高中英语选修9教案： Unit 1 other countries,other culture s-task1

Unit 1 Other countries, other culturesPart One Teaching Design第一部分教学设计Aims and requirements◆ read a travel brochure about Canada and a magazine article about an aspect of Australian culture◆ listen to a conversation about travel plans◆ talk about issues related to travel and phone up a travel agent◆ plan and write a travel itinerary◆ make a flip chart about an aspect of Chinese cultureProcedures● Welcome to the unitStep 1 BrainstormingAt the beginning of this period, let’s enjoy some pi ctures first. When you catch sight of them, which countrycomes into your mind first?1.Leaning Tower Of Pisa--- Italy2.kimono—Japan3.Statue of Liberty—America4.Shakespeare—the UK5.Pyramid—Egypt6.tulip—Holland7.Venus—Greece8.Yasser Arafat—Palestine9.maple leaves—Canada10.Kangaroo—Australia11.raki—France12.football—BrazilStep 2 Sharing information1. Work in groups of four and discuss the four pictures on page 1.Picture 1Who are the people in the picture? (They are Mounties,or the Royal Canadian Mounted police. They are alsoknown as the RCMP.)What do you know about them? (The RCMP was originallycalled North-West Mounted Police, which was formed in 1873. In 1920, it was renamed the Royal Canadian Mounted as a means of transport by the police in Canada. Now, various modern facilities are used instead. The official motto of the force is ‘Uphold the right’.)Why do you think the Mounties represent Canada? (The Mountie is one of the most recognizable Canadian symbols as it was always featured in Hollywood movies, especially between the 1920s and the 1940s.)What other things can you think of to represent Canada? (Maple trees, Niagara Falls, the CN Tower, etc.)Picture 2What is the man in the picture? (The man is a beefeater,or the Yeomen Warder of Her Majesty’s Royal Palaceand Fortress the Tower of London.)What do beefeaters do? (In the past, the beefeaterslooked after the prisoners in the London Tower andguarded the British crown jewels. Now, they no longer safeguard th e Queen’s jewels. Instead, they are ceremonial guardians who also act as tour guides. To most of the tourists, they are tourist attractions in their own right.)What do you know about beefeaters? (It is said that the word ‘beefeater’ came from French ‘buffetier’, which refers to the guard protecting the king’s food in the place of French kings.)Why do you think a beefeater represents the UK? (Beefeaters have a long history. In 1485, King Henry VII set up the first beefeaters as his bodyguards. Beefeaters are also famous for their uniforms. One is the red and gold ceremonial uniform, which dates back to 1552 and can still be seen on important occasions. The other one is the blue dress uniform, which is more commonly worn. This uniform dates back to 1858.) What other things can you think of to represent the UK? (Big Ben, Stonehenge, Sherlock Holmes, etc.)Picture 3What can you see in the picture? (An opera house—theSydney Opera House.)What does this opera house look like? (It looks a groupof seashells.)Where is it? Which country does it stand for? (It is inSydney. It stands for Australia.)Why has this opera house become a symbol of Australia? (The Sydney Opera House represents both achievements in modern architecture and performance. This magnificent building was constructed between 1957 and 1973, and its concrete shell roof is very distinctive. Since its official opening, the Sydney Opera House has attracted famous performers from all around the word.)What other things can you think of to represent Australia? (Koala bears, kangaroos, Gold Beaches, etc.)Picture 4What are these two skyscrapers called? (Marina City.)Where are they located? (In Chicago, the USA.)What do you know about Marina City? (This magnificent complex was designed by Bertrand Goldberg and constructed between 1959 and 1964. This is a 36,000,000-dollar project in the heart of Chicago. The 60-storeyed twin towers were built on only 3 acres of land. It can accommodate 450 apartments and 450 cars in each of the twin towers. It is called ‘the city within a city’.)Do you think Marina City is an icon of the city of Chicago or even an icon of the USA? Why or why not? (Yes. The complex is a symbol of the city due to its unique shape. The skyscrapers represent the great success in designing, engineering and construction.)What other things can you think of to represent the USA? (The Statue of Liberty, the White House, Hollywood, etc.)2. Work in pairs and have a discussion about the questions below the pictures. Sample answers1 As for Canada, the maple leaf can be the symbol. Besides the beefeaters, I think many buildings can be the symbols of the UK, such as London Bridgeand Buckingham Palace. Koala bears and kangaroos can representAustralia. With regards to the USA, we can’t miss the Stat ue ofLiberty. For other countries, I think kimonos and cherry blossomcan be seen as the symbols of Japan, the pyramids can be seen asthe symbol of Egypt, the Colosseum can be seen as the symbol of Italy and the Acropolis can be seen as the symbol of Greece.2 I would choose a dragon to represent China, even though it is not a real creature. The dragon is regarded as a symbol of our nation. Also, in ancient times dragons were seen as having magic powers, which might bring fine weather and good harvests. Today, many Chinese believe that dragons can bring them good luck.3 Many different things have come to represent their country. It could be a building, an animal or a plant, the landscape or the people. These things came to be seen as the symbol of their country for various reasons. However, they all have somethingStep3: Discussion:1. What is culture? What about the relationship between culture and language?2. What role do you think culture teaching play in language teaching?Learning a language is inseparable from learning its culture. When learning a foreign or second language. We should not only learn the mere imitationof the pronunciation, grammar words and idioms, but also learnto see the world as native speakers do. That is to say, learnthe ways in which the foreign language reflects the ideas,customs and behavior of that society. Learning to understandtheir “language of the mind”. That is to say, we need to learn enough about the language’s culture so that we can communicate in the target language properly to achieve not only the linguistic competence as well. This is of great significance in learning a foreign or second language. Otherwise the ignorance of cultural difference as seen in the previous sections can create barriers in learning the target language and in communication, thus causing some unnecessary misunderstandings and confusions sometimes.Step4: Homework:1. Read the article in Part A on page 106 in Workbook2. Prepare the Reading part.。

