Unit 5 On the road
Developing ideas
【教材分析】
本板块呈现了从另一角度反映单元主题的课文，语篇类型为电子邮件，其内容是Eva向Amy介绍她和家人的一次穿越北美大陆之旅；读写部分的范文呈现了Alice在云南旅行时寄给Emma的一张明信片，表达了自己云南之旅的感受。通过这一板块的学习，学生能够深入理解单元主题并学习旅行见闻的表达，了解加拿大的地理知识和风土人情，并且初步掌握明信片的格式、文体特点和内容要素。
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 引导学生理解课文内容，简单复述Eva一家旅行的经历，理解并掌握与旅行相关的表达，能够联系自身实际对某次旅行的经历进行描述；
【教学重难点】
1. 重点：本课时的重要词汇与句式
2. 难点：理解并掌握与旅行相关的表达，能够联系自身实际对某次旅行的经历进行描述。
【教学过程】
Step 1 Lead in
Have the Ss read and answer the questions to see how much you know about Canada in Activity 1.
Step 2 Reading
1. Scan the email and write the places on the map in Activity 2.
(1) Have the Ss read the map carefully by themselves and judge the place on the map correctly according to the background.
(2) Get the Ss to read again quickly and write down the answers in the right place and then check them in whole class.
2. Pay attention to the language points in the passage:
(1) We made it!
make it 是固定搭配，意为 to be successful at something。
(2) My family and I have managed to cross the North American continent, from western to eastern Canada, in two weeks!
本句中的have managed to cross the North American continent相当于have succeeded in crossing the North American continent。课文中多处出现该用法，如第二段中...we managed to cross the Rocky Mountains.
(3) We started from Vancouver, where we picked up our vehicle for the trip – a home on wheels.
1) 本句中的where we picked up our vehicle for the trip – a home on wheels作为非限制性定语从句，修饰其先行词Vancouver,所以关系副词用where。文章中多次出现非限制性定语从句，如We reached Quebec on the eighth day, where most people speak French.和Well, actually, they speak Quebecois, which is a type of Canadian French.。
2) pick up意为to collect something that has been left elsewhere。
例如：I'll pick up my things later.(我过一会儿来取我的东西。）
(4) It was then that I realized her seat was empty!
此句为强调句，意为“直到那时我才意识到她的座位是空的！”。
强调句的基本句型结构为：It is/was+被强调部分+that(强调对象为物）/who(强调对象为人）+其他成分。例如：It was she who introduced me to the passion for studying English.(正是她使我产生了学习英语的热情。）
Step 3 Activity 3
Match the author’s opinions about the movie adaptations to the examples from the passage.
1. Go through Learning to learn, pay attention to the function of Pronouns.
2. Read the four sentences and find them out in the passage and then find out what the underlined words refer to.
3. Get some Ss to share their answers and then check the answers with the class.
Step 4 Think and share
Have the Ss think or discuss the questions and then share their answers with the class.
1. Why do you think Eva and her family chose to travel by motor home?
2. What do you think Eva enjoyed most about the trip?
3. What do you think was the most memorable moment of their trip?
4. Have you ever travelled with your family? Share your experience with the class.
Step 5 Group work
Get the Ss to work in groups and have them give a talk about travel experience according to the tips as follow.
1. Use the notes to help plan your talk.
Things you enjoy Problems you faced
2. Organize your talk following the steps below.
·Say where you went and who you went with.
·Share what you enjoyed about the trip.
·Describe what problems you faced.
·End by talking about your overall feelings about the trip.
3. Give your talk to the class.
Step 6 Homework
课后练习
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Unit 5 On the road
Understanding ideas
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 引导学生理解采访话题的内在逻辑，学习并掌握与话题相关的语言；
3. 引导学生基于课文内容联系生活实际，发表自己的意见和观点。
【教学重难点】
1. 本课重要词汇与句式的灵活运用；
2. 锻炼学生理解采访话题的内在逻辑，学习并掌握与话题相关的语言。
【教学过程】
Step 1 Warming up
Questions:
1. What do you think the top five tourist destinations are?
2. Which country do you want to visit most? Why?
3. Why do you like travelling?
Ask some Ss to share their views about the questions and then teacher presents more information about travelling.
Step 2 Before reading
Activity 1
Have the Ss read the saying and ask some Ss to answer the questions.
