高一英语必修3

Unit 1 Festivals around the world
Ｉ． 单元教学目标
技能目标Goals▲ Talk about festivals and celebrations▲ Talk about the ways to express request and thanks▲ Learn to use Modal verbs▲ Write a similar story with a different ending
II． 目标语言
功 能 句 式 Talk about festivals:*Festivals are meant to celebrate important events.*What’s your favorite holiday of the year *What festivals or celebrations do you enjoy in your city or town *Do you like spending festivals with your family or with your friends *What part of a festival do you like best——the music, the things to see, the visit or the food *Festivals and celebrations of all kinds are held everywhere.*They lit fires and made music because they thought these festivals would bring a year of plenty.*Some festivals are held to honor the dead or satisfy and please the ancestors.*Festivals can be held as an honor to famous people or the gods.*The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.Request:Could/Would you please... Could I have ... Could we look at... I look forward to .... May I see... ThanksIt’s very kind of you ... Thank you very much/Thanks a lot.I’d love to. It was a pleasure...Don’t mention it. You are most welcome.
词 汇 1. 四会词汇Beauty harvest celebration starve origin religious ancestor Mexico feast bone belief trick poet arrival gain independence gather agriculture award rooster admire energetic Easter clothing Christian custom worldwide fool permission parking apologize drown sadness obvious wipe weep remind forgive2. 认读词汇Obon, incense, skull, Halloween, carnival, lunar, parade, Jesus, Trinidad, Valentine, weave, herd, the Milky Way, magpie3. 固定词组take place, in memory of, dress up, play a trick, look forward to, day and night, as though, have fun with, turn up, keep one’s word, hold one’s breath, set off , remind…of4. 重点词汇starve, satisfy, lead, gather, admire, apologize, drown, wipe, weep, forgive
语法 Modal verbs: may/ might, can/ could, will/ would, shall/should, must/ can ▲ They lit fires and made music because they thought these festivals would bring a year of plenty. P1▲ Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm. P2▲ Festivals can be held as an honor to famous people or the gods.
III. 教材分析与教材重组
1. 教材分析
本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。
1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。
1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。
1.4 Comprehending是考察对阅读内容的进一步理解。
练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。
练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。
练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。
1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。
1.6 Using Language 是英语听说读写的全面运用的练习。
1.6 ① Listening 是课文的延伸，通过听几位学生参加Trinidad Carnival 节日游行的两段对话，使学生体会参加节日游行的真实情景，既训练听力一通过问题训练了他们的分析能力。
1.6 ② Speaking 分为两部分。第一部分通过电话突出交际用语功能的训练；第一部分让学生编对话，可以按自己的想象、经历为内容，训练思维和表达能力。
1.6 ③ Reading 是发生在情人节的一个令人伤心的爱情故事，其中又插入了一个“七巧节”的故事。阅读后的讨论不仅帮助学生理解文章主旨大意，更重要的是让学生学会寻求解决问题的方法。
1.6 ④ Writing 的任务是写一个与文章结尾不同的结局。旨在让学生通过思考写出自己的想法，尝试自己解决问题。
总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节日的词汇，并能够丰富语言知识，提升用英语表达观点的能力。
2. 教材重组
2.1 口语 从话题内容和功能上分析Warming Up 与Workbook中的Listening和Talking相一致，旨在启发学生讨论、思考并引出本单元关于节日的话题，可以整和成一节任务型“口语课”。
2.2精读 可将Pre-reading、Reading、Comprehending三个活动整和成一节“阅读课”。
2.3语言学习 将Learning about Language与Workbook中的Using words && expressions Using structures结合在一起，上一节“语言学习课”。
2.4听力 可将Using language中的 Listening与Workbook中 Listening和Listening task放在同一节课中处理，上一堂 "听力课"。（Using language中的 Speaking可视听力时间而定，可课上处理亦可留做课下作业下堂课提问。）
2.5. 泛读 可将Using Language中的Reading &&Writing和Workbook中的Reading Task上成一节 "泛读课"。
2.6 复习、写作 可将Workbook中的Speaking Task 和Writing Task 上成一节复习写作课。（Workbook中的Project && checking yourself, 可视学生水平安排在本堂课或留做作业。）
3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完。)
1st period Speaking
2nd period Reading
3rd period Learning about Language
4th period Listening
5th period Extensive Reading
6th period Writing && Consolidation
IV. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
take place, lunar, festivals, Army Day, Christmas, dress up
b. 交际用语
Express one’s opinion:
In my opinion, ...
I believe ...
I think that ...
Expressions used in the shops:
Would you like... Could I have...
Might I offer help... May I see...
You should try... Could we look at...
Can you suggest... We might take...
2. 能力目标
Enable the students to talk about Chinese festivals and customs in English and get to know some information about foreign festivals.
3. 学能目标
Enable the students to learn how to talk about Chinese festivals and customs.
Teaching important points 教学重点及难点
How to talk about the Chinese festivals and social customs at festivals and how to offer and request the items you need in shops.
Teaching methods 教学方法
Elicitation, discussion, listening, pair work.
Teaching aid 教具准备
A computer, a projector and a tape recorder
Teaching procedures && ways 教学过程与方法
Step I Leading in
T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays
Ss: Yes. Of course!
T: When did you feel most happy and excited
Ss: At the Spring Festival.
T: Who can tell us why Volunteers!
S1: Because it’s the most important festival in our country.
S2: Because I got much lucky money from my parents,
grandparents and my relatives.
S3: Because I needn’t study at festivals and there was lots of delicious food to eat. How great!
S4: Because I met my cousins and old friends who I hadn’t seen for a long time and we had a very good time together.
T: Excellent work! I am glad to hear that. Now let’s talk about FESTIVALS, which are meant to celebrate important events. Please think about other Chinese festivals.
S1: New Year (January 1st), Yuan Xiao Festival (15 days after the Spring Festival).
T: Quite right. That’s the Lantern Festival. It’s the 15th day of the first lunar month. What do you usually do on the Lantern Festival
S2: We eat special sweet dumplings called Yuan Xiao and enjoy displayed lanterns.
S3: And we enjoy beautiful fireworks, too.
T: You have done a good job. What are the other festivals
S4: International Women’s Day. It was on March 8.
S5: Arbor Day on March 12th.
S6: International Labor Day and Chinese Youth Day.
S7: International Children’s Day.
T: Yes. Very good. Next one
S8: Army Day is on August 1st and Teachers’ Day is on September 10th.
S9: National Day on October 1st.
T: Excellent work! Those are all the legal holidays in our country. Do you know our traditional festivals List some of them, please.
Sa: The most important one is the Spring Festival.
T: Yes. It’s also called Lunar New Year. Anything else
Sb: Qingming Festival in memory of the dead or the heroes on April the fifth.
T: It’s called Tomb Sweeping Festival. Another one
Sc: Dragon Boat Festival on the fifth day of the fifth lunar month in memory of the great poet — Qu Yuan.
Sd: Mid-Autumn Festival on the fifth day of the eighth lunar month.
T: You’ve done a good job, boys and girls! You have named many festivals. I’m proud of you for you are so well-informed.
Step II Warming up
T: Look at the screen and I’ll show you a table and some pictures:
Festivals Date Festivals Date
New Year January 1st Teachers’ Day September 10th
International Women’s Day March 8 National Day October 1st
Arbor Day March 12th the SpringFestival Lunar New Year
International Labor Day May 1st Pure Brightness Day April the fifth
Chinese Youth Day May 4th. Dragon Boat Festival the fifth day of the fifth lunar month
International Children’sDay June 1st Mid-Autumn Festival the 5th day of the 8th lunar month
Army Day August 1st Lantern Festival the 15 day of the 1st lunar month
Talking (P41)
Use the following sentences:
When does the Spring Festival usually take place
What do you do to celebrate it
What special food do you eat
What is the origin of the Spring Festival
Why is the Spring Festival such a big holiday in China
Li Mei and Carla are talking on the phone. Carla is asking some more
questions about Spring Festival.
A: Li Mei, when does the Spring Festival usually take place
B: Well, the date is a little different every year, but it usually happens at the end of January or the beginning of February.
A: What do you usually do to celebrate it
B: My whole family gets together- my grandparents, all my aunts and uncles, and all my cousins. We usually talk about what we’ve done in the past year. Then we cook a lot of food.
A: What special food do you eat
B: We almost always make and eat dumplings. That’s the most traditional Spring Festival food.
A: What is the origin of Spring Festival
B: Well, there are several old stories about Spring Festival. In old Chinese stories, there was a monster named Nian who would come into towns at the end of the year and frighten people. Sometimes he would eat them.
At some point, people discovered that the monster Nian was frightened of loud noises and the colour red. They began to put red paper on their doors and set off firecrackers. It became the tradition to do this every year to frighten the monster away from the town.
A: Wow! That’s an amazing story! Why is
Spring Festival such an important holiday in China
B: I guess it’s like Christmas in Western countries. It’s the most important family holiday all year.
Homework
Collect as much information about festivals as possible. Think about the questions in Part 2 “pre-reading” and then preview the next part about reading to get the main idea.
Step III Listening (WB P41)
T: Now, we will come to the listening part. First, turn to Page 41. And then listen to the tape. Look at the first picture in this page. What can you see
S5: A rabbit and a chicken.
T: Yes. But the rabbit is called the Easter Bunny. Read after me "the Easter Bunny". It is an imaginary rabbit that children believe comes to the home to hide the Easter eggs(复活节彩蛋). And the second picture is about the Easter eggs. What’s in the third picture
S6: Some bread.
T: Yes. The bread with an X is called hot cross buns. On Easter Day people eat it. Now listen to the tape and try to get the main idea.
Play the tape for the students. While listening, the students should grasp the key words and get the main idea. Then play the tape once more. After listening, let the students answer the questions. And check the answers with the whole class. Then sum up the useful expressions in the material (about Easter Day). Then play the tape a third time for them to write down the main idea of the passage. Then check the answers with the whole class.
The suggested answers are in the Teachers’ Book Page 18.
The Second Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
Beauty harvest celebration starve origin religious ancestor Mexico feast bone belief trick poet arrival gain independence gather agriculture award rooster admire energetic Easter clothing Christian custom worldwide
b. 重点句子
They lit fires and made music because they thought these festivals would bring a year of plenty. P1
They might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds. P2
Some festivals are held to honor the dead, or satisfy and please the ancestor, who could return either to help or to do harm. P2
On this important feast day, people might eat food in the shape of skulls, and cakes with "bones" on them. P2
Another is Columbus Day in the USA, in memory of the arrival of Christopher Columbus in America. P2
2. Ability goals能力目标
To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world.
Enable the students to master some English expressions and phrases about festivals.
3. Learning ability goals学能目标
Teach the basic reading skills: skimming and scanning.
Try to compare and make conclusions of different festivals.
Teaching important points 教学重点
Talk about all kinds of festivals.
Teaching methods 教学方法
Fast reading, task-based method & discussion
Teaching aids 教具准备
A computer, a projector, and a tape recorder
Teaching procedures 教学过程
Step I Revision
1. Greetings.
2. Review the new words of this part.
3. Check the students’ homework---festivals.
Do you know these festivals
When do they take place lunar calendar
Show the pictures on the screen.
Pre-reading
1. What festivals or celebrations do you have in your city or town What part of a festival do you like best- the activities, the music, the sights, the food or the people who visit
2. Prediction
Look at the pictures and title of the passage below. What kind of information you think will be introduced in the passage.
Learn the new words in the text:
starve: 饥饿
origin: 起源
ancestor: 祖先
Obon: 盂兰盆节(日本)
grave: 坟墓；墓地
incense: 熏香
in memory of: 纪念
feast: 节日；盛宴
skull: 头骨
dress up: 打扮；盛装
play a trick on: 搞恶作剧
award: 奖品
rooster: 公鸡
energetic: 充满活力的
carnival: 狂欢节
parade: 游行
Scanning
How many types of festivals are mentioned in the passage
1. Ancient festivals
2. Festivals of the Dead
3. Festivals to Honor the People
4. Harvest Festivals
5. Spring Festivals
Skimming
What festivals are mentioned in each paragraph
P1.
celebrate the end of the cold weather, planting in spring and harvest in autumn; celebrate when hunters catch animals.
P 2. Festivals of the Dead
Japan -----Obon
Mexico------Day of the Dead
America------Halloween
P 3. Festivals to Honour People
Dragon Boat Festival
Columbus Day
(India)October 2
P 4. Harvest Festivals
Harvest and Thanksgiving Festival
Mid-Autumn festival
P 5.
Spring festival
Carnival
Easter
Cheery Blossom Festival
长句难句：
（supplementary reference materials）
一·补充注释
1 . At that time people would starve if food was difficult to find，especially during the clod winter months .在那个时代，如果食物难以找到，特别是在寒冷的冬月，人们就会挨饿。
Starve (v.)
1) to cause a person or an animal to suffer severely or die from hunger
挨饿；饿死
Millions of people starved to death during the war.
战争中数百万人挨饿至死。
2) starve for sth ; starve sb of sth: ( cause sb to) suffer or long for sth greatly needed or wanted (使某人）得不到某事物而受苦或渴望获得某事物；缺乏
The homeless children were starved for love .
这些无家可归的孩子渴望得到爱。
3）to feel very hungry 感觉很饿。仅用于进行时态
When will dinner be ready I’m starving.
晚饭什么时候做好？我快饿死了。
starvation (n.) :
(U) suffering or death caused by lack of food 挨饿；饿死
die of starvation 饿死
starvation wages 不够维持基本生活的工资
2. …or satisfy the ancestors , who could return either to help or to do harm.
……或使祖先得到满足，因为祖先们有可能回到世上（给人们）提供帮助，也可能带来危害。
harm (n.):
damage, injury 损害； 伤害
do harm to sb (习俗) = harm sb 伤害某人
come to harm:
be injured physically , mentally or morally
身体上﹑精神上或道义上受到损害，通常用于否定式
I’ll go with her to make sure she comes to no harm.
我要和她一同去以免她受到伤害。
do more harm than good:
have an effect which is more damaging than helpful 弊大于利
If we solve the problem in this way, it may do more harm than good.
如果我们以这种方式处理问题，那可能是弊大于利。
harm (v.): cause harm to (sb / sth) 损害或伤害某人/某事物
This event didn’t harm his reputation.
这个事件没有损害他的名誉。
3. Halloween also had its origin in old beliefs about the return of the spirits of dead people.
万圣节也源自人们古老的信念，认为亡者的灵魂会返回人间。
origin (n.) : the place or situation in which something begins to exist 起源；由来，可用做可数名词或不可数名词，通常用作复数形式
The tradition has its origins in the Middle Ages .
这个传统发源于中世纪。
He told me it was a word of unknown origin.
他告诉我这是个词源不详的词。
belief (n.): an idea that you believe to be true, especially one that forms part of a system of ideas 信任；信心；信仰。
注意：
belief 通常用作不可数名词，当作可数名词时，词义略不同于用作不可数名词时
religious beliefs 宗教信仰
Several members hold very strong political beliefs.
