第一部分
教學(xué)設(shè)計(jì)說明
About the topic and the structures
單元話題和結(jié)構(gòu) 本單元主要圍繞具有多元文化的美國這一主題展開，重點(diǎn)介紹了加利福尼亞的多元文化特征，使學(xué)生對(duì)加州移民有深入了解并認(rèn)識(shí)到“美國是民族的熔爐”。通過本單元學(xué)習(xí)，培養(yǎng)學(xué)生跨文化交際意識(shí)，進(jìn)一步拓寬視野，為終身學(xué)習(xí)奠定良好基礎(chǔ)。通過本單元的語言技能訓(xùn)練，要求學(xué)生掌握書面表達(dá)中如何使用“方向和位置（direction and position）來介紹一個(gè)地方或描述一個(gè)事件，以及鼓勵(lì)別人說話的方法。
本單元語言功能項(xiàng)目是：激勵(lì)、方向和位置。
本單元語言結(jié)構(gòu)項(xiàng)目是“復(fù)習(xí)名詞從句作主語、賓語和表語”。
本單元還要求學(xué)生學(xué)習(xí)寫作“非時(shí)間順序報(bào)道：地點(diǎn)描寫”。
《金色教案》教學(xué)設(shè)計(jì)在單元課時(shí)劃分上與課本保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三課時(shí)/三課型劃分”。但在實(shí)際教學(xué)過程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對(duì)課本、對(duì)《金色教案》教學(xué)設(shè)計(jì)重新劃分課時(shí)，裁剪、拼接使用提供的材料，以便“物盡所用”，達(dá)到最佳教學(xué)效果。教師也可以參照《金色教案》提供的“實(shí)際教學(xué)過程課時(shí)劃分建議”進(jìn)行教學(xué)。
Period 1
Reading
閱讀課 Warming Up 課本用一幅美國地圖啟發(fā)學(xué)生運(yùn)用他們已有的知識(shí)，以看圖填充形式引導(dǎo)學(xué)生對(duì)美國的地理位置有個(gè)全面的認(rèn)識(shí)，同時(shí)有助于學(xué)生弄清楚加利福尼亞州在美國所處的位置，美國西部山脈、五大湖、最長河流及主要城市等。讓學(xué)生通過英文釋義得出具體地名然后填圖，有利于培養(yǎng)學(xué)生用英文思維的能力。教師也可以采用本書提供的Warming up by talking about California進(jìn)行熱身活動(dòng)。
Pre-reading 通過Pre-reading by discussing，學(xué)生觀察圖片（包括“閱讀”部分的圖），敘述加州的土著人、金礦工和中國城的情況，進(jìn)行討論，為后面的閱讀做鋪墊。
Reading 介紹了加利福尼亞州的美洲土著人、西班牙人、俄羅斯人、金礦工人、后來移民、最近移民與未來移民，使學(xué)生進(jìn)一步認(rèn)識(shí)到加州是一個(gè)多民族、多文化的地方，并對(duì)加州的變化、發(fā)展過程有了更深的了解。教師可以參考使用本書提供的下列程序：Reading for forms; copying and making sentences; transferring information; reading the text again to draw a diagram of it and retell the story in your own words; closing down by writing a history account 幫助學(xué)生從形式到內(nèi)容兩方面掌握課文、活用課文。
Period 2
Learning about language
知識(shí)課 Learning about Language 課堂輔導(dǎo)應(yīng)該貫徹講練結(jié)合，精講多練的原則，教師的講解應(yīng)該幫助學(xué)生比較確切地了解語法規(guī)則的概念、結(jié)構(gòu)和用法，要突出語法現(xiàn)象中的難點(diǎn)、疑點(diǎn)和重點(diǎn)。適量的練習(xí)可以幫助學(xué)生在語言實(shí)際的實(shí)踐中逐步掌握符合語法規(guī)則的語言表達(dá)方式。教師可以參考使用本書提供的下列程序: Warming up by talking about Hollywood; Learning about English word formation and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie
Period 3
Using language
運(yùn)用課 Using Language課本圍繞加利福尼亞州這個(gè)話題設(shè)計(jì)練習(xí)。”Listening and speaking”練習(xí)形式活潑多樣，有聽錄音、填寫明信片、填寫表格、討論、問答活動(dòng)等，容易使學(xué)生產(chǎn)生身臨其境之感。此外，練習(xí)還要求學(xué)生變換角色編對(duì)話，增強(qiáng)語言的交際性。“Reading and writing”部分以“George’s diary”為主線設(shè)計(jì)了豐富多彩的練習(xí)，使人目睹加州美麗的自然風(fēng)光和人文景觀，領(lǐng)略加州文化。本部分把讀、寫有機(jī)地結(jié)合在一起，并注重培養(yǎng)學(xué)生的語篇意識(shí)，注重學(xué)生綜合語言運(yùn)用能力的提高。建議教師參考使用本書提供的下列程序進(jìn)行教學(xué): Warming up by listening and reading aloud; Reading for forms; Copying and making sentences; Making sentences of Noun Clauses ; Closing down by reading and writing travel diaries。
