Unit 12 Education
Ｉ． 单元教学目标
技能目标Skill Goals
▲Learn about education in China and other countries
▲Talk about study methods and learning styles
▲Practise making comparisons
▲Integrative language practice
▲Write report
II． 目标语言
功 能 句 式
1. One of the problems in providing compulsory education for all children is getting girls to attend school and making sure they do not leave before they finish.
2. The number of children attending school increased between 1985 and 2002.
3. It’s traditional for boys to get an education while girls stay at home to do housework.
4. It is reported that 99% of school-age children in China attended primary school by 2004.
5. In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to education.
6. In areas where agriculture plays an important role, people do not attach importance to education, and parents are skeptical of anything that takes children away from their work on the farm.
7. In some cultures parents are particularly unwilling to send their daughters to school because the custom is to educate boys rather than girls.
词
汇
1. 四会词汇
load, workload, strict, compulsory, commitment, skeptical, tendency, absent, expand, distribute, corporation, donate, curriculum, ministry, worldwide, aspect, profession, alongside, advocate, housewife, obtain, evident, recorder, select, suit, restriction, schedule, presentation
2. 认读词汇
Confucius, Anton Makarenko, Anne Sullivan, Helen Keller, forum, Turks and Caicos Islands, Alice Springs, computerize, Lesotho, charity, label, axis, measurement
3. 词组
to begin with, drop out (of), result in, attach ... to ...
4. 重点词汇
load, donate, absent, aspect, advocate, obtain, suit, schedule, expand, select, attach ... to ...
结
构
Many communities have lower hopes and requirements of females, and it is traditional for boys to get an education while girls stay at home to do housework.
重 点 句 子
1. It is reported that 99% of school-age children in China attended primary school by 2004. P103
2. In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to education. P103
3. In areas where agriculture plays an important role, people do not attach importance to education, and parents are skeptical of anything that take children away from their work on farm. P103
4. In some cultures parents are particularly unwilling to send their daughters to school because the custom is to educate boys rather than girls. P 103
5. To solve this, Australia uses “distance learning” methods, where the students have lessons by two-way radio and mail. P 103
6. In these countries, where some people do not even have fresh water or basic health care, reaching the target of “Education for All” will be a huge task, despite help from the international community. P104
III． 教材分析与教材重组
1. 教材分析
本单元以education为话题，旨在通过单元教学，使学生了解我国和其他国家的教育情况以及学习方法和策略，并学会进行比较和写文章。
1. 1 WARMING UP 提供了四幅有关educators的图片：Confucius（孔子），Anton Makarenko（安东·马卡连科）， Anne Sullivan and Helen Keller（安·萨利文和海伦·凯勒），Tao Xingzhi（陶行知）。课前布置学生搜集这四位教育家的信息（主要包括time, country, way of teaching），并找出一句自己喜欢的教育名言。
1. 2 LISTENING是关于中美两国教育比较。其中涉及class size, method of teaching/teaching style, homework以及 exams等方面的信息。要求学生们不仅要听懂，而且要根据表格（P101）纪录下主要数据信息。
1. 3 SPEAKING 描述P102页的两个图表，并根据其中的问题进行讨论，阐述自己的观点。
1. 4 PRE-READING是READING的热身活动。要求学生结合SPEAKING所讨论内容，对照自己学校的情况，引导学生对课文的兴趣，以便他们进一步明确自己的观点。
1. 5 READING是essay。其中介绍了中国以及全球教育所面临的问题和解决方案。
1. 6 POST-READING共四个题。第一题Choose the best heading for each paragraph，其目的在于培养、训练学生的概括能力；第二题要求学生注意文中的细节信息，训练学生把握细节的能力；第三题要求找出distance learning, mixed-grade classes, money from international organizations和money from local organizations等methods所对应的国家；第四题要求学生根据课文内容，结合现实形成自己的观点，从自己的周围找问题，并努力解决问题，其目的在于：培养学生的综合分析信息，发现问题、解决问题的能力。
1. 7 LANGUAGE PRACTICE 共五个题。第一题，要求讨论并定义所给十个单词；第二题，运用本单元生词进行短文填空；第三题，参照一段文字完成一个graph（对照SPEAKING部分）；第四题，用所给单词替换短文中的划线单词或短语；第五题，概括总结第三题文字的内容。目的在于：结合SPEAKING部分，让学生学会描述graph或chart，以及根据文字描述画出graph或chart。
1. 8 INTEGRATING SKILLS分Reading和Writing两个部分，第一部分的Reading是阅读短文HOW WE LEARN，其后的三个训练题目的在于帮助学生了解自己的学习方法，并通过讨论进一步改进自己的学习；第二部分的Writing要求学生根据课本所给提示的(Outline)结合自己的实际情况写出一个Report，对自己的学习方法和策略进行分析。其目的在于培养学生写作能力和解决实际问题的能力。
2. 教材重组
2.1从话题内容上分析，WARMING UP 和SPEAKING以及Workbook中的SPEAKING比较一致; 将这三部分整合在一起，设计成一节任务型“口语课”。目的在于引入教育话题，同时让学生了解中国和美国教育的现状，激发学生进一步了解这一话题内容的兴趣，为后面的Reading做好铺垫。
2.2 LISTENING与Workbook中的LISTENING相一致，将两个LISTENING整合在一起，设计成一节 “听力课”。
2.3 将PRE-READING, READING和POST-READING三个活动整合在一起设计成一节“阅读课”。
2.4 将Education for all中的语言点和LANGUAGE PRACTICE设计成一节语言学习课。
2.5将INTEGRATING SKILLS中的Reading和补充短文整合起来上一节“泛读课”。
2.6将LANGUAGE PRACTICE和INTEGRATING SKILLS中的Writing整合成一节“写作课”。
3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）
1st Period Speaking
2nd Period Listening
3rd Period Reading
4th Period Language study
5th Period Extensive reading
6th Period Writing
Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
way of teaching, compare, be similar to, make notes, be different from
b. 重点句式
There are more exams in China than in America.
The class size of China is very large, while that of America is rather small.
Chinese education is similar to American education in that ...
2. Ability goals 能力目标
Enable the students to talk about educators and what they did.
Learn to describe graphs and charts and also to draw graphs and charts.
3. Learning ability goals 学能目标
Help the students learn how to describe the education of a country.
Teaching important points 教学重点
Describe the graphs and charts so as to make others understand.
Teaching difficult points 教学难点
Describe the information shown in the graphs.
Teaching methods 教学方法
Discussing and talking.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step I Revision
T: Good morning/afternoon, boys and girls!
Ss: Good morning/afternoon, Sir/ Madam!
T: Let’s check the homework first. Yesterday you were asked to look up new words in English-English dictionary. Now, I’ll check your homework in this way. First let’s divide the whole class into two groups and each group presents five words for the other group to explain in English, and then each group gives five explanations for the other group to guess the words. Let’s see which group completes the work better, that’s, which group makes the fewest mistakes. OK, let’s begin.
Group A: Write five new words of this Unit on the blackboard.
1. aspect 2. recorder 3. donate 4. select 5. axis
Group B: Five students come to the front to explain the new words one by one.
1. aspect — one part of a situation, idea, plan etc that has many parts
2. recorder — a piece of electrical equipment that records music, films etc
3. donate — to give something, especially money, to a person or an organization in order to help them
4. select — to choose something or someone by thinking carefully about which is the best, most suitable etc
5. axis — either of the two lines of a graph, by which the positions of points are measured
Group B: Write five new words of this Unit on the blackboard.
1. expand 2. absent 3. ministry 4. profession 5. label
Group A: Five students come to the front to explain the new words one by one.
1. expand — become larger in size, number, or amount, or to make something become larger
2. absent — not at work, school, a meeting etc, because you are sick or decide not to go
3. ministry — a government department that is responsible for one of the areas of government work, such as education or health
4. profession — a job that needs a high level of education and training
5. label — a piece of paper or another material that is attached to something and gives information about it
T: Now come to the second step. Group B will read explanations, and Group A will guess.
Group A: Read the following five explanations for Group B to guess.
1. to put a large quantity of something into a vehicle or container
2. easy to see, notice, or understand
3. to spread something over a large area
4. the subjects that are taught by school, college etc, or the things that are studied in a particular subject
5. a promise to do something or to behave in a particular way
Group B: Guess the words according to the explanations.
1. load 2. evident 3. distribute 4. curriculum 5. commitment
T: Now it’s Group B’s turn to read explanations, and Group A will guess.
Group B: Read the following five explanations for Group A to guess.
1. to publicly say that something should be done
2. a general change or development in a particular direction
3. a married woman who works at home doing the cooking, cleaning etc, but does not have a job outside the house
4. to get something that you want, especially through your own effort, skill, or work
5. a plan of what someone is going to do and when he or she is going to do it
Group A: Guess the words according to the explanations.
1. advocate 2. tendency 3. housewife 4. obtain 5. schedule
T: All of you did a good job. I think both Group A and Group B are winners. Thank you.
Step II Warming up
Talk about the pictures with the teacher’s help.
T: Yesterday you were told to google Confucius, Anton Makarenko, Anne Sullivan and Tao Xingzhi. Try to say something about when they lived, where they came from, how they taught their students and so on. Who would like to say something about Confucius?
Sa: I’d like to try. Confucius was born in 551 BC, and died in 479 BC. According to Chinese tradition, Confucius was a thinker, political figure, educator, and founder of the Ru School of Chinese thought.
Sb: It is said that Confucius’ great grandfather had moved from his native land Song to Lu, somewhere near the present town of Qufu in southeastern Shandong.
Sc: Confucius’ teachings, conversations and exchanges with his students are recorded in the Lunyu. Study, for Confucius, means finding a good teacher and imitating his or her words and deeds. A good teacher is someone older who is familiar with the ways of the past and the practices of the ancients.
T: Very good. Now who would like to say something about Anton Makarenko?
Sd: Anton Makarenko was born in 1888 and died in 1939. He was one of the outstanding Soviet educators.
Se: I would like to quote something from Makarenko’s works, which shows his way of teaching: “... education is a process that is social in the broadest sense....With all the highly complex world of ambient activity, the child enters into an infinite number of relationships, each of which constantly develops, interweaves with other relationships and is compounded by the child’s own physical and moral growth. All this ‘chaos’ is seemingly quite unquantifiable but nevertheless gives rise at each particular instant to definite changes in the personality of the child.” Sf: I have another piece from his works to share: “Labour becomes an effective means of communist education only when it forms a part of the general educational process; at the same time, this has no meaning unless all children and adolescents are involved in types of socially useful work suited to their age.”
T: All right. So much for the Russian educator. How about Anne Sullivan?
Sg: Anne Sullivan (1866-1936) was a devoted teacher who, despite her own handicap, demonstrated a tireless commitment to a student (Helen Keller) who had severe learning disabilities. She developed a method of touch teaching, using direct experience rather than attempting to explain a concept; and she reasoned that children learned by imitation and repetition, working out their own understanding of the subject.
Sh: I’d like to say something about Mr Tao Xingzhi. I have got a lot about him from the Internet.
T: OK, try to give a brief introduction to him.
Sh: I’ll try. Mr Tao Xingzhi is a great Chinese educationalist for the people. Born on October 18 in She County of Anhui Province, he went to study in the US after graduating from Jinling University in 1914. He came back to China in 1917. Mr Tao Xingzhi was always “giving whole-heartedly to the people and taking nothing back”, sharing both happiness and sadness with the general public and working closely with Chinese Communist Party. Mr Tao spared no effort for his whole life and had made indelible contribution to the cause of people’s education, liberation and democracy. Mr Tao Xingzhi left behind works of 6 million words, which are treasures for the mankind. Pooling the souls of thinking of different educationists, he founded the theory of “Life Education”, laying the spiritual foundation for the reform and development of Chinese people’s education. Mr Guo Moruo praised him “Two thousand years ago, we had Confucius, and now two thousand years later, we have Mr Tao Xingzhi”. A learned and respectable paragon for teachers, Mr Tao is deserved to be a “Giant” in China’s modern history of education. Mr Tao Xingzhi belongs to not only China, but also the whole world.
T: I’m glad to see you have got so much information about the great educators by yourselves. Now, everyone is required to finish the chart on Page 101 according to the information we gathered. And who’d like to finish the chart on the blackboard? Volunteers?
A student comes to the blackboard and finishes the chart below:
Educator
Time
Country
Way of teaching
Confucius
551-497 BC
China
Finding a good teacher and imitating his or her words and deeds
Anton
Makarenko
1888-1939
Russia
Entering into a lot of relationships, each of which constantly develops, interweaves with other relationships and is compounded by the child’s own physical and moral growth.
Anne Sullivan
1866-1936
America
Using direct experience rather than attempting to explain a concept; learning by imitation, repetition, and working out their own understanding of the subject
Tao Xingzhi
1891-1946
China
To give all citizens equal opportunities for education. To create an environment that would encourage learning and the development of learning. To live a democratic life through experiencing the democratic process.
T: Very good. I hope you can find more educators and their ways of teaching.
Step III Speaking
T: When information is presented graphically, it is because the writer wants to draw attention to a change, a difference or a trend. When you read a graph or a chart, ask yourself what change, difference or trend he or she wants to show you. Look at the shape of the graph or the chart, rather than the details. Be careful to describe the subject of the graph rather than the picture the graph makes. For example, you cannot say “the bars get taller from left to right”. You have to say “the number of children attending school increased between 1985 and 2002”. Here we have two graphs on Page 102 (Show the graphs on the slides). First you’re required to understand them and then try to say something about them. Students read the graphs and try to describe them, and finish the questions on the right of the graphs.
Three minutes later.
T: Who’d like to show us your description of the first graph about “School-age children attending school” and also draw the bar for 2010?
Sa: The number of school-age children attending school increased between 1985 and 2002. In 1985, more than 95 percent of school-age children attended school, while in 2002 more than 99 percent of school-age children attended school, rising by nearly 4 percent. I think, it is with the help of the government that more and more school-age children have the chance of attending school. According to the graph and the present situation as well, it is hoped that all the school-age children will go to school in 2010. I would like to put the bar for 2010 as high as 100%. (Show his graph to the class)
Sb: I don’t agree with you. Because a lot of mountainous villages don’t have schools, teachers and equipment for teaching. We still have a long way to go. Though we have achieved a lot, and we are trying our best, we have to keep in mind that many problems remain there for us to overcome, and some of them will take a long time, perhaps more than 10 years, or twenty years.
T: Very good. It’s hard to tell who is right. But we can tell that both of you are reasonable in thinking like this. Let’s hope that all school-age children can attend school as soon as possible. Now who’d like to show us your description of the second graph about “People aged 15 and over who are unable or find it very difficult to read” and also draw the line to 2006?
Sc: Fewer and fewer people are unable to read or find it very difficult to read. In 1997, nearly 18 percent of people aged 15 and over are unable or find it very difficult to read, while in 2002 only 8 percent of people aged 15 and over are unable or find it very difficult to read, going down by nearly 10 percent. As we can see, people are becoming richer and richer; more and more people begin to realize the importance of providing their children with a proper education. Of course, our government is playing an important role in helping more children and adults learn to read. According to the graph and the present situation as well, it is certain that all the children and adults will be able to read in 2006. I would like to put the line to 2006 down to bottom. (Show his graph to the class)
Sd: I hope so, too. But I don’t think so. After all, facts are facts. I once met a group of school-age children in the railway station. They were just wandering, begging, stealing something here and there for a living. They could not read, and none of them had ever been to a school. My parents travel a lot, and they often meet such people wherever they go. China has the largest population in the world, and many people refuse to learn because they don’t have the money, even for water and bread.
T: Thanks for your words. It reminds us that we have the responsibility to help those who are poor. Let’s do something for the Hope Project in your spare time, OK?
Ss: OK.
Step IV Talking
T: We have known something about Chinese education by getting to the famous educators and the graphs. Now, we will have a discussion about two topics. Topic one is about the achievements, progress and problems in education in China. You may use the words on Page 102.
