人教版高一上英语精品教案Unit 3 Going places(人教版高一英语上册教案教学设计)
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I. Teaching aims and demands学习目标和要求：
1.topic话题:
1>Make a plan for a trip
2>Tip on trip
3>Design an eco-travel for the local tourism
4>Travel on holiday and write postcards or travel notes
2.function功能:
1>Intentions and plans 意愿和打算:
Where would you prefer going …? When are you going off to …?
How would you like to go to …? How are you going to …?
2>Wishes 祝愿:
Have a good trip. Have a nice / pleasant trip.
3.vocabulary词汇:
consider, means, transportation, board, experience, simply, vacation, nature, basic, equipment, simple, tip, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity, particular, poison, separate, combine, task
get away from, watch out, protect sb. / sth. From, see sb. off, on the other hand, as well as
4.grammar语法:
The Present Continuous 现在进行时态:
1>描述或表达目前正在发生的事件或出现的。
Adventure travel is becoming more and more popular.
Look! He is waiting at the gate.
2>描述或表达他人或自己的打算。
Bob is coming with me to the airport.
How are you getting there?
How long are you staying in Xi’an?
5.language usage语言运用
运用所学语言，围绕旅游这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Adventure travel” 并联系生活中的实际，书写一篇短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction In the first part of the warming up activity, the students are asked to look at the pictures and Id out what the travellers are doing wrong. In the second part, the students will discuss the advantages and disadvantages of different means of transportation, plan route and explain their plan.
1 Instruction Ask the students to look at the pictures Id write down what the people are doing wrong. Sug¬gested answers: A) He is driving too fast. B) He is littering. /He is throwing rubbish on the ground. C) he man is smoking where he shouldn't. /The sign says that smoking is not allowed, but the man is smoking anyway. D) The car is parked where no parking is allowed. /The car is parked in the wrong place. /The sign says no parking, but the car is parked there any¬way.
2 Instruction Ask the students to think about the advan¬tages and disadvantages of different means of transpor¬tation.
Extension 1 Ask the students about trips they have been on. Ask where they went, what they did, what they saw, and why they went.
Extension 2 Ask the students why people travel and what they want to get from their experience. You may want to ask the students to make a list of reasons and then discuss different reasons for travel.
3. LISTENING
Introduction The students will listen to "boarding calls" ad other messages that are commonly heard in airports ad write down the information they hear.
Instruction In the first part of the activity, the students re asked to fill out the chart with information from the tape. Ask the students to listen for details. Play the tape Nice if necessary. When the students have completed the chart, ask them to respond to the questions in part two.
Extension 1 Ask the students to "help" the following ravellers, using the information from the tape.
1 Excuse me, I am flying to Japan today, but I don't know where I should go. Could you please help me?
2 Excuse me, can you help me? I am flying to Changsha and it says on my ticket that the gate is A 25. Well, this is gate A 25, but there's no one here.
3 Hi, excuse me. I need some help. I am going to Paris at 11:45. Someone told me that there's been a change. Do you know anything about that?
Extension 2 Ask the students to write announcements about the following situations. The announcements can be read to the class or used for pair work.
1 Flight 225 to New York has been delayed and will depart one hour later.
Suggested announcement: "Ladies and gentlemen, your attention please. Flight 225 to New York has been de¬layed and will depart one hour later." Write the an¬nouncements from the tape script on the blackboard as a model for the students.
2 Flight 2312 from Nanjing to Shanghai will depart from gate D5 in twenty minutes.
3 Flight 778 to Berlin will depart from gate C3, not gate C7. Extension 3 Use the activity on page 97 in the work¬book to follow up the "airport theme."
LISTENING TEXT:
1 Your attention, please. Flight CA 1145 from Beijing to Tokyo is now boarding at gate D 45. Please get your boarding cards ready and go to the gate.
2 Ladies and Gentlemen, may I have your attention please? The gate for flight UA 445 from Beijing to Changsha has been changed. The new gate is gate A 15. We will begin boarding in about ten minutes. Thank you.
3 Attention, all passengers on flight SE 3765 from Beijing to Paris. Your flight will be twenty minutes late because of bad weather. Please be ready. to board the flight at gate E 34. Thank you.
