(一)主题任务(Core tasks)
任务一：谈论教育家
鼓励学生到图书馆、阅览室及上网搜索有关教育名人的资料。本课可设计如下任务型教学活动： How much do you know about famous educators
活动时间：热身之前或之后，或本单元之后
活动形式：个人活动、小组活动、班级活动
语言知识要求：
词汇：educator，to begin with，worldwide，result
in，achievement，strict等
句型：本单元日常交际用语
语言技能要求：听、说、读、写
活动过程：
1．分配角色：四人一组，互相补充；
2．办黑板报或小报，注意人物介绍、时代背景、教育理念等；
3．在小组范围内交流有关内容，并做适当修改；
4．每位同学收集一位教育家的情况及其教育名言+；
5．鼓励学生就教育家及其名言谈些个人看法。
任务二：谈论教育公平性
The reading tell s US that in some cultures parents are particularly unwilling to send their daughters to school because it is the custom to educate boys rather
than girls．Please state your own points of view on it．The topic for discussion is “Is education only for boys ”
教师要善于引导学生利用听力、阅读等相关素材进行组织、归纳、总结。
活动时间：阅读课之后
活动形式：采用辩论形式
活动过程：
1．分配角色：四人一组，分正方、反方，就课文中的情况进行陈述；
2．各组每一位成员均参加辩论；
2．每个成员均要有发言的机会；
3．选出最佳辩手。
活动目的：培养学生的语言表达能力与辩论能力
辩论评价表：学生在辩论时，可采用以下的评价表进行评价
Item Evaluation
Attitude(Manners，confidence) 5 4 3 2 1
Delivery Body language 5 4 3 2 1
Articulation 5 4 3 2 1
Speed 5 4 3 2 1
Timing 5 4 3 2 1
Speech Organization of Ideas 5 4 3 2 1
Sufficient Examples/Support 5 4 3 2 1
Pronunciation and intonation 5 4 3 2 1
Fluency 5 4 3 2 1
任务三：比较中国教育与美国教育活动时间：学完本单元之后活动形式：个人活动、小组活动、全班活动活动过程：
1．利用已有知识，适当拓展；
2．互相补充，并添加一些项目；
3．归纳本单元所学内容，使知识形成网络。以下例子可供参考：
Chinese Education versus American Education
(二)热身(Warming up)
该部分由四位教育家引出，除了课本上的三个练习外，教师可结合这些内容引导学生展开思维：
1．Education refers to training and instruction of children，young people and adults in schools，colleges， etc．But what do you think “education” means
2．What other educators do you know about besides those mentioned in the text
3．Think of as many words as possible that are associated with education．
(三)听力(Listening)
“听力”(Listening)部分第一项活动设置了两个问题，要求学生听前思考，学生若有困难，可适当启发学生围绕下列问题思考：
1．What kind of schools are there in the USA
2．Are most of the schools run by the state
3．Do American students have more holidays than us
4．How many students are there in a class in American schools
5．Do American schools have the same curriculum as Chinese schools
6．How do students behave at school
7．How is the relationship between teachers and students
8．Are students encouraged to be independent at school
9．How do students study in school
10．Are students encouraged to discuss and even argue in class
11．What are the American people's attitudes towards education
第二项任务用表格的形式，要求学生对中美的班级、教学方式、家庭作业、考试等四个方面进行比较。在听时要提醒学生注意关键词。填完之后，要求学生互相取长补短。第三项任务采用小组合作学习方式。第四题要提醒学生注意抓住关键的句子，弄清楚迈克对中国学校中哪些教学方式喜欢，那些感到困惑，并了解其原因。
(四)口语(Speaking)
1．指导识图：图与文互补、互为依托。教师要指导学生看懂条形图及曲线图。在日常生活中这两种图表处处可见。教师要指导学生通过图表挖掘本质的东西，例如图表所反映的事物的变化、差异及未来趋势等。
2．示范表述：如果学生很难用英语表达，教师可引导学生用相关文字表达图表内容。例如：From the bar graph，we c。an see that more and more school-age children attended school from 1985 to 2002．In 1985， there were 95.5 percent of school-age children attending school．．．
3．理清思路：在完成两幅图后的文字表述后，可适当补充一些图表让学生识别，并用英语来表述内在含义。
4．适当引申：除此之外，我们还可让学生认识饼状图等。
(五)读前(Pre-reading)
第一题要求罗列开办一所学校所需要的设备、人员及规划等，可采用“头脑风暴"的形式，激发学生的思维。可采用网状图表形式：
第二题探讨政府必须做哪些安排及讨论所面临的问题与困难。
(六)阅读(Reading)
1．解读文章标题：阅读文章前，板书文章标题 EDUCATION FOR ALL，然后鼓励学生大胆预测。
Please predict what the text will tell US．
What does “Education for A11’’mean
2．归纳各段大意：学生归纳之后与读后(Post-reading)的第一题结合起来完成。
3．猜测生词意思：在阅读时，要求学生根据上下文大胆猜测词义。如：
In 1986 the Chinese government introduced a law that by the year 2000 every Chinese child would have nine years of compulsory education．
China and other countries found that in the country side when children do start school，they have a tendency to be absent and drop out later．
4．变换措辞：除了要求学生根据上下文大胆猜测词义外，教师还可鼓励学生用英语解释阅读文章中的句子。学生若有困难，可由学生指出课文中与老师所说的意思相近的句子。例如：Please find the sentence in the text which is closest in meaning to the
sentence you have heard．
(七)读后(Post-reading)
1．结合课文寻求解决途径：
要求学生除完成“读后”练习外，可根据课文完成下表，并补充更多的问题，提出更多的解决办法。
Problems Solutions
1 Shortage of Classrooms
2 Shortage of teachers
3 Shortage of money
4 Parents un willing to send daughters to school in rural areas
5
6
2．要求学生联系生活思考：
1)List the problems facing the governments of some countries．
2)Did any of your previous schools face such difficulties/Did any schools that you attended face such difficulties
3) Have great changes taken place in your previous schools / the schools you attended
4)What do you think the government will do to improve the school
5)What information in the article do you find most surprising
(八)语言训练(Language practice)
