Australia
教學目標
1.Words & expressions
Camp, ash(tray), dirt, valley, beyond, cave, thirst, sunburnt, system, spiritual, faith, elder, curiously, underground, starve, thus, percentage, precious, fence, task, outdoors, shave, argue;
Bonny, Italy, Italian, Kooris, aborigines, koala, dingo
Fix up, hand down, rather than, give birth to, round up, be experienced at,
2. Daily English
1) Be careful！2) Look out！3) Take care 4) Don't do... 5) You mustn't do...
3. Grammar: The -ing forms as object complement and adverbial
II. Teaching aims in developing competence
To develop the abilities of listening, speaking, reading, and writing abilities.
1. To develop the ability of communication.
2. To develop the ability of expressing prohibition and warnings.
3. To develop the ability of using -ing Form as object complement and adverbial.
4. To develop the practical skills of using English, especially in talking about a country.
III. Teaching aims in moral education
1. Learn to care for others and the collective, help each other, and defend students themselves.
2. Arouse students' consciousness of protecting the animals and plants and the environments.
3. Develop the spirit of love of the motherland
教學建議
教學教法：
Lesson 9 Dialogue
The main purpose of this unit is to train students' listening and speaking ability. Through learning the way of expressing prohibition and warnings the students are enabled to use the expressions of reminding people in daily life and develop the spirit of care for people and help each other and also through learning about the content of the dialogue students are reminded of protecting the nature.
Teaching key points
1. Input the dialogue as a whole and make the students grasp the dialogue. At the same time
students can make similar dialogue related to the daily life, reminding them of the importance of protecting the nature.
2. After the understanding of the reading materials about Australia, help students to talk about China, their motherland, using what they have learned in the texts, showing students' love of our country.
Teaching special difficulties
1. The understanding of the use -ing Form and the use of it.
2. Making prohibition and warnings and giving replies.
Teaching methods
The Social Communicative Method
The Information communicative style
Teaching aids
Blackboard; computer; OHP(overhead projector); tape recorder; related pictures of this unit
詞語辨析：
1．keep out, keep away, keep off
keep out ( 可以分開)表示“不使……入內(nèi)；把……留在外面”。如：
Shut the windows and keep the cold out.
Danger! Keep out！ 危險！切勿入內(nèi)！
keep away（可分開，后接from）表示“使……不靠近”。如：
Keep away from me. I’ve got a bad cold.
Parents should keep their small children away from rivers.
keep off （可分開）表示“使……離開；從……離開”
They made a big fire to keep wild animals off.
Keep off the grass. 請勿踐踏草地。
2．suit, suitable 和fit的用法區(qū)別
1） suitable 的動詞形式是suit, 與動詞fit都有“合適”之意，但也有區(qū)別。以衣服為例，fit是指大小尺寸合適，而suit則是表示衣服穿著很好看，包括款式和花式都合適。如：
2） （1）Do you think this style suits me? 你覺得這種款式適合我穿嗎？
�。�2）These shoes don’t fit me—have you got a larger size?
這鞋我穿著不合適——你們有大一點的嗎？
�。�3）It doesn't suit you to have your hair cut short.你頭發(fā)剪短了不好看。
�。�4）The seven o'clock train will suit us very well.七點鐘的火車對我們正合適。
３)形容詞suitable后可接for sth.和to sb. 。如：
�。�1）I don't think I should be suitable for the post.我認為自己不適合這個職位。
�。�2）The work was not suitable to me. 那工作不適合我。
４) 形容詞fit后只能接介詞for,且句子主語多用人表示。
�。�1）The new manager isn’t fit for his position.新經(jīng)理不勝任他的職務(wù)。
�。�2）would be months before he was fit for work.要過幾個月他才能適合工作。
(3)My sister is just fit for a job as teacher.我妹妹正適合教師這一工作。
�。�4）The prime minister was a wise, honest man who was more fit for his office anyone else.
首相是個聰明、誠實的人，比任何人都稱職。
3．live by與live on的用法區(qū)別
live by 意為“以……為生”，by后接動名詞，表示方式；live on 也作“以……為主”解釋，但on后接名詞，表示主語主要吃什么，即主食是什么或表示主語的收入。如：
�。�1）They lived by fishing and hunting. 他們靠海獵為生。
�。�2）The six Indian blind men lived by begging.這六個印度盲人靠乞討為生。
�。�3）People in the south live on rice.南方人以大米為主食。
�。�4）They lived on a small income. 他們靠微薄的收入維持生活。
4．take place與 happen的用法
固定詞組take place意為發(fā)生，舉行，多指舉行活動，發(fā)生某事（可指發(fā)生好事或不好的事），happen多指發(fā)生意外事故，不幸的事。如：
�。�1）The opening of the play will take place tomorrow night. 劇的首演式將于明晚舉行。（take place不能用happen代換）
�。�2）The accident took place only a block from my home. 事故發(fā)生地離我家只一個街區(qū)。（took place 可以用happened代換）
▲動詞happen以及詞組take place, break out 等只能用作不及物動詞，不能用被動語態(tài)形式。如：
(1)The car accident happened last week. 交通事故發(fā)生在上星期。（不能說：The car accident was happened last week.）
(2) The war broke out in October. 戰(zhàn)爭于10月份爆發(fā)。（不能說：The war was broken out in October.）
注意：詞組take sb.’s place 或take the place of sb. / sth. 意為代替某人，某物，不可與take place混淆。如：
�。�1）My brother is ill, and I’ve come to take his place.我兄弟生病了，所以我來代替他。
�。�2）Plastics have taken the place of many old materials.塑料已經(jīng)取代許多舊材料。
5．比較的修飾及倍數(shù)的表達方法
形容詞或副詞比較級前，加上某個狀語成分，會使比較意義有所增強。例如：
�。�1）This book is three times larger than that one.這本書比那本書大三倍。
�。�2）They produced 15 % more rice last year than they did in 1990.
去年他們的水稻產(chǎn)量比1990年的產(chǎn)量增加了百分之十五。
注意：以上可歸納為句型：“A is … times + adj. / adv. (比較級)+ than B.”
