Teaching objectives and demands:
1. After the learning of this unit the students are supposed to master the following words and expressions: camp; ash; ashtray; dirt; valley; kangaroo; beyond; fix up; cave; thirst; sun burnt; aborigines; system; spiritual; faith; hand down; elder; curiously; underground; starve; rather than; thus; percentage; give birth to; precious; fence; dingo; task; found up; outdoors; shave; argue; Italian
2. The students required to understand and also be able to use the daily expressions in communication (warnings and suggestions):
Make sure you put out the fire properly.
Don’t walk around without a sun hat.
Don’t drive past cars that have stopped in the bush without stopping.
Pour water on the ashes.
Close the farm gates behind you.
3. Grammar: in learning the unit, we are going to revise -ing form used as subject and object.
4. Language use: the students are got involved in listening, speaking, reading and writing practice to improve their language use abilities.
5. Cultural and historical knowledge: the students are supposed to learn something about the history of Australia and the evilness of colonialism.
Time arrangement:
This unit is going to be finished in 6~7 teaching periods, including a unit test and supplementary listening test if time permits.
Key and difficult points of this unit:
1. Grammar: the –ing form used as subject and object.
2. Words and useful expressions
3. Daily expressions in communication
4. Listening and writing practice
Lesson 9
Teaching objectives:
1. Students are required to master the following words and useful expressions: camp; ash; ashtray; dirt; valley; kangaroo; beyond; fix up; cave; thirst; sun burnt
2. Students are supposed to master and use the everyday English for communication: (warnings and suggestions):
Make sure you put out the fire properly.
Don’t walk around without a sun hat.
Don’t drive past cars that have stopped in the bush without stopping.
Pour water on the ashes.
Close the farm gates behind you.
3. Grammar: in learning the unit, we are going to revise -ing form used as subject and object.
4. Language use: Manipulate listening, speaking practice for the students to use the language.
Teaching aids: tape recorder; slide show and blackboard.
Key points:
1. Dialogue presentation
2. Vocabulary and grammar usage in real-situation dialogues
3. Free dialogue making
4. Learn the expressions of warnings and suggestions.
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the expressions of insistence. Get the students to give some examples.
Step 2. Presentation
SB Page 13, Part 1. Tell the students that we are going to learn a dialogue in which we will learn some useful expressions of warnings and suggestions.
Step 3. Listening
Play the tape for the students follow the dialogue. Tell the students to follow the dialogue and retell what the main idea is.
Step 4. Reading and explanations
Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think. Go through the key and difficult points with the students if any.
Step 5. Practice
SB P13, Part 2. Tell the students this part is compiled to practice the expressions of expressing warnings. Get the students to match the two parts in the boxes. Pick up students to yell out their sentences.
Step 6. Workbook
Workbook Lesson 9, Exx.2 and 3. Get the students to do the exercises individually and then check the answers with the students.
Answers: See Wb P81.
Homework
(1) Finish off the exercises of Lesson 9 in the workbook.
(2) Preview the next lesson, and look up the item “Kooris” in an encyclopedia or in the web.
Evaluation of teaching:
Lesson 10 The Discovery of Australia
Teaching aims:
1. After learning the text, the students are required to master the following words and useful expressions: aborigines; system; spiritual; faith; hand down; elder; curiously; underground; starve; rather than; thus; percentage; give birth to
2. Revise the grammar: the -ing form used as subject and object.
3. Get the students to read the text using the following reading skills: skimming, scanning and note making.
Key points: 1.Words and grammar 2. Reading comprehension
Teaching methods: Reading-note making and practice.
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson 9.
Step 2. Pre-reading report
Pick out some students to report to the class their research in the encyclopedia or the web.
Step 3. Scanning
Now get the students to read the text and answer the following questions:
① Where did the first Australia come from?
② What did Kooris use for hunting?
③ How many languages were once spoken in Australia?
Step 4. Scanning
Tell the students to read the text more carefully to find out the specific information. Answer the questions in Exercise 1 on P82 in the workbook. Pick out some students to answer the questions.
Step 5. Language points
(1) Their spiritual faith and their gods were very important to them, and knowledge, customs and memories were handed down by the elders of the race.
他的宗教信仰和他們所信奉的神對他們來說是非常重要的；他們的知識、風俗習慣以及他們所懷念的事情都是由他們種族的長輩傳下來的。
句中的短語動詞 hand down (= pass down) 作“相傳”、“傳給”解，意思是“（從上代）傳下來(給后代)”。例如：
The old house has been handed down for three generations.
這座老房子已經傳了三代了。
This custom has been handed down since the 18th century.
這種風俗是從18世紀傳下來的。
In poor families, clothes may be handed down from one child to the next.
在窮苦人家，一個小孩穿過的衣服會傳給另一個年齡較小的穿。
(2) They invented different kinds of fishing nets, also a curiously shaped piece of wood for hunting which could be thrown and which would return to the thrower if it did not strike anything. 他們發明了各種各樣的漁網，還發明了一種用木頭制成的形狀奇特的捕獵器，這種捕獵器可以投擲出去，如果沒有擊中目標，它又會回到投擲者手中來。
在 a curiously shaped piece of wood （一塊形狀奇特的木頭） 這個短語中，shaped 是動詞 shape(使成......形狀)的過去分詞，作定語，修飾后面的 piece of wood。這種作定語的過去分詞前，還可以帶副詞作狀語，如這個短語中的 curiously。下面是幾個類似的例子：
a widely used language 一種廣泛使用的語言
a wrongly pronounced sound 一個發錯了的音
a newly discovered island 一個新近發現的島嶼
a hastily written letter 一封匆忙寫成的信
highly praised deeds 受到高度贊揚的行為
(3) They became experienced at finding underground springs.
他們對尋找地下泉水逐漸有了經驗。
be / become experienced at sth. / doing sth. 對某事/做某事有經驗。短語中的 at 也可以用 in. 形容詞 experienced （有經驗的）也可以作定語。例如：
She is an experienced teacher.
她是一位有經驗的教師。
They were quite experienced at teaching beginners.
他們教初學者很有經驗。
He is very experienced at repairing cars.
他修理汽車很有經驗。
He is quite experienced in this kind of work.
他干這類工作相當有經驗。
(4) Education was intended for white settlers only, and until very recently no school lessons were held in languages rather than English.
教育只是為白人殖民者而辦，而且直到最近以前，還沒有一所學校使用英語以外的語言進行教學。
句中的短語介詞 rather than 意思是“與其；不是” (in preference to; instead of)。 例如：
I think Tom, rather than you, is to blame.
我認為該受責備的是湯姆，而不是你。
I think I'll have a cold drink rather than coffee.
我想喝冷飲，不想喝咖啡。
Step 6. Note making
SB P15, Part 3. Get the students to point out what the words referred to. Pick out some students to tell their answers to the rest of the class.
Step 7. Oral practice
SB P15, Part 4. Divide the students into groups of four and tell them to write down the that you are going to interview the Kooris. You are suggested to use the points in Part 3.
Step 8. Workbook
Get the students to do the wb exercises individually and then check the answers with the class. Answers: See Wb P82.
Homework
(1) Finish off the exercises of Lesson 10 in the workbook.
(2) Revise the key points of this lesson.
Evaluation of teaching:
Lesson 11 Australia
I. Teaching objectives (the students are supposed to master the following items and conduct the following practices):
1.Words and useful expressions: set out; set sail; in search of; strait; bay; botany; astonish; bear; mainland; disaster; crew; raise; thinking; pass by; celebrate; coastline; be worth dong; sink; nowhere; passage
2. Grammar: Revise -ing form used as subject and object.
3. Reading practice: reading and discussion.
4. Ethic teaching: the students are supposed to learn from Captain Cook of his courage, his spirit of adventure and devotion to the expedition.
Ⅱ.Key points: grammar and useful expressions
Ⅲ.Teaching methods: Reading - practice
Ⅳ.Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
(3) Revise the sequence of the events that Captain Cook did.
Step 2. Presentation
Tell the students that this lesson will continue to learn something about Madame Curie.
Step 3. Scanning
Tell the students to read the text carefully and answer the questions on Wb P83. Do orally with the class. Ask some eloquent students to yell out the answers to the class.
Step 4. Language points
Tell the students to read the text and underline the language points. Talk about the language difficulties with the students.
(1) Having been separated from other continents for millions of years, Australia has many plants and animals not found anywhere else in the world. 由于同其它大陸分離已有數百萬年之久，所以澳大利亞有許多動植物是世界上任何其它地方所沒有的。
這個句子雖然長，卻是一個簡單句；主語是 Australia,謂語是 has many plants and animals.句子的前部 Having been separated ... for millions of years 是 -ing 形式的完成式被動語態短語，作狀語，表示原因；句子的后部 not found anywhere else in the world 是過去分詞短語作定語，修飾先行詞 plants and animals.
