Warming up、Pre-reading、Reading、Comprehending主要内容及教案内容

Unit 1 Other countries, other cultures

Word study and pre-reading (period 1)

Topic: new words and pre-reading

Period 1 new words and pre-reading Teaching aims:

Teach the students some new words and phrases

Help the students to master some new words Teaching important point:

Some important new words:

Abundant, colonize, semicircle, approximately, border, countless, feature…

Teaching difficult point:

How to help the students to master these important words Teaching methods:

Teacher may teach the students to read these new words

Ask the students to make some sentences Teaching aid:

multi-media Teaching procedures:

Step 1: greetings

T: good morning, everyone! I’m so glad to see you again! How did you spend your short summer holiday?

S1: watch TV at home, sleeping, listen to the music….

S2: play the computer games, read books, help the parents to do the housework…

S3: review the books, have a chat with the friends…

T: I think you have a good time. From now on, we will learn module 9. I hope you can learn it carefully.

Step 2: new words 1. preference n 偏爱，优先，优先权

have a preference for 偏爱…

Prefer v (preferred, preferred: preferring) a. prefer sth

喜欢

注:prefer是"比较喜欢,更喜欢"的意思,即like better,因此就不能再与better, more等比较级词语连用。

b. prefer to do sth.

c. prefer doing sth.

d . prefer sb. to do sth.

e. prefer A to B 与B相比更喜欢A

f. prefer doing to doing

g. prefer to do sth rather than (to)do sth.表示“宁愿做……而不愿做……”

h. prefer sth. (or sb.) + adj.

I prefer the door open. 我宁愿门开着。

I prefer my coffee black. 我爱喝不加奶的咖啡。

i. prefer that在that宾语从句中,我们应当用虚拟语气"should+动词原形",其中的should可以省略。

2. occupy (1) 意为“take up or fill (time, space, sb’s mind) ”占据，充满（时间，空间，某人的头脑等）

(2) 意为

“take possession of and establish troops in ( a country, position, etc.)” （军事）占领（国家，阵地等）

(3) 意为“live in or have possession of ( a house, land, etc.) ”占用，占有（房屋，土地等）

(4) occupy oneself ( in doing sth. / with sth.)

归纳：忙于……，专心于……

Occupy oneself in doing sth. / with sth. = be occupied in doing sth. / with sth. = be busy in doing sth. / with sth. = be absorbed in doing sth. Occupation (n.) (1) Teaching is my occupation. 职业，专业

= I am a teacher by occupation. (2) No one is yet in occupation of the house. 占有

Occupied (adj.) 在使用中，已占有，不空闲

A. occupied B. conquered C. possessed D. owned 3. devote奉献（人生、时间、劳力等）于… ；致力于…

短语：devote oneself to (doing) sth/devote one’s whole self to (doing) sth致力于，献身于

be devoted to (doing) sth

专心致志于；献身于，忠于

devotion

献身;奉献[U][(+to)]

忠诚;挚爱,热爱[U][(+to/for)]

归纳含有介词to的动词短语：

pay attention to 注意 look forward to 期盼

get down to 开始，着手做 be addicted to 对……上瘾

be accustomed to 习惯于 be/get used to 习惯于

object to 反对…… stick to 坚持……

lead to 通向，导致 refer to 提及，谈到

adapt to 适用

4. content adj. 满意的，满足的

(作表语，不作定语) be (well) content with 对（很）．．．满意/满足

be (well) content to do sth （很）愿意做某事

n. 满意的状态，满足

to one’s heart’s content

心满意足，尽情，尽欢

(复)内容, 容量

v. content v. 使某人满意/满足

content sb/oneself with….

contented adj. 感到满意的

with a contented look/ smile 5. unfit

adj. 不相宜的，不合适的；不胜任的（+for sth. /to do sth.）

fit

adj. 适合的,恰当的（相当于suitable）；健康的(相当于healthy)

