小學(xué)語文微課教案

Unit3LawsandRegulations。

Unit3LawsandRegulations
單元分析(UnitAnalysis)
(一)單元地位(UnitPosition)
1.本課對(duì)美國青少年犯罪率上升的原因做以分析，對(duì)青少年犯罪的懲罰和改造進(jìn)行探討；并通過美國一家青少年勞役營(yíng)（BootCamp）進(jìn)行詳細(xì)觀察和描述。改造后的青少年踏入社會(huì)后能否獲得新生將是更大的挑戰(zhàn)。
2.本課主要圍繞犯罪原因和懲罰的方式探討。對(duì)青少年的更加傾向用改造來代替懲罰—青少年勞役營(yíng)。并對(duì)青少年勞役營(yíng)具體的改造方法進(jìn)行介紹。
3.本課的structure介紹了英語的構(gòu)詞法—派生（derivation）。通過對(duì)一個(gè)單詞加上相應(yīng)的前綴（prefix）或后綴(suffix),從而派生出不同詞性但意義相關(guān)的單詞。了解這種構(gòu)詞方法可以放大學(xué)生的詞匯量，提高閱讀能力。
4.設(shè)計(jì)詞根，對(duì)相關(guān)的單詞進(jìn)行前綴和后綴的變化。讓學(xué)生發(fā)現(xiàn)不同前綴或后綴對(duì)單詞意義變化的影響。

(二)單元目標(biāo)(UnitTarget)
1通過構(gòu)詞法拓寬英語的詞匯量，從而提高閱讀速度，準(zhǔn)確把握理解內(nèi)容。
2分析青少年犯罪的原因，提出應(yīng)對(duì)青少年犯罪的方法。
3談?wù)撟约簩?duì)青少年犯罪的懲罰或改造的理解和建議
組織辯論：懲罰---改造
如何防微杜漸，做遵紀(jì)守法的青少年和公民。

(三)單元重點(diǎn)(UnitPoints)
1關(guān)鍵詞：
◆語言知識(shí)類
Gothrough,combinewith,preventfrom,appealto,bebeingtreated,bereluctantto,comeacross,intheshortrun,acure-allfor,getintotrouble,turnoveranewleaf,makeourworkworthwhile,manageto,fightagainst.
◆交際功能類
1)法律術(shù)語：bootcamp,youngoffender,drugabuse,strictdiscipline,educationcounsel,,returntocrime.
2)生活詞匯：familybackground,adult-style,tough-guyattitude,berealistic,bad(real)environment,thebeginningofanewlife,brokenhomes,successstories,realhero.
2功能：
●He’sbeentheresincetheprogrammewasinitiated.
●That’sprobablywhysomebootcamp“graduates”windupgettingintotroubleagain.
●Therealsuccessesarethosekidswhomustreturnto……..
●Whostillmanagetoturnoveranewleafbygoingbacktoschoolandfindingjobs.
●Theymakeourjobworthwhile.

二、教學(xué)設(shè)計(jì)(TeachingDesigns)
教學(xué)內(nèi)容教學(xué)實(shí)施建議教學(xué)資源參考
1Reading本單元圖片以模擬法庭辯護(hù)為題材，給教師較大的課堂活動(dòng)空間。可以讓學(xué)生分組討論青少年犯罪的根源和如何對(duì)待青少年犯罪。組織正反兩方進(jìn)行法庭模擬的辯論，并評(píng)出優(yōu)勝小組，極大調(diào)動(dòng)學(xué)生課堂的積極參與熱情。
對(duì)圖片內(nèi)容展開聯(lián)想，引出相關(guān)法律詞匯，提高學(xué)生表達(dá)的準(zhǔn)確性，
在此基礎(chǔ)上，閱讀并講解課文，使學(xué)生對(duì)青少年犯罪的根源有教具體的認(rèn)識(shí)和分析。對(duì)根治青少年犯罪的困難有更深刻的理解，從而喚起社會(huì)對(duì)青少年的改造的責(zé)任和社會(huì)義務(wù)。
頭腦風(fēng)暴法的操作建議課文35頁
Highlights部
分。
借助于A1,A2,B,C1和C2部分理解練習(xí)對(duì)課文進(jìn)行更深刻的理解和掌握。
2Listening教材的聽力部分是一段采訪的錄音，可讓學(xué)生更多的了解青少年勞役營(yíng)情況，以及勞役營(yíng)在青少年罪犯教育和改造方面的積極作用。課文第42頁——ListeningPractice

3Speaking以“areport”為主題設(shè)計(jì)的3個(gè)活動(dòng)。
活動(dòng)一：根據(jù)聽力的前半部分內(nèi)容討論4項(xiàng)內(nèi)容（兩人一組）
活動(dòng)二：聽報(bào)告的后半部分內(nèi)容。
活動(dòng)三：組織辯論：Juveniledelinquentwouldbebetteroffinfosterhomesthanincorrectionalbootcamps.
辯論的一些具體教學(xué)建議。課文第44頁——SpeakingPractice
4Writing本部分內(nèi)容——在描述過程中要利用specificnounsandstrongverbs達(dá)到描述的生動(dòng)性，避免泛泛而談。隱喻和借代在描述中有很強(qiáng)的表達(dá)性。并通過書本相關(guān)練習(xí)加以反饋，了解學(xué)生的掌握程度。課文第46頁——Writing部分
5Structure派生詞是本單元的語法教學(xué)。通過詞綴的類別和意義的介紹，可豐富學(xué)生的詞匯量和對(duì)英語語言的感悟。
派生詞的教學(xué)建議。課文第40頁——Structure部分
6Additional
Reading本部分與課文內(nèi)容直接相關(guān)，建議放在最后一課時(shí)。
本文出現(xiàn)的重要詞匯與詞組：remain,inuse,becaughtcommittingcrimes,alaw-abidingcitizen,puttodeath,doawaywith,comeintoquestion,takeresponsibility,risklosinglittle,wipeout,
重要句型：ifcaughtbypolice
Itcanalsobearguedthat….
對(duì)于“crimeandpunishment”的主題，讓學(xué)生展開討論，列舉對(duì)于懲罰和改造的利弊。
話題討論的教學(xué)建議課文第48頁——AdditionalReading

說明：
利用“頭腦風(fēng)暴”是提供學(xué)生積極思維的好機(jī)會(huì)，這一環(huán)節(jié)的運(yùn)用既能發(fā)揮學(xué)生的積極主動(dòng)性，又能使學(xué)生在小組活動(dòng)中互幫互助。以小組活動(dòng)方式呈現(xiàn)合作結(jié)果，讓全體學(xué)生都對(duì)有關(guān)“法律和法規(guī)”的詞匯加以回顧與復(fù)習(xí)，對(duì)新的詞匯加以補(bǔ)充與學(xué)習(xí)
辯論的準(zhǔn)備
1.教師把學(xué)生分成若干小組。時(shí)間控制在2分鐘。
2在“頭腦風(fēng)暴”過程中，每個(gè)小組分為每個(gè)小組分為法官，律師（正反方），書記員，罪犯。
3組內(nèi)辯論，分別選出最佳正反方的律師。
4小組之間的辯論
5可能涉及的詞匯：asuspect,jury,witness,judge,defense,defendant,theprosecution,clerkofthecourt,physicalabuse,commitcrimes,break/violate,juveniledelinquent,lifeimprisonment,deathpenalty,capitalpunishment,turnoveranewleaf,besentencedto3yearsofimprisonment….

說明：讓學(xué)生利用采訪聽力的內(nèi)容進(jìn)行小組交流，結(jié)合實(shí)際的知識(shí)和經(jīng)驗(yàn)具體分析對(duì)于青少年犯在救助家庭和勞改營(yíng)兩種環(huán)境下的利弊。在小組交流過程中，信息交流也為學(xué)生捷供了一個(gè)語言學(xué)習(xí)、語言鍛煉的機(jī)會(huì)。

infosterhomesthanincorrectionalbootcamps
Advantages:
Disadvantages

說明：
語法的學(xué)習(xí)除了教師的精講之外，離不開學(xué)生的實(shí)際語言練習(xí)與運(yùn)用．創(chuàng)設(shè)不同的活動(dòng)讓學(xué)生積極參與，使詞匯學(xué)習(xí)不再被動(dòng)接受、死記硬背。
第一層次：競(jìng)猜猜測(cè)詞綴的涵義
讓學(xué)生根據(jù)以往的詞匯只是盡可能列舉所學(xué)過的詞匯,如：dis-,-less,--ful,-ly等

第二層次：競(jìng)添給單詞添加詞綴
給出詞根，讓學(xué)生盡可能添加前后綴
比如care最終添加到carelessness
Doubt----undoubtfully

第三層次：總結(jié)，結(jié)合詞綴對(duì)的涵義和詞性，熟練判斷派生詞。
PrefixesMeaningswords
un不，非Unhappy,unfair,untrue
表示相反的動(dòng)作Uncover,undress
Dis-不，非Dislike,dishonest,disagree,
分離，除去Disarm,discourage,disclose
In-,im-,ir-,il,不,非Inconvenient,incorrect,impolite,irregular,illegal
De-分離,降低Devalue,decompose,decode
Non-不,非Nonsmoker,nonsense,nonexistent
Mis-誤,錯(cuò)Misunderstand,Misspell,mislead
Re-重新,再Rewrite,retell,reunite
Pre-預(yù)先,在…前Preschool,preview,prehistory,
Post-在…后Postwar,postgraduate
En-構(gòu)成動(dòng)詞Enable,enlarge,endanger
a-構(gòu)成形容詞Awake,asleep,alive

suffixesmeaningswords
--er

構(gòu)成名詞，表示：----者，----的，或表示器具。Thinker,traveler,washer,
--orInventor,sailor,translator,
--istViolinist,socialist,Marxist
--ianMusician,magician,technician,
--antParticipant,assistant,inhabitant,
--ness構(gòu)成名詞，表示：性質(zhì)，狀態(tài)，某一動(dòng)作的過程或結(jié)果等。Greatness,kindness,illness,
--shipFriendship,leadership,scholarship
--hoodNeighborhood,childhood,manhood
--mentGovernment,development,movement
--(a)tionPreparation,exception,observation
--(s)ionDiscussion,expansion,decision
--thTruth,warmth,length,strength
--ful構(gòu)成形容詞，表示性質(zhì)等。Faithful,cheerful,careful,
--lessMeaningless,priceless,fearless,
--iveCreative,decisive,collective
--ousFamous,continuous,poisonous
--ableComfortable,reliable,acceptable
--alAdditional,critical,practical
--icHistorical,realistic,electronic
--ize構(gòu)成動(dòng)詞。Modernize,realize,normalize,
--ifySimplify,beautify,diversify
--enStrengthen,sharpen,soften
--ly構(gòu)成副詞Faithfully,continuously,terribly
--ward(s)Westward,backward,downward(s)

說明：
這個(gè)話題值得學(xué)生們思考與討論，犯罪與懲罰涉及到個(gè)人行為和社會(huì)安定的問題。青少年處于成長(zhǎng)期，認(rèn)識(shí)上的偏離往往引起行為上的偏差，以至于走上犯罪道路。因此本次的討論對(duì)青少年的社會(huì)價(jià)值觀和行為有很大的意義和影響。
1.Discussiononthefollowingissue.
Whydoyouthinkyoungpeoplemakeupthemajorityofcriminals?
Doyouthinkthatweshouldcancelthecapitalpunishment?
2.Areportforpresentation
Whatdoyouthinkofthecurrentsystemofrehabilitationwww.lvshijia.net

延伸閱讀

Unit3UndertheseaPart3Grammer

一名合格的教師要充分考慮學(xué)習(xí)的趣味性，作為高中教師就需要提前準(zhǔn)備好適合自己的教案。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，幫助高中教師提高自己的教學(xué)質(zhì)量。我們要如何寫好一份值得稱贊的高中教案呢？下面是小編為大家整理的“Unit3UndertheseaPart3Grammer”，但愿對(duì)您的學(xué)習(xí)工作帶來幫助。

Unit3Underthesea
Part3Grammer動(dòng)詞ing形式的被動(dòng)語態(tài)
Ⅰ.動(dòng)詞ing形式的被動(dòng)語態(tài)的構(gòu)成形式：
v．ing形式的被動(dòng)形式有一般式和完成式兩種形式，即beingdone和havingbeendone。一般式表示一個(gè)被動(dòng)的動(dòng)作正在進(jìn)行或與謂語動(dòng)詞的動(dòng)作同時(shí)發(fā)生；完成式表示的動(dòng)作發(fā)生在謂語動(dòng)詞所表示的動(dòng)作之前。例如：
①Thatbuildingbeingrepairedisourlibrary.
正在維修的那座大樓是我們的圖書館。
②Iappreciatedhavingbeengiventhechancetostudyabroadtwoyearsago.
我非常感激兩年前獲得了去國外學(xué)習(xí)的機(jī)會(huì)。
Ⅱ.動(dòng)詞ing形式的被動(dòng)語態(tài)的用法
1)作主語
①BeingpunishedbytheheadmastermadeJimunhappy.
受到校長(zhǎng)的懲罰使吉姆很不高興。
②Itsfunbeingtakentothezoo.
被帶去動(dòng)物園真有意思。
2)作賓語
IforgetoncebeingtakentotheseasidewhenIwasyoung.
我忘了小時(shí)候曾被帶到海邊。
3)作表語
Whatmadehisparentshappywashisbeingadmittedtoafamousuniversity.
讓他父母高興的是他被名牌大學(xué)錄取了。
4)作賓語補(bǔ)足語
Heoftenwatchedtheboatsbeingunloaded.
他常?？摧喆敦?。
5)作狀語
一般式的被動(dòng)語態(tài)強(qiáng)調(diào)正在進(jìn)行的被動(dòng)動(dòng)作，而完成式的被動(dòng)語態(tài)則強(qiáng)調(diào)被動(dòng)動(dòng)作在謂語動(dòng)詞所表示的動(dòng)作之前已完成。
①Beingprotectedbyathickwall,theyfelttheyweresafe.
有一堵厚墻掩護(hù)著，他們感到很安全。
②Havingbeenshownaroundthelab,thevisitorsweretakentotheplayground.
看過實(shí)驗(yàn)室之后，這些參觀者又被帶著去看操場(chǎng)了。
6)作定語
①Themeetingbeingheldnowisveryimportant.
現(xiàn)在正在召開的會(huì)議非常重要。
②Heaskedwhowasthemanbeingoperatedon.
他問正在接受手術(shù)的人是誰。
[知識(shí)拓展]
v．ing形式的被動(dòng)式表示一個(gè)被動(dòng)的動(dòng)作正在進(jìn)行；過去分詞通常表示一個(gè)被動(dòng)的動(dòng)作已經(jīng)發(fā)生；不定式的被動(dòng)式通常表示將來的一個(gè)被動(dòng)的動(dòng)作。
①ameetingbeingheldnow現(xiàn)在正在舉行的一次會(huì)議
②ameetingheldyesterday昨天舉行的一次會(huì)議
③ameetingtobeheldtomorrow明天將舉行的一次會(huì)議
動(dòng)名詞的被動(dòng)形式
1.當(dāng)一個(gè)動(dòng)名詞邏輯上的主語所表示的是這個(gè)動(dòng)作的對(duì)象時(shí)，這個(gè)動(dòng)名詞一般要用被動(dòng)形式。
Sobeingkilledbysharkswasacommonoccurrence.因此那時(shí)給鯊魚吃掉是常有的事。
Hecouldnobearbeingmadefunoflikethat.人家這樣開他的玩笑他受不了。
2.在want,need,deserve,require等動(dòng)詞后，盡管表示的是被動(dòng)的意思，我們卻用動(dòng)名詞的主動(dòng)形式。
Mypenneedsfilling.我的筆該上墨水了。
Thepointdeservesmentioning.這一點(diǎn)值得提一下.
二、現(xiàn)在分詞的被動(dòng)形式
在表示一個(gè)被動(dòng)動(dòng)作時(shí)，如果這個(gè)動(dòng)作是現(xiàn)在正在進(jìn)行的，或是與謂語表示的動(dòng)作同時(shí)發(fā)生的，我們可以用現(xiàn)在分詞的被動(dòng)。

當(dāng)堂達(dá)標(biāo)

Ⅰ.單項(xiàng)填空
1．(2010安徽－30)Hehadawonderfullchildhood，______withhismothertoallcornersoftheworld.
A．travel　B．totravel
C．traveledD．traveling
2．(2010北京－21)________atmyclassmatesfaces,Ireadthesameexcitementintheireyes.
A．LookingB．Look
C．TolookD．Looked
3．(2010福建－25)Lotsofrescueworkerswereworkingaroundtheclock，________suppliestoYushu,Qinghaiprovinceaftertheearthquake.
A．sendingB．tosend
C．havingsentD．tohavesent
4．(2010湖南－21)Listen!Doyouhearsomeone________forhelp?
A．callingB．call
C．tocallD．called
5．(2010湖南－26)Dina，________formonthstofindajobasawaitress,finallytookapositionatalocaladvertisingagency.
A．strugglingB．struggled
C．havingstruggledD．tostruggle
6．(2010江蘇－28)TheretiredmandonatedmostofhissavingstotheschooldamagedbytheearthquakeinYushu，________thestudentstoreturntotheirclassrooms.
A．enablingB．havingenabled
C．toenableD．tohaveenabled
7．(2010江西－24)Theladywalkedaroundtheshops，________aneyeoutforbargains.
A．keepB．kept
C．keepingD．tokeep
8．(2010四川－17)Thelawyerlistenedwithfullattention，________tomissanypoint.
A．nottryingB．tryingnot
C．totrynotD．nottotry
9．(2010天津－12)Itrainedheavilyinthesouth，________seriousfloodinginseveralprovinces.
A．causedB．havingcaused
C．causingD．tocause
10．(2010重慶－30)Thenewsshockedthepublic,______togreatconcernaboutstudentssafetyatschool.
A．havingledB．led
C．leadingD．tolead
11．(2010浙江－20)Thetrafficrulesaysyoungchildrenundertheageoffourand________lessthan40poundsmustbeinachildsafetyseat.
A．beingweighedB．toweigh
C．weighedD．weighing
12．(2010上海秋－32)Ihadgreatdifficulty________thesuitablefoodonthemenuinthatrestaurant.
A．findB．found
C．tofindD．finding
13．(2010上海秋－35)________thecitycenter,wesawastonestatueofabout10metersinheight.
A．ApproachingB．Approached
C．ToapproachD．Tobeapproached
14．JanessummervacationinAmericaled________anAmerican.
A．tohermarrying
B．forhertomarry
C．tobemarried
D．toherbeingmarried
15．Werealllookingforward________.
A．tobewrittento
B．towrite
C．tobeingwrittento
D．towriting
16．Whenhesawamouse________onthetable,hestoppeddrawingand________it.
A．play;watched
B．playing;watched
C．playing;watching
D．toplay;watching
17．Hemanagedtostealintotheroomwithout________andtookawayallthemoney.
A．noticing
B．beingnoticed
C．havenoticed
D．havingbeennoticed
18．Moreattentionshouldbepaid________thepollutionoftheenvironment.
A．toprotectB．tosave
C．toprotectingD．topreventing
19．—Whatsthematterwiththeman?
—________fromschoolfornothingmadehimmad.
A．Hissonisabsent
B．Hissonbeingabsent
C．Hissonsbeingabsent
D．Hissonsabsent
20．Itsnogood________workandnot________upourexperience.
A．doing;tosumB．doing;summing
C．todo;tosumD．todo;summing
21．Whatworriedtheboymostwas________tovisithismotherinthehospital.
A．hisnotallowing
B．hisnotbeingallowed
C．hisbeingnotallowed
D．havingnotbeenallowed
22．Hewasangryat________thetruth.
A．nottelling
B．nottold
C．notbeingtold
D．nothavingtold
23．—Itry________therulebutIalwaysforget.
—Whydontyoutry________itdown?
A．toremember;writing
B．remember;towrite
C．toremember;towrite
D．remembering;writing
24．—Doyoufeellike________thereorshallwetakeabus?
—Idliketowalk.Butsincethereisntmuchtimeleft,Idratherwe________ataxi.
A．walking;hireB．towalk;hire
C．towalk;hiredD．walking;hired
25．________areply,hedecidedtowriteagain.
A．Notreceiving
B．Nothavingreceived
C．Receivingnot
D．Havingnotreceived
26．________suchagoodchance,heplanstolearnmore.
A．TobegivenB．Havinggiven
C．HavingbeengivenD．Giving
27．Thesquirrelwassoluckythatitjustmissed________.
A．catchingB．tobecaught
C．beingcaughtD．tocatch
28．Whileshopping,peoplesometimescanthelp________intobuyingsomethingtheydontreallyneed.
A．persuadeB．persuading
C．beingpersuadedD．bepersuaded
29．Shedidntremember________himbefore.
A．havingmet
B．havemet
C．tomet
D．tohavingmet
30．—Whatdoyouthinkofthebook?
—Oh,excellent!Itsworth________asecondtime.
A．toreadB．toberead
C．readingD．beingread
單選題答案詳解
1.答案：D　本題題意：他有一個(gè)美好的童年，隨同母親一起周游世界。本題考查分詞短語擔(dān)任狀語。動(dòng)作travel與主語he之間存在邏輯上的“主謂關(guān)系”，采用現(xiàn)在分詞形式。
2答案：A　本題題意：看著同學(xué)們那一張張面孔，我察覺到了他們眼神中所流露出來的同樣的興奮神情。本題考查現(xiàn)在分詞短語擔(dān)任時(shí)間狀語，表示與謂語動(dòng)作同時(shí)發(fā)生的一個(gè)主動(dòng)動(dòng)作。
3答案：A　本題題意：地震發(fā)生后，大量的救援人員晝夜不停地為青海省玉樹縣提供補(bǔ)給?，F(xiàn)在分詞短語sendingsuppliestoYushu擔(dān)任方式或伴隨狀語，表示句子的主語所發(fā)出的一個(gè)與謂語動(dòng)作work同時(shí)發(fā)生的主動(dòng)動(dòng)作。
4答案：A　本題題意：聽！你聽見有人在喊救命嗎？表示感覺的動(dòng)詞see,hear,feel,smell以及l(fā)isten(to),notice和watch等，它們既可以采用現(xiàn)在分詞擔(dān)任賓補(bǔ)，也可以采用不帶to的不定式擔(dān)任賓補(bǔ)，但含義不同。現(xiàn)在分詞既可表示動(dòng)作到目前為止已結(jié)束，也可表示仍在進(jìn)行之中，所以它的用法較為普遍。但意欲強(qiáng)調(diào)這一動(dòng)作到目前為止已經(jīng)結(jié)束時(shí)，要用不帶to的不定式。此外，表達(dá)一連串的動(dòng)作時(shí)它比分詞形式在形式上要簡(jiǎn)練些。例如：①Isawhimchangingthewheel.(我看見他換輪子)這個(gè)句子可以指看見了動(dòng)作的整個(gè)過程，也可指只看見動(dòng)作的一部分。②Isawhimchangethewheel.意指我看到了動(dòng)作的全過程。
5答案：C　本題題意：蒂娜數(shù)月來一直在努力尋找一份作服務(wù)員的工作，最終在當(dāng)?shù)氐膹V告代理公司得到了一個(gè)職位。本題考查分詞短語擔(dān)任時(shí)間狀語，動(dòng)作struggle與主語Dina之間構(gòu)成邏輯上的“主謂關(guān)系”，且發(fā)生在謂語動(dòng)作tookaposition之前，故采用現(xiàn)在分詞的完成式。
6答案：A　本題題意：這位退休老人把自己的大多數(shù)積蓄都捐給了在玉樹地震中受損的學(xué)校，使學(xué)生能夠重返校園?，F(xiàn)在分詞短語在句中擔(dān)任結(jié)果狀語，表示一個(gè)自然而然的結(jié)果。
7答案：C　本題題意：那位女士在商店閑逛，仔細(xì)觀察著那些便宜貨。本題考查現(xiàn)在分詞短語擔(dān)任方式或伴隨狀語，表示一個(gè)與謂語動(dòng)作walk同時(shí)發(fā)生的主動(dòng)動(dòng)作。注意，keepaneyeoutfor表示“警戒；密切注意”。例如：Thepolicehavebeeninstructedtokeepaneyeoutforpickpocketsatthefair.警察奉命監(jiān)視博覽會(huì)里的扒手。
8答案：B　本題題意：律師全神貫注，試圖抓住問題的要害。本題考查現(xiàn)在分詞短語擔(dān)任方式或伴隨狀語以及動(dòng)詞不定式否定式的用法。
9答案：C　本題題意：南方雨下得很大，幾個(gè)省份發(fā)生了洪澇災(zāi)害。本題考查現(xiàn)在分詞短語擔(dān)任結(jié)果狀語，表示一個(gè)自然而然的結(jié)果。
10答案：C　本題題意：這個(gè)消息使公眾震驚，引發(fā)了人們對(duì)學(xué)生在校安全的高度關(guān)注。本題考查現(xiàn)在分詞短語擔(dān)任結(jié)果狀語，表示一個(gè)自然而然的結(jié)果。
11答案：D　本題題意：交通規(guī)則指出四歲以下以及體重不超過四十磅的兒童必須坐在兒童安全座椅上。現(xiàn)在分詞短語weighinglessthan40pounds擔(dān)任后置定語，修飾名詞youngchildren，相當(dāng)于定語從句who/thatweighlessthan40pounds.
12答案：D　本題題意：在那家餐廳的菜單上，我很難找到適宜的飯菜。havedifficulty(in)doingsth.表示“做某事有困難”。
13答案：A　本題題意：走近市中心，我們看到一個(gè)石頭雕像，約10米高。本題考查現(xiàn)在分詞短語擔(dān)任時(shí)間狀語，表示一個(gè)與謂語動(dòng)作同時(shí)發(fā)生的主動(dòng)動(dòng)作。
14答案：A　leadto作“導(dǎo)致，產(chǎn)生”解，其中的to是介詞，后接動(dòng)名詞，故排除B、C兩項(xiàng)。bemarriedtosb.表狀態(tài)，marrysb.表動(dòng)作。
15答案：C　lookforwardto是一短語，其中to為介詞，故排除A、B選項(xiàng)。從句意上分析應(yīng)使用動(dòng)名詞的被動(dòng)式。
16答案：B　seesb.doingsth.意為“看見某人正在做某事”，and連接兩個(gè)并列謂語，動(dòng)詞時(shí)態(tài)保持一致。
17答案：B　without是介詞，后接名詞或動(dòng)名詞作賓語，此處用動(dòng)名詞的被動(dòng)式表示“被人發(fā)現(xiàn)”。
18答案：D　payattentionto是固定搭配，意為“注意”，to是介詞，所以后接動(dòng)名詞作賓語；protect意為“保護(hù)”；prevent指“阻止”，故選D項(xiàng)。
19答案：C　onesdoingsth.是動(dòng)名詞的復(fù)合結(jié)構(gòu)，可以作主語、賓語或表語，此處Hissonsbeingabsent作主語。
20答案：B　Itsnogooddoingsth.是固定句型，意為“做某事是不好的”，此處的do和sumup兩個(gè)動(dòng)作是并列關(guān)系，所以都用動(dòng)名詞形式。
21答案：B　onesbeingdone是動(dòng)名詞復(fù)合結(jié)構(gòu)的被動(dòng)式，變成否定式直接在動(dòng)名詞前加not，即onesnotbeingdone，這個(gè)結(jié)構(gòu)可作主語、賓語或表語。
22答案：C　notbeingtold表示“沒有被告知”。
23答案：A　句意：“我盡力去記這條規(guī)則但是總是記不住?！薄澳悄銥槭裁床辉囍阉鼘懴聛砟兀俊眛rytodosth.意為“盡力做某事”，trydoingsth.意為“試著做某事”。
24答案：D　feellike意為“想要”，后接名詞或動(dòng)名詞作賓語，不接不定式。wouldrather后接賓語從句時(shí)，常常構(gòu)成下列句式：wouldrather(that)sb.didsth./haddonesth.
25答案：B　nothavingreceived為現(xiàn)在分詞的完成式的否定式在句中擔(dān)任狀語，表示到現(xiàn)在為止還沒有收到。
26答案：C　此處用現(xiàn)在分詞完成式的被動(dòng)式作狀語，強(qiáng)調(diào)主句的主語是動(dòng)作的承受者，同時(shí)分詞的動(dòng)作發(fā)生在主句謂語動(dòng)作之前。
27答案：C　句意為“這只松鼠如此幸運(yùn)，以致它剛剛逃脫了被抓(的命運(yùn))”。miss后接動(dòng)名詞擔(dān)任賓語，考慮邏輯關(guān)系，選用被動(dòng)形式。
28答案：C　canthelpdoingsth表示“忍不住做某事”，此處用動(dòng)名詞的被動(dòng)式。
29答案：A　remember后接動(dòng)名詞形式作賓語，表示“記得曾經(jīng)做過某事”。
30答案：C　beworthdoing...表示“值得做……”，采用動(dòng)名詞的主動(dòng)形式表示被動(dòng)意義。

Unit 3 Travel journal教案3

一名優(yōu)秀的教師在教學(xué)時(shí)都會(huì)提前最好準(zhǔn)備，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓上課時(shí)的教學(xué)氛圍非?；钴S，讓高中教師能夠快速的解決各種教學(xué)問題。那么怎么才能寫出優(yōu)秀的高中教案呢？下面是小編精心收集整理，為您帶來的《Unit 3 Travel journal教案3》，僅供參考，歡迎大家閱讀。

Unit3Traveljournal
TheFirstPeriod

●從容說課
Thisisthefirstperiodofthisunit.Thisunitisabouttravel，sotheteachercanfirstbrainstormthewordsorphrasesabouttravel.SincetherearesomenewwordsforthenamesofthecountriesandcitiesinSoutheastAsia，theteachercanfirstdealwiththemwiththehelpofamap.ThenSsaresupposedtofindouttheone-wayfaretogettothedestinationfordifferentkindsoftransportation.ThistaskgivesSsachancetopractisegettinginformationthroughtheInternet.LaterSsarerequiredtotalkinpairsaboutthefollowingsixquestions：（1）Whenareyouleaving？（2）Howareyougoingto...？（3）Whenareyouarrivingin/at...？（4）Whereareyoustaying？（5）Howlongareyoustayingin...？（6）Whenareyoucomingback？ThispartisdesignstosmoothawaySs’difficultyinunderstandingthepresentcontinuousforfutureuse.
Toleadinthetext，theteachercanaskSstodiscusswhyariverisgreatorwhatarivercanbeusedfor.ThentellSstheMekongisagreatriverliketheChangjiangRiver，anditisthebirthplaceofoldcivilizationandlifebloodoftheSoutheastAsia.
Readingskillsareveryimportantforseniorstudents.Forthefirstreading，weintendtocultivateSs’skimmingability.Theyarerequiredtolistthewordsreferringtodifferenttopographicalfeaturesinthetext.ThentheyarerequiredtomatchthesewordswiththeEnglishexplanations.ThroughthispartwecandevelopSs’abilityofguessingthemeaningsofnewwordsaccordingtothecontexts.TostimulateSstotakepartintheclassactivitymoreactively，theteachercanorganizeagroupcompetition，toseewhichgroupcanfinishthetaskfastestandbest.ToshowSsthedifferenttopography，theteachercanpresentsomepictures.Lateron，theteacherwillteachsomeothernewwordsinthetextandaskSstopronouncethesewordscorrectly.Forthesecondreading，theteacherwillpresentfivestatementsforthestudentstojudge.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole，thatis，togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.
TheteacherasksSstoreadthetitleandsubtitleinordertomakethemthinkabouttheorganizationofthewholepassage，andthismethodcanhelpthemnotonlyintheirunderstandingbutalsoinwritingapassage.TodevelopSs’scanningability，theteacherdesignsfivequestions，someofwhichareverydifficult.Sotheteacherwillhelpthemtoreadbetweenthelines，thusSscangraduallygettheabilitytounderstandthewriter’simpliedmeanings.
Toconsolidatethenewwordsinthepassage，theteacherasksSstofinishPart1andPart3onPage20afterclass.Atthesametime，theyarerequiredtofindoutwhattheyshouldpayattentiontowhengoingtraveling.ThispartisdesignedtohelpSstogetthesenseofprotectingthemselvesandnature.
●三維目標(biāo)
1.Knowledge：
（1）Learnthefollowingnewwordsandtheirpronunciation：
journal，fare，transport，Vientiane，Laos，PhnomPenh，Cambodia，HoChiMinh，Vietnam，Mekong，finally，cycle，persuade，stubborn，insist，source，proper（ly），detail，determine，determined，altitude，atlas，glacier，Tibetan，rapids，valley，waterfall，plain，delta.
（2）Gettoknowthatthepresentcontinuoustensecanbeusedforfutureuse.
（3）Gettoknowwhatarivercanbeusedfor.
2.Ability：
（1）LearntogetinformationthroughtheInternet.
（2）Graspsomereadingskills.
3.Emotion：
StimulateSs’lovefornaturebygettingthemtoknowthegreatnessofariver.
●教學(xué)重點(diǎn)
GetSstolearndifferentreadingskills，especiallytheabilitiesofunderstandingtheimpliedmeanings.
●教學(xué)難點(diǎn)
（1）Knowthemeaningsandpronunciationofthenewwords.
（2）Learndifferentreadingskillsfordifferentreadingpurposes.
●教具準(zhǔn)備
Multi-mediaclassroomandothernormalteachingtools.
●教學(xué)過程
Step1Greetings
Teacher：Hello，myfriends.
Students：Hello，MissXu.
Step2Warming-up
T：Wehaveknowneachotherfor2weeksandIthinkwehavebecomefriends.Canyoutellmewhatyourhobbiesare？
S：Ilikesinginganddancing/football/surfingontheInternet/skiing/traveling...
T：Good.Thenwhenyoucomeacrosstheword“traveling”，whatwillyouthinkof？
S：Travelcost/means/destination/plan...
T：Yes.Beforewesetoff，weshouldfirstmaketravelplan，Imeanweshouldfirstdecidethedestination，themeansoftransportanditsfare.（Writethethreewordsontheblackboard.）
Here“destination”means“aplacetowhichsb.isgoing”.
Wecangotoourdestinationbydifferentmeansoftransport，forexample，bybus，bytrain，byplaneandsoon.
“Transportfare”referstohowmuchyoupayfortheplane/trainticket.
Now，lookatthescreen，readaftermethethreewords.
SupposeyouandyourfriendaregoingtoSoutheastAsia，whichcountryorcitydoyousuggestvisiting？Hereisamaptohelpyou.
S：Thailand，Philippines，Singapore，越南，柬埔寨，老撾...
T：Good，Icanseeyouaregoodatgeography.Butyou’dbettersaythesenamesinEnglishandpronouncethemcorrectly.Pleasereadafterme：
Vientiane，Laos，PhnomPenh，Cambodia，HoChiMinh，Vietnam.
T：NowIgiveyouseveralminutestocompletethechart.
T：Pleasetellmewhatyouhavegot.
S：...
T：Then，I’llaskyouandyourpartnertoaskandanswerthefollowingsixquestions：
（1）Whenareyouleaving？
（2）Howareyougoingto...？
（3）Whenareyouarrivingin/at...？
（4）Whereareyoustaying？
（5）Howlongareyoustayingin...？
（6）Whenareyoucomingback？
T：Tellmewhattenseisusedineachsentence？
S：Thepresentcontinuoustense.
T：Doyouthinkitdescribeswhatishappeningnoworatpresent？
S：...
T：No，itdescribeswhatwillhappeninthefuture.
Question1means“Whenareyougoingtoleave/Whenwillyouleave？”Canyousaytherestfivequestionsinanothertwoways？
S：...
Step3Pre-reading
T：Nowlookatthemapagainandwecanseeagreatriverflowsthroughthecountriesmentionedabove.Doyouknowitsname？
S：眉公河。
T：Yes，theMekong.Bytheway，whatcanariverbringus？Orwhatdoweuseariverfor？
S1：Arivercanprovidesuswithdrinkingwater.
S2：Wecanusearivertowashdifferentthingslikeclothes，vegetables.
S3：Wecangetfishfromariver.
S4：Ourcropsandplantsneedtobewatered.（Wecanuseariverforirrigation.）
S5：Ariverwasandnowstillisoneofthegreatmeansoftransport.
S6：Watercanbeusedtomakeelectricity.
T：Great，sowealwayssayariveristhebirthplaceofcivilizationandlifebloodofacertainplace.AndtheMekongisonesuchriver.Todayourtextwillshowusaroundthegreatriver.
Step4Firstreading
T：AlongtheMekong，wecanseedifferenttopographicalfeatures.Gothroughthepassagequicklyandfindout7suchwords.
Haveyoufinishedthejob？Herearethesevenwords：waterfall，rapids，valley，delta，glacier，plain，canyon.
NowI’lldivideourclassintofourgroups.Eachgroupchoosesonestudenttotakepartinthecompetition.WewillseewhocanmatchthenewwordswiththeEnglishexplanationscorrectly，andusetheleasttime.
（1）waterfall
（2）rapids
（3）valley
（4）delta
（5）glacier
（6）plain
（7）canyon
a.thelowplacewhereariverentersthesea
b.alargeflatplace
c.alargebodyoficemovingslowlydownahighvalley
d.adeep，verywidevalley，usuallywithariver.
e.alonglowwideplacebetweenhills
f.afast-movingpartofariver
g.ahighplacefromwhichariversuddenlygoesdown
S1：...
S2：...
S3：...
S4：...
T：waterfall：ahighplacefromwhichariversuddenlygoesdown
rapids：afast-movingpartofariver
valley：alonglowwideplacebetweenhills
delta：thelowplacewhereariverentersthesea
glacier：alargebodyoficemovingslowlydownahighvalley
plain：alargeflatplace
canyon：adeep，verywidevalley，usuallywithariver
Tomakeyoubetterunderstandwhatdifferenttopographicalfeaturesarelike，Iwillshowyousomepictures.
Tellmewhattheyare.
Picture1
Itisaglacier.WhataboutPicture2？
Itisacanyon.（theLancangRiver）
Picture3
It’stheMekongDelta.TheMekongDeltaisthebottomhalfofVietnam’stworicebaskets.
（TheotheristheRedRiverDeltaintheNorth.）
Ofcourse，Picture4showsusawonderfulsceneofwaterfalls.
Picture5
Thepictureshowsusamanisraftingonrapids.
Therearesomeothernewwordsinthepassage：
Pleasereadafterme.（withChinesemeaningaftereachword）
finally，
cycle，
persuade，
stubborn，
insist，
source，
proper（ly），
detail，
determine，determined，
altitude，
atlas，
Tibetan，
Step5Secondreading
NowIthinkthereshouldbelittledifficultyinyourunderstandingthetext.
Pleasereadthepassageandjudgewhetherthefollowingstatementsaretrueorfalse.
1.WangKungfirsthadtheideatocyclealongtheMekong.
2.WangKungandWangWeihavehadthedreamtocyclealongtheMekongsincemiddleschool.
3.TheydecidedtobegintheirtripfromthesourceoftheMekong.
4.WangWeididn’tthinkmuchaboutthedifficultyofthetrip.
5.TheMekongflowsthroughfivecountries.
S1/S2/S3/S4/S5：...
T：Statement1isfalse.NotWangKungbutWangWeifirsthadtheidea.
Statement2isfalse.Theyhavehadtheirdreamtotakeagreatbiketripsincemiddleschool.
Statement3istrue.
Statement4istrue.
Statement5isfalse.TheMekongactuallyflowsthroughsixcountries：China，Burma，Thailand，Cambodia，LaosandVietnam.
Step6Readingaloud
T：Pleaselookatthesubtitle：TheDreamAndThePlan.Howmanypartscanthepassagebedividedinto？
S：Fromthesubtitle，weknowthepassagecanbedividedintotwoparts.Part1talksabouttheirdream，whilePart2talksabouttheirplan.
T：Youareclever.Part1isParagraphOne.Part2consistsofParagraph2andParagraph3.Nowpleasereadthesecondpartaloud.Payattentiontotheirplan.
Now，pleasediscusswithyourpartnersabouttheanswerstothequestions：
（1）WhoareDaoWeiandYuHang？
（2）WhereisthesourceoftheMekongRiver？
（3）WhichseadoestheMekongenter？
（4）IsitadifficultjourneyalongtheMekongRiver？Why？
（5）IsWangKungveryeagerforthetrip？
S1：DaoWeiandYuHangaretheircousins.
S2：ThesourceoftheMekongRiverisinQinghaiProvince.
S3：TheMekongenterstheSouthChinaSea.
S4：Yes.BecausetheMekongbeginsataglacieronaTibetanmountain，thenitbecomesrapidswhenitpassesthroughdeepvalleys，sometimesenterswidevalleysandbecomesawaterfall.
T：Yes，inshort，wemaysaythetripisdifficultbecausethetopographyalongtheriverisverycomplicated.
S5：...
T：Stilllookatthesecondparagraph，“Iknowtheproperwayisalwaysherway.”ThatmeansWangKungdoesn’tcompletelyagreewithhissisterandisnotverypleasedwithher；meanwhile，fromthesentence“Itoldhertheairwouldbehardtobreatheanditwouldbeverycold.”，wecanseethatWangKungisafraidofthedifficultythatmightmeetwith，soheisveryeagerforthetrip.
Step7Homework
FinishPart1andPart3onPage20.
●板書設(shè)計(jì)
Unit3Traveljournal
TheFirstPeriod
NewwordsDiscussion
1.fear9.PhnomPenhWhatcanariverbeusedfor？
2.stubborn10.Cambodiatransport
3.delta11.HoChiMinhdrinkingwater
4.glacier12.Vietnamwashing
5.Transport...irrigation
7.Vientianefish
8.Laos

●活動(dòng)與探究
Formyourowntravelinggroup，discusswhatyoushoulddoandwhatyoushouldneverdowhentraveling.
Don’tsDos
nolitteringprotectanimals
nofeedinganimals
Ifyouhavemoretosay，youcanchangetheform.
●備課資料
1.MekongRiver—TheLifebloodofSoutheastAsia
TheMekongRiveristheheartandsoulofmainlandSoutheastAsia.The12thlongestriverintheworld，theMekongruns4800kilometersfromitsheadwatersontheTibetanPlateau（高原）throughYunnanProvinceofChina，Burma，Thailand，Cambodia，LaoPDRandVietnam.
Over60millionpeopledependontheMekonganditsbranchesforfood，water，transportandmanyotheraspectsoftheirdailylives.Itsannualflooddroughtcyclesareessentialforthesustainableproductionofriceandvegetablesonthefloodplains（洪泛區(qū)）andalongtheriverbanksduringthedryseason.KnownastheMotherofwaters，theriversupportsoneoftheworld’smostdiverse（多種經(jīng)營(yíng)的）fisheries（漁場(chǎng)），secondonlytotheAmazon.Thisvitalecosystemandlifebloodoftheregioniscurrentlyunderthreat.Overthepasttenyears，morethan100largedamshavebeenproposedfortheMekongbasinbyinstitutionsliketheAsianDevelopmentBank（ADB）andtheMekongRiverCommission.Someoftheseprojectshavealreadybeenbuilt.
OneofthegreatestthreatsisChina’splanstoconstructeightdamsontheUpperMekongLancang.Twoofthesedamshavealreadybeencompleted，andconstructiononthethirdproject，Xiaowan，beganinJanuary2002.ThesedamswillhavewidespreadimpactsonthelivelihoodsofMekongcommunitiesandonthenaturalecologyoftheriversystem.
InLaos，IRNisworkingtostopWorldBanksupportfortheDamandensurethatcommunitiesreceivejustcompensationforlossessufferedduetotheADB-fundedNamandDams.IRNisalsomonitoringbroaderregionalwaterresourcedevelopments，particularlythosefundedbytheADB.
InThailand，IRNhasbeenworkingwithcommunitiesaffectedbythePakMunandRasiSalaidamswhoarecampaigningforthegatesofbothdamstobepermanentlyopenedandfortheMunRivertoberestored.
IRNisalsomonitoringtheimpactsoftheYaliFallsDaminVietnam，whichhasaffectedcommunitiesinbothVietnamandCambodia.
2.theMekongDelta
TheMekongDeltaisthebottomhalfofVietnam’stworicebaskets，theotherbeingtheRedRiverDeltaintheNorth.
Thisvastdeltaisformedbythedepositionofthemultipletentaclesandtributaries（支流）ofthemightyMekongRiverwhichhasitsoriginintheTibetanhighlandplateau2800milesaway.Fromitssource，therivermakesitswaythroughChina.
Myanmar（Burma），Laos，CambodiaandSouthVietnambeforeflowingoutintotheSouthChinaSea.TheMekong’s—thepeopleofSouthVietnamareoftenveryproudoftherichnessandvastnessofthisland.Whenreferringtothericefieldsinthisarea，theyoftensay，“cobaythangcanh”，meaningthelandissolargethatthecranescanstretchtheirwingsastheyfly.Today，theregionisoneofVietnam’shighestproducerofricecrops，vegetablesandfruits.

Unit3GoingPlaces

一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，教師要準(zhǔn)備好教案，這是教師工作中的一部分。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助教師營(yíng)造一個(gè)良好的教學(xué)氛圍。你知道怎么寫具體的教案內(nèi)容嗎？考慮到您的需要，小編特地編輯了“Unit3GoingPlaces”，歡迎您參考，希望對(duì)您有所助益！

Unit3GoingPlaces
Ｉ．單元教學(xué)目標(biāo)
技能目標(biāo)Goals
Talkabouttraveling
Talkaboutmeansoftransportation
Expressgoodwishes
Reviewverbtenses
Usethepresentcontinuoustenseforfutureactions
Writetravelletters

II．目標(biāo)語言
功能句式Intentionsandplans
Wherewouldyoupreferdoing...?
Howwouldyouliketogo...?
Whenareyougoingoffto...?
Howareyougoingto...?
Wishes
Haveagoodtrip!
Haveanice/pleasanttrip!
WhenareyougoingtoGuangzhou?
Howareyougettingtotheairport?
Isanybodyseeingyouoff?
SheisleavingforShanghainextweek.

詞匯
1．四會(huì)詞匯：
consider,means,transportation,board,experience,simply,vacation,nature,basic,equipment,simple,tip,poisonous,paddle,stream,normal,excitement,adventurous,handle,similarity,particular,poison,separate,combine,task
2．認(rèn)讀詞匯：
destination,raft,backpack,spider,cell-phone,eco-travel,responsibly,unpack
3．詞組：
getawayform,watchout,protectsb/sthfrom,seesboff,
ontheotherhand,aswellas
4．重點(diǎn)詞匯：
consider,means,experience,nature,particular,separate
語法ThePresentContinuousTenseforfutureaction
重點(diǎn)句子
1.Wherewouldyouprefergoing(todoing...)
2.Iwouldprefertodosth
3.Iprefertodo...ratherthando...
4.Howwouldyouliketogototheplaces？
5.WhenareyougoingofftoGuangzhou?P19
6.Ifyouwantanormal...,chooseaquietstreamorriverthatiswide...orrock...P17
7.Aswithhiking,youshouldalwaysthinkabout...andweargoodclothes.P18
8.Eco-travel,ontheotherhand,isawaytotravelresponsibly.P20
9.Bystayingathotels...,touristscanhelpthevillagersmakemoney....P20

III.教材分析與教材重組
1.教材分析
本單元以“旅行”為話題，所涉及的內(nèi)容有：外出旅游的行為規(guī)范、旅游的方式等。通過本單元的學(xué)習(xí)使學(xué)生了解旅游的不同方式，學(xué)會(huì)表達(dá)計(jì)劃和任務(wù)。能自己設(shè)計(jì)一次旅行計(jì)劃并能寫信介紹自己的旅行情況。
1.1WarmingUp部分提供了四幅有關(guān)外出旅行中的個(gè)別行為不當(dāng)?shù)膱D片，讓學(xué)生判斷四位旅行者在旅行過程中的錯(cuò)誤行為，通過討論讓同學(xué)們認(rèn)識(shí)到外出旅行時(shí)，應(yīng)遵守交通規(guī)則和維護(hù)公共秩序，第二、三部分要求學(xué)生能根據(jù)具體情況自行選擇交通工具。
1.2Listening兩部分材料是機(jī)場(chǎng)廣播和明信片。通過表格的形式訓(xùn)練學(xué)生集中捕捉信息的能力，另外兩段材料分別突出現(xiàn)在時(shí)和過去時(shí)，強(qiáng)化了學(xué)生的時(shí)態(tài)意識(shí)。
1.3Speaking部分借助于“時(shí)間機(jī)器”設(shè)計(jì)科幻旅游。通過三個(gè)問題誘發(fā)他們的想象力。同時(shí)也能表達(dá)出同學(xué)們對(duì)過去和未來的真實(shí)愿望以及情感。
1.4Pre-reading提供了三個(gè)問題使同學(xué)們自己去把這方面的經(jīng)歷和課文聯(lián)系起來，激發(fā)他們的學(xué)習(xí)興趣。
1.5Reading部分分為三部分。AdventureTravel中的第一句引出本段，列舉人們出行旅游的種種目的，由此引出后兩個(gè)話題。Hiking和Rafting各分為兩段。第一段分別介紹hiking和rafting，第二段列出外出hiking和rafting的建議，可以采用對(duì)比閱讀的方法。
1.6Post-reading選擇最佳答案和完成表格是對(duì)課文的檢查和鞏固，加深同學(xué)們對(duì)課文的理解。
1.7Language-study部分包括兩方面的訓(xùn)練。第一部分通過單詞的配對(duì)練習(xí)，幫助同學(xué)們加深理解本單元的部分重要單詞和詞組。語法部分通過讀寫來操練時(shí)態(tài)，了解進(jìn)行時(shí)的另一種用法：進(jìn)行時(shí)表將來。
1.8Integratingskills部分提供“生態(tài)旅游”的信息。先閱讀，然后四人一組討論并制定一個(gè)“生態(tài)旅行”計(jì)劃來訓(xùn)練學(xué)生的說、讀、寫技能。Writing部分要求學(xué)生書寫兩封信，訓(xùn)練他們對(duì)不同時(shí)態(tài)的應(yīng)用。
1.9Tips明確寫作的幾要素，指導(dǎo)學(xué)生如何明確寫作的目的。
1.10Checkpoint總結(jié)了本單元的語法——現(xiàn)在進(jìn)行時(shí)，并設(shè)計(jì)了一些最基本的練習(xí)，檢查和強(qiáng)化了對(duì)本部分的掌握情況。
2.教材重組
2.1Warmingup,Speaking和Talking均屬于說的訓(xùn)練，因此把Warmingup,Speaking和Talking整合成一節(jié)“口語課”。
2.2Listening和Workbook中的Listening放在一起，設(shè)計(jì)成一節(jié)“聽力課”。
2.3將Pre-reading,Reading和Postreading三項(xiàng)活動(dòng)放在一起，合成一節(jié)“閱讀課”。
2.4Languagestudy和Workbook中的Practice整合成一節(jié)“語法課”。
2.5Integratingskills中的Reading和Workbook中的Integrating，reading部分整合為一節(jié)“泛讀課”。
2.6Integratingskills中的Writing和Workbook中Integratingskills，writing合為一節(jié)“寫作課”。
3．課型設(shè)計(jì)與課時(shí)分配（根據(jù)學(xué)情，經(jīng)教材分析，本單元要分六課時(shí)完成）
1stPeriod口語課
2ndPeriod聽力課
3rdPeriod閱讀課
4thPeriod語法課
5thPeriod泛讀課
6thPeriod寫作課

TheFirstPeriodSpeaking

Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.詞匯和短語
consider,means,transportation,information
b.重點(diǎn)句型和交際用語
Wherewouldyouliketogo?
Whichyearwouldyouliketogoto?
Howwouldyouliketogototheplaces,bytrainorbybus?
2.Abilitygoals能力目標(biāo)
Enablethestudentstomakeaplanforatripandgivesometipsontrip.
3.Learningabilitygoals學(xué)能目標(biāo)
a.Helpthestudentstotalkabouttrips.
b.Encouragethestudentstolearnhowtomakeaplanforatrip.
Teachingimportantpoints教學(xué)重點(diǎn)
Talkingabouttravellingmeansoftransportation.
Teachingdifficultpoints教學(xué)難點(diǎn)
Talkingabouttravellingmeansoftransportation.
Teachingmethods教學(xué)方法
a.listeningandresponse
b.watchingandsaying
c.pairworkorgroupwork
Teachingaids教具準(zhǔn)備
1.slide-show
2.pictures
Teachingproceduresways教學(xué)過程與方式

StepIRevision
T:Hello,everyone,firstsreviewtheimportantpointsoflastunit.Pleaselookattheslideshow.(showtheslide)
1.Mothersaidtome“Besuretolockthedoorbeforeyougotoschool.”
2.“Drinkmorewatereveryday.”Thedoctorsaid.
3.“Whyareyoulateagain?”saidtheteacherangrily.
4._____________________(別忘了)toturnoffthelightbeforeyouleavetheroom.
5.Theteachertoldus(把所有東西擺放整齊)________________________.
Studentsdotheexercisesandchecktheanswers.
Suggestanswers:
1.MotheraskedmetobesuretolockthedoorbeforeIwenttoschool.
2.Thedoctoraskedmetodrinkmorewatereveryday.
3.TheteacheraskedangrilywhyIwaslateagain.
4.Don’tforget
5.toputeverythinginorder.

StepIILeadin
T:Todaywearegoingtotalkabout“travelling”.Mike,haveyouevertraveled?
M:Yes,IhaveeverbeentoBeijing.
T:Whendidyougothere?
M:Lastsummer.
T:Howdidyougothere?
M:Wewenttherebybus.T:Whydidyougotherebybus?
M:Becauseitisn’ttoofarawayfromhereandit’sveryconvenienttogotherebybus.
T:Good.Howaboutyou?LiMing,haveyouevertraveled?
L:Yes,IhavebeentoHainanlastwintervacation.
T:Howdidyougothere?
L:Iwenttherebyplane?
T:Why?
L:Becauseit’stoofarfromhereandwecansavelotsoftimebygoingtherebyplane.
Askmorestudentslikethis.

StepIII.Warmingup
T:Ifwegooutfortraveling,wecangobybus,bytrain,byplaneorbyship.Howcanyougettotheseplaces.
Showtheslides.
conditionstransportation
Shanghai——London
Chongqing——Chengdu
Beijing——Guangzhou
Dalian——Qingdao

T:WhatwouldyouliketotakefromShanghaitoLondon？
S1:I’dliketogotherebyair.
T:Whataboutothers?
S2:IthinkI’dliketogotherebybus.
S3:I’dliketogobytrain.
S4:Iwouldgotherebyship.
T:Wecangotoplacesbybus,bytrain,bybike,orevenonfoot.Whatdoyouhavetoconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?
Dividethestudentsintogroupstodiscussthemeansoftransportation.Theneachgroupreportstheiranswers.
T:Whatshouldyouconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?
S1:Weshouldconsiderhowfaritis.
S2:Weshouldconsiderthelandscape.
S3:Weshouldconsidertheweather.
S4:Weshouldalsoconsiderhowmanythingsweshouldtake.
T:Thatisgood.Afterwegettothedestination.Weshouldalsopayattentiontoourbehavior.LookatthesefourpicturesonPage15.Aretheydoinganythingwrong?
Showthepictures.

T:IsthereanythingwronginPicture1?
A:Heisdrivingtoofast.
T:Whatshouldhedo?
A:Ithinkheshouldlowerdown.
T:WhataboutPicture2?
B:Heislittering.Ithinkheshouldn’tthrowthingseverywhere.
T:IshedoinganythingwronginPicture3?
C:Yes,heissmokingwhereheshouldn’t.
T:That’sright.HowaboutPicture4?
D:Hiscarisparkedinthewrongplace.
T:Weshouldpayattentiontothesebehaviorswhenwearetraveling.Anyotherthingsweshouldpayattentionto?
Studentsdiscussandraisetheiranswers.
S1:Wecan’tjumpthequeuewhenwearewaitingforthebus.
S2:Wecan’tpickflowers.
S3:Weshouldn’tthrowthingeverywhere.
S4:Weshouldn’tcurveonthebuildingsoronthetrees.

StepIVSpeaking
Showapictureof“Timemachine”.
T:What’sit?
Studentsguesswhatitis.
T:It’satimemachine.Withityoucouldtraveltothepastortothefuture.Youcouldalsovisitanyyearandanyplaceyouwish.
T:Hi,Jim,whichyearwouldyouliketogoto?
J:I’dliketogototheyear3000.
T:Wherewouldyouliketogo?
J:I’dliketogotoAfrica.
T:Why?
J:BecauseIwanttoseehowtheyliveatthattime.
T:OK.Howaboutyou,Mary?Whereandwhenwouldyouliketogo?
M:I’dliketogototheyear1840inChina?
T:Why?
M:IfIwentthere,IcouldpreventtheforeignersfromattackingChina.
T:Good.Now,let’sworkinpairstotalkaboutwhereandwhenyouwouldliketogo.
Studentsworkinpairstodiscussaboutit.Thenasksomepairstoactitout.
eg.
A:Whichyearwouldyouliketogo?
B:I’dliketheyear3000BC.
A:Wherewouldyouliketogo?
B:I’dliketogotoEgypt?
A:Why?
B:IwanttobeoneofthedesignersofPyramidanddiscoverthesecretsinit.
StepVTalking
Dividethestudentsintotwopartstodiscussifitisgoodtoopenupthemountaintotourists.
A:Ithinkweshouldopenupthemountain.Inthatcase,wecouldmakemoremoney.
B:Althoughitcanhelpusmakemoremoney,butIthinkitwilldestroythemountain.
A:Wecanusepartofthemoneytoprotectit.Anditcanalsomakeourcityfamous
anddevelopthecity.It’llbegoodforallofus.
B:ImafraidIcantagreewithyou.Ithinkit’sbetterifourcityisfamousforagoodcompany.It’saplacefortourists.Itwillnotbeagoodplacetolive.
A:Ifweopenitup.Itwillhelppeoplegetmoreinterestedinhistoryandnature.
B:Iagreeitwillhelp,butit’snottheonlyway.Wecanbuildupawebsitetomakeitknown.
StepVIHomework
1.FillintherolecardonP98.
2.PreviewthelisteningpartonP15andP97.

Unit3EnglishManners

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時(shí)能夠胸有成竹，準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以保證學(xué)生們?cè)谏险n時(shí)能夠更好的聽課，幫助高中教師掌握上課時(shí)的教學(xué)節(jié)奏。所以你在寫高中教案時(shí)要注意些什么呢？小編經(jīng)過搜集和處理，為您提供Unit3EnglishManners，供大家借鑒和使用，希望大家分享！

Unit3EnglishManners一、單元分析（UnitAnalysis）

（一）單元地位（UnitPosition）

1本單元是第二模塊（文化部分）的第一單元，其內(nèi)容主要是關(guān)于西方的一些禮儀知識(shí)及其禮儀的變化。語言是文化的一個(gè)重要組成部分，所以學(xué)習(xí)英語自然也要學(xué)習(xí)相應(yīng)的英語國家的文化習(xí)俗。所以本篇課文內(nèi)容很有實(shí)用性且具有很強(qiáng)的操作性?？梢宰寣W(xué)生自己搜集有關(guān)的關(guān)于西方禮儀的材料，由老師設(shè)計(jì)一些活動(dòng)做到信息共享。

2知識(shí)的掌握重在運(yùn)用，尤其是日常的口語運(yùn)用，注重讓學(xué)生多進(jìn)行對(duì)話練習(xí)，在對(duì)話中注意用合適的禮貌用語。

3本單元結(jié)束時(shí)，可以對(duì)文化這一主題作更深的探討，老師設(shè)計(jì)相應(yīng)的活動(dòng)，讓學(xué)生討論中西方文化的差異并給出一些相應(yīng)的例子。

4本單元的語法重點(diǎn)是定語從句（關(guān)系副詞的用法），教師有必要在課堂教學(xué)中進(jìn)行句型操練。此外，文中也出現(xiàn)了強(qiáng)調(diào)句和部分倒裝的例句，教師可以在教學(xué)中作簡(jiǎn)單說明并舉例，但不建議進(jìn)行該語法知識(shí)點(diǎn)的系統(tǒng)教學(xué)。

5在單元教學(xué)過程中注意閱讀和聽說訓(xùn)練的有機(jī)結(jié)合，并補(bǔ)充少量的基礎(chǔ)的寫作練習(xí)。

（二）單元目標(biāo)（UnitTarget）

1學(xué)習(xí)在不同的場(chǎng)合下運(yùn)用合適得體的禮儀。

2學(xué)習(xí)并運(yùn)用以關(guān)系副詞為連接詞的定語從句。

3進(jìn)行口語對(duì)話操練，學(xué)會(huì)如何引出對(duì)話，安排約會(huì)及表達(dá)感激之情。

4練習(xí)三大閱讀技巧：跳讀，略讀，及運(yùn)用上下文線索閱讀。

5學(xué)習(xí)如何寫復(fù)合句。

（三）單元重點(diǎn)（UnitPoints）

1關(guān)鍵詞：

u語言知識(shí)類

manners,avoidingdoing,senior(to),seemtodo,either…or…,consider,exchange,tendto,stand,lie,happentodo,pickup,toone’ssurprise,putona…face,offer,provide,present,communicatewith,etc.

u交際功能類（常見的禮貌用語）：——參考教參P14頁

Afteryou!

Excuseme,butcanyoutellmethetime?

Ibegyourpardon?

Ladiesfirst!

I’dliketomeetDrSnow.

ThisisJane.

I’mverygladtomeetyou!

It’sapleasuretomeetyou!

Nicetomeetyou!2功能：

1）Startingaconversion——參考課文P44頁Usefullanguage

lExcuseme,doyoumindifIsithere?

lExcuseme,couldyoutellmethetime?

lEr,couldyouhelpme,I’mtryingtofindmywayto…

lExcuseme,aren’tyouJohnSmith?

lSorrytotroubleyou,butdoyouhappentoknowwhenthelecturebegins?

lSay,haven’tIseenyousomewherebefore?

2）Makinganappointment——參考課文P45頁Usefullanguage

A:1WillyoubefreethiscomingFriday?

2Areyoudoinganythingspecialtonight/

3Let’smakeadatetoseeafilm.

4I’dliketomakeanappointmentfornextMonday.

5ShallIcomeroundforyouatabout10o’clock?

6Will9o’clockbeallright?

7Wouldyouprefersomeothertime?

B:1That’dbelovely.

2Howniceofyou!Thanksalot.

3Mmm,that’sagreatidea.

4I’llbemostdelightedtomeetyouat10:00Mondaymorning.

5Oh,dear,I’mafraidI’mbusytonight.

6Tonight’sdifficult.Howabouttomorrowevening?

