Unit7TheSea教案。

一名优秀的教师就要对每一课堂负责，作为教师就要早早地准备好适合的教案课件。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师能够井然有序的进行教学。您知道教案应该要怎么下笔吗？以下是小编收集整理的“Unit7TheSea教案”，欢迎您参考，希望对您有所助益！

Unit7TheSea教案
Lesson1TheSpiritofExplorers
Grammar：定语从句
寄语：Agoodmedicinetastesbitter.良药苦口。
Learningaims:1.关系副词where/when/why引导的定语从句
2.介词+which/whom引导的定语从句
Learningdifficultpoint:关系词在定语从句中所做成分的判断
LearningSteps:
Step1合并下列句子为含定语从句的复合句（B级）
1.Themanisapoliceman.Heisshakinghandswithmyfather.
2.TheprofessorhasgonetoShanghai.Youwishtoseetheprofessor.
3.Chinaisacountry.Chinahasalonghistory.
4.Iliveinaroom.Itswindowsfacethesouth.
Step2知识回忆（B级）
你能回忆起所学定语从句的知识么？
1.概念：
2.定语从句由引导，修饰前面的词，并在句中做语。我
们上学期学习了关系代词_______________________________
________引导的定语从句。
3.划出以下句子的定语从句，关系词，先行词，并且在句中所做的
成分。
Theytalkedaboutthemenandthethingsthattheysaw.
Step3定语从句（1）（B级）
这一课时我们将学习关系副词when,where,why引导的定语从句：
1.when在定语从句中表时间，作状语，其先行词往往是表示时间的名词，如：time,day,season,age,occasion等。
Ican’tforgetthenightwhenIcametothefarm.
翻译：
1.where在定语从句中表示地点，作状语，其先行词通常是表示地点的名词。如place,situation,city,town,factory,case,等。
Thefactorywherehisfatherworksisinthewestofthecity.
翻译：
WewenttovisittheplacewhereLincolnonceworked.
翻译：
2.why在定语从句中表示原因，作状语，先行词一般是reason。
ThatisthereasonwhyIdidso.
翻译：
Idon’tknowthereasonwhyhedidn’tcometoschoolyesterday.
翻译：
请完成英语课本第九页第十题。
Step4定语从句（2）（B级）
1.介词+关系代词（which,whom）引导的定语从句
介词+which在定语从句中充当时间，地点，原因状语，相当于when,where,why.其介词可根据先行词和定语从句中的谓语动词来判断。
A.when相当于at/in/on/during等+which.
ThedateonwhichhejoinedthePartywasJuly1，1984.
翻译：
B.where相当于at/in/on/等+which。
Thehouseinwhichhelivedisalibrarynow.
翻译：
C.why相当于for+which.
Isthatthereasonforwhichhewasabsentfromclass?
翻译：
2.介词+which/whom,关系代词作介词的宾语，这是我们学习定语从句的重点，也是高考的常考点。which指物，whom指人。在这种结构中，介词的选择非常关键,可根据定语从句所修饰的名词或代词来选择介词。也可根据从句的相关动词来选用。
ThisistheprofessorfromwhomIhavelearntalot.
翻译：
HaveyouseethepenwithwhichIwritemyhomework.
翻译：
Inthedarkstreet,therewasn’tasinglepersontowhomshecouldturnforhelp.
翻译：
在日常英语中通常把介词放在从句的句末，省略关系词which/whom。
Thisistheprofessor(whom/that)Ihavelearnedalotfrom.
Thisisthecamera(which/that)heoftentakesphotoswith.

