高中必修一英語教案

高一英語必修3Unit5教案。

Unit5Canada—“TheTrueNorth”
Ｉ．單元教學(xué)目標(biāo)
技能目標(biāo)SkillGoals
TalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.
Learnhowtoreadatravelingreportandusemaps.
Learntoexpressdirectionsandpositions.
MastertheNounClause-Appositiveclause.
Learntowriteareporttoexpresswhatyouhearandseeinaplace.
II．目標(biāo)語言

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.

詞匯1.四會詞匯
QuizCanadianministercontinentbaggagechatsceneryeastwardwestwardupwardsurroundharbormeasureaboardeaglewithinborderslightacreurbantopicmixmixturebushmaplefrostconfirmwealthydistancemistmistyschoolmateboothdowntownapproximatelydawnbuffetbroadnearbytraditionterrifyterrifiedpleasedimpressimpressive
2.詞組
Primeminister,ratherthan,settledown,managetodo,catchsightof,haveagiftfor,inthedistance
語法Nounclauseastheappositive

III．教材分析與教材重組
1.教材分析
本單元通過兩位女孩李黛玉與劉茜的加拿大之旅，向我們展示了加拿大的一些基本概況，包括它的地理位置、主要城市、風(fēng)土人情以及它的多元文化。通過學(xué)習(xí)本單元，讓學(xué)生對加拿大有了更多的了解，使學(xué)生能夠用所學(xué)的詞匯與句式表達(dá)方向與位置，并學(xué)會條理地寫出旅游過程中的所見所聞。
1.1WarmingUp部分通過四組問題激活學(xué)生有關(guān)旅行和加拿大的知識和經(jīng)歷。本單元閱讀是“在旅途中看加拿大”，因此，WarmingUp通過五個關(guān)于加拿大的問題的測試，目的是激活學(xué)生已有的知識，為介紹加拿大做好準(zhǔn)備。
1.2Pre-reading部分通過四個問題激活學(xué)生有關(guān)旅行的經(jīng)歷和有關(guān)加拿大的知識，使學(xué)生產(chǎn)生了解加拿大的興趣，為閱讀做好準(zhǔn)備。
1.3Reading部分是“在旅途中看加拿大”，沿著從西向東的旅游路線向我們介紹了加拿大的面積、地貌、主要城市、人口、生態(tài)環(huán)境等。兩位女孩在旅途中看到了自然美景及野生動物，文章還介紹了加拿大的自然資源，讓學(xué)生對加拿大的美麗、富饒、幅員遼闊、地廣人稀有了更深的了解。學(xué)生可以通過學(xué)習(xí)課文掌握新的詞匯、句型和游記的寫法，提高學(xué)生的閱讀能力。
1.4Comprehending部分設(shè)計(jì)了三種題型，前兩個題是對Reading部分細(xì)節(jié)內(nèi)容的理解，一個是問答題，一個是改錯題。最后是在地圖上標(biāo)出兩位女孩的旅游路線，相對簡單一些。此部分不僅檢測學(xué)生對細(xì)節(jié)的把握，還要求學(xué)生列舉加拿大蘊(yùn)藏的兩種自然資源，而且檢測學(xué)生根據(jù)課文內(nèi)容進(jìn)行推理和判斷的能力以及讀圖能力。抓住文中人物的行蹤，就能夠很好地把握文中的信息。
1.5LearningaboutLanguage部分首先是構(gòu)詞法，培養(yǎng)學(xué)生詞匯生成能力，旨在通過加上前綴或后綴的方法擴(kuò)大學(xué)生的詞匯量。第二部分使用課文中的詞匯和信息進(jìn)行填空和編對話，旨在提高學(xué)生活用詞匯的能力。語法部分是有關(guān)同位語從句的練習(xí)。
1.6UsingLanguage部分綜合訓(xùn)練聽說讀寫的能力。通過聽力填空及討論的形式進(jìn)一步了解有關(guān)加拿大的知識——居民和語言。閱讀部分繼續(xù)加拿大之旅，從多倫多到蒙特利爾，介紹了加拿大的旅游景點(diǎn)及風(fēng)土人情。寫作部分要求以報告的形式寫旅游見聞，要求學(xué)生掌握旅游報告的寫作方法。
1.7SummingUp部分要求學(xué)生就內(nèi)容、詞匯和結(jié)構(gòu)三個方面進(jìn)行歸納，對本單元所學(xué)知識進(jìn)行概括總結(jié)。
2.教材重組
2.1Reading(I)：從話題內(nèi)容和功能上分析WarmingUp，Pre-readingReading與Post-reading話題相同，可以整合成一節(jié)閱讀課。
2.2Reading(II)：可將Usinglanguage中的Reading與Workbook中ReadingTask放在同一節(jié)課中處理，再上一節(jié)閱讀課。因?yàn)樵掝}都是關(guān)于加拿大的城市與風(fēng)土人情的。
2.3Listening：可將UsingLanguage中的ListeningandWriting,Speaking,Workbook中的Listening(P69)與Workbook中的ListeningTask三個活動整合成一節(jié)“聽力課”。
2.4Speaking:把LearningaboutLanguage中的Exercise4Makingupadialogue(P36)與Workbook中的Talking(P69)和SpeakingTask（P74）整合一節(jié)“口語課”。
2.5Learningaboutlanguage:將Learningaboutlanguage(P36Exercise4除外)與Workbook中的Usingwordsexpressions（P70）和Usingstructures（P71）結(jié)合在一起，上一節(jié)“語言學(xué)習(xí)課”。
2.6Writing可將UsingLanguage中的Writing(P39)與Workbook中的WritingTask(P74)整合成一節(jié)寫作課。
3.課型設(shè)計(jì)與課時分配(經(jīng)分析教材,本單元可以用六課時教完)
1stperiod:Reading(I)
2ndperiod:Reading(II)
3rdperiod:Listening
4thperiod:Speaking
5thperiod:LearningaboutLanguage
6thperiod:Writing
Ⅳ.分課時教案

TheFirstPeriodReading(I)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語
ratherthan,baggage,scenery,eastward,chat,surround,harbor,measure,aboard,haveagiftfor,within,managetodo,catchsightof,eagle,acre,urban
b.重點(diǎn)句子
2.Abilitygoal能力目標(biāo)
LearnhowtodescribetheplacesthatLiDaiyuandLiuQianvisitinCanada.
Understandthenounclauseusedasappositive.
EnablethestudentstounderstandthedetailsofthepassageaboutCanadaandfindthecorrectanswerstothequestionsinthepost-reading.
3.Learningabilitygoals學(xué)能目標(biāo)
Improvethestudents’readingability-guessingwords,searchingforinformation.
LearntheinformationaboutCanada.
Mastertheexpressionsfordescribingdirectionsandlocations.
Teachingimportantpoints教學(xué)重點(diǎn)及難點(diǎn)
a.Findtheanswerstothequestionsinpost-reading.
Learnthemethodsofwritingatravelingreportabout.
b.Understandtheuseofnounclause-appositiveclause.
Learntoreadthetravelingreportaccordingtothetravelingroute.
Teachingmethods教學(xué)方法
1．Skimmingandscanning;
2．Asking-and-answeringactivities;
3．Listeningmethod.
Teachingaids教具準(zhǔn)備
Acomputer,aprojectorandataperecorder.
Teachingproceduresways教學(xué)過程與方式

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”.JAB88.cOm

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教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯與短語
figure,figureout,terrify,official,maple,frost,wealthy,tour,distance,flow,booth,downtown,asfaras,dawn,broad
b.重點(diǎn)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能力目標(biāo)
Enablethestudentstoknowmoreinformationaboutcities:Toronto,MontrealandIqaluit.
3.Learningabilitygoals學(xué)能目標(biāo)
Teachthestudentshowtodescribeacitywiththetargetlanguageandfunctionalsentences.
Teachingimportantpoints教學(xué)重點(diǎn)
FindthecorrectinformationaboutcitiesofCanadaaccordingtothequestions.
Teachingdifficultpoints教學(xué)難點(diǎn)
Howtowritethetravelingreport.
Teachingmethods教學(xué)方法
a.Skimmingmethod;
bScanning;
c.Task-basedapproachlistening.
Teachingaids教具準(zhǔn)備
Arecord,aprojectorandacomputer.
Teachingproceduresandways教學(xué)過程與方式

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

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PeriodthreeGrammar
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語
multicultural,figure,figureout,terrify,official,makecomments
b.重點(diǎn)句子
Theideathattheywouldcrossthewholecontinentwasexciting.
Thefactthatoceanshipscangotheresurprisesmanypeople.
TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong.
2.Abilitygoals能力目標(biāo)
Learnnewwordsbyaddingprefixesorsuffixestoaword.
Learnnounclauseusedasappositives.
3.Learningabilitygoals學(xué)能目標(biāo)
Learnhowtomakenewwords.
Learnwhatisnounclauseandhowtouseit.
Teachingimportantpoints教學(xué)重點(diǎn)難點(diǎn)
Broadenvocabularybyaddingprefixesorsuffixes.
Learnnounclausesusedasappositives.
Teachingmethods教學(xué)方法
a.Studyindividually;
b.practice.
Teachingaids教具準(zhǔn)備
Acomputerandaprojector.
Teachingproceduresways教學(xué)過程與方式

同位語從句
1.概念:
在復(fù)合句中作名詞的同位語的名詞性從句。
2.功能:
同位語從句對名詞進(jìn)一步解釋，說明名詞的具體內(nèi)容。
3.用法:
常跟的抽象名詞有:fact/idea/reason/thought/order/doubt/news/hope/truth/belief…
4.連詞
that/whether/who/which/what/when/where/why/how
同位語從句與定語從句區(qū)別:
1.從詞類上區(qū)別
同位語從句前面的名詞只能是idea,fact,news,hope,belief,suggestion,proposal,word,thought,doubt,truth,possibility,promise,order等有一定內(nèi)涵的名詞，而定語從句的先行詞可以是名詞,代詞,主句的一部分或是整個主句。
Hetoldmethenewsthathewouldcomehomefromaboardsoon.
Wordcamethathehadbeenabroad.
據(jù)說他已經(jīng)出國了。
Ourteamhaswonthegame,whichmadeusveryhappy.
我們的隊(duì)贏了,這讓我們很高興。
(定語從句)
2.從性質(zhì)上區(qū)別
　定語從句是從句對其先行詞的修飾或限制,屬于形容詞性從句的范疇;而同位語從句是從句對前面抽象名詞的進(jìn)一步的說明和解釋,屬于名詞性從句的范疇，如:
Thenewsthatourteamhaswonthegamewastrue.
我們隊(duì)贏了那場比賽的消息是真的。
(同位語從句,補(bǔ)充說明news到底是一個什么消息)
Thenewsthathetoldmeyesterdaywastrue.
昨天他告訴我的那個消息是真的。
(定語從句,news在從句中作told的賓語)
3.從引導(dǎo)詞及其在句子中的成分上區(qū)別
　有些引導(dǎo)詞如how,whether,what可以引導(dǎo)同位語從句,但不能引導(dǎo)定語從句。
如:Thatquestionwhetherweneedithasnotbeenconsidered.
我們是否需要它這個問題還沒有考慮。
(同位語從句)
引導(dǎo)詞that引導(dǎo)定語從句時,在從句中一般作主語或賓語(指物時還可以用which代替),并且作賓語時常常省略，that在同位語從句中僅起連接作用,不充當(dāng)任何成分,并且不能省略,也不能用which來代替，如:
Theorderthatweshouldsendafewpeopletohelptheothergroupswasreceivedyesterday.
我們應(yīng)派幾個人去幫別的幾個小組的命令昨天收到了。
(同位語從句,是對order的具體解釋,that雖不作成分,但不能省略)
Theorderthatwereceivedyesterdaywasthatweshouldsendafewpeopletohelptheothergroups.
我們昨天收到的命令是我們應(yīng)該派幾個人去幫助別的幾個小組。
(定語從句,是名詞order的修飾語,that在從句中作received的賓語,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!

背景知識
BackgroundinformationaboutCanada加拿大文化
Locationandarea位置與面積
CanadaissituatedinthenorthernhalfoftheNorthAmericaContinentintheWestHemisphere.Itstretchesover5，500kilometersfromtheAtlanticOceantothePacificandover4,600kilometersfromthenortherntipOfEllesmerelandtotheUnitedStatesborder．TheCountryoccupiesanareaof9,984,670squarekilometers，whichisalittlebitlargerthanChina．
TheUnitedStates，theonlycountryadjacenttoCanadaonland，istothesouthofCanada．Theborderlinesharedbythetwocountriesisaslongasmorethan5,500kilometers，andthisborderlineisundefended．CitizensOfbothcountriescancrosstheborderwithoutavisa．OntheotherthreesidesCanadaissurroundedbywater．TotheeastOfthecountryistheAtlanticOcean，andtothewest，thePacificOcean.TheArcticOceanistothenorthofthecountry.
Populationandraces人口與民族
Canadaisacountrywithalargeterritory,butwithasmallpopulation.Thepopulationofthecountryisonly25,000,000people.SinceCanadaisacountrymadeupmainlyofimmigrants,itspeoplehavediverselydifferentethnicorigins.ThetwolargestgroupsaremadeupofpeopleoftheFrenchandEnglishorigins.IndiansandInuit,thenativepeople,madeuponly1.2%ofCanada’stotalpopulation.MostCanadiansbelieveinCatholicityandChristianity.
Officiallanguages官方語言
EnglishisCanada’sfirstofficiallanguage,andtheotherisFrench.
Capital首都
Canadacomposestenprovincesandtwoterritories.Anditisafederationofprovinces.ThecapitalofCanadaisOttawa.
Nationalanthem加拿大國歌
ThetitleoftheNationalAnthemofCanadais“O,Canada”加拿大的國歌由卡力沙拉瓦雷(CalixaLavalee)作曲、阿多爾夫貝西盧提爾(AdolpheBasileRouthier)作詞，1880年首次被演唱。國歌的歌詞原先只有法文，1908年，羅伯特斯坦利維爾寫了英文詞。1980年7月1日加拿大政府宣布《啊，加拿大》為正式國歌，并在首都渥太華舉行了國歌命名儀式。因此，加拿大的國歌有英、法兩種歌詞。
加拿大的英文歌詞及中文大意是：
OCanada!Ourhomeandnativeland!
Truepatriotloveinallthysonscommand.
Withglowinghearts,weseetheerise,
TheTrueNorthstrongandfree!
Fromfarandwide,OCanada,
Westandonguardforthee.
Godkeepsourlandgloriousandfree!
OCanada,westandonguardforthee.
啊，加拿大！我們的祖國，我們的家鄉(xiāng)！
您的子女對您充滿真愛！
顆顆閃亮的心兒深情凝望，
那一片強(qiáng)大自由的北方！
啊，加拿大！無論身處何地，
我們都保衛(wèi)您。
上帝使我們的祖國自由輝煌！
啊，加拿大！我們保衛(wèi)您！

Nationalflag加拿大國旗
ThenationalflagofCanadaispopularlycalledtheMapleLeafFlag.That’sbecauseitsmostoutstandingfeatureisthelargemapleleafinthemiddleagainstasnow-whitebackground.
Nationalemblem加拿大國徽
ThereareactuallytwonationalemblemsofCanada.ThefirstoneistheCanadianbeaver,acleverandhardworkingsemi-aquaticanimal.Itsuseasthenationalemblemcandatebacktotheearlyseventeenthcentury.ThesecondnationalemblemofCanadaistheCanadianmapleleaf,whichusedasthenationalsymbol,hasashorterhistory,datingbackonlytothemidnineteenthcentury.InCanada,youmayfindthatthereisalwaysamapleleafsymbolontheirbusinesscardsofmostCanadiangovernmentofficials.
TheleaderofCanada加拿大的領(lǐng)導(dǎo)
AsCanadaisamemberoftheBritishCommonwealth,theQueenoftheUnitedKingdom,QueenElizabethII,isalsotheQueenofCanadaandtheHeadoftheCommonwealth,i.e.,theHeadofStateofCanada.Actually,theQueenisawayfromCanadamostofthetime.Duringherabsence,theGovernorGeneralrepresentsherastheHeadofState.
TheHeadoftheCanadianGovernmentisthePrimeMinister.
Climate,industryandagriculture氣候,工業(yè)及農(nóng)業(yè)
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自然資源
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民族特點(diǎn)
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.

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高二英語必修3Unit5必會單詞短語匯總（人教版）

一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會提前做好準(zhǔn)備，高中教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓講的知識能夠輕松被學(xué)生吸收，使高中教師有一個簡單易懂的教學(xué)思路。您知道高中教案應(yīng)該要怎么下筆嗎？小編為此仔細(xì)地整理了以下內(nèi)容《高二英語必修3Unit5必會單詞短語匯總（人教版）》，歡迎您閱讀和收藏，并分享給身邊的朋友！

高二英語必修3Unit5必會單詞短語匯總（人教版）

1.frostontheground地上覆蓋了一層薄霜
2.aroundnoon中午時分
3.themostwealthyandbiggestcityinCanada加拿大最大最富有的城市
4.leavefor…去……
5.goonatourofthecity繼續(xù)在市內(nèi)游覽一番
6.goupthetower登上塔頂
7.lookacrossthelake俯瞰湖面
8.flowinto…流人……
9.flowover…流經(jīng)……
10.onone’swayto…在去……的路上
12.walknorth向北走
11.acoveredstadium加頂?shù)倪\(yùn)動場
15.moveto…移居到……
13.phone…fromatelephonebooth在電話亭給……打電話
14.havedinnerindowntownChinatown在市內(nèi)的中國城吃晚飯
16.meet…at…在……迎接……
17.getgoodCantonesefood吃到好吃的廣東菜
18.comefromSouthChina來自中國南方
19.goasfarasOttawa去到遠(yuǎn)至渥太華
20.aboutfourhundredkilometersnortheastofToronto距多倫多東北大約有400公里
21.taketoolong花費(fèi)的時間長
22.atdawn黎明
23.atthetrainstation在火車站
24.haveEnglishwordsinsmallletters有小字體的英文標(biāo)注
25.godowntown到市區(qū)去
26.becloseto…接近……
27.spendtheafternooninthelovelyshops整個下午在可愛的商店
28.visit…in…在……拜訪……
29.sitinacafé坐在咖啡館
30.lookover…眺望……
31.sitdownwith…和……坐在一起
32.onatraintripacross…坐著火車上橫穿……
33.haveaFrenchculture具有法國文化
34.speedalongtherivertoward…沿著河流駛向……
35.dreamof…夢想……
36.onatrip在旅途中
37.ontheAtlanticcoast在大西洋海岸
38.taketheaeroplane乘飛機(jī)

39.flyfrom…to…從……飛行到……
40.takethetrainfrom…to…乘火車從……到……
41.fromwesttoeast從西到東
42.acrossCanada橫穿加拿大
43.crossthewholecountry橫貫整個國家
44.attheairport在機(jī)場
45.take…to…把……帶到……
46.catchthetrain乘坐火車
47.onthewayto…在去……的路上
48.seegreatscenery看美麗壯觀的風(fēng)景
49.onthetrip在旅途中
50.goeastward向東行駛
51.passcities經(jīng)過城市
52.inlessthanfivedays在不五天的時間里
53.fromcoasttocoast從一個海岸到另一個海岸
54.inthewarmestpartof…在最熱的地方
55.besurroundedby…被……所包圍
56.onthenorth在北邊
57.skiinthemountains在山上滑雪
58.sailintheharbour在港灣了揚(yáng)帆行船
59.northof………的北邊
60.settledownintheseat落座
61.lookoutofthewindowatthewildscenery從窗口看到了自然風(fēng)光
62.amountaingoat野山羊
63.agrizzlybear大灰熊
64.afamousWesternfestival有名的西方節(jié)日
65.comefromallover…全來自……
66.competeindoing比賽做……
67.ridewildhorses駕馭野馬
68.haveagiftfordoing有天資/天分做…
69.workwith…與…共處
70.win…prizes贏得……獎金
71.livewithin320kilometresoftheUSAborder居住在靠近美國320公里以內(nèi)的邊境地帶
72.gothrough…穿過……
73.awheat-growingprovince種植小麥的省份
74.thousandsofsquarekilometersinsize面積有數(shù)千平方米
75.atthetopendof…在……的最上首
76.abusyport繁忙的港口
77.rushthrough…穿行過…...

