英语：Unit1《Breaking records》教案（1）（新人教版选修9）
（高三选修九第一单元 Breaking the record 第二课时阅读课）
引言
在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力探究学习、合作学习、任务型学习是在新课程标准下实施素质教育的关键环节，所以在我的教学设计里，时时体现着这几种原则。
教学设计理念
1、运用任务型语言教学模式，训练培养学生对语言的综合运用，实
现目标，感受成功，教学进度整体把握，教学形式不拘一格。
2、课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设 计者、研究者、促进者、协调者”的作用。
3、在教学中，突出交际性，注重读写的实用性，要进行情感和策略 调整，以形成积极的学习态度，促进语言实际运用能力的提高。
4、课后访谈调查，读写摘记，重视语言运用。
5、正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
一、学情分析
一方面，高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。另一方面学生对体育比较感兴趣，对吉尼斯纪录有一定的了解因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。
二、教学内容分析
(一)知识背景及新课程、新教材
本单元以世界纪录为中心话题，只要内容涉及以阿里西塔福尔曼为代表的几个世界吉尼斯纪录的保持者及其运动经历，重点讨论了创造吉尼斯纪录所必备的身体素质心理素质创新意思 以及挑战自我的决心和毅力语言和技能都是围绕这一中心展开的。
本课是是本单元第二课——“阅读课”，于是本单元的重点。文章的主题是“路永在前方”其内容介绍了世界吉尼斯的保持者阿西里塔福尔曼，他不是职业运动员，但其运动成就让许多运动员望尘莫及，本课通过阿里西塔福尔曼的成长经历以及获得这些成就的精神动力激励学生认识自我的潜力找到精神动力的源泉，实现梦想。
（二）教学重点难点
（1）重点：1．了解记叙文的文体特点并以此指导阅读；训练skimming, scanning, careful reading等阅读微技能；3．对文章深层次的理解及细节的欣赏，认识及分析主人公的人物特征及人物性格。
（2）难点： 1。阅读技能的训练；2．对记叙文的鉴赏能力及人物评价。
(确立依据：阅读在整个英语教育体系和高考中都占有重要比例，阅读能力的提高不是一朝一夕事。再高明的老师也不可能把自己的阅读能力传授给学生。学生阅读能力的提高只能在老师的指导下通过实践训练获得。复述课文是检查学生对课文的理解程度，同时又是提高学生口语能力的重要方法)
三、三维教学目标
（一）知识技能
①通过本课的学习使学生能够在理解的基础上复述课文
②在阅读中体会并初步掌握生词、词组 句型 的用法
③体会作者在写本文时是如何进行内容安排的
（二）情感态度
①了解吉尼斯纪录的相关知识、以及勇于挑战并打破 纪录的杰出人物应具备的品质
②鼓励学生打破“我不行”的心理暗示让意念统领身体走出一条完美的道路
（三）学习策略（能力目标）
1.认知策略：
①通过词族和词缀的学习让学生掌握一种记忆单词的方法，
②通过三读法让学生掌握速读、跳读、精读的要领
2.调控策略：
通过阅读让学生了解到阅读过程中与很多阅读障碍，不可求全责备，调整心态和注意力 ，通过读懂细节，推断隐含内容，要掌握大意。获取所需信息。
依据：在新课程理念要求老师传授给学生阅读方法，读阅读进行整体教学，而不在局限于单词句型的传统教授。在学生现实阅读当中很多学生过分地方注意力放在生词上面，而不注意阅读方法的培养，反映在考试中为遇到一片生词较多的语篇就丧失了阅读的信心。
3.交际策略：
通过谈论体育项目、埃西里塔福尔曼等真实交际活动提高用英语交际的能力。
4.资源策略：
让学生了解网络图书馆和书籍资料一样是学习的重要途径。
（四）文化意识：
了解吉尼斯的相关知识，加深对吉尼斯纪录的了解
(教学目标的确立依据：本课是阅读课，课文是对话，阅读是英语教学的重点，也算是难点，同时根据英语标对学生能力的要求，本课教学以阅读教学为主，同时兼顾听说能力的培养，另外根据本单元的内容和特点把德育教育渗透到教学当中去)
四、教法分析
教学方法 ：问答法(question and answer) 讨论法discussion 辩论法（debate）taks-based method(任务教学法)
教具教学手段：
①Multi-media computer; OHP(overhead projector); tape recorder; PowerPoint
②多媒体辅助教学
（依据：根据本课特点以教材为本，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本课内容。）
五、学法指导
阅读是一种积极主动地吸收、思考、理解、接受信息和反馈信息的过程，也是一种复杂的智力活动。培养学生的阅读理解能力可分三个层次：表层理解、深层理解和评价性理解。表层理解是培养学生对文章表面信息的把握；深层理解是引导学生通过联想、推理、归纳等思维活动对文章主题或某一章节进行进一步的理解；而评价性理解建立在从整体角度对课文深层理解的基础上，旨在引导学生联系社会实际或自身生活，对某一相关话题进行讨论，使学生进行发散性、创造性思维。通过一学期的阅读教学，学生已初步建立了阅读的基本技能—Skimming(略读)和Scanning(查读)，教师引导学生结合语境，采用推测、查阅或询问等方法进行学习。
六、具体教学步骤（Teaching procedures:）
Leading-in (discussion)
To show Ss pictures about some famous athletes to let them know something in common about these people--the key of success.
Some words may be used in this activity ：
Sports champion athlete winning breaking records challenge exciting confidence physical ability speed strength
Something in common： concentration confidence good physical abilities speed strength flexibility athletic skills strong will interest hard training
目的及依据：本环节通过看图讨论激发学生的学习兴趣激活已有的背景知识，使学生能运用已有的知识和经验思考本单元的中心话题。能起到温故而知新的作用。
Pre-reading
Task one
to show students some pictures which occur in the text,
First, lets them to know the name of the activity and the way to do it,
Second, let the students experience one or more of this, such as somersaulting doing jumping jacks,
Third, thinking and discussing
① Would you consider each activity to be serious sports
② Which activity would you like to try Would you need to be fit to do any of them
③ Do you think you could do any of them for any length of time
（Indication：Different activity requires different physical fitness psychological personification such as coordination strength balance concentration strong will devotion）
Now class we will read a story about a man called Ashrita Furman who has broken Guinness records.（过度）
(读前部分设计依据及目的：本部分根据学生的认知规律而设计，首先让学生借助图片了解运动的名称及运动方式，其次，让学生体验其中一项或几项活动，体验后让学生思考问题 这种方式有浅入深 由感性认识到理性思考了解文章当中提到的运动项目降低阅读难度 ，为下一步阅读理解做好充分的准备)
While reading
Task two Listening (scanning)(close your book 此处把快速阅读与听力整合在一起正大课堂容量加快课堂节奏) （提高学生的听力水平培养快速获取所需信息的能力）
Task two
Listen to the tape, after listening tick the topics that the author does not cover
①physical skills needed for events ② number of records broken ③ his family life ④ kind of records broken ⑤ why he became a sportsman ⑥ countries he likes best⑦ place and date of birth ⑧ his occupation ⑨ his education ⑩ his first Guinness record
(目的及依据，新课程理念要求让学生对语篇整体学习，为此首先让学生快速把握文章结构要点让学生从整体明白文)
Task three
Skim the text and answer the questions
①Who is Ashrita Furman
②When and why he entered the Guinness book of world records
③When did Ashrita become a student Chinmoy
Explain some new words and sentences in the text （解决阅读障碍）
Task four
Careful reading first look through the questions
①Where do you think Ashrita lives
②How do you know
③Has he broken records in all seven continents
④When did he first come across the Guiness book of the world records
⑤ What are some of his pgysical difficulties
A walking with a bottle of milk on his head B standing on top of a Swiss ball
C somersaulting D doing gymnastically correct lunges
⑥ what happens in an event that prevent Ashrita from giving up
Post reading
Task five
Discussion on Ashrita’s motivation
①Why did Ashrita challenge the Guinness world records instead of taking part in the Olympic games
②Why does he keep on trying to challenge different Guinness records
③Why didn’t he take part in a conventional sports instead of un conventional and funny one
④Why did Ashrita took part in active sports after learned quiet mediation
Task six
discussion on Ashrita’s belief.
work in group four or five each group may be for it or against it, choose one, and discuss with your group, (divide the class into two parts for-part and against part, then have a class report)
Task seven
Summary and homework
Task one
Write an article about the imagination about the outlook of Ashrita
Task two
work in group to find more information about Ashria through internet as well as books about after class each group should try brief paper about ahsrita.
七、教学时间分配
教育心理学指出新知识的学习需要一个接受的过程。本课是的内容是本单元的中心任务，所以阅读要用较多时间。
导入部分用5 分钟;
读前部分用8分钟;
读中部分用20分钟;
读后部分用10分钟;
最后用两分钟总结本课内容和布置作业。
八、课堂板书设计
将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。附助阅读，扫除障碍。
六．教学反思
1．让学生明白学习目标，站在学生角度，精心设计活动。精心设计可操作性强的任务化活动是成功组织任务型教学的首要条件。这样学生可以通过完成具体的任务来学习和巩固语言，积累学习经验和享受成功的喜悦。
2．本堂课使用多媒体教学，能够调动学生英语学习的积极性，为学生创设了良好的英语交际环境。
3．课堂设计合理，结构流畅，成功的达到教学目标。教师不仅是知识的传授者，还成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者，除了传授学生必要的语言知识外，还重视学生的个性和兴趣。在这堂课中，教师通过多媒体技术，为学生创设各种语言学习环境，提供丰富的教学资源，拓宽了学生的学习渠道和学习方式。
4．以任务型为教学原则，本案例的每一个任务都是围绕学习者“学”的角度设计的。通过小组活动，培养合作探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求,实现了英语在真实情境中的应用。
总之，本课以学生为主体、任务型教学主线，合作教学为原则，以多媒体为教学手段，突出交际性，重视读写的实用性，重视学习策略的培养、重视个体差异和结果与过程并重的评价方式。通过合作、探究，运用“三读法”让学生由表及里、由浅入深的进行表层理解、深层理解、评价性理解，培养学生阅读能力的同时，培养学生的听说写的能力。经过授课达到了预期的授课效果。英语：Unit4《Exploring plants》篇章分析教案（2）（新人教版选修9）
Unit 4 Exploring plants
Teaching Resources
Discourse studies of PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES
1. Type of writing and summary of PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES
Title of text PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES
Type of writing Exposition
2. A diagram of PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES
dating back to the earliest times Para 1
not until the eighteenth and nineteenth centuries Para 2
in China by the middle of the 18th century Para 3
voyage from England to Oceania Para 4
an enormous challenge Para 5
The second half of the nineteenth century Para 8
not enough material for growing particular species Para. 9
Robert Fortune to use Wardian cases Para 7
a tightly sealed portable glass container Para 6英语：Unit2《Sailing the oceans》教案（2）（新人教版选修9）
Part One: Teaching Design
Period 1: A sample lesson plan for reading
(SAILING THE OCEANS)
Aims
To help students read about sailing the oceans
To help students learn about the predicate
Procedures
■Warming up by leaning about navigator
What is a navigator
A navigator is the person onboard a ship responsible for the navigation of the vessel. On aircraft, the position may also be referred to as a flight officer. The navigator's responsibilities include planning the journey, advising the captain (or pilot) while en route, and ensuring that hazards or obstacles are avoided.
What is exploration
Exploration is the act of searching or traveling for the purpose of discovery, e.g. of unknown regions, including space (space exploration), or oil, gas, coal, ores, water (also known as prospecting), or information.
Exploration has existed as long as human beings, but its peak is seen as being during the Age of Exploration when European navigators travelled around the world.
In scientific research, exploration is one of three purposes of research (the other two being description and explanation). Exploration is the attempt to develop an initial, rough understanding of some phenomenon.
■Warming up by talking about Zheng He's Seven Voyages
In July 11, 1405, the eunuch Zheng He of the Ming Dynasty royal court set out on his first overseas voyage.
In the following 28 years, this navigator proceeded to carry out six more voyages, accompanied by a huge entourage of nearly 30,000 people. By traveling throughout Southeast Asia, and around the Indian Ocean to
the Red Sea and East Africa, he also landed at over thirty different nations.
He was the earliest largest scale navigation in world history, coming more than half a century earlier than Columbus'famous exploits...
■Warming up by looking and listening
Hello, class. Do you know this man Yes, he is Marco Polo.
Marco Polo (1254-1324), is probably the most famous Westerner traveled on the Silk Road. He excelled all the other travelers in his determination, his writing, and his influence. His journey through Asia lasted 24 years. He reached further than any of his predecessors, beyond Mongolia to China. He became a confidant of Kublai Khan (1214-1294). He traveled the whole of China and returned to tell the tale, which became the greatest travelogue.
I. Pre-reading
What are navigational instruments
●Navigational instruments were built in the age of exploration to guide the explorers to their destinations.
●navigational instrument - an instrument used for navigating
artificial horizon, flight indicator, gyro horizon - a navigational instrument based on a gyroscope; provides an artificial horizon for the pilot
compass - navigational instrument for finding directions
depth finder - navigational instrument used to measure the depth of a body of water (as by ultrasound or radar)
inclinometer - an instrument showing the angle that an aircraft makes with the horizon
instrument - a device that requires skill for proper use
asdic, echo sounder, sonar - a measuring instrument that sends out an acoustic pulse in water and measures distances in terms of the time for the echo of the pulse to return; sonar is an acronym for sound navigation ranging;
asdic is an acronym for anti-submarine detection investigation committee
II. Reading for forms
Read the text SAILING THE OCEANS on page 12 to: cut/ the sentence into thought groups, blacken the predicative, darken the connectives and underline all the useful expressions.