實(shí)際教學(xué)過程課時(shí)劃分建議
Period 1
將Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一節(jié)“閱讀課”。
Period 2 將Learning about language 和Workbook中的 USING WORDS AND COLLOCATIONS、USING STRUCTURES 整合在一起上一節(jié)“語言知識(shí)課”。
Period 3 將Using language 設(shè)計(jì)為一節(jié)包括聽說讀寫單項(xiàng)技能或組合技能訓(xùn)練的“綜合技能課（一）”。
Period 4 將Workbook 的READING AND LISTENING和TALKING整合在一起上一節(jié)“聽說課”。
Period 5 將Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合為一節(jié)“綜合技能課（二）”。
第二部分
教學(xué)資源說明
Section 1
Background
背景 圍繞單元話題“Festival around the world”，《金色教案》提供了幾則語言規(guī)范、短小精干的趣味性材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。
Section 2
Explanation
解析 重點(diǎn)針對(duì)“閱讀課型”中的課文難句，《金色教案》不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點(diǎn)話題為線索，進(jìn)行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實(shí)施“語言形式”的教學(xué)。
Section 3
Vocabulary
詞匯 按照課本單元詞匯表順序，《金色教案》重點(diǎn)提供動(dòng)詞、短語搭配的講解。所提供的例句，經(jīng)典、地道、實(shí)用、易懂，完全可以直接用于教學(xué)。
第三部分
教學(xué)測(cè)評(píng)說明
圍繞單元詞法、句法項(xiàng)目，《金色教案》提供了長短不一的“單元教學(xué)測(cè)評(píng)”，并備有參考答案供教師使用。有些測(cè)評(píng)題目直接源于歷年高考試卷，更具有說服力和實(shí)用性。
Period 1 A sample lesson plan for reading
(CALIFORNIA)
Introduction
In this period, after the warming up, students will be guided to pre-read by discussing, read for forms, copy and make sentences. Then they shall read the text to transfer information. Next they will read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account.
Objectives
To help students understand the text’s forms and contents and learn about a land of diversity
To help students communicate on the topic in focus with the words, collocations and structures learned in this unit
Focus
Words illustrate, indicate, swap, slip, hire, insert, react
Collocations by means of, occur to, team up with, mark out, take in, a great many
Patterns 1. Exactly when the first people arrived in what we now know as California, no one really knows.
2. However, in 1846 the United States declared war on Mexico and after it lost the war, Mexico had to give California to the United States.
3. Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the railway from the west to the east coast that brought even larger numbers to California in the 1860s.
