2020届一轮复习人教版选修七Unit5Travellingabroad单元教案（40页word版）

2020届一轮复习人教版选修七Unit5Travellingabroad单元教案（40页word版）

‎2020届一轮复习人教版选修七Unit 5　Travelling abroad单元教案 教材 分析和教材重组　　 　‎ 本单元的中心话题是“出国旅游”，课文始终围绕这一主题展开。旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题。要求学生学会表达和支持个人观点，能用所学的有关出国旅游的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路。语法方面要求学生会正确使用非限制性定语从句。‎ 课时一：Warming Up and Reading Task ‎“热身”(Warming Up)部分设计了四个讨论题目，帮助学生在大脑中形成有关国外旅游的信息，让学生讨论在国外旅行会遇到什么问题，并且讨论该如何来解决这些问题。这样就自然过渡到Reading Task (Page 82)——四个年轻人在国外旅游遇到问题的经历。‎ 课时二：Reading ‎“读前”(Pre－reading)部分设计了两个问题，第一个问题要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣；第二个问题要求学生预测阅读课文中的主人公在英国学习可能遇到的困难和英国学校学习与中国学校学习的不同。‎ ‎“阅读”(Reading)部分介绍了主人公谢蕾第一次去国外 求学进预科班 时所面临的问题，以及房东和导师对她的帮助，要求学生明白国外学习的利与弊，培养正视困难、迎接挑战的信心。‎ 课时三：Grammar (语法复习课) ‎ 本单元的语法重点是复习非限制性定语从句(Non－restrictive Attributive Clause)。学生已经学过这个语法点，所以在这节课中，首先对非限制性定语从句的特征、关系词做一个简要回顾，然后通过多种形式的练习，如填写关系词、造句和改错等，使学生逐步掌握非限制性定语从句的 用法。这些教学环节，如开始部分的欣赏范文、找出好句的活动和结束部分的写作练习，都充分体现了在语境中学习语法、在语境中运用语法的教学原则。‎ 课时四：Listening(听力课)‎ 这节听力课把Using Language中的Listening和Workbook中的Listening Task整合到一起，训练学生在听力前预测及在听的过程中注意细节信息的能力。‎ 课时五：Using Language：Reading and Speaking(综合运用课)这节语言综合运用课把本单元的第二篇文章和口语练习组合到一起。文章“秘鲁旅游” 和地图的呈现，有利于培养学生的观察能力与实践能力；要求学生针对旅游路线挑选自己喜欢的路线进行介绍和推荐，这联系了生活实践，题目新颖，具有开放性。课后的写作练习既涉及该话题，又强调语言的实用性和交际性。‎ Period 1　Warming Up and Reading Task Teaching goals　　　　　‎ Talk about travelling or living in another country.‎ Enable the students to discuss what they would learn when travelling or living in another country.‎ Discuss the problems and dangers that could happen while travelling in a foreign country and the solutions.‎ Teaching important points　　　　　‎ Train students' speaking ability Train students' reading ability.‎ Teaching difficult points　　　　　‎ How to deal with the problems that are likely to happen when travelling and how to prevent them.‎ Teaching procedures　　　　　‎ Step 1　Warming up Show the beautiful scenery of other countries to attract students' attention，including Taj Mahal，the pyramids of Egypt，London Bridge，Sydney Opera House，Eiffel Tower，Statue of Liberty，Stonehenge，New Zealand，South America，etc.‎ ‎ ‎ Questions：‎ ‎1．Are you eager to travel abroad to enjoy the beautiful scenery by yourself?‎ ‎2．If you could go anywhere in the world，which country would you like to visit and why?‎ Suggested answers： ‎ Sa：If I had chance to travel abroad，I'd like to visit Singapore. It's said to be a beautiful country，and I'd like to enjoy the beautiful scenery in Singapore.‎ Sb：If I had chance，I'd like to go to America. Maybe it is better if I could work or study there，then I could learn English well.‎ Sc：I'd like to go to Egypt，because I want to know about the pyramids.‎ ‎[设计说明] 课堂以欣赏国外优美的风光开始，在给学生以极大的视觉享受的同时，激起他们对于出国旅行的向往，至于最想去的国家或地方更能让他们有话可说。接着就自然地把话题引到出国旅行的好处和可能遇到的问题方面。‎ Questions：‎ What kind of things would you learn best by being a tourist in a country and what would you learn best by working or studying there?‎ Suggested answers：‎ Sa：When we travel to another country，maybe we could know about the arc hitecture of the country，the beautiful scenery，the economic situation and so on.‎ Sb：When we work or study in the country，maybe we could know more about the manners and customs of the country. We could learn the ‎ standard English better；we could communicate with the local people to improve our English.‎ Sc：If we could live with the local people，we could know the proprieties of the country，know more slang，know the difference in time，food，transportation，etc. between the two countries.‎ T：Travelling abroad is a wonderful experience. But travelling abroad is not an easy thing. What dangers and problems could happen while travelling in a foreign country?‎ Sa：While travelling，it's possible that we could lose our way，because we don't know the country very well.‎ Sb：It's possible that we could have difficulty in communicating with the local people.‎ Sc：It's likely that we could meet robbers，etc.‎ ‎[设计说明] 通过学生对出国旅行可能遇到的问题的讨论，自然过渡到Page 82的Reading Task，同时也为下文的阅读做了很好的铺垫。‎ Step 2　Reading task (Page 82)‎ T：So，in strange surroundings，any unexpected things may happen. Now，turn to Page 82，try to list the dangers and problems，then discuss ways you could prevent these things happening in groups.‎ ‎1．What problem di d each traveller have？Did you guess correctly？What should they have done to avoid the problems？‎ ‎ Problem Things they should have done Tom ‎ Sally ‎ Paul ‎ Donna ‎ ‎2.Work with a partner. Complete the advice to travellers.‎ ‎(1)When changing planes，_________________________________________________‎ ‎________________________________________________________________________‎ ‎(2)If you have to take special medicine while travelling overseas，__________________‎ ‎________________________________________________________________________‎ ‎(3)If travelling alone，_____________________________________________________‎ ‎________________________________________________________________________‎ ‎(4)When travelling，always wear_____________ ________________________________ ‎ ‎________________________________________________________________________‎ ‎[设计说明] 通过查找四位游客各自遇到了哪些问题，可以很好地强 化略读、查读等阅读技能，而给出相应的建议，更是训练了学生分析问题、解决问题的能力。‎ Suggested answers：‎ Exercise 1‎ ‎ Problem Things they should have done ‎ Tom He did not obtain a transit card when he changed planes at Heathrow. He should have asked what the cards they were handing out were for.‎ Sally She was stopped at the customs because she was carrying drugs without a doctor's prescription. She should have left the pills in their original bottle which had the name of her doctor on it. To be even safer，‎ she could have asked her doctor for a letter which explained that she had to take the pills for her health condition.‎ Paul He had an accident in an isolated place and couldn't walk. He should have told someone where he was going and when he would be back. Then when he didn't get back，they would have known where to search for him.‎ Donna She offended some of the people in the town she was visiting by wearing inappropriate clothes. She should have found out about local customs and followed them.‎ Exercise 2‎ ‎(1)When changing planes，make sure you know what you have to do. If ‎ you don't know what to do，ask someone.‎ ‎(2)If you have to take special medicine while travelling overseas，carry a doctor's letter that explains this.‎ ‎(3)If travelling alone，always let someone know where you are going and when you will arrive there.‎ ‎(4)When travelling，always wear clothes that the local people will find acceptable.‎ T：OK！You did a very good job. I'm sure that you have known how to deal with the problems while travelling or studying in a foreign country.‎ Step 3　Homework ‎1．Learn the new words and expressions by heart.‎ ‎2．Let students talk about their experiences of travelling.‎ Period2Language points ‎ Teaching objectives 教学目标　　　　　‎ ‎1．Language aims The students will be able to：‎ ‎(1)Write and use words and expressions freely and correctly.‎ ‎(2)Learn the writing style of the passage.‎ ‎2．Ability aims The students will be able to：‎ ‎(1)Discuss some problems in English and exchange their ideas.‎ ‎(2)Learn how to deal with the problems that they would face when studying in a foreign country.‎ ‎(3)Write a short reply letter，telling something about Xie Lei's life and study in London to her friends in China.‎ ‎(4)Use their imagination，according to Xie Lei's life and study in London，write a short composition about a foreign student studying Chinese in China.‎ ‎3．Emotional aims Students will be able to learn the ability of facing the difficulties，analyzing the reasons，overcoming and solving the problems by themselves. Students also study hard and love our motherland to make our motherland become prosperous and strong.‎ Teaching important and difficult points教学重难点 　　　　‎ Students will be able to summarize the benefits and difficulties of living in a foreign country.‎ Teaching methods教学方法　　　　　‎ Task－based method；discussing；brainstorming and speaking Teaching aids教学工具　　　　　‎ ‎(1)A blackboard ‎(2)A projector and a computer Teaching procedures教学过程　　　　　‎ Step 1　Revision and lead－in Activity 1‎ ‎(1)联系实际导入新课 T：What was th e slogan for Beijing Olympics?‎ Ss：One world one dream.‎ T：Yeah，the world is becoming smaller and smaller. During the Beijing Olympics，many foreigners visited China. As a Chinese，would you like to travel or study abroad?‎ ‎(2)Come to the new unit—Unit 5　Travelling abroad ‎(3)Ask the students if they still remember the topic about travelling we have learnt in Book 1.Talk about travelling freely.‎ 设计意图：通过联系生活实际导入新课，引出本单元话题——Travelling，实际这也是学生感兴趣的话题，这样能调动课堂气氛，使学生更容易进入状态。‎ Activity 2 Brainstorming T：Every year more and more young people want to go abroad for further study. What should we take into account before we decide to travel abroad?‎ 设计意图：用“头脑风暴”要求 学生说出旅游前要考虑的问题，培养学生的发散思维能力和解决问题的能力。激发学生的兴趣，培养学生提出问题和解决问题的能力，使之很快进入课堂的主题。‎ Step 2　Pre－reading A discussion between two groups of students on the topic—the ‎ advantages and disadvantages of studying abroad.‎ 设计意图：通过英语讨论这一环节的设计与实施，培养学生的英语思维能力、口头表达能力以及听说反应能力。‎ Step 3　While－reading Get the students to comprehend the passage quickly and accurately，meanwhile help the students form a good habit of reading.‎ T：Now please read the passage quickly to obtain a general idea of the whole passage，try to match the main idea with each paragraph，and then check the answers.‎ Para 1 coming to study in London Para 2 her preparation year Para 3 the difficulty getting used to a new way of life Para 4 benefits of living with a host family Para 5 benefits of her preparation course and the tutor Para 6 her new plan for social activities Para 7 the reporter's best wishes 设计意图：培养学生分析、总结和概括文章大意的能力。‎ Step 4　Careful reading Paragraphs 1 & 2：The background of her study Questions：‎ ‎(1)How long has Xie Lei been in England?‎ ‎(2)What is Xie Lei in England for?‎ ‎(3)Is she taking a degree course or a preparation course?‎ ‎(4)Why is she doing a preparation course first?‎ Paragraph 3：The difficulty getting used to a new way of life Question：‎ Why did Xie Lei feel like a child when she first arrived in England?‎ Paragraph 4：The benefits of living with a host family Question：‎ What benefits of living with a host family can Xie Lei get?‎ Paragraph 5：The benefits of her preparation course and the tutor Question：‎ What benefits has she got from her preparation course and the tutor?‎ Paragraph 6：Her new plan for social activities Question：‎ Why has Xie Lei decided to join a few clubs?‎ 设计意图：通过细读，归纳段落大意，有利于培养和锻炼学生归纳、分析和概括文章的能力，帮助学生更深入地理解文章，并培养进行合作交流的能力，共同分享成功的喜悦。‎ Step 5　Consolidation ‎1．Read the passage again. Look at some detailed information，for difficulties/benefits of travelling abroad，and then finish the chart below.‎ 设计意图：让学生熟悉课文，加深对课文的理解，为写作做好前期的准备和铺垫。‎ ‎2．Group work T：Suppose you are Xie Lei，write a short letter to your parents or friends in China，telling them about your present life according to what you have learned from the text.‎ Students show their compositions and share their ideas with others.‎ 设计意图：培养学生的合作意识、口语表达能力并能熟练运用所学知识的能力。‎ Step 6　Post－reading and discussion We have talked about the difficulties and benefits of studying in a foreign country. Now let's list the problems that Xie Lei had when she first went to England，and try to add two or three other problems that she might have and summarize what you would do if you had the same problems. Work in groups.‎ Possible problems and solutions：‎ Xie Lei's problems Your solutions ‎1.She didn't know how to use the phone，how to pay bus fare，how to ask a shopkeeper for things she didn't know the English for. 1.Make friends with local people and let them help you. Take an electronic dictionary with you in case you don't know the English name of something you want to buy.‎ ‎2.When she got lost and had to ask a passer－by for directions，she didn't always understand. 2.Let the passer－by write down what they would ‎ say on a piece of paper.‎ ‎3.Can't understand the expressions others say. ‎ ‎3.Ask host families for help.‎ ‎4.Miss her family. ‎ ‎4.Live with a host family.‎ ‎5.Unable to adapt to different teaching methods or rather learning styles. 5.Be confident and give your own opinions.‎ ‎6.How to have a balance between study and a social life. 6.In your spare time，join some university clubs and meet people you have something in common with.‎ ‎7.Unable to make friends with students from different cultures. Don't be shy and say “hello” to someone you would like to make friends with.‎ 设计意图：该环节是本课所有教学环节的延续，培养学生能初步思考问 题、分析问题和运用实际技巧解决实际问题的能力。‎ Step 7　Assignment ‎1．Polish your compositions after class and hand them in the next day.‎ ‎2．Finish the exercises and prepare for the next lesson.‎ ‎3．Composition：‎ A Chinese girl studying in London met so many difficulties，then what about a foreign friend who will study Chinese in China？What problems will he/she meet with？Using your imagination，according to the reading passage，try your best to write a composition and share the ideas with ‎ each other the next day.‎ 设计意图：进行分层教学，合理布置作业，通过灵活多样的作业形式，激发学习兴趣，满足不同层次学生的需求。‎ Step 8　Layout of the blackboard Benefits ‎ of doing a preparation ‎ of living with a host family ‎ of having a tutor ‎ Difficulties,‎ at the university of a new way of life Period 3　Grammar 教学目标　　　　　‎ ‎1．语言知识目标：复习 非限制性定语从句的特点和关系词 ‎2．语言能力目标：能够写出含有非限制性定语从句的句子，并在书面表达中进行运用 重点难点　　　　　 ‎ ‎1．教学重点：掌握非限制性定语从句的特点，关系代词和关系副词使用的场合；能够运用非限制性定语从句。‎ ‎2．教学难点：关系代词和关系副词使用的场合；在写作中运用非限制性定语从句；明确限制性定语从句与非限制性定语从句的区别。‎ 教学准备　　　　　‎ ‎1．学生的学习准备：复习非限制性定语从句的特点及关系词。‎ ‎2．教师的教学准备：整理关系代词和关系副词的使用场合，并设计合理的场景。‎ ‎3．教学用具的设计和准备：制作多媒体课件。‎ 教学过程　　　　　‎ Step 1　Presentation ‎1．Enjoy a beautiful composition which comes from the 2008 Zhejiang college entrance examination.‎ I prefer my English classes to be taught in both English and Chinese，whose_advantage_is_that_it_is_easy_for_us_to_understand_what_the_teacher_talks_about.The teacher first teaches the class in English，and then she explains those that_are_hard_to_understand_to_us so that we get a better understanding of the passage. That will be good for us.‎ However，teaching the class in two languages will make the English atmosphere not so strong. Some students who_wish_to_be_taught_in_English_will be disappointed.‎ Except for the disadvantage，I think it is really good to hear two languages in class. It can make us more familiar with the foreign culture.‎ ‎2．Show the sentences with the restrictive and non－restrictive attributive ‎ clauses in the composition on the screen.‎ ‎[设计说明] 欣赏高考满分范文，找出美丽的句子，能够很快地引起学生的兴趣，活跃课堂气氛，而且带有限制性定语从句和非限制性定语从句的出彩句子的出现，也为复习定语从句做好了准备。‎ Step 2　Revision ‎1．Revise the characteristics of non－restrictive attributive clauses.(The students can say that in Chinese.)‎ 从形式上看，非限制性定语从句与先行词(被定语从句修饰的名词或代词)之间有逗号。‎ 从功能上看，非限制性定语从句对先行词起着补充说明的作用，如果去掉从句，不会影响到整个主句的意思。‎ Revise the differences between restrictive and non－restrictive attributive clauses.‎ 从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。‎ 从功能上看，限制性定语从句对先行词起着限制解释的作用，如果去掉从句，会影响到整个主句的意思。‎ ‎2．Revise the usage of non－restrictive attributive clauses.‎ 引导非限制性定语从句的关系代词有as，which，who, whom，whose等，作定语从句的主语、宾语、表语及定语。关系副词有when，where等，作定语从句的状语。关系代词和关系副词在定语从句中一般不能省略。‎ ‎(1)which引导的非限制性定语从句来说明前面整个句子的情况或主句的某一部分，that不能用于引导非限制性定语从句。‎ 例如：‎ Her house，which was built a hundred years ago，stood still in the earthquake.‎ ‎(2)当先行词是专有名词或被物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的。‎ 例如：‎ Charles Smith，who was my former teacher，retired last year.‎ ‎(3)as，which引导指代主句内容的非限制性定语从句时，表依据、评论与表事实、状态等没有多大差别，用在主句末时，有时可以通用。 ‎ He is quite pleased，as /which can be seen from his face。‎ 但是，上面句中把定语从句置于主句句首时，就只能用as。‎ ‎(4)“n./pron./num.＋prep.＋ which”定语从句 China has thousands of islands，the largest of which is Taiwan. ‎ ‎[设计说明] 借助第一环节中的句子，先让学生找出限制和非限制性定语从句，再复习非限制性定语从句的特征，区分与限制性定语从句的不同，为下面的环节——非限制性定语从句的运用打下基础。‎ Step 3　Practising Since the students have known the differences between restrictive attributive clauses and non－restrictive attributive clauses，let them do some practice.‎ ‎1．(1)A fast food restaurant is the place ______，just as the man suggests，eating is performed quickly.‎ A．which　　　　　　B．where　　　　　　‎ C．there　　　　　　D．what ‎(2)York，______ last year，is a nice old city.‎ A．that I visited B．which I visited C．where I visited D．in which I visited ‎(3)Anyway，that evening，______ I'll tell you more about later，I ended up staying at Rachle's place. ‎ A．when B．where C．what D．which ‎(4)Recently I bought an ancient Chinese vase，______ was very reasonable.‎ A．which price B．the price of which ‎ C．its price D．the price of whose ‎ ‎(5)The journey around the world took the old sailor nine months，______ the sailing time was 226 days.‎ A．of which B．during which C．from which D．for which Keys：(1)B　(2)B　(3)D　(4)B　(5)A ‎2．Fill in the blanks with the proper relative pronouns/adverbs.‎ ‎ (1)That tree，______ branches are almost bare，is very old.‎ ‎(2)I'm taking some weight－loss pills，______ are quite popular here.‎ ‎(3)Jim changed his mind，______ made me very angry.‎ ‎(4)After living in Paris for fifty years he returned to the small town，______ he grew up as a child.‎ ‎(5)I have many friends，some of ______ are businessmen.‎ ‎(6)Madam Curie，for ______ life had been very hard early in her life，was the first person in the world to receive two Nobel Prizes.‎ ‎(7)______is known to everybody，the moon travels round the earth once every month.‎ ‎(8)We will be shown around the city：schools，museums，and some other places，______other visitors seldom go.‎ Keys：‎ ‎(1)whose　(2)which　(3)which　(4)where　(5)whom　(6)whom　(7)As　(8)where ‎3．Complete the sentences with your own words.‎ ‎(1)Painting is a popular activity，which ____________. ‎ ‎(2)Jack，who ____________，hated the idea of travelling to Scotland on the train.‎ ‎(3)He must be from Africa，where ____________.‎ ‎(4)My father was born on October 1,1949，when ____________.‎ ‎(5)The sun heats the earth，which ____________ .‎ ‎(6)She got a gift from her mother，whom ____________.‎ ‎(7)He was educated at a local grammar school，after which ____________.‎ ‎(8)I gave him a warning，to which ____________.‎ 答案：略 ‎4．Join the two sentences. You need to add commas to most.(Exercise 3 on Page 41)‎ Keys：‎ ‎(1)Peter，who people used to think was quiet，danced and sang all evening.‎ ‎(2)For my birthday，Sharon gave me a picture she had painted especially for me.‎ ‎(3)The operation，which improved my grandfather's hearing，was performed in a famous hospital.‎ ‎(4)I saw many historical sites when I went on a tour round China，which was very exciting.‎ ‎(5)The two traffic accidents happened on the same morning，when there was a heavy fog.‎ ‎(6)Tang Ling volunteered to help the welfare house，where she teaches the homeless children.‎ ‎(7)As far as I'm concerned，Anne，whose daughter is in my class，should not be going to America next year.‎ ‎(8)He went on a bus tour with a group of people，most of whom had never travelled before.‎ ‎5．Write a passage about your hobbies using non－restricitive attributive clauses properly.‎ ‎[设计说明]语法运用在这个部分是层层递进的。练习一要求学生选择合适的关系代词或关系副词填空；练习二要求学生填写关系代词或关系副词；练习三要求学生造句，完成非限制性定语从句；练习四要求写出一个含有非限制性 定语从句的完整的句子；练习五要求写一篇含有多个定语从句的文章，体现了“词—句—篇”的教学原则。如果学生的水平较弱，难以按照教师的要求完成写作练习，教师也可以要求学生翻译一段含有多个定语从句的文章以达到在语篇输出中运用非限制性定语从句的目的。‎ A writing sample：‎ A hobby can be almost anything a_person_likes_to_do_in_his_spare_time.It offers enjoyment，friendship，knowledge and relaxation to us.‎ Then，what is my hobby？Well，what I like most is singing. When I was young，I showed great interests in music，which_was_pleasing_to_ears.When I grew up，my music teacher found that I had a good voice，so she sent me t o the Children's Palace to study music. From then on，I began to make up a dream of becoming a singer in the future. As time went by，I came to realize that my dream wouldn't come true，for there were strict conditions of being a singer. But I still took singing as my hobby since I found in music the interests which_were_lost_in_the_exams. I put all my emotion into singing a song，‎ which_gave_me_very_good_and_very_pleasant_feelings_and_a_good_chance_to_relax.Besides，it was a good way to learn things_that_couldn't_be_easily_found_in_life. I love singing，and the most interesting thing in life is sitting in the sunshine，listening to the walkman and singing together with the singer.‎ So，this is my hobby，and I hope everyone can enjoy his own hobby，enjoy ‎ Period 4　Listening the simple good things of life.‎ 教学目标　　　　　‎ 语言技能目标：教给学生在听力开始前进行预测，或激活头脑中相关的背景知识，能够帮助自己更好地完成听力训练的听力技巧。‎ 语言能力目标：训练学生在听的过程中注意细节信息的能力。‎ 情感态度和文化目标：学生了解了一些独自旅行的注意事项，这对于他们将来独自旅行很有益处，同时对在秘鲁旅行有所了解。 ‎ 重点难点　　　　　‎ 教学重点：进行由泛听到精听的听力训练。‎ 教学难点：教学生掌握一些听力技巧，例如在听力训练前，激活背景知识；在听力训练时以抓住大意为主要目标，尤其在第一二遍时，不拘泥于个别没有听懂的单词。‎ 教学过程　　　　　‎ Step 1　Discussion Q：Have you ever been to other countries？If you travel abroad alone，‎ will you feel afraid？Do you know how to predict a possible dangerous situation and prevent it happening？What advice can you give for safe travelling?‎ T：Four students a group，discuss them with your partners.‎ ‎(Collect the students' advice about safe travelling.)‎ ‎[设计说明]在进行听力之前，先让学生讨论安全旅行并给出一些建议。因为这是听力材料里即将要听到的内容。这一方面可以使学生对于即将要听到的材料做好思想准备，另一方面也降低了听力材料的难度。‎ Step 2　Listening task(Page 82)‎ ‎1．T：Now let's listen to a conversation between Sandra，whose daughter wants to travel，and Brian. Sandra voices her concerns as a parent and Brian does his best to reassure her about her daughter's ability to act sensibly.‎ Listen to their talk and guess what you think Sandra's relationship to Brian is. Give reasons.‎ Suggested answer：‎ They are probably work colleagues who know each other reasonably well.‎ Reasons：They greet each other with “Morning”，a common greeting at the beginning of a workday. They call each other by their first names. Brian knows the daughter's name and also something about what kind of person she is so he has met her more than once. Brian may be older than ‎ Sandra or have a higher status in the company or it may just be that Sandra often asks Brian for advice. Sandra listens to Brian's advice carefully and appears to value it.‎ ‎2．Listen to the talk again and answer the following questions.‎ ‎(1)What does Tina want to do?‎ ‎(2)Why is Sandra worried about this?‎ ‎(3)What does Brian think about Tina's plans?‎ ‎(4)What does Brian suggest Tina should do until she has more experience of travelling?‎ Suggested answers：(1)She wants to travel around the world for a year.‎ ‎(2)Sandra thinks travelling is dangerous.‎ ‎(3)Brian thinks it is good that Tina wants to travel as she will learn a lot that will help her in later life. ‎ ‎(4)Brian suggests Tina should travel with a companion，preferably with someone who is more experienced than her. ‎ ‎3．Listen again，paying attention to what Brian says. Then list the things he says a traveller should do to keep safe. Compare Brian's rules with the ones the students get from their discussion.‎ Brian's rules for safe travelling ‎________________________________________________________________________‎ ‎___________________________________________________________‎ Suggested answers：*Research the places you are going to visit.‎ ‎*Pay attention to what is happening around you.‎ ‎*Ask the locals for advice and follow it.‎ ‎*Observe how the people around you behave towards you.‎ ‎*Learn how to tell who you can and can't trust.‎ ‎*At first travel with a more experienced companion.‎ ‎[设计说明]听完第一遍对话后，要求学生推测对话的两个人的关系，然后再注意细节问题的答案，还是体现了由大到小、由粗到细的原则，也符合人们的感知规律。‎ Step 3　Listening ‎1．T：Now we've got some rules and advice for safe travelling. I think it's time for us to go on a trip abroad. Turn to Page 42.We will listen to a conversation about Peru.‎ Q：What do you know about Peru？Yo u can see many pictures of Peru. Can you tell me what might interest a tourist?‎ ‎2．Lia wants to visit Peru. She goes to a travel agent to find out the best way to travel there. Listen to the conversation and tick the things she says she likes doing.‎ ‎(　　)visiting places on her own ‎ ‎(　　)trying different kinds of food ‎(　　)going to historical sites ‎(　　)cycling ‎(　　)visiting museums ‎(　　)swimming ‎(　　)climbing mountains ‎(　　)looking at wildlife ‎(　　)learning about a country's culture ‎(　　)staying in expensive hotels Keys：vi siting places on her own，going to historical sites，visiting museums，climbing mountains，looking at wildlife ‎3．Listen again and answer the following questions.‎ ‎(1)Has Lia been to Peru before?‎ ‎(2)Why doesn't Lia want to go on a tour?‎ ‎(3)Why does the travel agent advise her not to travel alone?‎ ‎(4)Why does the travel agent recommend Cuzco for Lia to visit?‎ ‎(5)How will Lia know about tours from Cuzco?‎ Keys：(1)No.‎ ‎(2)Because she likes to be independent.‎ ‎(3)She might feel lonely. She might find it difficult because it's her first visit.‎ ‎(4)Cuzco combines many of the things Lia like doing. She can stay on her own in a hotel and take tours when she wants some company.‎ ‎(5)The travel agent gives her a brochure.‎ ‎4．Listen again and complete the sentences.‎ ‎(1)I ______ independent.‎ ‎(2)But you ______ as it's your first visit.‎ ‎(3)Yes，but I also ______.‎ ‎(4)You ______ from Lima，the capital of Peru，to Cuzco.‎ ‎(5)We ______ into a hotel in Cuzco.‎ Keys：(1)like to be ‎(2)might find it difficult ‎(3)love mountains ‎(4)can fly ‎(5)could book you ‎[设计说明]这一部分的听力围绕秘鲁的情况展开，因为Lia计划去秘鲁旅行，她希望尽可能多地了解秘鲁的情况。在第一环节中，看图或讨论，说说秘鲁的情况，这是听力前重要的一个步骤——激活学生头脑中关于秘鲁的背景知识，这有助于学生完成后面的与秘鲁有关的听力训练。在第二个环节开始之前，教师有必要解释几个选择项，例如visiting places on her own“独自参观”，historical sites“历史遗址”等。教师的解释使学生能够明确题目的具体要求。第三个环节要求学生对于听力材料的细节予以注意。而最后的填空可以说属于精听的题目，学生在理解句子意思的基础上，要注意句子的构成，包括单词的连读、弱读等等，这给学生提出了更高的要求。如果时间不够，可以作为家庭作业布置课后完成。由于有前面题目作铺垫，相信绝大多数学生有能力而且能比较轻松地完成它。‎ Homework：Write a short passage about what we should do while travelling alone in Peru.‎ ‎[设计说明]把独自旅行的注意要点和秘鲁旅行结合起来，让学生完成一篇习作，可以检查学生在听力课中听到的内容，也训练了写作。可能的话，可以让学生上网查找一些资料，以丰富自己的习作。‎ Period 5　Using Language：Reading and Speaking 教学目标　　　　　‎ ‎1．语言知识目标：‎ a．重点词汇 parallel，abundant，govern，destination ‎ b．功能句式 We could...‎ You might...‎ It would be possible to...‎ It isn't possible to... ‎ ‎...would be a perfect place for us.‎ I don't think you'd enjoy...‎ ‎...would probably suit us.‎ It's out of the question.‎ ‎2．语言能力目标 Through reading，enable the students to acquire detailed information ‎ about Peru.‎ ‎3．情感态度目标 Help the students learn how to express likes and dislikes，probability and improbability with the target language.‎ 重点难点　　　　　‎ 教学重点：‎ Introduce briefly and properly the country—Peru.‎ 教学难点：‎ Talk about tours in and around Cuzco with functional items given.‎ 教学准备　　　　　 ‎ A slide projector and a tape recorder.‎ Let students surf the Internet to get information about Peru.‎ 教学过程　　　　　‎ Step 1　Lead－in Ask the students something about their travelling abroad.(What places would you like to visit？Why？Where can you get information about places of interest？) ‎ ‎[设计说明]联系生活实际，导入话题，激发学生对话题的兴趣，为下文作铺垫。‎ Step 2　Reading ‎ ‎1．Ask the students to read the entry from a textbook about Peru. Find the ‎ information they want to know about Peru.‎ Fill in the missing information.‎ Geographical areas：‎ a_narrow_coastal_belt；the_Andes_Mountains；high，flat_plains The capital city Lima：‎ in_the_north_on_the_coast The ancient Inca capital Cuzco： ‎ high_in_the_Andes The famous Inca ruins Machu Picchu：‎ close_to_Cuzco Andes Mountains：‎ run_parallel_to_the_coast ‎2．Discuss specialties about this country. At the same time，deal with the questions：‎ a．Why is Cuzco popular with tourists?‎ b．What is special about Lake Titicaca?‎ c．What do you think the two official languages of Peru are?‎ Keys：‎ a．Cuzco is a popular tourist destination as it is close to the famous Inca ruins of the city of Machu Picchu. It's a city where both Indian and Spanish culture and art can be seen.‎ b．Lake Titicaca is the highest lake in the world，and boats can travel on ‎ it.‎ c．They are Indian and Spanish.‎ ‎[设计说明]由浅入深，通过手册和地图培养学生获取信息的能力，使他们对旅游前期的准备工作有了解。‎ Step 3　Reading (pair work)‎ This text is just a brief introduction of Peru. If you want to travel in Peru，you should know more detailed info rmation. What are the most popular tours in Peru？Any ideas？Turn to Page 44.Read the brochure. Work with your partner and answer the questions in Exercise 2.‎ ‎1．Which tours would best suit people who like an active holiday and don't need first class accommodation?‎ ‎2．What kind of people would enjoy Tour 2?‎ ‎3．On which tours do you visit Machu Picchu?‎ ‎4．If you spent two weeks in and around Cuzco，which tour would be best to do last?‎ Suggested answers：‎ ‎1．Tours 1 and 4.‎ ‎2．People who enjoy learning about the culture and lifestyle of the country they are visiting. People who enjoy beautiful scenery but prefer to see it through the windows of a comfortable bus.‎ ‎3．We could visit Machu Picchu on Tour 1 and Tour 3.‎ ‎4．Tour 2 would be best to do last because it ends in Lima，the capital.‎ ‎[设计说明]要求学生对课文提供的四条路线进行分析和挑选，培养他们观察和分析的能力。‎ Step 4　Speaking (group work)‎ Get the students to talk about tours in and around Cuzco with the expressions given.‎ First show the following expressions.‎ I like/don't like doing/to do...‎ I prefer to...‎ I enjoy/love/hate doing...‎ What would you like to do when you are on holiday？Discuss with your partners，using the above expressions.‎ After discussion，ask some students to tell their ideas. One student gives one sentence.‎ S：I like visiting museums on holiday.‎ S：I don't like going to historical sites.‎ S：I prefer to stay in expensive hotels.‎ S：I enjoy trying local food.‎ S：I hate visiting places on my own.‎ Imagine your group plans to spend eight days in and around Cuzco. Discuss which two tours you will take.‎ S：If we have eight days to travel in and around Cuzco，Tour 1 and Tour 2 would probably suit us. We could make walking tour on Tour 1，and ‎ experience the jungle and its wildlife. It would be possible for us to enjoy the mountain scenery and the ancient ruins. Then on the fourth day，we could arrive at the ruins of the ancient Inca city，then we could catch the train back to Cuzco. On the fifth day，we could begin our trip from Cuzco to Puno by road. We could enjoy the fantastic views of the highland countryside，then we would travel by boat across Lake Titicaca. We could see the beautiful scenery of the lake，also we could stay with the local family and learn more about their life. It would be a perfect place for us. Then on the eighth day we could return to Puno for our flight back to Lima.‎ S：We would choose Tour 3 and Tour 2.We like architecture，so we would spend four days in the Andes at Cuzco. We could visit the museums，and enjoy the Spanish architecture，also we could enjoy some delicious food，buy some great souvenirs，and we could take the train up to Machu Picchu to visit the ruins to learn more about its history. Then on the fifth day we could begin our trip by boat. We could enjoy Lake Titicaca，visit the Uros Indian's houses，and know more about their life and their manners and customs. At last，we would return to Puno for the flight back to Lima.‎ ‎[设计说明]通过小组互动的方式，达到知识输出和培养学生英语表达能力的目的。‎ Step 5　Discussion Ask the other students to vote the line they choose to travel，and give their reasons.‎ ‎[设计说明]通过班级辩论的方式，进一步培养学生总结和得出有效可行的结 论。‎ Step 6　Homework In the reading passage，we learned about Xie Lei's life in London. We learned that she has to overcome many difficulties and face many challenges，because she has to get used to a completely new way of life. Now imagine your American penfriend has decided to come to China to study Chinese culture and language at a university near you.‎ Homework for today：write a letter to him or her giving information about what life will be like. Include things like：‎ ‎●What he/she will find different in China (include things like food，study，transport，accommodation，etc.)‎ ‎●How easy or difficult it will be to make friends ‎●The best way to learn Chinese and about Chinese culture ‎●Things you can do to help him/her settle in Sample letter 1：‎ Dear Andy，‎ I'm glad to hear you are coming to China for university study. Here I'd like to offer you some tips in order that you will have a great time during your study in China.‎ As you know，China is a lot different from your country especially the culture，so you must try your best to adapt to the new environment. First，you must get used to Chinese food. This may not be the biggest challenge for western ers. Second，you had better be aware of the education system and make new plans for your university study. In addition，you should also be familiar with the transportation and accommodation.‎ On your first arrival in China，you may get a culture shock as well. The best way to overcome it is to make more local friends and to learn more about Chinese culture. Try to be easy－going and sociable so more Chinese people would like to make friends with you. After some communication with the local people，it will be rather easy for you to adapt to the new culture.‎ Of course you could turn to me for help at any time. I will be pleased to be your guide here in China，so please don't hesitate if you have any trouble.‎ Wish you a wonderful time in China.‎ Yours，‎ Fiona Sample letter 2：‎ Dear Emma，‎ I'm very glad to hear that you have decided to come to China to study Chinese culture and language.‎ You have already known some Chinese words through my letters，but it's not enough for you to study in China. When you come here，you'll find there are many differences between China and America. You have to learn how to communicate with the local people. Chinese people are very friendly. So，it's easy to make friends. There are many places you can go such as parks，public museums，an d historical attractions. You can simply talk to them，just be sincere and generous，and you will find your best friends.‎ You will have to adapt to the food and transport here. In China，most people use bikes，or take a bus，which is different in your country. Studying in China is also difficult. Chinese teachers are strict with students in study，so you should study hard. The best way to learn Chinese and Chinese culture，I think，is to live with Chinese people，stay with them，and always communicate with people in Chinese；if you have time，you can travel to different areas to know the variety of Chinese culture.‎ I hope you can live with my family，then I can help you learn Chinese. Of course，if you like to live alone，I can help you rent a good and cheap house near your university. I expect to see you soon. I'm sure that you'll love China.‎ Yours，‎ Li Ming ‎[设计说明]采用写作的形式，使每个学生有机会表达自己的观点，实现语言实用性的目的。‎ 备课资料 About Peru Peru is a meeting place of different races，languages and cultures. The land inhabited by millions of natives before the arrival of the “Spanish conquerors”，and witnessed the arrival of Europeans，Africans and Asians. Over time，a rich cultural blend occurred，which is expressed in the Peruvian cuisine，handicrafts，music and dances.‎ In Peru，nature has brought together an enormous variety of landscapes，climates and ecosystems. With a range that includes the coastal deserts，the imposing geography of the Andean mountains，and the dense Amazon jungle，Peru holds the greatest variety of microclimates，plants and animals in the world.‎ This human and natural diversity produces a rich cultural interaction among different people，a variety of occupational patterns and use of spaces，and a spectacular fusion of cultures and landscapes. Thus，Peru has an enormous potential as a privileged tourist attraction capable of offering visitors a wide variety of options all year round.‎ POPULATIO N：25 661 700 inhabitants (as of year 2000)‎ AREA：1 285 215.60 sq.km CAPITAL：Lima LANGUAGE：Spanish，Quechua，Aymara GDP：US $52 billion (estimated 2000)‎ MACHU－PICCHU After having remained hidden from the world for more than four centuries，the architectural complex of MACHU－PICCHU，“old mountain” in Quechua，was discovered by the American archaeologist Hiram Bingham in 1911.Situated 112 km from Cuzco on the edge of the Urubamba canyon，at 2350 meters above sea level，it covers an area of 32 590 km2，and said to be built by the Inca as a religious area. It is made up of houses，places of worship，hydraulic systems and terraces. The Inca Trail is one's way of reaching the fortress，just as the ancient people of the empire arrived on foot，by stone paths，steps and tunnels that cross the Urubamba river and extend for more than 40 kilometers.‎ ‎ ‎ LIMA With a current population of over seven million people，flanked to the east by the Andes Mountains and to the west by the Pacific Ocean，Lima is both the most modern and one of the oldest cities of Peru. In 1535，Lima was chosen as the Capital of Peru due to its privileged harbor location. During most of the colonial period，Lima remained the most important political and commercial power center in South America. This illustrious past is reflected in the colonial architecture that has earned the ‎ downtown area the UNESCO title of World Cultural Heritage.‎ Due to its importance as the country's economic center and its privileged central location in South America，Lima constitutes a convenient center for conventions and business meetings.‎