1．第一题要求学生小组合作进行讨论，然后写出词义，教师若要求编写生词卡，那会得到很好的效果。例如：
Word PrOnunciation Definition Example
absent /bsnt／ not present Who is absent in the meeting
2．第二题从语篇出发要求学生用本单元所学词语填空。语篇内容与阅读课文紧密联系，可作为阅读部分的重要补充。
3．学生将第三题的图表画好之后，教师最好要求学生结合图表，将内容再叙述一遍。
4．第四道题要求学生用所提供的词语替代第三题中划线部分的词语，教师在布置学生做这道作业时，最好先要求学生直接用所学过的单词或词组来替换，培养学生大胆尝试的习惯。
5．第五题可采用两两合作形式，互相取长补短。
(九)综合技能(Integrating skills)
1．教师可提出以下问题供学生讨论：
Do you know your learning style
What’s your greatest difficulty in learning a foreign language
Do you think you are an effective learner Why or why not
2．要求学生完成一道书面表达作业：
Suppose your friend doesn’t know how to learn effectively，please give him/her some advice．
(二)测试性评价
1．Complete the sentences using the words and expressions in the box．
1)Carelessness almost _______ his failure．
2)Because he was i11，he was _______ from school．
3) _______ ，I would like to make a brief introduction to our hometown．
4)After he lost favour with voters，he decided to _______ politics．
5)Be more _______ with yourself．Work harder．Don’t waste time playing．
6)Boys have a _______ to fight more than girls．
7)She worked for a large _______ after she graduated from college．
8)Metal _______ when it is hot，but contracts when it gets cold．
2．Look at the chart above and match them with their meanings by writing the prepositions plus the correct word I The first one has been done for you． Please add as many as possible．
1)occasionally =at times
2)immediately = _______
3)now，at this time = _______
4)not less than = _______
5)not know what to do，think，or s ay= _______
6)close，near by= _______
7)after(much)effort，delay，etc；in the end= _______
答案：
1．1 resulted in 2 absent 3 To begin with
4 drop out of 5 strict 6 tendency
7 corporation 8 expands
2．2 at once 3 at present 4 at least
5 at a loss 6 at hand 7 at last(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
任务一：模拟招聘
完成时间：学完“热身”、“听力”、“口语”、“阅读”、“综合技能”后
语言知识要求：涉及招聘及应聘的词汇及句型
语言技能要求：听、说、读、写
活动形式：
1．班级活动：公布招聘方拟招工种，以小组为单位选择招聘方或应聘方；
2．小组活动：任务分工，应聘方准备招聘问
题，招聘方作面试前准备；
3．小组活动：组内预演，选派表现突出的同学参与招聘；
4．个人、班级活动：按程序进行招聘，班级同学观摩。
任务目的：
1．在具体的活动中掌握、熟练所学语言并学会使用。
2．使学生体会到在社会主义市场经济下，青少年应树立自主择业的意识，发挥个人的优势，通过劳动力市场或自主创业，积极主动地选择适合自己的职业。同时也希望通过模拟求职者的角色，使学生了解当今社会就业方式日趋多样化，切身体验自主择业的感受，从而锻炼学生的表达能力、应变能力、学以致用的能力、社会实践能力等。
任务二：个人简历展览
完成时间：学完“热身”、“听力”、“口语”、“阅读”、“综合技能”后
语言知识要求：涉及个人简历的词汇及句型；个人简历写作要求和技巧；个人简历写作注意事项
语言技能要求：听、说、读、写
任务目的：将所学知识学以致用，通过完成任务掌握语言知识与技能
活动形式：
1．个人活动：根据指导建议，完成个人简历；
2．小组活动：同学间相互评价，推荐优秀简历；
3．班级活动：展出优秀简历，同学观摩。
(二)热身(Warming up)
这部分的重点是通过一组图片，熟悉、学习一些职业的名称。
活动步骤：
1．大脑风暴(Brainstorm)：让学生尽可能多地说出职业名称单词，教师根据学生回答写出(也可以让学生自己写出)有关单词；
2．小组活动：学生通过小组合作，完成课本中的练习。
(三)听力(Listening)
学生依据个人实际选择适合自己的工作，受益终身。在做听力之前，结合热身部分的讨论，可提问：
●How can you select／choose the career that’s right
/ best for you
● What aids do you need to make a career decision
● What do you think a careers adviser does
然后，让学生听第一部分内容，完成练习三；听第二部分内容，完成练习四；听第三部分内容，完成练习五。听之前，让学生先阅读题目，熟悉题目要求，这样，学生听的时候会更有针对性。
(四)口语(Speaking)
本部分重点是谈论爱好与厌恶，愿望与期待，建议四人一组分三步骤讨论三个练习，最后向全班表述想法。
活动形式：
1．个人活动：按照职业顾问提出的问题，结合自己实际作答；
2．小组活动：要求学生以四人一组，讨论练习2和练习3的内容；
3．班级活动：根据组内讨论的结果，派代表表述。
(五)读前(Pre-reading)和阅读(Reading)
本单元读前与阅读部分相互渗透，可形成一个整体设计。
1．解读文章标题。本单元阅读课的标题是 FOOTBALL：A GOOD CAREER CHOICE 学生不难理解其字面上的意思，但不一定理解其深层意思。为此，教师从解读标题着手，引入本单元的话题。教师可将标题写在黑板上，然后问几个启发学生思维的问题。如：
Do you like sports Which sport do you like most
Do you think it will be a good career choice for you Why or why not
What kind of job would you like to do for life
2．略读课文，了解大意。教师可以先让学生在预习的基础上，说说自己对课文的理解：分析文章结构、归纳文章段落大意、找出主题句及文章主题。
3．文章的深层理解。完成读前的两个问题。
(六)读后(Post-reading)
这部分的练习分为三部分，教师逐步提出任务：
1．第一个练习要求学生在熟悉课文的前提下，完成课文细节内容的填空。
2．第二个和第三个练习是文章内容的深层理解，教师可指导学生以小组为单位，共同探究，相互交流，合作完成。
(七)语言实践(Language practice)
依据本单元语言实践部分的练习设置，建议教师分为三个步骤完成：
1．短文改错着重考查学生的语言知识结构、词语、语法等综合语言技能，结合短文改错文章，以小组为单位完成练习二关于远程办公优缺点的讨论。
2．词汇学习部分主要考查学生对描述人物特点词汇的掌握情况。建议教师鼓励学生通过查阅工具书等多种途径，以小组为单位完成，给学生创造一个“自学、自傲、自悟、自助”的机会。
3．结合三则招聘广告，完成模拟招聘任务。(具体内容参见任务一)
(八)综合技能(Integrating skills)
该部分教学要注意以下几个方面：
1．指导学生阅读WHY DO YOU THINK YOU WOULD BE GOOD AT THIS JOB 阅读的重点放在
个人简历的规范性上，这一部分与写作直接相关。
2．指导学生阅读“学习建议”，提醒学生在完成个人简历后的注意事项。
3．写作前利用课本中给出的两份个人简历进行对比，为学生规范地完成个人简历做好铺垫。
4．写作完成后，同学间互相批改，并推荐优秀个人简历进行展览。(具体内容参见任务二)
(二)测试性评价
1．完成下列词汇练习：
1)An a is a person whose profession is to keep or inspect financial accounts．
2)Women’s soccer teams from China，the United States．Canada and Sweden kicked off a four nation invitational t in Shenzhen on January 30th，2004．
