高一英语必修4unit5思维导图|高一英语必修4Unit5Travellingabroad教案

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高一英语必修4 unit 5 travelling abroad教案
ⅰ. 单元教学目标
技能目标skill goals
▲talk about travelling and studying in another country
▲express likes and dislikes
▲express probability and improbability
▲read about a chinese student’s life in london
▲revise the attributive clause (non-restrictive)
▲write a letter to a penfriend

ⅱ. 目标语言
功
能
句
式
 talk about likes and dislikes
i like to do ...
i don’t like doing ...
i prefer to ...
i enjoy doing ...
i hate doing ...
talk about probability and improbability
we could ...
you might ...
it would be possible to ...
it isn’t possible to ...
... would be a perfect place for us.
i don’t think you’d enjoy ...
... would probably suit us.
it’s (very) possible that ...
it’s a possibility.
(most) probably, ...
it’s likely / unlikely that ...
it’s not very likely ...  i doubt it.
he / she / they will probably ...

词    汇 1． 四会词汇
cafeteria, lecture, qualification, preparation, recommend, shopkeeper, comfort, substitute, academic, requirement, tutor, numb, acknowledge, occupy, enterprise, succeed, comment, passport, visa, agent, parallel, abundant, govern, destination
2． 认读词汇
summarize, lima, cuzco, the andes, peru, lia, lake titicaca, inca empire, machu picchu, puno, the amazon jungle
3． 词组
adjust to, keep it up, fit in, (get/be) used to, as far as one is concerned, be occupied with, day in and day out, out of the question, settle in
4． 重点词汇
preparation, recommend, substitute, occupy, enterprise, comment, destination

结   
构 revise the attributive clause ( non-restrictive)
she heard a terrible noise, which brought her heart into her mouth.
the weather turned out to be good, which was more than we could expect.
it was an exciting moment for these people this year, when for the first time their team won the world cup.

重
点
句
子 1. it was the first time she had ever left hermotherland. p38
2. xie lei, who is 21 years old, has come to our university to study for a business qualification. p38
3. it’s not just study that’s difficult. you have to get used to a whole new way of life, which can take up all your concentration in the beginning. p38
4. i have been so occupied with work that i haven’t had time for social activities. p39
5. i’m going to join a few clubs. hopefully i’ll make some new friends. p39

ⅲ. 教材分析和教材重组
 1. 教材分析
 本单元以travelling abroad and studying abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这些问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况；在国外旅游时能根据所提供的信息选择恰当的旅游线路，能推测哪些事情可能会发生，哪些事情不会发生，并会正确使用非限制性定语从句。12345678910111213141516171819202122
1.1 warming up 提出了四个有关在国外旅行和生活的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何解决这些问题。
1.2 pre-reading是reading的热身活动，设置了两个问题，它要求学生采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。
1.3 reading是一篇介绍中国女孩谢蕾在伦敦学习和生活的情况，让学生通过实例对比在国内学习生活与在国外学习生活的不同，从而培养他们的国际视眼。
1.4 comprehending设置了4个练习题：练习1通过四个问题来检查学生对课文细节的理解；练习2以图表的形式来分析在国外学习的利与弊；练习3设置了三个讨论题，通过对这些话题的讨论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力；练习4是概括能力训练题，在理解文章的基础上，重点训练学生的概括能力和解决问题的能力。
1.5 learning about language分词汇和语法两部分。其中discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。revising useful structures 是对非限制性定语从句的复习，旨在帮助学生加强对定语从句的理解、掌握和运用，并通过语法练习加以巩固。
1.6 using language中的listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。通过这些题，学生将学会获取听力材料中的具体用词和细节要点，同时了解有关peru这个国家的一些情况，为下面的reading and speaking 作了铺垫；reading and speaking的阅读部分是对秘鲁这个国家的一段介绍，要求学生能运用找读的策略从地图上找到文中提到的地方，并回答几个问题。然后为大家提供了一个旅游小册子，其内容是在秘鲁旅游的四条路线。要求学生在读后根据文章细节回答四个问题；speaking部分主要是设置了一个情景your group plans to spend eight days in and around cuzco，要求学生依据所提供的旅游手册来选择适合自己团队的旅游路线，学会表达喜好和可能性。这是一个任务型训练，旨在培养学生的口头表达能力和实践能力；writing要求学生给一位即将到中国来学习的美国笔友写一封信，在信中向他介绍中国的一些情况，在中国的学习生活中可能会遇到的问题及解决问题的办法，告诉他怎样更好的学习中国的文化以及你将提供给他的帮助。
2． 教材重组
2.1 从话题内容上分析，warming up与reading相一致；而从训练目的上分析与talking比较一致。从教材份量来说，可将warming up与workbook中的talking和 speaking task整合在一起，设计成一节任务型“口语课”。 
2.2 可将pre-reading, reading与comprehending三个活动整合在一起上一节“阅读课”。
2.3 using language中的listening和reading and speaking都是谈论秘鲁这个国家，介绍秘鲁的景色以及在秘鲁旅行的几条路线，内容一致，故整合在一起，设计成一节“听说课”。writing部分可作为课后作业来处理。
2.4可将learning about language 与workbook中的using structures的语法练习题整合在一起上一节“语法课”。12345678910111213141516171819202122
2.5 可将workbook 中的listening task、reading task 与writing task 整合起来，上一节“综合实践课”。

3. 课型设计与课时分配
1st period   speaking
2nd period  reading
3rd period   listening and speaking
4th period   grammar
5th period   integrating skills

