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Unit 3 Australia
（一）教材分析：
本单元的中心话题是“澳大利亚”，主要内容涉及澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容。语言技能和语言知识都是围绕这一中心设计的。
热身（Warming-up）部分用几幅关于澳洲的大城市和著名的风景点的图画，过渡到这个单元的课题，并引出与下面阅读课文相关的词汇和背景知识。
读前部分旨在训练学生的阅读技巧，要求学生快速浏览五篇短文后，回答前面的这个部分设计的三个问题。
阅读部分包含五篇主题相同却风格各异的短文，百科全书选段、新闻报道、广告、明信片、旅游手册文章，从多角度概叙了澳大利亚的国家全貌。理解部分由三项练习组成，练习1和“读前”部分相呼应，也是要求学会快速阅读课文，旨在训练略读技巧。练习2要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论。这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系。练习3是对课文内容的拓展，训练学生的逻辑思维能力和表达能力。由于五篇短文大多是陈述性和描叙性的语言，而没有表达个人的观点的语句，因此，该练习借用文中提到的一些事实发问，以激发学生对文章内容的深沉思考。问题的答案不能从文中直接找到，要求学生有理有据地说出自己的观点。
“语言学习”部分由词汇和语法两部分组成。词汇部分练习1匙一个含11个空的语篇，要求学生用课文中出现的生词填空。练习2也是个语篇题，内容是关于澳大利亚早期移民的艰苦生活。这个练习要求学生首先阅读短文，看看其中画线单词是否认识，不要着急查词典，先试试猜一猜的它的意思，并写在“你的释义”一栏中。最后，再查英英词典，将你不认识的单词的定义写在“定义”一栏中。这项练习包含了两种重要的词汇策略：1）根据上下文猜测生词的意思； 2）。用英语给英语单词下定义。练习3也包含了两种重要的词汇学习策略。即“学一个记一串”， 以一个单词为中心，衍生出与之相关的派生词和合成词。这个练习给予学生充分的联想空间，既巩固了课文生词，又复习了旧词，还通过同伴之间相互交流认识了更多的生词，一举多得。 语法部分复习的重点是“表语”。 三个练习所用的语篇虽然不同，但任务是一样的，都是要求学生辨认表语的各种形式。
语言的运用分为“听说”和“阅读讨论” 两部分。 听力材料为魏平和他的好友之间的一段对话---鲍勃劝说魏平去野营，但魏平有所顾忌。练习1介绍听力内容发生的背景，并让学生预测魏平为什么对露营敢到紧张，他有可能害怕什么。“阅读讨论”部分的主要内容是关于澳大利亚的几种危险动物展开。
辩论部分提供的题目是：澳大利亚是一个危险的旅游地点。
写作是读写结合的任务型活动。而这一任务又是前面“阅读”和“辩论”的延续。学生通过前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，自己对“露营是否安全”这一问题给予回答。
（二）教学目标
1．语言知识
词汇 associate barrier brochure adequate ecology autonomous federal defense policy tax taxation nation citizen citizenship celebration birthplace tolerate tolerance migrant homeland via superb rust rusty tropical splendor heritage aboriginal fortnight reservation highway cradle rainfall agriculture sow bachelor correspond owe enclosure authority desperate shrink barbecue paralyze sickness recover funnel snatch amongst vinegar unconscious
词组 associate with Great Barrier Reef out of respect correspond with owe … to talk …into …
语法 Revising of Predicative (复习表语)归纳总结在句中作表语的可以是：名词短语、数词、代词、形容词、副词、非谓语动词、介词短语/词组、从句。
功能 表示禁止、表示警告、表示许可
话题 澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯
2． 语言技能
听 听懂关于澳大利亚冲浪营救俱乐部、澳大利亚旗帜的介绍和野营安全的对话
说 用表示禁止、警告、许可的句型来进行对一些警示性标志进行功能表达；对“澳大利亚是一个危险的旅游地方”这一辩题训练学生综合说的能力。
读 略读、细读、语义场在段落篇章阅读中运用以及对文章风格特点把握的训练
写 在前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，书面对“露营是否安全”这一问题给予回答。
3．学习策略
学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力
认知 猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能
调控 小组活动中通过对同伴的意见归纳，用自己的方式表达出来，从前面的阅读和同伴处得到反馈，对自己在作文中的错误进行修改；同伴合作，探究发现规律并灵活运用
交际 积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务
4．教学的重点和难点
（1）重点
1）了解澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯
2）学会表达禁止、警告和许可
3）归纳复习语法项目---表语
4）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议
5）让学生掌握辩论技巧，对提供的辩题进行辩论
6）让学生对“露营是否安全”进行E-mail回复
（2）难点
1）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议
2）让学生掌握辩论技巧，对提供的辩题进行辩论
3）让学生对“露营是否安全”进行E-mail回复的书面表达
（三）教学安排
对课本内容进行优化组合，可将本单元分成5个课时
Period 1 Reading
Period 2 Language points
Period 3 Grammar
Period 4 Using Language
Period 5 Debating & Writing
Period 1 Reading
Ⅰ. Teaching aims:
1. Enable the students to learn some information about Australia
2. Train the students’ reading ability(skimming, detail reading, distinguishing different styles of articles)
Ⅱ. Teaching important points:
Get some information of Australia in the text
Ⅲ. Teaching difficult points:
Enable the students to distinguish different styles of extract articles
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-record
Ⅵ. Teaching procedures:
StepⅠ Lead-in
1. Greeting
2. Ask Ss to guess the country we are going to talk about---“Today we are going to learn about a country. It is a country and also a continent. It is surrounded by oceans. While many other countries are having winter, it is in summer. In this country, you will see many plants and animals that cannot be found anywhere else, such as the kangaroo, koala bear, ect. Do you know which country it is ”
3. Ask Ss to say something about each picture and distinguish what city does each picture associates with. “Have you ever been to Australia What places do you know in Australia (Well-known cities, famous scenic spots, etc.) Look at the pictures. What do you see in each picture Can you recognize them Why ”
4. Ask Ss to find the places listed in Question 1 on the map
5. Ask Ss to work in groups and discuss what they know about these places.
Step Ⅱ Pre-reading
1. Ask Ss to quickly glance at the five text and answer the questions designed for this part.
2. Get the Ss know some reading strategies: skimming, detail reading and paying attention to the words that frequently appeared in the text and equally important, their relative words.
Step Ⅲ Reading
1. Ask the Ss to read the text quickly and answer questions listed in Exercise 1, Comprehending part.
2. Ask the Ss to read the text in detail, underline the information they didn’t know before and write down five facts that they consider to be the most interesting and exchange information in groups’ work.
Step Ⅳ Discussion
Ask the Ss to work in groups to discuss the following questions.
1. What kind of people do you think make Australia their home
2. Each year large numbers of people became Australian citizens. Why do you think they choose to become citizens
3. When do you think traveling by train across Australia would be appropriate and when do you think traveling by plane would be most suitable Give more than one reasons.
4. In what part of Australia do you think most agriculture takes place Give reasons.
5. Why do you think the population of Australia is so small when it is such a large country
6. Choose five words or phrases to describe Australia.
Step Ⅴ Language points
Explain some difficult points as listed in the PPT.
Step Ⅵ Homework
1. Finish Ex.1, 2, 3, Page24-25.
2. Write an article about the reasons why people want to travel in Australia
Period 2 Language Points
Ⅰ. Teaching aims:
1. Target Language
backgrounds, nation, citizens, tolerance, Aboriginal, homelands, migrants, adequate, sow, hardship, bachelor, correspond, owe
2. Ability goals
Enable Ss to use the new words in the text or passages
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅱ. Teaching important points:
Enable Ss to use the new words in context
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅲ. Teaching difficult points:
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-recorded
Ⅵ. Teaching procedures:
StepⅠ Greetings
StepⅡ Lead-in
T: Yesterday we read five short texts which introduce certain aspects of Australia, each short text is written in a different style, and so do you know what styles are they
StepⅢ Word Study
1. Ex1 on page 24. First show the words on the screen and check Ss’ understanding of each word. Then do the exercise, that is, ask each Ss to read out a sentence and figure out what words should be filled in each blank, and then translate it into good Chinese.
2. Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong.
3. Ex3 on page 25. Ask Ss to follow the example and try to write down as many words related to each of the following words as possible.
tax: taxation, taxed, taxable, taxman, taxpayer
home: homework, homely, homeland, homeless, homemaker, homecoming, homesick
rust: rusty, rustproof
time: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timeless
StepⅣ Consolidating Exercise
Choose the correct words to complete the following sentences.
1) The young woman seemed to be asleep, but in fact she was _____________.
2) The house looked old form outside, but inside it was ____________.
3) The knife appeared _____________, but it proved to be extremely sharp.
4) The name of the place sounds like English, but it is _____________.