① -ing 短語的一般式作狀語，通常表示與句子中謂語同時發生的動作或狀態。
例如：
ⅰ. Arriving at the village, he could not find his home. (=When he arrived at the village, he could not find his home.) 當他到達村子的時候，他找不到他的家了。
ⅱ. Walking in the park, she saw an old friend. (= When she was walking in the park, she saw an old friend.) 當她在公園散步時，她看到她的一個老朋友。
ⅲ. Being blind, how could they see the elephant? (= As they were blind, how could they see the elephant?) 因為他們是瞎子，他們怎能看得見大象呢？
② -ing 短語的完成式 (having + 過去分詞)作狀語，表示在句中謂語之前發生的動作或狀態。本句中having been separated ... for milions of years 就是這樣的用法。又如：
ⅳ. Having been there many times, he offered to introduce the history of the country. (= As he had been there many times, he offered to introduce the history of the country.) 由于他多次去過那個國家，他主動提出為我們介紹那個國家的歷史。
ⅴ. Having been rebuilt this way, these temples look even more beautiful. (= As / After they have been rebuilt this way, these temples look even more beautiful.) 這些寺廟經過這樣重建以后，顯得更加美麗了。
ⅵ. Having put up the tent, they started to cook their supper. 搭好帳蓬以后，他們就開始做晚飯。
(2) One strange animal lays eggs, yet feeds its young on its milk. 有一種怪獸會產卵，然而又給幼仔哺乳。這種怪獸就是鴨嘴獸 (platypus,又稱 duckbill)，產于澳大利亞，它全身長毛，嘴像鴨嘴，卵生, 但給幼仔哺乳。
(3) In area it is about the same size as the USA (without Alaska),which has more than thirteen times as many people.(= Its area is about the same size as the USA...) 從面積上講，它（澳大利亞）大體上相當于美國（阿拉斯加作除外），而美國的人口卻是澳利亞（人口）的13倍還多。
① 句中 area 作“面積”解。介詞 in在這里表示“在......方面”。例如。
The area of Australia is 7.6 million sq.km.
澳大利亞的面積是七百六十萬平方公里。
China is large in area and rich in resources.
中國地大物博。
The TV tower is nearly 40 metres in height.
這座電視塔的高度將近40公尺。
They built a fence 30 metres in length.
他們修了一個長30米的籬笆。
② 13 times as many people 是13 times as many people as Australia has 的省略。
A is ... times as + adj./adv. + as B 意思是“A是B的幾倍（大小/多少/長短......）”。
例如：
This room is three times as large as that one.
這個房間（的面積）是那個房間的三倍。
The number of people in that area is five times as many as that in ours.
那個地區的人口是我們這個地區（人口）的五倍。
The students in our school are twice as many as those in that school.
我們學校的學生人數是那個學校（學生）的兩倍（......比那個學校的學生多一倍）。
He has worked twice as long as I have.
他干工作的時間是我的兩倍。
這種...times as ...as ...的結構，在有上下文的情況下，可以簡略為 ... times as large / many 。例如：
That room is 20 square metres. This room is three times as large.
那個房間是20平方米。這個房間是那個房間的三倍。
There are 800 students in that school. In our school, there are twice as many.
那所學校有800 個學生，我們學校的學生要多一倍。
(3) Two thirds of the country is dry or desert. 這個國家有三分之二的地方氣候干燥，或者是沙漠。
two thirds 三分之二。表示分數時，分子用基數詞，分母用序數詞。分子大于一時，分母序數詞加 s;例如：
one third 三分之一
one sixth 六分之一
two fifths 五分之二
但“二分之一”要說 half / a half, 不說 one second;“四分之一”要說a quarter.以分數作主語時，謂語動詞可用單數或復數，這取決于后面的名詞。若這個名詞是單數或是不可數名詞時，謂語動詞則單數（如本句），否則用復數。例如：
More than two thirds of the earth's surface is covered by water.
地球表面三分之二以上為水所覆蓋。
Two thirds of the money has been spent on necessay equipment.
三分之二的錢已用于必需的設備。
Two thrids of the students are from the north.
三分之二的學生是北方人。
(4) It produces metals, precious stones, coal, grain, meat and wines, and has the biggest iron mines in the world. 它（澳大利亞）出產金屬、寶石、煤、谷物、肉和酒，而且還有世界上最大的鐵礦。metal, wine, food 這些物質名詞本來都是不可數名詞，一般不用復數形式。但是在表示種類時可以用復數。例如：
Some metals have to be imported from abroad.
有些金屬必須從國外進口。
Various kinds of wines are produced in France.
法國生產各種各樣的葡萄酒。
Every person needs water and a diet of healthy foods.
每個人都需要水和健康食物。
(5) The purpose of the fence is to keep out a type of wild dog called a "dingo". 這個柵欄是用來阻止一種叫"dingo"的野狗進來。
keep out 不使入內。例如：
Danger! keep out! 危險！ 切勿入內！
They closed all the windows to keep out the cold.
他們關上所有的窗子不讓冷氣進來。
We put a fence round the vegetable garden to keep the chikens out.
我們用籬笆把菜圍起來，不讓小雞進來。
(6) Farms in the middle of Australia are so large that farmers use motor bikes or helicopters for the task of rounding up the sheep or cattle. (= ... farmers use motor bikes or helicopters to drive animals together.) 澳大利亞中部的農場很大，農場主得用摩托車或直升飛機趕羊或趕牛。
短語動詞 round up 作“使聚集”、“把......趕攏來”(to collect animals / people by driving them together)解。例如：
In the autumn, the cattle have to be rounded up and counted.
秋天得把牛群趕集起來，進行清點。
The sheepdog rounded up the sheep and drove them through the gate.
牧羊狗把羊群集中到一起，趕進柵門。
Round up the whole class; it's time to go back to the school.
把全班學生集中起來；該返校了。
(7) If you are asked to an Australian home, you will probably eat outside and cook meat or fish on an open fire. 如果你被邀請去澳大利亞人的家里作客，你很可能會在戶外進餐， 并在火上烤肉或烤魚。
此句中的 outside 是副詞，相當于這段中的另一個副詞outdoors，作“在戶外”解。又如：
He seldom eats his meals inside. He often eats outside.
他很少在室內吃飯。他經常在室外吃。
Don't always stay inside. Go outside into the sunshine.
不要老是呆在屋里。到外面陽光下走走。
(8) For holidays, many people visit the Great Barrier Reef off the northeast coast of Australia, which has 700 islands.節假日里，許多人去參觀澳大利亞東北海岸外的大堡礁。它是由700個島嶼構成的。
Great Barrier Reef (大保礁)是一大片珊瑚礁，位于澳大利亞東北昆士蘭州的海岸以外，綿延2,000多公里，總面積約25萬平公里，共有2,500個珊瑚礁，絕大部分都劃歸大堡礁水族公園。這是世界上最大的水族公園。
Step 5. Practice---- grammar revision
SB P17, Part 2~5, Tell the students to do the exercises about the -ing form used as subject, object and predicative. Tell the students to work in groups filling the blanks with the words given and then get a reporter to report to the rest of the class. After that some students will be picked out to tell us the function of the ing form in the sentences.
Step 6. Workbook
Workbook Lesson 11, Ex. 2~3. Get the students to do the three exercises and then check the answers with the students if time permits. Answres: See P83.
Homework
(1) Finish off the exercises of Lesson 11 in the workbook.
(2) Revise the grammar of -ing form.
(3) Culture and society: Discussion ---- get the students to talk about the geographical features.
Evaluation of teaching:
Lesson 12
Teaching aims and demands
1. Provide the chance for students to have a listening practice
2. Revise the grammar with the students: -ing form used as subject, object and predicative.
3. The students are required to practice the words and useful expressions in Checkpoint 3.
Key points: 1. Grammar; 2. Listening 3. Useful expressions.
Teaching methods: Listening - practice
Teaching procedures
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the previous two lessons.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 135 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 3 with the students. Get the students to make up sentences using the useful expressions if time permits.
Step 4. Writing
SB P18, Part 2. Read the instructions and get students to fill in the blanks with the words of proper tenses. Do orally with the class.
Step 5. Writing
SB P18 Part 3. Read the instructions and tell the students to develop a paragraph by using given information.
Step 6. Workbook
Workbook Lesson 12. Ex. 1~3. Get the students to do the exercises and then check the answers with the students.
Homework
(1) Finish off the wb exercises of Lesson 12.
(2) Revise the key points of this unit.
(3) Writing: See Step 5.
Evaluation of teaching: