太极拳论-厦门市国家税务局

Unit 1 Festivals around the world
Ｉ． 单元教学目标
技能目标Goals
▲ Talk about festivals and celebrations
▲ Talk about the ways to express request and thanks
▲ Learn to use Modal verbs
▲ Write a similar story with a different ending
II． 目标语言
功
能
句
式
Talk about festivals:
*Festivals are meant to celebrate important events.
*What’s your favorite holiday of the year?
*What festivals or celebrations do you enjoy in your city
or town?
*Do you like spending festivals with your family or with your
friends?
*What part of a festival do you like best——the music, the
things to see, the visit or the food?
*Festivals and celebrations of all kinds are held
everywhere.
*They lit fires and made music because they thought these
festivals would bring a year of plenty.
*Some festivals are held to honor the dead or satisfy and
please the ancestors.
*Festivals can be held as an honor to famous people or the

gods.
*The most energetic and important festivals are the ones that
look forward to the end of winter and to the coming of spring.
*Festivals let us enjoy life, be proud of our customs and
forget our daily life for a little while.
Request:
CouldWould you please...?
Could I have ...?
Could we look at...?
I look forward to ....
May I see...?
Thanks
It’s very kind of you ...
Thank you very muchThanks a lot.
I’d love to.
It was a pleasure...
Don’t mention it.
You are most welcome.
词

汇
1. 四会词汇
Beauty harvest celebration starve origin religious ancestor
Mexico feast bone belief trick poet arrival gain independence
gather agriculture award rooster admire energetic Easter
clothing Christian custom worldwide fool permission parking
apologize drown sadness obvious wipe weep remind forgive

2. 认读词汇
Obon, incense, skull, Halloween, carnival, lunar, parade,
Jesus, Trinidad, Valentine, weave, herd, the Milky Way,
magpie
3. 固定词组
take place, in memory of, dress up, play a trick, look forward
to, day and night, as though, have fun with, turn up, keep
one’s word, hold one’s breath, set off , remind…of
4. 重点词汇
starve, satisfy, lead, gather, admire, apologize, drown,
wipe, weep, forgive
语
法
Modal verbs: may might, can could, will would,
shallshould, must can
▲ They lit fires and made music because they thought these
festivals would bring a year of plenty. P1
▲ Some festivals are held to honor the dead, or satisfy and
please the ancestors, who could return either to help or to
do harm. P2
▲ Festivals can be held as an honor to famous people or the
gods.
III. 教材分析与教材重组


1. 教材分析
本单元以节日为话题，介绍古今中外节日的种类、由来 、意义以及人们的活动和
习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也 有所
了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感

谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表
达自己的观 点和想法。
1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的 日期、庆
祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历
谈 起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的
背景知识，为本单元的 学习做准备。
1.2 Pre-reading是Reading 的热身活动。主要通过两个问 题引导学生思考并讨
论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫 。
1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收< br>节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有
Festivals 的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处
理时应作为重点、整体处理， 通过上下文来教词汇、语法，并引导学生分析长句、难
句和复杂句。


1.4 Comprehending是考察对阅读内容的进一步理解。
练习一：六个问题 让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅
拘泥于课文，要引导学生理解课文内容的基 础上联系现实生活。
练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检
查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。
练习三：要求学生找出 各种节日共有的三件事，然后讨论为什么这些事对各地的
人们都很重要。这就要求学生不仅要温习文章内 容而且要结合实际，阐述自己的想法，
挖掘学生的思维能力和语言表达能力。
1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful
words and expressions是本单元单词的英文释义练习和用文章中 的词汇的适当形式
填空；Discovering useful structures 是以文章内 容为载体在语境中练习语法，掌
握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练 转变到以交

际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的 特点。


1.6 Using Language 是英语听说读写的全面运用的练习。
1.6 ① Listening 是课文的延伸，通过听几位学生参加Trinidad Carnival 节
日 游行的两段对话，使学生体会参加节日游行的真实情景，既训练听力一通过问题训
练了他们的分析能力。
1.6 ② Speaking 分为两部分。第一部分通过电话突出交际用语功能的训练；第一部分让学生编对话，可以按自己的想象、经历为内容，训练思维和表达能力。
1.6 ③ Reading 是发生在情人节的一个令人伤心的爱情故事，其中又插入了一
个“七巧节”的故事。阅 读后的讨论不仅帮助学生理解文章主旨大意，更重要的是让
学生学会寻求解决问题的方法。
1.6 ④ Writing 的任务是写一个与文章结尾不同的结局。旨在让学生通过思考写
出自己的想法，尝试自己解决问题。
总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节
日的词汇，并 能够丰富语言知识，提升用英语表达观点的能力。


2. 教材重组
2.1 口语 从话题内容和功能上分析Warming Up 与Workbook中的Liste ning和
Talking相一致，旨在启发学生讨论、思考并引出本单元关于节日的话题，可以整和< br>成一节任务型“口语课”。
2.2精读 可将Pre- reading、Reading、Comprehending三个活动整和成一节“阅
读课”。
2.3语言学习 将Learning about Language与Workbook中的Using words &&
expressions Using structures结合在一起，上一节“语言学习课”。
2.4听力 可将Using language中的 Listening与Workbook中 Listening和
Listening task放在同一节课中处理，上一堂 听力课。（Using language中的
Speaking可视听力时间而定，可课上处理亦可留做课下作业下堂课提问。）

2.5. 泛读 可将Using Language中的Reading &&Writing和Workbook中的
Reading Task上成一节 泛读课。
2.6 复习、写作 可将Workbook中的Speaking Task 和Writing Task 上成一节复习
写作课。（Workbook中的Project && checking yourself, 可视学生水平安排在本
堂课或留做作业。）
3. 课型设计与课时分配 (经分析教材, 本单元可以用5课时教完。)
1st period Speaking
2nd period Reading
3rd period Learning about Language
4th period Listening
5th period Extensive Reading
The 1st period Speaking
教学目标
1). knowledge & skills
Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up
Phrases: Would you like …
Could I have…?
Might I offer help…?
May I see…?
You should try…
Could we like at…
Can you suggest…?
We might take…
2). process & method
3). emotion, attitude & value
ng?emphasis on the difficulties：
ng preparation:

ng Procedures;
Step I Leading in
T: Hello, everybody! Welcome back to school! Did you have a good
time in
your winter holidays?
Ss. Yes. Of course!
T: When did you feel most happy and excited?
Ss: At the Spring Festival.
T: Who can tell us why? Any volunteers?
S1: Because it is the most important festival in our country.
S2: Because I got a lot of lucky money from my parents.
S3: Because I needn’t study at festivals and there was a lot of
delicious food
to eat. How great.
S4: Because I met my cousins and friends who I hadn’t seen for a
long time.
T:Very food! I am glad to hear that. Today we will talk about
festivals, which are meant to celebrate important events. Please think
about some other festivals. Can you name just a few?
Ss: New year, Yuan xiao festival…
T: Quite right. That’s called the Lantern’s Festival. How about
some other festivals?
Ss: The Army Day, International Labour’s Day, National Day, Tomb
Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…
T: You have done a good job, boys and girls! .
StepⅡ Warming –up
Festivals are meant to celebrate important events. Different
countries have different festivals. Work in groups and lost five Chinese
festivals that you know. Discuss when they take place, what they

celebrate and one thing that people do at that time. The first one is
given to you as an example.
Festivals Time
yeardate
Mid-Autumn
Festival
AutumnFall
of What does it What do people do
celebrate
The beauty of the GiveEat mooncakes
full
harvest,
moon, and watch the full
time moon with family and
with family and friends
friends












StepⅢ Pre- reading
Discuss in groups of four
’s your favourite holiday of the year? Why?
festivals or celebrations do you enjoy in your city or town?
Do you like spending festivals with your family or with friends? What
part of a festival do you like best---the music, the things to see, the
visits or the food?
StepⅣ Assignment
idation
ing to the material again after class to be familiar with
it.
rk: Collect as much information about festivals as possible.
StepⅤ Reflection after teaching
The 2nd period Reading
教学目标

lary:
starve, starvation, plenty, satisfy
ancestors,lamps,lead,feast,bone,origin, in memory of,dress
up,trick,poet,arrival,national,gain independence,gather
agricultural,European,cust om,awards,watermelon,handsome,rooster,
admire, look forward to, religious, as though, have fun with, daily
enable the students to know the earliest festivals with reasons for
them and four different kinds of festivals that occur in most parts of
the world
enable the students to master some English expressions and phrases
about festivals.
Teach the basic reading skills: skimming and scanning.
Try to compare and make conclusion s of different festivals.
StepⅠ Revision
ngs.
the new words of this part.
the students’ homework---festivals
StepⅡ Reading
ng
T: Open your books and turn to page one. I’d like you to do the
scanning. Read the text quickly and accurately to get the main idea and
answer the 6 questions on Page3.
( Ask the student to look through the questions and then read the text
silently.)
( Four minutes later, check the answers with the whole class. Show the
suggested answers on the screen.)
ive reading

( Allow the students to read aloud and carefully this time to understand
the main ideas of each paragraph and the important details)
T: Read the text loudly for a second time and them try to tell if these
sentences are True or False.
1. The ancient people needn’t worry about their food. ( F )
een used to be a festival intended to honor the dead.
( T )
Yuan was a great poet who people honor a lot in China.
( T )
-autumn Festival is held to celebrate the end ot
autumn( F )
celebrates the birth of Jesus. ( F )
g and discussion
T: Read the text a third time and then work impairs to do Exercise
2 on Page 3.( Let the students have enough time to read the passage
carefully and discuss the chart with their partners. Encourage them to
expand their answers according to their own experiences.)
ation
(In this part try to help the students analyse the difficult, long
and complex sentences and guess the meaning of the new words; ask them
to deal with the language points in the context.)
T: Now I will discuss some important sentences and phrases in the
passage.
festivals are held to honor the dead, or satisfy and please
the ancestors, who could return either to help or to do harm.

memory of
India there is a national festival on October 2 to honor Mahatma
Gandhi, the leader who helped gain India’s independence from Britain.
are grateful because their food is gathered for the winter,
and because a season of agricultural work is over.
most energetic and important festivals are the ones that look
forward to the end of winter and to the coming of spring.
country is covered with cherry flowers so that it looks as
though it might be covered with pink snow.
The suggested explanation:
attributive clause.
The sentence means people hold some festivals either to show respect
to the dead or to make their ancestors happy in case they might come back
to do harm.
memory of … serving to recall sb, to keep him fresh in people’
minds.
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard)
in hopesthe hope of (hoping)
in defence of (defending)
c.a noun phrase followed by an attributive clause as the appositive
clauses for reason
→energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, beget used to, get down to , stick to

e.g. I’m looking forward to hearing from you.
StepⅢ Listening
T: Now I will play the tape for you. You can just listen with your
books closed or look at your books or read in a low voice together with
the tape. It’s up to you. After listening, please write down three things
that most festivals seem to have in common.( Comprehending Ex.3 on Page
3).
StepⅣ Reflection after teaching
The 3rd period Learning about language
教学目标
1. Let the students know the usage of modal verbs.
2. Enable the students to recognize the words and expressions in the
reading
passage according to what mean the same as them.
StepⅠ Greeting and Revision
Ask some students to retell the text we learned .
StepⅡ. Practicing the useful words and expressions
T: As we know, there are two important kinds of verbs---transitive
verbs and intransitive verbs. But many intransitive verbs have the
structure “verb+preposition+objects ” Can you give me some examples?
Ss: Sure. Such as look at the picture, hear from my friends, listen to
the radio and so on.
T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of
your own, using the words given.
S1. I’m looking forward to hearing form my friend

S2: We are talking about verbs.
S3: Would you like to talk with me?
S4: Who can think of an effective solution to the problem?
S5: Please think about my proposal.
StepⅢ Useful Structures
T: Let’s come to the next part. This part is about modal verbs. You
are to read the sentences in Ex. 1 and then to find out and write down
different sentences with modal verbs form the reading passage and try
to explain their meanings. If you have any difficulty in understanding
them you can refer to Grammar in Pages 92---94
StepⅣ Summing up and home work
T: Boys and girls, today we have practiced useful words and phrases
of this unit and the usage of modal verbs. I think it is not easy for
you to master them, after class you should review them.
Homework
1.
2.
Practice of WBP42EX.1,2,3.
Please find out10 sentences with modal verbs, and try to get
their meanings.
StepⅤ Reflection after teaching
The 4th period Listening
教学目标
lary: go with, the big bands, musicians, over and over again,
for sale, get used to, the winners of this year’s awards for the best
costumes
the students to know how to get the key words to understand the

conversation about the carnival parade, to talk about sth happened and
express request and thanks.
StepⅠ Revision
After checking the WB Ex. 1,2,3 the teacher ask the students to give
examples about modal verbs and try to explain them.
StepⅡ Warming up
T: By the way, what’s the topic of this unit?
Ss: Festivals around the world.
T: Would you like to know something more about festivals around the
world?
Ss: Of course.
T: Now I will show you several pictures. What’s the festival called?
StepⅢ Listening
T: I will play the tape for you twice. Please listen carefully and
pay
much attention to the important points. For the first time you are to
make notes beside the questions. For the second time, you should write
down the answers and then check them with your partners.
( It’s important to encourage the students to adapt their present
knowledge any
skill to a variety of situations wherever they can. Make sure to allow
various
expressions of the answers. Do not demand the same words form all
students.)
StepⅣ Speaking

This part is intended to give the students the opportunity to
practice a
telephone conversation using the functional items for requests and
thanks. The polite form of English are important and should be practiced
in a variety of situations.
StepⅤ Listening task
T: There are about 10 minutes left. Let’s come to listening task.
Turn to
page 43 and look at the pictures. They have something in common. Can you
find it out?
Ss: They are all about festivals bout the dead.
T: That’s right. I will play the tape for you. For the first time
you should try
to write down the name of the country where the festival are held. For
the next two times you should do Ex2. You can make a brief note first
and then complete the chart, according to which you can make a report.
StepⅥ Reflection after teaching
The 5th period Extensive reading
教学目标
lary: heart-broken, turn up, keep one’s word, hold one’s
breath, drown one’s sadness in coffee, set off for, remind somebody of
something,
to compare the festivals in China and in western countries.
StepⅠ Revision

Check homework
StepⅡ Reading (1)
T: As we know, there are all kinds of festivals around the world.
We have talked about two Chinese festivals for the dead. Today we are
going ti read a sad story, which is to introduce a cross cultural view
of lovers’ festival—Qi Qiao and Valentine’s Day. Now please read it
quickly and find out the sentence below are true or false.
The girl Li Fang loved and waited but she didn’t turn
up. But he didn’t lose heart.(F….)
Because her most lovely daughter got married to a
human secretly, the Goddess got very
angry. .(…T.)
Zhinv was made to return to Heaven without her
husband. They were allowed to meet once a year on the
seventh day of the tenth lunar month, .(F….)
Hu Jin had been waiting for Li Fang for a long time
with a gift for him. .(…T.)
T: I think you have got the general idea of the passage. Now please
read the passage once more and answer the questions on Page 8.
Some language points:
1. turn up: appear
her word: keep her promise

his breath: wait without much hope
one’s sadnesssorrow in coffee: drink
coffee in order to forget the sadness sorrow
sb of sth: make sb think of sth
StepⅢ Discussion and writing
T: That’s for the reading part of the passage. Please think about
the ending
of the story. Are you satisfied with the ending? Different people have
different opinions to a matter. Now any one of you have an opportunity
to make up an ending to the story. Please engage imaginatively in the
story and use your own
ideas. Try to use the vocabulary and structures you have learned of you
like.
StepⅣ Reading(2)
T: Let’s come to another passage about carnival in Quebec. Please turn
to Page 44, read it quickly and answer the questions in Page 45. Five
minutes for you.

单元教学反思：

Unit 2 Healthy eating
Ｉ． 单元教学目标
技能目标Skill Goals
Talk about healthy diet
Make suggestions or giving advice on diet
Distinguish the meanings of Modal verbs
Make a balanced menu
II． 目标语言
功
能
句
式
Practice talking about your ideas
Yes, I think so.
I don’t think so.
I agree.

I don’t agree.
That’s correct. Exactly.
That’s exactly my opinion.
You’re quite right.
I don’t think you are right.

I quite agree with you.
I’m afraid I don’t agree disagree with you.
Of course not.
词

汇
1. 四会词汇
diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom,
peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry,
ought, bacon, slim, curiosity, hostess, raw, vinegar, lie,
customer, discount, weakness, strength, consult, fiber, digest,
carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh,
combine
2. 认读词汇
protective, spaghetti, protein, crisp, kebab, sugary, muscle,
calmly, cooperation
3. 词组
get away from, balanced diet, ought to, lose weight, tell a lie,
win… back, earn one’s living, in debt, spy on, cut down, before
long, put on weight
语
法
The use of ought to
1. Statements
You ought to cook fresh vegetables and meat without too much fat
if you want to stay slim.
You ought not to eat the same kind of food at every meal.
2. Difficulty

Distinguish and summarize the usage of ought to and should.
Ⅲ. 教材分析与教材重组


1. 教材分析
本单元以“健康饮食”为中心话 题，通过单元教学让学生了解各种食物对人体的
作用，引导学生关注平衡膳食，促使学生养成健康饮食的 习惯。针对现实中遇到的实
际问题发表自己的看法。最后让学生运用所学知识，两人一组研究中餐，设计 食谱。
1.1 WARMING UP 是本单元一个重要的组成部分。让学生看图讨论不同食物对 人体
的作用，了解饮食与人体健康的关系。通过几个设问激发学生思考自己的饮食习惯是
否合理 ，运用已有的知识经验思考什么是Healthy Eating.
1.2 PRE- READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物
富含脂肪、纤维素、维生 素和糖份。可添加讨论如何在烹饪中保持食物营养，从而有
利于健康。
1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反
映了现代人对饮食的 关注和对时尚的追求。但王鹏伟和咏慧都没有提供平衡的膳食，
经过一段时间的磨合，他们决定合作，提 供既有能量又有纤维的食品。戏剧性的结尾
增添了故事的趣味性。通过阅读丰富学生的饮食文化，教会他 们如何改善饮食习惯；
在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比
两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导 性练习。注
重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并
设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking,
Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实
际 ，让学生两人一组研究中餐设计食谱。

2． 教材重组
2.1 精读 把Warming up作为Reading 的导入部分，把Pre- reading、Reading 和
Comprehending整合在一起作为一堂“精读课”。
2.2 语言学习 把Learning About Language和Workbook中的Using words and
expressions, Using Structures结合在一起上一节“语法课”。
2.3 听力 把Using Language 中的Listening和 Workbook中的 Listening，
Listening Task放 在一起上一堂“听力课”。
2.4 泛读 Using Language中的Reading与Workbook中的Reading Task放在一
起上一堂“泛读课”。
2.5 语言运用 将Speaking and Writing和Workbook中的Writing Task, Project
整合在一起上一堂“写作课”。






3． 课型设计与课时分配
1st period Warming up and Reading
2nd period Language study
3rd period Listening
4th period Extensive reading
5th period Writing
The 1st period Warming up and reading
StepⅠ Warming up
Review the words of foods by showing their pictures. First, ask
students to list the foods they like best. Then tick off 3 of them they
eat most often. Second, show the three groups of foods and see which group
their foods belong to. Third, ask the students to tell us in what ways
their foods help them grow.
StepⅡ Pre-reading

Get the students to discuss the questions with their partners in this
part. Then ask them to report their work. This part will help the students
understand the text.
T: Please look at the slide show and discuss the questions with your
partners. Then I’ll ask you to report your work. Are you clear?
Which food contains Examples of foods
more…
Sugar Chocolate or grapes Chocolate
Cakes or bananas
Fat Cream or rice
Chocolate
chicken
Fiber Peas or nuts
Pork or cabbage
protein
Nuts
Cabbage
Cakes
Cream
or Chocolate
Answer
Potato crisps or ham Ham
Eggs or cream eggs
StepⅢ Reading
Get the students to comprehend the passage quickly and accurately
and meanwhile help the students to form a good habit of reading. Give
the students a couple o f minutes to look through the whole passage. Tell
the students to read the text silently and then ask for the main idea
of the text on the slide show with their partners. Encourage the students
to express their ideas.
Fast reading
In this part ask the students to read the text quickly for the first

time and find out the main idea of the text. Then ask them to read the
text again carefully to obtain some details. Before reading show the
tasks and let the students read the tasks first. This text will help them
have a good understanding of the text.
The two restaurants supplied the healthy diet.
The reason why Yong Hui’s restaurant was so popular with customers.
Wang Pengwei found out why he had lost his customers and decided to
win them back
Careful reading
T: Now it is time for us to read the text carefully and decide which
sentences are true. Then correct the false ones. First read the
sentences.
Usually Wang Pengwei’s restaurant was full of people. (T )
Yong Hui served a balanced diet. ( F)
Yong Hui could make people thin in two weeks by giving them a good
diet. (F)
Wang Pengwei’s customers often became fat after eating in his
restaurant. (T)
Yong Hui’s menu gives them energy foods. (F )
Wang Pengwei’s menu gives them foods containing fiber. (F )
Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.
(F )
Wang Pengwei decided to copy Yong Hui’s menu. (F )
StepⅣ Comprehending
By now, the students have had a further understanding of the text.

Let the students read the text again and find out the differences between
the two restaurant.
T: Now please read the text again and fill in the chart together
with your partner.

disadvantages advantages
Pengwei’s
restaurant
Not giving enough Provide plenty of energy
foods
fiber
containing foods
YongHui’s
restaurant
Not giving enough Providing plenty of fiber
energy foods foods
T: Until now we have known what’s wrong with both restaurant. What
does it matter if you only eat at one of the restaurant?
T: You all have a point here. But what will they do? We will see it
next
period. Facing the serious competition Wang wasn’t lost in sadness and
he didn’t quarrel with his competitor either. He went to the library
to learn more about healthy eating and made his menu better than Yong
Hui’s menu. Do you think we should follow his example?
Ss: Yes.
T: Now let’s deal with some language points. Turn to page 10, let’s
look at
the sentences:
Pengwei sat in his empty restaurant feeling very frustrated.
This sentence means that the second action “ feeling very
frustrated”

happened together with the main action “sat”. Pay attention to the form
(v-ing) of the second action.
b. Nothing could have been better.
This sentence tells us that everything has worked out the way you would
like. It’s a sentence that we can use in any situation.
c. He couldn’t have Yong Hui getting away with telling people lies!
This sentence means that he will punish Yong Hui for her telling lies.
StepⅤ Homework
Try to retell the text.
Prepare for the language learning and do Using words and Expressions
on WB (Page 49-50)
StepⅥ Reflection after teaching
The 2nd period Language study
StepⅠ Revision
Check the students’ homework.
Ask some of the students to retell the text.
StepⅡ Word study
This part is a consolidation of the words in the text. Ask the
students to do
the exercise individually.
T: Now please open your books and turn to page 11. Fill in the chart
using
the correct forms of the words which have the same root. Next activity
is to match the definitions with the words we have learnt form the text.
I necessary, you can discuss with your partners.

…
StepⅢ Grammar
The students will learn the usage of modal verbs. First try to make
the
students clear the functions of modal verbs, with the help of the practice
1on page 12. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the
text.
By lunchtime they would have all be sold---It indicates possibility.
His restaurant ought to be full of people.---It indicates possibility.
What could have happened?--- It indicates possibility.
Nothing could have been better.--- It indicates possibility.
Something terrible must have happened if Maochang was not coming to
eat with him as he always did.---It indicates guessing.
He could not believe his eyes. ---It indicates intension.
a. He wonder if he should go to the library to find out ---It
indicates duty.
wouldn’t have Yong Hui getting away with telling people
lies!---It indicates intension.
…
StepⅣ Homework
the rules of word formation and the meanings of modal verbs.
e the Using Structure on page 50 by making a dialogue in
pairs.
StepⅤ Reflection after teaching

The 3rd period Listening
StepⅠ Revision
Check the using structure on page 50.
Ask the students to make a short dialogue in pairs.
StepⅡ Listening( using language)
The students will hear what Wang Pengwei did after leaving Yong
Hui’s restaurant. Ask the students to finish the chart and answer the
questions.
T: OK. We have studied the text and know neither of the restaurant
supplied a balanced diet. Let’s listen to the tape and see how the story
went on. Go through the text quickly on page 14.
( Play the tape. Students write down the answers and check the answers
with their partners.)
T: Now listen to it again and try to make sure your answers are right.
Energy-giving
Rice
Noodles
Nuts
butter

Body-building
Meat
Fish
Tofu


Protective
Fruit
vegetables
StepⅢ Listening (WB P48)
The students will heat a conversation between Hong Mei and the doctor.
They are asked to do exercise according to the tape.
T: Doctor know that there are illnesses you may get if you do not
eat properly. In the following part, we are going to listen to a dialogue.
Hong Mei is going to see the doctor. Let’s see how the doctor gives her

some advice. Listen carefully and do the exercises.
Red foods: Orange foods: Green foods:
stop (Only a be
little)
go( more every
careful( some day)
every day)
Butter, cream, Bread, noodles, All
nuts, cakes, rice, neat, vegetables( pot
egg, ato, cabbage, foods fried in cheese,
fat
StepⅣ Homework
tofu carrots..)
Pre-view the reading(2) and reading task on Page 52. See how the story
ended.
Find some information about healthy eating on the Internet.
StepⅤ Reflection after teaching
The 4th period Extensive reading
StepⅠ Revision
Check the homework
Share the information the students have got form the Internet.
StepⅡ Pre-reading
Ask the students to read some proverbs and translate them into
Chinese.
T: Today we are going to see the end of the story. First, please look
at the blackboard and try to translate the proverbs into Chinese.
You are what you eat.
An apple a day keeps the doctor away.

First wealth is health.
The students discuss with their partners.
人如其食.
一天一个苹果,医生不来找我.
健康是人生的第一财富.
StepⅢ Reading
The purpose of this reading is to complete the story of Wang Pengwei
and Yong Hui and show the students that it is never too late to change
bad eating habits and begin afresh. After the fast reading, let the
students do the exercises on page 15. Then let them match the words with
their definitions.
T: Eating healthily means that no food in itself is good or bad.
Eating properly depends on eating the right variety of foods in the right
amount. Let’s read the passage quickly and say what they did with their
menu.
Ask the students to report their work.
What did they do? Result
Combine their menu and provide a balanced cut down the fat
one
raw vegetables with hamburgers
the boiled potatoes, not fried
fresh fruit with ice cream
Then find the words from the text to match the definitions.
Definitions words
increase the fibre
a big success

Stare angrily or fiercely
Take a long deep breath
Keep alive in a certain style
Advantage or profit
Join or mix together to form a whole
Owe a lot of money
StepⅣ Homework
Glare
Sigh
Earn one’s living
Benefit
Combine
In debt
Collect eating attitudes from the Internet
Practice presenting reasons to support your ideas.
StepⅤ Reflection after teaching
The 5th period Writing and re-viewing
StepⅠ Revision
Check the homework and take a dictation.
StepⅡ Writing
This is an opportunity for students to practice their persuasive
writing skills and try to encourage others to support their point of view.
The idea of a new library is chosen because it would be very useful in
a town.
T: You know, we have mad ea decision that we won’t build a Mcdonal’
s. But what do you think should be built on the land? Can you write an
article to support your idea? Give you 20 minutes and finish your articles.
Pay attention to the orders.
Describe the new design
Draw a plan
explain the advantages of your ideas

单元教学反思：

Unit 3 The Million Pound Bank-Note
Ｉ． 单元教学目标
技能目标Skill Goals
Talk about short stories and dramas.
Learn how to act out a play.
Learn how to request and order food.
Learn Noun clauses as the object and predicative.
Write a play or drama.
II． 目标语言
功
能
句
式
Request（请求）
Would you please come in?
Would you mind waiting just a few minutes?
May I ask you how much money you have?
— Well, to be honest, I have none.
Could you offer me some kind of work?
I wonder, Mr. Adams, if you mind us asking a few questions?
— Go right ahead.
Ordering food (点餐)

I’d like some ham and eggs and a nice big steak.
I’ll have a nice long glass of beer.
词

汇
1. 四会词汇
Birthplace, novel, adventure phrase author scene wander
pavement businessman permit ahead bay stare fault spot
passage account embassy seek patience contrary envelope
unbelievable steak pineapple dessert amount rude manner
scream genuine rag indeed bow barber
2. 认读词汇
narrator, incredible, Roderick, Oliver, nightfall, unpaid,
charity, willingness, simply, Clemens, issue, fake, boyhood,
Hannibal, Missouri, Mississippi, fathom, contest, Yale,
loneliness, playwright, script
3. 固定词组
Bring up, go ahead, by accident, stare at, account for, on
the contrary, take a chance, in rags, as for
4. 重点词汇
bet, make a bet, permit, go ahead, by accident, stare, account
for, to be honest, jealous, in rags, indeed, even if, get into
trouble
语
法
Noun clauses as the object (宾语从句)
I can’t say that I have any plans.

...and he does not know what he should do.
I did not know whether I could survive until morning.
Noun clauses as the predicative (表语从句)
That’s why we’ve given you the letter.
The 1st period Reading(1)
Step I Warming up
Twain is probably one of the few American writers with whom
students are already familiar. This exercise makes the teacher find out
how much the students know about this writer and decide how much they
need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the
American history. Now please read “About Mark Twain”on page 23 so that
you can know more about him.
Students read the passage about Mark Twain and answer the questions
given in the form on page 23.
What’s the real name of Mark Twain?
When was he born and when did he die?
Do you know all the places where he lived?
Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life.
And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will
learn some parts of this famous play.
StepⅡ Pre-reading

Get the students to discuss the question with their partners and then
ask them to report their work. Encourage to express their opinions
freely.
T: If a rich person gives you a large amount of money to use as you
like, for example, one million pound, what will you do? Why?
( Students have a discussion on this question. Whatever choice
students make here, they should be ready to offer their classmates a good
reason for it.)
…
T: I think all of you have a good idea. Do you want to know what
happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark
Twain? Have you ever read the story? So this class we will learn the story
together.
Step Ⅲ While reading
Scanning
Get the students to comprehend the whole scene quickly and accurately
and meanwhile help them form a good habit of reading. Give the students
some time to read through the scenes and then answer some questions
How did Henry Adams come to England?
Where did Henry work before? How much did he have?
What did the two gentlemen give Henry?
When can Henry open the letter.
After the students discuss the questions and then check the answers
with the whole class.
T: Listen to the tape and try to find out the characteristics of the

whole passage.
Ss: This is part of a play. So, the narration is written in the present
tense.
T: OK. All of you have done a good job. Next, let’s read the scene
again and do some exercises.
StepⅣ Post- reading
Do comprehending exercises and explain :
a large amount of: a large quantity of; a great deal of
e.g. They bought a large amount of furniture before they moved their
new house.
make a bet: make an arrangement to risk money, etc. on an event of
which the result is doubtful.
e.g. We made a bet on the result of the match.
permit sb to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride in the street after it
rained.
by accident: as a result of chance
e.g. I only found it by accident.
stare at: look at somebody or something with the eyes wide open in
a fixed gaze( in astonishment, wonder, fear, etc)
to be honest: to tell you the truth; to be frank
e.g. To be honest, I don’t think we have a chance of winning.
StepⅤ Homework
Review the key sentences in this part
Preview the words in the second period.

Act out the play in groups
StepⅥ Reflection after teaching
The 2nd period Reading(2)
Teaching goals
bet, make a bet, permit, go ahead, by accident, stare, account for,
to be honest, jealous
Expressions on request:
Would you step inside a moment, please?
Would you please come in?
May we ask what you’re doing in this country and what your plans
are?
Well, why don’t you explain what this is all about?
Sentence patterns
2. Ability goals
a. Enable students to read and hear natural language in a dramatic
context and increase their self- confidence in using English, which will
increase their overall motivation to learn English.
b. Enable students to sum up the main idea of ACT ONE Scene 3.
c. Enable students to understand the details about the whole scene.
d. Retell the scene using the key words of the whole scene.
e. Express their opinions by answering the following questions:
1) Do you think money is everything? Why?
2) Do you agree that only money can bring people happiness?
3. Learning ability goals
a. Help students to understand natural language in the dramatic

context and increase their self-confidence in using English.
b. Help students to sum up the main idea of ACT ONE Scene3.
c. Help students to understand the details of the whole scene.
d. Get students to retell the whole scene.
e. Help them to answer the following questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching important points
a. How to interpret language through tone of voice and body language,
gaining a greater appreciation of the various verbal and non-verbal ways
in which language works.
b. Discuss the questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching difficult points
Discuss the questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching methods
Elicitation, discussion, listening, reading and pair work.
Teaching aids
A computer, a projector and a tape recorder.
Step I Warming up
What do you know about Mark Twain? Do you know any of his works?
Read the short passage quickly and fill in the chart.

Real name


Meaning of his pen name
Birth date
Birthplace


Place where he grew up

His famous stories

Then give an introduction of Mark Twain(1835—1910): The greatest
humorist of the 19th century American literature.
Novels:
The Adventures of Tom Sawyer (1876)(汤姆·索亚历险记）
The Prince and the Pauper (1882)(皇子与贫儿)
The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记)

StepⅡ Discussion
Suppose a rich person gives you a million pound bank-note, what will
you do with it ? Give the reasons.
Introduce some new words to the students:
incredible: difficult to believe (unbelievable)
stare at: look at sb. sth. for a long time
nightfall: the time in the evening when it becomes dark
survive: continue to live or exist
spot: see or notice a person or thing
account for: to be the explanation or cause of sth.
charity: 施舍
by accident: by chance

StepⅢ Pre-reading
1. First, give students a brief introduction of the story
Two rich gentlemen made a bet on what would happen to a person if
he was given a million pound note.
Henry, the hero of the story, an American young man, sailed too far,
drifted out to the ocean. A British ship, for London, passing by,
fortunately saved him.
2. Prediction :
What would happen to Henry?

StepⅣ Reading
Scan the passage and find out :
What happened to Henry?
What does the brothers choose Henry for?
What happened to Henry?
He was given a letter by the two brothers and was asked not to open
it until two o’clock.
What does the brothers choose Henry for?
They wanted to make a bet on Henry.
Skimming: answer the following questions:
1. Where does Henry Adams come from? Does he know much about London?
2. What did he do in America?
3. Why did he land in Britain?
Put the following events in correct order.
(1) Henry wandered in London streets.
(2) About a month ago Henry Adams was sailing out of the bay.

(3) The next morning he was spotted by a ship.
(4) Towards nightfall he found himself carried out to sea by a strong
wind.
(5) On the ship he earned his passage by working as an unpaid hand.
Keys;
(2) (4) (3) (5) (1)
StepⅤ After-reading
What kind of persons you think the characters are? (Henry Adams,
Oliver Roderick)

StepⅥ Reflection after teaching
The 3rd period Language study
Step1 Introduce some new words:
Steak eat like a wolf genuine reserve scream fake bow

Step 2 Cultural note:
Henry asks for a steak “extra thick” for his meal. In China, steak
is generally cut thinly but in America it is appreciated if it is cut
thickly and grilled or fried. The advantage of having a steak “extra
thick” is that it can be well cooked on the outside but still raw or
half raw in the center.

Step3 Read and answer these questions:
1. What was it in the letter?
2. Before Henry took the note out of the envelope, did the waiter
serve him politely? Why?
3. Did the owner believe that the note was genuine or not? Why?
4. Whose behavior changes the most during this scene?

5. What kind of person is the owner of the restaurant?
6. Why do you think the owner of the restaurant gave Henry a free
meal?

Step4 Detailed reading
1. What does “it’ll cost a large amount of money” exactly mean?
2. At the sight of the customer’s note, the owner and his waiter
got very D .
A. frightened B. angry C. worried D. excited
3. When did the hostess and the waiter change their attitude to the
customer? D
A. At the beginning of the story.
B. Before they saw the large note.
C. At the end of the story.
D. After they saw the large note.
Step 5 In group of four, play the parts of “Henry, waiter, owner and
hostess”.
Step 6 Reflection after teaching
The 4th period Grammar
Teaching goals
1. Target language
win the bet, make the bet, be worried about, stay out of jail, a
poorly-dressed gentleman, eat like a wolf, be a big puzzle to sb
May we ask what you are doing in this country?
Well, why don’t you explain what this is all about?
That’s why we’ve given you the letter.

We were very surprised that he finished two orders of food in a very
limited time.
We doubted whether the man was able to pay for the food.
y goals
a. Enable the students to use the words and expressions in this part.
b. Enable students to understand and use noun clauses as the object and
predicative.
3. Learning ability goals
a. Get the students to guess the meaning of the words or expressions
according to the context.
b. Get the students to use the noun clauses as the object and predicative.
Teaching important points
a. How to make students understand and use noun clauses as object and
predicative.
b. Get the students to master the usage of the important words of this
unit.
Teaching difficult points
How to make students understand and use noun clauses as object and
predicative.
Teaching methods
Task-based method
Teaching aids
A computer and a projector
1.名词性从句是由if, whether, that和各种疑问句词where, when等充
当连接词所引导的从句, 其功能同名词一样。

2. what与that在引导名词性从句时的区别:
what引导名词性从句时在从句中充当句子成分,如主语,宾语,表语,而
that则不然,它在句 子中只起连接作用。例如：
(1) What you said yesterday is right.
(2) That she is still alive is a puzzle.
3.宾语从句就是在复合句中作宾语的名词性从句, 通常放在主句谓语动词
(及物动词)或介词之后。
(1) 由that 引导的宾语从句(that通常可以省略), 例如：
I heard that he joined the army.
(2) 由what, whether (if)引导的宾语从句,例如：
① She did not know what had happened.
② I wonder whether you can change this note for me.
4.否定的转移:若主语谓语动词为think, consider, suppose, believe,
expect, guess, ima gine等,其后的宾语从句若含有否定意义,一般要把否定词
转移到主句谓语上,从句谓语用肯定式。
I don’t think this dress fits you well. (我认为这件衣服不适合
你穿。)
常可以放在动词think, find, consider, believe, feel, make等
后作为形式宾语:it不仅可以作为 形式主语，还可以作为形式宾语而真正的宾
语-that从句则放在句尾,特别是在带复合宾语的句子中 。 We heard it that
she would get married next month.
6. 表语从句是在复合句中作表语的名词性从句, 放在系动词之后,一般结
构是“主语+系动词+表语从句”。可以接表语从句的系动词有be, look, remain,
seem等。引导表语从句的that常可省略。另外,常用的还有the reason why …
is that … 和It is because …等结构。例如：

1). The question is whether we can make good preparation in such a
short time.
2). This is why we can’t get the support of the people.
3). But the fact remains that we are behind the other classes.
4). The reason he is late for school is that he missed the bus.
The 5th period Speaking
Step1 Make a dialogue for Act Two, Scene 2 using all of the
following information:
Henry tells a clerk that he wants a coat for a suit. The clerk shows
him a cheap coat downstairs. Henry doubts if he should take it. The clerk
persuades him to buy it. Henry agrees, but explains that he can’t pay
him right now, as he has no small change. In your dialogue, include
expressions on shopping. Practice your dialogue and then share it with
another pair. And we’ll see which is the most appropriate for the play.
Step 2 Suggested scene
The dialogue takes place at a tailor’s shop. (O=Owner; C=Clerk;
H=Henry)
O: There’s a customer, Todd. Will you serve him?
C: I don’t know why he’s in a tailor’s shop. Just look at his
clothes!
O: No matter what he’s wearing, Todd, just show him the cheapest.
C: Do you want anything?
H: Yes, please. I want to buy a suit.
C: Of course. You may find these rather expensive. We’ve got some
cheaper ones in the back room. Will you come through to the back,

please?...Why don’t you try this one on?
H: Mmm, it doesn’t seem to fit very well.
C: I’m afraid it’s the cheapest one we’ve got.
H: Very well, I’ll take it. Could you wait a few days for the money?
I don’t have any small notes on me.
C: Oh, you haven’t? Well, of course, I know that gentlemen like you
carry only large notes.
H: My friend, you shouldn’t judge strangers always by the clothes
they wear. I’m quite able to pay for this suit. I just didn’t wish to
put you to the trouble of changing a large note.
C: Why do you think we can’t change your note? Of course we can.
H: Oh, very well. Then there is nothing to worry about. I apologize.
(Hands him the note.)
单元教学反思：

Unit4 Astronomy: the science of the stars
I单元教学目标
技能目标Goals
Talk about the science of the stars, the development of life and

space travel and gravity
Practise giving instructions
Practise talking abut problems in study or life
Learn to use Noun Clauses as the subject
Learn to write an essay to show your problems and the way to
overcome them.
II. 目标语言
功 Talk about the science of the stars, the development of life
能 and space travel and gravity
句 Where do we come from?
式 How did the universe begin?
Why is the universe the way it was?
How will it end?
How much do you know about universe?
Do you want to have a space travel?
Do you know something about gravity?
Do you know something about black holes?
Practise giving instructions
Please look at listen to…
Please check that…
You need…
Please pay attention to…
Don’t forget to…
You’d better…

Make sure you…
Watch out for…
You mustn’t…
Practice talking about problems in study or life
My problem is…
The difficulty is…
My trouble is…
The question is…
My advice is…
What I think about it is…
The fact is…
My suggestion is…
词 1 四会词汇
汇 astronomy, atmosphere, system, violent, solid, explode,
carbon, dioxide, oxygen, surface, planet, harmful,
development, spread, method, depend, exist, presence,
telescope, disappoint, disappointed, publish, publishing,
gravity, force, gradually, cheer, float, mass
2认读词汇
astronomer, biochemistry, geophysics, solar, Big Bang,
vapour, nitrogen, dissolve, amphibian, reptile, generally,
mammal, global, comet, Issac Newton, Albert Einstein,
Stephen Hawking, lessen, weightlessly, cabin, exhaust,
exclaim

3 词组
solar system, in time, prevent…from, depend on, cheer up,
now that, get the hang of, break out
语 Noun Clauses as the subject
法 Noun Clauses as the subject is also called the Subject
Clause. That means a Noun Clause serves as Subject in the
sentence. The words which are used in this Noun Clause are:
that, whether, who, what, which, when, where, how, why, etc..
Example
1. What it was to become was a mystery.
2. It was not clear whether the solid shape was to last or
not.
重 1. What it was to become was a mystery until the dust began
点 to slowly combine into a ball moving around the sun. P25
句 2. It’s exploded loudly with fire and rock, which were in
子 time to produce the water vapour, carbon dioxide, oxygen,
nitrogen and other gases, which were to make the earth’s
atmosphere. P25
3. It allowed the earth to dissolve harmful gases, which had
become part of the earth’s atmosphere, into the oceans
and seas. P25
4. Whether life will continue on the earth for millions of
years to come will depend on whether this problem can be
solved. P26

5. When we get closer to the moon, we shall feel its gravity
pulling us but it will not be as strong a pull as the
earth’s. P30
6. Walking does need a bit of practice now that gravity has
changed. P31
7. We watched, amazed as fire broke out on the outside of the
spaceship the earth’s gravity increased. P31
8. Seen from space, the earth appears to be a water ball.
9. But the answers have always seemed well beyond our reach,
until now.
10. Huge questions remain to be answered, before we can hope
to have a complete picture of the universe we live in.
III.教材分析和教材重组：
1.教材分析：
本单元以astronomy: the science of the stars, the development of life,
space travel and gravity为话题，通过本单元的几篇阅读材料使学生对以
上问题有所了解，并通过文章中 的一些探讨性的问题，比如，The earth may
become too hot for the lives on it. Then what will our future be? 使学生更好地了解我们的地球和我们的生活环境，并引发对“地球的将来如何”
的热烈讨论，通过这些 讨论会激发学生对天文学了解和探究的强烈兴趣。通过
讨论登月球需要的物品和可能遇到的困难学会提出 问题和解决问题的表达方
法，并能就此写出一篇表达合理清晰的短文。
1.1 WARMING UP以讨论的形式通过三组问题引导学生讨论边缘科学，讨论科学研
究的方法以及要成 为真正的科学家所必须掌握的技能。
1.2 PRE-READING 主要让学生弄清楚什么是科学 思想，什么是宗教信仰或文化传

统。在探讨生命的起源的科学道理之前，让学生以听故事 或讲故事的方式，交
流一下有关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，
激活学生的思维。
1.3 READING 讲述了地球上生命的起源。水的形成使得地球有别于其 他星球，它
使得地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，
上百 万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。
最初的动物靠孵化繁衍后代，后 来出现了哺乳动物，人类也随之诞生了。文章
最后讲了令人深省的问题：The earth may become too hot for the lives on
it.
1.4 CO MPREHENDING通过四个选择填空题检测学生对本文核心问题的理解：地球上
生命的起源和延续 需要那些条件？随后通过排序的方式帮助学生弄清本文的
行文线索，也就是地球上生命的起源和发展历程 。最后提出两个问题，考察学
生的深层理解和推断能力。
1.5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful
words and expressions是通过英文释意，短文填空，词语分类和单项选择等练习在语境中掌握和运用词汇。Grammar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，设置一个用一手机发短信
息的情景，让学生进行简单句与主语从句之 间的转换练习。最后设置情景来复
习表语从句。
1.6 USING LANGUAGE由Listening、Reading和Speaking and Writing三部分 交
互组合而成。指导学生在听和读的输入性学习之后，完成说和写的输出性应用
练习。List ening的内容介绍三位科学巨匠。不仅通过听力填表的形式训练学
生捕捉细节的能力，还通过四选一 的方式帮助学生找主题思想。在解释对与错
的过程中，教师可以适当的介绍一下概括主题的方法。Rea ding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。Speaking 以Visiting the moon为话题，要求 学生讨论登
月球需要携带的物品和在月球上可能遇到的困难。Writing要求学生找出登月
球可能遇到的三个困难并找出克服这些困难的方法。在听说读写综合提高的同
时，培养了学生的创新意识 和实践能力。
2教材重组
2.1 精读可将 Warming up、Pre- reading、Reading 和Comprehending四部分整
合在一起上一节阅读课。
2.2 语言学习包括Leaning about language和 Workbook中的 Using Words and
expressions以及 Using Structures。
2.3 听力Using language中的 Listening与 Workbook中 Listening和
Listening task三部分话题较为接近，其中 Listening部分是介绍三位对地球引
力的认识做出巨大贡献的科学伟人。在提高听力的同时，为 下文的Reading部分作
了铺垫。Workbook中 Listening是关于轰动一时的航天 英雄杨利伟的故事。通过
听力练习，让学生了解作为宇航员所需要哪些素质。而Listening task中的听力
则是向学生展示space travel 的潜在价值。既然三部分都在谈论与Astronomy有
关的内容，所以放在一起处理比较合适。
2.4 口语训练是把Using Language 中的Speaking 和 Workbook 中的 Talking
和 Speaking task放在一起。这几部分涉及到本单元的功能句， 指导学生学会如
何思考需要的东西，怎样给别人以指示以及如何向别人问问题。可以整合在一起上
一堂口语课。
2.5 泛读 是把Using language中的Reading和Workbook中的Reading task 整
合在一起。这两部分利用science fiction story向读者解释gravity和black
hole.
2.6 写作练习是把Using language中的Writing 和Workbook中的Writing Task
以及Project整合在一起上一堂写作练习课。

3课型设计与课时分配
1st period Intensive Reading 2nd period Language study 3rd period
Listening
4th period Extensive Reading 5th period Speaking 6th period
Writing
The first period Intensive reading
Step Ⅰ Presentation
T: Hello, everyone! Today we will come to Unit 4, Astronomy. Before
that I have a question: where do we come from? Or we can say: Who are
our ancestors?
S1: Monkeys!
S2: Beijing Ren who lived many years ago.
S3: dinosaurs
…
T: Very good! Do you know what it was like before life appeared on
earth?
S4: Full of water…
Bs: I don’t know.
T: Do you want to get more information?
Ss: Yes, we do.
T: Today we will learn something about how life began on earth. Turn
to
page ’s come to Warming up first.
StepⅡ Warming up
Read the three questions, while the students listen and follow.

Give the students several minutes to discuss the questions.
Collect answers from the class.
Check answers while discussing.
StepⅢ Pre-reading
Get the students to discuss the questions on page 25 with their
partners. Then ask the students to tell their stories. Encourage them
to tell different stories, If they don’t know any, tell them some.
T: Now discuss these questions with your partners. Then I will ask
some of you to tell us your stories. Are you clear?
Ss: Yes.
Do you know each religion or culture has its own ideas about the
beginning of the universe? Give an example if you know.
Do you know what a scientific idea is?
Read some stories to the students.
Pangu separates the sky from the earth;
The Biblical Account;
India;
Japan;
Europe;
…
StepⅣ Reading
Scanning
Get the students to read the passage quickly and accurately and
meanwhile help the students to form a good habit of reading. Give the
students a couple of minutes to look throuth the whole passage. Tell them

to read silently and then ask some detailed questions about the text.
Encourage them to express their ideas.
T: We are going to learn a passage about how life began on the earth.
Now read the text quickly and then answer my questions.
What was there on the earth before life began?
Why do scientist think there has never been life on the moon?
Why do animals first appear in the sea?
Why do green plants help life to develop?
Why were mammals different from other animals?
Discuss the answers with the whole class.
Skimming
In this part, students will read the text again and finish part 1,2,3
T: Now skim the passage fast to finish part1,2,3,4 Then we will check
the answers together.
Key to part 1: DBIGEHACFJ
Discuss the rest with the students.
StepⅤ Listening
Listen to the tape for the students to follow and have further
understanding of the passage.
T: Read after the tape, then answer me some questions with your book
closed.
How did water come into being on the earth?
Why is water important on earth?
Step Ⅵ Language points
T: Turn to page 25. Let’s look at the sentences:

It exploded loudly with fire and rock, which were in time to produce
the water vapour.
Which leads non-restrictive attributive clause.
in time: sooner or later; eventually
I will see him in time.
In time ( for sthto do sth): not late
She will be back in time to prepare dinner.
Inout of time: innot in the correct time
The audience clapped in time to the music.
Nobody knew that it was going to be different from other planets going
around the sun.
Be different from: not like someone or something else in one or more
ways
City life is quite different from country life.
Whether life will continue on the earth for millions of years to come
will depend on whether this problem can be solved.
To come: serves as attributive
She is the last person to do such a thing.
Depend on: something might only happen or be true if the
circumstances are right for it
Our success depends on whether everyone works hard or not.
Walking does need a bit of practice now that gravity has changed.
Now that: because of the fact that
Now that I am free, I can enjoy music for a while.
Now that you have grown up, you can decide it by yourself.

StepⅦ Homework
Retell the passage
Remember important language points
StepⅧ Reflection after teaching
The second period Language study
Step Ⅰ Revision
Check retelling of the passage
Translate the following sentences.
你迟早会成功的.
我的车与你的不一样.
站在门旁边的那个人是谁?
他总是第一个来,最后一个走.
既然你已经长大了,你自己决定吧.
Suggested answers:
You will succeed in time.
My car is different from yours.
Who is the person standing by the door?
He is always the first to come and the last to go.
Now that you have grown up you can decide it yourself.
StepⅡ Word study
This part is a consolidation of the words learnt in this unit. Ask
the students to do the exercises individually.
Page 27. First let students finish part 1,2
Check the answers with the whole class.
Give students 3minutes to finish part 3.

Let the students read part 4 for a while and finish it.
Turn to page 63. First let the students finish 1and 2 and check the
answers.
Step Ⅲ Preparation
Show some sentences on the blackboard.
A tree has fallen across the road.
You are a student.
To find your way can be a problem.
Smoking is bad for you.
“How do you do?” is a greeting.
What she said is not yet known.
That we shall be late is certain.
It’s certain that we shall be late .
T: What part does the underlined part serve as in each sentence? Or
find its subject in each sentence.
StepⅣ Grammar
Give the students some time to find the sentences in the passage.
The collect answers from the class.
Show typical examples of how to make a subject clause. Guide the Ss
to find out what changes we have to make when we make a sentence or combine
two sentences using subject clause. Teacher shows the example and Ss
write down the sentences.
Turn to page 64. Read the following passage quickly and finish the
eight sentences.
Have a discussion in pairs. The topic is My dream. One talks about

the problems in his study or life, another gives some advice. Remind the
students to use the following structures
My problem is…
My trouble is…
The question is…
My advice is…
What I think about it is…
The fact is…
My suggestion is…
StepⅤ Homework
Finish part 3(P23)
Finish part 3(P64)
StepⅥ Reflection after teaching
The 3rd Period Listening
Teaching goals 教学目标
1 Target language目标语言
a重点词汇和短语
gravity, by chance
b重点句子
I heard about how the idea of gravity has developed over a long period
of time.
Pick out the information and draw lines from the list to where the
things are on the suit of the astronaut.
2 Ability goals 能力目标
Enable the Ss to understand the different ideas about gravity.

Enable the Ss to have a good understanding of the force of gravity
in order to enjoy the stories fully and to become more involved and
excited about studying space and the stars.
3. Learning ability goals 学能目标
Enable the Ss to appreciate that the science fiction stories are
imaginary but based on fact.
Teaching important points教学重点
Listen to the material about the detailed information about
different scientists and their ideas. Complete the form , make True or
False judgement and answer questions.
Teaching difficult points教学难点
Discuss with partners and have a debate to find out ways to solve
the problems about what a spacesuit should be like.
Teaching methods教学方法
a. Discussion
b. Listening
c Cooperative learning
d. Debating
Teaching aids教具准备
A recorder
Teaching procedures & ways教学过程与方式
Step I. Revision
Check homework exercise.
Part3 (P29):

The fact is that I don’t know who he is.
whether he’ll come or not.
that many people don’t know how far Beijing
is from Reading, England.
Your difficulty is that you don’t have enough money.
that you don’t know how to grow apple trees.
My problem is that I don’t know his address.
how long the journey would take us.
The question is that the snow is too heavy.
where you can find a restaurant.
The trouble is how to get there in time.
Whether you can find a taxi in such a cold day.
Part3 (P64):
With the development of science and technology, people have come to
depend more and more on the computer to deal with all kinds of things.
Now that many problems exist which cannot be solved, wars will
probably break out.
He gradually got the hang of this method of research after many
years’ practice.
The presence of that famous director cheered up all the people at
the meeting.
We should find some ways to prevent the harmful gas from spreading.
He is already exhausted. We should lessen his pain instead of
disappointing him.
Step II. Listening (Using language)

Ss will hear different ideas about gravity of three scientists,
and then fill in the blanks.
T: Have you heard of Isaac Newton? How much do you know about him?
S1: He’s English.
S2: He set up an idea which is called “gravity”.
T: What’s his idea about?
S3: Gravity made everything fall back to the earth.
T: Have you heard of Albert Einstein?
S4: Yes. He’s a Jew. And he’s famous for his Theory of Relativity.
T: How much do you know Stephen Hawking?
S5: Sorry, not very much. I know him just from the passage on
Page64,Workbook..
T: It doesn’t matter if you don’t know them much. Today we’ll get
more information about them. Turn to Page30. Go through Part1 quickly.
to the tape three or four times and pause where it’s
necessary. Then check the answers with the whole class.
T: Are you ready? Let’s listen for the first time. Please pay
attention to the date.
(Play the tape.)
T: Have you got the answers?
S1: Yes. Isaac Newton lived from 1642 to 1727. Albert Einstein lived
from 1879 to 1955. Stephen Hawking was born in 1942.
T: Let’s listen to the tape again. Please pay attention to the idea.
(Play the tape again.)
T: Have you got the answers?

S2: Yes. Isaac Newton: Everything falls back to the earth because
of a pull called gravity.
S3: Albert Einstein: Gravity is different in space.
S4: Stephen Hawking: Black holes would eat stars and they may also
push stars out into space.
T: Excellent answers! Have you got other information? Or, What was
their gravity about?
S5: Newton’s gravity is about earth.
S6: Einstein’s idea about gravity was about universe.
S7: Hawking’s idea was about black holes.
T: I think we’ve solved this problem. Now read four sentences in
Part2, decide which the best idea is. If you are not sure, we will listen
to the tape for the last time.
(After play the tape.)
T: Which one is the best?
S8: No.3.
T: Why No.3? What’s wrong with the other three?
S9: Our listening passage didn’t mention how three men made mistakes.
It only mentioned that other scientists found they made mistakes. So No.1
is not correct.
S10: No.2 is not true because the three scientists wanted to explain
how the universe worked and not how it began..
S11: No.4 is too general and it doesn’t give enough details.
T: Your explanations are enough. So we choose No.3. Then turn to
Page62, Listening.

Step III Listening (WB P62)
1.
T: Who’s Yang Liwei?
S1: He’s our hero who traveled into space on October15,2003.
T: What’s the name of the spaceship?
S2: Shenzhou V.
T: Do you know what education and experience you need to become an
astronaut?
S3: No.
T: OK. Now we’ll listen to a conversation between Yang Liwei and
a reporter. First, go through the six sentences in Part1. Now listen to
the tape.
(After listening)
T: Have you got that? Now read the sentences and tell us True or False.
If it’s not true, correct it.
Ask students to read them and check the answers with the whole class.
Answers: FFTTTT
2.
T: Now focus your attention on Part2. Then we’ll listen to the tape
again..
Play the tape and pause when the students need to write information
down. Then collect answers.

Information on Yang Liwei
Excellent degree and 10 years’ training The exams he passed

Experience
Physical qualities
Personal qualities
3.
Pilot for the air force of the PLA
Smaller than 170cm, less than 70kg
Calm, mature, hard-working
First ask Ss to talk about the answer. If necessary play the tape
again for Ss to check the answer.
Answers: ’s a special seat to throw him out of the space
rocket if things went wrong.
There are also a special door for another space rocket to rescue him
answer can be different.
Step IV Listening Task (P65)
T: Do you want to have a space walk?
S: Yes, of course..
T: But you know it’s dangerous, and it needs a great deal of practice.
You should also wear a spacesuit. The spacesuit needs some equipment.
Do you know each part of the equipment?
S: We’re not clear.
T: Now listen to the tape. Then you’ll get it.
Play the tape twice or three times to finish Part1 and 2.
Key to Part1: C
Key to Part2: can (on the back) system (the part
of the suit
covering the body) y boots (on the feet) engine (on the

left
side) engine (on the right side) kit (on the waist, at the
back)
Step V Homework
Today we have listened to three materials. After class, you should
listen to them again and sum up what you have learnt from them. For the
homework, think about a question: What needs to be an astronaut?
The 5th Period Reading (2)
Teaching goals 教学目标
1 Target language目标语言
a. 重点词汇和短语
force, gradually, float, mass, cheer up, now that, break out
b.重点句子：
When we get closer to the moon, we shall feel its gravity pulling
us but it will not be as strong a pull as the earth’s. P30
Walking does need a bit of practice now that gravity has changed.
P31
We watched, amazed as fire broke out on the outside of the spaceship
the earth’s gravity increased. P31
2 Ability goals 能力目标
a Discuss the three ways in which gravity changed on the moon. and
some information about black holes.
b. Discuss the questions about the passage:
How did gravity change on the moon?
What does a black hole look like?

What will happen if an object is near the black hole?
Teach the Ss to read passages with feeling.
3 Learning ability goals 学能目标
Enable the Ss to get to know about gravity and black holes.
Teaching important points教学重点
Talk about gravity and black holes.
Teaching difficult points教学难点
a. Discuss the answers to the questions
b. Teach the Ss to read the passage with feeling, paying attention
to pronunciation and intonation.
Teaching methods教学方法
a. Fast reading
b. Dealing with comprehension questions
c. Discussion
Teaching aids教具准备
A projector, a computer, a recorder
Teaching procedures & ways教学过程与方式
Step I Revision
Check homework
T: Last class we have learned different ideas about gravity, what
quality an astronaut should have and some equipment on a spacesuit. Now
answer the question: What needs to be an astronaut?
S: An astronaut should have good health, excellent degree, many
years’ training, right height and weight. They also should be calm, firm,
patient, mature and hard-working. They must be able to adapt to the

harshness of life in space.

Step II Reading (Page30)
the students to read the passage quickly and fill in the form.
Then check the answer.
T: In last lesson, we have learned some information about gravity.
Today we’ll know gravity in details. Read the passage and fill in the
form.

1 left the earth 2 in space 3 on the moon
gravity It became The way The gravity became The
gravity
changed
The
weight
changed
He became
very strong disappeared very light.,
very He had no weight and He was about
could float around one-sixth of
like a feather. his weight on
the earth..
heavy.
to the tape and imitate he tape. Then practice reading aloud
the dialogue with feeling.
two or three pairs of Ss to read the passage with feeling.
Step III Reading Task (Page66)
This reading passage is about black holes.. After the first reading,
let the Ss answer some questions. Show the questions on the screen. Then,
let them talk about the form on page 67 after reading the text again.
T: Last time we’ve learnt something about black holes in Listening.
Do you remember Stephen Hawking’s idea about it?
S: He thinks that black holes can both eat and spit objects out.

T: Very good. Now we’ll read the passage about black holes. Turn
to Page66, read it quickly and try to find the answers to the questions.
Questions: a black hole be seen? How do you know it’s a black
hole?
happened to the spaceship from the beginning to the
end?
Check the answer with the whole class.
Answers: , it can’t be seen. You can see things disappear into
what appears to be an empty space.
first the lights on the spaceship went out and the computer
stopped working.
Then the spaceship jumped and began to move around the edge of the
outside of the hole.
As the spaceship moved around the hole, it began to go faster and
faster.
But then the spaceship jumped again, and it moved sideways from the
black hole.
It began to increase its speed until it seemed to be going as fast
as light.
At last the spaceship slowed down and the computer started working
again.
T: Now talk about the form on Page 67 with your partners.
(A few minutes later,)
T: All right. We’ll talk about the answers.
Ask several students to answer them one by one, and then show

suggested answers.
Suggested answers:
Old ideas about Was this what we New ideas about black
black holes
Black holes cannot
be seen.
Objects are pulled
towards it.
Objects go round and
round outside the
mouth of the black
hole.
Objects as large as
suns can disappear
into the black hole.
All objects must go
into the black hole
when they are caught
by its gravity.
Time slows down when
you’re close to a
black hole.
Yes
No They can be thrown
far from the black hole by
the energy in the black
hole.

found?
Yes
holes

Yes

Yes

Yes

Step IV Extra- reading
Here is a supplementary reading material on the screen, a passage
about black holes. Read it carefully and then do some comprehension

exercises with their partners.
T: Till now, we have learned two passages about gravity and black
holes. Here is a supplementary reading material on the screen. Read it
carefully and prepare to do some reading comprehension exercises with
your partners.
Questions: ’s a black hole?
is it called black hole?
is called the singularity?
is called the event horizon?
The 6th Period Speaking

Teaching goals 教学目标
1 Target language目标语言
a重点词汇和短语
preparation, instruction, unexpected, a set of, pay attention to,
as well as
b交际用语
Practice giving instructions
Please look at listen to…
Please check that…
You need…
Please pay attention to…
Don’t forget to…
You’d better…
Make sure you…
Watch out for…

You mustn’t…
2 Ability goals 能力目标
a. Enable the Ss to make a list of things that they need.
b. Enable the Ss to talk about giving instructions.
c.. Enable the Ss to play different roles in a conversation.
3 Learning ability goals 学能目标
a. Learn how to make a list of things that they need
b Help the Ss learn how to talk about giving instructions
c. Enable the Ss learn how to play different roles in a conversation.
Teaching important and difficult points教学重点难点
a. Teach the Ss how to how to talk about giving instructions
b. Help the Ss to learn how to play different roles in a conversation.
Teaching methods教学方法
a. Pairs work and group work
b. Discussion and cooperative learning
Teaching aids教具准备
1 A computer
2 A projector
Teaching procedures & ways教学过程与方式
Step I Revision
Ask some of the Ss to read his her passage about gravity.
One possible passage:

Sir Isaac Newton: The Universal Law of Gravitation

There is a popular story that Newton was sitting under an apple tree,
an apple fell on his head, and he suddenly thought of the Universal Law
of Gravitation. As in all such legends, this is almost certainly not true
in its details, but the story contains elements of what actually
happened.
What Really Happened with the Apple?
Probably the more correct version of the story is that Newton, upon
observing an apple fall from a tree, began to think along the following
lines: The apple is accelerated, since its velocity changes from zero
as it is hanging on the tree and moves toward the ground. Thus, by Newton's
2nd Law there must be a force that acts on the apple to cause this
acceleration. Let's call this force and the associated
acceleration the
tree is twice as high. Again, we expect the apple to be accelerated toward
the ground, so this suggests that this force that we call gravity reaches
to the top of the tallest apple tree.
Sir Isaac's Most Excellent Idea
Now came Newton's truly brilliant insight: if the force of gravity
reaches to the top of the highest tree, might it not reach even further;
in particular, might it not reach all the way to the orbit of the Moon!
Then, the orbit of the Moon about the Earth could be a consequence of
the gravitational force, because the acceleration due to gravity could
change the velocity of the Moon in just such a way that it followed an
orbit around the earth.
This can be illustrated with the thought experiment shown in the

following figure. Suppose we fire a cannon horizontally from a high
mountain; the projectile will eventually fall to earth, as indicated by
the shortest trajectory in the figure, because of the gravitational force
directed toward the center of the Earth and the associated acceleration.
(Remember that an acceleration is a change in velocity and that velocity
is a vector, so it has both a magnitude and a direction. Thus, an
acceleration occurs if either or both the magnitude and the direction
of the velocity change.)
But as we increase the muzzle velocity for our imaginary cannon, the
projectile will travel further and further before returning to earth.
Finally, Newton reasoned that if the cannon projected the cannon ball
with exactly the right velocity, the projectile would travel completely
around the Earth, always falling in the gravitational field but never
reaching the Earth, which is curving away at the same rate that the
projectile falls. That is, the cannon ball would have been put into orbit
around the Earth. Newton concluded that the orbit of the Moon was of
exactly the same nature: the Moon continuously in its path around
the Earth because of the acceleration due to gravity, thus producing its
orbit.
By such reasoning, Newton came to the conclusion that any two objects
in the Universe exert gravitational attraction on each other, with the
force having a universal form:
The constant of proportionality G is known as the universal
gravitational constant. It is termed a
is thought to be the same at all places and all times, and thus universally

characterizes the intrinsic strength of the gravitational force.
Step II Presentation
T: Do you remember the conversation between Li Yanping and Professor
Wallis?
S1: Yes.
T: We all know that space walk is difficult and dangerous. What should
an astronaut take with him?
S2: oxygen can.
S3: spacesuit.
S4: gravity boots.
S5: water system.
S6: special food.
S7: special ropes.
T: Great! Do you know the usage of them? Now discuss them with your
partner according to the form on Page31. You can refer to our listening
material on Page65.
When Ss discuss. Teacher walk around the classroom to give them some
help.
Step III Speaking (Page31)
(After a few minutes.)
T: Have you finished? Now speak one or two sentences for each
equipment you should take.
Sa: I will take water with me in my spacesuit in order to warm or
cool me if it’s too cold or too hot.
Sb: I will take oxygen can on my back in order to help me breathe

oxygen in space.
Sc: I’ll wear spacesuit. t can protect me from many dangers. It can
carry many necessary things in or on it.
Sd: I’ll take space buggy in order to travel on the moon.
Se: I’ll take a rope to tie me to the spaceship, or I’ll fly away.
Sf: I’ll take special food so that I can eat easily, because the
food will float in space.
Sg: I’ll wear special sunglasses in order to protect my eyes.
Sh: I’ll take space camera in order to take photos.
T: Wonderful! Anything else?
Si: I’ll wear space boots in order to walk there.
T: Very good. You’ve done an excellent job! Do you know how to fill
in the form now?
Ss: Yes.
T: Now look at the screen and check your answer.
Sample answer:
To keep you cool
to help you breathe oxygen
Clothes for exercise
To travel on the moon
To protect your skin
Spaceship with water to cool you
Oxygen tanks to carry on your back
spacesuit
Space buggy
Spacesuit
To stop you flying off into space A rope to tie you to the spaceship
To stop your food from floating Space food that you can eat more
away easily

Clothes for walking on the moon Spacesuit
To give shade Sunglasses in your spacesuit
helmet
To take photographs Space camera
Step IV Talking (Page62)
The task asks the students to work in pairs and give a friend a number
of “does” and “don’ts” for going into space. They need to make
suggestions using the phrases that they have been given to help them.
When they have worked out the advice they can write the suggestions down
and read them out to the class.
Show the useful expressions
Please look at listen to…
Please check that…
You need…
Please pay attention to…
Don’t forget to…
You’d better…
Make sure you…
Watch out for…
You mustn’t…
T: Now discuss it in pairs. Then I will ask some pairs to read out
their instructions.
Sample dialogue:
S1: I’m going to visit a comet. I’m leaving tomorrow.
S2: How exciting! Please check that you have got the correct sort

of spacesuit. You need the kind that will keep you warm if it’s too cold.
S1: Of course!
S2: Make sure you know all the safety rules. It’s not safe to stand
on a comet or get too close. There is always a strong wind in space.
S1: I won’t leave the spaceship except that I take photos.
S2: Photos? Just think of the dust in the air. It will make taking
photos very difficult.
S1: Well, I’ll take some anyway.
S2: Watch out for the space wind! It can be very dangerous.
S1: Yes, I know that.
S2: Don’t forget to watch the time as you leave the earth. Please
pay attention to everything your space guide says. Don’t go off on your
own. Look at your temperature on your spacesuit all the time. If it’s
too low you need to warm it up and if it’s too high you need to cool
it down. Anyway, have a good trip!
S1: Thank you. I will.
Step V Speaking Task (Page67)
The purpose of this task is to use the information the students have
gained from the listening text and reading passage in a new situation.
They are going to interview the astronomer in our story, Li Yanping, for
a newspaper. So in pairs the need to work out some questions to ask him.
Each of the pairs needs to think of three different questions. And try
to find the answers.
Questions and answers:
was the most unexpected thing you found out about black holes?

The black hole threw out material as well as ate objects.
did you know you had got close to a black hole?
You can see things disappear into what appears to be an empty space.
That’s a black hole.
was the most frightening thing that happened to you on this
journey?
When the gravity of the black hole was pulling us to it’s mouth,
and then the spaceship moved round the hole and began to go faster and
faster into it; I was terrified because I thought we would be eaten by
the hole.
did your watch move slower when your spaceship moved around
the hole?
I’m not clear yet.
you found something new about black holes?
Yes. I thought black holes only eat some objects, but in fact they
also spit objects out.
StepVI Homework:
Prepare for writing a passage about your idea or hopes for traveling
in space.

单元教学反思：

Unit 5 Canada—“The True North”
Ｉ．单元教学目标
技能目标Skill Goals
Talk about the basic information about Canada— location, main
cities, customs and cultural diversity.
Learn how to read a traveling report and use maps.
Learn to express directions and positions.
Master the Noun Clause- Appositive clause.
Learn to write a report to express what you hear and see in a place.
II． 目标语言
功
能
句
式
表示方向的句式
Where is...?
How does one go to...?
In what direction is...?
Is... close tofar from...?
How far is...?
表示位置的句式

It islies in the northsouth of...
It islies to the southeastnorthwest of...
It is within...
Kilometers of...
It islies on the westeast.
The place is on the border.
You go along the coast.
It is east west of...
It is far away from...
One goes northward.
词

汇
1. 四会词汇
Quiz Canadian minister continent baggage chat scenery
eastward westward upward surround harbor measure aboard eagle
within border slight acre urban topic mix mixture bush maple
frost confirm wealthy distance mist misty schoolmate booth
downtown approximately dawn buffet broad nearby tradition
terrify terrified pleased impress impressive
2. 词组
Prime minister, rather than, settle down, manage to do, catch
sight of, have a gift for, in the distance
语
法
III． 教材分析与教材重组
1. 教材分析
本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概
Noun clause as the appositive

况，包括它的地理位置、主要城 市、风土人情以及它的多元文化。通过学习本单元，
让学生对加拿大有了更多的了解，使学生能够用所学 的词汇与句式表达方向与位置，
并学会条理地写出旅游过程中的所见所闻。
1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本
单元阅读是“在旅 途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题
的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。
1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知
识，使学生产生了解加拿大的兴趣，为阅读做好准备。
1.3 Reading 部分是“在旅途 中看加拿大”，沿着从西向东的旅游路线向我们介
绍了加拿大的面积、地貌、主要城市、人口、生态环境 等。两位女孩在旅途中看到了
自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的 美丽、富
饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句
型 和游记的写法，提高学生的阅读能力。
1.4 Comprehending部分设计了三种题型， 前两个题是对Reading部分细节内容
的理解，一个是问答题，一个是改错题。最后是在地图上标出 两位女孩的旅游路线，
相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的 两
种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住
文中人物 的行踪，就能够很好地把握文中的信息。
1.5 Learning about Languag e部分首先是构词法，培养学生词汇生成能力，旨
在通过加上前缀或后缀的方法扩大学生的词汇量。第二 部分使用课文中的词汇和信息
进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语 从句的练
习。
1.6 Using Language部分综合训练听说读写的能力。通过 听力填空及讨论的形式
进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦 多
到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅

< br>游见闻，要求学生掌握旅游报告的写作方法。
1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元
所学知识进行概括总结。


2. 教材重组
2.1 Reading(I)： 从话题内容和功能上分析Warming Up， Pre-reading Reading
与Post-reading话题相同，可以整合成一节阅读课。
2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task
放在同一节课中 处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情
的。
2.3 Learning about language:将Learning about language( P36 Exercise 4
除外) 与Workbook中的Using words && expressions （P70） 和 Using structures
（P71） 结合在一起，上一节“语言学习课”。
2.4 Speaking:把Learning about Language中的Exercise 4 Making up a
dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74） 整合一
节“口语课”。
2.5 Listening可将Using Language中的Listening and Writing, Speaking,
Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一
节“听力课”。
2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing
Task (P74)整合成一节写作课。




3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)
1st period: Reading (I)
2nd period: Reading (II)
3rd period: Learning about Language
4th period: Speaking

5th period:
6th period:
Listening
Writing
Ⅳ. 分课时教案

The 1st period Reading (I)

StepⅠ Revision
Check the students’ homework
Check the assignment.
StepⅡ Lead-in and warming up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: What continent is Canada in?
Ss: In North America.
T: How large is it?
Ss: It is the second largest country in the world.
T: Yes. It occupies an area of 9,984,670 square kilometers. It is
a bit bigger than China. Which country is its neighbor?
Ss: The United States.
(Show a map of Canada to the students)
T. Right. The United States is . Canada is a beautiful country. First
let’s have a quiz and see how much do you know about Canada.
( Give the Ss one minute to finish the quiz.)
T: OK. Time is up. Let’s check the answers.
1.C 2.D 3.A 4.B 5.A
StepⅢ Pre-reading

T: Now I want to ask you a question: Do you like travelling?
Ss: Yes.
T: I know most of you do. So have you ever been abroad?
Ss: YesNo.
T: What’s the longest trip you have ever taken?
…
T: Very good. If we want to make our motherland more beautiful and
more developed, we should know more about other countries. Here are two
questions, you may ask your partner for answers and give your answers
to himher.
If you take a trip to Canada, what do you expect to see?
What three words would you use to describe Canada?
(Ask some pairs to tell their ideas to their classmates.)
StepⅣ Fast reading
Get the students to read the passage quickly and accurately and
meanwhile help the students to form a good habit of reading.
T: Do you feel puzzled when you read the title? What is the true north?
Now read the passage and get the general idea of the passage. Underline
the main places mentioned in the text.
Give the Ss 5 minutes for reading.
What the passage is mainly about?
What are the main places mentioned in the text?
Draw the traveling route of the two girls on the map.
T: Do you have any difficulty in reading? Now let’s discuss some
difficult points together.

StepⅤ Homework
Remember the underlined sentence.
Write a short passage to report what Li Daiyu and Liu Qian saw in
Canada.
StepⅥ Reflection after teaching
The 2nd period
Reading(II)


Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
rather than, baggage, scenery, eastward, chat, surround, harbor,
measure, aboard, have a gift for, within, manage to do, catch sight of,
eagle, acre, urban
b. 重点句子
2. Ability goal 能力目标
Learn how to describe the places that Li Daiyu and Liu Qian visit
in Canada.
Understand the noun clause used as appositive.
Enable the students to understand the details of the passage about
Canada and find the correct answers to the questions in the post- reading.
3. Learning ability goals学能目标
Improve the students’ reading ability - guessing words, searching
for information.
Learn the information about Canada.
Master the expressions for describing directions and locations.
Teaching important points 教学重点及难点

a. Find the answers to the questions in post-reading.
Learn the methods of writing a traveling report about.
b. Understand the use of noun clause - appositive clause.
Learn to read the traveling report according to the traveling route.
Teaching methods 教学方法
1．Skimming and scanning;
2．Asking-and- answering activities;
3．Listening method.
Teaching aids 教具准备
A computer, a projector and a tape recorder.
Teaching procedures & ways教学过程与方式
Step 1 Revision
Check the students’ homework.
T: Before we come to the new lesson, let’s check your homework.
The teacher checks the assignment of the last class.
Step 2 Lead-in and Warming Up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: Which continent is Canada in?
Ss: It is in North America.
T: How large is it?
Ss: I only know it is the second largest country in the world. I don’
t know the exact number.
T: Canada occupies an area of 9, 978, 4670 square kilometers. It is

a bit bigger than China. Which country is its neighbor?
Ss: The United States.
(The teacher shows a map of Canada to the students.)
T: Right. The United State is its neighbor. Canada is a beautiful
country.
Step 3 Pre-reading
T: Now I want to ask you a question. Do you like traveling?
Ss: Yes, we like traveling very much. (No, I don’t like traveling.
It is tiring.)
T: I know most of us like traveling. Have you ever been abroad?
Ss: No Yes.
T: Few of us have ever been abroad. Then what is the longest trip
you have ever taken?
Sa: Beijing (Shanghai Hainan Harbin).
Sb: I have never been out of my hometown.
T: If you get a chance to go abroad, which three countries would you
like to visit most? Why?
Sc: I would like to go to French, Australia and Ireland. I think
French is full of romantics and there are many beautiful buildings.
Australia is famous for its beautiful scenery and people are very
friendly. Ireland is also beautiful. I want to walk along the roads of
the countryside.
Sd: I think I will travel in china first, because China is my
motherland and she is very beautiful. I would also like to go to Canada
so that I can see the large and beautiful lakes, and there’s the wonderful

snow scenery. I also feel like paying a visit to Australia because there
are many sheep and rare animals there.
T: Very good. We love our motherland, but if we want to make our
country more beautiful and more developed, we should know more about the
other countries. Here are two questions. You may ask your partner for
answers and give your answers to himher.
Show the questions on the screen or on the blackboard.
If you take a trip to Canada, what do you expect to see?
What three words would you use to describe Canada?
The teacher can ask some pairs to tell their ideas in class.
T: Who’d like to tell us your opinions?
Sa: I want to see the mountains and the forests. Canada is beautiful,
wide and people are friendly.
Sb: I want to see the big snow and polar bears, three words large,
clean and mysterious.
T: Are they right? You can find the answers in the text. Li Daiyu
and Liu Qian will take us to visit Canada. Please turn to Page34, read
“A Trip on the True North”.

Step 4 Fast reading
Get the students read the passage quickly and carefully. Meanwhile,
help the students form a good habit of reading. T: Do you feel puzzled
when you read the title? What is “the True North”? Now, read the passage
and get the general idea of the passage. Underline the main places
mentioned in the text.
Give the Ss five minutes for reading.

Five minutes later.
T: Time is up. Have you finished?
Ss: Yes, we have.
T: The first question is what the passage is mainly about?
Sa: The passage is about a trip of two girls, and it tells us some
information about Canada.
T: Right. It mainly tells us the information about Canada. What are
the main places mentioned in the text?
Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary,
Thunder Bay, Lake Superior and Toronto.
T: Look at the map on Page33. Draw the traveling route of the two
girls on the map.
Give the students one minute to draw the route.
T: You did a good job. Do you have any difficulty in reading? Let’
s look at the difficult points together.
The teacher explains some important or difficult points to the
students.

Step 5 Reading aloud
Let the students read the passage again and find the details from
the passage.
T: Now you read the questions on Page35 first, and then read the text
aloud to find the answers to the questions. After a while, answer the
questions in complete sentences without looking at your books.
Give the students a few minutes to read and find answers. Then ask
some students to give their answers.

Suggested answers:
1. Which continent are the cousins crossing?
They are crossing North American.
2. Why are they not flying directly to the Atlantic coast?
They are not flying directly to the Atlantic Coast because they
want to take the train from west to east across Canada. They want to
see Canada. They want to travel across Canada.
3. What is “The True North”?
“The True North” is the train that runs through Canada.
4. Why is the population of Vancouver growing so rapidly?
The population of Vancouver growing so rapidly because it is
beautiful.
5. What happens at the Calgary Stampede?
At the Calgary Stampede cowboys compete in riding wild horses for
thousands of dollars.
6. How are ocean ships able to reach the centre of Canada?
Ships are able to reach the centre of Canada because they can follow
the St Lawrence River and the Great Lakes.
7. What are some of Canada’s greatest natural resources?
Canada has water from its lakes and rivers and wood from its
forests.

Step 6 Homework
1. Remember the underlined sentences.
2. Write a short passage to report what Li Daiyu and Liu Qian saw
in Canada.

The 3rd Period Learning about Language
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
multicultural, figure, figure out, terrify, official, make comments
b. 重点句子
The idea that they would cross the whole continent was exciting.
The fact that ocean ships can go there surprises many people.
The idea that you can cross Canada in less than five days is just
wrong.
2. Ability goals 能力目标
Learn new words by adding prefixes or suffixes to a word.
Learn noun clause used as appositives.
3. Learning ability goals 学能目标
Learn how to make new words.
Learn what is noun clause and how to use it.
Teaching important points教学重点难点
Broaden vocabulary by adding prefixes or suffixes.
Learn noun clauses used as appositives.
Teaching methods教学方法
a. Study individually;
b. practice.
Teaching aids教具准备
A computer and a projector.
Teaching procedures && ways教学过程与方式

Step 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’.
Step 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.

Step3 Doing exercises
Turn to page 37 and do the exercises in groups of four.
Step4 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。
Step 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< br>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，wis h，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。

Step 6 Closing down by doing a quiz
Underline the appositives in the following sentences
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.
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.
The 4th Period Speaking
Step1 Revision

Ask one or two groups to talk about their plans for a trip in China.
Step2 Listening P37 （ 双人活动 ）
1.问题引入：What may a culture of a country include?
Why do we say Canada is a multicultural country?
them to read the sentences fast to find out the listening point
before they listen to the tape.
3. Listen to the tape to get the general idea.
4. Play the tape and let students fill in the blanks. The teacher
can pause when necessary.
5. Have the students exchange the information in pairs.
6. Let students have the correct answers.
7. Play the tape again if needed.
Step3 Speaking P38
（ 小组活动 ）
Discuss the following questions with the partners.
1. Which official language in Canada do you think most people speak?
Why do you think so?
2. Why do you think the Chinese language is growing so fast in Canada?
3. It is not easy to know what a Canadian is, is it? Why?

建议把这部分由一问一答式的对话改为两人讨论的形式，更有利于学生发散思维，联想本单元所学相关知识。
Step4 Listening Task P72
（ 双人活动 ）
1.预测内容：Look at the form and find out the listening points .
to the introduction to Oscar Peterson only once and fill
in the blanks separately.
One student writes down the answers to “about hometown”, “about
job”and “about plays with”; the other writes down the answers to “kind
of music , “about number of recordings and CDs” and about “plays
with”.
3. Exchange the answers in groups.
4. Let students have the correct answers.
5. Listen to the tape again.
其余两个表格也以相同方法操作：分解表格内容 分任务完成
Step5 Talking P69
（双人活动）
students the following situation:
Suppose you want to take a trip to a distant place in China, ask your
partner where it is and how to get there.
them a map of China to make it easier for them to find a place
to go to.
up a conversation in pairs using some questions and useful
expressions of Direction and Position listed on page 70.
ge the roles to make sure both of them have chances to ask
and answer.
the conversation with the class.

Step 6 Homework
Finish Checking Yourself on page 75.
把Checking Yourself 中的第2个问题“Can you tell some differences
between China and Canada? What are they?” 转换为小组合作填表格，使之
条理化，也为写作服务。
Items
Size
Weather
Language
Natural
resources
rivers

Same as China




Different from China




The 5th period Learning about Language

is a multicultural country like China. 加拿大像中国一样
是一个多元化国家。
multistory 多层的 multiform 多种形式的
multichannel 多通话线路的, 多波段的 multipurpose 多种用途的
多党的 multiparty 多国的、多民族的 multinational
多向的 multidirectional 多彩的，彩色的 multicolored
多媒体 multimedia
Daiyu and her cousin Liu Qian were on a trip to Canada to visit
their cousins on the Atlantic coast. 李黛予和她的表妹刘倩去加拿大大西
洋海岸看望她们的表兄妹们。
trip: usually short journey, esp. for pleasure (通常指短途的)行走，
旅行（尤指娱乐性的）

与trip搭配的主要动词和介词： be on a trip to
make a trip to take a trip to
海滨之行a trip to the seaside
前往巴黎的蜜月之旅 a honeymoon trip to Paris
他出差在外。He is on a business trip
我父亲下礼拜要到纽约去。
My father will make a trip to New York next week
3. Rather than take the aeroplane all the way, they decided to fly
from China to Vancouver and to take the train from west to east across
Canada in September.
rather than (prep.): in preference to (sbsth); instead of 与其（某
人某物）;不愿;不要
他不愿惹麻烦,宁可离去. Rather than cause trouble, he left.
我想喝柠檬汁,不想喝可乐.
I’ll have a lemonade rather than a coke.
他正忙于写信而不是读报.
He was busy writing a letter rather than reading a newspaper.
4. 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. 它是世界第二大国家,当 你一路向东行时,除了城
市你还会看到山脉,会经过上千个湖泊,森林,大河等以及城市.
eastward也作eastwards,副词,意为“向东”
-ward(s)=in a direction
向前foreward(s) 向后 backward(s)
向外outward(s) 向南 southward(s)

向西 westward(s) 向北 northward(s)
他们向东航行。They sailed eastward
我们难以决定是向东走还是向西走。
We couldn’t decide whether to go eastward or westward
thousands of 成千上万的
注意：million, billion, thousand, hundred, score, dozen之前有确
定的数字时，不论后面是有无of, 词尾都不加s.
如果前面没有确定的数字而后接of时，词尾都加s.
300名学生three hundred students
这些鸡蛋里的3打 three dozen of these eggs
几打鸡蛋 dozens of eggs
5. Many people think it is the most beautiful city in Canada, as it
is surrounded by mountains on the north and east and the Pacific. 许
多人都认为温哥华是加拿大最美丽的城市，因为它的北面和东面都被大山包围。
surround vt. 包围，环绕，围绕
surround sbsth with sbsth
sthsb be sourrounded bywith sth
篱笆环绕着学校。The fence surrounds the school
他们出动了军队包围了该城。They have surrounded the town with troops.
房子的四周有高墙。The house is surrounded by high walls.
6. On the coast north of Vancouver some of the oldest and most
beautiful forests in the world still remain.温哥华以北的海岸依然生长
着世界上最古老，最美丽的森林。
north of = to the north 表示“在……的北方”，其他方位词，如：east,
west, south, southeast, northeast等，都有类似的用法。