4．Now that you have read the text, you know a lot more about the pictures on pages 1-3.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up by talking about California
California is a state located on the west coast of the United States. It is by far the most populous state in the U.S., as well as the most physically diverse, with the highest and the lowest points in the lower 48 states located within 150 miles of each other. If California were an independent nation, it would have the fifth largest economy in the world (after the rest of the U.S., Japan, Germany, and Britain; see economy of California). The state's official nickname is "The Golden State" in reference to California's 1849 Gold Rush. [1] California's U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.
2. Pre-reading by discussing
Look at the pictures on page 1. Discuss them in pairs.
The famous Hollywood sign, a symbol of the city's world famous entertainment culture.
Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becoming a metaphor for the entire concentration of high tech businesses.
3. Reading for forms
Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
4. Copying and making sentences
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
Then how to learn collocations?
Be aware of collocations, and try to recognize them when you see or hear them.
When you learn a new word, write down other words that collocate with it.
Read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.
Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Useful collocations from CALIFORNIA
the third largest state in the USA美國第三大州, have the largest population人口最多, the most multicultural state in the US 美國最具多元文化的州, know the history of California了解加州的歷史, at various times 在不同的時(shí)代, attract… from… 吸引了來自……的…, it is likely that… 很有可能……, at least fifteen thousand years ago 至少在15,000年以前, by means of… 通過……, a land bridge 大陸橋, exist in prehistoric times史前時(shí)期曾經(jīng)存在過， in the 16th century 在16世紀(jì)，after the arrival of … 在……來到……之后, force… into slavery 迫使……成奴隸, in addition 此外, die from… 死于……, survive the terrible times 經(jīng)歷著些恐怖時(shí)期而活了下來, be ruled by… 被……所統(tǒng)治, in the early 16th century 在16世紀(jì)初期, fight against…與……打仗, take the land 奪去了土地, two centuries later 兩個(gè)世紀(jì)以后, along the northwest coast of… 在……西北沿海地區(qū)， religious men 宗教人士, teach the Catholic religion to… 向……傳授天主教， gain one’s independence from… 從……獲得了獨(dú)立, declare war on… 向……宣戰(zhàn), lose the war 戰(zhàn)敗, a strong…influence in… 在……仍保持……的影響, over 40% of … 有40%多的……, speak…as a first or second language 把……作為第一或第二語言, in the early 1800s 在19世紀(jì)初期, live in and around… 住在……及附近， the dream of becoming rich quickly 發(fā)財(cái)夢(mèng), achieve one’s dream of becoming rich 圓了發(fā)財(cái)夢(mèng), make a life for oneself 過自己的生活， become the thirty-first state 成為第31個(gè)州, a multicultural society一個(gè)多元文化的社會(huì), during the Gold Rush Period在淘金熱時(shí)期, from the west to the east coast 從西海岸到東海岸，bring even larger numbers to…吸引了更大批量的……到……， a large percentage 很大比例， stay in the “Chinatowns” of…… 住在……的“中國城”, establish a town of one’s own建立了他們自己的城鎮(zhèn), keep up one’s culture 保持著自己的文化, establish the film industry 建立的電影行業(yè), have the second largest Jewish population 擁有第二大的猶太人口, at the beginning of the 20th century 在20世紀(jì)初期, work in the ship and aircraft industries 在船廠和飛機(jī)廠工作, in more recent decades 在最近的幾十年里, since its beginning in the 1970 從20世紀(jì)70年代開始， the mix of nationalities 多種國籍的混合, major racial or cultural groups主要的種族或文化群體, a mixture of many races and cultures多種族、多文化的混合體
5. Transferring information
Now you are going to the text again to note down the most important events in the California history.