高一英語必修3Unit4教案

一名優(yōu)秀的教師就要對每一課堂負(fù)責(zé)，作為高中教師就要精心準(zhǔn)備好合適的教案。教案可以保證學(xué)生們在上課時能夠更好的聽課，幫助高中教師提前熟悉所教學(xué)的內(nèi)容。怎么才能讓高中教案寫的更加全面呢？下面是小編幫大家編輯的《高一英語必修3Unit4教案》，歡迎大家與身邊的朋友分享吧！

Unit4Astronomy：thescienceofthestars

I教學(xué)內(nèi)容分析
本單元的中心話題是“天文學(xué)”。本單元的兩篇文章都采用了敘述性文體。第一篇閱讀短文按照時間順序主要敘述了地球上生命的起源和發(fā)展過程。第二篇閱讀短文中作者用第一人稱的口吻講述了他和朋友的登月經(jīng)歷。可以說本單元科學(xué)知識含量較高，更能激發(fā)學(xué)生的學(xué)習(xí)興趣和好奇心。
WarmingUp部分共有兩個問題,第一個問題讓學(xué)生說出八大行星并看圖指出各個行星的名稱；第二個問題讓學(xué)生說出自己對天文學(xué)哪些方面感興趣以及天文學(xué)家所關(guān)注的方面。在高考的重壓之下，同學(xué)們都想能利用科學(xué)的學(xué)習(xí)方法做到事半功倍而且很多學(xué)生也一直做著將來能成為科學(xué)家的夢。所以，該話題會讓學(xué)生們興趣盎然，積極思考和討論此方面的內(nèi)容，從而達(dá)到熱身的目的。
Pre-reading部分也提出了三個問題，主要是讓學(xué)生區(qū)分宗教信仰、文化傳統(tǒng)和科學(xué)思想之間的不同?？梢砸灾v故事的方式讓學(xué)生彼此之間分享一些有關(guān)宇宙和地球起源方面的傳說或故事，這樣既能激活他們的思維也能為閱讀部分打下基礎(chǔ)。
Reading部分描寫了地球上生命的起源和發(fā)展過程，具體寫了由于水的形成才使得地球上生命的誕生成為可能?？茖W(xué)家認(rèn)為，地球上的生命最初誕生于水中。數(shù)萬年后，陸地上才長出了綠色植物，隨后出現(xiàn)了陸棲動物和水陸兩棲動物。最初的動物靠孵化繁衍后代，再之后誕生了哺乳動物，人類也隨之誕生了。文章最后講述的現(xiàn)象發(fā)人深?。篢heearthmaybecometoohotforthelivesonit.它關(guān)系到地球上生命的未來。
Comprehending部分通過五個練習(xí)題檢測學(xué)生對本文核心內(nèi)容的理解。練習(xí)1是對文章結(jié)構(gòu)的分析以及大意的概括；練習(xí)2通過排序的方式幫助學(xué)生弄清本文的行文線索，也就是地球上生命的起源和發(fā)展歷程；練習(xí)3提出5個小問題，考查學(xué)生的深層理解和推斷能力；練習(xí)4讓學(xué)生找出文章中出現(xiàn)的連接詞，檢查學(xué)生對文章中句型的熟悉和理解程度，同時還有助于學(xué)生在寫作方面得到提高；練習(xí)5讓學(xué)生選擇一個問題進(jìn)行回答并向全班匯報，開拓學(xué)生的思維并鍛煉他們的語言表達(dá)能力。。
LearningaboutLanguage有詞匯和語法兩部分。第一部分練習(xí)讓學(xué)生學(xué)著去應(yīng)用課文中出現(xiàn)的詞語。第二部分是針對主語從句的練習(xí)，其中第一題要求學(xué)生從課文中找出三個或更多的主語從句；第二個練習(xí)以把主語從句改寫成簡單句的形式讓學(xué)生能對此語法有深層的了解。第三個練習(xí)則以完成句子的方式要求學(xué)生更進(jìn)一步的運(yùn)用復(fù)合句，此部分是對表語從句進(jìn)行練習(xí)。
UsingLanguage包括“聽力”、“閱讀”、“說和寫”三大塊。這三部分的話題都是有關(guān)科學(xué)的。聽力部分主要是介紹三位偉大的科學(xué)家。閱讀部分講了一個科幻故事。說和寫的中心話題是登月旅行中必需的工具和可能遇到的問題。該部分的設(shè)計(jì)由淺入深，層層遞進(jìn)，既練習(xí)了聽力又豐富了知識，還能夠鍛煉同學(xué)們的想象力，拓展學(xué)生各方面能力。
SummingUp指導(dǎo)學(xué)生歸納和總結(jié)在本單元學(xué)到的知識——有用詞匯、慣用表達(dá)和語法結(jié)構(gòu)。
II．教學(xué)重點(diǎn)和難點(diǎn)
1．教學(xué)重點(diǎn)
（1）本單元的生詞、短語和句型結(jié)構(gòu)；
（2）掌握主語從句并把它和表語從句進(jìn)行區(qū)別；
（3）學(xué)會運(yùn)用科學(xué)知識并能結(jié)合自己的想象力去解決現(xiàn)實(shí)中的問題。
2．教學(xué)難點(diǎn)
（1）通過學(xué)習(xí)相應(yīng)的科學(xué)知識培養(yǎng)學(xué)生的創(chuàng)造性思維能力；
（2）學(xué)生應(yīng)能夠理解主語從句的用法和作用并能做到學(xué)以致用，舉一反三。
III．教學(xué)計(jì)劃
本單元建議分為六課時：
第一課時：WarmingUp,Talking(Workbook)Listening（Workbook）
第二課時：Pre-reading,ReadingComprehension
第三課時：LearningaboutLanguage
第四課時：UsingLanguage
第五課時：ReadingtaskSpeakingtask(Workbook)
第六課時：ListeningtaskWritingtask(Workbook)
IV.教學(xué)步驟：
新課標(biāo)第一網(wǎng)
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(各種)things盤古化生萬物
●PanGuseparatestheskyfromtheearth盤古開天地
●NuWamakesmen女媧造人
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)主語從句的語序
主語從句要求使用陳述句語序，而非一般疑問句語序。如：
Whatsurprisedmemostwasthatthelittlegirlcouldplaytheviolinsowell.
使我感到驚訝的是這個小女孩的小提琴拉得太好了。
Howhewassuccessfulisstillapuzzle.
他是如何成功的仍然是個謎。
(2)連接詞的選用
①that和what的選用
that和what都可引導(dǎo)主語從句。what除起連接作用外，還在名詞性從句中充當(dāng)某些成分可作從句的主語、賓語或表語。而that在名詞性從句中不充當(dāng)任何成分，無詞義，只起連接詞作用。如：
Whathewantsisabook.他想要的是一本書。
Thatlighttravelsinstraightlinesisknowntoall.眾所周知，光線沿直線運(yùn)行。
②if和whether的選用
引導(dǎo)主語從句，不能用if，只能用whether。如：
Whetherwewillholdapartyintheopenairtomorrowdependsontheweather.
我們明天是否在戶外開晚會要看天氣而定。
③其它連接代詞和副詞的選用
根據(jù)主語從句的具體意義，正確的選擇who,which,when,where,why,how等連接詞，這些連接詞既有疑問含義，又起連接作用，同時在從句中充當(dāng)各種成分。如：
Whenweshallholdoursportsmeetisnotdecided.
我們何時舉行運(yùn)動會還沒有決定。
Whobroketheglassyesterdayisnotclear.
還不清楚昨天誰打破了玻璃。
Whichcaryouwillchoosetobuymakesnodifference.
你決定買哪一輛車都不會有任何區(qū)別。
④whatever/whoever的功用
whatever,whoever在主語從句中不含疑問意義。它引導(dǎo)主語從句，并在從句中作主語、賓語、表語等。whatever=anythingthat;whoever=anyonewho。要注意和whatever,whoever引導(dǎo)的讓步狀語從句的區(qū)別。如：
Whoeverbreaksthelawshouldbepunished.（主語從句）（＝Anyonewhobreaksthelawshouldbepunished.）
Whoeverbreaksthelaw,heshouldbepunished.（讓步狀語從句）（＝Nomatterwhobreaksthelaw,heshouldbepunished.）
(3)it構(gòu)成的主語從句
①由連詞that引導(dǎo)的主語從句，在大多數(shù)情況下會放到句子的后面，而用代詞it作形式主語。如：
Itiswell-knownthattheearthmovesaroundthesun.
眾所周知，地球圍繞太陽轉(zhuǎn)。
需要注意的是，it作形式主語代替主語從句時，要注意和as引導(dǎo)的定語從句的區(qū)別。試比較：
ItwasreportedthattheUSwasundertheterroristattack.（主語從句，有that，無逗號）
Aswasreported,theUSwasundertheterroristattack.（定語從句，無that，有逗號）
上兩句意為“據(jù)報道，美國遭到恐怖分子的襲擊”。
②常見用it作形式主語的復(fù)合句結(jié)構(gòu)
◆Itisafact（agoodidea/apity/ashame/nowonder/goodnews…）that…如：
It’sapitythatyoumissedthefilm.
你沒有看那部電影真是太遺憾了。
◆Itisnecessary（clear/true/strange/important/wonderful/possible/likely…）that…
需要注意的是，這類主語從句中，謂語動詞很多為“（should）＋動詞原形”，即要用虛擬語氣。如：
Itisnecessarythatyou（should）masterthecomputer.
你很有必要掌握電腦。
ItisimportantthatastudentlearnEnglishwell.
學(xué)生學(xué)好英語很重要。
It’sclearthattheybadlyneedhelp.
很明顯，他們急需援助。
Itislikelythatahurricanewillarrivesoon.
颶風(fēng)很可能馬上就要到達(dá)了。
◆Itisreported（well-known/hoped/thought/expected/said/believed/decided/suggested/order-ed…）that…如：
Itissaidthathewaskilledintheearthquake.據(jù)說他在地震中喪生了。
◆Itseems（happened/appears/doesn’tmatter/makesnodifference/…）that…如：
Itseemsthattheywillwinthegame.
看起來他們好像會贏得這場比賽。
Itmakesnodifferencewhetherhewillattendthemeetingornot.
他是否會參加會議都無關(guān)緊要
(4)主語從句不可位于句首的五種情況：
①if引導(dǎo)的主語從句不可居于復(fù)合句句首。
②Itissaid/reported…結(jié)構(gòu)中的主語從句不可提前。例如：
ItissaidthatPresidentJiangwillvisitourschoolnextweek.√
ThatPresidentJiangwillvisitourschoolnextweekissaid.×
③Ithappens/occurs…結(jié)構(gòu)中的主語從句不可提前。例如：
Itoccurredtohimthathefailedintheexamination.√
Thathefailedintheexaminationoccurredtohim.×
④Itdoesn’tmatterhow/whether…結(jié)構(gòu)中的主語從句不可提前。例如：
Itdoesn’tmatterwhetherheiswrongornot.√
Whetherheiswrongornotdoesn’tmatter.×
⑤含主語從句的復(fù)合句是疑問句時，主語從句不可提前。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:
主語從句是:①②⑥⑧,賓語從句為:③⑦⑨(12),而④⑩為表語從句，⑤(11)為同位語從句。

(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_____________(爆發(fā))withlaughter.
⑦Theforest__________(延伸)asfarastheriverbank.
⑧Thewifewasmuch____________(失望的)atherhusband’sabsence.
⑨Marxwas_________(強(qiáng)迫)toleavehismotherlandforpoliticalreasons.
⑩Thereismuchdust__________(漂浮)intheair.
SuggestedAnswers:①astronomy②harm③gradually④atmosphere⑤violent⑥exploded⑦spreads⑧disappointed⑨forced⑩floating
(2)FinishthefollowingsentencesaccordingtotheChinese.
①______________________________________(使我苦惱的)isthatIhaventheardfromhimrecently.
②Donotreadbooksinthepoorlightasitis_____________________(對你的眼睛有害).
③_____________________(隨著時間的推移),wearegettingbetterwitheachother.
④_____________________________________________(我過去在工廠工作了十年)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.

高一英語必修3Unit3Period4教案

一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計(jì)劃，準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學(xué)生能夠在課堂積極的參與互動，幫助教師能夠井然有序的進(jìn)行教學(xué)。那么怎么才能寫出優(yōu)秀的教案呢？以下是小編為大家收集的“高一英語必修3Unit3Period4教案”歡迎大家與身邊的朋友分享吧！

Unit3　TheMillionPoundBankNote
Period4　Usinglanguage:Reading,actingandspeaking
一、教學(xué)目標(biāo)
知識目標(biāo)
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.
2.Getstudentstoreadtheplay.
3.Letstudentslearntheexpressionsoforderingfood.
能力目標(biāo)
1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.
2.Enablestudentstounderstandandactouttheplay.
3.Havestudentslearnhowtousetheexpressionstoorderfood.
情感目標(biāo)
1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.
2.Developstudents’senseofgroupcooperationandteamwork.
二、教學(xué)重點(diǎn)
1.Developstudents’readingandspeakingskills.
2.Letstudentsreadandacttheplay.
3.Havestudentslearntousetheexpressionstoorderfood.
三、教學(xué)難點(diǎn)
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.
2.Getstudentstoacttheplay.
3.Havestudentsmakeadialogueattherestaurant.
教學(xué)過程
→Step1Revision
1.Checkthehomeworkexercises.
2.AsktwostudentstoretellthecontentofActI,Scene3.intheirownwords.
→Step2Warmingup
WehavelearnedthatHenrygotaletterfromthetwooldbrothers,sopleasepredictwhatwillhappennext.
→Step3Reading
1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.
1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.
2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.
3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.
4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.

2.Readtheplaycarefullyanddothefollowing:
1)Answerthesequestionsinsmallgroups.
(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.
(2)Whatkindofpersonistheowneroftherestaurant?
(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
2)PaymuchattentiontothedifferentattitudestowardsHenry.
BeforeHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
Thatone’sreserved.
Well,wewillhavetotakeachance.
...ifyoupaythebill...Mygoodness!Heeatslikeawolf.
It’llcostatinybit.
Again,everything?
What’stheretowaitfor?

AfterHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
I’msosorry,sir,sosorry.
Oh,please,don’tworry,sir.Doesn’tmatteratall.
Justhavingyousithereisagreathonor!...bow...Screams
Andyouputhiminthebackoftherestaurant!
bow
...bow...

3.Retellthestory:
Withtheenvelopeinhand,Henrydecidedtoenterarestaurantforameal.Heorderedsomehamandeggsandanicebigsteaktogetherwithatallglassofbeer.Thewaitertoldhimthemealwouldcosthimatinybit.Aftereatinghisfirstorder,Henryaskedformoreofthesame.
WhenHenryopenedtheletter,hefounditwasamillionpoundbanknote.Hewassurprisedbuttheownerandthewaiterwereshocked.Theownerwasnotsureifitwasgenuineorfake.Theycouldn’tbelieveHenrywhowasinragscouldbesorich.Atlast,thenotewasprovedtobereal.
Afterknowingthatthebillisgenuine,theownerthankedHenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthebill.Theowner,hostessandwaiterallbowedtogetherasHenryleft.

→Step4Languagepoints
1.ordern.要（叫）的菜eg.MayItakeyourorder?
n.順序，次序eg.Thebooksarearrangedinorderofsize.
n.命令eg.Soldiersmustobeyorders
v.命令eg.Theofficerorderedhissoldierstomarch
v.預(yù)定，預(yù)購eg.Ihaveorderedasteak.
2.takeachance碰運(yùn)氣
Eg.Asforwhetherhewillwinthegameornot,wemusttakeachance.
Maybetrueloveisadecision,adecisiontotakeachancewithsomebody.
也許真愛只是一個決定，一個與某個人一起冒險的決定。
3.genuineadj1)真正的，真實(shí)的，名副其實(shí)的；非人造的，非偽造的
Eg.Herweddingringismadeofgenuinediamond.
她的結(jié)婚戒指是真正的鉆石做得。
2)真誠的，真心的，誠實(shí)的
Mygenuinefriendisnotsuchright?
我真正的朋友不是這樣的對嗎?
3.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.
我確實(shí)聽說英格蘭銀行發(fā)行了兩張這樣面值的鈔票……不管怎樣,我覺得這不可能是假鈔。
助動詞do或其他形式does,did在肯定句中用于謂語動詞前,表示強(qiáng)調(diào)。例如:
IdidtellhimwhatIthoughtof.
我的確告訴過他我的想法。
can表示推測,與主句中的not結(jié)合在一起,表示“不可能”。例如:
Itcan’tbeJim.Iknowhimtoowell.
不可能是吉姆,我太了解他了。
5.Buthe’sinrags!但是他穿得破破爛爛的。
介詞in后面接表示顏色或衣物等的名詞時,意思是“穿著;戴著”。例如:
Thegirlingreenisagoodfriendofmine.
穿綠衣服的女孩是我的一個好朋友。
inrags衣衫襤褸
Theoldmaninragsusedtobeveryrich.
衣著襤褸的那位老人過去很富有。
6.Asforthebill,sir,pleaseforgetit.
至于賬單嘛,先生,請把他忘了吧。
asfor:withregardto至于;關(guān)于
Asforyou,yououghttobeashamedofyourself.
至于你,你應(yīng)該感到慚愧。
Asforthehotel,itwasveryuncomfortableandmilesfromthesea.
至于旅館呢,非常不舒服,而且離海邊有好幾里地
→Step5Acting
1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.
2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.
→Step6Speaking
1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.
2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
WAITER/WAITRESS
CanIhelpyou?
I’lltakeyourorderinaminute.
Areyoureadytoorder,sir/madam?
Whatwouldyoulike...?
Enjoyyourmeal!
Here’syourbill.
Hereyouare.CUSTOMER
I’dlike...
I’llhave...
Doyouhave...?
Whatdoyousuggest?
I’llhavethat.
Thebill,please.
CanIhavethecheck,please?
2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/waitress.
3.Giveseveralminutesforthestudentstopreparetheirdialoguesinpairs.
4.Askasmanypairsaspossibletopresenttheirdialoguestotheclass.
→Step7Extension
Manypeoplearecrazyaboutbuyinglotterytickets(彩票).Whatdoyouthinkofit?
●Whatkindofroledoyouthinkmoneyplaysinourdailylife?
●Ismoneyeverything?
SuggestedAnswers:
Moneyisnoteverything.
Moneycanbuyahouse,butnotahome.
Moneycanbuyabed,butnotsleep.
Moneycanbuyaclock,butnottime.
Moneycanbuyabook,butnotknowledge.
Moneycanbuyyouaposition,butnotrespect.
Moneycanbuyyoumedicine,butnothealth.
Moneycanbuyafriend,butnotlove.
Moneycanbuyyoublood,butnotlife.
→Step8Homework
1.Learntheusefulnewwordsandexpressionsinthispartbyheart.
2.Actouttheplay.

教學(xué)反思
這節(jié)課的目的在于提高學(xué)生的閱讀技巧，同時運(yùn)用語言的能力，重點(diǎn)掌握在餐館中可能遇到的口語交際語言。這堂課的效果不錯，學(xué)生積極參與，但是，由于學(xué)生的語言儲備不夠，所以在口語訓(xùn)練環(huán)節(jié)不是很流暢。很多學(xué)生不敢開口說英語，因此在以后的教學(xué)中，應(yīng)該盡量幫助學(xué)生開口說，幫助他們創(chuàng)造一定的語言環(huán)境。

高一英語必修4Unit5Travellingabroad教案

高一英語必修4Unit5Travellingabroad教案
Ⅰ.單元教學(xué)目標(biāo)
技能目標(biāo)SkillGoals
▲Talkabouttravellingandstudyinginanothercountry
▲Expresslikesanddislikes
▲Expressprobabilityandimprobability
▲ReadaboutaChinesestudent’slifeinLondon
▲RevisetheAttributiveClause(non-restrictive)
▲Writealettertoapenfriend

Ⅱ.目標(biāo)語言
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...

詞匯1．四會詞匯
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．認(rèn)讀詞匯
summarize,Lima,Cuzco,theAndes,Peru,Lia,LakeTiticaca,IncaEmpire,MachuPicchu,Puno,theAmazonJungle
3．詞組
adjustto,keepitup,fitin,(get/be)usedto,asfarasoneisconcerned,beoccupiedwith,dayinanddayout,outofthequestion,settlein
4．重點(diǎn)詞匯
preparation,recommend,substitute,occupy,enterprise,comment,destination

結(jié)
構(gòu)RevisetheAttributiveClause(non-restrictive)
Sheheardaterriblenoise,whichbroughtherheartintohermouth.
Theweatherturnedouttobegood,whichwasmorethanwecouldexpect.
Itwasanexcitingmomentforthesepeoplethisyear,whenforthefirsttimetheirteamwontheWorldCup.

