Travel（精选14篇）
Travel 篇1
教学目标
Teaching aims and requirement
本单元教学是使学生能够熟练运用语言表示问候和祝愿，并对他人的问候和祝愿予以正确答应。复习现在进行时的用法，了和掌握现在进行时表示将来的用法。根据课文的内容熟悉写旅游日记。
Teaching important and difficult points
1.Words and expressions
separate, guide, sharp, destroy, through, across, travel, trip, journey, go off see. . . off take a taxi/train/bus. . . ,by taxi/train/bus. . . ,tie. . . to, move on, be made from/of/into/by/,in. . . every two or three days
2.Useful phases
be about to do; nothing except/but. . .
3. Oral expressions
Give my regards to. . .
Have a nice /good/wonderful time!
Have a good/pleasant trip!
Say “Hi/Hello” to sb. from me.
Good luck!
The same to you!
4.Grammar
Revise the Present Continuous Tense is often used for plans in the near future.
教学建议
一、能力训练
1.设置若干情境，用现在进行时自编对话，安排未来的学习和生活，并对对方的计划提出良好祝愿。
2.讨论森林遭到破坏的原因。
3.学会制订旅行计划，思考如何解决野外旅行时遇到的意外及如何写好旅行日记。
二、德育渗透
1.旅行的意义：开阔视野，丰富知识，陶冶情操等。
2.我国是个森林覆盖率极低的国家，如何保护森林、合理利用现有耕地是个有待解决的问题。
三、互动教学
1.回答问题及叛断正误
2.朗读对话
3.学生自编相似情境的对话
4.分组讨论
口语训练建议
1.教师在组织教学的方向，不讲或少讲汉语，尽量给学生创造英语真实情景。教师可通过形体语言，表情等示意，帮助学生听懂课堂用语和日常交际用语。
2. 创设一个人合乎情理，符合逻辑的语言环境。本单元是围绕travel这一话题为主题，教师与学生通过面对面的交流如：Do you like traveling? When are you going to….?Have a nice time, so on.教师也可提供给学生们真实的录像，对本单元的主要交际用语反复练习，如：角色扮演，学生自述等。
语法建议
本单元的语法是现在进行时表示将来时的用法，教师一定要注意遵循精讲多的原则，通过大量的练习和反复的实践使学生理解并能熟练运用，形成比较自然的语言习惯。比如：教师可用来去几个词，come, go, arrive, set off等词语用口语的从式进行操练和练习。
教材分析
本单元通过给出假日之行的有关，主要是学习如何写旅游日记的写作知识，本文的对话主要是祝愿，问候，转达致意的基本表达方法。本单元的语法重点是用现在进行时表示将来的行为动作的用法，一些重点词汇的用法在本单元出现如：separate, see…off等词，词汇的辨析trip, journey, travel的区别，in, after表示时间的区别，except, besides, but, make…from, make of make…into,及what, how引导的感叹句等在课文和对话中均是本单元中需要掌握的重点内容。
教学重点·难点
1.separate adj.
—forming a unit which is distinct and which exists apart个别的，单独的
Jane and Betty are going on separate holidays in a few days’ tune.简与贝蒂几天后就要各自休假了。
---divided; not joined or united 分离的，分开的
Although both these shops sell vegetables, they are quite separate. 虽然这两个商店都卖蔬菜，但是他们是独立经营。
v. —make, become or keep separate 使分离，分开，隔开
England is separated from France by the Channel. 英法两国由英吉利海峡隔开。
separate sth. /sb. / from sth. (some place)把……与……分开；把……与某地分开
We should never separate from the masses. 我们绝不应该脱离群众。
2.destroy
vt.－break into pieces; make useless; put an end to 毁灭，毁坏，破坏
The houses were destroyed by a fire [a flood, an earthquake].房屋被火灾[水灾, 地震]所毁。
It can easily be destroyed by the burning and by the cows.它很容易被烧毁和被牛损坏。
Don't destroy that box, it may be useful.不要把那个盒子毁掉，它也许有用。
3) guide
n.－person who shows the way, esp. a person employed to point out interesting sights on a journey or visit 向导
Our guide buys some food from the villagers and we cook it ourselves.我们的向导从村民那儿买了些食物后，我们亲自烹调。
The guide led us into that mountain. 导游带我们进山了。
v.－act as guide to 引导；指导
The Party guides us forward from victory to victory. 党指引我们从胜利走向胜利。
guide 和 lead 的区别
1) guide指充当向导，率先而行，对所走的路或所干的事非常精通。
He guided the child across the forest. 他领着孩子穿过森林。
2) lead指在前面带路，让别人跟着走。
He led us to a room upstairs. 他把我们带到楼上的一个房间里。
4)sight
1)n.—sth. that is seen, esp. sth. remarkable; sth. which looks very bad or laugh景象，景物，尤指显著物；很难看或很可笑的事物
What a sad sight it was! 那是多么凄惨的景象啊！
What a sight you are! 你多惹人注意啊！
2)－the power of the eye; limit within which seeing is possible 视力，视觉
The Grand Canyon is one of the sights of the world. 大峡谷是世界名胜之一。
have good( poor) sight( eyesight) 视力良好（不好）/ in( within) sight; out of sight看得见；看不见
Land was not yet in sight. 陆地仍然望不见 / Victory was still out of sight. 胜利尚不可及
7）see sb. off
—go to the railway station, dock, airport, etc. with sb., who is starting on a journey 到火车站，码头，飞机场等送某人
Is anybody seeing you off? 有人送你吗？
the same usage:
1) see something (somebody) out (through)办好某事（送某人出去）；使某事顺利通过
2) see somebody later (again)再见
注意：以上例句中out, off, through, later (again)都是adv.。如果动词宾语是代词，应把宾语置于以上副词之前。
交际用语
1.向某人表示问候
A. Give my regards/ best wishes / love to…
B. Say “Hi/Hello/ Sorry/ Yes/ No” to sb.
2.祝愿某人
Have a nice/ good/ wonderful time.
—Have a nice weekend!
—The same to you.
3.问某人或某事情况如何
How about sb./ sth.?
语法：现在进行时表示将来时态的用法
be + v-ing表一般将来时态
go, come, leave, start, arrive, move, stay等瞬间动词用于进行时态时，表示将来含义。如：
I’m leaving for Beijing tomorrow. 明天我要去北京。
英语中表示将来时态的结构还有下列几种：
l）will/ shall +动词原形。
They will go to visit the Great Wall tomorrow.
2）be going to do sth. 表示打算要做或准备要做某事，或将要发生或肯定要发生的事。如：It is going to snow.天要下雪了。
3）一般现在时表将来时，表示按计划或时刻表要发生的事，仅用于come, get, go, leave, start, stay等表来去的少数动词。如：
The plane leaves at seven. So I think we’ll take a taxi to the airport.飞机7点起飞，所以我们将要乘出租车去机场。
4）be about to do sth. 表正要做某事，但不和具体的时间连用。如：
I was about to leave when he came to see me. 我正要离开，这时他来看我。
4.Jane and Betty are going on separate holidays in a few days’ time.
I’m going there for holiday with my parents.
holiday是指“节假日”。较短的节假日一般用单数，较长的节假日单复数均可。
Sunday is a holiday.
The summer holidays begin.
They had a five day’s holiday.
They had a five-day holiday.
They had a holiday of five days.
搭配一：for holiday 度假
A French student went to London for his holiday.
搭配二：on holiday 正在休假
She is on holiday in France.
[注意]表示放多少天假时，只能用 “a holiday of … days”, “…days’ holiday”或 “…day holiday”.
This summer we have 50 days’ holidays.
This summer we have a holiday of 50 (days).
搭配三：have/take/spend a holiday 度假
I spent my holiday in the village.
搭配四：summer vacation 暑假
[注意]在英国英语中表示“假期”时，vacation同holiday,但在美国英语中，vacation多指大学假期，且一般不用复数形式。
搭配五：sick leave病假
[注意] leave多指军队等的假期，亦指病假。
辨析 shout at/shout to
shout at 的意思是“对某人大声叫嚷”含有警告责备等含义。shout to 则是“大声喊叫某人”，使对方能听到喊声。例如：
（1）Why shout at me all the time? Is it possible that I have done something wrong? 为什么老对我大叫大嚷？莫非我做错了什么？
（2）I heard someone shout to me in the distance. 我听到有人在远处叫我。
Travel 篇2
教学目标
Teaching aims and requirement
本单元教学是使学生能够熟练运用语言表示问候和祝愿，并对他人的问候和祝愿予以正确答应。复习现在进行时的用法，了和掌握现在进行时表示将来的用法。根据课文的内容熟悉写旅游日记。
Teaching important and difficult points
1.Words and expressions
separate, guide, sharp, destroy, through, across, travel, trip, journey, go off see. . . off take a taxi/train/bus. . . ,by taxi/train/bus. . . ,tie. . . to, move on, be made from/of/into/by/,in. . . every two or three days
2.Useful phases
be about to do; nothing except/but. . .
3. Oral expressions
Give my regards to. . .
Have a nice /good/wonderful time!
Have a good/pleasant trip!
Say “Hi/Hello” to sb. from me.
Good luck!
The same to you!
4.Grammar
Revise the Present Continuous Tense is often used for plans in the near future.
教学建议
一、能力训练
1.设置若干情境，用现在进行时自编对话，安排未来的学习和生活，并对对方的计划提出良好祝愿。
2.讨论森林遭到破坏的原因。
3.学会制订旅行计划，思考如何解决野外旅行时遇到的意外及如何写好旅行日记。
二、德育渗透
1.旅行的意义：开阔视野，丰富知识，陶冶情操等。
2.我国是个森林覆盖率极低的国家，如何保护森林、合理利用现有耕地是个有待解决的问题。
三、互动教学
1.回答问题及叛断正误
2.朗读对话
3.学生自编相似情境的对话
4.分组讨论
口语训练建议
1.教师在组织教学的方向，不讲或少讲汉语，尽量给学生创造英语真实情景。教师可通过形体语言，表情等示意，帮助学生听懂课堂用语和日常交际用语。
2. 创设一个人合乎情理，符合逻辑的语言环境。本单元是围绕travel这一话题为主题，教师与学生通过面对面的交流如：Do you like traveling? When are you going to….?Have a nice time, so on.教师也可提供给学生们真实的录像，对本单元的主要交际用语反复练习，如：角色扮演，学生自述等。
语法建议
本单元的语法是现在进行时表示将来时的用法，教师一定要注意遵循精讲多的原则，通过大量的练习和反复的实践使学生理解并能熟练运用，形成比较自然的语言习惯。比如：教师可用来去几个词，come, go, arrive, set off等词语用口语的从式进行操练和练习。
教材分析
本单元通过给出假日之行的有关，主要是学习如何写旅游日记的写作知识，本文的对话主要是祝愿，问候，转达致意的基本表达方法。本单元的语法重点是用现在进行时表示将来的行为动作的用法，一些重点词汇的用法在本单元出现如：separate, see…off等词，词汇的辨析trip, journey, travel的区别，in, after表示时间的区别，except, besides, but, make…from, make of make…into,及what, how引导的感叹句等在课文和对话中均是本单元中需要掌握的重点内容。
教学重点·难点
1.separate adj.