SAILING THE OCEANS
We may well wonder/ how seamen explored the oceans/ before latitude /and longitude made it possible /to plot a ship's position/ on a map．The voyages of travelers/ before the 17th century /show that /they were not at the mercy of the sea /even though they did not have modern navigational aids．So/ how did they navigate so well Read these pages/ from an encyclopedia．
Page l：
Using nature to help Keeping alongside the coastline This seems to have been the first /and most useful form of exploration /which carried the minimum amount of risk．Using celestial bodies North StarAt the North Pole /the North Star is at its highest position /in the sky, but at the equator /it is along the horizon．So /accomplished navigators were able to use it /to plot their positions．SunOn a clear day /especially during the summer/ the sailors could use the sun /overhead /at midday to navigate by．They can use the height of the sun /to work out their latitude． CloudsSea captains observed the clouds /over islands. There is a special cloud formation /which indicates /there is land/ close by.Using wildlife SeaweedSailors often saw seaweed/ in the sea /and could tell /by the colour /and smell/ how long it had been there．If it was flesh /and smelled strongly，then /the ship was close to land． BirdsSea birds could be used to show the way/ to land /when it was nowhere to be seen．In the evening /nesting birds return to land /and their nests．So /seamen could follow the birds /to land /even if they were offshore/ and in the open sea．Using the weather FogFog gathers at sea /as well as over streams /or rivers．Seamen used it /to help identify the position of a stream /or river /when they were close to land． WindsWise seamen used the winds/ to direct their sailing．They could accelerate the speed，but they could also be dangerous．So /the Vikings would observe the winds /before /and during their outward /or return journeys．Using the seaCertain tides/ and currents could be used /by skillful sailors /to carry ships/ to their destination.These skills helped sailors/ explore the seas/ and discover new lands．They increased their ability/ to navigate new seas/ when they used instruments．
page 2:
Using navigational instruments to helpFinding longitudeThere was no secure method of measuring longitude /until the 17th century/ when the British solved this theoretical problem．Nobody knew that /the earth moved westwards/ 15 degrees/ every hour, but sailors did know an approximate method of calculating longitude /using speed /and time．An early method of measuring speed/ involved throwing a knotted rope/ tied to a log /over the side of the ship．The rope was tied to a log /which was then/ thrown into the sea．As the ship advanced through the water /the knots were counted/ as they passed through a seaman’s hands．The number of knots/ that were counted /during a fixed period of time/ gave the speed of the ship/ in nautical miles /per hour．Later, when seamen began to use the compass /in the 12th century /they could calculate longitude /using complicated mathematical tables．The compass has a special magnetic pointer /which always indicates the North Pole，so/ it is used to help find the direction /that the ship needs to go．In this way /the ship could set a straight course /even in the middle of the ocean．Finding latitude The Bearing CircleIt was the first instrument /to measure the sun's position．A seaman would measure the sun’s shadow/ and compare it /with the height of the sun/ at midday．Then/ he could tell if he was sailing on his correct/ rather than a random course.The AstrolabeThe astrolabe, quadrant/ and sextant are all connected. They are developments /of one another．The earliest，the astrolabe，was a special all-in-one tool /for telling the position of the ship/ in relation to the sun/ and various stars /which covered the whole sky．This gave the seamen /the local time /and allowed them /to find their latitude/ at sea．However, it was awkward/ to use /as one of the points of reference/ was the moving ship itself． The QuadrantThis was a more precise/ and simplified version of the astrolabe．It measured how high stars were above the horizon /using a quarter circle/ rather than the full circle of the astrolabe．It was easier to handle /because it was moreportable．Its shortcoming was that it still used the moving ship /as one of the fixed points of reference．As the ship rose /and plunged /in the waves，it was extremely difficult /to be accurate /with any reading． The sextantThe sextant was the updated version /of the astrolabe /and quadrant/ which reduced the tendency/ to make mistakes．It proved to be the most accurate /and reliable of these early navigational instruments．It works by measuring the angle /between two fixed objects /outside the ship/ using two mirrors．This made the calculations more precise /and easier to do．
III. Copying useful expressions and making sentences
You are going to copy in your notebook all the useful expressions and make sentences of your own with them.
sail the oceans, explore the oceans, plot a ship's position on a map, the voyages of travelers, before the 17th century, at the mercy of…, have modern navigational aids, read these pages from an encyclopedia
use nature to help, keep alongside the coastline, seem to have been…, the first and most useful form of exploration, carry the minimum amount of risk
use celestial bodies, North Star, at the North Pole, at its highest position in the sky, at the equator, along the horizon, accomplished navigators, be able to use…to plot their positions, on a clear day, during the summer, use the sun overhead at midday to navigate by, use the height of the sun to work out their latitude, observe the clouds over islands, a special cloud formation, land close by
use wildlife, see seaweed in the sea, tell…by the colour and smell, flesh and smelled strongly，close to land, use sea birds to show the way to land, in the evening, nesting birds, return to land and their nests, follow the birds to land, in the open sea
use weather, gather at sea, as well as over streams or rivers, identify the position of a stream or river, close to land, use the winds to direct one’s sailing, accelerate the speed, observe the winds, before and during one’s outward or return journeys．
use the sea, carry ships to their destination, explore the seas, discover new lands, increase their ability to navigate new seas, use instruments
use navigational instruments to help…, find longitude, secure method of measuring longitude, solve this theoretical problem, move westwards, 15 degrees every hour, method of calculating longitude, use speed and time, method of measuring speed, tie to…, over the side of the ship, throw…into…, advance through the water, pass through…, during a fixed period of time, give the speed of…, in nautical miles per hour, use the compass, use complicated mathematical tables, have a special magnetic pointer, indicate the North Pole, find the direction, in this way, set a straight course, in the middle of the ocean．
find latitude, the Bearing Circle, measure the sun's position, measure the sun’s shadow, compare…with…, the height of the sun at midday, sail on…, rather than a random coursea special all-in-one tool for telling the position of the ship, in relation to…, give sb the local time, find one’s latitude at sea, use as one of the points of reference, a more precise and simplified version of the astrolabe, above the horizon, use a quarter circle, use the moving ship as one of the fixed points of reference, plunge in the waves，the updated version of the astrolabe and quadrant, reduce the tendency, make mistakes, the most accurate and reliable of these early navigational instruments, work by measuring the angle
IV. Transforming information
Next you are going to read the text again to complete the chart below.
SAILING THE OCEANS
■Using nature to help keeping alongside the coastline ■Using navigational instruments to help
●Using celestial bodies: North Star; Sun; Clouds ●finding longitude
●Using wildlife: Seaweed; Birds ●Finding latitude: The Bearing Circle; The Astrolabe; The Quadrant; The sextant
●Using the weather: Fog; Winds
●Using the sea
V. Closing down by reading more about sailing the oceans
Sailing the oceans
For thousands of years, people have been sailing across the oceans and around the world. Knowledge of ocean currents and wind patterns has allowed people to reliably reach their destinations even after crossing huge expanses of open ocean.
In this photograph, a sailboat uses wind and currents to move among the islands of Micronesia. Before modern navigational techniques were developed, navigators in the South Pacific relied on stick charts to indicate island locations relative to winds and
currents.
Today, racing sailboats is a sport, and teams test their skills by racing around the world. Navigation now relies on satellites, but knowledge of wind patterns, ocean currents, and potential obstacles in unfamiliar waters is still essential for sailing.
In this investigation, you'll plot a course for racing around the world in a sailboat. You'll explore some of the obstacles you might encounter on your route; then you'll have the opportunity to revise your route to improve your speed.
Additional Materials
Complete the summary of the story with one word in each blank.While sailing the _____1___we may make use of both the nature ___2___ the navigational instruments to help. By making use of the ____3___ to help, it is meant that we could either ____4____ alongside the coastline, __5___use celestial bodies like the north star, the sun and the clouds, __6___ use wildlife such as seaweed, birds, ___7__ use the weather such as fog and winds, __8___ use the sea. By using ___9__ instruments to help it is meant __10___ we could manage to sail either by finding longitude __11___by finding latitude by means of the Bearing Circle, the Astrolabe, the Quadrant __12___ the Sextant.(Key: 1.oceans 2.and 3.nature 4.keep 5.or 6.or 7.or 8.or 9.navigational 10.that 11.or 12.and )
Comprehension questions1. What is the main topic of this passage A. The voyages of the travelers before the 17th centuryB. How to plot a ship’s position on a mapC. How did ancient men navigate so wellD. Use nature to aid navigation2. Ancient navigators use navigational instruments to help themA. find celestial bodies.B. predict the weather.C. explore the sea.D. find latitude3. The author of the passage implies that the ancient navigators were A. hard-working.B. brave.C. intelligent.D. energetic 4. According to the passage, A. the ancient accomplished navigators were able to use South Star to plot their positions．B. Sea birds could be used to show the way to land when it was nowhere to be seen．C. Wise seamen used the snows to direct their sailing．D. The sextant proved to be the most accurate and reliable of these early navigational instruments． (Key: BDCB )
Notes to the special sentences1.So accomplished navigators were able to use it to plot their positions．熟练的领航员就能够用它来确定自己的位置。句中accomplished是形容词，意思是“优秀的，熟练的”，作定语修饰其后的名词。Accomplished 的用法如下：已完成的; 已达到的： accomplished facts 既成事实； 学识渊博的, 技术高超的, 有成就的： an accomplished cook 厨艺精湛的厨师，Judy is accomplished in English teaching. 茱蒂擅长英语教学； 有教养的, 优雅的： an accomplished lady 才女2.On a clear day especially during the summer the sailors could use the sun overhead at midday to navigate by．在晴朗的日子，尤其是在夏天，水手可以使用正午头顶的太阳来引导他们航行。句中to navigate by作目的状语，修饰谓语动词，其中的by是介词，它的逻辑宾语是前面的the sun。 类似的例句有： I have no topics to write about.He found some pens to write with. He is not the person to get along with.3.Sea birds could be used to show the way to land when it was nowhere to be seen．看不到陆地的时候，可以利用海鸟来定位通向陆地的方向。句中used后面有一个停顿。to到land作目的状语。句中when引导的是时间状语从句，修饰说明主句谓语动词。4. The number of knots that were counted during a fixed period of time gave the speed of the ship in nautical miles per hour．一定时段得出的绳节数显示航船的海哩时速。句中that were counted during a fixed period of time是定语从句，in nautical miles 和per hour 都是状语。5. Later, when seamen began to use the compass in the 12th century they could calculate longitude using complicated mathematical tables．后来到了十二世纪海员开始使用指南针的时候，他们就能够借助复杂的数学表格计算出航行的经度了。using complicated mathematical tables 是现在分词短语作状语，表示手段。更多例句：The boy sat in front of the farm—house cutting the branch. 那男孩坐在农舍前，削树枝。（伴随）He came running back to tell me the news. 他跑回来告诉我这个消息。（方式）An old man entered, supported by a girl. 一位老人在一个女孩的搀扶下走进来。（方式）6. Then he could tell if he was sailing on his correct rather than a random course. 这样他就能弄清楚他是沿正确航线而不是紊乱航线航行。Rather than 的例句还有：I think I’ll have a cold drink rather than coffee. Why didn’t you ask for help, rather than trying to do it on your own 7.The earliest，the astrolabe，was a special all-in-one tool for telling the position of the ship in relation to the sun and various stars which covered the whole sky．最早的，那些古代的星盘，是一种单一形式的工具，用来确定船舶与太阳和太空星辰的相对位置。in relation to …是复合介词短语，作状语。 请看：in relation to (= concerning) this matter。 Its brain is small in relation to (= compared with) its body. Little of what he said has any relation to fact.8.It proved to be the most accurate and reliable of these early navigational instruments．它证明是这些早期航海仪器中最准确最可靠的一种。句中proved可以看作半系动词，后接表语。look，turn，feel，get，become，sound，smell，stand，go，remain等都可能用作半连系动词。例如：He looked a perfect fool．他看上去是个十足的傻瓜。He turned traitor to his country．他背叛了祖国。I felt very hungry after a long walk．走了一段长路，我感到很饿。Our motherland is getting stronger and stronger．我们国家变得越来越强大了。Some of the land became covered with water．一些田地覆盖着水。The story sounds interesting．这故事听起来很有趣。he flowers smell sweet．花朵散发芳香。Holding the note in his hand，he stood there dumbfounded．他拿着钞票，站在那里，目瞪口呆。They went mad．他们发狂了。He never remained satisfied with his success．他从不满足于自己的成绩。
相关高考链接句首动词命题透视请看课文第一段最后一句：Read these pages from an encyclopedia. 句首使用了动词。现在我们来透视一下句首动词命题的相关情况：一、句首使用动词原形 此类题目多通过特定句式、固定结构考查动词的形式。近年高考考查的重点多为动词原形开头的祈使句或“祈使句+and/or+陈述句”句型。 1. —What should I do with this passage —_____ the main idea of each paragraph. A. Finding out B. Found out C. Find out D. To find out 析：该句省略了主语，复原后整个句子应为：You should find out the main idea of each paragraph.正确答案为C。 2. —English has a large vocabulary, hasn't it —Yes. ______ more words and expressions and you will find it easier to read and communicate. A. Know B. Knowing C. To know D. Known 析：根据题意和结构可知，该题考查“祈使句+and+陈述句”句型，故首空应用动词原形。答案为A。 二、句首使用to-v短语形式 置于句首的to-v短语形式常作目的状语，其后使用逗号隔开一个完整的句子结构（作目的状语的to-v短语放在句后也可以）。注意：若v-to形式表示的动作为句子的主语所承受，则需使用被动式。 ______ late in the afternoon, Bob turned off the alarm.（2001北京春季卷） A. To sleep B. Sleeping C. Sleep D. Having slept 析：从整个句子结构上看，逗号后面没有连词或关系词，可知此题考查非谓语动词形式。结合句子语意，应用不定式结构作目的状语。答案选A。 三、句首使用v-ing短语作主语的形式 v-ing短语作主语其判定方法为：该动词短语作主语与谓语动词直接连接，没有逗号隔开。 _____ to sunlight for too much time will do harm to one's skin. （2002上海卷） A. Exposed B. Having exposed C. Being exposed D. After being exposed 析：分析句子结构可知，will do是谓语，缺少主语，要用v-ing形式作主语。expose与one's skin是动宾关系，故应用v-ing的被动式。答案为C。 四、句首使用v-ing短语作状语的形式 用在句首的v-ing形式作状语常常表示原因、时间、条件或让步，其后用逗号隔开一个完整的句子结构，v-ing短语形式具有“进行”和“主动”意义。但当v-ing短语的逻辑主语承受其动作时要用被动式；当v-ing表示的动作发生在句子谓语动词之前时要用完成式；否定形式是把not放在v-ing短语的前边。 1. ____ from other continents for millions of years, Australia has many plants and animals not found in any other country in the world. A. Being separated B. Having separated C. Having been separated D. To be separated 析：从结构上看，判断为该动词短语作状语；从意义上看，该动词短语作原因状语，需用v-ing形式；从逻辑上看，句子的主语Australia与separate的关系应为动宾关系，即被动关系，故用被动形式；从题意上看，separate这个动作是在主句的谓语动词has之前发生的，因此要用v-ing的完成形式。故正确答案为C。 注：置于句首的v-ing短语作状语时，其前可加上相应的从属连词when, while, if, though, although, once等，以明确所作状语的类型。 2. Though ________ money, his parents managed to send him to university. A. lacked B. lacking of C. lacking D. lacked in 析：his parents与lack是主谓关系，要用v-ing形式作状语，在前面加上though，使得让步意义更加明显。答案为C。 五、句首使用v-ed短语作状语的形式 用在句首的v-ed形式作状语也常常表示原因、时间、条件、让步或背景状态，其后也用逗号隔开一个完整的句子结构，只是v-ed短语形式具有“被动”和“完成”意义。 1. ____ in the mountains for a week, the two students are finally saved by the local police.A. Having lost B. Lost C. Being lost D. Losing 析：从结构上看，动词短语有逗号隔开，应为该动词短语作状语；此题测试词组be lost in...的用法，它表状态，不表动作。故答案为B。 2. ____ into use in April 2000, the hotline was meant for residents reporting water and heating supply breakdowns.（2005上海卷） A. Put B. Putting C. Having put D. Being put 析：正确答案为A。主语the hotline于2000年4月被投入使用，v.-ed短语这里作时间状语，可扩展为When it (the hotline)was put into use in April 2000…… 六、句首使用动词短语作插入语的形式 置于句首的动词短语如果只表示说话人对说话内容所持态度，不作句子中的任何成分，去掉后句子意义仍然完整，则属于插入语。这类插入语多为固定说法。如用to-v短语作插入语，常见的有：to tell (you) the truth（实话说），to begin with（首先，第一），to make matters worse（更糟糕的是），to be honest/frank（老实说，坦白说）等；用v-ing短语作插入语，常见的有：judging from/by...（从……判断），talking of...（谈及……），considering...（鉴于/考虑到……），supposing that...（假定……），generally speaking（一般来讲）等；用v-ed短语作插入语，常见的有:compared with/to...（与……相比较），given...（考虑到……），provided that...（如果……）等。 ____, the more expensive the camera is, the better its quality.（2005全国卷III） A. General speaking B. Speaking general C. Generally speaking D. Speaking generally 正确答案为C。 巩固练习 1. _______ blood if you can and many lives will be saved. A. Giving B. Give C. Given D. To give 2. _____ time, he'll make a first-class player. A. Having given B. To give C. Giving D. Given 3. ___ you the truth, I don’t like the way you speak to me. A. Tell B. To tell C. Told D. Telling 4. ________ with a difficult situation, Arnold decided to ask his boss for advice. A. To face B. Having faced C. Faced D. Facing 5. _____ information is very important to businessmen. A. To collect B. Collecting C. Collect D. Collected Keys: 1～5 BDBDB英语：Unit4《Exploring plants》教案（1）（新人教版选修9）
教学内容： Plant exploration in the 18th and 19th centuries
语言材料分析：
本册书针对的是高三学生。本节为本单元第二课时，主要介绍了欧洲18和19世纪的植物探险。本文简要地介绍一些著名的探险家和他们所取得的成果。文章属于总─分的结构。通过本文的学习，学生可以扩大视野，了解一些植物探险方面的知识。但是这篇文章篇幅上很长，信息量很大对学生理解该文造成了一定的难度。因此，在本课前要考虑这一问题，帮助高三学生提高阅读速度和对细节信息的分析。
Teaching goals:
Language target:
A. Key words and phrase:
exotic, conflict, container, restriction, date back to, appeal to
B. Key sentences
a. Collecting “exotic” plants, as they are called, dates bake to the earliest times.
b. However, it was not until the eighteenth and nineteenth centuries that the exploration of the botanical world began on a large scale.
c. One of the collectors was Father Farges, who collected 37 seeds from a tree that has appealed to him.
d. The European classes took great interest in collecting plants.
e. Large numbers of seeds failed to grow after long sea voyages.
Ability goals
Students get some information on plant exploration.
Students get the main idea, find and infer information according to the reading material.
Students express their ideas after reading.
Students help, cooperate and communicate with each other.
Teaching important points
To enable students to understand the reading material by using predicting, skimming, scanning, analyzing, summarizing and inferring after reading.
Teaching difficult points
1. To enable students make use of given information to express their opinions on the passage.
2. Help students observe language points and prepare for the grammar revision.
Teaching methods
Task-based learning approach, competition, group work, discussion
Teaching aids
Multi-media computer platform, group cards
Teaching procedures
Step 1. Lead-in (3’)
A. Divide the whole class into small groups.
B. A video clip
Focus: To arouse students’ interest and give the task to students.
Step 2. Pre-reading (3’)
Predict according to the title.
The author may tell us _____ in this passage.
A. some plants from other countries
B. the events happening in plant exploration
C. how to explore plants
D. famous plant collectors
Focus: Students can make prediction after observing the title carefully.
Step 3. While reading
Part 1. Fast reading
Read for the main idea and solve the task given in pre- reading. (Students work in groups and work out the questions).
Part 2. Detailed reading (20’)
(Students write down the words, phrases and sentences they can’t understand and work in groups to solve them and work out the multiple choices questions).
Task 1. Scanning
1. Plant collectors met many difficulties except_______.
A. diseases and near-starvation
B. the conflicts with local people
C. restrictions on the movement of Europeans
D. lack of money
2. Who is not a collector mentioned in the passage
A. Father d’Incarville.
B. The Queen of England.
C. Robert Fortune.
D. E H Wilson.
3. The following plants were taken to Europe except_______.
A. the tree of Heaven
B. the Dove Tree
C. the tea plants
The first recorded plant exploration happened _______.
A. in the 18th century
B. about 1500 years ago
C. about 3500 years ago
D. about 2500 years ago
Focus: To develop students’ ability to search for detailed information.
Task 2. Analyzing
1. The passage is organized in the order of ______.
A. time
B. place
C. character
Focus: To develop students’ ability to analyze the whole passage.
Task 3. Inference
1. What do you think the author will talk about if he adds a paragraph to this passage
The effects of the plant exploration in the 18th and 19th centuries.
B. The plant exploration in the 20th century.
Information about the Dove Tree.
Focus: To help students read beyond the reading material and make their own judgment according the reading material.
Task 4. Language observation
1. What is the meaning of the underlined part in the sentence “One of the collectors was Father Farge, who collected 37 seeds from a tree that had appealed to him”
A. that surprised him
B. that he had never seen before
C. that attracted him
D. that he thought was very valuable
2. The earliest record of plant exploration in history dates from 1500 BC.
The earliest record of plant exploration in history ____ ____ ____1500 BC.
3. People didn’t begin to explore plants on a large scale until the 18th and 19th centuries.
It was ____ ____ the 18th and 19th centuries that people began to explore
plants on a large scale.
4. The parts in red are used as______ in the sentences.
A. the subject B. the object C. the predicative
1.He collected seeds of trees.
2. French Catholic missionaries were beginning to set themselves up in China.
3. The European classes took great interest in collecting plants.
4. Large numbers of seeds failed to grow after long sea voyages.
5. … often we do not realise that many of them come from countries far away.
Focus: To help students infer the meanings according to the context.
To help students observe the feature of the object and prepare for the grammar learning
Step 4. Post-reading
Help Liang Qiming find out who made the greatest contribution in plant exploration in the 18th and 19th centuries.
Discussing in groups
Giving opinions.
Step 5. Assignments
1.Try to add a short paragraph as the end of the passage.
2. Get some information about plant exploration in the 20th and 21st centuries on the Internet.英语：Unit4《Exploring plants》背景知识教案（1）（新人教版选修9）
Teaching Resources
Background information for Unit 4 Exploring plants
Importance of Plants
Plants form the basic food staple for all life forms. They are the major source of food and oxygen on earth, since no animal can supply these necessary components without plants. The cattle we eat as beef, feed on grasses and the fish we eat, consume algae and are therefore dependent on plants for well being. Other important uses of plants include, providing shelter for animals, providing materials for clothing (cotton fibers), paper products, medicines and other chemicals, producing coal from once living plant material, reducing wind speed and noise levels, and reducing soil erosion and water runoff.
There are many different types of cash crops that produce money for farmers. Olive oil comes from olives, corn oil comes from corn, and peanut oil comes from peanuts. Typical agricultural products like corn, wheat, rye, and rice are all considered cash crops. Coffee plants produce beans that are used to make coffee; coca plants give us chocolate; vanilla plants grow long thin beans that are used to produce vanilla flavoring. Many drinks and beverages, like cola and tea, come from plants. Rubber from trees is also a cash crop, as is lumber, fruit, vegetables, and cotton.
Plants are also used in agriculture to help reduce wind speed. Planting trees in a row prevents the wind from blowing away the valuable topsoil. In the forest, trees act as shelter for many organisms.
Plants are also important for the overall ecology of an area. Roots help to stabilize soil and prevent erosion by water run off (soil conservation). Plants are also important in our atmosphere because they use carbon dioxide and give off oxygen while they undergo photosynthesis.
Plants are also used in the urban setting to reduce noise, produce shade, and to beautify an area. Trees add value to homes and communities.
Plants are essential to the balance of nature and in people's lives. Green plants, i.e., those possessing chlorophyll, manufacture their own food and give off oxygen in the process called photosynthesis, in which water and carbon dioxide are combined by the energy of light. Plants are the ultimate source of food and metabolic energy for nearly all animals, which cannot manufacture their own food. Besides foods (e.g., grains, fruits, and vegetables), plant products vital to humans include wood and wood products, fibers, drugs, oils, latex, pigments, and resins. Coal and petroleum are fossil substances of plant origin. Thus plants provide people not only sustenance but shelter, clothing, medicines, fuels, and the raw materials from which innumerable other products are made.
2. The life cycle of a plant
The life cycle of a plant varies depending on the individual species. There are, however, certain requirements for life that most plants need. The growth of a plant is dependent upon light, water, oxygen, carbon dioxide, minerals in the soil, temperature and microbes in the soil. Light, water, and carbon dioxide are needed for photosynthesis which produces food for the plant. Oxygen is needed when it is dark, because the plant then needs oxygen to maintain itself. The correct temperature, soil, and minerals are all needed when the plant first germinates and subsequently grows. Soil helps bind the roots so the plant can anchor itself. Microbes in the soil include a number that are beneficial to plants. Microbial activity helps bring about the decay of organic material (dead plant material and animals) necessary for the production of soil. Temperature or light intensity varies for each type of plant, and this helps explain global plant distribution; light intensity or temperature also effects the rate of photosynthesis in plants; the time at which a plant flowers and the rate at which water loss occurs in a plant (transpiration.)
When these requirements are static for a seed, it will begin to grow or germinate. Sufficient food and minerals are stored in almost all seeds, so that these factors do not limit germination. As water is absorbed by a seed, the inner tissue swells more rapidly than the seed coat. The penetration of water allows the tissues to become hydrated and enzyme activity increases. The food that is stored in the cotyledons or the endosperms are now digested and used.
3.The growth requirements of plants
All plants need light, water, air, moderate temperatures and most need soil. Some plants, such as mistletoe and duckweed, do not require soil for growth and life but they do not constitute the majority of plants. There are wide variations in the amount of light and water that plants require. A mature Joshua tree, for example can store enough water to last three years or until another rainy season.
Most plants, however, need water on a more regular schedule. Some plants require a full day's hot sun, and others cannot be taken out of deep shade. Temperature tolerance also varies tremendously. Tundra and lichens can survive near the Arctic, but many tropical plants cannot survive being carried from the store to a car when it is near freezing.
4. Growing plants from cuttings
Many plants can reproduce either sexually (seeds) or vegetatively (asexual), utilizing other plant parts. Whole plants can be grown from stems, leaves or roots, if the right plant is chosen. The following are some suggestions that can be used to illustrate vegetative reproduction.
Stems: Ivy, potato tubers, bamboo and iris rhizome, bulbs of various kinds (bulbs are actually modified shoots), crocus or gladiolus, corn, Philodendron, Monstera (split-leaf philodendron), strawberry and spider plant offsets. (Many others will grow, even hardwoods, but they take a lot of time and effort.)
Roots: Japanese anemone, Oriental poppy, trumpet creeper, blackberry, raspberry, lily of the Nile, and any other plant that produces sprouts from roots. (The roots you plant will show no visible growth buds, the buds develop after the root cutting is planted.)
Leaves: Begonias, African violets, various succulents, sansevieria, piggy back plant (if leaf has plantlet), and Bryophyllum.英语：Unit3《Australia》教案（1）（新人教版选修9）
Teaching Aims:
Topics : History and geography of Australia/ Wildlife/ Tourism/ Customs and culture
Reading: a. Glimpses of Australia b. Australia’s dangerous creatures c. Greenhill High School Notice Board.
Grammar: The Predicative (words, phrase, nonfinite, clauses)
Special Focus:
enlarge vocabulary: associate, associate with, Canberra, barrier, brochure, adequate, ecology, autonomous, federal, defense, citizenship, celebration, tolerate, tolerance, migrant, via, superb, rusty, tropical, splendor, heritage, aboriginal, out of respect, fortnight, reservation, highway, cradle, rainfall, agriculture, sow, bachelor, correspond with, enclosure, desperate, shrink, barbecue, talk… into, wind, limb, paralyze, recover, funnel, snatch, amongst, vinegar, unconscious
practice reading skills: learn to get the main idea of a passage in a few minutes; learn to analyze the structure of an essay.
improve writing ability
Additional materials:
From Text to Test 高考链接
On 26 January, Australia Day, in over 200 locations across the nation, more than 9,000 people will become Australian citizens. (P22)
across 用作介词或副词，意为“横过；穿过”。是指从“从一边到另一边”穿过/横过一个平面。
[拓展]注意across和over、through的区别：over强调“越过/跨过”高的物体；through着重指从物体中间“穿过”。例如：
He helped the old lady across the road.
She climbed over the fence.
The train went through the tunnel.
He pushed his way through the crowd to the door.