【注意】sth. is fit to do 用主动表示被动

【短语归纳】be fit for

适合

be fit to do 适合做某事

keep fit

保持健康

v. 使适合

【辨析】

fit & suit & match fit 指大小、尺寸形状合适，引申为“吻合”，也可指资格、能力适合要求，含有称职或胜任的意思

suit 指合乎需要、口味、性格、条件、地位等，也指衣服的颜色、花样、款式适合某人

match 和……相配，指大小、色调、形状、性质等的搭配

6. owe vt. 欠,应该把—归功于(to) I owe the landlord one hundred dollars.=I owe one hundred dollars to the landlord. 我欠房东100美元. 她把她的成功归功于运气好. She owes her success to good luck.. 7. worth，worthy和worthwhile

这三个词都可用作adj.意为"值得"，但各自的用法和搭配关系不同。

1). worth

只作表语

be worth + n.

当名词为金钱时，表示"……值……"

be worth doing

"某事值得被做" 2). worthy 可以作表语和定语

作定语时意思为“值得尊重的”，“有价值的”，“应受到赏识的”

a worthy course 崇高的事业

作表语时，意思是“值得……”,“应得到……”

be worthy to be done / be worthy of being done "某事值得被做"

3). worthwhile 值得的，值得花时间、钱或精力的

It is worthwhile doing sth.

It is worthwhile to do sth.

Step 3 summary and homework

T: In this class, we learnt some important words and phrases, after class, please review it and do the exercises on the workbook.

Step 4 the design of the teaching

Unit 1

period

1. new words

Welcome to the unit (period 2)

Teaching aims and demands:

To let students discuss the symbols of other countries as well as China and how different things come to be seen as the symbols of different countries. To practice students’ spoken English

Difficult and key points:

To practise students’ spoken English

Teaching aids:

multi- media Teaching steps:

Step 1 Brainstorming

At the beginning of this period, let’s enjoy some pictures first. When you catch sight of them, which country comes into your mind first? Step 2 Sharing information

Picture 1

1. Who are the people in the picture?

(They are Mounties, or the Royal Canadian Mounted police. They are also known as the RCMP.) 2. What do you know about them? (The RCMP was originally called 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’.)

3. 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.) 4. What other things can you think of to represent Canada? (Maple trees, Niagara Falls, the CN Tower, etc.) Picture 2

1. What is the man in the picture? (The man is a beefeater, or the Yeomen Warder of Her Majesty’s Royal Palace and Fortress the Tower of London.) 2. What do beefeaters do?

(In the past, the beefeaters looked after the prisoners in the London Tower and guarded the British crown jewels. Now, they no longer safeguard the 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.) 3. 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.) 4. 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.) 5. What other things can you think of to represent the UK? (Big Ben, Stonehenge, Sherlock Holmes, etc.) Picture 3

1. What can you see in the picture? (An opera house—the Sydney Opera House.) 2. What does this opera house look like? (It looks a group of seashells.) 3. Where is it? Which country does it stand for? (It is in Sydney. It stands for Australia.) 4. 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.) 5. What other things can you think of to represent Australia? (Koala bears, kangaroos, Gold Beaches, etc.) Picture 4

1. What are these two skyscrapers called? (Marina City.) 2. Where are they located? (In Chicago, the USA.) 3. 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’.)

4. 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.) 5.What other things can you think of to represent the USA?

(The Statue of Liberty, the White House, Hollywood, etc.)

Step3: 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? Step4: Homework:

1. Read the article in Part A on page 106 in Workbook 2. Prepare the Reading part. Reading Canada—land of the maple tree (period 3)

Teaching aims and demands:

1. To get students to know the general information of Canada. 2. To teach students how to read a brochure. 3. To improve students’ reading comprehension.

Difficult and key points:

The Reading strategy

Teaching aid:

multi-media Teaching steps:

Step 1: Lead-in

In the last period, we talked about symbols that represent some countries. Do you still remember Canada’s national symbol?

Today, we’ll read a passage about the country Canada. First, let’s enjoy the beautiful scenery of the country.

Step 2: Fast reading for general ideas

Go through the passage as quickly as possible and try to find answers to the three questions in part A on page 2. Just focus on and identify the information needed to answer these questions.