—forming a unit which is distinct and which exists apart个别的，单独的
Jane and Betty are going on separate holidays in a few days’ tune.简与贝蒂几天后就要各自休假了。
---divided; not joined or united 分离的，分开的
Although both these shops sell vegetables, they are quite separate. 虽然这两个商店都卖蔬菜，但是他们是独立经营。
v. —make, become or keep separate 使分离，分开，隔开
England is separated from France by the Channel. 英法两国由英吉利海峡隔开。
separate sth. /sb. / from sth. (some place)把……与……分开；把……与某地分开
We should never separate from the masses. 我们绝不应该脱离群众。
2.destroy
vt.－break into pieces; make useless; put an end to 毁灭，毁坏，破坏
The houses were destroyed by a fire [a flood, an earthquake].房屋被火灾[水灾, 地震]所毁。
It can easily be destroyed by the burning and by the cows.它很容易被烧毁和被牛损坏。
Don't destroy that box, it may be useful.不要把那个盒子毁掉，它也许有用。
3) guide
n.－person who shows the way, esp. a person employed to point out interesting sights on a journey or visit 向导
Our guide buys some food from the villagers and we cook it ourselves.我们的向导从村民那儿买了些食物后，我们亲自烹调。
The guide led us into that mountain. 导游带我们进山了。
v.－act as guide to 引导；指导
The Party guides us forward from victory to victory. 党指引我们从胜利走向胜利。
guide 和 lead 的区别
1) guide指充当向导，率先而行，对所走的路或所干的事非常精通。
He guided the child across the forest. 他领着孩子穿过森林。
2) lead指在前面带路，让别人跟着走。
He led us to a room upstairs. 他把我们带到楼上的一个房间里。
4)sight
1)n.—sth. that is seen, esp. sth. remarkable; sth. which looks very bad or laugh景象，景物，尤指显著物；很难看或很可笑的事物
What a sad sight it was! 那是多么凄惨的景象啊！
What a sight you are! 你多惹人注意啊！
2)－the power of the eye; limit within which seeing is possible 视力，视觉
The Grand Canyon is one of the sights of the world. 大峡谷是世界名胜之一。
have good( poor) sight( eyesight) 视力良好（不好）/ in( within) sight; out of sight看得见；看不见
Land was not yet in sight. 陆地仍然望不见 / Victory was still out of sight. 胜利尚不可及
7）see sb. off
—go to the railway station, dock, airport, etc. with sb., who is starting on a journey 到火车站，码头，飞机场等送某人
Is anybody seeing you off? 有人送你吗？
the same usage:
1) see something (somebody) out (through)办好某事（送某人出去）；使某事顺利通过
2) see somebody later (again)再见
注意：以上例句中out, off, through, later (again)都是adv.。如果动词宾语是代词，应把宾语置于以上副词之前。
交际用语
1.向某人表示问候
A. Give my regards/ best wishes / love to…
B. Say “Hi/Hello/ Sorry/ Yes/ No” to sb.
2.祝愿某人
Have a nice/ good/ wonderful time.
—Have a nice weekend!
—The same to you.
3.问某人或某事情况如何
How about sb./ sth.?
语法：现在进行时表示将来时态的用法
be + v-ing表一般将来时态
go, come, leave, start, arrive, move, stay等瞬间动词用于进行时态时，表示将来含义。如：
I’m leaving for Beijing tomorrow. 明天我要去北京。
英语中表示将来时态的结构还有下列几种：
l）will/ shall +动词原形。
They will go to visit the Great Wall tomorrow.
2）be going to do sth. 表示打算要做或准备要做某事，或将要发生或肯定要发生的事。如：It is going to snow.天要下雪了。
3）一般现在时表将来时，表示按计划或时刻表要发生的事，仅用于come, get, go, leave, start, stay等表来去的少数动词。如：
The plane leaves at seven. So I think we’ll take a taxi to the airport.飞机7点起飞，所以我们将要乘出租车去机场。
4）be about to do sth. 表正要做某事，但不和具体的时间连用。如：
I was about to leave when he came to see me. 我正要离开，这时他来看我。
4.Jane and Betty are going on separate holidays in a few days’ time.
I’m going there for holiday with my parents.
holiday是指“节假日”。较短的节假日一般用单数，较长的节假日单复数均可。
Sunday is a holiday.
The summer holidays begin.
They had a five day’s holiday.
They had a five-day holiday.
They had a holiday of five days.
搭配一：for holiday 度假
A French student went to London for his holiday.
搭配二：on holiday 正在休假
She is on holiday in France.
[注意]表示放多少天假时，只能用 “a holiday of … days”, “…days’ holiday”或 “…day holiday”.
This summer we have 50 days’ holidays.
This summer we have a holiday of 50 (days).
搭配三：have/take/spend a holiday 度假
I spent my holiday in the village.
搭配四：summer vacation 暑假
[注意]在英国英语中表示“假期”时，vacation同holiday,但在美国英语中，vacation多指大学假期，且一般不用复数形式。
搭配五：sick leave病假
[注意] leave多指军队等的假期，亦指病假。
辨析 shout at/shout to
shout at 的意思是“对某人大声叫嚷”含有警告责备等含义。shout to 则是“大声喊叫某人”，使对方能听到喊声。例如：
（1）Why shout at me all the time? Is it possible that I have done something wrong? 为什么老对我大叫大嚷？莫非我做错了什么？
（2）I heard someone shout to me in the distance. 我听到有人在远处叫我。
教学设计方案----Lesson 13
（一）Teaching Aims
1. To understand the dialogue fully.
2. To develop the Ss' ability to make similar dialogues using present continuous tense for the plan in the near future.
3. To study the usage of some words and expressions in the dialogues.
(二) Teaching procedures
Step I Introduction
Tell the Ss that in this period we are going to study a dialogue between two girls and learn to talk about the future plan in the Present Continuous Tense and try to make a travel plan for a holiday.
Step II Dialogue
1. T: National Day is coming. We will have a holiday. How are you going to spend it? Are you going to travel? If “yes”, answer the questions below:
1 ) Where are you going? 2) Why are you going there?
3) When are you starting off? 4) How are you travelling there?
5) Is anybody seeing you off or meeting you?
6) How long are you going to stay?
( Ask these questions in the Present Continuous Tense. )
2. Introduce the dialogue in brief to the Ss
Step Ⅲ Listening
1. Listen to the dialogue twice with the books closed.
2. After listening, ask the Ss to fill in the following form with the information in the dialogue.
Who
Where to go
When to leave
How to go
Whom to stay with
How long to stay
Jane
Betty
Step ⅣReading
1.T play the recorder one or twice, the Ss follow it to read. Then ask them read loudly by themselves.
2.After reading, let the Ss judge whether the following statements are true or false according to the information in the dialogue. Do it orally.
1) Betty is going off to Guangzhou next Friday afternoon. (False)
2) Nobody is seeing her off. (False) .
3) Her plane leaves at seven and they'll take a taxi to the airport. (True)
4) Betty is staying with her friend in a hotel although the hotels in Guangzhou are expensive. (False)
5) She is going there by train. (False)
6) She is staying there just for the weekend. (True)
7) Betty and Jane wish each other a good trip. (True)
Step Ⅴ Language points
1.Prepare some sentences and ask the Ss to fill in the blanks using the words and expressions in the dialogue.
1).Jane and Betty are going on ____holidays in a few ____time.
2)When are you going to ____Guangzhou?
3)Is anybody ____you off?
4)Do give her my____.
5)____a good trip!
2. Point out some of the words and expressions.
1.separate 2.see..off 3.in a few weeks’ time=in a few weeks 5.Please say “Hi” to sb.
6.The Present Continuous Tense----Future Use
Step Ⅵ Practice
1. Make a summary of the Present Continuous Tense. Tell the Ss that the present continuous tense. can be used for a plan in the future. Come, go, leave, start and so on are often used in this way.
2. Make similar dialogues. Given situations:
1) You are going to have a football match.
2) You are going to see a film.
3) You are going to meet a friend on Sunday.
Allow them a few minutes to make dialogues in pairs. Then ask them to play in the front of the class.
Step Ⅶ Workbook
Finish Ex. I and 2 on Page 72 as quickly as possible.
StepⅧ Homework
Make a travel plan
教学设计方案---Lesson 14-15
（一）Teaching Aims
1. To make clear the meanings of some of the difficult sentences.
2. To come to know about the causes of the forest's being destroyed and find about the ways to protect the forest.
(二)Teaching procedures
Step I Introduction
1.Tell the Ss in this period we’ll discuss the causes why the forest is being or to be destroyed and how we can protect them.
2. T gives a brief introduction to the passage using the pictures in the textbook.
Step II Listening
1.T play the recorder twice, let the Ss listen carefully.
2.After listening, T will give some questions in order to check the Ss’ listening comprehend?
1) What’s the main idea about the text?
2) What’s happening to the forest?
Step III Reading
1.T gives the Ss some minutes to read the text loudly.
2. Ask the students to read Part One silently and quickly and answer the following questions orally.
1) Where is the writer when she is writing the diary?
2) How do they have to travel? Why?
3) What do they eat for supper?
4) What can they hear at night?
3. Read Part Two carefully and answer the questions below.
1) What did they see when they flew over the forest?
2) How is the population of the country?
3) What do they do after they move to the forest?
4) Why do they plant crops for cows?
5) How often do they move on to another place?
6) What will happen to the soil when the soil is destroyed?
Answers:
Part One
1) On a rock.
2) By boat. Because there aren't any roads.
3) Chickens, eggs, buds or monkeys.
4) The strange sounds of wild birds and animals.
Part Two
1) Nothing but a great fire and lots of smoke.
2) It is growing every minute.
3) They burn the forest and plant crops.
4) To sell their beef at a high price in the capital.
5) Every two or three years.
6) It will become sand again.
Step Ⅳ Language points
Difficult sentences in the text
1) . . .they can eat a person in two minutes, leaving only bones. =they can eat a person very quickly and only the bones will be left.
2) . . . I was just about to go swimming when lucidly our guide saw me and shouted at me. . . =It was lucky for me that out guide was in time to stop me before I went into the river.
3) The population of the country is increasing every minute. =In every minute many babies are born, so the peculation is growing very fast in the country.
Step Ⅴ Workbook
1. Finish Ex. 2 on Page 73 as quickly as possible. Ask the Ss practise in pairs
2. As to Ex. 3 an Page 73,let the Ss do it by themselves.
Step Ⅵ Practice
T organize Ss in group to discuss the following the questions, then ask someone to answer individually
1) Why is the forest destroyed? 2) What should be done to protect the forest?
Answers:
1) People move to the forest and they bum the trees to plant crops for the cows to make a living.
2) Control the population, provide them jobs, make laws to protect the forest, and so on.
Step Ⅶ Homework
1. Ex. 2 and 3on Page 74
2.Try to retell the text in your own words.
探究活动
1.Discuss in groups
1) Why do you travel and what it brings you?
2) How yon plan for an imaginary travel and what you should prepare for a travel?
2.教师组织学生们根据自己旅游的经历，假设自己是一位导游，描述某一天的旅游过程。教师给学生们一些词语和提示如：
1)date and the place to visit 2)how many travelers, 3)how to get there, 4)other activities, 5)anything special, 6)what time you are back, so on.
Travel 篇3
教学目标
Teaching aims and requirement
本单元教学是使学生能够熟练运用语言表示问候和祝愿，并对他人的问候和祝愿予以正确答应。复习现在进行时的用法，了和掌握现在进行时表示将来的用法。根据课文的内容熟悉写旅游日记。
Teaching important and difficult points
1.Words and expressions
separate, guide, sharp, destroy, through, across, travel, trip, journey, go off see. . . off take a taxi/train/bus. . . ,by taxi/train/bus. . . ,tie. . . to, move on, be made from/of/into/by/,in. . . every two or three days
2.Useful phases
be about to do; nothing except/but. . .
3. Oral expressions
Give my regards to. . .
Have a nice /good/wonderful time!
Have a good/pleasant trip!
Say “Hi/Hello” to sb. from me.
Good luck!
The same to you!
4.Grammar
Revise the Present Continuous Tense is often used for plans in the near future.