ⅳ. 分课时教案
the first period   speaking
teaching goals 教学目标
1. target language目标语言
a. 重点词汇和短语
adjust to, advantage, find out, youth hostels, community
b. 交际用语
you might ...
it’s a possibility ...
probably ...
it’s (very) possible that ...
it could happen.
most probably ...
it’s not very likely...  i doubt it.
he / she  / they will probably ...
2. ability goals能力目标
enable the students to talk about travelling aboard and studying abroad.
enable the students to talk about probability and improbability with the target language.
3. learning ability goals 学能目标
help the students learn how to talk about probability and improbability with the target language.
teaching important and difficult points教学重难点
practice expressing probability and improbability.
teaching methods教学方法
discussion, brainstorming and speaking.
teaching aids教具准备
a computer and a projector.
teaching procedures && ways教学过程与方法

step ⅰ warming up
let the students talk about the questions in warming up.
t: did you watch the tv series about four chinese students who live and study in canada? ... how will you describe their life there? do you want to study abroad like them?
s: i watched it on the cctv. they are about our age, so i enjoyed watching it. i think life in a foreign country is very interesting and challenging. you can make friends with people there and learn about different culture and customs.
s: i want to study abroad. i think living in a different country will enrich my knowledge and make me independent. because you have to deal with many things by yourself. you will learn to solve problems and take care of yourself. that’s really exciting!
t: yes, travelling abroad and studying abroad are very popular nowadays, as many people can afford to travel and study in a foreign country. if you could go anywhere in the world, which country would you like to visit and why? turn to page 37. work in groups, discuss and answer the questions in warming up.
after discussion, ask several students to report their answers to the class.
t: what’s your answer to the first question?
s1: if i have a chance to travel abroad, i’d like to visit new zealand. it’s said that it’s a beautiful country. i’d like to enjoy the beautiful scenery in new zealand.  12345678910111213141516171819202122
s2: if i have a chance, i’d like to go to america. maybe it is better if i could work or study there, then i could learn english well. i like american english. i think it’s the best place for me to learn english. what’s more i want to visit some tour attractions such as disneyland, statue of liberty, times square etc.  
s3: i’d like to go to egypt, because it has a long history and i want to know about the ancient culture. there i can visit pyramid and aswan high dam.
s4: i prefer to go to cambodia, because it’s an old country. i especially want to visit angkor wat in cambodia(柬埔寨吴哥窟).
t: then, what kind of things would you learn best by being a tourist in the country you talked about and what would you learn best by working or studying there?
s: when we travel to another country, maybe we could learn about the architecture of the country, the beautiful scenery, the economic situation and so on.
s: when we work or study in the country, maybe we could know more about the culture and customs of the country. we could learn english better, we could communicate with the local people to improve our english.
t: suppose you are going to spend two years in america, how difficult or easy do you think it is to adjust to living there? what kind of difficulties might you experience?
s: i don’t think it would be difficult to adjust to living there. because i have learned english for many years and communication won’t be a big problem. i have learned a lot about american culture and customs from movies, books and tv programs. i think americans are open, friendly and easy to live with.
t: very good. have you talked to anyone who has spent some time in another country? what did they find unusual or difficult about it?
s: well, i once talked to my friend who had been to india. he told me something different or interesting there. for example, in india, most people don’t eat meat, especial beef. they like to eat vegetables and fruits, so if you invite an indian for dinner, never order steak for them.

step ⅱ speaking task
deal with speaking task in the workbook. let the students practice expressing probability and improbability.
t: well, we talked about the things that we could learn while travelling or studying in a foreign country. then, what kind of problems or dangers could happen while travelling in a foreign country? now list the dangers and problems on a piece of paper.
possible problems and dangers:
have difficulty in communicating with the local people; lose your way; get robbed; have your money stolen; traffic accident; get sick; race discrimination ...12345678910111213141516171819202122
let the students speak out the problems and dangers they have written and write all of them on the bb.
t: now look at the list on the bb and discuss which situations could possibly happen and which are very unlikely to happen. you can use the expressions in activity 2 in your discussion. let’s go through the expressions first.
after discussion, let the students rank the situations on their lists 1-3 from unlikely to very possible.
t: now look at the situations you have ranked 2 and 3. how would you prevent these situations happening when you are travelling in a foreign country? discuss with your partners. before you start, read the example in activity 4.
after a few minutes, ask some students to present their ideas to the class.
t: well, are you ready? who’d like to share your ideas with us?
s: while travelling, it’s possible that you lose your way, because you don’t know the country very well. to prevent this:
you’d better take a map of the country with you.
don’t leave alone without saying a word.
pay attention to the notable signs, for example, some famous buildings, some special road signs, so that you can ask the way while you are lost.
s: it’s likely that we could meet malefactors—robber, thief or others. probably, we will get hurt. to prevent this:
don’t show your valuable belongings to others.
you’d better go along with other people.
should you face dangers, call the police.
s: it’s (very) possible that we could have difficulty in communicating with the local people. to prevent this:
try to learn some simple and basic local language.
try to know about the manners and customs of the country.
try to get familiar with formality in everyday life.

step ⅲ talking
deal with talking in the workbook.
t: it’s very important to know how to deal with the problems while travelling in a foreign country. it is important to make good preparations before you go there. here is a question: how do you find information that is helpful for your trip? think about it.
s: we could go to some travel agency for information. they can provide the most useful and complete information.
s: i would search on the internet for some information. there are many websites which provide information on travelling both home and abroad. you could also visit some of their forums. the web pals are willing to offer their advice and ideas.
t: good ideas! if you don’t have much money for an overseas trip, how would you arrange your trip?
s: maybe we could travel on foot or by bike.
s: we could stay at inexpensive small hotels. but the conditions may not be satisfactory. 12345678910111213141516171819202122
t: nowadays many young people manage to travel around the world with limited amount of money. the youth hostels make it possible. have you heard about it? what kind of service do they offer? let’s find more information about it. turn to page 78. mei jie is planning a three-week holiday in italy and france. she has been using the internet to find out information for her trip. look at the web page. it is from the web site where she searched for information. read the web page carefully and discuss the question in groups.
about 5 minutes later. ask the students to answer he questions.
suggested answers:
1. they are cheap. they offer quality accommodation at low cost.  
2. 4, 5, or 6 people.
3. you can save money by cooking for yourself instead of eating in restaurants. you can eat food that you like.
4. if you have a youthpass you can t ravel in european contries at cheap prices.
5. you must be less than 26years old.
6. if you get sick or have an accident in a foreign country, it can be quite expensive to get medical treatment.
7. various answers are possible.
well, i would like to stay in a  youth hostel. because i like travelling alone, i like to enjoy the feeling of freedom. i can do whatever i like. also, it’s convenient for travellers to stay in youth hostel.

step ⅳ homework
preview the reading passage on page 38. look up the new words in the dictionary.

the second period reading
teaching goals教学目标
1. target language目标语言
a. 重点词汇和短语
keep it up, fit in, cafeteria, lecture, qualification, preparation, recommend, get use to, shopkeeper, comfort, substitute, academic, requirement, essay, tutor, numb, acknowledge, as far as one is concerned, occupy, hopefully, enterprise, succeed
b. 重点句子
xie lei, who is 21 years old, has come to our university to study for a business qualification.
it’s not just study that’s difficult. you have to get used to a whole new way of life, which can take up all your concentration in the beginning.
i have been so occupied with work that i haven’t had time for social activities. 
i’m going to join a few clubs. hopefully i’ll make some new friends.
2. ability goals能力目标
enable the students to learn about xie lei’s school life in london.
3. learning ability goals 学能目标
help the students learn how to deal with the problems that they would face when studying in a foreign country.
teaching important and difficult points 教学重难点
help the students to summarize the benefits and difficulties of living in a foreign country. 12345678910111213141516171819202122
teaching methods 教学方法
skimming, scanning, task-based method and discussion.
teaching aids 教具准备
a recorder, a projector and some slides. 
teaching procedures && ways教学过程与方式

step ⅰ revision
t: yesterday we talked about travelling in a foreign country.  have you ever travelled in another country? who’d like to tell us your experiences?
s: i’d like to. last summer, my parents and i went to pairs. we went there by air. though it’s expensive, it’s very comfortable to travel by air. the first day we arrived there, we found a good guide. she introduced a wonderful hotel to us, and helped us to change money. during the travel, we visited the eiffel tower and arc de triomphe (凯旋门). i took some photos and  bought a postcard and sent it to my best friend. we also visited the musee du louvre（卢浮宫） and avenue des champs elysees (香榭大道). we bought many presents. there are so many beautiful and famous tourist attractions in paris. i hope you will have a chance to visit it.
s: i had the experience of travelling in america. it was in XX that my uncle took me to visit the disneyland. we spent a wonderful day in disneyland. i took many photos with the famous cartoon characters, for example, snow white and the seven dwarfs, mickey mouse, winnie the pooh(小熊维尼). we visited the four wonderful theme parks in disneyland. we were so happy, but unfortunately, we lost our way and couldn’t find the entrance. we couldn’t speak english, so others couldn’t understand us. finally, we met a chinese guide. with her help, we went back to our car.   
t: poor boy! so you know, we might meet many kinds of difficulties while travelling in a foreign country.    

step ⅱ pre-reading
talk about studying in a foreign country. first present two pieces of news to start the topic.
show the news on the screen.
news 1  
 on dec 6th XX, two chinese overseas students were killed in ottawa, canada. they were shot at a bar, one was shot dead at once, the other died during the way to the hospital. it was said that the murderer were vietnamese.
news 2
 (xinhua news agency) a car accident happened to a group of chinese overseas students in new zealand on sep 7th XX. new zealand police said that the car accident happened in the early morning, one student, xiao ding, died on the spot, the other four students were hurt. now two of them are still in hospital.
t: i read the two pieces of news recently. what can you learn from the news?12345678910111213141516171819202122
s: we can get the information that we may meet some security problems while studying in a foreign country.
t: yes. as we know, now more and more people live or study abroad, even some senior or junior high school students are sent to study abroad. do you know why?
s: i think they want to learn more advanced technology, know more different cultures and customs; they want to enlarge their knowledge and improve their ability.
t: besides the security problems, what are other problems that they might meet in their study and daily life? today let’s learn a text about a chinese girl studying in london. first, please turn to page 37, look at the pictures and discuss the questions above them.
after discussion.
t: now who’d like to answer the first question? volunteer!
s: let me try. the advantages of studying in a foreign country are that we could learn standard english, we can communicate with the local people, and we could know the manners and customs of the country better.
t: quite right. 
s: but there are still many disadvantages of studying in a foreign country. it would be difficult for us to communicate with the local people, and we should adapt to the situation quickly, we can’t understand the language very well, so it’s difficult for us to do many things even some simple things. what’ s more, we will miss our homes, miss our parents and friends.
t: yes, so many difficulties to deal with. then what do you think a chinese student will find different from studying at a chinese school? 
s: they will find it’s not easy to study in a foreign country. different teaching method, different learning method and different education system, they should adapt to all these things quickly.
 