1. What do you think the saying means?
2. Do you agree with the saying? Give some examples to support your opinion.
Step 3 While reading
Activity 2
Have the Ss read the interview and write the questions on the lines.
a. What do you love most about Western Australia?
b. What is your connection to Western Australia?
c. Who are you and what do you do?
d. Does your photography support environmental protection?
e. How does your love of nature influence your photography?
1. Ask the Ss to go through the passage and then discuss the five questions with their partners.
2. Have several Ss share their answers and then check the right ones in whole class.
3. Pay attention to the language points during reading.
（1）At first, I only regarded it as a hobby, but companies started paying me to take photos and publish them .
教师讲解at first,该短语意为in the beginning of a situation, especially when it is different now。用此短语时，下文通常会出现文意的转折。
（2）I try to take every opportunity to get outside and admire the natural world.
教师讲解opportunity的用法，介绍该词的常见搭配，例如take/use/seize/grasp the opportunity。
（3）I use my photography to make an impact on people, especially when it comes to environmental issues .
Paraphrase: I use my photography to influence people, especially when it is about environmental issues.
教师讲解impact的用法，该词通常与介词on/upon搭配。例如：We need to assess its impact on climate change.（我们需要评估它对气候变化的影响。）教师引导学生学习when it comes to sth的用法，该搭配意为“在某个方面；说到某事”。例如：He's a bit of an expert when it comes to computers.（他在电脑方面比较在行。）
（4）If I can do something to make others aware of the problem, then that's part of the solution.
Paraphrase: If I can do something to let others realize the problem, then that will partly help solve it.
Activity 3
Have the Ss go through the three different kinds of description as below and then ask them to choose the best one, then check the answer in class and ask several Ss to share the reasons for the answer.
Activity 4
1. Have the Ss read the passage again and ask them to complete the blogger profile with words and expressions from the passage, then check the answers in whole class.
2. Then encourage Ss to try to retell the passage according to the profile.
Step 4 Think and Share
1. Why was Lauren Bath determined to change from being a chef to a photographer?
2. How do Lauren Bath's travel experiences influence her and the readers of her blog?
3. What other jobs involve travel? Which would you most like to do? Why?
Have the Ss discuss the questions in groups, and then get several Ss to answer the questions. Open answer to the third question.
Step 5 Homework
Review the main idea of the passage and the language points.
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Unit 5 On the road
Using language
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 使学生能够了解并掌握现在分词作定语的用法，并在真实语境中运用。
【教学重难点】
使学生能够了解并掌握现在分词作定语的用法，并在真实语境中灵活运用。
【教学过程】
Step 1 课前自学
一、知识梳理
Activity 1
1. Look at the sentences from the interview and answer the questions.
a ... there were over 200,000 people reading my blog! b I love to photograph the rising sun, ...
(1) In sentence (a), who read the blog?
(Answer: Over 200,000 people read the blog.)
(2) In sentence (b), what is rising?
(Answer: The sun is rising.)
(3) When do we put the -ing form before the noun it modifies and when do we put it after?
(Answer: If we use one single -ing form to modify a noun, we usually put it before the noun. If the -ing form plus other words is used to modify a noun, it is usually put after the noun.)
2. Then compare them with the following sentences and answer the questions.
c ... there were over 200,000 people who read my blog! d I love to photograph the sun that is rising, ...
(4) What is the difference between the two groups of sentences?
(Answer: The first group uses the -ing form as attributive while the second group uses attributive clauses.)
(5) Why does the author choose to use sentences (a) and (b) in the reading passage?
(Answer: Because the sentences using the -ing form as attributive are more concise and colloquial.)
3. Now get the Ss to look for more sentences with this structure in the interview.
二、主要用法精讲
现在分词是一种非限定动词，兼有动词和形容词的特征，在句子中可以作表语、定语、宾语补足语和状语，一般表示进行或主动的意思。现在分词作定语的具体用法如下，教师可根据学生情况酌情安排教学。
1)单个现在分词作定语，一般置于被修饰的名词之前，常表示正在进行的动作。例如：
leaking pipes（漏水的管道）
2)若被修饰的代词为those, something, everything, nothing等，则现在分词要放在其后。例如：
He is reading something interesting.（他正在读有趣的内容。）
3)现在分词短语作定语，置于被修饰的名词之后。例如：
If you see soldiers wearing sky-blue helmets, they are UN peacekeepers.（如果你看见戴着天蓝色头盗的士兵，他们就是联合国维和人员。）
4)当现在分词或现在分词短语位于被修饰的名词之后时，往往可用定语从句替代。例如：
Peter received a letter saying his grandma would come to see him soon. = Peter received a letter which / that said his grandma would come to see him soon.（Peter收到一封信，信里说他祖母很快要来看他。）
Step 2 语法探究
过去分词与现在分词作定语时的区别：
The girl standing under the tree is very beautiful. (表主动、进行)
站在树下的女孩很漂亮。
Have you read the novel written by Dickens？(表被动、完成)
你读过狄更斯写的这部小说吗？
Step 3 自学检测
同义句转换
A man living in the village rarely sees subways.
