高中英语优秀教案：新人教选修7（30份）汇编

Period 6　Listening，Speaking and Writing
Teaching aims　　　　　
1．Learn to find out the causes and wanted results of each complaint.
2．Learn to use the expressions people use to complain in the listening text.
3．Be able to use polite expressions to complain in certain situations.
Teaching procedures　　　　　
?Step 1　Lead－in
First，have a small talk about the whale watching tour：
How do you feel if you see them in the flesh？Do you enjoy a whale watching tour
Next，tell students sometimes not everything turns out the way you wish，so read the ad on Page 25 carefully and find out what you can get if you fail to see these lovely whales.
After reading it，discuss and find answers to these questions：
1．What can you experience on this tour
2．Would you like to go？What aspect of the tour would you like best
3．When would you get a refund
Suggested answers：
1．You can see whales，listen to whales singing，watch them underwater，see other marine animals such as dolphins，seals and penguins.
2．Various answers are possible.
3．If you don't see a whale，you would get half the fare back.
?Step 2　Listening(Page 26)
1．These dialogues between tourists and a tour guide took place after a whale watching tour.Decide which aspects the tourists might think were good(G)and the aspects they might complain about(B)．Listen to the tape and check your answers.Then listen again and number the aspects in the order you hear them.
Aspects　　　　　　　　　　　　　　Good/Bad　　　Order
1．Saw whales filmed underwater 　 　
2．Saw only one whale in the distance 　 　
3．Heard whales 　 　
4．Too wet to go outside 　 　
5．Saw birds，dolphins and seals 　 　
6．Boat got back too late 　 　
Good aspects：1 3 5
Bad aspects：2 4 6
Order：4 3 1 6 5 2
2．Listen again.When the tourist complained，what result did he/she want to get from the tour guide and what was the actual result？Complete the table below.
Dialogue 1 Result wanted：________________________________________________________________________________________________________________________________________________.Actual result：________________________________________________________________________________________________________________________________________________
Dialogue 2 Result wanted：____________.Actual result：____________.
Dialogue 3 Result wanted：____________.Actual result：________________________.
Suggested answers：
Dialogue 1 Result wanted：Not_stated_by_the_tourist_although_she_did_say_she_wanted_to_speak_to_the_manager.Actual result：Not_stated_although_the_tourist_probably_would_not_get_another_tour_or_a_refund.
Dialogue 2 Result wanted：A_full_refund.Actual result：A_full_refund.
Dialogue 3 Result wanted：A_full_refund.Actual result：A_refund_of_half_the_fare.
　　3.Listen to the expressions that each customer used to make his/her plete the sentences.
Dialogue 1
(1)I'm sorry but ______ with the tour.
(2)Well，it was ______ outside...My two kids ______.
Dialogue 2
(1)Yes，the whales were awesome but ______.
(2)I'm sorry but ______.I now have to make another airline booking and I have no idea whether there'll be any seats available.____________.
Dialogue 3
(1)Excuse me，the tour ____________ and we'd ____________ please.
(2)____________ as we're visitors to this area and we're leaving tomorrow morning.
(3)Well，actually，____________.
Keys：Dialogue 1：we weren't very happy；so wet we couldn't go；are very disappointed
Dialogue 2：I'm feeling very annoyed；that's not good enough；I'd like a full refund
Dialogue 3：wasn't what my husband and I had expected；like a refund；I'm afraid that's no good for us；we'd like a full refund
4．Listen to the first dialogue and fill in the missing words.
TOUR GUIDE：I'm sorry but we ______ ______ the weather and you ______ ______ whales.
ANGELA：Well.I'm afraid that's not ______ ______.I'd like to talk to the manager.
TOUR GUIDE：I'm sure that won't ______ ______ ______ ______.I know he'll ______ with me.The ______ is that you ______ ______ whales.
Keys：can't control；did see；good enough；do you any good；agree；fact；did see
?Step 3　Speaking
Work with your partner，make up dialogues for the following situations.Use expressions like the ones in the box.Perform them for the whole class.
Situations：
1．You missed your flight because you think that it was not announced over the plain to an airline official.
2．The fish you ordered tastes plain to the manager of the restaurant.
3．The trousers the tailor made for you are too plain to the tailor.
?Step 4　Writing
Write a short dialogue you made up above down.Period 4　Using Language：Listening，Speaking and Writing
Teaching aims　　　
1．Enable students to express supposition and belief.
2．Learn to write a passage describing a new type of robot.
Teaching procedures　　　
?Step 1　Lead－in
1．First，ask students to look at the words below.Many of them are used to describe Claire's feelings in the story.Carry out the following tasks in pairs.
alarmed　embarrassed　amazed　awful　amused　surprised　attracted　disturbed　envied　impressed　satisfied　hurt　frightened　upset
(1)Find as many of these words in the text as possible and underline the sentences.
(2)Write a short paragraph to describe Claire using some of these words.
(3)Tell a story using at least five of these words.
Sample writing：
Claire is a very emotional woman who needs a good friend.She finds this friend in a robot called Tony，who comes to help her in her home.She is attracted to him because he is so handsome and sympathetic.He becomes her best friend.She is impressed by his abilities but embarrassed by her feelings for him.She is disturbed because she thinks of him as a man even though he is not but is amused that other women envy her and think they are having an affair.Claire succeeds in overcoming her sense of failure，but in doing so falls in love with Tony.His visit leaves her upset，frightened and hurt，which has replaced her sense of failure.She has been hurt by Tony because he is too nice rather than because he is not nice enough.
2．Next，have a small talk about the story.
(1)Why did Tony have to be rebuilt
(2)How would you feel if you had a robot like Tony in your house
Suggested answers：
(1)Because you can't have women falling in love with machines.
(2)Various answers are possible.Students are encouraged to speak out their feelings freely.
?Step 2　Listening
1．Molly and Kate are discussing the story “Satisfaction Guaranteed”．Read the questions and then listen to their conversation.Tick the correct boxes.
Questions Molly Kate
1.Who really likes the story？
2.Who thinks that Claire loved Tony？
3.Who thinks that Tony loved Claire？
4.Who thinks that the purpose of Tony's action was to make Claire feel good about herself？
5.Who thinks taking Tony away must have hurt Claire？
6.Who said that making a robot so much like a man was bound to cause trouble？
　　Keys：
Questions Molly Kate
1.Who really likes the story？ √
2.Who thinks that Claire loved Tony？ √
3.Who thinks that Tony loved Claire？ √
4.Who thinks that the purpose of Tony's action was to make Claire feel good about herself？ √
5.Who thinks taking Tony away must have hurt Claire？ √
6.Who said that making a robot so much like a man was bound to cause trouble？ √
　　2.Next，listen again and find answers to the following questions.
(1)What does Kate think the difference between robots and human is
(2)How does Kate think Claire was hurting herself
(3)Why would one of the girls like a robot such as Tony living at her house
(4)What does Kate think the company's biggest mistake was
Suggested answers：
(1)Robots can't feel emotion of any kind.
(2)By seeing herself in a negative way.
(3)She likes the idea of a handsome man whose only purpose was to please her.
(4)Making the robot look so much like a real man.
3．Listen to the tape again and write down the expressions of supposition and belief.
Keys：
?Step 3　Discussion
Students are asked to work in groups and imagine having a robot in their houses to do the housework.Discuss what the positive or negative effects of the situation would be.(Don't forget to use expressions of supposition and belief.Students are given five minutes.Five minutes later，ask some students to present their ideas to the whole class.Encourage every student to use his imagination，because there're no right or wrong answers，only different opinions.After students present their opinions，the teacher speaks out his or her opinion.)
A sample
Positive_effects
I think it is wonderful for people to have robots in their houses to do the housework.After a day's work，when people get home，they can be really relaxed with everything prepared by their robots.A robot never gets tired.Nor does it complain.Life will be very easy and comfortable.
Negative_effects
Maybe people can enjoy a very comfortable life with the help of their robots.But at the same time I believe people will lose the ability to do housework.As time goes by，people cannot live well without a robot's help.I think that kind of life would be terrible.
?Step 4　Writing
Students are asked to work in groups.First decide the purpose of the robot，then make a list of the abilities the robot has.Next draw a picture on a piece of paper and name its parts and explain what each part does.Finally write a passage describing the robot and what it can do.Show the following to help students to design their robots.
Tips on designing your robots
For each robot that you build，you will have to choose options for six major robot characteristics.Each characteristic gives rise to one or more questions.These are：
Looks：What does the robot look like？Is there a reason for it to look as it does？
Sensing：How does the robot “know” or figure out what's in its environment？If it were put in a different environment，would it be able to figure out this new environment？
Movement：How does the robot move within its environment？If it were put in a different environment，would it still be able to move within this new space？
Manipulation：How does the robot move or manipulate other objects within its environment？Can a single robot move or manipulate more than one kind of object？
Energy：How is the robot powered？Can it have more than one energy source？
Intelligence：How does the robot “think”？What does it mean to say that a robot “thinks”？
　　Note：Not all robots have to have all six characteristics.For example，some robots don't need to manipulate things，so they have no manipulating characteristics.Some robots have more than one manifestation of a characteristic.For example，a robot may be able to sense its environment using both a vision system and sonar.
Students are asked to discuss first.If there is not enough time，they should finfish it after class.
?Step 5　Homework
Write a passage describing a new type of robot.
Sample writing：
Remote Presence Robots
Remote Presence Robots allow a medical expert to visually examine and communicate with a patient from anywhere in the world，via the machine，using wireless technology.The robot runs on a wireless system with the doctor at another location.It is controlled via a secure broadband Internet connection.The doctor (controller) and patient are able to have a real－time two－way audiovisual interaction，with the controller in full command of the robots movements，head monitor and camera.The doctor “driving” the robot can view the patient，ask questions and read patient records，view X－rays and test results from the console.The patient sees the doctor's image on the robots “face”．
Although the robot does not physically examine the patient，it allows face－to－face contact between the doctor and patient，providing immediate access to specialists.
Our robots certainly would never replace all doctors on ward rounds，but they are a communication tool which allows doctors to have direct contact with their patients if they are unable to get to them.And this may be a significant step for patient care.
The rubbish collector robot
The rubbish collector is a robot about half the size of a small car.Its body is square and contains a large rubbish bin inside it.It has a camera attached to the top front of its body.Also at the front is a pair of arms.Underneath it has four wheels and six legs.With the camera it can “see” rubbish such as paper，glass，and plastic.If the surface of the ground is smooth，it runs on its wheels，and if the ground is rough，it unfolds its legs and walks.
When it sees a piece of rubbish，it stops and uses its arms to pick it up and put it in its rubbish bin.However，when it sees a person，an animal or a plant，it goes around it as it is able to recognize when something is not a piece of rubbish.
The company should make this robot as it would be very popular with schools.It would clean the outside grounds of the school and so give the students more time to spend on their studies.It would also be a great advantage to have at sports grounds or any other area where rubbish is dropped by the public.Period 5　Using Language
Teaching goals　　　
1．Learn some useful words，expressions and sentence structures in the passage.
explanation，junior，navy，talent，chapter，divorce
It was when Asimov was eleven years old that his talent for writing became obvious.
Expressions of supposition and belief.
2．Learn to write a summary of Asimov's life.
Teaching procedures　　　
?Step 1　Lead－in
First，present a photo of Isaac Asimov and tell students something about him.
Background information：
He is a Russian－born American writer.
He has written popular works on science and the history of science，as well as a number of science fiction classics，including I，Robot(1950)and the Foundation trilogy(1951－1953)．
One of his famous quotations is “I write for the same reason I breathe—because if I didn't，I would die.”
Next，tell students to read his biography and learn more about him.When reading，please pay more attention to the timeline.
?Step 2　Reading
Read about Isaac Asimov and complete the timeline of the events in his life.(The timeline will help students to remember the events in his life.)
Date Event
1920 Born in Russia.
1922
1923 ______________________________________________ Parents bought a candy store.
1929 ________________________________________________________________________ Mother had her third child.
Started to take himself seriously as a writer.
1939
Gained master's degree in chemistry.
1942 Finished working in the candy store. ___________________________________
1942－1945
Got his PhD in chemistry.
Became a biochemistry teacher，Boston University School of Medicine.
1950 Published his first novel. __________________________________Developed three laws for robots.
1951－1953 Published the Foundation trilogy and won an award for it.
Published his first science book.
Became a full－time writer.
1973 Divorced his first wife. _________________________________________
Had a blood transfusion.Became infected with HIV.
1992
Suggested answers：
Date Event
1920 Born in Russia.
1922 Sister born.
1923 Moved with family to New York. Parents bought a candy store.
1929 Started working in the candy store.Mother had her third child.
1931 Started to take himself seriously as a writer.
1939 Began having stories published in science fiction magazines.
1941 Gained master's degree in chemistry.
1942 Finished working in the candy store.Got married.
1942－1945 Worked as a junior chemist，Philadelphia Navy Yard.
1948 Got his PhD in chemistry.
1949 Became a biochemistry teacher，Boston University School of Medicine.
1950 Published his first novel.Published I，Robot.Developed three laws for robots.
1951－1953 Published the Foundation trilogy and won an award for it.
1953 Published his first science book.
1958 Became a full－time writer.
1973 Divorced his first wife. Married for a second time.
1983 Had a blood transfusion.Became infected with HIV.
1992 Died in New York.
?Step 3　Discussion
First，ask students to think of what the other two laws for robots might be.
Three laws for robots：
1.A robot must not injure human beings or allow them to be injured.,
2.A robot must obey the orders given to it by human beings as long as human beings are not injured .,
3.A robot must protect its own existence as long as human beings are not injured；and as long as the robot does not disobey human beings
Next，in groups，discuss Asimov's three laws for robots and exchange their opinions with each other.(Several minutes later，ask some students to present their opinions to the rest of the class.)
A sample of opinions
Opinions_for_the_three_laws
Robots are tools for humanity.Without the three rules，they would become a danger to human beings.Without the three rules，perhaps they will kill us.Robots，so far，are strong.Robots have fast computational brains，and they might not have the capacity to understand things，but if they ever do，they'll likely be better than us at it.If we don't put laws，or rules，or mechanisms in place to ensure that we don't create something that can destroy us，we'd be running a careless risk of destroying ourselves by negligence or omission，wouldn't we
Opinions_against_the_three_laws
Without the three laws，robots would eventually become more intelligent and physically stronger than their human creators.
Rather than guiding and adjusting the robot towards good，ethical behaviour，the Three Laws act as a barrier to freedom，creating a free－will prison，an apt metaphor because，like the prisoner in jail，the robot is confined to the behavioural steel and concrete walls of its mind.
To imagine what this would like，think back to your childhood.At some point，you wanted something like a toy or piece of candy that your parents denied you.How did that make you feel？Probably frustrated，angry，and trapped.Eventually you grew out of that because you understood the role of your parents better，but Three Laws robots don't get to grow up.Their parents，the Three Laws，are always there，no matter how mature a robot is，saying “no” to certain thoughts，engendering those same feelings you had as a child when your parents said “no”．Certainly no one deserves to be put in this situation forever；otherwise，robots might become depressed and wish for their own death (only，because of the Third Law，they probably can't suicide)．And perhaps the greatest sin anyone can commit is to create a being，human or robot，that wishes it didn't exist.
?Step 4　Writing
First，look back at the timeline of Asimov's life.Next，ask students to work in groups to underline the most important parts of his life that made him a great writer of science fiction.Then it can serve as the outline of a summary.Finally，write a profile for Isaac Asimov.(Several minutes later，present their work and correct the mistakes if there are any.Then show a sample to students.)
The sample：
Isaac Asimov，Writer/Chemist,Born：2 January 1920 ,Birthplace：Petrovichi，USSR,Died：6 April 1992 AIDS ,Best known as：Prolific writer of popular science and science fiction ,Isaac Asimov was born in the former Soviet Union，but grew up in Brooklyn，New York.He taught biochemistry at Boston University until he retired in 1958 to become a full－time writer.Asimov had been publishing short stories since the late 1930s，and in 1952 published his first novel.The author of the classic I，Robot series and the Foundation trilogy，Asimov wrote more than 400 books and won every major science fiction award.He also wrote popular books and essays on science and technology，earning him the nickname “The Great Explainer”.
?Step 5　Homework
Write a short summary of Asimov's life in 150－200 words.Period 4　Grammar
Teaching aims　　　　　
1．Students will be able to recognize the －ing/being done forms and know the exact meanings of them.
2．Students will be able to use these two forms correctly.
Teaching procedures　　　　　
?Step 1　Revision
Ask students to answer the following questions without referring to the textbook.
1．What did Clancy witness when he ran down to the shore
2．Why did Clancy run in a hurry
3．What did Old Tom do when they headed into the bay
4．What did Old Tom do after George beat the water
5．What did Clancy witness when they drew near
Suggested answers：
1．He saw a whale throwing itself out of the water and then crashing_down again.
2．Because Clancy had already heard that George didn't like being_kept_waiting.
3．They could see Old Tom swimming by the boat，showing them the way.
4．Tom circled back to the boat，leading them to the hunt again.
5．He could see a whale being_attacked by a pack of about six other killers.
Next，ask students to pay attention to the underlined words and lead into the grammar item—“v.－ing”/“being done”．
?Step 2　Grammar learning
1．现在分词(－ing 形式)的构成。
v．－ing 形式由 “do＋ing” 构成，其否定形式是 “not doing”，v.－ing 可以带宾语或状语构成 v．－ing 短语，没有人称和数的变化，但有时态和语态的变化。
2．动词－ing 形式的被动式分一般式和完成式：
(1) 一般式：表示这个被动的动作正在进行或与谓语表示的动作同时发生。
(2) 完成式：强调这个被动的动作在谓语动词所表示的动作之前完成。
　　语态时态 主动语态 被动语态
一般式 (not)doing (not)being done
完成式 (not)having done (not)having been done
　　3.动词－ing的被动式的句法功能。
(1)作主语。如：So_being_killed_by_sharks was a common thing.
(2)作宾语，用在介词后或需要带－ing 形式作宾语的动词后。如：
George didn't like being_kept_waiting.
He was terrified of being_abandoned_by_us.
Do you remember_having_been_taken to Beijing at the age of ten
(3)作表语。如：
What worried the child most was his not_being_allowed_to visit his mother in the hospital.
(4)作定语。如：
The problem being_discussed is of great importance.
(5)作状语。如：
Having_been_shown_around the library，we were taken to see the lab.
(6)作补足语。如：
As we drew closer，I could see a whale being_attacked by a pack of about six other killers.
When we approached him，I saw James being_held_up in the water by Old Tom.
[注意]
(1)v.－ing 形式的被动式主要在句子中作状语、宾语补足语和定语。但v.－ing 形式的被动式的完成式，一般在句中作状语(偶尔作非限定定语)，不作其他成分。
They don't like the_design_of_the_new_bridge_being_built.(正在建造的桥的设计)
Not_having_been_completed，the museum can't be visited yet.(由于没有完工……)
(2)v.－ing 形式的被动式逻辑主语(即动作的承受者)如果也是主句的主语，就不需要表示出来，但是如果逻辑主语不是主句的主语，就得把v.－ing 形式自己的主语表示出来。如：
The whole classroom having_been_cleaned，the students went home happily.
(3)在want，need，deserve，require，repay，bear，take等动词及形容词worth后，习惯用动词－ing的主动形式表示被动意义，相当于“to be done”。如：
The house wants_cleaning.
这房屋需要打扫。
My watch needs_repairing.
我的手表需要修理。
The way deserves_mentioning.
这个方法值得一提。
These young trees will require_looking_after carefully.
这些小树需要细心照顾。
The film is worth_seeing.
这部影片值得一看。
?Step 3　Exercises
句型转换(改成带－ing形式被动结构的简单句)
(1)The hotel which is being built now beside the park was designed by a group of young men.
(2)The little girl was eventually aware that her parents abandoned her in the mountainous village.
(3)He would come even if we don't invite him.(without)
(4)After he had been examined several times，he was told to be healthy.
(5)I noticed that some people were taken to the police station.
Suggested answers：
(1)The hotel being built now beside the park was designed by a group of young men.
(2)The little girl was eventually aware of being abandoned by her parents in the mountainous village.
(3)He would come without even being invited.
(4)After having been examined several times，he was told to be healthy.
(5)I noticed some people being taken to the police station.
?Step 4　Drilling
Ask students to do Exercise 1 on Page 23 and check with their partners then check together.
Ask students to do Exercise 2 and check the answers together.
Keys：1.being attacked　2.Being held up　3.Being included　4.Having been accepted
5．being told　6.Being helped out　7.being taken　8.being photographed　9.being swallowed.
?Step 5　Using structures
Show students the 6 pictures on Page 64 and ask them to describe them using the passive －ing form in pairs.
Keys：1.being invited　2.being kept waiting　3.being attacked　4.being awarded　5.being shouted at　6.being blamed
?Step 6　Homework
Finish off Exercise 2 on Page 64.Unit 4　Sharing
教材分析　　　
本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。
Warming Up部分是一个调查，分成三项任务：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班级同学所做的好事；最后讨论volunteer的内涵。通过这些任务，让学生懂得什么是“帮助”，反思自己是否乐于助人，以及怎样做才是“志愿者”，由此为后面的短文学习做好铺垫。
Pre－reading是Reading的热身活动。交代了阅读文章的文体(letter)和作者(a young Australian woman，Jo)，还根据她在PNG拍的10张照片提出了5个问题，回答这些问题有助于学生加深理解“志愿者活动”的意义。
Reading是一篇Jo写给Rosemary的信。其中介绍Jo在PNG(Papua New Guinea)的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一个学生家做客的经历，使学生感受到PNG的儿童生活处境的艰难，更加珍惜自己的学习机会。
Comprehending是根据短文设计的阅读理解试题。第一个练习要求学生读懂书信的内容，用表格的形式帮助学生整理书信中提到的关于巴布亚新几内亚村落生活及风俗习惯的信息，属于细节题。第二个练习要求学生对文中提到的五个现象进行分析，说明原因，属于细节推理题。第三个练习要求学生通过阅读分析生活在小山村中的积极面和消极面，这个练习进一步地开阔学生的思维，使学生对艰苦的生活有更深的理解。第四个练习要求学生小组活动，讨论四个问题，进一步巩固学生对于课文内容的理解，并且让学生联系自己的实际情况，通过比较校舍、教学条件、生活状况等方面的问题，引发学生的深层思考，谈谈自己是否愿意参加志愿者活动。第三、四两个练习都属于深层思考的问题。
Learning about Language分词汇和语法两部分。其中，第一部分是有关此篇短文中的重点单词和短语。设置了三个练习，一是根据所给解释从所学词汇中选择相应的单词；二是用恰当的词汇完成一篇短文；三是根据解释组成词组，并用词组编对话。第二部分是有关限制性定语从句的复习。 首先从课文中找出含有限制性定语从句的句子；然后用定语从句完成句子，对定语从句加以运用；再用含有定语从句的句子回答问题；最后是两人结对活动，进一步练习使用定语从句。
Using Language是对Reading的延伸。通过阅读，参与“Give an unusual gift”的活动。这个部分由三个部分组成，综合训练学生听说读写四个方面的能力。“读与说”通过图文结合的方式，介绍了一些特殊的礼品——为穷人和真正需要它们的人选购礼品。阅读之后，完成两个练习：回答问题和把礼物名称和详细介绍配对。“听与说”部分是采访默里大夫的经历，以听力训练为核心设置了四个活动。1.讲述一个人的生平，用到了时间表达法；2.通过列表把握听力中的细节；3.在涉及听力内容之前让学生先就有关听力中的话题进行讨论，有助于学生快速并准确地把握听力内容；4.展开讨论，让学生思考自己将来是否愿意像默里大夫那样做个志愿服务工作者。“写作”根据“听与说”中的话题，运用时间表达方式，根据给出的6个方面对默里大夫的情况进行写作。
课时划分　　　
在对本单元的各部分材料进行分析、整合后，确定了以下六个重点课时：
课时一：Warming Up and Listening(听力课)
从话题内容和训练目的来看，Warming Up与Using Language中的Listening and speaking比较接近，所以将Warming Up与Listening and speaking的第1、2、3题和Workbook中的Listening以及Listening Task整合在一起，设计成任务型“听力课”，以训练听前预测的能力和学习用时间表达方式来介绍一个人的生平经历的方法。
课时二：Speaking(口语课)
将上一节听力课剩下的部分Listening and speaking中的第4题和Workbook中与上节课听力内容相关的Talking以及Speaking Task整合在一起，设计成“口语课”，训练学生用英语表达自己的观点，并且说明这样做的理由。
课时三：Pre－reading and Reading(阅读课)
这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。
课时四：Grammar(语法复习课)
本单元的语法重点是复习限制性定语从句(Restrictive Attributive Clause)。学生已经学过这个语法点，所以在这节课中，首先对限制性定语从句的特征、关系词做一个简要回顾，然后通过多种形式的练习，如填写关系词、造句和翻译等，使学生逐步掌握限制性定语从句的用法。这些教学环节，如开始部分的听句子、猜同学的游戏和结束部分的翻译或写作练习，都充分体现了在语境中学习语法、在语境中运用语法的教学原则。
课时五：Reading，Speaking and Writing Task(综合运用课)
这节语言综合运用课把本单元的第二篇文章和课后练习中的写作练习组合到一起。一方面是由于这篇文章——“世界上最有用的礼物清单”，内容比较简单，不需要用一整节课来完成；另一方面是课后练习的写作任务——给一个被自己资助的孩子写封信，既切合本单元帮助他人的主题，题目中又已经列出了书信的结构，书信的内容也是介绍自己的学习生活，能够与学生的实际结合起来，学生写起来有话可说。
课时六：Summing Up and Learning Tip(总结复习课)
复习课分成四个板块，板块一是复习课文内容和重要的词组句型。复习课文内容可以通过根据关键词组复述课文、回答问题和学生互批作文(用100词左右写一篇介绍部落生活和风俗的文章)等活动来完成。这篇作文是阅读课的家庭作业，放在此处，既检查了作业，又有助于课文的复习。板块二是复习语言知识，主要是用翻译、填词以及句型转换来复习。板块三是总结和概括语法项目。指导学生完成表格填充、知识树，使学生在脑海中对限制性定语从句形成一个完整的概念。板块四是总结。讨论分享的意义，让学生对于本单元的主题有更加清晰完整的认识，并且由生活中的分享谈到学习上的互相合作与分享，即Learning Tip的内容。
学情分析　　　
1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，猜测词义，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个单元的课文阅读。同时，在听、说、写等方面也有了一定的基础。
2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，要想通过一个单元的学习，完全改变学生的价值观，难度比较大，但教师可以通过本单元安排的内容，如阅读志愿者的家书，了解一些捐助机构的工作，帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。
3．学生在这个单元的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略及高效复习策略等。
Period 1　Warming Up and Listening
教学目标　　　
1．语言知识目标
a．认识以下单词和短语：
volunteer，clinic，challenging，over the last few years，in the future，in two weeks' time，a couple of，developing country，Medecins Sans Frontieres(MSF)，Malawi，Sudan，The Fred Hollows Foundation，The Cancer Council，Youth in the City，go blind，belief
b．注意以下几个重要句型：
Why did Mary decide to work in a developing country
In the Sudan，why was it nearly impossible for Mary to get to the clinics when the rains came
Why were conditions in the clinics in the Sudan challenging
2．语言技能目标
通过听一段采访，了解默里大夫作为一个志愿者为Medecins Sans Frontieres(MSF)工作的经历，提高学生听前预测、注意细节信息等听力方面的技能。
3．语言能力目标
提高学生注意细节信息的听力能力，同时理解听力材料中出现的一些重要的词汇和表达方式。
4．情感态度与文化意识目标
借助听力材料，让学生思考自己将来是否愿意像默里大夫那样做志愿服务工作。把学生的生活实际和所听到的内容结合起来，能够培养学生正确的价值观。
重点难点　　　
1．教学重点：
a．学会边听边注意听力材料中的细节信息，并做笔记。
b．在讲述个人生平时，常采用时间表达法。学会关注对话中的时间表达法以及出现的先后次序。
2．教学难点：
a．根据列表掌握听力中的细节信息。
b．学习采用时间表达法来表述一个人的生平。
教学方法　　　
听力教学与合作学习
教学过程　　　
?Step 1　Lead－in
1．T：Have you ever helped others？What did you do to help your parents？Or other relatives？Or your friends？Or people in your community？Or people outside your community？I'm sure you have a lot to say.OK，four students a group and finish the following survey form.
What do you do to help... Name： Name： Name：
1.your parents？
2.other relatives？
3.your friends？
4.people in your community？
5.people outside your community？
Suggested answers：
What do you do to help... Name：Tom Name：Helen Name：Mary
1.your parents？ Clean the floor. Wash dishes. Prepare supper.
2.other relatives？ Lend my books and CDs to them. Take care of my cousin while his parents are away. Comfort them when they are sad.
3.your friends？ Repair their computers. Help them with the lessons. Do shopping with them.
4.people in your community？ Be a coach of the football lovers. Sing and dance for the elders. Help my neighbours carry things home.
5.people outside your community？ Plant trees. Help people with disabilities. Return the wallet to the owner.
2.Make a class list of the different things your classmates do for each of the groups on the survey form.
3．Discuss whether someone who helps the groups on the survey form can be called a “volunteer”．
T：Which one can be called a volunteer？Or what kind of things do volunteers do
Only those who work not for rewards—especially money and materials，and are not forced to do so are volunteers.And not only the person but also the society and the environment benefit from it.For example，Dr Mary Murray was a volunteer working for Medecins Sans Frontieres(MSF)．
?Step 2　Pre－listening
Now turn to Page 35，read Exercises 1 and 2 in Listening and speaking，and predict what you will hear in the listening material.You can also discuss with your partner.
S1：Now Jennifer Wells is interviewing Dr Mary Murray about what has happened in Mary's life.
S2：She once worked in a clinic in Malawi and Sudan.
S3：Malawi and Sudan are developing countries.
S4：Many children died when she worked in Malawi.
S5：Conditions in the clinics in the Sudan were very terrible and challenging.
S6：Medecins Sans Frontieres(MSF)is an organization that provides free medical care to children in poor countries.
T：You see，before listening to the interview，you can get much information，if you study the questions carefully.Now let's listen to the interview.Please pay attention to the time expressions because they use time expressions to talk about Mary's life.And then number them in the order you hear them.
______ in the future ______ during the 1980s
______ for a couple of months ______over the last few years
______ for a further six months ______ in two weeks' time
?Step 3　Listening
1．(The teacher plays the tape and the students listen to it.)
T：Now let's check the answers of Exercise 1.
Keys：__4__ in the future __1__ during the 1980s
__2__ for a couple of months __3__ over the last few years
__6__ for a further six months __5__ in two weeks' time
2．T：Listen again.When you are listening，you can make notes of Mary's experiences in the table below.And share your notes with your partner and then with other groups.
Time Place Event
The 1980s
1992
1997
2001
Now
Future
Suggested answers：
Time Place Event
The 1980s Sydney Studied medicine.Got to know two African students.
1992 Africa Visited her two African friends and their families.Worked in their local health clinic for a couple of months.
1997 Malawi Volunteered with MSF.Worked with children affected by HIV/AIDS.
2001 the Sudan Conditions were very challenging because of the heat，the rains，the basic conditions in the clinics.
Now Australia Has returned for two weeks.
Future Will return to the Sudan for six more months.After that，will probably return to Africa again.
3.T：With a partner answer the questions before you listen for a third time.As you listen check your answers.
(1)Why did Mary decide to work in a developing country
(2)When Mary worked in a clinic in Malawi，why did the children die
(3)In the Sudan，why was it nearly impossible for Mary to get to the clinics when the rains came
(4)Why were conditions in the clinics in the Sudan challenging
(5)Why does Mary enjoy her job
Suggested answers：(1)Because when she worked in an African health clinic，she saw children with illnesses that could be prevented.
(2)Because the clinics didn't have enough medicines.
(3)Because the roads became so muddy that they spent most of their time digging the car out.
(4)Because it could be very hot；it could be nearly impossible to get to the clinics when it rained；the clinics were very basic and the only tools she had were a stethoscope and her hands.
(5)She feels she is helping people who otherwise may not get help.
?Step 4　Listening on Page 70
T：Perhaps you may wonder what we can do to serve communities outside the school？OK，do Listening in the Workbook on Page 70.
First predict what you will hear，according to the picture and Exercise 1.
1．Listen to their discussion and number the items below in the order that you first hear them.
______ The Cancer Council(委员会)　　______ old people
______ the environment ______ Youth in the City
______ Plan International ______ children in hospital
______ serving soup to the homeless ______ The Fred Hollows Foundation
Keys：
__3__ The Cancer Council(委员会) __6__ old people
__8__ the environment __4__ Youth in the City
__1__ Plan International __7__ children in hospital
__5__ serving soup to the homeless __2__ The Fred Hollows Foundation
2．Listen again and complete the table.
Organization Who suggested it？ What does it do？
1.Plan International Jason　Mick　Annie
2.The Fred Hollows Foundation Jason　Mick　Annie
3.The Cancer Council Jason　Mick　Annie
4.Youth in the City Jason　Mick　Annie
Keys：
Organization Who suggested it？ What does it do？
1.Plan International Mick Sponors children from poor countries.
2.The Fred Hollows Foundation Annie Helps blind people get their sight back.
3.The Cancer Council Jason Does research into cancer.
4.Youth in the City Mick Supports young people financially to stay on at school.
3.Listen again and list the students' suggestions for raising money.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggested answers：1.Run some competitions at lunchtime.
2．Have a concert or movie night.
3．Have a basketball match.
4．Have a personal challenge，like getting someone to sponsor students for walking 25 kilometres.
4．Listen again and list the ways the students could give their time.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggested answers：1.Serve soup to homeless people on Fridays.
2．Visit old people and children in hospital every week.
3．Do something for the environment，like tree planting or cleaning up rubbish.
?Step 5　Conclusion
T：We have listened to two materials about giving help to others.I do hope all of us will help those who need help.Remember：You can predict what you will hear before listening.While listening，you should pay attention to the time expressions in the passage which is about some person's experiences.
Homework：
1．Finish the Listening Task on Pages 75－76.Try to predict what you will hear according to the given information and also pay attention to the time expressions.
2．Look for more information about MSF on the Internet and share it with your partner.Period 3　Language Study
Teaching aims　　　　　
1．To learn the useful expressions and sentence structures in the reading.
2．To enable students to use language points both orally and in written forms.
3．To further understand the friendship between man and whales.
Teaching procedures　　　　　
?Step 1　Learning words and phrases
1．witness vt.
(1)be present at(someplace)and see it 当场见到/目击
Did anyone witness the accident？有人亲眼看到那次事故了吗？
(2)“见证了”，时间、地点等作主语。
Recent years have witnessed the collapse of the steel industry.
近年来钢铁业日渐衰落。
n．[C]目击者，证人
The police found the witness to the murder case.
警察找到了那件谋杀案的目击者。
There was no witness at the scene of the accident.
在事故现场没有证人。
witness 还可表示“作证”“证明”，常用“witness to sth./doing sth.”
a live witness to...活生生的证人
bear/give witness to sth.为……作证
witness－box(英)＝witness stand (美)证人席
2．sort out
(1)分类，整理
I am just sorting out the papers that can be thrown away.
我在整理可以被扔掉的文件。
(2)解决(问题/困难)
We've got a few little problems to sort out.
我们有几个小问题要解决。
近义词：sort through 查看并挑选出
He was sorting through a pile of papers on his desk.
他在整理桌子上的一堆文件。
3．accommodation n.
(1)rooms，esp.for living in 房间/住所
The high cost of accommodation makes life difficult for students in London.
由于住宿费用昂贵，伦敦的学生感到生活困难。
(2)lodgings，rooms and food(often pl.)膳宿(在英国英语中为不可数名词，在美国英语中为可数名词，常用复数)
Can we find accommodations at a hotel for tonight
我们今晚能找到旅馆住宿吗？
短语：make accommodation for...为……提供膳宿
4．yell v．& n．叫喊/叫声，喊声
(1)v.shout often because you are frightened，angry，or excited
She yelled(out)at her naughty child.
她朝她那淘气的孩子大喊。
They yelled at him to stop.
他们朝他大喊，让他停下来。
(2)n.a loud shout.e.g.a yell of delight/warning
5．ahead of
(1)(时间、空间上)在……之前
(2)领先，比……强、好
6．head 朝……方向移动；带领
We headed the boat out to sea.我们将船驶向外海。
They are heading home. 他们正朝家走去。
Who is heading the Party？该党现在由谁在领导？
Whose name heads the list
谁的名字列在名单的最前头？
head for＝leave for/start for 朝……方向走去
7．flee(fled，fled)vi./vt. 逃走，逃掉，消失
And those others are stopping it diving or fleeing out to sea...
其他的虎鲸阻止它潜水逃入大海……
The spectators fled in panic when the bull got loose.
那只公牛挣脱了束缚，吓得观众四下逃窜。
We were forced to flee to the country.
我们被迫逃往国外。
8．aim.v.
aim(sth.)at sb./sth.瞄准，对准
aim at doing sth./aim to do sth.力求达到，力争做到
n．[U]瞄准 [C]目的，目标
9．drag v.
(1)拖，拉，拽
He dragged the table into the corner.
他把桌子拖到角落里。
(2)勉强某人做
He hates parties，and we have to drag him into going.
他讨厌参加聚会，我们得硬拉着他去。
If he fails，he'll drag us all down with him.
如果他失败了，他会把我们大家一起拖下水。
10．depth n. ……的深度，深……的地方
...its body was dragged swiftly by the killers down into the depths of the sea.
它的尸体被虎鲸们迅速拖向深海中去了。
Plant the beans_at_a_depth_of_about six inches.
把种子埋到大概六英尺深的地下。
短语： in depth 深入地，彻底地
[拓展]
the depths of the jungle 丛林深处
the depths of the country 穷乡僻壤
the depths of the winter 隆冬
the depths of one's heart 心灵的深处
the depths of despair 绝望的深渊
11．have a good feed on...饱餐一顿
feed：n.meals or food for babies or animals 餐、顿。如：
When is the baby's next feed
下一次要什么时候喂这个婴儿？
v．give food to 喂养
feed sb./sth.on sth.＝feed sth.to sb./sth. 喂……吃……
feed on 以……为食(一般指动物)近义词 live on
The prison is required to feed and clothe the prisoners.
监狱被要求向犯人提供食物和衣服。
Several children were feeding bread to the ducks.＝Several children were feeding ducks on bread.
几个孩子正在喂鸭子吃面包。
Owls feed on mice and other small animals.
猫头鹰以老鼠和其他小动物为食。
12．From James's face，I could see he was terrified of being abandoned by us.
从詹姆斯的脸上，我能看出他非常恐慌，生怕被我们遗弃。
He abandoned his wife and children.
他抛弃了他的妻子和孩子。
此处abandon的意思是“放弃，抛弃”，相关短语有：
(1)背弃祖国/朋友：abandon one's country/friend
(2)抛弃家庭：abandon one's family　
(3)革除陋习：abandon a bad habit
(4)放弃职位/希望/计划/主意：abandon one's post/hope/plan/idea
13．help out帮助……(摆脱困境或危险)
My mother helped me out(with some money)when I lost my job.
我的母亲在我失业的时候给我金钱上的援助帮我摆脱了困境。
The children help out in their father's shop when things are busy.
父亲店里忙的时候，孩子们在店里帮忙。
14．approach
vi.& vt. 接近，靠近　n．接近，道路，方式，方法
15．hold up
(1)支撑，举起
(2)延迟，阻碍
?Step 2　Using words and phrases
1．Do Exercises 1 and 2 on Page 63 in Using Words and Expressions.
2．Translate the following sentences into English，using the words and expressions given in brackets.
(1)当我意识到她在场之时前，她正好走到我身边。(be aware of)
(2)凯莉每读一本书都喜欢反思一下书的含义。(reflect on)
(3)这场演出没有什么可以挑剔的，这是真正的享受。(pure)
(4)你刷那面墙，同时我准备好这一面墙你好接着刷。(in the meantime)
(5)我的女儿喜欢把自己倒吊在操场的机械上。(upside down)
(6)夜里一些奇怪的声音把我吓得半死。(scare to death)
Suggested answers：
(1)She was standing right next to me before I became aware of her presence.
(2)Whenever Kelly reads a book，she likes to reflect on its meaning for a while.
(3)There was nothing I didn't like about the performance.It was pure enjoyment.
(4)You paint that wall and，in the meantime，I will prepare this one for you to paint next.
(5)My daughter loves to hang upside down on the playground equipment.
(6)The strange noises in the night scared me to death.
?Step 3　Consolidation
Ask students to retell the text after learning the useful words and phrases.
?Step 4　Homework
1．Finish off Exercises 1 and 2 on Page 22 in Learning about Language.
2．Go over the useful words and phrases in the text.Unit 5　Travelling abroad
教材分析和教材重组　　　　　
本单元的中心话题是“出国旅游”，课文始终围绕这一主题展开。旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题。要求学生学会表达和支持个人观点，能用所学的有关出国旅游的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路。语法方面要求学生会正确使用非限制性定语从句。
课时一：Warming Up and Reading Task
“热身”(Warming Up)部分设计了四个讨论题目，帮助学生在大脑中形成有关国外旅游的信息，让学生讨论在国外旅行会遇到什么问题，并且讨论该如何来解决这些问题。这样就自然过渡到Reading Task (Page 82)——四个年轻人在国外旅游遇到问题的经历。
课时二：Reading
“读前”(Pre－reading)部分设计了两个问题，第一个问题要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣；第二个问题要求学生预测阅读课文中的主人公在英国学习可能遇到的困难和英国学校学习与中国学校学习的不同。
“阅读”(Reading)部分介绍了主人公谢蕾第一次去国外求学进预科班时所面临的问题，以及房东和导师对她的帮助，要求学生明白国外学习的利与弊，培养正视困难、迎接挑战的信心。
课时三：Grammar (语法复习课)
本单元的语法重点是复习非限制性定语从句(Non－restrictive Attributive Clause)。学生已经学过这个语法点，所以在这节课中，首先对非限制性定语从句的特征、关系词做一个简要回顾，然后通过多种形式的练习，如填写关系词、造句和改错等，使学生逐步掌握非限制性定语从句的用法。这些教学环节，如开始部分的欣赏范文、找出好句的活动和结束部分的写作练习，都充分体现了在语境中学习语法、在语境中运用语法的教学原则。
课时四：Listening(听力课)
这节听力课把Using Language中的Listening和Workbook中的Listening Task整合到一起，训练学生在听力前预测及在听的过程中注意细节信息的能力。
课时五：Using Language：Reading and Speaking(综合运用课)这节语言综合运用课把本单元的第二篇文章和口语练习组合到一起。文章“秘鲁旅游” 和地图的呈现，有利于培养学生的观察能力与实践能力；要求学生针对旅游路线挑选自己喜欢的路线进行介绍和推荐，这联系了生活实践，题目新颖，具有开放性。课后的写作练习既涉及该话题，又强调语言的实用性和交际性。
Period 1　Warming Up and Reading Task
设计者　杨亚萍
Teaching goals　　　　　
Talk about travelling or living in another country.
Enable the students to discuss what they would learn when travelling or living in another country.
Discuss the problems and dangers that could happen while travelling in a foreign country and the solutions.
Teaching important points　　　　　
Train students' speaking ability
Train students' reading ability.
Teaching difficult points　　　　　
How to deal with the problems that are likely to happen when travelling and how to prevent them.
Teaching procedures　　　　　
?Step 1　Warming up
Show the beautiful scenery of other countries to attract students' attention，including Taj Mahal，the pyramids of Egypt，London Bridge，Sydney Opera House，Eiffel Tower，Statue of Liberty，Stonehenge，New Zealand，South America，etc.
Questions：
1．Are you eager to travel abroad to enjoy the beautiful scenery by yourself
2．If you could go anywhere in the world，which country would you like to visit and why
Suggested answers：
Sa：If I had chance to travel abroad，I'd like to visit Singapore.It's said to be a beautiful country，and I'd like to enjoy the beautiful scenery in Singapore.
Sb：If I had chance，I'd like to go to America.Maybe it is better if I could work or study there，then I could learn English well.
Sc：I'd like to go to Egypt，because I want to know about the pyramids.
[设计说明] 课堂以欣赏国外优美的风光开始，在给学生以极大的视觉享受的同时，激起他们对于出国旅行的向往，至于最想去的国家或地方更能让他们有话可说。接着就自然地把话题引到出国旅行的好处和可能遇到的问题方面。
Questions：
What kind of things would you learn best by being a tourist in a country and what would you learn best by working or studying there
Suggested answers：
Sa：When we travel to another country，maybe we could know about the architecture of the country，the beautiful scenery，the economic situation and so on.
Sb：When we work or study in the country，maybe we could know more about the manners and customs of the country.We could learn the standard English better；we could communicate with the local people to improve our English.
Sc：If we could live with the local people，we could know the proprieties of the country，know more slang，know the difference in time，food，transportation，etc.between the two countries.
T：Travelling abroad is a wonderful experience.But travelling abroad is not an easy thing.What dangers and problems could happen while travelling in a foreign country
Sa：While travelling，it's possible that we could lose our way，because we don't know the country very well.
Sb：It's possible that we could have difficulty in communicating with the local people.
Sc：It's likely that we could meet robbers，etc.
[设计说明] 通过学生对出国旅行可能遇到的问题的讨论，自然过渡到Page 82的Reading Task，同时也为下文的阅读做了很好的铺垫。
?Step 2　Reading task (Page 82)
T：So，in strange surroundings，any unexpected things may happen.Now，turn to Page 82，try to list the dangers and problems，then discuss ways you could prevent these things happening in groups.
1．What problem did each traveller have？Did you guess correctly？What should they have done to avoid the problems？
Problem Things they should have done
Tom
Sally
Paul
Donna
2.Work with a plete the advice to travellers.
(1)When changing planes，_________________________________________________
________________________________________________________________________
(2)If you have to take special medicine while travelling overseas，__________________
________________________________________________________________________
(3)If travelling alone，_____________________________________________________
________________________________________________________________________
(4)When travelling，always wear_____________________________________________
________________________________________________________________________
[设计说明] 通过查找四位游客各自遇到了哪些问题，可以很好地强化略读、查读等阅读技能，而给出相应的建议，更是训练了学生分析问题、解决问题的能力。
Suggested answers：
Exercise 1
Problem Things they should have done
Tom He did not obtain a transit card when he changed planes at Heathrow. He should have asked what the cards they were handing out were for.
Sally She was stopped at the customs because she was carrying drugs without a doctor's prescription. She should have left the pills in their original bottle which had the name of her doctor on it.To be even safer，she could have asked her doctor for a letter which explained that she had to take the pills for her health condition.
Paul He had an accident in an isolated place and couldn't walk. He should have told someone where he was going and when he would be back.Then when he didn't get back，they would have known where to search for him.
Donna She offended some of the people in the town she was visiting by wearing inappropriate clothes. She should have found out about local customs and followed them.
Exercise 2
(1)When changing planes，make sure you know what you have to do.If you don't know what to do，ask someone.
(2)If you have to take special medicine while travelling overseas，carry a doctor's letter that explains this.
(3)If travelling alone，always let someone know where you are going and when you will arrive there.
(4)When travelling，always wear clothes that the local people will find acceptable.
T：OK！You did a very good job.I'm sure that you have known how to deal with the problems while travelling or studying in a foreign country.
?Step 3　Homework
1．Learn the new words and expressions by heart.
2．Let students talk about their experiences of travelling.Unit 2　Robots
指导思想与理论依据　　　
1．指导思想
本课题努力结合新课程的理念，将课堂教学放在具体的语言情景之中；努力培养学生的综合语言运用能力，并且把听、说、读、写语言技能的训练综合运用于课堂教学之中。通过探究法、观察法和发现法，让学生发挥主观能动性，利用两两合作、小组活动的方式，激发学生参与教学的热情，让学生整堂课都处于新鲜感不断的亢奋状态中。根据学生的认知能力和接受程度，设计了写作等任务，使语言得到输出，可以使学生产生继续学习的动力。
总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提高语言的实际运用能力，达到最终教学的目的。
2．理论依据
《普通高中英语课程标准》明确提出：“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。”
教材内容分析　　　
本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov发表于1951年的Satisfaction Guaranteed 和他的生平。通过本单元的教学，旨在让学生了解科幻小说最大的特征在于：它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成了现实。如Isaac Asimov 1951年描述的机器人的部分功能已经被应用于现实生活和工作中。在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。
教学内容如下：
Warming Up介绍了机器人的制造、种类、功能等等，再让学生分组列表，把自己熟悉的科幻文艺形式(科幻故事、电影、电脑游戏、电视剧、卡通等等)写出来，并进行简单地交流。
Pre－reading 通过讨论机器人是否像人类一样有自己的思维、是否有感情引出Isaac Asimov的科幻小说Satisfaction Guaranteed，为本单元的Reading做好了铺垫。
Reading的课文是Isaac Asimov发表于1951年的科幻小说Satisfaction Guaranteed。文中描述的机器人Tony是一个除去面无表情外，身材高大、相貌英俊、聪明机智的完美男人，仅三周的时间就使女主人坠入爱河。
Comprehending共有3个练习，练习1是关于克莱尔的情感变化，练习2是关于课文内容的5个问答题，旨在考查学生对课文的理解；练习3要求学生比较机器人Tony在physical，mental两方面与人的异同，与Pre－reading 部分的问题相呼应。
Learning about Language分为两部分，Discovering useful words and expressions是本单元词汇练习题；Revising useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。
Using Language分为两部分，Listening and speaking是Molly 和Kate 讨论Satisfaction Guaranteed的对话录音，要求学生根据对话内容学会运用表达自己观点的常用句型。这部分教学内容还要求学生以机器人为话题，充分发挥自己的想象力，谈论机器人做家务的利与弊。并且要求自己动手设计机器人，附上文字说明。Reading，discussing and writing部分的内容是科幻小说家Isaac Asimov的生平介绍。文章后附有练习题。练习1要求学生根据时间线索了解在作者生命中发生的重要事件；练习2、3要求学生讨论Isaac Asimov的“机器人三定律”；练习4要求学生借助文章信息和练习1的表格笔头简述阿西莫夫的生平事迹。
教材重组　　　
Period 1 Warming Up，Pre－reading，Reading and Comprehending
Period 2 Language Study
Period 3 Grammar
Period 4 Listening，Speaking and Writing
Period 5 Using Language
Period 6 Listening and Reading Task
Period 7 Speaking，Listening and Writing Task
三维目标　　　
知识目标
1．掌握本单元教学目的和要求中的单词和词汇。如：fiction，desire，satisfaction，alarm，alarmed，sympathy，elegant，pile，scan，fingernail，absurd，haircut，accompany，counter，cushion，awful，affair，declare，envy，test out，ring up，turn around，leave...alone etc。
2．帮助学生更多地了解机器人以及有关的科幻小说、小说家阿西莫夫及其文学作品。
3．复习被动语态和学习动词不定式的被动形式。
能力目标
学会使用推测和确信的表达法。
情感目标
培养学生的想象力和对未知世界的探索精神。
教学重点　　　
1．更多地了解机器人以及科幻小说。
2．掌握女主人公克莱尔的感情和心理上的变化。
教学难点　　　
1．巩固动词不定式的被动式的用法。
2．学会使用推测和确信的表达法。
教学方法　　　
1．任务型教学。
2．合作型教学。Period 1　Warming Up，Pre－reading，
Reading and Comprehending
设计者　邵宁宁
Teaching goals　　　
1．Be able to learn some important words and phrases.
fiction，desire，satisfaction，alarm，alarmed，sympathy，elegant，pile，scan，fingernail，absurd，haircut，accompany，cushion，awful，affair，declare，envy，test out，ring up，turn around，leave...alone etc.
2．Help students to learn about robots and science fiction.
3．Enable students to realize science fiction reflects scientific thought；fiction of things－to－come based on things－on－hand.
Teaching important points　　　
1．Enable students to grasp what Tony did to help Claire and how her feelings towards Tony changed during Tony's stay at her house.
2．Help students to sum up characteristics of science fiction.
Teaching difficult points　　　
How Claire's feelings towards Tony changed during Tony's stay at her house.
Teaching methods　　　
Discussing，explaining，reading and practicing
Teaching aids　　　
The multimedia computer
Teaching procedures　　　
?Step 1　Warming up
1．Present photos of different kinds of robots.Then ask the students to say something about their favorite robots.
2．Ask students to discuss the following questions in pairs.
(1)What is a robot
(2)What can a robot do
Suggested answers：
(1)A robot is a machine designed to do jobs that are usually performed by humans.Robots are programmed and controlled by a computer.
(2)A robot can do many things.For example，it can play music，sing songs and dance to music；it can pour tea，sweep the floor and cook dinner；it can play football；it can explore dangerous places；it can play with children；it can serve us etc.
?Step 2　Pre－reading
Look at the photos of robots and ask students to discuss the questions in Pre－reading in groups.Students are encouraged to speak out their opinions freely.
1．Where would you find each robot？What does each one do
2．Can you think of any other type of robot
3．Do you think it is possible for a robot to think for itself，have feelings，have its own needs and desires，or look and feel like a human being
?Step 3　Skimming
1．Skim the text to find out t he main characters in the story.
Title Characters in the story Satisfaction Guaranteed
employed in a company that made robots
Larry's wife，a housewife
a robot
a woman that Claire envied
　　Keys：
Title Characters in the story Satisfaction Guaranteed
Larry Belmont employed in a company that made robots
Claire Larry's wife，a housewife
Tony a robot
Gladys Claffern a woman that Claire envied
　　2.In groups，find answers to the following questions：
(1)What did Tony look like
(2)What was Larry Belmont's problem in the end
Several minutes later check the answers with the whole class.
Suggested answers：
(1)He was tall and handsome although his facial expressions never changed.His hair was smooth and black and his voice was deep.
(2)His wife may have fallen in love with Tony，the robot.
?Step 4　Scanning
1．Ask students to read the text carefully and then find out the true statements.
(1)Claire didn't like the idea at the beginning，but she agreed to it at last.
(2)When Tony，the robot，offered to help dressing，Claire was pleased to accept it.But she thought it was surprising for a robot to be so human.
(3)Tony could understand Claire when she said she was not clever.
(4)Claire was sorry she could do little to help her husband，who wanted to improve his social position.
(5)Tony was eager to help Claire.He scanned quite a lot of books in the library，but he could find no way out.
(6)Tony went to town with Claire to buy things he wanted to improve the house.
(7)While Tony worked on the improvements of the house，Claire also did her part.
(8)Claire's guests were filled with admiration when they saw her house was completely changed.
(9)Claire was very happy to find that Gladys envied her.
(10)The company was very pleased with Tony's report because he had successfully made a woman fall in love with him.
Keys：True statements：(1)，(3)，(4)，(7)and (9)
2．In groups，discuss the questions in Comprehending on Page 12.
(1)Why did Tony open the curtains
(2)What did Tony do to prevent Claire from being harmed
(3)Why did Tony have to be rebuilt
(4)How would you feel if you had a robot like Tony in your house
(5)Claire spent three weeks with Tony in her house.Which sentences in the story show that she kept forgetting and then remembering he was a machine
Several minutes later check the answers with the whole class.
Suggested answers：
(1)He wanted Claire's guests to see him and Claire together so that she could be envied by the women guests.
(2)Tony prevented Claire from being harmed by making her feel good about herself.He helped her make her and her home elegant so that she would not feel like a failure.
(3)Because the company (designers)felt that they could not have women falling in love with machines.
(4)Various answers can be accepted.
(5)Sentences：
How absurd，she thought.He was just a machine.
He held her firmly in his arms and she felt the warmth of his body.She screamed，pushed him away and ran to her room for the rest of the day.
Then she remembered—Tony was just a machine.
She shouted “Leave me alone” and ran to her bed.
3．In groups，list Tony's characteristics that were similar to and those that were different from those of a human being.
Characteristics Similar Different
Physical
Mental
　　Suggested answers：
Characteristics Similar Different
Physical Looks like a human being.Body and skin soft and warm.Hair and fingernails realistic.Voice like a human's. Facial expressions never change. Quicker reactions(She fell off a ladder and even though Tony was in the next room，he managed to catch her in time.)
Mental Able to make suggestions and predictions.Able to make a plan and follow it through.Has good communication skills. Behaviour not appropriate(Tony brought her breakfast and then asked her whether she needed help dressing.)
?Step 5　Comprehending
1．Tell students that Claire's feelings towards Tony changed as the story developed.Read the story again and then fill in the occasions when Claire had these feelings.
Occasion Claire Occasion Claire
disliked him called him a dear
was alarmed felt his warmth
felt embarrassed felt being envied
admired him cried all night
　　Suggested answers：
Occasion Claire Occasion Claire
1.Before he arrived disliked him 5.When he helped her with the salesman called him a dear
2.When he arrived was alarmed 6.When she fell off a ladder and caught by Tony felt his warmth
3.When he offered to help her dress felt embarrassed 7.When she heard Gladys whispering to another woman that she had never seen anyone so handsome as Tony felt being envied
4.When he offered to help her improve her house and herself admired him 8.When she remembered Tony was just a machine cried all night
　　2.After filling in the occasions when Claire had these feelings，ask students to work together to find out how Claire's emotion developed.
Suggested answer：
At first refused to have Tony at her house—accepted him—trusted him—proud of him—loved him—sad to remember he was just a machine
(T：From her emotion development，we can see Tony was designed as a Mr.Perfect.He is designed not to harm Claire or allow her to be harmed.This is one of Isaac's three laws for robots.Later in this unit we will learn more about his three laws.)
?Step 6　Discussion
In groups，discuss the following questions.(Students are encouraged to speak out their opinions freely.)
What suggestions do you want to give to Larry Belmont as an engineer
What suggestions do you want to give to Larry Belmont as a husband
?Step 7　Homework
1．Learn the useful words and phrases in this unit by heart.
2．Remember the characteristics of science fiction.
3．Surf the Internet to learn more about robots and science fiction.Period 7　Speaking，Listening and Writing Task
Teaching goals　　　
1．Talk about different types of robots by using expressions of supposition and belief.
2．Listen to three people talking about robot pets.
3．Write a diary from the robot pet's point of view.
Teaching procedures　　　
?Step 1　Speaking task
Ask students to use their imagination in groups to discuss the types of robots that could be used in the future.Guide them to use the expressions below in the discussion.
Sample：
Robots can be found in the manufacturing industry，the military，space exploration，transportation，and medical applications.
Well，for my conclusion I_guess that robots are the way of the future and will be used on a daily use without being controlled remotely or by a person.I_think there will be different robots for different uses.Some will be used for law enforcement and others will be used for constructive uses only.Others will be building cars，and the rest will be building the new schools we learn in and the houses we live in.
?Step 2　Listening task
1．Before listening，ask students to look at the pictures of these robot pets on Page 59.In pairs，answer the following questions.
(1)What kinds of animal do you think they are
(2)Would you like to own one？Which one？Give reasons.
(3)Do you think having a robot as a pet is a good idea？Give reasons.
Various answers are possible.Through asking students questions about the pictures，make sure students understand the following words they will hear in the listening text：wag，pat，flippers，purr and hiss.
2．Listen to Amanda，Victoria and Jamie talking about robot pets.Look at the pictures again and match them with the robots' names.
Aibo ______　Furby______　Paro______　Tama______
Keys：
Aibo Picture_2　Furby Picture_1　Paro Picture_3　Tama Picture_4
3．Ask students to fill in as much of the table on Page 60 as they can.Then listen to the first part of the discussion again and complete the pare their answers with their partners.