Show the following words on the slide.
a heavy workload, to reduce the workload, to meet parents’ expectations, to be strict with, to raise academic standards, under high pressure
T: Topic two is about lifelong learning. You may read the short paragraphs on Pages 235-236 and finish the first two exercises before the discussion. Group A, B and C are required to discuss Topic one; Group D, E and F will discuss Topic two. Five minutes’ discussion and then each group will be asked to present your ideas. Begin!
Students have a discussion in group work for five minutes. Five minutes later.
Sa: First, we think China is making great progress in education, whether for school-age children or for those who can not read. As we see from the graphs, people are putting more money and effort into their children’s education. Second, there still remain a lot of problems. For example, the government doesn’t offer enough money for education for all, and the teachers are not well paid.
T: Thank you. I really appreciate your idea, and I hope you will get a higher position in the government office, therefore you can give teachers high salaries. Anybody else?
Sb: The teachers are living a simple life and working very hard. So are the students. We have to study from morning till night to meet our parents’ expectations. It is under such high pressure that we are burdened with a heavy workload. As we know, the load is becoming heavier and heavier.
Sc: The government has been trying to reduce the workload of the students, but it really disappoints us. I think the government should focus on raising the students’ academic standards instead of putting a workload on our shoulders. Besides, the teachers should be strict with us students, but they should not forbid us to do some activities just because they didn’t do them when they were young.
T: Excellent ideas. I will take your advice as a teacher. Thank you.
Sd: We would like to talk about the second topic. Personally, I think lifelong learning is a good idea. I’m sure I will keep on learning all through my career or, I may say, throughout my whole life. Because it is really necessary for us to learn non-stop if we want to enjoy a happy and full life. As I grow old, perhaps I will become more interested in learning something practical.
Se: I think lifelong learning is important for those who are healthy enough, but not necessary for every old person. If an old person is not strong enough, or doesn’t have a clear mind, why should he or she learn new techniques?
Sf: Lifelong learning will become more and more necessary as the whole society ages. I think we should make the youth — the old in the future, aware of the worrying prospect and be ready to face it. No matter what is necessary for the society, people should learn it. Just do it, for you, for me, for the whole world.
T: Excellent ideas. Thank you all. And I’m sure our country will have a brighter and more prosperous future. Thank you again.
Step V Homework
T: You have done very well in the class. That’s all for this period. Homework for today:
1. Remember the information about the famous educators and review your notes about the differences and similarities between the education in China and the USA.
2. Learn the new words by heart and remember their English explanations as many as possible. In next period, I’ll check the new words by having a dictation. Goodbye everyone.
Ss: Goodbye, sir/madam.
(_)主题任务(Core tasks)
任务一：短剧表演
活动时间：在学完本单元之后
活动形式：个人活动、两人小组活动、小组活动、全班活动
语言知识要求：本单元词汇与句型
语言技能要求：听、说、读、写
活动目的：以演感悟、以演促学
活动过程：
1．分配角色：把全班分成几个演出小组。每个小组由九人组成，分别担任导演、Rachel Verinder， Godfrey，Franklin Blake，Dr Candy，Sergeant Cuff， the Indians以及旁白等角色。导演负责总体规划，包括舞台设计、服装设计、排练等等。教师任顾问，对学生的语言、表情、动作要加以指导。
2．撰写剧本：由导演分配撰写剧本各部分任务，将小说改写成剧本。教师要指导学生写好剧本，要注意剧本所包含的要素等。
3．交流信息：检查各项工作落实情况，个人结合自己的角色，互相取长补短。
4．熟悉台词：各演员背诵自己的台词，体会角色的个性与心理，通过语言与动作表现人物的个性特征。演员熟悉台词、进行彩排。
5．道具准备：所准备的道具及服装要力求轻便、简易、逼真。
6．润色加工：就彩排的情况交流心得，逐步完善。
7．拍摄剧照：教师尽可能拍摄某个场面中的精彩片断，以便师生共同分享喜悦。
8．比赛演出：由老师和各组组长组成评委会，各组均登台演出，评委评分。
任务二：阅读侦探小说档案
活动时间：在学完本单元之后
活动形式：个人活动、结对活动、小组活动、全班活动
语言知识要求：本单元词汇与句型
语言技能要求：听、说、读、写
活动目的：培养学生课外阅读习惯
活动过程：
1．组织学生进行课外阅读，培养学生良好的课外阅读习惯。
2．教师可帮助学生制定课外阅读计划等，并有步骤地分阶段实施。
3．教师可以向学生推荐一些推理性小说供学生参考，例如：《福尔摩斯探案集》(The Adventures of Sherlock Holmes)，《三十九级台阶》(The Thirty-nine Steps)，《钢城》(The Caves of Steel)，《布朗神父探案集》(Father Brown Stories)等。
4．建议学生做好读书笔记，填入下列表格中。
5．有可能的话，进行讲故事比赛。
Reading Log Class_______ Name_______ Date_______
Reading material
Number of words
Time taken to read(minute)
Comments
Impressive sentences
Level of
comprehension
Reflective reading
journal
(二)热身(Warming up)
创设情景，激趣导入
Everyone loves a good mystery story．Many people have read stories about Sherlock Holmes by Conan Doyle．Today we are going to read a story by another famous detective story writer Wilkie Collins．
1．Look at the title of this unit and try to guess what the text is about．
2．Do you know any detective stories?
3．What is most interesting about this mystery?
4．Do you like reading detective stories?
5．Wh0 is your favourite detective writer?
(三)听力(Listening)
1．利用插图，构建对话平台
在听前，教师须要求学生认真看图，构建师生对话的平台。例如：
T：What are the guests doing?
Ss：．．．
T：Are they happy right now?
Ss：．．．
T：What is Rachel Verinder thinking about?
Ss：．．．
2．培养问题意识，组织学生讨论
组织学生进行小组活动，针对图画展开想象，
提出更多的问题，激发思维。
3．完成课内题目，掌握听力要点
4．改写对话，培养学生的语言运用能力
要求学生把对话转述成一段叙述，培养学生的语言转换能力及概括能力。
学生可用如下开头：This is a picture of a birth． day party for a young woman called Rachel Verinder． There sits Miss Rachel at the table with a beautiful
diamond on her dress．．．
(四)口语(Speaking)
教师要鼓励学生在收集信息、处理信息和表达交流的过程中探索学习。要将自己置身于真实的环境中，将表演与真实情感有机地结合在一起。这样，有利于寓教于乐，激发学生的兴趣。
除课文的相关情景外，我们还可要求学生描绘当时的情形，如喧闹的声音等。例如，学生可能会使用如下的语句：
“The diamond is gone! Gone! Nobody knows how!”
“I myself saw Miss Rachel put the Diamond into the drawer last night!”
“We must call for the police!”
(五)读前(Pre-reading)
1．超前学习，体验探究
在学习《月亮宝石》时，有可能的话，鼓励学生自主提前学习这本书。学生可以上网下载或到图书馆借阅小说The Moonstone，这样可以培养学生自主学习的能力。
2．共同欣赏，集体解疑
教师要鼓励学生在阅读过程中相互学习，通过课外阅读，使学生加深对文学的感受、理解、欣赏，共同解决阅读中存在的问题，提高思维能力；在讨论中，学会欣赏他人的优点，让学生通过合作体会成功的喜悦。
(六)阅读(Reading)
1．巧妙设疑，激发思维
教师可设计如下问题：
What do you think is the most difficult part in the reading?
What do you think is the most interesting part in the reading?
2．克服困难，猜测词义
Write a definition，synonym，or description of the underlined words.
1)Godfrey is an elegant and successful bachelor with many lady admirers ___________
2)First of all，one of the guests，Godfrey，asks Rachel to marry him，but she declines．___________
3)Rachel’s mother hires the famous detective Sergeant Cuff to investigate the theft. ___________
4)Franklin，on the other hand，gives the detective as much assistance as he can． ___________
5)Sergeant Cuff has one vital clue．He has found a smear in the wet paint on the door of Rachel's sitting room that was not there during the party. ___________
答案：
1)unmarried man 2)refuses 3)look into
4)help 5)very important or necessary
(七)综合技能(Integrating skills)
1．阅读部分是本单元阅读课文的继续。这一部分解开了月亮宝石丢失的原因。教师可要求学生把小说梳理一遍。
Number the sentences to show the correct order.
( )B．Franklin had no memory of what he did with the diamond．
( )C．Godfrey asked Rachel to marry him and she accepted．
( )D．The diamond was set in the forehead of the God of the Moon once again。
( )E．But Rachel broke off the wedding for fear that Godfrey would marry her for her money．
( )F．Rachel，who had behaved strangely since the theft of the diamond，went to London．
( )G．Godfrey took the diamond from Franklin’s bedroom and decided to keep the Diamond to pay off his debts．
( )H．The Indians had followed Godfrey，killed him，and taken the Diamond．
( )I．Franklin read a letter written by Rosanna saying that she knew he had stolen the diamond．
答案：
(1)F (2)C (3)E (4)I (5)B
(6)G (7)H (8)D
2．写作部分提出了两个情景，让学生选择其中之一写一封信。教师要组织好合作小组，小组讨论，理清思路后再分别起草。写出草稿后可互相交换，进行评价和修改。教师可收几封信，向全班展示并进行评价。
3．若有可能，当学生完成了任务“Write a letter from Sergeant Cuff to Rachel apologising for his mistake．”可进一步要求学生以Rachel的口吻给Ser geant Cuff写封回信。
(二)测试性评价
1．Fill in the blanks with proper prepositions or adverbs．
1)Miss Verinder，my congratulations to you _______．your birthday gift．
2)It is no good falling _______ love with Godfrey．
3)I gave _______ smoking last week，but since I stopped I haven’t been able to sleep．
4)He is very kind；he shows much feeling _______ the weak．
5)He wanted to do the job，but he was so young that he was turned _______.
6) I don’t know the reason Rachel might have given _______ refusing him．
7)When the information was given to me，I was to pass it _______ to her．
8) He was tired——such a degree that he fainted．
2．Read the text again and study the sentences taken from the text，and then try to produce sentences of your own by using the underlined structure or expressions in the following sentences．
1)The novel The Moonstone is set in England in 1848，but the story really began 50 years earlier．
2)The diamond was cursed and the man! lived a sad，lonely life without friends or family．
3)When he died he left the Moonstone to his sister's daughter，Rachel，in an act of revenge， passing on his bad fortune to her．
4)Franklin，who is a smoker，is very considerate towards Rachel．
5)At the end of the party，everyone leaves except for Franklin and Godfrey，who are staying the night．
6)As the story develops，we discover some secrets about the people at the house that night，and the reasons why they might have stolen the diamond．
7)Whoever is guilty must have a stain on his or her clothes．
3．Fill in the blanks with proper words．
A formal letter is very 1) from an in for． mal letter．Formal letters are 2) to businesses． schools or government offices．Informal letters are for relatives or friends．You may write an informal letter 3) hand，but you should 4) a formal letter．An informal letter can be as 5) as you want it to be 6) a formal letter should be short, two or three paragraphs．You should 7) formal language in letters to businesses but informal language in letters to your friends．For example，in a formal letter you may say．“I would 8) your sending me the materials which I have requested．”In an informal letter you may say，“Please send me the papers I asked you 9) ．And formal and informal letters have different 10) ．
答案：
1．1 on 2 in 3 up 4 for 5 down
6 tor 7 on 8 to
2．1 The story is set in the Anti-Japanese War．
2 Since then they have lived a happy life．
3 Please read the note and pass it on to the monitor．
4 Jane likes Tom，because he is considerate towards others.
5 The classroom was silent，except for the scratching of pens on paper．
6 As-he grew up，he knew how to work for others．
7 Whoever does a good deed should be praised．
3．1 different 2 written 3 by 4 type 5 long
6 while 7 use 8 appreciate 9 for 10 forms
(_)主题任务(Core tasks)
任务一：短剧表演
活动时间：在学完本单元之后
活动形式：个人活动、两人小组活动、小组活动、全班活动
语言知识要求：本单元词汇与句型
语言技能要求：听、说、读、写
活动目的：以演感悟、以演促学
活动过程：
1．分配角色：把全班分成几个演出小组。每个小组由九人组成，分别担任导演、Rachel Verinder， Godfrey，Franklin Blake，Dr Candy，Sergeant Cuff， the Indians以及旁白等角色。导演负责总体规划，包括舞台设计、服装设计、排练等等。教师任顾问，对学生的语言、表情、动作要加以指导。
2．撰写剧本：由导演分配撰写剧本各部分任务，将小说改写成剧本。教师要指导学生写好剧本，要注意剧本所包含的要素等。
3．交流信息：检查各项工作落实情况，个人结合自己的角色，互相取长补短。
4．熟悉台词：各演员背诵自己的台词，体会角色的个性与心理，通过语言与动作表现人物的个性特征。演员熟悉台词、进行彩排。
5．道具准备：所准备的道具及服装要力求轻便、简易、逼真。
6．润色加工：就彩排的情况交流心得，逐步完善。
7．拍摄剧照：教师尽可能拍摄某个场面中的精彩片断，以便师生共同分享喜悦。
8．比赛演出：由老师和各组组长组成评委会，各组均登台演出，评委评分。
任务二：阅读侦探小说档案
活动时间：在学完本单元之后
活动形式：个人活动、结对活动、小组活动、全班活动
语言知识要求：本单元词汇与句型
语言技能要求：听、说、读、写
活动目的：培养学生课外阅读习惯
活动过程：
1．组织学生进行课外阅读，培养学生良好的课外阅读习惯。
2．教师可帮助学生制定课外阅读计划等，并有步骤地分阶段实施。
3．教师可以向学生推荐一些推理性小说供学生参考，例如：《福尔摩斯探案集》(The Adventures of Sherlock Holmes)，《三十九级台阶》(The Thirty-nine Steps)，《钢城》(The Caves of Steel)，《布朗神父探案集》(Father Brown Stories)等。
4．建议学生做好读书笔记，填入下列表格中。
5．有可能的话，进行讲故事比赛。
Reading Log Class_______ Name_______ Date_______
Reading material
Number of words
Time taken to read(minute)
Comments
Impressive sentences
Level of
comprehension
Reflective reading
journal
(二)热身(Warming up)
创设情景，激趣导入
Everyone loves a good mystery story．Many people have read stories about Sherlock Holmes by Conan Doyle．Today we are going to read a story by another famous detective story writer Wilkie Collins．
1．Look at the title of this unit and try to guess what the text is about．
2．Do you know any detective stories?
3．What is most interesting about this mystery?
4．Do you like reading detective stories?
5．Wh0 is your favourite detective writer?
(三)听力(Listening)
1．利用插图，构建对话平台
在听前，教师须要求学生认真看图，构建师生对话的平台。例如：
T：What are the guests doing?
Ss：．．．
T：Are they happy right now?
Ss：．．．
T：What is Rachel Verinder thinking about?
Ss：．．．
2．培养问题意识，组织学生讨论
组织学生进行小组活动，针对图画展开想象，
提出更多的问题，激发思维。
3．完成课内题目，掌握听力要点
4．改写对话，培养学生的语言运用能力
要求学生把对话转述成一段叙述，培养学生的语言转换能力及概括能力。
学生可用如下开头：This is a picture of a birth． day party for a young woman called Rachel Verinder． There sits Miss Rachel at the table with a beautiful
diamond on her dress．．．
(四)口语(Speaking)
教师要鼓励学生在收集信息、处理信息和表达交流的过程中探索学习。要将自己置身于真实的环境中，将表演与真实情感有机地结合在一起。这样，有利于寓教于乐，激发学生的兴趣。
除课文的相关情景外，我们还可要求学生描绘当时的情形，如喧闹的声音等。例如，学生可能会使用如下的语句：
“The diamond is gone! Gone! Nobody knows how!”
“I myself saw Miss Rachel put the Diamond into the drawer last night!”
“We must call for the police!”