CALIFORNIA
Native Americans Native Americans living in California at least fifteen thousand years ago; crossing the Bering Strait from Asia to Alaska by
means of a land bridge; in the 16th century the native People suffering greatly
The Spanish In the18th century, California being ruled by Spain; first arriving in South America in the early 16th century; two centuries later, the Spanish having settled in most parts of South America and along the northwest coast of what we now call the Untied States; there being still a strong Spanish influence in the state
Russians In the early 1800s, Russian fur trappers settling in California; today there being about 25,000 Russian-Americans living in and around San Francisco
Gold minors In 1848, gold being discovered in California; the nearest, and the first to arrive being were South Americans, and people from the United States; adventurers from Europe, then later from Asia and even the Pacific Islands arriving soon after; California becoming the thirty-first state of the United States of America in 1850, being a multicultural society
Later arrivals the building of the railway from the west to the east coast bringing larger numbers of Chinese to California in the 1860; Italians arriving in California in the late 19th century; in 1911 immigrants from Denmark establishing a town of their own; by the 1920s the film industry being well established in Hollywood，California; today California being the second largest Jewish population in the United States; Japanese farmers arriving in California at the beginning of the 20th century; people from Africa living in California since the 1800s
Most recent arrivals In more recent decades, California having become home to people from Asia, including Cambodian, Koreans, Vietnamese and Laotians
The future People from different parts of the world still immigrating to California
6. Reading the text again to draw a diagram of it and retell the story in your own words
Most texts have a three-part structure-introduction, body, and conclusion. You can see this structure in texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if possible.
Type of writing and summary of CALIFORNIA
A expository writing of CALIFORNIA
Part 1:Native Americans ● Native Americans living in California at least 15,000 years ago
Part 2:
The Spanish ● In the18th century, California being ruled by Spain;
● The Spanish first arriving in South America in the early 16th century
Part 3: Russians ●In the early 1800s, Russian fur trappers settling in California
Part 4:
Gold minors ●In 1848, gold being discovered in California
Part 5: Later arrivals ●Chinese coming to California in the 1860;
Italians arriving in California in the late 19th century
Part 6:
Most recent arrivals ●In more recent decades, California becoming home to people from Asia
Part 7:
The future ●People still immigrating to California
7. Closing down by writing a history account
To end this period you are to write a history account of your own city. You are required to use the collocations from the text you have just learned this period.
The brief history of Guangzhou
Guangzhou is the third largest city in China. And it not only has the third largest population in the country, but also is the most multicultural city. Few people in the North know the history of Guangzhou. At various times, people have been attracted from all overt China to this beautiful city. The first people arrived here the pre-history years. It is likely that, at least fifteen thousand years ago, the northern people had crossed the Changjiang River to come to this city by means of small boats which had been existing in prehistoric times. In the 16th century，people here suffered greatly from both flooding and drought. Many of them were forced into slavery. In addition, many died from terrible illnesses. But the strongest survived the terrible times.
…
…
Period 2 A sample lesson plan for Learning about Language
(Revise Noun Clauses )
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and learn to use the following useful structures: noun clauses . The following steps of teaching may be taken: Warming up by talking about Hollywood; Learning about English word formation and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie.
Objectives
To help students Revise Noun Clauses
To help students discover and learn to use some useful words and collocations
To help students discover and learn to use some useful structures
Procedures
1. Warming up by talking about Hollywood
Hollywood is a district of the city of Los Angeles, California, U.S.A., situated northwest of Downtown. Due to its fame and identity as the historical center of movie studios and stars, the word "Hollywood" is often used colloquially to refer to the American film industry. Today much of the movie industry has dispersed into surrounding areas such as Burbank and the Westside, but significant ancillary industries (such as editing, effects, props, post-production, and lighting companies) remain in Hollywood.
2. Revising Noun Clauses
We have leaned about Revising Noun Clauses before. Before we do the four grammar exercises on page 5 let’s revise Noun Clauses first.
English Grammar:名詞性從句
一、主語從句
1. It 作形式主語和it引導(dǎo)強(qiáng)調(diào)句的比較
It 作形式主語代替主語從句，主要是為了平衡句子結(jié)構(gòu)，主語從句的連接詞沒有變化。而it引導(dǎo)的強(qiáng)調(diào)句則是對(duì)句子某一部分進(jìn)行強(qiáng)調(diào)，無論強(qiáng)調(diào)的是什么成分，都可用連詞that。被強(qiáng)調(diào)部分指人是也可用who/whom。例如：
It is a pity that you didn’t go to see the film.