5) The fruit smelled bad, but it turned out to be very ___________.
6) The food and water seemed __________ quality, but they made us sick.
7) The situation seemed _________ quality, but it proved to be hopeful.
8) This island appears to be an independent country, but actually it is to be a(n) ________ region within the country.
Keys: unconscious superb rusty aboriginal tasty adequate desperate autonomous
Step V. Homework
Do Exercise in the workbook page68-69 Ex1, 2, 3, 4.
Period 3 Grammar: Revising of the Predicative
Ⅰ. Teaching aims:
1. Enable the Ss to grasp what can function as predicative (words, phrases, nonfinite, clauses)
2. Enable the Ss to apply this grammar point to the daily use of English
Ⅱ. Teaching important points:
What can function as predicative and how to use correctly use them to the context
Ⅲ. Teaching difficult points:
What can function as predicative and how to correctly apply them to the context
Ⅳ. Teaching methods:
Inductive and deductive methods, task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard
Ⅵ. Teaching procedures:
(Pre-class)
1. Get the Ss to collect some pictures of Australia and describe them respectively
Step Ⅱ Revision and lead in
1. Ask the students to recall what they’ve learned in the previous reading passage(five short texts in the Reading part)
2. Ask them a group of questions:
Where is Australia
How do you like Australia Use several Adjectives to describe it.
Do you think Australia is a wonderful tourist destination
How would you feel if you offered a chance to tour around Australia
Then write down Ss’ answers, of course each answer contains a predicative, so underline them, thus lead in today’s main focus---grammar point the predicative.
Step Ⅲ Discovering the rules
1. Ask the Ss to turn to page 26 and underline all the predicatives in Exercise 1 & Exercise 2. In Exercise 2, have a pair of Ss to act out the dialogue.
2. Then check answers.
3. Ask them to summarize what can function as predicatives in sentences.
So, together with the Ss we work out that adj, noun, pronoun, numeral, adv, prepositional phrases，infinitives, -ing, -ed, clauses can function as predicatives.
Step Ⅳ Further Explaining
1. 表语 Predicative
表语是由系动词引导的主语补足语，补充说明主语。常见的系动词有：be become feel grow prove smell taste appear get go remain sound seem stay keep
２．充当表语的成分有形容词、名词、代词、数词、副词、介词短语、词组、不定式、 －ing 形式、过去分词、从句等。
3．形容词作表语，用来修饰说明主语, 例如:
You don’t feel well today. Are you sick
4．形容词只能作表语，不能作定语，如：
afraid asleep ready unable alive
aware glad sorry well alone sure
可以说 “She felt glad.” 但不能说“a glad woman”.
5. 名词或名词词组作表语，一般用来确定主语的性质，或者表达主语的看法，例如：
He became a doctor.
Boys are boys.
He’s not the right man for the job.
She seemed an ideal wife for him.
6. 可以接不定式的系动词有：
be appear prove seem
例如：
They only aim was to get success.
She appears to have many beautiful dresses.
It proved to be much easier than we have thought.
Step Ⅴ Consolidating and Applying the rule
Exercise to be shown on the PPT and one student at a time to do the exercise orally. (Judging whether the sentences contain predicatives, using sentence pattern “S+V+P” to rewrite sentences, correspondent practices in workbooks.
Step Ⅵ Summary and Assignment
1. Make a summary of today’s task.
2. Assign Ss to surf the write a short article to introduce an object or an experience, using as many predicatives as possible in the article.
Period 4 Using language
Ⅰ. Teaching aims:
1. Enable the Ss to get some basic knowledge about dangerous creatures in Australia
2. Help Ss learn how to protect themselves from the dangerous creatures in Australia
Ⅱ. Teaching important points:
Enable the Ss to know what attention should be paid while camping in Australia to
protect themselves totally safe from the dangerous creatures
Ⅲ. Teaching difficult points:
Teach the Ss how to figure out the best ways to stay safe while camping outside
Ⅳ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠLead-in
1. Greetings.
2. Ask some students to talk about what they know about wildlife in Australia and what they should pay attention to if they are offered a chance to travel around Australia. Thus lead to today’s topic.
StepⅡ Listening
1. Pre-listening (Ask Ss to turn to page 26 and to predict what Wei Ping might be nervous about.)
2. Listening task(Exercise 2--- answer the questions)
3. Listening task(Exercise 3 – filling the blanks)
4. Listening again and having a discussion
Keys to tasks 2
1. He is worried about snakes.
2. No. Because he does not believe they are likely to see any and he knows what precautions to take against being bitten.
3. He probably has talked him around because he assured Wei Ping that there was very little danger. Also the fact that Wei Ping summarized the advice Bob gave him suggests that he has accepted bob’s assurances.
Keys to task2
snake boots and long trousers a noise do not move avoid walking
Keys to task 3
1. Because Wei Ping may think the bush means wild and dangerous land, but Australians use it to mean the countryside where there aren’t any houses or farms or other signs of humans.
2. Because snakes don’t have legs (this is where the humor lies)
Step Ⅲ Extensive Reading
1. Pre-reading ( Ask Ss just read the title and look at the picture to predict what they expect to read in the text)
2. Ask Ss to read the whole text and check whether what their predictions are right and tell the main idea of the text
3. Ask Ss to read the whole text for specific information, that is, to answer questions listed in Exercise 2.
Keys of Exercise 2:
1. 115 different kinds of snakes and 2,000 different kinds of spiders. Only a few kinds of spiders and snakes are capable of killing humans.
2. Most jellyfish can cause severe pain to anyone who touches them but only the box jellyfish can kill a human
3. It was cheaper to hire a car with other people because they could share the cost. Also he probably enjoyed being in the company of other tourists.
4. The saltwater crocodile.
5. The island used to be a very harsh prison for the most dangerous prisoners.
StepⅣ Discussion
1. Ask every four Ss to form a group and read the relative information
2. Ask the Ss to divide the information into certain points and give suggestions to each point
For example: (crocodile) Show the example on the screen.
1. found only in the far north of Australia near the rivers and water holes.
Don’t go to the north of Australia and sty away from rivers and waterholes.
2. There are signs to warn people. Don’t go near water places where there is a waning sign.
3. stay hidden in the water or on the land close to water.
Don’t go near water alone./ Don’t swim in waters that are not familiar to you.
Step V Assignment
Ask Ss to get prepared for the debate (divide the whole class into two sides: for or against) in the next period. Debating topic:
“Australia is a dangerous place to visit.”
Period 4 Debating & Writing
Ⅰ. Teaching aims:
1. Enable the Ss to use they information they’ve acquired to carry out a debate
2. Enable Ss to offer their advice and opinions on a certain problems others come across
3. Enable the Ss to reply an E-mail to give advice on whether staying in Sydney or camping in National Park
Ⅱ. Teaching important points:
Enable the Ss master some basic knowledge of debating
Enable the Ss to reply an E-mail offering advice to a friend who is confronted with difficulty in making decisions
Ⅲ. Teaching difficult points:
Enable the Ss to apply the basic knowledge of debating to real debating occasion
Enable the Ss to master how to give a reply and offer advice to solve others problems
Ⅳ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠIntroduction
T: Last period I assigned you to get prepared for the debate. So have you made full preparation Ok, before we carry out the debate, let’s go over the rules of debate.
You can refer to the Supplement materials of debate.
StepⅡ Debate
1. Divide the whole class into two large groups (A & B), and then ask every three Ss to form a team and have a discussion on how to argue.
2. Choose two teams with different ideas to be seated face to face.
3. Then chair the debate, and ask the Ss to carry it out according to the procedure which was previously mentioned.
4. Summary: to make a summary of the debate and present awards to the excellent debaters.
Step Ⅲ Writing
1. Ask the Ss to read the E-mail and to make out why does Li Haidi write this E-mail
2. Then go over the tips of a reply together to make it clear that these elements should be included in their reply.
3. If time not allowed, ask the Ss to finish the reply E-mail after class as their assignment.
Step Ⅳ Homework
1. Ask the Ss to finish the reply in the writing part.
2. Team work: Ask each team to work out “A week traveling to Australia”. That is, they are working for travel agencies and are assigned to design a route “A week traveling to Australia” To do the work, they should first look up for information, names of tourist destinations, their features, location, means of transportation, accommodation, etc. And then they have a discussion to get the job done. Then next time choose the best designed routes.
Supplement materials of debate
Introduction
A debate round has two teams with two debaters each and a Speaker. The Speaker serves as both the judge and arbiter of the rules during the round. Note here that "Speaker" always refers to the judge from this point forward. One team represents the Government, while the other represents the Opposition. The Government team is composed of a Prime Minister, who speaks twice, and a Member of Government, who speaks once. The Opposition team is composed of a Leader of the Opposition, who speaks twice, and a Member of the Opposition, who speaks once. The Government proposes a specific case statement, which the government team must demonstrate to be correct. The Opposition does not have to propose anything, but must demonstrate that the case statement is not correct. The Speaker decides at the end of the round, based on the arguments made in the round, whether the Government has proved its case or whether the Opposition has disproved it. The team which met its burden more convincingly wins.
Rules of Debate Rules of Debate
(condensed from Competitive Debate: Rules and Techniques,
by George McCoy Musgrave. New York: H.W. Wilson, 1957)
1. There are two teams, each consisting of two or three speakers.
2. Each team has two or three constructive speeches, and two to three rebuttal speeches. The affirmative gives the first constructive speech, and the rebuttals alternate: negative, affirmative, negative, affirmative. The affirmative has both the first and last speeches of the debate.
3. When worded as a proposition of policy, the topic requires the affirmative to support some specified action by some particular individual or group. The affirmative has the right to make any reasonable definition of each of the terms of the proposition. If the negative challenges the reasonableness of a definition by the affirmative, the judge must accept the definition of the team that shows better grounds for its interpretation of the term.
4. The affirmative must advocate everything required by the topic itself. No revision of position of a team is permitted during the debate.
5. He who asserts must prove. In order to establish an assertion, the team must support it with enough evidence and logic to convince an intelligent but previously uninformed person that it is more reasonable to believe the assertion than to disbelieve it. Facts must be accurate. Visual materials are permissible, and once introduced, they become available for the opponents' use if desired.
6. In the questioning period, the questioner may ask any fair, clear question that has a direct bearing on the debate. The questioner may use the period to build up any part of his own case, to tear down any part of his opposition's case, or to ascertain facts, such as the opposition's position on a certain issue, that can be used later in the debate. The questioner must confine himself to questions and not make statements, comments, or ask rhetorical questions.
7. Each speaker is questioned as soon as he concludes his constructive speech. The witness must answer the questions without consulting his colleagues.
8. No new constructive arguments may be introduced in the rebuttal period. The affirmative must, if possible, reply to the major negative arguments before the last rebuttal.
9. The judge must base his decision entirely on the material presented, without regard for other material which he may happen to possess.
10. Any gains made outside of the established procedure are disallowed.
autonomous tasty desperate unconscious aboriginal adequate rusty superb
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Reading task
Co-Evolution
Teaching 0bjectives:
1) To talk about Co-evolution to help the students develop the ability of fast reading and detailed reading.
Important and difficult points:
The way of fast reading.
Teaching procedures:
Step1 Lead-in
1. show students some pictures and ask them to learn some plants and animals that would be talked about in the text.
1. Ask students to discuss the question :
What is the relationship between plants and animals
Step2 Reading comprehension.
1. Ask students to read the passage quickly and try to find answers to the questions in Part 1.
1. Ask students to read again and complete Part 2.
1. Let students complete Part 3
Step 3 Reading strategy
1. Discuss in pairs about the reading strategy :scanning and skimming .
1. Find out the advantages and disadvantages of the relationships between the plants and pollinators in the text.
Step 4 Discussion
In group, discuss what would happen to the animal pollinators of each of the plants described if these plants died out.
Step 5 Homework.
1. Read the passage carefully and review the new words and phrases.
2. Make a summary of the text.
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Listening
Teaching Aims:
1. Improve the students’ listening ability.
2. Improve the students’ speaking ability.
Important and difficult points:
Listening to the order of the experiment.
Teaching procedures:
Step1 Lead-in:
1. Ask students to discuss the purpose of the experiment.
2. Ask students to guess the order of the pictures.
Step2 Listening steps:
First listening
Ask the students to listen to the first part and finish Exercise1
Second listening
Ask the students to listen to the first part again and answer the questions in Exercise 2.
Third reading
Ask the students to listen to the first part and complete the table of conditions that each dish of seeds was given.
Fourth reading
1. Ask the students to listen to the second part of the tape in which the class discusses the results of the experiment.
2. Ask the students to listen to the second part again and write the conclusion of the experiment.
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Reading
Teaching objectives:
1. to learn some information about plants exploring in the 18th-19th century.
1. to teach the students about the main idea about the passage.
1. to make the students understand the purpose of the writing the passage.
Teaching focus and difficulties:
1. knowing the structure of the passage.
2. mastering the main events in different times.
Teaching methods:
1. Listening, reading and thinking to get students to understand the text.
2. Pair discussion and group discussion to get students to participate in the classroom activities.
Teaching aids:
The multimedia
Teaching procedures:
Step 1 Lead-in (warming up and pre-reading)
Show some pictures to arouse the students interest in plants.
Do you know anything about plants
Are you familiar with these given pictures
Step 2 Skimming
Students are expected to read the passage quickly to get the main idea of each paragraph.
Step 3 Scanning
Students are expected to scan the passage and finish the T or F questions.
Besides that, finish the form.
Step 5 Detailed reading
Analyse the structure of the passage.
Ask students to divide the passage into several parts and get the main idea of each part.
Step 6.Imagination
Give the students a certain situation to imagine the possible reasons of taking the plant home.
Homework:
Read the passage out.
Finish off the exercises in the workbook.
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Teaching goals
1．Target language
1. Important vocabulary
Words:
date back to bring back on a large scale
take opportunity of doing/to do conflict introduce ruin tightly seal restriction in style establish appeal value
2. Important sentences
A. However it was not until …that the exploration…began…
B. Brave young men took the opportunity of going… often facing many dangers
C. At that time, there were restrictions on … in order to travel unnoticed, he …including…
D. Not only did Fortune… but he also shipped …
II. Ability goals
Enable the Ss to understand the passage better.
Enable the Ss to master some important words and expressions in the text.
III. Learning ability goals
To consolidate the knowledge about plant exploring by reviewing;
To master some important words and expressions in the text.
Teaching important points
Help the Ss understand some difficult sentences.
Teaching difficult points
How to master the words and expressions listed above.
Teaching aids
A multimedia and a tape recorder
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Unit 5 Inside advertising
Teaching aims and demands
类别 课程标准要求掌握的项目
话 题 Talking about advertising and advertisements; ways to make effective ads; advertising controls
词 汇 Billboard casual garment advertiser advert inform association target basis technique lane feature conscience worthy corporation budget expense broadcast rely visual generate response stereo refresh partly murder suitcase sheet actress typist spokesman fluent hostess invitation appoint chairman raise dial operator litre mature fashion misleading ethical dishonest alcoholic tobacco ban promote immoral decent ethics offending beware consumer trustworthy
Turn…into fit in(to) rely on have no use for
功 能 表达不同观点(Expressing different views of an argument)You are quite right. I’m afraid I can’t accept that.I quite agree with you. I wouldn’t say that.I think so, too. Not really.I see your point, but…. That’s not how I see it.That’s ridiculous. I’m afraid I have a different opinion.Not at all. No problem. No way.
语 法 复习宾语补足语(The Object Complement)Committee members recently appointed me their chairman.（名词作宾补）They made Ronaldo, the soccer star, the spokesman of their product.（名词作宾补）I find it very difficult to raise the money.（形容词作宾补）As my neighbour is a troublemaker, I have to keep myself away from him.（副词作宾补）Please remember me to your parents.（介词短语作宾补）His speech left the president in a very awkward situation.（介词短语作宾补）Really good advertising persuades people to behave in certain ways.（动词不定式作宾补）Committee members have asked me to tell you how much we all appreciate your donation. （动词不定式作宾补）Many people consider advertisements offending.（-ing形式作宾补）Through the window, I could see the rain coming down in sheets. （-ing形式作宾补）She is going to have the novel translated.（过去分词作宾补）I’d like to have the goods delivered directly to my office. （过去分词作宾补）
Period 1
Warming up
Step 1 Presentation
Enjoy some advertisements.
Step 2 Discussion
Divide the students into several groups and discuss the questions in Warming up.
Step 3 Understand some ads.
Look at the ads at page 42 and 43 carefully and finish the Comprehending Exercise 2. Exercise 2 is very important as it develops students’ ability to look critically at advertisements. Make sure students have enough time to discuss these questions fully. Ask them to work in groups and then discuss their answers with the whole class.
1. Water
A. What is the most common name for H2O Why did they call it H2O
Water. Because it rhymes with “slow”.
B. What is the purpose of this advertisement
To encourage people to use water wisely and to save water where they can.
2. Super Shooze
A. What group of people is the advertisement made for
Young people who like sports, the latest fashions and like to be part of a group.
B. What message does the advertisement give
If you wear our shoes you’ll have an exciting life, and be popular and have fun.
C. Do you think the message is true Give reasons.
No, because just wearing a certain brand of shoes won’t make you exciting, popular of have fun—it takes much more effort than that.
3. Refresh water
A. Why are the first two lines written bigger than the rest of the advertisement
These lines appear bigger to that they are the first thing people notice about the ad.