step ⅲ while-reading
get the students to comprehend the passage quickly and accurately, meanwhile help the students to form a good habit of reading.
t: now please skim the passage fast to obtain a general understanding of the whole passage. while reading, try to find out the main idea of each paragraph.
several minutes later, ask the students to talk about the main idea of each paragraph. at the same time, show the suggested main ideas on the screen.
main idea of each paragraph:
para.1: xie lei, a chinese girl, is studying in a foreign country — london.
para.2: general introduction to xie lei and her study.
para.3: the difficulties xie lei met while living in london.
para.4: the advantages of living with a host family.
para.5: xie lei is getting used to the western univer sity’s way of learning.12345678910111213141516171819202122
para.6: xie lei feels much more at home in england now and is living an active life.
para.7: the newspaper will follow xie lei’s progress in later editions.
t: well done. now please read the text carefully to have a better understanding of the text. then we will look at some detailed information of the text. studying in london, xie lei has to face some difficulties. while on the other hand, she also gets some benefits. try to find the difficulties and benefits from the text and fill in the diagram on page 39.
to finish this task, the students need to scan the text and make a summary. after they have finished it, check the answers by asking some students to tell what they have written.
t: who would like to tell your answers?
s: i would like to say something about the benefits. the benefit of doing a preparation course is helping her to get used to academic requirements of a western university.
s: i think that the benefit of living with a host family is that she can get lots of advice; she has the opportunity to learn more about everyday life and customs of the new country. living with a host family is a great comfort when she misses her family.
s: and i think the benefit of having a tutor is getting some good advice on study and he or she can coach you with your article; you can make great progress with the help of a tutor.
t: very good! then, what about the difficulties?
s: the difficulties that xie lei met at the university were that when she heard an expression, she couldn’t understand. it seems strange to her that someone does something. she didn’t know how to write a good essay on her own.
s: in order to get used to a new way of life, she had to learn almost everything again. for example, how to use the phone, how to pay on the bus, how to ask a shopkeeper for things she didn’t know the english for. she didn’t understand the words that the local people say. she hasn’t had time for social activities.

step ⅳ post-reading
let the students listen to the tape and at the same time, get the answers to the four questions in exercise 1.
t: now let’s listen to the tape. while listening, pay attention to the correct pronunciations and tones. then read the text by yourselves to get the answers to the five questions in exercise 1.
suggested answers:
1. she is in england to study at a university. she’s been in england for six months.
2. because studying in england is different from studying in china and she needs to learn about these differences and improve her english.12345678910111213141516171819202122
3. because she had to learn how to do everyday things like using a telephone, paying on a bus, finding her way around a strange city; understanding english as spoken in real life; learning how to write essays acceptable to her british lecturer.
4. xie lei’s host family and her teachers.
5. because she thinks it’s important to have a balance between study  and a social life, and she wants to make new friends.
then let the students discuss the questions in exercise 3.
t: good. all of you did a very good job. now let’s move on to exercise 3. discuss the questions in groups.
suggested answers:
1. she is serious about her work. the evidence is:
she did research on the internet for her essay.
when her tutor did not give her a good mark she went to see him to find out why.
she put her tutor’s ideas into practice.
2. she perseveres. the evidence is:
she had problems when she first arrived, but worked at them till she succeeded in getting over them.
she asks her host family for help with any language or culture issues.
she did not give up with her first setback over the essay.
3. she is enterprising and adaptable. the evidence is:
she left her city to go to england even though she had never travelled abroad before.
she settled down well enough to feel at home in a strange country.
t: ok. we have already talked about the difficulties and benefits of studying in a foreign country. now, let’s list the problems that xie lei had when she first went to england, and try to add two or three other problems that she might have and summarize what you would do if you had the same problems. work in groups.
possible problems and solutions:
xie lei’s problems your solutions
1. understanding and using everyday english 1. listening to the radio or watching television to become accustomed to everyday english
2. reaching the academic requirements of a western university 2. asking your tutor for advice before you start your academic writing
3. making new friends 3. joining a lot of university societies

step ⅴ homework
t: suppose you are xie lei, write a letter to your parents or friends in china, telling them about your present life according to what you have learned from the text.

the third period  listening and speaking
teaching goals 教学目标
1. target language目标语言
a. 重点词汇和短语
agent, travel, parallel, abundant, govern, destination
b. 功能句式
we could ...
you might ...
it would be possible to ...
it isn’t possible to ...
... would be a perfect place for us.
i don’t think you’d enjoy ...12345678910111213141516171819202122
... would probably suit us.
2. ability goals能力目标
through listening, enable the students to acquire detailed information about peru.
enable the students to express likes and dislikes, probability and improbability with the target language.
3. learning ability goals学能目标
help the students learn how to get detailed information about peru through listening.
help the students learn how to express likes and dislikes, probability and improbability with the target language.
teaching important and difficult points 教学重难点
talk about tours in and around cuzco with functional items given.
teaching methods 教学方法
listening, reading and speaking.
teaching aids 教具准备
a slide projector and a tape recorder.
teaching procedures && ways 教学过程与方式

step ⅰ revision
t: at the end of last period, you were asked to write a letter. now i’d like two of you to read your letters. any volunteer?
let two students read their letters to the class.
a sample letter:
dear mom and dad,
 how is everything going? i miss you very much.
i have got used to my new life here. my english has improved a lot since i came here. so i don’t have any difficulty in communicating with the local people. you know at the beginning, i even had difficulty in using the phone and paying on the bus. i get on quite well with my study as well. i was encouraged by my tutor to give my own opinions in the essay. and now i get really good marks. i feel so confident.
 i enjoy living with my host family. they have helped me a lot with my everyday life and understanding of local customs. they are very kind and warm-hearted. so don’t worry about me.
 send my love to grandpa and grandma.
 your love,
 xie lei