教学建议
一、能力训练
1.设置若干情境，用现在进行时自编对话，安排未来的学习和生活，并对对方的计划提出良好祝愿。
2.讨论森林遭到破坏的原因。
3.学会制订旅行计划，思考如何解决野外旅行时遇到的意外及如何写好旅行日记。
二、德育渗透
1.旅行的意义：开阔视野，丰富知识，陶冶情操等。
2.我国是个森林覆盖率极低的国家，如何保护森林、合理利用现有耕地是个有待解决的问题。
三、互动教学
1.回答问题及叛断正误
2.朗读对话
3.学生自编相似情境的对话
4.分组讨论
口语训练建议
1.教师在组织教学的方向，不讲或少讲汉语，尽量给学生创造英语真实情景。教师可通过形体语言，表情等示意，帮助学生听懂课堂用语和日常交际用语。
2. 创设一个人合乎情理，符合逻辑的语言环境。本单元是围绕travel这一话题为主题，教师与学生通过面对面的交流如：Do you like traveling? When are you going to….?Have a nice time, so on.教师也可提供给学生们真实的录像，对本单元的主要交际用语反复练习，如：角色扮演，学生自述等。
语法建议
本单元的语法是现在进行时表示将来时的用法，教师一定要注意遵循精讲多的原则，通过大量的练习和反复的实践使学生理解并能熟练运用，形成比较自然的语言习惯。比如：教师可用来去几个词，come, go, arrive, set off等词语用口语的从式进行操练和练习。
教材分析
本单元通过给出假日之行的有关，主要是学习如何写旅游日记的写作知识，本文的对话主要是祝愿，问候，转达致意的基本表达方法。本单元的语法重点是用现在进行时表示将来的行为动作的用法，一些重点词汇的用法在本单元出现如：separate, see…off等词，词汇的辨析trip, journey, travel的区别，in, after表示时间的区别，except, besides, but, make…from, make of make…into,及what, how引导的感叹句等在课文和对话中均是本单元中需要掌握的重点内容。
教学重点·难点
1.separate adj.
—forming a unit which is distinct and which exists apart个别的，单独的
Jane and Betty are going on separate holidays in a few days’ tune.简与贝蒂几天后就要各自休假了。
---divided; not joined or united 分离的，分开的
Although both these shops sell vegetables, they are quite separate. 虽然这两个商店都卖蔬菜，但是他们是独立经营。
v. —make, become or keep separate 使分离，分开，隔开
England is separated from France by the Channel. 英法两国由英吉利海峡隔开。
separate sth. /sb. / from sth. (some place)把……与……分开；把……与某地分开
We should never separate from the masses. 我们绝不应该脱离群众。
2.destroy
vt.－break into pieces; make useless; put an end to 毁灭，毁坏，破坏
The houses were destroyed by a fire [a flood, an earthquake].房屋被火灾[水灾, 地震]所毁。
It can easily be destroyed by the burning and by the cows.它很容易被烧毁和被牛损坏。
Don't destroy that box, it may be useful.不要把那个盒子毁掉，它也许有用。
3) guide
n.－person who shows the way, esp. a person employed to point out interesting sights on a journey or visit 向导
Our guide buys some food from the villagers and we cook it ourselves.我们的向导从村民那儿买了些食物后，我们亲自烹调。
The guide led us into that mountain. 导游带我们进山了。
v.－act as guide to 引导；指导
The Party guides us forward from victory to victory. 党指引我们从胜利走向胜利。
guide 和 lead 的区别
1) guide指充当向导，率先而行，对所走的路或所干的事非常精通。
He guided the child across the forest. 他领着孩子穿过森林。
2) lead指在前面带路，让别人跟着走。
He led us to a room upstairs. 他把我们带到楼上的一个房间里。
4)sight
1)n.—sth. that is seen, esp. sth. remarkable; sth. which looks very bad or laugh景象，景物，尤指显著物；很难看或很可笑的事物
What a sad sight it was! 那是多么凄惨的景象啊！
What a sight you are! 你多惹人注意啊！
2)－the power of the eye; limit within which seeing is possible 视力，视觉
The Grand Canyon is one of the sights of the world. 大峡谷是世界名胜之一。
have good( poor) sight( eyesight) 视力良好（不好）/ in( within) sight; out of sight看得见；看不见
Land was not yet in sight. 陆地仍然望不见 / Victory was still out of sight. 胜利尚不可及
7）see sb. off
—go to the railway station, dock, airport, etc. with sb., who is starting on a journey 到火车站，码头，飞机场等送某人
Is anybody seeing you off? 有人送你吗？
the same usage:
1) see something (somebody) out (through)办好某事（送某人出去）；使某事顺利通过
2) see somebody later (again)再见
注意：以上例句中out, off, through, later (again)都是adv.。如果动词宾语是代词，应把宾语置于以上副词之前。
交际用语
1.向某人表示问候
A. Give my regards/ best wishes / love to…
B. Say “Hi/Hello/ Sorry/ Yes/ No” to sb.
2.祝愿某人
Have a nice/ good/ wonderful time.
—Have a nice weekend!
—The same to you.
3.问某人或某事情况如何
How about sb./ sth.?
语法：现在进行时表示将来时态的用法
be + v-ing表一般将来时态
go, come, leave, start, arrive, move, stay等瞬间动词用于进行时态时，表示将来含义。如：
I’m leaving for Beijing tomorrow. 明天我要去北京。
英语中表示将来时态的结构还有下列几种：
l）will/ shall +动词原形。
They will go to visit the Great Wall tomorrow.
2）be going to do sth. 表示打算要做或准备要做某事，或将要发生或肯定要发生的事。如：It is going to snow.天要下雪了。
3）一般现在时表将来时，表示按计划或时刻表要发生的事，仅用于come, get, go, leave, start, stay等表来去的少数动词。如：
The plane leaves at seven. So I think we’ll take a taxi to the airport.飞机7点起飞，所以我们将要乘出租车去机场。
4）be about to do sth. 表正要做某事，但不和具体的时间连用。如：
I was about to leave when he came to see me. 我正要离开，这时他来看我。
4.Jane and Betty are going on separate holidays in a few days’ time.
I’m going there for holiday with my parents.
holiday是指“节假日”。较短的节假日一般用单数，较长的节假日单复数均可。
Sunday is a holiday.
The summer holidays begin.
They had a five day’s holiday.
They had a five-day holiday.
They had a holiday of five days.
搭配一：for holiday 度假
A French student went to London for his holiday.
搭配二：on holiday 正在休假
She is on holiday in France.
[注意]表示放多少天假时，只能用 “a holiday of … days”, “…days’ holiday”或 “…day holiday”.
This summer we have 50 days’ holidays.
This summer we have a holiday of 50 (days).
搭配三：have/take/spend a holiday 度假
I spent my holiday in the village.
搭配四：summer vacation 暑假
[注意]在英国英语中表示“假期”时，vacation同holiday,但在美国英语中，vacation多指大学假期，且一般不用复数形式。
搭配五：sick leave病假
[注意] leave多指军队等的假期，亦指病假。
辨析 shout at/shout to
shout at 的意思是“对某人大声叫嚷”含有警告责备等含义。shout to 则是“大声喊叫某人”，使对方能听到喊声。例如：
（1）Why shout at me all the time? Is it possible that I have done something wrong? 为什么老对我大叫大嚷？莫非我做错了什么？
（2）I heard someone shout to me in the distance. 我听到有人在远处叫我。
教学设计方案----Lesson 13
（一）Teaching Aims
1. To understand the dialogue fully.
2. To develop the Ss' ability to make similar dialogues using present continuous tense for the plan in the near future.
3. To study the usage of some words and expressions in the dialogues.
(二) Teaching procedures
Step I Introduction
Tell the Ss that in this period we are going to study a dialogue between two girls and learn to talk about the future plan in the Present Continuous Tense and try to make a travel plan for a holiday.
Step II Dialogue
1. T: National Day is coming. We will have a holiday. How are you going to spend it? Are you going to travel? If “yes”, answer the questions below:
1 ) Where are you going? 2) Why are you going there?
3) When are you starting off? 4) How are you travelling there?
5) Is anybody seeing you off or meeting you?
6) How long are you going to stay?
( Ask these questions in the Present Continuous Tense. )
2. Introduce the dialogue in brief to the Ss
Step Ⅲ Listening
1. Listen to the dialogue twice with the books closed.
2. After listening, ask the Ss to fill in the following form with the information in the dialogue.
Who
Where to go
When to leave
How to go
Whom to stay with
How long to stay
Jane
Betty
Step ⅣReading
1.T play the recorder one or twice, the Ss follow it to read. Then ask them read loudly by themselves.
2.After reading, let the Ss judge whether the following statements are true or false according to the information in the dialogue. Do it orally.
1) Betty is going off to Guangzhou next Friday afternoon. (False)
2) Nobody is seeing her off. (False) .
3) Her plane leaves at seven and they'll take a taxi to the airport. (True)
4) Betty is staying with her friend in a hotel although the hotels in Guangzhou are expensive. (False)
5) She is going there by train. (False)
6) She is staying there just for the weekend. (True)
7) Betty and Jane wish each other a good trip. (True)
Step Ⅴ Language points
1.Prepare some sentences and ask the Ss to fill in the blanks using the words and expressions in the dialogue.
1).Jane and Betty are going on ____holidays in a few ____time.
2)When are you going to ____Guangzhou?
3)Is anybody ____you off?
4)Do give her my____.
5)____a good trip!
2. Point out some of the words and expressions.
1.separate 2.see..off 3.in a few weeks’ time=in a few weeks 5.Please say “Hi” to sb.
6.The Present Continuous Tense----Future Use
Step Ⅵ Practice
1. Make a summary of the Present Continuous Tense. Tell the Ss that the present continuous tense. can be used for a plan in the future. Come, go, leave, start and so on are often used in this way.
2. Make similar dialogues. Given situations:
1) You are going to have a football match.
2) You are going to see a film.
3) You are going to meet a friend on Sunday.
Allow them a few minutes to make dialogues in pairs. Then ask them to play in the front of the class.
Step Ⅶ Workbook
Finish Ex. I and 2 on Page 72 as quickly as possible.
StepⅧ Homework
Make a travel plan
教学设计方案---Lesson 14-15
（一）Teaching Aims
1. To make clear the meanings of some of the difficult sentences.
2. To come to know about the causes of the forest's being destroyed and find about the ways to protect the forest.
(二)Teaching procedures
Step I Introduction
1.Tell the Ss in this period we’ll discuss the causes why the forest is being or to be destroyed and how we can protect them.
2. T gives a brief introduction to the passage using the pictures in the textbook.
Step II Listening
1.T play the recorder twice, let the Ss listen carefully.
2.After listening, T will give some questions in order to check the Ss’ listening comprehend?
1) What’s the main idea about the text?
2) What’s happening to the forest?
Step III Reading
1.T gives the Ss some minutes to read the text loudly.
2. Ask the students to read Part One silently and quickly and answer the following questions orally.
1) Where is the writer when she is writing the diary?
2) How do they have to travel? Why?
3) What do they eat for supper?
4) What can they hear at night?
3. Read Part Two carefully and answer the questions below.
1) What did they see when they flew over the forest?
2) How is the population of the country?
3) What do they do after they move to the forest?
4) Why do they plant crops for cows?
5) How often do they move on to another place?
6) What will happen to the soil when the soil is destroyed?
Answers:
Part One
1) On a rock.
2) By boat. Because there aren't any roads.
3) Chickens, eggs, buds or monkeys.
4) The strange sounds of wild birds and animals.
Part Two
1) Nothing but a great fire and lots of smoke.
2) It is growing every minute.
3) They burn the forest and plant crops.
4) To sell their beef at a high price in the capital.
5) Every two or three years.
6) It will become sand again.
Step Ⅳ Language points
Difficult sentences in the text
1) . . .they can eat a person in two minutes, leaving only bones. =they can eat a person very quickly and only the bones will be left.