I单项选择（C级）
1.Thatisthewriter____alotofbookswerewritten.nCwA
A.bywhomB.whoC.whoseD.whomni!I
2.Thisistheplace____hestayedlastyear.uf(FA)
A.whichB.inwhereC.inwhichD.inthatAyc)cs
3.Theexhibitionin___thepicturesareonshowisonthesecondfloor.Pjp
A.whichB.thatC.whereD.itK.
4.Thisshirtisliketheone___wesawyesterdayinthatshop___Johntoldusabout.
A.that,whichB.which,whereC.whom;thatD.which,inwhich
5.Galileobuiltatelescope_____hecouldstudytheskies.%
A.withwhichB.throughwhichC.throughthatD.which/T
6.Iwillneverforgettheday____westudiedtogether.AvM%
A.atwhichB.onthatC.atthatD.onwhichZ
7.Thepencil____hewaswritingwasbroken.`(CUsN
A.whichB.thatC.withthatD.withwhichLjZ
8.Theyoungwoman_____Ispokejustnowisayoungdoctor.zF
A.whoB.towhomC.whomD.that{T
9.Ilikethehouse_____windowsfacesouth.
A.whoseB.who’sC.itsD.itsO[x
10.Doyouknowthestudent_____?^fJ+5
A.whomIoftentalkB.withwhoIoftentalk0F6F%j
C.IoftentalkwithD.thatIoftentalkH6?
11.Wouldyoutellmewheretogetthedictionary_____?umL
A.whatIneedB.IneedC.whichIneeditD.thatIneedit;
12.Charlietoldhismotherall____had[emailprotected],.
A.thatB.whatC.whichD.who9xA
13.Thisisthemuseum______wevisitedlastyear.(eT$]U
A.whereB.inwhichC.whichD.inthat?Z(
14.Thestudentswereinterested____youtoldthemyesterday.w^@F_
A.inwhichB.inthatthisC.allthatD.inevery{
15.What’sthenameoftheprogram________?Ze4l
A.whicharelisteningB.youarelisteningto2%6Y3Z
C.tothatyouarelisteningD.thatyouarelisteningTSd[
16.Beijing,______isthecapitalofChina,isabeautifulcity.
A.that　B.it　C.which　D.／
17.Thatsthehotel_______lastyear.
　A.whichwestayedB.atthatwestayed
　C.Wherewestayedat　D.wherewestayed
18.Thedoctordidall________tosavethewoundedboy.
　A.whathecouldB.hecould
　C.everythingwhichhecouldD.forwhichhecoulddo
19.Theplace_________youarestandingusedtobeanoldchurch.
　A.which　B.where　C.that　D.when
20._________youknow,heisafamousmusician.
　A.As　B.which　C.That　D.／
II课本第十页第11题。

小结反思：
______________________________________________________________________________________________________________________

Unit7TheSea当堂检测卡（3）
Grammar：定语从句
日期：班级：
姓名：层次：评价：
I单项选择（B级）
1Ihavemanyfriends,____somearebusinessmen.
AofthemBfromwhichCwhoofDofwhom
2Withherhusbandkilledintheaircrash,Mrs.Liuremarriedarichman,_______wereallmarried.
AthechildrenofwhomBthechildrenofwho
CwhosethechildrenDallofhischildren
3Thatsthehotel　lastyear.
A.whichwestayedB.atthatwestayed
C.wherewestayedatD.wherewestayed
4Thenovel,thecover____isveryold,iswrittenbyafamousAmericanwriter.
AofitBofwhichCofthatDofwhat
5Thewolveshidthemselvesintheplaces______couldn’tbefound.
AthatBwhereCinwhichDinthat
6.Isthisthemuseum　youvisitedtheotherday?
　A.that　B.where　C.inwhich　D.theone
7.IbegantoworkinBeijingintheyear　NewChinawasfounded.
　A.when　B.that　C.which　D.where
8.Thereisnodifficulty　cantbeovercomedintheworld.
　A.that　B.which　C.who　D.what
9.Whoistheperson　isstandingatthegateofBeijingTourismTower?
　A.who　B.that　C.which　D.whom
10.Thiswasthesupermarket　Iboughtthiskindoftin.
　A.where　B.that　C.who　D.which
11.Thisisthelasttime　Ishallcomeheretohelpyou.
　A.that　B.which　C.when　D.what
12.Theplace　youarestandingusedtobeanoldchurch.
　A.which　B.where　C.that　D.whenJAb88.com

II].用适当的介词+关系词填空（C级）
1Theteacher___________IlearntmostwasMrs.Zhu..j3
2.Mathematicsisthesubject________Iammostinterested.
3.Thisisthehouse___________________Iwasborn.9
4.Isthatthegirl________________youlentyourbicycle?
5.Thisisthecarhepaidahighprice.
6.Thesearethethings_______________Ispokejustnow.h
7.Isthatthefish______________youaskedthewaiter?t.
8.Themoonisaball_____________therearenoliving[emailprotected]
9.Waterisveryimportanttofish,____________itcantlive.:W
10.Welovethevillage______________weworkfortwoyears.q

错因与纠正：

精选阅读

Unit7TheSea-CommunicationWorkshop教案

俗话说，居安思危，思则有备，有备无患。作为教师就要精心准备好合适的教案。教案可以让学生更好地进入课堂环境中来，帮助教师缓解教学的压力，提高教学质量。优秀有创意的教案要怎样写呢？下面的内容是小编为大家整理的Unit7TheSea-CommunicationWorkshop教案，相信能对大家有所帮助。

Unit7TheSea-CommunicationWorkshop教案

Objectives
■Towriteareportaboutatouristattraction.
■Topractiseusinglinkingwordsofcontrast.
■Toprepareforandtakepartinapublicdebate.
■Topractisegivingopinions.
■Tolistentoasongandunderstandit.
■Topractiseusingvocabularyconcerningtheenvironment.

Resourcesused
Cassette,WritingHelp1,leafletsoftouristattractionsinthearea.

Possibleproblems
Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.

Background
ThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.
GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayisaninventedplace.

Routesthroughthematerial
.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
.Ifyouhavetime,studentscandotheOptionsactivities.
.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.

LanguagePower:pages62-63.

Writing:AReport

Beforeyoustart

Exercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.

Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■Checkstudents’answers.
Answers
1generaldescription2listofgoodpoints3listofbadpoints4conclusion

■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.

Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.Writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.

Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.

Stage3
■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.

Stage4
■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.

Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■Onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:PublicDebate

Beforeyoustart

Exercise1
Usefulvocabulary:coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■Checkstudentsunderstandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).

Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.

Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:Imtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.

■Playthecassetteagain,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.

Stage1
KeyWords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,(un)employment,wildlife
■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.

Stage2
■ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.

Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengiveshis/heropinionsasamemberofthecommunityattheverybeginningofthedebate).
■Ingroups,studentstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwynBay.

Talkback
■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.

Listening
■Studentsreadthroughthetextandguessthemissingwords.
■Thentheylistentothesongandcompletethetext.
AnswersandTapescript
Iamsailing,Iamsailing,homeagain,acrossthesea.
Iamsailing,stormywaters,tobenearyou,tobefree.
Iamflying,Iamflying,likeabird,acrossthesky.
Iamflying,passinghighclouds,tobewithyou,tobefree.
Canyouhearme?Canyouhearme?Throughthedarknight,faraway.
Iamdying,forevercrying,tobewithyou,whocansay?
Wearesailing,wearesailing,homeagain,acrossthesea.
Wearesailing,stormywaters,tobenearyou,tobefree.

■Playthesongagainandaskfurtherquestions:‘Whatisthesituationinthesong?Whereisthepersongoing?Whoishegoingtosee?Isthepersonreallysailing?’
■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof‘returning’(sailing/flyinglikeabird),‘feelingunhappy’(crying/dying),‘havingdifficulties’(stormywaters).
■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusuallysloworfast?sadorhappy?

Options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.

Unit7TheSea-culturalcorner教案

一名优秀的教师就要对每一课堂负责，作为教师准备好教案是必不可少的一步。教案可以让学生能够在教学期间跟着互动起来，帮助教师提高自己的教学质量。所以你在写教案时要注意些什么呢？急您所急，小编为朋友们了收集和编辑了“Unit7TheSea-culturalcorner教案”，仅供参考，欢迎大家阅读。

Unit7TheSea-culturalcorner教案

ZhengHeandHisSevenVoyages

Exercise1

KeyWords
inadditionto,fleet,voyage,supply,sink,exploration
■AskstudentswhattheyknowaboutZhengHe.Encouragethemtosayasmuchaspossible.
■Lookatthekeywordswiththestudentsandseeifstudentsalreadyknowsomeofthem.Donotpre-teachanynewwordsbutencouragethemtoguessthemeaningswhilereadingthetext.
■Askstudentstorefertothenoteswhilereadingsothattheycanunderstandthepassagebetter.
■MatchtheKeyWordswiththedefinitions.

Answers
1inadditionto2supply3voyage4fleet5exploration
6sink

Exercise2
■Studentsworkinpairsreadingthetextandansweringthequestions.

Answers
1ZhengHewasoneofChinasmostfamoussailors.HewasorderedbyZhuDitosailtofarawaycountriesforexploration.
2ZhengHesfirstmissionasadmiralwasthevoyageacrosstheIndianOcean.
3ZhengHesshipscarriedgold,silver,silk,porcelainandothertreasurestogiveasgiftstotherulersoftheneighboringcountries.
4ZhengHehadbroughtbackthingslikemedicines,spices,ivory,pearlsandstrangeanimals.Themostfamousofthesegiftswereagiraffeandazebra.
5Afterhisdeath,thestoriesofhistravelsmadehimoneofChinasmostfamoussailors.

Options
Extension
■Ifyouhavetime,askstudentstoworkinpairsandaskandanswerthequestions.EncouragethemtoaskmorequestionsifpossibleandtellthestoryofZhengHetotheclass.
■Insmallgroups,askstudentsthinkofanotherfamoustraveler.Askthemtotalkaboutwhathe/shedidandmakenotes.HavethemwritedowntheirownstoryinEnglish.
■Thenaskthemtoappointoneortwospeakerstotelltheclassaboutthispersonintheirownwords.

BulletinBoard

Objectives
■Todiscussaproblem
■Towritedescriptionsofseaanimals
■Toexchangeideasaboutdifferentwaystodescribethings
■Tofurtherexplorethethemeoftheunit

Steps
■Studentsreadthenotes.
■AskstudentswhateventscouldbeorganizedforaSeaAnimalShow.
■Studentsdiscusswaystodescribeseaanimals.
■Studentsdiscusswhatinformationisgivenintheseaanimaldescriptions.
■Studentschooseoneseaanimalthattheyareinterestedinandwriteadescriptionofit.
■Displaythedescriptionsontheclassbulletinboard.Encouragestudentstoreadotherstudents’descriptionsafterclass.

UnitDiary

Objectives
■Toencouragestudentstoreflectonwhattheyhavelearnedinthisunit
■Toencouragestudentstothinkabouttheirownlearningstyle
■Toidentifyeffectivelearningmethods
■Todevelopstudents’confidence
■Toencouragestudentstotakeactivecontroloftheirstudies
■Tohelpteachersgetaclearerinsightintothestudents’learningstrengthsandweaknesses

Part1(1)
Thisasksstudentstothinkofthetopicsoftheunitanddecidewhichlessonwastheirfavourite.
Part2(2-5)
Thisdealswiththeunitobjectivesandevaluatesthedifficultyandpracticalityoftheunit’slanguageandtasks.

Part3(6)
Thisasksstudentstoreflectonlearningstrategiesandtoidentifyanddiscusswaystoimprovetheirlanguagelearning.

Part4(7-8)
Thisevaluatesstudents’preferencesinregardtolanguageskillsandtopics.

Part5(9)
Thisallowsstudentstoevaluatetheirprogressoverthecourseoftheunit.