Answers to the listening exercise:
Flight Number: CA 1145 VA 445 SE 3765
Destination: - Tokyo Changsha Paris
Gate: D 45 A 15 E 34
Part 2
Introduction Each part is like a "spoken postcard" and the speakers will give the students clues that will help them guess where the traveller has been. The students are also asked to find out how they travelled and what they did.
Instruction Tell the students that they will hear five travellers talk about their trips. Ask the students to lis¬ten carefully for clues about where the traveller has been. Use the first part as an example. Let the students listen to the first traveller once and then ask them if they know where he has been. Ask the students how they know¬ what were the clues(Forbidden City, Great Wall, Tiananmen Square )-and make sure that everyone un¬derstands how the exercise works. Let the students lis¬ten to the tape one more time and ask them what John did in Beijing and how he got there.
LISTENING TEXT:
1 I am having a great time here. I have seen the For¬bidden City and the Great Wall, and I have also been to Tiananmen Square. I came here by train. The train ride was long but nice. I talked to my friends on the train. Wish you were here, John
2 Wow, this tower is really tall! We can see almost the whole city from up here! Look, there's the flag: red, white, and blue. We came here by bus and then we took the lift up to the top of this tower. There is the museum with the famous painting "Mona Lisa". We went there yesterday. This city is really romantic! I just wish I could speak better French, so I could talk to more people here in this European capital. See you soon, Jenny
3 Brrrr! I should have brought more clothes, because it is really cold here! No houses, no trees, just snow and ice as far as you can see. The plane ride took 16 hours and then we had to walk two miles in the snow. There are some strange animals here, big black and white birds that walk on the ice. The days are very long here, Mike.
4 Ah, finally! It took a long time to get here. It was the first time I have been inside a spaceship. This is won¬derful. It is so quiet here. When I walk, I can take huge steps - I can jump 10 metres! I just wish we didn't have to wear these strange clothes. There is no air here. We can see the earth in the distance. I like it here, but I hope I can go back home soon. If you look up at the sky at night you might see me. Gina
5 This place is fantastic! Look at all the fish! Wow, it's good we have enough air, because we can't breathe here. We had to swim for twenty minutes to get here. It's difficult to write a postcard here - the paper is all wet. Oh, look at that big fish, it looks like ... a SHARK!!! Let's go! Peter and Tina.
Where is I are the traveler(s)? What did he I she I they do? How did he I she I they travel?
Beijing Forbidden City, Great Wall, Tian'anmen
Square Train
Paris / France Eiffel Tower, Museum, saw "Mona Lisa" Bus and lift
North Pole / South Pole Walked, saw animals Plane, walked
The Moon Looked at the Earth, jumped Spaceship
In the ocean Looked at fish Swam/had to swim
Answers to the listening exercise:
Extension 1 Ask the students to write their own post¬cards with clues about where they have been. The stu¬dents can read the card to the class and let their class¬mates guess where they have been.
4. SPEAKING
Explain that a "time machine" is a machine that lets us travel in time, either to the future or to the past. If the students could use such a machine, where would they go and why? Remind the students that they are travel¬ing to a time, i.e. a year, not just a place.
Sample Dialogue:
A: Where would you like to go?
B: Oh, I think I would like to go to the future, maybe to the year 3000.
A: Wow! Would you go to China or some other coun¬try?
B: I think I would go to China, because I would like to see what it is like in the future. I would like to know what my town is like, how people dress, and how they live. What about you? Where would you go if you could travel in time?
A: I would like to travel to the past. Not too far back, though. I would like to go back to when I was about 5 years old, because I remember that we always had so much fun in the summer then.
Useful Expressions:
I would like to travel to the year ...
I would like to know what life was like ... years ago I want to know what life will be like ... years from now To which year do you want to go?
Do you want to travel to the future or to the past?
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.

Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The pre-reading exercise introduces rel¬evant vocabulary and expressions and prepares the stu¬dents for the reading by asking them to think about why people travel. The activity also introduces the concept "adventure travel".