Module9 Unit1 Other countries, other culturesPeriods 1-2 Word studyTeaching aims and demands:To study words and expressions in this unit.To use the words correctly.Teaching Important Points：Learn the words by heart and try to use themTeaching Difficult points:How to use the new words to solve problemsTeaching Methods:1.Practice to get the students to master what they’ve learnt2.Discussion to make every student work in classTeaching Aids1.the multimedia2.the blackboardTeaching ProceduresStep 1 Explanations to some useful words and expressions1.seemingly adv. +adj 表面上(看上去)●the seemingly limitless resources of the United States 美国的似乎是无限的资源●They were seemingly unaware of the decision.他们似乎并不了解这个决定.●I'd prefer to too really back to normal, not seemingly so.我希望你的身体能真正恢复正常，而不只是表面上有好转。

2.abundant adj. 丰富be abundant in =be rich in=be high in 在---方面丰富●The country is abundant in natural resources 这个国家天然资源丰富。

Grammar and usageStep 1: General introductionThe grammar items in this unit focus on subordinate clauses. Students will learn that subordinate clauses are used to express less important ideas in a sentence. They will review three main subordinate clauses—the adverbial clause, the noun clause and the attributive clause. They are expected to know what each clause can be used to express and which conjunctions can be used in each clause. Meanwhile, students are expected to apply what they have learnt by fulfilling some written tasks. Step 2: Overview and practice:1. Review what a main clause is and what a subordinate clause is in a sentence. Read the following sentences and try to underline the main clause of each sentence.1). The dog that/which was lost has been found.2). Those who are in favor of the proposal are expected to discuss it in detail after the meeting.3). There are many organizations whose purpose is to help the homeless.4). The days when we had to rely on wool, cotton or silk for our clothes have now passed.5). Air moves from places where the pressure was high to places where the pressure is low.6). This is the reason why he refused to help us.7). He was born in 1976, when an earthquake struck the country.8). The news that he has been admitted by Harvard University is very pleasing.9). The news the you told me was really exciting.10). As you look at yourself in a mirror, you’ll seen an identical image of yourself.11). It is a long time before it is possible to test the medicine on human patients.12). As the school regulations are written quite clearly, there is nothing more to be explained.13). Considering that the sweater was hard made, it was not expensive.14). we should do the exercise as our teacher tells us.15). You talk as if you had really been there.16). Nails protect the ends of human fingers and toes as claw protect the toes of most animals.2. Read the following sentences in the reading passage, trying to find subordinate clauses.1) Canada has vast areas of wilderness, from the Arctic north, where average winter temperatures are usually minus 20 degrees centigrade, to the 8,892-kilometre-long boarder with the USA in the south, which is said to be the longest border in the world not defended by an army or the police.Here where average winter temperatures are usually minus 20 degrees centigrade and which is said to be the longest border in the world not defended by an army or the police are the subordinate clauses. The previous one expresses what kink of place Canada is and the latter subordinate clause gives more information about he long border.2) For those who love outdoor activities, it is possible to hike, sail, cross—country ski or travel by snowmobile for hours—or even days—without meeting another person.Here it is possible to hike, sail, cross-country ski or travel by snowmobile for hours—or even days—without meeting another person is the main clause. Who love outdoor activities is the subordinate clause, which defines the pronoun those it follows.3) Historians say that approximately one million people left their homes from different areas all over North America to seek their fortunes in the ‘gold rush’.Historians say is the main clause and approximately one million people left their homes from different areas a ll over North America to seek their fortunes in the ‘gold rush’ is the subordinate clause, which functions like a noun in the sentence, as it is the object of the verb say.3. Read Part 1 on page 8. Read Part 1. Adverbial clauses can be used to express time, place, manner, contrast, condition, reason, purpose or result. Read the following sentences and tell the function of each adverbial clauses:1) When you find an interesting book in a bookshop, don’t hesitate to buy itat once. (expressing time)2) Where there is waste, there is pollution. (expressing place)I want to live how I want to live. (expressing manner)3) Although it was cold, we went out as usual. ( expressing contrast)4) Some people waste food while others don’t have enough.(expressing contrast)5) If you do have difficulties, please come and ask me. (expressing condition)When in Rome, do as the Romans do. (expressing manner)6)Because silk paper was so expensive, people developed a kind of paper madefrom the fibers of plants.( expressing reason)7)He left early in order that he might arrive on time. (expressing purpose)8)She wrote the message on a piece of paper so that she wouldn’t forget it.(expressing result)4. Read Part 2 on page 8. Noun clauses function like nouns in a sentence and can be the subject, the object or the predicative. Read the following sentences and tell the function of each noun clauses:1) Whether she likes the present is not clear to me. (as the subject)2) It is strange that all the children came late this morning. (as the subject)3) I notice that all the workers in the park were cleanly dressed and very polite. (as the object)4) We need to think about how much we should pay for the huge project.(as the object)5) The question is which job is easier to do, this one or that one.(as the predicative)6) This is where I worked ten years ago. (as the predicative)5. Read Part 3. Attributive clauses are like adjectives. There are two kinds of attributive clauses-restrictive and non-restrictive.6. Read the magazine article in Part A on page 9 and identify the sentences as adverbial, noun or attributive clauses.7. Read the article from a travel web page in Part B and complete the text with suitable subordinate conjunctions or relative pronouns or adverbs.Step 3 Consolidation:I. Multiple choice:1. _____ I accept the gift or refuse it is none of your business.A. IfB. WhetherC. Even ifD. No matter when2. _____ that there is another good harvest this year.A. It saysB. It is saidC. It was saidD. He was said3. _____ that she has received a doctor’s degree.A. It’s a splendid newsB. This is a splendid newsC. It’s splendid newsD. This is splendid news4. _____ still needs to be discussed.A. How is the plan to be carried outB. How the plan is to be carried outC. Why is the plan carried outD. Why the plan carried out5. _____ is unknown to us all.A. Where did she put itB. Where she put itC. That where she put itD. In which she put it6. _____ nothing to do with us.A. What he did isB. What he has done isC. What did he do hasD. What he has done has7. That’s _____ the Party called on us to do.A. whatB. thatC. howD. why8. The reason why I have to go is _____ if I don’t.A. that she will be disappointedB. because she will be disappointedC. on account of her being disappointedD. that she will be disappointing9. It was _____ he worked hard that he succeeded.A. becauseB. sinceC. asD. for10. I have no idea _____.A. what does the word “infinity” meanB. what the word “infinity” meansC. what the meaning of the word “infinity”D. what the word “infinity” me an11. _____ do you think will teach us maths next term?A. WhomB. WhoC. WhatD. That12. Are you sure _____?A. whether she is honestB. that she is honestyC. she is honestD. is she honest13. He often thinks of _____ he can do more for the four modernizations.A. whatB. howC. thatD. which14. Those are the keys _____I lost yesterday.A. whatB. whomC. whoseD. /15. This is the most beautiful park _____ I have ever visited.A. whichB. whoC. thatD. where16. We like the teachers _______ students can easily get on well.A. whoB. with whomC. whichD. with which17. I have told everything ____ I can to you.A. whatB. thatC. whichD. who18. This is the best film ______I have ______ seen.A. which everB. that everC. that neverD. which yet19. Is there anything _______ you want me to do?A. thatB. whichC. for whichD. what20. Can you lend me the book ______ last week?A. about which you talkedB. which you talkedC. that you talkedD. about that you talked21. If ________，I would have gone with him.A. had he told meB. he had told meC. he has told meD. he would tell me22. --- Alice is moving to her new apartment next Saturday.--- I would be glad to help her，________ need some help.A. should sheB. if she willC. if sheD. if she might23. We will never give in ________ they might do or say about our plan.A. no matter howB. howC. whateverD. although24. I wonder if I ________ time. If I ________ time，I’ll go with you.A. have；haveB. will have；will haveC. have；will haveD. will have；have25. By the time you ________ back，the supper ________ ready.A. will get；will beB. get；wasC. get；will beD. will get；is26. ________ I live，I will never give in to the enemy.A. As far asB. As long asC. As well asD. As soon as27. I really wonder ________ he has posted me many packages ________ we worked together.A. how；afterB. why；untilC. when；beforeD. why；since28. Please pronounce the word ________ I did.A. by the wayB. the wayC. the momentD. like29. I was about to leave my house ________ the phone rang.A. whileB. whenC. asD. after30. I had cut the meat into pieces ________ Mother started cooking.A. whenB. as soon asC. afterD. whileII. Translation:1. 他还是个孩子的时候，他就表现出非凡的天赋。

