Unit5TravelingabroadI教學內(nèi)容分析本單元的中心話題是“出國旅游”。WarmingUp部分通過四個由遠到近的問題，一步一步地把學生們的思維引入到“旅游”這個當今非常時尚的話題。在繁重的學習壓力之下，同學們一定非常向往出去兜風。所以，該話題會讓學生們興趣盎然，欣然暢想旅游的國家、旅游的目的、旅游的計劃等等從而達到熱身的目的。Pre-reading部分提出了兩個問題：1．在國外學習的優(yōu)勢和劣勢是什么？2．讀一篇雜志上報道的關(guān)于一個中國女孩的國外學習經(jīng)歷的文章，猜想她可能遇到的文化差異與困難。這一部分提供了五幅照片幫助同學們猜想，這樣就把“熱身”部分的問題具體化了。同學會自然結(jié)合自己的所見所聞，發(fā)表觀點，為閱讀正文打下了基礎。Reading部分描寫了中國21歲的小姑娘謝蕾出國上學的經(jīng)歷，具體寫了她出國前的不安，到了國外后的不適應，以及生活上的不習慣和學習方法及思維方式的沖突。但經(jīng)過她的努力，她克服了這一切，并開始了嶄新的生活。謝蕾的經(jīng)歷會給同學們帶來挑戰(zhàn)新生活的信心，感受到“出國旅游”的氣息。LearningaboutLanguage有詞匯和語法兩部分。詞匯部分：第一個練習讓學生用課文中的詞語完成句子。第二個練習是真對構(gòu)詞法的練習，要求學生學習和運用同根詞。語法部分：復習非限制性定語從句。UsingLanguage該部分包括“聽力”、“讀和說”和“寫作”三大塊。這三部分的話題都是有關(guān)旅游的。問題的設計由淺入深，層層遞進，既練習了聽力又增長了知識，豐富了本單元的內(nèi)容。LearningTip指導學生如何掌握英語聽力技巧，共提供了6條方法：聽的過程中不停頓；不必聽清每個單詞；聽英文電影（無漢語標識）；聽英語廣播或看英語播送的電視節(jié)目；參加英語俱樂部；不恥下問。II．教學重點和難點教學重點（1）本單元教學目的和要求中的生詞和短語；（2）掌握限制性定語從句和非限制性定語從句的區(qū)別；（3）學會做出國旅游計劃。2．教學難點（1）通過學習學生應有初步的跨文化交際能力；（2）學生應具有克服困難、迎接挑戰(zhàn)的決心和勇氣；（3）學會寫作中應用“對比”與“舉例子”以充實寫作內(nèi)容。III．教學計劃本單元建議分六課時：第一課時：WarmingUp,Listening（Workbook）&Talking(Workbook)第二課時：Pre-reading,Reading&Comprehending第三課時：LearningaboutLanguage第四課時：UsingLanguage第五課時：Listeningtask(Workbook)&Speakingtask(Workbook)第六課時：Readingtask(Workbook)&Writingtask(Workbook)IV.教學步驟：Period1WarmingUp,Listening（Workbook）&Talking(Workbook)TeachingGoals:1.Toarousethestudents’interestsintravelingabroad.2.Todevelopthestudents’abilityinlisteningandspeaking.TeachingProcedures:Step1.Leading-inPurpose:ToLeadSstothetopicofthisunit.AskSstolookatthefollowingpicturesandanswerthequestions.Whichplacewouldyouliketogoifyouaregivenachance?Whatotherforeignplaceswouldyouprefer?Whyorwhynot?Step2.WarmingUpPurpose:TointroducethetopicofthisunittoSsintheformofofdiscussion.1.AsksomeSsthefollowingquestionsfirstandthengetsSstoaskeachotherinthesameway.Iftimepermits,theteacherhaveoneortwogroupstopresenttheirdialoguetothewholeclass.(1.)Haveyoueverbeenabroad?(2.)Wouldyouliketotravel?Whyorwhynot?(3.)Wouldyouliketotravelaloneorwithyourfamilyorwithatourgroup?2.DivideSsintosixgroupsandaskSstotalkabouttravelingabroad.Differentstudentswillgivedifferentanswers.Makenotesofsomevaluableinformationandmakeaconclusion.Whatareadvantagesanddisadvantagesovertravelingabroad?beindependentlearnaforeignlanguageadvantagesgainnewexperiencesbroadenourviewsbefulloffunbytraveling…costmuchmoneydisadvantagesfeellonelyhavenomanygoodfriendsbetiringafterstayingabroadlong…3.AskSstotalkaboutthefollowingquestions.EncourageSstogiveasmuchinformationaspossible.Afterthediscussion,twritedownsomekeywordsontheblackboardtohelpSstohavethesenseoftravelingabroad.(1)Haveyouevertalkedwithpeoplewhohavebeenabroad?