3)She is always p ，but her boyfriend is always late．
4)He’s got all the right g but is tem peramentally(在性情方面) unsuitable．
5)We can visit your company on Monday or Tuesday；our plans are fairly f ．
6)With his o talent and knowledge he also did quite well in most other courses during his undergraduate study．
7)A r is a person employed to make appointments for and receive clients at a hotel， an office building，a doctor’s or dentist’s surgery，a hairdressing salon，etc．
8)People a him forh is noble character．
9)I heard that you have a v position for a secretary．I’ve come to apply for the job．
10)Young people are trained in vocational schools for their future o ．
2．用适当的连接词填空。
1)I have no idea ________ we can do with so much waste paper．
2)Sarah hopes to make friends with ________ shares her interests．
3)Word came ________ the President would come and inspect our school himself．
4)It's generally considered unwise to give a child ________ he or she wants．
5)It worried her SO much ________ her hair was turning grey．
6)He always thinks of ________ he can do more for the people．
7)The reason he is absent is ________ he has to take his mother to the hospital．
8)The teacher didn’t tell me ________ we were wrong．
9) ________ do you guess will give a talk tomorrow
10)The doctor really doubts ________ my mother will recover from the serious disease．
答案：
1．
1 accountant 2 tournament 3 punctual
4 qualifications 5 flexible 6 outstanding
7 receptionist 8 adore 9 vacant 10 occupations
2．
1 what 2 whoever 3 that 4 whatever
5 that 6 how 7 that 8 where／why
9 Who 10 whether/it(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
任务一：青年文化展
活动时间：本任务可作为本单元的中心任务，贯穿整个单元学习时间，也可作为预习作业，与 Warming up同时进行，也可作为归纳总结内容，在学完Reading或Integrating skills后进行
语言知识要求：涉及有关青年文化的词汇
语言技能要求：听、说、记、写
活动形式：
1．小组活动：任务分工，组内成员根据自己的爱好及特长分工搜集资料；
2．个人活动：从不同途径收集所需资料，摘录并整合；
3．小组活动：组员将所收集资料归类，筛选，整合等；
4．班级活动：各组派代表就青年文化的方方面面进行交流、探讨。
任务目的：
1．学会在具体的活动中表达自己的观点；
2．培养学生合作学习的精神；
3．培养学生学用结合，在实践中操练词语，并综合运用语言解决实际问题的能力。
任务二：演讲比赛
活动时间：学完“热身”、“听力”、“口语”、“阅读”后
语言知识要求：结合本单元内容，综合使用语言
语言技能要求：说、听、读、写
活动形式：
1．小组活动：分配角色，确定主题；
2．个人活动：收集材料，完成组稿；
3．小组活动：组内试演，完善提高；
4．班级活动：择优表演，形成评价。
任务目的：
1．指导学生形成良好的人生观，价值观。通过演讲，鼓励学生从身边的小事做起，使学生们意识到做志愿服务工作对于青年人的意义。
2．在做中学，在具体活动中运用所学语言，并创造性地使用相关语言。
评价工具(选票)：
学生演讲比赛评分表
Evaluation Form
Date：______________________
Title of Speech：_________________
Number of Contestant：_________________
Evaluation Criteria Specific Comments Score Final Score
Content Speech value(interesting，meaningful)Preparation(research，rehearsal) 5 4 3 2 1
Content Structure (Introduction, clear progression, conclusion)Body of speech(logical flow，ideas supported by facts/examples) 5 4 3 2 1
Language ability Language(appropriate for topic and audience)Correctness(acceptable mistakes) 5 4 3 2 1 General
Expression skill Opening(attention-getting，lead into topic)Conclusion(effective，climactic)Visual aids(simple，visible，easy to understand) 5 4 3 2 1
Stage performance Manner(direct，confident，calm)Body Language(natural，purposeful) 5 4 3 2 l
Vocal Quality Pronunciation(varied，pleasant) 5 4 3 2 1
Time contr01 Marks will be deducted for presentations that run over time． 5 4 3 2 1
Note：If the contestants’scores happen to be equal，the ranking could be decided by all the judges after further discussion．
任务三：做关于“青年人文化”的调查
活动时间：学完“热身”、“听力”、“阅读”、“综合技能”后
语言知识要求：结合本单元内容综合使用语言
语言技能要求：读、写、说、听
活动形式：
1．小组活动：讨论决定本小组的调查方向(音乐、体育、志愿服务工作、时尚或任何青年爱好的文化)和任务，明确分工；
2．个人活动：按照分工，设计调查问卷，注意综合使用open questions和close questions(开放式问题和封闭式问题)；
3．小组活动：汇总小组成员设计的调查问卷问题，确定本小组调查问卷题目。并在一定范围内调查，将调查结果统计、汇总，完成调查报告；
4．班级活动：以板报形式展示各小组的调查问卷和调查报告。
任务目的：
1．鼓励学生自主探究，全面了解“青年文化”这一主题；
2．通过任务活动，有意义地运用有关话题的语言，掌握本单元的主要词语、句型和语法，学会用所学语言做事情。
(二)热身(Warming up)
本单元的中心话题是青年文化，在设计这部分的教学活动时，建议教师用音像材料导入主题，引导学生说出与青年文化有关的话题。在讨论四幅图片时，教师可以考虑拓展，课前可布置任务，鼓励学生分组设计海报或展示现代青少年生活的图片，激发学生的兴趣。
(三)听力(Listening)
本单元听力的难度在于材料的篇幅长，要使学生在一定的时间保持注意力的集中，并能够获取特定信息，教师应该适当设计一些听力热身活动，加深学生对青年志愿者的工作了解，开阔视野，同时引出有关词汇。具体活动形式：
1．教师活动：教师介绍相关背景知识，如Big
Brothers and Sisters。
2．班级活动：
1)What type of work could a volunteer do 教师通过学生回答收集有关词语。
2)What information do you think the Youth Volunteers’Centre could provide 学生猜测，自然过渡
到听力内容。
(四)口语(Speaking)
这部分教学活动是通过学生谈论青年文化和兴趣，训练学生提出观点和给出定义的各种表达方式。通过引导学生对四个问题的了解、讨论、回答、解释、总结，使学生在熟练口语的同时了解当今青年的生活方式、兴趣，明确“青年文化”的意义，以及出现的一些问题。培养学生全面看问题的辩证唯物主义世界观。