Unit 1 Other countries，other cultures●Project Making a display about national cultureⅠGeneral inductionThe project in this unit is designed to help you learn and use English practically. The reading material is a magazine article about one aspect of Australian culture. You ate expected to think about whether sport is a distinctive cultural feature of Australia. Part A: Reading1. In Australia, there’re many world-famous athletes, among whom Ian Thorpe , as far as I am concerned, is the best one. Let’s enjoy a video of him. Could you please say something about him?Australian swimmer. He is known to be poised, confident, modest and calm. Swimming from the time he was eight years old, he keeps up practice with about 20 hours a week in the water. He broke a world record at the world short-course championships in Hong Kong in 1999. Thorpe had a very difficult four months in early 2000. He had to deal with a broken ankle and was accused by a German swimming coach of being a drug cheat when his drug test was botched in Berlin. In early 2000, there was a swim suit controversy when he featured, in cheeky TV ads for one of his sponsors, one of their black body-length "seal suits," alongside some real seals on the starting blocks of a swimming pool. Thorpe declared that he will wear a full-length body swim suit in his Olympic swimming races. The bodysuit (which has also been called the "frogsuit," and "Mr. Condom") has proven controversial, with some people claiming they add buoyancy and other advantages to swimmers. Full-body suits were cleared for use in the Olympics by the International Amateur Swimming Federation (FINA) in late 1999.In 2003 Thorpe had became the first swimmer in history to win three consecutive world titles in the one event, the 400m freestyle, and he finished the Barcelona championships with three gold, a silver and a bronze. Then added another string to his swimming bow in 2003 by twice breaking the Commonwealth record in the 200m individual medley. He has now won 18 National titles and has broken 13long course world records. In 2002, firstly in Manchester at the Commonwealth Games, he won the 100m, 200m, 400m freestyle, as well as playing a part in all three relay victories. Then, in Yokohama at the Pan Pacs, he once again won the 100m, 200m and 400m trifecta and was in the 4x100m freestyle and 4x200m freestyle relay wins. He broke his own 400m world record in Manchester. He is an Olympic, World, Commonwealth and Pan Pacific champion, plus multiple World Record holder in the middle distance freestyle events, the winner of six gold medals at the 2001 World Championships; three gold at the 2000 Olympic Games and four gold at the 1998 Commonwealth Games.Personal Best Times :100m freestyle: 48.71 - 2nd fastest Australian all-time200m freestyle: 1:44.06 - World Record400m freestyle: 3:40.08 - World Record800m freestyle: 7:39.16 - World Record100m backstroke: 55.38 -3rd fastest Australian all-time2. Read the article and find out as much information as possible about Australia. Answer the following questions:When we talk about Australian people, what would you think of?What sports are popular in Australia?Why are they so popular?3. Read the article again and fill in the following chart.4.Discussion: Do you agree that Australia is a sporting nation? Why or why not?5. Finish Parts B1 and B2 on page 103.6. Let’s turn to Parts D1 and D2 on page 105 of the Workbook.Part B:1. Read the reading passage in Part A again and ask questions about the parts they you don/t understand.2. Work in pairs to discuss the questions in Part B.3. Present your project to the class.Homework:Read Part A on page 109 of the workbook.稿源：中国。

