金色教案新人教必修3（5单元共20份打包下载）

Unit 3 The Million Pound Bank Note
Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(THE MILLION POUND BANK NOTE)
Introduction
In this period, after the warming up, students will first be guided to pre-read the text by giving background information about Twain Mark. The following steps are taken to help students read to understand: Reading and underlining，Reading, identifying and settling，Reading and transferring，Complete the summary of the story with one word in each blank and Finish the comprehension questions. The period is to be ended by students translating.
Objectives
To help students understand the text’s forms and contents and learn about Mark Twain’s plays
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Words bet, permit, wander, stare, spot, account, seek, scream, issue, bow
Expressions bring up, make a bet, go ahead, by accident, stare at, account for, on the contrary, in rags
Patterns 1. A rich person gives you a large amount of money to use as you like. 2. Have you ever made a bet with a friend？If so, what did you bet on 3. Now ladies and gentlemen, you are about to hear the most incredible tale. 4. Permit me to lead the way, sir. 5. I wonder, Mr. Adams, if you’d mind us asking a few questions. 6. As a matter of fact, I landed in Britain by accident. 9. The next morning I’d about given myself up for lost when I was spotted by a ship. 10. And it was the ship that brought you to England. 11. I earned my passage by working as an unpaid band, which accounts for my appearance. 12. Well, to be honest, I have none.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up by learning vocabulary
Today we are going to a theatre. Before we go, we shall get ready with the words and expressions used in the play we are going to watch. Turn to page 96 and go over the vocabulary list.
2. Pre-reading by giving background information about Twain Mark
3. Reading and underlining
What would happen to a perfectly honest and intelligent stranger who should be turned adrift in London without a friend, and with no money but a million-pound bank-note, and no way to account for his being in possession of it Would he starve to death or not Would he get arrested if he tried to change it Could he live for a month without being sent to jail
Now read the play and underline all the collocations in the passage. You are asked to copy them into your notebook after class as homework.
Collocations from ACT ONE of The Million Pound Bank Notean incredible tale(难以置信的故事), have some very bad luck（非常倒霉）, be lost in London（在伦敦迷路）, have no money（身无分文）, walk down the street（在街上走）, hear … ~ing…（听见……正在做某事）, step inside（走进来）, a moment（一会儿）, through the front door（从前门进来）, on one’s left（在某人的左侧）, open the door for…（给……开门）, permit…to dosth.（准许……做）, ask a few questions（问几个问题）, go right ahead（请问吧）, have no plans（没有什么计划）, find work（找工作）, as a matter of fact（其实，事实上）, land in Britain（在英国上岸）, by accident（偶然）, back home（在家时，回家）, sail out of the bay（驾船驶出海湾）, stare at（眼睛盯着看）, towards nightfall（接近傍晚时分）, find…~ed（发现某事/某人被……）, be carried out to sea(被带到海上), a strong wind（一阵大风）, give…up for lost（因迷失而放弃）, be spotted by a ship（被一艘海船发现）, earn one’s passage by…（通过……赚来某人的游费）, work as an unpaid hand（作为一个不拿工资的帮手）, account for…（说明理由；足以说明）, smile at…（相顾而笑）, worry about（对……担心）, work for…（为……工作）, offer sb. sth.（提供某人某物）, a mining company（一家矿业公司）, to be honest（老实说）, on one’s way（在……的路上）, care about…（在意……）, get… from…（从……拿来）, call to…（叫……来）, an honest job（老老实实的工作）, show…out（送……出去）, in an hour and a half（一个半小时以后）
4. Reading, identifying and settling
Attention, please! It is time to skim the play one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to me for help.
5. Reading and transferring
Write down all the verb phrases from the text, in order of the events happening to Henry Adams.
What does Henry Adams do
step inside, come and sit down…
6. Reading the text once again to decide on the type of writing and summary of the idea
Type of writing This is a piece of narrative writing, a play.
Main idea of the passage Two rich British men offer a penniless American a loan, without telling him that the amount is 1,000,000, and this in the form of a single banknote.
7. Closing down by translating
To end the period you are going to put the following into English.
百万英镑 The Million Pound Note富豪之家的两兄弟，从银行取出面额为一百万英镑的钞票，籍以此验证各自的理论。一个认为，这样一张钞票对穷人毫无价值；另一个认为，仅拥有这样一张钞票（不兑现），就可以过上上等人的生活。他们选中了一个身无分文的年轻人作为试验品。于是，这个小伙子经济上的突变，引起了生活方式的改变。他人的种种误解，命运的重重转机，他将如何去面对这突如其来的全新生活呢？
Twain, Mark (1835-1910) American writer. Mark Twain once said, "To believe yourself to be brave is to be brave; it is the only essential thing." Twain is famous for "Tom Sawyer,""Adventures of Huckleberry Finn," and other books, along with essays, critical work, and more. / Mark Twain (Samuel Langhorne Clemens) is one of the most famous writers in American literature. Twain went to work in 1847 when his father died. He started off as an apprentice to a printer, and from there, he wrote for his brother's newspaper and worked as a riverboat pilot (1857-61).Unit 3 The Million Pound Bank Note
Part 1 Teaching Design
第一部分 教学设计
Period 3 A sample lesson plan for Using Language
(THE MILLION POUND BANK NOTE)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by listening and reading aloud to the tape recording is to be followed by listening and speaking. Reading is done by having students reading and acting，reading and underlining. And writing is to be done by students listening and writing，reading and learning，writing a play or drama. The class ends by students acting out the play.
Objectives
To learn more about the story by reading the passage THE MILLION POUND BANK NOTE
To act out this part
To learn to use the language by reading, listening, speaking and writing
Procedures1. Warming up by listening and reading aloud to the tape recording
Warm up by listening and reading aloud to the tape recording of ACT ONE, Scene 4 of THE MILLION POUND BANK NOTE
2. Reading and acting
Read the play first, and then try to act it out in group.
3. Reading and underlining
Next you are to read carefully and write in your note book all the useful expressions or collocations from the passage.
Collocations from ACT ONE, Scene 4 of THE MILLION POUND BANK NOTEoutside a restaurant（在餐馆外边）, look at the envelop with the letter（看着那封信的信封）, sit down at the table（坐在桌旁）, next to…（靠近，紧挨着）, see sb.’s appearance（看某人的外表）, take one’s order（来等……点菜）, a nice big steak（一块大牛排）, make… extra thick（使……特别厚）, cost a tiny bit（得多花点儿钱）, have a nice tall class of beer（要要一大杯啤酒）, leave for…（朝……走去）, eat like a wolf（吃东西像头饿狼），as clever as a wolf（像狼一样机灵），look on sb.’s face (看着服务员脸上的神色), ask for…（要……）, take a chance（抓住机会，冒险）, read the bill（念账单）, two orders of…（两份……）, in a rude manner（以粗鲁的方式）, take care of…（照看，照料，照应）, a wonderful meal（一顿美食）, get … out of…（从……中得出……）, pay the bill（付账）, hold… in one’s hands（手里拿着……）, look at… over one’s shoulders（把头转向……看）, issue a note in the amount of…（发行了面值…的钞票）, give attention to…（对……注意，关注……）, discover… for the first time（如梦初醒，第一次发现/觉察到）, hit sb.’s arm（打某人的手臂）, put…in the back of …（把……带到……的后面）, change the bank note（找不开这张钞票）, dress in an unusual way（穿着奇怪）, as for…（至于说……）, thank… from one’s heart（从心底里感谢……）
4. Listening and writing
Now you are going to do exercises on page 23 following the article.
5.Writing a play or drama—Playwriting
Everyone has at least one idea for an episode of their favorite show. Instead of a story about your favorite show, why not turn it into a play for you and your friends! Turn to page 23 and write a play as required. You may read the following for help.
(用原版)
Here's how to write a playPick the characters and the location the action is taking place. Try using just three or four characters from the show. Decide what you want to happen to the characters. Are they on a treasure hunt Are they spending the afternoon at the beach Are they trying to solve a problem You decide. Choose the main character of the play. This is the person who the play is about. He keeps the story going. On a piece of paper, write the names of the characters, the location, and the basic story. Start writing the dialog. It'll look something like this: Main Character: Say this. Friend: Say that. Other Friend: Say something else. Main Character: Finish the conversation. Make the actors move. Write in something like this: (Main Character enters the kitchen from outside). Add props that fit the action, such as a beach ball and towel for a beach scene. Reach a good conclusion to the action. Proof read the play. Correct spelling, grammar. Add ideas. Ask some friends to play the parts. Put it on for your family and friends. If you think it's really great, send it in to one of the kids' variety shows.
Tips: Read it and read it again, then read the play again. Give it to someone else to read for ideas for what the actors say to each other. If you think you're better at writing short stories than plays, go ahead and change it to a short story! Submit the play or story to one of the kids variety or reading shows.
6. Learning to acting and directing
●To learn acting and directing
Let me tell you what is important to your acting, so that, you know how to play the game to win.
Know what story you are telling.
Actor thinks of causes.
Director thinks of results.
In the house of entertainment the actor and director have to serve the audience and work for the author.
●Defining Acting
The principles of acting come from all the things you do in life.
The actor has to learn all the acting principles, then the principles have to become subliminal in their acting.
Work on your acting craft in an acting workshop: just know the lines and do the scene. It is really that simple.
7. Closing down by acting the text
Hello and Welcome! This is the club for actors and actresses of all ages to come and swap acting ideas, tips, or anything else relating to any type of acting. I hope you will enjoy yourself here!
Actors and actresses from our club are going to act out THE MILLION POUND BANK NOTE.Unit 2 Healthy eating
Part 1 Teaching Design
第一部分 教学设计
Period 3 A sample lesson plan for Using Language
(COME AND EAT HERE<2>)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by listening and reading aloud is to be followed by reading and underlining，doing exercises and guided speaking. After the guided writing the period will be ended by students reading more about eating.
Objectives
To learn more about food and eating from the passage COME AND EAT HERE (2)
To learn to use the language by reading, listening, speaking and writing
Procedures
1. Warming up by listening and reading aloud
WHY READ ALOUD
*develops a positive attitude toward books as a source of pleasure and information; *increases vocabulary; *expands the students’ knowledge base; *stimulates imagination; *sharpens observation skills; *enhances listening skills; *promotes self-confidence and self-esteem; *offers many new friends since book characters can become quite real; *contributes to the students’ problem-solving skills; *satisfies and heightens curiosity; *encourages positive social interaction.
2. Reading and underlining
You are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.
Collocations from COME AND EAT HERE(2)feel happy感到快乐, earn one’s living谋生, after all毕竟, look forward to doing期待做……, be in debt负债, no longer不再, look happy看上去高兴, glare at盯着看, only to do（出乎意料之外的结果）却……, spy on窥视, advertise the benefits of…宣传……的好处, enjoy the dumplings享用饺子, serve sb.伺候/服务/招待某人, look ill看上去有病, feel sick with…因……而感到恶心, heavy food难消化的食物, enjoy a second plate of dumplings再享用一盘饺子, get tired变累, rest a lot休息很久, feel healthy感觉健康, chat about…闲聊……, offer a balanced diet提供平衡膳食, offer enough fibre提供足够的纤维, body-building or energy-saving foods强健体魄或有能量的食物, provide a balanced menu提供平衡菜谱, cut down the fat减少油腻, increase the fibre增加纤维, turn into变成, get married结婚, live happily幸福地生活
3. Doing exercises
Now you are to do exercises following the text on page 15.
4. Guided speaking——Talking with foreigners about Chinese food
Suppose you are showing some American visitors around your city. Tell them about Chinese food.
You American visitors
There's a joke about Cantonese food that is often told: They cook everything with four legs except the table and everything that flies except the airplane… The Chinese people love to eat and spend a lot of time eating. It is surprising to us that people eat out so much—not only in restaurants, but in little shops for breakfast, lunch, and dinner. Some of the little shops have a few chairs, some not. Many people set up shops on the sidewalk, often with facilities for simple cooking.
5. Guided Writing
In pairs, discuss what makes an enjoyable Chinese meal. Then make two Chinese menu, the one from the south is given below. Make one from North China.
An example：Fried eggs with tomatoes
Ingredients: 4 eggs, 2 tomatoes, 50 gram peanut oil, proper amount of salt, gourmet powder and chopped scallions.
Cooking methods:
Firstly break the egg shells, put ale egg white and yolk into a bowl and stir them with salt, gourmet powder and the chopped scallions. Secondly wash the tomatoes carefully and cut them into dices of about 4 centimeters. Then put the tomato dices into the mixture of eggs. Finally when the ingredients are ready, put the frying oven on the gas-stove to heat the oil. When the oil is hot enough, pour the egg liquid together with the tomato dices into the oven. Turn over the egg liquid and tomato dices as quickly as you can until the tomato dices are done.
This dish has three different colours: red, yellow and green. It is fragrant and delicious with a bit of sour flavour. It is rich in protein and vitamin C.