step ⅱ listening
deal with listening in using language.
t: today, we’ll travel to peru. first, let’s look at the map of south america on page 42, find the cities of lima and cuzco and the andes mountains. who can describe their locations according to the map?
s: let me try. lima, the capital of peru, lies in the north on the pacific coast.
s: cuzco is in the andes mountains, it is a popular tourist destination.
s: andes mountains runs parallel to the pacific coast.
t: very good. now lia wants to visit peru. she goes to a travel agent to find out the best way to travel there. let’s listen to a conversation between lia and a travel agent and try to know more about peru. before you listen, go through the things listed in exercise 2 on page 41. then listen and tick the things lia says she likes doing. 12345678910111213141516171819202122
play the tape. then check the answers.
play the tape again, and deal with exercises 3-4 on page 42. if necessary, play the tape several times.

step ⅲ reading
t: ok. after listening, we have known about lia’s travel plan. would you like to take a tour there?
ss: yes!
t: before you go, let’s learn something about this country. now look at the reading passage in reading and speaking. read the text and underline the places mentioned in it.
the students are supposed to underline: coastal belt, the andes mountains, high flat plains, lake titicaca, lima, cuzco, machu picchu.
then let the students find answers to the questions below the text.
several minutes later.
t: well, why is cuzco popular with tourists?
s: cuzco is a popular tourist destination as it is close to the famous inca ruins of the city of machu picchu. it’s a city where both indian and spanish culture and art can be seen.
t: right! what is special about lake titicaca?
s: lake titicaca is the highest lake in the world, and boats can travel on it.
t: what do you think the official languages of peru are?
s: they are indian and spanish.
t: very good! this text is just a brief introduction of peru. if you want to travel in peru, you should know more detailed information. what are the most popular tours in peru? any ideas? turn to page 43. read the brochure at the bottom of this page and on the next page. work with your partners and answer the questions in exercise 2.
suggested answers:
1. tours 1 and 4.
2. people who enjoy learning about the culture and lifestyle of the country they are visiting. people who enjoy beautiful scenery but prefer to see it through the windows of a comfortable bus.
3. we could visit machu picchu on tour 1 and tour 3.
4. tour 2 would be best to do last because it ends in lima, the capital.

step ⅳ speaking
get the students to talk about tours in and around cuzco with the expressions given.
first show the following expressions on the bb.
i like / don’t like doing /to do ...
i prefer to ...
i enjoy / love / hate doing ...
t: boys and girls, what would you like to do when you are on holiday? discuss with your partner, using the expressions on the bb.
after discussion, ask some students to tell their ideas. one student gives one sentence.
s: i like visiting museums on holiday.
s: i don’t like going to historical sights.
s: i prefer to stay in expensive hotels.
s: i enjoy trying local food.
s: i hate visiting places on my own.
t: now imagine your group plans to spend eight days in and around cuzco. discuss which two tours you will like. you’d better use the following useful expressions.12345678910111213141516171819202122
we would ...
you might ...   
it would be possible to ...
it isn’t possible to ...
... would be a perfect place for us.   
i don’t think you’d enjoy ...
... would probably suit us.
some minutes later.
t: which group would like to share your ideas?
s: if we have eight days to travel in and around cuzco, tour 1 and tour 2 would probably suit us. we could make walking tour on tour 1, experience the jungle and its wildlife. it would be possible for us to enjoy the mountain scenery and the ancient ruins. then on the fourth day, we could arrive at the ruins of the ancient inca city, then we could catch the train back to cuzco. on the fifth day , we could begin our trip from cuzco to puno by road. we could enjoy the fantastic views of the highland countryside, then we would travel by boat across lake titicaca. we could see the beautiful scenery of the lake, also we could stay with the local family and learn more about their life. it would be a perfect place for us. then on the eighth day we could return to puno for our flight back to lima.
t: good plan! i am sure that would be a wonderful journey! other groups?
s: we would choose tour 3 and tour 2. we like architecture, so we would spend four days in the andes at cuzco. we could visit the museums, enjoy the spanish architecture, also we could enjoy some delicious food, buy some great souvenirs, we could take the train up to machu picchu to visit the ruins to learn more about its history. then on the fifth day we could begin our trip by boat, we could enjoy lake titicaca, visit the uros indian’s house, know more about their life and their manners and customs. at last, we would return to puno for the flight back to lima.
t: excellent! ok, so much for today’s travel in peru. i think you all had a wonderful journey, right? if you are interested in this country, you can find more information about it after class.
some information about peru and its famous cities is included in the appendix.  