另外這一句型還可轉(zhuǎn)化為句型“A is … times as + adj. / (原級)+as B.”例如：
�。�1）At least, the train runs 6 times as fast as the boat.
火車的速度至少為小船速度的六倍。
�。�2）After the experiment, the plant is four times as tall as it was before.
在實驗以后，這種植物為過去高度的四倍。
Grammar教學建議
Before class ask Ss to sum up the use of –ing Form and in class the teacher may have a contest among Ss who have been divided into two or several groups to see which group has done the job best. In this way Ss will usually have a good preparation of their work and will be willing to do what seems boring to them, which is the necessity to learn well. The teacher may add what has been left out and have a summary. After that, enough exercises are needed to help Ss to use, understand, remember and master what they have learned. Only through the use of the language can Ss really get what they are required to get.
Grammar-- -ing Form
Revising the use of –ing forms of the verbs and make Ss grasp the use of it.
I. v+ing 的句法功能：
1.作主語�？芍苯幼髦髡Z， 表示一般抽象概念時，可以與不定式互換，但在句型“It is no use/good”等候一般用動名詞。
e.g. It is no good smoking too much.
Seeing is believing.
2. 作賓語。有些動詞可以直接跟v.-ing作賓語，
如：mind, miss, enjoy, escape, prevent, practice, postpone, suffer, suggest, keep(on), avoid, admit, bear, deny, advise, delay, risk, resist, finish, fancy, excuse, imagine, consider, can’t help,
下列 “vi.+介詞或副詞” 構(gòu)成的短語動詞，后接v.-ing作賓語。
succeed in, approve of, persevere in, inquire of, persist in, complain of, insist on, aim at, benefit from, burst out, can not help, be busy (in), be on the point of, feel like, guard against, give up, go on , keep on, leave off, put off , be used to, object to, be accustomed to, refer to, be opposed to, stick to, be dedicated to, be devoted to ,look forward to, turn to, come near to, devote oneself to, due to, pay attention to, be faithful to ,be equal to, be familiar to, be sentenced to…
e.g. We enjoy learning English.
He insisted on seeing the exhibition.
I am looking forward to seeing you.
The mayor considered building a new town-hall.
3. 作表語。作表語表示主語的內(nèi)容或表示狀態(tài)，說明主語的特點（ 這是主語是v.-ing形式的執(zhí)行者）。
e.g. Our aim is studying English well.
His speech is very exciting.
4. 作定語。 表示主動，相當于一個定語從句， 表示動作在進行；或說明用途或作用。(單個一詞作定語，須放在所修飾詞的前面；短語作定語須放在所修飾詞的后面)
e.g. The lady talking (who is talking) with him is a doctor.
Will the swimming pool be open?
The man walking by the lake is a scientist.
5. 作補語。作賓語有兩個特征：一是賓語與 v.– ing 有主謂關(guān)系,且賓語是v+ing動作的執(zhí)行者；二是v.+-ing形式所表示的動作正在進行。
e.g. We heard the boy crying there.
You can see them performing every night.
When I entered the room, I found him listening to the radio.
跟 v+ing 作補語的詞常是感官動詞和使役動詞，如notice, see, hear, watch, get, feel, have, find, keep, observe, look at, listen to, smell etc.
6. 作狀語。常作表示原因、時間、結(jié)果、條件、讓步、伴隨或方式狀語。其邏輯主語是句子的主語且句子的主語是動作的發(fā)出者。
e.g. Being blind, how could they see an elephant?
He sat at the desk reading a book.
Seeing from the hill, we find the city beautiful.
II. NOTES
V+ing 形式一般式和完成式，有主動語態(tài)和被動語態(tài)，共四種形式，以tell為例
asking being asked
having asked having been asked
一般式表示與謂語動作同時（或在其后）發(fā)生；進行式表示發(fā)生在謂語動作之前。
e.g. He is proud of being learned. (He is proud that he is learned.)
I am sure of John’s coming in time. (I am sure that John will come in time.)
I am sure of his having been elected. ( I am that he has been elected.)
V+ing 的否定形式是在V+ing前加 not.
e.g. What is troubling them is their not having enough knowledge about computer.
Not taking any biscuits that morning, we had nothing to eat later.
有些動詞接不定式和V+ing，意思基本一樣。如begin, start, continue, plan, can’t bear, like, love, hate, prefer, intend…
e.g. Let’s continue to study/ studying law. (讓我們繼續(xù)學習法律。)
但，有些表示系惡的動詞，如like, love, hate, prefer, intend …，接v+ing 表示一般的喜惡，接不定式表示特別的情況。
e.g. I don’t like going to the theatre alone.（一般情況）
I’d like to go to the theatre if you with me.（特殊）
下列動詞或短語，need, want, require, bear, demand, be worth… 接v+ing 的主動形式，表示被動意義， 與接不定式的被動形式意義大致相同。
e.g. This problem needs looking into. (This problem needs to be looked into. )
This book is worth reading twice. (This book is worth to be read twice.)
在下列動詞或短語后，如，stop, remember, forget, regret, try, mean, go on, go afraid…
可以接v+ing 也可以接不定式，但意義不同。
e.g. I remember to fill out the form.(我記得要填表。)（表示動作尚未發(fā)生。）
I remember filling out the form.(我記得一天表了。)（表示動作已經(jīng)發(fā)生了。）
I stopped to eat. （我停下別的事，來吃飯。）（停止手中事去做另一件事。）
I stopped eating. （我停止吃飯。）（停止正做的事。）
I regret to say I can’t stay here any longer. （我很抱歉的說我不能在此久留。）（表示動作尚未發(fā)生。）
I regret leaving/having left you. （我后悔離開了你。）（表示動作已經(jīng)發(fā)生了。）
He tried to write better. （我力圖把字寫得好些。）（設(shè)法， 努力去做，盡力。。。）
He tried knocking at the back door. （他試著悄悄后門。）（試試去做<看看有何結(jié)果>）
I should like to be rich. (but I am poor.) (我很想富有。（但我很窮）)
I like being rich. (I am rich.) （我喜歡富有。 （我已富有））
I forget to bring my umbrella. （我忘記帶傘了。）（表示動作尚未發(fā)生。）
I will never forget seeing you. （我永遠不會忘記見到你的情景。）（表示動作已經(jīng)發(fā)生了。）
I meant to call on him. （我想去看望他。）（打算做。。。）
This means wasting time. （ 這就意味著浪費時間。）（意味著； 也就是。。。）
Having washed the clothes, I went on to sweep the floor. （我洗衣服接著就掃地。）（干完一件事，接著干另一件事。）
They went on doing their work after a short rest. （他們休息一會兒，又繼續(xù)干活了。）（一直做同一件事。）
The enemy was afraid to come after us. （敵人不敢追我們。）（不敢去做一件事。）
She was afraid of making mistakes. （她怕犯錯誤。） （害怕某一結(jié)果。）
補充常用v+ing 的句型。
1．go＋doing 的結(jié)構(gòu)，表示“去干某事”的意思，多指從事與體育、娛樂有關(guān)的活動。例如：
go fishing 去釣魚 go hunting去打獵 go riding 去騎馬
go shopping 去購物 go dancing 去跳舞 go climbing去爬山
go boating 去劃船 go climbing 去爬山 go shooting 去射擊
go farming 去務(wù)農(nóng) go teaching從教 go nursing 當護士
go soldiering 當兵 go nutting 采堅果
2．There is no + v+ing 表示“是不可能的”
e.g. There is no knowing how old shi is.
= It is impossible to know how old she is.
= We don’t know how old she is.
3. on + v+ing 表示“一。。。就。。�！�
e.g. On hearing this news, I changed my plan.
4. have difficulty, trouble, a problem, a hard/good time,（等表示情感的詞） +(in)+v+ing.表示“。。。有困難（麻煩。。。）”
e.g. We have difficulty (in) solving the problem.
5. keep, stop, restrain, hold + Sb. / Sth.+ from + v+ing… 表示“阻止某人/某物做謀事”
e.g. Nothing can stop me from going to school.
V+ing 在句中作賓語 、表語或主語時，如果它的邏輯主語和句子的主語不一樣時，要有自己的邏輯主語。用“物主代詞、名詞所有格、名詞通格、代詞賓格”在 v+ing 前面表示邏輯主語。作賓語和表語時，常用物主代詞、所有格、通格、賓格；作主語時，常用所有格和物主代詞。
e.g. Their coming to help us was a great encouragement to us.
Does he object to Xiao Ming’s joining the amateur drama group?
I don’t like my sister’s going to such a place. (=I don’t like my sister going to such a place.)
Please excuse my/me troubling you with my problems.
獨立主格結(jié)構(gòu)(Absolute Construction)
狀語有時可以由一名或代詞和另一個成分構(gòu)成的復合結(jié)構(gòu)擔任，稱為獨立結(jié)構(gòu)。常見的復合結(jié)構(gòu)有下面幾類：
1） 名詞或代詞+分詞
e.g. He lay on his back, his hands crossed under his head.
The storm having destroyed their small room, they had to live in a cave.
2）名詞或代詞+形容詞
e.g. He entered the room, his nose red with cold.
3）名詞或代詞+副詞
e.g. he put on his socks wrong side out.
4）名詞或代詞+不定式
e.g. Here are the first two volumes, the third one to cone out next month.
5）名詞或代詞+介詞短語
e.g. The two soldiers went up the mountain, gun in hand
教學目標
1.Words & expressions
Camp, ash(tray), dirt, valley, beyond, cave, thirst, sunburnt, system, spiritual, faith, elder, curiously, underground, starve, thus, percentage, precious, fence, task, outdoors, shave, argue;
Bonny, Italy, Italian, Kooris, aborigines, koala, dingo
Fix up, hand down, rather than, give birth to, round up, be experienced at,
2. Daily English
1) Be careful！2) Look out！3) Take care 4) Don't do... 5) You mustn't do...
3. Grammar: The -ing forms as object complement and adverbial
II. Teaching aims in developing competence
To develop the abilities of listening, speaking, reading, and writing abilities.
1. To develop the ability of communication.
2. To develop the ability of expressing prohibition and warnings.
3. To develop the ability of using -ing Form as object complement and adverbial.
4. To develop the practical skills of using English, especially in talking about a country.
III. Teaching aims in moral education
1. Learn to care for others and the collective, help each other, and defend students themselves.
2. Arouse students' consciousness of protecting the animals and plants and the environments.
3. Develop the spirit of love of the motherland
教學建議
教學教法：
Lesson 9 Dialogue
The main purpose of this unit is to train students' listening and speaking ability. Through learning the way of expressing prohibition and warnings the students are enabled to use the expressions of reminding people in daily life and develop the spirit of care for people and help each other and also through learning about the content of the dialogue students are reminded of protecting the nature.
Teaching key points
1. Input the dialogue as a whole and make the students grasp the dialogue. At the same time
students can make similar dialogue related to the daily life, reminding them of the importance of protecting the nature.
2. After the understanding of the reading materials about Australia, help students to talk about China, their motherland, using what they have learned in the texts, showing students' love of our country.
Teaching special difficulties
1. The understanding of the use -ing Form and the use of it.
2. Making prohibition and warnings and giving replies.
Teaching methods
The Social Communicative Method
The Information communicative style
Teaching aids
Blackboard; computer; OHP(overhead projector); tape recorder; related pictures of this unit
詞語辨析：
1．keep out, keep away, keep off
keep out ( 可以分開)表示“不使……入內(nèi)；把……留在外面”。如：
Shut the windows and keep the cold out.
Danger! Keep out！ 危險！切勿入內(nèi)！
keep away（可分開，后接from）表示“使……不靠近”。如：
Keep away from me. I’ve got a bad cold.
Parents should keep their small children away from rivers.
keep off （可分開）表示“使……離開；從……離開”
They made a big fire to keep wild animals off.