重
點(diǎn)
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.教材分析和教材重組
1.教材分析
本單元以Travellingabroadandstudyingabroad為話題，旨在通過單元教學(xué)，使學(xué)生了解在國外旅行或?qū)W習(xí)時可能會遇到的一些問題，并學(xué)會怎樣去解決問題和避免這些問題的發(fā)生。學(xué)會表達(dá)和支持個人觀點(diǎn)，能用所學(xué)的有關(guān)travellingabroad的詞匯描述在國外居住生活的情況；在國外旅游時能根據(jù)所提供的信息選擇恰當(dāng)?shù)穆糜尉€路，能推測哪些事情可能會發(fā)生，哪些事情不會發(fā)生，并會正確使用非限制性定語從句。
1.1WarmingUp提出了四個有關(guān)在國外旅行和生活的問題，讓學(xué)生用已有的知識和經(jīng)驗(yàn)討論在國外居住或旅行會遇到什么問題，并且該如何解決這些問題。
1.2Pre-reading是Reading的熱身活動，設(shè)置了兩個問題，它要求學(xué)生采用與同學(xué)討論交流的方式談?wù)撛趪鈱W(xué)習(xí)的利與弊，激發(fā)同學(xué)們的學(xué)習(xí)興趣。
1.3Reading是一篇介紹中國女孩謝蕾在倫敦學(xué)習(xí)和生活的情況，讓學(xué)生通過實(shí)例對比在國內(nèi)學(xué)習(xí)生活與在國外學(xué)習(xí)生活的不同，從而培養(yǎng)他們的國際視眼。
1.4Comprehending設(shè)置了4個練習(xí)題：練習(xí)1通過四個問題來檢查學(xué)生對課文細(xì)節(jié)的理解；練習(xí)2以圖表的形式來分析在國外學(xué)習(xí)的利與弊；練習(xí)3設(shè)置了三個討論題，通過對這些話題的討論，挖掘文章的深層含義，激活學(xué)生自身的認(rèn)知能力和思想認(rèn)識能力；練習(xí)4是概括能力訓(xùn)練題，在理解文章的基礎(chǔ)上，重點(diǎn)訓(xùn)練學(xué)生的概括能力和解決問題的能力。
1.5LearningaboutLanguage分詞匯和語法兩部分。其中Discoveringusefulwordsandexpressions是訓(xùn)練學(xué)生在語境中掌握詞匯的能力，幫助學(xué)生加強(qiáng)動詞變化形式的意識。Revisingusefulstructures是對非限制性定語從句的復(fù)習(xí)，旨在幫助學(xué)生加強(qiáng)對定語從句的理解、掌握和運(yùn)用，并通過語法練習(xí)加以鞏固。
1.6UsingLanguage中的Listening要求學(xué)生先根據(jù)秘魯?shù)牡貓D談?wù)撚嘘P(guān)秘魯這個國家的一些情況,然后完成三個相應(yīng)的任務(wù)型練習(xí)。通過這些題，學(xué)生將學(xué)會獲取聽力材料中的具體用詞和細(xì)節(jié)要點(diǎn)，同時了解有關(guān)Peru這個國家的一些情況，為下面的Readingandspeaking作了鋪墊；Readingandspeaking的閱讀部分是對秘魯這個國家的一段介紹，要求學(xué)生能運(yùn)用找讀的策略從地圖上找到文中提到的地方，并回答幾個問題。然后為大家提供了一個旅游小冊子，其內(nèi)容是在秘魯旅游的四條路線。要求學(xué)生在讀后根據(jù)文章細(xì)節(jié)回答四個問題；Speaking部分主要是設(shè)置了一個情景yourgroupplanstospendeightdaysinandaroundCuzco，要求學(xué)生依據(jù)所提供的旅游手冊來選擇適合自己團(tuán)隊(duì)的旅游路線，學(xué)會表達(dá)喜好和可能性。這是一個任務(wù)型訓(xùn)練，旨在培養(yǎng)學(xué)生的口頭表達(dá)能力和實(shí)踐能力；Writing要求學(xué)生給一位即將到中國來學(xué)習(xí)的美國筆友寫一封信，在信中向他介紹中國的一些情況，在中國的學(xué)習(xí)生活中可能會遇到的問題及解決問題的辦法，告訴他怎樣更好的學(xué)習(xí)中國的文化以及你將提供給他的幫助。
2．教材重組
2.1從話題內(nèi)容上分析，WarmingUp與Reading相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來說，可將WarmingUp與Workbook中的TALKING和SPEAKINGTASK整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語課”。
2.2可將Pre-reading,Reading與Comprehending三個活動整合在一起上一節(jié)“閱讀課”。
2.3UsingLanguage中的Listening和Readingandspeaking都是談?wù)撁佤斶@個國家，介紹秘魯?shù)木吧约霸诿佤斅眯械膸讞l路線，內(nèi)容一致，故整合在一起，設(shè)計(jì)成一節(jié)“聽說課”。Writing部分可作為課后作業(yè)來處理。
2.4可將LearningaboutLanguage與Workbook中的USINGSTRUCTURES的語法練習(xí)題整合在一起上一節(jié)“語法課”。
2.5可將Workbook中的LISTENINGTASK、READINGTASK與WRITINGTASK整合起來，上一節(jié)“綜合實(shí)踐課”。

3.課型設(shè)計(jì)與課時分配
1stPeriodSpeaking
2ndPeriodReading
3rdPeriodListeningandspeaking
4thPeriodGrammar
5thPeriodIntegratingskills

Ⅳ.分課時教案
TheFirstPeriodSpeaking
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語
adjustto,advantage,findout,youthhostels,community
b.交際用語
Youmight...
It’sapossibility...
Probably...
It’s(very)possiblethat...
Itcouldhappen.
Mostprobably...
It’snotverylikely...Idoubtit.
He/She/Theywillprobably...
2.Abilitygoals能力目標(biāo)
Enablethestudentstotalkabouttravellingaboardandstudyingabroad.
Enablethestudentstotalkaboutprobabilityandimprobabilitywiththetargetlanguage.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtotalkaboutprobabilityandimprobabilitywiththetargetlanguage.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
Practiceexpressingprobabilityandimprobability.
Teachingmethods教學(xué)方法
Discussion,brainstormingandspeaking.
Teachingaids教具準(zhǔn)備
Acomputerandaprojector.
Teachingproceduresways教學(xué)過程與方法

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(柬埔寨吳哥窟).
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教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語
keepitup,fitin,cafeteria,lecture,qualification,preparation,recommend,getuseto,shopkeeper,comfort,substitute,academic,requirement,essay,tutor,numb,acknowledge,asfarasoneisconcerned,occupy,hopefully,enterprise,succeed
b.重點(diǎn)句子
XieLei,whois21yearsold,hascometoouruniversitytostudyforabusinessqualification.
It’snotjuststudythat’sdifficult.Youhavetogetusedtoawholenewwayoflife,whichcantakeupallyourconcentrationinthebeginning.
IhavebeensooccupiedwithworkthatIhaven’thadtimeforsocialactivities.
I’mgoingtojoinafewclubs.HopefullyI’llmakesomenewfriends.
2.Abilitygoals能力目標(biāo)
EnablethestudentstolearnaboutXieLei’sschoollifeinLondon.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtodealwiththeproblemsthattheywouldfacewhenstudyinginaforeigncountry.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
Helpthestudentstosummarizethebenefitsanddifficultiesoflivinginaforeigncountry.
Teachingmethods教學(xué)方法
Skimming,scanning,task-basedmethodanddiscussion.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandsomeslides.
Teachingproceduresways教學(xué)過程與方式