有些成员有着强烈的政治理念。
4. It is now a children’s festival, when they can dress up and go to their neighbours’ homes to ask for sweets.
万圣节如今成了孩子们的节目，这天他们可以乔装打扮上邻居家要糖吃。
dress (v.): to put clothes on yourself or someone else 穿衣服。
可作及物或不及物动词。
dress up 是动词词组, 意思使是 to wear special clothes for fun, or to put special clothes on someone
dress (n.)
1) [C] garment for a woman or girl , consisting of a bodice and skirt in one piece ; frock 连衣裙,(上下连身的)女装
She makes all the dresses for her daughter. 她女儿的连衣裙都是她做的。
2) [U] clothes, esp. outer garments, for either men or women 衣服（男女均可）
casual dress 便服
Comprehending
Use the information from the reading passage to answer the following question.
1. What are festivals of the dead usually for
Festivals of the dead are for honouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.
2. What makes autumn festivals happy events
Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.
3. What do people usually do at spring festivals
At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.
4. What is one important reason to have festivals and celebrations
It is important to have festivals and celebrations so we can enjoy life/ be proud of our customs/ forget our work for a little while.
5. Compare the festivals of the dead in Mexico, Japan and China. What things are similar What things are different
The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ graves, and the Mexicans offer food, flowers and gifts to the dead.
However, there are some difference. The Mexicans eat special food that looks like bones, something the Chinese and Japanese do not do.
6. What is one important reason to have festivals and celebrations
Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.
True or False
1. The ancient people needn’t worry about their food.
2. Halloween used to be a festival intended to honor the dead.
3. Qu Yuan was a great poet who people honor a lot in China.
4. Mid-autumn Festival is held to celebrate the end of autumn.
5. Easter celebrates the birth of Jesus.
FTTFF
The Third Period Extensive reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
heart-broken, turn up, keep her word, fool, hold one’s breath, apologize, drown one’s sadness, in coffee, obvious, wipe, lovely, fell in love, couple, make a bridge of their wrings, weeping, set off for, remind somebody of something, forgive, warm up, the ice sculptures
b. 重点句子
She could be with her friends right now laughing at him.
It was obvious that the manager of the coffee shop was waiting for him to leave—he wiped the tables, then sat down and turned on the TV—just what Li Fang needed!
So he did.
If you come you must be prepared to keep moving, as it is too cold to stand and watch for long.
2. Ability goals 能力目标
Enable the students to read the passage fast to get the main idea.
Enlarge their expressions and knowledge about the topic of this unit—festivals.
3. Learning ability goals学能目标
Learn to compare the festivals in China and in western countries and to know that people in different countries and in different times may celebrate similar festivals in different ways.
Teaching important points教学重点
Different festivals about a love story and then write a different ending for the story.
Teaching methods 教学方法
Fast-reading & Discussion.
Teaching aid 教具准备
A multiple-media computer, a tape-recorder and a blackboard.
Teaching procedures & ways教学步骤
A sad story
True or false
1. The girl Li Fang loved and waited for didn’t turn up. But he didn’t lose heart. F
The girl Li Fang loved and waited for didn’t turn up. So he lost heart, because he would drown his sadness in coffee.
2. Because her most lovely daughter got married to a human secretly, the Goddess got very angry. T
3. Zhinü was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month. F
Zhinü was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the seventh lunar month.
4. Hu Jin had been waiting for Li Fang for a long time with a gift for him. T
Answer the questions
1. Why was the TV story what Li Fang needed
The TV story was a sad story about lost love-- the same situation as Li Fang.
2. What was Li Fang afraid that Hu Jin was doing
He was afraid that she was with her friends laughing at him.
3. How did Li Fang know the manager wanted to shut the coffee shop
The manager wiped the tables and then sat down and turned on the TV.
4. Why do people want the weather to be fine on Qiqiaojie
People want the weather to be fine so they can meet the one they love.
5. What is the reason why Li Fang and Hu Jin did not meet on time
They did not meet on time because Li Fang waited in the coffee shop and Hu Jin waited in the tea shop.
6. Why was Li Fang so worried at the end of the story
He was worried because he had thrown away the gifts for Hu Jin--the chocolates and roses so he had nothing to give her and he thought she would not forgive him.
The fourth period Grammar
情态动词的语法特征
1） 情态动词 不能单独做谓语，除ought 和have 外，后面只能接不带to 的不定式。
2） 情态动词没有人称，数的变化，但有些情态动词，如can、will也有一般式和过去式的变化。
3） 情态动词的“时态”形式并不是时间区别的主要标志，不少情况下，情态动词的现在式形式和过去式形式都可用来表示现在时间、过去时间和将来时间。
1) can 和could：
1) can的主要用法是：
A. 表示体力或脑力的能力：
eg. The girl can dance very well.
B. 表示说话的推测﹑事物的可能性等:
eg. Can the news be true
C. 在口语中, can可以表示请求或允许:
eg. Can I sit here
2) could的主要用法是：
A. could 是can的过去式, 表示与过去 有关的能力和推测:
eg. We all knew that the young man
couldn’t be a doctor.
B. could可以代替can表示请求, 但语气较can客气、委婉:
eg. Could you lend me your
dictionary
Could I use your bike
3) can和could接动词的完成形式，表示可能已经做某事。can用在否定和疑问句中, 表示不相信、怀疑等态度。
　 eg. They can't have gone out because
the light is still on.
may 和might ：
may 常用来表示：
A. 表示请求、允许;比can较为正式:
eg. May I come in
You may go now.
B. 表示说话人的猜测: “也许” “可能”: 通常只用于肯定句和否定句中。
eg. --I believe the man is from England.
--But I may be wrong.
The guest may arrive this afternoon.
在肯定句中，may 的可能性比can 高，may 表示现实的可能性，can 表示理论上的可能性。如：
The road may be blocked.
这条路可能不通了。
The road can be blocked.
这条路可能会是不通的。
在疑问句中，表示可能性用can。
如：Where can he be 他会在哪呢？
C. 表示祝愿;但语气较正式:
eg. May you succeed!
May you have a good journey!
might 的用法有:
多在间接引语中表示过去的可能和允许。如:
She said that he might take her bike.
她说他可以拿她的自行车去用。
除了在间接引语中以外，might 一般不表示过去的可能或者许可。如要表示过去的可能可以用could, 表示过去的许可可以用was( were) allowed to 或者 had permission to 。
表示现在的可能，其可能性要比 may 小。如：
She might go home tomorrow.
说不定他明天会回家。
表示现在的许可, 语气比may 较委婉, 一般用于疑问句(包括间接疑问句), 不可用于肯定句或者否定句。
如: Might I have a word with you
我可以和你说句话吗？
will和would：
1. will是助动词或是情态动词？
will用于构成将来时是助动词。用于表示“意志”“决心”“请求”是情态动词。would亦同理。
eg. I will tell you something
important.
我要告诉你一些重要的事。
（助动词）
Will you tell her that I'm here
请您告诉她说我在这儿，好吗？
（情态动词）
2. 在疑问句中用于第二人称，提出请求或询问。
eg: If you want help - let me know, will you
如果你需要帮助, 让我知道, 好吗
Will you type this, please
请打印这个，好吗？
Won't you sit down
请坐下，好吗？
3. would比will客气委婉。
eg: Would you help us, please 请您帮助我们，好吗？
I’d go there with you.
我要和你一块到那儿去。
Teacher wouldn’t allow it.
老师不会允许这件事。
shall和should：
1. shall用于构成将来时是助动词。
shall用于征求对方的意见，表示 “决心” 是情态动词。
eg: Perhaps I shall pay a visit to
England this winter.
可能今年冬天我会去英国观光。
（构成一般将来时, 助动词）
Shall we go by train, Mom
妈妈，我们乘火车去好吗？
（用于征求对方的意见，情态动词）
I shall go at once.
我必须立即去。
（表 “决心”，情态动词）
2. should表示义务、建议、劝告，意为 “应该”。 “should+ have+过去分词”
表示本应该在过去做但没有做。
eg: You should keep your promise.
你应该遵守诺言。
She should have passed the exam.
她应该通过考试的。
must和 have to
1.must用于一般问句中,肯定回答用must否定式用 needn’t或don’t have to，做 “不必”,mustn’t表示“禁止，不允许”
— Must I finish all assignments at a time
—Yes, you must.
No, you needn't.
2.表示“必须”这个意思时，must 和have to 稍有区别。must着重说明主观看法，have to 强调客观需要。另外，have to 能用于更多时态。
I don’t like this TV set. We must buy a new one. There was no more bus. They had to walk home.
3.must表示对某人某事的猜测， 作“准是”，“一定” ，一般用于肯定句中。对过去发生的事情作肯定判断用must have done
You must be the new teacher.
He must be joking. There is nobody here. They must have all gone home.
4. must表示“偏要，硬要”，指做令人不快的事情
He must come and worry her with question, just when she was busy cooking the dinner. Of course，after I gave her my advice，she must go and do the opposite.
附 件
Festivals
Legal holidays in China are New Year (January 1st), a national one-day holiday; Spring Festival (the lunar New Year), a national three-day holiday; International Working Women’s Day (March 8th); Arbor Day (March 12th); International Labor Day (May 1st), a national one-day holiday; Chinese Youth Day (May 4th); International Children’s Day (June 1st); Army Day (August 1st); Teachers Day (September 10th); and National Day (October 1st), a national two-day holiday.
China’s biggest and most popular traditional festivals include:
Chinese New Year/Spring Festival
Each year, between the end of winter and the beginning of spring, people throughout China enthusiastically celebrate the first traditional festival of the year, the Spring Festival or Lunar New Year. During the Spring Festival, every household will display Spring Festival couplets and pictures, and decorate the home. Spring Festival Eve is an important time for family reunions. Usually, in the evening of the last day of the twelfth month by the lunar calendar each year, the entire family gets together for a New Year’s Eve dinner. After dinner, all family members sit together to chat or play games, staying up till early the next morning. In the morning people pay New Year calls on relatives to extend congratulations. During the festival, many people also attend traditional recreational activities, such as the lion dance, dragon-lantern dance and stilt-walking.
Chinese New Years is by far the most well-known Chinese holiday, and also the most significant to Chinese culture. Also known as The Spring Festival, observation of the holiday actually begins the day before the beginning of the Lunar Year. The mode of celebration varies from province to province, different areas having their own specific traditions. Listed below are some of the customs associated with New Years.
The day before the Spring Festival, there is a lot of cleaning and preparation done. Offerings to the Kitchen God are commonly made in hopes that he will give a good report to the Emperor of Heaven. That night is a special gathering when the whole family get together and eat a particularly large dinner.
The following three or four days are public holidays. Most businesses close and time is spent paying formal visits to friends. Visitors bring a gift (generally a box of chocolate, nuts, or a tin of cookies) and are given a gift of greater value by the hosts. Married couples give little red packet envelopes to children and unmarried friends when greeted with a phrase wishing them prosperity in the New Year. While the majority of the holiday is observed in the first 3 or 4 days of the New Year, the first 10 days of the year are all part of the festival, however in practice this is just additional time to get in visits to friends. During this time, many Chinese people take trips to the city or province where they were born.
Certain foods take on special names to celebrate the New Year (for example, chicken is called phoenix), visitors are often treated to fruits and seeds, and people buy new clothes.
During prosperous times, entirely new furnishings may be bought. In the holiday, negative words, such as death, should be avoided. In fact, gifts of four and the word four arelso often not used because it sounds like the word for death.
Lantern Festival
The 15th day of the first lunar month, the first full moon after the Spring Festival, is the occasion for the Lantern Festival. It is customary to eat special sweet dumplings called yuanxiao and enjoy displayed lanterns during this festival. Yuanxiao, round balls made of glutinous rice flour stuffed with sugar fillings, symbolize reunion. The custom of enjoying lanterns at this time of the year dates back to the first century, and has continued to be popular throughout China up to the present day. On this festive night many cities hold lantern fairs to display many exotic and sometimes weirdly shaped multi-colored lanterns. In rural areas the local people gather together and enjoy themselves as spectators and participants setting off fireworks, walking on stilts, performing with dragon lanterns, dancing the yangge and other folk dances and playing on swings.
Pure Brightness Day
Pure Brightness Day comes around April 5 every year. This was originally a day set aside for people to offer sacrifices to their ancestors, but nowadays it is more customary to visit the tombs of the martyrs of the revolution to pay respects. By the time of the festival, the weather has turned warmer and the earth is covered in green. Friends like to go together to the outskirts of the city to walk in the green grass, fly kites and appreciate the beauty of spring. That is why Pure Brightness Day is also called the "Stepping on Greenery Festival"
Dragon Boat Festival
The Dragon Boat Festival falls on the fifth day of the fifth lunar month. It is generally believed that the festival originated to celebrate the memory of the ancient patriotic poet Qu Yuan. Qu Yuan, a native of the State of Chu during the Warring States Period, repeatedly offered his king proposals aimed at forestalling political corruption. Subsequently, slandered by treacherous court officials, he was sent into exile by the same king he had tried to help. In 278 B.C., the capital of the State of Chu was lost to its enemy the State of Qin and Qu Yuan drowned himself in despair on the fifth day of the fifth lunar month. Aware of the tragedy, the local people living beside the river went out in their boats to try to find his corpse. Every year thereafter on this day people continued to row dragon boats on their local rivers in memory of Qu Yuan’s life and death, throwing sections of bamboo filled with rice into the river as an offering. Legend has it that someone once met Qu Yuan’s spirit on the bank of the river and was told: "The food you have given me has all been taken away by the dragon. Hereafter, you should wrap the rice in bamboo leaves tied with five-colored thread. These are the two things that the dragon is most afraid of" Thus, people began to make zongzi (glutinous rice wrapped in a pyramid shape using bamboo or reed leaves) in memory of Qu Yuan. Naturally, zongzi is the traditional food for the Dragon Boat Festival.
Mid-Autumn Festival
The Mid-Autumn Festival falls on the 15th day of the eighth lunar month, the exact middle of autumn, hence the festival’s name. In ancient times, people used to offer elaborately made cakes to the moon spirit on this day. After making this symbolic offering, a family would enjoy eating the cakes together. The festival eventually came to carry the idea of a happy family reunion and the custom has been passed down to this day. On this mid-autumn night, the full moon is especially bright. The whole family may sit together beneath the clear moonlight eating tasty moon cakes and appreciating the beauty of the fully rounded moon. Those who are far away from their homes that night are only too easily reminded of their families when they look up at the luminous moon. The words of the great Tang Dynasty poet Li Bai are often recited on such evenings, even today: "I raise my head to gaze at the bright moon, and I drop my head to think of my old home" Ethnic minorities have also retained their own traditional festivals, including the Water Splashing Festival of the Dai people, the Nadam Fair of the Mongolian people, the Torch Festival of the Yi people, the Danu (Never Forget the Past) Festival of the Yao people, the Third Month Fair of the Bai people, the Antiphonal Singing Day of the Zhuang people, and the Tibetan New Year and Onghor (Expecting Good Harvest) Festival of the Tibetan people.
