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2017-2018学年高一英语(北师大版) 必修三全册教学案Killer whales have the secondheaviest brains among marine mammals (after Sperm whales, which have the largest brain of any animal). They can be trained in captivity (囚禁；关押) and are often described as intelligent, although defining and measuring “intelligence” is difficult in a species whose environment and behavioral strategies are very different from those of humans.Killer whales imitate others, and seem to deliberately teach skills to their kin. Off the Crozet Islands, mothers push their calves onto the beach, waiting to pull the youngster back if needed.People who have interacted closely with killer whales offer numerous anecdotes demonstrating (证明) the whales' curiosity, playfulness, and ability to solve problems. Alaskan killer whales have not only learned how to steal fish from Iong lines, but also have overcome avariety of techniques designed to stop them, such as the use of unrated (未分级的；未征税的) lines as decoys. Once, fishermen placed their boats several miles apart, taking turns retrieving (恢复；取回) small amounts of their catch, in the hope that the whales would not have enough time to move between boats to steal the catch as it was being retrieved. A researcher described what happened next: The killer whale's use of dialects and the passing of other learned behaviours from generation to generation have been described as a form of animal culture.Section_ⅠWarmup__&_Lesson_1_—_Prereading[原文呈现]VIKING VOYAGES①TO AMERICAThe Vikings②were the first Europeans to reach America③. They achieved④this long before⑤Columbus ever set sail⑥.The Vikings were a group of people whose ancestors⑦came from Scandinavia⑧. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD⑨. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live⑩. In 982 AD, when a man called Eric the Red⑪decided to set sail further⑫west, there were as many as 10,000 Vikings living in Iceland ⑬.[读文清障]①voyage/'vɔIIdʒ/n．航海；航空②Viking/'vaIkIŋ/n．维京人，北欧海盗③名词中心词被序数词或the last 等修饰时，其后通常用动词不定式作后置定语。
Unit 8 ADVENTURELesson 2 Extreme Sports教学设计Teaching methods1. Double-activity2. Ss-central teaching method3. Group work and individual workTeaching Aims:1、Knowledge Aim:(1)To practice expressing preferences and useful words and know how to use them.(2)To get some extra information about the extreme sports.2、Ability Aim:(1)To master some strategies for preparing to listen to a text to improve the efficiency ofstudying.(2)To practice using correct intonation in questions to improve the result of dailyinterpersonal communication.3、Moral Aim: After learning the lesson, let Ss know that we can forge our characteristics,for example, persistence, spirit of team work and corporation and other excellent qualities by taking up some extreme sports.Teaching difficulties1. To get the Ss to know and master the way to do some efficient preparation before listeningand speaking.2. To get the Ss to practice and use new expressing preferences and phrasal verbs. Teaching key points1. To practice strategies for preparing to listen to a text to improve the efficiency of teachingand studying.2. To practice using correct intonation in questions to improve the ability of communicatingin daily life.Teaching Procedure:I. Lead-in1. T asks Ss to look at the pictures of extreme sports and think of the benefits fromdoing extreme sports.2. Find some of these extreme sports in the photos. The key words may help you.Key words: bungee jumping, ice diving, sky surfing, snowboarding, snowrafting, white-water rafting.II. Pre-listeningT presents new vocabulary through pictures and sentences.in order to, gymnastics, similarity, upside down, risk, excitement, various.e.g. Most people have to work in order to live.为了…e.g. You have to be very loose-limbed to do gymnastics well. 体操e.g. The similarity between them has often been remarked on. 类似，相似e.g. You've got the picture upside down, you dope! 颠倒地，倒置地e.g. We must risk getting caught in a storm.冒做某事的风险e.g. We're making changes in various directions, ie of various types. 各种各样Ⅲ. ListeningTask 1. Listen to Michelle’s talking about extreme sports. And check the eight answers above.Task 2.1.Listen two people talking about extreme sports. Complete the table.2. Listen again. Complete the Function File with the following words:quite like, ‘d love, can’t stand, love, like, wouldn’t like, ‘d quite like, prefer, hate, ‘d preferNotes:◆can’t stand doing sth. 无法忍受做某事◆would love/like/prefer +to+infinitive◆like/love/hate +noun/v-ing/to do◆prefer +to do/nounIV.Post-listeningT shows some pictures about sports. Encourage the Ss to write sentences about their preferences. Try to use the sentences structures above.ExamplesI love skiing. (You have been skiing.)I’d like to try skiing. (You have never been skiing.)V. Vocabulary: Phrasal Verbs1. Replace the verbs in italics with these words in their correct form. Check your answers in adictionary.①take up = start doing 着手处理，开始（从事）e.g. When did you take up basketball?②be into = be really interested 给迷住,对…深感兴趣③turn up = arrive 出现，发生e.g. Something unexpected has turned up.④back out = not do it 不遵守(诺言等)e.g. She backed out of her engagement.⑤go through with = do it as planned完成,把…进行到底e.g. He is determined to go throughwith the undertaking.⑥put on = wear 穿上e.g. Why on earth did you put on that outfit?⑦set up = organize准备; 安排e.g. All the arrangements have been set up for the newspapermento meet the Queen.⑧get across = explain（使)被理解; (使)被接受e.g. How can we get this across to the students?2. Complete some sentences with the phrasal verbs above.1) Ann waited for Tom for ages but he didn’t＿.2) What kind of music ＿you ＿?3) A friend of mine ＿just ＿jogging in order to get fit.4) Why don’t we ＿our computer in the study?5) They were going to have a party last Saturday but ＿at the last minute.Keys: turn up; are into; has taken up; set up; backed out.VI. Pronunciation: Intonation in questions1. Listen to the questions below. In which of them does the intonation go up at the end?2. Listen again. Repeat the questions and translate them into Chinese.设计意图：训练语音语调，一般疑问句用升调，特殊疑问句用降调。
Unit 8 ADVENTURELesson 3 Marco Polo教学设计Teaching Aims:1. Tell the story about Marco Polo, using the information and vocabulary acquired from the text.2. Learn the significance of Marco Polo’s travels.Teaching difficulties:1.Guide the students to read for specific information.2.Help the students to use the information and vocabulary acquired from the text. Teaching procedures:Step 1 Lead inT (teacher) presents a picture and simply describes something about a great traveller without mentioning his name and asks Ss(students) to guess the name (Marco Polo).Step 2 Pre-readingA quiz about Marco Polo: three True or False questions.Step 3 Fast readingSs read the passage quickly and check their predictions.Step 4 Careful reading1. Read the text and answer the questions:①Ss read the text again and answer five questions.②Ss compare their answers in pairs.2. Learn the vocabulary from the text:①Ss find the words in the passage, and then match the words with their definitions: court, in turn, available, confused, wealthy, author, stand by.②Check the answers.③Practice using some important words and phrases by completing sentences with the proper words.Step 5 Further reading1. T helps Ss to find out the clue of the story and work out the structure of the passage.2. T elicits the outline of the passage and asks Ss to complete it with specific information. Ss refer to the passage and fill in the table in pairs.3. Check the answers.4. T helps Ss to internalize the information according to the completed table. Based on the table, Ss practice retelling the text one by one. .Step 6 Post-reading activities1. Story Telling Competition:①T presents and explains the story telling task.②T explains how to use the assessment form.2. Discussion:①As a great traveller，what qualities did Marco Polo have?②What were the contributions he made to human beings?Step 7 Homework1)Write a short passage about Marco Polo or another great traveller whom you admire,introducing his/her travels and evaluating him/her.2)Review the vocabulary learned in this period and finish Ex.7 on P71.。
Unit 8 Green LivingLesson 3 Period 2教材分析本节课是第八单元第三课White Bikes on the Road阅读课的第二课时，重点是课文内容巩固输出、话题拓展、语法学习。
本课涉及的语法点是词形及词性变换，聚焦名词动词同形现象。
要求学生能根据上下文判断词性及含义，掌握常见的名词动词同形的词汇并熟练运用。
教学目标在本课学习结束时，学生能够：1.进行“共享经济”相关的主题汇报，有条理地介绍事物发展阶段及特点；2.掌握常见的名词动词同形的词汇及用法；3.介绍北京共享单车的情况，分析利弊，就如何健康发展提出自己的建议。
教学重难点【教学重点】1.“共享经济”的具体方式、对于“绿色生活”的贡献、利弊及发展建议等；2.名词动词同形的词汇用法。
【教学难点】1.对共享经济的批判性思考；2.对词性及词形变换的判断。
教学过程Step 1 Warming-up1. Group Presentation: Do some research on “sharing economy” and introduce a sharing project(e.g. carpooling, clothes sharing). Draw a flow chart outlining important events, i.e. how and where the idea begun, how it developed, etc.设计意图：小组主题汇报分享调研成果，引导学生运用思维导图梳理信息，提高逻辑思维能力。
通过同伴互评、教师点评，总结共享经济的发展形式、特点，评估趋势并提出建议。
2. Complete the summary with the information you have learnt.设计意图：回顾课文内容，巩固重点表达。
Step 2 Grammar Focus1. Compare the two sentences in each pair. Decide what the word in bold expresses.设计意图：通过例句对比引导学生发现规律，根据句意及句子结构判断所给词的词性及含义。
Section_ⅣLesson_2_&_Lesson_3_—_Language_Points一、得准·写得得快· 得多Ⅰ .基1.hunter n．人．人[想 ]后 -er 表示人的名2.wealthyadj .丰饶的，丰饶的① owner主人② gardener 园3.extremeadj .极度的，极端的工4.exactlyadv.确实地，正确地③ thinker 思想家④ worker 工人5.equipment_n. 配，⑤ traveller 旅行者，旅客⑥ lawyer 律6.quantity n.量，数量2.wealthy adj.丰饶的，丰饶的7.author_n. 作者[想 ]点“名＋ -y→形容〞的其他8.emperorn.皇帝：9.traveller n.旅行者，旅客① dirt → dirty 的② luck →lucky 好运的10.preferencen. 喜的西，偏③ noise→ noisy喧的④ sun→ sunny阳光Ⅱ .拓展的1.similarity_ n．相似性，似性→similar adj .泥的⑥ fog → foggy多似的，相似的⑤ mud → muddy的2.risk_ vt.冒⋯⋯的危→ risky adj.冒的，有危的3.quantity n．量，数量[ 形近 ]quality n．量3.various_ adj.不同样的，各种各的→vary v．改，使多化→ variety n．多化[]① a quantity of 大量的② quantities of大量的4.amaze_vt. 使吃惊 ( 惊诧 )→ amazement n ．惊愕，惊③ in quantity 大量地5.dictation_ n．口述；听写→ dictate4.emperor n．皇帝v．口述；听写；命令[想 ]点 -or 尾表示人的① visitor参者② educator 教育家6.confuse_vt.使迷惑→ confusing adj .令人迷惑③ author 作家④ sailor 水手的→ confused adj.感觉迷惑的二、短牢固定短多常用1.in order to do something目的是，以便 1.feel excited感觉 2． upside down 倒地，倒置地2．take up bungee jumping 参加 极运3．turn up 出 ，到3． go through with将某事 行终究，完成4． back out 决定不履行 (允 的事 )4． set up建立， 立5．get across 使理解 (某事 )5．trade with Chinese 和中国人经商6． in turn流 6． be impressed by... ⋯⋯印象深刻7． break out(坏事 )突然 生，爆7． be amazed by... ⋯⋯感觉惊 8． put ... into prison把⋯⋯关8． be confused by⋯⋯感觉迷惑9．stand by 持 (某种 ) 法9． leave out省略三、 句式先背熟再悟通后仿用1.When I turned up for my first The weather is so_cold_that jump I was so nervous that Ithey had to stay at home. tried to back out ...so ... that ... “这样⋯⋯致使 于⋯⋯〞，引 果状 从句。
The great Himalayas run through the entire northern part of India. Derived(源自)from the Sanskrit (梵语) word“Himalaya”— which means “the home of snow”，it has the largest mountain peaks in the world and stretches (延伸) across six countries in Asia：Bhutan，China，Nepal，India，Pakistan and Afghanistan.This range offers numerous sports activities like trekking (徒步旅行)and camping that can satisfy your adventure enthusiasm. Besides this，you may even try white-water rafting in mountain rivers. Trekking in the Himalayas can be the most enjoyable and challenging experience of your life.Trekking in the Himalayas actually requires great courage. Though trekking provides you with the best opportunities to view the natural beauty through naked eyes，you need to be physically fit. It can be one of your most memorable vacations in the Himalayas and also reasonably less expensive.Camping in the Himalayas can be the best way to enjoy nature photography and explore this heaven on earth. All you require is to surrender(交给)your soul to the Mother Nature and feel its hidden beauty and dimensions (规模). Camping in the Himalayas will let you understand why this land has always attracted the hearts of mountaineers，explorers and travellers for over a century.Today，people from all across the world come to theHimalayas for different purposes. There are some whocome to view the nature and some for vacation. Whateverthe reason is，the Himalayas foothills are just perfect toexperience adventure activities.Section_ⅠWarm-up__&_Lesson_1_—_Pre-reading[原文呈现]ADVENTURE IN THE HIMALAYASJust imagine①. You are walking along a mountain path in the Himalayas. You are feeling tired. You are thinking about how far there is to go. Then, suddenly you are there! And the amazing Mount Qomolangma is on the horizon②. It looks great. A few minutes later, you arrive at the camp. The food cooking on the fire smells③great and while you are having a hot cup of tea, you relax and watch the sun go down. At dinner, the food tastes④fantastic⑤. You talk with other people in the group about everything you have seen and done during your day's hiking. If you are looking for experiences like this, Adventure 2000 is the organisation⑥for you.A lot of hiking holidays sound⑦exciting, but the reality is often very different. Hiking trips can be uncomfortable⑧and even dangerous. However, at Adventure 2000 we feel that we understand the needs of hikers. All our guides have several years of experience in leading hiking trips in the Himalayas. They know all the best routes⑨and best places to camp. We also realise that hiking can be hard work and believe that hikers need all our help. As well as⑩the group guide, all teams have cooks and porters⑪. While on a hiking trip⑫，our cooks prepare delicious meals. And our porters carry your luggage⑬，which means⑭that you can simply⑮enjoy the experience.[读文清障]①imagine v．想象，设想imagine doing sth. 想象做某事imagination n．想象力，想象出来的东西②horizon/hə'raIzən/n. 地平线on the horizon 在地平线上；将要发生③smell 是连系动词，意为“闻起来”。
2015-2016学年北师大版必修3 Unit 8 Adventure Communication Workshop & Culture Corner 教案Objectives■ To speak about a chosen holiday.■ To show interest when interacting orally.■ To write an informal letter.■ To use informal linking words in a letter.■ To listen to a radio programmer and extract the main information.Resources usedCassette, Writing Help 2.Possible problemIf some students in the class do not interact confidently in their own language, they may feel awkward using interactive strategies in English.BackgroundThere is spectacular white-water rafting on the Colorado River, the river which runs through the Grand Canyon.Greenland is covered by a vast ice cap and lies mostly within the Arctic Circle. It is inhabited by a population of about 50,000, mostly Inuit.The Isle of Skye is the largest and most northerly island in the Inner Hebrides, a group of islands off the west coast of Scotland.The features of informal written style in the letter are commonly used nowadays in personal letters and in e-mails.Routes through the material. If you are short of time, omit the Talkback stage of the Speaking and the Writing Workshops.. If you have two lessons for this unit, a suitable natural break is after the Speaking activity.Language Power: pages 74-75.Speaking: Choosing a HolidayBefore you startExercise 1Useful vocabulary: ancient ruins, rafting, reserve, snowmobile, vehicle■ Do not pre-teach this vocabulary, but encourage students to guess the meaning of the words after they have done the exercise and listened to the dialogue.■ Students re ad the advertisements to extract the main information about the holidays. ■ Then they listen to the dialogue to find out which holiday Ricky and Shulah choose. AnswerWhite-Water ExperienceTapescriptShulah: Which holiday would you like to go on, Ricky?Ricky: I don’t know. They all look very interesting. Er,I think I’d like to go on the wildlife safari.Shulah: Really?Ricky: I prefer hot places, you know. Like South Africa.Shulah: Mm. I think the most exciting one is the trip to Greenland.Ricky: Yes?Shulah: I mean you can really explore somewhere which isn’t full of people, especially other tourists. It would be great ’cos you can go skiing and mountaineering as well. Ricky: Right.Shulah: I wouldn’t