建议完成主题任务一。(参见主题任务一)
(五)读前(Pre-reading)
“读前”(Pre-reading)部分可进行以下活动：
1．教师可以课前布置学生展示与青年志愿者活动相关的图片，在此基础上，教师有意识地引入voluntary，acknowledge，eyesight，beneficial，worthwhile等课文中出现的新词汇，为学生理解课文内容扫除障碍。
例如：展示中国青年志愿者标志。通过生生互动，师生互动，解释标志的含义。
(标志的整体构图为心的造型，又是英文“志愿者”的第一个字母V，颜色为红色。图案中央是手的造型，也是鸽子的造型，同时是英文“青年”(youth)的第一个字母Y，颜色为白色。标志寓意为中国青年志愿者向社会上所有需要帮助的人们奉献一片爱心，伸出友爱之手，表达“爱心献社会，真情暖人心”的志愿者主题。)
2．教师可以利用教材中提出的两个问题，由此自然过渡到阅读部分。
(六)阅读(Reading)
本单元阅读的目标是使学生们意识到做志愿服务工作对于青年人十分重要，这不仅使被助者获益，志愿者本人也有收获。因此，教学过程应该同时也是启发学生实行自我感悟的过程，为此建议：
1．略读(Skimming)，快速阅读文章，浏览文章以了解文章的主题。重点思考：
What do the three young volunteers do to help others
2．人物归纳。学生在了解文章主题的前提下，快速阅读，并归纳文中三位志愿者的具体事迹。可鼓励学生通过小组合作，自行设计表格进行比较。
3．疏通课文，展开讨论。根据学生归纳的三位志愿者事迹，组织学生对“你认为其中最感人的志愿者事迹”进行讨论，可开展生生互动。
(七)读后(Post-reading)
这部分的练习设计为四部分，第一、二、三部分是对文章细节的深层理解。第四部分是文章内容的扩展，使同学们发现身边的志愿者工作，紧扣文章主题，并使学生从中有所感悟，引发学生对青年志愿者工作的深层思考。
建议完成主题任务二。(参见主题任务二)
(八)语言实践(Language practice)
1．词汇(Vocabulary)：词汇部分通过字谜练习，重点检测学生根据英文释义写出单词的能力，从而提高学生准确理解词汇的能力。
2．语法(Grammar)：本单元语法部分提供另一篇紧扣阅读主题“志愿者"的文章，通过填空的形式使学生熟练掌握although，even though，so…that和whenever等连词的用法，并通过第三个练习让学生根据课文内容完成句子，复习主从复合句的用法。另外文章阅读(Reading)部分大量出现了动词-ing形式，可以先要求学生找出文章中出现的动词．ing形式，逐步过渡到动词-ing形式练习(参见测试性评价部分)。过程如下：
1．小组活动：重点阅读本单元中带有动词-ing形式的句子，并对其结构进行分析。
2．个人活动：完成语法练习，并在小组内互相校对、讨论。
3．班级活动：分析可能出现的典型问题。
第四个练习就“生活中最好的事情是自由”的说法，让学生分四人一组辩论，这个练习使学生在辩论中学会使用所学语言，更重要的是引导学生学会如何面对人生，面对金钱，使学生学会正确理解人生价值观。过程如下：
1．班级活动：分配正反方，确定小组辩论题目；
2．小组活动：收集材料，完成组稿，口头准备，完善提高；
3．班级活动：班级内辩论。
(九)综合技能(Integrating skills)
该部分包括阅读与写作。阅读是一篇关于介绍“牛仔裤”的时尚文章，是本单元主题“青年文化”的补充，可以引导学生归纳主题，捕捉细节内容，完成第一、第二部分练习。教师可结合第三、第四部分练习和学习建议(Tips)指导学生如何做好调查问卷和完成调查报告，为主题任务三做调查和写作部分做好铺垫。(调查问卷见p321-p322)
建议完成主题任务三。(具体内容见主题任务三)
(二)测试性评价
1．完成下列词汇练习：
1)Most of the tim e，y_______ do the y_______ work without payment．
2)The little boy is not m_______ enough to be given much responsibility．
3)The head teacher has made a few minor a_______ to our seats．
4)Even today can you imagine some children in Africa are s_______ to death
5)Running up stairs very fast made him b_______.
6)The news that our task was fulfilled on time was a great s_______ to us all．
7)Chinese women really hold up half the sky．But at present women and men are still not treated equally in many r_______ ．
8)The children are e_______ for the Spring Festival to come．
9)Eventually the church a_______ that the earth was round．
2．用动词的-ing形式改写句中的划线部分并重组句子。
1)He had to give up his teaching because he was in poor health．
2)As soon as he heard the news，he jumped with joy．
3)The books you want can be easily found because they are properly marked with numbers．
4)As they have been trained to speak this language for quite a few years，they are able to express their ideas quite well．
5)The husband died and left his wife a lot of money.
答案：
1．
1)volunteers；voluntary 2)mature 3)adjustments
4)starving 5)breathless 6)satisfaction
7)respects 8)eager 9)acknowledged
2．
1)Being in poor health，he had to give up his teaching．
2)(On)hearing the news，he jumped with joy．
3)Being properly marked with numbers，the books you want can be easily found．
4)Having been trained to speak this language for quite a few years，they are able to express their ideas quite well．
5)The husband died，leaving his wife a lot of money．(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
任务一：辩论
辩论主题：
1．Should animals be kept in ZOOS or nature parks
2．Do human beings have the fight to kill animals
3．Do animals have feelings
4．Is it fight to teach animals tricks
可以从这几个主题中任意挑选一个进行辩论。
完成时间：学完“热身”、“听力”、“口语"之后
语言知识要求：有关的词汇、句子和常识
语言技能要求：听、说、读、写
活动形式：个人活动、小组活动、全班活动
任务目的：
1．在具体的活动中表达自己的观点并反驳别人的观点。
2．使学生了解辩论过程所需使用的语言的技巧，学会运用辩证唯物主义原理，摆事实、讲道理。学会尊重他人、尊重事实，具有正确对待不同意见的宽容态度和包容精神。
任务二：设计英文实验报告
完成时间：学完“阅读”之后
语言知识要求：
词汇：bee，transparent，dot，surrounding，troop， assumption，semicircle，apparent，sideways，maximum， precise，adequate，clarify，fetch，upward
句型：First…．Next…．Then…．Finally…．
语言技能要求：听、说、读、写
活动形式：个人活动、小组活动、班级活动
任务目的：加深对课文细节的理解，巩固学过的词汇以及掌握实验报告的写法
实验报告(Experimental Report)应包括以下几个方面——
●Title
●Time
●Place
●Purpose
●Things needed
● Cautions
● Conclusion
任务三：制作一期以“动物—_人类的朋友”为主题的宣传报刊
活动时间：学完“热身”、“听力”、“阅读”、“综合技能”之后
语言知识要求：结合本单元内容，综合使用语言
语言技能要求：写、读、说、听
活动形式：
1．个人活动：查寻收集相关材料；制作一期以“动物——人类的朋友”为主题的宣传报刊；
2．小组活动：互相交流，取长补短，修正各自的报刊；
3．班级活动：报刊展示；评选最佳报刊。
任务目的：
1．引导学生关心身边的动物，学会关心他人；
2．在生活实践中运用所学语言。
(二)热身(Warming up)