Double 9 - Chung Yang Festivals
Called Double 9 because it occurs on the 9th day of the 9th month, this is an important religious day. During this time many people go to the mountain shrines to worship their ancestors. This traditionally is in remembrance of a man who saved his family from disaster by taking them into
The festivals of Chinese minorities
There are 56 nationalities living in this vast land of China, including 55 minorities. They have different customs, cultures and festivals from Han nationality. Speaking of the festivals, there are a lot of things to say, because nearly each minority has one or several festivals. In the following paragraph, I will choose some representative minorities’ festival to introduce.
The Bai minority mainly inhabit in Dali Autonomous Prefecture, which is located in northwest Yunnan. The Third Faie held in Dali each year is the grandest traditional event of the ethnic Bai people at which material and cultural exchanges are carried out. The festival starts on the 15th day and ends on the 21st day of the 3rd Month each year on the lunar calendar. Activities held during the grand event include song and dance performance mountain songs meet. At the same time, big fairs for exchanging local and special products are held.
Water Spring Festival is Dai’s new year according to Dai’s and is Dai’s most impressive and solemn festival, which is held on April 13-15. On the festival, people dust the Buddha Statues and bless each other by sprinkling water. Other activities include dragon-boat race, throwing pouches, fire lanterns and water lanterns, etc.
Yi’s Torch Festival is usually celebrated on the 24th of 6th lunar month each year, which is Yi’s most impressive celebration. At the night of the Torch festival, people sing and dance around the torches, all the day and night long. The Torch Festival is also a day for Yi’s youth to go for rendezvous.
On each year’s Spring Festival, all the lisu people, male or female, gather at the shiliutang Hot Spring of Lushui. By taking baths and washing off dirt with the sacred spring water, people hope for the forthcoming of auspiciousness. Singing contests are held here for the whole evening and youth people take the chance to make friends or get engaged.
Lisu’s traditional festival is held on the 8th day of the 2nd lunar month each year. On the festival, people come from all directions and gather at the sword ground to watch the performance of "dimming Sword Mountain and diving into Fire Sea."
The Miao nationality when the corn is ripe, every stockaded village quarry new valley, boil new rice offer sacrifices to heroof legend, then divide food, carry on corrida, horse-racing match among stockaded village, love song of the antiphonal responses at night, dance reed-pope wind instrument dance. Jino clan corn golden yellow in the ninth lunar month, when ripe maize having, select to take the new rice in one lucky day by the clan elder. Sweeping the stokade village and every house at dawn, get the new rice and cooked food ready, parents lead family to walk and hold a memorial ceremony for the valley ceremony arriving at noon, later having a meal. Before sunset, pluck the melon dish and go home, invite the relative to celebrate the new valley joyously and come on stage, have supper altogether.
In a word, varied festivals show great national culture. And with the development of festivals, the world will become more and more splendid. We all Chinese will appreciate the great joy from our national festivals. I believe the festivals of our country will be well on the way to the fantastic future.
Some Western Festivals
Valentine’s Day , February 14 (情人节)
Candy, flowers and other tokens of affection of affection are exchanged on this day, in honor of two martyrs, both named St. Valentine.
April Fool’s Day, April 1 (愚人节)
Franksters feel that it is permissible to play all sorts of tricks on this day.
Mother’s Day (母亲节)
The second Sunday in May, set aside to honor mothers.
Father’s Day （父亲节）
The third Sunday in June, set aside to honor fathers.
Halloween , October 31 (万圣节)
A special day for making merry, wearing costumes and playing old-fashioned games. A favorite with children.
Easter Sunday (复活节)
The first Sunday after the first Monday in November for the election of public officials. This holiday is observed in most states.
Thanksgiving Day( 感恩节)
Generally the fourth Thursday in November, set aside for national thanksgiving, especially for our democratic form of government. It is a legal holiday in all states.
Labor’s Day (劳动节)
The first Monday in September . Set aside to honor labor, it is a legal holiday in all states.
Christmas Day, December 25 (圣诞节)
This is both a legal and religious holiday, it observes the anniversary of the birth of Jesus. All states and all those of the Christian faith celebrate this holiday.
Easter
Easter is a time of spring-time festivals. In Christian countries Easter is celebrated as the religious holiday commemorating the resurrection of Jesus Christ, the son of God. But the celebrations of Easter have many customs and legends that are pagan in origin and have nothing to do with Christianity.
Scholars, accepting the derivation proposed by the 8th-century English scholar St. Bede, believe the name Easter is thought to come from the Scandinavian "Ostra" and the Teutonic "Ostern" or "Eastre," both Goddesses of mythology signifying spring and fertility whose festival was celebrated on the day of the vernal equinox.
Traditions associated with the festival survive in the Easter rabbit, a symbol of fertility, and in colored easter eggs, originally painted with bright colors to represent the sunlight of spring, and used in Easter-egg rolling contests or given as gifts.
The Christian celebration of Easter embodies a number of converging traditions with emphasis on the relation of Easter to the Jewish festival of Passover, or Pesach, from which is derived Pasch, another name used by Europeans for Easter. Passover is an important feast in the Jewish calendar which is celebrated for 8 days and commemorates the flight and freedom of the Israelites from slavery in Egypt.
The early Christians, many of whom were of Jewish origin, were brought up in the Hebrew tradition and regarded Easter as a new feature of the Passover festival, a commemoration of the advent of the Messiah as foretold by the prophets.
Easter is observed by the churches of the West on the first Sunday following the full moon that occurs on or following the spring equinox (March 2I). So Easter became a "movable" feast which can occur as early as March 22 or as late as April 25.
Christian churches in the East which were closer to the birthplace of the new religion and in which old traditions were strong, observe Easter according to the date of the Passover festival.
Easter is at the end of the Lenten season, which covers a forty-six-day period that begins on Ash Wednesday and ends with Easter. The Lenten season itself comprises forty days, as the six Sundays in Lent are not actually a part of Lent. Sundays are considered a commemoration of Easter Sunday and have always been excluded from the Lenten fast. The Lenten season is a period of penitence in preparation for the highest festival of the church year, Easter.
Holy Week, the last week of Lent, begins its with the observance of Palm Sunday. Palm Sunday takes its name from Jesus’ triumphal entry into Jerusalem where the crowds laid palms at his feet. Holy Thursday commemorates the Last Supper, which was held the evening before the Crucifixion. Friday in Holy Week is the anniversary of the Crufixion, the day that Christ was crucified and died on the cross.
Holy week and the Lenten season end with Easter Sunday, the day of resurrection of Jesus Christ.
Kwanzaa
Kwanzaa is a unique African American celebration with focus on the traditional African values of family, community responsibility, commerce, and self-improvement. Kwanzaa is neither political nor religious and despite some misconceptions, is not a substitute for Christmas. It is simply a time of reaffirming African-American people, their ancestors and culture. Kwanzaa, which means "first fruits of the harvest" in the African language Kiswahili, has gained tremendous acceptance. Since its founding in 1966 by Dr. Maulana Karenga, Kwanzaa has come to be observed by more than18 million people worldwide, as reported by the New York Times. When establishing Kwanzaa in 1966, Dr. Karenga included an additional "a" to the end of the spelling to reflect the difference between the African American celebration (kwanzaa) and the Motherland spelling (kwanza).
Kwanzaa is based on the Nguzo Saba (seven guiding principles), one for each day of the observance, and is celebrated from December 26th to January 1st.Unit 3 The Million Pound Bank-Note
Ｉ． 单元教学目标
技能目标Skill GoalsTalk about short stories and dramas.Learn how to act out a play.Learn how to request and order food.Learn Noun clauses as the object and predicative.Write a play or drama.
II． 目标语言
功 能 句 式 Request（请求）Would you please come in Would you mind waiting just a few minutes May I ask you how much money you have — Well, to be honest, I have none.Could you offer me some kind of work I wonder, Mr. Adams, if you mind us asking a few questions — Go right ahead.Ordering food (点餐)I’d like some ham and eggs and a nice big steak.I’ll have a nice long glass of beer.
词 汇 1. 四会词汇 Birthplace, novel, adventure phrase author scene wander pavement businessman permit ahead bay stare fault spot passage account embassy seek patience contrary envelope unbelievable steak pineapple dessert amount rude manner scream genuine rag indeed bow barber2. 认读词汇narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script3. 固定词组 Bring up, go ahead, by accident, stare at, account for, on the contrary, take a chance, in rags, as for4. 重点词汇bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble
语法 Noun clauses as the object (宾语从句)I can’t say that I have any plans....and he does not know what he should do.I did not know whether I could survive until morning.Noun clauses as the predicative (表语从句)That’s why we’ve given you the letter.
第一课时 Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous
b. 交际用语
Expressions on request:
Would you step inside a moment, please
Would you please come in
May we ask what you’re doing in this country and what your plans are
Well, why don’t you explain what this is all about
c. 重点句型
2. Ability goals能力目标
a. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.
b. Enable students to sum up the main idea of ACT ONE Scene 3.
c. Enable students to understand the details about the whole scene.
d. Retell the scene using the key words of the whole scene.
e. Express their opinions by answering the following questions:
1) Do you think money is everything Why
2) Do you agree that only money can bring people happiness
3. Learning ability goals 学能目标
a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English.
b. Help students to sum up the main idea of ACT ONE Scene3.
c. Help students to understand the details of the whole scene.
d. Get students to retell the whole scene.
e. Help them to answer the following questions:
1) Do you think money is everything
2) Do you agree that only money can bring people happiness
Teaching important points 教学重点
a. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.
b. Discuss the questions:
1) Do you think money is everything
2) Do you agree that only money can bring people happiness
Teaching difficult points教学难点
Discuss the questions:
1) Do you think money is everything
2) Do you agree that only money can bring people happiness
Teaching methods 教学方法
Elicitation, discussion, listening, reading and pair work.
Teaching aids 教具准备
A computer, a projector and a tape recorder.
Teaching procedures and ways教学过程与方式
Warming up-I
What do you know about Mark Twain Do you know any of his works
Read the short passage quickly and fill in the chart.
Real name
Meaning of his pen name
Birth date
Birthplace
Place where he grew up
His famous stories
Then give an introduction of Mark Twain(1835—1910): The greatest humorist of the 19th century American literature.
Novels:
The Adventures of Tom Sawyer (1876)(汤姆·索亚历险记）
The Prince and the Pauper (1882)(皇子与贫儿)
The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记)
Discussion
Suppose a rich person gives you a million pound bank-note, what will you do with it Give the reasons.
Introduce some new words to the students:
incredible: difficult to believe (unbelievable)
stare at: look at sb. / sth. for a long time
nightfall: the time in the evening when it becomes dark
survive: continue to live or exist
spot: see or notice a person or thing
account for: to be the explanation or cause of sth.
charity: 施舍
by accident: by chance
Pre-reading
1. First, give students a brief introduction of the story
Two rich gentlemen made a bet on what would happen to a person if he was given a million pound note.
Henry, the hero of the story, an American young man, sailed too far, drifted out to the ocean. A British ship, for London, passing by, fortunately saved him.
2. Prediction :
What would happen to Henry
Reading
Scan the passage and find out :
What happened to Henry
What does the brothers choose Henry for
What happened to Henry
He was given a letter by the two brothers and was asked not to open it until two o’clock.
What does the brothers choose Henry for
They wanted to make a bet on Henry.
Skimming: answer the following questions:
1. Where does Henry Adams come from Does he know much about London
2. What did he do in America
3. Why did he land in Britain
Put the following events in correct order.
(1) Henry wandered in London streets.
(2) About a month ago Henry Adams was sailing out of the bay.
(3) The next morning he was spotted by a ship.
(4) Towards nightfall he found himself carried out to sea by a strong wind.
(5) On the ship he earned his passage by working as an unpaid hand.
Keys;
(2) About a month ago Henry Adams was sailing out of the bay.
(4) Towards nightfall he found himself carried out to sea by a strong wind.
(3) The next morning he was spotted by a ship.
(5) On the ship he earned his passage by working as an unpaid hand.
(1)Henry wandered in London streets.
After-reading
What kind of persons you think the characters are (Henry Adams, Oliver Roderick)
The second period
1. First. Introduce some new words:
steak:
eat like a wolf:
genuine:
reserve:
scream:
fake:
bow:
2. CULTURAL NOTE: Henry asks for a steak “extra thick” for his meal. In
China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.
3. Read and answer these questions:
1. What was it in the letter
2. Before Henry took the note out of the envelope, did the waiter serve him politely Why
3. Did the owner believe that the note was genuine or not Why
4. Whose behavior changes the most during this scene
5. What kind of person is the owner of the restaurant
6. Why do you think the owner of the restaurant gave Henry a free meal
4. Detailedr reading
1. What does “it’ll cost a large amount of money” exactly mean
2. At the sight of the customer’s note, the owner and his waiter got very _D_.
A. frightened B. angry
C. worried D. excited
3. When did the hostess and the waiter change their attitude to the customer _____D____
A. At the beginning of the story.
B. Before they saw the large note.
C. At the end of the story.
D. After they saw the large note.
In group of four, play the parts of “Henry, waiter, owner and hostess”.
The third period Grammar
The Second Period Grammar
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
win the bet, make the bet, be worried about, stay out of jail, a poorly-dressed gentleman, eat like a wolf, be a big puzzle to sb
b. 重点句子
May we ask what you are doing in this country
Well, why don’t you explain what this is all about
That’s why we’ve given you the letter.
We were very surprised that he finished two orders of food in a very limited time.
We doubted whether the man was able to pay for the food.
2. Ability goals 能力目标
a. Enable the students to use the words and expressions in this part.
b. Enable students to understand and use noun clauses as the object and predicative.
3. Learning ability goals 学能目标
a. Get the students to guess the meaning of the words or expressions according to the context.
b. Get the students to use the noun clauses as the object and predicative.
Teaching important points 教学重点
a. How to make students understand and use noun clauses as object and predicative.
b. Get the students to master the usage of the important words of this unit.
Teaching difficult points教学难点
How to make students understand and use noun clauses as object and predicative.
Teaching methods 教学方法
Task-based method
Teaching aids 教具准备
A computer and a projector
Teaching procedures and ways教学过程与方式
1. 名词性从句是由if, whether, that和各种疑问句词where, when等充当连接词所引导的从句, 其功能同名词一样。
2. what与that在引导名词性从句时的区别:
what引导名词性从句时在从句中充当句子成分,如主语,宾语,表语,而that则不然,它在句子中只起连接作用。例如：
(1) What you said yesterday is right.
(2) That she is still alive is a puzzle.
3. 宾语从句就是在复合句中作宾语的名词性从句, 通常放在主句谓语动词(及物动词)或介词之后。
(1) 由that 引导的宾语从句(that通常可以省略), 例如：
I heard that he joined the army.
(2) 由what, whether (if)引导的宾语从句,例如：
① She did not know what had happened.
② I wonder whether you can change this note for me.
4. 否定的转移:若主语谓语动词为think, consider, suppose, believe, expect, guess, imagine等,其后的宾语从句若含有否定意义,一般要把否定词转移到主句谓语上,从句谓语用肯定式。
I don’t think this dress fits you well. (我认为这件衣服不适合你穿。)
5. it常可以放在动词think, find, consider, believe, feel, make等后作为形式宾语:it不仅可以作为形式主语，还可以作为形式宾语而真正的宾语-that从句则放在句尾,特别是在带复合宾语的句子中。 We heard it that she would get married next month.
6. 表语从句是在复合句中作表语的名词性从句, 放在系动词之后,一般结构是“主语+系动词+表语从句”。可以接表语从句的系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外,常用的还有the reason why … is that … 和It is because …等结构。例如：
1). The question is whether we can make
good preparation in such a short time.
2). This is why we can’t get the support of the people.
3). But the fact remains that we are behind the other classes.
4). The reason he is late for school is that he missed the bus.
The fourth period Speaking
Make a dialogue for Act Two, Scene 2 using all of the following information:
Henry tells a clerk that he wants a coat for a suit. The clerk shows him a cheap coat downstairs. Henry doubts if he should take it. The clerk persuades him to buy it. Henry agrees, but explains that he can’t pay him right now, as he has no small change. In your dialogue, include expressions on shopping. Practice your dialogue and then share it with another pair. And we’ll see which is the most appropriate for the play.
Suggested scene
The dialogue takes place at a tailor’s shop. (O=Owner; C=Clerk; H=Henry)
O: There’s a customer, Todd. Will you serve him
C: I don’t know why he’s in a tailor’s shop. Just look at his clothes!
O: No matter what he’s wearing, Todd, just show him the cheapest.
C: Do you want anything
H: Yes, please. I want to buy a suit.
C: Of course. You may find these rather expensive. We’ve got some cheaper ones in the back room. Will you come through to the back, please ...Why don’t you try this one on
H: Mmm, it doesn’t seem to fit very well.
C: I’m afraid it’s the cheapest one we’ve got.
H: Very well, I’ll take it. Could you wait a few days for the money I don’t have any small notes on me.
C: Oh, you haven’t Well, of course, I know that gentlemen like you carry only large notes.
H: My friend, you shouldn’t judge strangers always by the clothes they wear. I’m quite able to pay for this suit. I just didn’t wish to put you to the trouble of changing a large note.
C: Why do you think we can’t change your note Of course we can.
H: Oh, very well. Then there is nothing to worry about. I apologize. (Hands him the note.)
背景知识
1. About the ￡1, 000,000 Bank-note
英格兰银行出于特殊的需要发行了两张面值一百万的钞票，其中一张收回并作废，但还有一张却留在银行，两兄弟打赌，一个身无分文的人带着这张钞票会发生什么，兄弟A说会死去，兄弟B说他肯定能活一个月。他们物色了一个年轻人做试验，带着这张毫无使用价值的百万英镑钞票。年轻人走进商店买东西，拿出钞票要求找钱，店老板都震惊了并立刻改变态度，极力讨好这个年轻人，年轻人得到了他想得到的，包括爱情和受人尊敬。他爱上的女孩正是兄弟B的女儿。最后，百万英磅被银行收回并作废，年轻人过上了幸福的生活。
The Bank of England once issued two notes of a million pounds, to be used for a special purpose connected with some public transaction with a foreign country. For some reason or other only one of these had been used and canceled; the other still lay in the vaults of the Bank. Well, the brothers, chatting along, happened to get to wonder what might be the fate of a perfectly honest and intelligent stranger who should be turned adrift in London without a friend, and with no money but that million-pound bank-note, and no way to account for his being in possession of it. Brother A said he would starve to death; Brother B said he wouldn’t. Brother A said he couldn’t offer it at a bank or anywhere else, because he would be arrested on the spot. So they went on disputing till Brother B said he would bet twenty thousand pounds that the man would live thirty days. They thought “me” to be the right person, a poor, honest and intelligent stranger. They handed “me” an envelope that contained ￡1,000,000 bank-note. “I”, dressed in rag, with nothing but a bank-note, got into a restaurant. “I” took the banknote to pay for the bill and asked for changes. The boss who looked down upon me at first changed his attitude completely. He flattered me that I could have anything I wanted, any time I chose, and let the account run as long as I pleased. They all treated me as an honored guest. Then “I” got into a tailor’s shop, the same thing happened. “I” drifted naturally into buying whatever I wanted, and asking for change. “I” owned the respect and fell in love with a girl, Portia. Everything went well having ￡1,000,000 bank-note on “me”. After a month, Brothers returned, to my surprise, one of them was My Portia’s papa. He took that friendly and hospitable bill back to the Bank of England and cashed it, then the Bank canceled it and made him a present of it, and he gave it to us at our wedding.
2. Characters in THE MILLION POUND BANK-NOTE
Henry: a lost American businessman in London
Roderick: a rich Englishman, brother to Oliver
Oliver: a rich Englishman, brother to Roderick
Banker: for the Bank of England
Todd: an especially helpful clerk at the tailor’s shop
Owner 1: of a small but fancy restaurant in London
Waiter: works for the restaurant owner
Hostess: greeter at the restaurant and wife of the owner
Mr Clemens: a diner in the restaurant and expert on banknotes
Owner 2: of a small but fancy tailor shop in London
Ambassador: the chief US diplomat in Britain
Portia: a friend of the ambassador who he introduces to Henry
Various narrators
Various clerks
3. Supplementary lines that did not appear in the textbook:
ACT ONE
Scene 1
Narrator: A hundred years ago when Britain was very rich, there was more gold deep within the Bank of England than anywhere else in the world. Money was safe, people used to say, as safe as the Bank of England.
Banker: Here it is Mr Montpelier. I trust you will not be disappointed with its design. (He hands him a bank-note.)
Oliver: No, it seems to me a thing of beauty.
Roderick: Allow me, Oliver. (He takes the note from his brother.) It looks good, it feels good, it is good.
Banker: And there’s only one other like it that was used for a foreign loan.
Oliver: Yes, we read about it. That’s what gave us the idea.
Banker: The idea
Roderick: I suppose it does seem strange that we should need such a large sum in one bank-note.
Banker: It certainly is a unusual request. I imagine it’s for business.
Oliver: Important business, isn’t it, Roderick Do we tell this gentleman
Roderick: Yes. You see, my brother and I need this pretty, special piece of paper for a bet.
Banker: A bet Did you say a bet
Oliver: A very important bet.
Banker: I should say it must be-for one million pounds!
Scene 2
Narrator: It is the summer of 1903. Henry Adams, an American businessman, has had some very bad luck. He is lost in London. He has no money and does not know what he should do. As Henry is walking down a sidewalk, he sees a family having a picnic in a park. However, he doesn’t look at them but at their food. He keeps walking. Then he reaches the entrance to a large old building and enters it.
Henry: “This embassy does not provide money to Americans in London.” Well, that’s too bad. (He turns to the clerk.) I thought this would be just the place.
Clerk: It doesn’t mean we’re not glad to help you in other ways. You can work on a ship to take you home, if you like. (Henry notices the clerk eating peanuts from a bag.)
Henry: Any chance I can find work here
Clerk: Well, if you’d like to come back in a week, we can find out for you.
Henry: A week That’s a long time. If I can just get money to last me a few days, I can find work for myself.
Clerk: We can give you a small loan if you can repay it. Can you offer us anything in exchange
Henry: Well, I’m smart and I can use my hands. Unless you don’t trust me, isn’t that enough
Clerk: No, I’m afraid not. Many people pass through this office making similar requests. If we help you in this way, others will expect the same.
Henry: I think I’ll try to help myself.
Clerk: Well, that’s up to you, young man. Come back if you have no luck.
Henry: I’ll do that. (He is still looking at the peanuts.) Say, may I have some of those
Clerk: Of course, you can. Oh, sorry, all gone. (He blows into the bag and pops it.)
4. Major Works by Mark Twain
The Celebrated Jumping Frog of Calaveras County (1867)
The Celebrated Jumping Frog of Calaveras County was first published in the November 18, 1865, edition of The New York Saturday Press under the title “Jim Smiley and His Jumping Frog.” The story, which has also been published as “The Notorious Jumping Frog of Calaveras County”, is set in a gold-mining camp in Calaveras County, California, and has its origins in the folklore of the Gold Rush era. It was one of Twain’s earliest writings, and helped establish his reputation as a humorist. He eventually included it as the title story in his first collection of tales.
The Adventures of Tom Sawyer (1876)
(From the Preface) Most of the adventures recorded in this book really occurred; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual—he is a combination of the characteristics of three boys whom I knew, and therefore belongs to the composite order of architecture.
The odd superstitions touched upon were all prevalent among children and slaves in the west at the period of this story—that is to say, thirty or forty years ago. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shunned by men and women on that account, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what queer enterprises they sometimes engaged in.-THE AUTHORHARTFORD, 1876
The Prince and the Pauper (1881)
Edward Tudor and Tom Canty are the same age and share the same features only one of them is a pauper’s child and the other is the heir to the throne of England. When chance brings the boys together, they decide for fun to switch clothes, but fate suddenly casts them into each other’s worlds. Tom learns what is to be caught in the pomp and folly of the royal court and the young prince learns what it is to survive in the lower depths of 16th century English society. Through the switched identities Mark Twain has fashioned both a scathing attack on social hypocrisy and injustice, and an irresistible comedy imbued with the sense of spirited play that belongs to this creative period. The delightful fable of The Prince and the Pauper has delighted readers young and old for over 100 years.
Adventures of Huckleberry Finn (1884)
Mark Twain’s classic novel, Adventures of Huckle-
berry Finn, tells the story of a teenage misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet with adventure, danger, and a cast of characters who are sometimes menacing and often hilarious. Although the story was mostly written in the 1880’s it is set in the time of slavery prior to the Civil War. Twain uses Huck’s predicaments to illustrate the failure of reconstruction in the post-Civil War South.
A Connecticut Yankee in King Arthur’s Court (1889)
A Connecticut Yankee in King Arthur’s Court is held to be one of the word’s first stories about time travel. The main character, Hank Morgan, superintendent at the Colt Firearms Factory in Hartford, Connecticut, is hit on the head in a fight, knocking him unconscious. He wakes up in the time of King Arthur and uses his 19th century sensibilities and know how to gain power over the people. Hank introduces conveniences and structures familiar to 1880’s Hartford such as schools, factories, bicycles, and gunpowder. At first, Hank is convinced that his ideas will do the citizens of Arthur’s court good, but as he takes command he turns more and more to violence and loses control of his circumstances. Connecticut Yankee was one of the last large-scale novels Mark Twain produced and its dark, cynical themes foreshadow ideas he would delve into more deeply in much of his later work.
5. Know some sayings of Mark Twain and have a better understanding of his works.
（1） The man who does not read books has no advantage over the man that can’t read them.
（2） Always tell the truth; then you don’t have to remember anything.
（3） When people do not respect us we are sharply offended; yet deep down in his private heart no man much respects himself.
（4） Good breeding consists in concealing how much we think of ourselves and how little we think of the other person.Unit 4 Astronomy: the science of the stars
Ｉ． 单元教学目标
技能目标Skill GoalsTalk about the science of the stars, the development of life and space travel and gravity.Practise giving instructions.Practise talking abut problems in study or life.Learn to use Noun Clauses as the subject.Learn to write an essay to show your problems and the way to overcome them.
II． 目标语言
功 能 句 式 Talk about the science of the stars, the development of life and space travel and gravityWhere do we come from How did the universe begin Why is the universe the way it was How will it end How much do you know about universe Do you want to have a space travel Do you know something about gravity Do you know something about black holes Practise giving instructionsPlease look at/ listen to...Please check that...You need...Please pay attention to...Don’t forget to...You’d better...Make sure you...Watch out for...You mustn’t...Practice talking about problems in study or lifeMy problem is...The difficulty is...My trouble is...The question is...My advice is...What I think about it is...The fact is...My suggestion is...
词 汇 1 四会词汇astronomy, system, religion theory atom billion globe violent carbon atmosphere unlike fundamental harmful acid chain multiply oxygen exist thus dioxide puzzle biology biologist gravity satellite gentle physicist climate crash spaceship pull float mass2认读词汇astronomer, biochemistry, geophysics, solar, Big Bang, vapour, nitrogen, dissolve, amphibian, reptile, generally, mammal, global, comet, Issac Newton, Albert Einstein, Stephen Hawking, lessen, weightlessly, cabin, exhaust, exclaim3 词组solar system, in time, lay eggs, give birth to, in one’s turn, carbon dioxide, prevent…from, block out, cheer up, now that, break out, watch out
语法 Noun Clauses as the subjectNoun Clauses as the subject is also called the Subject Clause. That means a Noun Clause serves as Subject in the sentence. The words which are used in this Noun Clause are: that, whether, who, what, which, when, where, how, why, etc.Example1. What it was to become was a mystery.2. It was not clear whether the solid shape was to last or not.
III． 教材分析与教材重组
1. 教材分析
本单元以astronomy: the science of the stars, the development of life, space travel and gravity为话题，通过本单元的几篇阅读材料使学生对以上问题有所了解，并通过文章中的一些探讨性的问题，比如，The earth may become too hot for the lives on it. Then what will our future be 使学生更好地了解我们的地球和我们的生活环境，并引发对“地球的将来如何”的热烈讨论，通过这些讨论激发学生对天文学了解和探究的强烈兴趣。通过讨论登月球需要的物品和可能遇到的困难学会提出问题和解决问题的表达方法，并能就此写出一篇表达合理思路清晰的短文。
1.1 WARMING UP以讨论的形式通过三组问题引导学生讨论边缘科学，讨论科学的方法以及要成为真正的科学家所必须掌握的技能。
1.2 PRE-READING 主要让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。在探讨生命起源的科学道理之前，让学生以听故事或讲故事的方式，交流有关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，激活学生的思维。
1.3 READING 讲述了地球上生命的起源。水的形成使得地球有别于其他星球，它使得地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。文章最后讲了令人深省的问题：The earth may become too hot for the lives on it.