like to go on the safari. You know, si tting around watching giraffes. You can see them in the zoo, can’t you?Ricky: Yes, but the weather’s terrible in Greenland. It’s worse than the weather here! Shulah: That’s true.Ricky: And the Greenland trip sounds quite uncomfortable.Shulah: But th ey do everything for you. Tents, snowmobiles. Wouldn’t you like to go on a snowmobile?Ricky: No, not really. I don’t like snow. I’d prefer to go to Africa.Shulah: Well, let’s have a look at one of the others. What about canoeing and rafting in the States?Ricky: Mm. I wouldn’t like to go rafting. It’s really dangerous.Shulah: Oh come on, Ricky. You’d love it in Colorado. It’s hot there. You can’t complain about that!Ricky: No, and at least they’ve got cabins. I hate camping.Shulah: Yeah, I know!Ricky: And I’d like to try canoeing.Shulah: Right. And you could go to Los Angeles and San Francisco. You love watching American police films.Ricky: OK, let’s go there!Pronunciation: Showing InterestExercise 2■ Students listen to the extracts from the dialogue. Draw students’ attention to the intonation of the expressions.■ Students listen and repeat the words and sounds.Stages 1-3Key Wordsboring, cheap, clean, comfortable, dangerous, difficult,dirty, educational, exciting, expensive, interesting, safe,tiring, well-organised■ Read through the stages with the class and go through the notes about the Turkish trip and the example dialogue about Greenland so that students understand exactly what to do.■ Students make notes about the trip they want to go on and the one they don't want to go on and rehearse privately what they are going to say before talking to each other about their holidays.Talkback■ The pairs report back to the class so that th e class can find out which are the mostpopular and least popular holidays.Writing: A BrochureBefore you startExercise 1■ Have students look at the Camp Xoreme brochure. Read through the paragraph topics (a-d) with the class and ask students to predict which topic will be first and which will be last in the brochure.■ Students read the brochure and match the paragraphs to the topics.Answers1 a2 b3 d4 cExercise 2■ As a whole-class activity, go through the brochure and elicit examples of brochure style.■ Ask students what similar expressions they use in Chinese when writing a brochure.Stages 1-3■ Elicit information of an adventure camp from the class and write a list on the board for students to refer to.■ Refer students to W riting Help 2 on page 90. Look at the page with the class if you think it will help.■ Students go through each stage, making notes before they write their brochure in stage 3. If you wish, weaker students can work in pairs rather than individually.■ Ch eck the writing. Remind students to pay attention to the brochure style, the language and the beginning of sentences.Talkback■ Students work in groups reading each other's brochures. Encourage them to use peer correction and help each other correct any mistakes.■ Each group can then decide which was the most attractive adventure camp. Listening: A Radio Programme■ Read through the questions with the class.■ Students then listen to the cassette and answer the questions.■ Check students’ an swers by playing the cassette again and pausing after each answer. Answers1 19952 In the first expedition, there were two Polish explorers; in the second there was only one.3 high winds and low temperatures4 He has many other interests.5 He wants to test the limits of what humans can do.6 your intelligence and your dreamsTapescriptPresenter: Good evening and welcome to Adventure. Today we’re going to talk about modern explorers. Let’s begin with a profile of Marek Kamin.ski. In the studio we h ave Matt Thomas who has recently interviewed the Polish explorer.Matt: Hi.Presenter: Marek Kamin.ski’s two most famous expeditions so far were in 1995, weren’t they?Matt: That’s right. In the first one to the North Pole he travelled on skis with