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.
他的宗教信仰和他们所信奉的神对他们来说是非常重要的；他们的知识、风俗习惯以及他们所怀念的事情都是由他们种族的长辈传下来的。
句中的短语动词 hand down (= pass down) 作“相传”、“传给”解，意思是“（从上代）传下来(给后代)”。例如：
The old house has been handed down for three generations.
这座老房子已经传了三代了。
This custom has been handed down since the 18th century.
这种风俗是从18世纪传下来的。
In poor families, clothes may be handed down from one child to the next.
在穷苦人家，一个小孩穿过的衣服会传给另一个年龄较小的穿。
(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. 他们发明了各种各样的渔网，还发明了一种用木头制成的形状奇特的捕猎器，这种捕猎器可以投掷出去，如果没有击中目标，它又会回到投掷者手中来。
在 a curiously shaped piece of wood （一块形状奇特的木头） 这个短语中，shaped 是动词 shape(使成......形状)的过去分词，作定语，修饰后面的 piece of wood。这种作定语的过去分词前，还可以带副词作状语，如这个短语中的 curiously。下面是几个类似的例子：
a widely used language 一种广泛使用的语言
a wrongly pronounced sound 一个发错了的音
a newly discovered island 一个新近发现的岛屿
a hastily written letter 一封匆忙写成的信
highly praised deeds 受到高度赞扬的行为
(3) They became experienced at finding underground springs.
他们对寻找地下泉水逐渐有了经验。
be / become experienced at sth. / doing sth. 对某事/做某事有经验。短语中的 at 也可以用 in. 形容词 experienced （有经验的）也可以作定语。例如：
She is an experienced teacher.
她是一位有经验的教师。
They were quite experienced at teaching beginners.
他们教初学者很有经验。
He is very experienced at repairing cars.
他修理汽车很有经验。
He is quite experienced in this kind of work.
他干这类工作相当有经验。
(4) Education was intended for white settlers only, and until very recently no school lessons were held in languages rather than English.
教育只是为白人殖民者而办，而且直到最近以前，还没有一所学校使用英语以外的语言进行教学。
句中的短语介词 rather than 意思是“与其；不是” (in preference to; instead of)。 例如：
I think Tom, rather than you, is to blame.
我认为该受责备的是汤姆，而不是你。
I think I'll have a cold drink rather than coffee.
我想喝冷饮，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. 由于同其它大陆分离已有数百万年之久，所以澳大利亚有许多动植物是世界上任何其它地方所没有的。
这个句子虽然长，却是一个简单句；主语是 Australia,谓语是 has many plants and animals.句子的前部 Having been separated ... for millions of years 是 -ing 形式的完成式被动语态短语，作状语，表示原因；句子的后部 not found anywhere else in the world 是过去分词短语作定语，修饰先行词 plants and animals.
① -ing 短语的一般式作状语，通常表示与句子中谓语同时发生的动作或状态。
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.) 当他到达村子的时候，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.) 当她在公园散步时，她看到她的一个老朋友。
ⅲ. Being blind, how could they see the elephant? (= As they were blind, how could they see the elephant?) 因为他们是瞎子，他们怎能看得见大象呢？
② -ing 短语的完成式 (having + 过去分词)作状语，表示在句中谓语之前发生的动作或状态。本句中having been separated ... for milions of years 就是这样的用法。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.) 由于他多次去过那个国家，他主动提出为我们介绍那个国家的历史。
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.) 这些寺庙经过这样重建以后，显得更加美丽了。
ⅵ. Having put up the tent, they started to cook their supper. 搭好帐蓬以后，他们就开始做晚饭。
(2) One strange animal lays eggs, yet feeds its young on its milk. 有一种怪兽会产卵，然而又给幼仔哺乳。这种怪兽就是鸭嘴兽 (platypus,又称 duckbill)，产于澳大利亚，它全身长毛，嘴像鸭嘴，卵生, 但给幼仔哺乳。
(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...) 从面积上讲，它（澳大利亚）大体上相当于美国（阿拉斯加作除外），而美国的人口却是澳利亚（人口）的13倍还多。
① 句中 area 作“面积”解。介词 in在这里表示“在......方面”。例如。
The area of Australia is 7.6 million sq.km.
