Unit 5 Theme parks教案Period 1 &2 warming-up and reading。

俗话说，居安思危，思则有备，有备无患。教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更容易听懂所讲的内容，帮助教师更好的完成实现教学目标。优秀有创意的教案要怎样写呢？小编收集并整理了“Unit 5 Theme parks教案Period 1 &2 warming-up and reading”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit5Themeparks教案
Period1Skimming;Scanning;Task-based.
Teachingaids:
Arecorderandacomputer.
Teachingprocedures:
Step1Revision
T:Goodmorning/afternoon,boysandgirls!Firstlet’shavea
dictationaboutthewordsandphrasesinUnit4.Takeoutapieceofpaper,please.
T:Now,handinyourpaperplease;I’llcheckyourworkafterclass.
Step2Warmingup
1.AskSstodiscussthefollowingquestions.
(1)Whywereparksoriginallydeveloped?
(2)Whatusesdoparkshave?
(3)Doyouthinkthatparkshavesomethingtodowithpeople’slivingconditions?
2.DivideSsintosixgroupstodiscussthedifferencebetweenthethemeparkandthetraditionalpark.
ThetraditionalparkThethemepark
ChineseparksWesternparksactivitiesforvisitorstodoortosee;aspecificideatoattractvisitors;ownedprivatelyandbuiltforprofit;…
fourelements:water,rock,bridgesandpavilionsopengrassyareas;benchestositon;sheltersforpicnicsorplayingmusic;waterforsailing…

Question1:Haveyouevercomparedthefarethatthetwokindsofparksask?Whichismoreexpensive?
Question2:Therearemanyactivitiesyoucantakepartinthethemepark.Ifyouhaveachancetogo,whatkindofactivitieswillyoutakepartin?
Question3:Whatisyourideaaboutsomeverydangerousactivities,suchasthefollowingpicturesshow?
Rock-climbingRaftingBungeejumpingFree-fallrides
Conclusion:
Manycountrieshavethemeparkstoattractbothtouristsandlocalpeople,asthevisitorsalsobringsomemoneytonearbyhotelsandrestaurants.
Step3Reading
1.Leading-in
AskSsthefollowingquestions.Theycantalkasmuchaspossible.
(1)Howmuchdoyouknowaboutthetraditionalpark?
(2)Doyouoftengotoparks?
(3)Whatdoyouusuallydowhenyouareinthepark?
(4)Doyouexpecttogotothethemepark?
Suggestedanswers:
Thetraditionalparkisaplaceforpeopletorest,tohaveawalkingortodosomeexercises.Itisfreeduringcertaintime,forexample:inthemorningbefore8:00o’clock.Ifpeoplehavetopay,thefareforitisverylow.
No,becausewearebusyinstudying.
Iusuallyhaveawalkwithmyfamilyorwatchthemassdancingandsinging.
Yes.BecauseIhaven’tbeentoanyofthem.
2.FastReading
(1)AskSstolookatthepicturesinthetextandfindouttheanswertoEx2onpage35.AskSstopaymoreattentiontothefirstandthelastsentenceofeachparagraph.
(2)Findoutthetopicsentencesofsixparagraphs
Topicsentences
Paragraph1.Differentkindsofthemeparks.
Paragraph2.Disneyland.
Paragraph3.Dollywood
Paragraph4.England’sCamelotPark
(3)AskSstoreadthetextquicklyandtrytotellweatherthefollowingsentencesarerightorwrongaccordingtothetext.
①Parksfindonlyonewaytomeetpeople’sneed.
②Itcostslittleornomoneytogotosomeparks.
③Thoughthemeparksarenotsohuge,theyprovidemorethanamusementparks.
④Themeparksonlymakeaprofitfromthechargeforadmission.
⑤Disneylandistheoldestthemepark,namedafterWaltDisney.
⑥Inthemeparks,peoplecanonlylookorwatch,theyarenotallowedtogoforactivities,letaloneeatingorbuyinganything.
Suggestedanswers:
①F②T③F④F⑤T⑥F

3.Intensivereading
(1)AskSstoreadthefirstparagraphandanswerthefollowingquestions.
What’sthethemepark?
②Doyouknowwhatkindsofthemeparksare?
③whatcanyouinthethemepark?
(2)AskSstoreadthelast3paragraphsandfillintheform.
ParknameThemeExampleofActivities
Disneyland
Dollywood
Camelot
SuggestedAnswers:
ParknameThemeExampleofActivities
DisneylandFairytalestoriesTravelthroughspace,visitapirateship,meetfairytalecharacters,rideaswingingship,goonafree-falldrop
DollywoodcultureofthesoutheasternUSAListentoAmericancountrymusic,seetraditionalcraftsmenandtheirwork,trysometraditionalcandy,rideonanoldste
amengine,seebaldeagles,rideonThunderheadandotherrides
CamelotAncientEnglishhistoryandstoriesWatchmagicshows,seefightingwithswordsoronhorseback,visitfarmsection,learnaboutfarmsinancientEngland
Step4.Homework
1.AskSstoreadthetextagainandfinishEx3ofComprehendingonP35.
2.AskSstousethenewwordstomakesomenewsentences.
3.AskSstotrytoreciteparagraph1ahistoryorculturethemeparkwillletusseehowourancestorsdressed,workedandlived.TheoldestthemeparkintheworldisDisneyland.Itseemedlikeaplaceoffantasy.Besidesthese,wehavethemarineoroceanparks,thesciencethemeparksandsoontoletusenjoytotallydifferentexperiencefromtherealworld.
Step2Discoveringusefulwordsandexpressions
(Page35)
Askthestudentstofillintheformwiththewordsfromthetext.
T:Somuchfortherevision,nowpleaseturntoPage35inyourbook.Letsstudy"LearningaboutLanguage".First,letsdoPart1Discoveringusefulwordsandexpressions.(Threeminuteslater.)
T:Letschecktheanswers.Thesuggestedanswers:
theme,rides,sneakers,settlers,fantasy,experiment,
minority,cometolifeT:Iwillgiveyouthreeminutestocompletethepassagein
Part2.Pleasedo.3minutelater,checktheanswers.Thesuggestedanswers:
sneakers,rides,theme,experiment,fantasy,settlers,
cometolife,minority
DoPart3andPart4inthesameway.
Step3Usingwordsandexpressions(Page70)
T:Now,pleaseturntoPage70.LetsdoPart1andPart2USINGWORDSANDEXPRESSIONS.Pleasefinishthemin5minutes.(Fiveminuteslater.)
Theteachercheckstheanswersbyaskingthestudentstotellthewholeclasshis/heranswersonebyone.
T:NowletscometoPart3:Translation.Iwillasksomestudentstodotheirtranslationontheblackboard,andtherestofyoupleasedoyoursinyourexercisebooks.
Wewillchecktheanswerslater.Fiveminuteslater,theteachercorrectsthetranslationwiththeclass.JAb88.CoM

Step4Discoveringusefulstructures
GetSstolearnsomerulesofwordforming.
InEnglish,accordingtotheformofthewords,wecanformwordsinthefollowingways.
(1)Compounding:Wordsareformedbylinkingtwoormorewordstomakeoneunit.
◆Compoundnouns:fire-engine,green-house,earthquake,downfall,drop-in
◆Compoundadjectives:snow-white,firsthand,red-hot
◆Compoundverbs:sun-bathe,overcome,typewrite
◆Compoundadverbials:sideways,sky-high,whereabout
(2)Conversion:Thisisawaywhichisunnecessarytochangeawordbutonlytochangeitspartofspeech.
◆fromnounstoverbs:house,conduct,digestetc
◆fromadjectives/adverbialstoverbs:brave,wrong,etc
◆fromverbstonouns:smoke,batheetc
(3)Affixation:Wordswithaprefixorsuffixorbothattachedtoarootisformedbyaffixation.Usuallythiswaytheword’sspeechisnotchanged.
◆Adjectives:unabledisloyalirregular
◆Verbs:dislikeuntietransplant
◆Nouns:nonconductorinabilityautobiography
Butifasuffixisused,theword’sspeechischanged.
Forexample:agreement,inventor,foolish,discovery,failure,sharpen
Thefollowingprefixescanchangethespeechofaword,suchasen-,be-,em-,a-etc.
Forexample:rich(adj.)→enrich(v.);slave(n.)→enslave(v.);friend(n.)→befriend(v.);etc.
2.AskSstofinishEx1,Ex2,Ex3andEx4ofDiscoveringusefulstructuresonP37topracticetherules.
Step3.Practice
Purpose:togetSstohavetheknowledgeofthegrammarthroughexercises.

1.AskSstotellthepartofspeechofeachwordinitalicsinthefollowing:
(1)Winterhaspastandspringhascome.
(2)Sheisawomanfarpastheryouth
(3)I’mtiredofyourifsandbuts
(4)Sheisstillbutachild.
(5)Ican’tseewhereIwaswrong.
(6)Twowrongsdon’tmakearight.
(7)Heclosedhisspeechwithafunnyway.
(8)Stayclosetogether.
Suggestedanswers:
(1)v(2)prep(3)n(4)adv(5)adj(6)n(7)v(8)adj

2.AskSstoJointwosimplewordstomakeacompoundwordwiththeruleswelearned.Ifnecessary,tellthestudentstoconsultthedictionary.
Examples:book+worm→bookworm
gohomeatfinderbreakworkbetweenshopwalkbank
faultmanstagebookoutplacebackdropcoffeemarket

SuggestedAnswers:
(1)go-between(2)at-home(3)workshop(4)walkman(5)backbook(6)coffeebreak(7)dropout(8)faultfinder(9)marketplace(10)backstage
3.GetSstofinishtheEx1Ex2andEx3onP71～P72tostrengthenthegrammarandenlargetheirvocabulary.
Step5Homework
1.AskSstoreviewthenewwordsandphrases.
2.AskSstoreadtherulesofwordformationonP91～P94.

Period5UsingLanguage

TeachingGoals:
1.ToimproveSs’listeningability.
2.ToensureSshavereallygraspedtheimportantwordsandphrasesoftheunit.
TeachingProcedures:
Step1Listening
1.AskSstolookatthewordsintheformofEx1onP38togettheChinesemeaning.Thenaskthemtoenjoysomebeautifulpicturesandthendiscussthequestionsinthepairs.
(1)HowmanynationalitiesarethereinChina?
(2)Canyounamesome?
(3)Whichnationalitydoyoubelongto?
(4)HowmuchdoyouknowabouttheothernationalitiesofChina?
Suggestedanswers:
(1)TherearefiftysixnationalitiesinChina.
(2)Forexample:Han,Miao,Man.,Hui,Yi,etc.
(3)IbelongtoHan/Hui/Zhuang/Dong…(Theanswersmaybedifferent.)
(4)Huichu,forexample,doesn’teatanythingdeadbeforebeingkilled.

2.Beforelistening,askSstolookthroughEx1onpage38tomakesurethattheyknowwhattolistento.Thenplaythetapeoncewithoutstopping.(IfSshaveanyquestions,playthetapeonceagain).Thenchecktheanswers.

3.AskSstofinishEx2onP38andanswerthequestionsinEx3..
Step2Readingandspeaking
1.Fastreading
AskSstoreadthetextquicklyandgetthemainidea.
SuggestedAnswers:
Scienceandtechnology-basedthemeparkslikeFuturoscopeprovideup-to-dateinformation,hands-onlearningandlotsoffunandexcitement.
2.Intensivereading
(1)AskSstoreadthetextagaincarefullyandfinishEx2onP39.
(2)AskSstotalkaboutwhatFuturoscopemaylooklikeandfinishEx1onP39.
Step3Writing
AskSstoenjoysomepicturesofChinaFolkCulturalVillageandthentoformgroupstothinkaboutwhatkindofthemeparkstheyaregoingtowritewiththehelpofthegivenwordsandexpressionsonP39.
Step4.Speaking
AskSstolookattherequestofEx1onpage39andprepareadialoguetopresenttothewholeclass.
Step5.Homework
1.AskSstofinishtheexercisesofUsingWordsAndExpressionsonP70.
2.AskSstousethewordsorphraseslearnedinthisunittowriteashortpassageabouttheirfavoriteparks.
Period6Listening
Teachinggoals:
1.Enablethestudentstomastertheskilloflisteningforinformation.
2.Helpthestudentslearnhowtogettheskillsoflistening.
Teachingimportantpoints:
Listentothethreematerialsaboutcustoms,SeaWorldandbuildingadugoutboatandanswerthequestionscorrectly.
Teachingdifficultpoints:
Listenandgettheneededinformationtocompletetheexercises.
Teachingmethods:
Listeningandcooperativelearning.
Teachingaids:I
Arecorder,acassettetapeandacomputer.
Teachingprocedures:
StepIRevision
Checkthestudentshomework.
StepIIListening(Page37and38)
Studentsareaskedtoreadquestionstofindouttherequirementsfirst,andthenlistentothetapethreetimestocompletethematchingexercisesandanswertheeightquestions.
T:PleaseopenyourbooksandturntoPage37.Beforeyoulistentothetape,readtherequirementsandkeeptheminmind.Payattentiontotheimportantinformationwhilelisteningandyoudbettertakesomenotesofit.
T:Differentcountrieshavedifferentcultures.Differentna?tionalgroupshavedifferentcustomstoo.InPart1,wearegoingtohearaboutthecustomsofsomenationalgroups.Nowletslistentotherecordingandtrytomatcheachgrouptoanexampleofitscustoms.
Studentslistentotherecordingforthefirsttime.
T:Haveyougottheanswers?Letscheck.
Checktheanswerstogether.
T:Letslistentothetapeagainandanswerthequestionsin
Part2.Youmaylistentoittwice.Studentslistentotherecordingforanothertwotimes.Checktheanswerstothequestionsbyaskingsomestu?dentstoanswerthem.
StepIIIListening(Page69)
T:LetscometotheListeningonPage69.HerewearegoingtolistentoDavidEvensandJiYangwhoarevisitingtheSeaWorld.
T:HaveyoueverbeentoSeaWorld?
Ss:Yes.
T:WhatcanyoudoinSeaWorld?
Ss:Wecanfeedthedolphins.
Wecanplaywiththepolarbears.
Wecanwatchseaanimalsdoperformances.
Wecangodivingtoseefish.
Wecanseelearnaboutthedifferentkindsoffishandseaweed.
Wecangosurfingonthesea.
T:Good.LetslistentotherecordingabouttheSeaWorldinAustralia.Afterlistening,ticktheiteminthelistofwhatpeoplecandointhispark.Areyouready?Letsgo.Studentslistentotherecordingforthefirsttimeandfinishtheexercise.
T:Haveyougottheanswers?Letscheck.Teachercheckstheanswerswiththewholeclass.
T:LetslistentothetapeagainandtrytoanswerthequestionsinPart3.Pleasereadthequestionsfirst.
T:Ok.Letskeepthesethreequestionsinmindandtrytofindtheanswerswhilelistening.Areyouready?Letsgo!Playthetapeagain,andthenchecktheanswerstothequestionsbyaskingsomestudentstoanswerthem.
StepIVListeningTask(Page73)
T:LetsturntoPage73andgoontodotheListeningTaskhere.Forthistask,wearegoingtolearnhowtobuildadugoutboatandhowtomakeahouseofpalmleaves.Areyouinterestedinmakingthingsbyyourselves?
Ss:Yes.
T:Great!Youwillbeabletodoitafterdoingthelistening.
T:Letsfindouthowtobuildadugoutboatfirst.Whilelistening,youneedtopayattentiontothematerialsyouneed,thesteps,themethodofmakingapersonsitinit,andthemethodofmakingtheboateasilygothroughthesea.Areyouclearaboutwhattodonow?Letslisten.
StudentslistentotherecordingfortwoorthreetimesandfillinthetableinPart1.
T:Haveyougotallthisinformation?Letscheck.
Teachercheckstheanswersbyaskingsomestudentstoreadouttheiranswers.
T:Now,wecometothebuildingofahouseofpalmleaves.Whilelistening,weneedtopayattentiontothemethodofjoiningthepalmleaves,thenumberofareasforsides,howtojointhesidesofthehousetogether,thenumberofareasfortheroof,andhowtojointherooftowalls.Withthisfivequestionsinmind,letsbeginlistening.
StudentslistentotherecordingfortwoorthreetimesandcompletethechartinPart2.
T:Haveyougottheinformationtocompletethesecondcolumnofthechart?Letschecktheanswerstogether.
Teacherscheckstheanswerswiththewholeclass.
StepVHomework
Dothelisteningagainafterclass.
PreviewReadingandspeaking,Readingtask.

相关知识

Unit 5 Music教学设计Period 1: Warming up and reading

Unit5Music教学设计
Period1:Warmingupandreading
TeachingAims
◆Tolearntotalkaboutkindsofmusic
◆Tolearntoreadaboutbands
◆TostudyTheAttributiveClause(in/for/with/by＋which/whom)
◆Tolearntowriteane-mail
Procedures
I.Warmingup
Warmingupbydescribing
Goodmorning,class.Todaywearegoingtotalkaboutaninterestingtopic---music.Asweknow,musicisakindofartofmakingpleasingcombinationsofsoundsinrhythm,harmonyandcounterpoint.Musiccanproducealivelyandhappyatmosphereandbringpeoplerelaxationafterhardwork,whichcanreducethetiredness.Listeningtomusicalsomakespeoplefeelhappyandnice.Howmanydoyouknowaboutmusic?Canyoutellaboutdifferentkindsofmusic?Nowturntopage33,lookatthepictures,readthecaptionsandlistentothedifferentkindsofmusic.Seeifyoucanguesswhichmusicmatcheswithwhichpicture.
Warmingupbydiscussing
Hi,everyone.Doyoulikemusic?Howmuchdoyouknowaboutmusic?Canyoutellaboutthedifferentkindsofmusic?Pleaseturntopage33.Lookatthepictures.Let’slistentosomemusic.Let’sseeifyoucanguesswhichmusicmatcheswithwhichpicture.
ClassicalmusicCountrymusicRock‘n’Roll
RapOrchestraFolkmusic
Yes,youareright.I’msureyouwillreallyenjoyyourselvesafterlisteningtoallthesebeautifulmusic.Whatkindofmusicdoyoulikebetter,ChineseorWestern,classicalormodern?Why?Howdoesmusicmakeyoufeel?Whydoyouliketolistentomusic?Let’sdiscussthesequestionsinsmallgroups.Trytoshareyouropinionswithoneanother.
II.Pre-reading
1.Thinkingandsaying
Haveyouheardaboutanyofthefamousbandsintheworld?Listsomeifyoucan.
Forreference:I’veheardabout“TheBeatles”,“BackStreetBoys”,“TheEagles”,“Westlife”and“PinkFloyd”.
2.Listening,talkingandsharing
Let’slistentosomepiecesofmusicfromdifferentbands.Workingroupsoffour.Tellyourgroupmateswhichbandyoulikebest.Why?Thenthegroupleaderistostandupandsharethegroupideawiththeclass.
Forreference:IamfromGroup1.Ourgrouplikes“TheBeatles”best.Weliketheirstyleofperformances.Listeningtotheirperformances,wewillfeelrelaxed,amused,andtheirperformancesmakeusthinkalotaboutlife.
Doyouknowanythingabout“TheMonkees”?
Forreference:“TheMonkees”isabandthatwasfirstpopularinthe1960sinAmerica.Unlikemostbandsofthetime,theMonkeeswerenotformedbyitsmembersbutratherbyTVproducers.TheywereafictionalbandintheTVshowofthesamename.ThebandwascomposedofMikeNesmith,MickeyDolenz,DavyJones,andPeterTork.Allthemembershadsomemusicalexperience.Let’scometothereading---TheBandThatWasn’tandfindmoreaboutthem.
III.Reading
1.Readingaloudtotherecording
NowpleaselistenandreadaloudtotherecordingofthetextTHEBANDTHATWASN’T.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.
2.Readingandunderlining
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.
CollocationsfromTHEBANDTHATWASN’T
dreamofdoing,ataconcert,withsb.clappingandenjoying…,singkaraoke,behonest,formaband,highschoolstudents,practiceone’smusic,firststeptofame,playtopassers-by,inthesubway,earnsomeextramoney,giveperformancesinpubsorclubs,bepaidincash,makerecordsinastudio,beginasaTVshow,playjokeson…,bebasedlooselyon…,theTVorganizers,putanadvertisementinanewspaper,lookforrockmusicians,relyon,pretendtodosth.,becomemoreseriousabout…,playtheirowninstruments,produceone’sownrecords,starttouring,breakup,inthemid-1980s,celebrateone’stimeasarealband
3.Readingtoidentifythetopicsentenceofeachparagraph
Skimthetextandidentifythetopicsentenceofeachparagraph.Youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.
1stparagraph:Manypeoplewanttobefamousassingersormusicians.
2ndparagraph:Thisishowmostbandsstart.
3rdparagraph:TheMonkeesstartedinadifferentway.
4thparagraph:HowtheMonkeesbecamepopularandhowtheydevelopedasarealband.
3.Readingandtransferringinformation
Readthetextagaintocompletethetables,whichlisthowpeopleformedabandandhowTheMonkeeswasformedbytheTVorganizersandbecamearealband.
Howdopeoplegettoformaband?
MembersHighschoolstudents
ReasonsTheyliketowriteandplaymusic.
PlacesTheypracticetheirmusicinsomeone’shome.
FormsTheymayplaytopassers-byinthestreetorsubway.
ResultsTheycanearnsomeextramoney.Theymayalsohaveachancetodreamofbecomingfamous.
HowwasTheMonkeesformedandbecamearealband?

TheMonkeesin1968(lefttoright):MickyDolenz,PeterTork,MikeNesmithdiscussallquestionsandthendecidewhichonesyouwanttoaskFreddy.
4.Useeachquestiontostartanewparagraph.
5.Writeyourquestionfirst;thenaddextrainformationtoshowFreddywhyyouneedhelp.
6.FinishtheletterpolitelyandthankFreddyforhishelp.
2.ReadingFreddy’sreply
Let’sreadFreddy’sreplyandanswerthequestions:
---HowwasFreddy’sbandformed?
---WhatadvicedoesFreddygive?
3.Writinganoteandaparagraph
Pleaseturntopage74.NowinpairsyouaregoingtodecideonthebestwaytotellaforeignfriendaboutonekindofChinesefolkmusic.Whatdoyouthinktheyneedtoknowbeforetheycanenjoyit?Whydoyoulikeit?Whoareyourfavoritesingers?Discussitwithyourpartnerandwritenotestoremindyouofyourmostimportantideas.ThenwriteaparagraphtellingyourforeignfriendaboutthetypeofChinesefolkmusicyouhavechosen.Useadictionaryandotherreferencebookstohelpyou.
IV.Furtherapplying
Findinginformation
Gotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationonmusicandmusicians.TakenotesofyourfindingsandreportthemtoyourgroupmatesnextMondaymorning.
V.Closingdownbyfillingaform
Makeuseofthetextandotherstofillintheformbelow.
Howdopeopleformaband
Members
Reasons
Places
Forms
Results
Closingdownbydescribingaband
Toendthisperiod,Iamgoingtohavetwoofyoutodescribetotheclassabandwhomyouappreciates.Who’dliketospeakfirst?

附：同步备课资料
I.Differenttypesofmusic:
Folkmusic
Ithasbeenpasseddownfromonegenerationtoanother.Atfirstitwasneverwrittendown.Peoplelearnedthesongsfromtheirfamilies,relatives,neighborsandfriendsinthesamevillage.Thesesongswereaboutthecountrylife,theseasons,animalsandplants,andaboutloveandsadnessinpeople’slives.
Popmusic
Itisakindofmodernmusicwithastrongbeatandnotoflastinginterest,especiallyjustfavoredforashorttimebyyoungerpeople
•Rock’n’Roll
Itisalsocalledrockandroll,akindofmodernmusicwithstrongbeat,playedloudlyonelectricalinstruments,inwhichthesingerrepeatsthesamefewsimplewords.
Jazz
JazzwasbornintheUSAaround1890.ItcamefromworksongssungbyblackpeopleandhaditsrootsinAfrica.Jazzstarteddevelopinginthe1920sinthesouthernstates.Soonitwasplayedbywhitemusicians,too,andreachedotherpartsoftheUSA.
Africanmusic
Itplaysanimportantpartinpeople’slives,especiallyforwork,andatfestivalsandweddings,whenpeopledanceallnightlong.
Indianmusic
It’snotwrittendown.Thereisabasicpatternofnoteswhichthemusicianfollows.Butalotofmodernmusicisalsowritten.Indiaalsoproducesfilmswithmusic,andmillionsofrecordsaresoldeveryyear.
MusicintheCaribbean
TheslaveswhowerebroughtfromAfricadevelopedtheirownkindofmusic.WestIndiansmakemusicalinstrumentsoutoflargeoilcans.Theyhitdifferentpartsofthedrumwithhammerstoproducedifferentnotes.ThistypeofmusichasbecomeveryfamousinBritainandisverygoodmusictodanceto.
II.Famousmusicians:
JosephHaydn（1732-1809）wasanAustriancomposerandisknownas“thefatherofthesymphony”.OthercomposershadwrittensymphoniesbeforeHaydn,buthechangedthesymphonyintoalongpieceforalargeorchestra.
HewasborninavillageinAustria,thesonofapeasant.Hehadabeautifulsingingvoice.AfterstudyingmusicinVienna,HaydnwenttoworkatthecourtofaprinceineasternAustria,wherehebecamedirectorofmusic.Havingworkedtherefor30years,HaydnmovedtoLondon,wherehewasverysuccessful.
WolfgangAmadeusMozart(1756-1791)wasacomposer,possiblythegreatestmusicalgeniusofalltime.Heonlylived35yearsandhecomposedmorethan600piecesofmusic.
MozartwasborninSalzburg,Austria.HisfatherLeopoldwasamusicianandorchestraconductor.Wolfganghadmusicaltalentfromaveryearlyage.HelearnedtoplaytheharpsichordinaconcertfortheEmpressofAustria.
Bythetimehewas14,Mozarthadcomposedmanypiecesfortheharpsichord,pianoandviolin,aswellasfororchestras.Whilehewasstillateenager,MozartwasalreadyabigstarandtouredEuropegivingconcerts.HaydnmetMozartin1781andwasveryimpressedwithhim.“Heisthegreatestcomposertheworldhasknown,”hesaid.ThetwowerefriendsuntilMozart’sdeathin1791.
LudwigvanBeethoven(1770-1827)wasborninBonn,Germany.Heshowedmusicaltalentwhenhewasveryyoung,andlearnedtoplaytheviolinandpianofromhisfather,whowasasinger.MozartmetBeethovenandwasimpressedbyhim.“Hewillgivesomethingwonderfultotheworld,”hesaid.BeethovenmetHaydnin1791,butwasnotimpressedbytheolderman.Aftertheyhadknowneachotherformanyyears,Beethovensaid,“Heisagoodcomposer,buthehastaughtmenothing.”However,itwasHaydnwhoencouragedBeethoventomovetoVienna.BeethovenbecameverypopularintheAustriancapitalandstayedtherefortherestofhislife.Ashegrewolder,hebegantogodeaf.Hebecamecompletelydeafduringthelastyearsofhislife,buthecontinuedcomposing.
III.Musicalinstrument乐器

saxophoneelectricalequipmentpiano

guitarflute
V.Whatarethefunctionsofmusic?
•Makethingsmorelivelyandinteresting
•Makethingsbetterforpeopletounderstandandenjoy
•Expresspeople’sfeeling
•Makepeoplefeelgood
•Helppeopleforgettheirpain
•Attractpeople’sattention
•helppeopletorememberthingswell
VI.TheintroductionofthebandTheMonkees
TheMonkeeswereafour-personbandwhoappearedinanAmericantelevisionseriesofthesamename,whichranonNBCfrom1966to1968.TheMonkeeswereformedin1965inLosAngeles,Californiaanddisbandedin1970.Attheirpeaktheywereoneofthemostpopularmusicalactsoftheirtime.
Severalreunionsoftheoriginallineuphavetakenplace.Thefirstreunionlastedfrom1986to1989,andasecondregroupingtookplacebetween1996-1997.TheMonkeeslastworkedtogetherforabriefperiodin2001.

Unit 5 Canada —— “The true North”（Period 1 Warming up and Reading 1）

俗话说，居安思危，思则有备，有备无患。准备好一份优秀的教案往往是必不可少的。教案可以保证学生们在上课时能够更好的听课，帮助教师提高自己的教学质量。关于好的教案要怎么样去写呢？急您所急，小编为朋友们了收集和编辑了“Unit 5 Canada —— “The true North”（Period 1 Warming up and Reading 1）”，相信能对大家有所帮助。

Unit5Canada——“ThetrueNorth”（Period1WarmingupandReading1）

Teachingaims:
1.TalkingaboutCanada.
2.Learnthegeography,population,maincities,andnaturalbeauty,naturalresourcesofCanada.
3.Learnhowtoreadatravelingreportandpictures.
Teachingaids:Acomputer,aprojectandpictures.
Teachingsteps:
Step1.Warmingup.
1.Ssdiscussthefollowingquestions.
1)Doyouliketogotraveling?
2)Whichcountriesdoyouliketovisit?Why?
3)Whatcanyouseeinthesecountries?
2.TshowssomepicturesofwinterandinvitesSstodescribethem.
3.GetSstotalkwhattheyknowaboutCanada.
4.TshowsamapofCanadaandasks:1.WhichcontinentisCanadain?
2.Whichcountryisitsneighbor?
3.WhataretheOceansCanadafaces?
4.HowlargeisCanada?
4.Haveaquiz.
Step2.Pre-reading.
T:WouldyouliketotakeatriptoCanada?
WhatthreewordswouldyouusetodescribeCanada?
Step3Reading
1.Shimming:
GetSstoreadthepassagequicklyandanswerthefollowingquestions:
1)Whatisthepassagemainlyabout?
Sample：Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.
2)Whatis“TheTureNorth”?
Sample：“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.
3)Howmanycitiesarementionedinthetext?Whatarethey?
Sample：Vancouver–Calgary—ThunderBay—Toronto
4)Whatdoyouknowabouteachcity?
Vancouver:
thewarmestpartofCanada；themostbeautifulcityinCanada
manyAsianwanttolivethere；thetreesareextremelytall.
theoldestandmostbeautifulforestsintheworld
Calgary:
famousforStampede
Cowboyscometocompeteinridingwildhorses.
goodatworkingwithanimals
theycanwinalotofmoneyinprizes.
ThunderBay:
atthetopendoftheGreatLakes；verybusyport
closetothecentreofthecountry,sothatoceanshipscangothere.
2.Detailedreading:
1)GetSstoreadthepassageagainandcorrectthefollowingsentences.
1.ThegirlswenttoCanadatoseetheirrelativesinMontreal.
(intheEastofCanada/ontheAtlanticcoastofCanada)
2.DannyLinwasgoingtodrivethemtoVancouver.
(thetrainstationtocatchthecross-Canadatrain)
3.YoucancrossCanadainlessthanfivedaysbybicycle.
(can’t)
4.ThegirlslookedoutthewindowsandsawNativeIndiansandcowboys.
(agrizzlybear,mountaingoatsandwildscenery)
5.ThunderBayisaportcityinthesouthofCanada,nearToronto.
(atthetopendoftheGreatLakes,nearthecenterofthecountry)
2)Listentothetapeandfillintheblanksfromthetext.
Canadais_____thantheUnitedStates.Itisthe_______largestcountryintheworld.Itis_____kilometersfromcoasttocoastinCanada.ThepopulationofCanadaisonlyslightlyover_____________.Canadahas_________oftheworld’sfreshwater,muchofwhichisinthe___________.OnthecoastnorthofVancouversomeoftheoldestandmostbeautiful_______intheworldstillremain.Itissowettherethatthetreesareextremely______.
Period2Languagepoints:
1.CanadaisamulticulturalcountrylikeChina.加拿大像中国一样是一个多元化国家。
multistory多层的multiform多种形式的
multichannel多通话线路的,多波段的multipurpose多种用途的
多党的multiparty多国的、多民族的multinational
多向的multidirectional多彩的，彩色的multicolored
多媒体multimedia
2.LiDaiyuandhercousinLiuQianwereonatriptoCanadatovisittheircousinsontheAtlanticcoast.李黛予和她的表妹刘倩去加拿大大西洋海岸看望她们的表兄妹们。
trip:usuallyshortjourney,esp.forpleasure(通常指短途的)行走，旅行（尤指娱乐性的）
与trip搭配的主要动词和介词：beonatripto
makeatriptotakeatripto
海滨之行atriptotheseaside
前往巴黎的蜜月之旅ahoneymoontriptoParis
他出差在外。Heisonabusinesstrip
我父亲下礼拜要到纽约去。
MyfatherwillmakeatriptoNewYorknextweek
3.Ratherthantaketheaeroplanealltheway,theydecidedtoflyfromChinatoVancouverandtotakethetrainfromwesttoeastacrossCanadainSeptember.
ratherthan(prep.):inpreferenceto(sb/sth);insteadof与其（某人/某物）;不愿;不要
他不愿惹麻烦,宁可离去.Ratherthancausetrouble,heleft.
我想喝柠檬汁,不想喝可乐.
I’llhavealemonaderatherthanacoke.
他正忙于写信而不是读报.
Hewasbusywritingaletterratherthanreadinganewspaper.
4.Itisthesecondbiggestcountryintheworldandasyougoeastward,youwillseemountains,andpassbythousandsoflakes,forestsandwideriversaswellascities.它是世界第二大国家,当你一路向东行时,除了城市你还会看到山脉,会经过上千个湖泊,森林,大河等以及城市.
eastward也作eastwards,副词,意为“向东”
-ward(s)=inadirection
向前foreward(s)向后backward(s)
向外outward(s)向南southward(s)
向西westward(s)向北northward(s)
他们向东航行。Theysailedeastward
我们难以决定是向东走还是向西走。
Wecouldn’tdecidewhethertogoeastwardorwestward
thousandsof成千上万的
注意：million,billion,thousand,hundred,score,dozen之前有确定的数字时，不论后面是有无of,词尾都不加s.
如果前面没有确定的数字而后接of时，词尾都加s.
300名学生threehundredstudents
这些鸡蛋里的3打threedozenoftheseeggs
几打鸡蛋dozensofeggs
5.ManypeoplethinkitisthemostbeautifulcityinCanada,asitissurroundedbymountainsonthenorthandeastandthePacific.许多人都认为温哥华是加拿大最美丽的城市，因为它的北面和东面都被大山包围。
surroundvt.包围，环绕，围绕
surroundsb/sthwithsb/sth
sth/sbbesourroundedby/withsth
篱笆环绕着学校。Thefencesurroundstheschool
他们出动了军队包围了该城。Theyhavesurroundedthetownwithtroops.
房子的四周有高墙。Thehouseissurroundedbyhighwalls.
6.OnthecoastnorthofVancouversomeoftheoldestandmostbeautifulforestsintheworldstillremain.温哥华以北的海岸依然生长着世界上最古老，最美丽的森林。
northof=tothenorth表示“在……的北方”，其他方位词，如：east,west,south,southeast,northeast等，都有类似的用法。
他住在洛杉矶以东（的地方）。
HelivestotheeastofLosAngeles
7.Thatafternooninthetrainthecousinssettleddownintheirseats.那天下午表姐妹俩才在火车上落了座。
settledown安稳坐下，安居下来，适应起来
他爷爷手拿报纸坐在扶手椅里。
Hisgrandfathersettleddowninthearmchairwithanewspaper.
你适应新工作了吗？Haveyousettleddowninyournewjobyet?
8.Manyofthemhaveagiftforworkingwithanimalsandtheycanwinthousandsofdollarsinprizes.他们中许多人都有与兽共舞的才能，他们能赢得几千美元的奖金。
haveagiftfor在…..方面有天分；有天赋
她对学语言有天赋。shehasagiftforlearninglanguages.
好像他对音乐有些天赋。Itseemshehasagiftformusic.

Period3Learningaboutlanguage
Step1:Checktheanswersofexercise1onpage36
multi=manymeanings
multicolouredmadeofmanycolours
multichannelhavingmanychannels
multiformexistinginmanyforms
multinationalincludingmanynations
multistoreyhavingmanystories/storeys
multimediausingmanymedia
multitrackmadeofmanytracks
multifaithincludingmanyreligions/faiths
multimembermadeofmanymembers/people
-ward(s)=inadirectionmeanings
forward(s)ahead,tothefront
eastward(s)totheeast
westward(s)tothewest
southward(s)tothesouth
backward(s)totherear;totheback
outward(s)out,inadirectionaway
northward(s)tothenorth
inward(s)totheinside
toward(s)inadirectionto
Step2:Checktheanswersofexercise2onpage36
Extremely、haveagiftfor、settledown、coast
Surround、harbour、figureout、port、within
Step3：Checktheanswersofexercise3onpage36
figureout、harbour、within、border、agiftfor
settleddown、surrounded、extremely
Step4Appositiveclause
T.Whatkindofnounclausesarethey?
1.Whatitwastobecomewasamystery.(主语从句)
2.Idon’tknowwhowillhelpHenrytowinthebet.（宾语从句）
3.Histroubleisthathedoesn’tknowanybodyinLondon.
(表语从句)
4.Thefactthatshipscangotheresurprisesmanypeople.
（同位语从句）

Period4Grammarpionts
同位语从句讲义及练习
一、理解同位语从句的含义，把握同位语从句的实质
在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that,whether，what,which,who,when,where,why,how等词引导，常放在fact,news,idea,truth,hope,problem,information,wish,promise,answer,evidence,report,explanation,suggestion,conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。
例：Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.他们比赛获胜的消息很快传遍了整个学校。
析：theyhadwonthegame说明Thenews的全部内容，因此该句为同位语从句。
二、正确运用同位语从句的引导词，准确把握同位语从句
1.如同位语从句意义完整，应用that引导同位语从句。（即that不充当任何成分，只起连接作用）
例：Thegeneralgavetheorderthatthesoldiersshouldcrosstheriveratonce.将军下达了战士们立即过河的命令。
析：thesoldiersshouldcrosstheriveratonce是theorder的全部内容，且意义完整，因此应用that引导同位语从句。
2.如同位语从句意义不完整，需增加"是否"的含义，应用whether引导同位语从句。（if不能引导同位语从句）
例：Welldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.我们将讨论运动会是否会如期举行的问题。
析：thesportsmeetingwillbeheldontime意义不完整，应加"是否"的含义才能表达theproblem的全部内容，因此应用whether引导同位语从句。
3.如同位语从句意义不完整，需增加"什么时候"、"什么地点"、"什么方式"等含义，应用when,where,how等词引导同位语从句。
例1：Ihavenoideawhenhewillbeback.
析：hewillbeback意义不完整，应加"什么时候"的含义才能表达idea的全部内容，因此应用when引导同位语从句。
例2：Ihavenoimpressionhowhewenthome,perhapsbybike.
析：hewenthome意义不完整，应加"如何"的含义才能表达impression的全部内容，因此应用how引导同位语从句。
4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。
如：Thethoughtcametohimthatmaybetheenemyhadfledthecity.他突然想到敌人可能已经逃出城了。
三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限
同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中作成分；定语从句说明先行词的性质与特征，与先行词是修饰与被修饰的关系，且名词和定语从句的引导词均在从句中作成分。
区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。
如：Thereportthathewasgoingtoresignwasfalse.
他将辞职的传闻是假的。
因为thereportwasthathewasgoingtoresign句意通顺，所以，thathewasgoingtoresign是同位语从句。
例1：Informationhasbeenputforward____moremiddleschoolgraduateswillbeadmittedintouniversities.(NMET2001上海)
A.whileB.thatC.whenD.as
析：答案为B。moremiddleschoolgraduateswillbeadmittedintouniversities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：
Itissaidthatmoremiddleschoolgraduateswillbeadmittedintouniversities，thisistheinformation____hasbeenputforward.
A.whatB.thatC.whenD.as
析：答案为B。thathasbeenputforward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。
例2：Sheheardaterriblenoise,____broughtherheartintohermouth.(MET91)
A.itB.whichC.thisD.that
析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为aterriblenoise，且它在从句中作主语。应将该句区别于：
Icantstandtheterriblenoise____sheiscryingloudly.
A.itB.whichC.thisD.that
析：答案为D。sheiscryingloudly是theterriblenoise的内容，且theterriblenoise不在从句中作成分，所以该句为同位语从句。

Period5‘TheTrueNorth’FromTorontoToMontreal
Step1.Leadin:ShowsomepicturesofCanada,andasks“DoyouknowthefollowingthingsinCanada?”
Step2.Ssreadthepassagewithin3minutestofillinthefollowingplot.
ThenextmorningTheysawbeautifulmapleleaves
Andrealizedthatfallhadcome
AroundnoonTheyarrivedinToronto
LatethatnightThetrainleft
Atdawnthenext
MorningTheyarrivedinMontreal
Theyspentthe
afternoonInthelovelyshopandandvisitingartists
Intheirworkshopsbesidethewater
ThenightThetrainwasspeedingdowntotheeastcoast
Step.3:Readthepassageforasecondtimeandanswerthefollowingquestions.
1.HowdoweknowitisfallinCanada?
2.WhatcansometimesbeseenfromtheCNTowerinToronto?
3.Wheredoesthewaterfromthelakego?
4.WhyistheregoodCantonesefoodinTorono?
5.WhichdirectionisthetraingoingfromTorono?
6.WhydidthegirlsgotoOldMontreal?
7.WhatthreethingsshowusthatMontrealisaFrenchcity?
Step4Languagepoints
1.TheywerenotleavingforMontrealuntillater.
Not…until…表示“直到…才…”，常与表示瞬间的动词连用。如：
我们直到今天晚上才离开。
Wedonotleaveuntilthisevening.
街上的吵闹声直到深夜才停止。
Thenoiseinthestreetdidntstopuntilmidnight.
2.It’stoobadyoucan’tgoasfarasOttawa,Canada’scapital.
遗憾的时你们不能一直走到加拿大的首都渥太华去。
asfaras(习语)直到所提到之处为止
我一直走到山脚。
Iwalkedasfarasthefootofthemountain.
莎拉已经读到第四册啦。
Sarahhasreadasfarasthefourthvolume.
3.ThegirltoldhimtheywereonatraintripacrosstheCanadaandthattheyhadonlyonedayinMontreal.
一个动词若带两个宾语从句，第二个宾语从句的引导词that一般不能省，例如：
IunderstandnotonlythatyouhavestudiedChinesebutalsothatyouhavewrittenChinesepoetry.

Unit2 Working the land Period 1 Warming up and pre-reading教案

Unit2Workingtheland
Period1Warmingupandpre-reading.
Step1Lead-in.
PoemByLiShen
Farmersweedingatnoon,Sweatdownthefieldsoon.
Whoknowsfoodonatray,Duetotheirtoilingday.

ThenletonestudentrecitethepoeminChinese.
Step2Warmingupbyquestioning
Hello,everyone.Weshallreadaboutmanwhoworksthelandtoday.Haveyouevergrownanyplants?Ifnot,whatkindofplantwouldyouliketogrow?Howwillyougrowit?
(Forreference:Mr.Li,Iworkedwithmyfatherinthericefieldlastyear.Wegrowhybridriceanduseanimalwastestomakethesoilrich.)
Hasanyoneofyoueverbeentothecountryside?Whatdidyoudothere?
(Forreference:IwenttoChuankouthedaybeforeyesterday.Itisasmallmountainvillage75linorthofBeijing.Iwenttheretovisitmyuncle’sfamily.Ilikethatsmallbeautifulvillageverymuch.)
Whoarefromafarmer’sfamily?Whatdoyouknowaboutfarming?
Step3Pre-readingandtalking
Questioningandanswering
RiceismainfoodinSouthChina.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?
(Forreference:Thenthesouthpeoplewouldhavetochangetheireatinghabit.Theycouldturntopotatoes,wheatflour,cowandsheepcheese,cabbage,onionsandgarlicforfood.TheyarethebasesofthetraditionalfoodinNorthChina.)
Ifyouhadthechancetodoonethingtohelpendhungerintheworld,whatwouldyoudo?
(Forreference:Iwouldtrytoendhungerbypopularizingtheadvancedfarmingtechniques.Moderntechniquescouldbeintroducedtoincreasethericeoutput,andexpandtheareaoffields.)

GivingbackgroundinformationaboutProfessorYuanLongping
HaveyoueverheardofamancalledProfessorYuanLongping?Wouldanyoneofyoutelltheclasssomethingabouthim?
(Forreference:ProfessorYuanLongpingisaChineseagriculturalscientist.ProfessorYuansbreakthroughscientificachievementledtotheworldsfirstsuccessfulandwidelygrownhybridricevarieties,revolutionizingricecultivationinChinaandtriplingproductionoverageneration.HisapproachtoricebreedingthenspreadinternationallythroughoutAsiaandtoAfricaandtheAmericas,providingfoodfortensofmillionsandleadingtohisbecomingknownasthe"FatherofHybridRice."
Step4.Reading
Readingaloudtotherecording
Comprehension—understandingwhatyouarereading—isimportant.Toreadinthoughtgroupsisaneasy,yeteffective,wayofimprovingreadingcomprehension.Nowturntopage9andreadaloudtotherecordingofthetextAPIONEERFORALLPEOPLE.Payattentiontothethoughtgroupsinthesentenceswhilelisteningandreadingaloud.

Abriefintroduction:
YuanLongpingisknownasChina’s“fatherofhybridrice”.It’ssaidthatinChina,weeatdependingon“TwoPing”----DengXiaoping,whomadethepolicyofSystemofProductionResponsibility,&YuanLongping,whoinventedhybridrice.
YuanLongping,whowasborninSeptember,1930,graduatedfromAgricultureDepartmentinSouthwestAgriculturalInstitute.Hehasbeenworkingonagricultureeducation&theresearchintohybridricesincehelefttheinstitute.
Inthe1960s,whenChinawassufferingfromseriousfamine,hecameupwiththeideaofhybridrice,whichhasahighyield(oroutput).Tenyearslater,hesucceededininventinganewspeciesthatproduceda20percenthigheryieldthancommontypesofrice.
Yuandevotedhimselftotheresearchintoagriculture,&washonoredbyUNESCO&FAO(联合国教科文组织）.Althoughheis74yearsold,heisstillworkingontheresearchintoagriculture.

Unit2 Working the land Period 1 Warming up and pre-reading 教案

Unit2Workingtheland
Period1Warmingupandpre-reading.
Step1Lead-in.
PoemByLiShen
Farmersweedingatnoon,Sweatdownthefieldsoon.
Whoknowsfoodonatray,Duetotheirtoilingday.

ThenletonestudentrecitethepoeminChinese.
Step2Warmingupbyquestioning
Hello,everyone.Weshallreadaboutmanwhoworksthelandtoday.Haveyouevergrownanyplants?Ifnot,whatkindofplantwouldyouliketogrow?Howwillyougrowit?
(Forreference:Mr.Li,Iworkedwithmyfatherinthericefieldlastyear.Wegrowhybridriceanduseanimalwastestomakethesoilrich.)
Hasanyoneofyoueverbeentothecountryside?Whatdidyoudothere?
(Forreference:IwenttoChuankouthedaybeforeyesterday.Itisasmallmountainvillage75linorthofBeijing.Iwenttheretovisitmyuncle’sfamily.Ilikethatsmallbeautifulvillageverymuch.)
Whoarefromafarmer’sfamily?Whatdoyouknowaboutfarming?
Step3Pre-readingandtalking
Questioningandanswering
RiceismainfoodinSouthChina.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?
(Forreference:Thenthesouthpeoplewouldhavetochangetheireatinghabit.Theycouldturntopotatoes,wheatflour,cowandsheepcheese,cabbage,onionsandgarlicforfood.TheyarethebasesofthetraditionalfoodinNorthChina.)
Ifyouhadthechancetodoonethingtohelpendhungerintheworld,whatwouldyoudo?
(Forreference:Iwouldtrytoendhungerbypopularizingtheadvancedfarmingtechniques.Moderntechniquescouldbeintroducedtoincreasethericeoutput,andexpandtheareaoffields.)

GivingbackgroundinformationaboutProfessorYuanLongping
HaveyoueverheardofamancalledProfessorYuanLongping?Wouldanyoneofyoutelltheclasssomethingabouthim?
(Forreference:ProfessorYuanLongpingisaChineseagriculturalscientist.ProfessorYuansbreakthroughscientificachievementledtotheworldsfirstsuccessfulandwidelygrownhybridricevarieties,revolutionizingricecultivationinChinaandtriplingproductionoverageneration.HisapproachtoricebreedingthenspreadinternationallythroughoutAsiaandtoAfricaandtheAmericas,providingfoodfortensofmillionsandleadingtohisbecomingknownasthe"FatherofHybridRice."
Step4.Reading
Readingaloudtotherecording
Comprehension—understandingwhatyouarereading—isimportant.Toreadinthoughtgroupsisaneasy,yeteffective,wayofimprovingreadingcomprehension.Nowturntopage9andreadaloudtotherecordingofthetextAPIONEERFORALLPEOPLE.Payattentiontothethoughtgroupsinthesentenceswhilelisteningandreadingaloud.

Abriefintroduction:
YuanLongpingisknownasChina’s“fatherofhybridrice”.It’ssaidthatinChina,weeatdependingon“TwoPing”----DengXiaoping,whomadethepolicyofSystemofProductionResponsibility,&YuanLongping,whoinventedhybridrice.
YuanLongping,whowasborninSeptember,1930,graduatedfromAgricultureDepartmentinSouthwestAgriculturalInstitute.Hehasbeenworkingonagricultureeducation&theresearchintohybridricesincehelefttheinstitute.
Inthe1960s,whenChinawassufferingfromseriousfamine,hecameupwiththeideaofhybridrice,whichhasahighyield(oroutput).Tenyearslater,hesucceededininventinganewspeciesthatproduceda20percenthigheryieldthancommontypesofrice.
Yuandevotedhimselftotheresearchintoagriculture,&washonoredbyUNESCO&FAO(联合国教科文组织）.Althoughheis74yearsold,heisstillworkingontheresearchintoagriculture.