这部分的重点是通过一组幽默练习掌握和熟悉一些动物的名称。
活动步骤：
1．大脑风暴(Brainstorm)：让学生尽可能多地说出动物名称，教师根据学生的回答写上(也可以让学生自己写出)有关单词。
2．小组活动：学生通过小组合作，完成课本中的幽默练习。
3．班级活动：英语习语很多都与动物相关，表达与汉语不同。可以把下面的内容印发给学生。
1．To teach a ______ how to swim．
2．The ______ near a school sings the primer．
3．Love me, love my
4．Look the barn door after the ______ is stolen．
5．He that will steal a pin will steal an ______ ．
6．Don’t count your ______ before they hatch．
7．as poor as a church ______
8. Let sleeping ______ lie.
9．I'm SO hungry that I could eat a ______ ．
10．Go home and kick the ______ ．
11．Separate the sheep from the ______ ．
12．A ______ in the way．
13．One ______ doesn’t make a summer．
14．A ______ in sheep’s clothing．
15．Fine feathers make fine ______ ．
16．You can’t make a ______ walk straight．
17．The early bird catches the ______ ．
18．It rains ______ and ______ ．
19．All his geese are ______ ．
20．as stupid as a ______ ．
Keys：
1．fish班门弄斧
2．sparrow潜移默化
3．dog爱屋及乌
4．horse亡羊补牢
5．ox小时偷针，大时偷金
6．chickens不要过早打如意算盘
7．mouse一贫如洗
8．dogs勿惹事生非
9．horse饥肠辘辘
10．dog回家生闷气
11．goats把好人与坏人分开
12．lion拦路虎
13．swallow一燕不成夏
14．wolf披着羊皮的狼
15．birds人靠衣装，佛靠金装
16．crab江山易改，本性难移
17．worm捷足先登；笨鸟先飞
18．cats，dogs倾盆大雨
19．swans言过其实
20．goose蠢得像头猪
(三)口语(Speaking)
这部分中的设计要求熟悉有关学科的知识、词汇、阐述观点的句型和陈述支持观点的事实。
活动规则：一方发言结束后要告知对方本方的发言已结束。
活动形式：
1．个人活动：建议提前从四个备选题目中确定辩论题目，让学生适当准备基本词汇和基本内容，使学生的辩论过程更精彩。
2．小组活动：要求学生以四人一组，每组分为两个队。查阅相关资料，成员间资源共享，相互协作，确定发言顺序。
3．班级活动：根据选定话题，交代辩论规则，即用所给辩论框架：背景→话题→观点→理由→论据→向对方提问题→结论→重申观点进行辩论。一方发言，另一方不准打断对方发言。
4．小组活动：辩手根据自己准备的内容阐明本方观点，按照规则进行辩论。
(四)读前(Pre-reading)
“读前”(Pre-reading)部分可进行以下活动：
1．“开动脑筋"(Brainstorming)活动。任选下列备选问题中的二至三个。
Where do you find bees (In the wild，in gardens， fields or orchards．)
What do bees make (Honey)
Do you know how bees make honey
Why are bees useful (They help fruit trees to bear fruit．)
Where do bees live (In a hive．)
How do you collect honey (You take out the honeycombs．)
Why must you be careful with bees (They sting．)
建议在以上活动的基础上，教师有意识地引入 hive，beehive，honeycomb等课文中出现的新词汇，为学生理解课文内容扫清障碍。
2．“联想”活动。教师可以利用教材中提出的四个问题，引导学生联系文章标题THE LANGUAGE OF HONEY-BEES进行联想，捕捉文章主题。
(五)阅读(Reading)
本单元阅读部分的目标是学习有关动物行为的说明性文字，同时也向学生展示科学家严谨的治学态度和科学精神，培养学生对科学研究的兴趣。因此，教学过程应该同时也是启发学生自我感悟的过程，为此建议：
1．略读(Skimming)，快速阅读文章题目和插图，浏览文章以了解文章的主题。重点思考：
How do honey bees communicate with each other
What are they able to tell each other
2．段落主题归纳。学生在了解文章主题的前提下，快速阅读，并归纳每段的主要内容。
3．疏通课文，了解细节。根据学生分析的主题，针对每一主题的细节进行讨论，了解每个主题的细节内容。鼓励学生根据主题自己设计一份英文的实验报告。(具体内容见主题任务二)
(六)读后(Post-reading)
这部分的练习设计为三部分，创造性地使用三个阶梯式的板块，有利于逐步培养学生的语言能力。因此，教师应逐步提出任务，让学生有充分的阅读时间来达到不同的能力目标。
1．第一组练习要求学生在熟悉课文的前提下，通过图片形象展示蜜蜂的“圆圈舞”和“摆尾舞”。
2．第二组练习共三个小题，教师可以结合“阅读”部分的细节理解进行提问。
3．第三组练习是文章内容的扩展，通过给出卡尔.冯.弗里希教授与同事们设计的实验去发现蜜蜂是否能向同伴传递食物方位的信息。本组练习让学生通过记录实验的过程，用英语描述实验过程和结果，培养学生运用科学方法解决问题的能力。
(七)语言实践(Language practice)
1．词汇(Vocabulary)：词汇部分的重点是根据要求挑选符合所给句子情景的适当词汇解释并使用所给词语，合理想象，完成对话中的句子。建议学生使用英英或英汉双解词典，从而提高准确理解词汇的能力。
2．语法(Grammar)：本单元语法重点是定语从句和情态动词的用法。可以先帮助学生复习阅读文章中出现的定语从句的用法，逐步过渡到定语从句练习(测试性评价)和课本中的情态动词练习。具体过程如下：
小组活动；重点阅读本单元中带有定语从句的句子，并对其结构进行分析。
个人活动：完成语法练习，并在小组内互相校对、讨论。
班级活动：分析可能出现的典型问题。
(八)综合技能(Integrating skills)
与阅读部分相同，此部分的阅读也是有关动物的介绍性文字，建议结合三部分练习，在理解文章大意的前提下，学生发挥想象，互相讨论，完成第二和第三部分问题。
“写作”部分要求学生任选一个话题，阐述观点并支持自己的观点，写一篇议论文。
个人活动：使用“说”部分所学语言和推荐句型，按照要求完成文章。
两人活动：与同桌交换作文，参考下面的作文评价标准，互相修改：
1．Did he / she state his/her opinion clearly at the beginning of the paragraph
2．Did he/she present enough reasons to support his/her opinion
3．Did he/she suggest any solutions to the problem
4．Did he/she organize hi s/her ideas properly
5．Did he/she use necessary connectives to make the writing coherent
6．Did he/she use the right verb tenses
7. Did he/she spell the words correctly
8．Did he/she use appropriate words and complex sentences
班级活动：各组代表交流自己的材料，师生根据参考标准进行评价。
另外，建议在学完整个单元后，组织学生出一期以“动物——人类的朋友”为主题的宣传报刊。(具体内容见主题任务三)
(二)测试性评价
1．用所学词汇的正确形式填空：
1)The explanation in the footnote c the difficult sentence．
2)P man made tools from sharp stones and animal bones．
3)P is the science that deals with mental processes and behaviour．
4)He pretended to know a lot about cars，but when his car broke down he didn’t know what to do．It was a that he knew nothing about how to repair cars．
5)You can borrow a m often books from
the library at a time．
2．定语从句与其他从句对比练习：用适当的关系词或连词填空。
1)Is that the flat ______ you once lived in
2)Is this the only fiat ______ you once lived in
3)Is this the fiat ______ you once lived
4)Is this the flat in ______ you once lived
5)Is it in this flat ______ you once lived
6)The doctor did all ______ he could to save the patient．
7)The doctor did ______ he could to save the patient．
8)Galileo collected facts ______ proved the earth moves round the sun．
9)Now all people know the fact ______ the earth moves round the sun．
10) ______ is well-known that great changes have taken place in China recently．
11) ______ is well known，great changes have taken place in China recently．
答案：
1．1 clarified 2 Primitive 3 Psychology
4 apparent 5 maximum
2．1(that) 2(that) 3 where 4 which
5 that 6(that) 7 what 8 that/which
9 that 10 It 11 As(_)主题任务(Core tasks)
任务一：短剧表演
活动时间：在学完本单元之后
活动形式：个人活动、两人小组活动、小组活动、全班活动
语言知识要求：本单元词汇与句型
语言技能要求：听、说、读、写
活动目的：以演感悟、以演促学
活动过程：
1．分配角色：把全班分成几个演出小组。每个小组由九人组成，分别担任导演、Rachel Verinder， Godfrey，Franklin Blake，Dr Candy，Sergeant Cuff， the Indians以及旁白等角色。导演负责总体规划，包括舞台设计、服装设计、排练等等。教师任顾问，对学生的语言、表情、动作要加以指导。
2．撰写剧本：由导演分配撰写剧本各部分任务，将小说改写成剧本。教师要指导学生写好剧本，要注意剧本所包含的要素等。
3．交流信息：检查各项工作落实情况，个人结合自己的角色，互相取长补短。
4．熟悉台词：各演员背诵自己的台词，体会角色的个性与心理，通过语言与动作表现人物的个性特征。演员熟悉台词、进行彩排。
5．道具准备：所准备的道具及服装要力求轻便、简易、逼真。
6．润色加工：就彩排的情况交流心得，逐步完善。
7．拍摄剧照：教师尽可能拍摄某个场面中的精彩片断，以便师生共同分享喜悦。
8．比赛演出：由老师和各组组长组成评委会，各组均登台演出，评委评分。
任务二：阅读侦探小说档案
活动时间：在学完本单元之后
活动形式：个人活动、结对活动、小组活动、全班活动
语言知识要求：本单元词汇与句型
语言技能要求：听、说、读、写
活动目的：培养学生课外阅读习惯
活动过程：
1．组织学生进行课外阅读，培养学生良好的课外阅读习惯。
2．教师可帮助学生制定课外阅读计划等，并有步骤地分阶段实施。
3．教师可以向学生推荐一些推理性小说供学生参考，例如：《福尔摩斯探案集》(The Adventures of Sherlock Holmes)，《三十九级台阶》(The Thirty-nine Steps)，《钢城》(The Caves of Steel)，《布朗神父探案集》(Father Brown Stories)等。
4．建议学生做好读书笔记，填入下列表格中。
5．有可能的话，进行讲故事比赛。
Reading Log Class_______ Name_______ Date_______
Reading material
Number of words Time taken to read(minute)
Comments
Impressive sentences
Level of comprehension
Reflective reading journal
(二)热身(Warming up)
创设情景，激趣导入
Everyone loves a good mystery story．Many people have read stories about Sherlock Holmes by Conan Doyle．Today we are going to read a story by another famous detective story writer Wilkie Collins．
1．Look at the title of this unit and try to guess what the text is about．
2．Do you know any detective stories
3．What is most interesting about this mystery
4．Do you like reading detective stories
5．Wh0 is your favourite detective writer
(三)听力(Listening)
1．利用插图，构建对话平台
在听前，教师须要求学生认真看图，构建师生对话的平台。例如：
T：What are the guests doing
Ss：．．．
T：Are they happy right now
Ss：．．．
T：What is Rachel Verinder thinking about
Ss：．．．
2．培养问题意识，组织学生讨论
组织学生进行小组活动，针对图画展开想象，
提出更多的问题，激发思维。
3．完成课内题目，掌握听力要点
4．改写对话，培养学生的语言运用能力
要求学生把对话转述成一段叙述，培养学生的语言转换能力及概括能力。
学生可用如下开头：This is a picture of a birth． day party for a young woman called Rachel Verinder． There sits Miss Rachel at the table with a beautiful
diamond on her dress．．．
(四)口语(Speaking)
教师要鼓励学生在收集信息、处理信息和表达交流的过程中探索学习。要将自己置身于真实的环境中，将表演与真实情感有机地结合在一起。这样，有利于寓教于乐，激发学生的兴趣。
除课文的相关情景外，我们还可要求学生描绘当时的情形，如喧闹的声音等。例如，学生可能会使用如下的语句：
“The diamond is gone! Gone! Nobody knows how!”
“I myself saw Miss Rachel put the Diamond into the drawer last night!”
“We must call for the police!”
(五)读前(Pre-reading)
1．超前学习，体验探究
在学习《月亮宝石》时，有可能的话，鼓励学生自主提前学习这本书。学生可以上网下载或到图书馆借阅小说The Moonstone，这样可以培养学生自主学习的能力。
2．共同欣赏，集体解疑
教师要鼓励学生在阅读过程中相互学习，通过课外阅读，使学生加深对文学的感受、理解、欣赏，共同解决阅读中存在的问题，提高思维能力；在讨论中，学会欣赏他人的优点，让学生通过合作体会成功的喜悦。
(六)阅读(Reading)
1．巧妙设疑，激发思维
教师可设计如下问题：
What do you think is the most difficult part in the reading
What do you think is the most interesting part in the reading
2．克服困难，猜测词义
Write a definition，synonym，or description of the underlined words.
1)Godfrey is an elegant and successful bachelor with many lady admirers ___________
2)First of all，one of the guests，Godfrey，asks Rachel to marry him，but she declines．___________
3)Rachel’s mother hires the famous detective Sergeant Cuff to investigate the theft. ___________
4)Franklin，on the other hand，gives the detective as much assistance as he can． ___________
5)Sergeant Cuff has one vital clue．He has found a smear in the wet paint on the door of Rachel's sitting room that was not there during the party. ___________
答案：
1)unmarried man 2)refuses 3)look into
4)help 5)very important or necessary
(七)综合技能(Integrating skills)
1．阅读部分是本单元阅读课文的继续。这一部分解开了月亮宝石丢失的原因。教师可要求学生把小说梳理一遍。
Number the sentences to show the correct order.
( )B．Franklin had no memory of what he did with the diamond．
( )C．Godfrey asked Rachel to marry him and she accepted．
( )D．The diamond was set in the forehead of the God of the Moon once again。
( )E．But Rachel broke off the wedding for fear that Godfrey would marry her for her money．
( )F．Rachel，who had behaved strangely since the theft of the diamond，went to London．
( )G．Godfrey took the diamond from Franklin’s bedroom and decided to keep the Diamond to pay off his debts．
( )H．The Indians had followed Godfrey，killed him，and taken the Diamond．
( )I．Franklin read a letter written by Rosanna saying that she knew he had stolen the diamond．
答案：
(1)F (2)C (3)E (4)I (5)B
(6)G (7)H (8)D
2．写作部分提出了两个情景，让学生选择其中之一写一封信。教师要组织好合作小组，小组讨论，理清思路后再分别起草。写出草稿后可互相交换，进行评价和修改。教师可收几封信，向全班展示并进行评价。
3．若有可能，当学生完成了任务“Write a letter from Sergeant Cuff to Rachel apologising for his mistake．”可进一步要求学生以Rachel的口吻给Ser geant Cuff写封回信。
(二)测试性评价
1．Fill in the blanks with proper prepositions or adverbs．
1)Miss Verinder，my congratulations to you _______．your birthday gift．
2)It is no good falling _______ love with Godfrey．
3)I gave _______ smoking last week，but since I stopped I haven’t been able to sleep．
4)He is very kind；he shows much feeling _______ the weak．
5)He wanted to do the job，but he was so young that he was turned _______.