B. The advertisement says that when you buy two, they will give you two more at no extra cost. Does this mean the advertiser will lose money on the sales
No.
C. Why do advertisers often use the “Buy one get one free” message
People love a bargain, so they are attracted to free offers and are more likely to buy the product if they think they are getting something for free.
4. Environment
A. What does this advertisement encourage you to think
It encourages us to think of the sky, air and our environment and about how the environment is being spoiled.
B. What do you think causes air pollution
Human beings cause air pollution by burning fossil fuels, such as gas, oil, coal, etc by using some modern machines, transportation vehicles and also by manufacturing modern products.
C. How else can advertisers make people more aware of our fragile environment
Tell people more and help them to be more aware of the importance of protecting our environment.
5. “Speeding” and “How fast am I going”
A. Both of these advertisements have the same purpose. What do both ads want people to do
They want people to stop speeding.
B. Both ads target a certain group of people. Who are they
Drivers.
C. If you were a drive, which advertisement would have most effect on you Why
Students give their own answers.
Step 4 Homework
1. Read the passage How Advertising Works.
2. Finish Comprehending Exercise 1.
Period 2 and 3
How Advertising Works
Step 1 Scan the text.
Before students read the text, ask them to survey the text by looking at the headings of section. Predict the content.
Step 2 Detail reading
Read the passage carefully and make an outline.
Part 1(Para 1) Introduction
Part 2(Para 2) What is an ad
Part 3(Para 3-7) How do advertisers make effective ads
Part 4(para 8-9) How effective are ads
How Advertising Works
Introduction
We are exposed to ads in our daily life.
1) What kind of ads can we find
2) Where do ads appear
3) Why we need to understand how advertising works
What is an ad
1) Definition (a message or announcement that intends to inform or influence people)
2) Means (words, pictures, music, film…)
3) Advertisers (business, individuals, organizations, associations)
How do advertisers make effective ads
1) Identify the target (find out necessary information about this group)
2) Appeal to the target (hopes, dreams, emotions, desires…)
3) Use a suitable medium (cost, media)
How effective are ads
1) When there is a need for the product
2) If the target audience is exposed to ads constantly
Step 3 Language points
Step 4 Homework
Make up an advertisement for a product (including a slogan, the spokesman/spokeswoman and the whole procedure.
Period 4
Grammar: Object Complement
Step 1 Do Ex. 1 page 46
Do the exercise on page 46. Let the students know what can be object complement.
Step 2 Explanation
宾语补足语是补充宾语的成分，通常置于宾语之后。宾语和宾语补足语构成复合宾语。可以用作宾语补足语的有名词、形容词、副词、介词短语、动词不定式、-ing形式、和过去分词。能带宾语补足语结构的动词一定是及物动词。
第一类，感觉动词，所接的宾补可以是-ing形式，也可以是动词原形。
feel, hear, listen to, notice, observe, see, watch, look at. 但变为被动语态时，不定式要带to
1. I saw him ________________(cross) the road
2. He was seen __________________(cross) the road.
第二类，含使动意义的动词，所接的宾补多为动词原形或过去分词。
let, have, get, make, would like, want等。
3. If Mr Smith is in the hall, will he please make himself ______________(know) to me
4. It makes people __________ (know) the importance of protecting environment
5. The machine doesn’t work. I must have it ______________ (repair) right now.
6. I have a letter _______________(write).
7. Mr Smith, do you have something ______________________(type)
8. Professor Li had the students _________ (practise) all morning.
9. I won’t have you ________ (say) such things.
第三类，含命名意义的动词，所接的宾补一般是名词。
call, name, appoint, elect, make, consider等
Call me Joe, please.
She was elected the president of the company.
注意和双宾语区别：
They have made me the chairman. （宾补）
They have made me a nice chair.（直接宾语）
第四类，v + sb + to do sth 结构中的动词，所接的宾补一般是不定式。
advise, allow, ask, beg, cause, expect, force, get, help, inspire, invite, order, permit, persuade, remind, request, require, teach, tell, train, urge, want, warn, wish等
10. Tell him _____ the window.
A. to shut not B. not to shut C. to not shut D. not shut
第五类，find, keep 等几个词的用法非常灵活，后面所接的宾补可以是形容词、副词、词组、现在分词、过去分词等。
We found it very difficult to solve the problem.
How can you keep them waiting for so long
Suddenly I found my wallet had been stolen.
Keep the door closed.
Step 3 Do some exercises.
Period 5
Listening and writing
Step 1 Listen to tape and tick the words and expressions.
superstar clothing stores run out
singing wide and narrow save money
uncomfortable dial the operator
latest fashion litres of water
Step 2 Listen again and finish the exercises on page 47.
Ad 1
A: Cool shoes! B: Thanks. They’re Superstar. A: Expensive B: Not at all. Superstars have great styles at reasonable prices. A: But I have big feet. B: No problem. Superstars come in all sizes. Long and short, wide and narrow. A: Where do you get them B: All good shoe stores. A: Great. B: Want to dance
A: Again Aren’t your feet sore
B: No way, not when I’m wearing Superstars!
C: Superstar shoes and boots, latest fashions, all sizes, comfortable. (drag this word out cuuuumffffooorrtable) Available at all good shoe stores.
Ad 2
A: Dad, turn the tap off while you’re brushing. B: What for A: It saves water. B: That won’t save much water. A: But if everyone in the whole city turns off the tap while they’re brushing their teeth, think how much water that would save. And if you stop singing in the shower, you won’t be in there so long and we’ll save litres of water.
C: Sam’s right you know. The water in our dams is getting low. We could run out, you know. Besides, your singing’s terrible!
B: OK, you’re right. We do need to save water. What other ways can you tell me about, Sam
A: I’ll show you. There’s a fantastic website.
D: For information and tips on how to save water, visit
Ad 3
Woman: Star FM. The new station everyone’s listening to.
Man: Find it on your dial at FM 104.5.
1. Step 3 Writing
2. Choose one of the things advertised in the listening but write a different ad for a different target. Some possible targets are listed below.
elderly people teachers teenagers 11-olds car owners
sports men and women parents young businessmen and women
2. Perform your ad to the class. Ask them to guess who your target is.
Step 4 Homework
1. Write down the ad in your exercise book.
2. Finish your workbook exercises.
Period 6
Keeping advertisers honest
Step 1 Read the passage quickly and find out the ways to keep advertisers honest.
1. The law.
2. Advertising organizations
3. Complaints organization
4. The consumer
Step 2 Read again and answer the questions on page 50.
Step 3 Language points
1. go to a lot of trouble to do sth = take the trouble to do sth 花费功夫，钱财去做某事。
She’d go to any expense for him.
为了他，她不惜一切代价。
He went to great trouble to make his guests comfortable.
他费尽周折为的是让客人们感到舒服。
2. and so 连接并列句。
Thanksgiving is an only American holiday and so neither British people nor Australian people celebrates it.
感恩节只是美国人的节日，因此英国人或者澳大利亚人都不过这个节日。
She is tired of her busy city life and so she plans to spend her winter holidays in a small village with her husband.
对繁忙的城市生活感到厌倦，她决定和丈夫一起到一个小乡村过寒假。
3. One way to control advertising is to make laws that prevent advertisers doing the wrong thing. 控制广告的方法之一就是制订法律以约束广告商们的不法行为。
one way to …is to…
One way to avoid being cheated by misleading ads is to understand how advertising works.
防止被误导的广告欺骗的方法之一就是了解广告的运作机制。
One way to help them is to help them learn to help themselves. 帮助他们的方式这一就是帮他们学会自助。
4. decent 指人是“诚实的；正派的；值得尊敬的；举止端庄的”，口语还表示“和蔼可亲的；乐于助人的”。
They are all decent, hard-working citizens.
他们都是诚实勤劳的好民。
It is very decent of you to meet me at the airport.
你到机场来接我，实在是太客气了。
decent 指物是“体面的；过得去的；尚可的”。
Does he have a decent salary
他的薪水还可以吧？
He is always dressed in decent clothes.
他总是穿着体面的衣服。
decent 指行为是“合宜的；得体的；合乎道德规范的”。
It is a decent film, without crime or violence.
那是一部合乎首先规范的电影，既没有犯罪也没有暴力镜头。
She was impressed by his decent behaviour.
他得体的举止行为给她留下了深刻的印象。
5. make sure “确保；确定；证实”，后面一般接从句。
He looked back to make sure no one was following.
他回头看了看，以证实没有人跟踪。
I did it to make sure you noticed.
我这么做是为了确保你注意到了。
Ask for receipt and make sure you get it.
要一张收据，而且一定要确保你拿到收据。
6. when it comes to … 固定短语，“谈到；涉及到”。
John is not good at sports, but when it comes to physics, he is the best in the class.
约翰的体育不行，但说到物理，他可是全班最优秀的。
The school has very good teachers, but when it comes to buildings, the school looks poor.