(五)读前(Pre-reading)
1．超前学习，体验探究
在学习《月亮宝石》时，有可能的话，鼓励学生自主提前学习这本书。学生可以上网下载或到图书馆借阅小说The Moonstone，这样可以培养学生自主学习的能力。
2．共同欣赏，集体解疑
教师要鼓励学生在阅读过程中相互学习，通过课外阅读，使学生加深对文学的感受、理解、欣赏，共同解决阅读中存在的问题，提高思维能力；在讨论中，学会欣赏他人的优点，让学生通过合作体会成功的喜悦。
(六)阅读(Reading)
1．巧妙设疑，激发思维
教师可设计如下问题：
What do you think is the most difficult part in the reading?
What do you think is the most interesting part in the reading?
2．克服困难，猜测词义
Write a definition，synonym，or description of the underlined words.
1)Godfrey is an elegant and successful bachelor with many lady admirers ___________
2)First of all，one of the guests，Godfrey，asks Rachel to marry him，but she declines．___________
3)Rachel’s mother hires the famous detective Sergeant Cuff to investigate the theft. ___________
4)Franklin，on the other hand，gives the detective as much assistance as he can． ___________
5)Sergeant Cuff has one vital clue．He has found a smear in the wet paint on the door of Rachel's sitting room that was not there during the party. ___________
答案：
1)unmarried man 2)refuses 3)look into
4)help 5)very important or necessary
(七)综合技能(Integrating skills)
1．阅读部分是本单元阅读课文的继续。这一部分解开了月亮宝石丢失的原因。教师可要求学生把小说梳理一遍。
Number the sentences to show the correct order.
( )B．Franklin had no memory of what he did with the diamond．
( )C．Godfrey asked Rachel to marry him and she accepted．
( )D．The diamond was set in the forehead of the God of the Moon once again。
( )E．But Rachel broke off the wedding for fear that Godfrey would marry her for her money．
( )F．Rachel，who had behaved strangely since the theft of the diamond，went to London．
( )G．Godfrey took the diamond from Franklin’s bedroom and decided to keep the Diamond to pay off his debts．
( )H．The Indians had followed Godfrey，killed him，and taken the Diamond．
( )I．Franklin read a letter written by Rosanna saying that she knew he had stolen the diamond．
答案：
(1)F (2)C (3)E (4)I (5)B
(6)G (7)H (8)D
2．写作部分提出了两个情景，让学生选择其中之一写一封信。教师要组织好合作小组，小组讨论，理清思路后再分别起草。写出草稿后可互相交换，进行评价和修改。教师可收几封信，向全班展示并进行评价。
3．若有可能，当学生完成了任务“Write a letter from Sergeant Cuff to Rachel apologising for his mistake．”可进一步要求学生以Rachel的口吻给Ser geant Cuff写封回信。
(二)测试性评价
1．Fill in the blanks with proper prepositions or adverbs．
1)Miss Verinder，my congratulations to you _______．your birthday gift．
2)It is no good falling _______ love with Godfrey．
3)I gave _______ smoking last week，but since I stopped I haven’t been able to sleep．
4)He is very kind；he shows much feeling _______ the weak．
5)He wanted to do the job，but he was so young that he was turned _______.
6) I don’t know the reason Rachel might have given _______ refusing him．
7)When the information was given to me，I was to pass it _______ to her．
8) He was tired——such a degree that he fainted．
2．Read the text again and study the sentences taken from the text，and then try to produce sentences of your own by using the underlined structure or expressions in the following sentences．
1)The novel The Moonstone is set in England in 1848，but the story really began 50 years earlier．
2)The diamond was cursed and the man! lived a sad，lonely life without friends or family．
3)When he died he left the Moonstone to his sister's daughter，Rachel，in an act of revenge， passing on his bad fortune to her．
4)Franklin，who is a smoker，is very considerate towards Rachel．
5)At the end of the party，everyone leaves except for Franklin and Godfrey，who are staying the night．
6)As the story develops，we discover some secrets about the people at the house that night，and the reasons why they might have stolen the diamond．
7)Whoever is guilty must have a stain on his or her clothes．
3．Fill in the blanks with proper words．
A formal letter is very 1) from an in for． mal letter．Formal letters are 2) to businesses． schools or government offices．Informal letters are for relatives or friends．You may write an informal letter 3) hand，but you should 4) a formal letter．An informal letter can be as 5) as you want it to be 6) a formal letter should be short, two or three paragraphs．You should 7) formal language in letters to businesses but informal language in letters to your friends．For example，in a formal letter you may say．“I would 8) your sending me the materials which I have requested．”In an informal letter you may say，“Please send me the papers I asked you 9) ．And formal and informal letters have different 10) ．
答案：
1．1 on 2 in 3 up 4 for 5 down
6 tor 7 on 8 to
2．1 The story is set in the Anti-Japanese War．
2 Since then they have lived a happy life．
3 Please read the note and pass it on to the monitor．
4 Jane likes Tom，because he is considerate towards others.
5 The classroom was silent，except for the scratching of pens on paper．
6 As-he grew up，he knew how to work for others．
7 Whoever does a good deed should be praised．
3．1 different 2 written 3 by 4 type 5 long
6 while 7 use 8 appreciate 9 for 10 forms
(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
任务一：辩论
辩论主题：
1．Should animals be kept in ZOOS or nature parks?
2．Do human beings have the fight to kill animals?
3．Do animals have feelings?
4．Is it fight to teach animals tricks?
可以从这几个主题中任意挑选一个进行辩论。
完成时间：学完“热身”、“听力”、“口语"之后
语言知识要求：有关的词汇、句子和常识
语言技能要求：听、说、读、写
活动形式：个人活动、小组活动、全班活动
任务目的：
1．在具体的活动中表达自己的观点并反驳别人的观点。
2．使学生了解辩论过程所需使用的语言的技巧，学会运用辩证唯物主义原理，摆事实、讲道理。学会尊重他人、尊重事实，具有正确对待不同意见的宽容态度和包容精神。
任务二：设计英文实验报告
完成时间：学完“阅读”之后
语言知识要求：
词汇：bee，transparent，dot，surrounding，troop， assumption，semicircle，apparent，sideways，maximum， precise，adequate，clarify，fetch，upward
句型：First…．Next…．Then…．Finally…．
语言技能要求：听、说、读、写
活动形式：个人活动、小组活动、班级活动
任务目的：加深对课文细节的理解，巩固学过的词汇以及掌握实验报告的写法
实验报告(Experimental Report)应包括以下几个方面——
●Title
●Time
●Place
●Purpose
●Things needed
● Cautions
● Conclusion
任务三：制作一期以“动物—_人类的朋友”为主题的宣传报刊
活动时间：学完“热身”、“听力”、“阅读”、“综合技能”之后
语言知识要求：结合本单元内容，综合使用语言
语言技能要求：写、读、说、听
活动形式：
1．个人活动：查寻收集相关材料；制作一期以“动物——人类的朋友”为主题的宣传报刊；
2．小组活动：互相交流，取长补短，修正各自的报刊；
3．班级活动：报刊展示；评选最佳报刊。
任务目的：
1．引导学生关心身边的动物，学会关心他人；
2．在生活实践中运用所学语言。
(二)热身(Warming up)