Instruction Tell the students to close their books and ask individual students to answer the questions.
Question 1: If the students answer by simply saying "yes" or "no," ask them to give reasons for their an¬swer. Encourage the students to think about why they like travelling and if they think that traveling is impor¬tant in our life.
Ask the students to work in groups. One student in each group asks the other group members the three pre-¬reading questions. More questions can be added if nec¬essary. Walk around the classroom and listen to the groups. Encourage all the group members to partici¬pate and help the students with vocabulary if they ask for it. Ask the group "leaders" to summarize the result and report it to the class. You can use this part to re¬view direct and indirect speech (i.e. the "leader" can report what other group members said). Compare an¬swers from different groups and have a short discus¬sion.
Extension 1 Use a world map and ask the students to plan a seven-day journey (or a local map for a one-day trip). Let the students discuss their plan in groups and then ask one person from each group to use the map to describe their journey/trip and explain why they think it is a good plan.
Extension 2 Use a true travel story (e.g. someone trav¬elling across a desert, cycling all the way around the world, etc.) and have a short discussion of the reasons why they did so and what the students think about it.
Notes:
1 Travel, journey, and trip
These words are easily confused. Students should under¬stand that the noun travel is uncountable, and means much the same as travelling in general. Journey is countable, e.g. a sea journey. A trip is a return journey. Trip is often used together with the activity which is the reason for the journey, e.g. a business trip. American English tends to use trip where British English uses journey.
2 Round-trip ticket, one-way ticket
A round-trip ticket is a ticket that lets you travel to and come back from your destination. A one-way ticket, on the other hand, is only good for going from one place to another. A round-trip ticket usually costs less than two one-way tickets, thus making it a convenient and inex¬pensive alternative for travellers.
3. READING
ADVENTURE TRAVEL
Introduction The reading states that people are begin¬ning to travel for new reasons. Examples are given of adventure travel, trips that combine activities and desti¬nations. Later in the unit, students will encounter "eco-¬travel," another relatively new concept of travel. The idea of the reading task is to get the students to think about reasons for travel and possible variations of travel. The teacher should elicit and encourage other ideas about travel that combines various concepts, e.g. food travel, learning travel, language travel etc. By thinking about and discussing these concepts students will practice their creative thinking as well as their ability to manipulate and use the target language.
Summary
1 People travel for many reasons. Today, travellers want more than just sightseeing and tours, they want "ad¬venture travel," e.g. hiking and rafting.
2 Hiking is a good way to combine exercise, travel, and adventure. Hiking is easy, fun, and cheap.
3 A hike will be more successful if you put safety first and plan the hike carefully.
4 Rafting is another kind of adventure. Some people like to go down a quiet stream, others like the more adventurous whitewater rafting.
5 There are basic safety rules and skills you must learn before you go rafting.
Instruction Give the students the following questions and ask them to read paragraph 1 quickly.
1 Why do people. travel?
2 Why do people want adventure travel?
3 What are the two examples of adventure travel mentioned in the paragraph?
Encourage the students to guess the meanings of words they don't know before looking them up or asking for help. When they are ready, ask them to discuss their answers in class.
Hiking
1 Give the students the following questions and ask them to read this paragraph quickly.
1) What is hiking?
2) Why is hiking a kind of adventure travel?
3) Where can you go hiking?
2 When they are ready, ask them to discuss their an¬swers in class.
3 Ask the students to read the hiking tips again. Dis¬cuss what will happen if hikers do not follow them.
Rafting
1 Give the students the following questions and ask them to read this paragraph quickly.
1) What is rafting?
2) Where is rafting done?
3) Why is rafting a kind of adventure travel?
2 When they are ready, ask them to discuss their an¬swers in class.
3 Ask the students to read the safety tips for rafting again. Discuss what will happen if people do not fol¬low them.
4. POST-READING
Key to post-reading Exercise 1:
1 a 2 b 3 d 4 d 5 c
Suggested answer to Exercise 2:
Hiking Rafting
Similarities * Both are examples of adventure travel.
* Both take place outdoors.
* Both are fun and exciting. * Both make people get close to nature.
* Both have safety tips.