2) . . . I was just about to go swimming when lucidly our guide saw me and shouted at me. . . =It was lucky for me that out guide was in time to stop me before I went into the river.
3) The population of the country is increasing every minute. =In every minute many babies are born, so the peculation is growing very fast in the country.
Step Ⅴ Workbook
1. Finish Ex. 2 on Page 73 as quickly as possible. Ask the Ss practise in pairs
2. As to Ex. 3 an Page 73,let the Ss do it by themselves.
Step Ⅵ Practice
T organize Ss in group to discuss the following the questions, then ask someone to answer individually
1) Why is the forest destroyed? 2) What should be done to protect the forest?
Answers:
1) People move to the forest and they bum the trees to plant crops for the cows to make a living.
2) Control the population, provide them jobs, make laws to protect the forest, and so on.
Step Ⅶ Homework
1. Ex. 2 and 3on Page 74
2.Try to retell the text in your own words.
探究活动
1.Discuss in groups
1) Why do you travel and what it brings you?
2) How yon plan for an imaginary travel and what you should prepare for a travel?
2.教师组织学生们根据自己旅游的经历，假设自己是一位导游，描述某一天的旅游过程。教师给学生们一些词语和提示如：
1)date and the place to visit 2)how many travelers, 3)how to get there, 4)other activities, 5)anything special, 6)what time you are back, so on.
Travel 篇4
教学目标
教学目标与要点
1.掌握打电话的一些方法和技巧，能熟练使用英语打电话，并且用语准确，特别注意英汉文化之间的差异。
2.学习归纳有关"travel"方面的词汇。能够制定、描述、总结自己的某一次trip。掌握相关的旅行常识。
3.学习宾语从句，掌握由that引导的宾语从句。注意所有陈述（肯定或否定）句作宾语时，都应由that引导。
4.能够理解和运用部分动词所带否定的宾语从句的否定前置。如：I don't think they can came on time.
5. 除会叙述旅行之外，我们还要给出We should write a short passage about travelling. What do you think of travelling? Is it good or bad? 等题目进行写的练习。
素质教育目标
1. 学习新的语法知识：The Object Clause。
2. 熟练掌握有关打电话和旅行的词汇、短语及日常用语。
3. 鼓励学生在学习过程中锻炼听说读写的能力，并不断提高相关知识的语言应用能力。
4. 向学生通过对旅行知识的学习，了解祖国的大好河山，教育他们热爱祖国、建设祖国、保卫祖国的理念。
教学建议
关于本单元教材内容的分析
本单元围绕这一中心话题，结合Lesson 14“Jim’s train ride”和与travel相关的对话Lesson 15开展教学活动。Lesson 13是由格林先生打电话给校长引出了本单元的语法功能项目——宾语从句。由that引导的宾语从句是本单元教学的重点知识之一。本单元学习了用英语写电话留言（telephone message），重现和新学了一些打电话的专用术语。本单元所阐述的有关travel的内容，和我们生活密切相关，如Lesson16，应灵活掌握，就其中的某些问题能有自己的独特见解。对于有关travel的交际用语，学生应学会熟练地使用。
本单元句型及日常交际用语
1. 本单元句型及交际用语
（1） — Could I speak to sb, please?
— I’m sorry he isn't here right now.
（2） — May I help you?
— That's very kind of you.
（3） That would be fine.
（4） I’ll leave a message on his desk.
（5） Many thanks.
（6）— What does sb say?
— He/ She says that….
（7） What a pity! I’m sorry I missed it.
（8） How exciting!
（9） You must be very tired.
（10） The score was 2-1.
（11） Hurry up! Or we’ll be late.
（12）It takes about ten minutes.
（13）— What do you think is the fastest way to travel?
— I think the fastest way to travel is by plane.
（14） It takes sb some time to do sth.
（15） I’m free every day except today.
2. 关于打电话的一些专用语：
（1）开始打电话时
Hello, could I/may I speak to Carter Bronte?
您好，我可以和卡特·布朗特讲话吗？
Hello, is Mr. Parley in?
您好，派雷先生在吗？
Hello, this is John here (speaking). Who’s that (speaking)?
您好，我是约翰，您是哪一位？
（2）接电话时
Hold on for a moment, please. 请稍等。
He is on another phone. 他正在接听另一通电话。
May I ask who is calling? 请问是谁？
Is that John (speaking) ? 你是约翰吗？
Sorry, but he is not here at this moment. 对不起，他不在。
The line is bad, please speak a little louder.
线路不好，请说得大声点。
Someone wants you on the phone. 您的电话。
（3）留口信、结束通话时
Could I take a message for you? 我替您留个口信好吗？
Do you want to leave a message? 您想留个口信吧？
He is not in right now. Would you call back? 他不在，你（一会儿）再打过来好吗？
I’ll hang up now, bye! 我挂了，再见！
关于本单元重难点知识的分析
1. I hope to see him as soon as possible.
as…as possible是一个固定词组，与as … as I can/ could同义。soon为副词，可将soon换为别的副词或形容词，作“尽可能……地（的）”解。如：
as soon as possible 尽可能早
as quick as possible 尽可能快
as often as possible 尽量经常
as friendly as possible尽量友好
【例】
（1）You’d better leave here as soon as possible.
你最好尽早离开这里。
（2）Try to be as friendly to your classmates as possible.
对同学要尽可能友好。
（3）Your should go home to see your sick mother as often as possible.
你应当尽可能多回去看你病中的母亲。
（4）Get up as early as possible tomorrow ==Get up as early as you can.
明天清尽早起床。
（5）Will you please say it as clearly as possible? =Will you please say it as clearly as you can？
请你能尽可能说得清楚些吗？
（6）Do it as quickly as possible =Do it as quickly as you can.尽快去做吧。
需要注意的是as soon as possible指时间的迟早；而as quickly as possible则表示动作的快慢。
2. I’ll leave a message on his desk. 我将在他的桌子上留言。
（1）leave a message. “留言；留话”，类似的还有：
give sb a message 给某人带个口信；
take message带个口信，带个话；
send a message to sb 发信息给某人
（2）leave 的用法归纳
1）离开；出发。词组有：leave…for… 离开…去…；leave for 动身去…，如：
When will you leave Beijing? 你们什么时候离开北京?
We are leaving Beijing for Shanghai. 我们将离开北京去上海。（leave此句中是及物动词）
When are you leaving for London?什么时候你将动身去伦敦？（leave此句中是不及物动词）
2）留下；丢下；遗忘。常用结构：leave+宾语+介词短语，如：
I left my bay in your home. 我把我的书包忘在你们家了。
3）过去分词left 用在名词后作宾语，意为“剩下”，如：
Don’t worry, there is some time left. 不要着急，还剩一点时间。
4）leave还可表示“让……处于……状态”，例如：
Will you leave the door open? 请把门敞开好吗？
3.I’m free every day except today. 除了今天我每天都空。
在英语中，besides，but和 except作为介词，都有“除……之外”的意思。besides是“除……之外，还有……”是肯定的；而except和but是“除……之外，没有……”是否定的。在否定句中，besides可以和 except，but同义。与but相比，except所含“除外”的意味更明确，语气也更强烈。例如：
（1）All came back besides Kate.除了凯特已回来，其他所有人也回来了。
（2）All came back except/ but Kate.除了凯特，全都回来了。（意思是凯特还没有回来）
（3）I don't want anything but / except this.除了这个，我什么都不要
（4）We go to school everyday except Sunday.除了星期天，我们每天都上学。
4. What does the teacher say？
She says that she will leave a message on the headmaster’s desk.
在这个句子中that是一个引导词，用来引导一个宾语从句。that在口语中可以省略。在使用含有宾语从句的复合句中，当主句是一般现在时的时候，从句可以用任何时态。但是，当主句是一般过去时的时候，从句必须用过去的某一种时态（客观真理除外）。例如：
I hear she will be back in an hour.
He said she lived with her mother.
He told me that the sun is the biggest of the three.
5.电话记录卡的写法
书写电话记录卡是我们日常生活、办公、学习中常常碰到的事。接个电话，要找的人不在，需要对方留言，我们要学会怎样写这种“电话留条”。下面我们看一个例子：
有时候，如果电话内容重要，还要将接电话，写留言记录条的人姓名写上去。
6. It is much cheaper and far more enjoyable than a rushed trip by air.
句中的much和far是用在比较级前表示程度的。类似的还有：a little，still，a lot，even等。例如：
（l）This text is a little more difficult than that one.这篇课文比那篇稍难一点。
（2）I’m feeling even worse today.我今天觉得更不舒服。
（3）I’ve made a lot more mistakes than you have.我犯的错比你犯的多多了。
7. It takes about ten minutes.
“大约花了十分钟时间。
“花费某人多长时间做某事”通常使用 It takes/took sb.some time to do sth.句型。
【例】
(1) It took me three hours to finish my work.
完成工作花了我三个小时的时间。
（2）It usually takes me half an hour to do morning exercises.
早锻炼通常花我半个小时时间。
8. They kept watching the beautiful scenery out of the window.
The conductor kept coming go offer them hot water and selling them magazines.
此两句中共同用到keep doing，keep作为动词有许多用法：
1）保持；保存；保留；保护；保守（秘密）
Will you keep this seat for me?
替我保留这个座位好吗？
Does your watch keep good time?
你的表走得准吗？
Who holds the position to keep goal? Who’s the goal keeper?
谁守球门呀？
2）使人（物）保持在（某一状态）
We should keep the motherland in mind and the whole world in view.
我们应该胸怀祖国，放眼世界。
We’ll keep you informed.
我们将随时让你知道情况。
Sorry to have kept you waiting.
对不起，让你久等了。
3）履行（诺言），遵守（惯例）等
The Chinese people always keep their word.
中国人民说话是算数的。
She keeps regular hours.
她生活作息很有规律。
4）（按民间习俗）过（节或生日等），庆祝
How do you keep Spring Festival by yourself?
你一个人怎么过春节？
To keep the Sabbath is a kind of habit of Europeans.
欧洲人的一种习惯是守安息日。
6）留，停留
The old man kept his bed for 15 years.
这老人卧床不起已有三5年了。
The girl keeps the house.
这女孩足不出户。
有关keep的词组：
keep away 站开，使离开
keep back 后退
keep from 阻止
keep down 镇压，控制
keep off 让开，不接近
keep out 靠外，免入
keep under 压制，控制
keep up with 跟上，赶上.
9.trip与journey的区别
这两个单词的含义大致相同，表示“旅游；旅行”等，都可以表示“从一处到另一处旅行”。但在不同的语境，它们的用法稍有差异：
journey可指经常走过、旅行过的范围，它一般用于长距离的，其“旅行”方式不论海、陆、空交通皆可以。例如：
Did you have a good journey?
你一路上顺利吗？
They went on a long train journey.
他们乘火车出远门了。
It's more than 27 hours 'journey by air from Beijing to London.
从北京飞往伦敦需要对个小时以上。
而trip是指短途旅行和观光，从某地出发再回到某地。例如：
This is my trip to the seaside.
这是我的海滨之行。
Their honeymoon trip to Venice is exciting.
他们前往威尼斯的蜜月旅行令人兴奋不已。
trip严格的意义上来说，它的“旅行”的目的是公差或娱乐性的。
另外，它们的另一个同意词是travel，当travel作名词时，它的“旅行”含义是“出国旅行”。它不能与不定冠词连用，例如： a travel。如果要表示“一次”，我们可以说：“a trip”，“a journey”。
is much cheaper than it used to be.
现在旅行比过去便宜多了。
注意：travels则表示“游记；国外游记”。例如：
I am writing an account of my travels about America.
我正在写一部美国游记。
宾语从句要点分析
在复合句中，作及物动词、介词或某些形容词的宾语的句子称为宾语从句。同学们在本单元学习连词that引导的宾语从句时，应注意以下要点：
1.在连词that引导的宾语从句中，that本身无意义，不是句子的任何成分。在口语和非正式文体中常被省略。宾语从句要用陈述句语序。如：
She says (that) she will leave a message on the headmaster’s desk. 她说她将在校长的桌子放个留言条。
I hope (that) you’ll have a good holiday. 希望你（们）假日愉快。
2. 后面常接that引导的宾语从句的动词有：think, hope, say, tell, know, see, hear, mean, agree, fell等。如：
I see (that) you come here on foot today. 我看你今天是步行来的。
I hear (that) one of the pandas has a baby.我听说有只熊猫生了个小熊猫。
注：1）有时宾语从句和主语的谓语之间可插入一个间接宾语或状语。如：
Please tell Mr. Hu that I’m working hard on my Chinese. 请告诉胡老师我在努力学习汉语。
You can see from my photo that I have a big smile and long black hair. 你可以从我的照片中看到我的笑容和黑长发。
2）think等表示看法的动词后面接宾语从句时，若宾语从句的谓语为否定形式，要将否定词not转移到主句，这种现象称为“否定移位”。如：
I don’t think any of the programmes is interesting. 我认为这些节目没有一个有趣。
I don’t think chickens can swim. 我认为鸡不会游泳。
3.后面常接宾语从句的形容词有：sure, glad, pleased, happy, afraid等。如：
I’m sure he would love to come to your birthday party. 我相信他会很乐意参加你的生日聚会。
We are both very happy that we are twins. 我们俩都为我们是双胞胎而感到高兴。
4.宾语从句的时态：
主句的动词如果是现在时态，宾语从句中动词可以根据实际情况用不同的时态。
I think I’ve lost my key.我想我已把钥匙丢了。
I see you are on foot today.我看见你今天是步行来的。
He says Jim will come back soon.他说吉姆很快会回来的。
I’m glad she didn’t hurt herself.我很高兴她没有伤着自己。
主句的动词是一般过去时态，宾语从句的动词必须使用过去相应的某种时态（一般过去时、过去进行时、过去将来时、过去完成时等）。下面分类讲述。
（1）主句中谓语动词的动作是过去发生，且宾语从句中的词语动词的动作与它同时发生，从句的谓语动词要用一般过去时或过去进行时。
He said that he had a very good journey home.
他说他们回家旅途愉快。
He said he was working hard on his Chinese.
他说他在继续努力学习中文。
（2）主句中谓语动词的动作是过去发生，且宾语从句中的谓语动词的动作发生在它之后，从句的谓语动词要用过去将来时；如宾语从句中的谓语动词的动作发生在它之前，用过去完成时。
He said he would have to give presents to all the family, but he hadn't chosen any yet.
他说他要给家里所有的人送礼例说话之后要发生的事），但他还什么都没有买呢（指说话前没做的事情）。
注：过去将来时和过去完成时以后还要学，在这儿只要求了解。
（3）如果宾语从句表示客观真理，即使主句中用了过去时，从句的谓语仍要用一般现在时。
The teacher told us that the sun is the nearest star to us of all.
老师说太阳是离我们最近的恒星。
（4）Could you tell me… ?是表示“请求”的委婉句型，并不表示过去时，所以其后的宾语从句的时态可根据需要用任何时态。
Could you tell me what time the plane leaves?
你能告诉我飞机什么时候起飞吗？
关于Making telephone calls的教学建议
用英语打电话是重要的功能项目之一。本单元再次出现打电话的情境。教师可利用本单元的教学，帮助学生复习打电话用语，让他们学会用英语打电话。
西方人士的习惯是接电话的人通常先报出自己的电话号码，特别是办公机构，如：Hello！6098724，
★ 如想找某人听电话时，可说：
May/Could/Can I speak to…, please?
★ 如你就是某人时，可答道：
This is …(speaking). /This is …here/…here / speaking 不能说I’m…
★ 当对方想问你是否某人时，说：
Is that，…(speaking)? 而不说Are you…?
肯定回答是：Yes，it is. 不说Yes，I am.
否定回答是No，this is … 而不是No，I'm…
★ 如要让对方等一等，可说：
Hold on(for a moment)，please. 或One moment，please.
He/She isn’t here right now / at the moment.
或I’m sorry he’s / she’s our at the moment. 表示要找的人不在。
★ 在这种情况下，接电话的人表示愿意传话，可说：
Can I take message (for you)?
I’ll leave a message (on her/his desk).
I’ll give her/ him the message.
★ 听电话时，开始要用招呼语，如Hello! Hi! 如要问候对方，就用问候语：
— How are you?
— Fine，thanks. What about you?/And you?
— I'm fine，too. Thank you.
★ 结束时用告别语：Goodbye! /Bye. /See you(tomorrow).等。
另外，在通话过程中可用May I help you?表示可以帮忙，That's very kind of you. 表示感谢，Yes，that would be fine. 表示同意。
进行口语训练时，教师可以结合一些生活实情，让学生两人为一小组练习打电话。
Travel 篇5
unit 7 travelling in garden city
the second period
language focus:
using there will be
e.g.what will travelling in garden city be like in 10 years` time?
perhaps there will be fewer traffic jams
key points:
1. in 10 ten years` time..
2. how to, perhaps, instead, few and more…
learning procedure
before class
put the following into english
rewrite the sentences as reqired
1. i have a lot of homework to do.（改为一般疑问句）
_____________you _________a lot of homework to do?
2. there will be more roads. （改为定句）
there ________ ________ be more.
3. all of teenages are boys.（保持原句意思）
________ _______the teeages is a girl.
4.nowdays, more people go to work by underground. (对划线部分提问）
________ _______more people go to work by underground ?
5. in the past, many people went to work on foot（对划线部分提问）
________ _______ many people go to work in the past?
put the following into english
1 10 年后 2 交通堵塞
3 坐摆渡出行_________ 4 地铁站 _________
5 像 _________ 6 坐地铁出行_________
7 人行桥 _________ 8 或许 _________
in class
i. revision (dictation and checking)
1. review some useful phrases
2. learn some names of transportion you can use when you want to travel.
3. think and say
4 play the recording
5. listening and speaking (what will travelling in garden city be like in 10 years` time)
complete the blank with the words given
in the past, many people (1) _________ (like) (2) _________ (travel) by bus. all passengers (3) _________ (have to) (4) _________ (buy) tickets. there (5) _________ (be) a bus conductor in each bus. he (6) _________ (collect) money from the passengers and (7) _________ (put) the money in a bag. nowadays, passengers (8) ____________ (not buy) tickets from a bus conductor. they (9) _________ (put) their money in a fare box or (10) _________ (use) a public transportation card instead.
after class
choose and complete
1. in the past,_______(all / none) of the buses were double-decker buses.______ (none /most) of them wre air-conditioned.
2. in the past,________(some / all) of the bus-drivers were men.._______(noen/ most) of them were women._______.(all /none) of the passengers had to buy tickets from the bus conductors
3. now days, ______(all /some ) of the buses have a fare box. _______(none / some) of the passengers use a public transportation card instead.
choose the best answer
1. in the past, people ______by bus.
a. travel b. travellled c. travelling d. travels
2.—what did mr jones do before he moved here?
__ he ______ a bus.
a. is driving b. drives c. drove d. has driven
3 . this is ______empty bottle. could you give me ______full one?
a. a … a b. an…a c. the…the d. / …a
4._________of us likes playing football.
a. all b. most c. none d. many
5. they _______ to wear sunglasses in writer .
a. haven`t b. have not c. don`t have d. have
6. in summer, more people like taking____________buses.
a. cold b. hot c. different d air-conditioned
7. there are few________in the fridge. let`s go and buy some peas, carrots and cabbages.
a. vegetables b. fruit c. meat d. eggs
8. __i have _______money with me. would you please lend me some?
__of coures. here.
a. a few b. a little c. few d. little
9. there ________a sports meeting in our school next week.
a. will have b. will hold c. is going to be d is going to have
10. _______ people like to travel by ferry._______people like to take the underground because it is faster.
a. fewer… fewer b. less…less c. fewer… more d less…fewer
11. he________in three days.
a. won`t come b. didn`t c. doesn`t come d. hasn`t come
12. sam and sandy are my little brothers._________of us like playing basketball.
a both b. all c none d some
Travel 篇6
module 2 changes
unit 7 travelling in garden city
the third period
language focus:
a poster of future travelling
tavelling in…in 10 years` time
before class
write a poster travelling(write and draw)
1. perhaps all of the people will travel by_________>
2. pohaps most of the people will travel…
3. _______some of the people will…
4. ________none of the people will…
5. ________there will be more….
6. ________there will be fewer…
in class
look and say
read and say
look and write
draw and write
after class
writing:
trvelling in sunny bay in 15years` time
perhaps _________the people will not travel by ferry
perhaps ________the people will travel by_________>
perhaps there will be _________railways.
perhaps there will be_____________.
read and match
1. the traffic in shanghai is much______(good, better) than before.
2. we need___________ ( much, more) car parks because many people have their own cars now.
3. there are about sixty ___________(woman, women ) teachers in our school.
4. there not any ________(fly, flyovers ) in shanghai thirty years ago.
5. ________( none. not ) of us finished the homework, so mr. zhang was angry.
6. --.who is the lady standing at the ________(cross, crossing) with james?
--she is james` aunt.
choose and complete
1. in the past, the farmers________(grow/grew) food with their hands.
2. ______(nowdays/ in 10 years` time), perhaps each family will have their own cars in our city.
3. ________(none/some) of the students is late for school.
4. i_______(will/won`t) go swimming any longer.
5. it`s too hot today.please give_______(she /her) a bottle of orange juice.
6. you should eat________(fewer/ less)food and take _______(more/less) exercise.
7. __would you like some more rice?
__yes. just______(a few/ a little).
8. mary is very careful and she makes ______ (a few/ few) mistakes in her work.
9. i only have one book. i want _________(few/more).
10. mum, this t-shirt is much too small for me. would you buy me a _______(smaller/larger) one?
read and tick (true or fales)
many,many years ago,the world had only a few thousand people. the moved from place to place.they hunted animals for food.
a long time passed. these ancient(古代的)people began growing crops .no one today knows how and where those people learnt about it.but they knew that that. from then on the life of those people changed.they didn`t have to move their houses any more.
they could stay in one place and grow crops.people began to live near each other. and so the first villages grew.many people came to work in the villages. these villages became bigger and bigger.then people had machines,and life in the villages changed villages grew into cicties. then city life began.
( )1.there were millions of people in the worl many,many years ago.
( )2.at that time, they hunted animals and grew crops for food.
( )3.the ancient people`s life changed after they began growing crops.
( )4.the first villages grew when people began to live near each other.
( )5.machines made the life in the villages change again.
( )6.people built factorise and then factories becane cities.
read the passage and choose the best answer(根据短文内容 ，选择最恰当的答案)
left hand or right hand
which of your hands do you use most? very few of us use both of our hands well. most of us are right-handed. only about five people out of a hundred are left-handed. new-born babies can take things with either of their hands, but in about two years they like to use their right hands. scientist don’t know why this happens. they have studied it. they think our animal ancestors(祖先) right-handed, but this may not be true. monkeys are our closest relations(亲缘) in the animal world. scientists have found these monkeys like to use one of their hands more than the other –but it can be either hand. there are so many right-handed ones. next time you visit the zoo, watch the monkeys. you’ll see that some of them will swing(摆动) from their right hands and others will use their left hands. but most human beings（人类） use their right hands better and this makes right-handed ones. we live in a right-handed world.