这部分的重点是通过一组幽默练习掌握和熟悉一些动物的名称。
活动步骤：
1．大脑风暴(Brainstorm)：让学生尽可能多地说出动物名称，教师根据学生的回答写上(也可以让学生自己写出)有关单词。
2．小组活动：学生通过小组合作，完成课本中的幽默练习。
3．班级活动：英语习语很多都与动物相关，表达与汉语不同。可以把下面的内容印发给学生。
1．To teach a ______ how to swim．
2．The ______ near a school sings the primer．
3．Love me, love my
4．Look the barn door after the ______ is stolen．
5．He that will steal a pin will steal an ______ ．
6．Don’t count your ______ before they hatch．
7．as poor as a church ______
8. Let sleeping ______ lie.
9．I'm SO hungry that I could eat a ______ ．
10．Go home and kick the ______ ．
11．Separate the sheep from the ______ ．
12．A ______ in the way．
13．One ______ doesn’t make a summer．
14．A ______ in sheep’s clothing．
15．Fine feathers make fine ______ ．
16．You can’t make a ______ walk straight．
17．The early bird catches the ______ ．
18．It rains ______ and ______ ．
19．All his geese are ______ ．
20．as stupid as a ______ ．
Keys：
1．fish班门弄斧
2．sparrow潜移默化
3．dog爱屋及乌
4．horse亡羊补牢
5．ox小时偷针，大时偷金
6．chickens不要过早打如意算盘
7．mouse一贫如洗
8．dogs勿惹事生非
9．horse饥肠辘辘
10．dog回家生闷气
11．goats把好人与坏人分开
12．lion拦路虎
13．swallow一燕不成夏
14．wolf披着羊皮的狼
15．birds人靠衣装，佛靠金装
16．crab江山易改，本性难移
17．worm捷足先登；笨鸟先飞
18．cats，dogs倾盆大雨
19．swans言过其实
20．goose蠢得像头猪
(三)口语(Speaking)
这部分中的设计要求熟悉有关学科的知识、词汇、阐述观点的句型和陈述支持观点的事实。
活动规则：一方发言结束后要告知对方本方的发言已结束。
活动形式：
1．个人活动：建议提前从四个备选题目中确定辩论题目，让学生适当准备基本词汇和基本内容，使学生的辩论过程更精彩。
2．小组活动：要求学生以四人一组，每组分为两个队。查阅相关资料，成员间资源共享，相互协作，确定发言顺序。
3．班级活动：根据选定话题，交代辩论规则，即用所给辩论框架：背景→话题→观点→理由→论据→向对方提问题→结论→重申观点进行辩论。一方发言，另一方不准打断对方发言。
4．小组活动：辩手根据自己准备的内容阐明本方观点，按照规则进行辩论。
(四)读前(Pre-reading)
“读前”(Pre-reading)部分可进行以下活动：
1．“开动脑筋"(Brainstorming)活动。任选下列备选问题中的二至三个。
Where do you find bees? (In the wild，in gardens， fields or orchards．)
What do bees make? (Honey)
Do you know how bees make honey?
Why are bees useful? (They help fruit trees to bear fruit．)
Where do bees live? (In a hive．)
How do you collect honey? (You take out the honeycombs．)
Why must you be careful with bees? (They sting．)
建议在以上活动的基础上，教师有意识地引入 hive，beehive，honeycomb等课文中出现的新词汇，为学生理解课文内容扫清障碍。
2．“联想”活动。教师可以利用教材中提出的四个问题，引导学生联系文章标题THE LANGUAGE OF HONEY-BEES进行联想，捕捉文章主题。
(五)阅读(Reading)
本单元阅读部分的目标是学习有关动物行为的说明性文字，同时也向学生展示科学家严谨的治学态度和科学精神，培养学生对科学研究的兴趣。因此，教学过程应该同时也是启发学生自我感悟的过程，为此建议：
1．略读(Skimming)，快速阅读文章题目和插图，浏览文章以了解文章的主题。重点思考：
How do honey bees communicate with each other?
What are they able to tell each other?
2．段落主题归纳。学生在了解文章主题的前提下，快速阅读，并归纳每段的主要内容。
3．疏通课文，了解细节。根据学生分析的主题，针对每一主题的细节进行讨论，了解每个主题的细节内容。鼓励学生根据主题自己设计一份英文的实验报告。(具体内容见主题任务二)
(六)读后(Post-reading)
这部分的练习设计为三部分，创造性地使用三个阶梯式的板块，有利于逐步培养学生的语言能力。因此，教师应逐步提出任务，让学生有充分的阅读时间来达到不同的能力目标。
1．第一组练习要求学生在熟悉课文的前提下，通过图片形象展示蜜蜂的“圆圈舞”和“摆尾舞”。
2．第二组练习共三个小题，教师可以结合“阅读”部分的细节理解进行提问。
3．第三组练习是文章内容的扩展，通过给出卡尔.冯.弗里希教授与同事们设计的实验去发现蜜蜂是否能向同伴传递食物方位的信息。本组练习让学生通过记录实验的过程，用英语描述实验过程和结果，培养学生运用科学方法解决问题的能力。
(七)语言实践(Language practice)
1．词汇(Vocabulary)：词汇部分的重点是根据要求挑选符合所给句子情景的适当词汇解释并使用所给词语，合理想象，完成对话中的句子。建议学生使用英英或英汉双解词典，从而提高准确理解词汇的能力。
2．语法(Grammar)：本单元语法重点是定语从句和情态动词的用法。可以先帮助学生复习阅读文章中出现的定语从句的用法，逐步过渡到定语从句练习(测试性评价)和课本中的情态动词练习。具体过程如下：
小组活动；重点阅读本单元中带有定语从句的句子，并对其结构进行分析。
个人活动：完成语法练习，并在小组内互相校对、讨论。
班级活动：分析可能出现的典型问题。
(八)综合技能(Integrating skills)
与阅读部分相同，此部分的阅读也是有关动物的介绍性文字，建议结合三部分练习，在理解文章大意的前提下，学生发挥想象，互相讨论，完成第二和第三部分问题。
“写作”部分要求学生任选一个话题，阐述观点并支持自己的观点，写一篇议论文。
个人活动：使用“说”部分所学语言和推荐句型，按照要求完成文章。
两人活动：与同桌交换作文，参考下面的作文评价标准，互相修改：
1．Did he / she state his/her opinion clearly at the beginning of the paragraph?
2．Did he/she present enough reasons to support his/her opinion?
3．Did he/she suggest any solutions to the problem?
4．Did he/she organize hi s/her ideas properly?
5．Did he/she use necessary connectives to make the writing coherent?
6．Did he/she use the right verb tenses?
7. Did he/she spell the words correctly?
8．Did he/she use appropriate words and complex sentences?
班级活动：各组代表交流自己的材料，师生根据参考标准进行评价。
另外，建议在学完整个单元后，组织学生出一期以“动物——人类的朋友”为主题的宣传报刊。(具体内容见主题任务三)
(二)测试性评价
1．用所学词汇的正确形式填空：
1)The explanation in the footnote c the difficult sentence．
2)P man made tools from sharp stones and animal bones．
3)P is the science that deals with mental processes and behaviour．
4)He pretended to know a lot about cars，but when his car broke down he didn’t know what to do．It was a that he knew nothing about how to repair cars．
5)You can borrow a m often books from
the library at a time．
2．定语从句与其他从句对比练习：用适当的关系词或连词填空。
1)Is that the flat ______ you once lived in?
2)Is this the only fiat ______ you once lived in?
3)Is this the fiat ______ you once lived?
4)Is this the flat in ______ you once lived?
5)Is it in this flat ______ you once lived?