Step 3: Detailed reading for important information

1. Let’s read the passage a second time and then complete Parts C1 and C2.

2. Read the reading strategy and concentrate on how to sort the information into sections. Then read the text again and consider how the information is grouped in this reading passage. After that, complete the following chart. Category

Description Population About 30 million The Arctic is to the north, the USA is to the south, the Location Atlantic Ocean is to the east and the Pacific to the west. Size Second largest country in the world

Frozen wastes; vast mountain ranges; enormous open Geography

plains; countless rivers; endless forests Landscape

spectacular

largest in Canada; most multicultural; famous for the CN Tower

second largest in Canada; second largest French-speaking Montreal

city in the world; wonderful mix of Old World and New World architecture and culture smaller in size but equally famous; multicultural; has the Major Vancouver biggest Chinese population in Canada; close to the ski cities resorts a city in the province of Alberta; home to the west Edmonton Edmonton Mall, the largest pedestrian mall in the world Other interest Niagara Falls History Quebec—originally a French colony; gold rush in 1896 Symbol Maple leaf 3. Read the text again and choose the best answers according to the text: ⑴ Which of the following statements is NOT true according to the passage? A. Canada is one of the largest countries in the world, second only to China. B. Toronto is the largest city in Canada. C. Maple syrup is Canada’s most famous food.

D. Canada was named the best country in the world to live in by the UN in 1996. ⑵ In which city is the tallest tower in the world located? A. Montreal B. Tornoto C. Vancouver D. Edmonton ⑶ Why does Montreal has a wonderful mix of Old World and New World? A. Because it’s the largest French-speaking city in the world.

B. Because Quebec was once lost to the British. C. Because it’s a port and the second largest city in Canada.

D. Because Quebec was originally colonized by France and its population is still over 70 per cent French. ⑷ Which of the following facts about the Edmonton mall is wrong? A. It is in the city of Edmonton. B. It is said to be the largest pedestrian mall in the world. C. It has an area of more than 20 football pitches. D. It attracts over 55,000 customers every year. ⑸ Which of the following words can not replace the word name in the last paragraph? A. declared B. called C. considered D. titled Keys: ABDDC 4. Now, read the text again, and remember when you come across a new word, try to guess the meaning from the context. As you know, it is very important to read the sentences before and after the sentence which contains the unknown word. Finish Part D. 5. Try to give a brief introduction of Canada in your own words and then finish Part E. Toronto

Step 5: Post-reading activities

1. Pair work: Talk about the country Canada, trying to give as much information of Canada as you can. You may choose to focus on a specific subject about Canada, such as its history, its geography or cities. Prepare a presentation about the topic, based on the reading passage or any other resources you can find. For reference:

Canada in Brief

Landscape: Mountains, Prairies, Desert, Artic Tundra, Glaciers, Valleys, Foothills, Rivers, Lakes, 9,976,000 sq km (3.9 million sq mi) Population: 30 Million Capital city: Ottawa, Ontario (pop: 1,010,500) People: British descent (28%), French descent (23%), Italian descent (3%), aboriginal peoples (2%), plus significant minorities of German, Ukrainian, Dutch, Greek, Polish and Chinese Languages: English, French and 53 native languages Religion: Catholic (45%), Protestant (36%) and minorities from most of the world's major religions Government: Parliamentary democracy Prime Minister: Paul Martin GDP: US$774 billion GDP per head: US$25,000 Primary sectors: services 74%, manufacturing 15%, construction 5%, agriculture 3%, other 3% Annual growth: 3% Major products/industries: processed and unprocessed minerals, food products, wood and paper products, transportation equipment, chemicals, fish products, petroleum and natural gas Major trading partners: USA, Japan, EU (UK, Germany, Netherlands), China and South Korea Political Divisions: Key Attractions, Transportation, Wildlife 2. Group work: Let’s come to Part F. Work in pairs and share your opinions with each other.

Step5: Homework

1. Read the text again and again. Try to memorize the language points. 2. Parts A1 and A2 on page102 in Workbook. Language points (period 4 & 5)

Teaching aims and demands:

To teach some words and phrases and how to use them.

Difficult and key points:

be lost to, in addition to…

Teaching aid:

multi-media Teaching steps:

1. The vast majority

of Canada’s population of about 30 million people is urban. (P2L15) Majority用法 1) 多数人，大部分人（多与the连用）

The majority 大多数，过半数

注：当the majority 强调整体时，使用单数动词，若强调的是团体中的每一个分子，则动词用复数）

2）（投票时的）多数（可加不定冠词）

Be in the majority 占多数

2.Toronto, the largest city in Canada, is often said to be the most multicultural city in the world. (P2 L19)= It is said that Toronto, the largest city in Canada, is the most multicultural city in the world The mall is said to be the largest pedestrian mall in the world. (P3 L39) = It is said that the mall is the largest pedestrian mall in the world. be said to be … 据说是…

类似句型：It is reported that… It seems that…

3. Located in the heart of Toronto is the Canadian National Tower, which is often called the CN Tower for short. (P2L21) Smaller in size, but equally famous, is the city of Vancouver in the province British Columbia on the Pacific coast.(P3L33) Nearer to the Atlantic coast is Niagara Fall . (P3L43) 作表语的现在分词(过去分词、形容词) 放在句首，须完全倒装。

4. …French-speaking country in the world, Paris being the largest. (P2 L25) 独立主格结构(详见学案) 5.Quebec, which was originally colonized by France, was lost to the British in 1763.(P2 L 26) Be lost in 1) 消失在…中

2) 陷入（沉思等）；被…所吸引

3) 在…中迷路，迷失在…

Be lost to …失去，没有…

6. Because of

this, Montreal has a wonderful mix of Old World…(P2 L27)

because of = owing to = on account of =due to =as a result of 由于…的原因，因为

7. Vancouver has superb scenery, a beautiful harbour , and ....and international cuisine , in addition to being close the popular wilderness and ski areas.

In addition to

除…之外(还有)=besides

In addition

另外,此外(还) Cf: apart from

(1)=besides

(2)=except for

(3) Other than =but, except

8. It is like an underground city, covering an area of more than 20 football pitches. Cover v. 覆盖，铺(反:expose); 掩盖，掩饰，藏匿; 占据（时间，空间）; 包括，涉及;走过（路程）; 看过…页书; 够付(开支等), 弥补(损失);对….进行新闻采访,报道

Eg. 1. Cover his eyes with a hand

2. The ground was covered with snow. 3. Lies cannot cover facts./ cover a mistake / cover one’s tracks 销声匿迹

4. Cover an area of

5. His researches covered a wide field. 6. The report covered all aspects of the problem. 7.I didn’t cover as much ground as I had wanted. 8.Cover 20 pages a day 9.Cover the expenses 10.I want our best reporters sent to cover the 2008 Olympics. n. 盖子,封面

Homework:

Review the language points. Work book A1 & A2. Grammar and usage (period 6 &7 )

Teaching aims and demands:

To teach subordinate clauses Difficult and key points:

the attributive clause Teaching aids:

multi-media Teaching steps:

Step 1: General introduction

The 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. 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: 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. If

B. Whether C. Even if

D. No matter when 2. _____ that there is another good harvest this year.

A. It says

B. It is said C. It was said

D. He was said 3. _____ that she has received a doctor’s degree.

A. It’s a splendid news

B. This is a splendid news

C. It’s splendid news

D. This is splendid news 4. _____ still needs to be discussed.

A. How is the plan to be carried out

B. How the plan is to be carried out

C. Why is the plan carried out

D. Why the plan carried out 5. _____ is unknown to us all.

A. Where did she put it

B. Where she put it

C. That where she put it

D. In which she put it 6. _____ nothing to do with us.

A. What he did is

B. What he has done is

C. What did he do has

D. What he has done has 7. That’s _____ the Party called on us to do.

A. what

B. that C. how

D. why 8. The reason why I have to go is _____ if I don’t.

A. that she will be disappointed

B. because she will be disappointed

C. on account of her being disappointed

D. that she will be disappointing 9. It was _____ he worked hard that he succeeded.

A. because

B. since C. as

D. for 10. I have no idea _____.

A. what does the word “infinity” mean

B. what the word “infinity” means

C. what the meaning of the word “infinity”

D. what the word “infinity” mean

11. _____ do you think will teach us maths next term?

