpage.WorkwithyourpartnersandanswerthequestionsinExercise2.
Suggestedanswers:
1.Tours1and4.
2.Peoplewhoenjoylearningaboutthecultureandlifestyleofthecountrytheyarevisiting.Peoplewhoenjoybeautifulscenerybutprefertoseeitthroughthewindowsofacomfortablebus.
3.WecouldvisitMachuPicchuonTour1andTour3.
4.Tour2wouldbebesttodolastbecauseitendsinLima,thecapital.

StepⅣSpeaking
GetthestudentstotalkabouttoursinandaroundCuzcowiththeexpressionsgiven.
FirstshowthefollowingexpressionsontheBb.
Ilike/don’tlikedoing/todo...
Ipreferto...
Ienjoy/love/hatedoing...
T:Boysandgirls,whatwouldyouliketodowhenyouareonholiday?Discusswithyourpartner,usingtheexpressionsontheBb.
Afterdiscussion,asksomestudentstotelltheirideas.Onestudentgivesonesentence.
S:Ilikevisitingmuseumsonholiday.
S:Idon’tlikegoingtohistoricalsights.
S:Iprefertostayinexpensivehotels.
S:Ienjoytryinglocalfood.
S:Ihatevisitingplacesonmyown.
T:NowimagineyourgroupplanstospendeightdaysinandaroundCuzco.Discusswhichtwotoursyouwilllike.You’dbetterusethefollowingusefulexpressions.
Wewould...
Youmight...
Itwouldbepossibleto...
Itisn’tpossibleto...
...wouldbeaperfectplaceforus.
Idon’tthinkyou’denjoy...
...wouldprobablysuitus.
Someminuteslater.
T:Whichgroupwouldliketoshareyourideas?
S:IfwehaveeightdaystotravelinandaroundCuzco,Tour1andTour2wouldprobablysuitus.WecouldmakewalkingtouronTour1,experiencethejungleanditswildlife.Itwouldbepossibleforustoenjoythemountainsceneryandtheancientruins.Thenonthefourthday,wecouldarriveattheruinsoftheancientIncacity,thenwecouldcatchthetrainbacktoCuzco.Onthefifthday,wecouldbeginourtripfromCuzcotoPunobyroad.Wecouldenjoythefantasticviewsofthehighlandcountryside,thenwewouldtravelbyboatacrossLakeTiticaca.WecouldseethebeautifulsceneryoftheLake,alsowecouldstaywiththelocalfamilyandlearnmoreabouttheirlife.Itwouldbeaperfectplaceforus.ThenontheeighthdaywecouldreturntoPunoforourflightbacktoLima.
T:Goodplan!Iamsurethatwouldbeawonderfuljourney!Othergroups?
S:WewouldchooseTour3andTour2.Welikearchitecture,sowewouldspendfourdaysintheAndesatCuzco.Wecouldvisitthemuseums,enjoytheSpanisharchitecture,alsowecouldenjoysomedeliciousfood,buysomegreatsouvenirs,wecouldtakethetrainuptoMachuPicchutovisittheruinstolearnmoreaboutitshistory.Thenonthefifthdaywecouldbeginourtripbyboat,wecouldenjoyLakeTiticaca,visittheUrosIndian’shouse,knowmoreabouttheirlifeandtheirmannersandcustoms.Atlast,wewouldreturntoPunofortheflightbacktoLima.
T:Excellent!OK,somuchfortoday’stravelinPeru.Ithinkyouallhadawonderfuljourney,right?Ifyouareinterestedinthiscountry,youcanfindmoreinformationaboutitafterclass.
SomeinformationaboutPeruanditsfamouscitiesisincludedintheappendix.

StepⅤHomework
T:Inthereadingpassage,welearnedaboutXieLei’slifeinLondon.Welearnedthatshehastoovercomemanydifficultiesandfacemanychallenges,becauseshehastogetusedtoawholenewwayoflife.NowimagineyourAmericanpenfriendhasdecidedtocometoChinatostudyChinesecultureandlanguageatauniversitynearyou.Homeworkfortoday:writealettertohimorhergivinginformationaboutwhatlifewillbelike.Includethingslike:
●Whathe/shewillfinddifferentinChina(includethingslikefood,study,transport,accommodation,etc);
●Howeasyordifficultitwillbetomakefriends;
●ThebestwaytolearnChineseandaboutChineseculture;
●Thingsyoucandotohelphim/hersettlein.
Sampleletter1:
DearAndy,
I’mgladtohearyouarecomingtoChinaforuniversitystudy.HereI’dliketoofferyousometipsinorderthatyouwillhaveagreattimeduringyourstudyinChina.
Asyouknow,Chinaisalotdifferentfromyourcountryespeciallytheculture,soyoumusttryyourbesttoadapttothenewenvironment.First,youmustgetusedtoChinesefood.Thismaynotbethebiggestchallengeforwesterners.Second,youhadbetterbeawareoftheeducationsystemandmakenewplansforyouruniversitystudy.Inaddition,youshouldalsobefamiliarwiththetransportationandaccommodation.
OnyourfirstarrivalinChina,youmaygetacultureshockaswell.ThebestwaytoovercomeitistomakemorelocalfriendsandtolearnmoreaboutChineseculture.Trytobeeasy-goingandsociablesomoreChinesepeoplewouldliketomakefriendswithyou.Aftersomecommunicationwiththelocalpeople,itwillberathereasyforyoutoadapttothenewculture.
Ofcourseyoucouldturntomeforhelpatanytime.IwillbepleasedtobeyourguidehereinChina,sopleasedon’thesitateifyouhaveanytrouble.
WishyouawonderfultimeinChina.
Yours,
Fiona
Sampleletter2:
DearEmma,
I’mverygladtohearthatyouhavedecidedtocometoChinatostudyChinesecultureandlanguage.
YouhavealreadyknownsomeChinesewordsthroughmyletter,butit’snotenoughforyoutostudyinChina.Whenyoucomehere,you’llfindtherearemanydifferencesbetweenChinaandAmerica.Youhavetolearnhowtocommunicatewiththelocalpeople.Chinesepeopleareveryfriendly.So,it’seasytomakefriends.Therearemanyplacesyoucangosuchasparks,publicmuseums,andhistoricalattractions.Youcansimplytalktothem,justbesincereandgenerous,youwillfindyourbestfriends.
Youwillhavetoadapttothefoodandtransporthere.InChina,mostpeopleusebike,ortakebus,whichisdifferentinyourcountry.StudyinChinaisalsodifficult.Chineseteachersarestrictwithstudentsinstudy,soyoushouldstudyhard.ThebestwaytolearnChineseandChineseculture,Ithink,istolivewithChinesepeople,staywiththem,alwayscommunicatewithpeopleinChinese;ifyouhavetime,youcantraveltodifferentareastoknowthevarietyofChineseculture.
Ihopeyoucanlivewithmyfamily,thenIcanhelpyoutolearnChinese.Ofcourse,ifyouliketolivealone,Icanhelpyoutorentagoodandcheaphousenearyouruniversity.Iexpecttoseeyousoon.I’msurethatyou’llloveChina.
Yours,
LiMing

TheFourthPeriodGrammar
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
accommodation,acknowledgement,relationship,occupied,requirement,analyse,comfort,qualification,preparation,hopefully
b.重点句子
XieLei,whois21yeasold,hascometoouruniversitytocompleteabusinessqualification.
“...Youhavetogetusedtoawholenewwayoflife,whichcantakeupallyourconcentrationinthebeginning,”explainedXieLei,whohadlivedinthesamecityinChinaallherlife.
HewantedtoknowwhatIthought,whichconfusedmebecauseIthoughtthattheauthorofthearticleknewfarmorethanIdid.
2.Abilitygoals能力目标
Enablethestudentstolearnthemeaningsandusagesofsomekeywordsandexpressions.
Enablethestudentstorevisethenon-restrictiveattributiveclause.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtousethekeywordsandexpressionsandnon-restrictiveattributiveclausesincertainsituations.
Teachingimportantanddifficultpoints教学重难点
Theusageofthenon-restrictiveattributiveclause.
Teachingmethods教学方法
Explainingandpracticing.
Teachingaids教具准备
Aprojectorandablackboard.
Teachingproceduresways教学过程与方式

StepⅠRevision
Checkthestudents’homework.
T:Inlastperiod,welearnedsomethingaboutPeru.Whatelsehaveyoufoundaboutthecountry?
WholiketosaysomethingaboutPeru?
S:Iwanttohaveatry.Yesterday,IfoundsomeinformationaboutPerufromamagazine.
Peruisameetingplaceofdifferentraces,languagesandcultures.Thelandinhabitedbymillionsofnativesbeforethearrivalofthe“Spanishconquerors”witnessedthearrivalofEuropeans,AfricansandAsians.Overtime,arichculturalblendoccurred,whichisexpressedinthePeruviancuisine,handicrafts,musicanddances.
InPeru,naturehasbroughttogetheranenormousvarietyoflandscapes,climatesandecosystems.Witharangethatincludesthecoastaldeserts,theimposinggeographyoftheAndeanmountains,andthedenseAmazonjungle,Peruholdsthegreatestvarietyofmicroclimates,plantsandanimalsintheworld.
Thishumanandnaturaldiversityproducesarichculturalinteractionamongdifferentpeople,avarietyofoccupationalpatternsanduseofspaces,andaspectacularfusionofculturesandlandscapes.Thus,Peruhasanenormouspotentialasaprivilegedtouristattractioncapableofofferingvisitorsawidevarietyofoptionsallyearround.
T:Thankyouforyourinformation.Wedon’thaveenoughtimetoshareallyouhavefoundaboutPeru.Ihopeyoucansharewitheachotherafterclass.

StepⅡLanguagestudy
Dealwithexercisesaboutusefulwordsandexpressions.
T:NowpleaseopenyourbooksandturntoPage40.Let’sdosomepracticewiththesomeusefulwordsandexpressionsinthetext.
Askthestudentshavefinishedthem,checktheanswers.
ThendealwiththeexercisesinUSINGWORDSANDEXPRESSIONSonPages80-81.

StepⅢGrammar
T:InUnit4,werevisedtherestrictiveattributiveclause.Today,let’srevisethenon-restrictiveattributiveclause.Lookatthescreen.Hereisaformabouttherestrictiveattributiveclauseandnon-restrictiveattributiveclause.Pleasetellthedifferencesbetweenthem.
Showthefollowingformonthescreen.
RestrictiveAttributiveClauseNon-restrictiveAttributiveClause
1.Wewillalwaysrememberthedaysthatwespentinthevillage.1.John,whowassittingonmyleft,saidthatthismealwasthebesthehadeverhad.
2.Anyonewhobreaksthelawwillbepunished.2.Hewaslateagain,whichmadehisteacherveryangry.

S:Theextrainformationisnecessaryintherestrictiveattributiveclause.Theextrainformationcanbeleftoutinthenon-restrictiveattributiveclause.
S:Wedon’tusecommaswiththerestrictiveattributiveclause.Weusecommaswiththenon-restrictiveattributiveclause.
S:Weneveruse“that”inthenon-restrictiveattributiveclauseasrelativepronoun.
Giveasummaryofthenon-restrictiveclause.
Relativepronounsinnon-restrictiveclauses

PersonThingPlace
Subjectwho/which
Objectwho/whomwhichwhere
Possessivewhose

Notes:
1.Inthenon-restrictiveclauses,youcannotuse“that”insteadofwho,whomorwhich.
2.Youcannotleaveouttherelativepronoun,evenwhenitistheobjectoftheverbintherelativeclause:
Hegavemetheletter,whichwasinablueenvelope.
Hegavemetheletter,whichIreadimmediately.
3.Theprepositionintheseclausescangoattheendoftheclause,e.g.ThisisStratford-on-Avon,whichyouhaveallheardabout.
ThispatternisoftenusedinspokenEnglish,butinwrittenorformalEnglishyoucanalsoputtheprepositionbeforethepronoun.e.g.Stratford-on-Avon,aboutwhichmanypeoplehavewrittenisShakespeare’sbirthplace.
4.Non-restrictiveclausescanbeintroducedbyexpressionslikeallof,manyof+relativepronoun:
Examples:
a.Therewerealotofpeopleattheparty,manyofwhomIhadknownforyears.
b.Hewascarryinghisbelongings,manyofwhichwerebroken.
5.Therelativepronounwhichatthebeginningofanon-restrictiveattributiveclause,canrefertoalltheinformationcontainedinthepreviouspartofthesentence,ratherthantojustoneword.
a.Chrisdidreallywellinhisexams,whichwasabigsurprise.(=thefactthathedidwellinhisexamswasabigsurprise).
b.Anelephantandamousefellinlove,whichismostunusual.(=thefactthattheyfellinloveisunusual).
T:NowgobackthereadingpassageonPages38-39.Pickoutthesentencescontainingnon-restrictiveattributiveclause.
Thesentencesare:
1.XieLei,whois21yeasold,hascometoouruniversitytostudyforabusinessqualification.
2.“...Youhavetogetusedtoawholenewwayoflife,whichcantakeupallyourconcentrationinthebeginning,”explainedXieLei,whohadlivedallherlifeinthesamecityinChina.
3.HewantedtoknowwhatIthought,whichconfusedmebecauseIthoughtthattheauthorofthearticleknewfarmorethanIdid.
T:Let’sdosomepracticewiththenon-restrictiveattributiveclause.Trytousetherightrelativepronounsandadverbstocompletethesentences.
Showthefollowingsentencesonthescreen.
1)Hisdog,whichwasnowveryold,becameillanddied.
2)YesterdayImetLiLei,whoseemedtobeverybusy.
3)Football,whichisaveryinterestinggame,isplayedallovertheworld.
4)Helivesinthecity,wherethereisahightower.
5)ThePeople’sRepublicofChinawasfoundedin1949,whenhewasborn.
ThendealwithExercises2-3onPage41.

StepⅣExercises
Sincethestudentshaveknownthedifferencesbetweenrestrictiveattributiveclauseandnon-restrictiveattributiveclause,letthemdosomepracticewiththem.
1.Afastfoodrestaurantistheplace_____,justasthemansuggests,eatingisperformedquickly.(2004上海)
A.whichB.whereC.thereD.what
2.York,____lastyear,isaniceoldcity.
(2003北京)
A.thatIvisitedB.whichIvisited
C.whereIvisitedD.inwhichIvisited
3.Anyway,thatevening,____I’lltellyoumoreaboutlater,IendedupstayingatRachle’splace.
(2004浙江)
A.whenB.whereC.whatD.which
4.RecentlyIboughtanancientChinesevase,____wasveryreasonable.(2000上海)
A.whichpriceB.thepriceofwhich
C.itspriceD.thepriceofwhose
5.Thejourneyaroundtheworldtooktheoldsailorninemonths,______thesailingtimewas226days.(2004广西)
A.ofwhichB.duringwhich
C.fromwhichD.forwhich
Key:1.B2.B3.D4.B5.A

StepⅤHomework
FinishExercise1andExercise3onPage81.

TheFifthPeriodIntegratingskills
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
concern,overseastrip,catchaplane,occupy,board,occupied,destination,goforawalk,falldown,approve
b.重点句子
WhenItriedtoboardthesecondplanetheyaskedformytransitcard,whichIdidn’thave.
SoIcountedouthowmanyIneededfortheholidayandputthemintoasmallbox.
Ifoundoutitwasillegaltohavethesepillswithoutadoctor’spermission.
2.Abilitygoals能力目标
Enablethestudentstoreadabouttheproblemstravellersmightmeetwhiletravelling.
Enablethestudentstowriteaboutproblemstheymightexperiencewhiletravelling.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtodealwiththeproblemstheymightexperiencewhiletravelling.
Teachingimportantanddifficultpoints教学重难点
Learnhowtodealwithaccidentsthatmayhappentoyouwhiletravelling.
Teachingmethods教学方法
Listening,fastreadingandwriting.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
Teachingproceduresways教学过程与方式

StepⅠRevision
CheckthehomeworkofExercise1andExercise3onPage81.ThengetthestudentstodiscussandexplainwhysomeofthesentencesinExercise1usenon-restrictivesentences.Helpthestudentstosummarize:
Theinformationinthenon-restrictiveattributiveclausesisnotessential.Ittellsusmoreaboutsomeoneorsomething,butitdoesnothelpustoidentifythemorit.Non-restrictiveattributiveclausesarealwaysseparatedfromtherestofthesentencebycommas.Thecommashaveasimilarfunctiontobrackets.

StepⅡListeningtask
T:Tinaisgoingtotravel,buthermotherSandraisworriedabouther.Doyouwanttoknowwhy?Today,we’regoingtolistentoaconversation.Beforelistening,pleaseopenyourbooksandturntoPage82.Readfastthequestionsandfindoutthelisteningpoints.Payattentiontotheseimportantpointswhilelistening.WhenIplaythetapeforthefirsttime,trytogetageneralideaoftheconversation.Whenyoulistentothetapeforthesecondtime,you’llbeaskedtoanswerthesequestions.Areyouclear?
Playthetape.LetthestudentsguesswhatmightbetherelationshipbetweenSandraandBrian.Thenplaythetapeagain.Thestudentslistenandmakesomenotes.
T:Nowlet’slistentothetapeforthesecondtime.Makesomenoteswhilelistening.Andtrytofindanswerstothequestions.
Afterlistening,asksomestudentstoanswerthequestions.Thenplaythetapeathirdtime,andletthestudentspayattentiontowhatBriansaysandfinishExercise3.

StepⅢReadingtask
T:Justnow,welistenedtoaconversation,andlearnedaboutTina’stravelplan.Whiletravelling,peoplemightmeetmanykindsofproblems,somemaybeunforgettable,someembarrassed.Canyouthinkofsomeproblemsthatwouldhappentotravellers?
S:Letmetry.Maybeonewouldforgetthetimeofhisflight.
S:Maybeonewouldcarrysomegoodsthatareforbiddenontheplane.
S:Maybeonewouldlosehis/herwayandcouldn’tcommunicatewiththelocalpeople.
T:Yes,thesesituationsarequitepossible.Nowwearegoingtoreadsomesimilarexperiences.TurntoPage82.Firstlookatthepicturesandguesswhatproblemseachtravellerhasexperienced.Andshareyourpredictionswithyourpartner.
Thenletthestudentsreadthestoriesandgetthemainideaofeachone.
T:Nowdofastreading,trytogetthemainideaofeachstory,OK?
Severalminuteslater.
T:OK!Afterfastreading,youshouldhavegotthegeneralideaofeachstory.Didyouguesscorrectly?Pleasefindtheproblemthateachtravellerhasandthingstheyshouldhavedonefromthetext,andthencompletethetableinExercise1withbriefinformation.
Aftertheyhavecompletedthetable,checktheanswers.ThenmoveontoExercise2.
ProblemThingstheyshouldhavedone
TomHedidnotobtainatransitcardwhenherchangedplanesatHeathrow.Heshouldhaveaskedwhatthecardstheywerehandingoutwerefor.
SallyShewasstoppedatthecustomsbecauseshewascarryingdrugswithoutadoctor’sprescription.Sheshouldhaveleftthepillsintheiroriginalbottlewhichhadthenameofherdoctoronit.Tobeevensafer,shecouldhaveaskedherdoctorforaletterwhichexplainedthatshehadtotakethepillsforherhealthcondition.
PaulHehadanaccidentinanisolatedplaceandcouldn’twalk.Heshouldhavetoldsomeonewherehewasgoingandwhenhewouldbeback.Thenwhenhedidn’tgetback,theywouldhaveknownwheretosearchforhim.
DonnaSheoffendedsomeofthepeopleinthetownshewasvisitingbywearinginappropriateclothes.Sheshouldhavefoundoutaboutlocalcustomsandfollowedthem.

T:Youdidaverygoodjob.Nowlet’slookattheExercise2onPage84.Completetheadvicetotravellers.
Afterthestudentshavecompletedtheadvice,askfourofthemtoreporttheiranswers.
Suggestedanswers:
1.Whenchangingplanes,makesureyouknowwhatyouhavetodo.Ifyoudon’tknowwhattodo,asksomeone..
2.Ifyouhavetotakespecialmedicinewhenyouaretravellingoverseas,carryadoctor’sletterthatexplainsthis.
3.Iftravellingalone,alwaysletsomeoneknowwhereyouaregoingandwhenyouwillarrivethere.
4.Whentravelling,alwayswearclothesthatthelocalpeoplewillfindacceptable.

StepⅣWritingtask
DealwithWRITINGTASKonPage84.
T:NowlookatthefourpicturesinWRITINGTASK.Imaginewhatmighthavehappened.Thenwriteastoryaboutitaccordingtothepictures.
Someminuteslater,askseveralstudentstoreadtheirstoriestotheclass.
Asamplestory:
ThedayIlefthomeforAustraliaIwenttosaygoodbyetomymother.ShewasveryworriedaboutmeandwhetherIcouldlookaftermyselfproperly.ShewasespeciallyworriedthatIwouldn’tlikeAustralianfood,soshecookedmeallmyfavouritedishesandputthemintoaboxtotakewithmeonmyjourney.
WhenIarrivedinAustraliathecustomsofficerwantedtoknowwhatIhadinmybox.HeexplainedthatAustraliahasverystrictquarantineregulations.Theydon’twantplantandanimaldiseasesfromothercountriestocomeintoAustraliasotheyinspectalltheplantandanimalproducts.Unfortunatelyitwasillegalformetobringintothecountrythekindoffoodmymotherhadgivenmeandsoitallhadtobethrownaway.
Thatnight,insteadofeatingMum’sdeliciousspicychicken,IboughtandAustralianhamburgerandateitintheairport.

StepⅤHomework
LetthestudentschooseoneoftheprojectsonPage85andprepareitafterclass.Theywillbeaskedtoreportordisplaytheirworkinthenextclass.
附件
I．课文注释与疑难解析
1.keepitup保持优秀成绩，继续干下去=welldone
keepupthegoodwork/Keepitup!干得好！继续好好干吧！
keepsth.up(tomakesth.stayatahighlevel)使某物保持在高水平
Thehighcostofrawmaterialsiskeepingpricesup.
Theysangsongstokeeptheirspiritsup.
2.Itwasthefirsttimeshehadeverlefthermotherland.
这是她第一次离开家。
Itis/wasthefirst/secondtimesb.have/haddonesth.某人第几次做某事
ItwasthesecondtimeIhadbeentotheGreatWall.这是我第二次去长城。
Itisthefirsttimetheyhaveseenthefilm.这是他们第一次看这个电影。
3.be/getusedto(doing)sth习惯于（做）某事。如：
Iamnotusedtobeingtreatedthatway.我不习惯被（别人）那样对待。
Don’tworry.Youwillsoongetusedtoit.
别担心，你很快会习惯的。
usedtodo与beusedtodoing的区别：
usedtodo表示过去曾经……,过去常常……
beusedtodoing表示习惯于（做）某事
WeusedtoliveinasmallvillagebutnowweliveinLondon.
Thecar’srunninglesssmoothlythanitusedto.
Heisthebosshere!Heisnotusedtobeingtoldwhattodo.
Iamusedtosleepingonasofa.
4.recommendvt.推荐,介绍,劝告
recommendsb.todosth.=advisesb.todosth.
建议某人去做某事
eg:Irecommendyoutoseeheratonce.
我劝你马上去看她。
Thedoctorrecommendedmetotakealongrest.医生劝我长期修养。
recommenddoingsth.=advisedoingsth.
建议做某事
eg:Sherecommendedbuyingthisdictionary.
她建议买这本字典。
Irecommendgoingbybus.我建议乘公车去。
recommendthat+sb.(should)do
eg:Theteacherrecommendedthatwe(should)readthenovel.

Ⅱ.文化背景知识
AboutPeru
Peruisameetingplaceofdifferentraces,languagesandcultures.Thelandinhabitedbymillionsofnativesbeforethearrivalofthe“Spanishconquerors”,witnessedthearrivalofEuropeans,AfricansandAsians.Overtime,arichculturalblendoccurred,whichisexpressedinthePeruviancuisine,handicrafts,musicanddances.
InPeru,naturehasbroughttogetheranenormousvarietyoflandscapes,climatesandecosystems.Witharangethatincludesthecoastaldeserts,theimposinggeographyoftheAndeanmountains,andthedenseAmazonjungle,Peruholdsthegreatestvarietyofmicroclimates,plantsandanimalsintheworld.
Thishumanandnaturaldiversityproducesarichculturalinteractionamongdifferentpeople,avarietyofoccupationalpatternsanduseofspaces,andaspectacularfusionofculturesandlandscapes.Thus,Peruhasanenormouspotentialasaprivilegedtouristattractioncapableofofferingvisitorsawidevarietyofoptionsallyearround.

POPULATION:25’661,700inhabitants(asofyear2000)
AREA:1’285,215.60sq.km.
CAPITAL:Lima
LANGUAGE:Spanish,Quechua,Aymara
GDP:USbillion(estimated2000)

MACCHU-PICCHU
Afterhavingremainedhiddenfromtheworldformorethanfourcenturies,thearchitecturalcomplexofMACCHU-PICCHU,“oldmountain”inQuechua,wasdiscoveredbytheAmericanarchaeologistHiramBinghamin1911.Situated112km.fromCuzcoontheedgeoftheUrubambacanyon,at2,350metersabovesealevel,itcoversanareaof32,590kms2,andsaidtobebuiltbytheIncasasareligiousarea.Itismadeupofhouses,placesofworship,hydraulicsystemsandterraces.TheIncasTrailisone’swayofreachingthefortress,justastheancientpeopleoftheempirearrivedonfoot,bystonepaths,stepsandtunnelsthatcrosstheUrubambariverandextendformorethan40kilometers.
LIMA
Withacurrentpopulationofoversevenmillionpeople,flankedtotheeastbytheAndesMountainsandtothewestbythePacificOcean,LimaisboththemostmodernandoneoftheoldestcitiesofPeru.In1535,LimawaschosenastheCapitalofPeruduetoitsprivilegedharborlocation.Duringmostofthecolonialperiod,LimaremainedthemostimportantpoliticalandcommercialpowercenterinSouthAmerica.ThisillustriouspastisreflectedinthecolonialarchitecturethathasearnedthedowntownareatheUNESCOtitleofWorldCulturalHeritage.
Duetoitsimportanceasthecountry’seconomiccenteranditsprivilegedcentrallocationinSouthAmerica,Limaconstitutesaconvenientcenterforconventionsandbusinessmeetings.