6)The doctor did all ______ he could to save the patient．
7)The doctor did ______ he could to save the patient．
8)Galileo collected facts ______ proved the earth moves round the sun．
9)Now all people know the fact ______ the earth moves round the sun．
10) ______ is well-known that great changes have taken place in China recently．
11) ______ is well known，great changes have taken place in China recently．
答案：
1．1 clarified 2 Primitive 3 Psychology
4 apparent 5 maximum
2．1(that) 2(that) 3 where 4 which
5 that 6(that) 7 what 8 that/which
9 that 10 It 11 As
(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
任务一：青年文化展
活动时间：本任务可作为本单元的中心任务，贯穿整个单元学习时间，也可作为预习作业，与 Warming up同时进行，也可作为归纳总结内容，在学完Reading或Integrating skills后进行
语言知识要求：涉及有关青年文化的词汇
语言技能要求：听、说、记、写
活动形式：
1．小组活动：任务分工，组内成员根据自己的爱好及特长分工搜集资料；
2．个人活动：从不同途径收集所需资料，摘录并整合；
3．小组活动：组员将所收集资料归类，筛选，整合等；
4．班级活动：各组派代表就青年文化的方方面面进行交流、探讨。
任务目的：
1．学会在具体的活动中表达自己的观点；
2．培养学生合作学习的精神；
3．培养学生学用结合，在实践中操练词语，并综合运用语言解决实际问题的能力。
任务二：演讲比赛
活动时间：学完“热身”、“听力”、“口语”、“阅读”后
语言知识要求：结合本单元内容，综合使用语言
语言技能要求：说、听、读、写
活动形式：
1．小组活动：分配角色，确定主题；
2．个人活动：收集材料，完成组稿；
3．小组活动：组内试演，完善提高；
4．班级活动：择优表演，形成评价。
任务目的：
1．指导学生形成良好的人生观，价值观。通过演讲，鼓励学生从身边的小事做起，使学生们意识到做志愿服务工作对于青年人的意义。
2．在做中学，在具体活动中运用所学语言，并创造性地使用相关语言。
评价工具(选票)：
学生演讲比赛评分表
Evaluation Form
Date：______________________
Title of Speech：_________________
Number of Contestant：_________________
Evaluation
Criteria
Specific Comments
Score
Final Score
Content
Speech value(interesting，meaningful)
Preparation(research，rehearsal)
5
4
3
2
1
Content
Structure (Introduction, clear progression, conclusion)
Body of speech(logical flow，ideas supported by facts/examples)
5
4
3
2
1
Language
ability
Language(appropriate for topic and audience)
Correctness(acceptable mistakes)
5
4
3
2
1
General
Expression
skill
Opening(attention-getting，lead into topic)
Conclusion(effective，climactic)
Visual aids(simple，visible，easy to understand)
5
4
3
2
1
Stage
performance
Manner(direct，confident，calm)
Body Language(natural，purposeful)
5
4
3
2
l
Vocal Quality
Pronunciation(varied，pleasant)
5
4
3
2
1
Time contr01
Marks will be deducted for presentations that run over time．
5
4
3
2
1
Note：If the contestants’scores happen to be equal，the ranking could be decided by all the judges after further discussion．
任务三：做关于“青年人文化”的调查
活动时间：学完“热身”、“听力”、“阅读”、“综合技能”后
语言知识要求：结合本单元内容综合使用语言
语言技能要求：读、写、说、听
活动形式：
1．小组活动：讨论决定本小组的调查方向(音乐、体育、志愿服务工作、时尚或任何青年爱好的文化)和任务，明确分工；
2．个人活动：按照分工，设计调查问卷，注意综合使用open questions和close questions(开放式问题和封闭式问题)；
3．小组活动：汇总小组成员设计的调查问卷问题，确定本小组调查问卷题目。并在一定范围内调查，将调查结果统计、汇总，完成调查报告；
4．班级活动：以板报形式展示各小组的调查问卷和调查报告。
任务目的：
1．鼓励学生自主探究，全面了解“青年文化”这一主题；
2．通过任务活动，有意义地运用有关话题的语言，掌握本单元的主要词语、句型和语法，学会用所学语言做事情。
(二)热身(Warming up)
本单元的中心话题是青年文化，在设计这部分的教学活动时，建议教师用音像材料导入主题，引导学生说出与青年文化有关的话题。在讨论四幅图片时，教师可以考虑拓展，课前可布置任务，鼓励学生分组设计海报或展示现代青少年生活的图片，激发学生的兴趣。
(三)听力(Listening)
本单元听力的难度在于材料的篇幅长，要使学生在一定的时间保持注意力的集中，并能够获取特定信息，教师应该适当设计一些听力热身活动，加深学生对青年志愿者的工作了解，开阔视野，同时引出有关词汇。具体活动形式：
1．教师活动：教师介绍相关背景知识，如Big
Brothers and Sisters。
2．班级活动：
1)What type of work could a volunteer do?教师通过学生回答收集有关词语。
2)What information do you think the Youth Volunteers’Centre could provide?学生猜测，自然过渡
到听力内容。
(四)口语(Speaking)
这部分教学活动是通过学生谈论青年文化和兴趣，训练学生提出观点和给出定义的各种表达方式。通过引导学生对四个问题的了解、讨论、回答、解释、总结，使学生在熟练口语的同时了解当今青年的生活方式、兴趣，明确“青年文化”的意义，以及出现的一些问题。培养学生全面看问题的辩证唯物主义世界观。
建议完成主题任务一。(参见主题任务一)
(五)读前(Pre-reading)
“读前”(Pre-reading)部分可进行以下活动：
1．教师可以课前布置学生展示与青年志愿者活动相关的图片，在此基础上，教师有意识地引入voluntary，acknowledge，eyesight，beneficial，worthwhile等课文中出现的新词汇，为学生理解课文内容扫除障碍。
例如：展示中国青年志愿者标志。通过生生互动，师生互动，解释标志的含义。
(标志的整体构图为心的造型，又是英文“志愿者”的第一个字母V，颜色为红色。图案中央是手的造型，也是鸽子的造型，同时是英文“青年”(youth)的第一个字母Y，颜色为白色。标志寓意为中国青年志愿者向社会上所有需要帮助的人们奉献一片爱心，伸出友爱之手，表达“爱心献社会，真情暖人心”的志愿者主题。)
2．教师可以利用教材中提出的两个问题，由此自然过渡到阅读部分。
(六)阅读(Reading)
本单元阅读的目标是使学生们意识到做志愿服务工作对于青年人十分重要，这不仅使被助者获益，志愿者本人也有收获。因此，教学过程应该同时也是启发学生实行自我感悟的过程，为此建议：
1．略读(Skimming)，快速阅读文章，浏览文章以了解文章的主题。重点思考：
What do the three young volunteers do to help others?
2．人物归纳。学生在了解文章主题的前提下，快速阅读，并归纳文中三位志愿者的具体事迹。可鼓励学生通过小组合作，自行设计表格进行比较。
3．疏通课文，展开讨论。根据学生归纳的三位志愿者事迹，组织学生对“你认为其中最感人的志愿者事迹”进行讨论，可开展生生互动。
(七)读后(Post-reading)
这部分的练习设计为四部分，第一、二、三部分是对文章细节的深层理解。第四部分是文章内容的扩展，使同学们发现身边的志愿者工作，紧扣文章主题，并使学生从中有所感悟，引发学生对青年志愿者工作的深层思考。
建议完成主题任务二。(参见主题任务二)
(八)语言实践(Language practice)
1．词汇(Vocabulary)：词汇部分通过字谜练习，重点检测学生根据英文释义写出单词的能力，从而提高学生准确理解词汇的能力。
2．语法(Grammar)：本单元语法部分提供另一篇紧扣阅读主题“志愿者"的文章，通过填空的形式使学生熟练掌握although，even though，so…that和whenever等连词的用法，并通过第三个练习让学生根据课文内容完成句子，复习主从复合句的用法。另外文章阅读(Reading)部分大量出现了动词-ing形式，可以先要求学生找出文章中出现的动词．ing形式，逐步过渡到动词-ing形式练习(参见测试性评价部分)。过程如下：
1．小组活动：重点阅读本单元中带有动词-ing形式的句子，并对其结构进行分析。
2．个人活动：完成语法练习，并在小组内互相校对、讨论。
3．班级活动：分析可能出现的典型问题。
第四个练习就“生活中最好的事情是自由”的说法，让学生分四人一组辩论，这个练习使学生在辩论中学会使用所学语言，更重要的是引导学生学会如何面对人生，面对金钱，使学生学会正确理解人生价值观。过程如下：
1．班级活动：分配正反方，确定小组辩论题目；
2．小组活动：收集材料，完成组稿，口头准备，完善提高；
3．班级活动：班级内辩论。
(九)综合技能(Integrating skills)
该部分包括阅读与写作。阅读是一篇关于介绍“牛仔裤”的时尚文章，是本单元主题“青年文化”的补充，可以引导学生归纳主题，捕捉细节内容，完成第一、第二部分练习。教师可结合第三、第四部分练习和学习建议(Tips)指导学生如何做好调查问卷和完成调查报告，为主题任务三做调查和写作部分做好铺垫。(调查问卷见p321-p322)
建议完成主题任务三。(具体内容见主题任务三)
(二)测试性评价
1．完成下列词汇练习：
1)Most of the tim e，y_______ do the y_______ work without payment．
2)The little boy is not m_______ enough to be given much responsibility．
3)The head teacher has made a few minor a_______ to our seats．
4)Even today can you imagine some children in Africa are s_______ to death?