A. Whom

B. Who C. What

D. That 12. Are you sure _____?

A. whether she is honest

B. that she is honesty

C. she is honest

D. is she honest 13. He often thinks of _____ he can do more for the four modernizations.

A. what

B. how C. that

D. which 14. Those are the keys _____I lost yesterday. A. what B. whom C. whose D. / 15. This is the most beautiful park _____ I have ever visited. A. which B. who C. that D. where 16. We like the teachers _______ students can easily get on well. A. who B. with whom C. which D. with which 17. I have told everything ____ I can to you. A. what B. that C. which D. who 18. This is the best film ______I have ______ seen. A. which ever B. that ever C. that never D. which yet 19. Is there anything _______ you want me to do? A. that B. which C. for which D. what 20. Can you lend me the book ______ last week? A. about which you talked B. which you talked C. that you talked D. about that you talked 21. If ________，I would have gone with him. A. had he told me B. he had told me

C. he has told me D. he would tell me 22. --- Alice is moving to her new apartment next Saturday. --- I would be glad to help her，________ need some help. A. should she B. if she will C. if she D. if she might 23. We will never give in ____ they might do or say about our plan. A. no matter how B. how C. whatever D. although 24. I wonder if I ___ time. If I ___ time，I’ll go with you.

A. have；have B. will have；will have C. have；will have D. will have；have 25. By the time you ______ back，the supper ______ ready. A. will get；will be B. get；was C. get；will be D. will get；is 26. ________ I live，I will never give in to the enemy. A. As far as B.As long as C. As well as D. As soon as 27. I really wonder __ he has posted me many packages ___ we worked together. A. how；after B. why；until C. when；before D. why；since 28. Please pronounce the word ________ I did. A. by the way B. the way C. the moment D. like 29. I was about to leave my house ________ the phone rang. A. while B. when C. as D. after 30. I had cut the meat into pieces ________ Mother started cooking. A. when B. as soon as C. after D. while II. Translation:

1. 他还是个孩子的时候，他就表现出非凡的天赋。

2. 我们在做出任和决定之前，应该听一听其他人得意见。

3. 除非发生以外情况，否则我一定来参加你们的聚会。

4. 他受了处分，因为他打破了窗户的玻璃。

5. 他放弃了工作，以便能照顾两个孩子。

6. 即使大选失利，总统仍然将控制国家的对外政策。

7. 如果你现在离开，两小时后就到家了。

8. 他们正在花园里玩，突然听到一声尖叫。

Keys :

I. 1-5: BBCBB 6-10: DAAAB 11-15:BBBDC

16-20: BBBAA 21-25 BACDC 26-30 BDBBA II.

1. When he was a child, he displayed extraordinary talent.

2. Before we made any decision, we should listen to what the others say. 3. I will come to your party unless something unexpected happens. 4. He was punished because he broke the window glass. 5. She gave up her job in order that she could take care of the two children. 6. Even though/if he loses the election, the president will still have control over the country’s foreign policy.

7. If you leave now, you’ll be home in two hours.

8. They were playing in the garden when they heard a scream.

Word power (period 8)

Teaching aims and demands:

To teach some English words about how to describe a country.

Difficult and key points:

The words about the system of government. Teaching aid:

multi-media Teaching steps:

Step1: Brainstorming

Do you know something about the United Kingdom? If you are expected to describe the county, what subjects will be covered? Now, have a try and the following pictures may give you some help. Step 2: Vocabulary learning

1. Please read Part A, and answer the following questions: What do the words flora and fauna refer to?

(Plants and animals.) What does the word ‘monarchy’ mean?

(It refers to a type of government in which a country is ruled by a king or queen.) Which subject(s) are you most interested in? Why? 2. Please focus on Part B on Page 6. Can you understand the make-up of the British Commonwealth of Nations?

