九乡新闻网蛊真人全集下载:人教版高中高一英语下册全册教案下载 23（还有1，2哦）
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Period 2第二节
（一）明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about Laughing Matter.
3. Learn to interview a person.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It’s about some laughing matter. Today we are going to learn how to interview somebody. Give an example to the students by asking an excellent student to help.
（三）教学过程
Step 2 Pre-reading discussions
Get the students to read and practice the dialogue in the text.
Work in pairs. Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.
Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.
Sample answers for Question 1
Photo 1: The comic duo of the 1930s "Laurel and Hardy." (The thin one is called Stan Laurel, while the stout one is called Oliver Hardy.) They are funny because they are each other's opposites: one fat and one thin; one is clever and one is silly etc.
Photo 2: Mr Bean. Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.
Photo 3: Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many . people agree that his performance was so good that you often can't tell the difference. But in the film of course there all kinds of funny moments.
Photo 4: Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter. Ask the students to talk about Ma Ji themselves in pairs or groups.
Sample answers for Question 2:
Photo 1: Other comic duos are for example, Abbott and Costello, French and Saunders, Wallace.& Gromit or Beavis and Butthead.
Photo 2: Other comedians acting as clowns are for example, Charlie Chaplin, Buster Keaton or Austin Powers.
Photo 3: Other famous comedians who dressed up as women are for example, Dame Edna (Australia), Milton Berle (USA) and Eddy Izzard (UK).
Photo 4: Other famous crosstalk artists are Jiang Kun, Hou Yuewen, Feng Gong, Ma Sanli, Tang Jiezhong, etc.
Sample answers for Question 3:
1 I have seen some films of Laurel and Hardy and I think that they are very funny.
2 I find Mr Bean always very funny.
or: I know some people think it is funny, but I think Mr Bean is very silly.
3 I don't think I ever saw this comedian. I am not sure if I would like it.
4 I once heard Hou Yuewen on the radio and I had to laugh so much that my stomach hurt and I had tears in my eyes.
Step 3 Reading
Read the text carefully again, and give the students some explanations. Do a little quiz by speaking.
1. ----John sends his best wishes. ----________.
A. That’s nice of him B. Oh, he is too police
C. It’s kind of him to say so D. You are really kind to me
2. ---- What do you think sally is like? ----She______
A. isn't in good health B. doesn’t’ like eating too much
C. likes to eat fish D. is very pretty
3. ---- Do you mind my taking this seat? ---- _______
A. Yes, sit down please B. No, of course not
C. Yes, take it please D. No, you can't take it
4. -----Leaving for Chicago? ------_______.
A. Soon B. Lately C. Late D. Sooner
5. -------Excuse me, have you got a light? ______. I don’t smoke.
A. Don’t mention B. Never mind C. I'm afraid not D. Thanks a lot
1. A 2.D 3.B 4.A 5.C
Ste Para. 1: - Ask students about famous Chinese and Western comedies.
Comedies:
- Ways of dressing or behaving.
- Stereotypes of people from different countries (including China)
- Funny accents (foreign, local or in certain jobs)
- Examples of word play.
Para. 2: Clowns: - Ask about different Chinese and Western clowns
- Ways of dressing, make-up
- Examples of jokes, fun
Para. 3: Comedians: - Ask about different Chinese and Western comedians.
- Mime, body language, facial expressions
- Retell famous sketches for comedy shows.
Para. 4: Crosstalk: - Ask about different crosstalk shows.
- In which way do crosstalk artists make people laugh?
- Ask students to give some famous ex amples of rhyme, rhythm and tongue twisters from
Chinese crosstalk shows (in Chinese).
p 4 Listening to the reading passage
Play the tape for the students to listen and follow. Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.
Step 5 Post-reading
Answers to Exercise 1:
1 The tradition of crosstalk has existed in China for more than 2,000 years.
2 1 cross-dressing 2 stereotypes 3 word play
3 Some of Shakespeare's plays are not so funny for us because we don't understand the language and word play that Shakespeare used.
4 A clown is a funny person, usually dressed up in wide clothes of very bright colours, such as red and yellow. They often wear a big coloured wig. Their face is covered with white make-up, and their mouth and eyes are made to look very big using red and other coloured make-up. Clowns often have a big red nose. All of their clothes, including their shoes are usually over-sized.
5 The show of a comedian is more like a comedy than like a clown. A comedian doesn't wear any of the funny clothes and make-up of clowns. The humour of clowns is often very silly. Clowns often don't speak at all. Their jokes are almost all body language, mime, and silly things like falling down. The comedian, on the other hand uses all the richness of the language to create fun, just as in comedies. In fact, comedians often act out little sketches which make us think of acting on the stage in comedy.
6 Various answers are possible.
Answers to Exercise 2:
Sample TV show format:
One way to do this is by creating a show for CCTV-9 about a faJIrily from Australia living in Beijing. The family comes from a little town near a huge desert in western Australia. The father grew up in the "bush." The mother grew up in Sydney. But neither of their children has ever visited a city and now they are living in a very large one in China. So the humour is in how this family tries to adjust to both big city life and life in a foreign culture. The husband and wife are managers for a company that produces milk. They have two children: a son of 14 and a daughter of 9. Neither child likes to drink milk but they must pretend to enjoy it every time they'
go somewhere to promote their product. Also, neither child likes vegetables but many Chinese dishes include vegetables. Their mother tries to get them to like vegetables but, unfortunately, their father doesn't like them much either. To make matters worse, none of them speaks Chinese. The son's hobby is throwing a boomerang around, but this causes problems whenever he goes to a park where kites are flying. The daughter's hobby is riding a moped but she always does it in the bicycle lanes. The other family is Chinese. Both the father and mother are also managers at the same milk company. It is a Joint-Venture, or a JV company. The father comes from a farmer's family in Inner Mongolia. The mother comes from a professor's family in Shanghai. They often argue about whether life is better in the city or the countryside, just like the Australian parents. They also have a boy who only likes milk in ice cream drinks and refuses to drink it warm. His hobby is skateboarding.
The first episode, or part, of the show is about the day that the Australian family arrives in Beijing and is greeted at the airport by the Chinese family.
（四）总结扩展
Step 6 Summary 小结
Step 7 Homework
Period 3第三节
（一）明确目标
1. Learn about the useful words and expression in the reading text.
2. Learn how to use "had better", "should" and "ought to" while giving advice.
3. Discuss the answers to all the exercises in the Students’Book.
（二）整体感知
Step 1 Presentation
In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.
（三）教学过程
Step 2 Language points in the reading text
1>The actors makes us laugh by making fun of somebody's way of dressing or telling an amusing story.
make fun of [用法]取笑
[举例]They made fun of his funny voice. 他们拿他的怪嗓音取笑。
amusing [用法]a.1. 有趣的,好玩的 2. 引人发笑的
[举例]It was amusing to watch the trained elephants perform.
观看受过训练的大象表演很有趣。
He told amusing jokes after dinner. 他在饭后讲了几则令人捧腹的笑话。
2>It sounds funny to hear foreigners speak with an accent.
accent [用法]n.1. 重音;重音符号 2. 口音,腔调 3. 语调,声调 4. 强调,着重(+on)
[举例]Judging by her accent, she must be a Southerner. 从她的口音判断,她准是南方人。
The Government put the accent on light industry. 政府注重轻工业。
3>It is their clothes, make-up and the way they walk that makes people laugh.
make-up [比较]n.1. 构成;构造 2. 性格;气质;体质 3. 化妆;装扮;化妆品 4. [美][口]补考
[举例]the make-up of a committee 委员会的结构
He has a stolid make-up. 他性情执拗。
She seldom puts on make-up. 她很少化妆。
4>A few minutes later everybody is quiet, listening and thinking about the comedian's words.
listening and thinking [用法]动词的-ING形式做伴随状语,表示同步于句子谓语的动作.
[举例]Singing a pop song in a low voice, the girl came into the yard.
这姑娘低声哼着流行歌曲,走进院子.
5>Typical for China is the crosstalk show, where a pair of comedians entertain the audience with word play.
Typical for China is the crosstalk show,...
[用法]此为倒装句,表语提前了。主要是因为主语比较长,为了保持句子平衡才倒装的。
entertain [用法]vt.1. 使欢乐,使娱乐 2. 招待,款待(+with/at/to) vi.1. 款待,请客
[举例]We were all entertained by his humorous stories. 他的幽默故事使我们大家都很开心。
They often entertained their friends at weekends. 他们常在周末招待朋友。
6>Dating back to the Qin Dynasty, the traditional crosstalk shows have made people roar with laughter for centuries.
date back to [用法]固定短语，解释为‘可追溯到...；是...时代开始有的'
[举例]The manuscript dates back to the 18th century. 这个手迹是十八世纪的.
7>Skilled artists make use of all the richness of the spoken language to creat a rapid flow of fun.
a rapid flow of [用法]某事物的连续或持续供应
[举例]cut off the flow of oil 切断石油输送
the constant flow of information 源源不断的信息
8>Their talk includes rhythm and rhyming word as well as tongue twisters, which often make the audience applaud.
applaud [用法]vt.1. 向...鼓掌;向...喝彩 2. 称赞;赞成 vi.1. 鼓掌欢迎;喝彩
[举例]The audience applauded the singer for three minutes. 观众向歌唱家鼓掌喝彩达三分钟。
We applauded him for his courage. 我们称赞他的勇敢。
Everyone stood up to applaud. 全体起立鼓掌。
9>If you are not fluent in Chinese, you will not catch all of it.
catch [用法]理解;听清楚
[举例]Robbie didn't catch what the teacher said. 罗比没有听清楚老师说的话。
10>How long has the tradition of crosstalk existed in China?
exist [用法]vi.1. 存在 2. 生存;生活[(+on)]
[举例]That word doesn't exist in English. 英语中没有这个字。
She existed only on milk. 她只靠牛奶生存。
Step 3 Practice: Vocabulary
1 Bitter 2 Intend 3 Western, Tradition
4 Certain 5 Type / Typical / Stereotype 6 Art / Artist 7 Rapid 8 Richness
1 这位喜剧演员讲笑话时 , 不难从他的声音中感受到一丝苦涩。
2 我来时是准备留下的 , 不过现在我已决定离开。
3 越来越多的西方人迷上了传统中药。
4 目前我们还不能肯定地说这是否会成为一部成功的电影。
5 相声一般由两个人表演 , 在中国很受欢迎
6 南希来自艺术氛围很浓厚的家庭 , 是一位很棒的画家。
7 这本书的作者在奥普拉的访谈节目中接受了采访, 之后他的书很快便售完了。
8 学说外语能丰富人生经历。
Step 4 Practice: Grammar
Answers to Exercise 1:
激烈的争论 激动人心的夜晚 拐杖 咆哮的暴风雨 冉冉升起的太阳 手术台 笑脸 受苦的农民 建筑材料 放飞的风筝 下周 更衣室 有趣的相声 跳舞的女孩 饮用水
Note:In English the words boy and gid are no mIally only used when spe 政 ing about children under the age of 18.People in the age above that do not talk about themselves as boys or girls.Therefore,all sentences d the type "the boy getting married,,are incorrect,because people usually get married at m age when they are no longer called boys and girls.
Answers to Exercise 2:
There are more than 100possible sentences combining the words and phrases into sentences.Below,only a few samples are given.
1 The boy coming to dinner this evening is a classmate of mine.
2 The boy singing now can play four musical instruments.
3 The person getting married is a friend of my mother's.
4 The person getting married is in his forties.
5 The comedian getting married can play four musical instruments.
6 The comedian performing the show is a friend of my mother’s.
7 The comedian singing now can play four musical instruments.
8 The woman performing the show writes her songs herself.
9 The woman singing now writes her songs herself.
10 That tourist coming to dinner this evening is in his forties.
11The couple getting married are famous film stars.
Answers to Exercise 3:
1 breaking 2 laughing 3 dropping 4 performing 5 shouting 6 cycling 7 burning 8 sharing
Notes:
1 · Despite the fact that the identity of the car driveris
already revealed in Paragraph 2,that is not the cli- max.Paragraph 2raises the readers expectations to the highest possible summit:what will happen next? So,the function of Paragraph 2is still building up towards the climax.
Besides beingamny,the story also shows us 由 atdif- ficult or awkward situations cm sometimes be over- come through humour.
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
Step 6 Homework
Period 4 第四节
（一） 明确目标
1. Review the language points learnt last period.
2. Get the students to know about comedies and humor.
3. Get the students to know more about the funny plays.
3. Do some writing to develop the students writing skill.
(二) 整体感知
Step 1 Presentation
Questions: Do you know some comedians?
Do you know some comedy plays?
Today we are going to read a text about language matter.
（三）教学过程
Step 1 Question the students on some language points
Step 2 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks".
Step 3 Listening to the Passage
Step 4 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to Exercise 1:
1 The car driver was careless and caused an accidenl.
2 The writer next met the driver at ajob interview.
3 The writer means that she shouted at the car ddvef without giving Mm a chance to say anything. She means that she once told her manager exactly what she thought of him,but she doeskt admit thai it was before he became her boss.
4 Instructions:Ask the students to read the story and explain in their own words what happened. Next ask them about the stmcture of the story-Which paragraphs keep the reader in suspense?(Paragraph 1).Which p 旺 a- graph contains the climax?(Paragraph 3).What is the function of Paragraph 4?(Extending the funny e 旺 ect and success of the previous paragraph).
Give the students some explanations when necessary.
Step 5 Writing
Now let s have some listening training.
（四）总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
1>The story of how I got my new job and came to be on such good terms with my boss is a funny one.
came to be on such good terms [用法]1. come to 终于...,开始...[+to-v]
2. be on good terms (with sb) 和某人关系好
[举例]I came to realize that he was right. 我终于认识到他是对的。
2>A yellow car passed me and suddenly cut in right in front of me, as there was another car coming in the other direction.
cut in [用法]1. 插话 2. 超车
[举例]Don't try to cut in while others are talking. 别人谈话时不要插嘴。
in the other direction [注意]朝...方向,本短语的介词用in, 而不是to.
3>I was still so angry that I went up to tell him what I thought of him.
what I thought of him [用法]what和think of搭配,用来询问对某人或某事的看法
[举例]What did you think of the film we saw yesterday? 你对昨天看的电影怎么看?
4>I cycled in front of him, got off my bicycle and laid it down in front of his car so that he couldn't drive off.
cycle [用法]见高一上册unit 14
drive off [用法]开车走
[举例]Would you drive her off in your car? 你能否开车送她走?
5>I told him that he had knocked two people off their bicycles and had nearly caused a bad accident.
knock...off [用法]撞倒;打掉
[举例]The little girl knocked the glass off by accident. 小女孩不小心碰落了玻璃杯。
6>Then I pick up my bicycle and rode on.
pick up [用法](1) 拾起；抱起 (2) （无意中）学会 (3)见到；听出，收听到 (4) 搭载
[举例]The children picked up many sea shells at the seashore. 孩子们在海边捡到许多贝壳。
In that way I'll be able to pick up some theoretical knowledge too.
这样我也能学到一些理论知识。
7>Fortunately, I was on time for the interview.
on time for [用法]刚好赶上,类似in time for
8>We looked at each other for a moment in great surprise and total silence.
in surprise and silence [用法]in surprise: 诧异地 in silence: 默默地
[举例]"A farmer?" said the Frenchman in surprise. “农夫？”法国人惊奇地说。
9>I decided to look on the whole matter as a great joke.
look on...as [用法]把...看作
[联想]类似意思的用法
11>I remember that the last time we met I did most of the talking, so...
the last time [用法]在这里做连词使用
12>Two days later I received a letter offering me the job.
offering me the job [用法]现在分词短语做定语。分词的内容将是高一最后几单元的重点也是难点，所以，课文中的的相关实例都要特别留意。
13>I was pleased that the manager had decided not to be angry with me for having been so rude.
having been so rude [用法]ing形式的完成式，表示动作先于谓语动词发生。
14>Now I make jokes about it and say to everyone that I dare tell my manager exactly what I think of him.
dare tell [用法]dare做情态动词用时，通常不用于肯定句，除了dare say。dare tell的用法并不多见。
[举例]I dare say it will rain today. 我认为今天要下雨。
I dare say you're thirsty after all that tennis. 打了这么半天网球，你也许渴了吧。
I dare say he will arrive tonight. 我想他今晚会到达。
Step 7 Homework
Period 5 第五节
（一）明确目标
1. Do some listening to improve the students listening ability.
2. Making simple dialogues to train the students speaking ability.
（二）整体感知
Step 1 Presentation
Today we come to the Workbook and do the listening comprehension and also do some talking practice.
（三）教学过程
Step 2 Listening comprehension
LISTENING TEXT:
In the dialogues, I = Interviewer A = Mr Atkinson
I: Mr Atkinson, you are most famous for two comedies. In one of them you playa smart official in old England, while in the other you playa very silly man called Mr Bean. The first programme is very popular in England and America, but not much in other countries. Why?
A: The programme Blackadder in which I play the official in old England, is very interesting. That is the time of Shakespeare. It helps if you have some idea of English history when you watch it. And you need a good understanding of English because it's full of jokes and funny ways of saying things in English. Language is very important. If you are not English, I think it is sometimes quite difficult to follow. The Spanish don't like it so much.
I: But they love Mr Bean. Why is that?
A: Mr Bean is very popular worldwide. I don't know why that is. In Mr Bean hardly any words are spoken. But only leaving out the words does not make it . an international success. You cannot say "Ob he's not saying anything, therefore the French will love it." But, for some reason the French, the Spanish, and the Canadians or whatever do like Mr Bean. They recognise something of themselves in him. Mr Bean is as popular around the world as he is in Britain" I never thought I could make Germans laugh, but Mr Bean has done it. Even the Japanese find him funny."
I: Well, thank you for Mr Bean and thank you for talking with us.
A: My pleasure. Thank you very much for your time.
Thank you.
Answers to Exercise 1:
1 comedies, audience, language, culture, success, Germans
Answers to Exercise 2:
1 The title of the comedy that almost everybody likes is Mr Bean.
2
Blackadder
1 Set in England at the time of Shakespeare.
2 You need to understand English very well.
3 You need to know quite a lot about English history.
Mr Bean
1 Set in present day England.
2 You don't need to understand English.
3 You don't need to know much about England.
2 Spanish people don't like Blackadder very much because it is difficult for them to follow.
Or: Because they don't know enough about English history.
Or: Because their English is not good enough.
3 Even the Germans and Japanese like to watch Mr Bean because they recognise something of themselves in him.
Answers to Exercise 3:
1 Mr Atkinson is most famous for his roles in two popular comedies.
2 One of them is set in the time of Shakespeare, while the other is set in present day England.
3 To understand the first you need to have good En glish and some idea of English history.
4 While in the first show language is very important, in the other hardly any words are spoken.
5 But that is not the only reason why it is an international success.
6 It is popular around the world because anyone can recognise something of himself in Mr Bean.
Step 3 Talking practice
Sample reactions:
I A woman falls over a banana peel. I think that isn't very funny, because she could hurt herself.
2 Two boys are hiding 'behind some low trees. They have put a wallet on the street, which is tied to a string. When somebody walks by and sees the .wallet, he or she will be very happy to find money. They will bend to pick up the wallet. Then, the boys will pull the string a little, so the man just cannot reach the wallet. He must take another step and bend again to pick up the wallet. Of course, he can never get it because the boys will each time pull the string. I think although this is quite funny for young boys to play, it is im--P,olite to others.
3 Three young boys have tied some empty cans and tins to the tail of a dog. When the dog starts running, the cans make a lot of noise, so the dog will be afraid and start running even harder. It also makes a lot of noise. I don't think this is very funny. It is teasing the dog.
Step 4 Sample talking
Step 5 Summary 小结
Step 7 Homework
Period 6 第六节
（一）明确目标
1. Discuss all the answers to the exercises in the Workbook.
2. Learn to use the grammar knowledge
3. Further develop the students’ writing skills.
（二）整体感知
Step 1 Presentation
In the class
（三）教学过程
Step 2 Vocabulary
Answers to Exercise 1:
1 couple 2 laughter 3 confuse 4 circus 5 stage 6 humour 7 accent 8 brake
Answers to Exercise 2:
I How could the man drive off after hitting the school
girl that walked across the street?
2 You would feel better about failures if you look on
every one of them as a lesson in your life to teach you how to get better.
3 Don't make fun of me when I'm not feeling well.
4 In tonight's all-star concert, we'll see a couple of singers from Hong Kong or Taiwan.
5 He intended to go to Hainan for the holiday, but then he changed Ms mind and went to Qingdao instead.
Answers to Exercise 3:
1Funny 2mostly 3amuse 4typical 5existed 6entertainment 7laughter 8humour 9attractive 10Actually 11nationa1ities12appreciate
Step 3 Grammar
Answers to Exercise 1:
1 正在台上表演的两位喜剧演员来自辽宁。
2 那个正在河边走的女孩是谁 ?
3 拉小提琴的这些孩子下星期将举行一次表演。
4 站在小车旁边那个戴太阳镜的人是一位相声表演 艺术家。
5 正在和孩子们谈话的那位老太太是一位著名的音 乐家。
6 我看见一队警察从一部绿色的吉普车中出来 , 跑向那栋房子。
7 我看见一只嘴里衔着一块肉的狗进了你的花园。
8 我昨晚在晚会上听到她唱了一首动听的歌。
9 在公园看到有人在玩蛇时 , 我吓坏了。
10 有几个男孩子在我的窗户底下又喊又叫 , 弄得我 睡不成觉。
Answers to Exercise 2:
Part A:
a washing machine a swimming pool a writing desk a waiting room a dancing hall reading materials writing paper an opening speech a dressing mirror building materials a bathing cap drinking water a dressing/changing room a training class a sleeping car an operating table smiling face a hiding place
Part B:
1 It is bad manners to make fun of/laugh at somebody's appearance and his or her way of dressing.
2 Dating back to the Oin Dynasty, the traditional xiangsheng show is still one of the main Chinese art forms to entertain people.
3 It is very interesting to watch these o1d men playing cards.
4 I heard the couple next door quarelling all the night.
5 I saw a boy picking flowers in your garden.
Sample answer for Exercise 3:
I noticed a young lady climbing out of the window. I saw her jumping over the fence. Then I saw her asking a passer-by where the post office was. I followed her and saw her entering the post office and writing a message. I saw her paying with a ring and then leaving the post office. I kept following her. I saw her coming to a bridge, leaving her bag on the road and start fishing. Then I saw the Emperor coming that way in a carriage. I saw her swinging her fishing rod and her fishhook catching in the Emperor's coat. To my horror, I saw her taking out a knife and trying to cut the hook. But to my even greater surprising, I saw the Emperor talking and walking with the girl five minutes later, as if they had been old friends.
Step 4 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks".
Step 5 Listening to the Passage
Step 6 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to the Exercises:
1 The pairs of rhyming words are as follows. For each pair two more rhyming words are suggested.
1 house & mouse bows, cows
2 mouse & house blouse, greenhouse
3 honey & money funny, sunny
4 dinner & thinner inner, winner
5 muffin & stuffin' roughin' , bluffin'
6 well & tell smell, bell
7 town & down brown, clown
8 found & around sound, pound
9 west & rest . test, best
10 sage & page age, stage
11 sits & bits spirits, visits
12 small & all ball, fall
13 time & climb rhyme, crime
14 look & book took, hook
15 in & stuffin' coughin', bluffin'
16 shook & book cook, shook
17 down & town brown, clown
18 stuffin' & muffin roughin', bluffin'
19 door & more floor, before
2 The writer plays a joke on the word sage. In the beginning of the poem, the word sage means spice, a plant used when cooking, to make food tastier. But later in the poem, the word sage means an old wise man. The funny thing in the poem is that the two old friends want to get some sage, to cut it or him into pieces and serve that for dinner.
Step 7 Sample writng
Many humourous poems, and many of the poems Edward Lear is famous for are nonsense verses. The things that happen in the poems are very funny, but none of it is true or could happen in reality. With the right choice of words, choosing original combinations of nouns and verbs, nonsense can be very funny. The funny poem in the writing is a simple type of funny nonsense poem. The poem is based on a very famous English nursery rhyme.
I saw a fishpond all on fire;
I saw a house bow to a squire;
I saw a parson twelve feet high;
I saw a cottage near the sky;
I saw a balloon, made of lead;
I saw a coffin drop down dead;
I saw a sparrow run a race;
I saw two horses making lace;
I saw a girl just like a cat;
I saw a kitten wear a hat;
I saw a man who saw them too,
And says, though strange, they all are true.
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
4. Workbook
1>One of the films is set in the time of Shakespeare.
set [用法]为(小说、舞台等)设置背景
[举例]The play is set in 15th-century Italy. 这出戏以十五世纪的意大利为背景。
2>Apart from rhyme, the writer plays a joke with a word that has two different meanings.
Apart from [用法]除开;除...之外
[举例]There are ten people in the queue, apart from me. 除了我，还有十个人在排队。
This is a good composition, apart from a few grammar mistakes.
除了几处语法错误，这篇作文很好。
Step 7 Homework
Period 7 第七节
14． 检查本单元单词、短语及相关句型。
15． 讲评统一布置的课外基础练习。
高一第二十一单元
Body Language
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
Talk about body language
2.Function: 交际功能
提供和请求帮助(Making offers and requests)
Can/Shall I help you with that? Could you help me with...? Would you like me to...?
Do you need some help with that? Could you please...? No,thank you.Thanks for all your help.
Would you like some help? No,thanks.I can manage it myself. Could you give me a hand with this?
That's very nice of you. Is there anything else I can do for you?
3.Vocabulary 重点词汇和短语
unfair; customer; avoid; suitcase; ahead; manage; fold; vary; crazy; part; firm; handshake; bow; fist; bend; tap; gently; anger; useless; occur; focus; specific
ahead of; give sb a hand; get through; tear down ;hold up; make a face; in order
4.Grammar:语法
动词-ing形式作主语、宾语和表语（2）
1.用英语表达‘做某事如何的’---动词-ing形式作主语
2.有些及物动词后面需跟动词-ing形式作宾语
3.绝大多数介词后面需跟动词-ing形式作宾语
4.用英语表达'什么事是某事' ---动词-ing形式作表语
II. Difficult points
III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法：
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
V. Teaching procedure：
Period 1第一节
（一）明确目标
1. Learn body language. Warming up to arouse the students love in talking.
2. Do some listening to improve the students listening ability.
3. Making simple dialogues to train the students speaking ability.
(二) 整体感知
Step 1 Presentation
Ask some students to the front and act out the correct emotions.
2. Ask students to make a dialogue in pairs using body language.
（三）教学过程
Step 2 Warming up
Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.
Answers (From left to right):
1 Picture 1: Confused I don't know what to do.
2: Angry I can't believe she said that! That is so unfair!
3: Sad I've lost my wallet!
4: Happy I got anA in my exam!
5: Tired It's been a long day. I can't keep my eyes open.
2 Various answers are possible but explanations for choices should refer to details in the pictures.
3 Various answers are possible.
Step 3 Listening comprehension
Now let s have some listening training.
LISTENING TEXT:
Part 1
Which of the following is a form of communication?
A Speaking to someone.
B Standing in a comer at a party with your arms crossed.
C Avoiding eye contact with the salesman when you are buying something.
D All of the above.
Speaking, or using language to communicate, is probably the best known form of communication. However, the body language used in answer B and the lack of eye.contact in answer C can say as much or more as speech.
Let's take a closer look at answer B. You are at a party and see your friend Tom standing alone in a comer with his arms crossed. When you ask him if he is enjoying the party, he says, "Yes, I'm having a great time." Do you believe him? Probably not, because his body language is telling you that he doesn't like being there. If someone asks you later whether you think Tom liked the party, you might say "He said he enjoyed it, but it didn't look like it."
Now let's look at C. Imagine that you are a salesman at a store. You always greet your customers with a smile and then talk for a while. But what if one of your customers avoids making eye contact with you? Do you still speak to her? Probably not. By not looking at you, she has told you that she doesn't want to talk to you.
Part 2
Body language can help you decide whether a person is telling the truth or not. If a person covers his or her mouth with his or her hand, or if he or she puts his / her finger over his / her mouth, he or she may be lying. If the person you are talking to touches his or her ears or neck, this is also a sign that he or she may not be telling you the truth. How can you tell if the person you are talking to is interested in what you are saying? Watching his or her body language will give you a good idea. Someone who is interested will lean forward in their seat and will look at you when you are speaking. They may also nod their head to show that they are listening and agree with what you are saying.
1 Answers to Part 1 : ID 2B 3A
Answers to Part 2: IB 2B
2 Answers will vary but here are a few appropriate ways to communicate each feeling using body language.
Enjoying sth
smiling, opening eyes wide, rocking one's head from side to side
Liking someone
smiling, hugging oneself, leaning one's head to one side, lowering with one's eyes, leaning forward or closer
Interested in sth
staring a lot, putting a hand 10 your chin as in thought, leaning forward, opening eyes wide, shaping your mouth with a big 0, responding with the same expressions as the person who you're listening to
Disagreement
looking away, putting one's head down into one's arms, talking to oneself, whistling, frowning, folding one's arms
Not enjoying sth
yawning, sighing, complaining, frowning, looking away
In a hurry
sighing, biting down with one's teeth, not standing still, tapping one's toes on the floor, looking toward the door
Not interested
same as not enjoying
Wanting to talk to others
raising one's hand to be called on, trying to speak up, waving one's arms over one's head to }&et attention, jumping up and down, shaping one's mouth in a big 0
Step 4 Speaking practice
Situation 1: An old man is carrying a very heavy suitcase.
Asking for help
(0 = Old man; P = Paul)
0: Excuse me, young man. Could you give me a hand with this, please? It's very heavy.
P: Oh, of course, I'd be happy to. There we go.
0: Thank you.
P: You're welcome.
0: Oh my, this is heavy. Excuse me, sir, could you help me with this bag?
P: Certainly. Where should I put it?
0: Thank you. Just put it over there, please.
P: There you are.
0: Thank you, that's very nice of you.
P: Dh, not at all.
Offering help
P: That bag looks very heavy. Do you need some help with that?
0: Oh, thank you. Could you please put it over there? P: No problem. There you are. Is there anything else I can do for you?
0: No, thank you. Thanks for all your help.
P: Woultl you like some help?
0: Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?
P: Sure. My, this bag is heavy! Ah, there we go. Where shall I put it'?
0: Over there, please. Thank you so much!
P: You're welcome.
Situation.2:..Someone is late for a flight and wants to go ahead of the queue.
(J = Jim; A = Passenger A; B = Passenger B)
J: Excuse me, but I'm late for my flight. Could I please go ahead of you?
A: Why sure. My flight doesn't leave for another hour. Are these bags yours? Shall I help you with that?
J: No, thanks. I can manage it myself. (To the passen ger standing at the check-in counter.) Hi. May I cut
in front of you? I don't want to miss my plane.
B: Go right ahead. I'm still looking for my ticket. Do you need some help with that bag?
J: Yes. Could you please help me put it up here? Thank you.
B: You're welcome.
J: Oh no! I'm late for my flight.
A: Excuse me, but did you say that you were late? Would you like to-go ahead of me? My flight doesn't leave for another hour.
J: Thank you, that's very nice of you! Could you help
me with this bag, please?
A: Sure. There you are. Would you like me to bring it up to the counter?
J: Oh, no, thank you. I can manage it myself now.
Situation 3: An old and sick person is on a crowded bus and wants to sit down.
(0 = Old person; P = Passenger)
0: Oh my, this bus is crowded. Excuse me, could you please help me with this bag?
P: Certainly. There you are. Here, please take my seat, you look a bit tired.
0: Thank you. Yes, I'm not feeling well today. I think I have a bit of a cold. Could you please tell me when we reach Long Street? I'm afraid I can't see where we are when the bus is this crowded.
P: Sure. I'll let you know when we get there.
P: Shall I help you with that?
0: No thanks. I can manage it myself. But could you please let me sit down for a while? I'm not feeling well.
P: Oh, of course. Please take my seat.
0: Thank you. That's very nice of you.
P: Not at all.
（四）总结扩展
Step 5 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
Listening and speaking听说要点
1>What if a customer avoids making eye contact with you?
What if ...? [用法]假使...呢?;若是...又怎么样?
[举例]What if he doesn't come (What shall we do if he doesn't com)? 如果他不来，我们怎么办呢？
What if it's true (Even if it's true, does it mattere)? 即使这是真的，又有什么关系吗？
avoid [用法]vt. 避免
[举例]They all avoided mentioning that name. 他们都避免提及那名字。
She braked suddenly and avoided an accident. 她紧急刹车,避免了一场车祸。
contact [用法]n.1. 接触,触碰[U](+with) 2. 交往;联系,联络[U](+with)
[举例]He tried in vain to get into contact with the local branch.
他试图与当地分部取得联络,但没有成功。
2>No,thanks.I can manage it myself.
manage [用法]vt.设法做到;勉力完成[+to-v]
[举例]How did you manage to get their approval? 你怎么得到他们的同意的?
3>Could you give me a hand with this?
give (sb) a hand [用法]提供帮助
[举例]He would always give a hand to anyone in difficulty. 他总是给任何有困难的人提供帮助。
4>Somebody is late for the flight and wants to go ahead of the queque.
ahead of [用法](1) 在…之前 (2) 胜过；强于
[举例]The production plan was fulfilled ahead of time. 生产计划提前完成了。
He is ahead of his class in English. 他的英语居全班第一。
Step 6 Summary小结:
Step 7 Homework
Period 2第二节
（一）明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about body language
3. Learn to communicate with body language.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It’s about body language. Read the passage "Body Talk", and let the students know people from different parts of the world use different body language.
（三）教学过程
Step 2 Pre-reading discussions
Get the students to read the text and discuss pre-reading and post reading questions.
(1) How is body language different from spoken language? What do they have in common?
(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
Answers:
1 Various answers are possible. Ask the students to give reasons and examples to support their answers. Possible answers include:
YES: A person's body language can tell us what he or she is feeling. For example, if someone is nervous, his or her hands may shake. If a person smiles but his or her eyes don't look happy, we can guess that there is something wrong.
NO: It is difficult to tell what a person is thinking by looking at their body language. People use body language in different ways and gestures may have different meanings in different areas. People don't always think about their body language, so we may misunderstand them if we try to guess what they are thinking or feeling. It is also possible for people to learn to use their body language to hide what they are really feeling or thinking.
2 Yes, they do, but not always. Some body language is the same in any culture. That is also the case in China. Various answers are possible as China is a multicultural country.
3 Answers may vary but Ss should give a reason why they communicate the way they do.
Introduction Learning a foreign language requires more than knowledge of its vocabulary, grammar, idioms, and informal expressions. It also requires awareness of its gestures and facial expressions since they can differ so much from culture to culture.
Summary
1 Both words and body language can express how we think and feel.
2 Gestures, a kind of body language, have different meanings in different cultures.
3 The way people greet each other varies from culture to culture.
4 Some gestures, however, have the same meaning in most cultures.
5 Smiles may be the most commonly understood fa cial expression in the world.
Step 3 Reading
Read the text carefully again, and give the students some explanations.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.
Step 5 Post-reading
Answers:
1 Various answers are possible. Situations where body language is important include: a job interview, a visit to a foreign country, a meeting, a speech, etc.
2 Various answers are possible. Body language is in some ways more limited than spoken language. Some things would be very difficult to express using body language (See Integrating Skills in the WB). It is perhaps easier to misunderstand body language. Body language tends to support and add to spoken language. Both body language and spoken language use symbols to represent meaning; in the case of spoken language, we use sounds and sound combinations to represent words and meanings. Both depend on our ability to interpret what we see or hear.
3 Various answers are possible. The listening exercise describes lying, but there are several other situations where a person's body language may not match what he or she is saying: a speaker who is trying to sound confident but whose hands are shaking; a person who says that he or she is interested in what we are saying but who looks away or taps his or her feet, etc. It probably happens because it is more difficult to control one's body language than to control what one says.
4 Gestures in China:
Waving one's hand(s); shaking one's head or hand; same as in the US; open one's eyes and mouth wide; same as in the US; no Chinese gesture; no Chinese gesture; moving one's hand up and down with the palm facing down
（四）总结扩展
Step 6 Summary 小结
Step 7 Homework
Period 3第三节
（一）明确目标
1. Learn about the useful words and expression in the reading text.
2. Learn how to use "had better", "should" and "ought to" while giving advice.
3. Discuss the answers to all the exercises in the Students’Book.
（二）整体感知
Step 1 Presentation
In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.
（三）教学过程
Step 2 Language points in the reading text
1>Like spoken language,body language varies from culture to culture.
vary [用法]vt.1. 使不同;变更;修改 2. 使多样化 vi.1. 变化;呈多样化[(+in/on/with)]
[举例]He never varied his habits. 他从未改变过自己的习惯。
Teachers should vary their lessons to make them more interesting.
为了增加趣味,教师应该使自己的课多样化。
That sort of thing varies from person to person. 那种事因人而异。
2>Pressing one's palms together and resting one's head on the back of one's hand while closing the eyes as if sleeping means 'I'm tired'.
while closing as if sleeping [用法]分词前有时会加上连词，使之在句中的意思、作用更加明确。
3>While there are many different interpretations of our body language,some geatures seem to be universal.
while [用法]然而；尽管
[举例]He was not able to hatch chickens while the hen could. 母鸡能孵出小鸡来，而他却不能。
While I like the color of the hat,I do not like its shape.
我虽然喜欢这顶帽子的颜色，但却不喜欢它的样式。
4>A smile can help us get through difficult situations.
get through [用法]1. 通过,穿过 2. (工作)完成 3. (测验)合格 4. 接通电话
[举例]When you get through with your work, let's go out. 你完成工作后,我们出去吧。
Tom got through. 汤姆考试及格了。
I rang you several times but couldn't get through.
5>And if we are feeling down or lonely,there is nothing better than to see the smiling face of a good friend.
feel down [用法]感到不愉快
6>That's incredible!I can't believe it.
incredible [用法]a. 惊人的，不可思议的，难以置信的
[举例]Michael told us an incredible story about his grandmother catching a thief.
迈克尔给我们讲了一个他祖母抓小偷的令人难以置信的故事。
7>Bending your arm and making a fist is to say that you are angry.
Bend [用法]v. 1.（使）弯曲 2.（使）屈服
n. 弯曲；弯曲处；转弯处
[举例]He bent the iron bar as if it had been of rubber. 他把铁棒象胶一般地弄弯了。
She bent her head and hurried on. 她低下头匆匆往前走去。
Alan bent down and kissed the child. 阿兰俯下身亲了亲孩子。
8>He bought a new cellphone,but then he ended up receiving a lot of short messages.
end up doing [用法]以 ... 为结局
[举例]A: Didn't you go shopping for a computer? 你不是去买电脑吗？
B: Yes, but I ended up buying a TV instead. 对啊，但最后我却买了电视回来。
Step 3 Practice: Vocabulary
Some suggested answers to Part 1:
1 fist: See examples on page 61 in the. SB.
2 hip: Swinging your hips is a way of saying you're happy or in a good mood. Pushing your hips to the left or the right can be a way to push people out of your way.
3 thumb: Putting your thumb up to express that you like something.
Biting your thumb to show strong dislike.
Sticking your thumb out from an extended arm to ask for a ride.
4 index finger: Pointing your finger to scold someone. Turning your palm up and bending your finger toward you to ask someone to come to you or follow you.
Tapping your finger to your head to tell ' someone to think carefully.
Putting your finger to your lips to ask someone to be quiet or whisper.
5 cheek: Kissing you on the cheek to' show affection or to greet someone.
Slapping someone' s cheek to express your anger at being insulted.
Scratching your cheek with your fingers to show that you're confused.
6 palm: Putting your hands out in front of you with 'your palms up to beg or ask for something.
Putting both your hands out at your sides and palms up to show you don't know something.
Putting palms against your cheeks to show surprise or shock.
Answers to Part 2: IE 2A 3B 4F 5C 6D
Step 4 Practice: Grammar
Answers to Part 1:
1 Waving one's hand is to say "Goodbye"
2 Shaking someone's hand is to say "Hello."
3 Shaking one's fist is to show anger.
4 Holding up one's head is to say "I'm not afraid." 5 Putting up one's hand is to say "Let me try."
6 Making a face is to show you are unhappy.
Answers to Part 2:
1 amazing 2 disappointing 3 inviting 4 encouraging 5 shocking 6 exciting
Answers to Part 3:
1 That big supermarket was always crowded, so she stopped going there.'
2 I feel like taking a rest. Would you mind my sitting down for a while?
3 He likes going to the mountains every weekend.
4 My grandfather is nearly seventy and still enjoys playing tennis (a game of tennis).
5 I can't go to the cinema today. I must finish doing my homework.
6 He bought a new cellphone, but he ended up receiving a lot of useless short messages.
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
Step 6 Homework
Period 4 第四节
（一） 明确目标
1. Review the language points learnt last period.
2. Get the students to know the importance of body language.
3. Do some writing to develop the students writing skill.
(二) 整体感知
Step 1 Presentation
Show more gestures and let the students guess the meanings. Introduce Shuang huang.
（三）教学过程
Step 1 Question the students on some language points
Step 2 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks".
Step 3 Listening to the Passage
Step 4 Reading comprehension
After fast reading, do the following True-or-False exercises.
Give the students some explanations when necessary.
Step 5 Writing
Now let s have some listening training.
Sample story
The following story is an example of a comedy. It is meant to be especially silly and therefore requires Ss to really use their imagination to accept it.
A mother gave her son a piglet as a pet for his l0th birthday. Soon her son and the pig became best friends. Sometimes they would be very naughty and play in the mud.
But as the boy grew up, he forgot about the pig. First, he got a dog that chased after him everywhere. Then the boy took a strong interest in playing basketball. Finally, as a young man, he saw the film Titanic and began to dream of finding true love on a sailing ship at sea.
Over the years, the pig became more and more jealous. Finally, the pig, which was very clever, got an idea. It had found a way to get the young man's attention again. One day it left its pen and stood under the tree where a terrible snake lived. Then the pig squealed all day and all night. The young man's mother heard the pig and went outside to look for it. When she saw the pig she guessed what it was thinking and felt pity for it. So she got her camera and took a photo of the pig under the tree with the snake looking down at it. She called her son on her mobile phone and put it near the pig's mouth. The pig gave a great performance. It cried and cried for help. Then the mother sent the photos to her son, who was at college. During Spring Festival, he came home and ran to the pig to hold it tight. Oh, he thought, how terrible for his poor pig to be frightened by the snake!
（四）总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
1>Make up a funny story and perform your story in the form of Shuanghuang.
in the form of [用法]以某种形式
2>When you write a story,you should give as many details as possible and put things in order.
detail [用法]vt. 详述，详细说明
n. 1.细节，详情 2.枝节，琐事
[举例]Don't omit a single detail. 一点细节也不要漏掉。
I like your plan, now tell me all the details. 我喜欢你的计划，请把全部细节告诉我。
Step 7 Homework
Period 5 第五节
（一）明确目标
1. Do some listening to improve the students listening ability.
2. Making simple dialogues to train the students speaking ability.
（二）整体感知
Step 1 Presentation
Today we come to the Workbook and do the listening comprehension and also do some talking practice.
（三）教学过程
Step 2 Listening comprehension
LISTENING TEXT:
Part 1
P: Hi, Mary.
M: Hi, Pete.
P: Listen, Mary, I need your help. You know that girl that I like?
M: The one you met at the picnic?
P: Yes, that's her. Her name is Jenny. Yesterday, we had lunch together and we talked for about twenty minutes.
M: That's great!
P: Well, maybe. That's what I want to ask you about. How do I know if she is interested in me?
M: Oh, I see. Well, you can look at a person's body language. It can tell you a lot about what a person is thinking. For example, was she smiling when you talked to her?
P: Yes, yes, she smiled a lot, actually. And she made eye contact with me several times. That's good, isn't it?
M: Yes. Now, did she look down first and then look away?
P: Yes, sh_ did. Is that bad?
M: Mm, not always. But it's not good. Did she play with her hair? P: What do you mean? . M: Did she push her hair back, or throw her hair back off her shoulder?
P: Yes, I think she did.
Part 2
M: Tell me more about what she did. Did her hands touch her face?
P: No, she didn't. She didn't move about that much. She sat quite still and when we stood up she didn't vary the way she stood.
M: Are you sure about that? That she didn't move?
P: Yes. Why? Is, it important?
M: It could be... Were there any other people there?
P: Yes, Jack and Tom were there, too.
M: I see. Did she talk to them?
P: Of course she did.
M: No, I mean, did she talk 'to them a lot or did she focus her attention on you? .
P: Oh, on me. She talked to me most of the time. In fact, I think she only said a few words to Jack and Tom.
M: I see. Well, let's see what we can learn from her body language.
Suggested Answers:
Sentence 1, 3, 5 and 7 are true according to the tape. The score is 3 x 2 = 6, minus 1 = 5.
Step 3 Talking practice
Sample descriptions
Various answers are possible.
1 Policemen catching a criminal: Three men ran towards the man who was carrying the bag. One of the three men pointed something at the man and moved his left arm up and down. The man with the bag dropped the bag and put his hands in front of him, palms forward. His mouth was open and he closed his eyes. The man who had been pointing at him reached out and grabbed one of the man's arms. He turned the man around and held both of the man's arms behind his back. Then he took out something from his pocket and put it on the man's wrists. Two of the three men put their hands on the man's shoulder and led the man away. The man hung his head.
2 A person getting a taxi: A man was standing on the sidewalk. He was looking very carefully at the cars on the street. When a red car with a light on its roof came, he stepped forward, stretched out his right arm and waved it up and down. He kept his hand open, , the palm of his hand facing down. The car stopped, he opened the door, sat down, put on his seat belt and the car drove off.
3 Tai qi: This morning, I saw a group of people standing in a park. One of them stood in front the others and the rest were all watching him. He lifted one of his feet off the ground and moved his arms in a big circle. All the others did the same. Then the man lifted his foot higher and bent his knee. He put his left arm over his head and stretched out the other one. The others followed.
Additional actions:
Two people hugging each other: Two people saw each other on the street. They both stopped, made a strange noise, and then ran towards each other. They put their arms out and it looked like they were going to fight each other. When they got close, they put their arms around each other and jumped up and down.
A person tying his or her shoes: I saw a girl walking. She stopped and bent down. She put her hand on each side of her foot and lifted two strings. Then she moved her hands in circles and crossed her arms. When she was finished, she stood up and walked away.
Step 4 Sample talking
Step 5 Summary 小结
Step 7 Homework
Period 6 第六节
（一）明确目标
1. Discuss all the answers to the exercises in the Workbook.
2. Learn to use the grammar knowledge
3. Further develop the students’ writing skills.
（二）整体感知
Step 1 Presentation
In the class
（三）教学过程
Step 2 Vocabulary
Answers to the exercises:
1 occur, avoid, contact, fold, part, vary, focus
2 1 get through 2 in detail 3 give you a hand 4 hold up 5 ahead of 6 tom down 7 in order
8 made a face
Step 3 Grammar
Answers to the exercises: 1
BODY LANGUAGE MEANING IN CHINA
Waving one' hand Hello! / Goodbye!
Shaking the head Disagreement
Nodding the head Agreement
Putting up a hand, May I ask a question?
Kissing Love
Holding up one' head Not afraid / proud
Hanging one's head feeling sorry for having done something wrong
Waving one's arms Feeling very happy
Touching one's stomach I'm full. / I've a stomachache.
Cupping one's ear I can't hear you.
Various answers are possible. The students should use one or more of the sentence patterns below.
In China, waving one's hand means "Hello" or "Goodbye".
In China, shaking the head is a way to show disagreement.
In China, nodding the head means "I agree."
In China, a person who puts up his or her hand wants to ask a question.
In China, kissing is a way to show that you love someone.
In China, holding up one's head means "I am not afraid" or "I am proud."
In China, a person who hangs his or her head usually feels sorry for having done something wrong.
In China, waving one's arms means "I am very happy."
In China, touching one's stomachache mean either "I am full" or "I have a stomach ache."
In China, cupping one's ear means "I can't hear you."
2 1 singing 2 to pass 3 phoning 4 working, to give
3 1 Waiting in a long queue is a waste of time (and I don't like it).
2 Filling in long forms takes a lot of time and few people like it.
3 Getting up early every morning is a good habit.
4 Getting all the materials ready before the end of this month is your homework.
5 Knowing the students' needs and interests is part of a teacher's job.
4 1 Ok. 2 Stop. 3 Be quiet.4 Very good / Well done.
Step 4 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks".
Step 5 Listening to the Passage
Step 6 Reading comprehension
After fast reading, do the following True-or-False exercises.
The text describes how dogs, elephants and dolphins use body language to communicate.
Dogs
Dogs use facial expressions, sounds, body movements and their tail to communicate. A happy dog may: raise its ears; open its eyes wide; bark excitedly; wag its tail; i run around in circles; jump up and down. A dog that is afraid may: lay its ears back; close its eyes; show its teeth; lower its body; shiver or tremble; put its tail between its legs. An angry dog may: stare at you; show its teeth and snarl; keep its body upright; try to look as big as possible; hold its tail straight out from its body.
Elephants
Elephants communicate with sounds the movement of their ears, their trunks and body. Elephants can smell if another elephant is sick and even sometimes guess how it is feeling. The elephant uses its trunk to make noises that can mean "I am hungry," "I am angry" or "Good to see you." To say "Watch out!", an elephant may spread its ears; to show friendship elephants will touch each other with their trunks and stand close together.
Dolphins
Dolphins show anger by slapping their tail on the surface of the water. If a dolphin jumps high in the air and lands on its side, making a big splash, it is either sending a message over a long distance or simply showing its strength. Happy dolphins swim in groups, play with each other and make small jumps into the air. Tired dolphins will swim in small groups close to the surface.
Suggested Answers
1 Dogs mainly use their face and tail to communicate. They also use sounds and body movements to tell others how they feel.
2 Elephants express friendship by standing close to each other and touching each other with their trunks.
3 Various answers are possible.
Emotion
Dogs
Human beings
Happiness
When a dog is happy, its ears will stand up and its eyes will be wide open. A happy dog will bark excitedly, wag its tail and may run around in circles or jump up and down.
We smile or laugh when we are happy. We may jump or dance.
Fear
A dog that is afraid will lay its ears back and close its eyes. It may show its teeth, lower its body, shiver and tremble, and put its tail between its legs.
We may sweat or tremble when we are afraid.
4 Various answers are possible. Animals are generally believed to lack the ability to communicate abstract concepts and displacement (it is not easy for them to talk about things or places that cannot be seen, nor are they able to talk about the remote past or future).
A = Animal, H = Human, B = Both, P= Possible to say with body language
Sentence
A
H
B
P
What time is it?
Yes
Yes
I'm hungry!
Yes
Yes
Yes
Yes
Look at this beautiful flower!
Yes
Maybe
What did you do last week?
Yes
No
I'm sorry I lied to you yesterday.
Yes
No
What would you like to eat tonight?
Yes
No
Step 7 Sample writng
Sample paragraphs
1 Puppy rescue
SARAH'S NEW FRIEND
One day, Sarah was on her way home from school. As she was passing a few trash cans, she heard a strange noise. She stopped and saw that a small puppy was trapped in some old rusty wires. The puppy was dirty and its whole body was trembling. Its ears were drawn back and its tail was between its legs. Sarah bent down and petted the puppy. She managed to get the puppy out of the wires and lifted it up. The puppy was wet and cold. She held the puppy in her anns and brought it home. Her" mother gave the puppy some warm milk and put it between thick blankets. The puppy was soon asleep. The next morning, it ran into Sarah's room, barking excitedly and jumping up and down. Sarah's mother watched her daughter and the dog and said, "It looks like you have found a new friend!"
2 Dolphin swim
My ADVENTURE WITH THE DOLPHINS
I woke up early and hurried down to the boat. Today we were going to go swimming with dolphins and I was very excited. We got on the boat and the captain told us how we should act. "We must be careful not to do anything the dolphins don't like. If the dolphins are happy, they will swim in groups and play and jump. If they do, we can swim with them. If they are swimming close to the surface, it means that they are tired. In that case, we must not disturb them. We soon saw the first dolphins. They were playing and jumping and swam in circles around the boat. That meant we could go ahead and swim! Suddenly, one of the dolphins jumped high into the air and landed on its sides with a big splash. I asked the captain if that meant that the dolphin was angry. "Oh no." he said, "Sometimes it means that a dolphin is angry, but today it just wants to show how strong it is." We watched the dolphins and then put on our gear.
3 Elephant ride
PETE'S ELEPHANT EXPERIENCE
"Wow! It's huge!" Pete looked at the elephant and wondered if he'd really be brave enough to ride one. The man holding the elephant told them about the elephant's body language. "If the elephant spreads it ears, you have to be careful. I_ could be a warning sign." Two of the elephants stood very close to each other and touched each other with their trunks, sometimes gently rubbing their foreheads together. I asked the man what they were doing. "Well," he said, "that's almost like a kiss or a hug. These two elephants are good friends and they are greeting each other." The man helped me climb on top of the elephant. The elephant started walking and we moved slowly down the path. It felt great, even if I was a bit scared. Suddenly the elephant lifted its trunk and made a strange noise. I look at the man. "Don't worry," he said, "that means it likes you."
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
4. workbook
1>She speaks to the man most of the time and focuses her attention on him.
focus [用法](1) n. 焦点
vt.1. 使聚焦(+on) 2. 使集中(+on)
[举例]Bring the object into focus if you want a good photograph.
如果你想拍一张好照片，把物体对准在焦点上。
The beams of light moved across the sky and focused on the plane.
光束在空中移动,集中对准飞机。
2>She seems eager to part with the man as soon as they meet.
part [用法]vt.1. 使分开,使分离(+from) vi.1. 告别,分手(+as)
[举例]Her lips were parted in a half smile. 她张开嘴微微一笑。
They parted in London. 他们在伦敦分了手。
3>She seems a little interested,but maybe she is just being polite.
is just being polite [用法]be being + 行为形容词，如： brave、careful、stupid、clever、foolish、polite、kind、shy等，表示非一贯性或故意之行为。
6. Grammar points
一、动名词在句中作主语
Collecting stamps will cost you a lot of money.集邮将花费你很多钱。
Driving a car isn’t as comfortable as traveling by train. 开车旅行不如乘火车旅行舒服。
1． it作形式主语，当动名词短语在句中作主语时，为了保持句子平衡，我们用it作为形式主语，而将真正的主语放在句末。如： It’s dangerous playing in the street.在街上玩是危险的。
It’s no good arguing with him.与他争论是没有好处的。
必背句型： It’s no use doing…= It’s of no use / It’s useless + to do sth. It’s nice /fun doing sth. It’s no good doing… It’s a waste of …doing sth.. It’s very difficult doing sth..
注：能用动名词作主语的句子比较少一些，主要用于no good, no use, useless, senseless, dangerous, waste等词作表语的句子。
2．在下列句型中只能用动名词作主语。
There is no+v-ing(…是不可能的) =It is impossible to do sth. =No one can …(or we can not…)
There is no joking about such matters.这种事开不得玩笑。
There is no getting in touch with him和他取得联系是不可能的。
注：动名词短语在句中作主语时，谓语动词要用单数。
二、 动名词在句中作表语
动名词在句中作表语时一般表示抽象的习惯性的动作，表语和主语常常可以互换。
My job is teaching English.(Teaching English is my job.)我的工作是教英语。
三、 动名词在句中作宾语
They have finished doing their homework.他们已经做完作业了。
Nothing can stop us from realizing the four modernizations in our country.
什么也不能阻止我们国家实现四个现代化。
1．在下面的及物动词或短语后面，只能用动名词作宾语。
advise建议，admit承认，allow允许，appreciate感谢，欣赏avoid避免，consider考虑，认为，delay推迟，deny否认，dislike讨厌，enjoy喜欢，escape逃脱，excuse原谅，finish完成，forgive原谅，imagine想像，keep保持，mention提到，mind介意，miss错过，postpone延缓，practise练习，prevent阻止，resist 抵抗，risk冒险，suggest建议，understand理解，can’t help doing sth.情不自禁地做……，can’t stand不能忍受，give up 放弃，put off 推迟，leave off 停止等。
I don’t allow smoking in my room.我不允许在我房内吸烟。
She can’t stand waiting for her friend for a long time.她不能忍受长时间等候朋友。
Would you mind opening the window for me ?您介意替我把窗子打开吗？
Excuse my being late,please.=Excuse me for being late.请原谅我来迟了
Heavy rain prevented my visiting him yesterday.=Heavy rain prevented me from visiting him yesterday.
昨天，大雨阻止了我拜访他。
2．在介词后面作宾词，动名词常跟在一些固定词组后作宾语。
（1）add to加上，be afraid of 怕（产生某种后果），be ashamed of为……感到羞愧,be busy(in)doing sth.忙于做某事,be clever at在……方面聪明, be fond of喜欢,be good at擅长,be interested in对……感兴趣,be proud of为……而骄傲,be successful in在……方面成功,be sick of对……感到恶心, be tired of厌烦, depend on依靠,dream of梦想,devote…to…把……贡献,excuse…for…为……而原谅，feel like愿意 , hear of 听说insist on坚持,know of对……了解,keep…from…阻止……做……, spend…on在……花费,spend…(in)doing sth.花……做某事, stop…from…阻止……做……,stick to坚持,succeed in在……取得成功,thank…for… 为……而感谢……,think of 想到.
表示“阻止某人做某事”的几个短语中stop, prevent 后的from可以省略，而keep后的from不能省，因为keep sb. doing sth. 表示”使某人一直做某事”.
(2)在下面句型中也常用动名词.
There is no use/ need /harm/ hurry +in doing sth
There be/We have fun /some difficulty/some trouble/problem/pleasure/a good time/a hard time +in doing sth.
例如： He is busy preparing his lessons.他忙于备课。
Einstein spent the rest of his life living in the USA. 爱因斯坦在美国度过他的晚年。
I had some difficulty in explaining the maths problem to him. 我费劲地给解释这道数学题。
The little girl is interested in drawing pictures.小姑娘对画画感兴趣。
We look forward to going abroad.我们盼望出国。
Is there any hope of your team winning the match? 你们队在比赛中有希望获胜吗？
He insists on no one knowing about the experiment. 他坚持认为没人了解有关实验的情况。
四、分词在句中作表语
在系动词be, become, feel, get, grow, keep, look, remain, seem, sound, appear等后面的现在分词作表语时，一般表示主动或表示主语的性质和特征。含有“令人……”之意，多数情况下主语为物：
The first impressions are most lasting.最初的印象历时最久。
This piece of news is encouraging.这条消息鼓舞人心。
作表语的分词大部分是由能够表示人们某种感情或情绪的动词变化而来的，而且这类分词实际上已基本形容词化。常见的有以下分词：amusing, astonishing, boring, disappointing, discouraging, encouraging, exciting, interesting, missing, promising, puzzling, shocking, surprising, striking等。
The novel is very interesting and we are all interested in it. 这本小说很有趣，我们对它都很感兴趣。
These colours are pleasing.这些色彩令人愉快。作表语的现在分词和进行时态中的现在分词的区别。
在系表结构中，现在分词表示主语的特性，be 为系动词，可以换作其他的系动词。而在进行进态中，现在分词表示主语正在进行的动作，在句中与助动词be一起构成谓语，此结构中的助动词be不能换成其他的助动词。
The news is moving.这消息令人感动。（moving为表语，说明主语的特性）
His heroic deeds are moving us.他的英雄事迹正在感动着我们。（moving为现在分词，与助动词are构成谓语）
Step 7 Homework
Period 7 第七节
16． 检查本单元单词、短语及相关句型。
17． 讲评统一布置的课外基础练习。
高一第二十二单元
A World of Fun
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
Talk about amusement parks
2.Function: 交际功能
问路和指路(Asking and giving directions)
Excuse me.Am I going in the right direction? It's in that direction.
Which...goes to...? Go down/up the path/road... Does this road lead to...,please?
It's south/north of... Where can I find...? Turn left/right at...
3.Vocabulary 重点词汇和短语
amusement; souvenir; attraction; collection; castle; minority; cartoon; thrill; educate; conversation; coastal; divide; section; shuttle; butterfly; injury; rocket; helicopter; carve; achievement; civilization; prevent; handbag; twist; darkness; imagination; designer; endless
free fall ride; cut off
4.Grammar:语法
动词-ing形式做状语
1.用动词-ing形式表示行为原因
2.用动词-ing形式表示行为伴随状况
3.用动词-ing形式表示短暂动作
II. Difficult points
III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法：
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
V. Teaching procedure：
Period 1第一节
（一）明确目标
1. Talk about amusement parks and our experiences.
2. Warming up to arouse the students love in talking.
3. Do some listening to improve the students listening ability.
4. Making simple dialogues to train the students speaking ability.
5. Practice giving directions.
(二) 整体感知
Step 1 Presentation
This world is full of fun. All of us like to have fun. Most of us have ever been to parks, zoos. Today we are going to learn something about amusement parks.
2. Ask the students to look at the four pictures on page 64, and then answer the following questions.
(1) Have you ever been to an amusement park? What did you do and see there?
(2) Have you tired any of the things in the pictures? Would you like to try them? Why or why not?
(3) Why do people like or dislike the activities in the pictures?
（三）教学过程
Step 2 Warming up
Task one Listen and guess
Students listen to the tape-recorder which is about a roller coaster coming down sharply.
Question 1. Where are the people?
2. What is happening?
Using the sentence structure: They are on a roller coaster advancing fast.
3. How did they feel?
Task Two Talk about our own experiences
1. Make a list of at least four things in groups.
2. Report to the class.
Questions: Have you ever been to an amusement park? What did you see?
Have you ever tried sitting in a roller coaster?
How did you feel?
Do you like it? Why?
Task Three Watch pictures and practice
1. Look at the pictures and fill in the blanks.(Individual work)
Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas. Students may go around (Pair work):
The dialogue can be like this:
Student A: Hello ... Have you ever been to an amusement park?
Student B: Oh, yes. I have tried…
Student A: Do you like it?
Student B: Sure. I like it because it’s really exciting and …
3. Some students tell about their interviews. (Individual work)
Task Four Talk about other amusement activities found in funfairs.
Students tell about other activities, such as rock-climbing, rafting, skiing, surfing, skydiving and so on. They can draw simple pictures to describe the activities. (Class work)
Summary:
Everyone may experience the things in the pictures in our daily life. I hope all of you can do what you like!
Answers:
1 Various answers are possible. 2 Various answers are possible. 3 Sample answers:
Activity
Reasons for liking it
Reasons for disliking it
Roller coasters rides
Very fast and thrilling to ride
Too fast, scary and maybe unsafe
Bungee jumping
Feels like flying and thrilling
Too high, scary and maybe dangerous
Free-fall rides
Feeling of falling fast, thrilling
Feeling of losing control, scary, too high
Fast cars
Feeling of controlling fast speeds
Too fast, could have an accident
Scary films
Suspenseful, exciting
Too scary, have bad dreams later
Step 3 Listening comprehension
Now let s have some listening training. Pre-Task Talk about a theme park
Lead-in: A theme park must have a special theme.
Pre-listening: Go over the questions or sentences that have something to do with the listening materials at P.64 and P65 and guess in pairs if possible.
While-listening: 1. Listen for the first time with the book closed
2. Listen again with the book open and individually answer the questions and complete the sentences at P.64 and P.65.
3. Check the answers in pairs.
4. Fill in the following form.
Which of the parks do you think is better?
Name Theme Your reason and ideas
LISTENING TEXT:
(CM=Chairman; MJ=Mrs Johnson; MA=M.r Andersen)
Part 1
CM: Welcome to our meeting. We are here to discuss
the new theme park that will be built in our city. As you know, two companies, Lots of Fun Company and Merry Rides Limited want to build the park. Today, we'll listen to representatives from both companies and see if we can decide which one we'll choose. Mrs Johnson, you represent Lots of Fun Company. Will you please tell us about your company's idea?
MJ: Thank you, Mr Chairman. I'd be happy to. Our company wants to build a park where people can have fun and learn at the same time. We would like to have three parts. First, there is the Lots of Fun Park, where we'll have rides and entertainment. The second part will have museums and exhibitions where you can learn about the environment. The third part will be the Fun Learning Park, where visitors can learn more about how they can protect the environment. We think that our park is the best choice for your city because it'll help the people in your city understand environmental protection better. We also think that many tourists will come to your city because of the park.
CM: Thank you, Mrs Johnson.
Parf2:
CM: Mr Andersen, you represent Merry Rides limited. We are happy to have you here today. Could you tell us about your park?
MA: Yes, Mr Chairman. We care very much about the peoplb-in,the cities where we build our parks. We want to build a park here because we think that it would provide many new jobs for the people in your city. We want all the workers in the park to be local people. We also believe our park is important to the education in your city, because the park will teach visitors about life in the ocean. Your city is on the coast, and your biggest university is famous for its courses about ocean life. To help your university and your city, the park will have lots of rides and attractions having something to do with water and the ocean. People will come here to have fun and to learn.
CM: Thank you, Mr Andersen. And thank you both for coming here today. We'll think about what you've told us and try to make a good decision.
Answers to Part 1: IB 2C 3B
Answers to Part 2: lA 2B
Answers to Part 3:
Various answers are possible but 5s are expected to provide reasons based only on what they heard about the parks.
Step 4 Speaking practice
Task Watch the map and find the way
Pre-speaking
T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…
Please write about how we can get there, according to page 65.
While-speaking
Activity One One tells the class how to get to the places.
Activity Two Make up dialogues, using the information above.
Activity Three Make up dialogues, talking about their own destinations.
T: Talk about where you plan to go and the reason, about how to get there…
Post-speaking
Task Have a Free Discussion
T: Suppose you are at the main entrance and you want to go to the Big Tower for a free fall ride in the morning. Which way will you prefer to choose:
Take the direction of the Animal Park and the Roller Coaster;
Take the direction of the Dinosaur Park and the Tomorrow Land.
Why do you prefer that?
Discuss the situations in group. (Group work)
Step 4 Practice
Task Watch the map and say 设计意图：贴近生活，充满幻想
T: Suppose you are at the Ocean Park of Hong Kong now.
Which part will you try? Tell about your reason and the way.
（Teachers design a map for the talk or copy a similar one from the internet）
Introduction This activity allows the students to practise one of the unit's objectives (ie giving directions) within a realistic setting (ie an amusement park), which should also reinforce your 5s understanding of the unit topic. This activity has an additional benefit: it gives your 5s practice in reading and using a map.
Example (given in the SB)
Extension 1 Tell your 5s to prepare a role card in which the easiest or shortest route to reach a destination is NOT available because of some construction work in the park. Ask partner groups to explain this inconvenience, or temporary problem, and offer an alternative, or different way, of reaching their destination. An example is provided on page 65 in the 5B with "0 seful expressions" on the following page.
Extension 2
1 Divide the class into small groups and give each group a map of the town or city where your school is located. If the town is very small, prepare a sketch of its main streets and well-known buildings, and any rivers, lakes or mountains within it or surrounding it. If their hometown is a large city, purchase a map and photocopy it.
2 Now ask 5s to identify a bus or railroad station or airport where the tourist has arrived and is asking for directions.
3 Then ask 5s to identify a place (such as a famous restaurant, a popular theater, a museum or other tourist attraction) and write an explanation of how to find it.
4 Now have each group prepare a role card to similar to the one shown on page 65 in the 5B and practise a dialogue.
5 Each group presents a short conversation to the class while their classmates check the map to be sure that the directions are accurate. The group that gives the clearest and best directions wins.
（四）总结扩展
Step 5 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
Listening and speaking听说要点
1>Have you ever been to an amusement park?
an amusement park [用法]游乐园
amusement n.1. 乐趣;兴味[U] 2. 娱乐,消遣;娱乐活动[C][U]
[举例]To our amusement, the actor jumped on and off the stage.
令我们感到有趣的是,那个演员从舞台跳上跳下。
Reading and seeing movies are among my amusements. 阅读和看电影也是我的娱乐活动。
They often sing for their own amusement. 他们常常唱歌自娱。
2>Go straight down this road and the roller coaster will be on your left.You can't miss it.
straight [用法]ad.1. 直,挺直地 2. 直接地,一直地 3. 正直地,坦率地 4. 立刻,马上
a.1. 笔直的;挺直的 2. 正直的,坦率的(+with) 3. 连续的,无间断的
[举例]His friend is a tall, slim girl with a straight nose.
他的朋友是位鼻子挺直,身材高而苗条的姑娘。
The boss is not completely straight with us. 上司对我们并不完全坦诚。
You can't miss it! [用法]你一定会找得到的。这是在告诉对方路后的一句肯定话。
意思是让对方放心，告诉得没错。
3>Straight down, then left, over the bridge and it will be on my left.Got it.Thank you.
Got it [用法]类似：I’ve got it . 我明白了
[联想]You got it. 你算说对了
4>Excuse me.Does this road lead to...,please.
lead to [用法]导致；导向
[举例]Hard work leads to success. 苦干可以导致成功。
Step 6 Summary小结:
T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people.
Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?
Step 7 Homework
T: Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so on. Then write a few sentences about what you’ve got. Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson.
Period 2第二节
（一）明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about the material and have a good understanding of theme parks.
3. We have learned the –ing form in the pas. Today we mainly talk about –ing form used as adverbial.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It s about theme parks
（三）教学过程
Step 2 Pre-reading discussions
Task Watch and discuss
Activities: Check the students’ homework and show the finest copies of theirs to the whole class. After the class watch the nice pictures on the screen, the teacher gets students to discuss the following:
1. What do you think you can see in a theme park?
2. What do you think about adventure sports?
3. Do your town or city have an amusement park? What can you do there?
4. Is a theme park different from a traditional park? Why?
Answers:
1 Various answers are possible but should show evidence of knowledge from the "Warming up" exerCIse.
2 Various answers are possible; if your 5s have never been on a ride, ask them to imagine what it's like.
3 Various answers are possible but should show evi dence of knowledge from the "Warming up" exercise.
4 Allow 5s to assist one another in answering this question accurately as some may be unfamiliar with the amusement park, if there is one.
Step 3 Reading
Read the text carefully again, and give the students some explanations. T: What is a theme park?
Ss: As we all know, a theme park is a wonderful park. It has its own theme. It has a collection of rides, exhibitions and other attractions.
T: What are the activities based on?
Ss: The activities are based on a common theme.
Task 1 Skimming
Question 1. How many theme parks does the writer tell us? What are they? Where are they?
Question 2. What are the themes about?
Task 2 Scanning
Question: What attract people in these theme parks?
Individual work: read through the first three paragraphs. Then fill in the form below.
Title
Par.
Parks
Themes
Attractions
Group Work T: Exchange your ideas and prepare to report.
Suggested answers:
Title
Theme Parks (People can have fun and experience sth. different.)
Part
Parks
Themes
Attractions
1
The World Park
To teach visitors sth…
to help experience sth
Buildings, castles, statues,
customs of Chinese minorities,
cartoon characters, animals
2
The Ocean Park
To get visitors to know more about the idea.. to help people to explore the past.
Thrills and entertainment;
Rides, opportunities to learn about life in the ocean,
a conversation center,
the dinosaur exhibition,
the two giant pandas…
3
Disneyland
Walt Disney and his characters.
Cartoon characters, rides, games, exhibitions; Universal
4
New theme parks are being built.
Notes: About the new phrases, words and sentences.
Entering one of the attractions at Universal Studios is like steeping into the world of your favorite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
The parks are becoming more advanced and new technology allows us to experience almost anything without actually being in danger or risking injury.
Ask certain questions to check students’ understanding to these sentences.
Task 3 Discussing (Think, write and then discuss.)
1. Which of the theme parks mentioned in the text will you visit? Why?
2. Why are theme parks so popular throughout the world?
这是一个大话题，可集思广益。
Step3 Designing
Task 4Design a theme park and exchange ideas in class by interviewing.
Activity: Students think up ideas about building a certain theme park, write and report the design, the place, the building time, the reason, hope...
Name
Theme
Attractions
Others’ Ideas For This Park
Many theme parks have a castle. Ask your 5s to look at the photo and consider: Why do you think castles are found in theme parks?
Cultural note 1:
American speakers of English do not use the word "chance" in the plural form, as in "He has many chances to get better marks in school." Instead, they prefer the word "opportunities," which also suggests that more than luck is involved in the success of whatever is being done. For example: "She has a good opportunity to learn English on the job."
Cultural note 2:
The informal expression can't get enough means that one enjoys something so much one wants to keep experiencing it.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.
Step 5 Post-reading
Answers:
1 Various answers are possible but may include the following: Theme parks offer a larger variety of attractions and may teach something. They have special celebrations and kinds of food to eat. The admission charge is also much more expensive.
2 Various answers are possible. Possible reasons include: People want more than just fun / People want to learn something when they visit a park / Theme parks show us the world and teach us about nature.
3 People go on rides, eat, watch others, and just relax.
4 See the example given below
Example of attractions in an English-Speaking World Park:
What to learn
Reading
Writing
Speaking
Listening
Grammar
How to learn
Read signs along the way as you walk throughout the park. The signs tell you some interesting stories about the English language. At the end of the day when you are ready to leave the park, you may choose a form to fill out. On the form you must write down the main idea of the signs. Only two of the signs are listed on each form and each form lists different signs. The signs are in the shapes of symbols that represent what the sign says to help you remember. If you get the main ideas correct, you will receive a 20% refund on your admission ticket to the park.
Look into a viewfinder at photos of some beautiful places. You only get a few seconds to see each photo. Then you must describe all the details that you can remember by typing the description onto a computer screen. You must identify some key things in the photos and write sentences properly to get the chance to look at another set of photos. You earn points for photos that you have described well. These points can be used to purchase tickets to special rides in the park.
You enter a haunted house with many scary creatures. In order to escape the house, you must ask permission in English at the doors to different rooms. If your pronunciation is unclear or incorrect, the door will not open.
You go on a treasure hunt. To find the treasure, which is some special sweets, you must listen to the clues along a path in the forest. The clues give you the directions about which path to take to find the hidden goodies.
Learn parts of speech of various words in a maze. The maze is made up of bushes. In order to get from one part of the maze to the next, you must correctly guess the part of speech of three words. Otherwise, you must find your way out of the maze by taking the long way.
（四）总结扩展
Step 6 Summary 小结
Step 7 Homework
1. Finish the reading part of the workbook.
2. Get on line to search the information of a certain theme park that one is interested in and write a short description about that.
3. List ideas for an “English-Speaking World Park”, using the form of Page67.
b. Finish the exercise Talk on the workbook.
c. Write about your own experiences in a theme park.
Period 3第三节
（一）明确目标
1. Learn about the useful words and expression in the reading text.
2. Learn to use the –ing form: used as an adverbial.
3. Discuss the answers to all the exercises in the Students’ Book.
（二）整体感知
Step 1 Presentation
In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.
Activity1: Suppose you are the manager of the World Park of Beijing, the Ocean Park of Hong Kong, or Disneyland in California. Please tell about your attractions to the visitors.
Activity2: Check the homework.
Students form groups to discuss their ideas for an “English-Speaking World Park”, and then get several students to report theirs.
（三）教学过程
Step 2 Language points in the reading text
1>Theme parks often want to teach visitors something.
theme [用法]n.[C]1. 论题,话题,题目 2. 主题,主题思想;题材 3. (学生的)作文,文章
[举例]The main theme of discussion was press censorship. 讨论的主题是新闻审查制度。
2>People can learn about the customs of China's 56 minorities.
minority [用法]n.1. 少数 2. 少数派;少数群;少数民族
[举例]Only a minority of the class voted for the plan. 班里只有少数学生投票赞成这项计划。
a law to protect religious minorities 保护宗教上少数派的法令
3>Many people come to theme parks looking for thrills and entertainment.
looking for thrills and entertainment.
[用法]在句中作状语。这种-ing form 作状语时，通常都表示主语正在进行的另一动作，来对谓语表示的主要动作加以修饰或作为陪衬。
如：They stood there for an hour watching the game. 他们在那儿站了一个钟头看比赛。
Please fill in this form, giving your name, address, etc.
请把这份表填一下，写下你的姓名、住址等。
thrill [用法]vt.1. 使兴奋,使激动 2. 使紧张;使毛骨悚然
vi.1. 感到兴奋,感到激动(+at/to) n.[C] 兴奋,激动;恐怖
[举例]He was thrilled by her conversation. 她的谈话使他很激动。
She was thrilled with terror when she saw the scene of the murder.
她看到凶杀现场时,吓得毛骨悚然。
4>The park has a conservation centre that helps protect marine animals and their habitats.
conservation [用法]n.[U](+of)1. 保存 2. (对自然资源的)保护,管理
[举例]Conservation is one way to make sure we have enough energy in the future.
对自然资源的保护是保证我们将来有足够的能源的一种办法。
5>It seems that people just get enough of scary rides and exciting adventures.
scary [用法]a.1. 引起惊慌的 2. 胆小的;提心吊胆的
[举例]a scary film 恐怖电影
6>New technology allows us to experience almost everything without actually being in danger or risking injury.
risk [用法]n.1. 危险,风险[C][U][(+of)]
vt.1. 使遭受危险,以...作为赌注 2. 冒...的风险[+v-ing]
[举例]He saved my life at the risk of losing his own. 他冒着生命危险救了我的性命。
I don't think they will risk holding an election. 我想他们是不会冒风险举行选举的。
7>复杂句分析:
(1)A theme park is a collection of rides, exhibitions or other attractions that are based on a comman theme.
主题公园就是围绕着某一主题所设计的集车乘、展览及其他游乐项目为一体的公园。
That are based on a comman theme是一个由that引导的定语从句修饰限定a collection of rides, exhibition or other attractions.
定语从句在本单元出现较多，现举例如下：
1)A good example of a theme park that both educates and entertains is Ocean Park, in Hong Kong.
一个集教育与娱乐于一身的样板主题公园就是香港的海洋公园。
2)Visitors to Ocean Park will find all the rides and attractions that can be found in most parks, but…
去海洋公园参观的游管们将会在那里发现大多数公园都有的车乘和游乐项目。
3）The park has a conservation that helps protect marine animals and their habitats in the rivers and coastal waters of Asia.
这座公园有一个帮助保护在亚洲河流和沿海海域的海洋动物及栖息地的保护中心。
4)Visitors can go on exciting rides where they can feel what it is like to do the things they have seen their heroes do in the film.
游客们能够坐上令其兴奋的车乘，体会做在电影里看到的英雄所做的事的感受。
在本句中出现了两个定语从句，一个是由where引出的定语从句，另一个是由省去的which或that引导的主语从句。
5)You sit in a car that“fall”from a tall tower and you scream your way down to a safe landing.
你坐在从高塔上跌下来的车中，一路尖叫着落到安全处。
(2)What they all have in common is that they combine fun with the opportunity to learn something.
它们的共通之处是将短语和学习机会结合在一起。
本句出现了两个名词性从句。
其一为what they all have in common为主语从句。其二为that they combine with the opportunity to learn something为表语从句。
名词性从句包括主语从句、表语从句、宾语从句以及同位语从句。
课文中出现的名词性从句列举如下：
1)But theme parkes also try to make sure that visitors leave knowing more about their theme.(宾语从句)
2)It seems that people just cannot get enough of scary rides and exciting adventures.(宾语从句)
3)So if you want to know what it feels like to fall through the air…(宾语从句)
4)For many visitors,rides are what theme parks are all abort…(表语从句)
(3)If there isn’t one where you live get, don’t worry, the theme parks are coming.
如果在你住的地方还没有主题公园的话，不要着急，马上就会有的。
本句含着一个由whose引出的地点状语从句。
(4)Entering one of the attractions at Universal studios like stepping into the world of your favourite film.
进入环球影城的一个娱乐项目，就像踏进你更喜欢的电影世界。
本句中entering和stepping均为动名词，前者作主语，后者作介词like的宾语。
又如：
The parks are becoming more advanced and new technology allow us to experience almost anything without actually being in danger or risking injury.
本句中出现的动名词being和risking均作介词without的宾语。
(5)Some thrill rides will let you feel what it is like to fall through the air.
有些动感电影会让你有自天而降的感受。
1)let为使义动词，后面接动词原形作宾语。
例如：let/have/make sb. do
注意：get sb. to do
2)What it is (feels) like to do sth.
其中it 为形式主语，to do sth.作真正的主语。
译为：做某事有什么样的感受，或是什么样的主语。
3)So if you want to know what it feels like to fall through the air…
Step 3 Practice: Vocabulary
Activity 1.
Write the following words on the blackboard:
statue entertainment minority collection attraction
advanced rocket amusement ancient explore
Ask the students to write about their meanings and then one tells the class.
Activity 2.
T: Fill in the blanks with the correct form of the words.
Finish the part of Page 68.
Checking:
1. statue 2. explore 3. collection 4. rocket 5.amusement
6. advanced 7. attractions 8.ancient 9. entertainment 10.minorities
Activity 3.
Fill in the blanks of the following (suggested answers):
When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand, people can have fun / thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming.
Step 4 Practice: Grammar
Task Learn the use of –ing form as an adverbial.
Activity 1. Study the example:
He was ill and didn’t attend the meeting. →
Being ill, he didn’t attend the meeting.
Activity 2. Compare with another example:
After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →
Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.
Summary: This having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.
Suggested answers for part1:
1. Hearing a sound, the baby stopped crying.
2. Living far from school, he is often late.
3. Having been told that her daughter got sick, she hurried to the school to take her home.
4. Cutting off the electricity quickly, he prevented an accident.
5. Having lived in the country for many years, she knows how to grow vegetables.
6. Not having received any news from home for a long time, she is becoming more and more homesick.
7. Having found that her handbag was missing, she went to the police for help.
8. Having won the game, all of them sang and danced all night.
Suggested answers for part2:
Notes: The –ing form is used to tell about the result or aim of the main character.
1. Jack and Jane have just returned from their trip to Walt Disney world, saying that they had a wonderful time.
2. Kids have great fun in this world-famous theme park, discovering many cartoon characters seen on TV.
3. He only paid half of the price for the seven-day ticket, having much saved.
4. Having worked as a guide in her part time for 2 months, Sandy has made enough money to buy a five-day ticket to three water parks. (as in Part1)
5. They went to visit Disney’s Animal Kingdom Theme Park right after breakfast, arriving at 9:00 .
6. Having heard there would be a magic show, Jim decided to visit the World of Magic Theme Park instead of Universal. (as in Part1)
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
Step 6 Homework
Finish the word study and grammar part on the workbook.
Read more passages about theme parks.
Period 4 第四节
（一） 明确目标
1. Review the language points learnt last period.
2. Do some reading about the text live to ride. And understand “live to ride”.
3. Do some writing to develop the students writing skill.
(二) 整体感知
Step 1 Presentation
The passage “live to ride “will tell you a lot of attractions in may theme parks. Let’s find them.
（三）教学过程
Step 1 Question the students on some language points
Step 2 Integrating skills
Task 1
Report about the passages found the day before.
T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.
Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.
Task 2 Read the information below and make up a dialogue.
Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.
Step 3 Listening to the Passage
Step 4 Reading comprehension
After fast reading, do the following True-or-False exercises.
Task 1 Skimming
Question:
What attraction can be found important in theme parks? → Rides, the “thrill ride” …
Task 2 Scanning
Questions:
1. How do people ride roller coasters nowadays?
2. What is a thrill ride like?
Answers:
1. Rides are wider and scarier than ever.
The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.
Some ride through darkness inside a mountain and a building.
2. Very exciting and scary.
Thrill rides use speed, motion, and special effects to give you a thrill.
Some let you feel what it is like to fall through the air.
Some rides send you through caves and even rivers.
Thrill rides can also send you into space or deep down in the ocean.
Task 3 Discussing
Group Work Question: What else can we do in a thrill ride?
S1: We can dash through the snow during the ride.
S2: We will ride together with some animals.
S3: The car rides in a desert. … …
Summary:
We can imagine so many ways, but it’s still not enough.
The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey
“科学的伟大进步源自于崭新与大胆的想象力。” ----- 杜 威
Give the students some explanations when necessary.
Step 5 Writing
Now let s have some listening training.
设计意图：以生活实际例子为引导，可操作性强。
Ant Farm Express
Type: Steel - Mine Train
Height: 41 Feet
Train Type: 30 Passengers
Designer: Arrow Dynamics
Drop: 32 Feet
# of Trains: 3
Year Built: 1971
Top Speed: 37 MPH
Elements:
Ride Time: 3 Minutes
Length: 2,350 Feet
# of Inversions: 0
Color: yellow
G-Force:
Other:
Comments: Operated at Dolly wood 1989-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in 2002.
Photos: ……
Students may raise questions as follows:
What’s the name?
When was it built?
How many passengers can it take at a time?
What is the length?
How high can it go?
What about the top speed?
Are there any comments about it? … …
Activity1: Design the scariest and most exciting ride in the world.
Tips: What should your ride look like?
How large is it? What is the length? How many people can it take?
How fast should it be?
How would you design the loops, corkscrews and other features?
How much should it cost? What about the ticket for each? …
Activity2: Design a new theme park.
What is the name of your park?
What is the theme of the park? Any attractions?
What do you want to show visitors, give visitors, and teach visitors?
How much will it cost to visit the park?
T: Write down your ideas and then talk with your partners.
Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs muchmore wonderful.
Step4 Tips
Task Learn how to describe the thing one is writing about.
Use the questions when thinking.
1. What does it look like? How big is it? What color is it?
2. What does it sound like?
3. What does it feel like?
4. What does it smell like?
5. What does it taste like?
6. How does it work?
Step5 Checkpoint
Activity: Students go through the Checkpoint and do the exercise.
The –ing form can be used to modify verbs.
Exercises:
1. The old man smokes a great deal, only his health worse.
2. the host into the meeting room, we found many new faces.
3. the Film Jurassic Park III, we walked out of the cinema.
4. in the heavy rain, the pupils got all wet through.
5. Visitors leave the museum more about nature.
6. Dr Wu replied to the invitation, ____.
Step 6 Assessment
Students do individual work for self-assessment.
Step7 Homework
Write about an unforgettable place.
Go over the whole unit and revise the words and expressions…
Sample writing:
Write a description of your park and explain what people can do there and why they should visit your park.
Earth Is Ours
Welcome to Earth Is Ours! In our theme park, you can learn about our beautiful planet and discover ways to
protect the environment.
The Earth is ours and we must learn to protect it. At EIO, you will learn that each geographic place is special and everything is connected in some way. These places can easily be destroyed if even a small part of it is lost. We have a responsibility to learn more about our planet and make sure that we take good care of it.
A visit to Earth is Ours will help you understand what life is like in other parts of the world. Our main attraction is the Ride Around the World, a huge ride that takes you through natural exhibits of tropical forests, a desert, a mountain, a frozen place, underwater, and elsewhere in the world. The ride begins in the tropical rainforests of South America. Sitting in your car, you will hear the wonderful music of hundreds of birds and watch a flying rainbow of butterflies. Leaving the rainforest, you will see the lush green landscape turn brown as you enter the deserts of Northern Africa. Along the way, you will discover that there is more life in the desert than you think. Your car then climbs the mighty mountains of Asia and you can enjoy the view at the top of the world. From the mountains, you will go on to the North Pole, where you can watch the polar bears from a safe distance. Finally, the ride takes you on an underwater journey. Sailing safely in the deep blue, you will enjoy the company of all the life-forms of the oceans.
The Ride Around the Globe also gives you a chance to taste delicious food from all over the world. From the spicy tamales of Mexico to Russian borscht and Chinese Kung Pao Chicken, the One Earth Restaurant offers its customers all the flavours of the world. Having enjoyed a Tang dynasty snack in the Chinese teahouse, you can follow the smell of South Carolina barbecue and line up for some ribs in the American Grill. For dessert, you might want to head over to the French Bakery, where a wide variety of pastries and cakes are waiting for you.
A visit to EIO will give you memories that will last for a lifetime. You will also learn an important lesson about the importance of environmental protection. Best of all, you don't have to spend too much money. Tickets are only 150 yuan for adults and 70 yuan for children. So hurry up and visit EIO - the world is waiting for you!
（四）总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
1>Another attraction found in many theme parks is the thrill ride.
found in many theme parks
[用法]过去分词短语充当定语，found和attraction之间有逻辑上的动宾关系。
thrill ride [用法]动感电影
2>The only limit to the fun is the imagination of the designers of the thrill rides
–and it seems to be endless!
endless [用法]adj.永无止尽的；无穷尽的
[举例]The journey seemed endless. 这段路程似无尽头。
I'm fed up with your endless complaining. 我对你没完没了的牢骚讨厌极了。
Step 7 Homework
Period 5 第五节
（一）明确目标
1. Do some listening to improve the students listening ability.
2. Making simple dialogues to train the students speaking ability.
（二）整体感知
Step 1 Presentation
Today we come to the Workbook and do the listening comprehension and also do some talking practice.
（三）教学过程
Step 2 Listening comprehension
LISTENING TEXT:
Ann is talking about Disneyland to her friend Steve, who is about to go there.
(S=Steve, A=Ann)
S: You've beoo to Disneyland, haven't you, Ann?
A: That's right. I went a year ago. It's very big and great fun.
S: Can you tell me where to go and what to see? What are the best things?
A: Well, make sure that you go to the Tomorrow Land. You can spend a whole morning there. It's very interesting and there's a lot to see.
S: What about the Sleeping Beauty Castle? I hear you can get a wonderful view from the top of the tower.
Is it true?
A: I didn't find that very interesting because it happened to be cloudy when I was there. You can go to Adventure Land; that's quite fun. It's quite close to the Sleeping Beauty Castle.
S: What else is there to do?
A: There's Bear Country, but we didn't go there; we didn't have time. You can go to the Film Studios; they're quite interesting. And if you have time, go on the Mountain Train. That's really exciting.
S: Did you buy anything?
A: Yes. You can buy different things from all over the world.
S: What did you get?
A: I bought a T-shirt, a necklace, a hat and some toys for my sister's children and some presents for my friends. Of course, I don't know what they will have on sale this year.
S: Thanks. That's very helpful.
Answers:
1 and 2 the Tomorrow Land **, the Sleeping Beauty Castle X, the Adventure Land *, the Film Studios *, the Mountain Train **
3 a T-shirt; a necklace; a hat and toys for her sister's children; presents for her friends.
Step 3 Talking practice
Sample dialogue:
A: OK, let's start. Can you tell me where the lake is?
B: The lake, hmm, let me see. Do you have the picnic area on your map'?
A: Yes, I do.
B: The lake is to the left of the picnic area.
A: I see. And where is the souvenir shop?
B: The souvenir shop is in front of the phone box. A: In front of the phone box. Right. Got it.
B: Can you please tell me where the cafe is?
A: The cafe? Yes, it's to the left of, no, to the right of the trees.
B: To the right of the trees. The Magic Castle is behind the cafe.
A: Oh, behind the cafe? The Free Fall ride is to the left of the Magic Castle.
Step 4 Sample talking
Step 5 Summary 小结
Step 7 Homework
Period 6 第六节
（一）明确目标
1. Discuss all the answers to the exercises in the Workbook.
2. Learn to use the grammar knowledge
3. Further develop the students’ writing skills.
（二）整体感知
Step 1 Presentation
In the class
（三）教学过程
Step 2 Vocabulary
1 1 attraction 2 minority 3 injury 4 conservation 5 section 6 achievement 7 entertainment 8 endless 9 imagination 10 helicopter 11 darkness
The highlighted words spell out the words "amusement park."
2 1 divide 2 cartoon 3 thrill 4 twist 5 sections
Step 3 Grammar
Answers to Exercise 1:
1 Later, a second Disneyland was opened on the east coast in 1971, costing between $500 and $600 million.
2 Wearing clean _hoes and trousers, they always smile, and are friendly and polite to visitors.
3 Having arrived in Disneyland, you will find all the characters from Walt Disney's films.
4 Attracting, millions of kids and adults from all over the world every year, the Sleeping Beauty Castle is a favourite place for visitors. OR Being a favourite place for visitors, the Sleeping Beauty Castle attracts millions of kids and adults. from all over the world every year.
5 Standing at the top of the tower, you get a wonderful view of the coast and the sea.
6 Wearing nineteenth-century clothes, people walk around in the streets. OR Walking around: in the
streets, people wear nineteenth-century clothes.
Answers to Exercise 2:
1 As it now reads, the sentence implies that the door is what is arriving home. We can improve the sentence by adding a subject. "Arriving home, we found that the door was locked."
2 The two parts of the sentence are not logically connected. The sentence could be improved by adding a subject, eg "looking out the window, Steve saw that there were lots of people in the street."
3 As it now reads, the sentence implies that the computer games are what have failed the exam. Improve by adding a subject. "Having failed the exam, Peter decided that computer games were no longer! part of his life.”
4 See 1 and 3. Add the subject and change the second part, eg "Reading the letter, Mary started crying."
5 See 4. Rewrite the second part, eg "Not knowing what to do, I need( ed) your advice."
Answers to ,Exercise 3:
1 She noticed a girl who stood by herself on one side of a playing filed.
The girl was watching the rest of the kids enjoying a soccer game at the other side.
2 The girl looked at her in surprise and said that she was.
3 Sandy went up again and asked, "Would you like me to be your friend?"
4 The girl hesitated, then said, "Okay." She looked at the woman with uncertainty.
5 Sandy felt that she was making progress and then asked "Why are you standing here all alone?"
Answers to Exercise 4:
1 Many :we(i)ple come to the theme parks for thrills and entertainment.
2 After exploring Dinosaur World, the children came to Panda Park where two giant pandas live.
3 Having been to the Ocean Park twice, Ted refused his friend's invitation to go there.
4. Knowing (that) this is a scary film, Susan doesn't want to see it.
Step 4 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks".
Step 5 Listening to the Passage
Step 6 Reading comprehension
After fast reading, do the following True-or-False exercises.
1 Various answers are possible. The students should point out that the parks show visitors what different countries look like. The Window of the World parks teach visitors about life, architecture and culture in countries allover the world, and the Splendid China parks teach visitors about life, architecture and culture in various parts of China. They both allow visitors to explore the world without actually travelling to faraway places. The Underwater World and Safari Park both let visitors see what nature looks like. Visitors to the park can learn more about animals and their ecosystems and they also help protect animals by teaching us to respect them in the wild.
2 The animals in Safari Park are not kept in cages because it is better for the animals to live in an open area and because it allows visitors to see what the animals natural habitat looks like. An "open zoo" is also more fun and exciting to visit.
3 Various answers are possible
Park
What I did
What I saw
What I learnt
I walked or rode in a bus
In one part of the park I
and saw lots of animals in
saw horses, sheep, goats,
Safari Park
their natural habitat.
cows and geese. In another
part, I saw lions, tigers,
monkeys and snakes.
I visited several small mu-
I saw clothes, furniture,
I learnt about the history,
seums and old buildings.
vases, household goods,
culture and customs of
Splendid China
jewelry, houses and build-
people in different parts of
ings from various parts of
China.
China.
Step 7 Sample writng
Writing
Tell the students to use the answers from question 3 to write a story about an imagined or a real visit to one of the parks in the reading (or a park that the students have visited). The story should tell the readers where they went and what they saw, did, learnt and what they think of the park.
Sample
A Day at Underwater World
Last week, my classmates and I visited the Underwater World. We arrived early in the morning. Our teacher told us that we could spend the whole morning in the park and that we should take notes of what we saw and learned in the park. Entering the park was like walking into the ocean. The fIrSt part of the park taught us about life on the beach. I saw many interesting animals and learnt a lot about life in the wet sand. I had no idea that there were so many animals living on the beach! As we moved into the park, we got deeper and deeper into the ocean. Each part of the park showed us all the wonderful kinds of marine animals that swim, float or crawl around in the ocean. We saw fish of all sizes, shapes and colours and we took pictures of some of them. My favourite part was the one where we learned about life on the bottom of the ocean, deep, deep down in the sea. I learnt how animals and plants adapt to life in a habitat where there is no sunlight at all and where it is difficult to survive.
When it was time to leave and go to lunch, we were all very tired and happy. I loved the park and I would like to go there again. Life in the ocean is so colourful and varied that you could spend a life-time learning about it. I really recommend the park, it is well worth a visit.
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
4. workbook
1>In the park,visitors can view small copies of famous buildings and landscapes.
view
[用法]n. 1.风景 2.见解 3.视野 4.观点；见解，意见
vt. 1.认为 2.观察 3.看待，考虑
[举例]The Great Wall came into our view. 长城出现在我们眼前。
The view from our house is very beautiful. 从我们的房子看出去，风景很美。
What a wonderful view from your window! 从你家的窗子里看，这一带景色美丽极了！
We had a good view of the town from the top of the hill. 从山顶上我们清楚地看到了全城景色。
view the problem from all angles 全面地考虑问题
2>It is also believed that this culture was different from most other cultures because it was the women,and not the men,that were the leaders.
it was the women,and not the men,that were the leaders
[用法]此句型依然是你们已经十分熟悉的强调句型.
语法基础知识
“-ing”形式在句子中作状语
分词或分词短语在句中可以作状语修饰谓语或整个句子，说明谓语动作发生的时间、原因、条件、结果、让步或伴随状况，可以用下面句型来表示：
分词/分词短语+ 主语+谓语动词+……
分词或分词短语修饰谓语动词，分词或分词短语也可以修饰全句。
分词或分词短语用来说明谓语动词发生的时间、原因、条件、结果、让步或伴随状况
根据现在分词所表示的动作与谓语动作发生的先后，我们应选择现在分词的不同形式在句型中作状语，若现在分词所表示的动作与谓语动作同时存在，或同时发出，则用现分词的的一般式，若现在分词所表示的动作发生在谓语动作之前则用现在分词的完成式，即having done的形式。
一、现在分词短语作时间状语有以下三种情况：
1.分词动作一生发，谓语动作紧跟着发生，这时用现在分词的一般式作时间状语，其逻辑主语为句中的主语。常用的动词，如：hear,see arrive, return, get to ,look, open, close, leave, trun around, walk 等，表示一个极短暂时动作。
此种情况可以换作on+动名词，表示相同的意思。译作“一(刚)……就……”。
此种情况也可以换作是when引导的时间状语从句，该从句的动词多用一般过去时表示。如：
hearing their teacher’s voice, the pupils stopped talking at once.
(=On hearing their teacher’s voice…=When they heard their teacher’s voice, the pupils…)
一听到教师的声音，学生们立即停止讲话。
2.谓语动作发生在分词所表示的动作过程之中，则用when/while+现在分词的一般式，分词的逻辑主语为句中的主语。此种情况可以用in+动名词的一般式代替。
也可以换作when\ while 引导的时间状语从句，该从句的谓语动词用进行时态如：
Don’t be careless when/while having an exam
= Don’t be careless in having an exam.
=Don’t be careless when/ while you are having an exam. 考试时不要粗心。
注：此结构中，不能用其他连接词替换when或while.
3.分词所表示的动作完成之后，谓语动作才发生，则要现在分词的完成式，即having done 的形式。分词的逻辑主语应是句中的主语。
这种情况可以用after+动名词的一般式表示。
这种情况也可以用after/when引导的时间状语从句来替换，该从句的谓语动词用过去完成式。如：
Having finished his homework the boy was allowed to watch TV play.
After having finished his homework, the boy…
After/when he had finished his homework, the boy…
二、现在分词在句中作原因状语
1.分词短语在句中作原因状语时，相当于一个原因状语从句。与时间状语一样，也要注意分词所表示的动作与谓语动作的先后关系。当分词所表示的动作与谓语动作同时发生或几乎同时发生时，用分词的一般形式。此时分词的逻辑主语须是句中的主语。这样的原因状语可以换成because, as引导的原因状语，该从句谓语动词用一般过去时。
Not knowing how to work out the difficult physics problem, he asked the teacher for help.
因为不知道如何解这道物理难题，他求助老师。
=Because he didn’t know how to work out the difficult physics problem, he asked…help.
2.当分词表示的动作发生在谓语动作之前，可以用现在分词的完成式在句中作原因状语，其逻辑主语须为句中的主语，该短语的作用相当于一个原因状语从句。该从句的谓语动词须用完成时。如：
Having lived with the girl for 5 years, we all know her very well.
= Because we have lived with the girl for 5 years, we all know her very well.
因为与那个女孩一起生活了五年，我们都非常了解她。
三、现在分词短 语在句中可以作条件状语，其逻辑主语须为句中的主语，该短语相当于一个条件状语从句。
Working hard, you’ll succeed.= If you work hard, you’ll succeed. 如果你努力工作，你会成功的。
Turning to the left, you will find the path leading to the the park.= If you turn to the left, you will find the path leading to the park. 如果转向左边，你将找到通向公园的小道。
四、分词短语在句中作让步状语
分词短语在句中作让步状语时，相当于一个让步状语从句，有时分词前可以带有连接词although, whether, even if, even though.
现在分词短语作让步状语，分词的逻辑主语是句中的主语，变成状语从句时，需用主动语态。
Weighing almost one hundred jin the stone was moved by him alone. = Although the stone weighted almost one hundred jin, it was moved by him alone. 虽然那块石头重将近一百斤，他一个人就把它挪动了。
五、分词短语在句中作结果状语
现在分词短语在句中可以作结果状语，它的逻辑主语便是句中的主语，该短语相当于一个结果状语从句，且用主动语态。分词短语在句中作结果状语时，通常位于句末，中间有逗号。有时为了加强语气，就在分词前加thus.
Their car was caught in a traffic jam, thus causing the delay.=their car was caught in a traffic jam, thus it caused the delay.
他们的车遇上交通阻塞，因而耽误了。
六、分词短语在句中表示方式或伴随情况
分词短语表示方式或伴随情况是比较常见的。它用来说明动作发生的背景或情况。一般情况下，现在分词所表示的动作与谓语所表示的动作同时发生，它的逻辑主语就是句中的主语，谓语动词作为主要动作，而现在分词表示一个陪衬动作，它没有相应的状语从句可以转换，但可以用并列句来转换。过去分词可以主明谓语动作的背景。过去分词与其逻辑主语之间有动宾关系。如：The children ran out of the room, laughing and talking merrily.相当于:
The children laughed and talked merrily, and they ran out of the room.那些孩子们跑出房间，愉快地笑着、说着。
Helped by their teacher, the students finished the task successfully.在老师的帮助下，学生们成功地完成了任务。
Step 7 Homework
Period 7 第七节
18． 检查本单元单词、短语及相关句型。
19． 讲评统一布置的课外基础练习。
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