Unit 1 Other countries, other cultures●Reading Canada—land of the maple tree1. On the eastern and western boundaries, the country borders the two great oceans—the Atlantic and the Pacific.(P2)在东部和西部边界，加拿大濒临两大洋，即大西洋和太平洋。

bordernoun [C]the line that divides one country from another: 边界,国界Were you stopped at the border?The train crosses the border between France and Spain.The two countries have had frequent border disputes.verb [T] 和…接壤Swaziland borders (= is next to) South Africa and Mozambique.noun [C]a strip that goes around or along the edge of something, often as decoration: 滚边,The dress was white with a delicate lace border.a picture with a decorative/plain borderverb [T usually passive]to form a line around the edge of something: 加边饰The fields are bordered by tall trees.2. For those who love outdoor activities, it is possible to hike, sail, cross-country ski or travel by snowmobile for hours—or even days—without meeting another person.(P2) 对于热爱户外活动的人来说，在远足、帆船运动、越野滑雪或雪车旅游中，他们可能好几个小时甚至好几天都碰不到一个人。

Unit 1 Other countries, other culturesSection 2: Background informationI.General Facts:Australia is a land of contrast - vast,boundless, and diverse. Its landscaperanges from desert and bushland in thecentral areas, to rainforest in the North,to snowfields in the South East. Australiaconsists of two land masses: mainlandAustralia and Tasmania. It lies in theSouthern Hemisphere. Australia's nearest neighbor is Papua New Guinea, 200km north. Australia lies 1920km west of New Zealand, and 2000km to the north of Antarctica.Some interesting facts:•Area: 7 682 300 square kilometers (about the size of the mainland states of the United States, excluding Alaska)•Distances (mainland Australia):o East to West - 3983kmo North to South - 3138km•Highest Elevation: Mt Kosciusko (NSW) - 2228m above sea level •Lowest Elevation: Lake Ayre (SA) - 16m below sea level•Population: 20 million (2003 estimate)•In Australia, (due to its arid interior), most people live along the coastline, and it is for this reason that Australia is considered to have one of the highest degrees of urban concentration on earth.•Population density: 2 people per square km.•One in four Australian residents is either a first or second generation settler.II. HistoryThe Aboriginal people of Australia existed in almosttotal isolation for over 60 000 years. They had nowritten history, but investigation of Dreamtimestories, cave paintings and etching reveals a cultureremarkable in its complexity and richness. Strong spiritual ties link them to the land, which influences their lives from birth to death. Before white settlement, there were more than 600 tribes in Australia, whose subsistence was based on hunting, fishing and seed gathering.Colonization of Australia by white settlers began in 1788. White settlers included a mix of British and Irish convicts, British military guards, and free settlers.The presence of white settlers in Australia from this date has impacted greatly on the lives of the Aboriginal population, and the Australian government is working to address the difficulties and wrongdoings of the past.While initially serving as a British penal colony, the numbers of free settlers to Australia increased over time, legitimizing Austra lian society. In 1901, the six British colonies united to form the Commonwealth of Australia (a nation independent of Britain), and the first federal election was held. After a dispute between the cities of Melbourne and Sydney over which city should act as the nation's capital, in 1908 the site of Canberra was chosen to serve this purpose. Australia's identity and population makeup has developed throughout the twentieth century, influenced by two world wars, the decline of the British Commonwealth, and its emerging global partnerships and responsibilities.Today, Australia continues to operate as an independent democratic country under a British head-of-state, but its future lies increasingly in its geographical location, and its links with the nations of the Asia-Pacific region.加拿大-----枫树之国加拿大是世界上最大的国家之一，在面积上仅次于俄罗斯，素来以其绚丽的自然风光闻名于世。

M9U1 other countries, other culturesPeriod 4Grammar and usageTeaching objectives:To overview the clauses and the usageImportant and difficult points:How to use clauses correctly.Teaching procedures:Step 1. RevisionWhat are subordinate clauses•When a number of ideas are combined in one sentence, some ideas are more important than others. We can use subordinate clauses to express less important ideas. These can be divided into three kinds: adverbial, noun or attributive clauses.Step 2. Grammar and UsageWhat are adverbial clauses ?Adverbial clauses can express time, place, manner, contract, condition, reason, purpose or result. They are introduced by conjunctions that indicate the meanings of the clause, e.g., when, where, how, although, if, since, because, in order that and so that.Complete the following with proper conjunctions:As I didn’t know the way, I asked a policeman.If it snows tomorrow, we will build a snowman.He didn’t go to school until he was eleven.We arrived early, so that we got good seats.We intend to go U.S., even if air fares are expensive.Difficult pointsas, when, while的区别1. ____the day went on, the weather got worse. (MET)A. WithB. SinceC. WhileD. As2. I had just stepped out of the bathroom and was busily drying myself with a towel _________ I heard the steps. (湖南卷)A. whileB. whenC. sinceD. after3. - I'm going to the post office.________ you're there, can you get me some stamps? (NMET )A. AsB. WhileC. BecauseD. Ifas, when, while 都表示主、从句的动作或状态同时发生，但三者意义不尽相同。

Unit 1 Other countries, other culturesPart One Teaching Design第一部分教学设计Aims and requirements◆ read a travel brochure about Canada and a magazine article about an aspect of Australian culture◆ listen to a conversation about travel plans◆ talk about issues related to travel and phone up a travel agent◆ plan and write a travel itinerary◆ make a flip chart about an aspect of Chinese cultureProcedures● Welcome to the unitStep 1 BrainstormingAt the beginning of this period, let’s enjoy some pi ctures first. When you catch sight of them, which countrycomes into your mind first?1.Leaning Tower Of Pisa--- Italy2.kimono—Japan3.Statue of Liberty—America4.Shakespeare—the UK5.Pyramid—Egypt6.tulip—Holland7.Venus—Greece8.Yasser Arafat—Palestine9.maple leaves—Canada10.Kangaroo—Australia11.raki—France12.football—BrazilStep 2 Sharing information1. Work in groups of four and discuss the four pictures on page 1.Picture 1Who are the people in the picture? (They are Mounties,or the Royal Canadian Mounted police. They are alsoknown as the RCMP.)What do you know about them? (The RCMP was originallycalled North-West Mounted Police, which was formed in 1873. In 1920, it was renamed the Royal Canadian Mounted as a means of transport by the police in Canada. Now, various modern facilities are used instead. The official motto of the force is ‘Uphold the right’.)Why do you think the Mounties represent Canada? (The Mountie is one of the most recognizable Canadian symbols as it was always featured in Hollywood movies, especially between the 1920s and the 1940s.)What other things can you think of to represent Canada? (Maple trees, Niagara Falls, the CN Tower, etc.)Picture 2What is the man in the picture? (The man is a beefeater,or the Yeomen Warder of Her Majesty’s Royal Palace andFortress the Tower of London.)What do beefeaters do? (In the past, the beefeaterslooked after the prisoners in the London Tower andguarded the British crown jewels. Now, they no longer safeguard th e Queen’s jewels. Instead, they are ceremonial guardians who also act as tour guides. To most of the tourists, they are tourist attractions in their own right.)What do you know about beefeaters? (It is said that the word ‘beefeater’ came from French ‘buffetier’, which refers to the guard protecting the king’s food in the place of French kings.)Why do you think a beefeater represents the UK? (Beefeaters have a long history. In 1485, King Henry VII set up the first beefeaters as his bodyguards. Beefeaters are also famous for their uniforms. One is the red and gold ceremonial uniform, which dates back to 1552 and can still be seen on important occasions. The other one is the blue dress uniform, which is more commonly worn. This uniform dates back to 1858.) What other things can you think of to represent the UK? (Big Ben, Stonehenge, Sherlock Holmes, etc.)Picture 3What can you see in the picture? (An opera house—the SydneyOpera House.)What does this opera house look like? (It looks a group ofseashells.)Where is it? Which country does it stand for? (It is inSydney. It stands for Australia.)Why has this opera house become a symbol of Australia? (The Sydney Opera House represents both achievements in modern architecture and performance. This magnificent building was constructed between 1957 and 1973, and its concrete shell roof is very distinctive. Since its official opening, the Sydney Opera House has attracted famous performers from all around the word.)What other things can you think of to represent Australia? (Koala bears, kangaroos, Gold Beaches, etc.)Picture 4What are these two skyscrapers called? (Marina City.)Where are they located? (In Chicago, the USA.)What do you know about Marina City? (This magnificent complex was designed by Bertrand Goldberg and constructed between 1959 and 1964. This is a 36,000,000-dollar project in the heart of Chicago. The 60-storeyed twin towers were built on only 3 acres of land. It can accommodate 450 apartments and 450 cars in each of the twin towers. It is called ‘the city within a city’.)Do you think Marina City is an icon of the city of Chicago or even an icon of the USA? Why or why not? (Yes. The complex is a symbol of the city due to its unique shape. The skyscrapers represent the great success in designing, engineering and construction.)What other things can you think of to represent the USA? (The Statue of Liberty, the White House, Hollywood, etc.)2. Work in pairs and have a discussion about the questions below the pictures. Sample answers1 As for Canada, the maple leaf can be the symbol. Besides the beefeaters, I think many buildings can be the symbols of the UK, such as London Bridgeand Buckingham Palace. Koala bears and kangaroos can representAustralia. With regards to the USA, we can’t miss the Stat ue ofLiberty. For other countries, I think kimonos and cherry blossomcan be seen as the symbols of Japan, the pyramids can be seen asthe symbol of Egypt, the Colosseum can be seen as the symbol of Italy and the Acropolis can be seen as the symbol of Greece.2 I would choose a dragon to represent China, even though it is not a real creature. The dragon is regarded as a symbol of our nation. Also, in ancient times dragons were seen as having magic powers, which might bring fine weather and good harvests. Today, many Chinese believe that dragons can bring them good luck.3 Many different things have come to represent their country. It could be a building, an animal or a plant, the landscape or the people. These things came to be seen as the symbol of their country for various reasons. However, they all have somethingStep3: Discussion:1. What is culture? What about the relationship between culture and language?2. What role do you think culture teaching play in language teaching?Learning a language is inseparable from learning its culture. When learning a foreign or second language. We should not only learn the mere imitationof the pronunciation, grammar words and idioms, but also learnto see the world as native speakers do. That is to say, learnthe ways in which the foreign language reflects the ideas,customs and behavior of that society. Learning to understandtheir “language of the mind”. That is to say, we need to learn enough about the language’s culture so that we can communicate in the target language properly to achieve not only the linguistic competence as well. This is of great significance in learning a foreign or second language. Otherwise the ignorance of cultural difference as seen in the previous sections can create barriers in learning the target language and in communication, thus causing some unnecessary misunderstandings and confusions sometimes.Step4: Homework:1. Read the article in Part A on page 106 in Workbook2. Prepare the Reading part.。