高一英语TheSea教案

一名优秀的教师在教学时都会提前最好准备，作为教师就需要提前准备好适合自己的教案。教案可以让学生们能够在上课时充分理解所教内容，帮助教师掌握上课时的教学节奏。怎么才能让教案写的更加全面呢？下面的内容是小编为大家整理的高一英语TheSea教案，供您参考，希望能够帮助到大家。

高一英语TheSea教案
Lesson4SeaStories
Teachingaims:
①.Toreadsectionsofastoryandsequencethenusepredictionstrategiesandlinkingwords.
②.Touselinkingexpressionsrelatedtotimeandsequencing.
③.Tousewordbuildingtechniquestoformnouns,verbs,adjectivesandadverbs.
④.Totalkaboutandgiveopinionsoffilms.
⑤.Topractiseusingthesecondconditionalforspeculation

Teachingdifficultandmainpoints:
Tomasterthewordbuilding.
Tousethelinkingwords.

Teachingaids:
CAI

Teachingprocedures:
Ⅰ.Warmup
TolookatapicturesofTitanicthenraiseaquestion:.HaveyouseenthefilmTitanic?Wheredidthestoryhappen?
Ⅱ.Speaking
Workingroupsoffourtodiscussthetwoquestions:Haveyouseenanyotherfilmsaboutthesea?Whatdidyouthinkofthem?Tellyourclassmate.
Ⅲ.Pre-reading
Lookatthekeywordsandfindtheminthepictures.
Ⅳ.Reading
Task1:NowpleaseputPartA,BCinthecorrectorder.
Wecanputtheparagraphsinorderaccordingto(根据):
thepictures
thelinkingwords(连接词)：上下文相关词语的连接
Task2:Readthestoryagainandanswerthesequestions.
1.Whydidthewriter’syoungerbrotherfallintothesea?
2.Whydidtheboatgotowardsthewhirlpool?
3.Whydidthewritertiehimselftoabarrel?
4.Whydidn’thisbrotherdothesame?
5.Whydidhisoldfriendsnotrecognisehim?
Ⅴ.Languagepoints:
1.Ittooklessthanasingledaytochangemyhairfromblacktowhite.(B)
2.…
3.…
Ⅵ.Pleasefindoutthephrasesabouttimesequenceinthetext
Ⅶ.Wordbuilding
Ⅷ.Speaking
IfIwereonaboatgoingtowardsabigwhirlpool,Iwouldtiemyselftosomethinglight

Unit7Metropolises教案

一名优秀的教师在教学方面无论做什么事都有计划和准备，高中教师要准备好教案，这是教师工作中的一部分。教案可以让讲的知识能够轻松被学生吸收，帮助高中教师缓解教学的压力，提高教学质量。你知道怎么写具体的高中教案内容吗？以下是小编收集整理的“Unit7Metropolises教案”，相信您能找到对自己有用的内容。