It doesn’t interest me whether you succeed or not.
It is in the morning that the murder took place.
It is John that broke the window.
2. 用it 作形式主語的結(jié)構(gòu)
(1) It is ＋名詞＋從句
It is a fact that … 事實(shí)是…… It is an honor that ……非常榮幸
It is common knowledge that ……是常識(shí)
(2) it is ＋形容詞＋從句
It is natural that… 很自然…… It is strange that… 奇怪的是……
(3) it is ＋不及物動(dòng)詞＋從句
It seems that… 似乎…… It happened that… 碰巧……
(4) it ＋過去分詞＋從句
It is reported that… 據(jù)報(bào)道…… It has been proved that… 已證實(shí)……
3. 主語從句不可位于句首的五種情況
(1) if 引導(dǎo)的主語從句不可居于復(fù)合句句首。
(2) It is said, (reported) …結(jié)構(gòu)中的主語從句不可提前。例如：
It is said that President Jingo will visit our school next week. (right)
That President Hu will visit our school next week is said. (wrong)
(3) It happens…, It occurs… 結(jié)構(gòu)中的主語從句不可提前。例如：
It occurred to him that he failed in the examination. (right)
That he failed in the examination occurred to him. (wrong)
(4) It doesn’t matter how/whether …結(jié)構(gòu)中的主語從句不可提前。例如：
It doesn’t matter whether he is wrong or not. (right)
Whether he is wrong or not doesn’t matter. (wrong)
(5) 含主語從句的復(fù)合句是疑問句時(shí)，主語從句不可提前。例如：
Is it likely that it will rain in the evening? (right)
Is that will rain in the evening likely? (wrong)
4. What 與that 在引導(dǎo)主語從句時(shí)的區(qū)別
What 引導(dǎo)主語從句時(shí)在從句中充當(dāng)句子成分，如主語、賓語、表語，而that 則不然。例如：
1) What you said yesterday is right. 2) That she is still alive is a consolation.
二、賓語從句
1. 作動(dòng)詞的賓語
(1) 由that引導(dǎo)的賓語從句（that 通常可以省略）,例如： I heard that be joined the army.
(2) 由what, whether (if) 引導(dǎo)的賓語從句，例如： 1) She did not know what had happened.
2) I wonder whether you can change this note for me.
(3) 動(dòng)詞＋間接賓語＋賓語從句。例如： She told me that she would accept my invitation.
2. 作介詞的賓語
例如：Our success depends upon how well we can cooperate with one another.
3. 作形容詞的賓語
例如：I am afraid (that) I’ve made a mistake.
That 引導(dǎo)的從句常跟在下列形容詞后作賓語：
Anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以將此類詞后的that 從句的看作原因狀語從句。
4. It 可以作為形式賓語
It 不僅可以作為形式主語，還可以作為形式賓語而真正的賓語that 從句則放在句尾，特別是在帶復(fù)合賓語的句子中。 例如：
We heard it that she would get married next month..