1.4 COMPREHENDING通过四个选择填空题检测学生对本文核心问题的理解：地球上生命的起源和延续需要哪些条件？随后通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程。最后提出两个问题，考查学生的深层理解和推断能力。
1.5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions通过英文释意，短文填空，词语分类和单项选择等练习让学生在语境中掌握和运用词汇。Grammar采用先发现后应用的学习方法。先通过到课文中找句子，让学生认识主语从句，然后，设置一个用一手机发短信息的情景，让学生进行简单句与主语从句之间的转换练习。最后设置情景来复习表语从句。
1.6 USING LANGUAGE由Listening、Reading和Speaking and Writing三部分交互组合而成。指导学生在听和读的输入性学习之后，完成说和写的输出性应用练习。Listening的内容介绍三位科学巨匠。不仅通过听力填表的形式训练学生捕捉细节的能力，还通过四选一的方式帮助学生找主题思想。在解释对与错的过程中，教师可以适当的介绍一下概括主题的方法。Reading是一个科幻小故事，通过作者和作者的朋友乘宇宙飞船登月球的经历，介绍了重量、失重和地球引力等科学道理。Speaking 以Visiting the moon为话题，要求学生讨论登月球需要携带的物品和在月球上可能遇到的困难。Writing要求学生找出登月球可能遇到的三个困难并找出克服这些困难的方法。在听说读写综合提高的同时，培养了学生的创新意识和实践能力。
2. 教材重组
2.1 将 Warming up、Pre-reading、Reading 和Comprehending四部分整合在一起上一节阅读课。
2.2 将Leaning about language和 Workbook中的 Using Words and expressions以及 Using Structures整合在一起上一节语法课。
2.3 听力Using language中的 Listening与 Workbook中 Listening和Listening task三部分话题较为接近，其中Listening部分是介绍三位对地球引力的认识做出巨大贡献的科学伟人。在提高听力的同时，为下文的Reading部分作了铺垫。Workbook中 Listening是关于轰动一时的航天英雄杨利伟的故事。通过听力练习，让学生了解作为宇航员所需要哪些素质。而Listening task中的听力则是向学生展示space travel 的潜在价值。既然三部分都在谈论与Astronomy有关的内容，所以放在一起处理比较合适。
2.4 把Using Language 中的Speaking 和 Workbook 中的 Talking 和 Speaking task放在一起整合成一节口语训练课。这几部分涉及到本单元的功能句，指导学生学会如何思考需要的东西，怎样给别人以指示以及如何向别人问问题。
2.5 泛读 是把Using language中的Reading和Workbook中的Reading task 整合在一起。这两部分利用science fiction story向读者解释gravity和black hole.
2.6 写作练习是把Using language中的Writing 和Workbook中的Writing Task以及Project整合在一起上一堂写作练习课。
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 Intensive Reading
2nd period Language study
3rd period Listening
4th period Extensive Reading
5th period Speaking
6th period Writing
IV. 分课时教案
The First Period Intensive Reading
Teaching goals 教学目标
1. Target language目标语言
重点词语：theory, atom, billion, globe, violent, carbon, atmosphere, fundamental, harmful, acid, multiply, oxygen, exist, prevent, dioxide
2. Ability goals 能力目标
a. Enable Ss to talk about the science of the stars, the development of life and space travel and gravity.
Where do we come from
How did the universe begin
Why is the universe the way it was
How will it end
How much do you know about universe
Do you want to have a space travel
Do you know something about gravity
b. Understand the text and answer the following questions:
What was there on the earth before life could begin
Why do scientists think there has never been life on the moon
Why did animals first appear in the seas
Why did green plants help life to develop
Why were mammals different from other animals
c. Enable the Ss to understand the details about the passage, choosing the correct answer according to the text and put the order of development of life into a time line and answer questions.
d. Retell the passage using key sentences.
3. Learning ability goals 学能目标
Enable Ss to learn how to talk about the beginning of life on the earth.
Teaching important points教学重点
a. Talk about the beginning of life on the earth.
Why did animals first appear in the seas
Why did green plants help life to develop
b. Discuss the order of development of life.
Teaching difficult points教学难点
a. Understand the beginning of life on the earth.
b. Discuss the questions:
What will our future be if the earth may become too hot for the lives on it
Why are humans the cleverest animals on the earth
Teaching methods教学方法
a. Skimming and scanning.
b. Asking-and-answering activity to check the Ss’ understanding of the text.
c. Individual, pair or group work to finish each task.
d. Discussion.
Teaching aids教具准备
A recorder, a computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Presentation
T: Hello, everyone! Today we’ll come to Unit 4 Astronomy. Before that I have a question: Where do we come from Or we can say: Who are our ancestors
S1: Monkeys!
S2: Beijing Ren who lived many years ago.
S3: Reptiles.
S4: Mammals.
S5: Amphibians.
S6: Dinosaurs.
T: Very good! Can you put them in right order
S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.
T: Do you know what it was like before life appeared on earth
S8: It was full of water, perhaps.
T: Before that, what was it like
S9: Sorry, I don’t know.
T: Do you want to get more information Today we’ll learn something about How Life Began on the Earth. Turn to Page 25. Let’s come to Warming up first.
Step II Warming up
1. Read the three questions, while the students listen and follow.
2. Give the Ss several minutes to discuss the questions.
3. Collect answers from the whole class.
4. Check the answers while discussing.
T: I’ll read the three questions for you. You should listen to me carefully. (If students don’t know how to discuss, show them an example.) For example, medicine. When someone gets serious illness, he will go to the hospital. The doctor will examine him. He will take his temperature, measure his blood pressure and give him an X-ray, or a CT. For the whole process of the examination, what kind of science has been used
S1: Biology.
S2: Chemistry.
T: So we can say medicine combines biology and chemistry. What about biochemistry and geophysics
S3: I think biochemistry combines biology and chemistry.
S4: Geophysics combines geology and physics.
T: What about astronomy
S5: Physics.
S6: Mathematics.
T: Very good. We should know that astronomy is a multidisciplinary subject and if we want to do some research on it, we should know many science subjects related to it. Now discuss the second question:
What do we mean when we say we are studying a subject scientifically Or what’s the correct attitude towards science
S7: We should be objective, not superstitious.
T: What’s the correct way to prove a scientific idea
S8: We should design experiments to test it for several times.
S9: Then we can analyze the results and draw a conclusion at last.
T: Let’s sum up the answers. To study a subject scientifically, we must try to be objective. In order to test our idea, we should design experiments, then analyze the results and draw a conclusion. Now let’s talk about the third question.
What are the most important skills we need to be real scientists
S10: We should be very careful.
S11: Be objective and logical.
S12: We should be wise enough to design an experiment and write the reports clearly.
S13: We should be able to draw conclusions from the experiments and not impose conclusions on the data.
T: I think you have done great work. From the discussion we know that it’s not easy to be a scientist. So you should work harder if you want to be a scientist.
Step Ⅲ Pre-reading
Get the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’t know any, tell them some.
T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll ask some students to tell us their stories. Are you clear
Ss: Yes, Sir/Madam.
1. Do you know each religion or culture has its own ideas about the beginning of the universe Please give an example if you know.
2. Do you know what a scientific idea is
After the Ss’ discussion, teacher says the following.
T: Now who’d like to tell us a story Volunteer!
S1: Let me try. In China, we all know that Pangu separates the sky from the earth.
T: Can you describe the story in details
S1: Sorry, I can’t remember clearly.
T: Who can Nobody Now I’ll tell you. Look at the screen.
Pangu separates the sky from the earth
The sky and the earth were at first one blurred entity
like an egg. Pangu was born into it. The separation of the sky and the earth took 18,000 years- the Yang which was light and pure rose to become the sky, and the Yin which was heavy and murky sank to form the earth. Between them was Pangu, who went through nine changes every day, his wisdom, greater than that of the sky and his ability greater than that of the earth. Every day the sky rose ten feet higher, the earth became ten feet thicker, and Pangu grew ten feet taller. Another 18,000 years passed, and there was an extremely high sky, an extremely thick earth, and an extremely tall Pangu. Then came the Three Emperors (the Emperor of the Sky, the Emperor of the Earth, and the Emperor of the Men.)
So these numbers came into existence and evolve like this. The number begins with one, becomes established at three, is completed at five, prospers at seven, and ends in nine. So the sky is ninety thousand li from the earth.
Other legends about the beginning of universe
The Biblical Account
“In the beginning God created the heavens and the earth. The earth was formless and empty, darkness was over the surface of the deep, and the spirit of God was hovering over the waters. And God said....”
Day 1: God spoke and separated light from darkness creating Day and Night
Day 2: God spoke and separated the water creating sky and ocean
Day 3: God spoke and created dry land
Day 4: God spoke and created the sun, moon and stars
Day 5: God spoke and created living creatures in the air and sea
Day 6: God spoke and created the land animals and man
Day 7: God rested and blessed this day calling it Holy
India
Brahma has created the world many times. This creation is repeated every four ages or yugas. There are four yugas in one eon or kalpa. In the beginning of each kalpa the world is a watery chaos.
As Brahma thought beings were created. The demons were created by a wind from his rectum. After creating the demons he discarded his body which became night. He assumed a new body and out of his mouth came the shining gods or devas. This body was also discarded and became day. With his next body he created ancestor spirits. With his fourth body Brahma created human beings. This discarded body became the moon. With the fifth body Brahma had a strange thought and he created ogres, terrible creatures that wanted to devour the primordial sea of chaos. In shock at what he had done he then created ghouls. Finally he regained his senses and created birds, mammals, plants and all the other life that we see today.
Japan
In the beginning the world was chaos until the heaven and earth separated. When this separation occurred the Three High Deities created two principles, the passive, Izanami or the Female, and the active, Izanagi or the Male. It was these two people who are our ancestors.
In the beginning the heaven and the earth were one. The In (Yin) and Yo (Yang) had not been separated. All that existed was chaos in the form of an egg. This egg contained the seeds of the creation. Heaven, being made of the purer portion of the substance rose and the earth being heavier did not. As the heaven rose， the islands began to be formed. Later a strange plant grew between heaven and earth which became a great male god. Two additional male gods followed. These three were formed by the will of heaven. Following this six deifies were formed and then Izanagi (the male ) and Izanami (the female ). Izanagi and Izanami were the first ancestors. They thrust down the jeweled spear of heaven into the sea. As they lifted the spear the liquid on the tip formed the islands of Japan.
Europe
Celtic
There were giants in the past. These giants were the gods. During the first winter a large giant was made from the hoarfrost. When this giant was exposed to fire he naturally melted. The body of this giant became the world. His hair became the forests. His skull became the sky. His blood produced the sea. His bones produced the mountains. In the middle of the earth on high mountains live the gods. South America
Inca
The Incas worshiped a god named Pachacamac, also known as Viracocha. This god had originally risen from the water of Lake Titicaca and created the stars, planets and the moon. Pachacamac created everything, including people, out of clay. Because he felt sorry for humans, Pachacamac sent his daughter, the moon god, to teach humans how to build houses, grow crops and make clothes. The children of Pachacamac lived at lake Titicaca but could travel. When they traveled they were required to stick into the ground a golden rod they received from their father, Pachacamac. Each time this happened the humans would build a city.
T: Are they interesting Though they are interesting, they are only legends. We should believe a scientific idea. What’s a scientific idea
S2: It should be an idea coming from scientific theory.
T: Quite right. Now we’ll come to Reading. That’s a scientific idea.
Step Ⅳ Reading
Read the passage carefully and analyse its structure. Write down the main idea for each paragraph.
Para.1: A widely accepted theory about the formation of the universe
Para 2: The formation of the earth
Para.3: The importance of water for life
Para.4: The development of plants and animals on the earth
Para.5: The arrival of humans and their impact on the earth
Reading and answer the questions.
1. Why was the earth different from other planets
The water remained.
2. Why was life able to develop on the earth but not on other planets
The water stayed on the earth but not on other planets.
3. Why was it necessary for plants to grow before animals
Plants provided oxygen for animals to breathe.
4. What problem is caused by human beings
They cause global warming.
5. Why is it wrong in films and stories to show dinosaurs and people together
Because dinosaurs died out long before human beings developed on the earth.
6. Why do you think that humans are the cleverest animals on the earth
They are the cleverest animals because they have larger brains than any other creature on the earth so far.
7. Why is it wrong in films and stories to show dinosaurs and people together
Because dinosaurs died out long before human beings developed on the earth.
8. There used to be nine planets in the solar system. Recently scientists have decided that one of them can no longer be considered a planet. Do you know the name of that planet Do you know why they removed it
Pluto. Scientists now think it is too small to be called a planet.
Analyze how life began on earth.
Listening
Listen to the tape for the students to follow and have further understanding of the passage.
T: Read after the tape, then answer me some questions with your book closed.
Play the tape
T: How did water come into being on the earth
If one student can’t answer completely, ask two or three or more students.
Ss: The explosion of the earth produced water vapor, which turned into water when the earth cooled down.
T: Why is water important on the earth
Ss: Because water allowed the earth to dissolve harmful gases into the oceans and seas.
T: No.3, finish the following form.
Key to the exercise:
2. shellfish and all sorts of fish 5.amphibian(on land and in water)
7. reptiles (on land) 8.dinosaurs(on land) 9.mammals(on land)
T: That’s all for this passage. Now let’s deal with some language points.
Passage Analyzing
Chart of the text
How life began on the earth
Text Retelling
Retell the text using about 100 words.
Notes: Use the two questions and the chart to retell the passage; the possible version below can be used as a material for both retelling and dictation.
Retelling:
The explosion of the earth produced water vapour, which turned into water when the earth cooled down. Water allowed the earth to dissolve harmful gases into the oceans and seas. That made it possible for life to begin to develop. The arrival of small plants encouraged the development of early shellfish and all sorts of fish. Many millions of years later the first green plants began to appear on land. Later land animals appeared. Some were insects. Others, call beginning with two questions so as to arouse the readers’ strong curiosity and interest.
2) The passage tells the readers the scientific idea in order of time. Water made everything possible on the earth. Then all kinds of plants and animals appeared. At last mankind rule the world, but they are not taking care of the earth very well. So the readers will think about a question carefully: What will our earth be in the future
2. Writing Style
The text is common science writing, which tells the readers how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it’s factual. It’s written in a formal way. And all the information is based on scientific research.
3. Main Idea
Through the writer’s clear description, we know that how life began on the earth. It’s a long and slow process. From the passage, we know that earth is the best place for human to live on. But humans didn’t take good care of it in the past. Now we are facing many environmental problems now. What should we human do Everyone who reads the passage will think about this problem. We should pay more attention to taking care of our earth. Taking good care of the earth means taking good care of ourselves.
Step Ⅵ Homework
Retell the passage according to the form.
Remember important language points.
Second period Extensive reading
Read and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.
1. The pull of gravity became very strong she left the earth’s atmosphere. His weight is normal.
2. It disappeared when he was in space. He is weightless.
3. It was very light when he was on the moon. He weighs less than on earth.
Explanation (略)见课件
Third period Grammar
What part does the underlined part serve as in each sentence
A tree has fallen across the road.
You are a student.
To find your way can be a problem.
Smoking is bad for you.
“How do you do ” is a greeting.
What she said is not yet known.
That we shall be late is certain.
It is certain that we shall be late.
We can see from these sentences that a sentence serves as subject, so we call it Subject Clause.
主语从句
（Noun Clauses as the Subject）
定义：
用作主语的从句叫主语从句，它是名词性从句之一。引导主语从句的连接词有：连词that, whether；连接代词who, what和which；连接副词when, where, how和why。
1) 由what等代词引起的主语从句：
What the teacher said today was quite right.
老师今天说的话是十分正确的。
2) 由连词that引起的主语从句：
That they are badly in need of help is quite clear.
他们急需帮助，这是十分明显的。
但是这类句子在大多数情况下会放到整个句子的后部去，而用代词it作形式主语。
3) 由连接代词或连接副词以及whether引起的主语从句。
Whether they will sell the house is not yet decided.
他们是否卖掉这所房子还没有决定。
4) whatever, whoever也可引导主语从句。
Whatever was said here must be kept secret.
这里说的话都应当保密。
Whoever makes mistakes must correct them.
凡犯了错误的人都必须改正。
注意: 上述例句中的主语从句都是放在句首, 但有时为了使句子结构平衡, 避免 “头重脚轻”, 常用 it 作形式主语, 而把从句放在后面。 例如:
　　It is a pity that she has made such a mistake.
她犯了这样一个错误, 真是遗憾。
这样就构成了下面一些常用句型:
1) It is + adj. / n. +从句
　 It is a pity/shame that... 遗憾的是……
　 It is possible that... 很可能……
　 It is unlikely that... 不可能……
2) It +不及物动词+从句
　 It seems/appears that... 似乎……
　 It happened that... 碰巧……
　3) It + be +过去分词+从句
　　It is said that... 据说……
　　It is known to all that...
众所周知……
　　It is reported that... 据报道……
　　It is believed that...
据信……;人们相信……
　　It is suggested that... 有人建议……
It must be pointed out that...
必须指出……
It has been proved that... 已证明…….
如: It is believed that at least a score of buildings were damaged or destroyed.
据信, 至少有二十座楼房遭到破坏或彻底毁掉。
5) . 用于It is important / natural / necessary / impossible that...句型中, 主语从句应使用虚拟语气, 谓语动词用\“should + 动词原形\”的形式, should有时有感彩。
The fourth period Speaking
Speaking on page 31
What do you need if you travel to the moon
Sample:
S1: Let’s think about what we would need to protect our skin if we visited the Moon.
S2: I’d take some skin cream. That works very well when we go to the sea.
S3: Yes, but it’s going to be much too hot to put cream on your skin on the Moon.
S4: What’s more you get direct heat from the sun. There are no clouds on the Moon to protect you.
S3: Oh dear, and I also have to carry oxygen around with me everywhere because there’s no oxygen on the Moon.
S2: Why don’t we carry the oxygen on our backs in a tank
S1: Good idea, but won’t that hurt our skin
S4: I think it will. Why don’t we wear a spacesuit which has the possibility of protecting your skin and helping you carry the oxygen very easily
S1: A very good idea. We also need some sunglasses as the sun will be as bad for our eyes as for our skin.
S3: That’s right. The helmet of the suit can have sunglasses you can use.
S2: How will the suit protect our skin
S4: It’s so hot there so I suggest we design suit that can supply cold water so the wearer feels cool and hot water to warm us if we feel cold.
S2: Great! So I won’t need sun cream after all. That’s good!
1 small plants in water
2
3 green plants on land
4insects(on land)
5
6 forests
7
8
9
water
1 small plants in water
2 shellfish and all sorts of fish
3 green plants on land
4 insects (on land)
5 amphibians (on land and in water)
7 reptiles (on land)
8 dinosaurs (on land)
9 mammals (on land)
6 forests
10. small clever animals with hands and feet
11. human
4 insects(on land)
5 amphibians(on land and in water)Unit 5 Canada—“The True North”
Ｉ．单元教学目标
技能目标Skill GoalsTalk about the basic information about Canada— location, main cities, customs and cultural diversity.Learn how to read a traveling report and use maps.Learn to express directions and positions.Master the Noun Clause- Appositive clause.Learn to write a report to express what you hear and see in a place.
II． 目标语言
功 能 句 式 表示方向的句式Where is... How does one go to... In what direction is... Is... close to/far from... How far is... 表示位置的句式It is/lies in the north/south of...It is/lies to the south/east/northwest of...It is within...Kilometers of...It is/lies on the west/east.The place is on the border.You go along the coast.It is east /west of...It is far away from...One goes northward.
词 汇 1. 四会词汇Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive2. 词组Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance
语法 Noun clause as the appositive
III． 教材分析与教材重组
1. 教材分析
本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。
1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。
1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。
1.3 Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。
1.4 Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。
1.5 Learning about Language部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。
1.6 Using Language部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。
1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。
2. 教材重组
2.1 Reading(I)： 从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。
2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。
2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。
2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74） 整合一节“口语课”。
2.5 Learning about language:将Learning about language( P36 Exercise 4除外) 与Workbook中的Using words && expressions （P70） 和 Using structures （P71） 结合在一起，上一节“语言学习课”。
2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。
3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)
1st period: Reading (I)
2nd period: Reading (II)
3rd period: Listening
4th period: Speaking
5th period: Learning about Language
6th period: Writing
Ⅳ. 分课时教案
The First Period Reading (I)
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban
b. 重点句子
2. Ability goal 能力目标
Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.
Understand the noun clause used as appositive.
Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.
3. Learning ability goals学能目标
Improve the students’ reading ability - guessing words, searching for information.
Learn the information about Canada.
Master the expressions for describing directions and locations.
Teaching important points 教学重点及难点
a. Find the answers to the questions in post-reading.
Learn the methods of writing a traveling report about.
b. Understand the use of noun clause - appositive clause.
Learn to read the traveling report according to the traveling route.
Teaching methods 教学方法
1． Skimming and scanning;
2． Asking-and-answering activities;
3． Listening method.
Teaching aids 教具准备
A computer, a projector and a tape recorder.
Teaching procedures & ways教学过程与方式
Step 1 Revision
Check the students’ homework.
T: Before we come to the new lesson, let’s check your homework.
The teacher checks the assignment of the last class.
Step 2 Lead-in and Warming Up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag
Ss: Canada.
T: Which continent is Canada in
Ss: It is in North America.
T: How large is it
Ss: I only know it is the second largest country in the world. I don’t know the exact number.
T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor
Ss: The United States.
(The teacher shows a map of Canada to the students.)
T: Right. The United State is its neighbor. Canada is a beautiful country.
Step 3 Pre-reading
T: Now I want to ask you a question. Do you like traveling
Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)
T: I know most of us like traveling. Have you ever been abroad
Ss: No / Yes.
T: Few of us have ever been abroad. Then what is the longest trip you have ever taken
Sa: Beijing (Shanghai / Hainan / Harbin).
Sb: I have never been out of my hometown.
T: If you get a chance to go abroad, which three countries would you like to visit most Why
Sc: I would like to go to French, Australia and Ireland. I think French is full of romantics and there are many beautiful buildings. Australia is famous for its beautiful scenery and people are very friendly. Ireland is also beautiful. I want to walk along the roads of the countryside.
Sd: I think I will travel in china first, because China is my motherland and she is very beautiful. I would also like to go to Canada so that I can see the large and beautiful lakes, and there’s the wonderful snow scenery. I also feel like paying a visit to Australia because there are many sheep and rare animals there.
T: Very good. We love our motherland, but if we want to make our country more beautiful and more developed, we should know more about the other countries. Here are two questions. You may ask your partner for answers and give your answers to him/her.
Show the questions on the screen or on the blackboard.
If you take a trip to Canada, what do you expect to see
What three words would you use to describe Canada
The teacher can ask some pairs to tell their ideas in class.
T: Who’d like to tell us your opinions
Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly.
Sb: I want to see the big snow and polar bears, three words large, clean and mysterious.
T: Are they right You can find the answers in the text. Li Daiyu and Liu Qian will take us to visit Canada. Please turn to Page34, read “A Trip on the True North”.
Step 4 Fast reading
Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title What is “the True North” Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.
Give the Ss five minutes for reading.
Five minutes later.
T: Time is up. Have you finished
Ss: Yes, we have.
T: The first question is what the passage is mainly about
Sa: The passage is about a trip of two girls, and it tells us some information about Canada.
T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text
Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.
T: Look at the map on Page33. Draw the traveling route of the two girls on the map.
Give the students one minute to draw the route.
T: You did a good job. Do you have any difficulty in reading Let’s look at the difficult points together.
The teacher explains some important or difficult points to the students.
Step 5 Reading aloud
Let the students read the passage again and find the details from the passage.
T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.
Give the students a few minutes to read and find answers. Then ask some students to give their answers.
Suggested answers:
1. Which continent are the cousins crossing
They are crossing North American.
2. Why are they not flying directly to the Atlantic coast
They are not flying directly to the Atlantic Coast because they want to take the train from west to east across Canada./ They want to see Canada./ They want to travel across Canada.
3. What is “The True North”
“The True North” is the train that runs through Canada.
4. Why is the population of Vancouver growing so rapidly
The population of Vancouver growing so rapidly because it is beautiful.
5. What happens at the Calgary Stampede
At the Calgary Stampede cowboys compete in riding wild horses for thousands of dollars.
6. How are ocean ships able to reach the centre of Canada
Ships are able to reach the centre of Canada because they can follow the St Lawrence River and the Great Lakes.
7. What are some of Canada’s greatest natural resources
Canada has water from its lakes and rivers and wood from its forests.
Step 6 Homework
1. Remember the underlined sentences.
2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.
Period two Extensive reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇与短语
figure, figure out, terrify, official, maple, frost, wealthy, tour, distance, flow, booth, downtown, as far as, dawn, broad
b. 重点句子
1. They were not leaving for Montreal until later...
2. It’s too bad you can’t go as far as Ottawa Canada’s capital.
3. It’s about four hundred kilometers northeast of Toronto, so it would take too long.
4. As they sat in a café looking over the broad St. Lawrence River, a young man sat down with them.
5. In the distance, they could see the misty cloud that rose from the great Niagara Falls, which is on the south side of the lake.
6. I stay as far away from polar bears as possible.
2. Ability goal能力目标
Enable the students to know more information about cities: Toronto, Montreal and Iqaluit.
3. Learning ability goals 学能目标
Teach the students how to describe a city with the target language and functional sentences.
Teaching important points教学重点
Find the correct information about cities of Canada according to the questions.
Teaching difficult points 教学难点
How to write the traveling report.
Teaching methods 教学方法
a. Skimming method;
b Scanning;
c.Task-based approach listening.
Teaching aids 教具准备
A record, a projector and a computer.
Teaching procedures and ways 教学过程与方式
Answer the questions about the passage.
1. How do we know it is fall in Canada
We know it is fall in Canada because the maple trees are red and gold and oranges, and there is frost on the ground.
2. What can sometimes be seen from the CN Tower in Toronto
Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.
3. Where does the water from the lake go
The water from the lake goes into the Niagara River and over the falls on its way to the sea.
4.Which direction is the train going from Toronto
The train is going east ( northeast ) from Toronto.
5. What three things show us that Montreal is a French city
Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.
Period three Grammar
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
multicultural, figure, figure out, terrify, official, make comments
b. 重点句子
The idea that they would cross the whole continent was exciting.
The fact that ocean ships can go there surprises many people.
The idea that you can cross Canada in less than five days is just wrong.
2. Ability goals 能力目标
Learn new words by adding prefixes or suffixes to a word.
Learn noun clause used as appositives.
3. Learning ability goals 学能目标
Learn how to make new words.
Learn what is noun clause and how to use it.
Teaching important points教学重点难点
Broaden vocabulary by adding prefixes or suffixes.
Learn noun clauses used as appositives.
Teaching methods教学方法
a. Study individually;
b. practice.
Teaching aids教具准备
A computer and a projector.
Teaching procedures && ways教学过程与方式
同位语从句
1. 概念:
在复合句中作名词的同位语的名词性从句。
2. 功能:
同位语从句对名词进一步解释，说明名词的具体内容。
3. 用法:
常跟的抽象名词有: fact/ idea/reason/ thought/order/ doubt/news/hope/ truth/belief …
4. 连词
that/whether/who/ which/ what /when /where/why/how
同位语从句与定语从句区别:
1. 从词类上区别
同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion, proposal, word, thought, doubt, truth, possibility, promise, order等有一定内涵的名词，而定语从句的先行词可以是名词,代词,主句的一部分或是整个主句。
He told me the news that he would come home from aboard soon.
Word came that he had been abroad.
据说他已经出国了。
Our team has won the game, which made us very happy.
我们的队赢了, 这让我们很高兴。
(定语从句)
2.从性质上区别
　 定语从句是从句对其先行词的修饰或限制,属于形容词性从句的范畴;而同位语从句是从句对前面抽象名词的进一步的说明和解释,属于名词性从句的范畴，如:
The news that our team has won the game was true.
我们队赢了那场比赛的消息是真的。
(同位语从句, 补充说明news到底是一个什么消息)
The news that he told me yesterday was true.
昨天他告诉我的那个消息是真的。
(定语从句, news在从句中作told的宾语)
3. 从引导词及其在句子中的成分上区别
　 有些引导词如how, whether, what 可以引导同位语从句, 但不能引导定语从句。
如: That question whether we need it has not been considered.
我们是否需要它这个问题还没有考虑。
(同位语从句)
引导词that引导定语从句时, 在从句中一般作主语或宾语 (指物时还可以用which代替), 并且作宾语时常常省略，that在同位语从句中仅起连接作用, 不充当任何成分, 并且不能省略, 也不能用which来代替，如:
The order that we should send a few people to help the other groups was received yesterday.
我们应派几个人去帮别的几个小组的命令昨天收到了。
(同位语从句, 是对order的具体解释, that虽不作成分, 但不能省略)
The order that we received yesterday was that we should send a few people to help the other groups.
我们昨天收到的命令是我们应该派几个人去帮助别的几个小组。
(定语从句, 是名词order的修饰语, that在从句中作received的宾语, 可以省略)
Period four Speaking
Speaking and writing on page 39
A: Hi, Li Daiyu and Liu Qian! Welcome back from your trip! How was it
B: Oh, it was GREAT! We took the trip from the west coast of Canada all the way to the east coast. It was one of the best experiences of my life!
C: Really What was your favourite thing about the trip
B: That’s a hard question to answer! There were so many things. One thing that impressed me the most was the Rocky Mountains in the west of Canada.
A: Why were you so impressed by the Rocky Mountains
B: They were amazing - so tall and clean and covered with pure white snow at the tops. I felt very small compared to the great mountain heights.
C: How about you, Liu Qian Did you have a favourite experience in Canada
D: Yes! I loved the city of Montreal. Its culture was so different from the rest of what we saw in Canada.
A: What was so different about it
D: Everything was in French! The signs, the advertisements… everything! I couldn’t read any of it!