1.very few of us can use both of our hands well.it means_____.
a. we can`t use one hand as well as the other
b. we can`t use both hands
c. many people can use one hand as well as the other
d. some of us can use both hands
2.new-born babies______at first.
a. can only use their right hands b. can only use their left hands
c. can ues theirhands d. can ues both of their hands
3. which of the following is ture?
a.monkeys are left-handed. b. monkeys are right-handed
c. some of the monkeys are left- handed ,others are right-handed.
d. there are many more right-handed monkeys than others left-handed monkeys
4. we live in a(n)______
a. left- handed world b. right-handed world
c. monkey world d. animal world
5. left-handed people are difficult in life because__________.
a. they can`t use their right hands at all
b. most of people use their right hands better
c. they can`t use both of their hands
d. they can`t use their left hands
Travel 篇7
unit 3 travel journal备课教案北师大版
【教材分析】
本单元围绕traveling这一主题开展听、说、读、写多种教学活动。这个话题能激发学生热爱旅游，热爱生活，热爱大自然；同时培养他们的想象力发散性思维和事实求是以及科学探索冒险精神。
在经过前几个课时“热身”(warming up)，“读前”(pre-reading)，“阅读”(reading)，“理解”（comprehending），“语言学习”（learning about language）和“语言运用”（using language）部分中的第一方面综合训练部分后，学生对本单元的话题已形成基本框架，同时也掌握了----些新单词来描述旅游，这些都为学生语言运用打下基础。本课时涉及到“listening”围绕中心话题，讲述王薇和王坤在去往大理与表兄弟会面的路上与一个老挝女孩的对话。“reading and writing”先让学生了解diary和journal的区别，通过找出课文中的“real”和“unreal” things ，加深对课文的理解，然后要求学生围绕话题写一封短信。
【学生分析】
学生的发展是英语课程的出发点和归宿，我们教师在教学设计以及教学过程等方面应突出以学生为主体的思想。高中生学习基础、学习能力参差不齐，两极分化严重。因此需要多层次地、多方位的教学。
本课时的教学活动是在学生学了travel的基础上，进一步要求对语言的运用。因此学生已有相关的知识铺垫，为本课时的学习准备了一定的常识和知识基础。另外本课时的话题贴近学生生活实际，教师可充分利用学生已有的生活经验，并结合所学语言知识，使学生对语言学习感兴趣。
【教学目标】
根据英语课程标准对该年级学生的要求，结合本单元的实际教学，本课时的教学目标如下：
1、语言知识目标
1）. 单词record topic familiar brave
2）.祝愿和告别 （good wishes and farewells）
a）have a good day / time! have a good journey / trip! good luck! enjoy yourself! best wishes to you.happy new year! merry christmas! happy birthday!
b）thank you.you, too.the same to you.
2、语言技能要求
1）、学生能听懂就话题而展开的问答，和同伴展开讨论。
2）、学生学会阅读文章，了解大意并就问题和同伴展开讨论，了解和传递信息。
3）、在理解文章的基础上，运用所学的语言，围绕话题，完成写作任务。
3、情感目标
1） 激发学生的想象能力,培养他们的事实求是以及科学探索冒险精神。
2）培养小组合作精神。
3）培养学生的写旅游日记的方法描述旅行见闻意识。
4）培养学生乐观、积极、向上的人生态度
4、学习策略：
学会合作学习，自主学习，主动探究；积极参加课堂活动，提高语言应用能力。
5、教学理念
1）、探究式和合作学习教学理念。本节课我多次组织各种形式的合作学习，如group work, comparison 鼓励学生通过体验、讨论、合作和探究他们自己感兴趣的问题并自主解决问题，强调让学生在中习得英语。同时还可培养学生的合作精神和互助的精神。
2）、任务型教学理念。学生在做中学、在做中练、在做中巩固。在教学中采用presentation-practice-production 教学环节。本节课共设计了 8 个任务，不仅可以拓展学生的知识，更可以培养学生的学习兴趣，以致提高学生综合运用英语的能力。
3）、循序渐进的分层教学理念。教学由简到繁，由易到难。考虑到学生存在着如智力、兴趣、性格、学习方式等方面的差异，老师在设计教学时能够做到多个层次，多个纬度切入主要学习任务，并根据学生情况，在相应的难度和层次上都给学生建立一个活动空间,让不同程度的学生有机会参与语言的实践。
4)、根据克拉申(krashen)的输入假说：“写是输出的过程，是在前面多方式、多渠道的足够可理解输入的情况下，而达到的自然输出。
【教学重难点】
重点：
1、指导学生掌握并巩固好课文的生词、短语、句型。
2、指导学生培养他们的想象力发散性思维和事实求是以及科学探索冒险精神。
3、了解diary和journal的区别
难点：
1、了解diary和journal的区别并且找出课文中的“real”和“unreal” things。
2、培养学生的写旅游日记的方法描述旅行见闻意识，提高语言应用能力。
【设计理念】
根据上述教材特点，我本着《英语课程标准》以学生“能做某事”的教学目标，尽量避免单纯传授语言知识的教学方法，而设计采用“任务型”教学途径，针对学生实际水平，立足教材，适当活化教材， 设置难易程度不一的任务，适合不同层次的学生。让“师本”走向“生本”，突出学生主体，着眼学生的发展，关注学生情感、态度、行为表现，尊重学生的个体差异，尊重学生已有的知识，以“参与即得分”的方式鼓励学生关注课堂，适时表扬。并采取多媒体辅助教学手段，吸引和组织学生积极参与课堂。学生通过小组比较，与同伴讨论、合作，主动探究等学习方式，学习和运用所学知识，从而实现目标的达成。
【教学构思】
把对上一节课的复习作为听力部分的导入（呈现图片展开师生对话，导入出听力话题）。
听后做练习（采用表格的形式回答问题，获得对听力材料内容的理解。）
快读reading材料让学生了解diary和journal的区别（了解什么是旅游日记）
让学生了解true和untrue的区别，寻找具体句子讨论探究（加深对本单元文章内容的理解并为写作铺垫。）
写作导入（激发背景知识，明确写作要求，主题目的、写作步骤）
作文展示、交流评价（同伴评价，课堂集体评价，教师评价）
【教学过程】
step1 listening
task1.leading-in and pre-listening
t: last class we learned part 2. a night in the mountain .and we know wang kun and his sister wang wei stayed in the tibetan mountains for a night .(展示图片)
t : are they eager to see their cousins dao wei and yu hang ?
ss: yes ....
t: can you guess what they will do the next morning ?
s1: they will still stay in the mountain .
s2: they will travel along the mekong river .
ss: ....
t: who are right ? let’s listen to part 3(page23) chatting with a girl . on the way to meet their cousins, the two travelers see a girl （g）walking along the road.wang kun （wk）stops to speak to her.please tick the words you hear on the tape.
ss: ....
设计意图：采用简单的提问式展开师生对话，利用图片复习课文内容、同时提出新的问题形象的导入，激发了学生的学习兴趣与好奇心，活跃他们的思维，以利于有效地组织教学。
task2.post-listening
t : what have you got from it ?
ss: a girl from laos is talking with them about the mekong river such as forests, mountains, laos, tibet, fish and waterfalls etc.
t: let’s listen for a second time .
t: who can fill in the chart on the blackboard ?
ss: (cheering up ……)
topic
southwest china
laos
local name of the river
the water of the rocks
the sea of laos
uses of the river
washing, fishing and transport
what to see
many different animal. plants and bird species
small villages along the river
scenery
waterfalls and rapids
river passes through mountains and forests; temples, caves and a waterfall
（以男女生为两个团体，让他们分组讨论答案，然后各派代表发表意见，培养学生的合作精神和互助的精神）
设计意图：第一次听完 让学生了解文章关键词语，了解大意，从而降低了听力难度。第二次听完以表格的形式，对比不同地区的人对湄公河的不同描述，从而让学生了解如何描写旅游日记。
task3.dialogue
ask students to read the listening material in roles .one is the laos girl and the other is wang kun
ss: ....
设计意图：因为听力材料有承上启下的作用，听和读是从不同的感觉感官接受语言的输入的习的，加深对语言运用的理解。
step2.reading
task1.fast-reading
t: do you know what are the differences between diary and journal ?
ss: (thinking)
t: next the passage will us what they are .
ss: (fast-reading)
t: diary : personal record how they feel soon after things happen .
journal : isn’t personal ; has different purpose ; record their experiences ideas and afterthought about what they have seen ;better understand what has happened to them ;topics including people ,things and events less familiar to the readers .
设计意图：通过快速阅读，让学生区分diary 和journal 不同的体裁，学习了解何为旅游日记，为将来的科学探险研究准备
task2. comparison
t : in this unit ,we have learned the first two parts of a travel journal .some of the things described in these travels are real and some are not real .
ss: what is“ real ”and“ unreal ”?
t: the word "real" here refers to things that exist or have happened.so the things that are not real refers to anything that doesn't exist or hasn't happened.in other words, the people and events described in this journal are fictitious.
t: and we know the real and unreal things in a travel journal .next let’s have a group work .try to find out some of the things described in these travels are real and some not real .compare your lists with group mates about and discuss the differences in your list.
ss: .... (divided into several groups with 3-4 students.)
设计意图:在讨论过程中，学生运用他们已经掌握的语言知识，通过小组合作探究，高中学生争强好胜的心理特征得以激发，培养学生用英语思维和表达的方式。活跃了课堂气氛，进一步深化对journal体裁 的认识和理解。
t: answers will vary since lists will vary in length.
real details include anything about the geography of china and southeast asia, and the people who live there.also, the places the bikers visit are real details.for example ,the source of the mekong is in qinghai province.
t: unreal details include anything about the four bikers and their personal experiences.e.g. it was so quiet in the mountain that night --there was almost no wind ,only the sound if the fire .
设计意图：学生通过寻找课文中的具体例子，不仅可以熟悉课文的单词、句型，而且可以了解如何去描述旅游日记，可理解的输入为写作做语言上的准备
step3.wrting
task1.pre-writing
t: suppose you are a friend of wang wei .she will make a journey down the mekong river what will you say to wish her when she leaves ?
s1: i’ll say “have a nice /good time or have a nice /good trip ”.
s2: good luck on your journey .
s3: say hello to your cousins
s4: take care ,write to me , waiting for your early reply .
ss: ....
t: yes ,quite right!
t: imagine that you are a friend of wang wei .write a short letter to her and ask her to describe : how she feels , what she is doing ,and some place you want to know about .then wish her well on her journey by using at least two of these expressions:
have a nice /good time have a nice /good trip
good luck on your journey say “unreal” to ...
take care write to me
waiting for your early reply have fun
give my love /best wishes to ....
t: you may begin like this:
my dear brave little wei,
how i worry about _____ and _______.
your friend forever,
_______________
设计意图：必要的语言输入为学生的写作的输出作了充分的准备。
task2.writing
ss: writing the letter according to the requests.
sample writing:
my dear brave little wei,
how i worry about you and wang kun! are you enjoying your trip? i hope so.what are you doing now? are you in cambodia yet? when you get to phnom penh, tell me about the buddhist temples there.please send some photos with your next letter! well, have fun and don't forget to write to me! say hello” to wang kun for me.good luck on your journey.
take care!
your friend forever,
ju lin
task3.production-show
设计意图：作文展示评价（同伴评价，集体评价，教师评价 ） 同伴评价实际上是合作形学习的一种形式，其重要理论基础就是考卡夫（kafka, k）最早提出的“群体动力理论”（group dynamics）。
step4.homework
1、记本单元的单词、句型、词组。
2、就你写给wangwei 的信，假设你是wangwei请以她的名义写一封回信。
设计意图：
熟记所学语言知识，养成良好学习习惯。学生通过课文的学习，小组讨论，相互的交流，已做出了较为深入的思考, 接收了大量的信息， 学生能用英语进行一些表述。为进一步达到语篇建构的目的，写是一个重要的环节。通过书面表达，学生能更好地学会整理思路、组织素材、组织语言、遣词造句等书写的方法和策略。同时通过对写回信,使整个单元的教学富有整体感,使学生所学知识更有连贯性。
【教学预测】
现代课程观认为，课程不再只是承载特定知识的文本，而是学生生活世界的经验；课程也不再是教学计划和目标，而是师生共同探求新知识的过程；课程不再只是由教材这一单因素构成的静态课程；而是教师、学生、教材、环境等因素相互作用形成的动态的构建过程，而这种经验和体验、探求新知识的过程离开活动是无法实现的。
本节课是对本单元所学知识的总结概括、延伸，并把traveling这一主题融入到生活情景当中去，不仅使得学生能真正在生活中运用英语，同时也促进了英语学科与地理学科的相互渗透和联系学生能真正在生活中运用英语。整节课通过听、说、读、写多种教学活动采用了探究式和合作学习教学理念、任务型教学理念、循序渐进的分层教学和克拉申(krashen)的输入假说等理论来指导课堂教学。在学习中，采用了小组合作，集体评价的学习方式.这使学生在互帮互助中共同进步.不仅增进了同学之间的情感，也解决了教师不能照顾到每个学生的大难题。最后作文作品的展示是本课的高潮亮点。本课设计不仅能够很好的完成预想各项目标，加深对语言的运用理解，而且能够很好的促使他们学习英语的兴趣，热爱大自然、热爱生活、热爱科学的情怀。
附录：板书
生词与短语：record topic familiar brave
句型：
have a nice /good time have a nice /good trip
good luck on your journey say hello to ...
take care write to me
waiting for your early reply have fun
give my love /best wishes to ....