5. 后邊不能直接跟that 從句的動(dòng)詞
這類動(dòng)詞有Allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。這類詞后可以用不定式或動(dòng)名詞作賓語，但不可以用that引導(dǎo)的賓語從句。例如：I admire their winning the match. (right) I admire that they won the match. (wrong)
6. 不可用that從句作直接賓語的動(dòng)詞
有些動(dòng)詞不可用于“動(dòng)詞＋間接賓語＋that從句“結(jié)構(gòu)中，常見的有Envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：
He impressed the manager as an honest man. (right)
He impressed the manager that he was an honest man. (wrong)
7. 否定的轉(zhuǎn)移
若主句謂語動(dòng)詞為Think, consider, suppose, believe, expect, fancy, guess, imagine等，其后的賓語從句若含有否定意義，一般要把否定詞轉(zhuǎn)移到主句謂語上，從句謂語用肯定式。例如：
I don’t think this dress fits you well.（我認(rèn)為這件衣服不適合你穿。）
三、表語從句
表語從句在復(fù)合句中作表語的名詞性從句，放在系動(dòng)詞之后，一般結(jié)構(gòu)是“主語＋連系動(dòng)詞＋表語從句”。可以接表語從句的連系動(dòng)詞有be, look, remain, seem等。引導(dǎo)表語從句的that常可省略。另外，常用的還有the reason is that… 和It is because 等結(jié)構(gòu)。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
四、同位語從句
同位語從句就是在復(fù)合句中作名詞的同位語的名詞性從句。
1. 同位語從句的功能
同位語從句對(duì)于名詞進(jìn)一步解釋，說明名詞的具體內(nèi)容，一般由that引導(dǎo)，例如：
1) The king’s decision that the prisoner would be set free surprised all the people.
2) The order that all the soldiers should stay still is given by the general.
2. 同位語在句子中的位置
同位語從句有時(shí)可以不緊跟在它所說明的名詞后面，而是被別的詞隔開。例如：
He got the news from Mary that the sports meeting was put off.
3. 同位語從句與定語從句的區(qū)別
(1) 定語從句中的that既代替先行詞，同時(shí)以在從句中作某個(gè)成分（主語或賓語），而同位語從句中的that是連詞，只起連接主句與從句的作用，不充當(dāng)句中任何成分。
(2) 定語從句是形容詞性的，其功能是修飾先行詞，對(duì)先行詞加以限定，描述定的性質(zhì)或特征；同位語從句是名詞性的，其功能是對(duì)名詞進(jìn)行補(bǔ)充說明。例如：
1) The news that he told me is that Tom would go abroad next year.（他告訴我的消息是湯姆明年將出國。）（第一個(gè)that引導(dǎo)的從句是定語從句，that在從句中作賓語）
2) The news that Tom would go abroad is told by him.（湯姆將出國的消息是他講的。）（同位語從句，that在句中不作任何成分）
Now you may turn to page 5 and finish the four grammar exercises in pairs.
3. Closing down by watching The Incredibles, a Hollywood movie
Plot Summary for The Incredibles (2004)
Mr. Incredible is a superhero; or he used to be, until a surge of lawsuits against superheroes submitted by the people they've saved forced the government to hide them in witness protection programs so they could lead normal, anonymous lives. Now known exclusively by his secret identity, Bob Parr, he lives with his wife Helen, formerly Elastigirl, and their three children Violet, Dash, and Jack Jack. He works as an insurance claims specialist, and he's fed up with his pushy boss and his immoral profession, but his wife's worked too hard to build a normal life for her family to abide his nostalgia for heroism. When Mr. Incredible's offered the chance to play the role of hero again by a mysterious informant, he jumps at the opportunity, but when it turns out to be a trap set by an old nemesis he had a hand in corrupting, the whole family must reveal themselves to save Mr. Incredible and countless innocents.
Period 3 A sample lesson plan for Using Language
(GEORGE'S DIARY 12-14 JUNE)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. The teacher may follow these steps: warming up by listening and reading aloud, reading for forms, copying and making sentences, making sentences of noun clauses , closing down by reading and writing travel diaries.
Objectives
To help students read the passage GEORGE'S DIARY 12-14 JUNE
To help students to use the language by reading, listening, speaking and writing
Procedures
1. Warming up by listening and reading aloud
Language is created to be listened to and spoken first. So open your book to page 2 and read the text aloud while listening to the recording. Watch your pauses between the thought groups.
2. Reading for forms
Read the text GEORGE'S DIARY 12-14 JUNE on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
3. Copying and making sentences
You are asked to copy all the underlined collocations into your notebook after class as homework. You may make your own sentences with these collocations.