Keep off the grass. 請勿踐踏草地。
2．suit, suitable 和fit的用法區(qū)別
1） suitable 的動詞形式是suit, 與動詞fit都有“合適”之意，但也有區(qū)別。以衣服為例，fit是指大小尺寸合適，而suit則是表示衣服穿著很好看，包括款式和花式都合適。如：
2） （1）Do you think this style suits me? 你覺得這種款式適合我穿嗎？
（2）These shoes don’t fit me—have you got a larger size?
這鞋我穿著不合適——你們有大一點的嗎？
（3）It doesn't suit you to have your hair cut short.你頭發(fā)剪短了不好看。
�。�4）The seven o'clock train will suit us very well.七點鐘的火車對我們正合適。
３)形容詞suitable后可接for sth.和to sb. 。如：
�。�1）I don't think I should be suitable for the post.我認為自己不適合這個職位。
（2）The work was not suitable to me. 那工作不適合我。
４) 形容詞fit后只能接介詞for,且句子主語多用人表示。
�。�1）The new manager isn’t fit for his position.新經(jīng)理不勝任他的職務(wù)。
�。�2）would be months before he was fit for work.要過幾個月他才能適合工作。
(3)My sister is just fit for a job as teacher.我妹妹正適合教師這一工作。
�。�4）The prime minister was a wise, honest man who was more fit for his office anyone else.
首相是個聰明、誠實的人，比任何人都稱職。
3．live by與live on的用法區(qū)別
live by 意為“以……為生”，by后接動名詞，表示方式；live on 也作“以……為主”解釋，但on后接名詞，表示主語主要吃什么，即主食是什么或表示主語的收入。如：
�。�1）They lived by fishing and hunting. 他們靠海獵為生。
�。�2）The six Indian blind men lived by begging.這六個印度盲人靠乞討為生。
�。�3）People in the south live on rice.南方人以大米為主食。
�。�4）They lived on a small income. 他們靠微薄的收入維持生活。
4．take place與 happen的用法
固定詞組take place意為發(fā)生，舉行，多指舉行活動，發(fā)生某事（可指發(fā)生好事或不好的事），happen多指發(fā)生意外事故，不幸的事。如：
（1）The opening of the play will take place tomorrow night. 劇的首演式將于明晚舉行。（take place不能用happen代換）
（2）The accident took place only a block from my home. 事故發(fā)生地離我家只一個街區(qū)。（took place 可以用happened代換）
▲動詞happen以及詞組take place, break out 等只能用作不及物動詞，不能用被動語態(tài)形式。如：
(1)The car accident happened last week. 交通事故發(fā)生在上星期。（不能說：The car accident was happened last week.）
(2) The war broke out in October. 戰(zhàn)爭于10月份爆發(fā)。（不能說：The war was broken out in October.）
注意：詞組take sb.’s place 或take the place of sb. / sth. 意為代替某人，某物，不可與take place混淆。如：
�。�1）My brother is ill, and I’ve come to take his place.我兄弟生病了，所以我來代替他。
（2）Plastics have taken the place of many old materials.塑料已經(jīng)取代許多舊材料。
5．比較的修飾及倍數(shù)的表達方法
形容詞或副詞比較級前，加上某個狀語成分，會使比較意義有所增強。例如：
�。�1）This book is three times larger than that one.這本書比那本書大三倍。
�。�2）They produced 15 % more rice last year than they did in 1990.
去年他們的水稻產(chǎn)量比1990年的產(chǎn)量增加了百分之十五。
注意：以上可歸納為句型：“A is … times + adj. / adv. (比較級)+ than B.”
另外這一句型還可轉(zhuǎn)化為句型“A is … times as + adj. / (原級)+as B.”例如：
（1）At least, the train runs 6 times as fast as the boat.
火車的速度至少為小船速度的六倍。
�。�2）After the experiment, the plant is four times as tall as it was before.
在實驗以后，這種植物為過去高度的四倍。
Grammar教學建議
Before class ask Ss to sum up the use of –ing Form and in class the teacher may have a contest among Ss who have been divided into two or several groups to see which group has done the job best. In this way Ss will usually have a good preparation of their work and will be willing to do what seems boring to them, which is the necessity to learn well. The teacher may add what has been left out and have a summary. After that, enough exercises are needed to help Ss to use, understand, remember and master what they have learned. Only through the use of the language can Ss really get what they are required to get.
Grammar-- -ing Form
Revising the use of –ing forms of the verbs and make Ss grasp the use of it.
I. v+ing 的句法功能：
1.作主語�？芍苯幼髦髡Z， 表示一般抽象概念時，可以與不定式互換，但在句型“It is no use/good”等候一般用動名詞。
e.g. It is no good smoking too much.
Seeing is believing.
2. 作賓語。有些動詞可以直接跟v.-ing作賓語，
如：mind, miss, enjoy, escape, prevent, practice, postpone, suffer, suggest, keep(on), avoid, admit, bear, deny, advise, delay, risk, resist, finish, fancy, excuse, imagine, consider, can’t help,
下列 “vi.+介詞或副詞” 構(gòu)成的短語動詞，后接v.-ing作賓語。
succeed in, approve of, persevere in, inquire of, persist in, complain of, insist on, aim at, benefit from, burst out, can not help, be busy (in), be on the point of, feel like, guard against, give up, go on , keep on, leave off, put off , be used to, object to, be accustomed to, refer to, be opposed to, stick to, be dedicated to, be devoted to ,look forward to, turn to, come near to, devote oneself to, due to, pay attention to, be faithful to ,be equal to, be familiar to, be sentenced to…
e.g. We enjoy learning English.
He insisted on seeing the exhibition.
I am looking forward to seeing you.
The mayor considered building a new town-hall.
3. 作表語。作表語表示主語的內(nèi)容或表示狀態(tài)，說明主語的特點（ 這是主語是v.-ing形式的執(zhí)行者）。
e.g. Our aim is studying English well.
His speech is very exciting.