延伸阅读

高一英语必修4 Unit5 Theme parks 导学案

高一英语必修4Unit5Themeparks导学案

TheFirstPeriodWarmingupandReading
Enablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.
Teachingimportantpoints:TosolvethequestionsinComprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.
Teachingdifficultpoints:Howtogiveageneralinstruction/descriptionofaplace.
1．Skimmingandscanning;
2．Asking-and-answeringactivities;
3．Listeningmethod.
Whatisapark？Whatisathemepark?
Aparkisapublicareaoflandwithgrass,trees,etc,wherepeoplecanwalkforfunorchildrencanplay.
Athemeparkisalargeareawhichisdesignedaroundonesubjectsuchaswater,food,culture,scienceorhistory.
Thedifferencebetweenaparkandathemepark:
Thegeneralpurposeofaparkisforpeopletowalkinforpleasureorforchildrentoplayinit.
Athemeparkisfuntovisit,butitcanalsobeeducationalandcanofferusefulinformation.

Task1.Skimming
Skimthepassagetogetthemeaningofthetitle“ThemeParks-FunandMoreThanFun”.

Task2.Scanning
Scanthepassagetocompletethetablewithinformationfromthepassage.

1.Name:Disneyland
Location:Inseveralpartsoftheworld
Theme:___________________________
Activities:Travelling__________________________
Visiting__________________________
Meeting__________________________
Ridinginaswingingship
Goingonafree-falldrop

2.Name:Dollywood
Location:________________________________________
Theme:__________________________________________
Activities:Listeningto______________________
Watching________________________
Trying__________________________
Riding__________________________
Watchingbaldeagles
RidingonThunderhead

3.Name:CamelotPark
Location:InEngland
Theme:__________________________________
Activities:Watching________________________
Visiting_________________________
VisitingthefarmareaandlearningaboutfarmsinancientEngland

Key:1.Fairytalestories,throughspace,apirateship,fairytaleorDisneycartooncharacters,
2.IntheSmokyMountainsinthesoutheasternUSA,America’straditionalsoutheasternculture,countrymusic,craftsmenmakingobjects,traditionalcandies,ontheonlysteam-enginetrain,
3.AncientEnglishhistoryandstories,magicshows,thejoustingarea

Task3.Listening
ListentothetapeandthendotheTorFexercisesonPage35.

Writeasummaryofthereadingpassageusingthenewwords.

1.theme:amainsubjectoridea
e.g.Thethemefortonight’stalkiseducation.
2.fun:enjoyment;pleasure(U)
havefun:enjoyoneself尽情地玩
forfun:forpleasure为了娱乐
alotof/much/nofun有趣/没趣
(be)infun在开玩笑
Thelittlecatisfulloffun.
It’snofunspendingtheweekenddoingnothing.

3.morethan在本句意为“不仅仅是……;不只是……”
e.g.Thisbookismorethanagrammar.这不只是本语法书。
另外,morethanhappy/glad/willing,etc(todosth)表示“非常乐意(做某事)”。
e.g.WearemorethanhappytoshowyouaroundBeijing.我非常乐意带你到北京到处看看。

4.various不同的，各种各样的
Therearevariouscolorstochoosefrom.从这里到车站有各种不同的走法。
Therearevariouswaysofgettingtothestationsfromhere.
varietyn.变化，多样性，种类
Theshoppingcentersellsavarietyofgoods.
Atschoolwelearnavarietyofthings.在学校里我们学习各种东西。
Shemadethechildrengladinavarietyofways(用各种方法).

5.amusement(n.)n.消遣，娱乐(活动)
China’sCulturalThemeParkoffersitsvisitorsallkindsofamusement.
Tohergreatamusementtheactor’swig(假发)felloff.
amuseoneself消遣，自我娱乐
Thechildrenamusedthemselvesbyplayinghide-and-seekgames.
翻译：她读侦探(detective)小说消遣。
Sheamusedherselfbyreadingdetectivestories.

6.nowonder:usedtosaythatyouarenotsurprisedbysomething难怪；不足为奇(特别用于口语中)
Nowonderyou’vegotaheadache–youdranksomuchwine.你喝了那么多酒，难怪你头疼。

7.wherever(conj.hecanwritesongsaswell.
5.China___________________________(作为美丽的国家而出名)withalonghistory.
6.It’sclearthathispaintingstyle________________(模仿)thatofVincentvanGogh.

Key:
Ⅰ1.variously
2.swinging
3.amused
4.length

Ⅱ1.whereveryougo
2.Nowonderpeoplesay
3.whether/ifyouhavefinishedyourworkornot/whetherornotyouhavefinishedyourwork
4.morethanasinger
5.isfamousasabeautifulcountry
6.wasmodelledafter

高一英语必修3Unit5教案

Unit5Canada—“TheTrueNorth”
Ｉ．单元教学目标
技能目标SkillGoals
TalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.
Learnhowtoreadatravelingreportandusemaps.
Learntoexpressdirectionsandpositions.
MastertheNounClause-Appositiveclause.
Learntowriteareporttoexpresswhatyouhearandseeinaplace.
II．目标语言

功
能
句
式表示方向的句式
Whereis...?
Howdoesonegoto...?
Inwhatdirectionis...?
Is...closeto/farfrom...?
Howfaris...?
表示位置的句式
Itis/liesinthenorth/southof...
Itis/liestothesouth/east/northwestof...
Itiswithin...
Kilometersof...
Itis/liesonthewest/east.
Theplaceisontheborder.
Yougoalongthecoast.
Itiseast/westof...
Itisfarawayfrom...
Onegoesnorthward.

词汇1.四会词汇
QuizCanadianministercontinentbaggagechatsceneryeastwardwestwardupwardsurroundharbormeasureaboardeaglewithinborderslightacreurbantopicmixmixturebushmaplefrostconfirmwealthydistancemistmistyschoolmateboothdowntownapproximatelydawnbuffetbroadnearbytraditionterrifyterrifiedpleasedimpressimpressive
2.词组
Primeminister,ratherthan,settledown,managetodo,catchsightof,haveagiftfor,inthedistance
语法Nounclauseastheappositive

III．教材分析与教材重组
1.教材分析
本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。
1.1WarmingUp部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，WarmingUp通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。
1.2Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。
1.3Reading部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。
1.4Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。
1.5LearningaboutLanguage部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。
1.6UsingLanguage部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。
1.7SummingUp部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。
2.教材重组
2.1Reading(I)：从话题内容和功能上分析WarmingUp，Pre-readingReading与Post-reading话题相同，可以整合成一节阅读课。
2.2Reading(II)：可将Usinglanguage中的Reading与Workbook中ReadingTask放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。
2.3Listening：可将UsingLanguage中的ListeningandWriting,Speaking,Workbook中的Listening(P69)与Workbook中的ListeningTask三个活动整合成一节“听力课”。
2.4Speaking:把LearningaboutLanguage中的Exercise4Makingupadialogue(P36)与Workbook中的Talking(P69)和SpeakingTask（P74）整合一节“口语课”。
2.5Learningaboutlanguage:将Learningaboutlanguage(P36Exercise4除外)与Workbook中的Usingwordsexpressions（P70）和Usingstructures（P71）结合在一起，上一节“语言学习课”。
2.6Writing可将UsingLanguage中的Writing(P39)与Workbook中的WritingTask(P74)整合成一节写作课。
3.课型设计与课时分配(经分析教材,本单元可以用六课时教完)
1stperiod:Reading(I)
2ndperiod:Reading(II)
3rdperiod:Listening
4thperiod:Speaking
5thperiod:LearningaboutLanguage
6thperiod:Writing
Ⅳ.分课时教案

TheFirstPeriodReading(I)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
ratherthan,baggage,scenery,eastward,chat,surround,harbor,measure,aboard,haveagiftfor,within,managetodo,catchsightof,eagle,acre,urban
b.重点句子
2.Abilitygoal能力目标
LearnhowtodescribetheplacesthatLiDaiyuandLiuQianvisitinCanada.
Understandthenounclauseusedasappositive.
EnablethestudentstounderstandthedetailsofthepassageaboutCanadaandfindthecorrectanswerstothequestionsinthepost-reading.
3.Learningabilitygoals学能目标
Improvethestudents’readingability-guessingwords,searchingforinformation.
LearntheinformationaboutCanada.
Mastertheexpressionsfordescribingdirectionsandlocations.
Teachingimportantpoints教学重点及难点
a.Findtheanswerstothequestionsinpost-reading.
Learnthemethodsofwritingatravelingreportabout.
b.Understandtheuseofnounclause-appositiveclause.
Learntoreadthetravelingreportaccordingtothetravelingroute.
Teachingmethods教学方法
1．Skimmingandscanning;
2．Asking-and-answeringactivities;
3．Listeningmethod.
Teachingaids教具准备
Acomputer,aprojectorandataperecorder.
Teachingproceduresways教学过程与方式

Step1Revision
Checkthestudents’homework.
T:Beforewecometothenewlesson,let’scheckyourhomework.
Theteachercheckstheassignmentofthelastclass.

Step2Lead-inandWarmingUp
Showthestudentsthemapleflagandaskthemsomequestions.
T:Doyouknowwhichcountryusesthisnationalflag?
Ss:Canada.
T:WhichcontinentisCanadain?
Ss:ItisinNorthAmerica.
T:Howlargeisit?
Ss:Ionlyknowitisthesecondlargestcountryintheworld.Idon’tknowtheexactnumber.
T:Canadaoccupiesanareaof9,978,4670squarekilometers.ItisabitbiggerthanChina.Whichcountryisitsneighbor?
Ss:TheUnitedStates.

(TheteachershowsamapofCanadatothestudents.)
T:Right.TheUnitedStateisitsneighbor.Canadaisabeautifulcountry.

Step3Pre-reading
T:NowIwanttoaskyouaquestion.Doyouliketraveling?
Ss:Yes,weliketravelingverymuch.(No,Idon’tliketraveling.Itistiring.)
T:Iknowmostofusliketraveling.Haveyoueverbeenabroad?
Ss:No/Yes.
T:Fewofushaveeverbeenabroad.Thenwhatisthelongesttripyouhaveevertaken?
Sa:Beijing(Shanghai/Hainan/Harbin).
Sb:Ihaveneverbeenoutofmyhometown.
T:Ifyougetachancetogoabroad,whichthreecountrieswouldyouliketovisitmost?Why?
Sc:IwouldliketogotoFrench,AustraliaandIreland.IthinkFrenchisfullofromanticsandtherearemanybeautifulbuildings.Australiaisfamousforitsbeautifulsceneryandpeopleareveryfriendly.Irelandisalsobeautiful.Iwanttowalkalongtheroadsofthecountryside.
Sd:IthinkIwilltravelinchinafirst,becauseChinaismymotherlandandsheisverybeautiful.IwouldalsoliketogotoCanadasothatIcanseethelargeandbeautifullakes,andthere’sthewonderfulsnowscenery.IalsofeellikepayingavisittoAustraliabecausetherearemanysheepandrareanimalsthere.
T:Verygood.Weloveourmotherland,butifwewanttomakeourcountrymorebeautifulandmoredeveloped,weshouldknowmoreabouttheothercountries.Herearetwoquestions.Youmayaskyourpartnerforanswersandgiveyouranswerstohim/her.
Showthequestionsonthescreenorontheblackboard.
IfyoutakeatriptoCanada,whatdoyouexpecttosee?
WhatthreewordswouldyouusetodescribeCanada?

Theteachercanasksomepairstotelltheirideasinclass.
T:Who’dliketotellusyouropinions?
Sa:Iwanttoseethemountainsandtheforests.Canadaisbeautiful,wideandpeoplearefriendly.
Sb:Iwanttoseethebigsnowandpolarbears,threewordslarge,cleanandmysterious.
T:Aretheyright?Youcanfindtheanswersinthetext.LiDaiyuandLiuQianwilltakeustovisitCanada.PleaseturntoPage34,read“ATripontheTrueNorth”.

Step4Fastreading
Getthestudentsreadthepassagequicklyandcarefully.Meanwhile,helpthestudentsformagoodhabitofreading.T:Doyoufeelpuzzledwhenyoureadthetitle?Whatis“theTrueNorth”?Now,readthepassageandgetthegeneralideaofthepassage.Underlinethemainplacesmentionedinthetext.
GivetheSsfiveminutesforreading.
Fiveminuteslater.
T:Timeisup.Haveyoufinished?
Ss:Yes,wehave.
T:Thefirstquestioniswhatthepassageismainlyabout?
Sa:Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.
T:Right.ItmainlytellsustheinformationaboutCanada.Whatarethemainplacesmentionedinthetext?
Sb:TheyaretheAtlanticcoast,Vancouver,RockyMountains,Calgary,ThunderBay,LakeSuperiorandToronto.
T:LookatthemaponPage33.Drawthetravelingrouteofthetwogirlsonthemap.
Givethestudentsoneminutetodrawtheroute.
T:Youdidagoodjob.Doyouhaveanydifficultyinreading?Let’slookatthedifficultpointstogether.
Theteacherexplainssomeimportantordifficultpointstothestudents.

Step5Readingaloud
Letthestudentsreadthepassageagainandfindthedetailsfromthepassage.
T:NowyoureadthequestionsonPage35first,andthenreadthetextaloudtofindtheanswerstothequestions.Afterawhile,answerthequestionsincompletesentenceswithoutlookingatyourbooks.
Givethestudentsafewminutestoreadandfindanswers.Thenasksomestudentstogivetheiranswers.
Suggestedanswers:
1.Whichcontinentarethecousinscrossing?
TheyarecrossingNorthAmerican.
2.WhyaretheynotflyingdirectlytotheAtlanticcoast?
TheyarenotflyingdirectlytotheAtlanticCoastbecausetheywanttotakethetrainfromwesttoeastacrossCanada./TheywanttoseeCanada./TheywanttotravelacrossCanada.
3.Whatis“TheTrueNorth”?
“TheTrueNorth”isthetrainthatrunsthroughCanada.
4.WhyisthepopulationofVancouvergrowingsorapidly?
ThepopulationofVancouvergrowingsorapidlybecauseitisbeautiful.
5.WhathappensattheCalgaryStampede?
AttheCalgaryStampedecowboyscompeteinridingwildhorsesforthousandsofdollars.
6.HowareoceanshipsabletoreachthecentreofCanada?
ShipsareabletoreachthecentreofCanadabecausetheycanfollowtheStLawrenceRiverandtheGreatLakes.
7.WhataresomeofCanada’sgreatestnaturalresources?
Canadahaswaterfromitslakesandriversandwoodfromitsforests.

Step6Homework
1.Remembertheunderlinedsentences.
2.WriteashortpassagetoreportwhatLiDaiyuandLiuQiansawinCanada.

PeriodtwoExtensivereading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇与短语
figure,figureout,terrify,official,maple,frost,wealthy,tour,distance,flow,booth,downtown,asfaras,dawn,broad
b.重点句子
1.TheywerenotleavingforMontrealuntillater...
2.It’stoobadyoucan’tgoasfarasOttawaCanada’scapital.
3.It’saboutfourhundredkilometersnortheastofToronto,soitwouldtaketoolong.
4.AstheysatinacafélookingoverthebroadSt.LawrenceRiver,ayoungmansatdownwiththem.
5.Inthedistance,theycouldseethemistycloudthatrosefromthegreatNiagaraFalls,whichisonthesouthsideofthelake.
6.Istayasfarawayfrompolarbearsaspossible.
2.Abilitygoal能力目标
Enablethestudentstoknowmoreinformationaboutcities:Toronto,MontrealandIqaluit.
3.Learningabilitygoals学能目标
Teachthestudentshowtodescribeacitywiththetargetlanguageandfunctionalsentences.
Teachingimportantpoints教学重点
FindthecorrectinformationaboutcitiesofCanadaaccordingtothequestions.
Teachingdifficultpoints教学难点
Howtowritethetravelingreport.
Teachingmethods教学方法
a.Skimmingmethod;
bScanning;
c.Task-basedapproachlistening.
Teachingaids教具准备
Arecord,aprojectorandacomputer.
Teachingproceduresandways教学过程与方式

Answerthequestionsaboutthepassage.
1.HowdoweknowitisfallinCanada?
WeknowitisfallinCanadabecausethemapletreesareredandgoldandoranges,andthereisfrostontheground.
2.WhatcansometimesbeseenfromtheCNTowerinToronto?
SometimesthemistycloudthatrisesfromNiagaraFallscanbeseenfromtheCNTower.
3.Wheredoesthewaterfromthelakego?
ThewaterfromthelakegoesintotheNiagaraRiverandoverthefallsonitswaytothesea.
4.WhichdirectionisthetraingoingfromToronto?
Thetrainisgoingeast(northeast)fromToronto.
5.WhatthreethingsshowusthatMontrealisaFrenchcity?
Goodcoffee,goodbreadandgoodmusicshowthatMontrealisaFrenchcity.AlsothesignsandadswereinFrench.

[NextPage]

PeriodthreeGrammar
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
multicultural,figure,figureout,terrify,official,makecomments
b.重点句子
Theideathattheywouldcrossthewholecontinentwasexciting.
Thefactthatoceanshipscangotheresurprisesmanypeople.
TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong.
2.Abilitygoals能力目标
Learnnewwordsbyaddingprefixesorsuffixestoaword.
Learnnounclauseusedasappositives.
3.Learningabilitygoals学能目标
Learnhowtomakenewwords.
Learnwhatisnounclauseandhowtouseit.
Teachingimportantpoints教学重点难点
Broadenvocabularybyaddingprefixesorsuffixes.
Learnnounclausesusedasappositives.
Teachingmethods教学方法
a.Studyindividually;
b.practice.
Teachingaids教具准备
Acomputerandaprojector.
Teachingproceduresways教学过程与方式

同位语从句
1.概念:
在复合句中作名词的同位语的名词性从句。
2.功能:
同位语从句对名词进一步解释，说明名词的具体内容。
3.用法:
常跟的抽象名词有:fact/idea/reason/thought/order/doubt/news/hope/truth/belief…
4.连词
that/whether/who/which/what/when/where/why/how
同位语从句与定语从句区别:
1.从词类上区别
同位语从句前面的名词只能是idea,fact,news,hope,belief,suggestion,proposal,word,thought,doubt,truth,possibility,promise,order等有一定内涵的名词，而定语从句的先行词可以是名词,代词,主句的一部分或是整个主句。
Hetoldmethenewsthathewouldcomehomefromaboardsoon.
Wordcamethathehadbeenabroad.
据说他已经出国了。
Ourteamhaswonthegame,whichmadeusveryhappy.
我们的队赢了,这让我们很高兴。
(定语从句)
2.从性质上区别
　定语从句是从句对其先行词的修饰或限制,属于形容词性从句的范畴;而同位语从句是从句对前面抽象名词的进一步的说明和解释,属于名词性从句的范畴，如:
Thenewsthatourteamhaswonthegamewastrue.
我们队赢了那场比赛的消息是真的。
(同位语从句,补充说明news到底是一个什么消息)
Thenewsthathetoldmeyesterdaywastrue.
昨天他告诉我的那个消息是真的。
(定语从句,news在从句中作told的宾语)
3.从引导词及其在句子中的成分上区别
　有些引导词如how,whether,what可以引导同位语从句,但不能引导定语从句。
如:Thatquestionwhetherweneedithasnotbeenconsidered.
我们是否需要它这个问题还没有考虑。
(同位语从句)
引导词that引导定语从句时,在从句中一般作主语或宾语(指物时还可以用which代替),并且作宾语时常常省略，that在同位语从句中仅起连接作用,不充当任何成分,并且不能省略,也不能用which来代替，如:
Theorderthatweshouldsendafewpeopletohelptheothergroupswasreceivedyesterday.
我们应派几个人去帮别的几个小组的命令昨天收到了。
(同位语从句,是对order的具体解释,that虽不作成分,但不能省略)
Theorderthatwereceivedyesterdaywasthatweshouldsendafewpeopletohelptheothergroups.
我们昨天收到的命令是我们应该派几个人去帮助别的几个小组。
(定语从句,是名词order的修饰语,that在从句中作received的宾语,可以省略)

PeriodfourSpeaking
Speakingandwritingonpage39
A:Hi,LiDaiyuandLiuQian!Welcomebackfromyourtrip!Howwasit?
B:Oh,itwasGREAT!WetookthetripfromthewestcoastofCanadaallthewaytotheeastcoast.Itwasoneofthebestexperiencesofmylife!
C:Really?Whatwasyourfavouritethingaboutthetrip?
B:That’sahardquestiontoanswer!Thereweresomanythings.OnethingthatimpressedmethemostwastheRockyMountainsinthewestofCanada.
A:WhywereyousoimpressedbytheRockyMountains?
B:Theywereamazing-sotallandcleanandcoveredwithpurewhitesnowatthetops.Ifeltverysmallcomparedtothegreatmountainheights.
C:Howaboutyou,LiuQian?DidyouhaveafavouriteexperienceinCanada?
D:Yes!IlovedthecityofMontreal.ItsculturewassodifferentfromtherestofwhatwesawinCanada.
A:Whatwassodifferentaboutit?
D:EverythingwasinFrench!Thesigns,theadvertisements…everything!Icouldn’treadanyofit!
C:Howwasthefood?IhearthatFrenchcultureisfamousforitsfood!
D:Thefoodwasprettygood–Ididn’tpayattentiontoitverymuch,exceptthebread.Thebreadwasreally,reallygood!

背景知识
BackgroundinformationaboutCanada加拿大文化
Locationandarea位置与面积
CanadaissituatedinthenorthernhalfoftheNorthAmericaContinentintheWestHemisphere.Itstretchesover5，500kilometersfromtheAtlanticOceantothePacificandover4,600kilometersfromthenortherntipOfEllesmerelandtotheUnitedStatesborder．TheCountryoccupiesanareaof9,984,670squarekilometers，whichisalittlebitlargerthanChina．
TheUnitedStates，theonlycountryadjacenttoCanadaonland，istothesouthofCanada．Theborderlinesharedbythetwocountriesisaslongasmorethan5,500kilometers，andthisborderlineisundefended．CitizensOfbothcountriescancrosstheborderwithoutavisa．OntheotherthreesidesCanadaissurroundedbywater．TotheeastOfthecountryistheAtlanticOcean，andtothewest，thePacificOcean.TheArcticOceanistothenorthofthecountry.
Populationandraces人口与民族
Canadaisacountrywithalargeterritory,butwithasmallpopulation.Thepopulationofthecountryisonly25,000,000people.SinceCanadaisacountrymadeupmainlyofimmigrants,itspeoplehavediverselydifferentethnicorigins.ThetwolargestgroupsaremadeupofpeopleoftheFrenchandEnglishorigins.IndiansandInuit,thenativepeople,madeuponly1.2%ofCanada’stotalpopulation.MostCanadiansbelieveinCatholicityandChristianity.
Officiallanguages官方语言
EnglishisCanada’sfirstofficiallanguage,andtheotherisFrench.
Capital首都
Canadacomposestenprovincesandtwoterritories.Anditisafederationofprovinces.ThecapitalofCanadaisOttawa.
Nationalanthem加拿大国歌
ThetitleoftheNationalAnthemofCanadais“O,Canada”加拿大的国歌由卡力沙拉瓦雷(CalixaLavalee)作曲、阿多尔夫贝西卢提尔(AdolpheBasileRouthier)作词，1880年首次被演唱。国歌的歌词原先只有法文，1908年，罗伯特斯坦利维尔写了英文词。1980年7月1日加拿大政府宣布《啊，加拿大》为正式国歌，并在首都渥太华举行了国歌命名仪式。因此，加拿大的国歌有英、法两种歌词。
加拿大的英文歌词及中文大意是：
OCanada!Ourhomeandnativeland!
Truepatriotloveinallthysonscommand.
Withglowinghearts,weseetheerise,
TheTrueNorthstrongandfree!
Fromfarandwide,OCanada,
Westandonguardforthee.
Godkeepsourlandgloriousandfree!
OCanada,westandonguardforthee.
啊，加拿大！我们的祖国，我们的家乡！
您的子女对您充满真爱！
颗颗闪亮的心儿深情凝望，
那一片强大自由的北方！
啊，加拿大！无论身处何地，
我们都保卫您。
上帝使我们的祖国自由辉煌！
啊，加拿大！我们保卫您！

Nationalflag加拿大国旗
ThenationalflagofCanadaispopularlycalledtheMapleLeafFlag.That’sbecauseitsmostoutstandingfeatureisthelargemapleleafinthemiddleagainstasnow-whitebackground.
Nationalemblem加拿大国徽
ThereareactuallytwonationalemblemsofCanada.ThefirstoneistheCanadianbeaver,acleverandhardworkingsemi-aquaticanimal.Itsuseasthenationalemblemcandatebacktotheearlyseventeenthcentury.ThesecondnationalemblemofCanadaistheCanadianmapleleaf,whichusedasthenationalsymbol,hasashorterhistory,datingbackonlytothemidnineteenthcentury.InCanada,youmayfindthatthereisalwaysamapleleafsymbolontheirbusinesscardsofmostCanadiangovernmentofficials.
TheleaderofCanada加拿大的领导
AsCanadaisamemberoftheBritishCommonwealth,theQueenoftheUnitedKingdom,QueenElizabethII,isalsotheQueenofCanadaandtheHeadoftheCommonwealth,i.e.,theHeadofStateofCanada.Actually,theQueenisawayfromCanadamostofthetime.Duringherabsence,theGovernorGeneralrepresentsherastheHeadofState.
TheHeadoftheCanadianGovernmentisthePrimeMinister.
Climate,industryandagriculture气候,工业及农业
TheeasternpartofCanada,thecountry’sindustrialarea,isplain.Itiscoldhereandthecoastiszigzag.Themiddlewesternpartofthecountryisaprairie,andtheclimateinthisareaistypicallycontinental.Itisthemajoragriculturalareaofthecountrywhichpeopleusedtocallthe"granary"ofCanada.WesternCanada,whichisanareafortimber,miningandfishing,isnotverycold.WaterfreezesinriversandlakesformosttimeoftheyearinNorthernCanada,wherethepopulationdensityisverylow.TheareaismainlyinhabitedbyIndiansandInuit.TheNorthwestTerritories,whichstretchesfromtheYukonborderinthewesttoBaffinIslandintheeast,isnowregardedastheroofofCanada.Thecountry’shighestmountain,MountLogan,whichhasaheightof5,951meters,issituatedinhere.Theregion’smostnortherlyislandsreachwithin820kilometersoftheNorthPole.
Riversandlakes河流和湖泊
ThesurfaceofCanadaiswell-markedwithlakesandrivers.Watersurfacesaccountforalmost10%ofCanada’stotalarea.BesidestheGreatLakes,ofCanada’sshareisnearly88,060squarekilometers.ItisestimatedthattherearetensofthousandsoflakesofallshapesandsizeinCanada.
Canadaalsohasmanyrivers.ThelargestandlongestriverinthearcticdrainageareaistheMackenzieRiver,measuring4,320kilometers.ThelargestriversdrainingtothePacificOceanaretheYukon,theFraserandtheColumbia.ThelargestriverintheAtlanticdrainageistheSt.LawrenceRiver.
Ofallcountriestheworldover,Canadahasprobablythemostextensiveandirregularcoastline.OnthethreeoceansandHudsonBay,ittotals100,000kilometers.
TheclimateofCanadaisundertheinfluenceofthreegreatairmasses:cold,usuallydryairfromthearcticregion;warm,moistairfromtheGulfofMexicoandtheAtlanticOceanandthemild,moistairfromtheNorthPacificOcean.Sometimes,afourthairmass,originatingoverthedesertsofsouthwesternUnitedStates,mayinvadesouthernCanadainmid-summer,causingextendedhotdryperiodsinthisarea.
Onthebasisoftemperatureandmoistureconditions,andthelengthofthegrowingseasons,Canadacanbedividedintoseveralclimaticregions:theArcticRegion,theNorthernRegion,thePrairieRegion,theCordilleraRegion,thePacificRegionandtheSoutheasternRegion.
Fourseasons加拿大的四季
Generallyspeaking,Canadaisacountrywithfourcomparativelyclear-cutseasonalvariations.Springisshortandusuallybeginsinmid-Marchandendsinmid-May.ItisregardedasatransitionalseasoninCanada.Summerislongerthanspring,lastingforaboutfourmonthsinplacesneartheUS-Canadianborder,frommid-Maytomid-September.SummerisconsideredtobethegoldentimefortravelingandvacationinCanada.Autumnisbriefbutspectacular,beginningfrommid-Septembertomid-November.WinteristhelongestseasoninmostofCanada,prolongingfrommid-Novembertomid-Marchthenextyear.Butinsomeplaceswintercanlastforaslongaseighttotenmonths.
Naturalresources自然资源
Canadaisrichinnaturalresources,especiallyrichinforests.TheforestedareaofCanadahasbeenestimatedatabout4,404,000squarekilometers,whichisabout44%oftheworldtotal.
Canadaisacountrywithalargeterritory.Althoughonlyabout7%ofthelandissuitableforfarmingtherearestillmillionsofhectaresoffertilesoil.About80%ofCanada’sfarmandisintheprairie,whichisconsideredtobeoneoftheworld’slargestgranaries.Thewesternprovincesofthecountryalsohaveranchesforraisingbeefcattle.MixedfarmingisfoundintheSt.Lawrencelowlands.
AlmostallmineralsnecessarytomoderneconomyarefoundintheCanadiansubsoil.Canadaisamajorworldproducerofnickel,zinc,asbestos,potash,gold,copperandironore.Itisalsoamajorworldsupplierofuraniumandisvirtuallyself-sufficientincoal.Forreasonsofgeographyandeconomics,Canadaisnotexporterofenergybutalsoanetimporterofoil.Butrecently,petroleumandnaturalgashavebeenfoundinAlbertaProvinceofthecountry.
Canadaisalsorichinwaterresources.About70%ofallelectricpowerinthecountryisgeneratedbywater.ItisestimatedthatCanadianriverscarryone-tenthofthewatercarriedbytheworld’swaterways,andthishasenabledCanadatobecomealeaderinthedesignandconstructionofhydroelectricpowerstationsandelectricaltransmissionanddistributionsystems.
SinceCanadaisacountryrichinforest,wheremanyanimalsdwell,itisalsorichinwildanimalresource,particularlyinfur-bearinganimals.Andthisenablesthecountrytobecomeoneoftheworld-knownfur-tradingcountries.
CanadaalsohasgoodfishinggroundsoffthecoastsbothoftheAtlanticOceanandofthePacificOcean.Thecountryisrichinfishresources.
InCanada,agricultureisstillofgreatimportancetothevariousregionaleconomiesandtotheeconomyasawhole.Followingthemechanizationandenlargementoffarms,thenumberofpersonsengagedinagriculturehassteadilydeclined.AsintheUnitedStates,greaterproductionhascomefromfewerpeople,owingtoimprovedvarieties,bettertillagepractices,chemicalweedkillersandincreaseduseoffertilizers.ItissaidthatthegrainwhichoneCanadianfarmercanproduceisenoughtofeedfifty-fivepeople.
Canada’smajorindustriesincludeforestindustry,fisheries,miningandmetallurgicalindustry,petroleumindustry,electricpowergeneratingindustryandmanufacturingindustries.
BecauseofCanada’srichforestresources,theforestindustriesplayanimportantroleinthecountry’seconomy.Themajoraspectsofforestindustryincludeloggingindustry,lumberandplywoodmanufacturingindustryandpulpandpaperindustry.
OwingtothegoodfishinggroundsoffthecoastsbothoftheAtlanticOceanandofthePacificOcean,Canada’sfisheryisquitedeveloped.Ithasafishingfleetofabout40,000vessels,mostofwhichoperateintheseafisheries.Thetotalamountofyearlyfishlandingisabout1.5milliontons.
Besides,theelectricpowergeneratingindustryandthemanufacturingindustriesarealsoofgreatimportanceinthecountry’seconomy.ThetotalgeneratingcapacityofCanada’spowerstationsandplants,includinghydroelectricpowerstationsandthevarioustypesofthermalgeneratingplants,isabout100,000MWperyear,amongwhichabout65%aregeneratedbythehydro-powerstations.ThemostimportantmanufacturingindustriesinCanadaarethepetroleumrefiningindustry,andthemotorvehiclemanufacturingindustry.
Transportation交通
Canadahasanetworkoftransportation.Routesisasimpressiveasitisindispensabletoacontinent—widecountrywithahighlymobilepopulation.
LinkingthetwocoastsistheTrans—CanadaHighway,some9,600kilometerslong.TheshipsontheSt.LawrenceSeawayandtherailway(95,000kilometersoftrack)continuetobethebulkcarriers.Busesandprivatecarsdominatepassengertravelofshorterdistances,whileairlinesnowprovidetheprincipalmeansoftravelacrossCanada.
Thecountry’s“nervoussystem”todayisitshighlysophisticatedtelecommunicationsweb.TheCanadiantelephonenetworkoperatesthetwolargestmicrowavecircuitsintheworld.Besides,therearealsohundredsoftelevisionandradiostationsoriginatingprogramsinCanadawithseveralhundredsmorebroadcastingstations.
Characterofthepeople民族特点
Canadaisaverysparselypopulatedcountry.Itisestimatedthatthepopulationdensityofthecountryis2.6peoplepersquarekilometer(China’spopulationdensityisover130peoplesquarekilometer.)Thereisnopermanentsettlementinapproximately89%ofCanada’sterritory.Itissaidthatover90%ofCanadian—U.Sborder.Furthermore,about75%oftheCanadianslivewithin160kilometersoftheborder.ItisevidentthatinCanada,thefurthernorththeareais,themoresparsethepopulation.
ThelifeexpectancyofaCanadianisatpresent76.3years,whichisoneofthelongestintheworld.TheaveragemaleCanadiancanexpecttolivetoonly72years,whereastheaveragefemaleCanadiancanexpecttolivetoover79years.Longlifeexpectancyindicatesthatthecountry’spopulationisgettingolder.Itisestimatedthatwiththelengtheningoflifeexpectancy,intheyearof2001A.D,thenumberofoldpeopleinCanadawillreach14percentofthecountry’stotalpopulation.ThismeansthatCanadawillbecomeacountryofagedpeople.
TheCanadianpeopleareanationwithsharpcharacteristics.Ingeneral,Canadianscanbedescribedasintelligent,hardworking,friendly,hospitable,open,reasonableandleastdogmatic.Butinfluencedbysomehistoricalfactors,someCanadiansdonotthinkhighlyofthemselves.Onthewholetheyareallmodest,whichmakesiteasierforthemtogetonwellwithothers.MostCanadiansarewillingtohelpstrangers.Ifyouareinneedofanyhelp,theywillbemosthappytolendyouahand.
Education教育
WhatisdifferentfromothercountriesisthatthereisnotafederalministerofeducationinCanada.AccordingtotheBritishNorthAmericanAct,educationisaprovincialandnotafederalgovernmenthasnoministryofeducation.Insteadofanationalministryofeducationthereareprovincialministriesofeducationortheirequivalents,whichareresponsibleforthemanagementoftheireducationinCanada,thefederalgovernmentisstilldeeplyinvolvedineducation.First,ithastheresponsibilityofmaintainingschoolsfornativepeopleandforchildrenofservicepersonneloverseas.Secondly,isisresponsibleforrunningandmaintainingcollegeforthethreeservicesofthearmy,thenavyandtheairforce.Thirdly,itgivesfinancialsupporttoprogramsofadultoccupationtrainingandretraining.Inaddition,italsofinancessomeoftheprogramsofpost-secondaryeducation.
InCanada,over80%ofitspopulationhavehadatleastanine-gradeschoolingandover35%ofthemhavebeentoapost-secondaryinstitutionofhigherlearning.
InCanadatherearemainlythreekindsofschools:thepublicschool,theseparateschoolandtheprivateschool.Publicschoolsareusuallyprovincially-supported,nondenominationalschools.AlltheCanadianchildrenareentitledtofreeeducationinpublicschools.“Separateschools”oftenrefertoreligiousschools,whicharerunbytheRomanCatholicChurchandinreturn,foritsservice.Privateschoolsaresetupforspecificeducationalorsocialpurposes.
Maincities主要城市
Ottawa
Ottawaisthenationalcapitalwithapopulationof750,000.ThecityiscenteredonCanadiangovernmentbuildings,especiallytheParliamentBuildingsandConferderationSquareinfrontofthem.
Toronto
TodayTorontoreplacesMontrealasthelargestmetropolisofCanadapopulatedbyover3millionpeople.Thecityhasachievednewprominenceinfinance,popularartsandculture.Itsskylinehassproutedbanks.ManyCanadiansbanksandcompanieshaveheadofficesinToronto.

Unit5Travellingabroad教案

Unit5Travellingabroad教案
核心单词
1.board
n.vt.上（船，车，飞机等）；付费；木板；布告牌
常用结构：
aboveboard光明正大地
acrosstheboard全面的；全盘的
sweeptheboard全胜，大获全胜
gobytheboard被丢弃;(计划、安排)全部失败
boardingcard登船证/登机证
boardinghouse旅馆；寄宿房屋
易混辨析
board/aboard/abroad
board有两个词性。作为动词时，意为“上（船，车，飞机等）”；作为名词时，意为“木板；布告牌;膳食费用”。
aboard有两个词性。作为介词时，意为“在（船，车，飞机等）”;作为副词时，意为“上（船，车，飞机等）”。
abroad只能作副词，意为“在国外，到国外”。
Hepaysaweekboardandlodging.
他每周的食宿花费为90美元。
Wemustnottakecombustiblegoodsaboard.
我们且不可带易燃品上车。
Itwasintroducedfromabroad.这是从国外引进的。
高手过招
单项填空
Withallthetwohundredpassengers,theplanetookoff.
A.onboardB.ontheboard
C.onboardsD.goingonboard
解析：选A。onboard在(船，车，飞机等)上，符合句意。
2.recommend
vt.推荐，介绍;劝告，建议
常用结构：
recommendsb.=recommend...tosb.向某人推荐，介绍
recommendsb.for推荐某人做……
recommendsb.as推荐某人为……
recommendsth.for推荐某物做某种
用途
recommenddoing建议做……
recommendsb.todosth.建议某人做某事
recommendthat...建议……
Theteacherrecommendedthatwe(should)readthenovel.
老师建议我们读一下这本小说。

易混辨析
introduce/recommend
两者都有介绍的意思。introduce介绍与某人相识，常用句型introducesb.tosb.；recommend向某人介绍或推荐，侧重于个人倾向。
温馨提示
recommend后可接不定式的复合结构；也可接doing形式。类似用法的词还有：allow,advise,forbid,permit，etc。
另外，recommend表示主观判断时，后面通常为虚拟语气的宾语从句，从句中谓语动词用should+动词原形，should可以省略。类似用法的词还有：
advise,command,demand,desire,insist,order,propose,require,suggest,urge,etc。
高手过招
单项填空
①IrecommenedanEnglish?Chinesedictionary,whichIthoughtwouldbeofgreathelptohisstudies.（201001辽宁大连检测）
A.BuyingB.boughtC.tobuyD.bebought
②IthasbeenthatItrythesepillsforseasickness.
（201001陕西师大附中检测）
A.warnedB.said
C.recommendedD.Argued
解析：①选A。由句意可知，recommend此处表示建议,后面直接跟动名词。
②选C。考查动词词义辨析。句意为：别人推荐我试试这些治晕船的药片。Ithasbeenrecommendedthat...意为“据推荐，据建议……”。
3.substitute
n.代替者；代用品
vt.用……代替……
Theregularteacherisill,soasubstituteisteaching.
正式老师生病了，所以由一名代课老师上课。
常用结构：
asubstituteforsth.某物的代替者（代用品）
substituteAforB=substituteBwith/byA用A代替B
substitutefor代替
Weusehoneyasasubstituteforsugar.
我们用蜂蜜作糖的替代品。
Wemustsubstituteanewchairforthebrokenone.
我们的这把破椅子得换新的了。
MrSmithsubstitutedfortheteacherwhowassick.
史密斯先生代替了那位生病的老师。
联想拓展
substitutionn.代替；替换
高手过招
完成句子（原创）
①我把名单上我的名字换成了你的。
Iyournamemineonthelist.
②我们推荐的商标完全可以替代原来的。
Werecommendthisbrandasagood.
答案：①substituted;for②substitute
4.acknowledge
vt.承认；确认；答谢
常用结构：
acknowledgesth.承认某事
acknowledgedoingsth.承认做了某事
acknowledgethat...承认……
acknowledgesth./sb.tobe/as承认某事/某人是……
acknowledgehelp对帮助表示感谢
Itisuniversally(generally)acknowledgedthat...
……是大家公认的
Theyacknowledgedhavingbeendefeatedatlast.
最终他们承认被打败了。
Hewasacknowledgedtobethebestplayer.
他被认为是最好的队员。
Sheisacknowledgedasanexpertonthesubject.
她被认为是这方面的专家。
Sheacknowledgedhishelpinherletter.
她在信中对他的帮助表示感谢。
ItisuniversallyacknowledgedthatTaiwanisapartofChina.
台湾是中国的一部分，这是大家公认的。
联想拓展
acknowledgementn.承认；感谢
inacknowledgementof以感谢……　
高手过招
(1)同义句转换（原创）
①Theyacknowledgedhavingbeendefeated.
Theyacknowledgedthat.
②Mostpeopleacknowledgedthathewasinnocent.
thathewasinnocent.
(2)完成句子
①Doyou(承认是你的过失)？
②She(被公认为)thebesttennisplayerin
theworld.
③StephenHenry(接受……为)hisheir.
答案：(1)①theyhadbeendefeated
②Itwasgenerallyacknowledged
(2)①acknowledgeyourfault
②isacknowledgedas
③acknowledged;as
5.comfort
n.舒适；安慰
vt.安慰
Youareagreatcomforttoyourparents.
你是你父母最大的安慰。
常用结构：
comfort...with以……安慰；以……使舒适
comfortsb.forsth.因某事安慰某人
givecomfortto(sb.)安慰(某人)
take／have／findcomfort(in...)
感到安慰/安心/宽心；(从……中)得到安慰
Shealwaysfindscomfortinherchildrenwhenthinkingofthelossofherhusband.
想到死去的丈夫，她只能从孩子们身上得到安慰。
联想拓展
comfortableadj.安乐的;合适的;令人感到安慰的;充裕的;惬意的
becomfortableabout/withsth.对某事感到轻松/惬意
高手过招
完成句子（原创）
①任何人都能享受我心爱的椅子所给予的背部舒服。
Anyonecanenjoymyfavoritechair.
②亲人们前来安慰失去父母的那位小孩。
Thefolkscameto/
thelossofhisparents.
答案：①comfortingtheirbackswith
②comfortthechildfor／giveacomforttothechildfor
6.occupy
vt.占有；占领；占据
常用结构：
keepsb.occupied使某人忙碌
occupyoneselfwith／in(doing)sth.忙于(做)某事
beoccupiedin(doing)／withsth.忙于(做)某事；
正在做某事
Theworkersareoccupiedinbuildingnewhouses.
建筑工人们正忙于建造新房子。
联想拓展
occupationn.职业
Pleasefillintheformstatingyouroccupation.
请在表格中填入你的职业。
高手过招
完成句子（原创）
①这个座位有人占吗?
Is/?
②这种游戏会让孩子们玩上一阵子的。
Thisgamewill.
③他在教育部担任要职。
HeintheMinistryofEducation.
④教师不仅要专心于教书还要育人。
Ateachershouldteaching.
答案：①anyoneoccupyingtheseat／thisseatoccupied
②keepthechildrenoccupied
③occupiesanimportantposition
④beoccupied(occupyhimself／herself)witheducationaswellaswith
7.contradict
vt.反驳；反对；否认;与……矛盾
Youractionscontradictyourdeclaredmoralprinciples.
你的行为违背了你宣称的道德准则。
Theboywasveryangryandcontradictedhisteacherinpublic.
男孩非常生气,当众反驳了他的老师。
Thereportscontradicteachother.这些报告相互矛盾。
常用结构：
contradictoneself自相矛盾
联想拓展
contradictionn.矛盾；反驳
contradictoryadj.相矛盾的
高手过招
翻译句子（原创）
①他所说的话与事实相矛盾。
②那些事实与他的理论相悖。
答案：①Hisstatementcontradictswiththefacts.
②Thefactscontradicthistheory.
重点短语
8.keepitup
保持优秀成绩；继续干下去
Welldone，andkeepitup，Tom!干得好，汤姆，再接再厉!
联想拓展
keepone’shead/temper保持冷静/强压怒火
keepaschool/family/diary开办学校/养家糊口/写日记
keepone’sword/keepone’spromise
履行诺言
keepthelaw守法
keepintouchwith与……保持联系
keepaneyeon...照看;密切注视
keepupwith跟上；保持同步水平不落后
keepawayfrom(常与from连用)远离；不接触
keeptosth.信守；坚持；坚守；不违背(诺言、计划等)
keep...from(doing)sth.避开；禁止；克制
高手过招
完成句子（原创）
①Weappealtothegovernmentto(降低)prices.
②Thepoliceaskedthepeopleto/(远离)thesceneoftheaccident.
③Thoughthingschanged，they(坚持；信守)theoriginalpurpose.
④Weaskedhertostoptalking，butshe(继续干下去).
⑤Hestoppedatashopforsomething，sohe
failed(跟上)hisassociatesandwasleftbehind.
⑥把你的狗从我这儿拿开!
Keep!
⑦他总是说话算数的。
Healwayskeeps/.
⑧他对他的结论守口如瓶。
Hekept.
答案：①keepdown②keepawayfrom/keepoff
③keptto④keptup⑤tokeepupwith
⑥yourdogoffme⑦hisword／hispromise
⑧hisconclusiontohimself
9.asfarasoneisconcerned
就……而言
AsfarasIamconcerned，Ican’tobjecttoyourmarriage.
就我(个人)而言，我不反对你们的婚事。
AsfarasEnglishisconcerned，heisthebestinourclass.
就英语学习方面来说，他是我们班最优秀的。
联想拓展
as／solongas只要;像……一样长
assoonas...一……就……
asmuchas尽量多地
asfaras远到；就……
高手过招
翻译句子（原创）
①就我而言,我完全支持你的想法。
②就这项规则来说，没人能找到它出自何处。
答案：①AsfarasIamconcerned,Icompletelysupportyouridea.
②Asfarastheruleisconcerned,noonecanfindoutwhereitcomes.
10.settlein
（迁入新居、更换工作后）安顿下来
TheDutchsettledinSouthAfrica.荷兰人在南非定居。
Shedidn?tsettleinLondonuntilgraduationfromCambridgeUniversity.
直到从剑桥大学毕业后她才在伦敦定居。
联想拓展
settle(oneself)downtosth.安下心来做某事
settledown(活动一段时间后)平静下来；舒舒服服地坐下；躺下；定居；成家
高手过招
用settle的相关短语填空（原创）
①Itwastwoo’clockbeforeIcouldfinallywritingthenextchapter.
②Whenthingsabroad，I’llgiveyouacall.
答案：①settledownto②settledown
重点句型
11.“It’snotjuststudythat’sdifficult.Youhavetogetusedtoawholenewwayoflife,whichcantakeupallyourconcentrationinthebeginning,”explainedXieLei,whohadlivedallherlifeinthesamecityinChina.
“困难不仅仅是在学习方面，你得适应一种全新的生活方式，在一开始的时候这就会占去你的全部精力，”谢蕾解释说。她在中国时一直居住在同一座城市。
It’snotjuststudythat’sdifficult.是一个强调句型。
Itwasintheplaygroundthatourschoolmeetingwasheld.
学校运动会是在操场上举行的。
Itwasnotjusttheplaceofpartythatwashardtofind.WealsohadtofindaprofessionalDJ.
不仅只是晚会的场地难找，而且我们还得找到一个专业的主持人。
答案：①It’snotjustwhathesaidthathurtmesomuch.Whathedidalsogavemebadimpressiononme.
②It’syesterdaythathesentmethemessage.

高一英语必修3Unit4教案

一名优秀的教师就要对每一课堂负责，作为高中教师就要精心准备好合适的教案。教案可以保证学生们在上课时能够更好的听课，帮助高中教师提前熟悉所教学的内容。怎么才能让高中教案写的更加全面呢？下面是小编帮大家编辑的《高一英语必修3Unit4教案》，欢迎大家与身边的朋友分享吧！

Unit4Astronomy：thescienceofthestars

I教学内容分析
本单元的中心话题是“天文学”。本单元的两篇文章都采用了叙述性文体。第一篇阅读短文按照时间顺序主要叙述了地球上生命的起源和发展过程。第二篇阅读短文中作者用第一人称的口吻讲述了他和朋友的登月经历。可以说本单元科学知识含量较高，更能激发学生的学习兴趣和好奇心。
WarmingUp部分共有两个问题,第一个问题让学生说出八大行星并看图指出各个行星的名称；第二个问题让学生说出自己对天文学哪些方面感兴趣以及天文学家所关注的方面。在高考的重压之下，同学们都想能利用科学的学习方法做到事半功倍而且很多学生也一直做着将来能成为科学家的梦。所以，该话题会让学生们兴趣盎然，积极思考和讨论此方面的内容，从而达到热身的目的。
Pre-reading部分也提出了三个问题，主要是让学生区分宗教信仰、文化传统和科学思想之间的不同。可以以讲故事的方式让学生彼此之间分享一些有关宇宙和地球起源方面的传说或故事，这样既能激活他们的思维也能为阅读部分打下基础。
Reading部分描写了地球上生命的起源和发展过程，具体写了由于水的形成才使得地球上生命的诞生成为可能。科学家认为，地球上的生命最初诞生于水中。数万年后，陆地上才长出了绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，再之后诞生了哺乳动物，人类也随之诞生了。文章最后讲述的现象发人深省：Theearthmaybecometoohotforthelivesonit.它关系到地球上生命的未来。
Comprehending部分通过五个练习题检测学生对本文核心内容的理解。练习1是对文章结构的分析以及大意的概括；练习2通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程；练习3提出5个小问题，考查学生的深层理解和推断能力；练习4让学生找出文章中出现的连接词，检查学生对文章中句型的熟悉和理解程度，同时还有助于学生在写作方面得到提高；练习5让学生选择一个问题进行回答并向全班汇报，开拓学生的思维并锻炼他们的语言表达能力。。
LearningaboutLanguage有词汇和语法两部分。第一部分练习让学生学着去应用课文中出现的词语。第二部分是针对主语从句的练习，其中第一题要求学生从课文中找出三个或更多的主语从句；第二个练习以把主语从句改写成简单句的形式让学生能对此语法有深层的了解。第三个练习则以完成句子的方式要求学生更进一步的运用复合句，此部分是对表语从句进行练习。
UsingLanguage包括“听力”、“阅读”、“说和写”三大块。这三部分的话题都是有关科学的。听力部分主要是介绍三位伟大的科学家。阅读部分讲了一个科幻故事。说和写的中心话题是登月旅行中必需的工具和可能遇到的问题。该部分的设计由浅入深，层层递进，既练习了听力又丰富了知识，还能够锻炼同学们的想象力，拓展学生各方面能力。
SummingUp指导学生归纳和总结在本单元学到的知识——有用词汇、惯用表达和语法结构。
II．教学重点和难点
1．教学重点
（1）本单元的生词、短语和句型结构；
（2）掌握主语从句并把它和表语从句进行区别；
（3）学会运用科学知识并能结合自己的想象力去解决现实中的问题。
2．教学难点
（1）通过学习相应的科学知识培养学生的创造性思维能力；
（2）学生应能够理解主语从句的用法和作用并能做到学以致用，举一反三。
III．教学计划
本单元建议分为六课时：
第一课时：WarmingUp,Talking(Workbook)Listening（Workbook）
第二课时：Pre-reading,ReadingComprehension
第三课时：LearningaboutLanguage
第四课时：UsingLanguage
第五课时：ReadingtaskSpeakingtask(Workbook)
第六课时：ListeningtaskWritingtask(Workbook)
IV.教学步骤：
新课标第一网
Period1
WarmingUp,Listening（Workbook）Talking(Workbook)
TeachingGoals:
1.ToarouseSs’interestintheknowledgeofastronomyandscience。.
2.TodevelopSs’abilityinlisteningandspeaking.
TeachingProcedures:
Step1.Leading-in
GiveSsafewminutestosaysomethingaboutsciencebyaskingthefollowingquestions.
（1.）Whoisthefirstmaninspace，doyouknow？
（2.）WhichspaceshipdidYangLiweitaketospace？
（3.）Doyouwanttogotospaceifyouaregivenachance?
Step2.WarmingUp
Purpose:TointroducethetopicofthisunittoSsintheformofaskingquestionsanddiscussion.
AsksomeSsthequestionsfirstandthengetSstodiscusswitheachother.Iftimepermits,haveoneortwogroupspresenttheiranswerstothewholeclass.
(1)Howmanysubjectsarewestudyingnow?
（2）Doyouhavesomescientificstudyingmethodstolearnthemwell?
(3)Asyousee,alargenumberofstudentswanttobecomescientistsinthefuture.Butwhatkindofqualitiesandskillsdoweneedtoberealscientists?
Step3.Talking(Workbook)
1.DivideSsintosixgroups,andaskthemtotalkabouttherequestofTalkingonP62andanswerthefollowingquestions.Differentstudentswillgivedifferentanswers.Makenotesofsomevaluableinformationandmakeaconclusionatlast.

(1)Whatnecessaryinstructionsshouldnewspacetravelersmake?
(2)Canyoumakealistofthem?

2.ShowSssomebeautifulpicturesoftheuniversityandsay,“Nowlookatthepictures.HowbeautifultheUniverseis!Itisalsofullofmysteries.HaveyoueverdreamedofflyingtothespacelikeYangLiweitounlockthemysteriesoftheuniverse?Ifyoucould,whatthingsshouldyoupayattentionto?”

3.EncourageSstogiveasmuchinformationaspossible.Afterthediscussion,writedownsomekeywordsandimportantexpressionsontheblackboardtohelpSstohavethesenseoftravelinginspace.
Conclusion:
Beforemakingatripintospace,we’dbettermakefullpreparations,suchas:collectingasmuchinformationaboutthespaceaspossible;checkingwhetheryouhavegottheproperspacesuitsornot;makingsureofallthesafetyrules;notleavingthespaceshipaloneunlessthespaceguidetellsyouto;payingattentiontorecordingsomeimportanttimeduringthespacetravelingandsoon.
Step3.Listening(Workbook)
Purpose:TodevelopSs’listeningability.
Togainsomeexperienceoftravelinginspace
1.GetSstolookthroughtheexercisesbeforegivingthemthelisteningmaterial.Atthesametimeremindthemofthenewandkeywords:astronaut,experience,instruments,pilot,airforce,rocket.
2.AskSstolookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstopreparetodotheexercises.Iftimepermits,playagaininordertogivetheclassachancetocheckorcompletetheirexercises.

Period2Pre-reading,ReadingComprehending
TeachingGoals:
1.ToenableSstobetterunderstandthetheoryabouttheoriginoftheuniverseandlifeontheearth—the“bigband”theory.
2.ToenableSstoconcernaboutthefutureoflifeontheearth.

Step1.Pre-reading
Purpose:ToarouseSs’interestinlearningaboutsomerelativeinformationabouttheuniverse.
1.ShowsomepicturestotheclassandencourageSstosaysomeinformationabouthowlifebeganontheearth.Theycansaysomerelativelegends,folktalesorscientifictheoriesaboutthetopic.
Thesolarsystemismadeupofthesunandtheobjectsthatorbitit.

Theearth’satmosphere
Forreference:
Someideasaboutthebeginningoftheuniverse:
●PanGuturnsintoamyriadof(各种)things盘古化生万物
●PanGuseparatestheskyfromtheearth盘古开天地
●NuWamakesmen女娲造人
ConclusionandLeading-in:
Buttheseideasareallnotthecorrectandscientificideas.Doyouknowthescientificideaofthedevelopmentofthelifeontheearth?Thenwe’dbettercometothetext.

Step2.Fastreading
Purpose:Togetthegistofthepassage.
Tocorrectlyunderstandsomeinformationgiveninthetext.
1.AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.
SuggestedAnswer:
Themainideaofthetextisthetitle—Howlifebeganontheearth.
2.AskSstoworkinpairsanddiscussthequestionsofEx1onP27.Andthenletthemchecktheanswersinpairs.
Step3.Intensivereading
Purpose:togetthestudentstolearnthedetailsofthetext.
(1)Answerthequestions:
Whendidthe“BigBang”happen?
Whatformwastheearththe“BigBang”?
Whatmadeuptheearth’satmosphereaftertheearthexploded?
Howdidwatercomeintobeingontheearth?
Whatwasimportanttothedevelopmentoffish?
Whatmadepossibletheriseofmammalsontheearth?
Whyaremammalsdifferentfromalllifeformsinthepast?
（2）Fillinthechartabouttheorderofdevelopmentoflife.

SuggestedAnswers:
①Smallplantsinwater②Shellfishandallsortsoffish③Greenplantsonland
④Insects(onland)⑤Amphibians(onlandandinwater)⑥forests⑦reptiles(onland)
⑧dinosaurs(onland)⑨mammals(onland)⑩humanbeings

Period3LearningaboutLanguage
TeachingGoals:
1.TogetSstoknowhowtousenewwordsandphrases.
2.TohelpSstomastersomenewwordsandexpressions.
3.TogetSstohavetheknowledgeofthisgrammarpoint:nounclausesasthesubject
TeachingProcedures:
Step1.Consolidation
Purpose:Toconsolidatethewordsandphrasesinthetext.
1.AskSstoworkingroupsandreadthetextagain,andthenfinishEx1andEx2onP28andchecktheanswersingroups.
2.AskSstokeepthewordstheyfilledinEx1inheart.
3.AskSstofinishEx3andthenletthemcheckeachother’sanswers.

Step2.Grammar
Purpose:TogetSstorecognizenounclausesasthesubjectandtomakesurethattheycandosomesimpleexercises.
1.DivideSsintofourgroupsandaskthemtofinishEx1ofDiscoveringUsefulStructuresonP29.Andthenletthemdrawaconclusionaboutthegrammarpoint.Seewhichgroupunderstanditbestandhaveamemberofthegrouppresentbeforetheclass.
2.Afterthepresentation,explainthegrammarpointforSs.
3.LetSscompleteEx2onpage29afterlearningthegrammar.
Purpose:TogetSstounderstandtheusageofnounclausesasthesubject.
(1)主语从句的语序
主语从句要求使用陈述句语序，而非一般疑问句语序。如：
Whatsurprisedmemostwasthatthelittlegirlcouldplaytheviolinsowell.
使我感到惊讶的是这个小女孩的小提琴拉得太好了。
Howhewassuccessfulisstillapuzzle.
他是如何成功的仍然是个谜。
(2)连接词的选用
①that和what的选用
that和what都可引导主语从句。what除起连接作用外，还在名词性从句中充当某些成分可作从句的主语、宾语或表语。而that在名词性从句中不充当任何成分，无词义，只起连接词作用。如：
Whathewantsisabook.他想要的是一本书。
Thatlighttravelsinstraightlinesisknowntoall.众所周知，光线沿直线运行。
②if和whether的选用
引导主语从句，不能用if，只能用whether。如：
Whetherwewillholdapartyintheopenairtomorrowdependsontheweather.
我们明天是否在户外开晚会要看天气而定。
③其它连接代词和副词的选用
根据主语从句的具体意义，正确的选择who,which,when,where,why,how等连接词，这些连接词既有疑问含义，又起连接作用，同时在从句中充当各种成分。如：
Whenweshallholdoursportsmeetisnotdecided.
我们何时举行运动会还没有决定。
Whobroketheglassyesterdayisnotclear.
还不清楚昨天谁打破了玻璃。
Whichcaryouwillchoosetobuymakesnodifference.
你决定买哪一辆车都不会有任何区别。
④whatever/whoever的功用
whatever,whoever在主语从句中不含疑问意义。它引导主语从句，并在从句中作主语、宾语、表语等。whatever=anythingthat;whoever=anyonewho。要注意和whatever,whoever引导的让步状语从句的区别。如：
Whoeverbreaksthelawshouldbepunished.（主语从句）（＝Anyonewhobreaksthelawshouldbepunished.）
Whoeverbreaksthelaw,heshouldbepunished.（让步状语从句）（＝Nomatterwhobreaksthelaw,heshouldbepunished.）
(3)it构成的主语从句
①由连词that引导的主语从句，在大多数情况下会放到句子的后面，而用代词it作形式主语。如：
Itiswell-knownthattheearthmovesaroundthesun.
众所周知，地球围绕太阳转。
需要注意的是，it作形式主语代替主语从句时，要注意和as引导的定语从句的区别。试比较：
ItwasreportedthattheUSwasundertheterroristattack.（主语从句，有that，无逗号）
Aswasreported,theUSwasundertheterroristattack.（定语从句，无that，有逗号）
上两句意为“据报道，美国遭到恐怖分子的袭击”。
②常见用it作形式主语的复合句结构
◆Itisafact（agoodidea/apity/ashame/nowonder/goodnews…）that…如：
It’sapitythatyoumissedthefilm.
你没有看那部电影真是太遗憾了。
◆Itisnecessary（clear/true/strange/important/wonderful/possible/likely…）that…
需要注意的是，这类主语从句中，谓语动词很多为“（should）＋动词原形”，即要用虚拟语气。如：
Itisnecessarythatyou（should）masterthecomputer.
你很有必要掌握电脑。
ItisimportantthatastudentlearnEnglishwell.
学生学好英语很重要。
It’sclearthattheybadlyneedhelp.
很明显，他们急需援助。
Itislikelythatahurricanewillarrivesoon.
飓风很可能马上就要到达了。
◆Itisreported（well-known/hoped/thought/expected/said/believed/decided/suggested/order-ed…）that…如：
Itissaidthathewaskilledintheearthquake.据说他在地震中丧生了。
◆Itseems（happened/appears/doesn’tmatter/makesnodifference/…）that…如：
Itseemsthattheywillwinthegame.
看起来他们好像会赢得这场比赛。
Itmakesnodifferencewhetherhewillattendthemeetingornot.
他是否会参加会议都无关紧要
(4)主语从句不可位于句首的五种情况：
①if引导的主语从句不可居于复合句句首。
②Itissaid/reported…结构中的主语从句不可提前。例如：
ItissaidthatPresidentJiangwillvisitourschoolnextweek.√
ThatPresidentJiangwillvisitourschoolnextweekissaid.×
③Ithappens/occurs…结构中的主语从句不可提前。例如：
Itoccurredtohimthathefailedintheexamination.√
Thathefailedintheexaminationoccurredtohim.×
④Itdoesn’tmatterhow/whether…结构中的主语从句不可提前。例如：
Itdoesn’tmatterwhetherheiswrongornot.√
Whetherheiswrongornotdoesn’tmatter.×
⑤含主语从句的复合句是疑问句时，主语从句不可提前。例如：
Isitlikelythatitwillrainintheevening?√
Isthatwillrainintheeveninglikely?×
3.Practice
Purpose:togetthestudentstohavetheknowledgeofthegrammarthroughexercise.
(1)AskSstofindwhichofthefollowingsentencesaresubjectclauses.
Whathewantsisabook.
Itissonicethatwecanlearnthisgrammarpointtogether.
I’msogladthatIcanmakefriendswithyou.
Thisiswhyhedidit.
Doyouagreetothesuggestionthatwe(should)haveatripinTibet?
Thathewantsabookiscertain.
Isuggestedjustnowwe(should)takepartinthiscompetition.
Whetheryoulikehimornotdoesn’tmattertoomuch.
Hedoesn’tknowwhetheryoucansingitwell.
Theproblemiswhetheryoucansingitwell.
Theproblemwhetheritisrightorwronghasnotbeendecided.
Pleasetellmewhoyourmonitoris.
SuggestedAnswers:
主语从句是:①②⑥⑧,宾语从句为:③⑦⑨(12),而④⑩为表语从句，⑤(11)为同位语从句。