Wojt ek Moskal and got to the Pole on the 23rd of May 1995. He called the expedition ‘Poles to the Pole’.Presenter: That’s a good name.Matt: Yes. And his second one was a solo expedition to the South Pole. He travelled 1400 km and got to the Pole on the 26th of December ?C in the same year. He called the second expedition ‘A Pole to the Poles’.Presenter: And did he have any problems on this one?Matt: Mmm. His biggest problem was wind, blowing with speeds up to 330 km per hour. And there were temperatures of minus 60 degrees C. Antarctica’s a tough place, you know.Presenter: So, could you give us some background on Marek. What kind of person is he?Matt: In some ways he’s not a typical explorer. He studied philosophy at university and he speaks six languages. He likes reading books on his expeditions. One of his favourite authors is Tolkien. He also writes a lot himself. He always uses pencils because they don’t freeze!Presenter: Right. And this is the question we always ask. Why does he do it?Matt: Well, he wants to test the limits of what humans can do. When I spoke to him, he told me something very interesting. He said that on his polar expeditions he learned that everyone has limits, but the limits are in us, not outside us.Presenter: Mmm.Matt: And he raises money for charity ?C especially children’s charities. He says that he feels the children are with him when he’s on his expeditions.Presenter: Has he got any advice for young people interested in going on expeditions? Matt: Yes … one very good piece of advice is this: the key to a successful expedition is your brains not your legs, and the most important thing is your dreams.Presenter: Mmm … that’s very true. OK, thanks Matt for that profile of Marek Kamin.ski. Later we’ll talk to …。
Unit 8 AdventureLesson 3 Marco Polo教学设计Teaching Objectives1.Knowledge objectives 知识目标Help the students master the following words, phrases and sentence pattern.(1)Important words(重点单词):dictation, author, wealthy, statement, reply, confuse, local, seat, court, trade, describe, available, serve, guest, eventually, especially, Emperor,(2)Important phrases(重点词组):do trade with…, in turn, be amaz ed by…, pay for…,break out, stand by …, take dictation(3)Important sentence pattern(重点句型):The prisoner then wrote the stories in a book called The Description of the World, which became one of the best-selling books in Europe.2.Ability objective能力目标To improve the students’ reading ability through reading activities.3.Affective objectives 情感价值目标(1)After lear ning the passage, the students are expected to know about Marco Polo’s experiences in China and the great Chinese civilization at that time.(2)Enable the students to be encouraged by the traveler’s spirit of adventure.Teaching Important Points1. Learn and use the words and phrases listed above.2. Enable the students to improve their reading comprehension.Teaching Difficult Points1. How to help the students understand the passage better.2. How to help the students improve the cross cultural awareness.Teaching proceduresStepⅠWarm upDivide Ss into several groups and each group is to choose a name.Each member can win points in competitions for their groupStepⅡLead in (3 minutes)(引入，3分钟)Task1. Free talk and a map of the Silk Road.Show some pictures about the Silk Road.教师活动：T: ①Seeing the picture, what do you think people are doing?②When you talk about the silk road, what will you occur into your mind?③Were there any foreigners who came to China?学生活动：Describe what you see in the picture.StepⅢBefore Reading (3minutes)(读前，3分钟)Task1. New wordsHelp Ss get familiar with some new words while looking at some pictures.Read the new words with Ss for several times.Step ⅣWhile-reading(14minutes)(阅读，14分钟)1. Fast ReadingTask2. Finding out the paragraphs.Read through the text quickly and help Ss match each paragraph with the main idea.教师活动：Show some pictures with the main idea.学生活动：Read the whole passage quickly and get a general idea of each paragraph.Task3. Dividing the passage into 3 parts.Part1. Why he went to China.Part2. What he saw and learnt in China.Part3. What happened after returning to Italy.学生活动：Deal with the main ideas of the paragraphs and summarize the sic paragraphs into three parts.Part1. para 1Part2. para 2-4Part3. para 5-62. Intensive Reading⑴Task4. Detailed reading for key information.教师活动: Ask Ss to read the three parts carefully for detailed information according学生活动：Read the three parts carefully, underline some key information and compete for points for group each own.Part1:1) Why did Marco and his father travel to China?Because his father was a merchant. He wanted to…Part2:2) Why was…?Because Marco D .A. was quite clever.B. was very powerful.C. could speak four languages.D. both A and C.3) Why was Marco surprised to seeing people using paper money?Because in Europe, people paid for goods with good and silver.4) What were the black stones Marco saw people burning for fuel?The black stones were C .A. wood.B. gas.C. coal.D. diamonds.Part 3:5) Why was Marco put into prison when he went back to Italy?Because a local war broke out and during the war, he was caught by the enemy.6) What was the name of his book?The name of his book was The Description of the World.7) Did all people believe Marco’s stories?How did Marco answer?He replied: “I have only told half of what I saw!”⑵Task 5: Listening教师活动：Play the listening material for Ss.学生活动：Listen to the listening material carefully to check our pronunciation and intonation and relax ourselves in beautiful English.⑶Task6: Filling out the form.教师活动：Show a slide about Marco Polo’s personal information.学生活动：Let’s compete for the information about Marco Polo.3．Deep Understanding⑷Task7: Role-play教师活动: Summarize the relationships between Marco Polo and other people. (四张图片) 学生活动:1) Find out the relationships between Marco Polo and his father/Kublai Khan/the prisoner/readers.2) Work in pairs and one is Marco Polo while other one is his father/Kublai Khan/the prisoner/a reader to make a dialogue.StepⅤPost-Reading⑸Task8: V oice your opinion.教师活动：Ask Ss to think about what we can learn from Marco Polo in spirit.(Personal qualities, Influence. Contributions…)学生活动：Think deep and talk freely about what we can learn from Marco Polo. (Competition: one sentence one point)设计目的：①运用上一步Role-play的成果。
Section_ⅢLesson_2_&_Lesson_3_—_Pre-reading_[原文呈现]Marco Polo and His TravelsMarco Polo was born in Italy in 1254. When he was 17 years old, he travelled across Europe and Asia with his father, who wanted to do trade①with the Chinese②. Eventually③，they arrived in Beijing. At that time, China was ruled by the Yuan Dynasty Emperor④，Kublai Khan.Kublai Khan welcomed Marco and his father. He was very happy to meet two foreigners and wanted to learn all about Europe. Marco and his father were guests at the Emperor's Palace. Although Marco was young, he was very clever and could already speak four languages. The Emperor was impressed⑤by him and they became friends. He asked Marco to serve⑥in his court⑦and sent him to do many important tasks across the country.Marco, in turn⑧，was amazed⑨by how beautiful and powerful China was. He was very impressed by Beijing and the Emperor's Palace, especially⑩the Summer Palace ⑪which he described as⑫“The greatest palace that ever was ... The walls were covered in gold and silver and the Hall was so large it could easily seat⑬6,000 people for dinner⑭.”There were inventions and developments in China which were not available⑮in Europe at that time⑯. Marco was surprised to see Chinese people using paper money in the markets. In Europe, people paid for goods⑰with gold or silver. He could not understand how people could pay for food and valuable things with paper! He was also confused⑱by the black stones people used to burn for fuel⑲. The black stones were coal, but Marco had never seen coal before！[读文清障]①trade v．做买卖n．买卖，交易trade with sb. in sth.同某人做某方面的生意②who引导非限制性定语从句，修饰his father。