[高考示例]
He suddenly saw Sue ______ the room. He pushed his way ______ the crowd of people to get to her. (湖南 2005)
A. across; across B. over; through C. over; into D. across; through
2．Australia is home to more than 170 different kinds of snake and 115 of these are poisonous. (P27)
more than 意为“超过；比…多；不只是；不仅…”。例如：
The speed is more than 120 miles per hour. 时速超过了120英里。
More than one school has closed. 不只一所学校关门了。
Wine cost more than beer. 葡萄酒比啤酒贵。
The villagers were more than glad to help those tourists. 乡亲们很愿意帮助那些游客。
[高考示例]
Lizzie was ______ to see her friend off at the airport. (全国Ⅳ)
A．a little more than sad B. more than a little sad
C. sad more than a little D. a little more sad than
[点拨] more than 意思是“不仅仅”; a little 修辞形容词 sad。
3．You might think that with all these dangerous animals Australia is an unsafe place to live in or visit. (P28)
动词不定式to live in or visit作定语，修辞前面的名词短语an unsafe place。尽管他们之间是动宾关系，仍要用主动形式。
[高考示例]
There are five pairs ______, but I’m at a loss which to buy. (上海 1999)
A. to be chosen B. to choose from C. to choose D. for choosing
4. However, this is far from the truth. (P28)
far from 相当于“very much not; a long way from being; not at all”，意为“远远不，一点也不”。far用作副词，表示程度上的“深，远”。例如：
I’m far from pleased with your behavior. 我对你的表现很不满意。
She is not a good father---- far from it! 他不是一个好父亲----远远不是！
They worked far into the night. 他们工作到深夜。
The film is far better than the book. 改编的电影比原著强多了。
[高考示例]
John is very lazy. He falls ______ behind in his students. (广东 2005)
A. very B. far C. more D. still
语法复习
表语
（一）表语的定义
表语用以说明主语的身份、特征和状态，它一般位于系动词（如be, become, get, look, grow, turn, seem等）之后。
（二）表语的表现形式
表语一般由名词、代词、形容词、分词、数词、不定式、动名词、介词短语、副词及表语从句表示。
（1）名词
Our teacher of English is an American.我们的英语老师是美国人。
He is an astronaut.他是一位宇航员。
（2）代词
Is this yours 这是你的吗？
That’s all I want to tell you.我要告诉你的就是这些。
（3）形容词
The weather has turned cold.天气变冷了。
Guilin is the most beautiful city that I have ever visited.桂林是我到过的最美丽的城市。
（4）分词
The speech is exciting.这演讲激动人心。
The teacher was pleased with my spoken English.老师对我的英语口语很满意。
（5）数词
Three times seven is twenty?one.3乘7等于21。
He is always the first to enter the office.他总是第一个进办公室。
（6）不定式
His job is to teach English.他的工作是教英语。
Their plan is to finish the experiment in a week.他们的计划是一周内完成这项实验。
（7）动名词
His hobby is playing football.他的爱好是踢足球。
My wish is studying law in a university.我的愿望是在大学学习法律。
（8）介词短语
The machine must be out of order.机器一定出毛病了。
He is against our plan.他反对我们的计划。
（9）副词
Time is up. The class is over.时间到了，下课。
My father isn’t in. He is out.我父亲不在家，他出去了。
（10）表语从句
The truth is that he has never been abroad.
实际情况是他从未出过国。
新课标省市高考新题型简介及适应性训练:
A篇章结构
阅读下面短文，并将文后标有A-F 的句子（或段落）插入文章中标号为71-75的合适位置，使短文结构完整。其中有一个句子（或段落）是多余的。
Dengue fever is a mosquito-borne(有蚊子传播的) infection. The disease is characterized by high fever, headache, bone or joint and muscle pains, and rash. Dengue haemorrhagic(大出血的) fever is a potentially deadly complication(并发症) that is characterized by high fever, haemorrhagic phenomena, often with enlargement of the liver, and in severe cases, circulatory failure.
1 Dengue haemorrhagic fever occurred in 1779-1780. Dengue haemorrhagic fever was first recognized in the 1950s during the dengue epidemics in the Philippines and Thailand.
2 The disease is now endemic in more than 100 countries in Africa, the Americas, the Eastern Mediterranean, Southeast Asia and the Western Pacific. 3
4 WHO currently estimates there may be 50 million cases of dengue infection worldwide every year.
There is no specific treatment for dengue fever. 5 With appropriate intensive supportive therapy, mortality(死亡率) may be reduced to less than 1%.
A. The global prevalence(流行) of dengue has grown dramatically in recent decades.
B. Some 2500 million people –two fifths of the world’s population—are now at risk from dengur.
C. The first reported epidemics of dengue fever occurred in 1779-1880.
D. However, careful clinical nagement by experienced physicians and nurses frequently saves the lives of DHF patients.
E. Public health authorities have emphasized disease prevention by mosquito control.
F. Southeast Asia and the Western Pacific are the most seriously affected.
[参考答案] CAFBD
阅读下面短文，并将文后标有A-F 的句子（或段落）插入文章中标号为71-75的合适位置，使短文结构完整。其中有一个句子（或段落）是多余的。
A mental health researcher who has studied depressed mothers in Pakistan plans an effort next year to help them. Doctor Atif Rahman is in the Department of Child Psychiatry (精神病治疗法) at Royal Manchester Children’s Hospital in England.
Doctor Rahman led a team that linked depression (消沉) in women with lover weight in their babies during the first year of life. 1
The study identified one hundred and sixty of the women, or one in four, as depressed. They had lost interest or pleasure in normal life. They always felt sad or tired. They had problems eating or sleeping. They felt guilty and thought about killing themselves.
2 Re-examinations took place at two, six and twelve moths of age. The health workers also re-examined the mental health of the mothers.
Babies whose mothers remained depressed grew less than the babies of the other women. The babies of depressed mothers were also more likely to get sick with diarrhea (腹泻). The findings appeared in September in Archives of General Psychiatry (精神病学档案). 3 Other studies in South Asia have found that depression affects almost twice as many women in developing countries. Conditions in poor countries can make it more difficult to care for a baby. Doctor Rahman says depression can make it even more difficult for a mother to do things such as boil water to kill harmful arganisms (微生物).
4 These women visit new mothers for up to a year. The workers offer advice about things like health and cleanliness.
5 The program will be tested for three years to see how well it succeeds.
A. Now Doctor Rahman wants to add special support for depressed mothers. The idea is that the health worker will listen to the mother’s problems and suggest some easy things at first that she can do for her baby.
B. Earlier studies showed that ten to fifteen percent of pregnant women and new mothers in Western nations suffer from depression.
C. For ten years, Pakistan has employed what are called “lady health workers”.
D. The team studied six hundred and thirty-two women from small villages in Rawalpindi. The women were in good physical health and in the last three months of pregnancy.
E. The researchers compared these women with one hundred and sixty others who were not depressed. Health workers then weighed and measured the babies of both groups at birth.
F. The study showed that depression in women had nothing to do with lower weight in their babies.
[参考答案] DEBCA英语：Unit2《Sailing the oceans》教案（1）（新人教版选修9）
I. 单元教学目标
技能目标GoalsTalk about early navigation Talk about discovery and exploration of an unknown landLearn about some famous navigators and explorersLearn to express the cause and effectLearn to use the PredicateWrite a report about a navigator or an adventurous story
Ⅱ.目标语言
词汇 voyage mercy encyclopedia alongside exploration minimum celestial pole equator horizon overhead seaweed nowhere offshore accelerate outward tide secure log knot nautical magnetic random awkward reference precise simplify portable shortcoming update tendency reliable swoop parcel peck cliff expedition compulsory survival incident departure crew deposit dilemma drawback dusk routine reckon reckoning starvation psychology psychologically tension gradual gradually foresee thirst tear hardship jaw background roar
at the mercy of nautical mile set loose jaws of death
功能句式 Cause & effect Why are you... How could you... Why did you... Because of....It was because.... The reason is that....As he.... Since she....Now that.... Therefore,...He was due to.... It is ..., so I’m afraid....That's why.... He.... so he is ill with fever after the voyage.
语法 复习谓语(The Predicate)So how did they navigate so well As you can see from the map we kept to straight course pretty well.The tension in the boat got worse as the supply of food and water gradually disappear So accomplished navigators were able to use it to plot their position.Captain Cook had led three great Pacific voyages during his life.I’ll go and get ready to begin work.
重点句子 You may well wonder…(p12)… show that they were not at the mercy of the sea even though…(p12)Sea birds could be used to show the way to land when it was nowhere to be seen. (p12)There was no secure method of measuring longitude until the 17th century when the British solved this theoretical problem. (p13)Its shortcoming was that it still used the moving ship as one of the fixed points of reference. (p13)I am proud to have sailed with Captain Bligh on his journey of…(p17)You could not imagine a more disturbing sight than what we looked like when arriving in Timor over forty days after being set loose in…(p17)
分课时教案
The First Period Speaking
Teaching Aims:
a. Key words and expressions
navigate, navigator, navigation, navigational; explore, explorer, exploration
b. Talk about sailing the oceans.
Teaching Methods:
Discussion to arouse the students’ interest in sailing and exploring the oceans.
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching Procedures:
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step 3 Presentation
Present the students a map of the world and tell them “Today we are going to learn a new unit “Sailing the oceans”. Then ask them to turn to page 11 and give them a few minutes to have a discussion.
Step 4 Discussion
In pairs discuss the questions on page11.This discussion is intended for students to explore the difference between a navigator and an explorer. This difference is important to establish because it encourages students to appreciate shades of meaning in the definitions f words and also because it establishes the idea of categories.
After a few minutes, ask some pairs to speak out their result of the discussion. Then sum up and check the answers.
A navigator explores new routes across the sea.
An explorer discovers new places on land.
A navigator is somebody who finds the position and plots the course of a ship, an aircraft, a car, etc, using maps and instruments. An explorer is somebody who travels into or through a place in order to learn about it. Very often navigators are also explorers.
In history there are four famous voyage explorers in the world, including Zheng He in China, James Cook in England, Christopher Columbus in Spain and Abel Tasman in Holland.
In this unit we’ll talk about Zheng He, James Cook and some other explorers like Marco Polo and Captain Bligh.
Step 5 Pre-speaking
Ask the students if they want to know some famous navigators and explorers. Then present them some pictures and some related information about them.
About Zheng He.
About Marco Polo
About James Cook
About Ferdinand Magellan
Step 6 Speaking
After showing the students the pictures and their background information, ask the students to think about the question: How do you think seamen found their way before modern accurate methods of navigation were invented If time is limited, this can be left as their homework.
Step 7 Homework
1. Read the new words.
2. Preview Reading SAILING THE OCEANS on page 12.
The Second Period Reading
Teaching Aims:
a. Learn and master the key words and expressions
voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable
at the mercy of, even though, work out, be used to, in relation to, aim to , …
b. Train the students’ reading ability. Let the students have some knowledge of early navigational methods. Explain how seamen explored the oceans and what kind of navigational instruments were used to sailors before the 17th century when they were navigating the open seas without seeing the land.
Teaching Difficult Points:
How to help the students understand the reading passage better.
How to improve the students’ reading ability.
Teaching Methods:
Scanning the text to get the general idea of it.
Carefully reading to finish the Comprehending exercises on page 14.
Discussion after reading to make the students understand the text better.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching procedures & ways
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Pre-reading
Show the students some pictures to see if they can identify the early navigational instruments seamen used and explain how they used.
Step 4 Discussion
Discuss the questions on page11.
Step 5 Listening and comprehending
After listening to the contents of the text do the comprehending exercises on page 14&15.
Step 6 Explanation
After comprehending, it is a good time to deal with the new words and language points in this part, esp. the following:
voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable
at the mercy of, even though, work out, be used to, in relation to, aim to ,
Step7 Discussion
Let’s the students have a discussion by working in pairs or in groups.
Topic: Imagine you are on a boat with twenty-nine other people. You have a small box for your personal things but it can only hole ten items. What would you need for a week’s journey across the North Sea to England
Suggested Answer:
Category Items Category Items
Clothes shirt, trousers Shoes waterproof boots
Hygiene soap Tools knife, scissors
Bedding blanket Medicines sea-sick tablets, cold medicine
Games cards, chess Books novels, essay collections
Step8 Summary
This reading explains how seamen explored the oceans and what kind of navigational instruments were used to sailors before the seventeenth century when they were navigating the open seas without seeing the land.
Step9 Homework
Finish the exercises about using words and expression on page61.
The Third Period Extensive Reading
Teaching Aims:
a. Learn and master the key words and expressions
incident departure crew deposit dilemma drawback dusk routine pretty starvation extreme psychologically tension gradually foresee thirst hardship
b. Train the students’ reading ability.
Teaching Difficult Points:
a. How to help the students understand the reading passage better.
b. How to improve the students’ reading ability.
Teaching Methods:
Scanning the text to get the general idea of it and do some other comprehending exercises.
Discussion after reading to make the students understand the text better.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching procedures & ways
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Suggested answers to Exercise3:
I have gradually accepted the routine at school now that I am in the advanced class and make my own study plan.
The drawback of using that girl for the advertising was her square jaw which made her look unfriendly.
Mathematics is a subject which demands precise and accurate work.
In the park I saw a small boy holding the string of a kite overhead, which was rising and falling at the mercy of the wind.
That explorer wanted to secure his place in history by being the first man to reach the South Pole.
Step3 Reading
a. Listen to the passage and then let them do some true or false questions according to the text.
1. I was forced to join Captain Bligh in the small boat.
2. After the crew took over the ship “Boundy”, Captain Bligh was allowed to take with him a chart , a compass and a quadrant.
3. It was very difficult for us to get a correct reading from the quadrant as the boat moved constantly during the course.
4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position.
5. We completely believed Captain Bligh when he talked hopefully about what we would do when we got back to England.
6. Captain Bligh was as weak as the rest of us but he was determined not to give up.
7. Captain Bligh kept us busy and tried to take our minds off our stomach and thirst all the way.
8. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.
Answers: (FFTFFTTF)
b. Give the students a few minutes to read the passage again and then get the general idea of the text.
This is the storey of Captain Bligh’s amazing journey across the Pacific Ocean in an open boat with his followers after another group of sailors under Fletcher Christian had taken over the ship. Later Captain Bligh and his men made for the island of Timor using a combination of navigational skill and “dead reckoning”, which is guessing the correct direction. The voyage lasted over 40 days and was one of the greatest examples of survival at sea.
c. Explain some difficult sentences, phrases and words.
Key phrases:
1. in addition 另外
There was an earthquake and, in addition, there were tsunamis.
除了地震之外，还有海啸。
比较：in addition, in addition to
in addition= as well, besides 相当于副词
in addition to=as well as 相当于介词
In addition, the owner of the land may charge an extra fee.
In addition to swimming, she likes tennis.
2. cope with 有效地或成功地对付或应付
A family and a full time job is a lot to cope with.
照顾家庭并干一份全职工作需要花很多精力。
She is not a competent driver and can’t cope with driving in heavy traffic.
她不是一个称职的司机，在交通拥挤时就开不好车。
比较: deal with只是采取行动去对付某人或某事，并不考虑成功与否。
3. take one’s mind off 使某人的注意力离开
keep one’s mind on…专心于，把注意力集中于
put one’s mind into/to…专心于
4.set loose出发, 使爆炸, 引起, (使)开始(做某事)
Someone has set the tigers loose from their cage and they are terrorizing the town.
When we escape, shall we set the other prisoners loose
5.the jaws of death / defeat= used to describe an unpleasant situation that almost happens鬼门关，失败的险境
The team snatched victory from the jaws of defeat.
这个队翻盘而险胜。
Step4 Discussion
Discuss these situations in fours and then hold a class discussion.
Would you have behaved like the person in the reading and joined Captain Bligh in the open boat or stayed on the “Bounty” You should have reasons for your choice.
2. At the time that the nineteen men in the boat sailed for Timor they did not know if they would survive or not. What do you think were the most important things they would need to take with them Who should decide these items Remember that the boat was already very full with people and could not hold very much more.