这个学校拥有非常优秀的教师，但说到建筑，这个学校看上去很穷。
7. claim 未经证实的说法或主张
His claim to know the answer was not believed.
他声称自己知道答案，但没有人相信他的话。
Nobody believed his claim to be 100 years old.
他声称自己有100岁，但没有人相信。
Many women believed the advertiser’s claim to know the secret of keeping young.
登该广告的人声称掌握了保持年轻的秘诀，有许多妇女相信了广告商的话。
8. Even though there are laws and advertisers’ code of conduct, some bad ads do get made.
Do 经常用于肯定句和祈使句中，表示强调。
Please! Do be quiet a moment.
请务必安静一下。
He did tell me that but he is denying it now.
他的确跟我这样说的，但现在又否认了。
Step 4 Finish the workbook exercises.
Step 5 Homework
Review what you have learned in this unit.
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Writing
Teaching point: Writing
Performance objectives: To learn how to write an experiment report
Procedures:
Step 1: Discussion
Discuss four pictures in groups about the steps of an experiment
Step 2: Sample report
A sample report for the discussion
Step 3: Guide
A guide on how to organize an experiment report
Step 4: Drilling
Another experiment on conditions that seeds need in order to start growing.
Step 5: Five steps (aim—materials—procedures—results—conclusion)
Step 6: Sample report
A sample report for the experiment
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Teaching plan for grammar
Teaching point: Grammar—object
Performance objectives: To master the position of object, usage of direct object and indirect object.
Procedures:
Step 1: Introduction
Step 2: Position of one object
Step 3: Position of two objects
Step 4: Distinguish “to” and “for” when used in the verb phrase with two objects
Assignment: Exercises
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Unit 2 Sailing the oceans
I. 单元教学目标
技能目标GoalsTalk about early navigation Talk about discovery and exploration of an unknown landLearn about some famous navigators and explorersLearn to express the cause and effectLearn to use the PredicateWrite a report about a navigator or an adventurous story
Ⅱ.目标语言
词汇 voyage mercy encyclopedia alongside exploration minimum celestial pole equator horizon overhead seaweed nowhere offshore accelerate outward tide secure log knot nautical magnetic random awkward reference precise simplify portable shortcoming update tendency reliable swoop parcel peck cliff expedition compulsory survival incident departure crew deposit dilemma drawback dusk routine reckon reckoning starvation psychology psychologically tension gradual gradually foresee thirst tear hardship jaw background roar
at the mercy of nautical mile set loose jaws of death
功能句式 Cause & effect Why are you... How could you... Why did you... Because of....It was because.... The reason is that....As he.... Since she....Now that.... Therefore,...He was due to.... It is ..., so I’m afraid....That's why.... He.... so he is ill with fever after the voyage.
语法 复习谓语(The Predicate)So how did they navigate so well As you can see from the map we kept to straight course pretty well.The tension in the boat got worse as the supply of food and water gradually disappear So accomplished navigators were able to use it to plot their position.Captain Cook had led three great Pacific voyages during his life.I’ll go and get ready to begin work.
重点句子 You may well wonder…(p12)… show that they were not at the mercy of the sea even though…(p12)Sea birds could be used to show the way to land when it was nowhere to be seen. (p12)There was no secure method of measuring longitude until the 17th century when the British solved this theoretical problem. (p13)Its shortcoming was that it still used the moving ship as one of the fixed points of reference. (p13)I am proud to have sailed with Captain Bligh on his journey of…(p17)You could not imagine a more disturbing sight than what we looked like when arriving in Timor over forty days after being set loose in…(p17)
Ⅲ..教材分析与教材重组
1. 教材分析
本单元的中心话题是“Sailing the oceans”，内容涉及海洋航行、人类早期的航海技术、中国历史上最著名的航海家郑和、辛巴达的第一次冒险航行等。本单元的语言技能和语言知识都是依据“航海、发现探索未知的大陆”这个中心话题设计的。
1.1 “热身”(Warming up)部分提出了三个问题：航海家的含义；航海家与探险家的不同之处。看图对中外历史上的三个著名人物郑和、马可·波罗、詹姆斯·库克进行讨论，谁是航海家，谁是探险家。通过讨论使学生的言语技能和语言知识得到充分运用。
1.2 “读前”(Pre-reading)部分要求学生看图回答问题。通过这项任务的完成，可以激起学生了解早期航海情况的兴趣。
1.3“阅读”(Reading)部分是一篇说明文，用百科全书的形式呈现出的内容是让学生了解在现代化的航海仪器发明之前人们是怎样航海的。阅读的内容分为两部分，首先介绍古代航海者怎样借助自然环境的帮助进行航海。然后介绍早期的航海者怎样利用航海仪器来确定经度和纬度。1.4 “理解”(Comprehending)部分设置了五个练习。这些练习能帮助学生更好地理解阅读内容。这部分的练习1和练习4主要用以消化阅读的细节内容，只要学生理解了课文，不难回答。练习2、3、5设置了几个不同的情景，要求学生利用课文内容进行讨论与回答。这些练习能帮助学生更好地理解课文内容。
1.5 “语言学习”(Learning about Language)部分由词汇和语法两部分组成。这个部分的练习主要用来帮助学生进一步学习、巩固课文中出现的词语，加深学生对谓语的语法概念，同时也帮助学生了解库克船长的航海探险经历。
1.6 “语言运用”(Using Language)该部分包括两项内容，对学生进行听、说、读、写的综合训练。该部分内容紧密结合了本单元的功能项目“Cause and effect”。
1.7“小结”(Summing up)部分涉及三个方面：第一项是本单元关于航海的主题；第二项是学习本单元的收获；第三项是关于本单元的语言知识。通过该小结，可以让学生对本单元的学习有个整的概念。教师可以利用该材料做些拓展性和巩固性练习设计。
2. 教材重组
2.1利用WARMING UP设计成一节任务型“口语课”。
2.2 将Pre-reading 、Reading和Comprehending 整合成一节 “精读课”。
2.3 将Using Language中的Reading和Workbook中的READING TASK上一节“阅读课（泛读课）”。
2.4将Learning about language 和Workbook中的Talking整合成一节以说和写为主要任务的练习课。
2.5将Using Language中的Listening和Workbook中的Listening整合成一节“听力课”。
2.6 将Learning about Language中的Revising useful structures和Workbook中的Using structures整合成一节“语法课”。
3. 课型设计与课时分配（经教材分析，本单元建议用六课时教完，顺序可根据学情适当调整）
1st period Speaking(口语课)
2nd period Reading(精读课)
3rd period Extensive Reading(泛读课)
4th period Practicing(练习课)
5th period Listening(听力课)
6th period Grammar(语法课)
Ⅳ. 分课时教案
The First Period Speaking
Teaching Aims:
a. Key words and expressions
navigate, navigator, navigation, navigational; explore, explorer, exploration
b. Talk about sailing the oceans.
Teaching Methods:
Discussion to arouse the students’ interest in sailing and exploring the oceans.
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching Procedures:
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step 3 Presentation
Present the students a map of the world and tell them “Today we are going to learn a new unit “Sailing the oceans”. Then ask them to turn to page 11 and give them a few minutes to have a discussion.
Step 4 Discussion
In pairs discuss the questions on page11.This discussion is intended for students to explore the difference between a navigator and an explorer. This difference is important to establish because it encourages students to appreciate shades of meaning in the definitions f words and also because it establishes the idea of categories.
After a few minutes, ask some pairs to speak out their result of the discussion. Then sum up and check the answers.
A navigator explores new routes across the sea.
An explorer discovers new places on land.
A navigator is somebody who finds the position and plots the course of a ship, an aircraft, a car, etc, using maps and instruments. An explorer is somebody who travels into or through a place in order to learn about it. Very often navigators are also explorers.
In history there are four famous voyage explorers in the world, including Zheng He in China, James Cook in England, Christopher Columbus in Spain and Abel Tasman in Holland.
In this unit we’ll talk about Zheng He, James Cook and some other explorers like Marco Polo and Captain Bligh.
Step 5 Pre-speaking
Ask the students if they want to know some famous navigators and explorers. Then present them some pictures and some related information about them.
1. About Zheng He.
2. About Marco Polo
3. About James Cook
4. About Ferdinand Magellan
Step 6 Speaking
After showing the students the pictures and their background information, ask the students to think about the question: How do you think seamen found their way before modern accurate methods of navigation were invented If time is limited, this can be left as their homework.
Step 7 Homework
1. Read the new words.
2. Preview Reading SAILING THE OCEANS on page 12.
The Second Period Reading
Teaching Aims:
a. Learn and master the key words and expressions
voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable
at the mercy of, even though, work out, be used to, in relation to, aim to , …
b. Train the students’ reading ability. Let the students have some knowledge of early navigational methods. Explain how seamen explored the oceans and what kind of navigational instruments were used to sailors before the 17th century when they were navigating the open seas without seeing the land.