Unit7Metropolises教案
一.单元分析（UnitAnalysis）
（一）.单元地位（UnitPosition）
1.本课在对各个世界著名大城市进行描述时，谈及了各个城市的特点和相互间的比较。教师可以围绕“城市”这一主题，设计活动让学生参与口语讨论，加强对世界著名大城市的了解以及社会生活对于城市发展的要求。同时，增强学生作为城市中的一员的公民主体意识和社会责任感，回顾城市的历史，关注城市的现状，并且展望城市的未来。
2.本单元结束时，充分利用本课“城市”这一主题，学生围绕“上海一日游”模拟担任导游，介绍如今上海各景点及近年上海市政建设的新貌。
3.本课中出现的语法现象——过去将来时。课文在谈及过去某一时间人们对于将来的展望时，多运用过去将来时加以描述。如，Atthattime,manyLondonersdidnotexpectthattheircitywouldchangeforthebetter.Somepeoplepredictedthatthepriceswouldgrowevenhigherinthecomingyears.由于这一语法现象大部分学生在初中阶段已经学过，教师所要做的就是在课堂教学中进行适当简短的复习，并加以一定的句型操练。
（二）.单元目标（UnitTarget）
1.了解一些世界著名的大城市，比如课文中提到的NewYork,London和Tokyo，或课本100页上提到的如Beijing,Shanghai,HongKong,Moscow等多个大城市。
2.复习并运用过去将来时。
3.能够口头描述某一地点（城市），如大小、交通状况、天气、景点以及优缺点等等。
4.了解宾语从句的种类，学会写复合句。
（三）.单元重点（UnitPoints）
1.关键词：
语言知识类
gothrough,springup,one-tenthof,asplanned,dogoodtosb.,continuetodosth./doingsth.,cometrue
交际功能类
世界著名城市：Beijing,Shanghai,HongKong,Tokyo,Moscow,London,Paris,NewYork,Toronto,Brasilia,Johnannesburg,Cairo
2.功能：
1)Describingplaces（描述“地点”）参考课本第111页UsefulLanguage
Howbigis(Tokyo)?
Itisverybig.Ithasapopulationofabout…
Whereis(thecenterofNewYorkCity)located?
Itislocatedon(ManhattanIsland).
Whatis(Tokyo…)like?
Itisaverybig,moderncitywithhigh-riseofficesandapartmentbuildingseverywhere.
It’sadirty,noisy,crowdedcitywithbusytrafficandshabbystreets.
It’sasmall(ancient,dirty,old,crowded,noisy,quiet)citywithalonghistorydatingbackto(the16thcentury).
It’sabigcitywherethetraditionalandthemodernmeet.
What’sitfamousfor?/What’sitbestknownfor?
It’sfamousforitsfriendlyandhonestpeople/pleasantclimate/deliciousseafood/beautifulscenery.
2)Expressingthewillorpredictionsinthepast（“过去将来时”用来表示过去的意图或预言）
Inhislecture,theoldscientistsaidthatpeoplewouldbeabletotraveltoMars（火星）oneday.
Marklookedattheskyandthensaiditwouldrainthenextday.
3.语法点：
本课出现了过去将来时，应作为本课的知识点重点教学。
二.教学设计（TeachingDesigns）
教学内容教学实施建议教学资源参考
1Reading作为“城市”这一主题的引入，教师可以利用“Jigsaw”的配对方法，结合小组合作活动方式，让学生将相关著名城市与其著名景点或昵称等凡能表述其特点的条目进行搭配，从而引出一些新的词汇。
可以利用课本上所给出的部分世界著名城市名称，结合网络上搜寻到的相关图片，来介绍该城市特点。
在此基础上，阅读并讲解课文，使学生对这些城市能有更深刻、更全面的了解。
[链接1]“Jigsaw”配对活动的操作建议课本第100页——Highlights部分
2Listening作为教材第110页的听力部分，可以让学生了解掌握如何描述一个自己去过的地方，并且学会从多方面比较两个城市。同时建议教师可利用上海外语教育出版社出版的《英语（新世纪版）听力》，开展相关主题的听力活动作为对教材的补充。课本第110页——ListeningPractice
补充听力——Metropolises
3Speaking以描述地点为主要功能设计口语活动。
活动一：根据图片猜测谈论该城市特点。