7I’msorry,I’mexpectingsomevisitorsthisevening.

8Thisevening’sabitofaproblem.Whatabouttomorrow?

3）Expressgratitude

A:1Manythanks.

2Thanksalot!

3Thankyouverymuch!

4It’ssokindoftohelpmecarrytheluggage.

5Iwouldappreciateitverymuchifyoucantakeamessageforme.

B:1You’rewelcome.

2Don’tmentionit!

3It’sapleasure.

3語法點(diǎn)：

1定語從句（關(guān)系副詞，when,where,why）

關(guān)系副詞引導(dǎo)的定語從句充當(dāng)主句的狀語，when指時(shí)間，where指地點(diǎn)，why指原因。

例：1)Michelangelolivedinthattime.

Thetimewasabout500yearsago.

ThetimeinwhichMichelangelolivedwasabout500yearsago.

ThetimewhenMichelangelolivedwasabout500yearsago.

2)Hestartedtoworkandlearninthatworkshop.

Theworkshopbelongedtooneoftheleadingmastersofthetime.

Theworkshopinwhichhestartedtoworkandlearnbelongedtooneoftheleadingmastersofthetime.

Theworkshopwherehestartedtoworkandlearnbelongedtooneoftheleadingmastersofthetime.

3)Michelangeloturneddownthetaskforthatreason.

Thereasonwasverysimple.

ThereasonforwhichMichelangeloturneddownthetaskwasverysimple.

ThereasonwhyMichelangeloturneddownthetaskwasverysimple.

注意點(diǎn)：1Thisistheplace(that/which)Luxunoncelivedin.

Thisistheplaceinwhich(=where)Luxunoncelived.

2Pleasemakeamarkwhereyouhavequestions.（狀語從句）

Pleasemakeamarkintheplacewhereyouhavequestions.（定語從句）

3Thisisthefactory(which/that)wevisitedlastweek.

Thisisthefactoryinwhich(=where)mymotherworks.

4Isthisthefactory(which/that)wevisited?

Isthisfactorytheone(which/that)wevisited?

2強(qiáng)調(diào)句（助動(dòng)詞do的強(qiáng)調(diào)作用）

在行為動(dòng)詞作謂語的句子中，常用“助動(dòng)詞do/did+謂語動(dòng)詞原形”表示強(qiáng)調(diào)語氣，這個(gè)結(jié)構(gòu)也可以用于祈使句。例如：

Wedohaveaschoolbusofourown.

Hedidfindthatallthereportswerenottruetothefacts.

Dobecarefulwithyourspellinginwriting.

注意點(diǎn)：1該結(jié)構(gòu)只用于肯定句。

2該結(jié)構(gòu)只用于一般現(xiàn)在時(shí)及一般過去時(shí)。

3倒裝句

結(jié)構(gòu)：提前成分＋情態(tài)動(dòng)詞/助動(dòng)詞＋主語＋動(dòng)詞原形

例：Hecareslittlefordress.→Littledoeshecarefordress.

Wecouldhardlyhearanysound.→Hardlycouldwehearanysound.

其它例句：

Notasinglemistakedidhemakeinthetest.

Notuntilthendidheknowhismotherhaddoneitforhisgood.

Bynomeanscanhebethemurderer.

Notonlydidhepraisehisstudentsbutalsohegavethemabigreward.

二、教學(xué)設(shè)計(jì)（TeachingDesigns）

教學(xué)內(nèi)容

教學(xué)實(shí)施建議

教學(xué)資源參考

1Reading

課文講解以課文閱讀引入，讓學(xué)生練習(xí)跳讀技巧并完成課文Highlights部分A3和B的練習(xí)。

課文中提到三個(gè)方面的禮儀：?jiǎn)柡?，社?huì)禮儀等，舉例說明不同國家的禮儀差異。教師可以提供更多的關(guān)于這方面的閱讀材料，讓學(xué)生有更深刻的了解。[鏈接1]補(bǔ)充材料1

在課文講解完之后教師可以提供更多的閱讀材料，并根據(jù)補(bǔ)充材料2讓學(xué)生分析總結(jié)中西方禮儀的差異。[鏈接2]補(bǔ)充材料2

課本第35頁——Highlights部分。

課本第29頁——Scanning

課本第61頁——

Skimming

2Listening

作為教材第42頁的聽力部分，可以讓學(xué)生在具體事例中了解正確的禮儀的重要性。

建議教師可利用上海外語教育出版社出版的《英語（新世紀(jì)版）聽力》，開展相關(guān)主題的聽力活動(dòng)作為對(duì)教材的補(bǔ)充。

此外Internet也是非常好的信息來源，在此提供一個(gè)網(wǎng)址，建議老師可以在網(wǎng)上尋找合適的材料穿插用于教學(xué)過程中，讓學(xué)生接受不間斷的聽力訓(xùn)練。

課文第42頁——ListeningPractice

補(bǔ)充聽力——

EnglishManners

網(wǎng)址——

3Speaking

以“禮儀”為主題設(shè)計(jì)口語活動(dòng)。

活動(dòng)一：情景對(duì)話。結(jié)合補(bǔ)充材料1（1）中所提供的用語及課本第44－45的“UsefulLanguage”讓學(xué)生組織對(duì)話，在課堂中展示。

活動(dòng)二：?jiǎn)柎鸶?jìng)賽。讓學(xué)生在競(jìng)賽中進(jìn)一步了解社會(huì)禮儀的內(nèi)涵和重要性。[鏈接3]競(jìng)賽的具體教學(xué)建議和內(nèi)容

活動(dòng)三：“DosandDon’ts”inChina。結(jié)合補(bǔ)充材料2的內(nèi)容讓學(xué)生比較中西方禮儀差異。

課文第44頁——UsefulLanguage

4Writing

本單元對(duì)于學(xué)生的寫作要求是學(xué)寫復(fù)合句，在課本第45頁有具體的指導(dǎo)和要求，可以讓學(xué)生自習(xí)，并完成課本48頁的練習(xí)。同事輔助以一些簡(jiǎn)單的中譯英練習(xí)以檢驗(yàn)學(xué)生的學(xué)習(xí)效果。

[鏈接4]中譯英

課文第45頁——Writing部分

5Structure

定語從句（關(guān)系副詞的運(yùn)用）是本課的語法教學(xué)內(nèi)容。教師可通過“好句搜索”和“句型操練”兩個(gè)層次循序漸進(jìn)，使枯燥的語法講解與學(xué)生的實(shí)際運(yùn)用相結(jié)合。

[鏈接5]定語從句操練的教學(xué)建議

課文第39頁——Structure部分

Workbook—Structure部分

6AdditionalReading

本課AdditionalReading是一則有趣的故事，建議讓學(xué)生作泛讀文章處理。在課堂上要求學(xué)生在3分鐘內(nèi)快速閱讀文章并完成文章后的練習(xí)。文章內(nèi)容比較簡(jiǎn)單，可要求學(xué)生做課文復(fù)述練習(xí)。

課文第48頁——AdditionalReading

[鏈接1]補(bǔ)充材料1

說明：

以下提供有3篇閱讀材料，都是有關(guān)英國的問候及社會(huì)禮儀。老師有必要自己根據(jù)原材料事先進(jìn)行組織，安排一部分在導(dǎo)入課中使用，有些則穿插在教學(xué)過程中提供給學(xué)生。第一篇閱讀材料中的問候語可以與單元重點(diǎn)之功能部分所列出的禮貌用語相結(jié)合，讓學(xué)生作簡(jiǎn)單對(duì)話操練。閱讀材料1

HowtogreetsomeoneinBritain

TheHandshake

AhandshakeisthemostcommonformofgreetingamongtheEnglishandBritishpeopleandiscustomarywhenyouareintroducedtosomebodynew.

TheKiss

Itisonlywhenyoumeetfriends,whomyouhaventseenforalongtime,thatyouwouldkissthecheekoftheoppositesex.InBritainonekissisgenerallyenough.

Formalgreetings

TheusualformalgreetingisaHowdoyoudo?andafirmhandshake,butwithalightertouchbetweenmenandwomen.

‘Howdoyoudo?’isagreetingnotaquestionandthecorrectresponseistorepeat‘Howdoyoudo?Yousaythiswhenshakinghandswithsomeone.

Howdoyoudo?–Howdoyoudo?

Howareyou?isaquestionandthemostcommonandpoliteresponseis"Iamfinethankyouandyou?"

Howareyou?–Iamfinethankyouandyou?

Nicetomeetyou–Nicetomeetyoutoo.(Oftensaidwhilstshakinghands)

Delightedtomeetyou–Delightedtomeetyoutoo.

Pleasedtomeetyou–Pleasedtomeetyoutoo.

GoodMorning/GoodAfternoon/GoodEvening

Informalgreetings

Hi-Hiorhello

Morning/Afternoon/Evening(WedropthewordGoodininformalsituations).

Howsyou?-Finethanks.You?

Thankyou/thanks/cheers

Wesometimesaycheersinsteadofthankyou.Youmayhearcheerssaidinsteadofgoodbye,whatwearereallysayingisthanksandbye.

//eseemesoon”areidiomsoftenusedinsocialsettingsbutseldommeanttobetakenliterally.Itiswisetotelephonebeforevisitingsomeoneathome.Ifyoureceiveawritteninvitationtoaneventthatsays“RSVP”,youshouldrespondtoletthepersonwhosenttheinvitationknowwhetherornotyouplantoattend.

Neveracceptaninvitationunlessyoureallyplantogo.Youmayrefusebysaying,“Thankyouforinvitingme,butIwillnotbeabletocome.”If,afteraccepting,youareunabletoattend,besuretotellthoseexpectingyouasfarinadvanceaspossiblethatyouwillnotbethere.Althoughitisnotnecessarilyexpectedthatyougiveagifttoyourhost,itisconsideredpolitetodoso,especiallyifyouhavebeeninvitedforameal.Flowers,chocolate,orasmallgiftareallappropriate.Athank-younoteortelephonecallafterthevisitisalsoconsideredpoliteandisanappropriatemeanstoexpressyourappreciationfortheinvitation.Dress

Everydaydressisappropriateformostvisitstopeopleshomes.Youmaywanttodressmoreformallywhenattendingaholidaydinnerorculturalevent,suchasaconcertortheaterperformance.IntroductionandGreeting

Itispropertoshakehandswitheveryonetowhomyouareintroduced,bothmenandwomen.Anappropriateresponsetoanintroductionis"Iamhappytomeetyou".Ifyouwanttointroduceyourselftosomeone,extendyouhandforahandshakeandsay"Hello,Iam....".Huggingisonlyforfriends.Dining

Whenyouacceptadinnerinvitation,tellyourhostifyouhaveanydietaryrestrictions.Heorshewillwanttoplanamealthatyoucanenjoy.TheeveningmealisthemainmealofthedayinmostpartsofBritain.Foodmaybeservedinoneofseveralways:"familystyle,"bypassingtheservingplatesfromonetoanotheraroundthediningtable;"buffetstyle,"withguestsservingthemselvesatthebuffet;and"servingstyle,"withthehostfillingeachplateandpassingittoeachperson.Guestsusuallywaituntileveryoneattheirtablehasbeenservedbeforetheybegintoeat.Foodiseatenwithaknifeandforkanddessertwithaspoonandfork.

