一名优秀的教师在教学方面无论做什么事都有计划和准备，作为高中教师就要精心准备好合适的教案。教案可以更好的帮助学生们打好基础，帮助高中教师能够更轻松的上课教学。那么一篇好的高中教案要怎么才能写好呢？以下是小编为大家精心整理的“Unit3FindAboutYourFuture”，但愿对您的学习工作带来帮助。

Unit3FindAboutYourFuture
一、单元分析（UnitAnalysis）
(一)单元地位（UnitPosition）
1.本课描述了一个关于职业博览会活动的报道，介绍了此次活动的对象，方式，和目的等等。教师可以围绕“择业”这一主题，激发学生的兴趣，引导思考自己的未来，将英语学习和学生的实际需求相结合。
2.教师可以设计各项活动来启发学生了解如今的人才市场，亲身实践设计简单有意义的面试活动，来帮助学生更好规划自己的未来。
3.本课的语法现象是表达愿望，希望和目的的句型的使用，教师可以安排采访，叙述采访内容的活动或写作的形式，来训练学生对于这个语法点的应用。
（二）单元目标（UnitTarget）
1.了解自己的职业价值取向，思考和规划自己的未来
2.掌握表达愿望，希望和目的的句型
3.学会使用情态动词need,dare的用法
4.熟悉面试的流程，了解面试的技巧
（三）单元重点（UnitPoints）
1.关键词：
callin,dead-end,discomfort,exhibitors,expert,expertise,expert,frankly,gettingacross,makeupfor,missout,prospective,representatives,squash,takeafter,unique
2.功能：
Sayingandrecognizingwh-questions
GroupInteraction:cooperatingwitheachother
（参考课本第56页Speaking）
3.语法点：
1）掌握表达愿望，希望和目的的句型
2）学会使用学会情态动词need,dare的用法
一、教学设计（TeachingDesigns）
教学内容教学实施建议教学资源参考
1Reading作为“规划未来”这一主题的引入，教师可以让学生看一些关于职业的图片，让进行抢答，在引入本文的主题的同时，也为学生复习了相关职业的词汇。[链接1]
在此基础上阅读并讲解课文，使学生完成相关练习，使他们对文章内容能有更深刻、全面地了解。课本第42页—Reading部分。
2IntegratedSkills作为教材第47页的综合能力部分，教师可按照课本要求和实际情况带领学生完成相关的习题。课文第47页—IntegratedSkills部分
3Speaking以“规划未来”为主题设计两个口语活动。
活动一：以小组形式谈一谈自己将来会从事什么职业，而互相讨论这些职业的特征和要求。
活动二：角色扮演，班级里学生分别扮演面试官和面试者，进行一次模拟的面试表演。[链接2]课文第56页—Speaking部分
4Writing学生通过之前口语的活动，已经对自己未来的规划有了一定的想法。这个写作活动，就是希望学生把之前在口语活动中的想法，以笔头的方式展现出来。[链接3]课文第59页—Writing部分
5Language本课语法主要是掌握表达希望愿望以及目的的句型的使用，和情态动词need和dare的用法。除了利用课本上的图片和练习进行操练外，教师可以以竞赛的形式和学生一起回顾历年相关的高考题。如果条件允许教师还可以让学生在自己喜欢看的英语报刊杂志上找出自己喜欢的句子带进课堂来与大家分享。[链接4]课文第50-53页—Language部分
6MoreLanguageInput根据课时，来安排morelanguageinput的讲解，教师可以按照课本要求和实际情况带领学生完成相关的习题。
课文第61页—MoreLanguageInput
[链接1]
说明：
利用图片激发学生兴趣的好方式。在图片出现的刹那，由各组同学进行抢答。不仅能够调动学生的积极性，又能增强记忆，积累英语词汇。
教师明确抢答要求：分两轮进行比赛。
第一轮：教师展示图片，学生说出图片中关于职业的英文单词。喊“开始”后，进行抢答，答对得一分，答错不扣分。
第二轮：第一轮结束后，由各组根据已积累的词汇进行添补，每正确增添一个职业的英语单词得一分。
评判标准：两轮比赛总得分最高的小组获胜。
例如：
accountant:会计actor:男演员actress:女演员architect:建筑师
artist:艺术家astronaut:宇航员.athlete运动员astronaut宇航员
barber:理发师(男)baseballplayer:棒球选手boxer:拳击手broker(agent):经纪人busdriver:公车(巴士)司机butcher:屠夫,肉商buyer:采购员carpenter:木匠cartoonist:漫画家cashier:出纳员cook厨师chemist:化学师clerk:店员clown:小丑computerprogrammer:程序员fireman(firefighter):消防员
dancer:舞者dentist:牙科医生designer:设计师deskclerk:接待员
detective侦探doctor:医生salesman:推销员driver:司机dustman:清洁工editor:编辑electrician:电工engineer:工程师farmer:农夫fashiondesigner:时装设计师fisherman:渔夫florist:花商flyer:飞行员Foreignminister:外交部长gardener花匠(园丁)gasstationattendant:加油工geologist:地质学家guard:警卫guide:导游
hairdresser:理发师,美容师(女)housekeeper:管家housewife:家庭主妇
interpreter:口译员janitor:清洁工journalist:记者judge法官
lawyer:律师librarian:图书管理员.lifeguard:救生员
magician:魔术师mathematician:数学家mechanic:机械师,机修工miner:矿工model:模特儿monk:和尚,教士moviedirector:导演moviestar:电影明星musician:音乐家nurse:护士policeman:警察postman:邮差President:总统priest:牧师professor:教授
receptionist:接待员repairman:修理工人reporter:记者
sailor:船员，水手salesman:售货员scientist:科学家secretary:秘书
singer:歌手soldier:士兵,军人tailor:裁缝师taxidriver计程车司机teacher:教师technician:技术人员tourguide:导游trafficwarden:交通管理员.translator:翻译（笔译）typist:打字员vet:兽医
waiter:侍者(服务生)waitress:女侍者(服务生)writer:作家worker工人
[链接2]
活动一：
说明：
这个话题值得学生们思考与讨论，是个人与社会价值观的体现。在了解了各行业职业特点与个人性格特征、兴趣爱好的前提下，探讨“如何规划未来和选择职业”对学生规划人生具有一定积极意义。
1．Discussiononthefollowingissues
Whatdoyouthinkofthemostimportantfactorsinchoosingajoborcareer?
personalinterest,salary,workinghours,workplaces,safety,personaldevelopment…
2．Areportforpresentation
Todescribethecareeryou’dliketodevoteyourlifetoandexplainwhy

活动二：
英语小品的操作建议。
说明：
英语小品——“展览会模拟面试”。班级中选出英语学习的佼佼者作为面试官，为其他同学进行一次模拟面试，并提出面试表现的改善建议。该活动贴近学生生活，而且同龄人的学习建议更容易被接受和采纳。
1.班级中选出英语学习的佼佼者，扮演“面试专家”，被分到各个活动小组之中区。
2.小组成员扮演“面试者”，向专家介绍自己，进行面试。
3.“面试专家”为“面试者”面试，并为他们提出建议。
4.根据各小组的表现，“面试专家”和“面试者”把整个面试过程可通过小品形式想全班展示，教师做点评。
Tipsforinterview:
Pre-interview
duringthedaysbeforetheinterview
getinformationaboutthecompanyasmuchasyoucan
haveyourresumeandcertificatesreadyandtakecopiesofthemwithyou
befamiliarwiththeaddressofthecompanyandchoosethemostconvenientroutetogettothecompany
thinkofthesortofquestionsthatyoumightbeaskedandpreparegoodanswers
gotobedearlytomakesureyouareenergeticnextday
onthedayoftheinterview
dresstolookbest
makesureyourhairiscleanandneat(boy)/yourmake-upisnottooheavy(girl)
beontime

While-interview
beconfidentandkeepsmiling
sitdownonlyafterinvitation
usegoodbodylanguage
keepeye-contactandspeakclearlyandloudenough
don’tonlytalkaboutholidaysandsalaries
beinitiativebutnotaggressive
Theresultsoftheinterview
1.Youareaccepted
2.Youarerejected
3.Youhavetowaitforsometime
---I’mquitesatisfiedwithyourqualifications.Whenwillyoustartworkingforus?
---I’msorry,butwedon’tthinkthereareanyvacanciessuitableforyounow.
---Yourmaterialslookverygood.Butwehavetointerviewotherapplicants.Socouldyoupleasefillinthisform,we’llcontact
youinafewdays.

[链接3]
说明：
写作是学生英语学习的薄弱环节。通过互评互改的学习方式，使学生在交流中探讨写作方法，互相学习，取长补短。从错误中发现问题，从反思中得到提高。这种互动的学习方式不仅有助于提高学习效率，也让学生集思广益，丰富自己的论点，同时加强了他们合作交流的意识。
1.教师布置作文题，学生在规定的时间内完成写作。
根据前面口语活动所讨论的内容写一篇短文，词数为100字左右，内容必须包括体提示中的三个要求。
提示：1.想成为什么职业的人？
　2.为什么？
　3.怎么才能实现？

参考例文：
Mydreamjobwillbeworkinginoneofthebiggestinternationalaccountingfirmasanaccountant.IwanttobeanaccountantbecauseIlovemathematicsandbusinesssomuch.Also,beinganaccountantcanhelpmetoexploremyknowledgeofbusinessandprovidemeaboardrangeofnetworkamongthebusinessworld.Ineedtodoalotinordertoachievemygoal.First,Ihavetogetanundergraduatedegreeinaccountingfromcollege.ThenImighteithertogograduateschoolforamoreadvanceddegreeinaccountingorgetpreparefortheCPAexam.WiththeCPAlicense,Ihaveabetteropportunitytogetajobintheaccountingfirm.Finally,withmyexperienceintheaccountingfirm,Icanapplyaccountingpositionintheinternationalaccountingfirmandtoserveasanaccountantthere!

Inmydream,Iwanttobeateacher,agoodteachersothatIcanteachvaluableknowledgetomystudents,justlikemyEnglishteacherVictor.NotonlydoesheshareEnglishknowledgewithus,buthealwaystellsinterestingstoriestous.
ThereasonwhythatbecomingateacherissoattractedisthatbeingateacherIcansharewhatIknowwithmylovelystudentsandIcanplaywiththemafterclassaswell.
However,tobecomeateacherisveryhard,andtobeanoutstandingteacherisharder.Soforme,tobeatopstudentinourclassisamustfirst.Thengetintoatop-10universitythenIwillbenofarfrommyrealizingmydreamofbecominganoutstandingteacher!

[链接4]
关于好句搜索的建议：
说明：
语法的学习除了教师的精讲之外，离不开学生自己的实际语言练习与运用。创设不同的活动让学生积极参与，提高学生的学习热情，使语法学习不再被动接受、死记硬背。
第一层次：好句搜索
要求学生自行从课文中及报纸上搜索自己喜欢的含有wish,hope的句子，或者诗歌。每位同学搜索5句左右，并在课堂中共享。

第二层次：句型操练
让学生完成课文第51页以及Workbook的相关练习。
IWishbyMellKerr
IwishIhadthepowerstoreadminds
buttheresnowayIdwantanyonetoreadmine
IwishthatIcouldflysohigh
butthetruthtotellisimscaredofheights
IwishIcoulddefendmyselfsufficientlyinbattle
butimapacifistandnotbywill
IwishthatIcouldbetruthful
butifIdidIdhavetoberuthful
IpraythatIcoulddoasIaspire
anddoyouknowwhat?
theonlythingkeepinganairboundbirdgroundedisfear,
soImaydoasIdesire,
nomatterwhat,
anyheightIwanttoreaiseIwillreachthere.

Ihope

Ihopeyousurfthewavesinformtheocean,
Bigandsmall.
Ihopeyouwatchthesunset,
Fromamountainstraightandtall.

Ihopeyoucansingasongtoalltheangles,
Loudandclear.
Ihopeyouwilltrynewthings,
Nevergivingintofears.

Ihopeyoufallinlove,
Withonewhomakesyourworldgoaround.
Ihopethatifyoufallout,
Yourfeetwillstayontheground.

Ihopethatyoucanunderstand,
Thattruelovewaitsforyou.
Thatyoumayhavetowaitawhile,
Butwhenitcomesitwillbetrue.

Ihopeyoufindarainbow,
Andrealizeitwasworththerain.
Ihopethroughyoujourney,
Youwilllearntobalancesmilewithpain.

Ihopethatyourealize,
Lifeisntalwaysonyourside.
Ihopeyouknowwhenhopeislost,
Inmeyoucanconfined.

Ihopethatyourglowingsmile,
Bringssomeoneoutofgloom.
Ihopeyoutasteyourlife,
Withmorethanjustaspoon.

Ihopethatwhenyouarelost,
Youarealsoonetofind.
AndIhopethatyouhand,
Nevergrowstoobigfrommine.

Ihopewatchthestarsshootby,
Uponagrassyhill.
IhopeyouknowthatIloveyou,
Alwayshaveandalwayswill
活动二：问答竞赛
说明：
竞赛的形式比较活跃，容易调动学生的积极性和强烈的参与兴趣。老师将高考题转化成问答竞赛的内容的形式制作成幻灯片，让学生在愉快的形式中加深对该语法点的了解和运用。
步骤：
将学生分成4个小组，以小组为单位进行抢答。
共20题，没个题目分值10分，答对但不完整得5分，同一小组队员补答若答对可以得满分，其他小组补答若答对，其他小组得分。
每个小组有一个计分牌（用台历制成，由老师事先准备），由老师进行计分。
比赛结束时，各小组计算得分，胜者给予奖励。

相关推荐

Unit3UndertheseaPart3Grammer

一名合格的教师要充分考虑学习的趣味性，作为高中教师就需要提前准备好适合自己的教案。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师提高自己的教学质量。我们要如何写好一份值得称赞的高中教案呢？下面是小编为大家整理的“Unit3UndertheseaPart3Grammer”，但愿对您的学习工作带来帮助。

Unit3Underthesea
Part3Grammer动词ing形式的被动语态
Ⅰ.动词ing形式的被动语态的构成形式：
v．ing形式的被动形式有一般式和完成式两种形式，即beingdone和havingbeendone。一般式表示一个被动的动作正在进行或与谓语动词的动作同时发生；完成式表示的动作发生在谓语动词所表示的动作之前。例如：
①Thatbuildingbeingrepairedisourlibrary.
正在维修的那座大楼是我们的图书馆。
②Iappreciatedhavingbeengiventhechancetostudyabroadtwoyearsago.
我非常感激两年前获得了去国外学习的机会。
Ⅱ.动词ing形式的被动语态的用法
1)作主语
①BeingpunishedbytheheadmastermadeJimunhappy.
受到校长的惩罚使吉姆很不高兴。
②Itsfunbeingtakentothezoo.
被带去动物园真有意思。
2)作宾语
IforgetoncebeingtakentotheseasidewhenIwasyoung.
我忘了小时候曾被带到海边。
3)作表语
Whatmadehisparentshappywashisbeingadmittedtoafamousuniversity.
让他父母高兴的是他被名牌大学录取了。
4)作宾语补足语
Heoftenwatchedtheboatsbeingunloaded.
他常常看轮船卸货。
5)作状语
一般式的被动语态强调正在进行的被动动作，而完成式的被动语态则强调被动动作在谓语动词所表示的动作之前已完成。
①Beingprotectedbyathickwall,theyfelttheyweresafe.
有一堵厚墙掩护着，他们感到很安全。
②Havingbeenshownaroundthelab,thevisitorsweretakentotheplayground.
看过实验室之后，这些参观者又被带着去看操场了。
6)作定语
①Themeetingbeingheldnowisveryimportant.
现在正在召开的会议非常重要。
②Heaskedwhowasthemanbeingoperatedon.
他问正在接受手术的人是谁。
[知识拓展]
v．ing形式的被动式表示一个被动的动作正在进行；过去分词通常表示一个被动的动作已经发生；不定式的被动式通常表示将来的一个被动的动作。
①ameetingbeingheldnow现在正在举行的一次会议
②ameetingheldyesterday昨天举行的一次会议
③ameetingtobeheldtomorrow明天将举行的一次会议
动名词的被动形式
1.当一个动名词逻辑上的主语所表示的是这个动作的对象时，这个动名词一般要用被动形式。
Sobeingkilledbysharkswasacommonoccurrence.因此那时给鲨鱼吃掉是常有的事。
Hecouldnobearbeingmadefunoflikethat.人家这样开他的玩笑他受不了。
2.在want,need,deserve,require等动词后，尽管表示的是被动的意思，我们却用动名词的主动形式。
Mypenneedsfilling.我的笔该上墨水了。
Thepointdeservesmentioning.这一点值得提一下.
二、现在分词的被动形式
在表示一个被动动作时，如果这个动作是现在正在进行的，或是与谓语表示的动作同时发生的，我们可以用现在分词的被动。

当堂达标

Ⅰ.单项填空
1．(2010安徽－30)Hehadawonderfullchildhood，______withhismothertoallcornersoftheworld.
A．travel　B．totravel
C．traveledD．traveling
2．(2010北京－21)________atmyclassmatesfaces,Ireadthesameexcitementintheireyes.
A．LookingB．Look
C．TolookD．Looked
3．(2010福建－25)Lotsofrescueworkerswereworkingaroundtheclock，________suppliestoYushu,Qinghaiprovinceaftertheearthquake.
A．sendingB．tosend
C．havingsentD．tohavesent
4．(2010湖南－21)Listen!Doyouhearsomeone________forhelp?
A．callingB．call
C．tocallD．called
5．(2010湖南－26)Dina，________formonthstofindajobasawaitress,finallytookapositionatalocaladvertisingagency.
A．strugglingB．struggled
C．havingstruggledD．tostruggle
6．(2010江苏－28)TheretiredmandonatedmostofhissavingstotheschooldamagedbytheearthquakeinYushu，________thestudentstoreturntotheirclassrooms.
A．enablingB．havingenabled
C．toenableD．tohaveenabled
7．(2010江西－24)Theladywalkedaroundtheshops，________aneyeoutforbargains.
A．keepB．kept
C．keepingD．tokeep
8．(2010四川－17)Thelawyerlistenedwithfullattention，________tomissanypoint.
A．nottryingB．tryingnot
C．totrynotD．nottotry
9．(2010天津－12)Itrainedheavilyinthesouth，________seriousfloodinginseveralprovinces.
A．causedB．havingcaused
C．causingD．tocause
10．(2010重庆－30)Thenewsshockedthepublic,______togreatconcernaboutstudentssafetyatschool.
A．havingledB．led
C．leadingD．tolead
11．(2010浙江－20)Thetrafficrulesaysyoungchildrenundertheageoffourand________lessthan40poundsmustbeinachildsafetyseat.
A．beingweighedB．toweigh
C．weighedD．weighing
12．(2010上海秋－32)Ihadgreatdifficulty________thesuitablefoodonthemenuinthatrestaurant.
A．findB．found
C．tofindD．finding
13．(2010上海秋－35)________thecitycenter,wesawastonestatueofabout10metersinheight.
A．ApproachingB．Approached
C．ToapproachD．Tobeapproached
14．JanessummervacationinAmericaled________anAmerican.
A．tohermarrying
B．forhertomarry
C．tobemarried
D．toherbeingmarried
15．Werealllookingforward________.
A．tobewrittento
B．towrite
C．tobeingwrittento
D．towriting
16．Whenhesawamouse________onthetable,hestoppeddrawingand________it.
A．play;watched
B．playing;watched
C．playing;watching
D．toplay;watching
17．Hemanagedtostealintotheroomwithout________andtookawayallthemoney.
A．noticing
B．beingnoticed
C．havenoticed
D．havingbeennoticed
18．Moreattentionshouldbepaid________thepollutionoftheenvironment.
A．toprotectB．tosave
C．toprotectingD．topreventing
19．—Whatsthematterwiththeman?
—________fromschoolfornothingmadehimmad.
A．Hissonisabsent
B．Hissonbeingabsent
C．Hissonsbeingabsent
D．Hissonsabsent
20．Itsnogood________workandnot________upourexperience.
A．doing;tosumB．doing;summing
C．todo;tosumD．todo;summing
21．Whatworriedtheboymostwas________tovisithismotherinthehospital.
A．hisnotallowing
B．hisnotbeingallowed
C．hisbeingnotallowed
D．havingnotbeenallowed
22．Hewasangryat________thetruth.
A．nottelling
B．nottold
C．notbeingtold
D．nothavingtold
23．—Itry________therulebutIalwaysforget.
—Whydontyoutry________itdown?
A．toremember;writing
B．remember;towrite
C．toremember;towrite
D．remembering;writing
24．—Doyoufeellike________thereorshallwetakeabus?
—Idliketowalk.Butsincethereisntmuchtimeleft,Idratherwe________ataxi.
A．walking;hireB．towalk;hire
C．towalk;hiredD．walking;hired
25．________areply,hedecidedtowriteagain.
A．Notreceiving
B．Nothavingreceived
C．Receivingnot
D．Havingnotreceived
26．________suchagoodchance,heplanstolearnmore.
A．TobegivenB．Havinggiven
C．HavingbeengivenD．Giving
27．Thesquirrelwassoluckythatitjustmissed________.
A．catchingB．tobecaught
C．beingcaughtD．tocatch
28．Whileshopping,peoplesometimescanthelp________intobuyingsomethingtheydontreallyneed.
A．persuadeB．persuading
C．beingpersuadedD．bepersuaded
29．Shedidntremember________himbefore.
A．havingmet
B．havemet
C．tomet
D．tohavingmet
30．—Whatdoyouthinkofthebook?
—Oh,excellent!Itsworth________asecondtime.
A．toreadB．toberead
C．readingD．beingread
单选题答案详解
1.答案：D　本题题意：他有一个美好的童年，随同母亲一起周游世界。本题考查分词短语担任状语。动作travel与主语he之间存在逻辑上的“主谓关系”，采用现在分词形式。
2答案：A　本题题意：看着同学们那一张张面孔，我察觉到了他们眼神中所流露出来的同样的兴奋神情。本题考查现在分词短语担任时间状语，表示与谓语动作同时发生的一个主动动作。
3答案：A　本题题意：地震发生后，大量的救援人员昼夜不停地为青海省玉树县提供补给。现在分词短语sendingsuppliestoYushu担任方式或伴随状语，表示句子的主语所发出的一个与谓语动作work同时发生的主动动作。
4答案：A　本题题意：听！你听见有人在喊救命吗？表示感觉的动词see,hear,feel,smell以及listen(to),notice和watch等，它们既可以采用现在分词担任宾补，也可以采用不带to的不定式担任宾补，但含义不同。现在分词既可表示动作到目前为止已结束，也可表示仍在进行之中，所以它的用法较为普遍。但意欲强调这一动作到目前为止已经结束时，要用不带to的不定式。此外，表达一连串的动作时它比分词形式在形式上要简练些。例如：①Isawhimchangingthewheel.(我看见他换轮子)这个句子可以指看见了动作的整个过程，也可指只看见动作的一部分。②Isawhimchangethewheel.意指我看到了动作的全过程。
5答案：C　本题题意：蒂娜数月来一直在努力寻找一份作服务员的工作，最终在当地的广告代理公司得到了一个职位。本题考查分词短语担任时间状语，动作struggle与主语Dina之间构成逻辑上的“主谓关系”，且发生在谓语动作tookaposition之前，故采用现在分词的完成式。
6答案：A　本题题意：这位退休老人把自己的大多数积蓄都捐给了在玉树地震中受损的学校，使学生能够重返校园。现在分词短语在句中担任结果状语，表示一个自然而然的结果。
7答案：C　本题题意：那位女士在商店闲逛，仔细观察着那些便宜货。本题考查现在分词短语担任方式或伴随状语，表示一个与谓语动作walk同时发生的主动动作。注意，keepaneyeoutfor表示“警戒；密切注意”。例如：Thepolicehavebeeninstructedtokeepaneyeoutforpickpocketsatthefair.警察奉命监视博览会里的扒手。
8答案：B　本题题意：律师全神贯注，试图抓住问题的要害。本题考查现在分词短语担任方式或伴随状语以及动词不定式否定式的用法。
9答案：C　本题题意：南方雨下得很大，几个省份发生了洪涝灾害。本题考查现在分词短语担任结果状语，表示一个自然而然的结果。
10答案：C　本题题意：这个消息使公众震惊，引发了人们对学生在校安全的高度关注。本题考查现在分词短语担任结果状语，表示一个自然而然的结果。
11答案：D　本题题意：交通规则指出四岁以下以及体重不超过四十磅的儿童必须坐在儿童安全座椅上。现在分词短语weighinglessthan40pounds担任后置定语，修饰名词youngchildren，相当于定语从句who/thatweighlessthan40pounds.
12答案：D　本题题意：在那家餐厅的菜单上，我很难找到适宜的饭菜。havedifficulty(in)doingsth.表示“做某事有困难”。
13答案：A　本题题意：走近市中心，我们看到一个石头雕像，约10米高。本题考查现在分词短语担任时间状语，表示一个与谓语动作同时发生的主动动作。
14答案：A　leadto作“导致，产生”解，其中的to是介词，后接动名词，故排除B、C两项。bemarriedtosb.表状态，marrysb.表动作。
15答案：C　lookforwardto是一短语，其中to为介词，故排除A、B选项。从句意上分析应使用动名词的被动式。
16答案：B　seesb.doingsth.意为“看见某人正在做某事”，and连接两个并列谓语，动词时态保持一致。
17答案：B　without是介词，后接名词或动名词作宾语，此处用动名词的被动式表示“被人发现”。
18答案：D　payattentionto是固定搭配，意为“注意”，to是介词，所以后接动名词作宾语；protect意为“保护”；prevent指“阻止”，故选D项。
19答案：C　onesdoingsth.是动名词的复合结构，可以作主语、宾语或表语，此处Hissonsbeingabsent作主语。
20答案：B　Itsnogooddoingsth.是固定句型，意为“做某事是不好的”，此处的do和sumup两个动作是并列关系，所以都用动名词形式。
21答案：B　onesbeingdone是动名词复合结构的被动式，变成否定式直接在动名词前加not，即onesnotbeingdone，这个结构可作主语、宾语或表语。
22答案：C　notbeingtold表示“没有被告知”。
23答案：A　句意：“我尽力去记这条规则但是总是记不住。”“那你为什么不试着把它写下来呢？”trytodosth.意为“尽力做某事”，trydoingsth.意为“试着做某事”。
24答案：D　feellike意为“想要”，后接名词或动名词作宾语，不接不定式。wouldrather后接宾语从句时，常常构成下列句式：wouldrather(that)sb.didsth./haddonesth.
25答案：B　nothavingreceived为现在分词的完成式的否定式在句中担任状语，表示到现在为止还没有收到。
26答案：C　此处用现在分词完成式的被动式作状语，强调主句的主语是动作的承受者，同时分词的动作发生在主句谓语动作之前。
27答案：C　句意为“这只松鼠如此幸运，以致它刚刚逃脱了被抓(的命运)”。miss后接动名词担任宾语，考虑逻辑关系，选用被动形式。
28答案：C　canthelpdoingsth表示“忍不住做某事”，此处用动名词的被动式。
29答案：A　remember后接动名词形式作宾语，表示“记得曾经做过某事”。
30答案：C　beworthdoing...表示“值得做……”，采用动名词的主动形式表示被动意义。

Unit 3 Travel journal教案3

一名优秀的教师在教学时都会提前最好准备，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让上课时的教学氛围非常活跃，让高中教师能够快速的解决各种教学问题。那么怎么才能写出优秀的高中教案呢？下面是小编精心收集整理，为您带来的《Unit 3 Travel journal教案3》，仅供参考，欢迎大家阅读。

Unit3Traveljournal
TheFirstPeriod

●从容说课
Thisisthefirstperiodofthisunit.Thisunitisabouttravel，sotheteachercanfirstbrainstormthewordsorphrasesabouttravel.SincetherearesomenewwordsforthenamesofthecountriesandcitiesinSoutheastAsia，theteachercanfirstdealwiththemwiththehelpofamap.ThenSsaresupposedtofindouttheone-wayfaretogettothedestinationfordifferentkindsoftransportation.ThistaskgivesSsachancetopractisegettinginformationthroughtheInternet.LaterSsarerequiredtotalkinpairsaboutthefollowingsixquestions：（1）Whenareyouleaving？（2）Howareyougoingto...？（3）Whenareyouarrivingin/at...？（4）Whereareyoustaying？（5）Howlongareyoustayingin...？（6）Whenareyoucomingback？ThispartisdesignstosmoothawaySs’difficultyinunderstandingthepresentcontinuousforfutureuse.
Toleadinthetext，theteachercanaskSstodiscusswhyariverisgreatorwhatarivercanbeusedfor.ThentellSstheMekongisagreatriverliketheChangjiangRiver，anditisthebirthplaceofoldcivilizationandlifebloodoftheSoutheastAsia.
Readingskillsareveryimportantforseniorstudents.Forthefirstreading，weintendtocultivateSs’skimmingability.Theyarerequiredtolistthewordsreferringtodifferenttopographicalfeaturesinthetext.ThentheyarerequiredtomatchthesewordswiththeEnglishexplanations.ThroughthispartwecandevelopSs’abilityofguessingthemeaningsofnewwordsaccordingtothecontexts.TostimulateSstotakepartintheclassactivitymoreactively，theteachercanorganizeagroupcompetition，toseewhichgroupcanfinishthetaskfastestandbest.ToshowSsthedifferenttopography，theteachercanpresentsomepictures.Lateron，theteacherwillteachsomeothernewwordsinthetextandaskSstopronouncethesewordscorrectly.Forthesecondreading，theteacherwillpresentfivestatementsforthestudentstojudge.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole，thatis，togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.
TheteacherasksSstoreadthetitleandsubtitleinordertomakethemthinkabouttheorganizationofthewholepassage，andthismethodcanhelpthemnotonlyintheirunderstandingbutalsoinwritingapassage.TodevelopSs’scanningability，theteacherdesignsfivequestions，someofwhichareverydifficult.Sotheteacherwillhelpthemtoreadbetweenthelines，thusSscangraduallygettheabilitytounderstandthewriter’simpliedmeanings.
Toconsolidatethenewwordsinthepassage，theteacherasksSstofinishPart1andPart3onPage20afterclass.Atthesametime，theyarerequiredtofindoutwhattheyshouldpayattentiontowhengoingtraveling.ThispartisdesignedtohelpSstogetthesenseofprotectingthemselvesandnature.
●三维目标
1.Knowledge：
（1）Learnthefollowingnewwordsandtheirpronunciation：
journal，fare，transport，Vientiane，Laos，PhnomPenh，Cambodia，HoChiMinh，Vietnam，Mekong，finally，cycle，persuade，stubborn，insist，source，proper（ly），detail，determine，determined，altitude，atlas，glacier，Tibetan，rapids，valley，waterfall，plain，delta.
（2）Gettoknowthatthepresentcontinuoustensecanbeusedforfutureuse.
（3）Gettoknowwhatarivercanbeusedfor.
2.Ability：
（1）LearntogetinformationthroughtheInternet.
（2）Graspsomereadingskills.
3.Emotion：
StimulateSs’lovefornaturebygettingthemtoknowthegreatnessofariver.
●教学重点
GetSstolearndifferentreadingskills，especiallytheabilitiesofunderstandingtheimpliedmeanings.
●教学难点
（1）Knowthemeaningsandpronunciationofthenewwords.
（2）Learndifferentreadingskillsfordifferentreadingpurposes.
●教具准备
Multi-mediaclassroomandothernormalteachingtools.
●教学过程
Step1Greetings
Teacher：Hello，myfriends.
Students：Hello，MissXu.
Step2Warming-up
T：Wehaveknowneachotherfor2weeksandIthinkwehavebecomefriends.Canyoutellmewhatyourhobbiesare？
S：Ilikesinginganddancing/football/surfingontheInternet/skiing/traveling...
T：Good.Thenwhenyoucomeacrosstheword“traveling”，whatwillyouthinkof？
S：Travelcost/means/destination/plan...
T：Yes.Beforewesetoff，weshouldfirstmaketravelplan，Imeanweshouldfirstdecidethedestination，themeansoftransportanditsfare.（Writethethreewordsontheblackboard.）
Here“destination”means“aplacetowhichsb.isgoing”.
Wecangotoourdestinationbydifferentmeansoftransport，forexample，bybus，bytrain，byplaneandsoon.
“Transportfare”referstohowmuchyoupayfortheplane/trainticket.
Now，lookatthescreen，readaftermethethreewords.
SupposeyouandyourfriendaregoingtoSoutheastAsia，whichcountryorcitydoyousuggestvisiting？Hereisamaptohelpyou.
S：Thailand，Philippines，Singapore，越南，柬埔寨，老挝...
T：Good，Icanseeyouaregoodatgeography.Butyou’dbettersaythesenamesinEnglishandpronouncethemcorrectly.Pleasereadafterme：
Vientiane，Laos，PhnomPenh，Cambodia，HoChiMinh，Vietnam.
T：NowIgiveyouseveralminutestocompletethechart.
T：Pleasetellmewhatyouhavegot.
S：...
T：Then，I’llaskyouandyourpartnertoaskandanswerthefollowingsixquestions：
（1）Whenareyouleaving？
（2）Howareyougoingto...？
（3）Whenareyouarrivingin/at...？
（4）Whereareyoustaying？
（5）Howlongareyoustayingin...？
（6）Whenareyoucomingback？
T：Tellmewhattenseisusedineachsentence？
S：Thepresentcontinuoustense.
T：Doyouthinkitdescribeswhatishappeningnoworatpresent？
S：...
T：No，itdescribeswhatwillhappeninthefuture.
Question1means“Whenareyougoingtoleave/Whenwillyouleave？”Canyousaytherestfivequestionsinanothertwoways？
S：...
Step3Pre-reading
T：Nowlookatthemapagainandwecanseeagreatriverflowsthroughthecountriesmentionedabove.Doyouknowitsname？
S：眉公河。
T：Yes，theMekong.Bytheway，whatcanariverbringus？Orwhatdoweuseariverfor？
S1：Arivercanprovidesuswithdrinkingwater.
S2：Wecanusearivertowashdifferentthingslikeclothes，vegetables.
S3：Wecangetfishfromariver.
S4：Ourcropsandplantsneedtobewatered.（Wecanuseariverforirrigation.）
S5：Ariverwasandnowstillisoneofthegreatmeansoftransport.
S6：Watercanbeusedtomakeelectricity.
T：Great，sowealwayssayariveristhebirthplaceofcivilizationandlifebloodofacertainplace.AndtheMekongisonesuchriver.Todayourtextwillshowusaroundthegreatriver.
Step4Firstreading
T：AlongtheMekong，wecanseedifferenttopographicalfeatures.Gothroughthepassagequicklyandfindout7suchwords.
Haveyoufinishedthejob？Herearethesevenwords：waterfall，rapids，valley，delta，glacier，plain，canyon.
NowI’lldivideourclassintofourgroups.Eachgroupchoosesonestudenttotakepartinthecompetition.WewillseewhocanmatchthenewwordswiththeEnglishexplanationscorrectly，andusetheleasttime.
（1）waterfall
（2）rapids
（3）valley
（4）delta
（5）glacier
（6）plain
（7）canyon
a.thelowplacewhereariverentersthesea
b.alargeflatplace
c.alargebodyoficemovingslowlydownahighvalley
d.adeep，verywidevalley，usuallywithariver.
e.alonglowwideplacebetweenhills
f.afast-movingpartofariver
g.ahighplacefromwhichariversuddenlygoesdown
S1：...
S2：...
S3：...
S4：...
T：waterfall：ahighplacefromwhichariversuddenlygoesdown
rapids：afast-movingpartofariver
valley：alonglowwideplacebetweenhills
delta：thelowplacewhereariverentersthesea
glacier：alargebodyoficemovingslowlydownahighvalley
plain：alargeflatplace
canyon：adeep，verywidevalley，usuallywithariver
Tomakeyoubetterunderstandwhatdifferenttopographicalfeaturesarelike，Iwillshowyousomepictures.
Tellmewhattheyare.
Picture1
Itisaglacier.WhataboutPicture2？
Itisacanyon.（theLancangRiver）
Picture3
It’stheMekongDelta.TheMekongDeltaisthebottomhalfofVietnam’stworicebaskets.
（TheotheristheRedRiverDeltaintheNorth.）
Ofcourse，Picture4showsusawonderfulsceneofwaterfalls.
Picture5
Thepictureshowsusamanisraftingonrapids.
Therearesomeothernewwordsinthepassage：
Pleasereadafterme.（withChinesemeaningaftereachword）
finally，
cycle，
persuade，
stubborn，
insist，
source，
proper（ly），
detail，
determine，determined，
altitude，
atlas，
Tibetan，
Step5Secondreading
NowIthinkthereshouldbelittledifficultyinyourunderstandingthetext.
Pleasereadthepassageandjudgewhetherthefollowingstatementsaretrueorfalse.
1.WangKungfirsthadtheideatocyclealongtheMekong.
2.WangKungandWangWeihavehadthedreamtocyclealongtheMekongsincemiddleschool.
3.TheydecidedtobegintheirtripfromthesourceoftheMekong.
4.WangWeididn’tthinkmuchaboutthedifficultyofthetrip.
5.TheMekongflowsthroughfivecountries.
S1/S2/S3/S4/S5：...
T：Statement1isfalse.NotWangKungbutWangWeifirsthadtheidea.
Statement2isfalse.Theyhavehadtheirdreamtotakeagreatbiketripsincemiddleschool.
Statement3istrue.
Statement4istrue.
Statement5isfalse.TheMekongactuallyflowsthroughsixcountries：China，Burma，Thailand，Cambodia，LaosandVietnam.
Step6Readingaloud
T：Pleaselookatthesubtitle：TheDreamAndThePlan.Howmanypartscanthepassagebedividedinto？
S：Fromthesubtitle，weknowthepassagecanbedividedintotwoparts.Part1talksabouttheirdream，whilePart2talksabouttheirplan.
T：Youareclever.Part1isParagraphOne.Part2consistsofParagraph2andParagraph3.Nowpleasereadthesecondpartaloud.Payattentiontotheirplan.
Now，pleasediscusswithyourpartnersabouttheanswerstothequestions：
（1）WhoareDaoWeiandYuHang？
（2）WhereisthesourceoftheMekongRiver？
（3）WhichseadoestheMekongenter？
（4）IsitadifficultjourneyalongtheMekongRiver？Why？
（5）IsWangKungveryeagerforthetrip？
S1：DaoWeiandYuHangaretheircousins.
S2：ThesourceoftheMekongRiverisinQinghaiProvince.
S3：TheMekongenterstheSouthChinaSea.
S4：Yes.BecausetheMekongbeginsataglacieronaTibetanmountain，thenitbecomesrapidswhenitpassesthroughdeepvalleys，sometimesenterswidevalleysandbecomesawaterfall.
T：Yes，inshort，wemaysaythetripisdifficultbecausethetopographyalongtheriverisverycomplicated.
S5：...
T：Stilllookatthesecondparagraph，“Iknowtheproperwayisalwaysherway.”ThatmeansWangKungdoesn’tcompletelyagreewithhissisterandisnotverypleasedwithher；meanwhile，fromthesentence“Itoldhertheairwouldbehardtobreatheanditwouldbeverycold.”，wecanseethatWangKungisafraidofthedifficultythatmightmeetwith，soheisveryeagerforthetrip.
Step7Homework
FinishPart1andPart3onPage20.
●板书设计
Unit3Traveljournal
TheFirstPeriod
NewwordsDiscussion
1.fear9.PhnomPenhWhatcanariverbeusedfor？
2.stubborn10.Cambodiatransport
3.delta11.HoChiMinhdrinkingwater
4.glacier12.Vietnamwashing
5.Transport...irrigation
7.Vientianefish
8.Laos

●活动与探究
Formyourowntravelinggroup，discusswhatyoushoulddoandwhatyoushouldneverdowhentraveling.
Don’tsDos
nolitteringprotectanimals
nofeedinganimals
Ifyouhavemoretosay，youcanchangetheform.
●备课资料
1.MekongRiver—TheLifebloodofSoutheastAsia
TheMekongRiveristheheartandsoulofmainlandSoutheastAsia.The12thlongestriverintheworld，theMekongruns4800kilometersfromitsheadwatersontheTibetanPlateau（高原）throughYunnanProvinceofChina，Burma，Thailand，Cambodia，LaoPDRandVietnam.
Over60millionpeopledependontheMekonganditsbranchesforfood，water，transportandmanyotheraspectsoftheirdailylives.Itsannualflooddroughtcyclesareessentialforthesustainableproductionofriceandvegetablesonthefloodplains（洪泛区）andalongtheriverbanksduringthedryseason.KnownastheMotherofwaters，theriversupportsoneoftheworld’smostdiverse（多种经营的）fisheries（渔场），secondonlytotheAmazon.Thisvitalecosystemandlifebloodoftheregioniscurrentlyunderthreat.Overthepasttenyears，morethan100largedamshavebeenproposedfortheMekongbasinbyinstitutionsliketheAsianDevelopmentBank（ADB）andtheMekongRiverCommission.Someoftheseprojectshavealreadybeenbuilt.
OneofthegreatestthreatsisChina’splanstoconstructeightdamsontheUpperMekongLancang.Twoofthesedamshavealreadybeencompleted，andconstructiononthethirdproject，Xiaowan，beganinJanuary2002.ThesedamswillhavewidespreadimpactsonthelivelihoodsofMekongcommunitiesandonthenaturalecologyoftheriversystem.
InLaos，IRNisworkingtostopWorldBanksupportfortheDamandensurethatcommunitiesreceivejustcompensationforlossessufferedduetotheADB-fundedNamandDams.IRNisalsomonitoringbroaderregionalwaterresourcedevelopments，particularlythosefundedbytheADB.
InThailand，IRNhasbeenworkingwithcommunitiesaffectedbythePakMunandRasiSalaidamswhoarecampaigningforthegatesofbothdamstobepermanentlyopenedandfortheMunRivertoberestored.
IRNisalsomonitoringtheimpactsoftheYaliFallsDaminVietnam，whichhasaffectedcommunitiesinbothVietnamandCambodia.
2.theMekongDelta
TheMekongDeltaisthebottomhalfofVietnam’stworicebaskets，theotherbeingtheRedRiverDeltaintheNorth.
Thisvastdeltaisformedbythedepositionofthemultipletentaclesandtributaries（支流）ofthemightyMekongRiverwhichhasitsoriginintheTibetanhighlandplateau2800milesaway.Fromitssource，therivermakesitswaythroughChina.
Myanmar（Burma），Laos，CambodiaandSouthVietnambeforeflowingoutintotheSouthChinaSea.TheMekong’s—thepeopleofSouthVietnamareoftenveryproudoftherichnessandvastnessofthisland.Whenreferringtothericefieldsinthisarea，theyoftensay，“cobaythangcanh”，meaningthelandissolargethatthecranescanstretchtheirwingsastheyfly.Today，theregionisoneofVietnam’shighestproducerofricecrops，vegetablesandfruits.

Unit3Lookinggood,feelinggood教案3

Unit3Lookinggood,feelinggood
4thperiodWordpower
Teachingaims:
(1).Learnandmasterthenewwordsaboutsports
(2).Enlargetheknowledgeaboutsport
Importantpointsdifficultpoints:
(1).Talkaboutsportstolearnnewwords
(2).Remembersomenewnamesofsports
Procedure:
Step1Lead-in
Talkaboutthe10thNationalSportsinNanjing:
(1)WhathaveNanjingpeopledoneforthe10thNationalSports?
(2)WhatcanIdoforthissportsmeeting?
(3)Howmanykindsofsportscanyouname?
Freetalkaboutyourself.
(1)Ofallkindsofsports,whichdoyoulikemost?
(2)Arethereanyschoolclubsinyourschool?Haveyoueverjoinedone?Ifnot,areyouplanningtojoinone?
Step2Readandspeak
(1)PartAonpage46
(2)Findallthenamesofclubs
Step3Furtherstudy
Talkaboutexpressionsofthepicturesaboutsports:
badmintontennisboxingfencing
weightliftingsquashshootingvolleyball
basketballfootballaerobicstriathlon
Step4Readandunderstand
(1)CompletetheexerciseofPartConpage47.
(2)Somequestionsforyou:
1)WhatsuggestionsdoesZhouLinggivetoAmy?
2)ZhouLinggivesspecificadvicetoAmyabouttheexerciseshecandoaftertheoperation:Firstly,ifAmywantstogetstrongandhavesomefunwithfriends,_________________.
IfAmyjustwantstobuildherstrengthupbyherself,ZhouLingadvisesherto__________________.
IfAmyonlywantstohavesomefunandexercisewithsomeofherfriends,shecantry_________________.
(3)TypesofsportsPartD(P47)
Doyouknowwhichareindoorsportsandwhichareoutdoorsports?Thinkmore!
boxingbeachvolleyballfencing
gymnasticsskiingbaseball…
Step5.Homework
(1)Learnallthenewwordsbyheart.
(2)Makesureyouknowhowtouseit.

Unit3GoingPlaces

一名爱岗敬业的教师要充分考虑学生的理解性，教师要准备好教案，这是教师工作中的一部分。教案可以让学生更容易听懂所讲的内容，帮助教师营造一个良好的教学氛围。你知道怎么写具体的教案内容吗？考虑到您的需要，小编特地编辑了“Unit3GoingPlaces”，欢迎您参考，希望对您有所助益！

Unit3GoingPlaces
Ｉ．单元教学目标
技能目标Goals
Talkabouttraveling
Talkaboutmeansoftransportation
Expressgoodwishes
Reviewverbtenses
Usethepresentcontinuoustenseforfutureactions
Writetravelletters

II．目标语言
功能句式Intentionsandplans
Wherewouldyoupreferdoing...?
Howwouldyouliketogo...?
Whenareyougoingoffto...?
Howareyougoingto...?
Wishes
Haveagoodtrip!
Haveanice/pleasanttrip!
WhenareyougoingtoGuangzhou?
Howareyougettingtotheairport?
Isanybodyseeingyouoff?
SheisleavingforShanghainextweek.

词汇
1．四会词汇：
consider,means,transportation,board,experience,simply,vacation,nature,basic,equipment,simple,tip,poisonous,paddle,stream,normal,excitement,adventurous,handle,similarity,particular,poison,separate,combine,task
2．认读词汇：
destination,raft,backpack,spider,cell-phone,eco-travel,responsibly,unpack
3．词组：
getawayform,watchout,protectsb/sthfrom,seesboff,
ontheotherhand,aswellas
4．重点词汇：
consider,means,experience,nature,particular,separate
语法ThePresentContinuousTenseforfutureaction
重点句子
1.Wherewouldyouprefergoing(todoing...)
2.Iwouldprefertodosth
3.Iprefertodo...ratherthando...
4.Howwouldyouliketogototheplaces？
5.WhenareyougoingofftoGuangzhou?P19
6.Ifyouwantanormal...,chooseaquietstreamorriverthatiswide...orrock...P17
7.Aswithhiking,youshouldalwaysthinkabout...andweargoodclothes.P18
8.Eco-travel,ontheotherhand,isawaytotravelresponsibly.P20
9.Bystayingathotels...,touristscanhelpthevillagersmakemoney....P20

III.教材分析与教材重组
1.教材分析
本单元以“旅行”为话题，所涉及的内容有：外出旅游的行为规范、旅游的方式等。通过本单元的学习使学生了解旅游的不同方式，学会表达计划和任务。能自己设计一次旅行计划并能写信介绍自己的旅行情况。
1.1WarmingUp部分提供了四幅有关外出旅行中的个别行为不当的图片，让学生判断四位旅行者在旅行过程中的错误行为，通过讨论让同学们认识到外出旅行时，应遵守交通规则和维护公共秩序，第二、三部分要求学生能根据具体情况自行选择交通工具。
1.2Listening两部分材料是机场广播和明信片。通过表格的形式训练学生集中捕捉信息的能力，另外两段材料分别突出现在时和过去时，强化了学生的时态意识。
1.3Speaking部分借助于“时间机器”设计科幻旅游。通过三个问题诱发他们的想象力。同时也能表达出同学们对过去和未来的真实愿望以及情感。
1.4Pre-reading提供了三个问题使同学们自己去把这方面的经历和课文联系起来，激发他们的学习兴趣。
1.5Reading部分分为三部分。AdventureTravel中的第一句引出本段，列举人们出行旅游的种种目的，由此引出后两个话题。Hiking和Rafting各分为两段。第一段分别介绍hiking和rafting，第二段列出外出hiking和rafting的建议，可以采用对比阅读的方法。
1.6Post-reading选择最佳答案和完成表格是对课文的检查和巩固，加深同学们对课文的理解。
1.7Language-study部分包括两方面的训练。第一部分通过单词的配对练习，帮助同学们加深理解本单元的部分重要单词和词组。语法部分通过读写来操练时态，了解进行时的另一种用法：进行时表将来。
1.8Integratingskills部分提供“生态旅游”的信息。先阅读，然后四人一组讨论并制定一个“生态旅行”计划来训练学生的说、读、写技能。Writing部分要求学生书写两封信，训练他们对不同时态的应用。
1.9Tips明确写作的几要素，指导学生如何明确写作的目的。
1.10Checkpoint总结了本单元的语法——现在进行时，并设计了一些最基本的练习，检查和强化了对本部分的掌握情况。
2.教材重组
2.1Warmingup,Speaking和Talking均属于说的训练，因此把Warmingup,Speaking和Talking整合成一节“口语课”。
2.2Listening和Workbook中的Listening放在一起，设计成一节“听力课”。
2.3将Pre-reading,Reading和Postreading三项活动放在一起，合成一节“阅读课”。
2.4Languagestudy和Workbook中的Practice整合成一节“语法课”。
2.5Integratingskills中的Reading和Workbook中的Integrating，reading部分整合为一节“泛读课”。
2.6Integratingskills中的Writing和Workbook中Integratingskills，writing合为一节“写作课”。
3．课型设计与课时分配（根据学情，经教材分析，本单元要分六课时完成）
1stPeriod口语课
2ndPeriod听力课
3rdPeriod阅读课
4thPeriod语法课
5thPeriod泛读课
6thPeriod写作课

TheFirstPeriodSpeaking

Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
consider,means,transportation,information
b.重点句型和交际用语
Wherewouldyouliketogo?
Whichyearwouldyouliketogoto?
Howwouldyouliketogototheplaces,bytrainorbybus?
2.Abilitygoals能力目标
Enablethestudentstomakeaplanforatripandgivesometipsontrip.
3.Learningabilitygoals学能目标
a.Helpthestudentstotalkabouttrips.
b.Encouragethestudentstolearnhowtomakeaplanforatrip.
Teachingimportantpoints教学重点
Talkingabouttravellingmeansoftransportation.
Teachingdifficultpoints教学难点
Talkingabouttravellingmeansoftransportation.
Teachingmethods教学方法
a.listeningandresponse
b.watchingandsaying
c.pairworkorgroupwork
Teachingaids教具准备
1.slide-show
2.pictures
Teachingproceduresways教学过程与方式

StepIRevision
T:Hello,everyone,firstsreviewtheimportantpointsoflastunit.Pleaselookattheslideshow.(showtheslide)
1.Mothersaidtome“Besuretolockthedoorbeforeyougotoschool.”
2.“Drinkmorewatereveryday.”Thedoctorsaid.
3.“Whyareyoulateagain?”saidtheteacherangrily.
4._____________________(别忘了)toturnoffthelightbeforeyouleavetheroom.
5.Theteachertoldus(把所有东西摆放整齐)________________________.
Studentsdotheexercisesandchecktheanswers.
Suggestanswers:
1.MotheraskedmetobesuretolockthedoorbeforeIwenttoschool.
2.Thedoctoraskedmetodrinkmorewatereveryday.
3.TheteacheraskedangrilywhyIwaslateagain.
4.Don’tforget
5.toputeverythinginorder.

StepIILeadin
T:Todaywearegoingtotalkabout“travelling”.Mike,haveyouevertraveled?
M:Yes,IhaveeverbeentoBeijing.
T:Whendidyougothere?
M:Lastsummer.
T:Howdidyougothere?
M:Wewenttherebybus.T:Whydidyougotherebybus?
M:Becauseitisn’ttoofarawayfromhereandit’sveryconvenienttogotherebybus.
T:Good.Howaboutyou?LiMing,haveyouevertraveled?
L:Yes,IhavebeentoHainanlastwintervacation.
T:Howdidyougothere?
L:Iwenttherebyplane?
T:Why?
L:Becauseit’stoofarfromhereandwecansavelotsoftimebygoingtherebyplane.
Askmorestudentslikethis.

StepIII.Warmingup
T:Ifwegooutfortraveling,wecangobybus,bytrain,byplaneorbyship.Howcanyougettotheseplaces.
Showtheslides.
conditionstransportation
Shanghai——London
Chongqing——Chengdu
Beijing——Guangzhou
Dalian——Qingdao

T:WhatwouldyouliketotakefromShanghaitoLondon？
S1:I’dliketogotherebyair.
T:Whataboutothers?
S2:IthinkI’dliketogotherebybus.
S3:I’dliketogobytrain.
S4:Iwouldgotherebyship.
T:Wecangotoplacesbybus,bytrain,bybike,orevenonfoot.Whatdoyouhavetoconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?
Dividethestudentsintogroupstodiscussthemeansoftransportation.Theneachgroupreportstheiranswers.
T:Whatshouldyouconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?
S1:Weshouldconsiderhowfaritis.
S2:Weshouldconsiderthelandscape.
S3:Weshouldconsidertheweather.
S4:Weshouldalsoconsiderhowmanythingsweshouldtake.
T:Thatisgood.Afterwegettothedestination.Weshouldalsopayattentiontoourbehavior.LookatthesefourpicturesonPage15.Aretheydoinganythingwrong?
Showthepictures.

T:IsthereanythingwronginPicture1?
A:Heisdrivingtoofast.
T:Whatshouldhedo?
A:Ithinkheshouldlowerdown.
T:WhataboutPicture2?
B:Heislittering.Ithinkheshouldn’tthrowthingseverywhere.
T:IshedoinganythingwronginPicture3?
C:Yes,heissmokingwhereheshouldn’t.
T:That’sright.HowaboutPicture4?
D:Hiscarisparkedinthewrongplace.
T:Weshouldpayattentiontothesebehaviorswhenwearetraveling.Anyotherthingsweshouldpayattentionto?
Studentsdiscussandraisetheiranswers.
S1:Wecan’tjumpthequeuewhenwearewaitingforthebus.
S2:Wecan’tpickflowers.
S3:Weshouldn’tthrowthingeverywhere.
S4:Weshouldn’tcurveonthebuildingsoronthetrees.

StepIVSpeaking
Showapictureof“Timemachine”.
T:What’sit?
Studentsguesswhatitis.
T:It’satimemachine.Withityoucouldtraveltothepastortothefuture.Youcouldalsovisitanyyearandanyplaceyouwish.
T:Hi,Jim,whichyearwouldyouliketogoto?
J:I’dliketogototheyear3000.
T:Wherewouldyouliketogo?
J:I’dliketogotoAfrica.
T:Why?
J:BecauseIwanttoseehowtheyliveatthattime.
T:OK.Howaboutyou,Mary?Whereandwhenwouldyouliketogo?
M:I’dliketogototheyear1840inChina?
T:Why?
M:IfIwentthere,IcouldpreventtheforeignersfromattackingChina.
T:Good.Now,let’sworkinpairstotalkaboutwhereandwhenyouwouldliketogo.
Studentsworkinpairstodiscussaboutit.Thenasksomepairstoactitout.
eg.
A:Whichyearwouldyouliketogo?
B:I’dliketheyear3000BC.
A:Wherewouldyouliketogo?
B:I’dliketogotoEgypt?
A:Why?
B:IwanttobeoneofthedesignersofPyramidanddiscoverthesecretsinit.
StepVTalking
Dividethestudentsintotwopartstodiscussifitisgoodtoopenupthemountaintotourists.
A:Ithinkweshouldopenupthemountain.Inthatcase,wecouldmakemoremoney.
B:Althoughitcanhelpusmakemoremoney,butIthinkitwilldestroythemountain.
A:Wecanusepartofthemoneytoprotectit.Anditcanalsomakeourcityfamous
anddevelopthecity.It’llbegoodforallofus.
B:ImafraidIcantagreewithyou.Ithinkit’sbetterifourcityisfamousforagoodcompany.It’saplacefortourists.Itwillnotbeagoodplacetolive.
A:Ifweopenitup.Itwillhelppeoplegetmoreinterestedinhistoryandnature.
B:Iagreeitwillhelp,butit’snottheonlyway.Wecanbuildupawebsitetomakeitknown.
StepVIHomework
1.FillintherolecardonP98.
2.PreviewthelisteningpartonP15andP97.

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