Teaching Difficult Points:
a. How to help the students understand the reading passage better.
b. How to improve the students’ reading ability.
Teaching Methods:
a. Scanning the text to get the general idea of it.
b. Carefully reading to finish the Comprehending exercises on page 14.
c. Discussion after reading to make the students understand the text better.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching procedures & ways
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Pre-reading
Show the students some pictures to see if they can identify the early navigational instruments seamen used and explain how they used.
Step 4 Discussion
Discuss the questions on page11.
Step 5 Listening and comprehending
After listening to the contents of the text do the comprehending exercises on page 14&15.
Step 6 Explanation
After comprehending, it is a good time to deal with the new words and language points in this part, esp. the following:
voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable
at the mercy of, even though, work out, be used to, in relation to, aim to ,
Step7 Discussion
Let’s the students have a discussion by working in pairs or in groups.
Topic: Imagine you are on a boat with twenty-nine other people. You have a small box for your personal things but it can only hole ten items. What would you need for a week’s journey across the North Sea to England
Suggested Answer:
Category Items Category Items
Clothes shirt, trousers Shoes waterproof boots
Hygiene soap Tools knife, scissors
Bedding blanket Medicines sea-sick tablets, cold medicine
Games cards, chess Books novels, essay collections
Step8 Summary
This reading explains how seamen explored the oceans and what kind of navigational instruments were used to sailors before the seventeenth century when they were navigating the open seas without seeing the land.
Step9 Homework
Finish the exercises about using words and expression on page61.
The Third Period Extensive Reading
Teaching Aims:
a. Learn and master the key words and expressions
incident departure crew deposit dilemma drawback dusk routine pretty starvation extreme psychologically tension gradually foresee thirst hardship
b. Train the students’ reading ability.
Teaching Difficult Points:
a. How to help the students understand the reading passage better.
b. How to improve the students’ reading ability.
Teaching Methods:
a. Scanning the text to get the general idea of it and do some other comprehending exercises.
b. Discussion after reading to make the students understand the text better.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching procedures & ways
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Suggested answers to Exercise3:
1. I have gradually accepted the routine at school now that I am in the advanced class and make my own study plan.
2. The drawback of using that girl for the advertising was her square jaw which made her look unfriendly.
3. Mathematics is a subject which demands precise and accurate work.
4. In the park I saw a small boy holding the string of a kite overhead, which was rising and falling at the mercy of the wind.
5. That explorer wanted to secure his place in history by being the first man to reach the South Pole.
Step3 Reading
a. Listen to the passage and then let them do some true or false questions according to the text.
1. I was forced to join Captain Bligh in the small boat.
2. After the crew took over the ship “Boundy”, Captain Bligh was allowed to take with him a chart , a compass and a quadrant.
3. It was very difficult for us to get a correct reading from the quadrant as the boat moved constantly during the course.
4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position.
5. We completely believed Captain Bligh when he talked hopefully about what we would do when we got back to England.
6. Captain Bligh was as weak as the rest of us but he was determined not to give up.
7. Captain Bligh kept us busy and tried to take our minds off our stomach and thirst all the way.
8. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.
Answers: (FFTFFTTF)
b. Give the students a few minutes to read the passage again and then get the general idea of the text.
This is the storey of Captain Bligh’s amazing journey across the Pacific Ocean in an open boat with his followers after another group of sailors under Fletcher Christian had taken over the ship. Later Captain Bligh and his men made for the island of Timor using a combination of navigational skill and “dead reckoning”, which is guessing the correct direction. The voyage lasted over 40 days and was one of the greatest examples of survival at sea.
c. Explain some difficult sentences, phrases and words.
Key phrases:
1. in addition 另外
There was an earthquake and, in addition, there were tsunamis.
除了地震之外，还有海啸。
比较：in addition, in addition to
in addition= as well, besides 相当于副词
in addition to=as well as 相当于介词
In addition, the owner of the land may charge an extra fee.
In addition to swimming, she likes tennis.
2. cope with 有效地或成功地对付或应付
A family and a full time job is a lot to cope with.
照顾家庭并干一份全职工作需要花很多精力。
She is not a competent driver and can’t cope with driving in heavy traffic.
她不是一个称职的司机，在交通拥挤时就开不好车。
比较: deal with只是采取行动去对付某人或某事，并不考虑成功与否。
3. take one’s mind off 使某人的注意力离开
keep one’s mind on…专心于，把注意力集中于
put one’s mind into/to…专心于
4.set loose出发, 使爆炸, 引起, (使)开始(做某事)
Someone has set the tigers loose from their cage and they are terrorizing the town.
When we escape, shall we set the other prisoners loose
5.the jaws of death / defeat= used to describe an unpleasant situation that almost happens鬼门关，失败的险境
The team snatched victory from the jaws of defeat.
这个队翻盘而险胜。
Step4 Discussion
Discuss these situations in fours and then hold a class discussion.
1. Would you have behaved like the person in the reading and joined Captain Bligh in the open boat or stayed on the “Bounty” You should have reasons for your choice.
2. At the time that the nineteen men in the boat sailed for Timor they did not know if they would survive or not. What do you think were the most important things they would need to take with them Who should decide these items Remember that the boat was already very full with people and could not hold very much more.
3. Many men who wanted to go into the boat were unable to because of the lack of space. If they stayed on the “Bounty” and were caught by the British navy, they should be killed according to the law.
4. What would the students have done to avoid being caught and punished if they had been part of the group who took over the “Bounty” Would they have gone back to Tahiti or looked for another place to live Which place would be the safest
5. After the discussion let students prepare for the speaking exercise and encourage them to make notes of their ideas. Follow this format: Discuss in pairs. Make a list of the ideas.
6. Swap ideas with another pair and resolve differences. Make a new list of the ideas.
7. One member of the group should give the ideas to the class in turn. Other groups can discuss these ideas and evaluate them.
One sample dialogue:
Li Pei (LP), Du Zhou (DZ), Wen Fuqing (WF) and Liu Yongfu (LY) are discussing the journey and Captain’s Bligh’s leadership qualities.
LP: Why are you convinced that this journey shows the greatest navigational skill I’m sure there must have been others that were as good, if not better!
DZ: Do you know of many other sea voyages of this kind
WF: Well, there’s that journey by Shackleton from Elephant Island in the Antarctic to get help from another island with a whaling station. He wanted to rescue his men. The weather was terrible and he was in an open boat, too.
LY: How can you think that journey was more difficult It didn’t last very long. Captain’s Bligh’s journey lasted over forty days, was very hot and they had very little food and water. It was because Captain Bligh was a great leader that they survived.
DZ: Now that I’ve heard about it I am very impressed. All those men pushed together in a very small boat, it must have been terrible for them to stay friendly. Meanwhile they were being driven mad by lack of fresh water and there was all that salt water all around them. That’s the reason I think it was the greatest sea escape.
LP: When you put it that way I suppose it was a great achievement. Captain Bligh was certainly excellent in the way he kept the men occupied and tried to take their minds off their troubles. In addition he treated everyone the same when it came to food or water. So I think you are right and it was the greatest example of navigational skill against the odds! Do you agree
DA, WF and LY (together): Yes. We do.
Step5 Homework
Finish exercises in workbook.
After class write a report to your letter explaining to him why you think Captain Bligh should or should not receive the medal.
Sample letter
Dear Sir，
I think Captain Bligh should certainly receive a special medal for his amazing voyage across the sea to Timor. This is a journey that could not have been completed without great navigational skill. In addition Captain Bligh did not lose one man.
First, he showed his leadership qualities by sharing the food and water fairly with the men in the boat. Everyone was treated equally and this made for good feeling between the members of the boat.
Second, he kept everyone in the boat cheerful by discussing what they would do when they arrived safely. No one was allowed to think about what might happen if they did not arrive!
Third, he kept them occupied by organizing the complicated mathematical calculations needed to find their position at sea. The crew who had taken over the “Bounty” had left Captain Bligh with only a quadrant and a compass. This meant that numerous calculations were needed to find their correct position. Captain Bligh regularly and each person was given a different activity was important because it stopped the men from thinking about how little food and water there was.
So I hope you will give Captain Bligh this medal. He has shown leadership, fairness and concern for his crew and helped them return to England safely.
Yours,
(your name)
The Fourth Period Practicing
Learning about Language
Teaching Aims:
1. Revise the language points learned in the last period.
2. Do the exercises in this part.
Teaching Important Points:
1. Discover useful words and expressions.
2. Revise useful structures.
Teaching Methods:
1. Discussion method.
2. Pair work or group work.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Translate the following sentences into English:
1. 我对杰夫真是搞不明白，他忽而对我友好，忽而对我视若路人。
I can’t work out Geoff out; one day he’s friendly, the next day he ignores me completely.