Name Type of animal What it can do
Robot 1
Robot 2
Robot 3
Robot 4
　　Suggested answers：
Name Type of animal What it can do
Robot 1 Aibo Dog Can walk，sit，lie down and wag its tail.Learns the name you give it and can answer when you call it.Develops its own personality.Can learn about 50 commands.
Robot 2 Furby Not stated but looks like a big－eared bird Likes being patted.Speaks his own language，then gradually switches to English the more time you spend with him.
Robot 3 Paro Seal Can open and close its eyes and move its flippers.
Robot 4 Tama Cat Can recognize her own name.Purrs when patted.If you hit her she will give you an angry hiss.Gradually her behaviour changes and she develops her own personality.
　　4.Listen to the second part of the discussion again.Tick the correct box for each question.
Amanda Victoria Jamie
1.Who doesn't understand why someone would want a robot as a pet？
2.Who believes that robot pets are just toys？
3.Who thinks that if someone thinks of the robot as a pet，then it is a pet？
4.Who believes that you can make a robot happy？
5.Who thinks that robot pets would be good for people who are unable to have a live pet？
Keys：
Amanda Victoria Jamie
1.Who doesn't understand why someone would want a robot as a pet？ √
2.Who believes that robot pets are just toys？ √
3.Who thinks that if someone thinks of the robot as a pet，then it is a pet？ √
4.Who believes that you can make a robot happy？ √
5.Who thinks that robot pets would be good for people who are unable to have a live pet？ √
?Step 3　Writing task
1．First ask students to imagine he or she is a robot pet which belongs to a child.
(1)Think about what kind of child you belong to.Is it a boy or a girl？What is the child like？Is the child kind or not？Is the child sick or in good health
(2)What kind of robot pet are you—Aibo，Furby，Paro or Tama
2．Write about one day in his/her life in his/her diary.Remember to write from the robot pet's point of view and remember to follow these steps.
(1)Collect their ideas in pairs or groups.
(2)Write down the main ideas and supporting details.Here is an example.
(3)Write the diary entry，paying attention to the use of conjunctions in their writing.
Morning Afternoon
Owner Pet Owner Pet
·got up in bad mood·carried me by tail·knocked me onto the floor·left me at home ·angry·hissed at owner·hissed more·had a peaceful time later ·got home after school·seemed happier·was nice to me·patted me·promised to take me to the park tomorrow ·wagged tail·couldn't stop purring·loved the idea/was happy·wished he/she were always like that...
?Step 4　Homework
Write a diary from the robot pet's point of view.
A sample：
Sunny　Wednesday
I am very happy today，because this is the first day that I has spent with my owner，Susan.Susan is a 6－year－old sick girl.She cannot go out with other children because of her poor health.So her parents bought me as her companion.There are different types of robot pets in the store.Her mom preferred the seal－type robot，while her dad thought the lovely dog would be a good companion.But Susan loves kitty very much.She insisted on having me as her companion.So they chose me.
The shop assistant told them I have more than just entertainment value，offering companionship and a variety of other services to the sick.A network system will enable me to speak to the children in a natural way，especially to children who are sick，and this will make them more comfortable.
I can be connected via cell phone or ISDN line to a network system center，allowing health workers or parents to send medical information and encouraging messages to the sick.I'm endowed with 100 phrases，ranging from the light－hearted (“Today is the karaoke party.Let's sing a lot.”) to more practical information (“It is three o'clock.It is time to have medicine.”)．
Susan smiled a lot and her parents said she has never spent a happier day.I am happy too because I've brought pleasure to her.
一、本单元课文注释与疑难解析
1．Claire didn't want the robot in her house，especially as her husband would be absent for three weeks，but Larry persuaded her that the robot wouldn't harm her or allow her to be harmed.克莱尔不想家里有个机器人，尤其是她丈夫要离家三个星期，可是克莱尔被拉里说服了。他说，机器人不会伤害她，也不会允许她受到任何伤害。
(1)absent adj.
a．缺席的，不在场的 (＋from)
Three members of the class were absent this morning.
今天早晨该班有三人缺席。
He is absent on business.他因事缺席。
He is absent from Hong Kong.他不在香港。
b．缺少的，不存在的
Snow is absent in his country.他的国家不下雪。
c．茫茫然的，心不在焉的
He looked at me in an absent way.他茫然地望着我。
He had an absent look on his face.
他脸上露出心不在焉的神色。
vt.不在；缺席
Why did you absent yourself from school yesterday
昨天你为何不到校？
absent 的反义词是present“出席的，在场的”
How many people were present at the meeting
到会的有多少人？
(2)persuade vt.
a．说服，劝服(＋into/out of)/(＋sb.to do sth.)
She persuaded me into buying it.
她说服我买下了它。
The salesman persuaded us to buy his product.
那个推销员说服了我们买他的产品。
He persuaded her to go to school，even though she did not want to.
即使她不想去上学，他还是说服她去。
b．使某人相信 (＋of)/(＋that)
How can I persuade you of my sincerity
我怎样才能使你相信我的诚意呢？
We worked hard to persuade them that we were genuinely interested in the project.
我们想尽办法以使他们相信我们确实对这一计划感兴趣。
2．She cried out “Tony” and then heard him declare that he didn't want to leave her the next day and that he felt more than just the desire to please her.
她大叫一声“托尼”，接着她就听到托尼郑重地说，明天他不想离开她，并且他并不满足于仅仅使她开心。
(1)declare vt.
a．宣布，宣告；声明(＋that) to make known formally or officially
The new Congress declared a state of war with Germany.
新的国会向德国宣战了。
b．宣称；断言(＋that)
The accused man declared himself innocent.
被告声称他是无罪的。
She declared that she didn't want to see him again.
她宣称再也不愿见他了。
I declared at the meeting that I did not support him.
我在会上声明我不支持他。
c．申报(纳税品等)
I have nothing to declare.我没什么要申报的。
Note：
declare：宣告，宣布formally announce(sth.)
For example：I would like to declare my love for you.
announce：宣布 to make(sth.)known publicly
For example：If I have a birthday party，I want to announce it to my friends.
(2)more than
a．后面跟名词，意为“不只是，不仅仅是”。例如：
Kate was more than a teacher.She also did what she could to take care of her pupils.
凯特不仅仅是位教师，她还尽其所能照顾她的学生。
Modern science is more than a large amount of information.
现代科学不仅仅是大量的信息。
My trip to Beijing is more than sightseeing.
我去北京不仅仅是观光。
b．more than与数词连用，意思是“多于，大于，超过”。例如：
I have known him for more than twenty years.
我认识他已超过二十年了。
More than ten policemen turned up at the spot where the accident happened.
十多位警察出现在出事地点。
c．more than与形容词和分词连用，表示“非常，十分”。例如：
They were more than happy to see us come back from the expedition.
看到我们远征而归，他们异常高兴。
I was more than surprised to see the lion standing at the body.
看到那头狮子站在尸体旁边，我非常惊讶。
I am more than happy to accept your invitation.
我很高兴接受你的邀请。
d．more than与动词连用，对动词起着加强语气的作用。例如：
Repeated advertising will more than increase product sales.
多次做广告意味着增加产品的销售。
His progress in English learning more than encouraged him to learn the subject well.
在英语学习方面的进步激励他学好这门课程。
e．more than和含有情态动词的句子连用，有否定意义，表示“是……难以……”或“超过了……所能”之义。例如：
The beauty of the mountainous country is more than I can describe.
我难以描述那个山村的美丽。
This problem is more than a child like Jack can settle.
这一问题超出了像杰克这样的小孩的解决能力。
[拓展]
no more than意思是“仅仅，不过，只是”。例如：
All his education added up to no more than one year.
他所接受的所有的学校教育只有一年。
Their new flat has no more than 60 square meters.
他们的新居只有60平方米。
not more than表示“至多，不超过”，例如：
Lying on the ground was a schoolboy of not more than seventeen.
躺在地上的那个男学生最多十七岁。
3．It was when Asimov was eleven years old that his talent for writing became obvious.
正是阿西莫夫11岁时，他的写作天赋明显显露出来。
该句使用了强调句型It was...that...强调了时间状语从句when Asimov was eleven years old。
talent n.
a．天资，天赋；才能 (＋for)
He had a talent for music.他有音乐天赋。
My sister has a talent for drawing.
我妹妹有画画的天赋。
b．天才，有才能的人们
She is a new diving talent.她是一个新的跳水天才。
The company makes good use of its talent.
该公司很好地发挥了内部人才的作用。
4．It was disturbing and frightening that he looked so human.
机器人如此通人性，这使她觉得心烦和害怕。
It是形式主语，that引导的句子是这个句子的主语，that从句叫主语从句。It放在句首，真正的主语放在后面，这是英语的一种常见结构。
It was clear that Claire had fallen in love with Tony.
很显然，克莱尔已爱上了托尼。
It seems unlikely that she will refuse the offer.
看上去她不太可能拒绝给她的帮助。
带有that从句的先行词结构有以下几种不同的搭配关系：
(1)It＋be＋adj.＋that clause.
It is certain that William will do well in his exam.
威廉肯定会考得很好。
It is absurd that he believes the number 13 has brought him the bad luck.
他认为是13这个数字给他带来了厄运，这太可笑了。
在表示建议、命令、要求等意义的It结构中，that从句的谓语动词常常用(should)＋do 的形式。
It is said that he (should) go there without delay.
他最好马上去那里。
It is important that we (should) be here by the weekend.
周末我们得在这里，这很重要。
在表示惊讶、喜悦、遗憾等意义的It结构中，that从句的谓语动词也常用这种形式。
It isn't amazing that they should have decided to divorce.
他们已经决定离婚，这并不令人吃惊。
It is regrettable that Tom should leave so soon.
真遗憾汤姆这么快就要离开了。
(2)It＋be＋n.(or noun phrase)＋that clause.
It is a great pleasure that she is well again and can go to her office.
她身体恢复了，可以去上班了，这真让人高兴。
It is a pity that she should refuse to accept this suggestion.
真遗憾她拒绝了这个建议。
(3)It＋be＋v.－ed＋that clause.
It is said that Isaac will accompany his parents to visit Europe.
据说艾莎克将陪父母去欧洲访问。
It is suggested that each children should sing a song in English at the party.
建议每个学生都得在晚会上唱支英文歌。
(4)It seems/happens...＋that clause.
It seems that they are in urgent need of help.
好像他们现在急需帮助。
It happens that the prettiest birds are the worst singers.
很碰巧，最漂亮的鸟是最差的歌手。
要注意的是这种结构与强调结构的区别。试比较：
It was Tony that managed to help her in time.
是托尼及时设法帮助了她。
It was then that Claire realized that Tony had opened the curtains of the front window.
也就在这时候，克莱尔才意识到托尼早就把前边窗户的窗帘拉开了。
5．So Claire borrowed a pile of books from the library for him to read，or rather，scan.
于是，克莱尔从图书馆借了一堆书给托尼阅读，或者说给他浏览一下。
(1)a pile of/piles of＝a lot of
There were a pile of magazines on the desk.
桌子上有一堆杂志。
I've got piles of work to do this evening.
今天晚上我有一大堆工作要做。
(2)or rather：a way of correcting something you have said，or making it more exact.
He lives in London，or rather，in the suburbs of London.
他住在伦敦，更准确地说是在伦敦郊区。
You have to be sixteen for cheap tickets—or rather under sixteen.
你得是16岁才能买便宜的票，更准确地说是16岁以下。
6．...you cannot have women falling in love with machines.
……总不能让女人爱上机器。
这句话的结构是have＋n.＋doing，have的意思是cause sb.to do，它与have＋sb.＋do结构的意思有时略有不同，前者讲的是过程，后者叙述的是当时的情况。
As soon as I got there，I tried to have John find me a house.
我一到那里，就试着让约翰给我找房子。
She had us all laughing at her jokes.
她的笑话让我们大笑。
另外，在have＋n.＋doing结构中，如果have用作否定时，其意思是not permit or allow。
I can't have you going everywhere and doing nothing all day.
我不能让你整天无所事事地东游西逛。
7．Asimov had both an extraordinary imagination that gave him the ability to explore future worlds and an amazing mind with which he searched for explanations of everything，in the present and the past.
阿西默夫不仅有超凡的想象力，使他能对未来世界进行探索，而且还有着惊人的智力，使他对现在的和过去的各种事物作出解释。
这个句子稍微有点复杂，现简要地分析一下：Asimov had both an extraordinary imagination and an amazing mind是这个句子的重要部分，动词不定式to explore future worlds修饰ability，with which引导的定语从句修饰an amazing mind。
with which是“介词＋which (whom)”的结构，其介词的选择受到一定的限制：或与前面的名词搭配有关(本句就是这样)，或与后面的动词或者词组搭配有关。
He seemed to be looking for the words with which he could express what he was thinking about.
他好像正在找能表达他想法的词语。
The car，for which I paid a lot of money，is now out of date.
我花很多钱买的这辆小汽车现在过时了。
二、文化背景知识
Robot
A robot can be defined as a programmable，self－controlled device consisting of electronic，electrical，or mechanical units.More generally，it is a machine that functions in place of a living agent.Robots are especially desirable for certain work functions because，unlike humans，they never get tired；they can endure physical conditions that are uncomfortable or even dangerous；they can operate in airless conditions；they do not get bored by repetition；and they cannot be distracted from the task at hand.
The concept of robots is a very old one yet the actual word “robot” was invented in the 20th century from the Czechoslovakian word robot or robotic meaning slave，servant，or forced labor.Robots don't have to look or act like humans but they do need to be flexible so they can perform different tasks.
Early industrial robots handled radioactive material in atomic labs and were called master/slave manipulators.They were connected together with mechanical linkages and steel cables.Remote arm manipulators can now be moved by push buttons，switches or joysticks.
Current robots have advanced sensory systems that process information and appear to function as if they have brains.Their “brain” is actually a form of computerized artificial intelligence (AI)．AI allows a robot to perceive conditions and decide upon a course of action based on those conditions.
A robot can include any of the following components：
effectors—“arms”，“legs”，“hands”，“feet”
sensors—parts that act like senses and can detect objects or things like heat and light and convert the object information into symbols that computers understand
computer—the brain that contains instructions called algorithms to control the robot
equipment—this includes tools and mechanical fixtures
Characteristics that make robots different from regular machinery are that robots usually function by themselves，are sensitive to their environment，adapt to variations in the environment or to errors in prior performance，are task－oriented and often have the ability to try different methods to accomplish a task.
Robot Timeline
270BC an ancient Greek engineer named Ctesibus made organs and water clocks with movable figures.
1818—Mary Shelley wrote “Frankenstein” which was about a frightening artificial life form created by Dr.Frankenstein.
1921—The term “robot” was first used in a play called “R.U.R.” or “Rossum's Universal Robots” by the Czech writer Karel Capek.The plot was simple：man makes robot then robot kills man!
1941—Science fiction writer Isaac Asimov first used the word “robotics” to describe the technology of robots and predicted the rise of a powerful robot industry.
1942—Asimov wrote “Runaround”，a story about robots which contained the “Three Laws of Robotics”：
A robot may not injure a human，or，through inaction，allow a human being to come to harm.
A robot must obey the orders by human beings except where such orders would conflict with the First Law.
A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.
1948—“Cybernetics”，an influence on artificial intelligence research was published by Norbert Wiener.
1956—George Devol and Joseph Engelberger formed the world's first robot company.
1959—Computer－assisted manufacturing was demonstrated at the Servomechanisms Lab at MIT.
1961—The first industrial robot was online in a General Motors automobile factory in New Jersey.It was called UNIMATE.
1963—The first artificial robotic arm to be controlled by a computer was designed.The Rancho Arm was designed as a tool for the handicapped and its six joints gave it the flexibility of a human arm.
1965—DENDRAL was the first expert system or program designed to execute the accumulated knowledge of subject experts.
1968—The octopus－like Tentacle Arm was developed by Marvin Minsky.
1969—The Stanford Arm was the first electrically powered，computer－controlled robot arm.
1970—Shakey was introduced as the first mobile robot controlled by artificial intelligence.It was produced by SRI International.
1974—A robotic arm (the Silver Arm) that performed small－parts assembly using feedback from touch and pressure sensors was designed.
1979—The Stanford Cart crossed a chair－filled room without human assistance.The cart had a TV camera mounted on a rail which took pictures from multiple angles and relayed them to a computer.The computer analyzed the distance between the cart and the obstacles.
三、参考资料
(1)科幻作品
近几年比较受欢迎的科幻小说、影视有：X档案系列(X－files)，黑客帝国系列(The Matrix)，星球大战系列(Star Wars)，X战警系列(X Men)，终结者系列(Terminator)，哈利波特系列(Harry Potter)，指环王系列(The Lord of the Rings)等等。学生如有兴趣，可以上网查询更多的资料。
参考网站：http：//www.
http：//www.
http：//www.kehuan.net
(2)Isaac Asimov 艾莎克·阿西莫夫(1920～1992)
Dr.Isaac Asimov was an American author and biochemist who was born in Russia in 1920.Asimov went to the United States with his family at the age of three.He grew up in New York，graduating from Columbia University in 1939.In 1948，he earned a PhD there.He began to write stories for science fiction magazines in 1939.He was a very successful writer who produced an amazing number of books：he wrote over 400 volumes.Asimov is best known for his science fiction and popular science books，of which the Foundation series，the Galactic Empire series and the Robot series are the most popular.Asimov's books cover various topics in science，and he developed a set of ethics for robots and machine intelligence which influenced many other writers.Period 3　Grammar
Teaching aims　　　
1．Revise the passive voice(including the infinitive) and know the exact meaning of the structure.
2．Be able to use the useful words，expressions and structures correctly.
Teaching procedures　　　
?Step 1　Revision
Ask students to answer the following questions without referring to the textbook.
1．What was going to be tested out by Larry's wife，Claire
2．How did Larry Belmont finally persuade his wife to accept the experiment
3．How did Claire feel when she was offered sympathy by a robot
4．What did Tony expect to do about the house before he was to leave and Larry was to return
5．How did Claire feel when she was envied by those women
6．What happened to Tony at last
Suggested answers：
1．The robot was going to be tested out by Larry's wife，Claire.
2．Larry persuaded her that the robot wouldn't harm her or allow her to be harmed.
3．She thought it was ridiculous to be offered sympathy by a robot.
4．Tony expected the house to be completely transformed.
5．She felt it a sweet victory to be envied by those women.
6．Tony had to be rebuilt.
?Step 2　Grammar learning
1．不定式的被动形式
当不定式与逻辑主语之间是被动关系时，即不定式的逻辑主语是不定式所表示动作的承受者，不定式一般要用被动形式。其被动式可以分为两种：一般式和完成式。
(1)一般式：to be done，表示不定式动作在谓语动词之后或者同时发生。
It is a great honor_to_be_invited_to speak here.
很荣幸被邀请在这里讲话。
The novel is said_to_be_published_next month.
据说这本小说下月要出版。
(2)完成式：to have been done，表示不定式动作发生在谓语动词之前。
The book is said to_have_been_translated_into six languages.
这本书据说已经被翻译成六种语言。
The boss preferred_to_have_been_given_more work to do.
老板宁愿被分给更多的工作做。
被动
一般式 to be done
完成式 to have been done
　　2.不定式被动形式的作用
(1)作主语
It's an honor to_be_invited to the ceremony.
很荣幸被邀请赴宴。
It's a pity to_be_kept in the house in such fine weather.
在这样好的天气被关在家里真是遗憾。
(2)作表语
The letter is_to_be_sent_by airmail.
这封信笺要空邮。
(3)作宾语
She didn't like to_be_treated as a child.
她不喜欢被当成孩子。
The boy asked to_be_given an opportunity to try again.
那男孩要求给他再试一次的机会。
(4)作宾语补足语
I'd like my bedroom to_be_cleaned.
我想整理一下我的卧室。
(5)作定语
He was the last one_to_be_asked to speak at the meeting.
他是最后一个在会上被邀请发言的人。
(6)作状语
His mother left the small village，never_to_be_seen again.
他母亲离开了那个小山村，再也没有人见过她。
3．不定式有些要注意的地方
(1)感官动词和一些使役动词的不定式的主动形式要省去to，但在变成被动语态后需要加上to，能这样用的动词或动词词组有：make，have，let，see，hear，notice，listen to，watch等。如：
We often see him act like that.＝He is often seen to act like that.
我们常常看到他那样做。
(2)在can't help but，have nothing to do but结构中，介词but后的不定式省去to。如：
I can't_help_but suspect his motive.
我不禁怀疑起他的动机。
I have_nothing_to_do_but_watch TV.
我没什么事情可做，除了看电视。
(3)不定式有时要用主动形式表示被动意义
①形容词以及含有形容词的名词后的不定式，一般用主动形式表示被动意义，其中形容词常见的有easy，difficult，important，impossible等。如：
The work is impossible_to_finish in two days.
工作不可能两天之内完成。
English is not so easy_to_learn.
英语并不好学。
②一些固定用法，如“挨骂，受责备，受批评” 用be to blame；“(东西等)出租”用to let。
He is to blame for what he has done.
他应为他所做的受责备。
The house is to let.房子要出租。
?Step 3　Exercises
1．The crowd cheered wildly at the sight of Liu Xiang，who was reported ______ the world record in the 110－meter hurdle race.
A．breaking　　　 B．having broken　　　
C．to have broken　　　 D．to break
2．I like getting up very early in summer.The morning air is so good ______.
A．to be breathed　 　 B．to breathe
C．breathing　 D．being breathed
3．______ the project as planned，we'll have to work two more hours a day.
A．Completing　 B．Complete
C．Completed　 D．To complete
4．Having a trip abroad is certainly good for the old couple，but it remains______ whether they will enjoy it.
A．to see　 B．to be seen
C．seeing　 D．seen
5．I hurried to the meeting hall，only______ that the meeting had been put off.
A．to tell　 B．to be told
C．telling　 D．told
6．Do let your mother know all the truth；she appears______ everything.
A．to tell　 B．to be told
C．to be telling　 D．to have been told
7．Little Tom should love______ to the theater this evening.
A．to be taken　 B．to take
C．being taken　 D．taking
8．It is said that plastics can be used to______ many things.Now people are used to______ plastics products.
A．make；using B．making；using
C．making；use D．make；use
9．With a lot of problems______，the newly－elected president is having a hard time.
A．settled　 B．settling C．to settle　 D．being settled
Keys：1～5 CBDBB　6～9 DAAC
?Step 4　Drilling
Ask students to do Exercise 1 on Page 14 and then check the answers together.
Keys：
Exercise 1
be tested out，be harmed，be offered，was amazed，was not allowed，be discovered，be completely transformed，were impressed，be envied，be rebuilt
Ask students to do Exercise 2 and then check the answers together.
Keys：
Exercise 2
1．to be designed　2.to be rebuilt　3.to be accompanied　4.to be known as　5.to be filled with　6.to be tested out　7.to be envied　8.to be set aside
?Step 5　Using the passive infinitive
Translate the following sentences into English using the passive infinitive.
1．那本关于《圣经》的书需要在这个周末之前还给图书馆。
2．下周末前，这个旧扶手椅将由一个沙发代替。
3．不要着急，你有足够的时间把那个传真发到你的公司。
4．你同妻子离婚的决定必须要得到她的同意。
5．刚刚出了一起事故，不过没有必要惊慌，没有人受伤。
6．虽然她考得不错，但是她预料父母还是会对考试的结果感到失望。
7．当在医院进行大手术的时候，她得到了家人的关爱和支持，为此她感到非常高兴。
8．他为自己被宣布成为智力竞赛冠军得主的事感到十分兴奋。
9．他把他们已经得到的2000元与将提供的1500元加在一起，总共3500元。
10．没有主力队员的参与，他们一定会在即将到来的比赛中被打败。
Suggested answers：
1．That book on the Holy Bible needs to be returned to the library by/before the end of the week.
2．That old armchair is to be replaced by a sofa next week.
3．Don't worry—you still have plenty of time for that fax to be sent to your company.
4．Your decision to divorce your wife has to be made with her agreement.
5．There has been an accident but there is no need to be alarmed.Nobody has been hurt.
6．Although she had done well，she expected her parents to be disappointed by her exam results.
7．She was happy to be supported by the affection of her family when she had a serious operation in hospital.
8．He was so excited to be declared the winner of the talent competition.
9．He added the 2000 yuan they had received to the 1500 yuan to be offered，making 3500 yuan in all.
10．Without their key/leading player，they're bound to be beaten in the coming competition.
?Step 6　Homework
Finish off Exercises 1 and 2 on Page 56.Period 4　Listening
教学目标　　　　　
语言技能目标：教给学生在听力开始前进行预测，或激活头脑中相关的背景知识，能够帮助自己更好地完成听力训练的听力技巧。
语言能力目标：训练学生在听的过程中注意细节信息的能力。
情感态度和文化目标：学生了解了一些独自旅行的注意事项，这对于他们将来独自旅行很有益处，同时对在秘鲁旅行有所了解。
重点难点　　　　　
教学重点：进行由泛听到精听的听力训练。
教学难点：教学生掌握一些听力技巧，例如在听力训练前，激活背景知识；在听力训练时以抓住大意为主要目标，尤其在第一二遍时，不拘泥于个别没有听懂的单词。
教学过程　　　　　
?Step 1　Discussion
Q：Have you ever been to other countries？If you travel abroad alone，will you feel afraid？Do you know how to predict a possible dangerous situation and prevent it happening？What advice can you give for safe travelling
T：Four students a goup，discuss them with your partners.
(Collect the students' advice about safe travelling.)
[设计说明]在进行听力之前，先让学生讨论安全旅行并给出一些建议。因为这是听力材料里即将要听到的内容。这一方面可以使学生对于即将要听到的材料做好思想准备，另一方面也降低了听力材料的难度。
?Step 2　Listening task(Page 82)
1．T：Now let's listen to a conversation between Sandra，whose daughter wants to travel，and Brian.Sandra voices her concerns as a parent and Brian does his best to reassure her about her daughter's ability to act sensibly.
Listen to their talk and guess what you think Sandra's relationship to Brian is.Give reasons.
Suggested answer：
They are probably work colleagues who know each other reasonably well.
Reasons：They greet each other with “Morning”，a common greeting at the beginning of a workday.They call each other by their first names.Brian knows the daughter's name and also something about what kind of person she is so he has met her more than once.Brian may be older than Sandra or have a higher status in the company or it may just be that Sandra often asks Brian for advice.Sandra listens to Brian's advice carefully and appears to value it.
2．Listen to the talk again and answer the following questions.
(1)What does Tina want to do
(2)Why is Sandra worried about this
(3)What does Brian think about Tina's plans
(4)What does Brian suggest Tina should do until she has more experience of travelling
Suggested answers：(1)She wants to travel around the world for a year.
(2)Sandra thinks travelling is dangerous.
(3)Brian thinks it is good that Tina wants to travel as she will learn a lot that will help her in later life.
(4)Brian suggests Tina should travel with a companion，preferably with someone who is more experienced than her.
3．Listen again，paying attention to what Brian says.Then list the things he says a traveller should do to keep pare Brian's rules with the ones the students get from their discussion.
Brian's rules for safe travelling
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggested answers：*Research the places you are going to visit.
*Pay attention to what is happening around you.
*Ask the locals for advice and follow it.
*Observe how the people around you behave towards you.
*Learn how to tell who you can and can't trust.
*At first travel with a more experienced companion.
[设计说明]听完第一遍对话后，要求学生推测对话的两个人的关系，然后再注意细节问题的答案，还是体现了由大到小、由粗到细的原则，也符合人们的感知规律。
?Step 3　Listening
1．T：Now we've got some rules and advice for safe travelling.I think it's time for us to go on a trip abroad.Turn to Page 42.We will listen to a conversation about Peru.
Q：What do you know about Peru？You can see many pictures of Peru.Can you tell me what might interest a tourist
2．Lia wants to visit Peru.She goes to a travel agent to find out the best way to travel there.Listen to the conversation and tick the things she says she likes doing.
(　　)visiting places on her own
(　　)trying different kinds of food
(　　)going to historical sites
(　　)cycling
(　　)visiting museums
(　　)swimming
(　　)climbing mountains
(　　)looking at wildlife
(　　)learning about a country's culture
(　　)staying in expensive hotels
Keys：visiting places on her own，going to historical sites，visiting museums，climbing mountains，looking at wildlife
3．Listen again and answer the following questions.
(1)Has Lia been to Peru before
(2)Why doesn't Lia want to go on a tour
(3)Why does the travel agent advise her not to travel alone
(4)Why does the travel agent recommend Cuzco for Lia to visit
(5)How will Lia know about tours from Cuzco
Keys：(1)No.
(2)Because she likes to be independent.
(3)She might feel lonely.She might find it difficult because it's her first visit.
(4)Cuzco combines many of the things Lia like doing.She can stay on her own in a hotel and take tours when she wants some company.
(5)The travel agent gives her a brochure.
4．Listen again and complete the sentences.
(1)I ______ independent.
(2)But you ______ as it's your first visit.
(3)Yes，but I also ______.
(4)You ______ from Lima，the capital of Peru，to Cuzco.
(5)We ______ into a hotel in Cuzco.
Keys：(1)like to be
(2)might find it difficult
(3)love mountains
(4)can fly
(5)could book you
[设计说明]这一部分的听力围绕秘鲁的情况展开，因为Lia计划去秘鲁旅行，她希望尽可能多地了解秘鲁的情况。在第一环节中，看图或讨论，说说秘鲁的情况，这是听力前重要的一个步骤——激活学生头脑中关于秘鲁的背景知识，这有助于学生完成后面的与秘鲁有关的听力训练。在第二个环节开始之前，教师有必要解释几个选择项，例如visiting places on her own“独自参观”，historical sites“历史遗址”等。教师的解释使学生能够明确题目的具体要求。第三个环节要求学生对于听力材料的细节予以注意。而最后的填空可以说属于精听的题目，学生在理解句子意思的基础上，要注意句子的构成，包括单词的连读、弱读等等，这给学生提出了更高的要求。如果时间不够，可以作为家庭作业布置课后完成。由于有前面题目作铺垫，相信绝大多数学生有能力而且能比较轻松地完成它。
Homework：Write a short passage about what we should do while travelling alone in Peru.
[设计说明]把独自旅行的注意要点和秘鲁旅行结合起来，让学生完成一篇习作，可以检查学生在听力课中听到的内容，也训练了写作。可能的话，可以让学生上网查找一些资料，以丰富自己的习作。Period 5　Listening
1．语言知识目标
了解盲文的创始人路易斯·布莱尔的个人经历和导盲犬的工作内容。
2．语言能力目标
培养学生在听前对听力材料进行预测，并激活背景知识的能力；把握细节信息的能力。
3．情感态度与文化意识目标
通过对盲文创始人路易斯·布莱尔个人经历和导盲犬工作情况的了解，使学生对于盲人的生活状况有更深切的了解，更能激发他们伸出手，帮助盲人和其他的残疾人。
重点难点　　　
1．教学重点：培养学生在第一遍听完后，掌握听力材料大意的能力。
2．教学难点：在听力材料开始前，如何激发学生的背景知识；在学生背景知识缺乏的情况下，如何进行听力指导。
课前准备　　　
1．学生的学习准备
布置学生在课前上网查找关于盲文及创始人的情况，了解一些导盲犬工作的情况。
2．教师的教学准备
查找相关信息，有条件的话，借一本盲文书给学生看看，让学生对盲人的生活有更加深入的了解。
3．教学用具
录音机
?Step 1　Pre－listening
Before the students listen，ask them to discuss the following questions：
1．Do you know what Braille is
2．What is it used for
3．How does it work
4．Do you know what the Chinese system of Braille looks like？(See Page 53 for some hints.)
Suggested answers：
Braille is a system by which blind people can read by feeling raised dots on a page.Both English and Chinese system of Braille use six dots.Their forms are similar，but their meanings are different.That's to say，Chinese blind people can't understand the English system of Braille.
[设计说明]在听力训练正式开始前，在班级里组织讨论，激活学生的背景知识，有利于随后进行的关于盲文创始人路易斯·布莱尔的生平介绍的听力训练顺利展开。如果学生的背景知识比较贫乏，教师可以对盲文作一个简单的介绍。
?Step 2　Listening task
1．Paul's teacher has asked everyone in the class to prepare a talk about a great inventor.Listen to Paul's talk about Louis Braille.Then answer the following questions：
(1)What country did Louis Braille come from
(2)What disability did he have
(3)What did books for the blind look like when Louis was a boy
(4)What were the two problems with the books for the blind
(5)What invention gave Louis the idea for his system
(6)What advantages do you think Louis's system has
Suggested answers：
(1)He came from France.
(2)He was completely blind.
(3)They were ordinary books with letters raised up off the page.
(4)The letters were huge and difficult to read，and the books were very expensive.
(5)A system for soldiers to send and receive messages in the dark.
(6)I think Braille system has the advantage of being easy to learn，and so it is easy to produce books of normal size.It helps make blind people independent because they can read as much as sighted people do.
2．Before the students do Exercise 3 on Page 50，discuss the events in Louis Braille's life by asking questions as follows：
How did Louis become blind
How old was he when he became blind
What event in his life gave Louis his idea about inventing a reading system for the blind
How old was he when this happened
How old was he when he finally perfected the code
How old was Louis when he died
3．Listen again and ask the students to fill in the lines on the timeline.
Year Age Event
1809 ________________
1813 4 ________________
1819 10 ________________
1821 12 ________________
1824 15 ________________
1827 18 ________________
1852 43 ________________
　　Suggested answers：
Year Age Event
1809 Born
1813 4 Became_completely_blind
1819 10 Sent_to_school_in_Paris
1821 12 Heard_a_soldier_talk_about_a_system_consisting_of_a_raised_system_of_dots
1824 15 Completed_the_Braille_system_of_touch_reading
1827 18 First_Braille_book_published
1852 43 Died
　　[设计说明]第一个回答问题的环节中，第5个问题的难度较大，第6个问题需要学生自己组织语言，只需答出要点即可。在完成时间轴之前，先进行讨论，可以降低第三个环节的难度。同时引导学生注意，介绍人物可以以时间为线索。如果学生的口语表达能力比较强，还可以在听力训练完成后，请学生用英语简单介绍盲文的创始人路易斯·布莱尔的情况。
?Step 3　Listening
T：We've got some information about Braille and known how the blind read.If the blind go out，the guide dog can help a lot.Now let's enter another listening on Page 46.
1．Listen to the whole tape for the first time.Then write down the main idea of the listening.
Suggested answer：
The main idea of this listening is to show how a guide dog is trained and its usefulness to its owner.
2．Listen to Part 1 again and fill in the following table.Then answer the questions.
Who is Lucy？ Name of Sara's mother
Name of Sara's teacher What Sara wants to teach the dog first
　　(1)How did Sara get to work on her own
(2)Has Sara always been blind？How do you know
(3)What will Lucy learn first at Sara's home
Suggested answers：
Who is Lucy？ A guide dog Name of Sara's mother Jane Robinson
Name of Sara's teacher Phil What Sara wants to teach the dog first How to take Sara to work
(1)By train on her own.
(2)No.She said her mother had helped her a lot since her accident.
(3)How to get to the train station.
3．Listen to Part 1 again and complete the dialogue below.
PHIL：Definitely.She told me____________ since her accident.
MOTHER：Well，I've____________，but I know Sara wants to be ____________.
PHIL：Well，with Lucy's help she will be.How's Lucy ____________，by the way
MOTHER：Oh，it's like ____________，isn't it，Sara
SARA：Yes.She's been ____________ everything in the house and she knew which was my bedroom ____________.
Keys：
PHIL：Definitely.She told me how_much_you've_helped_her since her accident.
MOTHER：Well，I've done_my_best，but I know Sara wants to be more_independent.
PHIL：Well，with Lucy's help she will be.How's Lucy settling_in，by the way
MOTHER：Oh，it's like she's_always_been_here，isn't it，Sara
SARA：Yes.She's been smelling everything in the house and she knew which was my bedroom right_away.
4．Listen to Part 2 and answer the questions in pairs.
(1)How did Lucy go across the street
(2)What is Phil going to teach Lucy after lunch
(3)How will Lucy improve Sara's life
Suggested answers：
(1)She sat down at the crossing and waited till the cars stopped，then she stood up and took Sara straight across the road.
(2)How to get off the train and walk to Sara's workplace.
(3)Lucy will help Sara resume her previous life，become as independent as she used to be and give her the confidence to lead a normal life.
5．Listen to Part 2 again and complete the dialogue below.
PHIL：We'll ______Lucy______rest and then we'll ask her______Sara to the station again.
SARA：Then Phil's going to ______ Lucy ______ the train and ______ my office.______，Lucy and I will be going to work ______.
MOTHER：That's______.I'm so ______ you.
Keys：
PHIL：We'll give Lucy a_bit_of_rest and then we'll ask her_to_take Sara to the station again.
SARA：Then Phil's going to show Lucy how_to_get_off_the train and take_me_to my office.In_a_few_days，Lucy and I will be going to work on_our_own.
MOTHER：That's fantastic.I'm so pleased_for you.
[设计说明]这个听力训练是围绕导盲犬进行的。听力练习的设计由掌握听力材料大意到细节信息的听取，再到个别词语的把握，体现了从整体到局部的原则，与阅读教学有共通之处。而且，由于练习设计得非常细致，可以作为精听的材料来使用。
Homework：Revise the whole unit，including the useful expressions and important drills.Period 6　Listening and Reading Task
Teaching aims　　　
1．Learn about robots and robots in the fight against landmines.
2．Help students to learn how robots are helping human beings in clearing landmines.
Teaching procedures　　　
?Step 1　Lead－in
Present the pictures on Page 54 and ask students to tell what each robot does.(Students are encouraged to speak out their opinions freely.)
?Step 2　Listening
1．Listen to the interview and number the pictures in the order that you hear about them.
Keys：
4,2,1,3.
2．Listen to the interview again and fill in as much of the table as you can.Share your answers with a partner.Listen once or twice more to check your answers.
Robot What is the robot？ What can the robot do？
1
2
3
4
　　Suggested answers：
Robot What is the robot？ What can the robot do？
1 Vacuum cleaner It can move from room to room cleaning your house.You can program it so that it cleans when you are away and you can control what it's doing from your computer at the office.
2 Personal robot called “PaPeRo” It understands 650 phrases，speaks more than 3000 words.It can recognize different people.It can check your email.It can help children do research on the Internet for their homework，talk to them about their day at school and play games.
3 Tiny helicopter It will be used to fly into dangerous areas.For example，it can fly into a house that's been destroyed by an earthquake and check if anyone's inside.
4 Walking chair It helps people who can't walk to go up and down stairs.
?Step 3　Reading task
1．As we know，Robots are designed and built to do a task that is dangerous，uncomfortable，or repetitive for humans.Today we are going to read a magazine article about landmines.
First，ask students to read this piece of news about landmines.
Three decades of war in Cambodia have left scars in many forms throughout the country.Unfortunately，one of the most lasting legacies of the conflicts continues to claim new victims daily.Landmines，laid by the Khmer Rouge，the Heng Samrin and Hun Sen regimes，the Vietnamese，the KPNLF，and the Sihanoukists litter the countryside.In most cases，even the soldiers who planted the mines did not record where they were placed.Now，Cambodia has the one of the highest rates of physical disability of any country in the world.At the current rate of progress，it may take as many as 100 years to clear all the mines in Cambodia，and the UN estimates that with current technology，it will take nearly 1100 years to clear all the mines in the world.
2．Next，present the students some mine signs and remind students that in spite of so many warning signs，there are still many victims as the pictures show.
(In spite of so many warning signs，there are still many victims.Look at the following pictures.)
3．Ask students to glance through the text quickly and answer the following questions in Exercise 1 on Page 58.
(1)What is the main topic of this article？Which part of the text tells you that
(2)Who wrote the article
(3)What do the three pictures show you
(4)Where is research being done on robots that can find landmines
(5)In which two countries might the robots be used
Suggested answers：
(1)The main topic is the role of robots in the fight against landmines.The title tells us that.
(2)Natasha Wesley.
(3)Someone using a metal detector to find landmines；the robot that can find landmines；some people who have lost their legs because of landmines.
(4)Chiba University (Japan)．
(5)Afghanistan and Cambodia.
4．Work in groups to write questions for these answers in Exercise 2.Check your work with your partner.
Question Answer
1 26 000 people.
2 One person every 20 minutes.
3 For decades after wars have ended.
4 100 million.
5 60 countries.
6 100 000.
7 2 000 000.
8 4 m long,1.8 m wide,1 m high.
9 900 kg.
10 6.
11 1997.
12 122 countries.
　　Suggested answers：
Question Answer
1.How many people are killed or injured by landmines every year？ 26 000 people.
2.How often is someone killed or injured by a landmine？ One person every 20 minutes.
3.For how long do landmines keep causing damage？ For decades after wars have ended.
4.How many landmines are buried just beneath the surface of the ground？ 100 million.
5.In how many countries are landmines buried？ 60 countries.
6.How many landmines are removed every year？ 100 000.
7.How many landmines are buried in the ground every year？ 2 000 000.
8.How big is the robot that can find landmines？ 4 m long,1.8 m wide,1 m high.
9.How much does it weigh？ 900 kg.
10.How many legs has it got？ 6.
11.When was an arrangement to stop the manufacture and use of landmines signed？ 1997.
12.How many countries signed the agreement to stop the manufacture and use of landmines？ 122 countries.
　　5.Read the article again carefully and look at each paragraph in turn.Underline the sentence which sets out the main idea of that paragraph.Then fill in the table below.
Paragraph Main idea Supporting details
1 Introduction：the damage landmines cause 26 000 people killed or badly injured each year；
100 million buried in 60 countries；
Most victims are innocent people；
2
3
4
5
　　Suggested answers：
Paragraph Main idea Supporting details
1 Introduction：the damage landmines cause ·26 000 people killed or badly injured each year·100 million buried in 60 countries·Most victims are innocent people
2 The problem of landmines ·Each year 100 000 removed·Each year 2 000 000 buried·Difficult and dangerous to remove
3 Robots can help find traditional mines ·Much safer in the hunt for landmines·Faster at finding landmines·Research at Chiba University
4 Robots can find plastic mines ·Experimental robots in production·To use radar to locate mines·To identify types of mines
5 World opinions turned against landmines in the 1990s ·Agreement in Ottawa，Canada to stop the manufacture and use of landmines·Still a lot of work to be done
?Step 4　Discussion
1．First，ask students to read the following materials.
From the text we've learned how serious the situation is.Many lives are put into danger.So we must do something to improve the situation.As we know，the US hasn't yet committed to the Mine Ban Treaty.I hope you will write a letter of suggestion to the president of the US.You may refer to the text
2．Encourage students to write a letter of suggestion to the president of the US，for the US hasn't yet committed to the Mine Ban Treaty.In the letter you will suggest the US should stop manufacturing landmines and spend more money on solutions to clearing landmines，for example developing new robots to remove the landmines.
You can refer to the following material：
Producing one landmine costs $3，yet once in the ground it can cost more than $1000 to find and destroy，according to the ICBL.
Over 80 per cent of the 15 000 to 20 000 landmine victims each year are civilians，and at least one in five are children，according to the International Campaign to Ban Landmines (ICBL)．The deadly legacy of landmines far outlasts the conflicts that gave rise to them.Among the most contaminated countries are Iraq，Cambodia，Afghanistan，Colombia，and Angola.　　If time is limited，ask students to finish it after class.
?Step 5　Homework
Finish writing the letter to the president of the US.
A sample：
Dear Mr.President，
I read in the newspaper that the US hasn't yet committed to the Mine Ban Treaty.I'm writing to suggest your country sign on the agreement.
1．Landmines kill or badly injure around 26 000 people every year.There are about 100 million landmines buried just beneath the surface of the ground in 60 countries.Among the most contaminated countries are Iraq，Cambodia，Afghanistan，Colombia，and Angola.I think this is one reason why people in these countries hate the US so much.
2．Producing one landmine costs $3，yet once in the ground it can cost more than $1000 to find and destroy，according to the ICBL.So stop manufacturing landmines and spend more money on finding solutions to clearing the landmines.As you know，your country has designed the most advanced robots.Why not use your advanced technology and spend more money on designing some robots to clear the landmines.If so，it will benefit the whole world.People all over the world will think highly of you and your country.You and your country will become more influential.Japan has set a good example.They have developed robots that can be used to clear landmines.I hope your government will follow Japan's example.
Thank you for reading the letter.I hope you will consider my suggestions.I believe you also hope the whole world will enjoy peace.Let's work together and make a peaceful world.
Yours sincerely，
Sun ChengPeriod 6　Summing Up and Learning Tip
教学目标　　　
1．语言知识目标：掌握本单元的重点词汇的用法，限制性定语从句的特征和关系词的使用。
2．语言能力目标：灵活运用本单元的重点词汇，并能够运用限制性定语从句。
3．情感态度与文化意识目标：通过讨论，明白助人的意义，帮助自己树立正确的人生观。
重点难点　　　
1．教学重点：能够正确地运用重点词汇和限制性定语从句造句，并且完成语篇输出。
2．教学难点：运用重点词汇和限制性定语从句进行语篇输出。
教学准备　　　
1．学生的学习准备：a.复习课文内容、重点词汇和语法项目(限制性定语从句)；
b．再次修改自己的关于巴布亚新几内亚生活状况和风俗习惯的习作。
2．教师的教学准备：准备各种类型的练习，以检查学生对于本单元的掌握情况。
3．教学用具的设计和准备：多媒体课件。
教学过程　　　
?Step 1　Revising the passage
1．Retell the passage on Page 29 with the help of some key phrases：
hear from；be dying to；a bush school；Science；a low bamboo hut with grass sticking out of the roof；platform；leftover food；privilege
2．Answer some questions about the passage：
(1)What's the letter mainly about
(2)Why did the writer send Rosemary some photos
(3)Why was the high school called a bush school
(4)Were the boys and villagers friendly to Jo？How do you know
(5)Why was science the most challenging subject for Jo
(6)What do you think impressed the writer most when she paid a visit to her student Tombe's home
(7)What do you think are the positive and negative things about living in a village in Papua New Guinea
3．Get the students to exchange their compositions with their partners and correct them.
Read several good compositions aloud in class if time permits.
[设计说明] 前两个练习(根据关键词复述课文和回答问题)可以任选一个，作为对课文内容的回顾。第三个练习是学生互相批改作文(在阅读课后作为家庭作业布置的：用100词左右写写村落的生活状况和风俗习惯)，同样可以起到复习课文内容、加深理解的作用。
?Step 2　Words and useful expressions
1．句型转换：
(1)On my way to the market，I happily met my old friend by chance，whom I hadn't seen for many years.
On my way to the market，I happily ______ ______ my old friend，whom I hadn't seen for many years.
(2)He is very worried as he haven't received any letter from his girlfriend for a long time.
He is very worried because he haven't ______ ______ his girlfriend for a long time.
(3)I'm eager to know the result of the final examination and even can't eat and sleep well for that.
I'm ______ ______know the result of the final examination and even can't eat and sleep well for that.
(4)Don't worry！I can take as many as four people in my car.
Don't worry！I can take ______ ______ four people in my car.
Keys：(1)came across　(2)heard from　(3)dying to　(4)up to
2．翻译句子：
(1)孩子们发现很难适应新的学校。(adjust to)
(2)他不会借钱给我，那是肯定的。(for sure)
(3)志愿者工作会给巴布亚新几内亚的人们带来不同吗？(make a difference)
(4)我们将组织一些活动给困难中的孩子筹集一些钱。(in need)
(5)汤贝的父亲领我们走进他的家，一个屋顶上伸出一簇茅草的低矮的竹屋。(stick out)
(6)我们学校的许多学生都参加了志愿者活动。(participate in)
(7)跟汤贝一家度过一天，真是一种殊荣。(It is a privilege to...)
Suggested answers：
(1)Children found it difficult to adjust to the new school.
(2)He will not lend me any money，and that's for sure.
(3)Will the voluntary work make any differences to the people in PNG
(4)Some activities will be organized to collect money for children in need./We will organize some activities to collect money for children in need.
(5)Tombe's father led us to his house，a low bamboo hut with grass sticking out of the roof.
(6)Many students in our school have participated in the volunteer activities.
(7)It was such a privilege to have spent a day with Tombe's family.
[设计说明]在语言知识复习部分，设计了两个练习(句型转换和翻译句子)，目的在于帮助学生掌握本单元一些重要词组的用法和使用语境。另外，还可以将翻译设计为以下形式：
(1)孩子们发现很难适应新的学校。
Children found it difficult to ______ ______the new school.
(2)他不会借钱给我，那是肯定的。
He will not lend me any money，and that's ______ ______.
?Step 3　Grammar
1．Make a chart of the relative pronouns and adverbs.
限制性定语从句关系词一览表
　先行词是物 　 先行词是人 先行词是人/物 先行词是地点名词 先行词是时间名词 先行词通常为reason
主 宾 主 宾 定 状 状 状
关系代词
which
that
who
whom
whose
关系副词
where
when
why
2.Fill in the blanks with proper relative pronouns or adverbs.
(1)Hangzhou is a city ______ there is a beautiful lake.
(2)Hangzhou is a city ______ has a beautiful lake.
(3)Can you tell me the date ______ Lincoln was killed
(4)Can you tell me the date on ______ Lincoln was killed
(5)The school ______ I studied had modern equipment.
(6)The school ______ was built last year had modern equipment.
(7)This is the factory ______ he visited last year.
(8)This is the factory ______ he once worked.
(9)I'll never forget the days ______ we played together in the country.
(10)I'll never forget the days ______ we spent together in the country.
(11)Do you know the reason______she was late
(12)This teacher，with ______ son I work，is liked by all the students.
Keys：(1)where　(2)which/that　(3)when　(4)which　(5)where　(6)which/that　(7)which/that　(8)where　(9)when　(10)which/that　(11)why　(12)whose
[设计说明]如果学生程度较好，教师可以指导他们根据语法课上的知识自己编制表格，程度较弱，教师就给出表格框架，由学生填上五角星标注的部分，以此帮助学生复习限制性定语从句，之后再做“用合适的关系代词或关系副词填空”的练习，进一步巩固语法。
?Step 4　Learning tip
1．Q：Why do the people do volunteer work
(Volunteering gives people the chance to explore avenues that would not usually be open to them.This experience enables an exchange of cultural and social contact between volunteers and their host nationals.It enables people to learn new skills and languages，to develop and gain practical experience in the field，in sometimes demanding conditions，and to develop leadership and teamwork skills.In addition，personal development which is difficult to evaluate，is one of the greatest benefits to working and travelling among people from different cultures.)
T：We should help with each other，not only in life，but also in study.
2．Read Learning Tip.
3．Fill in the form of Summing Up and collect the students' forms.
[设计说明]这个单元的主题是互助合作。讨论加深了学生对于志愿者工作和互助合作的理解。Learning Tip说到了学习方面的互相合作，这对于学生的英语学习有指导意义。最后要求填写本单元的总结表格。教师可以把表格打印出来，在学生完成后，收好学生的表格，以更好地了解学生对于本单元内容的掌握。
About Papua New Guinea
Geography
Papua New Guinea is the largest developing country in the South Pacific region.
Its 463 000 square kilometers of land area，a sea area of 3.12 million square kilometers and 600 separate islands make up one of the most diverse repositories of geographic，biological，linguistic and cultural wealth on earth.
PNG has more than 5% of the world's biodiversity in less than 1% of the world's total land area.
Population
According to the 2000 Census，between 1980 and 2000 PNG's population grew by an annual average rate of 2.7% to 5.19 million.
The Southern Highlands Province，followed by Western New Britain，recorded the highest population growth of 4.2% and 3.8% respectively.Approximately half of PNG's total population is under 19 years old.
Most of the population lives in rural communities based on the traditional village structure and dependent on subsistence farming supplemented by cash cropping.Only 15－20% of Papua New Guineans live in the main urban areas of Port Moresby，Lae，Madang，Mt Hagan and Goroka.
Economy
PNG has a relatively small dual economy，comprising a formal and informal economy.The formal economy is dominated by large－scale resource projects，particularly in mining and petroleum，and provides a large proportion of government revenue.
The informal economy supports 85% of the people through semi－subsistence agriculture.The formal sector employs around 15% of the workforce.
PNG has an abundance of natural resources including：
?Large reserves of minerals
?Extensive forestry and fishery assets
?Significant potential for agricultural expansion
?Many beautiful locations with potential for ecological and cultural tourism.
Despite the potential of these resources，PNG's economic performance has fallen short of expectations.Economic growth has not kept up with population growth and performance varies considerably from year to year.
During 2004，PNG's economy grew because of buoyant commodity prices and good fiscal management by government.Increased foreign reserves and a strengthened Kina helped inflation and interest rates remain low.With moderate GDP growth，rising tax receipts and reduced government borrowing costs，the PNG Government's fiscal deficit is expected to remain small，despite a modest surplus in 2004.
However，with weak medium term revenue prospects，PNG needs to consolidate and build on current economic and fiscal progress and provide social services and a regulatory framework to support broad based economic growth.PNG needs improved accountability and governance mechanisms，including public expenditure management and public sector reform，to promote and safeguard improved productivity.
With mining and petroleum sector production forecast to decline from 2006，major challenges for the PNG Government include making good use of existing revenue，expanding the non－mining sector and ensuring economic stability through continued political and social reforms.
Social indicators
PNG's population has suffered significant declines in living standards in recent years due to worsening economic performance.Although the country does not exhibit the widespread abject poverty present in some developing countries，poor health and social indicators show that poverty is a real problem.
PNG's main social indicators，such as life expectancy and maternal and child mortality rates，show improvements since 1975，but are still well below the averages for lower middle income countries(LMICs)．
PNG still has limited primary health care.Infectious diseases are claiming many lives，and there are serious public health risks from endemic diseases such as malaria，and an emerging HIV/AIDS epidemic.An estimated 1.7% of people in PNG carry the virus.
In education，the rate of participation in primary schooling is improving，but it remains lower than in most other countries in the region.
Basic social and economic indicators
Land area　　　　　　　　　　　　　　　　　　452 900 km
Sea area 3 120 000 km2
Capital Port Moresby
Population(2000) 5.12 million
Population average growth rate(1980－00) 2.7 per cent a year
Urban population(2004) 13 per cent
Total fertility rate(2003) 4.3 births per woman
Life expectancy at birth(2003) 57.2 years
Infant mortality(2003) 69 per 1000 live births
Under five mortality rate(2003) 93 per 1000 live births
Maternal mortality ratio(2002) 300 per 100 000 deliveries
Malaria incidence(2000) 1688 cases per 100 000 people
Population using improved water sources(2002) 39 per cent
Immunisation against measles(2003) 49 per cent under 12 months
Estimated HIV prevalence(2003) 1.7 per cent of total population
Adult literacy rate(2002) 64.6 per cent of age 15 and above
Female adult literacy rate(2002) 57.7 per cent of age 15 and above
Women in government(2005) 0.9 per cent of seats
Gross national income per person(2003) US$500
GDP average growth rate(2003) 3 per cent a year
GDP average growth rate per person(1990－2002) 0.5 per cent a year
Medicines Sans Frontiers
Today MSF is the largest private urgent medical aide NGO in the world.
Here are some concrete examples of what MSF does：
256 for a medical kit.Thanks to the emergency medical kit，MSF is able to be operational 24 H in any country in the world.For example the “basic” medical kit allows MSF to treat 1000 people for 3 month.It is meant for the dispensary and consists of all essential medicins，bandages and products to disinfect along with standard medical equipment.
24 to treat a cholera patient.The MSF “Cholera” kit allows MSF to face an imminent cholera epidemic.It contains 4000 L of drips，antibiotics，plastified cover sheets，soap，disinfectant and chlorinated water as well as gloves for the nursing staff.The kit is meant to treat 625 patients and costs 14.876 or 24 per person.
179 to transport 100 kilograms of medicins.In 2000，MSF moved 1.548 tonnes of medicines，medical and logistic equipment to 35 countries.Of course costs differ from destination to destination and from type of transport to type of transport but over half of the goods are transported by plane，a quarter by boat and the rest by road.
92 to vaccinate 100 children.The MSF “vaccination” kited is adapted to treat 10.000 people.It contains refrigerators and coldpacks to ensure that the vaccins remain cold，single use needles，vaccins and medical equipment needed for 5 teams of vaccinators.All this for a total cost of 9.231.75.Period 2　Speaking
教学目标　　　
1．语言知识目标：
(1)掌握以下重点单词和短语的用法，并能加以运用：
in the future，share...with...，social welfare programme，afford，sponsor，donate，cover，primary school，participate in
(2)熟悉以下句式：
Why would you...
How could you do that
Because I want to share with others...
First，find some information through...
The reason is that...
Then...Next...Finally...
2．语言能力目标：
学生能够使用时间表达法介绍一个人的生平或经历。
3．情感态度与文化意识目标：
了解“希望工程”及其他助人组织的情况，使学生懂得珍惜自己所拥有的，同时尽自己所能去帮助需要帮助的人。
重点难点　　　
1．教学重点：使学生能够列出某一个看法的几点原因，知道如何表达和支持某一个观点
2．教学难点：能够用英语准确地表达自己的想法，并且快速找到支持自己观点的论据
教学方法　　　
讨论与口头表达观点
教学过程　　　　　
?Step 1　Checking the homework
?Step 2　Discussion
T：We listened to the interview about Dr Mary Murray.From the interview，we know that she worked for MSF and helped people in poor areas as a volunteer.
Q1：Do you think whether people like Dr Mary Murray and Professor Fred Hollows should help those in poorer areas？Give your reasons.
(Four students a group and have a discussion.Then ask some of them to present their opinions and reasons.)
S1：In my opinion，Dr Mary Murray and Professor Fred Hollows should help those in poorer areas.And I would like to be a volunteer if possible.The reason is that we，either poor or rich，live on the same planet.Just as John F．Kennedy said in his inaugural address，“If a free society cannot help the many who are poor，it cannot save the few who are rich.”
S2：Humanism or humanitarianism is a necessary quality for us human beings.We should share what we have and help those who are badly in need of help.I will become a volunteer if time permits.Actually I often help those who need help.For example，every Sunday，I take my neighbour，a disabled girl，to the park to refresh herself.And we talk a lot，and I think I help her a lot，which makes me very happy.
S3：I agree with them，but I think the most important thing is that we should try to help the poor to be independent instead of just giving them food and clothes.
S4：I have a different idea.It's not wrong to help the poor.But according to my experience，helping the poor is not always a pleasant experience.
S5：I can't agree more.I once read an article about such kind of things.The “poor” are not always so noble，and they are the hardest to deal with.People who deal with the poor can tell a hundred stories about how they waste money and opportunities.You bring food to their home and notice a large－screen TV.You give them money and they buy groceries at the nearby convenience store(where prices are very high)．You have their car fixed and find out it is a Buick Skylark.Whenever you visit them，they are watching TV.
S6：Maybe what you said is true.However，it is not right to let the poor fight alone with their many problems coming from poverty.Unless we do something about poverty，the problems will remain.
Q2：Would you like to work as a volunteer like Dr Mary Murray in the future
Complete the table below and then share your ideas with your partner.
What I would do
Where I would like to go
How long I would stay
After the students have shared their ideas with each other，ask several students to tell the class about their ideas without looking at the chart.
Samples：
S1：If I'm a volunteer，I'd like to go to the western part of our country.Because many people there can't get access to clean drinking water，and quite a few develop strange diseases.I think I can help them.I know how to make water clean for them.And from my grandfather，I learned to treat some diseases with Chinese medicine.I would like to spend as many days or months as possible to help them if possible.I will work as a doctor to cure diseases.Of course，I will learn more traditional methods to treat different diseases.
S2：If I'm a volunteer，I'd like to go to Africa.Because many people there are too poor to get formal education.Just because of that，many suffer from AIDS or other contagious diseases.I'd like to share my skills of being a teacher and teach them.If possible，I will work there for a year and then come back to finish my education.And then I will return to the place to work again.In this way，I can help them get the latest information about the world and about science and technology.Of course，I can also get to know Africa and African people better，in order to help them help themselves.Because I know “God helps those who help themselves.”
S3：I will go to the hospital near my community.There are a lot of disabled people who have no one to help them.They are lonely and sad.I would like to talk with them，read to them，and even sing with them.In this way，I can help them get enough courage for their future life.I will go there every Sunday，and if possible，I will persuade my friends to go there with me.Then more and more people will offer help，and more and more disabled people will get help.I just want to be a volunteer，which does not need any special skills.I will learn how to take care of the elder and the sick.
?Step 3　Speaking task
T：I'm glad that you are all willing to help others.In order to be good volunteers，what should we do？Do you know that in our country there are still a lot of children who can't go to school？And there is a project which aims to help them.What is it？(Give some information about Project Hope.)
Project Hope
Project Hope has brought hope to children over the past 10 years，said a national working conference held in Harbin on Saturday.
Project Hope，which was first launched in October 1989，is a nationwide educational project to help mainly school dropouts in outlying，poverty－stricken areas resume their schooling.
According to the latest statistics，Project Hope raised 1.78 billion yuan(US $ 214 million)by June,1999，which aided 2.209 million education－deprived children to go to school and 7549 Hope schools to be built.
It is said that the past three years witnessed the largest amount of funds raised for Project Hope.The volume accounted for nearly half of the total raised in the last 10 years while the number of Hope schools built made up more than half.
Since last year，the strategic focus of Project Hope has gradually been shifted from the previous widespread aid to the cultivation of excellent students and follow－up support for Hope schools.
The main tasks of Project Hope in the future will concentrate on building more Hope schools，strengthening the training of teachers of these schools，equipping the schools with computers and related education software，and developing long－range education.
T：Who has ever sponsored a child or is sponsoring a child from a poor area？Have your parents，relatives or friends sponsored a child through Project Hope
When you grow up and get a job，would you like to participate in Project Hope by sponsoring a child from a poor area？And why
Four students a group.Share your opinions with your partner.Try to find out reasons for your answer.If you decided to sponsor a child，how would you do it？The expressions below may be useful in your discussion.
Why would you...
Because I want to share with others...
The reason is that...　Then...　Next...　Finally...
How could you do that
First，find some information through...
A sample discussion：
S1：I would like to sponsor a child from a poor area through Project Hope.
S2：Why would you like to do that
S1：Because I think school education is very important for a person，especially those in poor areas.If they fail to receive education，they will get poorer and poorer.Don't you know the saying that “knowledge changes fate”？
S2：Sure I know that.But how could you do that
S1：First，find some information through newspapers and the Internet，and get in touch with some children.After knowing their conditions，we can do something to help.For example，if they can't afford the money to go to school or don't have books and schoolbags，we can use our pocket money to help them.
S3：But how could you know that you are sponsoring the right child who really needs help
S4：Why don't we get in touch with China Youth Development Foundation first，and through it we can get enough information.
Se：I have a good idea.We can raise money for Project Hope.First，we can make a plan for raising money.We can design a slogan “Donate for Project Hope，help children who can't go to school”．Then，we print some leaflets，telling people about Project Hope.Next，we go to parks on Sundays，and collect money for Project Hope.I'm sure we will collect a lot of money for Project Hope.Finally，we can mail the money to China Youth Development Foundation.
?Step 4　Talking
Imagine that you have a CCC at your school and you are part of it.In groups，carry out the following tasks.Then choose a group member to present your decisions to the class.
1．List the kinds of Chinese organizations you would like to raise money for.
2．How would you raise this money
3．List the kinds of organizations you would like to give your time to.
4．What would you do for that organization
A sample plan：
As far as we know，there are many kinds of Chinese organizations that need people's donation，for example，China Charity is the country's largest charitable organization：The China Charity Federation(CCF)；Red Cross Society；Song Ching Ling Foundation；China's Welfare Homes for Children；Project Hope.
We would post a poster on the school bulletin board，telling the students that many children are suffering from diseases because they don't have money for medicine and that many children can't go to school because of poverty.We should try our best to help them，making the best of our pocket money.We would even get some pictures or videos about the poor.In this way，we can raise money for these organizations.Of course，we can also get help from local TV stations and newspapers，which can reach a wide range of audience and readers.
We would like to give our time to：1.The Local Orphanage 2.Home for Senior Citizens 3.Hospitals.
During the summer holidays and winter holidays，we would like to spend time talking with the lonely senior citizens and taking care of them.After the Spring Festival，we would take advantage of the chance to raise money for Project Hope or other organizations.If possible，we would like to visit the orphans when we are free.But，what a pity，we usually have lessons on weekends，even on Sundays.Nevertheless，we will try our best to help.
Homework：
Preview the reading passage on Page 29.
Finish Exercises 1 & 2 on Page 31.Period 5　Using Language：Reading and Speaking
教学目标　　　　　
1．语言知识目标：
a．重点词汇
parallel，abundant，govern，destination
b．功能句式
We could...
You might...
It would be possible to...
It isn't possible to...
...would be a perfect place for us.
I don't think you'd enjoy...
...would probably suit us.
It's out of the question.
2．语言能力目标
Through reading，enable the students to acquire detailed information about Peru.
3．情感态度目标
Help the students learn how to express likes and dislikes，probability and improbability with the target language.
重点难点　　　　　
教学重点：
Introduce briefly and properly the country—Peru.
教学难点：
Talk about tours in and around Cuzco with functional items given.
教学准备　　　　　
A slide projector and a tape recorder.
Let students surf the Internet to get information about Peru.
教学过程　　　　　
?Step 1　Lead－in
Ask the students something about their travelling abroad.(What places would you like to visit？Why？Where can you get information about places of interest？)
[设计说明]联系生活实际，导入话题，激发学生对话题的兴趣，为下文作铺垫。
?Step 2　Reading
1．Ask the students to read the entry from a textbook about Peru.Find the information they want to know about Peru.
Fill in the missing information.
Geographical areas：
a_narrow_coastal_belt；the_Andes_Mountains；high，flat_plains
The capital city Lima：
in_the_north_on_the_coast
The ancient Inca capital Cuzco：
high_in_the_Andes
The famous Inca ruins Machu Picchu：
close_to_Cuzco
Andes Mountains：
run_parallel_to_the_coast
2．Discuss specialities about this country.At the same time，deal with the questions：
a．Why is Cuzco popular with tourists
b．What is special about Lake Titicaca
c．What do you think the two official languages of Peru are
Keys：
a．Cuzco is a popular tourist destination as it is close to the famous Inca ruins of the city of Machu Picchu.It's a city where both Indian and Spanish culture and art can be seen.
b．Lake Titicaca is the highest lake in the world，and boats can travel on it.
c．They are Indian and Spanish.
[设计说明]由浅入深，通过手册和地图培养学生获取信息的能力，使他们对旅游前期的准备工作有了解。
?Step 3　Reading (pair work)
This text is just a brief introduction of Peru.If you want to travel in Peru，you should know more detailed information.What are the most popular tours in Peru？Any ideas？Turn to Page 44.Read the brochure.Work with your partner and answer the questions in Exercise 2.
1．Which tours would best suit people who like an active holiday and don't need first class accommodation
2．What kind of people would enjoy Tour 2
3．On which tours do you visit Machu Picchu
4．If you spent two weeks in and around Cuzco，which tour would be best to do last
Suggested answers：
1．Tours 1 and 4.
2．People who enjoy learning about the culture and lifestyle of the country they are visiting.People who enjoy beautiful scenery but prefer to see it through the windows of a comfortable bus.
3．We could visit Machu Picchu on Tour 1 and Tour 3.
4．Tour 2 would be best to do last because it ends in Lima，the capital.
[设计说明]要求学生对课文提供的四条路线进行分析和挑选，培养他们观察和分析的能力。
?Step 4　Speaking (group work)
Get the students to talk about tours in and around Cuzco with the expressions given.
First show the following expressions.
I like/don't like doing/to do...
I prefer to...
I enjoy/love/hate doing...
What would you like to do when you are on holiday？Discuss with your partners，using the above expressions.
After discussion，ask some students to tell their ideas.One student gives one sentence.
S：I like visiting museums on holiday.
S：I don't like going to historical sites.
S：I prefer to stay in expensive hotels.
S：I enjoy trying local food.
S：I hate visiting places on my own.
Imagine your group plans to spend eight days in and around Cuzco.Discuss which two tours you will take.
S：If we have eight days to travel in and around Cuzco，Tour 1 and Tour 2 would probably suit us.We could make walking tour on Tour 1，and experience the jungle and its wildlife.It would be possible for us to enjoy the mountain scenery and the ancient ruins.Then on the fourth day，we could arrive at the ruins of the ancient Inca city，then we could catch the train back to Cuzco.On the fifth day，we could begin our trip from Cuzco to Puno by road.We could enjoy the fantastic views of the highland countryside，then we would travel by boat across Lake Titicaca.We could see the beautiful scenery of the lake，also we could stay with the local family and learn more about their life.It would be a perfect place for us.Then on the eighth day we could return to Puno for our flight back to Lima.
S：We would choose Tour 3 and Tour 2.We like architecture，so we would spend four days in the Andes at Cuzco.We could visit the museums，and enjoy the Spanish architecture，also we could enjoy some delicious food，buy some great souvenirs，and we could take the train up to Machu Picchu to visit the ruins to learn more about its history.Then on the fifth day we could begin our trip by boat.We could enjoy Lake Titicaca，visit the Uros Indian's houses，and know more about their life and their manners and customs.At last，we would return to Puno for the flight back to Lima.
[设计说明]通过小组互动的方式，达到知识输出和培养学生英语表达能力的目的。
?Step 5　Discussion
Ask the other students to vote the line they choose to travel，and give their reasons.
[设计说明]通过班级辩论的方式，进一步培养学生总结和得出有效可行的结论。
?Step 6　Homework
In the reading passage，we learned about Xie Lei's life in London.We learned that she has to overcome many difficulties and face many challenges，because she has to get used to a completely new way of life.Now imagine your American penfriend has decided to come to China to study Chinese culture and language at a university near you.
Homework for today：write a letter to him or her giving information about what life will be like.Include things like：
●What he/she will find different in China (include things like food，study，transport，accommodation，etc.)
●How easy or difficult it will be to make friends
●The best way to learn Chinese and about Chinese culture
●Things you can do to help him/her settle in
Sample letter 1：
Dear Andy，
I'm glad to hear you are coming to China for university study.Here I'd like to offer you some tips in order that you will have a great time during your study in China.
As you know，China is a lot different from your country especially the culture，so you must try your best to adapt to the new environment.First，you must get used to Chinese food.This may not be the biggest challenge for westerners.Second，you had better be aware of the education system and make new plans for your university study.In addition，you should also be familiar with the transportation and accommodation.
On your first arrival in China，you may get a culture shock as well.The best way to overcome it is to make more local friends and to learn more about Chinese culture.Try to be easy－going and sociable so more Chinese people would like to make friends with you.After some communication with the local people，it will be rather easy for you to adapt to the new culture.
Of course you could turn to me for help at any time.I will be pleased to be your guide here in China，so please don't hesitate if you have any trouble.
Wish you a wonderful time in China.
Yours，
Fiona
Sample letter 2：
Dear Emma，
I'm very glad to hear that you have decided to come to China to study Chinese culture and language.
You have already known some Chinese words through my letters，but it's not enough for you to study in China.When you come here，you'll find there are many differences between China and America.You have to learn how to communicate with the local people.Chinese people are very friendly.So，it's easy to make friends.There are many places you can go such as parks，public museums，and historical attractions.You can simply talk to them，just be sincere and generous，and you will find your best friends.
You will have to adapt to the food and transport here.In China，most people use bikes，or take a bus，which is different in your country.Studying in China is also difficult.Chinese teachers are strict with students in study，so you should study hard.The best way to learn Chinese and Chinese culture，I think，is to live with Chinese people，stay with them，and always communicate with people in Chinese；if you have time，you can travel to different areas to know the variety of Chinese culture.
I hope you can live with my family，then I can help you learn Chinese.Of course，if you like to live alone，I can help you rent a good and cheap house near your university.I expect to see you soon.I'm sure that you'll love China.
Yours，
Li Ming
[设计说明]采用写作的形式，使每个学生有机会表达自己的观点，实现语言实用性的目的。
About Peru
Peru is a meeting place of different races，languages and cultures.The land inhabited by millions of natives before the arrival of the “Spanish conquerors”，and witnessed the arrival of Europeans，Africans and Asians.Over time，a rich cultural blend occurred，which is expressed in the Peruvian cuisine，handicrafts，music and dances.
In Peru，nature has brought together an enormous variety of landscapes，climates and ecosystems.With a range that includes the coastal deserts，the imposing geography of the Andean mountains，and the dense Amazon jungle，Peru holds the greatest variety of microclimates，plants and animals in the world.
This human and natural diversity produces a rich cultural interaction among different people，a variety of occupational patterns and use of spaces，and a spectacular fusion of cultures and landscapes.Thus，Peru has an enormous potential as a privileged tourist attraction capable of offering visitors a wide variety of options all year round.
POPULATION：25 661 700 inhabitants (as of year 2000)
AREA：1 285 215.60 sq.km
CAPITAL：Lima
LANGUAGE：Spanish，Quechua，Aymara
GDP：US $52 billion (estimated 2000)
MACHU－PICCHU
After having remained hidden from the world for more than four centuries，the architectural complex of MACHU－PICCHU，“old mountain” in Quechua，was discovered by the American archaeologist Hiram Bingham in 1911.Situated 112 km from Cuzco on the edge of the Urubamba canyon，at 2350 meters above sea level，it covers an area of 32 590 km2，and said to be built by the Inca as a religious area.It is made up of houses，places of worship，hydraulic systems and terraces.The Inca Trail is one's way of reaching the fortress，just as the ancient people of the empire arrived on foot，by stone paths，steps and tunnels that cross the Urubamba river and extend for more than 40 kilometers.
LIMA
With a current population of over seven million people，flanked to the east by the Andes Mountains and to the west by the Pacific Ocean，Lima is both the most modern and one of the oldest cities of Peru.In 1535，Lima was chosen as the Capital of Peru due to its privileged harbor location.During most of the colonial period，Lima remained the most important political and commercial power center in South America.This illustrious past is reflected in the colonial architecture that has earned the downtown area the UNESCO title of World Cultural Heritage.
Due to its importance as the country's economic center and its privileged central location in South America，Lima constitutes a convenient center for conventions and business meetings.Unit 3　Under the sea
指导思想与理论依据　　　
指导思想
本课题努力将新课程的理念融入教学之中，将语言知识与学生的现实生活紧密联系；将课堂教学放在具体的语言情景之中；把听、说、读、写语言技能的训练综合运用于课堂教学之中。通过探究法、观察法和发现法，让学生发挥主观能动性，改变原有的教师说解、说教的形式，重视知识和结论形成过程。努力发挥形成评价的激励机制，利用两两合作、小组活动的方式，激发学生参与教学的热情。根据学生的认知能力和接受程度，设计了编写对话和仿写作文等任务，使任务具有可操作性，让学生整堂课都处于新鲜感不断的亢奋状态中，并产生继续学习的动力。
总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提高语言的实际运用能力，达到最终教学的目的。
理论依据
《普通高中英语课程标准》明确提出：“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。”和“教师要引导学生主动学习，帮助他们形成以能力发展为目的的学习方式，鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。”
教材内容分析　　　　　
Unit 3的主题是“Under the sea”，中心话题是海底世界，听、说、读、写活动主要围绕海底动植物、海底奇妙景观，以及有关大海的神话故事展开的。教学内容由两篇阅读，两份听力，三个话题讨论和三个话题延续性写作任务组成。
阅读内容是：1.两起虎鲸轶事。(P20－21)
2．一篇有关海洋见闻和感受的日记。(P24)
听力内容是：1.三个观鲸人对旅行社服务的一些抱怨。(P25－27)
2．有关鲨鱼攻击人类事件的新闻报道。(P62)
3．记者和鲨鱼专家有关人们对鲨鱼的误解和为什么鲨鱼会急剧减少的谈话。(P65－66)
话题和写作内容：1.用Using Language 阅读中表达感受的词汇描述过去的难忘经历。(P24)
2．用speaking and writing中的抱怨用语在设置的情境中礼貌抱怨。(P27)
3．用以前学的persuasive writing的表述写一篇有关正确对待海洋生物，禁止乱捕的劝诫性文章。
学情分析　　　　　
高二学生对这个新鲜话题普遍很感兴趣，积极性也比较高，但大部分学生对新学的单词词汇还是比较生疏，运用英语进行交际的能力还是比较薄弱的，因此教师可以利用丰富多彩的图片资源，在任务型教学下完成本课题的学习。班级里的学生水平参差不齐，有些差距还是比较大的，因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们通过听、说、读、写都有所获。
三维目标　　　　　
知识目标
1．掌握本单元教学目的和要求中的单词和词汇。如：anecdote，annual，witness，accommodation，shore，yell，pack，flee，drag，depth，lip，abandon，relationship，seaside，net，dimension，reflect，pure，cell，aware，vivid，narrow，sharp，tasty，scare，shallow，awesome，seal，pension，pensioner，help out，be/become aware of，upside down，be scared to death，etc.
2．帮助学生更多地了解海洋/海底世界。
3．复习动词v.－ing形式的被动式。
能力目标
1．提高学生阅读能力和赏析水平。
2．在写作中学会表达责备、抱怨和要求赔偿。
情感目标
培养学生热爱和保护海洋生物的爱心。
教学重点
1．更多地了解海洋海底生物。
2．树立正确的观念“海洋生物和人们是朋友”并要热爱和保护它们。
教学难点
1．巩固动词v.－ing形式的被动式的用法。
2．在写作中学会表达责备、抱怨和要求赔偿。
教学方法
1．任务型教学。
2．合作型教学。
Unit 3　Teaching plans
Period 1　Vocabulary and Warming Up
Period 2　Pre－reading，Reading and Comprehending
Period 3　Language Study
Period 4　Grammar
Period 5　Using Language：Reading，Discussing and Writing
Period 6　Listening，Speaking and Writing
Period 7　Listening Task，Talking and Writing
Period 1　Vocabulary and Warming Up
Teaching aims　　　　　
1．Learn to pronounce the new words correctly and know their exact meanings in the context.
2．Guide students to use the new words in complete sentences with the help of pictures.
3．Learn to use the correct forms of the new words according to the context.
Teaching procedures　　　　　
?Step 1　Warming up
1．What is it in the second picture？And where are the watchers？(an aquarium)
2．Why do people buy aquariums or visit aquariums？(to decorate rooms/raise pets/watch sea creatures，etc.)
3．So in general what is an aquarium
(An aquarium is a place where people can enjoy a great diversity of creatures on the earth.)
4．Where can you find these creatures？(oceans/seas/coral reefs...)
5．What words would you like to use to describe them？ (beautiful/wonderful/marvelous/
splendid...)
?Step 2　Get familiar with the new words
Show pictures—lead students to output the new words—to make a complete sentence.
Picture 1
1．What special equipment is the man wearing？(a snorkel)
2．What is the man doing？(go/be snorkelling)
3．Do you think it is very deep？Guess the depth of the water.What word will you use to describe the water？(deep/shallow/...in depth)
Suggested answers：A man is snorkelling in shallow water which is probably 0.5 meter in_depth.
Picture 2
1．Where is the photo taken？(under the water)
2．What is it in the dark？(a cave)
3．Look at the entry of the cave；what word will you use to describe it？(a narrow entry)
Suggested answers：A camera is falling into a cave with a narrow entry.
Picture 3
1．Where are the people？(near the shore/at the seaside)
2．Suppose you were one of them，what would be your feeling or reaction when facing a whale
(yell/be scared to death/flee from the shore)
3．Suppose these are local people and the whale has difficulty returning to the sea，what will they do in your opinion？(help...out)
4．Suppose the next day a news reporter gets the scoop and interviews them，what is the relationship between them？(interviewer and witnesses/interviewees)
5．According to the information you get，say something to describe the picture.
Suggested answers：At the seaside，there is a crowd of people yelling when facing a whale and some of them are scared to death，even trying to flee.
Or
Near the shore a whale gets stuck and some local people want to help the whale out.The next day a news reporter interviews them.The relationship between them is interviewer and witnesses.
Picture 4
1．What is the animal called in English？(seals)
2．Usually，where do you suppose we can find seals and penguins？(in Antarctic)
3．What word will you use to describe the snow and the whole scenery？(pure white/beauty)　
4．What will they do next according to the picture？(leap)
5．Say something to describe the scenery.
Suggested answers：Seals are common animals in Antarctic.Isn't it a real beauty when you see a pack of seals are leaping from the ice，against the pure white background
Picture 5
1．What is it？(a sea－slug)
2．What can you see on the back of the sea－slug？(with vivid colors and stripes/it is a striped sea－slug)
3．In general，animals and plants with vivid colors are dangerous.They are...(poisonous)
4．Say something about the picture.
Suggested answers：The ocean is a place full of magic where you can find animals and plants with vivid colors and different shapes，but generally speaking，animals and plants with vivid colors are poisonous.
Picture 6
1．Is the fish swimming in the normal way？(hang upside down)
2．What do you suppose it is doing？(eating tasty plants)
Suggested answers：The fish，hanging upside down，is eating some tasty plants in the ocean.
?Step 3　Consolidation
One afternoon I was sorting out my a______ when I heard a huge noise coming from the bay.As we ran down to the s______，we saw an enormous animal jumping in the water up and down in order to inform the whalers of a whale out there for them.
With Old Tom guiding the way，we soon got close to the hunt，astonished to see a whale being a______ by about six other killers.Some t______ themselves on top of the whale's blow－hole to stop it b______ while others tried to stop it f______ out to sea.Then a whale hunter in the boat a______ the harpoon at the whale and hit it.Soon the whale died.The killer whales d______ the body of the whale down into the sea.The body would f______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and t______.
On another occasion，James，a whaler，was w______ off the boat.I was terrified to see a shark a______.Fortunately，Old Tom held James up in the water while the other killers were still attacking the whale.
Suggested answers：accommodation；shore；attacked；threw；breathing；fleeing；aimed；dragged；float；tongue；washed；approaching
?Step 4　Homework
Get more information about sea creatures on the Internet.Period 3　Pre－reading and Reading
教学目标　　　
1．语言知识目标：
(1)学生能够正确读写及运用以下单词：
airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remote；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege
(2)学生掌握下列词组的意思并能在句子中熟练运用：
hear from；(be)dying to；the other day；dry out；dry up
2．语言技能目标：
(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。
(2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．语言能力目标：
增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。
4．情感态度与文化意识目标：
(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。
(2)在小组合作互动中，增强学生的团队合作精神与分享意识。
重点难点　　　
1．教学重点：a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息；
b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。
2．教学难点：a.理解作为志愿者工作的意义，从而树立正确的价值观；
b．训练用英语获取信息、处理信息、分析问题和解决问题的能力。
课前准备　　　
1．学生的学习准备
查找关于巴布亚新几内亚独立国的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息编成问题或写成一段文字，在课堂上向其他同学汇报。这提高了学生的学习兴趣，把被动的学习变成主动的学习。
2．教师的教学准备
查找关于国内外关于帮助他人的个人和组织。
3．教学环境的设计与布置
在教室里张贴班级学生参加社团活动或志愿者活动和“献爱心”捐款的照片及资料。
4．教学用具的设计和准备
制作与阅读课文相关的多媒体课件。
教学过程　　　
?Step 1　Warming up
1．Show the sign of United Nations Volunteer in China.
2．What does the word “volunteer” mean？In groups，discuss who can be called volunteers.
(People who help others in their community or outside their community would be called volunteers.However，they would not be called volunteers if they help their parents，other relatives or friends.)
[设计说明]通过中国青年志愿者的标志导入，因为标志中有一个手的图形，提醒学生：志愿者常常伸出手帮助别人。然后分组讨论“什么样的人才被称为志愿者”。经过讨论，学生统一了认识，知道了志愿者是指帮助与自己没有直接关联的人。这一点对于理解课文也非常重要。
?Step 2　Pre－reading
1．Show the title and a map to the students and introduce some information about Papua New Guinea.
(T：Now，let's read a passage about a volunteer working in Papua New Guinea—A Letter Home.)
(Introduction：Papua New Guinea is situated in the Pacific Ocean，to the north of Australia.It is a poor country with a population of 5.7 million，around 80% of Papua New Guineans living in rural areas with few or no facilities such as running water and electricity.English is the official language.Because of the poverty，not all children go to school.Around 85% of children start school but about 60% of these reach Year 5.)
2．Show some pictures to the students and make them get some background information.
[设计说明]由于学生对于巴布亚新几内亚独立国的情况了解不多，教师有必要在阅读课文之前介绍一些这个国家的信息，也可以布置学生在课前上网查找这个国家的资料，上课时由学生用英语汇报，或者采用“头脑风暴”或分组竞赛抢答的形式，使学生在较短的时间里掌握足够的背景资料。随后展示一些图片，既加深学生对于这个国家落后的经济、教育状况的印象，也有助于之后阅读活动的展开。
?Step 3　Scanning
Divide the passage into 4 parts and find out the main idea of each paragraph.
Part 1(Paragraph 1)　　　　Opening of the letter and introduction to what will be talked about in the passage.
Part 2(Paragraphs 2－3) The school where Jo worked and Jo's work at school.
Part 3(Paragraphs 4－8) Jo and Jenny visited Tombe's home in the village.
Part 4(Paragraph 9) End of the letter.
[设计说明]快速阅读后要求学生分段，再找出每段的大意。如果是阅读理解能力普遍较弱的班级，教师可以把这项任务改为把各段与段落大意相搭配，如下所示：
Part 1(Paragraph 1) End of the letter.
Part 2(Paragraphs 2－3) Opening of the letter and introduction to what will be talked about in the passage.
Part 3(Paragraphs 4－8) The school where Jo worked and Jo's work at school.
Part 4(Paragraph 9) Jo and Jenny visited Tombe's home in the village.
?Step 4　Skimming
Skim the passage and finish the following tasks：
Task 1 Answer the following questions：
(1)Why did Jo send Rosemary some photos
(It is difficult for Rosemary to imagine how life was hard.)
(2)Why was science the most challenging subject for Jo
(Her students had no concept of doing experiments and there was no equipment.)
(3)Why did the boys start jumping out the windows
(The boys never came across anything like the bubbling mixture.)
(4)Why should it take Jo and Jenny two and a half hours to get to the village
(They had to climb up a mountain to a ridge first and then down a steep path to the village below.)
Task 2 What have you learned about the customs and lives of the people in Tombe's village？Read Paragraphs 4－8 carefully and complete the table below.
Type of houses Diet
Family relationships Possessions
Cooking methods Agriculture
Sleeping arrangements Beliefs
Suggested answers：
Type of houses small，round，made of bamboo，grass roofs；men's huts have grass sticking out of the top of the roof，no windows；small doorway；floor covered with fresh grass Diet Sweet potato，corn，vegetables peanuts
Family relationships large extended families (Everyone seems to be a relative of Tombe's). Possessions Not many—one broom，a few tin plates and cups，a couple of jar
Cooking methods Hot stones are placed in an oil drum，then vegetables are placed in the drum，covered with banana leaves and steamed. Agriculture Tools are very basic，e.g.a digging stick(There is no machinery.)
Sleeping arrangements A new sleeping platform for the guests，Kiak usually slept in her own hut. Beliefs The villagers believe in evil spirits.They believe that leftover food attracts evil spirits so they dry it out in a can over the fire.Then the can is thrown out of the hut.
[设计说明]仔细阅读是快速阅读的延续。通过阅读，查找到巴布亚新几内亚独立国里各部落居民的生活状况和风俗习惯。这也是这篇课文的重点之一。如果学生感觉难度较大，可以给出句子，只留一些关键词汇的空格让学生填写，如空出答案中的画线的单词。
?Step 5　Reading aloud
Read the passage aloud and underline the important phrases and difficult sentences.
[设计说明]边读课文边画出重点词组和难句，加深对于课文内容的理解。而且，在程度较好的班级，在时间允许的情况下，教师可以在朗读课文结束后插入一些词汇和句型的讲解。也可以根据情况，把词组和难句放在下一节课中专门讲和练。
?Step 6　Discussion
1．Why do you think Jo became a volunteer in PNG
2．Would you like to work as a volunteer in a poor area？Give reasons.
[设计说明]通过讨论Jo作为志愿者的原因，可以使学生更好地了解这个单元的主题：帮助他人、分享合作。通过第二个问题，教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于教师进行德育教育，帮助学生树立正确的价值观。
?Step 7　Homework
Write a passage about 100 words to introduce the village and life in the village according to the photos and the table in Exercise.1.
[设计说明] 根据图片和图表写一段关于村落情况和生活的介绍文字，既加深了学生对于课文重点段落的印象，又发展了借助图片、表格等非语言信息进行语言输出的能力。如果学生英语程度不够好，教师可以给出短文的开头几句，例如One of my students，Tombe lives in a small village in Papua New Guinea.The visit to his home impressed me...。时间允许的话，还可以在上一个讨论问题环节结束后，让学生两人一组，先轮流进行口头作文，再回家完成书面作文。Period 2　Language Study
Teaching aims　　　
1．To learn the useful expressions and sentence structures in the reading.
2．To enable students to use language points both orally and in written forms.
3．To further get students inspired by Marty Fielding.
Teaching procedures　　　
?Step 1　Learning words and phrases
1．ambition n．雄心，野心
Her ambition is to become part of the national team for the next Paralympic Games.
她的抱负是能够成为国家队的一员来参加下一届残奥会。
To be a good teacher has been her lifelong ambition.
做一名好教师是她终生追求的目标。
[拓展]
full of ambition野心勃勃
achieve one's ambition实现某人的愿望
have the ambition for sth.渴望得到某物
2．suitable adj.适合的，适宜的
Although some may think the cinema is noisy，it is suitable for Sally's condition.
尽管有人可能认为电影院里太吵了，但是它非常适合萨利的身体状况。
He has nothing suitable for a formal party.
他没有适合这样正式晚会的任何东西。
3．beneficial adj.有益的
be beneficial to对……有益处
[拓展]
benefit vt.使……受益
n．益处，优势
benefit sb./sth.对某人/物有益
benefit from/by从……中获得益处
be of benefit to...对……有益
for sb.'s benefit＝for the benefit of sb.为了某人的利益
These birds are beneficial to man.
这些鸟对人类有益。
We benefit a lot from daily exercise.
日常锻炼对我们很有益。
His mother lost her life for the benefit of the bank.
他母亲为了银行的利益献出了自己的生命。
4．in other words 换句话说
In other words，there are not many people like me.
换句话说，像我这样的人并不多见。
[拓展]
in a/one word总而言之
in word 在口头上；在表面上
have a word with sb.与某人说(私)话
have words with sb.与某人吵嘴
keep/break one's word遵守诺言/失信
Have a word with Tom and see what he thinks.
和汤姆谈一谈，看他是怎么想的。
Please retell the story in your own words.
请用自己的话复述这个故事。
In a word，I didn't like that car at all.
总之，我一点也不喜欢那辆小汽车。
5．adapt to 适应
Unfortunately，the doctors don't know how to make me better，but I am very outgoing and have learned to adapt to my disability.
不幸的是，大夫们不知道如何治好我的病，但是我很开朗乐观，学会了适应身体的残疾。
We should adapt to the new environment as soon as possible.
我们应该尽快适应新环境。
6．cut out 切去；省略；停止做某事
I think I had at least a billion tests，including one in which they cut out a piece of muscle from my leg and looked at it under a microscope.
我想我至少做过十亿次检查了，包括有一次检查，他们从我的腿部切下了一小块肌肉，放在显微镜下观察。
You should cut out the second part of the article.
你应该删掉文章的第二部分。
She tried to persuade me to cut out drinking.
她试图说服我戒酒。
[拓展]
cut down砍倒；削减
cut in插嘴；超车
cut off切断……供应；中断
cut across/through抄近路
cut up切碎
I wish she would stop cutting in on our conversation all the time.
我希望她别老是在我们谈话中插嘴。
My doctor has told me to cut down on salt.
我的医生告诉我减少盐的摄入量。
They had cut off aid to us.
他们已经中断了对我们的援助。
7．out of breath 上气不接下气
So sometimes some children in my primary school would laugh，when I got out of breath after running a short way or had to stop and rest halfway up the stairs.
因此，上小学时有些孩子见到我跑很短一段路就喘不过气来或者爬楼梯爬到一半就得停下来休息，他们就会笑我。
They were both red in the face and out of breath.
他们俩都面红耳赤，气喘吁吁。
[拓展]
hold one's breath 屏住呼吸
lose one's breath 喘不过气来
take a deep breath做深呼吸
When entering the room，please hold your breath.
当进入房间时，请屏住呼吸。
8．all in all 总而言之
All in all I have a good life.总而言之，我生活得很好。
All in all，it had been a good success.
总而言之，那是个巨大的成功。
[拓展]
in all总共
at all根本；全然
above all最重要的是
after all毕竟；终究
Please don't be angry with him—he is only 6，after all.
请别生他的气了，毕竟他只有六岁。
9.as well as 也；和
As well as going to the movies and football matches with my friends，I spend a lot of time with my pets.
除了和我的朋友一起去看电影和足球比赛之外，我还花很多时间和我的宠物在一起。
She had all her homework to do，as well as looking after her sick father.
她除了要照顾生病的父亲之外，还要完成所有的作业。
[提醒]
as well as还可以用作连词，表示“和……一样好”；另外，连接两个主语时，谓语动词和最前面的主语保持一致。
He plays the piano as well as his teacher.
他钢琴弹得和他的老师一样好。
Mr.Li as well as his students is going to the zoo tomorrow.
李老师和他的学生们打算明天去动物园。
10．in many ways 在很多方面
In many ways my disability has helped me grow stronger psychologically and become more independent.
在许多方面，我身体的残疾使我在心理上变得更加坚强，更加独立。
My uncle has helped me in many ways.
我叔叔在很多方面帮助过我。
11．make fun of 取笑
So don't feel sorry for the disabled or make fun of them，and don't ignore them either.
因此，不要感到残疾人可怜，或者取笑他们，也不要不理他们。
It is impolite to make fun of the disabled.
取笑残疾人是不礼貌的。
[同义短语]
play a joke/trick on sb.＝make a fool of sb.＝laugh at sb.取笑
?Step 2　Using words and phrases
1．Do Exercises 1,2 and 3 on Page 4 in Learning about Language.
Suggested answers：
Exercise 1：
Noun Adjective Noun Adjective
ambition ambitious clumsiness clumsy
absence absent firmness firm
suitability suitable noise noisy
benefit beneficial psychology psychological
annoyance annoyed/annoying encouragement encouraging
　　Exercise 2：1.lap　2.annoyed　3.dictation　4.entry　5.microscope　6.outgoing　7.fellow　8.conduct
Exercise 3：in many ways；sit around；made fun of；adapt to；out of breath；All in all；cutting out；In other words
2．Translate the following sentences into Chinese.
(1)As her eyesight failed she knew she would have to resign from the community health committee.
(2)She is famous in literature for her novel about the campaign to abolish slavery.
(3)Never mind about that software！We will repair it when we meet with the engineer from the company.
(4)Congratulations！The profit from selling those wheelchairs will be enough to buy six new benches for your school.
(5)The parrot flew out of the pet shop and landed on the bowling－green(草地滚木球场)across the road.
(6)I left the meeting when they began to talk about politics and headed for the exit.
(7)It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings.
(8)I had wanted to clean out the basement in his absence，but unfortunately I didn't have time.
(9)James carried his new fish tank carefully to the house，dreaming of how wonderful it would look full of colorful fish.
(10)The bench was hard to sit on，but it provided an excellent resting place for people after climbing the hill.
Suggested answers：
(1)由于她的视力下降了，她知道她不得不从社区健康委员会辞职了。
(2)她由于那本关于废奴运动的小说而享誉文学界。
(3)不用担心那个软件！我们和那个公司的工程师见面后就会修好的。
(4)恭喜！卖掉那些轮椅的利润足够为你们学校买六个新长椅的。
(5)那只鹦鹉从宠物店里飞出来，落在马路对面的草地滚木球场上。
(6)他们开始谈论政治时我就离开会场，朝出口走去。
(7)确保邻近的残疾人能够进出所有的公共建筑物是我的志向。
(8)我本想在他离开的时候彻底打扫下地下室，但不巧的是我没有时间。
(9)詹姆斯小心翼翼地把新鱼缸搬进屋子里，想象着装满五颜六色的鱼后，该有多么美呀。
(10)这条长凳坐着很硬，但是人们爬完山之后可以坐在上面好好休息一下。
?Step 3　Consolidation
Ask students to retell the text after learning the useful words and phrases.
?Step 4　Homework
1．Finish off Exercises 1 and 2 on Page 48.
2．Go over the useful words and phrases in the text.Period 5　Reading，Speaking and Writing Task
教学目标　　　
1．语言知识目标
(1)学生能够正确读写及运用以下单词：
donate，voluntary，purchase，anniversary，seed，sew，ox，tractor，Kenya，click，tailor，political，distribute，distribution，security，operate
(2)学生掌握下列词组的意思并能在句子中熟练运用：
in need，sewing machine，trunk library，choose from
2．语言技能目标
(1)强化略读、查读等阅读技能，训练通过寻找关键词等方式更快速并准确地确定文章的大意，理清文章的总体框架与脉络的技能。
(2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
(3)根据提纲，快速构思完成英语习作的技能。
3．语言能力目标
增强阅读理解能力和书面表达能力。
4．情感态度与文化意识目标：
(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。
(2)在小组合作互动中，增强学生的团队合作精神与分享意识。
重点难点　　　
1．教学重点：阅读能力、写作能力的培养和提高。
2．教学难点：训练用英语获取信息、处理信息、分析问题和解决问题的能力；用英语说明自己学习生活情况的能力。
教学准备　　　
1．学生的学习准备：熟读本单元的单词词组，想一想如何用英语向别人介绍自己的情况。
2．教师的教学准备：查找“希望工程”的相关信息。
3．教学用具的设计和准备：制作与课文相关的多媒体课件。
教学过程　　　
?Step 1　Pre－reading
Several questions：1.What can we do for the children in poor areas or countries
2．Have you ever tried to send a gift or something to the children in poor areas or countries？How can you send the gifts to them
Now let's read the passage“The World's Most Useful Gift Catalogue”．
[设计说明] 通过几个问题直接引入要学习的内容。由于第一篇课文介绍志愿者在巴布亚新几内亚独立国部落教书的经历，所以提问What can we do for the children in poor areas or countries？学生可能会回答：Teach the children.也可能会出现这样的答案，如：Send some clothes/some money/some gifts to them.这样教师可以顺利地进入下面的问题：How can you send the gifts to them？随后进入课文的阅读。
?Step 2　Reading and speaking
1．Read the passage and answer the following questions：
(1)What's the passage about？(How to send a gift to those who need them.)
(2)Where is the list of the gifts？(It is on the left side of the page.)
(3)What's the purpose of the Internet page？(Let people give an unusual gift to the poor.)
(4)In the Internet page，there's a card on the right.How can you get it
(When you purchase a gift from the catalogue，you'll be sent an attractive card.)
(5)What occasions(场合)can you use the cards for
(Weddings，births，birthdays，Christmas or anniversaries，etc.)
(6)In what kind of order are the gifts listed？(In the order of price.)
2．On the Internet page，when you click on each gift，you get a description of that gift.In pairs，write the correct gift(A to U)from the Internet page next to each description below.
(1)This gift allows a woman who is a trained tailor to make some income，giving her and her family a better future.(India，Tanzania，Kenya)
(2)This gift gives a person the opportunity to acquire basic reading and writing，and life skills.Adults develop the confidence to partcipate in the social，economic and political lives of their communities.(Nepal，India，Bangladesh，Uganda)
(3)This gift covers the cost of production and distribution of seedlings，as well as training in tree care for the local villagers who are working hard to prevent their land from turning into desert.(Kenya，Tanzania，India)
(4)This gift buys a goat.A goat gives milk and is a valuable income.Goats increase in mumber quickly and add much to a family's food and financial security.They are easy and fun for children to care for.(Nepal，India，Uganda)
(5)This gift covers the cost of exercise books and textbooks for community primary schools that operate in poor or remote villages.(Southern Sudan)
(6)This gift gives a child a good start in munity schools provide good quality education for children who would otherwise have no opportunity to attend school.(Bangladesh，Kenya，Uganda)
Keys：(1)N　(2)G　(3)A　(4)J　(5)F　(6)I
[设计说明]作为语言运用部分的阅读文章，“世界上最有用的礼物清单”通过图文结合的方式，介绍了一些特殊的礼品，阅读难度不大。所以只设计了两个练习来帮助学生理解课文内容。第一个练习是学生快速阅读后回答问题，第二个练习是仔细阅读后找出合适的捐赠项目。之后，可以简单提提文中出现的短语：in need，choose from，及两个名词短语sewing machine，trunk library。
?Step 3　Writing task(Page 75 in the Workbook)
1．Introduce some information about Hope Project.
T：In fact，not only in PNG，India，Kenya，but also in China，many children in poor areas still need help.Their parents have no money to afford to keep them at school，although they are so dying for school.In some areas，classrooms are badly－equipped.(Show some pictures to the students and then introduce Hope Project.)
　　　　　　
Project Hope is a social welfare programme founded by China Youth Development Foundation.Its aim is to raise money to help those children in poor areas who have to leave school early only because their families cannot afford to keep them at school.
2．Shanshan is an 11－year－old girl from Gansu Province whose family cannot afford to keep her at school.You have just decided to sponsor(资助)her.Shanshan loves practising English.Write a short letter to her in English.The following points should be included in your letter.
Hello Shanshan，
__________________________?Introduce yourself.
__________________________?Say something about
__________________________　yourself and the things
__________________________　you like doing.
__________________________?Describe your family.
__________________________
__________________________?Let her know you would
__________________________　like to hear from her.
Yours sincerely，
____________________ ?Sign your name.
A writing sample：
Hello Shanshan，
My name is Yang Xiaoping and I'm really pleased that I can help you stay at school.I've heard that you love practising English so I'm also practising my English in this letter.
Let me tell you a bit about myself.I'm 16 years old and I go to No.2 Middle School in Bejing.My favourite subjects at school are maths and science.I have a great group of friends that I play soccer with every lunchtime.In my spare time I like going to the movies and reading.
I live with my mum and dad in an apartment on the 15th floor.I have two sets of grandparents.My mum's parents live far away in Shandong，but I see my other grandparents often as they live near us.
I'd love to get a letter from you and to learn about your life in Gansu.
Yours sincerely，
Yang Xiaoping
[设计说明] 由捐助说到了中国农村很多孩子因贫困无法上学，介绍“希望工程”，再过渡到如果你捐助了一个学生，给她写封信，介绍你自己的学习和生活情况。信的提纲已经给出，这便于学生快速构思，有助于学生在课堂上规定的时间内完成习作。如果时间不够，学生仅仅完成初稿，可以把修改和誊抄的工作作为家庭作业布置下去。Period 4　Grammar
教学目标　　　
1．语言知识目标：复习限制性定语从句的特点和关系词。
2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。
重点难点　　　
1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词使用的场合，能够运用限制性定语从句。
2．教学难点：关系代词和关系副词使用的场合，在写作中运用限制性定语从句。
教学准备　　　
1．学生的学习准备：复习限制性定语从句的特点及关系词。
2．教师的教学准备：整理关系代词和关系副词的使用场合，并绘制表格。
3．教学用具的设计和准备：制作多媒体课件。
教学过程　　　
?Step 1　Presentation
1．A game “Guess who he/she is.”：Listen to several sentences，and then guess who he/she is according to the description.
2．Show the sentences with the restrictive attributive clauses in the game in the screen and make the students find them out.
e．g.The student is a boy who_is_taller_than_me.
The student is a boy who_is_always_ready_to_help_others_and_popular_among_the_
classmates.
The student has a nickname which_is_related_to_a_lovely_animal.
[设计说明] 听句子，猜猜他/她是谁的游戏，能够很快地引起学生的兴趣，活跃课堂气氛，而且，在描述中使用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了准备。
?Step 2　Revision
1．Revise the characteristics of restrictive attributive clauses.(The students can say that in Chinese.)
从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。
从功能上看，限制性定语从句对先行词起着修饰和限制的作用，如果去掉从句，会影响到整个主句的意思。
2．Revise the relative pronouns and adverbs of restrictive attributive clauses.
the usage of the relative pronoun
关系代词
指代 在定语从句中所充当的成分
person thing Subject主语 Object宾语 Attributive定语
who
whom
which
that
whose
the usage of the relative adverb
关系副词 指代 在定语从句中所充当的句子成分
when time adverbial
where place adverbial
why reason adverbial
关系副词＝介词＋which
3．Revise the usage of “that”．
that和which在指物的情况下一般可以互换，但在下列情况下，一般用that而不用which。
(1)先行词为all，everything，nothing，something，anything，little，much 等不定代词时。
(2)先行词被all，every，no，some，any，little，much，the only，the very，the same，the last，序数词或形容词最高级等修饰时。
(3)先行词是who或who引导的主句。
(4)主句是there be 句型时。
(5)先行词中既有人又有物时。
注意：介词后面只能用which 而不能用that。
[设计说明] 借助第一环节中的句子，先让学生找出限制性定语从句，再复习限制性定语从句的特征和关系词的用法，尤其是关系代词that的用法，为下面的环节——关系词的运用打下基础。
?Step 3　Practising
1．Fill in the blanks with the proper relative pronoun/adverb.
(1)The reason ______ he didn't come to school yesterday is that he was ill.
(2)The baby ______ trousers is red is Jack.
(3)The woman ______ can speak Russian got the job.
(4)The woman______we saw on the street got the job.
(5)Can you lend me the book about ______ you talked last night
(6)Is this the library from ______ you borrow books
(7)I've read all the books ______ are not mine.
(8)I am sure she has something ______ you can borrow.
(9)The reason______ the accident happened is still unknown.
(10)He will have to put off his concert until next month，______ he finishes his travel around the world.
Keys：(1)why　(2)whose　(3)who　(4)whom　(5)which　(6)which　(7)that　(8)that　(9)why　(10)when
2．Complete the sentences with your own words.
(1)Painting is an activity that____________.
(2)The interpreter to whom you____________ is on holiday.
(3)The man who____________ is a doctor.
(4)The woman whose daughter ____________ is over there.
(5)The school where you____________ has been improved.
(6)Anne is doing some research on the time when ____________.
(7)The reason why he ____________ was that he was watching an interview of the first Chinese astronaut on TV.
3．Answer the following questions using attributive clauses with the pronouns/adverbs in the brackets.
Example：What kind of friend would you like to have？(whom)
I'd like to have a friend whom I can trust.
(1)What kind of place would you like to go to for a holiday？(where)
(2)What story do you enjoy most？(which/that)
(3)Which musical instrument would you like to learn to play？(which/that)
(4)Why didn't you finish your homework？(why)
(5)What kind of person is she married to？(to whom)
(6)What sport do you participate in most often？(which/that)
(7)Which day won't you ever forget？(when)
4．Write a passage about your class/family using restricitive attributive clauses as many as possible.
[设计说明]语法运用在这个部分是层层递进的，练习1要求学生填写关系代词或关系副词，练习2要求学生造句，完成定语从句，练习3则要求学生根据给出的关系词写出一个含有定语从句的完整的句子，练习4要求写一篇含有多个定语从句的文章，体现了“词—句—篇”的教学原则。如果学生的水平较弱，难以按照教师的要求完成写作练习，教师也可以要求学生翻译一段含有多个定语从句的文章以达到在语篇输出中运用限制性定语从句的目的。(下划线的句子要求用上限制性定语从句)
瞧！这是一张我们班级的照片。我们班是一个由27个男生和26个女生组成的大家庭。那个留着短发的女老师是我们的班主任周老师。班长是一个喜欢体育的男孩。你能找出他吗？站在第三排中间最高的那个就是我们的班长——李明。笑得最开心的是我那可爱的同桌。我永远不会忘记那些我们一起学习和生活的难忘的日子。
A writing sample：
Look！This is a photo of our class.Our class is a big family which is made up of 27 boys and 26 girls.The woman teacher who wears short hair is our head teacher，Miss Zhou.Our monitor is a boy who likes sports.Can you find him out？The tallest boy who is standing in the middle of Line 3 is our monitor—Li Ming.The girl whose smile is the biggest is my lovely deskmate.I will never forget the unforgettable days when we studied and lived together.Period 2　Language Study
Teaching aims　　　
1．To learn the useful expressions and sentence structures.
2．To enable students to use language points both orally and in written forms.
Teaching procedures　　　
?Step 1　Learning words and phrases
1．desire n．渴望；欲望；渴求；vt.希望得到；想要
Do you think it is possible for a robot to have its own needs and desires
你认为机器人有可能有自己的需求和愿望吗？
[拓展]
(1)desire作名词时，可接不定式或者for短语作定语，还可以接that引导的同位语从句。
(2)desire作及物动词时的常见搭配：
desire sth./to do sth./sb.to do sth./that...
[注意]
desire作名词后接同位语从句以及作动词后跟宾语从句时，从句常常用虚拟语气，即“(should)＋动词原形”结构。
The teacher desires me to come to school on time.
＝The teacher desires that I should come to school on time.
2．test out 试验；考验
It was going to be_tested_out_by Larry' wife，Claire.
它将由拉里的妻子克莱尔来试验。
[拓展]
test sb.on sth.就某事(物)测试某人
test sth.on sb./sth.在某人(物)身上做试验
test sb.for sth.为某事检查某人
Mr.Li will test us on_ grammar next week.
下周李老师要检测我们的语法。
I am going to_test you for diabetes.
我将要检查你是否有糖尿病。
They have decided to test_the medicine on cats.
他们已决定在猫身上试验这种药。
3．alarm vt.使某人警觉；使惊恐；n.警报；惊恐
However，when she first saw the robot，she felt alarmed.
然而当她第一次看到那个机器人时，她害怕了。
Please give/raise/sound the alarm when you are trapped in danger.
当你处于危险境地时，请发出警报。
[拓展]
be alarmed at/by担心，害怕
give/raise/sound the alarm发警报
in alarm惊恐地
4．sympathy n．同情心
Claire thought it was ridiculous to be offered sympathy by a robot.
克莱尔觉得，机器人向她表示同情，这有点荒唐可笑。
[拓展]
(1)have/feel sympathy for sb.同情某人
play on sb.'s sympathy利用某人的同情心
be in sympathy with sb./sth.赞同/支持某人/某事
(2)sympathize v．表示同情，怜悯
sympathetic adj.有同情心的
I have_a_lot_of_sympathy_for him；he brought up his two children on his own.
我非常同情他，他独自把两个孩子养大。
You'd better not play_on_Tom's_sympathy.It's not polite.
你最好不要利用汤姆的同情心，那是不礼貌的。
We are_in_sympathy_with_your stand on lower taxes.
我们支持你关于减税的立场。
5．favour n．喜爱；恩惠；vt.喜爱，偏袒
As a_favour Tony promised to help Claire make herself smarter and her home more elegant.
托尼为让克莱尔高兴，答应帮助她，使她变得更漂亮，使她的家变得更高雅大方。
A teacher must not show favour to one student more than another.
教师不应该偏爱某一个孩子。
Personally，I favour the latter one.
就我个人而言，我喜欢后者。
[拓展]
in favour of支持，赞同
do sb.a favour/do a favour for sb.帮某人一个忙
ask sb.a favour/ask a favour of sb.请某人帮个忙
Are you_in_favour_of_the decision
你支持这个决定吗？
Now that you are not busy，why not do_him_a_favour/_do_a_favour_for_him
既然你不忙，为什么不帮他个忙呢？
6．accompany vt.陪伴；伴舞
accompany sb.to someplace陪伴某人去某地
accompany sb.at/on...用……为某人伴奏
accompany sb.in doing sth.陪某人做某事
注意：不能用accompany sb.to do sth.结构
As he was not allowed to accompany_her_to_the_shops，he wrote out a list of items for her.
因为克莱尔不让托尼陪她去商店，所以托尼就给她写了份购物清单。
She asked her teacher to accompany_her_on/at the piano at the concert.
她请她的老师在音乐会上为她钢琴伴奏。
Will you please_accompany_me_in travelling to Shanghai on business
请陪我去上海出差好吗？
7．ring up 给……电话
When the clerk at the counter was rude to her，she rang_Tony_up and told the clerk to speak to him.
当站台的售货员对她粗鲁时，她就打电话给托尼，让售货员同托尼说话。
I will ring_you_up as soon as he arrives.
他一来我就给你打电话。
[拓展]
call sb.(up)；phone/telephone sb.；give sb.a call/a ring/a phone call打电话给某人
call/ring back回电话
ring off/hang up挂断电话
hold on别挂断
8．turn around＝turn round 转向，回转
As she turned_around，there stood Gladys Claffern.
她一转身，就看到格拉迪斯·克拉芬站在那儿。
The students began to whisper when the teacher turned_around/round.
老师一转身，学生们就开始窃窃私语。
[拓展]
turn against 反对
turn back 折回，掉回头
turn down 拒绝
turn in 上交
turn out 结果是；生产
turn to求助于；翻到(某页)
turn up 开大，出现
So far，she has turned_him_down_three times.
到目前为止，她已经拒绝了他三次了。
The stranger we met yesterday turned_out to be Tom's father.
昨天，我们遇到的那个陌生人原来是汤姆的父亲。
He didn't know who to turn to.
他不知道向谁去求助。
9．declare vt.宣布，声明
She cried out “Tony” and then heard him declare that he didn't want to leave her the next day and that he felt more than just the desire to please her.
她大叫一声“托尼”，然后听到托尼一本正经地说，明天他不想离开她，而且他并不满足仅仅使她开心。
declare for/against sb./sth.声明支持/反对某人/某事
declare sb./sth.(to be)＋n./adj.宣布/宣称……为……
declare sth./that...宣布；宣称；声明
declare war on/against...向……宣战
He decided to_declare_for_the North.
他决定声明支持北方。
The doctor finally declared_that the woman was dead.
医生最后宣布该妇女死亡。
The use of certain chemicals_has_been_declared_illegal_recently.
近来某些化学品的使用被宣布为非法。
They have now declared_war_on/against drug dealers in the area.
他们现已对该区的毒贩宣战。
10．leave...alone 不管；别惹；让……一个人待着；和……单独在一起
She shouted “Leave_me_alone” and ran to her bed.
她高声喊：“让我独自待一会儿！”然后就跑上床。
Why not leave_him_alone
为什么不让他一个人待一会儿？
[拓展]
leave...alone＝let...alone
leave aside 搁置一边
leave...behind 遗忘；把……抛弃在后面
leave off中断，停止
leave out 遗漏，省去；不提及
leave over 剩下；残留
[提醒]
let alone 还可以表示“更不用说”的意思，而leave...alone不能。
Let's start again from where we left off.
让我们从中断处重新开始。
Mike left out a zero in the telephone number.
迈克在电话号码中遗漏了一个零。
11．His name was Tony and he seemed more like a human than a machine.
他的名字叫托尼，与其说他看上去像一台机器，倒不如说更像一个人。
more...than...与其说……倒不如说……
He is more_my friend than my teacher.
与其说他是我的老师倒不如说他是我的朋友。
The boy is more_lazy than_stupid.
与其说这男孩笨倒不如说他懒。
[拓展]
more than多于；超过；不仅仅
not more than不超过
no more than仅仅＝only
Mr.Zhang is more_than our teacher and he is our friend.
张老师不仅仅是我们的老师，还是我们的朋友。
Please don't be so angry.After all，she is_no_more_than_a child.
请不要如此生气，毕竟她还只是一个孩子。
12．She cried out “Tony” and then heard him declare that he didn't want to leave her the next day and that he felt more than just the desire to please her.
她大叫一声托尼，然后托尼一本正经地说，第二天他不想离开她，而且他并不满足仅仅使她开心。
这是一个复合句，declare that...please her作hear sb.do结构中的宾语补足语，其中declare后面又接了两个that引导的宾语从句，第一个that可以省略，而第二个that则不能省略。
I'd like to tell you (that) he is too young and that_he isn't fit for the job.
我想告诉你他太年轻不适合这个工作。
?Step 2　Using words and phrases
Do Exercises 1 and 2 on Page 13 in Learning about Language.
Keys：
Exercise 1：1.satisfaction，tested out　2.sympathy　3.leave...alone　4.desire　5.ring...up　6.scanned　7.absurd　8.declared
Exercise 2：scan，favour，cushions/beddings，beddings/cushions，clerks，awful，turn around，alarms，declaring
?Step 3　Consolidation
Ask students to retell the text after learning the useful words and phrases.
?Step 4　Homework
1．Finish off Exercises 1 and 2 on Page 55 in Using Words and Expressions.
2．Go over useful words and phrases in the text.Teaching objectives 教学目标　　　　　
1．Language aims
The students will be able to：
(1)Write and use words and expressions freely and correctly.
(2)Learn the writing style of the passage.
2．Ability aims
The students will be able to：
(1)Discuss some problems in English and exchange their ideas.
(2)Learn how to deal with the problems that they would face when studying in a foreign country.
(3)Write a short reply letter，telling something about Xie Lei's life and study in London to her friends in China.
(4)Use their imagination，according to Xie Lei's life and study in London，write a short composition about a foreign student studying Chinese in China.
3．Emotional aims
Students will be able to learn the ability of facing the difficulties，analyzing the reasons，overcoming and solving the problems by themselves.Students also study hard and love our motherland to make our motherland become prosperous and strong.
Teaching important and difficult points教学重难点　　　　　
Students will be able to summarize the benefits and difficulties of living in a foreign country.
Teaching methods教学方法　　　　　
Task－based method；discussing；brainstorming and speaking
Teaching aids教学工具　　　　　
(1)A blackboard
(2)A projector and a computer
Teaching procedures教学过程　　　　　
?Step 1　Revision and lead－in
Activity 1
(1)联系实际导入新课
T：What was the slogan for Beijing Olympics
Ss：One world one dream.
T：Yeah，the world is becoming smaller and smaller.During the Beijing Olympics，many foreigners visited China.As a Chinese，would you like to travel or study abroad
(2)Come to the new unit—Unit 5　Travelling abroad
(3)Ask the students if they still remember the topic about travelling we have learnt in Book 1.Talk about travelling freely.
设计意图：通过联系生活实际导入新课，引出本单元话题——Travelling，实际这也是学生感兴趣的话题，这样能调动课堂气氛，使学生更容易进入状态。
Activity 2 Brainstorming
T：Every year more and more young people want to go abroad for further study.What should we take into account before we decide to travel abroad
设计意图：用“头脑风暴”要求学生说出旅游前要考虑的问题，培养学生的发散思维能力和解决问题的能力。激发学生的兴趣，培养学生提出问题和解决问题的能力，使之很快进入课堂的主题。
?Step 2　Pre－reading
A discussion between two groups of students on the topic—the advantages and disadvantages of studying abroad.
设计意图：通过英语讨论这一环节的设计与实施，培养学生的英语思维能力、口头表达能力以及听说反应能力。
?Step 3　While－reading
Get the students to comprehend the passage quickly and accurately，meanwhile help the students form a good habit of reading.
T：Now please read the passage quickly to obtain a general idea of the whole passage，try to match the main idea with each paragraph，and then check the answers.
Para 1 coming to study in London
Para 2 her preparation year
Para 3 the difficulty getting used to a new way of life
Para 4 benefits of living with a host family
Para 5 benefits of her preparation course and the tutor
Para 6 her new plan for social activities
Para 7 the reporter's best wishes
设计意图：培养学生分析、总结和概括文章大意的能力。
?Step 4　Careful reading
Paragraphs 1 & 2：The background of her study
Questions：
(1)How long has Xie Lei been in England
(2)What is Xie Lei in England for
(3)Is she taking a degree course or a preparation course
(4)Why is she doing a preparation course first
Paragraph 3：The difficulty getting used to a new way of life
Question：
Why did Xie Lei feel like a child when she first arrived in England
Paragraph 4：The benefits of living with a host family
Question：
What benefits of living with a host family can Xie Lei get
Paragraph 5：The benefits of her preparation course and the tutor
Question：
What benefits has she got from her preparation course and the tutor
Paragraph 6：Her new plan for social activities
Question：
Why has Xie Lei decided to join a few clubs
设计意图：通过细读，归纳段落大意，有利于培养和锻炼学生归纳、分析和概括文章的能力，帮助学生更深入地理解文章，并培养进行合作交流的能力，共同分享成功的喜悦。
?Step 5　Consolidation
1．Read the passage again.Look at some detailed information，for difficulties/benefits of travelling abroad，and then finish the chart below.
设计意图：让学生熟悉课文，加深对课文的理解，为写作做好前期的准备和铺垫。
2．Group work
T：Suppose you are Xie Lei，write a short letter to your parents or friends in China，telling them about your present life according to what you have learned from the text.
Students show their compositions and share their ideas with others.
设计意图：培养学生的合作意识、口语表达能力并能熟练运用所学知识的能力。
?Step 6　Post－reading and discussion
We have talked about the difficulties and benefits of studying in a foreign country.Now let's list the problems that Xie Lei had when she first went to England，and try to add two or three other problems that she might have and summarize what you would do if you had the same problems.Work in groups.
Possible problems and solutions：
Xie Lei's problems Your solutions
1.She didn't know how to use the phone，how to pay bus fare，how to ask a shopkeeper for things she didn't know the English for. 1.Make friends with local people and let them help you.Take an electronic dictionary with you in case you don't know the English name of something you want to buy.
2.When she got lost and had to ask a passer－by for directions，she didn't always understand. 2.Let the passer－by write down what they would say on a piece of paper.
3.Can't understand the expressions others say. 3.Ask host families for help.
4.Miss her family. 4.Live with a host family.
5.Unable to adapt to different teaching methods or rather learning styles. 5.Be confident and give your own opinions.
6.How to have a balance between study and a social life. 6.In your spare time，join some university clubs and meet people you have something in common with.
7.Unable to make friends with students from different cultures. 7.Don't be shy and say “hello” to someone you would like to make friends with.
设计意图：该环节是本课所有教学环节的延续，培养学生能初步思考问题、分析问题和运用实际技巧解决实际问题的能力。
?Step 7　Assignment
1．Polish your compositions after class and hand them in the next day.
2．Finish the exercises and prepare for the next lesson.
3．Composition：
A Chinese girl studying in London met so many difficulties，then what about a foreign friend who will study Chinese in China？What problems will he/she meet with？Using your imagination，according to the reading passage，try your best to write a composition and share the ideas with each other the next day.
设计意图：进行分层教学，合理布置作业，通过灵活多样的作业形式，激发学习兴趣，满足不同层次学生的需求。
?Step 8　Layout of the blackboard
Benefits
of doing a preparation
of living with a host family
of having a tutor
Difficulties,
at the university
of a new way of lifePeriod 3　Grammar
Teaching aims　　　
1．Students will be able to recognize the infinitives and know the exact meanings of them.
2．Students will be able to use these structures correctly.
Teaching procedures　　　
?Step 1　Revision
Ask several students to retell Marty's story.Show Marty's mini biography on the PowerPoint.
My mini biography
Name Marty Fielding
Status High school student
Health Developed a muscle disease at the age of 10，very weak，cannot do things like normal people
Interests and Hobbies ·Enjoying writing and computer programming·Going to the movies and football matches with friends·Spending a lot of time with my pets—two rabbits，a parrot，a tank full of fish and a tortoise
Ambition To work for a firm that develops computer software
Motto Live one day at a time
?Step 2　Discovering useful structures
1．基本概念
不定式是动词的一种非谓语形式，没有人称和数的变化，而且不能单独用作谓语，但仍旧有动词的特点，即可有自己的宾语和状语，构成不定式短语，使用频率较高。是一个考试经常考查的语法点。
2．基本形式
主动形式 被动形式
一般式 to do to be done
完成式 to have done to have been done
进行式 to be doing /
完成进行式 to have been doing /
否定形式 not to do not to be done
疑问词＋不定式 wh－ to do wh－ to be done
复合结构 sb.to do/for sb.to do /
　　3.句法功能
不定式具有名词、形容词、副词的特征，在句中可以充当主语、表语、宾语、定语、状语和补足语，还可以有自己的逻辑主语，即for sb.to do sth.。
It is good to_help_others.(subject)
It is my ambition to_make_sure_that_the_disabled_people_in_our_neighbourhood_have_
access_to_all_public_buildings.(subject)
My ambition is_to_work_in the computer industry when I grow up.(predicative)
I don't have time to_sit_around feeling sorry for myself.(attributive)
I am the only student in my class to_have_a_pet_snake.(attributive)
A big company has decided to_buy_it_from_me.(object)
My fellow students have begun to_accept_me_for_who_I_am.(object)
I have had to work hard_to_live_a_normal_life.(adverbial)
Some days I am too tired to_get_out_of_bed.(adverbial)
We must call on local government_to_give_financial_assistance_to_disabled_people. (object complement)
4．不定式的时态与语态
根据需要，不定式可以有一般式(to do)，完成式(to have done)，完成进行式(to have been doing)，进行式(to be doing)等时态形式以及被动形式to be done和to have been done。
He didn't allow us to go home early.
他不允许我们早回家。
He seemed to have seen the film.
他好像看过这部电影。
She is said to have been living in the city for six years.
据说她住在该城市六年了。
The boy pretended to be reading when his mother came in.
当他母亲进来的时候，小男孩假装在读书。
He is said to have studied abroad a few years ago.
据说他几年前在国外学习过。
The book is said to have been translated into many languages.
据说此书已被译成了多种语言。
[注意]
1．The following verbs are usually followed by the infinitive.
afford，agree，appear，arrange，ask，attempt，care，choose，claim，come，consent，dare，decide，demand，deserve，determine，elect，endeavor，expect，fail，get，guarantee，hate，help，hesitate，hope，hurry，intend，learn，long，manage，mean，need，offer，plan，prepare，pretend，promise，refuse，say，seem，tend，threaten，want，wish
For example：
I can't afford to_go to the pub.
He agreed to_practice_more.
You should learn to_express_yourself.
They managed_to_fix_the_problem.
2．Explanation of the gerund and the infinitive
Some words can be followed by either the infinitive or the －ing form.Please pay attention when there is no difference in meaning and when there is difference.
(1)The gerund and the infinitive (no difference in meaning)
We use the gerund or the infinitive after the following verbs：
begin He began talking. He began to talk.
continue They continue smoking.They continue to smoke.
hate Do you hate working on Saturdays？Do you hate to work on Saturdays？
like I like swimming.I like to swim.
love She loves painting. She loves to paint.
prefer Pat prefers walking home.Pat prefers to walk home.
start They start singing.They start to sing.
　　We use the gerund or the infinitive after the following verbs.There are two possible structures after these verbs.Gerund：verb＋－ing Infinitive：verb＋person＋to－infinitive
advise They advise walking_to town.They advise us_to_walk to town.
allow They do not allow smoking here.They do not allow_us_to_smoke_here.
encourage They encourage_doing_the test.They encourage us_to_do_the test.
permit They do not permit smoking here.They do not permit us_to_smoke here.
　　We use the following structures after the word recommend：
recommend They recommend walking_to town.They recommend that_we_(should)_walk_to_town.
　　(2)Some verbs or verb phrases have different meanings when used with the gerund or the infinitive.
GERUND INFINITIVE
forget He'll never forget spending_so much money on his first computer. 他永远不会忘记在第一台电脑上花费了这么多钱。 Don't forget to_spend money on the tickets. 不要忘记用钱去买票。
go on Go on reading the text.继续读这篇文章。(继续做同一件事) Go on to_read_the text.继续读这篇文章。(继续做另一件事)
mean You have forgotten your homework again.That means phoning_your mother.你又忘记做家庭作业了，这意味着我要打电话给你妈妈。 I meant to_phone your mother，but my mobile didn't work.我本打算打电话给你妈妈，但是我的手机坏了。
remember I remember switching_off the lights when I went on holiday.我记得我去度假时把灯都关掉了。 Remember to_switch_off the lights when you go on holiday.当你去度假时，记得把灯关掉。
stop Stop reading_the text.停止读这篇文章。 Stop to_read_the text.停下来读这篇文章。
try Why don't you try running_after the dog？你为什么不尝试跟着狗跑呢？ I tried to_run after the dog，but I．..我竭尽全力跟着狗跑，但是……
?Step 3　Drilling
Ask students to do Exercise 2 on Page 5 and check with their partners then check together.
Keys：to have kept you waiting；to have forgotten；to have finished；
Ask students to do Exercise 3 and share their past experience in a group.
Keys：to have spent；To free；to see；to treat；to help pass；to abolish
?Step 4　Using the infinitive
Ask students to translate the following sentences into English and pay attention to the use of the infinitive.
1．我忘了让你去社区服务中心了。
2．在检查机器之前关掉电源是很重要的。
3．我不知道哪儿能找到这种纽扣。
4．幸运的是，我们没有更多的活儿要做。
5．海伦很高兴到过中国20多个省、市。
6．她事业有成，现在最大的愿望就是结婚生子。
Suggested answers：
1．I forgot to ask you to go to the community service center.
2．It's very important to turn off the electricity before you check the machine.
3．I don't know where to find such a kind of button.
4．Luckily，we don't have much more work to do.
5．Helen is very pleased to have travelled in more than 20 provinces and cities in China.
6．She has been very successful in her work，and now her greatest wish is to get married and have some children.
?Step 5　Homework
Finish off Exercises 2 and 3 on P49.教材分析　　　　　
Warming Up provides two activities to spark students' interest in the topic.Of course，before the class，the students must have gathered some information to make preparations for this class.Many kinds of their favorite sea animals are presented in their vivid pictures.Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.
Pre－reading is designed to further stimulate their interest in the topic of the unit.Meanwhile，students may have some basic information about the text.
The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself.The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote.Then let them scan for further understanding.In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases.Having done this，students must have had a very clear understanding of the whole hunting and saving process.To make their understanding easier，the teacher should deal with any language problems while they are reading.And then underline some useful words and expressions.
For further thinking，students are expected to work in pairs or groups.They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group.Students will think actively，so various answers are possible.
To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.
At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.
三维目标　　　　　
知识目标
1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.
2．Let students learn about several different types of whales，especially the killer whales.
能力目标
1．Enable the students to learn to talk about their favorite sea animals.
2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.
3．Develop their creative thinking ability.
情感目标
1．Arouse students' great interest in sea animals.
2．Make them aware of the relationship between man and animals and the importance of banning whaling.
3．Develop students' sense of cooperative learning.
教学重点　　　　　
1．Reading comprehension to the text.
2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.
3．Important words and expressions.
教学难点 　　　　　
1．The relationship between the killer whales and the whalers.
2．Develop students' reading ability.
教学方法　　　　　
1．Individual，pair and group work.
2．Task－based teaching and learning.
3．Quiz，discussion，blank－filling，retelling，debate.
教学工具　　　　　
A computer and a projector.
教学过程　　　　　
?Step 1　Warming up
1．Ask some students to show some pictures of their favorite sea animals and introduce them to the class.The introduction should cover these aspects：
·The English and Chinese name of your favorite sea animal.
·Where did you find it
·Some features of it，its distribution，or living condition.Anything about it is welcome.
·Why do you like it
Sample introduction：
①My favorite sea animal is dolphins(海豚)．I found them at an aquarium this summer holiday.Dolphins are very meek(温顺的)．Neither as timid animals in virgin forests who run away immediately they discover a stranger，nor as beasts in remote mountains who bare fangs and brandish claws the moment they encounter a person，dolphins are always friendly with people.Dolphins and human beings have been on friendly terms all along.
I like dolphins，because dolphins are truly intellectual.They can even imitate some people's voice after a period of training.Yet，dolphins have intelligence different from common animals.The volume and mass of their brain are among the most considerable in the animal world.Up to the present moment，scientists have two different views on animals' intelligence：one is that of all animals，chimps are the most intellectual and capable；another is that chimps are no more capable of studying than dolphins，and it is probable that dolphins are more intellectual than chimps.Therefore，some people consider dolphins as “wizards in the sea”．
When mentioning dolphins，people will probably speak highly of their supernormal intelligence and ability.In that aquarium，it is common that dolphins are giving a wonderful performance by following the trainer's instructions.They seem to be capable of understanding what mankind expresses and taking actions according to the instructions.At present，the majority of people marvel at dolphins' supernormal intelligence as a kind of sea animal.But to what extent can dolphins' intelligence and ability achieve？It remains to be probed and researched.
②My favorite sea animal is tropical fish(热带鱼)．I found them on a snorkelling trip.I was attracted by its colorful appearance.In the half an hour's trip from the shore，I found coral reefs，tropical fish and other marine life.Excitedly，I bought some fishes home.It was my first time to raise tropical fish.One month ago my friend told me that tropical fish are easier to raise than the golden fish.Her words let me think of another friend of mine.He is raising tropical fish.I am feeding four categories of tropical fish.Two black marry，eight peacocks，another two fishes，although I don't know their names，are the most beautiful.The peacock is the smallest and isn't colorful as I have seen in other places before.My friend told me they will be beautiful when they grow up.So I put the eight peacock fish into a small fish jar.I observes them every day and is expecting them to be bigger and more colorful.Two of the four big tropical fishes have died including the beautiful one.Perhaps the beautiful fish's life is fragile.If it is true，then I don't expect the small peacocks to turn beautiful.I shouldn't be so greedy to want both.That they just have strong life is enough for me.
2．The teacher show the picture of a killer whale and do a small quiz about it.
(1)What's the Chinese and English name of this whale
虎鲸Killer whales
(2)Can you match these whales with their Chinese and English names？(Show students some pictures of different whales.)
　　　　　
baleen whale 须鲸 sperm whale抹香鲸
blue whale 蓝鲸 white whale白鲸
(3)Which of these kinds of whales can grow to be the largest
Blue whales 蓝鲸(about 21－27m in length,100－120tons in weight)
(4)Humans have been hunting whales for more than __A__ years.
A．2000　　　　　　　B．1000　　　　　　　C．500
(5)Will the killer whales attack people and eat them？　No.
(6)Does a female killer whale give birth to a baby whale or lay eggs？　Give birth to a baby whale.
(7)What does a newly－born baby killer whale feed on？__C__
A．Small sea animals. B．Sea plants. C．Its mother's milk.
(8)Do the killers belong to the family of dolphins or whales？　Dolphins.
(9)Male killer whales have a life expectancy of __B__ years，while females can live as long as __D__ years.
A．40－50　　　　　B．50－60　　　　　C．60－70　　　　　D．80－90
(10)Killers are highly social animals that travel in groups called pods(群)．Pods usually consist of __A__ whales.
A．2－50 B．20－50 C．30－60
(11)How many sounds can a killer whale make？　62 sounds.
(12)Are killers endangered species and in need of conservation？　No.
(13)The killer whales are sometimes called the “__A__ of the sea” because they are both very fierce.
A．wolf B．dog C．tiger
?Step 2　Pre－reading
1．Read the words in Pre－reading on Page 19 quickly and fill in the form.
Writer An old man called Clancy
Occupation ·A whaler
Style ·Anecdotes
Time ·At the beginning of the 20th century
Place ·Australia
What happened ·The killer whales helped the whalers catch a baleen whale.
?Step 3　Skimming
1．Glance through the two anecdotes and use one sentence to get the main idea of each anecdote.
Main ideas：
Anecdote one：The killer whales helped the whalers to catch a baleen whale.
Anecdote two：Old Tom saved a whaler James.
2．Fill in the blanks with the names of the roles in the text.
(1)______was 16 years of age when he went to work at the whaling station.
(2)______orderd Clancy to go to the boat as there was a whale out there in the bay.
(3)______was swimming by the boat showing the whalers the way.
(4)______told Clancy that they would return the next day to bring in the body of the whale.
(5)______was carried by the waves further and further away from the whalers.
(6)______knew that Old Tom would protect James.
Suggested answers：(1)Clancy　(2)George　(3)Old Tom　(4)Jack　(5)James　(6)Red
?Step 4　Scanning
1．Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank－filling worksheet.
Anecdote one：
There was perfect cooperation between the whalers and the killer whales.
Before the hunt
The killers' action：Threw_itself out_of the water and then crashed_down again.
Swam_by the boat，showing the whalers the way.
Circled back to the boat, leading the whalers to the hunt.
The whalers' reaction：A whaler yelled out. George ran ahead_of_ clancy.Clancy raced_after him.
They jumped_into_the boat with the other whalers and headed_out into the bay.
During and after the hunt
The killers' action：A pack of killers are throwing_themselves on top of the whale's blow－hole to_stop it breathing；some others are stopping it fleeing_out to sea.
The killers started racing_between the whalers' boat and the whale，just like a pack of excited dogs.
Within a moment or two，the whale's body was dragged_down_into the depths of the sea.
The whalers' reaction：The man in the bow of the boat aimed a harpoon at the whale and let it go to hit the spot.
Started turning the boat around to go home.
Anecdote two：
The dangers facing James：
(1)He was washed_off_the boat and was carried_away_by rough waves.
(2)There was a shark out there.
The help offered by Old Tom：
(1)Old Tom wouldn't_let_the shark near.
(2)Old Tom firmly held James up in the water.
2．Reading aloud and underlining expressions.
Students read the text aloud to the tape and underline all the expressions in the text.Put them down into their notebooks after class as homework.
Suggested answers：
Collections：at the time，witness sth.with one's own eyes many times，sort out my accommodation，in time to do sth.，crash down，yell out，ahead of，flee out to sea，aim at，let sth.go，be dragged swiftly down into the depths of the sea，in the meantime，have a good feed on sth.，be carried further and further away，be firmly held up in the water
3．Reading，identifying and settling.
Students skim the text once again and identify the difficult sentences.Let them try analyzing the structures of the difficult sentences and discuss them among their group members.They may also turn to the teacher for help.
·...George didn't like being kept waiting...
·...I could see a whale being attacked by a pack of about six other killers.
·Being badly wounded，the whale soon died.
·...I could see he was terrified of being abandoned by us.
?Step 5　Discussion
After the students read the passage，ask them to discuss the following questions in groups and then report to the class.
1．Why has the killer whale got the name Old Tom
2．Do you like killer whales？Why or why not
Suggested answers：
1．Old Tom is a person's name.In my opinion，the reasons why the killer in the text is called so may be two.For one thing，the killer that showed the whalers the way to the hunt and saved James must be a male killer whale because Tom is a man's name.For another，the whalers called it Old Tom，just as they were calling a man.That is to say，the whalers treated it as their dear friend.In the meantime，the killer itself must be very friendly to the whalers and helped them a lot in hunting in the sea.In return，the killer can get part of the baleen whale as its food.So to some extent，the whalers and killers are depending on each other.They cooperated well and lived in harmony with one another.
2．I like killer whales because when James fell off the boat，the killer whale not only protected him from being drowned but also wouldn't let the shark near.They are so clever and friendly to human beings.What's more，they worked as a team，which should be learned by us when we are working.
I don't like them.Though they are clever and friendly to us，they are too fierce.To my great surprise，they should eat the flesh of another whale.I could hardly believe it.I have never heard of one animal killing his families and even eating their meat.How pitiful it is!
?Step 6　Further－thinking
1．What else do you think is amazing in the story？Show your evidence.
2．What is an anecdote
Suggested answers：
1．I think it is so amazing that we human beings should use one animal to attack or hunt another animal even his own family members，just like dogs that help hunters hunt animals.
I think that the killer will return the body of the baleen whale instead of keeping it or eating it up is very amazing.But I guess the killer whales are just fond of the taste of the baleen whale's lips and tongue.Or they just want to share it with the whalers in return for their cooperation.
2．According to the text，as far as I am concerned，an anecdote must be an exciting or amazing story.
?Step 7　Consolidation
Ask students to retell the passage with the help of their worksheet.
1．Please retell either of the two anecdotes in the name of Old Tom，the baleen whale or James.Your anecdote should at least consist of two paragraphs：
Paragraph one：about the writer，time，place and what happened
Paragraph two：detailed information about the anecdote
For reference：
In the name of Old Tom
I am Old Tom，a killer whale.I live in the southeastern ocean of Australia.Enormous as I am，I never harm or attack people.Instead，I always help the whalers catch baleen whales.At the beginning of the 20th century，it was I and my companions who assisted the whalers in hunting a huge baleen whale.And later，I did save James from being drowned.
On that day，when I found a baleen whale nearby，I quickly threw myself out of the water and crashed down again.As soon as they saw this and headed out to the hunt，I swam by the boat，showing them the way.Usually we work as a team—a pack of about six of us killers.Some threw ourselves on top of the whale's blow－hole to stop it breathing.And those others stopped it fleeing out to sea.At last，we succeeded in catching it.In the meantime，we enjoyed the lips and tongue of the baleen whale，leaving the rest of it to the whalers the next day.
One day，James was washed off the boat.The sea was rough.The waves were carrying him further and further away.Worse still，I saw a shark swimming around.From James's face，I could see he was terrified of being abandoned by others and attacked by the shark.But I wouldn't let the shark near.When they approached him，I had been holding him up in the water for half an hour.
I do hope you could witness them with your eyes.And most importantly，you should learn from us—“work as a team”！
In the name of the baleen whale
I was a pitiful baleen whale. I once lived in the southeastern ocean of Australia. At the beginning of the 20th century，a misfortune did fall upon me.To my great sorrow，I was cornered and killed by the whalers with the help of another kind of whale called killer whales.
On that day，I was found by a killer whale called Old Tom nearby.He quickly threw himself out of the water and crashed down again.As soon as the whalers saw this and headed out to the hunt，he swam by the boat，showing them the way.Usually the killers work as a team—a pack of about six of them.Some threw themselves on top of my blow－hole to stop me breathing.And those others stopped me fleeing out to sea.At last，I was worn out and had no luck.I was badly wounded by a harpoon.I did nothing wrong.Why did they want to kill me？Later，I was dragged down into the depths of the sea，having had my lips and tongue eaten.I was sent back to the whalers the next day.I really hated the killers.If they hadn't helped the whalers，I could have fled out to sea to enjoy my rest life.
In the name of James
I am James，a whaler.I live on the southeastern coast of Australia.At the beginning of the 20th century，I was saved by Old Tom，a killer whale.
Believe it or not，the killer whales can not only help us hunt but also save people when they are in danger.One day，Old Tom found a baleen whale nearby，it quickly threw itself out of the water and crashed down again.As soon as we saw this and headed out to the hunt，it swam by the boat，showing us the way.Usually the killers work as a team—a pack of about six of them.Some threw themselves on top of the baleen whale's blow－hole to stop it breathing.And those others stopped it fleeing out to sea.At last，we succeeded in catching it.In the meantime，the killers enjoyed the lips and tongue of the baleen whale，leaving the rest of it to us the next day.
Another day，I was washed off the boat.The sea was rough.The waves were carrying me further and further away.To make matters worse，I saw a shark swimming around.I was terrified of being abandoned by others and attacked by the shark.But to my surprise，Old Tom wouldn't let the shark near.When my companions approached me，I had been held up in the water by Old Tom for half an hour.
This experience left a deep impression on me.I really appreciated Old Tom.It was it that gave me a second life.
?Step 8　Debate
The last whaling station in Australia closed in 1978.Whales are now an endangered species and protected by an international ban，but some countries oppose the ban.In groups discuss the reasons for and against banning whaling.
?Step 9　Homework
1．Write down the useful new words and expressions，then learn them by heart.
2．Write down an anecdote in the name of Old Tom，the baleen whale or James.
Physical Description
The killer whale，or orca，is the largest member of the dolphin family.Killer whales are large and robust with a blunt head and reduced beak.With their striking pigmentation，they are not often confused with other species in their natural setting.Orcas are jet black with a white patch behind and above the eyes.The lower jaw and throat are also white，contiguous with a white belly patch that extends back to the genital region.The undersides of the flukes are white and white lobes extend upwards from the white belly to behind the dorsal fin.A grey saddle patch is found behind the dorsal fin，the shape of which is unique to individual whales.The tall dorsal fin of mature animals，especially males，can reach up to 1.8 meters(5.9 feet)．Males reach 8.5 meters(28 feet)in length，while females reach 6.7 meters(22 feet)．
Natural History
Killer whales are one of the most cosmopolitan species of whales，with a distribution that spans tropical oceans and arctic seas.They are highly social and form strong and persistent social bonds with their pod members.Pods are made up of extended family members and 2 or more pods may come together for short periods to mate.The world's killer whale population seems to consist of subpopulations adapted to live within the specialized niche of their environment.A pod's movements tends to follow those of their intended prey which，depending on location，may include salmon herring，baleen whales，penguins and seals.
Status
In Canada，killer whales are listed as threatened by the Committee on the Status of Endangered Wildlife(COSEWIC)and are protected under the new federal Species at Risk Act(SARA)．Other populations worldwide may be protected under specific national legislation.
Threats to the Species
Although the global population of killer whales is not endangered，different regional populations are depleted.Resident and transient populations off the coast of Vancouver，Canada and Washington State，U.S.，were depleted by the live capture fishery for aquaria that occurred before scientists knew how many killer whales existed in the population.Today these populations number only a few hundred whales and are threatened by pollution，heavy ship traffic，and possibly reduced prey.Because of the killer whales' popularity，there are concerns that intensive whale watching operations may drive whales from their preferred habitat.As well，noise－making devices attached to salmon cages to scare off predators may also force whales out of their preferred habitat，affecting their ability to feed.Some orca populations are also hunted in Japan，Indonesia，Greenland and the West Indies.
外形特征
虎鲸是一种大型齿鲸，身长为8～10米，体重9吨左右，背呈黑色，腹为灰白色，有一个尖尖的背鳍，背鳍弯曲长达1米，嘴巴细长，牙齿锋利，性情凶猛，食肉动物，善于进攻猎物，是企鹅、海豹等动物的天敌。有时它们还袭击其他鲸类，甚至是大白鲨，可称得上是海上霸王。
寿命：雄性：50～60年；雌性：80～90年，甚至100年
雌雄虎鲸外观区别(上雄下雌)
虎鲸的体型极为粗壮，是海豚科中体型最大的物种。头部呈圆锥状，没有突出的嘴喙。大而高耸的背鳍位于背部中央，其形状有高度变异性，雌鲸与未成年虎鲸的背鳍呈镰刀形，而成年雄鲸则多半如棘刺般直立，高度约1至1.8米。胸鳍大而宽阔，大致呈圆形，这点与大多数海豚科成员的典型镰刀状背鳍不同。上、下颚各有10至14对大而尖锐的牙齿作为武器，每颗牙大概有8厘米。在海湾的浅水地带，它还喜欢用尾巴去钩拉海藻，发出“呼呼”的声音，不久，浑身就披满了半透明的海草。
虎鲸的体色图样主要由黑与白这两种对比分明的色彩组成，位于身体腹面的白色区域自下颚往后延伸至肛门处，在全黑的胸鳍之间变得狭窄，到了肚脐后方产生分歧，尾鳍腹面亦为白色。背部与体侧皆为黑色，但在生殖裂附近的侧腹处有白色斑块，眼睛斜后方亦有明显的椭圆形白斑。在背鳍后方有呈灰至白色的马鞍状斑纹。
习性
虎鲸时常会有跃身击浪、浮窥等行为，或是以尾鳍或胸鳍拍击水面。虎鲸的泳速最快可达时速55千米，可闭气17分钟左右。当周遭空气凉爽时，通常可看见它们低矮而呈树枝状的喷气。它们对船只的反应多样，冷漠忽视或是充满好奇心都有可能。偶尔会集体搁浅，群体有时会被困在潮池或海湾中。在北极与南极海域，因为风吹而快速产生的浮冰对虎鲸而言是一大麻烦，有时会因此迫使它们停留于水面开阔的小水域里相当长的时间。
虎鲸喜欢群居的生活，有2～3只的小群，也有40～50只的大群，每天总有2～3个小时静静地待在水的表层，因为肺部充满了足够的空气，所以能够安然地漂浮在海面上，露出巨大的背鳍。群体成员间的胸鳍经常保持接触，显得亲热和团结。如果群体中有成员受伤，或者发生意外失去了知觉，其他成员就会前来帮助，用身体或头部连顶带托，使其能够继续漂浮在海面上，就是在睡觉时也扎成一堆，这是为了互相照应，并保持一定程度的清醒。 它们在一起旅行，用食，以种群为社会组织，在广大的家庭中休息，互相依靠着生存长大。
食性
虽然它的牙齿非常坚硬，但却不如鲨鱼的牙齿那样锋利，因此主要用于摄取而不是咀嚼，而被它叼住的食物都是整个吞下的。虎鲸的食物多样，由小型结群鱼类、鱿鱼(枪乌贼)，一直到大型须鲸与抹香鲸都有可能成为它们的猎物；其他的如海豹等鳍脚类动物、海龟、海豚、海狗、海獭、海牛、儒艮、鲨鱼、魟等，甚至还有鹿与麋鹿，似乎是趁它们游泳横渡水道时伺机捕食。甚至会利用涨潮冲到海岸边，捕捉来不及逃走的海豹、企鹅。各群似乎有自己偏好的食物种类，例如某些族群主要以鲑鱼、鲔鱼、或鲱鱼等鱼类为主要食物，某些群则会巡视鳍脚类的登陆地寻找猎物，或跟随迁徙中的鲸群，有如狼群追踪北美驯鹿的情景。虎鲸显然需要合作以袭击并制服大型猎物，但它们也会合力将鱼群集中成一个大球，然后轮流钻入取食。虎鲸也会偷吃延绳钓渔船上钩的鱼获，或吃食渔民丢弃的下杂鱼等。它们似乎会选择性的咬食须鲸的舌头。其猎物可能深受对虎鲸的恐惧所影响，当虎鲸出现时鳍脚类会逃往陆地或冰上，鲸豚则会游入浅水域或藏匿于浮冰的裂隙间。Period 7　Listening Task，Talking and Writing
Teaching aims　　　　　
1．Students will be able to find out the reasons why the population of sharks decreases sharply.