Travel 篇8
unit 3 online travel（ speak up and study skills）学案
一、learning aims
1、to improve the abilities of listening and speaking
2、to develop sorting and categorizing skills
3、to develop an understanding of relationships between a variety of words and ideas
4、to categorize vocabulary and ideas according to different types of information
二、learning importance and difficulty
1、to develop sorting and categorizing skills
2、to develop an understanding of relationships between a variety of words and ideas
三、learning method
listening,speaking and understanding
四、learning aids
tape-recorder, pictures, a small computer and learning cards
五、learning steps
part one : preview exercises and preview exchange
（一）、根据首字母填空
1. my new k_______ is very comfortable and i can type very easily.
2. a computer has a s_________ like tv and we can see words and pictures on it.
3. a h_______ disk can store more information than a floppy disk.
4. if you have p________ ,you can put the words and pictures onto paper.
5. if you want to control the computer you have to know some i_________ first.
（二）、找出下列每组单词中不同类的选项
（ ）1.a. apple b. mango c. cake d. banana
（ ）2.a.pencil b.eraser c.radio d.ink
（ ）3.a.doctor b.teacher c.reader d.worker
（ ）4.a.shirt b.skirt c.shoes d.short
（ ）5.a.music b.english c.subject d.maths
（ ）6.a.wednesday b.weekend c.sunday d.thursday
（ ）7.a.tie b.neck c.shoulder d.knee
（ ）8.a.feet b.ears c.eyes d.mouth
（ ）9.a.baseball b.football c.chess d.tennis
（ ）10.a.radio b.recorder c.tv d.ruler
part two : exchanges show and directions improve
1、practise:
ask students to prepare their own conversation about how to use daily english .
cd-roms
2、playing a game
divide the class into five teams. give each team a card showing these headings:
‘vegetables’, ‘sports’, ‘colors’, ‘items of clothing’’ ‘fruit’, ‘jobs’,
‘animals’,‘countries’, ‘weather words’.
vegetables:___________________________________________________________
sports :____________________________________________________________
colours : ___________________________________________________________
cities :____________________________________________________________
clothing :____________________________________________________________
fruit :_____________________________________________________________
jobs :_____________________________________________________________
animals:_____________________________________________________________
countries:____________________________________________________________
weather :_____________________________________________________________
ask each group to think of as many word as possible.
part three: have a test for the class:
（一）、读一读下面的单词，把它们正确归类
stationery:_____________________________________________
fruit :_____________________________________________
animal :_____________________________________________
language:_____________________________________________
cities :_____________________________________________
food :_____________________________________________
（二）、读下列问题，请将它们归入正确的段落顺序，写出序号
my best holiday
1、who did spend your holiday with you? 5、where did you go?
2、what places of interest did you visit? 6、what was your feeling?
3、what time was it? 7、what was the weather like that day?
4、what activities did you have? 8、what food did you eat that day?
introduction:__________main body: __________ conclusion:_______________
六、homework
1. review what we have learnt and do some exercises about it.
2. try to think of some headings and remember more words in the same categories.
3.preview "main task" and do some preview exercises about it.
Travel 篇9
unit 3 online travel[grammar(i)]学案
一. 预习p47---48,在课文中划出你认为重要的词组
二. 翻译，小组讨论，得出结论并尝试记住以下词组和句子。
1. 我能为您效劳吗？（3种翻译，至少说出一种）
2. 很多种个人电脑
3. 特别为学生设计的
4. 被广泛的使用（找出书上的例子，尝试举例）
5. 考虑
6. 打开我电脑上的新电子词典
7. 关闭所有的窗口
8. 重启电脑
9. 检查设置
10. 连接，与-----相连
三. 被动语态学习导航
1. 主动语态: 强调动作的执行者
2. 被动语态: 强调动作的对象
3. 被动语态的构成: 所谓的被动语态，相当于中文中所说的“被……”,“由……”
形式：主语 + be(am,is are/was,were) + done
e.g his cap was stolen.
the buildings were built in .
4. 被动语态运用的条件：
a.显而易见的动作执行者
e.g. word processing skills are taught in our computer lessons.
b.不（没必要）知道谁是动作的执行者
e.g. the printer was sold already.
paper is made from wood.
c.该动作的执行者很重要即强调动作的执行者
e.g. educational cd—roms are sold in many countries.
四.练习
翻译：1.这座房子太旧了，因为他是1950年建的
2.稻米种植在南方.
3.这台电脑是他们厂生产的。
4.你们每天打扫教室吗?
五.完成书本p48练习
Travel 篇10
unit 2 travelling
词组
1.去..旅游 go on a trip to..
2.我已经去过那儿许多次。 i have been there many times.
3.肯定是有趣 must be fun
4.带你出去几天 take you out for a few days
5.想把每样东西带在身边 want to bring everything with sb
6.感到如此兴奋 feel so excited
7.全世界不同的地方 different places around the world
8.自由女神像 the statue of liberty
9.加入我们 join us
10.去徒步旅行 go hiking
11.看美丽的风景 see beautiful view
12.日本的一种象征 a symbol of japan
13.受欢迎的旅游胜地 popular tourist attractions
14.写信给 write a letter to
15.度过一个真正地美妙的时光have a really fantastic time
16.花一整天做 spend the whole day doing sth
17.最著名的主题公园 the most famous theme park
18.包括四个不同的公园 include four different parks
19.在入口处的鲸鱼喷泉前拍照take photos in front of the whale fountain at the entrance
20.景点之一 one of the attracions
21.以高的速度移动 move at high speed
22.在整个游程中尖叫欢笑scream and laugh through the ride
23.在一家快餐店吃午饭 eat lunch in a fast food restaurant
24.对做..感兴趣 be interested in doing
25.午饭后冲往那儿 rush there after lunch
26.遇到了许多我特别喜欢的迪斯尼人物meet many of my favourite disney characters
27.忍不住不停地干某事 can’t stopping doing sth
28.看起来如此美丽和可爱look so cute and lovely
29.迪斯尼人物的大游行 a parade of disney characters
30.下午的晚些时候 later in the afternoon
31.一天中最精彩的部分 the best part of the day
32.穿着不同的戏服 wear different costumes
33.向人们挥手致意 wave to people
34.往前穿过公园 march across the park
35.高兴地拍手尖叫起来 clap and scream with joy
36.象魔法一样 be like magic
37.呆在那儿看狮子王秀 stay there to watch ‘ lion king’ show
38.为我的侄子买些文具 buy stationery for my cousin
39.在这一天结束的时候 at the end of the day
40.在睡美人城堡前看烟火watch fireworks in front of sleeping beauty
41.看起来闪闪发光 look shiny
42.总共 in all
43.呆在公园12小时 stay at the park for 12 hours
44.把他们展示给你看 show them to you
45.变得激动 get really excited
46.那听起来不错 that sounds great
47.以中国风 in chinese style
48.带着激动尖叫 scream with excitement
49.无尽的队伍 endless line
50.在队伍等是无希望的 it’s hopeless to wait in the line
51.真的是一个高兴的假期 a really delightful holiday
52.足球俱乐部成员之一 a member of the football club
53.会议结束 the conference is over
54.观看有趣的电视节目 watch an interesting programme
55.一个重要的一天 an important day
56.庆祝他们XX年的结婚纪念日celebrate their fifteenth years of marriage
57.在商店碰面 meet at the shopping mall
58.喜欢收集纪念品 love collecting souvenirs
59.在那个时刻 at that time
60.世界之窗 window of the world
61.水上运动 water sports
62.在任何季节 in any season
63.整年 all year round
64.计划去国外旅游 plan to travel abroad
65.在五一节假期 during this may day holiday
66.乘飞机去那儿 take a plane there
67.不错的天气 pleasant weather
68.我们去香港的日子终于到了。the day of our trip to hong kong finally arrived
69.关于这次特别旅行很激动 be very excited about this special trip
70.三个半小时 three and a half hours
71.相当不同 be quite different from
72.在第三天 on the third day
73.观看海豚秀 watch dolphin show
74.对香港全景的俯瞰 a bird’s view of hong kong
75.一座耸立着高楼大厦夜晚灯火通明的现代化都市
a modern city of tall buildings with lights shining in the evening
76.买东西的好地方 a good place to buy thins
77.在海滩玩的愉快 have great fun at the beach
78.前天 the day before yesterday
Travel 篇11
unit 2 you’re sitting in my seat.language goals 语言目标1. key vocabulary重点词汇nod tear towards cigarette though 2. key phrases 重点短语set off push…away look out of get off3. key sentences重点句子 don’t forget where you come from. write to us as soon as you get there. i’m getting off before you. even if it’s only 10 minutes, you should move.language skill 能力目标read and grasp the main idea of the articles.enable the students to talk about their trips they have made.write something that happened during a trip you have made.teaching methods 教学方法reading and writing, pair work, group workteaching important/difficult points教学重难点learn to talk about and write something that happened during a trip you have made.teaching aids教具准备a tape recorder, a computer and a projector.teaching procedures and ways教学过程与方式step 1 greetingstep 2 revisionencourage students to act out the dialogue in unit 1.t: first, i’ll check your homework. which group can act out the conversation in unit 1?ss: …(acting out the conversation in groups of three)t: well done! now let’s compare which group is the best?ss: …group 3…t: yeah, the winner is group 3. congratulations!ss: hooray!step 3 warming up and leading in
show the following pictures and talk about trips by train with students.
t: have you ever taken the train?
ss: of course.t: look at the pictures. have you ever met such a situation? how do you feel about taking the train? how about the environment on the train? are there so many people?s1: at usual times, i feel comfortable because there are not so many people and the environment on the train is good. but sometimes...s2: especially during the spring festival, so many people go back home for the traditional holiday, so it’s very crowded at the train station and on the train. it’s very dirty and noisy, so i feel uncomfortable.
t: really it’s a problem. what happened during your trip? can you think of some things and share with us?
s3: i met a strange man…
s4: there were many foreigners around me…
t: good stories. now, look at the phrases and sentences from the passage. what do you think the passage will be about? what happened during the trip?
…step 4 listening and readinglisteningt: today we are going to learn a story. do you know what it will be about? let’s listen to the tape and answer my questions. ok?q1. what does the story happen? q2. where is lin going?q3. does lin have the right ticket?ss: …check the answers with the whole class.t: ok! let’s read the story quickly and number the phrases in the order they happen.ss:…(reading the passage)t: are you ready? let’s check the answers.ss: …(showing the answers)sample answers:1. ...his first long trip by train... 2....leaving his village and his home...3. with tears in his eyes...4. ...sitting in lin’s seat.4. this young man has the right ticket...5. slowly the young man stood up.play the recording to check the answers.t: listen for the second time to fill in the following blanks. show the following on the screen. 1. lin often dreamed about the _____, and about going to the ______.2. lin ______, _______ to speak.3. lin looked at the other ________ for help.4. i am ____ _____ before you.5. it’s ____ hours away from her e.sample answers:1. train; capital 2. nodded; unable 3. passengers 4. getting off 5. sevenreadingt: he/ she is right. now read the passage quietly and carefully again and find out the answers in activity 2.ss: …(reading again)t: are you ready? let’s check the answers together.ss: …(showing their answers)sample answers to activity 2: 1. a 2. b 3. a 4. c 5. d 6. d 7. a t: you all did very well. now listen and repeat after the tape.ss: …(listening and repeating)step 5 pairworkwork in pairs to talk about the answers to the following questions.q1: how does lin feel about this trip? why? do you think you will ever have the same feelings about a trip?q2: was lin right to ask the young man to move?q3: what do you think of the young man’s behaviour?q4: what do you usually do if you see someone standing on a bus or a train?q5: can you think of ways to make travel by bus, train or plane better? make some suggestions about: the season, the time of day, the number of seats, booking tickets…the sample answers:s1: how does lin feel about his trip? why? do you think you will ever have the same feelings about a trip?s2: he feels unhappy and sad. he is angry with the person who takes his seat. if i meet such a man in my trip, i will also be very angry.s1: was lin right to ask the young man to move?s2: i think he was right to do so because the young man’s ticket was in another car and he was tall and strong and besides he was impolite. s1: what do you think of the young man’s behavior?s2: bad and impolite.s1: what do you usually do if you see someone standing on a bus or a train?s2: if someone standing on a bus or a train is old, ill or pregnant, i will let them take my seat. s1: it’ s nice of you! step 6 language notes1. now it was in front of him, to set off soon. 火车现在就在他前面，马上就要开了。这里的set off表示“出发，起程，动身”。例如：they wanted to set off early in order to get there on time.他们想早点出发，以便准时能到达那里。2.lin nodded, unable to speak. 林点点头，说不出话来。 unable to speak是一个形容词短语，说明点头时的状态。 unable表示“不能的，不会的”。be unable to do表示“不能做某事”。例如：many passengers were unable to reach the lifeboats. 许多乘客无法够到救生艇。 3. i’ve got a long way to go. 我要坐很长时间的火车。 have a long way to go通常表示“（为达到某个目标）仍有许多事要做”。例如：li lin has still got a long way to go before she becomes a successful teacher. 要成为一名成功的教师，李林仍有许多路要走。step 7 writingask the students to write about something that happened during a trip you have made.1. say when and where you were going.2. say how you were travelling.3. say what happened before you left.4. say who was travelling with you.5. say what happened.6. say how the story finished.sample dialogue:a: where have you been?b: i have been to jilin.a: when did you go there?b: i went there last summer vocation.a: what happened before you left?b: i lost my ticket and bag.a: who was traveling with you?b: i was traveling with my parents.a: what happened on the train?b: the guard told me to leave the train.a: what happened in the end?b: my father showed the guard their tickets and explained what happened.sample passage: last summer i was coming back from my holidays in jilin and i was traveling by train with my parents. but unfortunately i lost my ticket and bag before i left. when the guard checked the tickets, he told me to leave the train. i was very sorry about it. then my father showed the guard their tickets and explained what happened. luckily, the guard gave me a chance to take the train. i thanked him very much and promised to be careful in the future.homework1. learn the new words by heart.2. retell the story in your own words.3. finish off the workbook exercises 11-13.
Travel 篇12
unit 3 online travel（main task）学案
一、教学目标：
1. to select , organize and present information. 2. to develop an understanding of the key components of writing articles or oreative stories. 3. to write an article about a favourite educational computer game. 二、预习作业：a . fill in the blanks 1. ----- what’s the g_________ of the game? ------ saving princess laura. 2. it’s said that the ________ (珍宝) box was hidden in the arctic. 3. the p____________ of the film “tom and jerry” is walter disney. 4. who is the ___ ____(设计者) of the game? 5. she knows a lot of history k____ ___. b. try to find the answers to the following questions. 1. what is the game called? 2. how many levels does the game have? 3. what is the main character called? 4. what is the goal of the game? 5. where is the game set? 6. who designed it? 7. which company produced it? 8. in which countries is the game sold? c. write the problems you have when preparing. 三、当堂检测(一)完成表格
favourite educational game
daniel’s
my
name of the game
number of levels
main character
age
goal
area of study
setting
designer
producer
sold in（二）完成短文my f 1 computer game is called “hunt for the doctor”. it is a role-playing game w 2 ten l 3 . the m 4 character is a detective called waston. waston has a small gun, but he loses points each time he uses it.the game is set in a small village in the mountains in europe. waston can c 5 mountains, ski very fast, jump over rooftops and see in the dark. his g 6 is to find clues that will lead him to the evil doctor. he should a 7 correctly the villagers’ questions which test his knowledge of geography and m 8 , and then the villagers will tell him the clues he needs. when waston finds the d 9 , he can arrest him and put him in prison.the game was designed in and it was written by agatha brown. it was p 10 by mystery games. this game is sold in europe, singapore and australia.（三）writing my favourite educational game
Travel 篇13
教学目标
知识目标:
复习两个阅读技能---scanning, skimming;
学习本单元的部分生词。
能力目标:
能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:
学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;
学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点
形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学工具
课件
教学过程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
篇二
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V. Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要内容及重难点。
课后习题
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
Travel 篇14
unit 3 online travel(grammar ii)学案
学习目标： 1 to become familiar with the function of the word ‘by’ to indicate the agent who does something
2 to consolidate the passive voice
学习重点：to become familiar with the function of the word ‘by’ to indicate the agent who does something
学习难点： to consolidate the passive voice
教具学具： blackboard, ppt, etc
教 学 设 计
预习作业
一、预习书后新单词和课本内容。
二、完成下面的预习题：
（一）写出下列动词的过去分词和现在分词。
1. buy ______ ________ 2. teach _________ _________
3. sell ______ ___________ 4. catch ________ _________
5. design _______ _________ 6. cut _______ -_________
7. produce ________ ________ 8. set ________ _________
9. earn _________ ____________ 10 print _________ _________
（二）根据句意、首字母或中文提示完成下列句子。
1.millie doesn’t know how to open her ___________ (电子词典)
2. let’s ___________ (重启) the computer, ok?
3. we should check the ___________ (设置) of the computer first.
4. please _________ (连接)your computer to a telephone line.
5. p_________ the green button, then the machine will be turned on.
6. before simon can play the game, he must ________ (通过)a test.
7. princess laura was born in __________ （魔幻）land eighteen years old.
8. mr. green is over six f___________ tall.
9. princess laura was caught by an e___________ witch.
10. the game is set on __________ (火星)
教 学 环 节
一、预习交流
step ⅰ.check the preparation out.
二、展示探究
step ⅱ. having a revision
get the students to review the structure of the passive voice, including the simple present tense and the simple past tense.
when can we use the passive voice?
change the following sentences into passive voice:
1. people make this kind of computer in beijing.
2. people use this kind of computer widely.
3. my father mended the computer for me.
4. mum often washes clothes for us.
5. they search the information on the internet.
step ⅲ. presenting
1. we can use ‘by’ to say who or what does the action.
2. read through the sample sentences on page 49 and make them understand how to use ‘by’.
3. tell the students to complete ‘work out the rule!’ on their own. ask a volunteer to read out the rule.
step ⅳ. practising
1. simon has bought a new educational cd-rom called ‘saving princess laura’. before he can play the game, he must pass a test.
(show the pictures in part b1 on pages 50-51 to the students.) help simon pass the test by rearranging the words to form correct sentences.
2. millie has bought a new educational cd-rom. daniel is asking her some questions about it. (show the profile of the game to the students.) according to the information about the cd-rom, complete the conversation between millie and daniel in part b2 on page 51.
step ⅴadditional language points
1. in our book, we only learn the use of the past and present form of the passive voice, but there are some other forms of the passive voice we should know.
常见被动语态的动词形式(以give为例)
一般现在时 am(is/are)given
一般过去时 was(were)given
一般将来时 shall(will)be given
现在进行时 am(is/are)being given
过去进行时 was(were)being given
现在完成时 has(have)been given
2. 感官动词和使役动词在主动结构中，后面接不带‘to’的不定式，但如果改为被动句，则需要把省略的‘to’加上，这类动词有hear, watch, make, help, let, see, have等等。如：
a. the boss made us work twelve hours a day. 改为
we were made to work twelve hours a day.
b. they often hear the girl sing in the room. 改为
the girl is often heard to sing in the room.
doing additional exercises
complete the sentences in the passive voice. use the correct forms of the verbs in the box.
build, eat, paint, steal, catch, grow, sell, write
1. this picture _____ by millie.
2. coke _____ all over the world.
3. rice _____ in china.
4. some money _____ from the bank yesterday.
5. the thieves _____ by the police.
6. this flat _____ in 1986.
7. this newsletter article _____ by daniel.
8. all the snacks _____ before the party ended.
step ⅵ. sum up
三、检测反馈
（一）用括号内所给动词的正确形式填空。 (请注意时态和语态两个方面噢)
1.it's said(据说) that the long bridge______________（build）in two months.
2.which language _______the most widely_______（speak）in the world？
3.the lost boy_____________（not find）so far.
4.last year a large number of trees______________（cut）down.
5. the students _____ often _____(tell) to take care of their desks and chairs.
6. the old man is ill. he ______ (must send) to the hospital.
7. vegetables, eggs and fruits_________ (sell) in this shop.
8. what _______ knives ______ (make) of ?
they_______________(make) of metal(金属) and wood.
9. can the magazine ________ (take) out of the library?
10. the room _____________ (clean) by me every day.
11. the stars can’t _____________ (see) in the daytime.
12. some flowers _______________ (water) by li ming already.
13. this kind of shoes __________ (sell) well.
14. how long _____ your uncle ______(be) in the city?
15. ______ you _______(see) the film yet?
yes, i _______(see) it last week.
16.the food _____________ (smell) delicious.
17. look! someone __________(dance).
（二）按要求改写下列句子，一空一词。
1.is tea grown in south china？（改为主动语态）
_______ people _________ tea in south china？
2.i am given a birthday present by my parents every year.（同义句转换）
a birthday present _______ _______ _______ _______by my parents every year.
3.the work is going to be finished in two days. (对划线提问)
how_______ _______ the work going to be finished ?
4. the children will sing an english song. (改为被动语态)
an english song ______ ______ _______ by the children.
5. you needn't do it now. (改为被动语态)
it ______ ________ ________ by you now.
6. people use metal for making machines. (改为被动语态)
metal ________ _________ _______making machines.
7. he made me do that for him. (改为被动语态)
i ______ ________ ________ ______ that for him.
8. did they build a bridge here a year ago? (改为被动语态)
__________ a bridge ____________ here by them a year ago?
9. they have sold out the light green dresses. (改为被动语态)
the light green dresses ________ _________ ___________ out.
10.we call the game “lianliankan”. (改为被动语态)
the game _______ ________ “lianliankan” by us.
四、课后作业
a. go over what we have learnt.
b. correct the mistakes in the following sentences.
1. word processing skills is taught in our school.
2. football is played by all over the world.
3. the printer didn’t sold last month.
4. the book was bought by i yesterday.
5. the old people are spoken politely.