Differences Places in the mountains, in a forest, along a
river, in a city, etc. on rivers and streams
Equipment good shoes, clothes, backpack, map,
water, sunscreen, cell phone, hat, etc. boat, paddle, good clothes, life
jacket
Cost Inexpensive Somewhat expensive
Skills
needed good walking skills good rafting and swimming
skills
Possible
dangers getting lost, sunburn, poisonous
animals or plants, hunger and thirst hitting rocks, trees, falling into
water
The students may also list the similarities "twice," i.e. instead of using "both," they can simply list features under each heading.
Similarities Hiking Rafting
It is an example of adventure travel It is an example of adventure travel
It is done outdoors It is done outdoors
It is fun and exciting It is fun and exciting
It makes people get close to nature It makes people get close to nature
It has safety tips It has safety tips
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Answers to the exercise:
destination
transportation
vacation
get away from
consider
equipment
watch out
basic
poisonous a place you are going to
a means or ways of carrying passengers or goods from one place to another
any period of holiday
to be away from a place
to think about something
the things needed for a particular activity
to take care
being the main or important part of
having the effect of poison
4. GRAMMAR
Brief explanation of "Using the Present Continuous Tense for Future Actions":
In spoken English, the present continuous tense is often used to talk about people's plans and arrangements for the near future.
1 When the present tense is used of the future in the main clause, there is often an indication of time. The action is usually regarded as having been decided upon beforehand. Verbs that are often used in this way are go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.
e.g. "I'm leaving at seven tonight."
2 The present tense is used of the future in a clause introduced by "when", "if', "before", "till/ until", "every time", "by the time", "as soon as", "the moment" etc.
e.g. We shall not go out for a hike if it rains tomorrow.
Answers to Exercise 1:
JANE: Hello, Betty. When are you off to Guangzhou?
BETTY: Next Thursday evening.
JANE: How are you getting to the airport? Is anybody seeing you off?
BETTY: Yes, my brother Bob is going with me to the airport. My plane leaves at seven, so I think we'll take a taxi. Are you going anywhere for the holidays?
JANE: Yes, I'm going to Xi'an with my parents on Friday.
BETTY: How are you getting there? By train?
JANE: No, by air. Well, I must be off. See you when I get back. Have a nice time in Guangzhou. And say "Hi" to Bob for me.
BETTY: Of course. Have a good trip.
JANE: Thanks. The same to you. Bye.
2 Various answers are possible.
Action Past Present Future
Travel Horse Car/Plane Spaceship
Reading Scrolls, paper made from Books, Computers Cell phones,
Bamboo electronic newspapers
Writing Simple pens Pens and computers Computer pens
Shopping Market Shops and supermarkets Online shopping
Working People worked on farms People work in offices, People will work at
factories, shops etc. Some home, using computers
people still work on farms
3 Various answers are possible. "In the past, people used to travel by horse. Today, many people travel by car or by plane. In the future, people will perhaps travel by spaceship." "In the past, people read scrolls/books written on paper made from bamboo. Today, people read stories in books or on the Internet. In the future, people will perhaps read books and news on cellphones or in electronic newspapers."
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Instruction Divide the student into groups of four. The students are going to decide where they will go and why. The trip should be an "eco-trip," i.e. the trip should com¬bine travel and learning about the environment. There are two destinations mentioned in the text-Red River Village and Snow Mountain-that the students can choose from. In the discussion, each student will tell the others where he or she wants to go and why, and try to get the others to agree. The discussion will work even better if two more destinations are added so that each student has his or her favourite destination.
Explain the situation and task to the students. In each group, two students will argue for going to Red River Village and the other two will argue for going to Snow Mountain. Tell the students to do the following:
1. Decide who will represent each destination.
2. Prepare a role card based on the example in the book.
Make sure that two students act as people who want to go to Red River Village and two as people who want to go to Snow Mountain.
3. Complete the role cards. Do not write down dialogue.
Use notes instead.