閱讀材料3

Langust

MannersandEtiquette

ItisgenerallybelievedthattheEnglisharemoreformalthantheyreallyare.Infact,inday-to-daycontactwitheachothertheyarelessinclinedtoformalitythantheFrenchortheGermans.

Perhapsitistheawesomespectacleoftheirstateoccasionsthathasgivenrisetothepopularlyheldbeliefthatevenhusbandsandwivescalleachotherbytheirtitlesandsurnames.Inreality,firstnamesarecommonlyusedamongcolleagues,andtheAmericanhabitofusingtheseonthetelephoneevenbeforethenameshavemetishowwidespread.

Thecustomofmendeferringtowomenisnowsome-whatonthewane,thankstothestrenuouseffortsoftheapostlesofpoliticalcorrectnesswhoseeitmoreascondescensionthanconsideration.Youwill,however,probablystillgetawaywithopeningadoororgivingupaseatforallbutthemoststridentoffeminists.Butitisnolongerderigueurtojumptoyourfeetwhenawomanenterstheroom,whetherornotthereareenoughchairs.

DoNotTouch

Howeverinformaltheyareintheirmanneroraddress,whenitcomestophysicalcontact,theEnglisharestilldeeplyreserved.

Theyarenotatactilepeople.Whengreetingeachother,menwillshakehandsonafirstmeetingbutprobablyavoiddoingsoonsubsequentones.ThepreferredEnglishhandshakeisabrief,vigorousaffairwithnohintoflingering.Thecuequestion,"Howdoyoudo?"andtheanswer"Howdoyoudo?"signaltheendoftheritualandhandsshouldbecrisplywithdrawnfromcontact.Anydeviationfromtheaboveprocedurecancauseallsortsofproblemsandsuspicionsoffreemasonry,orworse.

Womenmaykissononeorbothcheeks;iftheydo,themiss-kissispreferred-thekissermakingakissinggesturewithappropriatesound-effectsintheairinthegeneralregionoftherecipientsearorears.

Menmaykisswomeningreeting,butonlyonthecheek.Tryingtogetakissonbothcheekscanberiskyasmostwomenonlyexpecttheone,donotturntheirheadsforthesecondandreceiveitfullfrontally,whichcanresultintheworstbeingfeared-i.e.thatitwasanintentionalploy-anoscillatoryrape.

MostEnglishmenneverhugor(perishthethought)kissothermen.Theyleavethattofootballplayersandforeigners.

Inpublicplaces,theEnglishmakestrenuouseffortsnottotouchstrangersevenbyaccident.Ifsuchanaccidentshouldoccur,apologiesarefulsomebutshouldneverbeusedasanexcuseforfurtherconversation.Oncrowdedpublictransportwhereitissometimesunavoidable,physicalcontactwithastrangerispermitted,butinsuchcircumstances,eyecontactshouldbeavoidedatallcosts.

Intimacybetweenconsentingadultsisrecognizedasinvolvingmoretouching.Butthattakesplacebehindcloseddoorsusuallywiththelightsout.Displaysofaffectioninallrelationshipsarekepttoaminimum.

PsandQs

Englishchildrenhavetheirownparticularcatechismofacceptedconducttolearn.Thefirstruletheycomeacrossatanearlyageis"MindyourPsandQs".Thesehavenothingtodowithwaitingpolitelytousethelavatory.PsandQsareshortfor"Pleases"and"ThankYous".Supplication,gratitudeand,mostimportantofall,apologyarecentraltoEnglishsocialintercourse,whichiswhyEnglishpeopleseemtoexpressthemendlesslyasiftothehardofhearing.

Itisdifficultfortheforeignertolearnhowtowieldthesmallvocabularynecessary,butthestartingpointistounderstandthatitisalmostimpossiblelinguisticallytobeovergrateful,overapologeticoroverpolitewhenitcomestothepoint.Thus,theEnglishmanorwomanwhosetoeyoutreadonwillbe"sosorry"presumablyfornothavinghadtheoffendingdigitamputatedearlier.Heorshewillthankyou"somuch"whenyoustoptreadingonitor,ifyoudonot,askyoutowitharoutineofpleasesandthankyousthatwouldlastanyothernationalhalfalifetime.ItsjusttheEnglishway.

Alackofprofusioninthegratitudeorapologydepartmentwillcertainlylandanyoneinsuchasituationinthe"notverynice"campfromwhichthereislittlechanceofescape.

Queuing

ForeignerslookwithamazementattheEnglishqueue.Itisnottheirwayofdoingthingsatall.ButfortheEnglish,queuingisawayoflife.

Manystillconsiderthatoneofthefewpluspointsofthelastwarwastheproliferationofqueues.Therewerequeuesforeverything.Peoplewouldjoinoneandthenaskthepersoninfrontwhatthequeuewasfor.

AndthatisthesecretofEnglishqueue-mania.Aqueueistheoneplacewhereitisnotconsideredbadmannerstotalktoastrangerwithoutbeingintroduced.

Suchanenjoyablecustomshould,totheEnglishwayofthinking,commenditselfnaturallytoallpeoples.Theyareamazedwhenitdoesnot,anddonottakekindlytoalienswhofailtorecognizeaqueuewhentheyseeone("Thereisaqueue,youknow!"),ortojoininandplaythequeuegamenicely.

//ingface.

DoDriveontheleftsideoftheroadInEngland...

Donotgreetpeoplewithakiss:

Weonlykisspeoplewhoareclosefriendsandrelatives.

Avoidtalkingloudlyinpublic

Itisimpolitetostareatanyoneinpublic.

Privacyishighlyregarded.

Donotpickyournoseinpublic:

Wearedisgustedbythis.Ifyournostrilsneedde-bugging,useahandkerchief.

Avoiddoinggesturessuchasbackslappingandhugging

Thisisonlydoneamongclosefriends.

Donotspit.

Spittinginthestreetisconsideredtobeverybadmannered.

Donotburpinpublic

Youmayfeelbetterbyburpingloudlyaftereatingordrinking,butotherpeoplewillnot!.Ifyoucannotstopaburpfromburstingout,thencoveryourmouthwithyourhandandsayexcusemeafterwards.

Donotpasswindinpublic

Nowhowcanwesaythispolitely?Letssaythatyouwanttopasswind.Whatdoyoudo?Gosomewhereprivateandletitout.Ifyouaccidentallypasswindincompanysaypardonme.

Itisimpolitespeakwithyourmouthfulloffood

Donotaskpersonalorintimatequestions

Welikeourprivacy.Pleasedonotaskquestionssuchas"Howmuchmoneydoyouearn?""Howmuchdoyouweigh?"or"Whyarentyoumarried?".

Nevereatoffaknifewhenhavingameal.InEngland...

WomeninBritainareentitledtoequalrespectandstatuswithmeninallareasoflifeandtendtohavemoreindependenceandresponsibilitythaninsomeothercultures.Womenareusuallyindependentandaccustomedtoenteringpublicplacesunaccompanied.Itisusualforwomentogooutandaboutontheirownaswellaswithfriends.Menandwomenmixfreely.

Itisokforwomentoeataloneinarestaurant.

Itisokforwomentowanderaroundontheirown.

Itisokforwomentodrinkbeer.

Whynotmakeasimilarlistforvisitorstoyourcountry?

//www.woodlands-junior.kent.sch.uk/customs/behaviour.html#rules

[鏈接3]問答競(jìng)賽

說明：

競(jìng)賽的形式比較活躍，容易調(diào)動(dòng)學(xué)生的積極性和強(qiáng)烈的參與興趣。老師將問答競(jìng)賽的內(nèi)容制作成幻燈片，讓學(xué)生在愉快的形式中加深對(duì)該主題的了解和運(yùn)用。步驟：

l將學(xué)生分成4個(gè)小組，以小組為單位進(jìn)行搶答。

l共20題，沒個(gè)題目分值10分，答對(duì)但不完整得5分，同一小組隊(duì)員補(bǔ)答若答對(duì)可以得滿分，其他小組補(bǔ)答若答對(duì)，其他小組得分。

l每個(gè)小組有一個(gè)計(jì)分牌（用臺(tái)歷制成，由老師事先準(zhǔn)備），由老師進(jìn)行計(jì)分。

l比賽結(jié)束時(shí)，各小組計(jì)算得分，勝者給予獎(jiǎng)勵(lì)。

競(jìng)賽內(nèi)容（幻燈片）：

[鏈接4]中譯英練習(xí)

說明：

中譯英練習(xí)對(duì)學(xué)生要求較高，是對(duì)學(xué)生綜合英語水平的練習(xí)，但中文句子不宜過難，要切合所學(xué)內(nèi)容及學(xué)生的能力。1.當(dāng)我第一次看到姚明的時(shí)候我忍不住激動(dòng)地哭了。(thefirsttime)

ThefirsttimeIsawYaoMing,Icouldn’thelpcryingforexcitement.

2.他是那么誠實(shí)的人，他是不可能說謊的。(such…that/too…to)

Hewassuchanhonestmanthathewouldn’tlie.

Hewastoohonestamantotellalie.

3.自從他從事這份教師工作以來已經(jīng)有20年了。

It’s20yearssincehetookupteaching.

4.在你不懂的地方做一個(gè)標(biāo)記。

Makeamarkwhereyoudon’tunderstand.

5.盡管他很生氣但是他并沒有扳起臉。

Althoughhewasveryangryhedidn’tputupastiffface.

[鏈接5]定語從句操練的教學(xué)建議

說明：

語法的學(xué)習(xí)除了教師的精講之外，離不開學(xué)生的實(shí)際語言練習(xí)與運(yùn)用。創(chuàng)設(shè)不同的活動(dòng)讓學(xué)生積極參與，是語法學(xué)習(xí)不再被動(dòng)接受、死記硬背。第一層次：好句搜索

要求學(xué)生自行從課文中及報(bào)紙上搜索定語從句，尤其是以關(guān)系副詞連接的定語從句。每位同學(xué)搜索5句左右，并在課堂中共享。第二層次：句型操練

讓學(xué)生完成課文第41頁以及Workbook的相關(guān)練習(xí)。