(2)AskSstochoosethebestanswerstothefollowingsentences.
①________makesmistakesmustcorrectthem.
A.What　B.That　C.Whoever　D.Whatever
②Itworriedherabit____herhairwasturninggrey.
　A.while　B.that　C.if　D.for
③Whenandwhyhecamehere________yet.
　A.isnotknownB.arenotknownC.hasnotknown　D.havenotbeenknown
④_____surprisedmemostwas____suchalittleboyofsevencouldplaytheviolinsowell.A.That...whatB.What...thatC.That...which　D.What...which
Thesubjectof"WhatisinterestingisthatIdonotevenknowhim."is_______.
　A.what　B.interestingC.Whatisinteresting　D.I
Whatapity_____is_____youdidn’tarrivebydaylight.
A.there,becauseB.it,thatC.he,whenD.that,for
⑦isafactthatEnglishisbeingacceptedasaninternationallanguage.
A.ThereB.ThisC.ThatD.It
Itisimportantthat______oureducationinallavailableways.
A.wemustdevelopB.weshalldevelopC.wewoulddevelopD.weshoulddevelop
Itisnecessarythat______bytheendoftheweek.
A.wegoteverythingreadyB.wehavegoteverythingready
C.WegeteverythingreadyD.wemustgeteverythingready
Itwasnaturalthat_______.
A.mypictureswouldsurprisethemB.mypicturessurprisedthem
C.mypicturesshouldsurprisethemD.mypictureswouldhavesurprisedthem
11.__________wecan’tgetseemsbetterthan_______wehave.
A.What;whatB.What;thatC.That;thatD.That;what
12.___________we’llgocampingtomorrowdependsontheweather.
　A.IfB.WhetherC.ThatD.Where
13.Itworriedherabit________herhairwasturninggrey.
　A.whileB.thatC.ifD.for
14.—IdrovetoZhuhaifortheairshowlastweek.
—Isthat______youhadafewdaysoff.
　A.whyB.whenC.whatD.where
15.Itwasamatterof_______wouldtaketheposition.
　A.whoB.whoeverC.whomD.whomever
16.Itisgenerallyconsideredunwisetogiveachild________heorshewants.
　A.howeverB.whateverC.whicheverD.whenever
17.________youdon’tlikehimisnoneofmybusiness.
　A.WhatB.WhoC.ThatD.Whether
18.Youcan’timagine________whentheyreceivedtheseniceChristmaspresents.
　A.howtheywereexcitedB.howexcitedtheywere
　C.howexcitedweretheyD.theywerehowexcited
19.Thereisnodoubt________.
　A.thatMr.HansenisingoodhealthB.whetherisMr.Hansenhealthy
　C.ifMr.HansenshealthwasreturningD.whetherMr.Hanseninhealth
SuggestedAnswers:
①～⑤CBABC⑥～⑩BDDCC
11～15ABBAA16～19BCBA
Step3.Homework
1.AskSstoreviewthenewwordsandphrases.
2.AskSstolearntherulesofnounclausesasthesubjectbyheart.
Period4UsingLanguage
TeachingGoals:
1.ToimproveSs’listeningability.
2.ToensureSshavereallygraspedtheimportantwordsandphrasesoftheunit.
TeachingProcedures:
Step1.Listening
Purpose:TohelpSsimprovethelisteningability.
1.Pre-listening
(1)AskSstolookatthephotosofthethreegreatscientistsonP30andsaysomethingaboutthem.Thenaskthemthefollowingquestions.
①Doyouknowaboutsomebackgroundknowledgeofthesethreegreatscientists?
②Canyousaysomethingaboutthem?
(2)AskSstolookthroughEx1andEx2onP30andgetfullypreparedforlisteningtothetape.
2.Listening
(1)AskSstolistentothetapeandfinishEx1onP30.
(2)PlaythetapeagainandaskSstochecktheanswersinpairs.
(3)AskSstolistentothetapeforthethirdtimeandfinishEx2onP30.Thenhavesomeofthemexplaintheiranswers.
Step2.Reading
Purpose:TogetSstoknowabouthumanbeing’sfeelingsofvisitingthemoon.
1.Fastreading
AskSstolookthroughthetextquicklyandchoosethebestanswertothefollowingquestion.
Thepassageismainlyabout____?
A.introductionofthemoonB.thegravitythatIfeltonmywaytothemoon
C.myvisittothemoonD.myfriendYanping,anastronomer
SuggestedAnswer:C.
2.Intensivereading
AskSstoreadthetextcarefullyandfinishthefollowingexercises.
(1)Accordingtothetext,weknowthattheforceofthegravitywouldchange_____times.
A.2B.3C.4D.5
(2)Whendidtheauthorfeelstrongestofthegravityoftheearth?
A.Onthemoon.B.Onthehalfwaytothemoon.
C.AttheverybeginningD.Ontheirleavingfromthemoon
(3)Whatcausesthewritertofeelthathebecomesweightlessonthemoon?
A.SpaceshipB.GravityC.HisfriendD.HisGoodfeelingsofthemoon
(4)Fromthetextwecanknowifamangrowsuponthemoon,_____.
A.hewillgrowtallerthanontheearthB.hewillgrowshorterthanontheearth
C.hewillbecomefatterD.hewillbecomeweightless
SuggestedAnswers:(1)B(2)C(3)B(4)A
Step3.Speakingandwriting
Purpose:TogetSstolearnhowtopreparealistofthingsusedforgoingtothemoon.
TopracticethewritingabilityofSs.

1.Dividethewholeclassinto6groups.LetSsdiscusswiththeirgroupmemberswhattheymightneedtogotothemoon.Meanwhile,askonestudentofeachgrouptowritedowntheimportantpartsoftheirdiscussion.

2.AfterthediscussionSshavehadsomeknowledgeofthethingstheywouldneediftheyweregoingtothemoon.GetthemtodescribethethreewaysinwhichgravitychangedforLiYanpingandhowhisweightchanged..
3.ThenSstowriteashortpassageexplainingthreeproblemstheymightmeetonthemoonaswellasthesolutionstothesedifficulties.Beforewriting,theycanhaveadiscussion.

Step4.Consolidation
1.AskSstofinishEx2andEx3onP63～P64andletthemchecktheanswerstogether.
2.AskSstofinishthefollowingexercises.
(1)Fillintheblankswithproperwordsaccordingtothegiveninformation.
①Thescientificstudyofthestarsiscalleda______________.
②EatingtoomuchduringtheSpringFestivalcandogreath_______toourhealth.
③Thepatient’shealthisg___________improvingwiththehelpofthedoctor.
④Themixtureofgasesthatsurroundtheearthiscalleda_____________.
⑤Peoplecanfindlotsofv___________scenesinsomeAmericanfilms.
⑥Hearingtheexcitingstory,almosteveryoneintheroom_____________(爆发)withlaughter.
⑦Theforest__________(延伸)asfarastheriverbank.
⑧Thewifewasmuch____________(失望的)atherhusband’sabsence.
⑨Marxwas_________(强迫)toleavehismotherlandforpoliticalreasons.
⑩Thereismuchdust__________(漂浮)intheair.
SuggestedAnswers:①astronomy②harm③gradually④atmosphere⑤violent⑥exploded⑦spreads⑧disappointed⑨forced⑩floating
(2)FinishthefollowingsentencesaccordingtotheChinese.
①______________________________________(使我苦恼的)isthatIhaventheardfromhimrecently.
②Donotreadbooksinthepoorlightasitis_____________________(对你的眼睛有害).
③_____________________(随着时间的推移),wearegettingbetterwitheachother.
④_____________________________________________(我过去在工厂工作了十年)hasagreatandactiveeffectonmylife.
⑤Pleasetrytocomebackearly_______________________________.(既然一切都安排好了)
SuggestedAnswers:
①Whatmakesmeupset/annoyed②harmfultoyoureyes③Astimegoesby④ThatonceIworkedinafactoryfortenyears⑤nowthateverythinghasbeenarranged
(3)Choosethebestanswertothefollowingsentences.
①TheAmericansareeating_____vegetablestodayastheydidbefore.
A.morethantwiceB.morethantwiceasmany
C.twiceoverasmanyD.overtwiceasmuch
②Ifyoualwaysworksohardlikethis,youwill____soonerorlater..
A.breakupB.breakoutCbreakdownD.breakin
③—WillyougooutforshoppingthisSunday?
—Well,___________.
A.Iwouldliketogo.B.italldependsC.IhavealotofworktodoD.certainlynot
④Beyond_____starstheastronautsawnothingbut_____space.
A.the;/B./;theC./;/D.the;the
⑤_____youhavegotachance,youmightaswellmakeuseofit.
A.AfterB.AlthoughC.AssoonasD.Nowthat
SuggestedAnswers:①B②C③B④A⑤D
Step5.Homework
1.AskSstousethewordsandphraseslearnedinthisunittowriteashortpassageabouttheirownopinionsontravelingtospace.
2.AskSstopreviewthenextperiod.

Period56Readingtask(Workbook),
Speakingtask(Workbook),Listeningtask(Workbook)Writingtask(Workbook)
TeachingGoals:
1.ToenlargeSs’visionofspacetravel
2.ToletSsgetmoreknowledgeaboutscienceandtechnology.
3.ToimproveSs’abilityinlisteningandwriting.
4.ToletSsknowmoreaboutspacetravel.
TeachingProcedures:
Step1.Readingtask(Workbook)
1.Fastreading
AskSstoreadthetextquicklyandsilentlyandanswerthefollowingquestion
Whatisthetextmainlyabout?
SuggestedAnswers:
Itismainlyaboutwhathappenedandwhattheysawroundthe“blackhole”.
2.Intensivereading
(1)AskSstoreadthetextcarefullyandexplainwhatthe“blackhole”isaccordingtothetext.Thenhavethemwriteitdown.
(2)AskSstoreadtheformonP67andwhichoftheoldideasaboutthe“blackhole”iswrong.
SuggestedAnswers:
Thefiftholdideaiswrong,becauseobjectscanbethrownfarfromthe“blackhole”bytheenergyinthe“blackhole”.Otheroldideasareright.
(3)AskSstoimprovetheirwritingsaboutthe“blackhole”accordingtotheformonP67andchoosesomeSstoreadoldtheirwritings.

Step2.Speakingtask(Workbook)
1.DivideSsintothreegroupsandaskeachgrouptothinkofaquestionwhichtheywanttoaskLiYanpingmost.Thenwritethethreequestionsthreegroupshavepresentedontheblackboard.
Possiblequestions:
Canwesee“blackholes”withoureyes?
Ifyoucantseea"blackhole",howdidyouknowyouhadgotclosetoit?
Haveourscientistsfoundoutwhether"blackholes"willdoharmtothehumanbeingsornot?
Whatwillhappenedifwegetclosetoa“blackhole”?
Whatwasthemostunexpectedthingyoufoundoutabout“blackholes”?
Whatwasthemostfrighteningthingthathappenedtoyouonthisjourney?
Possibleanswers:

No,wecant.
Youonlyknowyouareclosetoablackholebyseeingthingsdisappearintowhatappearstobeanemptyspace.Theblackholecantbeseen.
Sofarwehaventfoundouttheycancausedamagetotheearthorhumanbeings.
Allobjectsmustgointothe"blackhole"whentheyarecaughtbyitsgravity.
Themostunexpectedthingisthatthe"blackholes"threwoutmaterialaswellasswallowingobjects.
Themostfrighteningexperience:whenthegravityofthe"blackhole"waspullingusslowlyintoits"mouth",andthenthespaceshipmovedaroundtheholeandbegantogofasterandfasterintoit;IwasterrifiedbecauseIthoughtwewouldbeswallowedbythe"hole".

2.AskSstoreadthethreequestionsofSpeakingtaskonP67anddiscussallthesixquestions.
3.AskSstoworkinpairsandmakeaninterview.Onestudentasksthequestionsandtheotheranswers.Thenchangeroles.Theycanbeginthedialoguelikethis.

S1:Goodmorning,MrLi.
S2:Goodmorning.
S1:Sinceyoulikethisjob,wouldyoumindmeansweringsomequestions?
S2:Ofcoursenot.Justgoahead.
S1:Whatwasthemostunexpectedthingyoufoundoutabout“Blackholes”?

4.Choosesomepairstopresenttheirinterviewsbeforetheclass.

Step3.Listeningtask(Workbook)
1.Pre-reading
AskSstodiscussthefollowingquestions.
(1)Ifyouareareporter,howwillyouinterviewafamousastronomer?
(2)Whatkindofquestionswillyouaskhim?
(3)Doyouwanttoexperiencetheastronautslifeinspace?
2.Listening
(1)AskSstoreadEx2ofListeningtaskonP65andthenplaythetapeandletthemfinishEx1.
(2)AskSstoreadEx2ofListeningtaskonP65andmakesuretheyknowaboutthedifferentpartsofthespacesuit.PlaythetapeagainandaskSstofinishEx2.
(3)PlaythetapefrothethirdtimeandaskSstochecktheiranswerstoEx1andEx2inpairs.

Step4.Writingtask(Workbook)
1.AskSstodiscussthefollowingquestions.
(1)Ifyoucantravelinspace,whichstarorplanetdoyouwanttoexplore?
(2)Whatwillseeduringyourspacetravel?
(3)Ifpossible,doyouwanttoapproachthe“blackhole”?
(4)Howwillyoufeelinspace?
2.AskSstowriteanarticletotellabouttheirideasandhopesforspacetravel.Theycanmakemostoftheirimagination.Remindthemtomakeamainheadingandsmallerheading.TheycanrefertothepassageonP68.
3.AsksomeSstopresenttheirwritingstotheclass.
Step5.Homework
1.AskSstowritedowntheirinterviewsontheirnotebook..
2.AskSstosurftheInternettofindsomeinformationaboutthe“blackhole”.
AskSstoreviewthisunitandpreviewthenextunit.