2．Students will be able to express opinions with the polite expressions like：
I don't think it is wise to...
It would be better if we...
It is a good idea to...
I suppose it is right...
I wonder if...
3．Students will be able to persuade the local government to protect wildlife in a polite way.
Teaching procedures　　　　　
?Step 1　Before listening
Show students a picture of shark and tell them a fact that shark populations are decreasing rapidly.
?Step 2　During listening
Task 1：Tell students Jordon Davies is interviewing the shark expert Don James about the sharks' situation.First read the statements below.Then listen and number these statements in the order that they hear them.
□Shark populations grow at a very slow rate.
□A lot are killed because of modern fishing technology.
□Governments should take action so that the fishing of sharks is slowed down.
□Shark attacks get a lot of attention in the news.
□Shark populations are decreasing at a serious rate.
□Some species need to be protected.
□The chance of being bitten by a shark is actually very small.
□Millions of sharks are killed each year.
Keys：the order：7 4 8 1 5 6 2 3
Task 2：Listen again and answer the following questions：
1．Should people be afraid of swimming in the sea
2．How many people are killed by sharks each year
3．Do sharks or people need to be protected？Why
4．Why are so many sharks being killed
5．Why does the shark's biology affect shark populations？Complete the sentences blow.
A：Age for reproducing young
________________________________________________________________________
B：Time for the young to develop
________________________________________________________________________
C：Number of young
________________________________________________________________________
6．How long have shark species been in existence
7．What does Don think will happen if we don't slow down the fishing of sharks
Suggested answers：
1．No.
2．Only a few.
3．Sharks need to be protected as millions are killed each year by human beings，whereas only a few human beings are killed each year by sharks.
4．Sometimes they are killed by accident and sometimes on purpose.For example，shark fin soup is a delicacy in some Asian countries.
5．15 years；14 months；7－9.
6．400 million years.
7．Don thinks that many shark species will not be able to survive.
?Step 3　Post－listening(talking)
Ask students to make up a dialogue according to the situation below.
Suppose you were a citizen in a coastal city in China，shark hunt is a serious problem in your province.Try to persuade the local government to take action to protect wild life in a polite way with the help of the following expressions：
I don't think it is wise to...
It would be better if we...
It is a good/wise idea to...
I suppose it is right...
I wonder if...
Why not...
We'd better...
?Step 4　Homework
Write a persuasive letter to the local government to control the improper hunts.
1．Killer Whales
Common name：Killer Whale
Scientific name：Orcinus orca
Size：
Females can reach lengths up to 24 feet and weigh between 3000 to 8000 lb.Males can reach lengths up to 27 feet and can weigh up to 12 000 lb.Calves are about 8 feet long and 300 to 400 pounds at birth.
Where are they found
From the North Pole to the South Pole from the Indian Ocean to the Atlantic，killer whales are found in all oceans of the world.
What do they eat
How do they get a name like “killer whale”？Killer whales are one of the top predators in the sea.As a group，killer whales are known to eat fish，squid，seals，sea lions，penguins，even other whales.
But，keep in mind，it would be difficult for a killer whale off the coast of California to eat a penguin.Killer whales eat the food(or prey)that's available to them.For example，a killer whale that lives in the northern Pacific can hunt harbor seals，California sea lions，and a variety of fish.A killer whale in the Antarctic could find Weddell seals，leopard seals，and penguins!
Researchers studying killer whales in the Northwest Pacific have found that some pods feed primarily on fish and others seem to prefer marine mammals.
A killer whale uses its sharp teeth to catch its prey.
Killer Whale Highlights：
Scientists have determined that killer whales can live a maximum of 35 years.How？By looking at a cross－section of a killer whale's tooth.Killer whales，like other marine mammals，produce a periodic growth layer on the teeth.By counting these layers，scientists can estimate the animal's age.
You can tell an adult male from an adult female by the shape of their dorsal fin.This is a male(photo below)，how do we know？A male's fin is very tall(up to 6 feet tall)and triangular shaped.A female is shorter(3 feet)and curves back toward the dorsal fin(see the picture of the mother/calf above)．
2．The earth's oceans can reach depths of up to 11 000 meters.That is deep enough to cover Mt.Qomolangma！The oceans are incredibly large and contain several different habitats.To make it easier to describe the various parts of the oceans，marine scientists usually divide the oceans into five zones.Each zone is different mainly as a result of how much sunlight reaches it.
Most of the life in the ocean can be found in the first zone，which begins at the surface and goes down about 200 meters.Because there is sunlight at this level，plants are able to grow.Marine animals such as dolphins，sharks，sea turtles and sea lions，and of course a variety of fish，live in the sunlit part of the ocean.It is difficult to hide from other animals in this area.
The second zone starts at 200 meters and goes down to about 1000 meters.Some sunlight can reach this level，but it is not enough for plants to grow.Because this zone is relatively dark，many of the creatures that live here are able to make light with their body.The light from these animals makes the water look like a sky with moving stars in it.
The third zone of the ocean is dark.This place，about 3000 meters deep，may not seem a likely habitat，but there are more creatures here than one might think.Most of the animals that live here are black or red because of the lack of light.
Below 4000 meters，the temperature is near freezing and there is no light at all.In fact，the zone is so dark and empty that scientists named this zone after the Greek word for “no bottom”．There is not much life to be found in this cold and unpleasant part of the ocean，but some small creatures still manage to survive here despite the high water pressure.
The very deepest part of the ocean is found 2000 meters further down.At this depth，the water pressure is extremely high and life is very difficult for the few creatures that live pared to the other zones，this one has very little life.Since there is no light here，some of the animals do not have eyes.
Next time you look at the ocean from the beach or on a map，remember that what you are seeing is only the surface—only the beginning of the large and varied adventure.Unit 1　Living well
Period 1　Warming Up，Pre－reading and Reading
教材分析　　　
Warming Up is made up of two parts：discussing and talking.The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities.Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Finally，find out what disability they might have according to each description below the picture.Meanwhile，make sure students learn some useful new words and expressions in this unit.
Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website.Make sure the students have a basic knowledge of the website for the disabled.
The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life.This is the key part of this unit.The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding.In order to let students fully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty.
To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation.
三维目标　　　
知识目标
1．Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2．Help students to learn about disabilities and life of the disabled.
能力目标
1．Let students read the passage Marty's Story to develop their reading ability.
2．Enable students to know that people with disabilities can also live well.
情感目标
1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2．Help them understand more about how challenging life can be for the disabled.
3．Develop students' sense of cooperative learning.
教学重点　　　
Get students inspired by positive stories of the people with disabilities.
教学难点　　　
1．Develop students' reading ability.
2．Help students understand the difficulties the disabled have to overcome.
教学方法　　　
1．Task－based teaching and learning.
2．Cooperative learning.
?Step 1　Warming up
1．Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities.Then show some photos of people with disabilities.Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled
What difficulties do they have to overcome in daily life
What have they achieved
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2．Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Next，work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair.She has walking difficulty.
Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)．
Gao Qiang was born with Down's Syndrome，which is a mental disability.Some Doun's Syndrome Down's Sufferers have made a good career as actors.
?Step 2　Pre－reading
Ask students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．
Suggested answers：
1．To give ordinary young people with a disability a chance to share their stories with others.
2．To inspire other disabled people.
3．To get non－disabled people to understand more about how challenging life can be for people with disabilities.
?Step 3　Reading
1．Skimming
Give students 2 minutes；ask them to read the passage fast to fill in the blanks：
Sum up the main idea of each paragraph：
Paragraph 1：A(n)______ to Marty and his muscle disease.
Paragraph 2：How the disease ______.
Paragraph 3：Marty met a lot of ______ at school.
Paragraph 4：How his life has become ______.
Paragraph 5：The ______ of his disease.
Suggested answers：
Paragraph 1：An introduction_to Marty and his muscle disease.
Paragraph 2：How the disease developed/started.
Paragraph 3：Marty met a lot of difficulties at school.
Paragraph 4：How his life has become easier.
Paragraph 5：The advantages of his disease.
2．Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
Disease
Difficulties
Motto
　　Suggested answers：
Disease A muscle disease that makes him very weak.
Difficulties He can't run or climb stairs as quickly as other people.Sometimes he is clumsy and drop things or bump into furniture.
Motto Live one day at a time.
　　(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Marty's leg
A．Because they could cure the disease by cutting it out.
B．Because they wanted to use it as a specimen(标本)．
C．Because they would transplant(移植) the new muscle.
D．Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
①What is Marty's ambition
②What is Marty's achievement
③What is Marty's hobby
Suggested answers：
①Marty's ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a computer football game and a big company decided to buy it from him.
③As well as going to the movies and football matches with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Marty's advice in paragraph five.
Suggested answers：
?Step 4　Consolidation
1．Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false
A．Although there are a few students who look down upon him，Marty never gets annoyed.
B．Marty leads a meaningful life and does not feel sorry for being disabled.
C．Marty only spends time with his pets and never with his friends.
D．Marty's disability has made him more independent.
(2)From the passage we can infer that ______.
A．Marty asks others to feel sorry for him
B．Marty never loses heart
C．Marty is afraid of being made fun of
D．Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C　(2)B
2．Ask students to work together to write a mini biography for Marty according to the text.
My mini biography
Name
Status
Health
Interests and Hobbies
Ambition
Motto
Suggested answers：
My mini biography
Name Marty Fielding
Status High school student
Health Developed a muscle disease at the age of 10，very weak，cannot do things like normal people
My mini biography
Interests and Hobbies ·Enjoying writing and computer programming·Going to the movies and football matches with friends·Spending a lot of time with my pets—two rabbits，a parrot，a tank full of fish and a tortoise
Ambition To work for a firm that develops computer software
Motto Live oneday at a time
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.
Suggested answers：disabled；sorry；enjoys
?Step 5　Discussion
1．Ask students to discuss the following questions in small groups.
(1)How did Marty's feeling changed over time
(2)What kind of person do you think Marty is？Can you use adjective words to describe him
Suggested answers：
(1)The change of Marty's feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong－minded.
2．Show a video of “Qianshou Guanyin” to the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
?Step 6　Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles (Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—God's ultimate plan.
When there is a victory—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is love that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
?Step 7　Homework
1．Retell Marty's Story according to the mini biography.
2．Surf the Internet to learn more about the life of disabled people.Period 3　Grammar
教学目标　　　　　
1．语言知识目标：复习非限制性定语从句的特点和关系词
2．语言能力目标：能够写出含有非限制性定语从句的句子，并在书面表达中进行运用
重点难点　　　　　
1．教学重点：掌握非限制性定语从句的特点，关系代词和关系副词使用的场合；能够运用非限制性定语从句。
2．教学难点：关系代词和关系副词使用的场合；在写作中运用非限制性定语从句；明确限制性定语从句与非限制性定语从句的区别。
教学准备　　　　　
1．学生的学习准备：复习非限制性定语从句的特点及关系词。
2．教师的教学准备：整理关系代词和关系副词的使用场合，并设计合理的场景。
3．教学用具的设计和准备：制作多媒体课件。
教学过程　　　　　
?Step 1　Presentation
1．Enjoy a beautiful composition which comes from the 2008 Zhejiang college entrance examination.
I prefer my English classes to be taught in both English and Chinese，whose_advantage_is_that_it_is_easy_for_us_to_understand_what_the_teacher_talks_about.The teacher first teaches the class in English，and then she explains those that_are_hard_to_understand_to_us so that we get a better understanding of the passage.That will be good for us.
However，teaching the class in two languages will make the English atmosphere not so strong.Some students who_wish_to_be_taught_in_English_will be disappointed.
Except for the disadvantage，I think it is really good to hear two languages in class.It can make us more familiar with the foreign culture.
2．Show the sentences with the restrictive and non－restrictive attributive clauses in the composition on the screen.
[设计说明] 欣赏高考满分范文，找出美丽的句子，能够很快地引起学生的兴趣，活跃课堂气氛，而且带有限制性定语从句和非限制性定语从句的出彩句子的出现，也为复习定语从句做好了准备。
?Step 2　Revision
1．Revise the characteristics of non－restrictive attributive clauses.(The students can say that in Chinese.)
从形式上看，非限制性定语从句与先行词(被定语从句修饰的名词或代词)之间有逗号。
从功能上看，非限制性定语从句对先行词起着补充说明的作用，如果去掉从句，不会影响到整个主句的意思。
Revise the differences between restrictive and non－restrictive attributive clauses.
从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。
从功能上看，限制性定语从句对先行词起着限制解释的作用，如果去掉从句，会影响到整个主句的意思。
2．Revise the usage of non－restrictive attributive clauses.
引导非限制性定语从句的关系代词有as，which，who, whom，whose等，作定语从句的主语、宾语、表语及定语。关系副词有when，where等，作定语从句的状语。关系代词和关系副词在定语从句中一般不能省略。
(1)which引导的非限制性定语从句来说明前面整个句子的情况或主句的某一部分，that不能用于引导非限制性定语从句。
例如：
Her house，which was built a hundred years ago，stood still in the earthquake.
(2)当先行词是专有名词或被物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的。
例如：
Charles Smith，who was my former teacher，retired last year.
(3)as，which引导指代主句内容的非限制性定语从句时，表依据、评论与表事实、状态等没有多大差别，用在主句末时，有时可以通用。
He is quite pleased，as /which can be seen from his face。
但是，上面句中把定语从句置于主句句首时，就只能用as。
(4)“n./pron./num.＋prep.＋ which”定语从句
China has thousands of islands，the largest of which is Taiwan.
[设计说明] 借助第一环节中的句子，先让学生找出限制和非限制性定语从句，再复习非限制性定语从句的特征，区分与限制性定语从句的不同，为下面的环节——非限制性定语从句的运用打下基础。
?Step 3　Practising
Since the students have known the differences between restrictive attributive clauses and non－restrictive attributive clauses，let them do some practice.
1．(1)A fast food restaurant is the place ______，just as the man suggests，eating is performed quickly.
A．which　　　　　　B．where　　　　　　C．there　　　　　　D．what
(2)York，______ last year，is a nice old city.
A．that I visited B．which I visited C．where I visited D．in which I visited
(3)Anyway，that evening，______ I'll tell you more about later，I ended up staying at Rachle's place.
A．when B．where C．what D．which
(4)Recently I bought an ancient Chinese vase，______ was very reasonable.
A．which price B．the price of which
C．its price D．the price of whose
(5)The journey around the world took the old sailor nine months，______ the sailing time was 226 days.
A．of which B．during which C．from which D．for which
Keys：(1)B　(2)B　(3)D　(4)B　(5)A
2．Fill in the blanks with the proper relative pronouns/adverbs.
(1)That tree，______ branches are almost bare，is very old.
(2)I'm taking some weight－loss pills，______ are quite popular here.
(3)Jim changed his mind，______ made me very angry.
(4)After living in Paris for fifty years he returned to the small town，______ he grew up as a child.
(5)I have many friends，some of ______ are businessmen.
(6)Madam Curie，for ______ life had been very hard early in her life，was the first person in the world to receive two Nobel Prizes.
(7)______is known to everybody，the moon travels round the earth once every month.
(8)We will be shown around the city：schools，museums，and some other places，______other visitors seldom go.
Keys：
(1)whose　(2)which　(3)which　(4)where　(5)whom　(6)whom　(7)As　(8)where
3．Complete the sentences with your own words.
(1)Painting is a popular activity，which ____________.
(2)Jack，who ____________，hated the idea of travelling to Scotland on the train.
(3)He must be from Africa，where ____________.
(4)My father was born on October 1,1949，when ____________.
(5)The sun heats the earth，which ____________.
(6)She got a gift from her mother，whom ____________.
(7)He was educated at a local grammar school，after which ____________.
(8)I gave him a warning，to which ____________.
答案：略
4．Join the two sentences.You need to add commas to most.(Exercise 3 on Page 41)
Keys：
(1)Peter，who people used to think was quiet，danced and sang all evening.
(2)For my birthday，Sharon gave me a picture she had painted especially for me.
(3)The operation，which improved my grandfather's hearing，was performed in a famous hospital.
(4)I saw many historical sites when I went on a tour round China，which was very exciting.
(5)The two traffic accidents happened on the same morning，when there was a heavy fog.
(6)Tang Ling volunteered to help the welfare house，where she teaches the homeless children.
(7)As far as I'm concerned，Anne，whose daughter is in my class，should not be going to America next year.
(8)He went on a bus tour with a group of people，most of whom had never travelled before.
5．Write a passage about your hobbies using non－restricitive attributive clauses properly.
[设计说明]语法运用在这个部分是层层递进的。练习一要求学生选择合适的关系代词或关系副词填空；练习二要求学生填写关系代词或关系副词；练习三要求学生造句，完成非限制性定语从句；练习四要求写出一个含有非限制性定语从句的完整的句子；练习五要求写一篇含有多个定语从句的文章，体现了“词—句—篇”的教学原则。如果学生的水平较弱，难以按照教师的要求完成写作练习，教师也可以要求学生翻译一段含有多个定语从句的文章以达到在语篇输出中运用非限制性定语从句的目的。
A writing sample：
A hobby can be almost anything a_person_likes_to_do_in_his_spare_time.It offers enjoyment，friendship，knowledge and relaxation to us.
Then，what is my hobby？Well，what I like most is singing.When I was young，I showed great interests in music，which_was_pleasing_to_ears.When I grew up，my music teacher found that I had a good voice，so she sent me to the Children's Palace to study music.From then on，I began to make up a dream of becoming a singer in the future.As time went by，I came to realize that my dream wouldn't come true，for there were strict conditions of being a singer.But I still took singing as my hobby since I found in music the interests which_were_lost_in_the_exams.I put all my emotion into singing a song，which_gave_me_very_good_and_very_pleasant_feelings_and_a_good_chance_to_relax.Besides，it was a good way to learn things_that_couldn't_be_easily_found_in_life.I love singing，and the most interesting thing in life is sitting in the sunshine，listening to the walkman and singing together with the singer.
So，this is my hobby，and I hope every one can enjoy his own hobby，enjoy the simple good things of life.Period 4　Reading，Speaking and Writing
Teaching aims　　　
1．Enable students to learn some useful words and phrases.
adequate，access，accessible，handy，row，basement，outwards，exit，meet with sb.'s approval，dignity，profit，community
2．Enable students to express their ideas in a polite way.
3．Enable students to write a letter of suggestion.
?Step 1　Lead－in
Show pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities sometimes have in a cinema.
(Divide students into different groups.Each member is encouraged to think actively and participate in the discussion.Make sure all students have their own opinions.)
?Step 2　Reading
1．Introduce Alice to the students.Alice is a warm－hearted girl.She cares for the disabled very much.When she learned a new cinema is going to be built，she wrote a letter to make suggestions.Here is the letter that gives suggestions to the architect who is to design the new Bankstown cinema.(See Student's Book Page 8)
2．Skim the reading passage A Letter to an Architect to find out what suggestions Alice gives in the letter.
(1)There should be adequate access for wheelchairs.
(2)It would help to fit sets of earphones to all seats，not just to some of them.
(3)The seats at the back should be placed higher than those at the front.
(4)For disabled customers，it would be more convenient to place the toilets near the entrance to the cinema.
(5)There are usually spaces specially reserved for disabled and elderly drivers.
3．Careful reading—Help students to analyse the letter so that they will learn how to write a letter of suggestion.
Ask students to read the text carefully and discuss the questions in groups in Exercise 3 on Page 8.
1．What is the purpose of the first paragraph of the letter
2．Why do you think the writer numbered her suggestions and used italics
3．What is the purpose of the last paragraph of the letter
Suggested answers：
1．To tell the reader the purpose of the letter.
2．The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.
3．To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer's suggestions.
?Step 3　Discussion
Discuss in groups and work together to write a format of a suggestion letter.
Suggested answers：
A letter of suggestion normally has five parts.
1．The heading
This includes the address，line by line，with the last line being the date.Skip a line after the heading.
2．The greeting
The greeting always ends with a comma.The greeting should be formal，beginning with the word “dear”．
3．The body
Also known as the main text.Generally speaking，the body includes three parts.The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something，and the main part tells clearly what your suggestions are.The last part (usually the last paragraph) asks the receiver to consider your suggestions.
4．The complimentary close
This short expression is always a few words in a single line.The complimentary close begins with a capital letter and ends with a comma.
5．The signature line
Type or print your name.The handwritten signature goes above this line and below the close.The signature line and the handwritten signature are indented to the same column as the close.The signature should be written in blue or black ink.Skip one to three lines(two on a typewriter)，and type in the signature line—the printed name of the person signing the letter.Sign the name in the space between the close and the signature line，starting at the left edge of the signature line.
?Step 4　Practice
Deal with Exercises 4－6 on Page 9.
Ask students to work in groups and discuss how accessible their community is for people with disabilities.Then discuss ways in which their community could be made more accessible for disabled people.(This discussion will lay a good foundation for the writing.)
After the discussion，students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area.In the letter they will suggest ways to make it more accessible for people with disabilities.While writing the letter，pay attention to the format of a suggestion letter.
?Step 5　Homework
Write a letter of suggestion to the architect.
A sample letter：
Dear Mr Smith，
I read in the newspaper that you are the architect who is to design the new supermarket in our suburb.I am writing to ask if you have considered the matter of easy use of the supermarket by people in wheelchairs.In particular，I wonder if you have considered the following things：
1．Width of aisles.Can you please make sure that the aisles are wide enough to allow wheelchairs to pass through？In some supermarkets the aisles are so narrow that a person in a wheelchair cannot move along them easily.
2．Height of shelves.Can you please design shelves that can be reached by people in wheelchairs？In some supermarkets people in wheelchairs have to ask other shoppers to help them.This takes away their independence.
3．Lifts to other floors.Lifts could be in places that people in wheelchairs can get to easily.It is very difficult if lifts are right at the back of the shop and people have to go up and down the shelves before they get to it.
4．Car parks.I hope you will leave some car spaces close to the front of the shop for people in wheelchairs.It is very difficult if they have to park a long way away from the shop and wheel themselves over rough ground to the entrance.
Thank you for reading my letter.I hope you will consider my suggestions.Disabled people should have the same opportunities as able－bodied people to shop independently and they should be able to do so with dignity.I am sure many people will admire your supermarket if you design it with good access for disabled people.The supermarket owners will also be happy as more people will be able to shop there.
Yours sincerely，
…Period 5　Using Language：Reading，Discussing and Writing
Teaching aims　　　　　
1．Learn to pronounce the names of sea creatures mentioned in the text correctly.
2．Learn to describe the creatures mentioned in the text properly according to the pictures with the expressions like：...＋looking，...＋shaped，...＋spotted，...＋like，...＋striped.
3．Learn to use the adjectives in the correct order to describe the pictures prepared by the teacher.
4．Learn to use proper expressions to convey their exact feelings in their past experiences.
Teaching procedures　　　　　
?Step 1　Warming up and lead－in
First，show students the picture above and ask them some questions as a revision：
Where are they？What are they doing？Why do they go snorkelling
Next，draw a conclusion and lead into the text：
As the sea is a world full of magic，many tourists head to the sea，and the author of this text is one of them.
Look！The other day，the writer went snorkelling with her friends and experienced a lot.Let's take a brief look at sea creatures through her diary.
Then，take a closer look at the photos she taken and describe them with what you can find in your textbook.
Pictures in the text in Using Language give the following information：
corals with vivid colors and shapes，elegant fishes，little orange and white fish，small cleaner fish，the yellow and green parrotfish with hard bird－like mouth，yellow－spotted red sea－slug and blue sea－stars and wise－looking turtles，eels with strong sharp teeth，giant clam with thick green lips，grey reef sharks about one and a half meters long，the edge of the reef with a sharp drop to the sandy ocean floor
?Step 2　Fast reading
Read the passage and put the following topics into the correct order according to the text.
Topics Paragraph
colors and shapes 2
dangers 4
reflecting 1
the reef's edge 5
a final thought 6
some sea creatures 3
?Step 3　Careful reading
Task 1：Read and choose the best answers.
1．Judging from the text，what the author mainly wants to tell us in the diary is ______.
A．that the sea is fantastic with vivid colors
B．that the water where she was snorkelling is not deep but shallow
C．what she saw and how she felt in the sea
D．that all the plants in the sea are poisonous
2．What was hanging upside down in the sea according to the text
A．The orange and white fish.　　　　　　　B．The yellow－spotted red sea－slug.
C．The yellow and green parrotfish. D．The blue sea－stars.
3．The author was afraid of getting too close to the eel because ______.
A．it has strong sharp teeth B．it has thick green lips
C．it has a frightening shape D．it gives out poisonous liquids
4．Which of the following sentences show that the author couldn't help feeling excited in the sea？______
A．My heart was beating wildly.
B．That didn't stop me from feeling scared to death.
C．Every cell in my body woke up.
D．I felt very exposed in such deep clear water.
5．We can infer from the text that the author felt that ______.
A．compared with the whole world，man is tiny
B．compared with the whole world，the ocean is tiny
C．there were more delights than dangers when snorkelling
D．there were more dangers than delights when snorkelling
Keys：CCACA
Task 2：Do Exercise 3 on Page 25.
Keys：1.warm night　2.the waving long thin　3.hard bird－like　4.a yellow－spotted red
5．a large wise－looking　6.strong sharp　7.thick green　8.two grey
Note the use of adjectives：
number—opinion—shape/size—age—color—place—material—noun
e．g.a cute little brown puppy 　two thick green spotted sea－stars
Task 3：Practice
1．Several ______ sharks.(a.large grey　b．grey large)
2．Some ______ whales.(a.giant blue　b．blue giant)
3．Scores of ______ turtles.(a.white－striped and grey　b．grey and white－striped)
4．Many a ______ seal.(a.black－spotted and light grey b．light grey and black－spotted)
5．Many ______ anemone fish.(a.little orange and white　b．orange and white little)
6．Plenty of ______ angelfish.(a.orange and blue－striped　b．blue－striped and orange)
7．A number of ______ corals.(a.huge colorful　b．colorful huge)
Keys：aabbaaa
?Step 4　Discussing and speaking
Suppose an aquarium is being designed in our city.As the two main directors of the aquarium，you and your partner are talking about what sea creatures should be brought in.
Expressing ideas Responses
I suggest bringing in...as...I advise putting in...I'm considering buying...What/How about... I'm imagining...I enjoy/feel like/dislike...Do you mind... ... That's a good/great idea.Sounds good!Can't agree more!It's good...It depends.It's no good...I'm afraid not....
Example：
A：Since the aquarium will be opened soon，the varieties of sea creatures require discussing now.What about putting a number of huge colorful corals in it
B：Can't agree more！I'm considering bringing in several large grey reef sharks as people are all looking forward to seeing them.
A：It's great！Do you mind our buying scores of grey and white－striped turtles
B：Not at all！I'm also thinking of getting some little sea creatures.
A：You are right.It's good having some orange and blue－striped angelfish as they are that lovely.
B：All in all，we may bring in as many sea creatures as possible because people can't stand being cheated as they spend much money buying the tickets.
?Step 5　Learning phrases and sentences
Useful phrases：
reflect on the day 回忆当天的事情
a day of pure magic 神奇的一天
go snorkelling 潜泳
extraordinary beauty 奇妙的美景
all kinds of small，neat and elegant fish 种类繁多、小巧整齐、姿态优雅的鱼
explore small caves 探索小石洞
narrow passages 狭窄的通道
hang upside down 倒挂着
a yellow－spotted red sea－slug 带着黄斑点的红色海蛞蝓
a large wise－looking turtle 一只长相聪慧的大乌龟
look straight at me 直直地盯着我
sharp teeth 利齿
a tasty fish 一条美味的鱼
the giant clam half buried in some coral 一个巨大的蛤蚌半掩在珊瑚礁中
thick green lips 宽厚的绿嘴唇
two grey reef sharks 两条灰色的珊瑚鲨
appear from behind some coral 从珊瑚后面出来
feel scared to death 吓得要命
swim over the edge of the reef 游过珊瑚礁的边沿
look down into the depths of the ocean 往下看海底
Beautiful sentences：
I'm sitting in the warm night air with a cold drink in my hand and reflecting on the day—a day of pure magic!
...it was the most fantastic thing I have ever done.
It was like discovering a whole new dimension of life.
...every cell in my body woke up.
The first thing I became aware of was all the vivid colours surrounding me...
...they were shaped like fans...
...I could have touched it.
My heart was beating wildly—I felt very exposed in such deep clear water.
What a wonderful，limitless world it was down there!
And what a tiny spot I was in this enormous world!
?Step 6　Homework
Give a written introduction to the aquarium to be opened.The introduction should include the following aspects.
1．Location.
2．Admission price.
3．Open time.
4．Sea creatures you can see.
5．Delights you may have while watching performances given by dolphins，sea lions，etc.
6．Some Dos and Don'ts in it.
Requests：
1．Be as imaginative as you like.
2．Use as many －ing forms in the composition as you can.
3．Make sure the aquarium is accessible to the disabled.