step ⅴ homework
t: in the reading passage, we learned about xie lei’s life in london. we learned that she has to overcome many difficulties and face many challenges, because she has to get used to a whole new way of life. now imagine your american penfriend has decided to come to china to study chinese culture and language at a university near you. homework for today: write a letter to him or her giving information about what life will be like. include things like:
●what he/she will find different in china (include things like food, study, transport, accommodation, etc);12345678910111213141516171819202122
●how easy or difficult it will be to make friends;
●the best way to learn chinese and about chinese culture;
●things you can do to help him/her settle in.
sample letter 1:
dear andy,
 i’m glad to hear you are coming to china for university study. here i’d like to offer you some tips in order that you will have a great time during your study in china.
 as you know, china is a lot different from your country especially the culture, so you must try your best to adapt to the new environment. first, you must get used to chinese food. this may not be the biggest challenge for westerners. second, you had better be aware of the education system and make new plans for your university study. in addition, you should also be familiar with the transportation and accommodation.
 on your first arrival in china, you may get a culture shock as well. the best way to overcome it is to make more local friends and to learn more about chinese culture. try to be easy-going and sociable so more chinese people would like to make friends with you. after some communication with the local people, it will be rather easy for you to adapt to the new culture.
 of course you could turn to me for help at any time. i will be pleased to be your guide here in china, so please don’t hesitate if you have any trouble.
 wish you a wonderful time in china.
 yours,
 fiona
sample letter 2:
dear emma,
 i’m very glad to hear that you have decided to come to china to study chinese culture and language.
 you have already known some chinese words through my letter, but it’s not enough for you to study in china. when you come here, you’ll find there are many differences between china and america. you have to learn how to communicate with the local people. chinese people are very friendly. so, it’s easy to make friends. there are many places you can go such as parks, public museums, and historical attractions. you can simply talk to them, just be sincere and generous, you will find your best friends. 
 you will have to adapt to the food and transport here. in china, most people use bike, or take bus, which is different in your country. study in china is also difficult. chinese teachers are strict with students in study, so you should study hard. the best way to learn chinese and chinese culture, i think, is to live with chinese people, stay with them, always communicate with people in chinese; if you have time, you can travel to different areas to know the variety of chinese culture.  12345678910111213141516171819202122
 i hope you can live with my family, then i can help you to learn chinese. of course, if you like to live alone, i can help you to rent a good and cheap house near your university. i expect to see you soon. i’m sure that you’ll love china.
 yours,
 li ming

the fourth period  grammar
teaching goals 教学目标
1. target language目标语言
a. 重点词汇和短语
accommodation, acknowledgement, relationship, occupied, requirement, analyse, comfort, qualification, preparation, hopefully
b. 重点句子
xie lei, who is 21 yeas old, has come to our university to complete a business qualification.
“...you have to get used to a whole new way of life, which can take up all your concentration in the beginning,” explained xie lei, who had lived in the same city in china all her life.
he wanted to know what i thought, which confused me because i thought that the author of the article knew far more than i did.
2. ability goals能力目标
enable the students to learn the meanings and usages of some key words and expressions.
enable the students to revise the non-restrictive attributive clause.
3. learning ability goals学能目标
help the students learn how to use the key words and expressions and non-restrictive attributive clauses in certain situations.
teaching important and difficult points教学重难点
the usage of the non-restrictive attributive clause.
teaching methods 教学方法
explaining and practicing.
teaching aids教具准备
a projector and a blackboard.
teaching procedures & ways教学过程与方式

step ⅰ revision
check the students’ homework.
t: in last period, we learned something about peru. what else have you found about the country?
who like to say something about peru?
s: i want to have a try. yesterday, i found some information about peru from a magazine.
   peru is a meeting place of different races, languages and cultures. the land inhabited by millions of natives before the arrival of the “spanish conquerors” witnessed the arrival of europeans, africans and asians. over time, a rich cultural blend occurred, which is expressed in the peruvian cuisine, handicrafts, music and dances.
   in peru, nature has brought together an enormous variety of landscapes, climates and ecosystems. with a range that includes the coastal deserts, the imposing geography of the andean mountains, and the dense amazon jungle, peru holds the greatest variety of microclimates, plants and animals in the world.
   this human and natural diversity produces a rich cultural interaction among different people, a variety of occupational patterns and use of spaces, and a spectacular fusion of cultures and landscapes. thus, peru has an enormous potential as a privileged tourist attraction capable of offering visitors a wide variety of options all year round.12345678910111213141516171819202122
t: thank you for your information. we don’t have enough time to share all you have found about peru. i hope you can share with each other after class.

step ⅱ language study
deal with exercises about useful words and expressions.
t: now please open your books and turn to page 40. let’s do some practice with the some useful words and expressions in the text.
ask the students have finished them, check the answers.
then deal with the exercises in using words and expressions on pages 80-81.

step ⅲ grammar
t: in unit 4, we revised the restrictive attributive clause. today, let’s revise the non-restrictive attributive clause. look at the screen. here is a form about the restrictive attributive clause and non-restrictive attributive clause. please tell the differences between them.
show the following form on the screen.
restrictive attributive clause  non-restrictive attributive clause
1. we will always remember the days that we spent in the village. 1. john, who was sitting on my left, said that this meal was the best he had ever had.
2. anyone who breaks the law will be punished. 2. he was late again, which made his teacher very angry.

s: the extra information is necessary in the restrictive attributive clause. the extra information can be left out in the non-restrictive attributive clause.
s: we don’t use commas with the restrictive attributive clause. we use commas with the non-restrictive attributive clause.
s: we never use “that” in the non-restrictive attributive clause as relative pronoun.
give a summary of the non-restrictive clause.
relative pronouns in non-restrictive clauses

 person   thing   place
subject   who / which  
object   who / whom   which   where
possessive whose  

notes:
1. in the non-restrictive clauses, you cannot use “that” instead of who, whom or which.
2. you cannot leave out the relative pronoun, even when it is the object of the verb in the relative clause:
he gave me the letter, which was in a blue envelope.
he gave me the letter, which i read immediately.
3. the preposition in these clauses can go at the end of the clause, e.g. this is stratford-on-avon, which you have all heard about.
this pattern is often used in spoken english, but in written or formal english you can also put the preposition before the pronoun. e.g. stratford-on-avon, about which many people have written is shakespeare’s birthplace.
4. non-restrictive clauses can be introduced by expressions like all of, many of + relative pronoun: 12345678910111213141516171819202122
examples:
a. there were a lot of people at the party, many of whom i had known for years.
b. he was carrying his belongings, many of which were broken.
5. the relative pronoun which at the beginning of a non-restrictive attributive clause, can refer to all the information contained in the previous part of the sentence, rather than to just one word.
a. chris did really well in his exams, which was a big surprise. (= the fact that he did well in his exams was a big surprise).
b. an elephant and a mouse fell in love, which is most unusual. (= the fact that they fell in love is unusual).
t: now go back the reading passage on pages 38-39. pick out the sentences containing non-restrictive attributive clause.
the sentences are:
1. xie lei, who is 21 yeas old, has come to our university to study for a business qualification.
2. “... you have to get used to a whole new way of life, which can take up all your concentration in the beginning,” explained xie lei, who had lived all her life in the same city in china.
3. he wanted to know what i thought, which confused me because i thought that the author of the article knew far more than i did.
t: let’s do some practice with the non-restrictive attributive clause. try to use the right relative pronouns and adverbs to complete the sentences.
show the following sentences on the screen.
1) his dog, which was now very old, became ill and died. 
2) yesterday i met li lei, who seemed to be very busy.
3) football, which is a very interesting game, is played all over the world.
4) he lives in the city, where there is a high tower.
5) the people’s republic of china was founded in 1949, when he was born.
then deal with exercises 2-3 on page 41.

step ⅳ exercises
since the students have known the differences between restrictive attributive clause and non-restrictive attributive clause, let them do some practice with them.
1. a fast food restaurant is the place _____, just as the man suggests, eating is performed quickly.  (XX上海)
a. which   b. where    c. there   d. what
2. york, ____ last year, is a nice old city.
(XX 北京)
a. that i visited b. which i visited  
c. where i visited d. in which i visited
3. anyway, that evening, ____ i’ll tell you more about later, i ended up staying at rachle’s place.
(XX 浙江)
a. when    b. where   c. what    d. which
4. recently i bought an ancient chinese vase, ____ was very reasonable. (XX 上海)
a. which price b. the price of which    12345678910111213141516171819202122
c. its price  d. the price of whose
5. the journey around the world took the old sailor nine months, ______ the sailing time was 226 days. (XX 广西)
a. of which    b. during which   
c. from which d. for which
key: 1. b  2. b  3. d  4. b  5. a

step ⅴ homework
finish exercise 1 and exercise 3 on page 81.  

the fifth period  integrating skills
teaching goals教学目标
1. target language 目标语言
a. 重点词汇和短语
concern, overseas trip, catch a plane, occupy, board, occupied, destination, go for a walk, fall down, approve
b. 重点句子
when i tried to board the second plane they asked for my transit card, which i didn’t have.
so i counted out how many i needed for the holiday and put them into a small box.
i found out it was illegal to have these pills without a doctor’s permission.
2. ability goals能力目标
enable the students to read about the problems travellers might meet while travelling.
enable the students to write about problems they might experience while travelling.
3. learning ability goals学能目标
help the students learn how to deal with the problems they might experience while travelling.
teaching important and difficult points 教学重难点
learn how to deal with accidents that may happen to you while travelling.
teaching methods 教学方法
listening, fast reading and writing.
teaching aids 教具准备
a recorder, a projector and a computer.
teaching procedures && ways 教学过程与方式

stepⅰrevision
check the homework of exercise 1 and exercise 3 on page 81. then get the students to discuss and explain why some of the sentences in exercise 1 use non-restrictive sentences. help the students to summarize:
the information in the non-restrictive attributive clauses is not essential. it tells us more about someone or something, but it does not help us to identify them or it. non-restrictive attributive clauses are always separated from the rest of the sentence by commas. the commas have a similar function to brackets.

stepⅱ listening task
t: tina is going to travel, but her mother sandra is worried about her. do you want to know why? today, we’re going to listen to a conversation. before listening, please open your books and turn to page 82. read fast the questions and find out the listening points. pay attention to these important points while listening. when i play the tape for the first time, try to get a general idea of the conversation. when you listen to the tape for the second time, you’ll be asked to answer these questions. are you clear?12345678910111213141516171819202122
play the tape. let the students guess what might be the relationship between sandra and brian. then play the tape again. the students listen and make some notes.
t: now let’s listen to the tape for the second time. make some notes while listening. and try to find answers to the questions.
after listening, ask some students to answer the questions. then play the tape a third time, and let the students pay attention to what brian says and finish exercise 3. 

step ⅲ reading task
t: just now, we listened to a conversation, and learned about tina’s travel plan. while travelling, people might meet many kinds of problems, some maybe unforgettable, some embarrassed. can you think of some problems that would happen to travellers?
s: let me try. maybe one would forget the time of his flight.
s: maybe one would carry some goods that are forbidden on the plane.
s: maybe one would lose his/her way and couldn’t communicate with the local people. 
t: yes, these situations are quite possible. now we are going to read some similar experiences. turn to page 82. first look at the pictures and guess what problems each traveller has experienced. and share your predictions with your partner.
then let the students read the stories and get the main idea of each one.
t: now do fast reading, try to get the main idea of each story, ok?
several minutes later.
t: ok! after fast reading, you should have got the general idea of each story. did you guess correctly? please find the problem that each traveller has and things they should have done from the text, and then complete the table in exercise 1 with brief information.
after they have completed the table, check the answers. then move on to exercise 2.
 problem things they should have done
tom he did not obtain a transit card when her changed planes at heathrow. he should have asked what the cards they were handing out were for.
sally she was stopped at the customs because she was carrying drugs without a doctor’s prescription. she should have left the pills in their original bottle which had the name of her doctor on it. to be even safer, she could have asked her doctor for a letter which explained that she had to take the pills for her health condition.
paul he had an accident in an isolated place and couldn’t walk. he should have told someone where he was going and when he would be back. then when he didn’t get back, they would have known where to search for him.
donna she offended some of the people in the town she was visiting by wearing inappropriate clothes. she should have found out about local customs and followed them.12345678910111213141516171819202122

t: you did a very good job. now let’s look at the exercise 2 on page 84. complete the advice to travellers.
after the students have completed the advice, ask four of them to report their answers.
suggested answers:
1. when changing planes, make sure you know what you have to do. if you don’t know what to do, ask someone..
2. if you have to take special medicine when you are travelling overseas, carry a doctor’s letter that explains this.
3. if travelling alone, always let someone know where you are going and when you will arrive there.
4. when travelling, always wear clothes that the local people will find acceptable.

step ⅳ writing task
deal with writing task on page 84.
t: now look at the four pictures in writing task. imagine what might have happened. then write a story about it according to the pictures.
some minutes later, ask several students to read their stories to the class.
a sample story:
 the day i left home for australia i went to say goodbye to my mother. she was very worried about me and whether i could look after myself properly. she was especially worried that i wouldn’t like australian food, so she cooked me all my favourite dishes and put them into a box to take with me on my journey.
   when i arrived in australia the customs officer wanted to know what i had in my box. he explained that australia has very strict quarantine regulations. they don’t want plant and animal diseases from other countries to come into australia so they inspect all the plant and animal products. unfortunately it was illegal for me to bring into the country the kind of food my mother had given me and so it all had to be thrown away.
   that night, instead of eating mum’s delicious spicy chicken, i bought and australian hamburger and ate it in the airport.

step ⅴ homework
let the students choose one of the projects on page 85 and prepare it after class. they will be asked to report or display their work in the next class.
 
附   件
i． 课文注释与疑难解析
1. keep it up 保持优秀成绩，继续干下去= well done
keep up the good work/ keep it up! 干得好！ 继续好好干吧！
keep sth. up ( to make sth. stay at a high level)  使某物保持在高水平
the high cost of raw materials is keeping prices up.
they sang songs to keep their spirits up.
2. it was the first time she had ever left her motherland.
这是她第一次离开家。
it is/was the first/second time sb. have/had done sth.  某人第几次做某事
it was the second time i had been to the great wall.   这是我第二次去长城。12345678910111213141516171819202122
it is the first time they have seen the film.           这是他们第一次看这个电影。
3. be/get used to(doing)sth习惯于（做）某事。如：
i am not used to being treated that way.我不习惯被（别人）那样对待。
don’t worry. you will soon get used to it.
别担心，你很快会习惯的。
used to do 与 be used to doing 的区别：
used to do 表示过去曾经……, 过去常常……
be used to doing表示习惯于（做）某事
we used to live in a small village but now we live in london.
the car’s running less smoothly than it used to.
he is the boss here! he is not used to being told what to do.
i am used to sleeping on a sofa.
4. recommend vt. 推荐, 介绍, 劝告
recommend sb. to do sth.= advise sb. to do sth.
建议某人去做某事
eg: i recommend you to see her at once.
我劝你马上去看她。
the doctor recommended me to take a long rest. 医生劝我长期修养。
recommend doing sth.= advise doing sth.
建议做某事
eg: she recommended buying this dictionary.
她建议买这本字典。
i recommend going by bus. 我建议乘公车去。
recommend that + sb. (should) do 
eg: the teacher recommended that we (should) read the novel.

ⅱ. 文化背景知识
about peru
 peru is a meeting place of different races, languages and cultures. the land inhabited by millions of natives before the arrival of the “spanish conquerors”, witnessed the arrival of europeans, africans and asians. over time, a rich cultural blend occurred, which is expressed in the peruvian cuisine, handicrafts, music and dances.
 in peru, nature has brought together an enormous variety of landscapes, climates and ecosystems. with a range that includes the coastal deserts, the imposing geography of the andean mountains, and the dense amazon jungle, peru holds the greatest variety of microclimates, plants and animals in the world.
 this human and natural diversity produces a rich cultural interaction among different people, a variety of occupational patterns and use of spaces, and a spectacular fusion of cultures and landscapes. thus, peru has an enormous potential as a privileged tourist attraction capable of offering visitors a wide variety of options all year round.

population: 25’661,700 inhabitants (as of year XX)
area: 1’285,215.60 sq. km.
capital: lima
language: spanish, quechua, aymara
gdp: us $ 52 billion (estimated XX)

macchu-picchu
 after having remained hidden from the world for more than four centuries, the architectural complex of macchu-picchu, “old mountain” in quechua, was discovered by the american archaeologist hiram bingham in 1911. situated 112 km. from cuzco on the edge of the urubamba  canyon, at 2,350 meters above sea level, it covers an area of 32,590 kms2, and said to be built by the incas as a religious area. it is made up of houses, places of worship, hydraulic systems and terraces. the incas trail is one’s way of reaching the fortress, just as the ancient people of the empire arrived on foot, by stone paths, steps and tunnels that cross the urubamba river and extend for more than 40 kilometers.12345678910111213141516171819202122
 
lima
 with a current population of over seven million people, flanked to the east by the andes mountains and to the west by the pacific ocean, lima is both the most modern and one of the oldest cities of peru.  in 1535, lima was chosen as the capital of peru due to its privileged harbor location. during most of the colonial period, lima remained the most important political and commercial power center in south america. this illustrious past is reflected in the colonial architecture that has earned the downtown area the unesco title of world cultural heritage.
 due to its importance as the country’s economic center and its privileged central location in south america, lima constitutes a convenient center for conventions and business meetings.

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