Useful collocations from GEORGE'S DIARY 12-14 JUNE
arrive early this morning 清晨抵達(dá)， go straight to… 直赴……, drop one’s luggage 放下行李, a ride on a cable car 乘纜車, get spectacular view of… 看到了……的壯麗景色, find a better form of transport 找到一種更好的交通方式, see a terrible accident 看到一次可怕的事故, slip down the hill 滑下山去, have late lunch 午飯吃的很晚, in the late 19th century 在19世紀(jì)末, begin the fishing industry 開始了捕魚業(yè), a tourist area 一個(gè)旅游區(qū), catch the ferry to… 乘渡船去……, do much exploring at… 在……看了這么多東西, feel like doing… 想要做……, team up with… 和……做伴, hire a car 租了一輛小汽車, drive around city 驅(qū)車游覽城市, a great drive 一種特棒的駕車活動(dòng), mark… out for… 專門為……選定的……, have blue and white sign 有藍(lán)白兩色相間的標(biāo)記, with…on… 上邊標(biāo)有……, a 79 km round-trip 一次往返79公里的旅行, admire the view 欣賞風(fēng)景, take photographs照相, have really good idea of… 對(duì)……有了一個(gè)很好的了解, settle in… 在……定居, look like…看上去像……, a number of… 大量的……, a great many… 大量的……, have a delicious meal 吃了一頓可口的飯菜, walk back down… to… 沿著……步行回到……, have a good view of… 觀賞了……, keep prisoners 關(guān)押囚犯, freezing cold 冰冷, be pulled out of…被從……拉了上來
4. Making sentences of Noun Clauses
To revise Noun Clauses you are next to make sentences with the useful collocations from GEORGE'S DIARY 12-14 JUNE.
Sentences made with useful collocations from GEORGE'S DIARY 12-14 JUNE
1. When she arrived this morning is still unknown.
2. I have now idea whether he would go by bus or go straight there on foot.
3. Where you are to drop your luggage is a question.
4. How you will take a ride on a cable car has nothing to do with me.
5. The fact is that he needs to get spectacular view of the city first.
6. Finding a better form of transport is what we are considering at the moment.
7. Whether he saw a terrible accident or not in the street is of no importance to me.
8. Slipping down the hill, he dragged with him what he could reach on the way down.
9. After having his late lunch, he began studying what is called the fishing industry science.
10. In this tourist area, people are doing much exploring for what was left by the Japanese invaders.
5. Closing down by reading and writing travel diaries
Kids, have you ever kept a journal of your trip?
Not only is it fun to write but it is a great mement when the special time has passed. Now start writing and sending your travel diaries to us!
Foot tour of Tonsville
This morning we sent on a short foot tour of Tonsville to get our bearings for the next couple of days. It’s nice to be back in a town that is big enough to have good facilities, and in a picturesque setting. Our hostel is located next to the marina, a short stroll into the heart and soul of townsville town centre, which at night reminded me of something out of Miami with all the neon pink and blue street lighting, pretty and alluring.
Having spent the morning taking photos and acquainting ourselves with the town settled down for a swim at the hostel pool and catching up on some reading and work emails...
Mike
Home, Home Again
By pummel
March 15th 2006
Our final breakfast on the Nimrod was more basic than the others, perhaps reflecting that we had run out of food, or perhaps more likely that two of the crew had been throwing up all night thanks to the storm. We took a bus from Port Douglas, where we moored down to Cairns and being thoroughly exhausted did little but drink coffee, and go to the cinema. This is something that I had no intentions of doing, but the thought of two hours in a comfy chair that wasn’t rocking and rolling was very appealing to me.
I ended up going for a few drinks that evening with people I met at my hostel, and at the start of the night I couldn’t decided if they were boring, shy or that there was some sort of language barrier. After several hours out on the town including Sohos and the Legendary Woolshed I decided that they were in fact boring, and went home, leaving them like Pilchards amongst Potato Cod(I think Potato Cod is a type of Grupper Shawna).