C: How was the food I hear that French culture is famous for its food!
D: The food was pretty good – I didn’t pay attention to it very much, except the bread. The bread was really, really good!
背景知识
Background information about Canada 加拿大文化
Location and area位置与面积
Canada is situated in the northern half of the North America Continent in the West Hemisphere. It stretches over 5，500 kilometers from the Atlantic Ocean to the Pacific and over 4, 600 kilometers from the northern tip Of Ellesmere land to the United States border． The Country occupies an area of 9, 984, 670 square kilometers， which is a little bit larger than China．
The United States， the only country adjacent to Canada on land，is to the south of Canada． The borderline shared by the two countries is as long as more than 5,500 kilometers，and this borderline is undefended． Citizens Of both countries can cross the border without a visa． On the other three sides Canada is surrounded by water． To the east Of the country is the Atlantic Ocean， and to the west， the Pacific Ocean. The Arctic Ocean is to the north of the country.
Population and races 人口与民族
Canada is a country with a large territory, but with a small population. The population of the country is only 25,000,000 people. Since Canada is a country made up mainly of immigrants, its people have diversely different ethnic origins. The two largest groups are made up of people of the French and English origins. Indians and Inuit, the native people, made up only 1.2% of Canada’s total population. Most Canadians believe in Catholicity and Christianity.
Official languages官方语言
English is Canada’s first official language, and the other is French.
Capital首都
Canada composes ten provinces and two territories. And it is a federation of provinces. The capital of Canada is Ottawa.
National anthem 加拿大国歌
The title of the National Anthem of Canada is “O, Canada” 加拿大的国歌由卡力沙·拉瓦雷(Calixa Lavalee)作曲、阿多尔夫·贝西·卢提尔(Adolp he Basile Routhier)作词，1880年首次被演唱。国歌的歌词原先只有法文，1908年，罗伯特·斯坦利·维尔写了英文词。1980年7月1日加拿大政府宣布《啊，加拿大》为正式国歌，并在首都渥太华举行了国歌命名仪式。因此，加拿大的国歌有英、法两种歌词。
加拿大的英文歌词及中文大意是：
O Canada! Our home and native land!
True patriot love in all thy sons command.
With glowing hearts, we see thee rise,
The True North strong and free!
From far and wide, O Canada,
We stand on guard for thee.
God keeps our land glorious and free!
O Canada, we stand on guard for thee.
啊，加拿大！我们的祖国，我们的家乡！
您的子女对您充满真爱！
颗颗闪亮的心儿深情凝望，
那一片强大自由的北方！
啊，加拿大！无论身处何地，
我们都保卫您。
上帝使我们的祖国自由辉煌！
啊，加拿大！我们保卫您！
National flag 加拿大国旗
The national flag of Canada is popularly called the Maple Leaf Flag. That’s because its most outstanding feature is the large maple leaf in the middle against a snow-white background.
National emblem加拿大国徽
There are actually two national emblems of Canada. The first one is the Canadian beaver, a clever and hardworking semi-aquatic animal. Its use as the national emblem can date back to the early seventeenth century. The second national emblem of Canada is the Canadian maple leaf, which used as the national symbol, has a shorter history, dating back only to the mid nineteenth century. In Canada, you may find that there is always a maple leaf symbol on their business cards of most Canadian government officials.
The leader of Canada 加拿大的领导
As Canada is a member of the British Commonwealth, the Queen of the United Kingdom, Queen Elizabeth II, is also the Queen of Canada and the Head of the Commonwealth, i.e., the Head of State of Canada. Actually, the Queen is away from Canada most of the time. During her absence, the Governor General represents her as the Head of State.
The Head of the Canadian Government is the Prime Minister.
Climate, industry and agriculture 气候,工业及农业
The eastern part of Canada, the country’s industrial area, is plain. It is cold here and the coast is zigzag. The middle western part of the country is a prairie, and the climate in this area is typically continental. It is the major agricultural area of the country which people used to call the "granary" of Canada. Western Canada, which is an area for timber, mining and fishing, is not very cold. Water freezes in rivers and lakes for most time of the year in Northern Canada, where the population density is very low. The area is mainly inhabited by Indians and Inuit. The Northwest Territories, which stretches from the Yukon border in the west to Baffin Island in the east, is now regarded as the roof of Canada. The country’s highest mountain, Mount Logan, which has a height of 5,951 meters, is situated in here. The region’s most northerly islands reach within 820 kilometers of the North Pole.
Rivers and lakes河流和湖泊
The surface of Canada is well-marked with lakes and rivers. Water surfaces account for almost 10% of Canada’s total area. Besides the Great Lakes, of Canada’s share is nearly 88,060 square kilometers. It is estimated that there are tens of thousands of lakes of all shapes and size in Canada.
Canada also has many rivers. The largest and longest river in the arctic drainage area is the Mackenzie River, measuring 4,320 kilometers. The largest rivers draining to the Pacific Ocean are the Yukon, the Fraser and the Columbia. The largest river in the Atlantic drainage is the St. Lawrence River.
Of all countries the world over, Canada has probably the most extensive and irregular coast line. On the three oceans and Hudson Bay, it totals 100,000 kilometers.
The climate of Canada is under the influence of three great air masses: cold, usually dry air from the arctic region; warm, moist air from the Gulf of Mexico and the Atlantic Ocean and the mild, moist air from the North Pacific Ocean. Sometimes, a fourth air mass, originating over the deserts of southwestern United States, may invade southern Canada in mid-summer, causing extended hot dry periods in this area.
On the basis of temperature and moisture conditions, and the length of the growing seasons, Canada can be divided into several climatic regions: the Arctic Region, the Northern Region, the Prairie Region, the Cordillera Region , the Pacific Region and the Southeastern Region.
Four seasons 加拿大的四季
Generally speaking, Canada is a country with four comparatively clear-cut seasonal variations. Spring is short and usually begins in mid-March and ends in mid-May. It is regarded as a transitional season in Canada. Summer is longer than spring, lasting for about four months in places near the US-Canadian border, from mid-May to mid-September. Summer is considered to be the golden time for traveling and vacation in Canada. Autumn is brief but spectacular, beginning from mid-September to mid-November. Winter is the longest season in most of Canada, prolonging from mid-November to mid-March the next year. But in some places winter can last for as long as eight to ten months.
Natural resources 自然资源
Canada is rich in natural resources, especially rich in forests. The forested area of Canada has been estimated at about 4, 404, 000 square kilometers, which is about 44% of the world total.
Canada is a country with a large territory. Although only about 7% of the land is suitable for farming there are still millions of hectares of fertile soil. About 80% of Canada’s farm and is in the prairie, which is considered to be one of the world’s largest granaries. The western provinces of the country also have ranches for raising beef cattle. Mixed farming is found in the St. Lawrence lowlands.
Almost all minerals necessary to modern economy are found in the Canadian subsoil. Canada is a major world producer of nickel, zinc, asbestos, potash, gold, copper and iron ore. It is also a major world supplier of uranium and is virtually self-sufficient in coal. For reasons of geography and economics, Canada is not exporter of energy but also a net importer of oil. But recently, petroleum and natural gas have been found in Alberta Province of the country.
Canada is also rich in water resources. About 70% of all electric power in the country is generated by water. It is estimated that Canadian rivers carry one-tenth of the water carried by the world’s waterways, and this has enabled Canada to become a leader in the design and construction of hydroelectric power stations and electrical transmission and distribution systems.
Since Canada is a country rich in forest, where many animals dwell, it is also rich in wild animal resource, particularly in fur-bearing animals. And this enables the country to become one of the world-known fur-trading countries.
Canada also has good fishing grounds off the coasts both of the Atlantic Ocean and of the Pacific Ocean. The country is rich in fish resources.
In Canada, agriculture is still of great importance to the various regional economies and to the economy as a whole. Following the mechanization and enlargement of farms, the number of persons engaged in agriculture has steadily declined. As in the United States, greater production has come from fewer people, owing to improved varieties, better tillage practices, chemical weed killers and increased use of fertilizers. It is said that the grain which one Canadian farmer can produce is enough to feed fifty-five people.
Canada’s major industries include forest industry, fisheries, mining and metallurgical industry, petroleum industry, electric power generating industry and manufacturing industries.
Because of Canada’s rich forest resources, the forest industries play an important role in the country’s economy. The major aspects of forest industry include logging industry, lumber and plywood manufacturing industry and pulp and paper industry.
Owing to the good fishing grounds off the coasts both of the Atlantic Ocean and of the Pacific Ocean, Canada’s fishery is quite developed. It has a fishing fleet of about 40, 000 vessels, most of which operate in the sea fisheries. The total amount of yearly fish landing is about 1.5 million tons.
Besides, the electric power generating industry and the manufacturing industries are also of great importance in the country’s economy. The total generating capacity of Canada’s power stations and plants, including hydroelectric power stations and the various types of thermal generating plants, is about 100, 000 MW per year, among which about 65% are generated by the hydro-power stations. The most important manufacturing industries in Canada are the petroleum refining industry, and the motor vehicle manufacturing industry.
Transportation 交通
Canada has a network of transportation. Routes is as impressive as it is indispensable to a continent—wide country with a highly mobile population.
Linking the two coasts is the Trans—Canada Highway, some 9,600 kilometers long. The ships on the St .Lawrence Seaway and the railway (95,000 kilometers of track) continue to be the bulk carriers. Buses and private cars dominate passenger travel of shorter distances, while airlines now provide the principal means of travel across Canada.
The country’s “nervous system” today is its highly sophisticated telecommunications web. The Canadian telephone network operates the two largest microwave circuits in the world. Besides, there are also hundreds of television and radio stations originating programs in Canada with several hundreds more broadcasting stations.
Character of the people民族特点
Canada is a very sparsely populated country. It is estimated that the population density of the country is 2.6 people per square kilometer (China’s population density is over 130 people square kilometer.) There is no permanent settlement in approximately 89% of Canada’s territory. It is said that over 90% of Canadian—U.S border. Furthermore, about 75% of the Canadians live within 160 kilometers of the border. It is evident that in Canada, the further north the area is, the more sparse the population.
The life expectancy of a Canadian is at present 76.3 years, which is one of the longest in the world. The average male Canadian can expect to live to only 72 years, whereas the average female Canadian can expect to live to over 79 years. Long life expectancy indicates that the country’s population is getting older. It is estimated that with the lengthening of life expectancy, in the year of 2001 A.D, the number of old people in Canada will reach 14 percent of the country’s total population. This means that Canada will become a country of aged people.
The Canadian people are a nation with sharp characteristics. In general, Canadians can be described as intelligent, hardworking, friendly, hospitable, open, reasonable and least dogmatic. But influenced by some historical factors, some Canadians do not think highly of themselves. On the whole they are all modest, which makes it easier for them to get on well with others. Most Canadians are willing to help strangers. If you are in need of any help, they will be most happy to lend you a hand.
Education 教育
What is different from other countries is that there is not a federal minister of education in Canada. According to the British North American Act, education is a provincial and not a federal government has no ministry of education. Instead of a national ministry of education there are provincial ministries of education or their equivalents, which are responsible for the management of their education in Canada, the federal government is still deeply involved in education. First, it has the responsibility of maintaining schools for native people and for children of service personnel overseas. Secondly, is is responsible for running and maintaining college for the three services of the army, the navy and the air force. Thirdly, it gives financial support to programs of adult occupation training and retraining. In addition, it also finances some of the programs of post-secondary education.
In Canada, over 80%of its population have had at least a nine-grade schooling and over 35%of them have been to a post-secondary institution of higher learning.
In Canada there are mainly three kinds of schools: the public school, the separate school and the private school. Public schools are usually provincially-supported, nondenominational schools. All the Canadian children are entitled to free education in public schools. “Separate schools” often refer to religious schools, which are run by the Roman Catholic Church and in return, for its service. Private schools are set up for specific educational or social purposes.
Main cities 主要城市
Ottawa
Ottawa is the national capital with a population of 750,000. The city is centered on Canadian government buildings, especially the Parliament Buildings and Conferderation Square in front of them.
Toronto
Today Toronto replaces Montreal as the largest metro polis of Canada populated by over 3 million people. The city has achieved new prominence in finance, popular arts and culture. Its skyline has sprouted banks. Many Canadians banks and companies have head offices in Toronto.Unit 2 Healthy eating
Ｉ． 单元教学目标
技能目标Skill GoalsTalk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menu
II． 目标语言
功 能 句 式 Practice talking about your ideasYes, I think so. I don’t think so.I agree. I don’t agree.That’s correct. Exactly. That’s exactly my opinion.You’re quite right.I don’t think you are right.I quite agree with you.I’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. All right.That’s a good idea.Certainly. / Sure.No problem.Practice giving advice and suggestionsYou must / must not...
词 汇 1. 四会词汇diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine2. 认读词汇protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation3. 词组get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight
语法 The use of ought to1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim.You ought not to eat the same kind of food at every meal.2. DifficultyDistinguish and summarize the usage of ought to and should.
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。针对现实中遇到的实际问题发表自己的看法。最后让学生运用所学知识，两人一组研究中餐，设计食谱。
1.1 WARMING UP 是本单元一个重要的组成部分。让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.
1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。戏剧性的结尾增添了故事的趣味性。通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。
2． 教材重组
2.1 精读 把Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。
2.2 语言学习 把Learning About Language和Workbook中的Using words and expressions, Using Structures结合在一起上一节“语法课”。
2.3 听力 把Using Language 中的Listening和 Workbook中的 Listening， Listening Task放 在一起上一堂“听力课”。
2.4 泛读 Using Language中的Reading与Workbook中的Reading Task放在一起上一堂“泛读课”。
2.5 口语 将Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口语课”。
2.6 语言运用 将Speaking and Writing和Workbook中的Writing Task, Project整合在一起上一堂“写作课”。
3． 课型设计与课时分配
1st period Warming up and Reading
2nd period Language study
3rd period Listening
4th period Extensive reading
5th period Speaking
6th period Writing
Ⅳ. 分课时教案
The First Period Warming up and Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving， newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research
b. 重点句子
His fried rice was hot but did not taste of fat.
Tired of all that fat Want to be thinner Only slimming food served here.
I will take all that fat off you in two weeks if you eat here every day.
It was not giving its customers energy-giving food!
Something terrible must have happened if Maochang was not coming to eat with him as he always did.
He wondered if he should go to the library to find out.
He couldn’t have Yong Hui getting away with telling people lies!
2. Ability goals 能力目标
a. Enable students to talk about their eating.
In what ways the food you eat helps you
How can you have a healthy diet
What will happen if you don’t have a balanced diet
b. Understand the text and answer the following questions.
What happened to Wang Pengwei’s restaurant
Why would his customers prefer to eat at Yong Hui’s restaurant
What did he do after leaving Yong Hui’s restaurant
c. Understand the details about the text and retell the text in the role of Wang Pengwei.