3. Many men who wanted to go into the boat were unable to because of the lack of space. If they stayed on the “Bounty” and were caught by the British navy, they should be killed according to the law.
4. What would the students have done to avoid being caught and punished if they had been part of the group who took over the “Bounty” Would they have gone back to Tahiti or looked for another place to live Which place would be the safest
5. After the discussion let students prepare for the speaking exercise and encourage them to make notes of their ideas. Follow this format: Discuss in pairs. Make a list of the ideas.
6. Swap ideas with another pair and resolve differences. Make a new list of the ideas.
7. One member of the group should give the ideas to the class in turn. Other groups can discuss these ideas and evaluate them.
One sample dialogue:
Li Pei (LP), Du Zhou (DZ), Wen Fuqing (WF) and Liu Yongfu (LY) are discussing the journey and Captain’s Bligh’s leadership qualities.
LP: Why are you convinced that this journey shows the greatest navigational skill I’m sure there must have been others that were as good, if not better!
DZ: Do you know of many other sea voyages of this kind
WF: Well, there’s that journey by Shackleton from Elephant Island in the Antarctic to get help from another island with a whaling station. He wanted to rescue his men. The weather was terrible and he was in an open boat, too.
LY: How can you think that journey was more difficult It didn’t last very long. Captain’s Bligh’s journey lasted over forty days, was very hot and they had very little food and water. It was because Captain Bligh was a great leader that they survived.
DZ: Now that I’ve heard about it I am very impressed. All those men pushed together in a very small boat, it must have been terrible for them to stay friendly. Meanwhile they were being driven mad by lack of fresh water and there was all that salt water all around them. That’s the reason I think it was the greatest sea escape.
LP: When you put it that way I suppose it was a great achievement. Captain Bligh was certainly excellent in the way he kept the men occupied and tried to take their minds off their troubles. In addition he treated everyone the same when it came to food or water. So I think you are right and it was the greatest example of navigational skill against the odds! Do you agree
DA, WF and LY (together): Yes. We do.
Step5 Homework
Finish exercises in workbook.
After class write a report to your letter explaining to him why you think Captain Bligh should or should not receive the medal.
Sample letter
Dear Sir，
I think Captain Bligh should certainly receive a special medal for his amazing voyage across the sea to Timor. This is a journey that could not have been completed without great navigational skill. In addition Captain Bligh did not lose one man.
First, he showed his leadership qualities by sharing the food and water fairly with the men in the boat. Everyone was treated equally and this made for good feeling between the members of the boat.
Second, he kept everyone in the boat cheerful by discussing what they would do when they arrived safely. No one was allowed to think about what might happen if they did not arrive!
Third, he kept them occupied by organizing the complicated mathematical calculations needed to find their position at sea. The crew who had taken over the “Bounty” had left Captain Bligh with only a quadrant and a compass. This meant that numerous calculations were needed to find their correct position. Captain Bligh regularly and each person was given a different activity was important because it stopped the men from thinking about how little food and water there was.
So I hope you will give Captain Bligh this medal. He has shown leadership, fairness and concern for his crew and helped them return to England safely.
Yours,
(your name)
The Fourth Period Practicing
Learning about Language
Teaching Aims:
Revise the language points learned in the last period.
Do the exercises in this part.
Teaching Important Points:
Discover useful words and expressions.
Revise useful structures.
Teaching Methods:
Discussion method.
Pair work or group work.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Translate the following sentences into English:
我对杰夫真是搞不明白，他忽而对我友好，忽而对我视若路人。
I can’t work out Geoff out; one day he’s friendly, the next day he ignores me completely.
2. 他认为美与善是一致的。
He identifies beauty with goodness．
3. 到周末你很可能会发现你需要更多东西。
You might well find that you’ll need more by the weekend.
4. 他们在海上迷失的方向,任凭风和天气的摆布。
They were lost at sea, at the mercy of wind and weather.
5. 即便他能通过考试，以后找工作也成问题。
He will have problems in finding a job even if he can pass the exam.
6. 他把车沿着围墙停放。
He parked his car alongside the fence.
Step 3 Discussion
I. Pair work. Ask the students to do the exercises about Discovering useful words and expressions.
1 Replace the words underlined by ones of similar meaning from the reading passage.
1 Seeing the dark clouds above him, George hurried for home.
2 Sailing a boat alone far way from the shore made Flora’s parents worry about her safety.
3 Clare, would you please put your bicycle next to the others in the shed
4 “Why don’t you plot a more simple route with the smallest number of stops ” asked Mary.
5 Setting out on a long journey by sea with unskilled sailors would be dangerous especially if there were no modern navigational instruments.
2 Find the words from the reading passage that are the opposite of these compound words.
anywhere upload inward unreliable land flower strong point
3 Write down the words you know, which are related to navigation and sea.
Navigation Sea
4 Complete the following paragraph with the words below.
precise outward nowhere awkward reference seaweed
accelerate mercy randomly voyage alongside approximate
Samuel the sailor was extremely good at plotting his course using the stars as a . One day he was determined to set out on a across an unknown sea to an unknown continent. He set out with his instruments so he would not be at the of the sea. He found on his journey a rocky island. It seemed to be covered in nests. Suddenly, as Samuel looked, an enormous bird swooped down and picked him up as if he were a/ an parcel. It its speed and rose straight up into the air so as to reach the place on the rocks where its nest lay. Once there, it shook itself and threw Samuel in the direction of the nest. There seemed to be to hide but then he noticed lots of on his left and quickly hid under it. The bird landed nearby and pecked at the rocks. Samuel rolled over swiftly and found himself at the edge of the cliff. He looked down slowly with a beating heart. Below him was his boat lying the shore! “How lucky I am!” Samuel thought to himself. He then gave a mighty leap and landed in it. Once inside he could safely sail away.
Suggested answers:
Answer key for Exercise 1;
1 overhead 2 offshore 3 alongside 4 simplified; minimum 5 voyage; seamen
Answer key for Exercise 2:
nowhere—anywhere; download—upload; outward—inward; reliable—unreliable;
seaweed—land flower; shortcoming—strong point
Answer key for Exercise 3:
Navigation Sea
navigate,navigational(instruments:compass, bearing circle, astrolabe, quadrant,sextant), sail,sailor,voyage,latitude,longitude, equator, horizon, cap tain, sailor, land, island, set sail, nautical middles, explore, exploration , . . . seaman, seaweed, seafood, shore, off shore,onshore,beach, beachball,seabed, sea-bird, seagull, sea shell, seaside, sea water, seasick, coast, coast line,coastal, tide, wave, current, . . .
Answer key for Exercise 4;
reference; voyage; mercy; outward; awkward; accel erated; precise; approximate; nowhere; seaweed; randomly; alongside
II. Ask the students to go over the usage of the predicate and do exercise 1 about Revising useful structures.
Suggested answers:
1. James Cook was a great English navigator and Pa cific Ocean expedition leader.
2. He had not only an outstanding ability in naviga tion and exploration, but also a real concern for sailors' health. He carried out compulsory dietary reforms that were copied by many other ship cap tains.
3. He had led three great Pacific voyages during his life.
4. In his first Pacific voyage in 1769, James Cook rounded Cape Horn, then spent six months char ting New Zealand, and finally explored and claimed possession of eastern Australia.
5. In 1772, Captain Cook set sail to look for a "theorized great southern continent". Although they could not manage to reach Antarctica owing to the ice, he predicted that if it did exist, it would have to be a wasteland.
6. In 1776, Captain cook started his third Pacific voy age, searching for the Northwest Passage from the Pacific Ocean to the Atlantic Ocean. Unfortunate ly, he was killed in a dispute with Hawaiian natives and his men's attempt at the Northwest Pas sage was unsuccessful. However, this voyage is still recognized as especially significant in the his tory of the discovery of the west coast of North America.
III. Ask the students to do exercise 2 about Revising useful structures. Then ask some pairs to act out the dialogue.
Suggested dialogue:
Susan: Do you think you'll be going to that pop concert next week
Clare: No. Let's forget about that as it'll soon be time for our exams.
Susan: Do you need to do more revision
Clare: I don't really think I need to do more revi sion. I've done enough but it'll help me forget the concert you'll be enjoying.
Susan: Is there another reason why you don’t want to come to the concert
Clare: Actually there is a reason. I don't think I'm going to have enough money even though I've been saving especially for this occasion.
Susan: Perhaps I can help you. I always earn extra money by cleaning cars. My father always pays me when I clean his.
Clare: Well, thank you for offering to help me. Ill hap pily clean your father's car if he'll pay me too.
Susan: I’m sure he will. He’s always been kind to my friends.
Clare: I hope you'll thank him for me. I'd never be allowed to clean my father's car. He is so proud of it he won't let anyone touch it.
Susan: Oh this is my father’s fourth car so the excitement has worn off a little.
Clare: His fourth car My goodness. He must have been earning a lot of money to have owned so many.
Susan: I suppose so. He has his own business so he needs a car for his work
Clare: Oh J see! That explains things Please would you phone him now and ask him when it would be convenient for me to clean it
Susan: Of course I11 do that right aw a
Clare: That’s so kind of you. Now while I’m doing the cleaning perhaps you can order our tickets for the concert. I’ll go and get ready to begin work. See you soon. Thanks and goodbye.
Step 4 Homework
Preview using language.
The Fifth Period Listening
Listening and Speaking
Teaching Aims:
Review the words and structures in the last period.
Finish the listening exercises in this part and improve the students’ listening ability.
Talk about sailing.
Teaching Important Points:
Finish the listening exercises.
Teaching Methods:
Talking method to improve the students’ speaking ability.
Listening method to train the students’ listening ability.
Pair wok to make every student take an active part in class.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Listening
Listen to the tape and ask the students to finish exercise 1—3 on page 19.
Suggested answers:
Answer key for Exercise 1:
maps; stars; clouds; waves; currents; birds
Answer key for Exercise 2;
Sailors from Sea or Ocean Skills
Phoenicia Mediterra nean Used the sky to find their way
Norway North Watched birds to find land
Polynesia Pacific Studied the -waves of the ocean
Answer key for Exercise 3:
1 Vikings used to prefer to said following the coast
line so they could check that they were on the cor rect route.
2 Vikings used birds, and natural features like
mountains, to direct their ships.
Step 4 Speaking
Ask the students to discuss the sayings in exercise 4 and get their ideas together.
Step 5 Homework
Finish the exercises in the student’s workbook.
The Sixth Period Grammar
The Predicate and Agreement
Teaching Aims:
Revise one of the sentence elements ---the Predicate and do plenty of exercises to consolidate what we have revise.
Study Agreement to improve the students’ ability to use the English language.
Teaching Important Points:
How to choose the proper form of the Predicative in order to express what we want to say.
Help the students to make a summary of the usage of agreement.
Teaching Difficult Points:
How to choose a proper predicate according to its subject.
Teaching Methods:
Discussion method to let the students have a clear understanding.
Pair work or group work to make every student engaged in all the activities in class.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Grammar: the Predicate
A. Show the students some sentences and ask them to discuss and tell what member of the sentence each underlined part is.
① What nationality is he
② That’s something we have always to keep in mind.
③ John is the second to learn about it.
④ Diamonds are precious.
⑤ The play we saw last Saturday is moving and we were all moved.
⑥ All we can do is to go and meet him.
⑦ He has been away for 3 years.
⑧ She is not what she used to be.
B. Something about the predicate:
谓语
谓语用来说明主语的动作或状态，由动词或动词词组担任。有四个要点，举例归纳如下：
1. 动词可分为及物动词、不及物动词和连系动词。
1)需要跟有宾语的动词叫及物动词，及物动词后可跟一个宾语、直接宾语和间接宾语或一个宾语带宾语补足语。例如：
直接宾语
Children seek independence.
The trial raised a number of questions.
He has always liked Mr. Philips.
He made the shortest speech I have ever heard.
A couple were having a drink at a table by the window
He took photographs of Vita in her summer house
直接宾语和间接宾语
They gave us a wonderfully warm welcome.
Mr Schell wrote a letter the other day to the New York Times.(… wrote the New York Times a letter.)
I took out the black box and handed it to her. (…handed her the box.)
l had lent my apartment to a friend for the weekend.
He left the note for he r on the table.
一个宾语带宾语补足语
Willis’s jokes made her uneasy.
Last year they made him captain of the Team
The people named the place “Turbo Kutu”.
I thought it right to go there without delay.
Have you found it difficult to speak
2)不需要跟有宾语的动词叫不及物动词。例如：
Her whole body ached.
Donald was lying on the bed.
Bob coughed all night.
All the leaves have fallen and winter is coming.
I will travel south this summer and won’t come back to my office until the end of August.
有几个不及物动词后可以跟有与之同形的名词，这叫同源宾语。例如：
They are living a peaceful life. (=They are living peacefully.)
He died a heroic death . (=He died heroically.)
The girl laughed a merry laugh. (=The girl laughed merrily.)
He sighed a deep sigh. (=He sighed deeply.)
许多动词往往既是不及物动词又是及物动词。例如：
Gus asked me whether I’d like to have dinner with him. I accepted.(vi.)
I accepted the invitation. (vt.)
He painted every day. (vi.)
He paints vivid portraits of friends and acquaintances. (vt.)
He ran as fast as he could. (vi.)
She ran a hotel in the centre of the city. (vt.)
Father never smoked or drank all his life. (vi.)
He drank a good deal of coffee. (vt.)
At last she thanked them and left. (vi.)
A11 I know is that Michael and I never left the house. (vt.)
3 ) 连系动词虽具有词汇意义，但需要带有表语才能构成动词谓语。例如：
The station seems a very small one.
They haven’t remained loyal to the government.
Their hall was larger than his whole flat.
The task of inspecting it proved to be exciting and interesting.
It sounds unnatural to us.
My memories of a London childhood are happy ones.
His body was the color of bronze.
2动词词组或称短语动词，可以扩展或改变动词的意义，它们的构成是：
·动词+副词
Mary went away for a few days.
·动词+介词
The other day I came across a letter from Brunei written in the last year of his life.
·动词+副词+介词
You may have come up against unexpected difficulties.
3情态动词与动词连用构成的谓语。例如：
I must leave very soon.
The rich ought to pay tuition fees for their children.
You may have heard of him.
You should not have done so.
Step 4 Practice
Choose the best answers.
1. ---You haven't said a word about my new coat, Brenda. Do you like it
---I'm sorry I _____anything about it sooner. 1 certainly think it's pretty on you.
A .wasn't saying B. don't say C. won't say D. didn't say
2. --- Is John coming by train
---He should, but he _____ not. He likes driving his car.