6) I don’t know the reason Rachel might have given _______ refusing him．
7)When the information was given to me，I was to pass it _______ to her．
8) He was tired——such a degree that he fainted．
2．Read the text again and study the sentences taken from the text，and then try to produce sentences of your own by using the underlined structure or expressions in the following sentences．
1)The novel The Moonstone is set in England in 1848，but the story really began 50 years earlier．
2)The diamond was cursed and the man! lived a sad，lonely life without friends or family．
3)When he died he left the Moonstone to his sister's daughter，Rachel，in an act of revenge， passing on his bad fortune to her．
4)Franklin，who is a smoker，is very considerate towards Rachel．
5)At the end of the party，everyone leaves except for Franklin and Godfrey，who are staying the night．
6)As the story develops，we discover some secrets about the people at the house that night，and the reasons why they might have stolen the diamond．
7)Whoever is guilty must have a stain on his or her clothes．
3．Fill in the blanks with proper words．
A formal letter is very 1) from an in for． mal letter．Formal letters are 2) to businesses． schools or government offices．Informal letters are for relatives or friends．You may write an informal letter 3) hand，but you should 4) a formal letter．An informal letter can be as 5) as you want it to be 6) a formal letter should be short, two or three paragraphs．You should 7) formal language in letters to businesses but informal language in letters to your friends．For example，in a formal letter you may say．“I would 8) your sending me the materials which I have requested．”In an informal letter you may say，“Please send me the papers I asked you 9) ．And formal and informal letters have different 10) ．
答案：
1．1 on 2 in 3 up 4 for 5 down
6 tor 7 on 8 to
2．1 The story is set in the Anti-Japanese War．
2 Since then they have lived a happy life．
3 Please read the note and pass it on to the monitor．
4 Jane likes Tom，because he is considerate towards others.
5 The classroom was silent，except for the scratching of pens on paper．
6 As-he grew up，he knew how to work for others．
7 Whoever does a good deed should be praised．
3．1 different 2 written 3 by 4 type 5 long
6 while 7 use 8 appreciate 9 for 10 forms(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
专题调查
活动时间：在学完本单元之后
活动形式：个人活动、小组活动、全班活动
语言知识要求：本单元词汇与句型
语言技能要求：听、说、读、写
活动过程：
1．选择内容：所要调查的内容与本单元话题相关。例如，阅读习惯、学习风格、个性特征、人生目标，等等。把全班分成几个小组，每个小组选择一个方面的内容进行研究，编制调查问卷。例如：
2．展开调查：小组的每个成员运用小组编制的问卷选择对象进行调查，记录并整理有关信息。
3．分析信息：在小组范围内交流有关内容，分类整理，得出结论。
4．撰写报告：选择一个小组成员执笔撰写调查报告，其他同学也要参与补充、修改。记住运用曲线图、柱状图、饼图和其他图表形式。
5．交流信息：在全班交流调查报告。
6．各抒己见：小组活动，就调查所发现的问题提出建议。每个成员撰写文章，列举问题，提出措施。
(二)热身(Warming up)
该部分教学中教师可以补充一些问题。例如：通过对下列表述做出True或False的判断，可以调查学生的合作精神。
(三)听力(Listening)
该部分教学要注意以下几个方面：
听前，教师要做好铺垫。
1．帮助学生扫除词汇障碍：
1)教学与科学调查有关的词汇，例如：survey， questionnaire，comments，observation，majority等。
2)教学科学调查中常用的统计方法，例如百分比和频率的英文表达方法。
3)介绍各种用于科研目的的图表。
2．联系本班学生的实际讨论，除练习1中的三个问题外，教师还可以补充一些与学生课余生活有关的问题供学生讨论，例如：
1)Do you like ball games Do you often play basketball/football after class
2)How often do you go to cinema
3)Do you play PC games Where do you play Do your parents / teachers allow you to do so
4)How much pocket money do your parents give you each month Is it enough
5)Do you have many friends Where do you make friends
听的过程中，教师要为学生分解难度：
1．分段播放，先放1-3段，做练习2中的表格题；再放4-5段做练习2中的饼图题。
2．重复两、三次。
听后，引导学生讨论。例如：
1．Do you think it necessary for you to do SO much homework to remember the knowledge and build up the ability How much homework is enough What kind of homework do you like most What the least
2．Do you think you can do a part-time job Why or why not
3．Do the part-time jobs you have done help you understand what you are learning in class Give your reasons．
4．What do you think of putting away the money you have earned in a savings account
5．Why is getting to know people in different setting important
6．Is it difficult for students of your age to find a part-time job
(四)口语(Speaking)
该部分还可以设计以下几个教学内容：
1．在讨论该部分的三个情景前，让学生开动脑筋，列举取得他人信任的作用。
Benefits of being trusted：
1)You may earn a good reputation．
2)You may spend less time persuading people to do what you want them to do．
3)You will probably have more opportunities as you are reliable．
4)You have confidence in fulfilling your task．
5)Even if someone disagrees with you，he or she will respect you．
6)You will find it easier to cooperate with others．
7)If you set an example，others would like to follow．
8)People will be friendly to you and will support you．
9)People are willing and happy to contact you．
2．在讨论过该部分的三个情景后，让学生讨论如何取得他人的信任。
Suggested ideas：
1．Keep your promises．
2．Put your words into action．
3．Never boast．
4．Say what you really think．
(五)阅读(Reading)
该部分文章要说明的核心是：怎样才能使团队发挥最大效率 尽管本文做了详尽的剖析，并以体育运动队为例进行阐释，但运用的都是理论分析的方法，这对于学生来讲，理解和记忆都有一定的困难。因此，建议教师采用更为形象的手段。
1．具体举例。例如，就团队的组成、队员的角
色、领队及教练的作用、以全胜战绩夺得冠军的秘诀等等进行提问和讨论。
2．设计板书。例如：
3．分解难度。教师还可以让学生回答以下问题：
1．What is a team
2．Why are students asked to work in teams at school
3．How are sports teams made up
4．Is the coach counted as a team member What’s the role of the coach
5．Is it necessary for all the team members to be friends
6．What are some of the requirements that make the team work well
7．How are the tasks of the group divided
8．Why should group members respect and sup port each other
(六)读后(Post．reading)
该部分的教学注意以下几个方面：
1．第一个活动可以和“读前”部分的第三个练习结合起来，因为这两个练习提问的内容是相同的。让学生浏览课文，完成“读前”部分的第三个练习；让学生细读课文，完成“读后”部分的第一个活动。在黑板上绘制网络图，分两步让学生填写有关内容，通过细读学生可以更全面地把握有关内容。
2．第二、三和第四个活动都不能直接在文章中找到答案，教师可以补充相关材料，也可以让学生自己查寻。例如：
The E-learning Project Team：Roles and Re Sponsibilities
In the late 1980’s to early 1990’s，it was common for a person，a super-producer，to single-handedly create a high quality learning programme．However，creating effective e-learning in today's marketplace is becoming an increasingly difficult task for one person．Regardless of how much division of labour is applied，team members will likely play more than one role．
Sponsor
The sponsor acts on behalf of his or her organization to assure that the product reduces cost，increases productivity，or in some other way adds value．
Project Manager
The project manager is responsible to the sponsor for the quality of the finished product．
Subject Matter Expert
The subject matter expert contributes the core con tent and original materials．She provides access to source materials and reference items such as books，articles， and videotape s．
Instructional Designer
A typical instructional designer has a background in liberal arts，often with a master’s degree in instructional design，psychology，education，or multimedia technology．
Writer
Working after an instructional designer has created an outline，a writer creates and revises the script．
Graphic Artist
From the blueprints created by the instructional designer and scriptwriter，the graphic artist creates screen layouts；specific interface items such as buttons，windows，and menus；and specific graphics and animations necessary to the programme．
Programmer
Using the script as a guide，the programmer is
expected to put different elements(text，audio，video， graphics，and animation)into a whole．
Audio and Video Producers
Audio and Video producers oversee the pre-production，production，and post-production of video and audio elements．
Quality Reviewers
The quality reviewers work internally during development stages，check the programme for general quality and create change reports．
Administrators
Administrators f8cilitate communication track expenditures, and assist in reproduction and distribution of materials．among other duties．
还可以结合电视、广播、报刊、出版等工作讨论团队作用。
3．教师还可以提供更多的讨论题。例如：
1)Is the coach as important as the team members Give your reasons．
2)Why is it important that each player has a clear role
3)Different teams require different roles．Give some examples．
4)How do you understand the importance of rules and regulations
(七)语言练习(Language practice)
该部分的第一个练习与“阅读”部分的课文有直接的联系，难度不大。不过，作为巩固性练习，教师要尽量提高学生应用的灵活性，可以让一个小组的学生用同一个词造句，这样就有许多不同的句子让大家分享。第二个练习有一定的难度，可以指导学生先确定意义后确定形式，这样难度分解后更有利于学生完成这个练习。第三个练习对于所有层次的学生都有一定的难度，教师要加强方法的指导。
1．信息复现是写作中的一种常见现象，学习复现的规律有助于完整上下文的信息。例如：
1)上下文中，有时同一词会重复出现。
While my father was an officer of the British army in South Africa，we lived in a two-storey house…．I saw， over my father’s shoulder，a gorilla，the worst enemy of the soldier in Africa.
2)同义词、近义词或解释性的语言可使上下文语义得以连接起来。
In March 2005，a survey was carried out among 23 young people from Xiamen．Thirteen of them were male and nine were female．
3)具有概括性的词和具有分述作用的词也是缺词填空的重要线索。
For example，she has been learning how to ex change messages with people．Scientists are teaching her sign language…．Andrew has also been trained to think out and find answers to the problems．
2．阐述同一话题时，相关的表达方式和信息会
形成一个个词汇链和信息链。例如：
Robert noticed that he was standing next to a large camera．“You! We were making a film and you spoiled the whole afternoon’s work!”
教师有必要帮助学生加强词汇之间的联系，形成具有实用意义的词汇链。例如：以friend为话题可以提供以下练习：
用下列短语完成句子：
1)I hear you work with Peter．Did you know he was ________
2)I suppose Sandra is ________ ．We ring each other most evenings．
3)I’m going up to see ________ in Scotland next week．I haven’t seen them for over sixty years!
4)I wouldn’t say he was ________．We used to work together and we go for a drink now and again．
5)I met Martin at university．It was the start of
答案：1 a friend of mine 2 my best friend 3 some old friends 4 a close friend 5 a lifelong friendship
(八)综合技能(Integrating skills)
该部分教学注意几个方面：
1．阅读和写作是一个有机的整体，阅读为写作做铺垫，写作是对阅读的总结和延伸。因此，阅读教学中，教师要针对写作所要涉及的话题提炼内容：
Items Li Yonghong’s experlence Your opinions
Decisions
Parents’offer
University
Finances
Risks
2．针对阅读内容，补充几种个性类型。例如：
Different Personality Types
Outgoing
You are an outgoing and cheerful person．Although sometimes you get frustrated，you can get through the hard times easily and be joyful again．
Garing
You love and care for others and it is the reason why you are a big sister/brother in people's eyes．People will find it interesting and comfortable talking to you and this enables you to gain trust from them．
Sympathetic
You are dependent and have less own opinions． You can take every opportunity to attract other's attention．The first impression you give to others is your sympathetic look and character．This may account for the reason why others are eager to offer you protection and security．
Charming
You are the type that possesses the most charming character, You are advised not to believe too much on other's sweet and honeyed words and phrases．It is suggested that you show more of your talent and intelligence，so that people will have a good impression of you not only because of your outward appearance．
(二)测试性评价1．用下面所给的短语填空：
stick with through thick and thin pull out of cater to in reality keep an/one’s eye on take into account as a whole once again live up to
1 Then，families stuck together _________
2 Will you _________ things here until I get
back
3 There are some sections in the newspapers
_________ people’S love of sports．
4 They are goi ng to _________ the same plan
made last year．
5 The breathtakingly beautiful scenery certainly
_________ expectations．
6 If you _________ inflation _________, we
actually spend less now．
7 Being in financial trouble，the firm _________
the personal computer business．
8 His views are not popular with the community _________ .
9 He was forced to apologize _________ for his
actions publicly．
10 Reports put the death toll at 50，when
_________ it was close to 200．
2．用适当的词填空：
Football evolved from English soccer and 1．Professional sides have squads of up to 45 players divided into three 2：one for offense． another for defense and the third for taking kicks．The team in possession(offense)has four plays，or downs，to 3 the ball 10 yards by running with it or passing it．If 4．the team has another series of plays．If it fails，the 5 takes possession of the ball．All plays start on or between the inbounds lines． Six 6 are awarded for a touchdown，plus an 7 point for converting the ball over the crossbar．Placekicking the ball over the crossbar from anywhere in the 8 gains three points．The defense al so 9 two points from a safety either by tackling the ball carrier in his own end zone or if the carrier steps out of the back or side of his 10．
答案：
1．1 through thick and thin 2 keep an eye on 3 catering to
4 stick with 5 lived up to 6 take，into account
7 is pulling out of 8 as a whole 9 once again
10 in reality
2．1 rugby 2 teams 3 advance 4 successful
5 opposition 6 points 7 extra 8 field scores zone