3. Learning ability goals 学能目标
Enable the students to learn how to talk about their eating.
What does a healthy diet mean
Is what Yong Hui did right Why
What will you do if you are Wang Pengwei
Teaching important points 教学重点
a. Identify different groups of foods and talk about healthy eating.
b. What kind of food did they provide for their customers, healthy or unhealthy Why
Teaching difficult points 教学难点
a. Understand the real meaning of healthy eating.
b. How was the competition going on Who would win
Teaching methods 教学方法
a. Fast and careful reading.
b. Asking-and-answering activity to check the Ss’ understanding of the text.
c. Individual, pair or group work to finish each task.
d. Discussion.
Teaching aids 教具准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step I Warming up
What are the three essential elements for us human beings to survive on the earth
Water, air , food
Which one would you prefer Western food or Chinese food
What do you usually have for breakfast / lunch /supper
What will happen if you do not eat a balanced diet？
Discussion
What is healthy diet
Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.
Speaking
Decide which food is junk food or healthy food and give reasons.
I think …is junk food because…
I think … is healthy food because…
(be rich in; be low in)
Pre-reading
1. What do you think should go into a good meal
A good meal should contain some food from each of the three categories above.
2. Imagine you and your partner are going to invite some friends for dinner. What special food of your place would you offer them Plan a menu.
3. Look at the title of the reading passage and the pictures. Predict what the passage is about.
Fast reading
Read the text quickly to find out which sentence is the main idea of the text.
1.The two restaurants supplied the healthy food.
2.The reason why Yong Hui’s restaurant was so popular with customers.
3.Wang Pengwei found out why he had lost his customer and decided to win them back.
Key: 3
Reading
1. Usually Wang Peng’s restaurant was full of people. T
2. Yong Hui could make people thin in two weeks by giving them a good diet.
It would take longer than that. F
3. Wang Peng’s regular customers often became fat. T
4. Yong Hui’s menu gave customers more emery-giving food. F
No. it gave them protective food but no energy-giving or body-building food.
5. Wang Peng’s menu gave customers more protective food. F
6. Wang Peng decided to compete with Yong Hui by copying her menu. F
He decided to advertise the benefits of his menu.
Post reading
1. The weakness of the diet in Wang Peng’s restaurant was ______ _______________________________.
2. The strength of the diet in Wang Peng’s restaurant was _____ ____________________________ __________.
Homework
1. Retell the text.
(1) Use the first person to retell the story.
(2) Try to use proper prepositions and conjunctions.
2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49and 50).
The second period Extensive reading
Pre-reading
Learn these proverbs.
You are what you eat. 人如其食。
First wealth is health.
健康是人生的第一财富。
-----Emerson
An apple a day keeps the doctor away.
一天一个苹果，医生不来找。
New words and phrases:
limited: not very great in amount or extent 有限的
benefit: advantage that sth. gives you 优势,益处
sigh: take a long deep breath叹气,叹息
combine: join two or more things together to form a single one 组合, 联合
earn one’s living: keep alive in a certain style 谋生/挣钱维持生活
in debt: owe a lot of money 欠债
glare at: stare angrily or fiercely 怒目而视
Can you guess what will happen to Wang Pengwei and Yong Hui
Read the text fast, then answer the following questions:
1. How did Yong Hui feel when she came to Wang’s restaurant Why
2. What did they find after their chat
3. How did they solve their problems and become good friends
4. How did they combine their menus and provide a balanced menu
5. Why was their cooperation a success
Discussion
What can we learn from the passage
We can learn that it is never too late to change bad eating habits and begin afresh.
The third period Grammar
情态动词
1. ought to／should
should 和ought to 都为“应该”的意思，可用于各种人称。ought to 的语气稍重一些。
You ought to (should) follow your teacher’s advice.
表示主语的义务或责任：
You should take care of your sister．
你应当去照顾你妹妹。
或指出—个正确、明智的动作：
They shouldn't allow parking here；the street is too narrow．
这儿不该允许停车；马路太窄了。
should 和ought to 后面跟动词不定式的完成式,其肯定句表示”过去应该做而未做”, 其否定句则表示”过去不该做但做了”。
You should/ought to have made the decision a week ago.
I shouldn't have made such a foolish mistake.
多数情况下，ought to 可与should互换使用。ought to的反意疑问句用shouldn’t替代。
2. must和have to
　 must的用法
1）表示主观的义务和必要, 主要用于肯定句和疑问句, 意思为 “必须……，得……，要……”；由must 引起的疑问句，肯定回答要用must或have to, 否定回答要用needn’t或don’t have to, 意思是“不必” ；
must的否定形式mustn’t表示禁止，意思是“不能，不许”。如：
— Must I finish the task right now
　 我现在必须完成这个工作吗？
—Yes, you must. / Yes, you have to.
是的。
(—No, you needn’t. / No, you don’t have to. 不，不必。)
You mustn’t come here without permission.
未经允许，你不能来这儿。　　
have to 的用法
1）must表示一种主观的需要，而have to 表示一种客观的需要，意思是“不得不”。 如：
I have to attend an important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after the shop.
　 妈妈不在家，因此我不得不照看商店。
2）have to 的否定形式是don’t have to, 相当于needn’t。如：
They don’t have to buy a computer at present.
　 他们目前没有必要买电脑。
背景知识
I． Healthy Eating for Lifetime
Variety, Balance and Moderation
A healthy diet includes all foods. Variety is important because no one food can provide all the nutrients the body needs for health. Try new foods to tantalize your taste and vary your nutrient intake.
We can make many possible choices within each food group. Choices may be made to accentuate specific needs like fiber. For example, in the protein-rich ‘meat’ group, beans are a low fat, high fiber option compared to ground beef. In the fruit group, whole fruit is usually a higher fiber choice than fruit juice.
Foods containing important nutrients can help us prevent disease and even restore our health. Striking a balance between foods that promote health and those that may be risky is important for long term well being. Choose foods that are better for your health more often.
Without a doubt, fats and cholesterol are the single most important group of nutrients to limit in your diet if you want to reduce your risk of chronic disease. Heart disease and cancer, two of this nation’s leading killers, are linked to diets high in fat. Other chronic health problems may be exacerbated by high fat diets. Saturated fat, that is, fat that is solid at room temperature, appears to carry the greatest amount of risk.
Alcohol is not pictured on the food pyramid, but if it were it would be in the tip of the pyramid. Alcohol has only empty calories in the way that sugar and most fats do. Pregnant women should avoid alcohol beverages.
Foods and beverages that are less nutritious do not have to be eliminated but they should be consumed in moderation - saved for special occasions. Making healthy food choices can be the difference between health and disease.
II. 10 Tips to Healthy Eating
Experts agree the key to healthy eating is the time-tested advice of balance, variety and moderation. In short, that means eating a wide variety of foods without getting too many calories or too much of any one nutrient. These 10 tips can help you follow that advice while still enjoying the foods you eat.
1. Eat a variety of nutrient-rich foods. You need more than 40 different nutrients for good health, and no single food supplies them all. Your daily food selection should include bread and other whole-grain products, fruits, vegetables, dairy product and meat, poultry, fish and other protein foods. How much you should eat depends on your calorie needs. Use the Food Guide Pyramid and the Nutrition Facts panel on food labels as handy references.
2. Enjoy plenty of whole grains, fruits and vegetables. Surveys show most Americans don’t eat enough of these foods. Do you eat 6-11 servings from the bread, rice, cereal and pasta group, 3 of which should be whole grains Do you eat 2-4 servings of fruit and 3-5 servings of vegetables If you don’t enjoy some of these at first, give them another chance. Look through cookbooks for tasty ways to prepare unfamiliar foods.
3. Maintain a healthy weight. The weight that’s right for you depends on many factors including your sex, height, age and heredity. Excess body fat increases your chances for high blood pressure, heart disease, stroke, diabetes, some types of cancer and other illnesses. But being too thin can increase your risk for osteoporosis, menstrual irregularities and other health problems. If you’re constantly losing and regaining weight, a registered dietitian can help you develop sensible eating habits for successful weight management. Regular exercise is also important to maintaining a healthy weight.
4. Eat moderate portions. If you keep portion sizes reasonable, it’s easier to eat the foods you want and stay healthy. Did you know the recommended serving of cooked meat is 3 ounces, similar in size to a deck of playing cards A medium piece of fruit is 1 serving and a cup of pasta equals 2 servings. A pint of ice-cream contains 4 servings. Refer to the Food Guide Pyramid for information on recommended serving sizes.
5. Eat regular meals. Skipping meals can lead to out-of-control hunger, often resulting in overeating. When you’re very hungry, it’s also tempting to forget about good nutrition. Snacking between meals can help curb hunger, but don’t eat so much that your snack becomes an entire meal.
6. Reduce, don’t eliminate certain foods. Most people eat for pleasure as well as nutrition. If your favorite foods are high in fat, salt or sugar, the key is moderating how much of these foods you eat and how often you eat them.
Identify major sources of these ingredients in your diet and make changes if necessary. Adults who eat high-fat meats or whole-milk dairy products at every meal are probably eating too much fat. Use the Nutrition Facts panel on the food label to help balance your choices.
Choosing skim or low-fat dairy products and lean cuts of meat such as flank steak and beef round can reduce fat intake significantly.
If you love fried chicken, however, you don’t have to give it up. Just eat it less of ten. When dining out, share it with a friend, ask for a take-home bag or a smaller portion.
7. Balance your food choices overtime. Not every food has to be “perfect”. When eating a food high in fat, salt or sugar, select other foods that are low in these ingredients. If you miss out on any food group one day, make up for it the next. Your food choices over several days should fit together into a healthy pattern.
8. Know your diet pitfalls. To improve your eating habits, you first have to know what’s wrong with them. Write down everything you eat for three days. Then check your list according to the rest of these tips. Do you add a lot of butter, creamy sauces or salad dressings Rather than eliminating these foods, just cut back your portions. Are you getting enough fruits and vegetables If not, you may be missing out on vital nutrients.
9. Make changes gradually. Just as there are no “super foods” or easy answers to a healthy diet, don’t expect to totally revamp your eating habits overnight. Changing too much, too fast can get in the way of success. Begin to remedy excesses or deficiencies with modest changes that can add up to positive, lifelong eating habits. For instance, if you don’t like the taste of skim milk, try low-fat. Eventually you may find you slimming, too.
10. Remember, foods are not good or bad. Select foods based on your total eating patterns, not whether any individual food is “good” or “bad.” Don’t feel guilty if you love foods such as apple pie, potato chips, candy bars or ice-cream. Eat them in moderation, and choose other foods to provide the balance and variety that are vital to good health.
Figuring Out Fat
With so much information available about the effects of dietary fat on health, understanding the role fat plays in a well-balanced diet can be pretty confusing. To cut through the confusion, it’s important to remember that fat is an essential nutrient that everyone needs to stay healthy.
Fat is a valuable energy source and carries fat-soluble vitamins needed for proper growth and development. It also contributes important taste and textural qualities that are part of enjoying food.
Too much fat, however, can increase the risk of heart disease, obesity and other health problems. When moderating fat intake, it’s important to consider these points:
●Health authorities recommend Americans to consume 30 percent or less of their total daily calories from fat, with 10 percent or less of those calories from saturated fat. Remember, the 30 percent refers to your total fat intake overtime, not single foods or meals. Use the following chart to guide your fat intake.
If you eat this number of calories per day: Total fat per day (grams) Total saturated fat per day (grams)
1,600 53 or less 18 or less
2,000 65 or less 20 or less
2,200 73 or less 24 or less
2,500 80 or less 25 or less
●Use the Nutrition Facts panel on the food label to help determine how much fat is in foods. Remember, it’s the total fat intake overtime that’s important. A food high in fat can be part of a healthy diet as long as it’s balanced with other lower-fat food choices.
●All fats are a combination of saturated, polyunsaturated and monounsaturated fatty acids. Each of these types of fats have different effects on the body, but all contain nine calories per gram.
●Blood cholesterol levels are influenced by family history, weight, age, smoking, physical activity and eating habits. Studies have shown that diets which are too high in certain saturated fatty acids and dietary cholesterol can raise blood cholesterol.
III. Healthy Eating for Lifetime
The Food Guide Pyramid
The Food Guide Pyramid is a visual tool making it easy to see how many servings we need to eat from each food group each day. Within its six food groups, the Pyramid contains many kinds of health promoting foods. All foods can fit into a healthy eating style.
The Pyramid base, the largest area, is filled with grains. Building our diets around grains, especially whole grains, is what the food guide pyramid promotes. Eating the suggested portions from this food group will assure that more than half of our calories comes from complex carbohydrates. Moving up the Pyramid, notice the groups get smaller. Foods represented in these groups are needed in smaller amounts for good health. The tip of the Pyramid is the smallest group and should be eaten from the least: oils, fats and sweets.
The Food Guide Pyramid is available in different languages representing various cultures and eating styles. There are variations for young children (Adobe .PDF format) and for seniors. There are also pyramids to help you with special eating plans——such as diabetic or vegetarian.
How many servings do I need each day
The number of servings needed each day depends on age, gender and activity level. This shows the range of appropriate servings:
Grains 6-11 servings
Vegetables 3-5 servings
Fruits 2-4 servings
Dairy 2-3 servings
Protein 2-3 servings
What are some examples of adult serving sizes
Grains 1 slice bread, 1/2 small bagel, about 1 cup ready to eat cereal flakes, 1/2 cup cooked cereal, rice or pasta
Vegetables 1 cup raw leafy greens, 1/2 cup other vegetables——raw or cooked, 3/4 cup vegetable juice
Fruits 1 medium apple, banana, orange, pear, 1/2 cup chopped, cooked or canned fruit, 1/4 dried fruit like raisins, 3/4cup 100% fruit juice
Milk, Yogurt, Cheese 1 cup milk or yogurt, 1/2 ounce natural or 2 ounces processed cheese, 1 cup soy beverage with added calcium
Meat, Poultry, Fish, Dried Beans, Eggs and Nuts 2-3 ounces of cooked lean meat, poultry or fish, 1 cup cooked dry beans or tofu counts as 2 ounce of lean meat, 1/2 ounce soy burger or 1 egg counts as 1 ounce lean meat, 2 tablespoons of peanut butter or 1/3 cup nuts counts as 1 ounce of meat
IV． Tips On How To Make Healthier Meals
Begin by choosing foods low in saturated fat, low in sodium and low in calories:
●Try fat free (skim) milk or low fat (1%) milk
●Only buy cheeses marked “low fat” or “fat free” on the package
●Choose to eat fruits and vegetables without butter or sauce
●Serve rice, beans, cereals, pasta, whole grains (e.g., couscous, barley, bulgar, etc.)
●Choose lean cuts of meat, fish, and skinless turkey and chicken
●When available, buy low- or reduced-sodium or no-salt-added versions of foods
Use these recipe substitutions:
●Use two egg whites for each whole egg and