2. 他认为美与善是一致的。
He identifies beauty with goodness．
3. 到周末你很可能会发现你需要更多东西。
You might well find that you’ll need more by the weekend.
4. 他们在海上迷失的方向,任凭风和天气的摆布。
They were lost at sea, at the mercy of wind and weather.
5. 即便他能通过考试，以后找工作也成问题。
He will have problems in finding a job even if he can pass the exam.
6. 他把车沿着围墙停放。
He parked his car alongside the fence.
Step 3 Discussion
I. Pair work. Ask the students to do the exercises about Discovering useful words and expressions.
1 Replace the words underlined by ones of similar meaning from the reading passage.
1 Seeing the dark clouds above him, George hurried for home.
2 Sailing a boat alone far way from the shore made Flora’s parents worry about her safety.
3 Clare, would you please put your bicycle next to the others in the shed
4 “Why don’t you plot a more simple route with the smallest number of stops ” asked Mary.
5 Setting out on a long journey by sea with unskilled sailors would be dangerous especially if there were no modern navigational instruments.
2 Find the words from the reading passage that are the opposite of these compound words.
anywhere upload inward unreliable land flower strong point
3 Write down the words you know, which are related to navigation and sea.
Navigation Sea
4 Complete the following paragraph with the words below.
precise outward nowhere awkward reference seaweed
accelerate mercy randomly voyage alongside approximate
Samuel the sailor was extremely good at plotting his course using the stars as a . One day he was determined to set out on a across an unknown sea to an unknown continent. He set out with his instruments so he would not be at the of the sea. He found on his journey a rocky island. It seemed to be covered in nests. Suddenly, as Samuel looked, an enormous bird swooped down and picked him up as if he were a/ an parcel. It its speed and rose straight up into the air so as to reach the place on the rocks where its nest lay. Once there, it shook itself and threw Samuel in the direction of the nest. There seemed to be to hide but then he noticed lots of on his left and quickly hid under it. The bird landed nearby and pecked at the rocks. Samuel rolled over swiftly and found himself at the edge of the cliff. He looked down slowly with a beating heart. Below him was his boat lying the shore! “How lucky I am!” Samuel thought to himself. He then gave a mighty leap and landed in it. Once inside he could safely sail away.
Suggested answers:
Answer key for Exercise 1;
1 overhead 2 offshore 3 alongside 4 simplified; minimum 5 voyage; seamen
Answer key for Exercise 2:
nowhere—anywhere; download—upload; outward—inward; reliable—unreliable;
seaweed—land flower; shortcoming—strong point
Answer key for Exercise 3:
Navigation Sea
navigate,navigational(instruments:compass, bearing circle, astrolabe, quadrant,sextant), sail,sailor,voyage,latitude,longitude, equator, horizon, cap tain, sailor, land, island, set sail, nautical middles, explore, exploration , . . . seaman, seaweed, seafood, shore, off shore,onshore,beach, beachball,seabed, sea-bird, seagull, sea shell, seaside, sea water, seasick, coast, coast line,coastal, tide, wave, current, . . .
Answer key for Exercise 4;
reference; voyage; mercy; outward; awkward; accel erated; precise; approximate; nowhere; seaweed; randomly; alongside
II. Ask the students to go over the usage of the predicate and do exercise 1 about Revising useful structures.
Suggested answers:
1. James Cook was a great English navigator and Pa cific Ocean expedition leader.
2. He had not only an outstanding ability in naviga tion and exploration, but also a real concern for sailors' health. He carried out compulsory dietary reforms that were copied by many other ship cap tains.
3. He had led three great Pacific voyages during his life.
4. In his first Pacific voyage in 1769, James Cook rounded Cape Horn, then spent six months char ting New Zealand, and finally explored and claimed possession of eastern Australia.
5. In 1772, Captain Cook set sail to look for a "theorized great southern continent". Although they could not manage to reach Antarctica owing to the ice, he predicted that if it did exist, it would have to be a wasteland.
6. In 1776, Captain cook started his third Pacific voy age, searching for the Northwest Passage from the Pacific Ocean to the Atlantic Ocean. Unfortunate ly, he was killed in a dispute with Hawaiian natives and his men's attempt at the Northwest Pas sage was unsuccessful. However, this voyage is still recognized as especially significant in the his tory of the discovery of the west coast of North America.
III. Ask the students to do exercise 2 about Revising useful structures. Then ask some pairs to act out the dialogue.
Suggested dialogue:
Susan: Do you think you'll be going to that pop concert next week
Clare: No. Let's forget about that as it'll soon be time for our exams.
Susan: Do you need to do more revision
Clare: I don't really think I need to do more revi sion. I've done enough but it'll help me forget the concert you'll be enjoying.
Susan: Is there another reason why you don’t want to come to the concert
Clare: Actually there is a reason. I don't think I'm going to have enough money even though I've been saving especially for this occasion.
Susan: Perhaps I can help you. I always earn extra money by cleaning cars. My father always pays me when I clean his.
Clare: Well, thank you for offering to help me. Ill hap pily clean your father's car if he'll pay me too.
Susan: I’m sure he will. He’s always been kind to my friends.
Clare: I hope you'll thank him for me. I'd never be allowed to clean my father's car. He is so proud of it he won't let anyone touch it.
Susan: Oh this is my father’s fourth car so the excitement has worn off a little.
Clare: His fourth car My goodness. He must have been earning a lot of money to have owned so many.
Susan: I suppose so. He has his own business so he needs a car for his work
Clare: Oh J see! That explains things Please would you phone him now and ask him when it would be convenient for me to clean it
Susan: Of course I11 do that right aw a
Clare: That’s so kind of you. Now while I’m doing the cleaning perhaps you can order our tickets for the concert. I’ll go and get ready to begin work. See you soon. Thanks and goodbye.
Step 4 Homework
Preview using language.
The Fifth Period Listening
Listening and Speaking
Teaching Aims:
1. Review the words and structures in the last period.
2. Finish the listening exercises in this part and improve the students’ listening ability.
3. Talk about sailing.
Teaching Important Points:
Finish the listening exercises.
Teaching Methods:
1. Talking method to improve the students’ speaking ability.
2. Listening method to train the students’ listening ability.
3. Pair wok to make every student take an active part in class.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Listening
Listen to the tape and ask the students to finish exercise 1—3 on page 19.
Suggested answers:
Answer key for Exercise 1:
maps; stars; clouds; waves; currents; birds
Answer key for Exercise 2;
Sailors from Sea or Ocean Skills
Phoenicia Mediterra nean Used the sky to find their way
Norway North Watched birds to find land
Polynesia Pacific Studied the -waves of the ocean
Answer key for Exercise 3:
1 Vikings used to prefer to said following the coast
line so they could check that they were on the cor rect route.
2 Vikings used birds, and natural features like
mountains, to direct their ships.
Step 4 Speaking
Ask the students to discuss the sayings in exercise 4 and get their ideas together.
Step 5 Homework
Finish the exercises in the student’s workbook.
The Sixth Period Grammar
The Predicate and Agreement
Teaching Aims:
1. Revise one of the sentence elements ---the Predicate and do plenty of exercises to consolidate what we have revise.
2. Study Agreement to improve the students’ ability to use the English language.
Teaching Important Points:
1. How to choose the proper form of the Predicative in order to express what we want to say.
2. Help the students to make a summary of the usage of agreement.
Teaching Difficult Points:
How to choose a proper predicate according to its subject.
Teaching Methods:
1. Discussion method to let the students have a clear understanding.
2. Pair work or group work to make every student engaged in all the activities in class.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Grammar: the Predicate
A. Show the students some sentences and ask them to discuss and tell what member of the sentence each underlined part is.
① What nationality is he
② That’s something we have always to keep in mind.
③ John is the second to learn about it.
④ Diamonds are precious.
⑤ The play we saw last Saturday is moving and we were all moved.
⑥ All we can do is to go and meet him.
⑦ He has been away for 3 years.
⑧ She is not what she used to be.
B. Something about the predicate:
谓语
谓语用来说明主语的动作或状态，由动词或动词词组担任。有四个要点，举例归纳如下：
1. 动词可分为及物动词、不及物动词和连系动词。
1)需要跟有宾语的动词叫及物动词，及物动词后可跟一个宾语、直接宾语和间接宾语或一个宾语带宾语补足语。例如：
直接宾语
Children seek independence.
The trial raised a number of questions.
He has always liked Mr. Philips.
He made the shortest speech I have ever heard.
A couple were having a drink at a table by the window
He took photographs of Vita in her summer house
直接宾语和间接宾语
They gave us a wonderfully warm welcome.
Mr Schell wrote a letter the other day to the New York Times.(… wrote the New York Times a letter.)
I took out the black box and handed it to her. (…handed her the box.)
l had lent my apartment to a friend for the weekend.