A. must B. can C. need D. may
3. I wonder why Jenny _____us recently. We should have heard from her by now.
A. hasn't written B. doesn't write
C .won’t write D. hadn't written
4. The evening news comes on at seven o'clock and _____only thirty minutes.
A. keeps B. completes C. finishes D. lasts
5. ---Has Sam finished his homework today
---I have no idea. He_____ it this morning.
A. did B. has done C. was doing D. had done
6. The forest guards often find campfires that have not been _____ completely
A. turned down B. put out C. put away D. had done
7. The first use of atomic weapons was in 1945 and their power__ increased enormously ever since.
A. is B. was C. has D. had been
8. 1 don't _____ rock’ n’ roll. It's much too noisy for my taste.
A. go after B. go away with C. go into D. go in for
9. The teacher, with 6 girls and 8 boys of her class, _____visiting a museum when the earthquake struck.
A .was B. were C. had been D. would be
10. --- Who is the girl standing over there
---Well, if you _____ know, her name is Mary.
A. may B. can C. must D. shall.
11. On hearing the news of the accident in the coal mine, she _____ pale.
A. got B. changes C. went D. appears
12. Mary kept weighing herself to see how much_____ she was getting.
A. heavier B. heavy C. the heavier D. the heaviest
13. Happy birthday. Alice! So you have_____ twenty-one already.
A. gone B. turned C. grown D. passed
14. The flowers______ sweet in the botanic garden, which attracted the visitors to the beauty of nature.
A. to smell B. smelled C. smelling D. are smelled
15. Having a trip abroad is certainly nice for old couples, but it remains _____ whether they will enjoy it.
A. to be seen B. to see C. seeing D. seen
1-5 DDADC 6-10 BCDAC 11-15 CABBA
Step 5 Grammar: Agreement
Show the students something about agreement:
主谓一致
并列结构作主语谓语用复数
主谓一致中的就近原则
谓语动词与前面的主语一致
谓语需用单数
指代意义决定谓语的单复数
与后接名词或代词保持一致
Step 6 Practice
1. More than one person _______ killed in the accident. ( be )
More questions than one ______ been asked. ( have)
Part of part of the meat _______spoilt. ( be )
Most of the books _________ missing. ( be )
5. The number of errors ______ surprising.
6. Jane and Mary ______ alike.
7. The crowd ______running for their lives.
8. The iron works _____ hidden behind the trees.
9. Either your students or Mr. Wang ______ this.
10. His family ____ going to have a long journey.
11. The whole family_____ watching TV.
12. The population of China ____ very large, and eighty percent of the population in China _____ farmers.
13. The police _____ searching for him.
14. A sheep ____ over there.
15. Some sheep _____ over there.
16. The doctor’s _____ on the side of the street.
17. My uncle’s _____ not far from here.
18. Richardson’s _____ a lot of imported goods to sell.
Ask the students to finish the exercises.
Suggested answers:
1. was 2. have 3. was 4. were 5. was 6. look 7. were 8. was
9. knows 10. is 11. are 12. is , are 13. are 14. is 15 are 16. is
17. is 18. are
Step 7 Summary and Homework
Do what we learn today.
Do the exercise about Using Structures on page 62.英语：Unit3《Australia》教案（3）（新人教版选修9）
知识精讲
一. 本周教学内容：
高三新课：Unit 3（II）—Australia
二. 知识总结与归纳：
1. It was probably once connected to South America, but the continents separated as the earth’s plates moved.
澳洲很可能曾经同南美洲连在一起，但是随着地球板块的活动而分离开了。
connect to / with ：与……有联系／连接
The child connected the moon with a fairy tale his grandma told him.
separate：分离 短语：separate…from….
2. Having been separated from other continents for millions of years, Australia has many plants and animals that cannot be found anywhere else in the world.
因为澳大利亚同其他大陆已经分离了几百万年了，所以澳大利亚与许多动植物是世界其他地方找不到的。
Having been separated from other continents for millions of years：现在分词的完成式做原因状语。
Having put up the tent, they started to cook their supper.
3. One strange animals lay eggs yet feeds its young on its milk.
有一种动物很奇特，会下蛋，而又给她的幼崽喂奶。
lay egg：下蛋。lay的其他意思：摆放；把……归于
相关的短语：lay out：布置；安排；lay down：放下；lay aside：把……放在一边；lay off：裁员；lay the foundation of ….：奠定……的基础
feed sb. on sth. ：用……喂养；＝feed sth to sb.
feed on….：以……为食
In winter they feed the horses on hay and corn.
Chinese people feed on rice chiefly.
You can feed these turnips to the rabbits.
其他短语：
feed …with…：用……补给……
be fed up with = be tired of…厌倦……
He fed the fire with some logs.
I have fed up with these boring meeting.
4. In area, it is approximately the same size as the USA（without Alaska） which, however, has more than fourteen times as many people.
澳大利亚的面积大致相当于美国（不含阿拉斯加）。而美国的人口却是澳大利亚人口的14倍多。
approximately：接近；近似于（指质量或数量）
His description of the event approximately to the truth but there were a few inaccuracies.
the same size as==as big as…
which, however, has more than fourteen times as many people非限定性定语从句修饰the USA。后面省略了as Australia.
more than fourteen times as many people倍数句型：
倍数＋as …as …
倍数＋形容词／副词比较级 than….
倍数＋表示比较大小，长度，重量等名词＋of ….
倍数＋that / those of….
Tom is twice older than Jack.
Tom is twice the age of Jack.
Tom’s age is two times that of Jack’s.
5. The purpose of the fence is to keep out a type of wild dog called a “dingo”.
设置篱笆的目的是用来阻拦一种叫做dingo的野狗。
keep out：阻拦，不让……进来；使……置身于……之外
其他有关keep的短语：keep on doing：坚持／继续做；keep off：推迟；避开；挡住；keep sb. from doing：阻止某人做……；keep up：维持; keep up with：跟上
They closed all the windows to keep out the cold.
Keep off the grass.
He keeps on phoning me, but I really don’t want to speak to him.
The heavy rain kept them from going out.
6. Farms in the middle of Australia are usually so large that the farmers use motorbikes or helicopters for the task of rounding up the sheep or cattle.
澳大利亚中部的农场很大，农场主们得用摩托车或直升飞机来赶牛羊。
round up：聚拢，集中在一起。
The guide rounded up the tourists and hurried them back into the bus.
7. The climate is different depending on the area.
气候因地区不同而各异。
8. Outings are popular and most Australians are delighted to share a cold glass of beer or lemonade with a friend.
外出交流是很普通的事，大多数澳大利亚人都喜欢同朋友们一道享受一杯冰冻啤酒或柠檬汁。
be delighted to do….：高兴地去做……还可以与介词at / with / by 连用。
We were all delighted to receive your invitation.
She was delighted at the chance.
注意：delightful：令人愉快的
The news is delightful to us.
短语：to one’s delight ：令人高兴的是。
To his great delight, he passed the examination with first-class honors.
【典型例题】
一. 单项选择：
1. The store had to ____ a number of clerks because sales were down.
A. lay out B. lay off C. lay aside D. lay down
答案：B
分析：销售量下降，公司不得不暂时裁减一些雇员。lay out：布置；安排；lay down：放下；lay aside：把……放在一边；lay off：裁员
2. Television may be a splendid ____ of communication, but it prevents us from face to face communicating with each other.
A. medium B. recreation C. experience D. generation
答案：A
分析：电视是一个很好的交流媒介；但它也阻碍了我们面对面的交流。medium：媒体；recreation：娱乐
3. ______ the Internet is bridging the distance between people, it may also be breaking some home or will cause other family problems.
A. When B. While C. If D. As
答案：B
分析：尽管互联网促进了人与人间的交流，但它也可能破坏人们的家庭或引起其他的家庭问题。While：尽管。
4. It is reported that the United States uses ______ energy as the whole Europe.
A. as twice B. twice as much
C. twice much as D. twice much
答案：B
分析：美国消耗的能源是全欧洲的两倍．
5. They still _____ each other over the question of pay.
A. differ B. differ from C. differ in D. differ for
答案：B
分析：他们在报酬问题上观点仍然不同。differ in：在……上不同。
6. _____ full preparation, we decided to put off the meeting till next week.
A. We did not make B. Having not made
C. We had not made D. Not having made
答案：D
分析：由于没准备好，我们决定把会议推迟到下周。Not having made现在分词的完成式做状语。
二. 翻译句子：
1. 这些熊以这种特殊的树叶为生。
2. 在这个问题上我只好保留不同意见了。
3. 赶快把同学们集合起来，我们该返回学校了。
4. 没问题他们会很高兴照顾他的。
5. 我们的学校面积将近200英亩。
答案：
1. These bears feed on the leaves of this special tree.
2. I’m afraid I’ll have to differ on this matter.
3. Please round up the students quickly, It’s time to return to school.
4. No doubt they will be delighted to take care of him.
5. The approximate area of my school is 200 acres.
【模拟试题】
一. 单项选择：
1. Some animals hibernate in the winter, which can ____ the cold.
A. keep out B. keep off
C. keep up D. keep back
2. It’s known to all that cattle ____ mainly on grass.
A. eat B. feed C. take D. put
3. The two sides in the dispute still differ ____ each other _____ the question of pay
A. with; over B. with; in C. over; with D. on; over
4. The Shepherd had to ______ the sheep before the night fell.
A. break up B. round up C. pick up D. call up
5. Faced with the reporter’s ____ questions, the prime minister had much trouble answering them.
A. absurd B. strange C. pointed D. reasonable
6. Mr. Paul, who is a man of ____ height, is said to be our English teacher this term.
A. common B. medium C. ordinary D. usual
7. Today in Australia, there are thousands of creatures, ____ are endangered by human beings.
A. many of them B. most of whom
C. the majority of which D. whose may
8. —Did you buy the dress yesterday
—No, _____ I liked the color, I didn’t like its style.
A. While B. Since C. Before D. As
9. Paper produced every year is _____ the world’s production of vehicles.
A. the three times weight of B. three times the weight of
C. as three times heavy as D. three times as heavier as
10. _____ hard before, Tom is afraid of failing in the exam.
A. Having been worked B. Not to have worked
C. Having never worked D. Never have worked
二. 完型填空：
I did very badly at school. My headmaster thought I was 1 and when I was 14 he said, “You’re never going to be 2 but a failure.”
After five years of 3 jobs, I fell in love with a very nice middle-class girl. It was the best 4 that could have happened to me. I 5 I wanted to do something positive with my life because I wanted to prove to 6 that what people said about me was 7 . Especially her mother, who had said to me, “Let’s 8 it, you’ve failed at everything you’ve ever done. ” So I tried hard with my 9 and went to college. My first novel 10 while I was at college.
After college I taught during the 11 in high schools and attended evening classes at London University, where I got a 12 in history. I became a lecturer at a college and was thinking of 13 that job to write full time 14 I was offered a part-time job at Leeds University. I began to feel proud of myself 15 was a working-class boy who’d 16 school early, now teaching at the university.
My writing career took off when I discovered my own style. Now I’m rich and 17 , have been on TV, and met lots of film stars. 18 what does it mean I 19 wish all the people that have put me down had 20 : “ I believe in you. You’ll succeed.”
1.A. bright B. useless C. simple D. hopeful
2. A. anything B. something C. everything D. nothing
3. A. low B. poor C. good D. useful
4. A. support B. happiness C. surprise D. thing
5. A. admitted B. decided C. planned D. told
6. A. me B. them C. her D. it
7. A. wrong B. right C. stupid D. faulty
8. A. see B. know C. understand D. face
9. A. experiment B. practice C. writing D. composition
10. A. came on B. came in C. came out D. came back
11. A. day B. night C. month D. year
12. A. graduation B. pass C. degree D. success
13. A. giving in B. giving back C. giving out D. giving up
14. A. while B. if C. when D. or
15. A. there B. here C. it D. that
16. A. left B. attended C. changed D. graduated
17. A. tired B. calm C. nervous D. famous
18. A. And B. But C. However D. Well
19. A. just B. exactly C. so D. very
20. A. praised B. said C. answered D. advised
三. 阅读理解：
There are two kinds of physical activity which require special training. The first demands exact, careful movements of the muscles（肌肉）. This kind of activity must be strictly controlled because even a slight movement in the wrong direction will lead to a mistake. To type quickly, for example, a person needs training; the slightest movement of a finger in the wrong direction may cause a spelling mistake. A dancer who has to dance on the point of her shoes or turn around on one foot must be trained for a long period-of time before she can sense her own center and balance herself. You may have seen a girl walking on a rope across an empty space, which, too, requires a lot of practice.
The second kind of physical activity needs greater strength or extra effort. Most of us get tired if we try to run half a mile without stopping, but a specially-trained person can do this without much effort. Three years ago, some scientists carried out experiments, which produced meaningful and unexpected results. They wanted to find out whether a certain amount of physical exercise would injure those suffering from heart problems. They selected some male patients and trained them in continuous bicycle riding. They were surprised to find that the harmful effect of a given amount of physical effort was actually less on the hearts of these trained patients than on those of the patients who were not similarly trained. This is important because it shows that regular physical exercise enables us to make better use of the oxygen, we breathe in and that this training, in fact, reduces the amount of work our hearts do. Many tasks which are hard for untrained people are not hard at all for trained people.