4. 作定語。 表示主動，相當于一個定語從句， 表示動作在進行；或說明用途或作用。(單個一詞作定語，須放在所修飾詞的前面；短語作定語須放在所修飾詞的后面)
e.g. The lady talking (who is talking) with him is a doctor.
Will the swimming pool be open?
The man walking by the lake is a scientist.
5. 作補語。作賓語有兩個特征：一是賓語與 v.– ing 有主謂關(guān)系,且賓語是v+ing動作的執(zhí)行者；二是v.+-ing形式所表示的動作正在進行。
e.g. We heard the boy crying there.
You can see them performing every night.
When I entered the room, I found him listening to the radio.
跟 v+ing 作補語的詞常是感官動詞和使役動詞，如notice, see, hear, watch, get, feel, have, find, keep, observe, look at, listen to, smell etc.
6. 作狀語。常作表示原因、時間、結(jié)果、條件、讓步、伴隨或方式狀語。其邏輯主語是句子的主語且句子的主語是動作的發(fā)出者。
e.g. Being blind, how could they see an elephant?
He sat at the desk reading a book.
Seeing from the hill, we find the city beautiful.
II. NOTES
V+ing 形式一般式和完成式，有主動語態(tài)和被動語態(tài)，共四種形式，以tell為例
asking being asked
having asked having been asked
一般式表示與謂語動作同時（或在其后）發(fā)生；進行式表示發(fā)生在謂語動作之前。
e.g. He is proud of being learned. (He is proud that he is learned.)
I am sure of John’s coming in time. (I am sure that John will come in time.)
I am sure of his having been elected. ( I am that he has been elected.)
V+ing 的否定形式是在V+ing前加 not.
e.g. What is troubling them is their not having enough knowledge about computer.
Not taking any biscuits that morning, we had nothing to eat later.
有些動詞接不定式和V+ing，意思基本一樣。如begin, start, continue, plan, can’t bear, like, love, hate, prefer, intend…
e.g. Let’s continue to study/ studying law. (讓我們繼續(xù)學習法律。)
但，有些表示系惡的動詞，如like, love, hate, prefer, intend …，接v+ing 表示一般的喜惡，接不定式表示特別的情況。
e.g. I don’t like going to the theatre alone.（一般情況）
I’d like to go to the theatre if you with me.（特殊）
下列動詞或短語，need, want, require, bear, demand, be worth… 接v+ing 的主動形式，表示被動意義， 與接不定式的被動形式意義大致相同。
e.g. This problem needs looking into. (This problem needs to be looked into. )
This book is worth reading twice. (This book is worth to be read twice.)
在下列動詞或短語后，如，stop, remember, forget, regret, try, mean, go on, go afraid…
可以接v+ing 也可以接不定式，但意義不同。
e.g. I remember to fill out the form.(我記得要填表。)（表示動作尚未發(fā)生。）
I remember filling out the form.(我記得一天表了。)（表示動作已經(jīng)發(fā)生了。）
I stopped to eat. （我停下別的事，來吃飯。）（停止手中事去做另一件事。）
I stopped eating. （我停止吃飯。）（停止正做的事。）
I regret to say I can’t stay here any longer. （我很抱歉的說我不能在此久留。）（表示動作尚未發(fā)生。）
I regret leaving/having left you. （我后悔離開了你。）（表示動作已經(jīng)發(fā)生了。）
He tried to write better. （我力圖把字寫得好些。）（設(shè)法， 努力去做，盡力。。。）
He tried knocking at the back door. （他試著悄悄后門。）（試試去做<看看有何結(jié)果>）
I should like to be rich. (but I am poor.) (我很想富有。（但我很窮）)
I like being rich. (I am rich.) （我喜歡富有。 （我已富有））
I forget to bring my umbrella. （我忘記帶傘了。）（表示動作尚未發(fā)生。）
I will never forget seeing you. （我永遠不會忘記見到你的情景。）（表示動作已經(jīng)發(fā)生了。）
I meant to call on him. （我想去看望他。）（打算做。。。）
This means wasting time. （ 這就意味著浪費時間。）（意味著； 也就是。。。）
Having washed the clothes, I went on to sweep the floor. （我洗衣服接著就掃地。）（干完一件事，接著干另一件事。）
They went on doing their work after a short rest. （他們休息一會兒，又繼續(xù)干活了。）（一直做同一件事。）
The enemy was afraid to come after us. （敵人不敢追我們。）（不敢去做一件事。）
She was afraid of making mistakes. （她怕犯錯誤。） （害怕某一結(jié)果。）
補充常用v+ing 的句型。
1．go＋doing 的結(jié)構(gòu)，表示“去干某事”的意思，多指從事與體育、娛樂有關(guān)的活動。例如：
go fishing 去釣魚 go hunting去打獵 go riding 去騎馬
go shopping 去購物 go dancing 去跳舞 go climbing去爬山
go boating 去劃船 go climbing 去爬山 go shooting 去射擊
go farming 去務(wù)農(nóng) go teaching從教 go nursing 當護士
go soldiering 當兵 go nutting 采堅果
2．There is no + v+ing 表示“是不可能的”
e.g. There is no knowing how old shi is.
= It is impossible to know how old she is.
= We don’t know how old she is.
3. on + v+ing 表示“一。。。就。。。”
e.g. On hearing this news, I changed my plan.
4. have difficulty, trouble, a problem, a hard/good time,（等表示情感的詞） +(in)+v+ing.表示“。。。有困難（麻煩。。。）”
e.g. We have difficulty (in) solving the problem.
5. keep, stop, restrain, hold + Sb. / Sth.+ from + v+ing… 表示“阻止某人/某物做謀事”
e.g. Nothing can stop me from going to school.
V+ing 在句中作賓語 、表語或主語時，如果它的邏輯主語和句子的主語不一樣時，要有自己的邏輯主語。用“物主代詞、名詞所有格、名詞通格、代詞賓格”在 v+ing 前面表示邏輯主語。作賓語和表語時，常用物主代詞、所有格、通格、賓格；作主語時，常用所有格和物主代詞。
e.g. Their coming to help us was a great encouragement to us.
Does he object to Xiao Ming’s joining the amateur drama group?
I don’t like my sister’s going to such a place. (=I don’t like my sister going to such a place.)
Please excuse my/me troubling you with my problems.
獨立主格結(jié)構(gòu)(Absolute Construction)
狀語有時可以由一名或代詞和另一個成分構(gòu)成的復合結(jié)構(gòu)擔任，稱為獨立結(jié)構(gòu)。常見的復合結(jié)構(gòu)有下面幾類：
1） 名詞或代詞+分詞
e.g. He lay on his back, his hands crossed under his head.
The storm having destroyed their small room, they had to live in a cave.
2）名詞或代詞+形容詞
e.g. He entered the room, his nose red with cold.
3）名詞或代詞+副詞
e.g. he put on his socks wrong side out.
4）名詞或代詞+不定式
e.g. Here are the first two volumes, the third one to cone out next month.
5）名詞或代詞+介詞短語
e.g. The two soldiers went up the mountain, gun in hand
教學設(shè)計方案Lesson 9
Step 1: Free talk
Get the students to talk about their choices of entertainment and make them understand the aims of the lesson and tell the students that they are going to learn some expressions about making prohibition and warnings. (write prohibition and warnings on the blackboard)
Step 2: Dialogue
Ss listen to the dialogue and give brief information about it
Who (YangPei, Jackie and their friends Burt and Jeff) /Where (in the Australian bush) /When/What(camping)
Step 3 Multiple-choice exercises for listening
Ss listen to the dialogue once again and do the following exercises
1. What is a good place for camping according to Yang Pei?
A. A place by the river with plenty of shade under the trees.
B. A place in the cave. C. A place in the bush. (Key: A)
2. Why mustn’t Burt smoke while walking around in the bush?
A. Because the smoke is terrible. B. Because it could start a bush fire.
C. Because smoking is bad for one’s health. (Key: B)
3. What may happen when a kangaroo knock on you while you were driving?
A. It may damage the car really badly. B. It may hurt you. C. It may follow your car.(Key: A)
Check answers with the students, and at the same time get students’ agreements of the following moral lessons.
1. The protection of the environment is especially important to us nowadays. If we do not do something to stop polluting the rivers, the sea, the air, and all the things around us, the earth would not fit for us to live in. So let us start right now and let us create a beautiful world for ourselves and for the whole world.
2. Some animals may be dangerous to human beings, but they are one of the most necessities in the world, so we must love all the animals. They are our good friends. We are living on the earth happily together. If the animals die out, it will cause the dying out of human being, like the dying out of dinosaur. What’s more, the earth will also be destroyed. what a horrible thing! We must protect our environment and keep the balance of the nature.
Step 4 Practice
1.Students read the dialogue in pairs paying attention to their pronunciation and intonation, trying to learn the text by heart and deal with any difficulties they may meet while reading with their classmates or by asking the teacher for help. Write the useful expressions on the blackboard for students to pay special attention to and for better understanding of the dialogue.
plenty of start a fire put out look out make one’s camp fix up tie…to… take care
And then ask the students to summarize the functional sentences and write them on the blackboard.
Be careful Look out! Take care Don't do… You mustn't do…
2. Ask the students to pick out the imperative sentences from the dialogue
1) Don’t throw your cigarette out of the window. Put it out in the ashtray.
2) Don’t tie it to that old branch. Tie it to the one on the right.
3. Let Ss do Part 2. on P. 13 in pairs and then check it. Emphasize some useful phrases, such as die of/from and get sunburnt
4. Do translation (WB Ex. 3)
Keys (Let the students know that there is not only one answer to the translation exercises)
1. Please tap the cigarette ash into the ashtray. Don’t tap it on the floor.
2. Don’t go too far in the bush, otherwise you may get lost.
3. Don’t throw the cigarette end out of the window, otherwise you may start a fire.
4. Before you return the car, make sure you clean/wash the dirt off it.
5. How about having a camp/going camping next week?
6. Some people suggested going beyond the mountain to have a look.
7. It is said that here is a valley of death. No one has dared to get into it so far.
5. Finish off all the other too WB exercises by asking Ss to do it.
Keys
Ex.1. drive; Where; sure; think; find; for; idea; enjoy; Be; worry; out; damage; if; stay; not; dangerous; slow
Ex. 2. 1). plenty of 2). fix up 3). put out 5). tie…to 6). die of 7). get sunburnt
Step 5. Activities
Oral work
Ss make a similar dialogue according to the original one, trying to use all the daily expressions. First they prepare the dialogue in groups .After that ask some pairs to act out their dialogue in the front of classroom.
Step 6. consolidation
With the students go through all the functional sentences and useful expressions on the blackboard and ask students to add as many similar sentences as possible.
Step 7.Assignment
1. Oral work (Recite the dialogue or make a new one)
2. Collect as much information as possible about Australia
Period Two:
(探究活動) (Some suggested methods in teaching the following reading.
1. Digital information. Before class ask Ss to surf on the internet for information about Australia. Ss can be divided into different groups according to different aspects of the country, e.g. natural features --location, climate, population, resources and so on, big cities and economics, history and culture, politics etc. In class Ss exchange their information and ask and answer questions. After class they can write an article about what they are most interested in.
2. Digital learning. Before class the teacher is supposed to get as much information as possible and put it into the computer for Ss to share later. During the class Ss are supposed to write a paper about any aspect about Australia on the computer by referring to any information they can get from the computer or books. They can also ask each other or the teacher questions and answer them by the net. They can also work in pairs or groups if they like. In class the teacher is to help Ss with any problems both in knowledge and in the use of computer. Of course the teacher can give different tasks for different Ss to do in class in order that the papers of the class will be sure to cover all the things about Australia.
3. Transferring and developing learned knowledge. Ss have learned some expressions to describe a country, for example, Canada, so they are able to summary the feathers of Australia before class. During the class some of the Ss are supposed to introduce Australia to others and after that they are asked to talk about China following the way of writing about Australia either in groups or in pairs. The more things about China they can add, the better comment they will get. After class the Ss have to hand in their papers either in groups or in pairs. That means that one students only needs to write one or some parts of China and the whole group or pair makes a complete paper. )
教材分析
Lesson 10 & Lesson 11 Reading
This period mainly deals with the reading materials about Australia and trains students’ abilities of reading and speaking. Students read the passage about Australia, and then finish the related exercises, enabling the Ss learn about the country’s history, location, population, climate, and resources and describe other countries esp. China in English. During this period Ss are offered the opportunity to talk about their motherland to see how great and beautiful it is and to love it dearly in order that they can now try to study harder than before and do their best.
教學設(shè)計方案Lesson 10
Preparation: Get the Ss collect any information about Australia from the net before class.
Step 1 Warming-up exercise
Present the National Flag of Australia and make Ss know about the aims of the period
Step 2 Fast Reading
Lesson 10
1. Pre-reading questions
1). Where did the first Australians come from? (Asia)
2). What did Kooris use for hunting? (A curiously shaped piece of wood)
3). How many languages were once spoken in Australia? ( more than 250)
For the first time, Ss read the passage and give answers to these questions.
2. For the second time, Ss read the text and tell the topic sentence of each paragraph and sum up the topic and the main idea of each paragraph.
Paragraph.1 The earliest settlers –aborigines. The first people who settled in Australia came form Asia about 53,000 years ago. They are called Kooris today.
Paragraph.2 Way of life. Kooris developed a suitable way of life to live in this country.
Paragraph.3 Population. The Kooris’ population was reducing because of the arriving of foreign settlers.
Paragraph.4 Education. Kooris were treated badly by the white people.
Paragraph.5 Languages. Most of the Kooris’ languages have disappeared.
Paragraph.6 The date when Kooris were made citizens. Kooris were made citizens of Australia 53,ooo years after arriving in the country.
3. For the third time, Ss read the text and finish Part3. Note making on P. 15
Part.3 1). First people arrived in Australia (date): 53,0000 years ago
2). Age of earliest cave paintings: 20,000years ago
3). Food: animals, birds, fish, roots, nuts, wild fruit.
4). Tools: fishing nets, shaped piece of wood
5). Special skills: finding underground springs
6). Past Koori population: 3000,000 million
7). Percentage of past population of Australia: 1000 %
8). Percentage of present population of Australia: a little over 1 %
9). Causes of death: diseases, killing
10). Past number of Koori languages: over 250
11). Kooris made citizens of Australia (date): 1967
Next, talk about the discovery of Australia according to the following hint
age of earliest cave paintings/ food/tools/special skills/past Koori population/percentage of past population of Australia/causes of death/past number of Koori languages/the date when Kooris made citizens of Australia
4. Consolidation reading comprehension exercise for lesson 10
1). This text mainly talks about the _________.
A. special plants and animals in Australia
B. natural discoveries in Australia
C. Kooris and their life
D. Kooris’ discovering ability
2). According to the text, the first people arrived in Australia by ________.
A. sea B. land C. air D. swimming
3). What does faith mean?
A. fate B. rail C. force D. developed
4). According to the text, the first people arrived in Australia by_________.
A. clever b. lazy C, humorous D. developed
5). Kooris quite depended on ________.
A. farming and hunting B. nature C. the white people D. the government
6). What does “curiously” mean?
A. badly B. carefully C. strangely D. interestingly
7). Many Kooris were killed by ______which was brought to Australia by foreign settlers.
A. the law B. the idea C. the disease D. the prejudice(偏見)
8). According to the text, to “make up ” is to ______.
A. amount to B. pretend C. put together D. produce
9). According to the text, Kooris were treated______ in Australia.
A. equally B. specially C. kindly D. unfairly
10). Te fact that school lessons were only held in English indicates that______.
A. Kooris are developing very fast.
B. Kooris are living a poor life
C. Kooris couldn’t develop their culture.
D. Kooris are better educated
11). The first people arriving in Australia might be from______.
A. Europe B. Africa C. Asia D. America
12). “Aborigines” means _______.
A. the oldest races on the earth
B. a strong system of society
C. the first people of a country
D. a group of strong people
13). Their spiritual faith and gods were very important to them. This means _____.
A. they strongly believed in their spiritual faith and gods
B. they didn’t develop a civilization of their own
C. they wanted to be the most important race on the earth
D. they thought they were very important citizens
(Keys: CBDAB CCADC CCA)
教學設(shè)計方案Lesson 11
1. For the first time, Ss read and do the following reading comprehension exercise in given time, usually 5 minutes:
1). Paragraph 1 mainly talks about Australia’s _____.
A. history B. geography C. forests D. animals
2). How many types of pocket animals in Australia are mentioned in the text?
A. 1 B. 2 C. 3 D. 4
3). According to the text, Australia is famous for its________.
A. industrial products B. educational undertaking( 事業(yè))
C. agricultural products D. cultural undertaking
4). We can’t find fruit or vegetables growing in _____ of Australia.
A. the sough B,. the north C. the west D. the center
5). Farming in the middle of Australia seems to be_______.
A. developing all the time B. quite developed there
C. fully developed there D. underdeveloped there
6). What does “precious ” mean?
A. rich B. expensive C. rare and valuable D. worthwhile
7). What sport is impossible in Australia?
A. skiing B. swimming C. tennis D. basketball
8). The weather in Australia encourages__________.
A. indoor activities B. outdoor activities C. competition D. industry
9). The last paragraph deals with _________.
A. climate B. people’s life C. outdoor activities D. climate and people’s life
10). “Round” in the text has_______ meanings.
A. 2 B. 3 C. 4 D. 5
(Keys: DBCDB CABDA)
2. For the second time reading of the text, find out what each paragraph is about and the main idea of each paragraph
Paragraph 1: The animals. Australia is an old land with many interesting and unique plants and animals.
Paragraph 2: Location. Australia is the only country in the world which covers an entire continent.
Paragraph 3: Natural resources. Australia is an extremely rich country.
Paragraph 4: Agriculture. To keep out the dingoes, people in Australia have put up a fence hundreds of kilometers long.
Paragraph 5: The Climate. The climate in Australia varies because of the sea.
3. Ss present their work in groups, talking about the climate, animals, location or natural resources of Australia. Retell the text
Practice: Ss finish the WB exercise based on the text
4. Production
Ss work in groups, talking about the climate, animals, location or natural resources of China. Ask some of them to present their work in class.
Assignment: 1. Retell the text in any forms (dialogue of a short play)
2. Finish off the WB exercises
3. Write an essay chosen from either of the following two choices:
A. Write about the advantages and disadvantages of Australia
B. Write about China or any feature of China.
(e. g Brief Introduction about the Weather of China
Chins is large in area. The climate is different from place to place. In the south it is cool and wet in winter, hot and damp in summer. This area is good for growing rice. In the north it cold and dry in winter, hot and rainy in summer. Wheat is mainly grown in this area. The western part of China is dry with little rain all the year round. It is not good for growing crops, but some places produce varieties of fruit. And the eastern part enjoys plenty of rain most time of the year, so the crops there grow very well.)
Supplementary reading comprehension
The Australian National Flag is blue, with Britain's Union Jack in the upper quarter. Below this, a seven-pointed large star, the Federation star, represents the six states and the territories . On the right, four smaller white stars with seven points and one star with five points, represent the constellation of the Southern Cross.
At the time of Federation a competition was conducted for a new flag and from over 32, 000 entries, the winning design was submitted independently by five different people. The design was approved by King Edward Ⅶ 1903 and has remained unchanged except for the addition of the seventh point on the large star.
1. There is one thing in the Australian National Flag that is taken after the National Flag of Britain. That is ____.
A.The seven-pointed large white star B. the Union Jack
C. the seven-pointed stars D. the five-pointed star
2. How many stars are there in the Australian Nation Flag？
A. Seven. B. Six. C. Five. D. Eight.
3. The large white star stands for ____.
A. the six states of Australia B. the constellation
C. Britain's Union Jack D. Australian states and territories
4. Which of the following statements is true？
A. The winning design was submitted by King Ed- ward Ⅶ.
B. The winning design was the joint product of five different people.
C. Not many people were interested in the competition.
D. Originally the large white star was six-pointed.
Possible answers：BBDD
Sydney is Australia's most exciting city. The history of Australia begins here. In 1788 Captain Arthur Phillips arrived in Sydney with 11 ships and 1, 024 passengers (including 770 prisoners) from Britain. Today there are 2.5 million people in Sydney. It is the biggest city in Australia, and one of the most beautiful cities in the world.
There are over 20 fine beaches close to Sydney. Its warm summer climate and cool winter have made it a favorite city for immigrants from overseas.There are three things that made Sydney famous----its beautiful harbor, the Sydney Harbor Bridge, and the Sydney Opera House.
But there are many more interesting things in Sydney：beautiful shops and restaurants, for example, rows of interesting old houses built in the 19th century, and everywhere, the sea. Summer or winter, day or night, Sydney is an outdoor city.
Some Americans think it is very British. Some British visitors think it is like America. There is some truth in both these opinions, because Sydney takes from both the old world----Europe, and the New World----America, and makes it into something that is neither British nor American but truly Australian.
1. Which of the following statements is true？
A. Sydney is a silent city. B. Sydney is a busy city.
C. Sydney is a new city. D. Sydney is a common city.
2. In 1788 Captain Arthur Phillips arrived in Sydney ____.
A. with some ships and more than 1000 passengers from Britain
B. with 11 ships and only 700 prisoners
C. with 1024 passengers besides 700 prisoners
D. with only more than ten ships and some helpers
3. What made Sydney famous？
A. Three things----the beautiful harbor, the Sydney Harbor Bridge and the Sydney Opera House.
B. Immigrants from Britain, the beautiful Harbor and ships.
C. Beautiful shops, modern restaurants and interesting old houses and seas.
D.The Sydney Opera House, interesting old House and interesting restaurants.
4. The climate in Sydney is ____.
A. hot in summer and cold in winter B. warm all the year round
C. neither too hot nor too cold D. cool all through the year
5. The writer thinks Sydney ____.
A. is like America
B. is very British
C. is neither British nor American but truly Australian
D. takes from Europe
Possible answers：BAACC
Lesson 12 Listening 教學設(shè)計方案
Step 1 Revision
Check Ss’ work ( retell the text in the form of a dialogue or a short play)
Step 2: Listening Comprehension
Bush fire
Ss listen to a radio programme about the story of an Australian woman’s escape from the bush fires near Sydney in 1994.
A. Ss listen and find out the things that the woman mentions in her talk
B. Ss listen and put the given events into the correct order
C. Answer questions
Step 3 Discussion
Discuss about the ways of avoiding bush fires of forest fires
Assignment: 1. Finish off the WB exercises
2. Go on with the oral work
探究活動
(Some suggested activities when teaching the following dialogue
1. Getting students' interest. Show students some photos taken during some holiday spent in some other places, which are famous and easy for them to recognize so as to arouse the students' interest. At this moment the new dialogue may begin. After finishing learning the dialogue, the students will be eager to talk about their own experience or what they wish to do in the future, which is the best time for students to make their dialogues.
2. Using of the functional sentences in real life. Talk about the do's and don'ts in their past activities or coming arrangements e.g. NEW YEAR'S PARTY, A BIRTHDAY PARTY, A CAMPING, AN SIGHTSEEING,AN EXPERIMENT IN PHYSICS, ONE CLASS, ect. They have to give instructions and their reasons.
3. A chance to present and develop students' abilities of using what they have learned both in knowledge and component. Divide students into two big groups which have absolutely opposite opinions of one topic e.g. LEARNING A FOREIGN LANGUAGE, GO TO COLLEGE, GOING ABROAD, OBIDIENCE, KEEPING A PET, etc. and organize them to have an argument. Students should have preparation work in groups before the final argument between the two big groups, where the more numbers of the group take part in the discussion , the better result they will get besides the .
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