→A man _____________________________ rarely sees subways.
They built a highway leading into the mountains.
→They built a highway _____________________________.
Those who wish to join the club should sign here.
→Those _____________________________ should sign here.
The meeting which is being held now is very important.
→The meeting _____________________________ is very important.
Wale is a small river which/that cuts across the park near my home.
→Wale is a small river _____________________________ near my home.
There were some people who were swimming in the river.
→There were some people _____________________________.
1．把句子补充完整；
2．根据所学，写出现在分词在每个句子中充当什么句子成分。
Step 4．教师讲解
1. 核对同学们自学检测的答案。
2. 根据课前自学内容，对现在分词作定语的相关知识进行更详细的补充说明。
3. 让学生把从课文中找到带有现在分词的句子写出来，并分析现在分词在句子中充当什么成分。
Step 5．小组合作学习
全班分为若干个小组并完成以下任务：
1. 完成课本第53页活动2。
2. 限时活动：在课本50-51页的课文中找出更多包含现在分词做定语的句子。看看哪个组找得又多又快又准。
Step 6．Homework
完成课本P53活动3。
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Unit 5 On the road
Writing a postcard & Presenting ideas
【教学目标与核心素养】
1. 掌握本课时的重点单词/词组/句型；
2. 引导学生通过阅读范文了解明信片的文体特点和格式，并根据自身经历写一张明信片；
3. 引导学生通过本单元的学习，对旅行相关话题有更全面的了解，能够从多个方面及不同角度对城市进行介绍；
4. 指导学生恰当地表达自己的观点，启发学生的文化传播意识，使学生能够从更多方面、更多角度向世界展示中国。
【教学重难点】
1. 掌握了解明信片的文体特点和格式，并根据自身经历写一张明信片；
2. 通过本单元的学习，对旅行相关话题有更全面的了解，能够从多个方面及不同角度对城市进行介绍。
【教学过程】
Part 1 Writing
Step 1 Reviewing
Have one student retell the passage of Coast to coast.
Step 2 Reading
Read the postcard on page 59.
1. Ask the Ss to find out how to write a postcard by reading the postcard carefully. Make sure they have mastered the postcard format according to the postcard in Activity 1.
2. And then answer the questions．
(1) Who wrote the postcard and from where did she send it?
(Alice wrote the postcard and she sent it from Yunnan, China.)
(2) Who is receiving the postcard and where is she?
(Emma is receiving the postcard and she is in Melbourne, Australia.)
(3) What has the writer done so far?
(She has spent the whole day hiking and saw some huge yaks.)
(4) What is the writer going to do next?
(She’s going to visit the famous old town of Lijiang.)
Ask several students to try to retell the passage.
Step 3 Before writing
Get the Ss to read the message and consider how to write a postcard to Sam.
Step 4 Writing and showing
Now write your own postcard. Use the expressions in the box to help you. and then show it to the class．
Useful expressions ·I’ve been in... for ... ·At the moment, I’m at... ·The weather is... ·I’m going to... ·Bye for now. ·Take care.
Part 2 Presentation
Step 1 Group work
1. Look at the logos and decide which Chinese cities they represent. Find out what each city is best known for in Activity 1. Then discuss and share.
2. Work in groups, have the Ss to choose a different place you know well and talk about why it is worth visiting. Design a logo to represent it.
3. Prepare a short presentation for tourists about the place you’ve chosen, following the steps below.
(1) Write a short introduction about why the place is worth visiting.
(2) Explain what the logo represents.
(3) Practice giving your presentation.
Step 2 Presenting
Then ask some Ss to give their presentation to the class, showing the logo. Use the expressions in the box to help you.
Use the expressions ·I’m going to introduce... ·It’s famous for... ·The best part of it is... ·The logo represents...
Step 3 Homework
课后练习。
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