StepⅠRevision
T:Yesterdaywetalkedabouttravellinginaforeigncountry.Haveyouevertravelledinanothercountry?Who’dliketotellusyourexperiences?
S:I’dliketo.Lastsummer,myparentsandIwenttoPairs.Wewenttherebyair.Thoughit’sexpensive,it’sverycomfortabletotravelbyair.Thefirstdaywearrivedthere,wefoundagoodguide.Sheintroducedawonderfulhoteltous,andhelpedustochangemoney.Duringthetravel,wevisitedtheEiffelTowerandArcdeTriomphe(凱旋門).Itooksomephotosandboughtapostcardandsentittomybestfriend.WealsovisitedtheMuseeduLouvre（盧浮宮）andAvenuedesChampsElysees(香榭大道).Weboughtmanypresents.TherearesomanybeautifulandfamoustouristattractionsinParis.Ihopeyouwillhaveachancetovisitit.
S:IhadtheexperienceoftravellinginAmerica.Itwasin2000thatmyuncletookmetovisittheDisneyland.WespentawonderfuldayinDisneyland.Itookmanyphotoswiththefamouscartooncharacters,forexample,SnowWhiteandtheSevenDwarfs,MickeyMouse,WinniethePooh(小熊維尼).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教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語
agent,travel,parallel,abundant,govern,destination
b.功能句式
Wecould...
Youmight...
Itwouldbepossibleto...
Itisn’tpossibleto...
...wouldbeaperfectplaceforus.
Idon’tthinkyou’denjoy...
...wouldprobablysuitus.
2.Abilitygoals能力目標(biāo)
Throughlistening,enablethestudentstoacquiredetailedinformationaboutPeru.
Enablethestudentstoexpresslikesanddislikes,probabilityandimprobabilitywiththetargetlanguage.
3.Learningabilitygoals學(xué)能目標(biāo)
HelpthestudentslearnhowtogetdetailedinformationaboutPeruthroughlistening.
Helpthestudentslearnhowtoexpresslikesanddislikes,probabilityandimprobabilitywiththetargetlanguage.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
TalkabouttoursinandaroundCuzcowithfunctionalitemsgiven.
Teachingmethods教學(xué)方法
Listening,readingandspeaking.
Teachingaids教具準(zhǔn)備
Aslideprojectorandataperecorder.
Teachingproceduresways教學(xué)過程與方式

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教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語
accommodation,acknowledgement,relationship,occupied,requirement,analyse,comfort,qualification,preparation,hopefully
b.重點(diǎn)句子
XieLei,whois21yeasold,hascometoouruniversitytocompleteabusinessqualification.
“...Youhavetogetusedtoawholenewwayoflife,whichcantakeupallyourconcentrationinthebeginning,”explainedXieLei,whohadlivedinthesamecityinChinaallherlife.
HewantedtoknowwhatIthought,whichconfusedmebecauseIthoughtthattheauthorofthearticleknewfarmorethanIdid.
2.Abilitygoals能力目標(biāo)
Enablethestudentstolearnthemeaningsandusagesofsomekeywordsandexpressions.
Enablethestudentstorevisethenon-restrictiveattributiveclause.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtousethekeywordsandexpressionsandnon-restrictiveattributiveclausesincertainsituations.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
Theusageofthenon-restrictiveattributiveclause.
Teachingmethods教學(xué)方法
Explainingandpracticing.
Teachingaids教具準(zhǔn)備
Aprojectorandablackboard.
Teachingproceduresways教學(xué)過程與方式

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廣西)
A.ofwhichB.duringwhich
C.fromwhichD.forwhich
Key:1.B2.B3.D4.B5.A

StepⅤHomework
FinishExercise1andExercise3onPage81.

TheFifthPeriodIntegratingskills
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語
concern,overseastrip,catchaplane,occupy,board,occupied,destination,goforawalk,falldown,approve
b.重點(diǎn)句子
WhenItriedtoboardthesecondplanetheyaskedformytransitcard,whichIdidn’thave.
SoIcountedouthowmanyIneededfortheholidayandputthemintoasmallbox.
Ifoundoutitwasillegaltohavethesepillswithoutadoctor’spermission.
2.Abilitygoals能力目標(biāo)
Enablethestudentstoreadabouttheproblemstravellersmightmeetwhiletravelling.
Enablethestudentstowriteaboutproblemstheymightexperiencewhiletravelling.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtodealwiththeproblemstheymightexperiencewhiletravelling.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
Learnhowtodealwithaccidentsthatmayhappentoyouwhiletravelling.
Teachingmethods教學(xué)方法
Listening,fastreadingandwriting.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
Teachingproceduresways教學(xué)過程與方式

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．課文注釋與疑難解析
1.keepitup保持優(yōu)秀成績，繼續(xù)干下去=welldone
keepupthegoodwork/Keepitup!干得好！繼續(xù)好好干吧！
keepsth.up(tomakesth.stayatahighlevel)使某物保持在高水平
Thehighcostofrawmaterialsiskeepingpricesup.
Theysangsongstokeeptheirspiritsup.
2.Itwasthefirsttimeshehadeverlefthermotherland.
這是她第一次離開家。
Itis/wasthefirst/secondtimesb.have/haddonesth.某人第幾次做某事
ItwasthesecondtimeIhadbeentotheGreatWall.這是我第二次去長城。
Itisthefirsttimetheyhaveseenthefilm.這是他們第一次看這個電影。
3.be/getusedto(doing)sth習(xí)慣于（做）某事。如：
Iamnotusedtobeingtreatedthatway.我不習(xí)慣被（別人）那樣對待。
Don’tworry.Youwillsoongetusedtoit.
別擔(dān)心，你很快會習(xí)慣的。
usedtodo與beusedtodoing的區(qū)別：
usedtodo表示過去曾經(jīng)……,過去常常……
beusedtodoing表示習(xí)慣于（做）某事
WeusedtoliveinasmallvillagebutnowweliveinLondon.
Thecar’srunninglesssmoothlythanitusedto.
Heisthebosshere!Heisnotusedtobeingtoldwhattodo.
Iamusedtosleepingonasofa.
4.recommendvt.推薦,介紹,勸告
recommendsb.todosth.=advisesb.todosth.
建議某人去做某事
eg:Irecommendyoutoseeheratonce.
我勸你馬上去看她。
Thedoctorrecommendedmetotakealongrest.醫(yī)生勸我長期修養(yǎng)。
recommenddoingsth.=advisedoingsth.
建議做某事
eg:Sherecommendedbuyingthisdictionary.
她建議買這本字典。
Irecommendgoingbybus.我建議乘公車去。
recommendthat+sb.(should)do
eg:Theteacherrecommendedthatwe(should)readthenovel.

Ⅱ.文化背景知識
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.