【正文】 有些測(cè)評(píng)題目直接源于歷年高考試卷，更具有說(shuō)服力和實(shí)用性。教師可以參考采用本書(shū)提供的下列教學(xué)步驟：Warming up by reading aloud to the recording of the text； Discovering useful words and collocations； Talking about the participle；Discovering useful structures； Closing down by singing a snake song。通過(guò)本單元的學(xué)習(xí)，可以幫助學(xué)生樹(shù)立生活的信心，激勵(lì)學(xué)生開(kāi)動(dòng)腦筋，發(fā)揮想象力和創(chuàng)造力去發(fā)明以解決生活中可能遇到的問(wèn)題；同時(shí)告訴學(xué)生不要害怕失敗， 成功的發(fā)明家往往要經(jīng)歷很多次實(shí)驗(yàn)的失敗。 Period 2 Learning about language 知識(shí)課 Learning about Language 要求學(xué)生熟練掌握過(guò)去分詞做定語(yǔ)，表語(yǔ)和賓語(yǔ)補(bǔ)足 語(yǔ)的用法。 Section 3 Vocabulary 詞匯 按照課本單元詞匯表順序，《金色教案》重點(diǎn)提供動(dòng)詞、短語(yǔ)搭配的講解。 secondly, attracting them into a trap using male or female perfume or food。 教師可以參考采用本書(shū)提供的下列教學(xué)步驟： Warming up by learning about Bell39。 本單元語(yǔ)言 結(jié)構(gòu)項(xiàng)目是“復(fù)習(xí)過(guò)去分詞作定語(yǔ)、表語(yǔ)和賓語(yǔ)補(bǔ)語(yǔ)”。 Reading 是一篇記敘文。 第二部分 教學(xué)資源說(shuō)明 Section 1 Background 背景 圍繞單元話(huà)題“ Festival around the world”，《金色教案》提供了幾則語(yǔ)言規(guī)范、短小精干的趣味性材料。 and thirdly cooling them so that they became sleepy and could be easily caught. I decided to use the last one. The main idea of 4th paragraph The snakes abruptly disappeared into a convenient hole in the wall. So I had to adjust my plan. The main idea of 5th paragraph Once picked up, the snakes tried to bite me. As they were poisonous snakes, I clearly needed to improve my design again. The main idea of 6th paragraph I collected the passive snakes and the next day we released them all back into the wild． The main idea of 7th paragraph Pressed by my friends and relations， I decided to send my invention to the patent office to get recognition for my successful idea. The main idea of 8th paragraph Nor will you receive a patent until a search has been made to find out that your product really is different from everybody else39。 Period 2 將 Learning about language 和 Workbook 中的 USING WORDS AND COLLOCATIONS、 USING STRUCTURES 整合在一起上 一節(jié)“語(yǔ)言知識(shí)課”。但在實(shí)際教學(xué)過(guò)程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對(duì)課本、對(duì)《金色教案》教學(xué)設(shè)計(jì)重新劃分課時(shí)，裁剪、拼接使用提供的材料，以便“物盡所用”，達(dá)到最佳教學(xué)效果。教師也可以參照《金色教案》提供的“實(shí)際教學(xué) 過(guò)程課時(shí)劃分建議”進(jìn)行教學(xué)。 Period 3 將 Using language 設(shè)計(jì)為一節(jié)包括聽(tīng)說(shuō)讀寫(xiě)單項(xiàng)技能或組合技能訓(xùn)練的“綜合技能課（一）”。s. 7. Reading to draw a diagram of the text and retell the test in your own words Writers structure, or anize, their writing in many different ways. Recognizing the way in which a text has been anized will help you understand its meaning more fully. Inventing something that would catch snakes but not harm them Cooling the snakes so that they became sleepy and could be easily ca