(2)Ifgiventhreequestionsforyoutoaskthemanwhohasjustbeenabroad,whatareyoueagertoknowabout?Conclusion:Travelingabroadisverypopularnow.Itdoesn’tonlyincludethevisittoplacesifinterestsbutalsoincludesstudyingabroad.Beforegoingthere,we’dbettermakefullpreparations:tocollectasmuchinformationabouttheplaceaspossible;totakeenoughmoneywithyou;tellallyourelativesyourcellphonenumber;callthetravelagencyforadvice;…Alsotravelingabroadhasitsadvantagesanddisadvantages.Step3.Pre-listeningPurpose:TohelpSstoguessthemainideaaboutthelisteningtextbythegiveninformation.1.DivideintogroupsofsixandaskSstodiscusswiththeirpartnersthepictureonP79.2.GetSstolookthroughthequestionsofListeningandlettheirpartnersstatetheiropinionsonthelisteningmaterial.Atthesametimeremindthemofthekeywords:what,where,whenandpreparations.Step4.Listening(Workbook)Purpose:Togetthemainideaofthelisteningmaterial.TodevelopthelisteningabilityofSs.Togainsomeexperienceoftravelingabroadbylisteningtothepassage.AskSstoLookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstopreparetoanswerthequestions.AskSstolistentothetapeandfinishEx1ofListeningonP79.PlaythetapeagainandaskSstofinishEx2ofListeningonP79.AskSstolistenforthelasttimeandchecktheanswersinpairs.Step5.Talking(Workbook)Purpose:TogetSstodiscussthequestionsontravel.1.Pre-speaking(1)AskSstothinkaboutthequestionsandpresenttheopiniontotheclass.①Ifyouareplanningfortraveling,whatkindofhotelswouldyouliketostay?②Canyoucookbyyourself?③Doyouliketochatwithanyonewhoisnewtoyou?④Haveyoueverplannedtomeetnewfriends?Whatkindofpersondoyouexpecttomeet?(2)AskSstodiscussthequestionsonP78accordingtotheadvertisements.2.While-speakingPurpose:TogetSstotalkwithothersandimprovetheirskillsinspeaking.ShowsomepicturesforthestudentsasexamplesandaskSstoanswerthequestion.Whatwouldyouliketoseeinforeigncountries?AskSstodiscussthembyusingthefollowingwordsandphrasesinthediscussion.Ilikedoing/todo…Ipreferto…Ihatedoing…Itwouldbepossibleto……wouldbeaperfectplaceforus.…wouldprobablysuitus.Step5.HomeworkAskSstocontinuetalkingaboutyourtravelingabroad.AskSstogooverallthenewwordsandpreparefortheReadingpart.Period2Pre-reading,Reading&ComprehendingTeachingGoals:TolearnaboutthedifferencesbetweenlifeataChineseuniversityandthatataforeignone.Todevelopthestudents’readingskills.Toarousethestudents’interestintravelingabroad.TeachingProcedures:Step1.Pre-readingPurpose:Toarousethestudents’interestinlearningaboutuniversitylifeindifferentcountries.1.ShowsomepicturesandencourageSstotalkaboutthefollowingquestions.TellSsthatthefirstgroupisaboutstudyingabroadwhiletheotherisaboutstudyinginChina.(1)Inwhichcountry,theclasshasmorefreedomtothinkbythemselves?(2)Accordingtowhatyouhaveheardandlearnedfrombooks,inwhichcountriesarestudentsmorecreative?(3)Whichkindofeducationdoyouprefer，theeasternorthewestern?2.GetSstotalkfreelywiththeirdeskmatesaboutstudyingabroad.Aftertalking,askSstochooseaforeigncountrytogoandaskforsomeadvicefromtheirpartners.Step2.Leading-in:Purpose:TostimulateSs’interestinreadingthetextAskSstoanswerthefollowingquestions.Howoftendoyougohome?Howdoyoucometoschool?Whenyoufirstcametothehighschool,didyoucomealoneoraccompanybyyourrelatives?Whenyouhavesometroubleinstudy,towhomdoyouturnforhelp?Step3.FastreadingPurpose:Togetthegistofthepassage.AskSstolookatthepictureinthetextandfindoutthenameofhers—XieLei.LetSspaymoreattentiontothefirstandthelastsentenceofeachparagraphandthenfillintheformaccordingtothetext.AskStstodividethetextintoseveralpartsandcompletethefollowingform.3.AskSstotellwhetherthefollowingsentencesarerightorwrongaccordingtothetext.Step4.Intensivereading1.AskSstofindthefollowingsentencesandparaphrasethem.2.AskSstoreadthetextverycarefullyandfinishtheEx2onP39.3.AskSstoreadthetextagainandunderlineimportantornewphrases.4.AskSstohaveasmalldiscussionaccordingtoEx3onP39toorganizeashortpassage.Step5.LanguagepointPurpose:ToteachSstograsptheuseofsomeimportantwordsandphrases,aswellastheanalysisofsomesentencestructures.Step6.Homework1.AskSstousethenewwordstomakesomenewsentences.2.AskSstoreadthetextfluently3.AskSstowritedowntheirsuggestionstotheirfriendswhoaregoingabroadfortraveling.Period3LearningaboutLanguageTeachinggoals:1.ToSstoknowhowtousenewwordsandphrases.2.TohelpSstomastersomenewwordsandexpressions.3.TogetSstohavetheknowledgeofthisgrammarpoint:thenon-restrictiveattributiveclause.TeachingProcedures:Step1.ConsolidationPurpose:Toconsolidatethewordsandphrasesinthetext.1.AskSstofinishEx1andEx2ofDiscoveringUsefulWordsAndExpressions.2.AskSstochecktheiranswersinpairs.Step2.GrammarPurpose:TogetSstoknowthedifferencebetweenrestrictiveattributiveclausesandnon-restrictiveclauses.1.AskSstofinishEx1ofRevisingUsefulStructuresonP41andchecktheanswersinpairs.2.AskSstofinishEx2ofRevisingUsefulStructuresonP41.Analysis:Reasonsforthosethatcan’tbeseparatedbycommaisthatifweputinacommainsentences1,4,6,7&8,themeaningofthesentenceswillbechanged,whilethethreesentences’meaningswillstaythesameafterweputacommaintothem.Inaword,aftertheexplanation,letthestudentsknowthatnon-restrictiveattributiveclausesarenotanecessarypartforthewholesentencewhilerestrictiveattributiveclausesareanecessarypart.“That”can’tbeusedinnon-restrictiveattributiveclauses3.GetSstofinishEx3ofRevisingUsefulStructuresonP41.Forthispart,giveSsthefirsttwosentencesasexamplestofollowincasetheydon’tknowhowtodo.4.Makeasummary.Attributiveclauseshavetwokinds—restrictiveattributiveclausesandnon-restrictiveattributiveclauses.“That”willnotappearinthenon-restrictiveattributiveclauses.“Which”referstoonlythingsusedasasubjectoranobject;“who”referstoapersonusedasasubject;“whom”referstoapersonusedasanobject;“where”referstoaplaceusedasadverbialmodifier;“when”referstotime,alsousedasadverbialmodifier.Inthefollowingcases,theantecedentcanonlybefollowedby“that”clauses.(onthetextbookpage97).Askthestudentstoremembertherules.5.DivideSsintogroupsofsix.Thefirststudentbeginswithasentenceandeachpersoninthegroupaddsextraanddifferentinformationbyusingthenon-restrictiveattributiveclause.Step3.PracticePurpose:togetSstohavetheknowledgeofthegrammarthroughexercise.1.AskSstocompletethesesentencesusingthenon-restrictiveattributeclause.2.AskSstofinishEx1,Ex2andEx3ofUsingStructuresonP81Step4.Homework1.Reviewthenewwordsandphrases.2.Learntherulesofnon-restrictiveattributeclausesbyheart.Period4UsingLanguageTeachingGoals:1.ToimproveSs’listeningstandard.2.ToenlargeSs’vocabularybylearningtherootoftheword3.ToensureSshavereallygraspedtheimportantwordsandphrasesoftheunit.TeachingProcedures:Step1.ListeningPurpose:TohelpSsimprovethelisteningability.1.Pre-listeningAskSstolookatthemaponP42tofindthefollowingplaces:Lima,CuzcoandtheAndes2.Listening(1)Beforelistening,askSstolookthroughEx2onP42tomakesurethattheyknowwhattolistento.Thenplaythetapeoncewithoutstopping.(Ifthestudentshaveanyquestions,playthetapeonceagain).Thenchecktheanswers.(2)AskSstoreadexercise3andthenplaythetapeandstopitwhenstudentsshowthattheyhaveheardtheanswer.Replaythepartandgivestudentsenoughtimetowritedowneachanswer.Checktheanswersandplaythetapethroughagainwithoutstopping.Step2.ReadingandSpeakingPurpose:TogetSstoknowsomethingabouthowtogivefactualinformationaboutaplace.TogetSstolearnhowtoselltoursinaplace.1.FastreadingPurpose:ToknowPeruwellandlearnhowtoshowlikesanddislikes.Askthestudentstoreadthepassageonpage42quicklyandgetthemainidea.2.Intensivereading(1)AskSstoreadthepartagaincarefullyandanswerthethreequestionsonP42.(2)AskSstofillintheblanksaccordingtothetext.OnthePacificcoastofSouthAmericathere____acountrycalled_____.Its_______areasarevariousbecauseofitsposition.Asthe_____lakeintheworld,LakeTiticacaisworth_____.ThroughoutPeru,youcanenjoydesert_____,vast_____andabundant______.Peruhasmanyimportantcities,forexample,Limaisthe____;Cuzcois______withtouristsbecauseitisvery______.Step3.Writing1.AskSstoformgroupstolistsomeofthemajordifficultiesanAmericanteenagermightfinddifficultinChinaaccordingtotheinformationgivenonP45.2.AsksomeSstoreadaloudtheirwritingsandletthewholeclassdecidewhichwritingisbest.Step4.Practice1.AskSstolookatEx1ofUsingWordsAndExpressionsonP79～80andfindouttherulesofeachgroupofwordsanddothem.2.AskSstofinishEx2andEx3onP80.Step5.Homework1.AskSstoreviewwhathasbeenlearnedinthisunit.2.AskSstousethewordorphraseslearnedinthisunittowriteashortpassageabouttheirownopinionsonstudyingabroad.Period5Listeningtask&Speakingtask(workbook)TeachingGoals:1.ToimproveSs’abilityinlisteningandspeaking.2.Tolearnhowtosolvetheproblemtheymightmeetwhiletraveling.TeachingProcedures:Step1.Listeningtask(Workbook)1.Pre-readingAskSstodiscussthefollowingquestionswiththeirpartners.2.Listening(1)AskSstolistentothetapetwiceandfinishEx2ofSpeakingtaskonP82.(2)AskSstolistentothetapeagainandpayattentiontowhatBriansaysandthenfinishtheEx3ofSpeakingtaskonP82.Step2.Speakingtask(Workbook)1.AskSstolistthedangersandproblemsthatcouldhappenwhiletravelingoverseas.2.LetSsformgroupsofsixandrankeachsituation:verypossible;possible;possiblebutunlikelytohappenintheformofachart.ProblemssolutionsVerypossibleNotusedtothefoodthereFindChineserestaurant/cookbyyourselfNotunderstandeachotherbetterGotoparkstolistenmore/talkmoreMissyourfamilyCalloften/takesomeoftheirphotoswithyouFeellonelyMakenewfriends/joinclubspossibleLoseyourvisaApplyforanewone/callpoliceMoneyisstolenTakecreditcards/hideitLoseyourcellphoneBuyanewoneandinformyourrelativesyournewnumberLoseyourIDcardCallpolice/calltheembassyforhelpMeetadrunkardRunawayasfastaspossible/callpoliceMissyourbus/train/planeFindthenextonePossiblebutunlikelytohappenYouareillGotohospital/joinmedicalinsuranceShortofmoneyAskyourfamilytosendmoreYourarerobbedofeverythingAskthepoliceforhelpTakethewrongbus/train/planeAskthedriverfortherightoneStep3.Homework1.AskSstogoontalkingaboutpossibilitiesandsolutionsaboutcertainsituations.2.AskSstopreviewReadingtask(Workbook)andWritingtask(Workb