中餐英文菜谱
烤乳猪 Roast whole suckling pig
葡国碳烧肉Portuguese roast pork
金牌回香鸡Golden tasty chicken
盐香脆皮鸡Salty crispy chicken
蜜汁碳烧叉烧Honey charcoal pork
碳烧靓排骨Charcoal spare ribs
骨香乳鸽Tasty baby pigeon
新派卤水拼盘New style soy sauce stewed meat
凉拌海蜇Marinated cold jelly fish
日式海蜇Japanese style Jelly Fish
凉拌青瓜Marinated cold cucumber
凉拌粉皮Marinated cold bean pasty
蒜香猪耳仔Garlic taste pig’s ear
麻辣凤爪Spicy hot chicken feet
琥珀核桃Deep fried walnut in Syrup
6. Further applying —Acting a text play
Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.
7. Closing down by reading more about eating
Eating in a healthy wayGOOD dining habits are vitally important to a person’s health, Chen Zhonghui, a renowned nutritionist, told a large audience at the Shenzhen Grand Theater on Saturday. According to Chen, 60 percent of diseases are caused by an unhealthy life style, while only 15 percent are genetically based.A human being’s main sources of nutrition are protein, fat, carbohydrate, mineral elements, salt, vitamin and water. People should try to get nutrition from foods, instead of tonics, said Chen, who worked as nutritionist for China’s State and provincial leaders for more than a decade and co-wrote a popular health guidebook.When asked how he stays healthy, Chen said he eats “everything.” One should not be choosy about food, he said. Chen also pointed out several ordinary unhealthy dining habits, such as eating only flour and rice and refusing to eat coarse grains; eating only appetizers and refusing to eat entrees; and eating only fruit and refusing to eat vegetables. Chen said foods should be clean and fresh, and their nutritional elements should be preserved as much as possible while preparing and cooking them. For example, wash vegetables before shredding them so as to avoid washing vitamins away. Northern Chinese like to eat braised vegetables in the winter, but braising them robs the vegetables of their nutrition.Chen also stressed the importance of eating at proper time. Shenzheners often have simple breakfasts, quick lunchs and large suppers. Chen said these eating habits are unhealthy and a major cause of obesity.It’s better to eat an early and nutritious breakfast and eat modest portions in the evening, said Chen. Contrary to many calcium-supplement advertisements, Chen said people will not suffer from insufficient calcium if they have enough soybeans, milk and sunshine.Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(COME AND EAT HERE <1>)
Introduction
In this period, after the warming up, students will first be guided to question and answer. Then they will be helped to read a narration entitled COME AND EAT HERE. Reading can be done by the following procedures: Looking and listening，Reading aloud to the recording，Reading and underlining， Understanding difficult sentences，Reading to decide on the type of writing and summary of the text. The period will end by students retelling the text.
Objectives
To help students understand the text’s forms and contents and learn about healthy eating
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Words diet, balance, barbecue, roast, stir, fry, slim, lie, consult, digest, glare, spy, limit, benefit, sigh, combine
Expressions ought to, lose weight, get away with, tell a lie, win back, in debt, spy on, cut down, before long, put on weight
Patterns 1. Wang Pengwei sat in his empty restaurant feeling very frustrated. 2. Nothing could have been better. 3. He couldn’t have Yong Hui getting away with telling people lies! 4. I thought you were a new customer and now I find you came only to spy on me and my menu. 5. I do have to rest a lot. 6．Pengwei followed Li Maochang into a newly-opened small restaurant at the end of the street.7. If I had the chance to say one thing to healthy kids, it would be this: Just having a disability doesn’t mean your life is not satisfying. 8. His restaurant ought to be full of people. 9. Tired of all that fat 10. The competition between the two restaurants was on!11. I don’t want them to remind me of her.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up
Warming up by learning vocabulary
Hello, everyone. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet Turn to page 95 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English or in Chinese.
Warming up by sharing opinions
If you eat out a lot, find ways to follow your meal plan as much as possible. Pick a restaurant with a variety of choices to increase your chances of finding the foods you want.
When you eat out, order only what you need and want, know how to make changes in your meal plan in case the restaurant doesn't have just what you want.
（用原版）
Variety, Balance, and Moderation多样性，平衡性，和节制性There is no secret to healthy eating. Be sure to eat a variety of foods, including plenty of vegetables, fruits, and whole grain products. Also include low-fat dairy products, lean meats, poultry, fish, and legumes. Drink lots of water and go easy on the salt, sugar, alcohol, and saturated fat. Good nutrition should be part of an overall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. If you drink alcoholic beverages, do so in moderation.
2．Pre-reading by questioning and answering
Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat
For reference: Then people in the south would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China.
If you had the chance to do one thing to help end hunger in the world, what would you do
For reference: I would try to end hunger by popularizing the advanced farmingtechniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.
3. Looking and listening
Look at the sign of a restaurant. It reads:
We Make It Easy! Accommodating up to 80 guests Sit down meals with a choice of three entrees Buffets available for parties of 38 or more Intimate appetizer receptions Banquets are menu price plus tax & tip No room charge for meal functions No advanced deposit required Elegant set-up, complete with table linens and fresh-cut flowers Service staff dedicated to your party
Do you want to eat here at this restaurant Let’s go!
4. Reading aloud to the recording
Comprehension—understanding what you are reading—is important. To read in thought groups (意群) is an easy, yet effective, way of improving reading comprehension. Now turn to page 10 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the sentences while listening and reading aloud.
5. Reading and underlining
Read the text again and try to underline all the collocations in the passage. You are going to copy them into your notebook after class as homework.
Collocations from COME AND EAT HERE (1)sit in an empty restaurant坐在空荡荡的餐馆里, feel frustrated感到沮丧, get up early早起, prepare one’s menu of mutton kebabs/roast pork准备（烤羊肉串/烤猪肉）菜肴, by lunchtime到午饭时间, ought to应该，be full of充满……，think of…想到……, cook…in the hottest oil用热油烹调, fried rice炒米饭, taste of fat吃起来油腻, hurry by匆匆走过, eat with sb.与某人吃饭, follow … into…跟随进入, a newly-opened small restaurant一个新开张的餐馆, at the end of the street在街道的尽头, a sign in the window窗子上的一个标牌, be tired of对……厌倦、厌烦, come inside to…走进去, serve slimming food提供苗条食品, make…thin使……变瘦, drive…inside驱使……进入 , a thin lady一位很瘦的女士 come forward向前, take…off…减掉, raw vegetables生菜, be amazed at…对……感到吃惊, cost more than…比……花费多, believe one’s eyes相信自己的眼睛, throw away扔掉；丢弃 hurry outside赶紧出去, on one’s way home在某人回家的路上, be on上演，进行，think about…考虑……, make…fat使……肥胖, find out找到；发现, get away with被放过；（做坏事）不受惩罚, tell lies/a lie说谎, do some research做研究, energy-giving food提供能量的食物, become/be tired变累, win… back赢回, feel fit感到健康
6. Understanding difficult sentences
In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.
7. Reading and transferring
In pairs, read the text, find information to complete the following form.
Yong Hui’s restaurant Wang Pengwei’s restaurant
selling point selling point
menu menu
measures
For reference
Yong Hui’s restaurant Wang Pengwei’s restaurant
selling point offer slimming food selling point offer energy-giving food
menu raw vegetables, fruit and water menu mutton kebabs, roast pork, fried rice, sugary cola, ice cream
measures offer balanced menus with food full of both energy and fibre
8. Reading the text once again to decide on the type of writing and summary of the text
Type of writing This is a piece of narrative writing.
Main idea of the passage Being driven by curiosity, Wang Pengwei, an restaurant owner, spied on Yong Hui’s restaurant and put on a competition with Yong Hui.
Central idea of 1st part (before the word of “Curiosity”) Wang Pengwei, frustrated, went into a newly-opened small restaurant at the end of the street and found a sign in the window advertising “slimming foods”.
Central idea of 2nd part (after the word of “Curiosity”) Amazed, Wang Pengwei went to do some research and wrote his own sign starting a competition with Yong Hui.
9. Listing a chain of events happening in COME AND EAT HERE(1)(2)
Read the text one more time to list a chain of events.
sit in an empty restaurant→ feel frustrated → get up early→ prepare one’s menu of mutton→ think of…→hurry by →eat with sb. →follow … into…→come inside to…→serve slimming food → make…thin → drive…inside →come forward →take…off →be amazed at…→cost more than…→believe one’s eyes →throw away…→hurry outside →think about…→ make…fat →find out →get away with →tell…lies →do some research →become tired →feel fit →feel happy →earn one’s living →look forward to ~ing →be in debt →walk in →look happy →glare at…→move round…→spy on…→advertise the benefits…→try a meal →enjoy the dumplings →serve sb. …→look ill →feel sick with…→heavy food →enjoy a second plate of dumplings →get tired →rest a lot →feel healthy →chat about…→offer a balanced diet →offer enough fibre →provide a balanced menu →serve fruit with ice cream →cut down the fat →increase the fibre in the meal →turn into…→get married →live happily
10. Closing down by having a dictation
To end the period you will take a dictation. It is about how to order in a restaurant.
（用原版）
How to order in a restaurant *If you don't know what's in a dish or don't know the serving size, ask.
*Try to eat the same portion as you would at home. If the serving size is larger, share some with your dining partner, or put the extra food in a container to go.*Eat slowly. *Ask for fish or meat broiled with no extra butter.*Order your baked potato plain, then top it with a teaspoon of margarine or low-calorie sour cream, and/or vegetables from the salad bar. *If you are on a low-salt meal plan, ask that no salt be added to your food.Ask for sauces, gravy and salad dressings "on the side." Try dipping your fork tines in the salad dressing, then spear a piece of lettuce. Or add a teaspoon of dressing at a time to your salad. You'll use less this way.*Order foods that are not breaded or fried because they add fat. If the food comes breaded, peel off the outer coating.*Read the menu creatively. Order a fruit cup for an appetizer or the breakfast melon for dessert. Instead of a dinner entree, combine a salad with a low-fat appetizer.*Ask for substitutions. Instead of French fries, request a double order of a vegetable. If you can't get a substitute, just ask that the high-fat food be left off your plate. *Ask for low-calorie items, such as salad dressings, even if they're not on the menu. Vinegar and a dash of oil or a squeeze of lemon are a better choice than high-fat dressings.*Limit alcohol, which adds calories but no nutrition to your meal. Unit 1 Festival around the world
Part 1 Teaching Design
第一部分 教学设计
Period 3 A sample lesson plan for Using Language
(A SAD LOVE STORY)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by talking about “carnival” is to be followed by listening and speaking. Reading is done by having students reading and underlining. Then speaking and acting are carried out based on the reading. A guided writing is then offered. Further applying（Finding information，Writing letters）is presented here for the teacher’s choice. To end the period students may be asked to read the poem on page 8.
Objectives
To help students read the passage A SAD LOVE STORY
To help students to use the language by reading, listening, speaking and writing
Procedures
1. Warming up by talking about “carnival.”
What is a carnival 1. The period of merrymaking and feasting celebrated just before Lent. 2. A traveling amusement show usually including rides, games, and sideshows. A festival or revel: winter carnival. carnival, communal celebration, especially the religious celebration in Catholic countries that takes place just before Lent. Since early times carnivals have been accompanied by parades, masquerades, pageants, and other forms of revelry that had their origins in pre-Christian pagan rites, particularly fertility rites that were connected with the coming of spring and the rebirth of vegetation. In recent times, the term carnival has also been loosely applied to include local festivals, traveling circuses, bazaars, and other celebrations of a joyous nature, regardless of their purpose or their season.
2. Listening
There is a big and famous carnival in Trinidad every February. Li Mei and Wu Ping are there. Listen to the tape and answer the questions on page 6.
3. Speaking
You have visited America and you have returned home to China. You are phoning your friend in America to thank him for the visit. These expressions might help you.
Could/ Would you please… I’d love to…
It’s very kind of you… I look forward to…
Thank you very much/ Thanks a lot. It was a pleasure…
You’re most welcome. Don’t mention it.
4. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage A SAD LOVE STORY. Copy them to your notebook after class as homework.
Collocations from A SAD LOVE STORY
meet sb. at the coffee shop在咖啡店遇到某人, after work下班后, turn up突然出现；到场；调低（收音机等）, right now, laugh at 嘲笑, keep one’s word守信用；履行诺言, look forward to ~ing期待做某事, all day整天, be alone with sb.与某人在一起, be like a fool像个傻瓜, hold one’s breath屏息；屏气, drown one’s sadness in coffee, it is obvious that…显然……, wait for…to leave等待……离开, wipe the table擦桌子, sit down坐下, turn on the TV打开电视, a weaving girl织女, a herd boy牛郎, fall in love with与……相爱, get married secretly秘密结婚, be married to sb.嫁给/娶了某人, become angry变得生气, return to Heaven, cross the river过河, once a year一年一次, make… of…, on the seventh day of the seventh lunar month每年七月初七, hear about听说, set off for home动身回家, throw… away, remind sb. of…提醒某人想起……, pass… on the corner on one’s way home在回家路上, hear…~do/ ~ing, wave at sb. 向某人挥手, have a gift for sb.给某人一个礼物 a happy Valentine’s Day一个快乐情人节
5. Speaking
Turn to page 8 and with a partner, find the answers to the questions:
Why did Li Fang feel like a fool →Because he was alone and heart-broken.
What was Li Fang afraid that Hu Jin was doing →She could be with her friends laughing at him.
How did Li Fang know the manager wanted to shut the coffee shop →He saw the manager wipe the tables, sit down and turn on the TV.
Why do people want the weather to be fine on Qiqiaojie →Because if it rains Zhinu would weep and the couple wouldn’t be able to meet.
What is the reason why Li Fang and Hu Jin did not meet on time →For Li Fang had gone to the wrong place to meet Hu Jin. They should meet at the tea shop.
Why was Li Fang so worried at the end of the story →Because he had no gifts for Hu Jin.
6. Acting a text play
Next we are going to put the text A Sad Love Story on stage, that is, to play the story.
（用原版）
A text play of A SAD LOVE STORY(Time: Valentine’s Day; Place: the coffee shop and the tea shop; People: Li Fang, the coffee shop manager and Hu Jin )Li: (heart-broken) (to the manager) What time is it now, Sir Manager: It is ten to ten. Are you waiting for someone here Li Fang: Yes, I am meeting my girl friend here. She said she would be here by seven o’clock. It is almost ten now. We agreed to meet here, at this coffee shop after work. But she has not turned up yet. Manager: You look heart-broken. Don’t worry. I am sure she will be here very soon. Maybe she is with someone right now, doing something. But she will keep her word.Li Fang: I don’t think she will come to meet me. I look forward to being alone all my life. She is laughing at me. Oh, my God. I look like a fool, being alone on this Valentine’s Day, with nobody loving me in this world.Manager: So hold your breath for me to calm you down. Don’t drown your sadness in coffee.Li Fang: It is obvious that you want me to leave, don’t you What are you doing Are you wiping the table Why did you sit down and turn on the TV Manager: No, I won’t ask you to go. Look! It’s a sad Chinese story about love, on TV. Li Fang: I do not watch TV plays very much. Manager: But this one you must watch! It tells about a weaving girl and a herd boy. They have fallen in love with each other.Li Fang: Are they married Manager: Yes, they got married secretly. But the mother of the girl, the Goddess, doesn’t like her daughter to be married to a human. See she becomes angry and orders her to return to the Heaven. Li Fang: How about Niulang Will he follow the girl back to the Heaven Manager: Yes, he tries to follow her. But…Li Fang: But what Manager: See the river The Milky Way It is impossible for this boy to cross the river.Li Fang: I see. The mother has decided to let the couple meet once a year. But how do they cross the river, the Milky Way Manager: The heavenly magpies make a bridge of their wings so the couple can cross the river to meet. Li Fang: When do they meet Manager: They meet once every year on the seventh day of the seventh lunar month.Li Fang: The TV play is over and I have to be off now, to meet my girl. But where is my girl Hu Jin: Why It’s you, Li Fang Why didn’t you come to meet me I have been waiting for you ever since 7 this evening.Li Fang: I am heart-broken. You leave me alone in the coffee shop, waiting for you the whole evening. Are you in love with someone else Hu Jin: I was waiting for you at the tea shop. Did you forget that we agreed to meet there Li Fang: Is it the tea shop, not the coffee shop Hu Jin: Absolutely!Li Fang: Sorry! I apologise to you. My memory failed me. Hu Jin: So you set off for home Anyway you are here. Now here you are, the gift from me. You know it’s the Valentine’s Day Li Fang: But, but I have thrown mine away Hu Jin: Why Li Fang: Because I don’t want them to remind me of you. I thought you would never turn up in front of me, to see me, to love me. Hu Jin: I passed a man on the corner on my way here looking for you. I heard him singing the song of Qiqiaojie. I thought it was you. So I waved at him. But it turned out to be a stranger. Li Fang: Could you forgive me I have no gifts for you on this happy and sad Valentine’s Day.
7. Writing an imagined and different ending to the story of Li Fang, beginning with:
As he sadly passed the tea shop on the corner on his way…
8. Writing a description
To inform the foreigners of the Chinese culture, you are to write a description of Qiqiaojie in English. You may begin like this:
Love story for this day is about the 7th daughter of Emperor of Heaven and an orphaned cowherd. They were separated by the Emperor. The 7th daughter was forced to move to the star Vega and the cowherd moved to the star Altair. They were allowed to meet only once a year on the day of 7th day of 7th lunar month.
9. Finding information
Go to the library to read or get online to search in order to find more information on festivals and celebrations. Take notes of your finding and report to your group mates next period.
10. Writing letters
Write a letter either to Zhinu or Niulang, telling about the modern life and the modern love.
11. Closing down
Closing down by filling a form
Make use of the text and others to fill in the form.
TWO SAD LOVE STORIES
OF Li Fang and Hu Jin Of Niulang and Zhinu
Closing down by describing the stars of Vega and Altair
To end this period, I am going to ask you to write a short passage to describe to the class the two stars of Vega and Altair which are related to Qiqiaojie, the Chinese Valentine’s Day.
For reference:The StarsThe star Vega (Weaving Maid) is the 5th brightest star in the sky. Therefore, it's very easy to find in the summer night. The size of Vega is 16 times bigger than the Sun. The temperature on its surface is more than 10,000 degrees. The brightness of Vega is 25 times brighter than the Sun. It's 25 light years away from the Earth.The star Altair (Cowherd) is the 11th brightest star in the sky. Therefore, it's not difficult to find in the summer night. The size of Altair is 4 times bigger than the Sun. The temperature on its surface is about 8,000 degrees. The brightness of Altair is 11 times brighter than the Sun. It's 17 light years away from the Earth.Unit 3 The Million Pound Bank Note
Part 1 Teaching Design
第一部分 教学设计
Period 2 A sample lesson plan for Learning about Language
(Noun clauses as the object and predictive)
Introduction
In this period students will be first helped by the teacher to warm up by having a dictation. Then students are asked to discover useful words and expression and learn about grammar—noun clauses as the object and predictive. Ready used materials for noun clauses as the object and predictive are offered. Then the class is closed down by students reading more on object clauses.
Objectives
To learn about Noun clauses as the object and predictive
To discover and learn to use some useful words and expressions
To discover and learn to use some useful structures
Procedures
1. Warming up by dictation
The Million Pound Note is a satisfying adaptation of a satirical short story by Mark Twain. Henry Adams, an impecunious American lives by his wits in London. Henry becomes the object of a wager between millionaire brothers Oliver and Roderick Montpelier, who want to find out if a man with a million pound note in his bank account could live comfortably for one month on the strength of that note--without ever spending a penny of it. When Henry is given the note and lets it be known that he has it, every courtesy imaginable is extended to him by hoteliers, restaurateurs, etc. Trouble brews when Henry uses the note's reputation to speculate on the stock market. When his creditors demand that he produce the note as an act of faith, Henry is unable to do so.
2. Discovering useful words and expressions
In pairs do the exercises on page 20 and 21. You must finish them in 10 minutes.
3. Learning about grammar——Read and identify Noun clauses
Like phrases, subordinate clauses can perform the function of the various parts of speech such as nouns, adjectives, and adverbs. A subordinate clause which functions as a noun is called a noun clause and can serve as a(an):
Subject
Direct Object
Indirect Object
Predicate Noun
Object of a Preposition
Object Complement
Appositive to a Subject or Object
Scan the text for examples of Noun clauses as the object and predictive.
4. Studding the ready used materials for Noun clauses as the object and predictive
1. Example of a noun clause functioning as a direct objectWe discovered his arrogance.“Arrogance” is the object of “discovered.”We discovered what he had asked her.The clause “what he had asked her” is the object of the verb “discovered” in this sentence.2. Example of a noun clause functioning as an indirect objectWe showed the professor the error.“The professor” in this sentence is the indirect object, and “the error” is the direct object.She gave every little error her full attention.The noun clause “every little error” is the indirect object, and “her full attention” is the direct object. Remember that the direct object should answer the question, “What did she give ” while the indirect object answers, “To whom (or what) did she give it ”3.Example of a noun clause functioning as a predicate noun(Remember that a predicate noun is a subject complement that renames the subject.) The insult was his audacity.“Audacity” is an abstract noun which is subject complement (predicate noun) of the subject “insult.”The insult was that he had even asked her.The clause “that he had even asked her” is the predicate noun (subject complement) of this sentence.4. Example of a noun clause functioning as an object of a preposition.She found fault in his question.“Question” is the object of the preposition “in.”She found fault in what he had asked her.The clause “what he had asked her” is the object of the preposition “in” in this sentence.5. Example of a noun clause functioning as an object complement.You can call him a scoundrel.The word “scoundrel” is an object complement that describes the direct object “him.”You can call him what you wish.The clause “what you wish” can take the place of “scoundrel” as object complement.
5. 宾语从句小结
宾语从句在句中作及物动词或介词（如except，but，besides等）的宾语。I know nothing about her except that she lives next door. 我只知道她住在隔壁房间。注：（1）主句的谓语是make，find，see，hear等，且带有复合宾语时，可把宾语从句置于宾补之后，用it作形式宾语。I find it necessary that we practice spoken English every day.我发现每天练习英语口语是必要的。（2）许多描述情感的形容词（happy，glad，afraid，pleased，sorry，surprised等），或表示确信无疑的形容词（certain，sure等）后可带宾语从句。I’m afraid （that）we’ve sold out of tickets.对不起，我们的票已经卖完了。（3）在表思想和感觉的动词（believe，imagine，suppose，think，expect等）之后，可以把从句上的否定形式转移到这些谓语动词上来。I don't believe she’ll arrive before 7. 我不相信她会在7点以前到达。二、直接引语和间接引语。直接引语——引述别人的原话，放在引号内。间接引语——用自己的话转述别人的意思，不用引号，常用宾语从句表达。(1)陈述句变为以that（常可省略）引导的宾语从句。He said，“I am very glad.”他说：“我很高兴。”He said that he was very glad.他说他很高兴。（2）一般疑问句变为以if（whether）引导的宾语从句。一般地，if和 whether引导宾语从句时可换用。I don't know whether（if）you can help me.我不知道你是否能帮助我。但下列情况一般用whether，不用if。1)后面紧跟or not时。 Mary asked me whether or not she should come.玛丽问我她是否应该来。2)介词之后时。She was worried about whether she passed the exam她担心考试是否及格了。3）动词discuss、argue等之后时。We discussed whether we should send the students to the conference.我们讨论是否派学生去参加会议。4）与不定式连用时。She is not sure whether to stay or not. 她不能确定是否留下。5）宾语从句置于句首时。Whether he lives there，I want to know. 我想知道她是否住在那儿。6）可能造成歧义时。Let me know whether you can come.. 告诉我你是否能来。(若用if，除了上述宾语从句意义外，还可理解成条件状语从句，译为：如果你要来，请通知我。)（3）特殊疑问句变为以wh-/h-等疑问词引导的宾语从句。（注意从句要用陈述句语序）He said,“where is Mr Green？”他说：“格林先生在哪？”He asked where Mr Green was. 他问格林先生在哪里。在名词性从句中，what既引导该从句，又在其中作句子成分时，what常可转换成the thing（s）+that定语从句。She told me what she had done .（宾语从句）She told me the things that she had done.（定语从句）她告诉我她做了什么。三、宾语从句谓语动词的时态。(1)若主句谓语动词为一般现在时和一般将来时，宾语从句的动词可根据句意用任何时态。Will you tell me how you learned English well？告诉我你怎么学好英语的好么？I think he’ ll be back in an hour.我想一小时后他会回来的。(2)若主句谓语动词为过去时时，从句的动词需用跟过去有关的时态。I thought they were having lessons我想他们正在上课。She said she had done her homework她说她已做完作业。（3）宾语从句表达客观真理，不论主句是什么时态，从句都用一般现在时。The teacher told us light travels faster than sound老师告诉我们光的速度比声音快。
6. 复习表语从句
从属连词that（一般不省略为好），whether（不用if），as if（though）等引导的表语从句。The reason（ why ） she hasn't come is that（此处不可用because）she has to send her mother to a hospital.她没来是因为她必须送母亲去医院。 The question is whether the work is worth doing. 问题是这项工作是否值得做。It looks as if it is going to rain. 天好像要下雨似的。连接代词what，which，who，whom，whose等引导的表语从句。This is what I want to say. 这就是我想说的。连接副词when，where，how，why等引导的表语从句。This is how we overcome the difficulties. 这就是我们克服困难的方法。
7．Consolidating by taking a quiz
1 —I drove to Zhuhai for the air show last week .—Is that_____ you had a few days off？（NMET1999）A. why B .what C. when D. where 2 .I had neither a raincoat nor an umbrella ____I got wet through. （1998 上海）A. It’s the reason B. That’s why C. There’s why D. It’s how3. What the doctors really doubt is ____ my mother will recover from the serious disease soon. (2001上海春)A. when B. how C. whether D. why4. See the flags on top of the building That was ______ we did this morning. （2006 全国Ⅰ）A. when B. which C. where D. what5. Perseverance is a kind of quality---and that’s ______ it takes to do anything well.(2002上海)A. what B.that C. which D. why6. —Are you still thinking about yesterday’s game (2003北京春)—Oh, that’s _____.A. what makes me feel excited B. whatever I feel excited aboutC. how I feel about it D. when I feel excited7. You are saying that everyone should be equal, and this is _____ I disagree.(2004全国）A. why B. where C. what D. how8. What surprised me was not what he said but ______ he said it.（2004湖北）A. the way B. in the way that C. in the way D. the way which9. Great changes have taken place in that school. It is no longer ______ it was 20 years ago, _____ it was so poorly equipped.（2005安徽）A. what; when B. that; which C. what; which D. which; that10. The place ______ the bridge is supposed to be built should be ______ the cross-river traffic is the heaviest.（2005江苏）A. which; where B. at which; which C. at which; where D. which; in whichKeys: 1-5. A B C D A 6-10. A B A A. C
1. The point is ____ we will have our sports meet next week.A. that B. if C. when D. whether2．The reason why he failed is ____he was too careless.A. because B. that C. for D. because of3. Go and get your coat. It’ s ____you left itA. where B. there C. there where D. where there4．The problem is ____to take the place of TedA. who can we get B. what we can getC. who we can get D. that we can get5．____your father wants to know is____ getting on with your studies.A. what； how are you B. That；how you are C. How；that you are D. What；how you are6. This is____ they call the Bird Island and____ we’ll stay.A. where; what B. what；where C. how；where D. why；the place where7. You are saying that everyone should be equal, and this is ____ I disagree.A. why B. where C. what D. how8. _______ makes the school famous is _____ more than 90% of the students have been admitted to universities.A. What; because B. That; because C. That; what D. What; that9. He’s _____ as a “ bellyacher” — he’s always complaining about something.A. who is known B. whom is known C. what is known D. which is known10. – Are you firmly against any independence move by Taiwan — Of course. That is ____ our basic interest lies.A. why B. when C. where D. whatKeys: 1-5 D.B A C D 6-10 B B D C DUnit 1 Festival around the world
Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(FESTIVALS AND CELEBRATIONS)
Introduction
In this period, after the warming up, students will first be guided to imagine, talk and share what they know about festivals. Then they will be helped to read an exposition（说明文）entitled FESTIVALS AROUND THE WORLD. Examples of “Warming Up” designs are presented in this book for teachers’ reference.
Objectives
To help students understand the text’s forms and contents and learn about festival around the world
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Words harvest, starve, trick, gain, gather, award, admire, blossom, fool, apologize, drown, wipe, weave, weep, remind, forgive
Expressions take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fin with, turn up, keep one’s word, hold one’s breath, set off, remind … of…
Patterns 1. Discuss when they take place. 2. Festivals and celebrations of all kinds are held everywhere. 3. The most energetic and important festivals are the ones that look forward to the end of winter and the coming of spring. 4. The country is covered with cherry trees flowers so that it looks as though it might be covered with pink snow.5. In European countries it is the custom to decorate churches and town halls with flowers and fruit. 6. If they are not given anything, the children might play a trick. 7. Because they thought these festivals would bring a year of plenty.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up
Warming up by discussing
Good morning, class. Today we are going to read about FESTIVALS AND CELEBRATIONS. But first, I’d like to have you work in groups and list five Chinese festivals that you know. When do they take place What do they celebrate And what people do at that time
Warming up by watching and listening
Hi, every one. Look at the photos and listen to me telling you about some Western Festivals. (用原版)
Some Western Festivals Valentine’s Day , February 14 情人节 Candy, flowers and other tokens of affection are exchanged on this day, in honor of two martyrs, both named St. Valentine. April Fool’s Day, April 1 愚人节 Franksters feel that it is permissible to play all sorts of tricks on this day. Mother’s Day 母亲节 The second Sunday in May, set aside to honor mothers. Father’s Day 父亲节 The third Sunday in June, set aside to honor fathers. Halloween , October 31 万圣节 A special day for making merry, wearing costumes and playing old-fashioned games. A favorite with children. Easter 复活节 A Christian holy day in March or April when Christians remember the death of Christ and his return to life.Thanksgiving Day 感恩节 Generally the fourth Thursday in November, set aside for national thanksgiving, especially for our democratic form of government. It is a legal holiday in all states. Labor’s Day 劳动节 The first Monday in September. Set aside to honor labor, it is a legal holiday in all states.Christmas Day, December 25 圣诞节 This is both a legal and religious holiday, it observes the anniversary of the birth of Jesus. All states and all those of the Christian faith celebrate this holiday.
Warming up by learning vocabulary
Turn to page 96, and go over the vocabulary list for Unit 1. Find out the relationship between the spelling and the pronunciation.
2. Pre-reading by imagining and sharing
Hello! Now you can celebrate everyday! Everyday is a holiday. Imagine somewhere someone is celebrating right now. Our world is filled with mystical celebrations and powerful e and tell the class what holiday it is today.
3. Talking and sharing
Work in groups of four. Tell your group mates what festivals or celebrations do you enjoy in your city or town
4. Listening to the recording
Now please listen to the recording of the text FESTIVALS AND CELEBRATIONS. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice.
5. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from FESTIVALS AND CELEBRATIONS
hold festivals and celebrations, catch animals, have food吃饭, light fires, make music, bring a year of plenty带来富足的一年, honour the dead纪念死去了的人, satisfy and please sb.讨好取悦某人, do harm to对……有害, clean the graves扫墓, light incense, in memory of 纪念；追念, light lamps, play music, lead sb. back to earth, on an important feast day, in the shake of sth., offer sth. to sb., have the origin as an event, ask for sth., dress up乔装打扮；穿上盛装, play a trick诈骗；开玩笑, hold festivals as an honour to sb., a national holiday, gain …’s independence, gather… for…, a season of agricultural work, decorate churches with 用……装饰教堂, get together聚会, have meals吃饭, win awards for sth., admire the moon, give gifts of moon cakes, an energetic and important festival, look forward to期望；期待；盼望, eat dumplings吃饺子, give sb. lucky money给某人压岁钱, in red paper, dragon dances, celebrate the lunar New Year庆祝阴历的新年, take place发生, day and night日日夜夜, loud music, colourful clothing of all kinds, an important religious and social festival, be covered with 由……覆盖., have fun with each other彼此玩得开心, enjoy life享受生活, be proud of为……自豪, forget sth. for a little while暂时忘记某事
6. Reading and transferring information
Read the text again to complete the table listing festivals and their celebrations.
FESTIVALS AND CELEBRATIONS
Ancient Festivals Festival of the Dead Festival to Honour People Harvest Festival Spring Festival
celebrate the end of the cold weather, planting and harvest; capture of animals. … … … …
For reference:
FESTIVALS AND CELEBRATIONS
Ancient Festivals Festival of the Dead Festival to Honor People Harvest Festival Spring Festival
celebrate the end of the cold weather, planting and harvest; capture of animals. honor the dead, satisfy and please the ancestors an honor to famous people or the gods, happy events for food gathering and end of agricultural work. look forward to the end of winter and to the coming of spring
7. Reading to decide on the type of writing and summary of the text
Type of writing This is a piece of descriptive writing.
Main idea of the passage Festivals and celebrations of all kinds, such as festivals of the dead, festivals to honour people, harvest festivals and spring festivals, have been held ever since the ancient times.
Topic sentence of 1st paragraph Today’s festivals have many origins.
Topic sentence of 2nd paragraph Festivals are held to honour the dead, or satisfy and please the ancestors.
Topic sentence of 3rd paragraph Festivals can be held to honour famous people.
Topic sentence of 4th paragraph Harvest and Thanksgiving festivals can be very happy events.
Topic sentence of 5th paragraph The most energetic and important festivals are the ones that look forward to the end of the winter and the coming of spring.
Topic sentence of 6th paragraph Festivals let us enjoy life.
8. Closing down by making a diagram and retell the text
We shall end the class by going over the text once again to make a diagram and retell the story with its help.
→
Ancient festivals
Spring festivals
Harvest festivals
Festivals to honour people
Festivals of the DeadUnit 2 Healthy eating
第一部分
《金色教案》教学设计说明
About the topic and the structures单元话题和结构 本单元的中心话题是“健康饮食”。本单元将通过谈论健康饮食，让学生了解饮食与健康方面的有关知识并且能根据所学知识审视自己、审视食物，提高健康饮食意识，并在日常生活中少吃汉堡、薯条等高热量低营养食品，多吃水果、蔬菜和谷物，远离肥胖和亚健康状态。本单元语言功能项目是：“提建议”、“看医生”和“同意与不同意”。本单元语言结构项目依然是“情态动词”。本单元还要求学生学习写作“劝说文：广告”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up 教师选择使用提供的Warming up by learning vocabulary, 或者Warming up by sharing opinions进行热身，激发学生的阅读兴趣，导入本课，为Reading部分的阅读做好铺垫。Pre-reading 引导学生通过questioning and answering进行操作。Reading课文主要讲述王鹏伟和咏慧开饭店的不同风格，经营的菜肴以及顾客对不同食品的不同反响，反映了现代人对饮食的关注和时尚追求。文章结尾一句话The competition between the two restaurants was on!给读者留下了悬念, 引起学生极大兴趣,使学生有继续阅读的欲望。建议通过下列活动Looking and listening，Reading aloud to the recording， Reading and underlining，Understanding difficult sentences，Reading to decide on the type of writing and summary of the text，引导学生从形式到内容掌握课文。最后是Closing down by retelling the text。
Period 2Learning about language 知识课 Learning about language 主要突出本单元的重点词汇和主要语法项目。通过Warming up by having a dictation，Discovering useful words and expressions，Learning about grammar， Reading ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t 和Closing down by doing a quiz 等活动，帮助学生熟练掌握情态动词ought to / ought not to / have to / don’t have to / mustn’t / needn’t的各种语用功能。
Period 3Using language运用课 Using language涵盖了听、说、读、写四个部分。首先是 Warming up by listening and reading aloud，然后是Reading and underlining，Doing exercises， Guided speaking——Talking with foreigners about Chinese food， Guided Writing。之后是 Further applying —Acting a text play，最后以Closing down by reading more about eating结课。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。5. Reading and underlining
A really useful way to help us with our listening is to become aware of 'thought groups' .
When we speak, we need to divide speech up into small ‘chunks’ to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups.
Next you are to read the text, dividing the text into thought groups and circling all the useful expressions or collocations in the passage. Copy them into your notebook after school as homework.
Collocations from A TRIP ON “THE TRUE NORTH”on a trip(在旅途中), on the Atlantic coast（在大西洋海岸）, take the aeroplane（乘飞机）, fly from… to…（从……飞行到……）, take the train from… to…（乘火车从……到……）, from west to east（从西到东）, across Canada（横穿加拿大）, cross the whole country（横贯整个国家）, wait for…（等候……）, at the airport（在机场）, take…to…（把……带到……）, catch the train（乘坐火车）, on the way to…（在去……的路上）, see great scenery（看美丽壮观的风景）, on the trip（在旅途中）, go eastward（向东行驶）, pass cities（经过城市）, in less than five days（在不五天的时间里）, from coast to coast（从一个海岸到另一个海岸）, in the warmest part of…（在最热的地方）, be surrounded by…（被……所包围）, on the north（在北边）, ski in the mountains（在山上滑雪）, sail in the harbour（在港湾了扬帆行船）, north of…（……的北边）, settle down in the seat（落座）, look out of the window at the wild scenery（从窗口看到了自然风光）, a mountain goat（野山羊）, a grizzly bear（大灰熊）, a famous Western festival（有名的西方节日）, come from all over…（全来自……）, compete in ~ing（比赛做……）, ride wild horses（驾驭野马）, have a gift for ~ing（有天资/天分做……）, work with…（与……共处）, win…prizes（赢得……奖金）, live within 320 kilometres of the USA border（居住在靠近美国320公里以内的边境地带）, go through…（穿过……）, a wheat-growing province（种植小麦的省份）, thousands of square kilometers in size（面积有数千平方米）, at the top end of…（在……的最上首）, a busy port（繁忙的港口）, be close to…（接近……）, one-third of…（……三分之一）, rush through…（穿行过……）
The Rocky MountainsThe Rocky Mountains, the great backbone of North America, extend 5,000 kilometers from New Mexico to Canada. The elevations range from about 1,500 meters along the plains to 4,399 meters, and the widths range from 120 to 650 kilometers. The Rocky Mountains are composed of many mountain ranges with unique ecological features. For example, 20 ranges make up the Rocky Mountains in and adjacent to Wyoming. The natural beauty, abundant wildlife, and fresh water have attracted human inhabitants for the last 10,000-12,000 years.
6. Reading and transferring information
Read the text again to complete the table summarizing A TRIP ON THE TRUE NORTH.
A TRIP ON THE TRUE NORTH
About Canada About Vancouver About Rocky Mountains About Thunder Bay
bigger than the US; 2nd biggest country in the world; From west to east, you can see mountains, thousands of lakes, forests and wide rives as well as cities. 5,500 km from coast to coast warmest part of Canada; most beautiful city in Canada, surrounded by mountains on the north and east and the Pacific Ocean on the west; population increasing rapidly; wild scenery; mountain goats; a grizzly bear; at the top end of the Great Lakes; a busy port;
7. Going over the text for the type of writing and summary of the idea
Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject — supportive, condemning, objective, etc.)
Type of writing This is a piece of narrative writing.
Main idea of the passage Li Daiyu and her cousin Liu Qian went on a trip to Canada, visiting their cousins and enjoying the beautiful scenery across the whole continent of Canada from west to east.
Main idea of 1st paragraph Li Daiyu and her cousin Liu Qian were on a trip to Canada.