1. The first kind of physical activity must be strictly controlled because _____.
A. a mistake in the wrong direction is dangerous to the fingers
B. a wrong movement in a direction will cause no mistakes
C. a movement in the wrong direction will cause a mistake
D. a slight movement of a finger will lead to a mistake
2. What must a dancer do before she can balance herself
A. She must dance on the point of her shoes.
B. She must receive long-time training.
C. She must turn around on one foot.
D. She must perform again and again.
3. The experiments done by some scientists showed that _____.
A. some male patients were asked to ride bicycles regularly in the experiments
B. the physical exercise had more harmful effect on the hearts of the untrained patients
C. the physical exercise was harmless to the male patients with heart trouble
D. the physical exercise could be helpful for the patients to take in more oxygen
4. What would be the best title for this text
A. Training Our Bodies B. Physical Activities
C. Movement Training D. Extra Body Effort
四. 短文改错：
My car just wouldn’t move any further. It was complete 1. ______
dead , and I was a few miles far away from anywhere on a cold, 2. ______
wet night. I decided walk around a little before accepting I’d 3. ______
have to spend the night in the car. Maybe I can find a 4. ______
telephone. Actually, I didn’t have to walk far before I 5. ______
found a small house standing on a field with a light 6. ______
shone from the sitting room. I knocked at the door and 7. ______
was delighting when a pleasant old man opened the 8. ______
door but listened to my story carefully. He said he had 9. ______
no telephone, and it wasn’t one within walking distance. 10. _____
[参考答案]
一. 单项选择：
1. A 一些动物冬季冬眠用来御寒。keep out the cold：抵御寒冷。
2. B 众所周知牛以草为食。feed on：以……为食。
3. A 双方就报酬问题彼此存在分歧。differ with sb. over / about sth：在……方面与……人有分歧。
4. B 牧羊人在天黑前把羊聚拢起来。round up：把……聚集起来。
5. C 面对记者的尖锐的问题，首相感觉很难回答这些问题。pointed：尖锐的
6. B Paul 先生中等身材，据说这学期是我们的英语教师。medium：中等的（adj）
7. C 在澳大利亚有许多生物都受到人类的威胁。前半句有逗号结尾，后面应当是the majority of which引导的非限定性定语从句。
8. A 我尽管喜欢它的颜色，但不喜欢它的款式。While：尽管；虽然。
9. B 每年生产的纸的重量是世界上生产出的卡车重量的三倍。three times the weight of……倍数句型。
10. C 由于以前没有努力学习，Tom很害怕考试通不过。Having never worked分词做原因状语。
二. 完型填空：
本文叙述了“我”少年时因学习不好受人蔑视，爱上一位中产阶级的姑娘后才奋发图强改变自己的命运，最终功成名就的人生经历。
1. B useless：没有用，从上文“I did very badly at school”可以看出，作者给校长的印象是“无用”。
2. A You’re never going to be anything but a failure . 意为：你将一事无成。（你将只是一个失败者）根据never可判断选anything。never／not … anything but=nothing but=only。
3. B poor job“低等的、劣等的工作”。low与job搭配不当，因他学业不好，文凭不高，故推断“我”应做poor job；useful不合句意。
4. D 句意：这可能是发生在我身上的最好的事情。
5. B 根据其宾语可判断出这是作者作出的决定。decide：决定……
6. C 我想向她证明人们对我的评价是错的。her指the nice middle class girl。
7. A A 项wrong：错误的，不对的。D项faulty：不完美的，有缺陷的，有错误的。
8. D face it：承认，正视（现实）。
9. C writing写作，由下一句话“在大学时我的第一部小说出版了”，推知“我”努力尝试写作。
10. C come out“出版”；A项come on“上场；改善；快，加把劲；得了吧!”；B项come in“（潮水）上涨；取得（名次）；时兴，流行；可利用，可提供；到达”；D项come back “回来，返回；再度流行”。
11. A 根据下文“attended evening classes”可判断出是白天在大学里教书。
12. C 句意：“我”获得了历史学学位。
13. D 此句意为：我成了一位大学讲师，并且正考虑放弃那份工作（讲师）去专门从事写作。A项由give in“屈服，让步”；B项give back“归还；使恢复”；C项give out“用完，耗尽；停止运转；分发，散发；发出，放出（光，热）；宣布”。
14. C when在此处相当于just at that time，suddenly，用来引出一个忽然出现的动作。
15. B 句意：这（里）是一个工人阶级男子，他曾过早辍学，现在在大学教书。
16. A left school “辍学”；B项attend school “上学”。
17. D 根据下文“have been on TV，and met lots of film stars”可判断出作者出名了。A项：累了；B项：镇定的；C项：紧张的。
18. B 转折连词，A项：并且，顺接连词；C项：然而，副词。
19. A just= mercy／only，表达了作者惟一的愿望。
20. B 根据直接引语可确定选B。say强调说的内容；此句意为：我多么希望那些曾经蔑视过我的人们过去说的话是，“我信任你，你必能成功”。此句用的是虚拟语气。Put sb. down：“使（当众）出丑”。
三. 阅读理解：
本篇介绍了两种需要特别培训的身体运动。
1. C 细节题。由第一段的第二句“这种活动必须被严格控制，因为朝错误方向的一个微小运动将会导致错误”可知答案为C。
2. B 细节题。由第一段的倒数第二句“一个……的舞蹈者在……前必须经过长期的训练”可知答案为B。
3. B 细节题。根据第二段的第五、六句可知答案。
4. A 主旨大意。文章第一句“有两种身体活动需要特殊训练”为主题句，下面两段内容均是以此展开的。
四. 短文改错：
1. completecompletely 2. 去掉far
3. decided后加to 4. cancould
5. √ 6. onin
7. shoneshining 8. delightingdelighted
9. butand 10. itthere英语：Unit3《Australia》教案（2）（新人教版选修9）
（一）教材分析：
本单元的中心话题是“澳大利亚”，主要内容涉及澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容。语言技能和语言知识都是围绕这一中心设计的。
热身（Warming-up）部分用几幅关于澳洲的大城市和著名的风景点的图画，过渡到这个单元的课题，并引出与下面阅读课文相关的词汇和背景知识。
读前部分旨在训练学生的阅读技巧，要求学生快速浏览五篇短文后，回答前面的这个部分设计的三个问题。
阅读部分包含五篇主题相同却风格各异的短文，百科全书选段、新闻报道、广告、明信片、旅游手册文章，从多角度概叙了澳大利亚的国家全貌。理解部分由三项练习组成，练习1和“读前”部分相呼应，也是要求学会快速阅读课文，旨在训练略读技巧。练习2要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论。这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系。练习3是对课文内容的拓展，训练学生的逻辑思维能力和表达能力。由于五篇短文大多是陈述性和描叙性的语言，而没有表达个人的观点的语句，因此，该练习借用文中提到的一些事实发问，以激发学生对文章内容的深沉思考。问题的答案不能从文中直接找到，要求学生有理有据地说出自己的观点。
“语言学习”部分由词汇和语法两部分组成。词汇部分练习1匙一个含11个空的语篇，要求学生用课文中出现的生词填空。练习2也是个语篇题，内容是关于澳大利亚早期移民的艰苦生活。这个练习要求学生首先阅读短文，看看其中画线单词是否认识，不要着急查词典，先试试猜一猜的它的意思，并写在“你的释义”一栏中。最后，再查英英词典，将你不认识的单词的定义写在“定义”一栏中。这项练习包含了两种重要的词汇策略：1）根据上下文猜测生词的意思； 2）。用英语给英语单词下定义。练习3也包含了两种重要的词汇学习策略。即“学一个记一串”， 以一个单词为中心，衍生出与之相关的派生词和合成词。这个练习给予学生充分的联想空间，既巩固了课文生词，又复习了旧词，还通过同伴之间相互交流认识了更多的生词，一举多得。 语法部分复习的重点是“表语”。 三个练习所用的语篇虽然不同，但任务是一样的，都是要求学生辨认表语的各种形式。
语言的运用分为“听说”和“阅读讨论” 两部分。 听力材料为魏平和他的好友之间的一段对话---鲍勃劝说魏平去野营，但魏平有所顾忌。练习1介绍听力内容发生的背景，并让学生预测魏平为什么对露营敢到紧张，他有可能害怕什么。“阅读讨论”部分的主要内容是关于澳大利亚的几种危险动物展开。
辩论部分提供的题目是：澳大利亚是一个危险的旅游地点。
写作是读写结合的任务型活动。而这一任务又是前面“阅读”和“辩论”的延续。学生通过前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，自己对“露营是否安全”这一问题给予回答。
（二）教学目标
1．语言知识
词汇 associate barrier brochure adequate ecology autonomous federal defense policy tax taxation nation citizen citizenship celebration birthplace tolerate tolerance migrant homeland via superb rust rusty tropical splendor heritage aboriginal fortnight reservation highway cradle rainfall agriculture sow bachelor correspond owe enclosure authority desperate shrink barbecue paralyze sickness recover funnel snatch amongst vinegar unconscious
词组 associate with Great Barrier Reef out of respect correspond with owe … to talk …into …
语法 Revising of Predicative (复习表语)归纳总结在句中作表语的可以是：名词短语、数词、代词、形容词、副词、非谓语动词、介词短语/词组、从句。
功能 表示禁止、表示警告、表示许可
话题 澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯
2． 语言技能
听 听懂关于澳大利亚冲浪营救俱乐部、澳大利亚旗帜的介绍和野营安全的对话
说 用表示禁止、警告、许可的句型来进行对一些警示性标志进行功能表达；对“澳大利亚是一个危险的旅游地方”这一辩题训练学生综合说的能力。
读 略读、细读、语义场在段落篇章阅读中运用以及对文章风格特点把握的训练
写 在前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，书面对“露营是否安全”这一问题给予回答。
3．学习策略
学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力
认知 猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能
调控 小组活动中通过对同伴的意见归纳，用自己的方式表达出来，从前面的阅读和同伴处得到反馈，对自己在作文中的错误进行修改；同伴合作，探究发现规律并灵活运用
交际 积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务
4．教学的重点和难点
（1）重点
1）了解澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯
2）学会表达禁止、警告和许可
3）归纳复习语法项目---表语
4）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议
5）让学生掌握辩论技巧，对提供的辩题进行辩论
6）让学生对“露营是否安全”进行E-mail回复
（2）难点
1）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议
2）让学生掌握辩论技巧，对提供的辩题进行辩论
3）让学生对“露营是否安全”进行E-mail回复的书面表达
（三）教学安排
对课本内容进行优化组合，可将本单元分成5个课时
Period 1 Reading
Period 2 Language points
Period 3 Grammar
Period 4 Using Language
Period 5 Debating & Writing
Period 1 Reading
Ⅰ. Teaching aims:
Enable the students to learn some information about Australia
Train the students’ reading ability(skimming, detail reading, distinguishing different styles of articles)
Ⅱ. Teaching important points:
Get some information of Australia in the text
Ⅲ. Teaching difficult points:
Enable the students to distinguish different styles of extract articles
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-record
Ⅵ. Teaching procedures:
StepⅠ Lead-in
Greeting
Ask Ss to guess the country we are going to talk about---“Today we are going to learn about a country. It is a country and also a continent. It is surrounded by oceans. While many other countries are having winter, it is in summer. In this country, you will see many plants and animals that cannot be found anywhere else, such as the kangaroo, koala bear, ect. Do you know which country it is ”
Ask Ss to say something about each picture and distinguish what city does each picture associates with. “Have you ever been to Australia What places do you know in Australia (Well-known cities, famous scenic spots, etc.) Look at the pictures. What do you see in each picture Can you recognize them Why ”
Ask Ss to find the places listed in Question 1 on the map
Ask Ss to work in groups and discuss what they know about these places.
Step Ⅱ Pre-reading
Ask Ss to quickly glance at the five text and answer the questions designed for this part.
Get the Ss know some reading strategies: skimming, detail reading and paying attention to the words that frequently appeared in the text and equally important, their relative words.
Step Ⅲ Reading
Ask the Ss to read the text quickly and answer questions listed in Exercise 1, Comprehending part.
Ask the Ss to read the text in detail, underline the information they didn’t know before and write down five facts that they consider to be the most interesting and exchange information in groups’ work.
Step Ⅳ Discussion
Ask the Ss to work in groups to discuss the following questions.
What kind of people do you think make Australia their home
Each year large numbers of people became Australian citizens. Why do you think they choose to become citizens
When do you think traveling by train across Australia would be appropriate and when do you think traveling by plane would be most suitable Give more than one reasons.
In what part of Australia do you think most agriculture takes place Give reasons.
Why do you think the population of Australia is so small when it is such a large country
Choose five words or phrases to describe Australia.
Step Ⅴ Language points
Explain some difficult points as listed in the PPT.
Step Ⅵ Homework
1. Finish Ex.1, 2, 3, Page24-25.
2. Write an article about the reasons why people want to travel in Australia
Period 2 Language Points
Ⅰ. Teaching aims:
Target Language
backgrounds, nation, citizens, tolerance, Aboriginal, homelands, migrants, adequate, sow, hardship, bachelor, correspond, owe
Ability goals
Enable Ss to use the new words in the text or passages
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅱ. Teaching important points:
Enable Ss to use the new words in context
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅲ. Teaching difficult points:
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-recorded
Ⅵ. Teaching procedures:
StepⅠ Greetings
StepⅡ Lead-in
T: Yesterday we read five short texts which introduce certain aspects of Australia, each short text is written in a different style, and so do you know what styles are they
StepⅢ Word Study
Ex1 on page 24. First show the words on the screen and check Ss’ understanding of each word. Then do the exercise, that is, ask each Ss to read out a sentence and figure out what words should be filled in each blank, and then translate it into good Chinese.
Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong.
3. Ex3 on page 25. Ask Ss to follow the example and try to write down as many words related to each of the following words as possible.
tax: taxation, taxed, taxable, taxman, taxpayer
home: homework, homely, homeland, homeless, homemaker, homecoming, homesick
rust: rusty, rustproof
time: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timeless
StepⅣ Consolidating Exercise
Choose the correct words to complete the following sentences.
The young woman seemed to be asleep, but in fact she was _____________.
The house looked old form outside, but inside it was ____________.
The knife appeared _____________, but it proved to be extremely sharp.
The name of the place sounds like English, but it is _____________.
The fruit smelled bad, but it turned out to be very ___________.
The food and water seemed __________ quality, but they made us sick.
The situation seemed _________ quality, but it proved to be hopeful.
This island appears to be an independent country, but actually it is to be a(n) ________ region within the country.
Keys: unconscious superb rusty aboriginal tasty adequate desperate autonomous
Step V. Homework
Do Exercise in the workbook page68-69 Ex1, 2, 3, 4.
Period 3 Grammar: Revising of the Predicative
Ⅰ. Teaching aims:
Enable the Ss to grasp what can function as predicative (words, phrases, nonfinite, clauses)
Enable the Ss to apply this grammar point to the daily use of English
Ⅱ. Teaching important points:
What can function as predicative and how to use correctly use them to the context
Ⅲ. Teaching difficult points:
What can function as predicative and how to correctly apply them to the context
Ⅳ. Teaching methods:
Inductive and deductive methods, task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard
Ⅵ. Teaching procedures:
(Pre-class)
Get the Ss to collect some pictures of Australia and describe them respectively
Step Ⅱ Revision and lead in
Ask the students to recall what they’ve learned in the previous reading passage(five short texts in the Reading part)
Ask them a group of questions:
Where is Australia
How do you like Australia Use several Adjectives to describe it.
Do you think Australia is a wonderful tourist destination
How would you feel if you offered a chance to tour around Australia
Then write down Ss’ answers, of course each answer contains a predicative, so underline them, thus lead in today’s main focus---grammar point the predicative.
Step Ⅲ Discovering the rules
1. Ask the Ss to turn to page 26 and underline all the predicatives in Exercise 1 & Exercise 2. In Exercise 2, have a pair of Ss to act out the dialogue.
2. Then check answers.
3. Ask them to summarize what can function as predicatives in sentences.
So, together with the Ss we work out that adj, noun, pronoun, numeral, adv, prepositional phrases，infinitives, -ing, -ed, clauses can function as predicatives.
Step Ⅳ Further Explaining
表语 Predicative
表语是由系动词引导的主语补足语，补充说明主语。常见的系动词有：be become feel grow prove smell taste appear get go remain sound seem stay keep
２．充当表语的成分有形容词、名词、代词、数词、副词、介词短语、词组、不定式、 －ing 形式、过去分词、从句等。
3．形容词作表语，用来修饰说明主语, 例如:
You don’t feel well today. Are you sick
4．形容词只能作表语，不能作定语，如：
afraid asleep ready unable alive
aware glad sorry well alone sure
可以说 “She felt glad.” 但不能说“a glad woman”.
5. 名词或名词词组作表语，一般用来确定主语的性质，或者表达主语的看法，例如：
He became a doctor.
Boys are boys.
He’s not the right man for the job.
She seemed an ideal wife for him.
6. 可以接不定式的系动词有：
be appear prove seem
例如：
They only aim was to get success.
She appears to have many beautiful dresses.
It proved to be much easier than we have thought.
Step Ⅴ Consolidating and Applying the rule
Exercise to be shown on the PPT and one student at a time to do the exercise orally. (Judging whether the sentences contain predicatives, using sentence pattern “S+V+P” to rewrite sentences, correspondent practices in workbooks.
Step Ⅵ Summary and Assignment
Make a summary of today’s task.
Assign Ss to surf the write a short article to introduce an object or an experience, using as many predicatives as possible in the article.
Period 4 Using language
Ⅰ. Teaching aims:
Enable the Ss to get some basic knowledge about dangerous creatures in Australia
Help Ss learn how to protect themselves from the dangerous creatures in Australia
Ⅱ. Teaching important points:
Enable the Ss to know what attention should be paid while camping in Australia to
protect themselves totally safe from the dangerous creatures
Ⅲ. Teaching difficult points:
Teach the Ss how to figure out the best ways to stay safe while camping outside
Ⅳ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠLead-in
Greetings.
Ask some students to talk about what they know about wildlife in Australia and what they should pay attention to if they are offered a chance to travel around Australia. Thus lead to today’s topic.
StepⅡ Listening
Pre-listening (Ask Ss to turn to page 26 and to predict what Wei Ping might be nervous about.)
Listening task(Exercise 2--- answer the questions)
Listening task(Exercise 3 – filling the blanks)
Listening again and having a discussion
Keys to tasks 2
1. He is worried about snakes.
2. No. Because he does not believe they are likely to see any and he knows what precautions to take against being bitten.
3. He probably has talked him around because he assured Wei Ping that there was very little danger. Also the fact that Wei Ping summarized the advice Bob gave him suggests that he has accepted bob’s assurances.
Keys to task2
snake boots and long trousers a noise do not move avoid walking
Keys to task 3
Because Wei Ping may think the bush means wild and dangerous land, but Australians use it to mean the countryside where there aren’t any houses or farms or other signs of humans.
Because snakes don’t have legs (this is where the humor lies)
Step Ⅲ Extensive Reading
Pre-reading ( Ask Ss just read the title and look at the picture to predict what they expect to read in the text)
Ask Ss to read the whole text and check whether what their predictions are right and tell the main idea of the text
Ask Ss to read the whole text for specific information, that is, to answer questions listed in Exercise 2.
Keys of Exercise 2:
1. 115 different kinds of snakes and 2,000 different kinds of spiders. Only a few kinds of spiders and snakes are capable of killing humans.
2. Most jellyfish can cause severe pain to anyone who touches them but only the box jellyfish can kill a human
3. It was cheaper to hire a car with other people because they could share the cost. Also he probably enjoyed being in the company of other tourists.
4. The saltwater crocodile.
5. The island used to be a very harsh prison for the most dangerous prisoners.
StepⅣ Discussion
Ask every four Ss to form a group and read the relative information
Ask the Ss to divide the information into certain points and give suggestions to each point
For example: (crocodile) Show the example on the screen.
1. found only in the far north of Australia near the rivers and water holes.
Don’t go to the north of Australia and sty away from rivers and waterholes.
2. There are signs to warn people. Don’t go near water places where there is a waning sign.
3. stay hidden in the water or on the land close to water.
Don’t go near water alone./ Don’t swim in waters that are not familiar to you.
Step V Assignment
Ask Ss to get prepared for the debate (divide the whole class into two sides: for or against) in the next period. Debating topic:
“Australia is a dangerous place to visit.”
Period 4 Debating & Writing
Ⅰ. Teaching aims:
1. Enable the Ss to use they information they’ve acquired to carry out a debate
2. Enable Ss to offer their advice and opinions on a certain problems others come across
3. Enable the Ss to reply an E-mail to give advice on whether staying in Sydney or camping in National Park
Ⅱ. Teaching important points:
Enable the Ss master some basic knowledge of debating
Enable the Ss to reply an E-mail offering advice to a friend who is confronted with difficulty in making decisions
Ⅲ. Teaching difficult points:
Enable the Ss to apply the basic knowledge of debating to real debating occasion
Enable the Ss to master how to give a reply and offer advice to solve others problems
Ⅳ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠIntroduction
T: Last period I assigned you to get prepared for the debate. So have you made full preparation Ok, before we carry out the debate, let’s go over the rules of debate.
You can refer to the Supplement materials of debate.
StepⅡ Debate
1. Divide the whole class into two large groups (A & B), and then ask every three Ss to form a team and have a discussion on how to argue.
2. Choose two teams with different ideas to be seated face to face.
3. Then chair the debate, and ask the Ss to carry it out according to the procedure which was previously mentioned.
4. Summary: to make a summary of the debate and present awards to the excellent debaters.
Step Ⅲ Writing
Ask the Ss to read the E-mail and to make out why does Li Haidi write this E-mail
Then go over the tips of a reply together to make it clear that these elements should be included in their reply.
If time not allowed, ask the Ss to finish the reply E-mail after class as their assignment.
Step Ⅳ Homework
Ask the Ss to finish the reply in the writing part.
Team work: Ask each team to work out “A week traveling to Australia”. That is, they are working for travel agencies and are assigned to design a route “A week traveling to Australia” To do the work, they should first look up for information, names of tourist destinations, their features, location, means of transportation, accommodation, etc. And then they have a discussion to get the job done. Then next time choose the best designed routes.
Supplement materials of debate
Introduction
A debate round has two teams with two debaters each and a Speaker. The Speaker serves as both the judge and arbiter of the rules during the round. Note here that "Speaker" always refers to the judge from this point forward. One team represents the Government, while the other represents the Opposition. The Government team is composed of a Prime Minister, who speaks twice, and a Member of Government, who speaks once. The Opposition team is composed of a Leader of the Opposition, who speaks twice, and a Member of the Opposition, who speaks once. The Government proposes a specific case statement, which the government team must demonstrate to be correct. The Opposition does not have to propose anything, but must demonstrate that the case statement is not correct. The Speaker decides at the end of the round, based on the arguments made in the round, whether the Government has proved its case or whether the Opposition has disproved it. The team which met its burden more convincingly wins.
Rules of Debate Rules of Debate
(condensed from Competitive Debate: Rules and Techniques,
by George McCoy Musgrave. New York: H.W. Wilson, 1957)
1. There are two teams, each consisting of two or three speakers.
2. Each team has two or three constructive speeches, and two to three rebuttal speeches. The affirmative gives the first constructive speech, and the rebuttals alternate: negative, affirmative, negative, affirmative. The affirmative has both the first and last speeches of the debate.
3. When worded as a proposition of policy, the topic requires the affirmative to support some specified action by some particular individual or group. The affirmative has the right to make any reasonable definition of each of the terms of the proposition. If the negative challenges the reasonableness of a definition by the affirmative, the judge must accept the definition of the team that shows better grounds for its interpretation of the term.
4. The affirmative must advocate everything required by the topic itself. No revision of position of a team is permitted during the debate.
5. He who asserts must prove. In order to establish an assertion, the team must support it with enough evidence and logic to convince an intelligent but previously uninformed person that it is more reasonable to believe the assertion than to disbelieve it. Facts must be accurate. Visual materials are permissible, and once introduced, they become available for the opponents' use if desired.
6. In the questioning period, the questioner may ask any fair, clear question that has a direct bearing on the debate. The questioner may use the period to build up any part of his own case, to tear down any part of his opposition's case, or to ascertain facts, such as the opposition's position on a certain issue, that can be used later in the debate. The questioner must confine himself to questions and not make statements, comments, or ask rhetorical questions.
7. Each speaker is questioned as soon as he concludes his constructive speech. The witness must answer the questions without consulting his colleagues.
8. No new constructive arguments may be introduced in the rebuttal period. The affirmative must, if possible, reply to the major negative arguments before the last rebuttal.
9. The judge must base his decision entirely on the material presented, without regard for other material which he may happen to possess.
10. Any gains made outside of the established procedure are disallowed.
autonomous tasty desperate unconscious aboriginal adequate rusty superb英语：Unit1《The world of our senses》教案（3）（译林牛津版必修3）
一、教学课型：阅读课
二、教材分析：
1、教学内容：阅读课文 Fog
2、教学内容分析及教材处理：
本节课是本单元的第2个版块，讲的是一个叫Polly的女孩在大雾中安全回到家的故事。这篇文章是对上个版块的延伸，充分验证了上个版块所提到的一个句子：“When one of the senses fails, other senses become stronger.”本文是以作者的游踪为线索的，因此在讲述时要以作者所经过的6个地点为主线，穿插用who, when ,how, why, what引出大量的问题。
3、教学目标：
1）语言知识：学习新单词：weatherman, observe, glance等及短语be covered in, be nowhere to be seen, by the time等。
2）语言技能：学习用英语说出Polly在回家之前所去的6个地方及在这几个地方发生了什么事情，和谁在一起，培养学生说的能力。
3）情感态度：教育学生热爱生活，尊重残疾人，对别人给予的帮助要心存感激并尽力回报。
4）学习策略：促使学生养成合作探究、互帮互助的学习习惯。
4、教学重点和难点：
1）组织学生用英语说出Polly是如何安全回到家的。
2）指导学生进行一次模拟的对Polly的采访。
三、教学思路：
采用多媒体教学等辅助手段，在阅读中安排回答问题、集体朗读、个人阅读及歌曲欣赏等活动，让学生在具体而真实的场景中运用所学语言。
四、教学流程：
Lead—in→Reading comprehension→Reading extension→Summary and Homework
五、教学过程
Step 1 Lead—in
Show some slides of different weather, especially a foggy picture.
Then ask the following questions:
1. What’s the weather like in the pictures
2. Do we sometimes have foggy days here When
3. How do you feel on foggy days
4. Have you ever lost your way in the fog
What would you do if you got lost in the fog
5. What sense or senses do you think we can use on foggy days
[设计说明]通过观看图片激发学生学习兴趣，进而引出话题fog让学生进行讨论，让他们搜索自己的知识库中有关雾天的背景知识。
Step 2 Reading Comprehension
1. Pre—Reading
Let the students skim the passage and answer the following questions:
1） What’s the story about
2） Where did Polly live
3） How did she usually get home
4） What was the old man carrying
[设计说明]通过阅读输入语言，训练学生的阅读技巧，如领会文章主旨和把握文章细节的能力，并了解Polly在大雾中的复杂心情，为顺利过渡到下一具环节作铺垫。
2. While—Reading
1）Ask the students to scan the passage and complete Part C1 and C2.
2) Guide the students to read the Reading strategy for the article and teach them the elements of a story. Tell the students that in reading or writing a story they should focus on what happened, when it happened, where it happened, why it happened and who was involved in the event.
3) Ask the students to fill in the chart below using information they find in the story Fog.
Part Place Time and weather person What happened Polly’s feeling
Part 1
Part 2
Part3
Part 4
Part 5
Part 6
4)Let the students discuss the chart, e.g. Where was Polly What was the weather like Was she alone Why did she leave work earlier Did she feel afraid Encourage the students to present questions as many as possible.
5) Ask the students : What do you think of the old blind man
Is he a person worth respecting
Project pictures showing the society’s care for the disabled. Let the students talk about the pictures.
6) Play the song: Let the world be full of love
[设计说明]通过一个个问题启发学生的思维，让学生透彻理解课文内容，同时也对学生进行一次情感教育。
3. Post—Reading
Ask the students to pretend that they are the reporters of the newspaper that Polly wrote the letter to. They may want to interview Polly to know more about what happened to her. Ask them to prepare some questions before the interview. For example:
1) When do you usually go home after work
2) How long does it usually take you to go home from your office
3) How did you feel when you were on the train Did anything happen
4) You were so frightened. What happened before you met the old man
5) What made you trust the old man on such a dark, foggy day
6) How did you feel when the old man told you that he needed to leave to help more people in need
Ask the students to work in pairs to do an interview as if one of them is a newspaper reporter and the other is Polly. Encourage the students to use their imagination to ask any possible questions and give reasonable answers.
[设计说明] 此环节让学生在学中用，在用中学，以训练学生在具体语境中得体和灵活运用所学语言的能力，也为下一步的延伸作准备。
Step 3 Reading extension
Tell the students that in Line 14, there is a sentence, “She sensed that she was being watched by a tall man in a dark coat.”
Ask the students : Is the sense one of the five senses
(The students may say it’s a different sense——the sixth sense)
Tell the students that it’s said that the sixth sense is a special ability to know something without using any of the five senses. It’s a kind of keen intuition. Encourage the students share their opinions and experiences with each other.
[设计说明]通过延伸让学生对本单元的主题有更深入的理解。
Step 4 Summary
总结本节课的内容，并且呼吁和要求学生热爱生活，尊重残疾人，对别人给予的帮助要心存感激并尽力回报，并努力学好本领，回报社会。
Step 5 Homework
1. Help Polly write an e—mail to her classmates about the old blind man’s help.
2. Think of the people that have ever helped you.
[设计说明]此作业旨在告诉学生要有一颗感恩之心，对别人给予的帮助要铭记于心，并尽力回报。
教学反思：
这节课的预期目标是让学生全面理解文章主旨，培养学生的阅读理解技巧和阅读能力，激发学生对美好生活的热爱和向往。在Reading comprehension环节中，多数同学能较快而准确地完成，基本上达到预期的目标。在延伸环节中，学生对讲述第六感觉这种神奇的感觉充满了极大的兴趣，能够满腔热情地参与到讨论中，收到了良好的效果。
爱因斯坦曾说过，兴趣是最好的老师。托尔斯泰也曾说过，成功的教学所需要的不是强制而是激发笺兴趣。这节课成功的关键在于笔者给学生创造了一个宽松、民主、和谐的学习空间，从而激发了他们学习的兴趣。
这节课的不足之处在是时间安排上后面略显紧张，致使个别问题没有充分展开。