He left the note for he r on the table.
一个宾语带宾语补足语
Willis’s jokes made her uneasy.
Last year they made him captain of the Team
The people named the place “Turbo Kutu”.
I thought it right to go there without delay.
Have you found it difficult to speak
2)不需要跟有宾语的动词叫不及物动词。例如：
Her whole body ached.
Donald was lying on the bed.
Bob coughed all night.
All the leaves have fallen and winter is coming.
I will travel south this summer and won’t come back to my office until the end of August.
有几个不及物动词后可以跟有与之同形的名词，这叫同源宾语。例如：
They are living a peaceful life. (=They are living peacefully.)
He died a heroic death . (=He died heroically.)
The girl laughed a merry laugh. (=The girl laughed merrily.)
He sighed a deep sigh. (=He sighed deeply.)
许多动词往往既是不及物动词又是及物动词。例如：
Gus asked me whether I’d like to have dinner with him. I accepted.(vi.)
I accepted the invitation. (vt.)
He painted every day. (vi.)
He paints vivid portraits of friends and acquaintances. (vt.)
He ran as fast as he could. (vi.)
She ran a hotel in the centre of the city. (vt.)
Father never smoked or drank all his life. (vi.)
He drank a good deal of coffee. (vt.)
At last she thanked them and left. (vi.)
A11 I know is that Michael and I never left the house. (vt.)
3 ) 连系动词虽具有词汇意义，但需要带有表语才能构成动词谓语。例如：
The station seems a very small one.
They haven’t remained loyal to the government.
Their hall was larger than his whole flat.
The task of inspecting it proved to be exciting and interesting.
It sounds unnatural to us.
My memories of a London childhood are happy ones.
His body was the color of bronze.
2动词词组或称短语动词，可以扩展或改变动词的意义，它们的构成是：
·动词+副词
Mary went away for a few days.
·动词+介词
The other day I came across a letter from Brunei written in the last year of his life.
·动词+副词+介词
You may have come up against unexpected difficulties.
3情态动词与动词连用构成的谓语。例如：
I must leave very soon.
The rich ought to pay tuition fees for their children.
You may have heard of him.
You should not have done so.
Step 4 Practice
Choose the best answers.
1. ---You haven't said a word about my new coat, Brenda. Do you like it
---I'm sorry I _____anything about it sooner. 1 certainly think it's pretty on you.
A .wasn't saying B. don't say C. won't say D. didn't say
2. --- Is John coming by train
---He should, but he _____ not. He likes driving his car.
A. must B. can C. need D. may
3. I wonder why Jenny _____us recently. We should have heard from her by now.
A. hasn't written B. doesn't write
C .won’t write D. hadn't written
4. The evening news comes on at seven o'clock and _____only thirty minutes.
A. keeps B. completes C. finishes D. lasts
5. ---Has Sam finished his homework today
---I have no idea. He_____ it this morning.
A. did B. has done C. was doing D. had done
6. The forest guards often find campfires that have not been _____ completely
A. turned down B. put out C. put away D. had done
7. The first use of atomic weapons was in 1945 and their power__ increased enormously ever since.
A. is B. was C. has D. had been
8. 1 don't _____ rock’ n’ roll. It's much too noisy for my taste.
A. go after B. go away with C. go into D. go in for
9. The teacher, with 6 girls and 8 boys of her class, _____visiting a museum when the earthquake struck.
A .was B. were C. had been D. would be
10. --- Who is the girl standing over there
---Well, if you _____ know, her name is Mary.
A. may B. can C. must D. shall.
11. On hearing the news of the accident in the coal mine, she _____ pale.
A. got B. changes C. went D. appears
12. Mary kept weighing herself to see how much_____ she was getting.
A. heavier B. heavy C. the heavier D. the heaviest
13. Happy birthday. Alice! So you have_____ twenty-one already.
A. gone B. turned C. grown D. passed
14. The flowers______ sweet in the botanic garden, which attracted the visitors to the beauty of nature.
A. to smell B. smelled C. smelling D. are smelled
15. Having a trip abroad is certainly nice for old couples, but it remains _____ whether they will enjoy it.
A. to be seen B. to see C. seeing D. seen
1-5 DDADC 6-10 BCDAC 11-15 CABBA
Step 5 Grammar: Agreement
Show the students something about agreement:
主谓一致
1. 并列结构作主语谓语用复数
2. 主谓一致中的就近原则
3. 谓语动词与前面的主语一致
4. 谓语需用单数
5. 指代意义决定谓语的单复数
6. 与后接名词或代词保持一致
Step 6 Practice
1. More than one person _______ killed in the accident. ( be )
2. More questions than one ______ been asked. ( have)
3. Part of part of the meat _______spoilt. ( be )
4. Most of the books _________ missing. ( be )
5. The number of errors ______ surprising.
6. Jane and Mary ______ alike.
7. The crowd ______running for their lives.
8. The iron works _____ hidden behind the trees.
9. Either your students or Mr. Wang ______ this.
10. His family ____ going to have a long journey.
11. The whole family_____ watching TV.
12. The population of China ____ very large, and eighty percent of the population in China _____ farmers.
13. The police _____ searching for him.
14. A sheep ____ over there.
15. Some sheep _____ over there.
16. The doctor’s _____ on the side of the street.
17. My uncle’s _____ not far from here.
18. Richardson’s _____ a lot of imported goods to sell.
Ask the students to finish the exercises.
Suggested answers:
1. was 2. have 3. was 4. were 5. was 6. look 7. were 8. was
9. knows 10. is 11. are 12. is , are 13. are 14. is 15 are 16. is
17. is 18. are
Step 7 Summary and Homework
1. Do what we learn today.
2. Do the exercise about Using Structures on page 62.
供稿人: 曾桂萍 刘玉
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Unit 1 Breaking records!
Ｉ． 单元教学目标
技能目标Goals ▲0 Talk about records, adventures and hobbies ▲1 Practise expressing surprise ▲2 Review the subject ▲3 Complete smmmary
II． 目标语言
功 能 句 式 1. Talk about records, adventures and hobbies2. Practise expressing surprise: You’re kidding! Is that all That’s wonderful! How amazing!
词 汇 1. 四会词汇 hurdling, boxing, lunge, approximate, conventional, laughter, reality, adjustment, tough, extreme, vomit, gymnastic, unfit, fascinate, meditation, spiritual, marathon, urge, accomplish, motivation, devotion.. ,2. 认读词汇 hula hoping, Guinness Book of World Records3. 词组 in reality 4．重点词汇 in reality, break records, a sense of balance,…
语法 Review the Subject
重 点 句 子 1． While these activities might seem childish and cause laughter rather than respect, in reality they require an enormous amount of strength and fitness as well as determination.
III． 教材分析与教材重组
1. 教材分析
2．教材重组；
3. 课型设计与课时分配（经教材分析，本单元可以用6课时教完）
1st Period Reading
2nd Period Grammar
3rd Period Listening & Speaking
4th Period Reading &Writing
IV. 分课时教案
The First Period Reading
Teaching procedures & ways 过程与方式
Step I Leading in
Look at the pictures and tell something about them. Can you imagine what it feels like to break a record.
Step II. Pre-reading
Look at the pictures and go through the new wording of different activities.
Ask Ss to match the pictures and answer questions on Page 1
Step III. Reading
1.Fast reading
Quickly glance through the text and tick the topics about Ashrita the author does not cover
2.Second reading
Now read the story more carefully and answer the following questions in groups.
3.Discussion
Discuss some of the Ashrita’s beliefs.and explain.
Step IV. Language points
The Second Period language study
Step I Words and expressions
1. Fill in the table and tell Ss the way of remembering these new words.
2. Word match :
Find new words in the reading passage that are similar in meaning to the underlined words.
Step II. Useful structures
1. Underline the subject in these sentences. And give some explanation of different forms of subject.
2. Match the subject on the left with an ending on the right to make the correct saying. Then translate it into Chinese.
3. Turn to page 52 and 53. And finish the rest exercises
The Third Period listening and speaking
Step I. First listening
1. Get Ss to read exercise 1 and make sure that they understand the information they are listening for.
Step II Second listening
2 Read through the questions first in Ex 2. focus on the ideas as well as some specific information. Then check answers in groups.
Step III. Third listening
3 Play the listening text and stop it after each expression of surprise.
Step IV Speaking
Practice the short dialogue, using the expressions of surprise.
The forth period Reading and writing
Step I reading
Quickly glance through the profiles to answer the following questions
1. What kind of magazine do you think the text is from
2. How many profiles are there
3. How many men and women are profiled
4. What sport do they do
5. What are their names
6. Where are they from
7. Who is the oldest and who is the youngest
Then ask Ss the read more carefully to finish the Ex 1, 2 and 3
Step II. Writing
Ask Ss to write their own profile.
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