Unit 1 Other countries，other cultures●Project1. They watch it live or on television, and sometimes it seems to be the only topic of conversation.(P14)他们在现场观看比赛或收看电视转播，有时体育似乎是交谈的唯一话题。

liveadverb 直播地I've got two tickets to see them (perform) live.adjective(of a performance) broadcast, recorded or seen while it is happening: 直播的This evening there will be a live broadcast of the debate.a live recording2. Anywhere Australians get together—in the canteen during lunch, in the pub with a pint of beer o in someone’s garden for a barbecue—the conversation quickly turns to sport.(P14) 无论澳大利亚人在何地相遇-------在餐厅吃午饭、在酒吧喝啤酒或在花园烧烤-----他们的谈话都很快地转到体育上。

turn (sth) to sthIf someone turns to a particular subject or they turn their thoughts or attention to it, they begin to speak, think or write about it: 把注意力,行动等导向I'd like us now to turn our attention to next year's budget.We're now going to turn to an issue that concerns us all - racism. turn to sb/sth to ask a person or organization for help or support: 求助Without someone to turn to for advice, making the most appropriate choice can be difficult.Her family lived a long way away, and she had no one to turn to.3. Many people owe their love of sport to the perfect weather conditionsfor it. (P14)许多人对体育运动的热爱归功于适合体育运动的完美的气候条件。

Unit 1 Other countries, other cultures Part Two Teaching Resources第二部分 教学资源Section 1: A text structure analysis of Canada ——land of the maple tree I. Summary of Canada-land of the maple treeII. A tree diagram of the text:Main idea of the passagean introduction of CanadaPart 1Paragraph 1 location, size & geography Part 2Paragraph 2 nature Part 3Paragraph 3 population Part 4 Paragraphs4-7four major cities Part 5Paragraph 8 other interest Part 6Paragraph 9 history Part 7Paragraph 10 symbol Part 8Paragraph 11 summary Canada cities nature location,size,geographyToronto Montreal Vancouver Edmonton other interest: Niagara Fallshistory Symbol:maple leafSummary:the best country in the world to live inIII.A retold version of the text Canada-land of the maple tree Canada is one of the largest countries in the world and was named the best country in the world to live in by the UN in 1996. The country with a population of about 30 million has an interesting history, which is being shown in many museums. Toronto, Montreal, Vancouver and Edmonton are world-famous cities. They all have unique features that attract millions of tourists. There are also many other places worth visiting, for example, Niagara Falls. In a word, Canada, the land of the maple tree, is a good choice for you to pay a visit to.●Welcome to the unit1. Can you think of another symbol that represents each of the countries above or any symbols for any other countries?(P1) 你还想到其他的代表一些国家的象征吗？another adj. pron.one more person or thing or an additional amount: 另一的，再一个人的I'm going to have another piece of cake."Would you get me a bar of chocolate from the kitchen?" "Another one?!" We can fit another person in my car.Danny's had yet another car accident.For another £30 (= For £30 more)you can buy the model with remote control. Just think, in another three months (= three months from now) it'll be summer again.a different person or thing: 别的，其他的She's finished with that boyfriend and found herself another (one). Do you want to exchange this toaster for another (one) or do you want your money back?2. How did these things come to be seen as symbols of their respective countries?(P1) 这些东西怎么会成为它们所代表的那些国家的象征的呢？see …asto consider or think about, especially to think about someone or something in a particular way, or to imagine someone doing a particular activity:把…看作为She didn't see herself as brave.It was easy to see the gift as a sort of bribe.[+ object + ing form of verb] I can't see her accept ing(= I don't think she will accept) the job in the present circumstances.As I see it/things/the situation, we'll have to get extra help.Try and see it my way- I'll be left without any help if you go to Edinburgh tomorrow.。

Unit I Other countries, other cultures（一）Reading strategy:阅读课文后，将信息归类，将文章分成段落并写出段意。

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _________________________________ （二）Language points:1. defend(常和from, against 连用)He defended her from the attack of a dog.They defended the city against the enemy.He made a long speech defending his view.= He made a long speech______ _______ ______ his view.2. be located:The house is located next to the river.Rome is located in Italy.Houses must be worth a large amount of money ___________(用现在分词)/____________（用过去分词）(位于) in that areas关注类似的过去分词做表语。

M9U1 other countries, other culturesPeriod 4 Word powerTeaching Aims:1.Improve the students’ speaking ability2.Enlarge the students’ vocabulary3.Get the students to know more about the words describing a country.Teaching Important Points：1．Learn the words by heart and try to use themTeaching Different points:1.How to develop the students’ imagination2.How to use the new words to solve problemsTeaching Methods:1.Talking to improve the students’ speaking ability2.Practice to get the students to master what the y’ve learnt3.Discussion to make every student work in classTeaching Aids1.the multimedia2.the blackboardTeaching ProceduresStep1 Revision and Lead-inBrainstorming•We have learned the passage ‘Canada---land of the maple tree’.•What subjects are covered in the reading passage ?•How are these subjects organized ?Canada---land of the maple tree•Area•Climate•Landscape•Flora and fauna•Resources•Population•Lifestyle•Cities•Language•History•Society•SymbolStep 2 Discussion•If we were to write a book about The United Kingdom, what subjects should be covered in the book ?•Geography•Area•Climate•Landscape•Flora and fauna•Resources•Cities•History•Prehistory•Early inhabitants•Invasions from Europe•Post-war immigrants•Society•Population•Language•Government•Rule of the monarchy•Modern politics•Law•Education•Economy•Agriculture•Commerce•Trade and industry•Manufacturing•Transport•Culture•Religion•Tradition•Customs•Lifestyle•The arts•appendixStep 3 Quiz•Now lets have a quiz about Britain.•Let’s see how much do y ou know about Britain Step 4 Learn part BWhat is the British commonweath of nationsStep5 Complete part cStep6 Complete part DStep8 Homework1.Remember the words learned2.Preview Grammar and usage。