4. Review the rules of the discussion.
5. Let each group member introduce himself / herself and state their opinion.
6. When each member has stated his / her opinion, ask questions, discuss, and debate.
7. Try to reach a decision.
Sample discussion
A: Right, OK. Let's begin. We are here today to talk about where we should go. This should be an eco-trip, so we must make sure that we can have fun and do something good for the environment at the same time. First, I want each of you to tell me what you think. Can you start, please?
B: Ah, yes. I think we should go to Red River Village, because we can swim in the river and learn about water and the fish in the river. If we visit Red River Village, we can help the villagers make money so that they can take care of the river and the birds.
A: Why is it important to take care of the river?
B: Well, uh, it, the water is polluted. We have to clean the water.
A: I see. Thank you. Who's next?
C: Well, I think that we should go to Snow Mountain. We should visit Snow Mountain, because we can go skiing and learn about the old trees on the mountain. We can help the people there take care of the animals and birds on the mountain.
A: Why do you think it is better to go to Snow Moun¬tain than to the village?
C: Uh, it's better because, uh, if we go to the mountain we can have more fun and learn more. We can look at birds and animals and learn about nature.
B: I disagree. I think that we can do more for the envi¬ronment by going to the village, because...
(The discussion continues.)
T: OK, have all the groups decided what you are going to do? Good. Let's start with this group. Can you please tell us what you have decided and why?
S: Yes. We have decided to go to Red River Village, because...
(Each group reports and the teacher challenges opin¬ions and tries to get the groups to debate each other.)
Writing
The pre-writing for the letter has already been done for the students in the form of the lists in the book. Let the students write the letters and then do peer revision to check for target structures and overall language use. You can use this writing activity (and others) to focus on a particular problem or skill.
Sample letters
Friday
Dear Mum and Dad,
We have just arrived at the hotel. We are unpacking our bags and we will go to the park this morning. We are going to have a picnic in the park and eat sand¬wiches. After the picnic, we will go back to our hotel and watch a film. Tomorrow, we will go swimming and play volleyball and then have lunch at the hotel. In the afternoon we will go for a walk and maybe sing songs in the evening. On Sunday, we are going to play volley¬ball on the beach and then go hiking. When we get back from hiking, we will pack, go to the train station, and go home. This is our first day and we are very excited. I think we will have a great time.
Love,
Sue
Dear Mum and Dad,
We are playing volleyball on the beach. Yesterday, we went swimming and played volleyball in the morn¬ing. We had lunch at our hotel and !hen went for a walk and sang songs in the evening. On Friday, our first day here, we arrived at the hotel and unpacked. We went to the park and had a picnic and ate sandwiches. After the picnic, we were tired and went back to the hotel and watched a film. We will go hiking today and then pack and go to the station. We are having a great time, but it will be nice to get back home.
Love,
Sue
Extension More advanced students, or students who wish to spend more time on the activity, can do their own pre-writing by creating a new list of activities.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Tell the students that they are going to hear people talk about what to do when you are at an airport. Before the students listen to the tape, they can look at the pictures and try to explain what the pictures show and what you should do at the places in the pictures.
Answers:
The correct order of the pictures should be: 4 (check-in counter), 1 (airport tax), 5 (security check, check your name), 2 (security check, make sure that you don't bring. anything dangerous onto the plane), 3 (gate), 6(pick up bags).
Listening Texts:
Jane and Steve are asking for help at the airport.
W: Good morning. How can I help you?
J: This is the first time we fly and we don't know what to do. Can you please tell us how to do this?
W: OK. First of all, you have to take your tickets and your bags to the check-in counter. There, they will take your bags and give you a card that lets you get on the plane. You will also get a card that you can use to pick up your bags when you arrive. Next, you have to pay an airport fee.
J: What's an airport fee?
W: It helps pay for the airport. It costs about 50 yuan. When you have paid the fee, you must go through a security check. An officer will check your name on a computer and then make sure that you are not bring¬ing anything dangerous onto the plane. Your bags will go through a special machine so that the officers can see what you are bringing.
J: It's good to know that you care about our safety. What do we do after that?
W: Then you can go to the gate.
J: What's a gate?
W: A gate is the place where you 'enter the plane. It's just a door really, and a counter where they check the card you got when you showed your tickets.
J: How do we know when it's time to get on the plane?
W: There will be a call about twenty minutes before your plane leaves. J: What do we need to do when we arrive?
W: Oh, that's easy. You just pick up your bags in a special area. When you have your bags, you can go meet your friends.
J: Thank you, you have been very helpful. W: Not at all. Have a good flight!
Extension Ask the students to work in pairs and ex¬plain how to travel by train, bus, or boat. The stu¬dents can draw a simple map of a train station or bus station and then use the map to explain what you have to do.
3. TALKING
Instruction Make sure that the students understand the situation and the problem. Ask the students to read their role cards and encourage them to add more reasons. Give the students time to think about how they are going to express and support their opinion. It may be helpful to model one of the arguments on the role cards before the students start.
Sample Dialogue .
A: OK, let's start. I want to invite tourists to our moun¬tain because I think that can give us the money we need to protect the mountain.
B: How will we get the money?
A: Well, let's say that each visitor pays 10 yuan to visit the mountain. And maybe we can sell some food and souvenirs.
B: I'm not sure that I agree. I think that tourists will destroy the mountain. If too many people visit the mountain, they will throw rubbish on the ground and destroy trees, flowers, and plants. I also think that tourism will be bad for business in our city.
A: Why do you think so?
B: Well, urn, I, if we sell food and souvenirs, maybe people will just work with tourists. I mean, we would not be able to make money without tourists. It is bet¬ter if we have other jobs and shops, so that we don't need tourists.
A: I disagree. Tourism will help make our city famous and will help us develop the city. It will be good for all of us.
B: I am afraid I don't agree. I think it is better if our city is famous for a good company or for good schools. If our city is a place for tourists, it will not be a good place to live.
A: But what about our history and the beautiful moun¬tain? Tourism will make people interested in history and nature. If nobody comes here, how will they ever learn about our city?
B: I agree that history and nature are important, but I don't think tourism will help. Tourists just want to travel and have fun. And what about us? We will think too much about making money and doing business. We will think of the mountain and our history as things that we can use to make money. It is better if we try to protect the mountain.
Useful expressions:
I think that we should... Why not...
I think that's a good idea. I'm not sure that I agree.
It is better if we ... I agree.
I am afraid I don't agree. But what about ...?
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to Exercise 1
1 basic 2 equipment 3 excitement 4 means 5 nature 6 normal 7 poisonous 8 simply 9 transportation 10 vacation
Answers to Exercise 2:
1 A friend of mine will come to 'the airport to see me off.
2 A: Hello, Tom. When are you off to Qingdao? B: Next Sunday morning.
3 Make sure you have turned off the gas before you leave.
4 I wanted to get up early, but my alarm clock didn't go off.
5 Don't take off your coat, or you will catch a cold.
6 My plane didn't take off on time because of the bad weather.
Grammar
Answers to the exercises:
1 1E 2B 3H 4C 5D 6F 7A 8G
2 略
3 1 I'm coming.
2 When is Professor Luo arriving at Beijing Capital Airport?
3 I'm meeting a very important person. / I'm meeting a VIP.
4 I'm seeing my sister off at the train station.
5 The flight is taking off in half an hour.
6 Are you flying there? / Are you going there t plane?
3. INTEGRATING SKILLS
Reading
The text describes another form of adventure, swim¬ming with dolphins, explains why people enjoy it, and gives tips on how and where to swim with dolphins. As in unit I and the SB reading, the emphasis is on the role unusual experiences play in shaping our understanding of the world and ourselves.
Outline
1 Swimming with dolphins is a popular adventure that lets us get close to animals in the wild. Janet, a woman who has been on a dolphin swim, is quoted as saying that the unusual experience helped her see the beauty of nature and understand herself better.
2 Guidelines for swimming with dolphins.
1 Swim carefully and slowly so you don't frighten the dolphins.
2 Don't try to catch the dolphins.
3 Never try to grab or hold a dolphin.
4 Look at the dolphins and try to imitate their be¬havior.
5 If you want the dolphins to come closer, you can make a strange noise.
3 Today, it doesn't have to be difficult or expensive to go for a swim with a dolphin. Many local zoos and aquariums can arrange dolphin swims.
Suggested answers to the post-reading questions
1 1 People swim with dolphins because it is an excit¬ing and inspiring adventure and because dolphins can show us the simple beauty of nature. The woman in the text says that swimming with dol¬phins helped her "understand what is important in life."
2 The rules mentioned in the text are: (1) Swim care¬ fully and slowly so you don't frighten the dolphins. (2) Don't try to catch the dolphins. (3) Never try to grab or hold a dolphin. (4) Look at the dolphins and try to imitate their behavior. (5) If you want the dolphins to come closer, you can make a strange noise.
3 Various answers are possible. The students may mention that dolphins are similar to humans be¬cause they seem to enjoy nature and life; that both dolphins and humans like swimming; that both dolphins and humans communicate with each other, etc.
2 Various answers are possible. Acceptable answers range from variations on the examples in the -book _.g. "swimming with..." "-ing with...") to more cre¬ative adventures (e.g. "playing football with el¬ephants" "skiing with polar bears"). Encourage fur¬ther discussion and thinking by asking follow-up questions about the adventures. Remind the students that safety is important and ask them to write safety rules for their adventures.
3 Various answers are possible. The students can start by listing the more obvious similarities and differ¬ences. If the students find it difficult to get started, you can tell them to start with a specific animal, e.g. a dolphin. The answers need not be too "scientific," but encourage the students to be realistic and to try to use what they know about animals. If the students want to learn more, you may want to give them time to do research on one of the topics, e.g. animal com¬munication or animal learning, and follow up with further discussion.
Suggested answers to the post-reading questions:
Animals Humans
Communication Animals use body language to communicate.
Dolphins also communicate by making
whistling noises. Humans use spoken language and body language to communicate.
Friendship Animals like to spend time with their friends.
Animals help each other find food and protect each other. Humans like to spend time with their friends.
Friends help each other and share happiness and sorrow.
Eating Animals hunt for food and eat outdoors.
They do not cook their food. Humans buy food in stores and usually eat at home or in a restaurant. Humans cook their food.
Having fun Animals like to play games with their friends.
Dolphins like to swim fast and to jump high. Humans like to play games with their friends.
Humans also like to play sports.
Learning Animals learn from their parents. Humans learn from their parents. Humans also go to school and learn from teachers and books.
4. WRITING
Writing .
There are two steps to this activity. First, as a pre¬writing activity, the students are asked to write a list of criteria that they would use to select the winner of the competition. Ask the students to work in pairs or groups and imagine that they worked for Adventures- R -Us and had to select the best essay. The students can write down questions or examples of what they think should be in the winning essay, e.g. "why I like adventures," "why I like Australia," why I want to swim with dolphins" etc.
Language note:
"Criteria" is the plural of criterion. A criterion is the standard by which you judge something or someone.
In the second step, the students use the criteria to write and revise their own letters. The revision will prob¬ably be better and more interesting if one group uses their criteria to evaluate letters from another group.
Sample letter:
Dear Adventures-R-Us,
I would like to go on the trip because I love adven¬tures and animals, and I have always wanted to go to Australia.
I try to find new adventures everywhere. When I do something I have already done before, I always try to think of something new that I can do to get a new expe¬rience. For example, when my classmates and I went to a mountain near our school, I arranged a mountain foot¬ball game. It was a lot of fun! We played football on the mountainside and laughed as we tried to chase the ball downhill.
I like all kinds of animals, but dolphins are my favourites. I like dolphins because they are so beautiful and such good swimmers. I am a pretty good swimmer myself, but not nearly as fast as a dolphin. I would love to get the chance to swim next to a dolphin and watch it fly through the water.
The best thing about this trip is that it goes to Austra¬lia. I have always wanted to go there, because I read about kangaroos and koala bears in school. I also saw lots of pictures from Australia when I watched the Sydney Olympics. Australia is so wonderful and so mysterious.
Many people want to win this competition and I can't say that I am the best one, but I think I am the one who will enjoy it the most. If you want to give this trip to someone who loves adventures, dolphins, and Austra¬lia, then I am the one!
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK

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