5)Running up stairs very fast made him b_______.
6)The news that our task was fulfilled on time was a great s_______ to us all．
7)Chinese women really hold up half the sky．But at present women and men are still not treated equally in many r_______ ．
8)The children are e_______ for the Spring Festival to come．
9)Eventually the church a_______ that the earth was round．
2．用动词的-ing形式改写句中的划线部分并重组句子。
1)He had to give up his teaching because he was in poor health．
2)As soon as he heard the news，he jumped with joy．
3)The books you want can be easily found because they are properly marked with numbers．
4)As they have been trained to speak this language for quite a few years，they are able to express their ideas quite well．
5)The husband died and left his wife a lot of money.
答案：
1．
1)volunteers；voluntary 2)mature 3)adjustments
4)starving 5)breathless 6)satisfaction
7)respects 8)eager 9)acknowledged
2．
1)Being in poor health，he had to give up his teaching．
2)(On)hearing the news，he jumped with joy．
3)Being properly marked with numbers，the books you want can be easily found．
4)Having been trained to speak this language for quite a few years，they are able to express their ideas quite well．
5)The husband died，leaving his wife a lot of money．
(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
任务一：模拟招聘
完成时间：学完“热身”、“听力”、“口语”、“阅读”、“综合技能”后
语言知识要求：涉及招聘及应聘的词汇及句型
语言技能要求：听、说、读、写
活动形式：
1．班级活动：公布招聘方拟招工种，以小组为单位选择招聘方或应聘方；
2．小组活动：任务分工，应聘方准备招聘问
题，招聘方作面试前准备；
3．小组活动：组内预演，选派表现突出的同学参与招聘；
4．个人、班级活动：按程序进行招聘，班级同学观摩。
任务目的：
1．在具体的活动中掌握、熟练所学语言并学会使用。
2．使学生体会到在社会主义市场经济下，青少年应树立自主择业的意识，发挥个人的优势，通过劳动力市场或自主创业，积极主动地选择适合自己的职业。同时也希望通过模拟求职者的角色，使学生了解当今社会就业方式日趋多样化，切身体验自主择业的感受，从而锻炼学生的表达能力、应变能力、学以致用的能力、社会实践能力等。
任务二：个人简历展览
完成时间：学完“热身”、“听力”、“口语”、“阅读”、“综合技能”后
语言知识要求：涉及个人简历的词汇及句型；个人简历写作要求和技巧；个人简历写作注意事项
语言技能要求：听、说、读、写
任务目的：将所学知识学以致用，通过完成任务掌握语言知识与技能
活动形式：
1．个人活动：根据指导建议，完成个人简历；
2．小组活动：同学间相互评价，推荐优秀简历；
3．班级活动：展出优秀简历，同学观摩。
(二)热身(Warming up)
这部分的重点是通过一组图片，熟悉、学习一些职业的名称。
活动步骤：
1．大脑风暴(Brainstorm)：让学生尽可能多地说出职业名称单词，教师根据学生回答写出(也可以让学生自己写出)有关单词；
2．小组活动：学生通过小组合作，完成课本中的练习。
(三)听力(Listening)
学生依据个人实际选择适合自己的工作，受益终身。在做听力之前，结合热身部分的讨论，可提问：
●How can you select／choose the career that’s right
/ best for you?
● What aids do you need to make a career decision?
● What do you think a careers adviser does?
然后，让学生听第一部分内容，完成练习三；听第二部分内容，完成练习四；听第三部分内容，完成练习五。听之前，让学生先阅读题目，熟悉题目要求，这样，学生听的时候会更有针对性。
(四)口语(Speaking)
本部分重点是谈论爱好与厌恶，愿望与期待，建议四人一组分三步骤讨论三个练习，最后向全班表述想法。
活动形式：
1．个人活动：按照职业顾问提出的问题，结合自己实际作答；
2．小组活动：要求学生以四人一组，讨论练习2和练习3的内容；
3．班级活动：根据组内讨论的结果，派代表表述。
(五)读前(Pre-reading)和阅读(Reading)
本单元读前与阅读部分相互渗透，可形成一个整体设计。
1．解读文章标题。本单元阅读课的标题是 FOOTBALL：A GOOD CAREER CHOICE? 学生不难理解其字面上的意思，但不一定理解其深层意思。为此，教师从解读标题着手，引入本单元的话题。教师可将标题写在黑板上，然后问几个启发学生思维的问题。如：
Do you like sports? Which sport do you like most?
Do you think it will be a good career choice for you? Why or why not?
What kind of job would you like to do for life?
2．略读课文，了解大意。教师可以先让学生在预习的基础上，说说自己对课文的理解：分析文章结构、归纳文章段落大意、找出主题句及文章主题。
3．文章的深层理解。完成读前的两个问题。
(六)读后(Post-reading)
这部分的练习分为三部分，教师逐步提出任务：
1．第一个练习要求学生在熟悉课文的前提下，完成课文细节内容的填空。
2．第二个和第三个练习是文章内容的深层理解，教师可指导学生以小组为单位，共同探究，相互交流，合作完成。
(七)语言实践(Language practice)
依据本单元语言实践部分的练习设置，建议教师分为三个步骤完成：
1．短文改错着重考查学生的语言知识结构、词语、语法等综合语言技能，结合短文改错文章，以小组为单位完成练习二关于远程办公优缺点的讨论。
2．词汇学习部分主要考查学生对描述人物特点词汇的掌握情况。建议教师鼓励学生通过查阅工具书等多种途径，以小组为单位完成，给学生创造一个“自学、自傲、自悟、自助”的机会。
3．结合三则招聘广告，完成模拟招聘任务。(具体内容参见任务一)
(八)综合技能(Integrating skills)
该部分教学要注意以下几个方面：
1．指导学生阅读WHY DO YOU THINK YOU WOULD BE GOOD AT THIS JOB?阅读的重点放在
个人简历的规范性上，这一部分与写作直接相关。
2．指导学生阅读“学习建议”，提醒学生在完成个人简历后的注意事项。
3．写作前利用课本中给出的两份个人简历进行对比，为学生规范地完成个人简历做好铺垫。
4．写作完成后，同学间互相批改，并推荐优秀个人简历进行展览。(具体内容参见任务二)
(二)测试性评价
1．完成下列词汇练习：
1)An a is a person whose profession is to keep or inspect financial accounts．
2)Women’s soccer teams from China，the United States．Canada and Sweden kicked off a four nation invitational t in Shenzhen on January 30th，2004．
3)She is always p ，but her boyfriend is always late．
4)He’s got all the right g but is tem peramentally(在性情方面) unsuitable．
5)We can visit your company on Monday or Tuesday；our plans are fairly f ．
6)With his o talent and knowledge he also did quite well in most other courses during his undergraduate study．
7)A r is a person employed to make appointments for and receive clients at a hotel， an office building，a doctor’s or dentist’s surgery，a hairdressing salon，etc．
8)People a him forh is noble character．
9)I heard that you have a v position for a secretary．I’ve come to apply for the job．
10)Young people are trained in vocational schools for their future o ．
2．用适当的连接词填空。
1)I have no idea ________ we can do with so much waste paper．
2)Sarah hopes to make friends with ________ shares her interests．
3)Word came ________ the President would come and inspect our school himself．
4)It's generally considered unwise to give a child ________ he or she wants．
5)It worried her SO much ________ her hair was turning grey．
6)He always thinks of ________ he can do more for the people．
7)The reason he is absent is ________ he has to take his mother to the hospital．
8)The teacher didn’t tell me ________ we were wrong．
9) ________ do you guess will give a talk tomorrow?
10)The doctor really doubts ________ my mother will recover from the serious disease．
答案：
1．
1 accountant 2 tournament 3 punctual
4 qualifications 5 flexible 6 outstanding
7 receptionist 8 adore 9 vacant 10 occupations
2．
1 what 2 whoever 3 that 4 whatever
5 that 6 how 7 that 8 where／why
9 Who 10 whether/it
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