Main idea of 2nd paragraph Having arrived in Vancouver, the most beautiful city in Canada, they were to be taken to catch “The True North”, the cross-Canada train.
Main idea of 3rd paragraph Settling down in their seats in the train, they enjoyed the wild scenery while crossing the Rockey Mountains to Calgary.
Main idea of 4th paragraph While arriving Thunder Bay, they learn more about Canada, its population, resource and etc.
Main idea of 5th paragraph The train rushed through the night towards Toronto while they were sleeping.
8. Reading the text once again to make a diargram of A TRIP ON “THE TRUE NORTH”
→
9. Understanding difficult sentences
Are there any difficult sentences Now discuss with your partner the difficult points from the text.
10. Closing down by acting the text
Acting out the text is a strategy for motivating us to read out loud the text. We need oral practice and help with pronunciation and so acting out the text really helps us.
To end the period let’s act this text out. We shall have three student actors to play Li Daiyu, Liu Qian and Danny Lin.
towards Toronto
arrive in Thunder Bay
cross the Rockey Mountain
catch “The True North” train.
on a trip to Canada.Unit 2 Healthy eating
Part 1 Teaching Design
第一部分 教学设计
Period 2 A sample lesson plan for Learning about Language
(Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t)
Introduction
In this period students will be first helped by the teacher to warm up by having a dictation. Then they go on to discover useful words and expressions and learn about grammar. Some ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t will be offered.
Objectives
To learn about Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t
To discover and learn to use some useful words and expressions
To discover and learn to use some useful structures
Procedures
1. Warming up by reading aloud the text COME AND EAT HERE (1)
We promote reading aloud to students and by students in order to encourage a love of English books and a desire to become a fluent English speaker. So Read aloud the text before we learn about the grammar.
2. Discovering useful words and expressions
In pairs do the exercises on page 12. You must finish them in 5 minutes.
3. Reading and identifying
Read the text COME AND EAT HERE (1), discovering all the sentences which contain any of the modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t.
4. Consolidating by doing exercises
To consolidate your understanding you will be given 10 minutes to go over exercises on page 13. You may just write in your text book. I mean the student’s book you are working by.
5. Reading the ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t
（用原版）
1. What are Modal Verbs Modal auxiliary verbs help other verbs express a meaning or an idea but have no meaning by themselves. In English, modal auxiliary verbs are defective; for example, they do not have participle forms (no -ing or -ed endings).They are used in a variety of grammatical moods such as the conditional mood, which expresses uncertainty ("I would be delighted if you came to my party"). Modal auxiliary verbs are special verbs which behave very differently from normal verbs. Next are some important differences.2. Modal verbs do not take "-s" in the third person.EXAMPLES:
He can speak Chinese.
She should be here by 9:00. 3. You use "not" to make modal verbs negative, even in Simple Present and Simple Past.EXAMPLES:
He should not be late.
They might not come to the party.4. Many modal verbs cannot be used in the past tenses or the future tenses.EXAMPLES:
He will can go with us. NOT CORRECT
She musted study very hard. NOT CORRECT
For reference: （用原排版）
ought to expectation (can use should) e.g. If you like Picasso, you ought to enjoy the exhibition.
recommendation (can use should)e.g. You ought to have more driving lessons before you take the test.
criticism (can use should) e.g. You ought not to shout at your mother like that.
don’t have to when you don’t need to do something (but you can if you want) e.g. You don’t have to go to school if you don’t want to.
have (got) to necessity, impersonal, not for personal feelings, but for a rule or situation. If you are unsure whether to use must or have to, it is usually safer to use have to.e.g. I have to get up early tomorrow to catch the train to the office.
must not prohibition (negative order) e.g. You must not leave the table until you have finished your dinner.
need as a normal verb e.g. Do you need me to help you
in questions (less usual) e.g. Need you make so much mess
needn’t not necessary to do something (unusual) e.g. You needn’t come to the party if you don’t want to.
don’t need to not necessary to do something (more used than needn’t) e.g. You don’t need to come to the party if you don’t want to.
6. Closing down by doing a quiz
Modals and Related Expressions
1. Ted's flight from Amsterdam took more than 11 hours. He_____ be exhausted after such a long flight. A. must B. can C. had better 2. The book is optional. My professor said we could read it if we needed extra credit. But we _____ read it if we don't want to. A. can not B. must not C. don't have to 3. Susan_____ hear the speaker because the crowd was cheering so loudly. A. couldn't B. can't C. might not 4. The television isn't working. It ______ damaged during the move. A. must have been B. must C. must be 5. A_____ hold your breath for more than a minute B: No, I can't. A. Are you able to B. Might you C. Can you 6. You _____ be rich to be a success. Some of the most successful people I know haven't got a penny to their name. A. can't B. don't have to C. shouldn't 7. I've redone this math problem at least twenty times, but my answer is wrong according to the answer key. The answer in the book _____ be wrong! A. have to B. must C. should 8. You _____ do the job if you didn't speak Japanese fluently. A. can't B. won't be able to C. couldn't 9. You _____ worry so much. It doesn't do you any good. Either you get the job, or you don't. If you don't, just apply for another one. Eventually, you will find work. A. shouldn't B. don't have to C. can't 10. You _____ be kidding! That can't be true. A. should B. have to C. ought to 11. You _____ leave the table once you have finished your meal and politely excused yourself. A. would B. might C. may 12. _____ we move into the living room It's more comfortable in there and there's a beautiful view of the lake. A. Shall B. Must C. Will 13. If I had gone white water rafting with my friends, I _____ down the Colorado River right now. A. would have float B. would be floating C. would float 14. At first, my boss didn't want to hire Sam. But, because I had previously worked with Sam, I told my boss that he _____ take another look at his resume and reconsider him for the position. A. must B. ought to C. has to 15. You _____ take along some cash. The restaurant may not accept credit cards. A. had better B. has to C. can 16. The machine _____ on by flipping this switch. A. may turn B. could be turning C. can be turned 17. I can't stand these people - I _____ get out of here. I'm going to take off for a while you get rid of them. A. might B. have got to C. had better 18. You _____ forget to pay the rent tomorrow. The landlord is very strict about paying on time. A. mustn't B. don't have to C. couldn't 19. Terry and Frank said they would come over right after work, so they _____ be here by 6:00. A. have to B. can C. should 20. The lamp _____ be broken. Maybe the light bulb just burned out. A. might not B. must not C. could not
Keys: 1-5 BCAAC 6-10 BBCBA 11-15 CABBA 16-20 VBACAUnit 5 Canada—“The True North”
Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(A TRIP ON “THE TRUE NORTH”)
Introduction
In this period, after the warming up, students will first be guided to talk and share. Then they go on to listen and read aloud the text. Steps like reading and underlining, reading and transferring information, understanding difficult sentences and closing down by acting the text are to be taken.
Objectives
To help students understand the text’s forms and contents and learn about Canada
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Words chat，surround， measure， border，mix，confirm， terrify，impress
Expressions rather than, settle down, catch sight of, in the distance
Patterns 1. Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast. 2. Rather than taking the airplane all the way, they decided to fly from China to Vancouver. 3. It is the second biggest country in the world and as you go eastward, you will see mountains, and pass by thousands of lakes, forests and wide rivers as well as cities. 4. That afternoon in the train the cousins settled down in their seats. 5. Many of them have a gift for working with animals and they can win thousands of dollars in prizes.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up
Warming up by talking about Canada
Hello, everyone. Today we are going to read about Canada. But first I’d like to inform you of some facts about this second largest country in the world.
Best of the World's Best
For 7 years in a row (1994-2000 inclusive) the United Nations voted Canada "the best COUNTRY in the world in which to live". In 2001 it was voted 2nd and in 2002 Canada was ranked 3rd. An 8th place ranking in 2003 was disappointing, but Canadians still feel that it is the best!.In January 2000, Vancouver (BC) was voted "the best CITY in the world in which to live" (in a 3-way tie with Zurich & Bern, Switzerland and Vienna, Austria).
Warming up by looking and listening
Hi, everyone. Look at the picture and tell me what it is like. Yes, the head of the man looks like the map of Canada. The man, representing Canada, is playing hockey, the national sport of the country Canada.
Hockey Canada Strengths4.5 million Canadians are involved in hockey as coaches, players, officials, administrators or direct volunteers (this does not include spectators, parents and occasional volunteers).Research has shown that hockey is the activity of choice of over 2 million Canadians.Over 508,000 players are registered with Hockey Canada for the 1998-99 season.There are more than 1.5 million games played and 2 million practices every year.There are over 3,000 arenas in Canada.
Warming up by giving facts
Nice to see you back at school, boys and girls. To begin with turn to page 33, and go over the warming up exercises. Find out the facts about the country of Canada.
GENERAL INFORMATIONarea: 9,970,610 sq km/3,849,652 sq mi; capital: Ottawa; major towns/cities: Toronto, Montral, Vancouver, Edmonton, Calgary, Winnipeg, Qubec, Hamilton, Saskatoon, Halifax, London, Kitchener, Mississauga, Laval, Surrey; physical features: mountains in west, with low-lying plains in interior and rolling hills in east; St Lawrence Seaway, Mackenzie River; Great Lakes; Arctic Archipelago; Rocky Mountains; Great Plains or Prairies; Canadian Shield; Niagara Falls; climate: varies from temperate in south to arctic in north; 45 of country forested
2. Questioning and answering
How do you usually travel when on vacation Alone With companion With classmates What type of activities do you most like to participate in when you travel
Do you do group travel
3. Talking and sharing
What three words would you use to describe Canada
Happy Canada Day! ( words to describe Canada) Happy Canada Day! Even though our country isn't perfect, I feel lucky to live here when I think about some of the horrible things that are happening in other parts of the world.
What are some words that spring to mind when you think about Canada
Here are some of mine: vast, changing weather, uncertain
4. Listening and reading aloud
Reading aloud to the recording of the text improves our literacy skills — reading, writing, speaking, and listening. Now please listen and read the text aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.
加拿大太平洋岸的一颗宝石——温哥华市 Vancouver世界上很少有城市能像卑诗省的温哥华如此秀丽天成、多彩多姿及诸色人种汇聚一堂。温哥华坐落于加拿大西海岸，拥有一百八十万多元化人口，乃加拿大第三大城市，并且是国际商业重镇。温哥华被海洋、青山及公园绿地所环绕，提供了其它城市难得一见的城区优质生活。它的街道安全洁净；它的海滩、青山易于接近；它的居民亲切友善。 温哥华提供琳琅满目的体育、文化、娱乐活动机会。在它四季宜人的气候下，您一定可以了解为何温哥华被喻为 "加拿大太平洋岸的一颗宝石"。Unit 5 Canada—“The True North”
Part 1 Teaching Design
第一部分 教学设计
Period 3 A sample lesson plan for Using Language
(“THE TRUE NORTH” FROM TORONTO TO MONTREAL)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by listening and writing is to be followed by speaking，reading and underlining and acting. The class ends in class having a guided writing.
Objectives
To enjoy the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL
To learn to use the language by reading, listening, speaking and writing
1. Warming up by listening and writing
Turn to page 37 and listen to the tape and complete the sentences with correct information.
2. Speaking
In groups of four, talk about the 4 questions on the top of page 38.
Bilingualism双语国家Under the Official Languages Act, Canada is an officially bilingual country. This means that Canadians have the right to get federal government services in English or French, no matter what part of Canada they are living in.New Brunswick is the only province that is officially bilingual. New Brunswick residents receive services in both official languages from all of their provincial government departments and agencies.In Quebec, French is the official language and in most cases, provincial and municipal services are provided in French.In the other provinces and territories, English is the official language, and the availability of provincial services in both official languages varies.At the municipal level, the availability of services in both official languages varies greatly.Multiculturalism 多元文化Canada is populated by people who have come from every part of the world. Through the Canadian Multiculturalism Act, the government encourages Canadians to take pride in their language, religion and heritage and to keep their customs and traditions, as long as they don't break Canadian laws.
3. Reading and underlining
Next you are to read “THE TRUE NORTH” FROM TORONTO TO MONTREAL and underline all the useful expressions or collocations you’ve found in it. Copy them into your notebook after class as homework
Collocations from “THE TRUE NORTH” FROM TORONTO TO MONTREALfrost on the ground（地上覆盖了一层薄霜）, around noon（中午时分）, the most wealthy and biggest city in Canada（加拿大最大最富有的城市）, leave for…（离开去……）, go on a tour of the city（继续在市内游览一番）, go up the tower（登上塔顶）, look across the lake（俯瞰湖面）, flow into…（流人……）, flow over…（流经……）, on one’s way to…（在去……的路上）, a covered stadium（加顶的运动场）, walk north（向北走）, phone… from a telephone booth（到电话亭给……打电话）, have dinner in downtown Chinatown（在市内的中国城吃晚饭）, move to…（移居到……）, meet… at…（在……迎接……）, get good Cantonese food（吃到好吃的广东菜）, come from South China（来自中国南方）, go as far as Ottawa（去到远至渥太华）, about four hundred kilometers northeast of Toronto（距多伦多东北大约有400公里）, take too long（花费的时间长）, at dawn（黎明）, at the train station（在火车站）, have English words in small letters（有小字体的英文标注）, go downtown（到市区去）, be close to…,（接近……） spend the afternoon in the lovely shops （整个下午在可爱的商店）, visit… in…（在……拜访……）, sit in a café（坐在咖啡馆）, look over…（眺望……）, sit down with…（和……坐在一起）, on a train trip across…（坐着火车上横穿……）, have a French culture（具有法国文化）, speed along the river toward…（沿着河流驶向……）, dream of…（梦想……）
4. Acting a text play
Acting out the text is a strategy for motivating us to read out loud the text. We need oral practice and help with pronunciation and so acting out the text really helps us.
Next we are going to put the text “THE TRUE NORTH” FROM TORONTO TO MONTREAL” on stage.
（用原版）
A TEXT PLAY OF “THE TRUE NORTH” FROM TORONTO TO MONTREAL”(on the train)Liu Qian: Look! The maple trees are red and gold and orange. Li Daiyu: Yes, there is even frost on the ground.Liu Qian: I see. It’s fall time in Canada.(around noon)Li Daiyu: We are coming close to Toronto, the most wealthy and biggest city in Canada.Liu Qian: Wonderful! I am so excited that I can’t wait to go on a tour of the city.(out of the train station) Liu Qian: What can we visit Li Daiyu: We shall go up the tower of CN or CN Tower where we can look across the lake and see the misty cloud rising from the great Niagara Falls.Liu Qian: Where does the water flow Li Daiyu: It flows into the Niagara River and over the falls on its way to the sea.Liu Qian: Look! There is a covered stadium over there!Li Daiyu: It has been home of several famous basketball teams. Oh, by the way, let’s stop here. I am going to phone one of my mother’s friends from a telephone booth. He lives around here, I think.Liu Qian: Where are we going to take our dinner I am hungry, very hungry.Li Daiyu: For dinner, we shall go to the downtown Chinatown. But first we have to meet Lin Tao at The Pink Pearl. He moved here many years ago.(at The Pink Pearl)Lin Tao: Hi, Li Daiyu! Hi, Liu Qian. Nice to see you here in Canada.Liu Qian: Thank you for coming to meet us. But, I…, I am hungry. I’d like to have Cantonese food. I don’t like Canadian food at all. Li Daiyu: Neither do I. There are many people who came from South China. They cook nice Cantonese food.(after dinner) Lin Tao: It’s too bad you can’t go as far as Ottawa.Liu Qian: Where is it Is it a big city Lin Tao: It’s about four hundred kilometers northeast of Toronto. It is the capital city of Canada.(at dawn the next morning)Lin Tao: Here we are at the train station of Montreal.Liu Qian: They are not speaking English!Lin Tao: No, they aren’t. People are speaking French here. But don’t worry. All the French signs and ads have English words in small letters.Li Daiyu: Let’s go downtown to Old Montreal. It’s close to the water, I guess.Lin Tao: I agree. I like spending the afternoon in the lovely shops, visiting artists in their workplaces, sitting in a café, looking over the broad St Lawrence River.Lin Tao: Are you dreaming Li Daiyu: Go ahead, let’s get started!
5. Guided writing
Suppose you are Liu Qian now. You are going to write home an imagined report on Canada.
After a total flight time of 11 hours I should be tired I guess, but somehow I was in a good shape and still willing to have a first sightseeing tour around Cadada.Today we went to Capilano Suspension Bridge, a 13m long and 70m high suspension bridge. I saw quite some totems there, pretty impressing. I could also see how those totems are made by Indians.Today I met my distant cousin Li Daiyu. She is from Beijing and studies in Vancouver. Until we could find arrangements to meet, several phone calls had to go all around the globe from Canada to China and from China to Canada again.Unit 4 Astronomy: the science of the stars
Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(HOW LIFE BEGAN ON THE EARTH)
Introduction
In this period, after the warming up, students will first be guided to talk and share. Then they will be helped to read an exposition（说明文）entitled HOW LIFE BEGAN ON THE EARTH. Then the students may be asked to listen and read aloud，read and underline，read and understand difficult sentences，read and transfer information，read and translate, read to decide on the type of writing and summary of the text and finally read to draw a tree diagram of the text and retell the story with the help of the diagram. The period will end in students having a discussion—How Did the Universe Begin
Objectives
To help students understand the text’s forms and contents and learn about festival Astronomy
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Words dissolve， exist，puzzle，crash，pull，float，exhaust
Expressions in time, lay eggs, give birth to, block out, cheer up, now that, break out, watch out
Patterns 1. It exploded loudly with fire and rock, which were in time to produce the water vapor, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth’s atmosphere. 2. Nobody knew that it was going to be different from other planets going round the sun. 3. It allowed the earth to dissolve harmful gases, which had become part of the earth’s atmosphere, into the oceans and seas. 4. This encouraged the development of early shellfish and all sorts of fish. 5. They produced young generally by laying eggs. 6. They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space. 7. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
I. Warming up by learning vocabulary
Good morning, class! Today, we are going to take Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 99 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.
II. Pre-reading
1. Looking and saying
Have you ever wondered how the universe began Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting.
科学家透露：宇宙可能有两个我们的宇宙和一个"隐藏的"宇宙共同"镶嵌"在"五维空间"中。在我们的宇宙早期，这两个宇宙发生了一次相撞事故，相撞产生的能量生成了我们宇宙中的物质和能量。 　　 　　
2. Talking and sharing
Do you know how the universe began
In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope. He made two mind-boggling (unbelievable) discoveries.
First, Hubble figured out that the Milky Way isn’t the only galaxy. He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away. The Milky Way is just one of billions of galaxies.
Second, Hubble discovered that the galaxies are constantly moving away from each other. In other words, the universe is expanding. The biggest thing that we know about is getting bigger all the time.
A few years later, Belgian astronomer Georges Lema tre used Hubble‘s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin ”
3．Listening and reading aloud
Now please listen to the recording and then read the text aloud. Pay attention to how the native speaker is reading along and where the pauses are within each sentence. I will play the tape twice and you shall read aloud twice, too.
Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.
Collocations from HOW LIFE BEGAN ON THE EARTHa cloud of energetic dust（具有能量的尘埃）, combine into…（合成……）, move around the sun（环绕太阳运转）, become violent（变得激烈）, the solid surface（固体表面）, explode loudly（猛烈爆炸）, in time（及时，最终）, produce the water vapor（产生水蒸汽）, make the earth’s atmosphere（构成了地球的大气层）, cool down（冷却）, on the surface（在表面）, be different from…（与……不同）, go round the sun（环绕太阳运转）, disappear from…（从……消失）, stay on…（存留在……）, show one’s quality（显现某人的特性）, dissolve harmful gases（分解，溶解有害气体）, become part of…（变成……的一部分）, develop life（发展生命）, grow in the water（在水里生长）, fill… with…（用……来填充……，充满了……）, encourage the development of…（鼓励……的发展）, millions of years later（几万年以后）, live on land（在陆地上生活）, live in the sea（在海里生存）, grow into forests（长成森林）, produce young（生出幼仔）, lay eggs（下蛋）, animals with hands and feet（长着手脚的动物）, spread all over the earth（遍布全世界）, develop new methods（发展了新的方法）, grow food（种植）, move around（迁徙）, go by（过去，推移）, take care of…（在意……，照看好……）, put…into…（把……带入，放入……）, prevent…from…（防止……做……）, escape from… into…（从……逃离到……）, become hot（变热）, depend on….（依靠，依赖，取决与……）, solve a problem（解决一个问题）
3. Reading and understanding difficult sentences
Skim the text and identify the difficult sentences of each paragraph. You may put your hand up if you have any questions.
4. Reading and transferring information
Read the text again to complete the table below,
HOW LIFE BEGAN ON THE EARTH
What was the earth like after the “Big Bang”
Why was the earth different
How was life developed on earth
What did small clever animals do
HOW LIFE BEGAN ON THE EARTH
What was the earth like after the “Big Bang” A cloud of energetic dust at first and then a ball around the sun. In time as a result of its explosion, water vapor and many other gases were produced to make the earth’s atmosphere. Water then appeared when it cooled down, offering the possibility for the beginning of life.
Why was the earth different The arrival of small plants growing in the water filled the oceans and seas with oxygen, encouraging the development of small living things.
How was life developed on earth Carbon dioxide and air with oxygen helped life developed. First were insects and amphibians, and then appeared reptiles and dinosaurs, producing young by laying eggs. At first, came mammals producing young from within their bodies.
What did small clever animals do With hands and feet, they spread all over the earth, developing new methods of growing food, hunting and moving around, yet neglecting the environment protection, causing new problems for human being’s existence for good.
5. Reading the text once again to decide on the type of writing and summary of the text
Type of writing This is a descriptive writing.
Main idea of the passage The earth came into being after the “Big Bang”. Then small plants came growing in the water, followed by green plants appearing on land. In the end appeared small clever animals.
Topic sentence of 1st paragraph After the “Big Bang”, the earth was just a cloud of energetic dust.
Topic sentence of 2nd paragraph The earth was different because of the arrival of small plants growing in the water.
Topic sentence of 3rd paragraph Many millions of years later the first green plants began to appear on land.
Topic sentence of 4th paragraph Small clever animals appeared and spread all over the earth.
6. Going over the text to make a tree diagram and retell the story with its help
Reading and translating
As you have read the text times, you can surely put it into Chinese. Wang Hongqin, will you be the first to have a try, of putting the first paragraph into Chinese.
Closing down by watching a movie entitled From the earth to the moon《从地球到月球》
Through dramatization, this series relates the story of the conquest of the moon by the Americans, from the Mercury and Gemini projects to the legendary Apollo missions.
“这是我的一小步，却是人类的一大步。”美国太空人尼尔阿姆斯壮在1969年踏上月球的那一刻留下了这句名言。这句话代表人类文明的跃进，宣告了太空时代的到来。在阿姆斯壮登月近三十年后，好莱坞巨星汤姆汉克斯、金奖导演朗霍华与王牌製作人布莱恩葛瑟三人斥资6800万美金将美国登陆月球的太空计画拍摄成迷你影集【飞向月球】，重现当年太空人的奋斗历程，并在充满史诗的气魄中纪录了所有的艰辛、骄傲、失败与悲壮的牺牲，为人类的文明写下了精彩的一页。
After the “Big Bang”, the earth being just a cloud of energetic dust.
Small clever animals appearing and spreading all over the earth.
green plants beginning to appear on land
the arrival of small plants wing in the waterUnit 1 Festival around the world
Part 1 Teaching Design
第一部分 教学设计
Period 2 A sample lesson plan for Learning about Language
(Modal verbs: may/ might, can/ could, will/ would, shall/ should, must/ can’t)
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: may/ might, can/ could, will/ would, shall/ should, must/ can’t. The following steps of teaching may be taken: Warming up，Learning about grammar and Closing down by doing a quiz.
Objectives
To help students learn about Modal verbs
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
1. Warming up by discovering useful words and expressions
Turn to page 4 and do exercises No. 1, 2 and 3. Check your answers against your classmates’.
2. Reading and finding
Turn to page 1 and read the text of FESTIVALS AND CELEBRATIONS. As you read, find out examples of may/ might, can/ could, will/ would, shall/ should, must/ can used in the sentences.
3. Doing exercises No. 1, 2 and 3 on page 5
Turn to page 5 and do the exercises No. 1, 2 and 3 in groups of four.
4. Study the uses of Modal verbs
Next we go on to make a careful study of all the modal verbs.
（用原版）
ModalsWords like can, will, may, must, and a few others are called modals. Modal auxiliary verbs help other verbs express a meaning or an idea. Some common uses of the modals are these:Ability: He can speak English now.He couldn’t speak English a year ago.I’m not able to come to the game on Friday.Permission: All passengers may now board.We can board now.Obligation: You must fasten your seat belts. (strong)You should pay attention. (weak)You out to pay attention.Possibility: It may rain.How could I forget an import thing like that He can’t /must have known the result.Meanings similar to those of the modals can often be conveyed by real verb forms:He has to =…must…is able to speak English. =…can…is allowed to =…may…is supposed to =…should…
(be) able to ability, less used than cane.g. I’m not able to come to the game on Friday.
can abilitye.g. Can you play the piano
asking for and giving permission e.g. “Mom, can I go the cinema tonight ”“No, you can’t. You have homework to do”
offere.g. Can I help you
request, instructione.g. Can you switch on the light for me
capabilitye.g. The summers in England can be really unpredictable.
with be to make criticismse.g. Susan can be a real pain in the neck at times.
can’t ability e.g. I can’t come to the game on Friday.
when you feel sure something is not possible (opposite of must)e.g. The tennis match can’t be over yet. (I’m sure it isn’t).
could possibility or uncertainty (can also use might)e.g. He could be the one for you!
request (more polite than can)e.g. Could you switch on the light for me
suggestion e.g. We could go on a picnic this afternoon.
asking for and giving permission e.g. “Could I use your phone ” “Yes, of course you can”
unwillingness e.g. I couldn’t possibly leave Tom alone while he’s in this state.
with comparative adjectives to express possibility or impossibility e.g. I could be fitter.e.g. He couldn’t study harder.
had better strong advice (less used than should) e.g. You’d better do the washing up now. e.g. I’d better not go out tonight, because I have to get up early tomorrow.
may to express although in clauses e.g. I may be married to you, but that doesn’t give you the right to treat me like dirt.
possibility or uncertainty (formal) e.g. There may be a cure for AIDS within the next ten years.
asking for and giving permission (less usual, more formal) e.g. “May I use your phone ”“Yes, of course you may”
may as well/might as well describes the only thing left to do, something which the speaker is not enthusiastic about e.g. I’m so bored, I may as well do some housework.
might possibility or uncertainty e.g. There might be a cure for AIDS within the next ten years.
unreal situatione.g. If I knew her better, I might invite her to the ball.
must when you feel sure something is true (opposite of can’t)e.g. The tennis match must be over by now. (I’m sure it is).
necessity, personal feelings e.g. I haven’t spoken to Liz for ages. I must give her a call.
order, strong suggestion e.g. You must stop smoking or you’ll get lung cancer.
shall certainty or desire (mainly British English) e.g. I shall give up chocolate for Lent.
in formal rules and regulations (mainly British English) e.g. Racism or sexism shall not be tolerated in this building.
in questions to ask for instructions and decisions, and to make offers and suggestions (mainly British English) e.g. What shall I do When shall we come and see you Shall we go to the cinema this evening
shan’t certainty (less usual, mostly British English)e.g. I shan’t be late for the meeting.
should expectation (can use ought to) e.g. If you like Picasso, you should enjoy the exhibition.
suggestion, advice, opinion (can use ought to) e.g. You should have more driving lessons before you take the test.
when something is not right or as you expect ite.g. The price on this can of beans is wrong. It should say $1.20, not $2.20.
criticism (can use ought to) e.g. You shouldn’t shout at your mother like that.
uncertainty e.g. Should I ask her out on a date
should + words of thinking, to make an opinion less direct e.g. I should think he could find a more compatible match.
with be and adjectives describing chance, including odd, strange, typical, natural, interesting, surprised, surprising, funny (=odd) and What a coincidence.e.g. It’s odd that he should ask you so many personal questions.
after in case to emphasise unlikelihood e.g. I’m not going out tonight in case she should call me.
If…..shoulde.g. If Jane should drop by when I am out, tell her to come back later.
polite order or instruction e.g. Applications should be sent by 3rd January.

will assumption e.g. Oh, that’ll be John on the phone.
request (can and could are more common)e.g. Will you go to the shop for me
intention or willingness e.g. “I’ll take gran’s pearls then”. “You won’t!”“I will!”
order e.g. Will you please shut up
insistence e.g. “I won’t clean my room!” “Yes you will!”
habits and typical behaviour e.g. Sarah will sit and gaze at the stars all night.
criticism e.g. She will drink too much when she goes out.
won’t emphatically forbid an action, in response to a will expression e.g. “I’ll take gran’s pearls then”. “You won’t!”“I will!”
refusal e.g. “I won’t clean my room!” “Yes you will!”

would request (can and could are more common) e.g. Would you go to the shop for me
would like - offer/invitation e.g. Would you like a cup of tea
after be, followed by adjectives doubtful, unlikely, to emphasise a tentative action e.g. It’s doubtful that he would be there in time of need.
annoying habit, typical of a person e.g. She would ask me for money, wouldn’t she
certainty in a suppressed conditional sentence e.g. I would never agree to that. (even if he asked me)
wouldn’t certainty in a suppressed conditional sentence e.g. I wouldn’t agree to that. (even if he asked me.)
5. Closing down by doing a quiz
To end the period you are going to take a quiz on modal verbs: can, could, may and might
Use one of the modal verbs in brackets to fill each gap:1 They (can/might)________________ be away for the weekend but I'm not sure.2 You (may/might)________________ leave now if you wish.3 (Could/May)________________ you open the window a bit, please 4 He (can/could)________________ be from Sheffield, judging by his accent.5 (May/Can)________________ you swim 6 Listen, please. You (may not/might not)________________ speak during this exam.7 They (can't/may not)________________ still be out!8 You (couldn't/might not)________________ smoke on the bus.9 With luck, tomorrow (can/could)________________ be a cooler day.10 You (can/might)________________ be right but I'm going back to check the times.Keys: 1~5 might, may, Could, could, Can;6~10:may, can’t, couldn’t, could, mightUnit 4 Astronomy: the science of the stars
Part 1 Teaching Design
第一部分 教学设计
Period 2 A sample lesson plan for Learning about Language
(Noun clauses as the subject)
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: noun clauses as the subject. The following steps of teaching may be taken: warming up by discovering useful words and expressions，learning about grammar，reading more on subject clause，and c
losing down by doing exercises.
Objectives
To learn about noun clauses as the subject
To discover and learn to use some useful words and expressions
To discover and learn to use some useful structures
Procedures
1. Warming up by discovering useful words and expressions
Turn to page 28 and do exercises 1, 2 ，3 and 4 first. Check your answers against your classmates’.
2. Learning about grammar
Introduction to Noun Clauses
A noun clause is a clause which does the work of a noun in a sentence. It is a group of words containing a subject and a verb of its own. It can be used as a subject, predicate nominative, direct object, appositive, indirect object, or object of the preposition.Usually noun clauses begin with that, what, where, when, who, whom, which, whose, how, why, whether, etc. Examples:He said that he would not come. We were all curious to know what he had done. Nobody knows when the registration will begin. We all wanted to find out who the winner was. Whom they were in contact with on the day of the robbery is of great interest to the police. Jane is not sure which university she should apply for. The judges had a hard time deciding whose painting was the best. How the baby fell from the window is a mystery. They asked the boy why he had hit his classmate. Whether you like it or not is not the issue. Uses of Noun ClausesNoun Clauses can be used in the following ways:a.As the subject of a verbWhy she kept on crying puzzled every one.noun clausemain verb b. As the objectNobody knows how he got involved in gangland activities verbnoun clausec. As the complement of the verb "to be" or predicativeWhat we are worried about is that he may have another heart attack.The question is why they could escape through the front door when there were so many guards there.
Find the noun clauses in the following sentences and tell how they are used. (Subject, predicate nominative, direct object, appositive, indirect object, or object of the preposition)
1. How the prisoner escaped is a mystery.
2. My feeling is that the robbery was an inside job.
3. Everyone is wondering how he could just disappear.
4. The news that he had escaped frightened the whole town.
5. The police have offered whoever finds the stolen diamonds a reward.
6. The family has had no word about where he might be.
7. That we were ready to go was a miracle.
8. Give whoever wants to go a ride to the game.
9. That you are losing ground was evident from the polls.
10. Whoever injured the handicapped woman must be feeling guilty.
Keys: 1. How the prisoner escaped →subject2. that the robbery was an inside job → predicate nominative3. how he could just disappear → direct object4. that he had escaped → appositive5. whoever finds the stolen diamonds → indirect object6. where he might be → object of the preposition7. That we were ready to go → subject8. whoever wants to go → indirect object9. That you are losing ground → subject10. Whoever injured the handicapped woman → subject
3. 学习主语从句
一、由what（whatever，whoever）等代词引导的主语从句。
What they are after is money. 他们追求的是金钱。
Whatever was said here must be kept secret. 这里说的话都应当保密。
二、由连词that引导的主语从句。其中that一般不可省略，但若用it作形式主语， that从句后置时，则可省略。为避免头重脚轻，我们倾向用it开头，后接be，seem等。如果句子是疑问形式，就只能用带it的结构。
That money doesn't grow on trees should be obvious.
金钱不能从树上长出来是显而易见的。
It is obvious（that）money doesn't grow on trees .显而易见，金钱是不能从树上长出来的。
Has it been announced when the planes are to take off？飞机什么时候起飞宣布了没有？
注意：
1）选用what还是用that引导主语从句要根据关联词在从句中是否担任成分而定。且what（以及whatever，whoever等）引导的主语从句一般不用it作形式主语。
What he said is true.他说的是真的。（what在其引导的主语从句中作宾语。）
That China is a great socialist country is well known.（=It’s well known that…）众所周知，中国是一个伟大的社会主义国家。（that在其引导的主语从句中不作任何成分，也无词义，只起连接作用。）
2）it引导的强调句与it作形式主语的复合句不可混淆。it引导的强调句是用来对句中某一成分加以强调，其结构为：“It is（或was）+强调部分+that（或who）…”强调句去掉It is（或was）…that（或who）…框架后，剩余部分为一个完整的句子。
It was I that(who) met Mary in the street yesterday.是我昨天在街上遇见了玛丽。(强调主语)
3）常见的用it作形式主语的复合句结构：
*It is+形容词（necessary，strange，important，wonderful，possible，likely，等）+that从句，从句中常用虚拟语气。
It’s necessary that he write something in English.他用英语写点东西是必要的。
It’s strange that she did not go to school yesterday.奇怪的是她昨天没去上学。
*It is+名词（a fact，a pity ，no wonder，good news，等）+that从句
It's a pity that she should have said so.真遗憾她竟然会这么说。
*It is+过去分词（said，reported，decided，unknown等）+that从句
Its said that our English teacher will go abroad next week.据说我们英语老师下周要去出国。
*It +不及物动词（seems，appears，happens， matters等）+that从句
It seems that she is in great need of help.看来她急帮忙。
4）主语为从句时，一般要用单数谓语动词形式；但如果引导的从句作主语、代表复数概念（常可从表语上看出）时，谓语动词则常用复数形式：
What we need is water. 我们需要的是水。
What we need are useful books. 我们需要的是有用的书。
三、由连接代词或连接副词（或if, whether）引导的主语从句。
When they will come hasn't been made public.他们什么时候回来还没有宣布。
Whether I’ll attend the meeting hasn’t been decided.=It hasn’t been decided whether(if) I’ll attend the meeting.我是否参加会议还未决定。
4．
Closing down by doing an quiz
1. Noun Clause Practice Quiz1) I had an accident and took my car to the garage. My husband asked me where ________.A. is my car B. my car was C. my car is D. was my car2) Is it true all of the computers will shut down in the year 2010 _______ is unbelievable!A. That all the computers could shut down B. All computers could shut down C. It is that all computers could shut down D. Shutting down of all computers
3) Is it true __________ people are saying about Y2K A . that what B. that C. whether or not D. what
4) _______________ an old "date" chip is important.A. A computer has B. If a computer have C. Whether or not a computer has D. Has a computer5) What are you going to do with your old computer Nothing! _________ is too expensive.A. That I want to do B. What I want to do C. That what I want to do D. If what I want to do
Keys: B A D C BUnit 5 Canada—“The True North”
Part 1 Teaching Design
第一部分 教学设计
Period 2 A sample lesson plan for Learning about Language
(Noun clauses as the appositive)
Introduction
In this period students will be first helped by the teacher to warm up by discovering useful words and expressions. Then they go on to read and find collocations and do exercises. The ready used materials for “Noun clauses as the appositive” are offered for class reading. The period will end by students doing a quiz.
Objectives
To learn about Noun clauses as the appositive
To discover and learn to use some useful words and expressions
To discover and learn to use some useful structures
Procedures
1. Warming up by discovering useful words and expressions
Turn to page 36 and do exercises 1, 2 ,3, and 4 first. Check your answers against your classmates’.
2. Reading and finding
Turn to page 34 and read the text A TRIP ON “THE TRUE NORTH”. As you read, find out sentences with noun clauses as the appositive.
Keys: The idea that they would cross the whole continent was exciting. / The idea that you can cross Canada in less than five days is just wrong. / The fact that ocean ships can go there surprise many people.
3. Doing exercises
Turn to page 37 and do the exercises in groups of four.
4. Ready used materials for “Noun clauses as the appositive”
Noun clauses as the appositive
An appositive is a word, phrase or clause which is placed directly next to a preceding noun or pronoun and which renames or explains that noun or pronoun.Examples:My friend Henry won the prize, a two-year scholarship.The belief that there will be nuclear war is widespread.The idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.同位语从句的特点是由一个抽象名词+that从句构成，引导词一般是that, 而且that在从句中不充当任何成分。这些抽象名词有：news, idea, fact, doubt, evidence, promise, rumor, hope, truth, belief, message等，同位语从句是对抽象名词进行说明解释。1. The news that our football team at last defeated Korea made the fans wild with joy. c.f.: The news that made the fans wild with joy was from the radio.2. There is much evidence that the crime rate in this city is on the rise.3. Einstein came to the conclusion that the maximum speed possible in the universe is that of light. 爱因斯坦得出的结论是宇宙中最大速度是光速。
5. 学习同位语从句
1. 从属连词that、whether引导的同位语从句。He has the hope that he will become a college student. 他有上大学这么个愿望。The question whether he should do this troubled him. 是否该做这件事这一问题使他很烦恼。注意：由连接词that （一般不可省略） 引导的同位语从句，在句子结构上与关系代词that引导的定语从句有相似之处，但有区别：1) The news that he had landed on the moon spread all over the country. 他登上月球的消息传遍全国。2）The news that John told us interested all of us.他告诉我们的消息使大家都感趣。解析：1）句中that从句中本身的内容就是“news ”内容本身，that在句子中不充当任何成分，起连接作用，所以，本句中的that从句 是同位语从句；而2）句中that从句说明“ news ”是怎样获得的，不涉及“news”的内容， that从句中充当 “tell”的宾语，所以，本句中的that从句 是定语从句。另外，可带同位语从句的名词主要是少数一些可加入具体内容的表示信息、思想等概念的名词，如：fact，news，idea，truth，belief，doubt，hope，possibility，order，wish，message，promise，suggestion，report，reply，problem, question, thought等。2. 连接副词how，when，where等引导的同位语从句。You have no idea how worried I was！你不知道我是多么着急。
6．Closing down by doing a quiz
Underline the appositives in the following sentences1. My son, the policeman, will be visiting us next week.
2. The captain ordered the ship's carpenters to assemble the shallop, a large rowboat.
3. Walter, the playboy and writer, is very attached to his mother, Mrs. Hammon.
4. The actor Paul Newman directed only one picture.
5. Elizabeth Teague, a sweet and lovable girl, grew up to be a mentally troubled woman.
Underline and punctuate the appositives in the following sentences. Remember: not all require punctuation.6. Sweetbriar a company known throughout the South is considering a nationwide advertising campaign.
7. An above-average student and talented musician John made his family proud.
8. The extremely popular American film Titanic was widely criticized for its mediocre script.
9. The greatest American film ever made Citizen Kane won only one Academy Award.
10. 60 Minutes the TV news magazine program featured a story on the popular singer Whitney Houston.
Keys:1. My son, the policeman, will be visiting us next week.
2. The captain ordered the ship's carpenters to assemble the shallop, a large rowboat.
3. Walter, the playboy and writer, is very attached to his mother, Mrs. Hammon.
4. The actor Paul Newman directed only one picture.
5. Elizabeth Teague, a sweet and lovable girl, grew up to be a mentally troubled woman.6. Sweetbriar, a company known throughout the South, is considering a nationwide advertising campaign.
7. An above-average student and talented musician, John made his family proud.
8. The extremely popular American film Titanic was widely criticized for its mediocre script.
9. The greatest American film ever made, Citizen Kane won only one Academy Award.
10. 60 Minutes, the TV news magazine program, featured a story on the popular singer Whitney Houston.Unit 3 The Million Pound Bank Note
第一部分
《金色教案》教学设计说明
About the topic and the structures单元话题和结构 本单元学习“百万英镑”，剧本根据马克·吐温同名小说改编。富豪之家的两兄弟，从银行取出面额为一百万英镑的钞票，籍以此验证各自的理论。一个认为，这样一张钞票对穷人毫无价值；另一个认为，仅拥有这样一张钞票（不兑现），就可以过上上等人的生活。他们选中了一个身无分文的年轻人作为试验品。于是，这个小伙子经济上的突变，引起了生活方式的改变。他人的种种误解，命运的重重转机，他将如何去面对这突如其来的全新生活呢？本单元语言功能项目是：恳请、点菜和购物。本单元语言结构项目是“名词从句作宾语和表语”。本单元还要求学生学习写作剧本。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up 教师选择使用课本中的“阅读和填表”或者我们提供的“Warming up by learning vocabulary”进行热身，激发学生的阅读兴趣，导入本课，为Reading部分的阅读做好铺垫。Pre-reading 通过giving background information about Twain Mark进行预读操作。Reading 部分是剧本中第一幕的第三场。富商兄弟俩打赌把一张百万英镑钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。教师可以引导学生通过戏剧情节的发展，了解、感受戏剧的语言。教师通过以下活动引导学生从形式到内容掌握课文、活用课文：Reading and underlining，Reading, identifying and settling，Reading and transferring，Complete the summary of the story with one word in each blank，Finish the comprehension questions， Closing down by translating。
Period 2Learning about language 知识课 Learning about language 主要突出本单元的重点词汇和主要语法项目。通过Warming up by having a dictation， Discovering useful words and expressions， Learning about grammar——Read and identify Noun clauses， Ready used materials for Noun clauses as the object and predictive 和 Closing down by reading on object clause等活动形式帮助学生学习理解掌握本单元的重点词汇和语法项目：宾语从句和表语从句。
Period 3Using language运用课 Using language涵盖了听、说、读、写四个部分。Reading and acting介绍了第一幕第四场。这一场生动地讲述了衣衫褴褛的流浪汉Henry Adams到餐馆用餐先遭冷遇，而后由于拿出了一张百万英镑的大钞又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。在Listening and writing中又介绍了第五场，进一步印证了Henry Adams诚实正直的品格。首先是热身Warming up by listening and reading aloud to the tape recording。然后是阅读教学Reading and acting，Reading and underlining。 写作可以Listening and writing， Reading and learning，Writing a play or drama—Playwriting。最后的结课可以是Closing down by acting。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Unit 5 Canada—“The True North”
第一部分
《金色教案》教学设计说明
About the topic and the structures单元话题和结构 本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。本单元语言功能项目是：方向、位置和情感。本单元语言结构项目是“名词从句作同位语”。本单元还要求学生学习写作“描写文：报道”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up课本提供了一个关于加拿大概况的小测试，目的是激活学生已有的知识和经验，为进入本单元的学习作好准备。教师也可以参考本书提供的Warming up by talking about Canada或者 Warming up by looking and listening导入新课。Pre-reading课本通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，“读前”部分首先提问学生经历过的旅行，然后提问学生最想去的国家，由此切入到本单元的话题“加拿大”。然后进一步提出“你是否想去加拿大旅行 你想到那儿去看什么 ” “你会使用哪三个词语来描述加拿大 ” 教师也可以利用本书 Pre-reading by questioning and answering进行操作。Reading部分是篇游记，记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻。乘火车横穿加拿大之前，她们表兄妹的朋友林丹尼向他们介绍了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。一路上，他们看到了加拿大的自然美景，野生动物，并因中途停靠卡尔加里(Calgary)而联想到卡尔加里大赛马会(Calgary Stampede)。加拿大地广人稀，多数人住在美—加边境。本文还提到了桑德贝(Thunder Bay)，五大湖(the Great Lakes)，温哥华(Vancouver)，多伦多(Toronto)，介绍了加拿大的淡水资源。本文对加拿大的介绍涉及面较宽，但都没有详述，这给学生留下了足够的思维空间。建议教师使用本书提供的Talking and sharing, Listening and reading aloud, Reading and underlining, Reading and transferring information, Understanding difficult sentences， Closing down by acting the text 帮助学生掌握课文的形式、理解课文的内容，进而活用课文。 Comprehending部分由三部分组成：回答问题、写出正确信息和画路线图。这些不仅检查学生对阅读课文的细节的把握，比如，要求学生介绍卡尔加里大赛马会、列举加拿大蕴藏的两种自然资源、写出有关桑德贝的地理位置的正确信息等，而且检查学生根据阅读课文内容所作的推理和判断，比如，“Why do many people want to live in Vancouver ”一题，要求学生联系文中相关信息，做出因果推理。此外，还检查学生的读图能力，比如，“Why would ships be able to reach the center of Canada ”一题，要求学生把地图和课文两方面的信息综合起来。最后，要求学生在地图上画出横穿加拿大的路线图，抓住文中人物的行踪也就抓住了行文的线索，零散的信息就有机地串联起来了。
Period 2Learning about language 知识课 Learning about Language部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。用阅读课文中的词和信息编对话和填空，旨在提高学生活用词汇的能力。语法部分通过从阅读课文中找例句和造句的练习教学同位语从句。教师可以参考本书提供的下列步骤进行教学：Warming up by discovering useful words and expressions, Reading and finding, Doing exercises, Ready used materials for “Noun clauses as the appositive”, Closing down by doing a quiz。
Period 3Using language运用课 Using Language部分综合训练听说读写的能力。听与写、听与说有机结合在一起，使学生通过填空、讨论的形式进一步学习有关加拿大的知识——加拿大的居民、语言等。阅读部分继续加拿大之行：从多伦多到蒙特利尔(Montreal)。本文提到了枫树，加拿大国家塔(CN Tower)，尼亚加拉瀑布(Niagara Falls)，多伦多猛龙队(Toronto Raptors)，蓝鸟队(Blue Jays)，中国城(Chinatown)，圣劳伦斯河(St Lawrence River)等等，充分展示了异域文化风情。写的部分是两篇报告，一个写途中所见，另一个写途中所闻。教师可以根据课本上的提示，向学生介绍“报告”的写作方法。写之前，先让学生根据本单元的两篇阅读完成图表上所要填写的信息。写报告时，要求学生自拟题目，先提出话题，再根据图表信息详述所见或所闻，最后作一小结。本书提供的下列步骤可供参考： Warming up by listening and writing，Speaking， Reading and underlining， Acting， Closing down by having a guided writing。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Unit 4 Astronomy: the science of the stars
第一部分
《金色教案》教学设计说明
About the topic and the structures单元话题和结构 本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。本单元语言功能项目是：发出指令。本单元语言结构项目是“名词从句做主语”。本单元还要求学生学习写作“说明文：解决问题”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up 课本上的导入共有两组问题，第一组问题引导学生讨论太阳系。第二组问题探讨天文学。教师也可采用本书提供的by learning vocabulary 导入新课。Pre-reading部分主要引导学生讨论地球上的生命起源、世界各地的宗教和文化生命起源的看法，然后观察课文标题、预测文章内容。Reading 部分讲述了地球上生命的起源。水的形成使得地球有别与其他星球，它使得地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。文章最后讲述的现象发人深省：The earth may become too hot for the lives on it.它关系到地球上生命的未来。建议采用Talking and sharing—Do you know how the universe began Listening and reading aloud，Reading and underlining，Reading and understanding difficult sentences，Reading and transferring information，Reading and translating， Reading to decide on the type of writing and summary of the text， Reading to draw a tree diagram of the text and retell the story with the help of the diagram等步骤进行教学。而结课可以采纳Closing down by having a discussion—How Did the Universe Begin Comprehending部分通过篇章学习、句子顺序重组、口头讨论等六个活动检测学生对本文核心问题的理解：地球上生命的起源和延续需要哪些条件
Period 2Learning about language 知识课 Learning about language课本要求首先通过英文解释帮助理解课文中的生词，然后，通过短文填空、词语分类等形式将这些词语用于一个相关的情境中。语法部分也是采用先发现后应用的学习方法。先通过到课文中找句子，让学生认识主语从句，然后，设置一个用手机发短信息的情境，让学生进行简单句与主语从句之间的转换练习。最后设置情境来复习第三单元出现的表语从句。教师也可以本书如下设计进行教学：Warming up by discovering useful words and expressions，Learning about grammar，Reading more on subject clause，Closing down by doing exercises。
Period 3Using language运用课 Using language为综合教学，训练听说读写能力。听力部分的内容介绍三位科学巨匠，不仅通过听力填表的形式训练学生捕捉细节的能力，还通过四选一的形式帮助学生找主题思想。在解释对与错的过程中，教师可以适当地介绍一下概括主题的方法。阅读部分是一个科幻小故事，通过“我”和“我的朋友”乘宇宙飞船登月球的经历，介绍了重量、失重和地球引力等科学道理。说和写部分以Visiting the moon为话题，要求学生讨论登月球需要携带的物品和在月球上可能遇到的困难，并要求学生找出克服这些困难的方法。教师可以根据课本上的提示，向学生介绍“先分述后总结”的写作方法。提出问题的解决方案时，要求学生选用适当的“指示”用语。教师可以参考使用本书提供的教学步骤：Warming up by listening and reading aloud，Understanding difficult sentences，Reading and underlining，Doing reading comprehension exercises，Discussing，Guided writing，Acting a text play 和Closing down by filling a form
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Unit 1 Festival around the world
第一部分
《金色教案》教学设计说明
About the topic and the structures单元话题和结构 本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。本单元语言功能项目是：打电话、邀请和致谢。本单元语言结构项目是“情态动词”。本单元还要求学生学习写作“记叙文：故事”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up 教师选择使用提供的“讨论”、“看听”或者“词汇学习”，进行热身，激发学生的阅读兴趣，导入本课，为Reading部分的阅读做好铺垫。Pre-reading既可以让学生“想象和分享”，也可以让他们“交谈和分享”。Reading通过Listening to the recording，Reading and underlining。 Reading and transferring information，Retelling the text，Reading and filling，Answering comprehension questions，Reading and understanding difficult sentences和Closing down by doing exercises活动，引导学生从形式到内容掌握课文，了解亡灵节、名人节、丰收节和春节，弄清楚节日的由来及其存在的意义。亡灵节是为祭奠亡灵，取悦祖先而举行的节日，例如日本的盂兰盆节（Obon），墨西哥的亡灵节，万圣节（Halloween）等。名人节有中国的端午节，美国的哥伦布日，印度的甘地纪念日。春天的节日包括中国的春节，西方的狂欢节、复活节，日本的樱花节等。
Period 2Learning about language 知识课 Learning about language 主要突出本单元的重点词汇和主要语法项目。通过Warming up，Learning about grammar （Reading and finding和Doing exercises No. 1, 2 and 3 on page 5），Closing down by doing a quiz等活动，帮助学生熟练掌握情态动词may/ might，can/could，will/would，shall/should，must/can的各种语用功能。
Period 3Using language运用课 Using language涵盖了听、说、读、写四个部分。首先是 Warming up by talking about “carnival” ，然后是 Listening， Speaking。阅读活动要求学生Reading and underlining。读后还要求学生进行Speaking 和Acting活动。写作为Guided writing。之后Further applying（Finding information，Writing letters）。最后以filling a form或者describing the stars of Vega and Altair结课。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5[] 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。