活动二：情景对话。两个同学合作准备以“MyFavoritePlace”为题的对话，尽量表现出该地方的吸引人之处。句型可参见“UsefulLanguage”
活动三：模拟导游。假设学生担任国外游客的导游，指导学生分组收集介绍上海景点及近年上海市政建设的英语图片和其他各种资料，准备导游介绍。
[链接2]模拟导游的一些具体教学建议。课文第111页——SpeakingPractice
4Writing本部分内容——
让学生通过完成课本第112至113页上的表格初步了解宾语从句的种类，并通过书本相关练习加以反馈，了解学生的掌握程度。
同时，课本的“写句子”的复习已经结束，建议教师指导学生就各种句型作一个小结。课文第112页——Writing部分
5Structure过去将来时是本课的语法教学内容。教师可以通过与宾语从句、间接引语的结合，帮助学生复习已学知识，并且进行口头操练。课文第107页——Structure部分
6Additional
Reading本部分与Unit7内容直接相关，建议放在最后一课时。
本文出现的重要词汇与词组：flood,necessity,search,promise,pave,apeoplealwaysonthemove,intheearly20thcentury,rapidgrowth,worklonghoursforlowpay,inspiteof,improveone’slivingstandards,insearchof,communityservice,awayoflife
针对“国家/民族”这一话题，实际上是本单元“城市”主题的拓展和延伸。可组织学生展开一次讨论，议论城市发展带来的好处和问题
[链接3]话题讨论的教学建议课文第114页——AdditionalReading
[链接1]
说明：
利用“Jigsaw”配对是开拓学生思维，提高学生兴趣的好办法。这一环节的运用既能发挥学生的积极主动性，又能使学生在小组活动中互帮互助。通过以小组方式呈现合作结果，让全体学生都对本课所描述的三个城市有所了解，同时对于新的词汇加以补充与学习。
1.教师准备一些世界著名城市的图片（可以从报纸或杂志上剪，也可从网络上下载打印），以及对于这些城市的描述语句（相关变化：也可以是这些城市中的标志性景点或代表性建筑的名称或描述）
2.将上述两组内容中的第一组（即城市图片）分别发给各个小组，先让他们讨论得出这个城市的特点。
3.然后各小组派代表到教师处找到这个城市的标志性建筑。每次只能上来一位同学，而且同一位同学不能重复上来。
4.最先找到所给城市的所有代表性建筑的小组获胜。
5.最后，教师通过幻灯片进行小结。
相关城市可以如：
Cities/MetropolisesLandmark
LondonBigBen,TowerBridge,BuckinghamPalace
NewYorkCity“BigApple”(nickname),StatueofLiberty,EmpireStateBuilding
[链接2]
说明：
模拟情景的活动贴近学生的日常生活，大大激发学生投入语言操练和实践的兴趣和积极性。该活动着力体现了语言的社会交际功能，也是真实的、具有可操作性的任务。通过收集整理资料，准备导游介绍词，学生增加了对于上海这个他们生活着的国际化大都市的了解和热爱，在小组准备的过程中，学生也获得了互相沟通交流信息、合作完成任务的语言学习和锻炼的机会。
1.整个班级可以分为浦东、浦西两大组。视班级人数多少，教师在两大组的基础上再分为4至5人或6至8人的小组。
2.一个小组只承担若干或一个景点的介绍，收集介绍上海景点及近年上海市政建设的图片、幻灯、文字信息等，准备导游介绍。
3.属于浦东和浦西的组员中各推选一位导游，负责将下属各个小组所介绍的景点设计成合理的参观路线，并准备串联词。
4.课堂上教师作为来沪的游客，两位导游全程陪同游客游览上海浦东浦西各大景点，其间可由相关景点的负责小组介绍各景点，全班帮助教师完成行程。
5.可以参考介绍的景点有：
上海大剧院theGrandTheatre
国际会议中心theInternationalConventionCentre
东方明珠电视塔theOrientalPearlTVTower
卢浦大桥theLupuBridge
上海海洋水族馆ShanghaiOceanicAquarium上海博物馆ShanghaiMuseum
豫园YuGarden
南京路步行街NanjingWalkingStreet
城市规划馆ShanghaiCity-planningMuseum
外滩theBund

[链接3]
说明：
这个话题值得学生们思考与讨论。这也是当下热门话题“可持续发展”所要解决的问题。作为身处国际大都市的公民，学生们可以通过这样的讨论和思考，增强自己的主人翁意识和社会责任感。
1.教师引导学生回顾本单元的课文，其中所介绍的三个城市各有千秋，也有其存在的问题。
2.在比较和分析课文之后，引出话题：现代城市发展给人们带来的好处和相应而来的问题。从而帮助学生学习以全面的眼光看待事物。
3.指出“Eachcoinhastwosides”的事物两面性，引导学生积极思考相应的解决方案。
4.此话题可以直接在课堂上展开全班范围内的讨论，也可采用辩论的形式，将全班学生分成两大组，分别说出城市发展的优点和问题。目的还是引导学生积极思考并全面分析事物。
5.要指出的是，这类实践活动对于学生的口语水平要求较高，教师可以视本班学生的具体情况而定。