What countries is Great Britain made up of? What is the UK made up of? What other Commonwealth nations do you know of? 3. Read the passage in Part C. Fill in the missing words. Step3: Vocabulary extension

1. Now, let’s come to Part D.

2. Reading: 220words 6’

Step 4: homework

Project Making a display about national culture

Teaching aims and demands:

To help students learn something about Australia. Difficult and key point:

To help students learn and use English through doing a project together Teaching steps :

Ⅰ General induction

The 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: Reading

1. 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 13 long 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-time

200m freestyle: 1:44.06 - World Record

400m freestyle: 3:40.08 - World Record

800m freestyle: 7:39.16 - World Record

100m backstroke: 55.38 -3rd fastest Australian all-time

2. 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. Sport

Examples

Why popular

Water swimming; most of the population live near the coast sport surfing; sailing the sun shines most of the time a long coastline full of beaches a two-day weekend to enjoy the outdoors

Ball tennis; cricket; well-equipped facilities games rugby; soccer; after-school lessons are given

footy encouragement from parents and teachers Others horse racing long history a sport to watch almost everyone involved Languages points

1. Still, Australia is considered to be a great sporting nation. 尽管如此，澳大利亚仍被视为体育大国。(P14, Line 14) Considering Australia’s relatively small population, its outstanding performance in the Olympic Games was very amazing.

考虑到澳大利亚人口相对较少，它在奥运会上的出色表现着实令人惊讶。(P15, Line 51-52) Consider v.

1. 考虑，常用结构：consider doing, consider + 从句

consider+疑问词+to do

2. 认为，常用结构：consider that,

consider sb. / sth. to be, consider sb. / sth. as

3. Considering prep. 考虑到

4. Consideration n.考虑，常用短语：take sth. into consideration 把…考虑在内

2. The sport that most of the world calls football is known as soccer in Australia, to distinguish it from ‘footy’, which is short for Australian rules football.(P14Line28—30) distinguish (v.) 区分，区别；使与众不同

拓展：distinguishable (adj.) 可辨认的；可区别的 distinguished (adj.) 著名的；非凡的

[归纳] distinguish between A and B 分辨A和B

distinguish A from B 区分A 与B be distinguished by / for 以……著名的

distinguish … into 把……分类

distinguish oneself 使杰出，使显出特色

[用法相似的短语] tell the difference between A and B 说出A与B 之间的不同

tell A from B 把A与B 区分开来

tell A and B apart 把A 与B 分开

differ A from B 使A 不同于B

3. While a high percentage of Australians may be people who watch sports rather than do them, as far as most of its population is concerned, it is indeed a great sporting nation.(P15Line55--57) 句中while 表示让步，通常置于句首，意思是“尽管，虽然”

while 的其他用法：

引导时间状语从句，

意思是“当……的时候，和……同时”，从句中的谓语通常是延续性动词。

表示对比或转折，

意思是“而，然而”, while 一般位于句中。

引导条件状语从句，意思是“只要”

翻译：

(1) 虽然他爱他的学生，但是他对学生很严格。

While he loves his students, he is very strict with them. (2) 玛丽边吃饭边看电视。

Mary watched TV while she ate her supper. (3) May 英语学得好，而她的哥哥数学好。

Mary is good at English while her brother does well in math. (4) 只要有生命，就有希望。

While there is life, there is hope. 词组汇集

1. be famous/ noted/ known/ distinguished for 因为……而出名

be famous/ noted/ known/ distinguished as 作为……而出名

2. be fond of 喜爱；喜欢

3. for short 简称，缩略

4. in addition to 除了……之外

5. in addition 此外，另外

6. be home to 为……的所在地

7. cover an area of 占……面积

8. consist of = be made up of 由……组成

9. seek one’s fortunes 寻找发财的机会

10. a handful of people 少数人

11. go with 和……相匹配

12. turn a beautiful red 变成一种美丽的红色

13. turn to 变成，求助于，转向，翻到

14. most of the time 大部分时间

15. be equipped with 配备有……

16. after dusk 黄昏之后

17. participate in 参加

18. distinguish ……from …… 把……和……区别开来

19. lead to 导致

20. become excited about 对……感到激动

21. in particular 尤其，特别

22. in total 总共，总计

23. be worthy of praise

值得表扬

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.

Homework:

Read Part A on page 109 of the workbook.