澳大利亚的面积是七百六十万平方公里。
China is large in area and rich in resources.
中国地大物博。
The TV tower is nearly 40 metres in height.
这座电视塔的高度将近40公尺。
They built a fence 30 metres in length.
他们修了一个长30米的篱笆。
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的几倍（大小/多少/长短......）”。
例如：
This room is three times as large as that one.
这个房间（的面积）是那个房间的三倍。
The number of people in that area is five times as many as that in ours.
那个地区的人口是我们这个地区（人口）的五倍。
The students in our school are twice as many as those in that school.
我们学校的学生人数是那个学校（学生）的两倍（......比那个学校的学生多一倍）。
He has worked twice as long as I have.
他干工作的时间是我的两倍。
这种...times as ...as ...的结构，在有上下文的情况下，可以简略为 ... times as large / many 。例如：
That room is 20 square metres. This room is three times as large.
那个房间是20平方米。这个房间是那个房间的三倍。
There are 800 students in that school. In our school, there are twice as many.
那所学校有800 个学生，我们学校的学生要多一倍。
(3) Two thirds of the country is dry or desert. 这个国家有三分之二的地方气候干燥，或者是沙漠。
two thirds 三分之二。表示分数时，分子用基数词，分母用序数词。分子大于一时，分母序数词加 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”要说 half / a half, 不说 one second;“四分之一”要说a quarter.以分数作主语时，谓语动词可用单数或复数，这取决于后面的名词。若这个名词是单数或是不可数名词时，谓语动词则单数（如本句），否则用复数。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为水所覆盖。
Two thirds of the money has been spent on necessay equipment.
三分之二的钱已用于必需的设备。
Two thrids of the students are from the north.
三分之二的学生是北方人。
(4) It produces metals, precious stones, coal, grain, meat and wines, and has the biggest iron mines in the world. 它（澳大利亚）出产金属、宝石、煤、谷物、肉和酒，而且还有世界上最大的铁矿。metal, wine, food 这些物质名词本来都是不可数名词，一般不用复数形式。但是在表示种类时可以用复数。例如：
Some metals have to be imported from abroad.
有些金属必须从国外进口。
Various kinds of wines are produced in France.
法国生产各种各样的葡萄酒。
Every person needs water and a diet of healthy foods.
每个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". 这个栅栏是用来阻止一种叫"dingo"的野狗进来。
keep out 不使入内。例如：
Danger! keep out! 危险！ 切勿入内！
They closed all the windows to keep out the cold.
他们关上所有的窗子不让冷气进来。
We put a fence round the vegetable garden to keep the chikens out.
我们用篱笆把菜围起来，不让小鸡进来。
(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.) 澳大利亚中部的农场很大，农场主得用摩托车或直升飞机赶羊或赶牛。
短语动词 round up 作“使聚集”、“把......赶拢来”(to collect animals / people by driving them together)解。例如：
In the autumn, the cattle have to be rounded up and counted.
秋天得把牛群赶集起来，进行清点。
The sheepdog rounded up the sheep and drove them through the gate.
牧羊狗把羊群集中到一起，赶进栅门。
Round up the whole class; it's time to go back to the school.
把全班学生集中起来；该返校了。
(7) If you are asked to an Australian home, you will probably eat outside and cook meat or fish on an open fire. 如果你被邀请去澳大利亚人的家里作客，你很可能会在户外进餐， 并在火上烤肉或烤鱼。
此句中的 outside 是副词，相当于这段中的另一个副词outdoors，作“在户外”解。又如：
He seldom eats his meals inside. He often eats outside.
他很少在室内吃饭。他经常在室外吃。
Don't always stay inside. Go outside into the sunshine.
不要老是呆在屋里。到外面阳光下走走。
(8) For holidays, many people visit the Great Barrier Reef off the northeast coast of Australia, which has 700 islands.节假日里，许多人去参观澳大利亚东北海岸外的大堡礁。它是由700个岛屿构成的。
Great Barrier Reef (大保礁)是一大片珊瑚礁，位于澳大利亚东北昆士兰州的海岸以外，绵延2,000多公里，总面积约25万平公里，共有2,500个珊瑚礁，绝大部分都划归大堡礁水族公园。这是世界上最大的水族公园。
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: