【正文】 2. Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in EnglishEnglish dictionary, and check whether their former definitions are right or wrong. 3. Ex3 on page 25. Ask Ss to follow the example and try to write down as many words related to each of the following words as possible. tax: taxation, taxed, taxable, taxman, taxpayer home: homework, homely, homeland, homeless, homemaker, homeing, homesick rust: rusty, rustproof time: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timeless StepⅣ Consolidating Exercise Choose the correct words to plete the following sentences. autonomous tasty desperate unconscious aboriginal adequate rusty superb 1) The young woman seemed to be asleep, but in fact she was _____________. 2) The house looked old form outside, but inside it was ____________. 3) The knife appeared _____________, but it proved to be extremely sharp. 4) The name of the place sounds like English, but it is _____________. 5) The fruit smelled bad, but it turned out to be very ___________. 6) The food and water seemed __________ quality, but they made us sick. 7) The situation seemed _________ quality, but it proved to be hopeful. 8) This island appears to be an independent country, but actually it is to be a(n) ________ region within the country. Keys: unconscious superb rusty aboriginal tasty adequate desperate autonomous Step V. Homework Do Exercise in the workbook page6869 Ex1, 2, 3, 4. Period 3 Grammar: Revising of the Predicative Ⅰ . Teaching aims: 1. Enable the Ss to grasp what can function as predicative (words, phrases, nonfinite, clauses) 2. Enable the Ss to apply this grammar point to the daily use of English Ⅱ . Teaching important points: What can function as predicative and how to use correctly use them to the context Ⅲ . Teaching difficult points: What can function as predicative and how to correctly apply them to the context Ⅳ . Teaching methods: Inductive and deductive methods, taskbased learning and cooperative learning Ⅴ . Teaching aids: A puter, a blackboard Ⅵ . Teaching procedures: (Preclass) 1. Get the Ss to collect some pictures of Australia and describe them respectively Step Ⅱ Revision and lead in 1. Ask the students to recall what they’ve learned in the previous reading passage(five short texts in the Reading part) 2. Ask them a group of questions: Where is Australia? How do you like Australia? Use several Adjectives to describe it. Do you think Australia is a wonderful tourist destination? How would you feel if you offered a chance to tour around Australia? Then write down Ss’ answers, of course each answer contains a predicative, so underline them, thus lead in today’s main focusgrammar point the predicative. Step Ⅲ Discovering the rules 1. Ask the Ss to turn to page 26 and underline all the predicatives in Exercise 1 amp。即 “學(xué)一個(gè)記一串 ”， 以一個(gè)單詞為中心，衍生出與之相關(guān)的派生詞和合成詞。 讀前部分旨在訓(xùn)練學(xué)生的閱讀技巧，要求學(xué)生快速瀏覽五篇短文后，回答前面的這個(gè)部分設(shè)計(jì)的三個(gè)問題。詞匯部分練習(xí) 1 匙一個(gè)含 11 個(gè)空的語(yǔ)篇，要求學(xué)生用課文中出現(xiàn)的生詞填空。 寫作是讀寫結(jié)合的任務(wù)型活動(dòng)。s case, or to ascertain facts, such as the opposition39。 “閱讀討論 ”部分的主要內(nèi)容是關(guān)于澳大利亞的幾種危險(xiǎn)動(dòng)物展開。問題的答案不能從文中直接找到，要求學(xué)生有理有據(jù)地說出自己的觀點(diǎn)。理解部分由三項(xiàng)練習(xí)組成，練習(xí) 1 和 “讀前 ”部分相呼應(yīng)，也是要求學(xué)會(huì)快速閱讀課文，旨在訓(xùn)練略讀技巧。 語(yǔ)法部分復(fù)習(xí)的重點(diǎn)是 “表語(yǔ) ”。常 見的系動(dòng)詞有： be bee feel grow prove smell taste appear get go remain sound seem stay keep ２．充當(dāng)表語(yǔ)的成分有形容詞、名詞、代詞、數(shù)詞、副詞、介詞短語(yǔ)、詞組、不定式、 － ing 形式、過去分詞、從句等。 讀 略讀、細(xì)讀、語(yǔ)義場(chǎng)在段落篇章閱讀中運(yùn)用以及對(duì)文章風(fēng)格特點(diǎn)把握的訓(xùn)練 寫 在前面部分獲得的有關(guān)澳大利亞危險(xiǎn)野生動(dòng)物信息和 “辯論 ”部分的總結(jié)，書面對(duì) “露營(yíng)是否安全 ”這一問題給予回答。用英語(yǔ)給英語(yǔ)單詞下定義。語(yǔ)言技能和語(yǔ)言知識(shí)都是圍繞這一中心設(shè)計(jì)的。這個(gè)練習(xí)要求學(xué)生首先閱讀短文，看看其中畫線單詞是否認(rèn)識(shí)，不要著急查詞典，先試試猜一猜的它的意思，并寫在 “你的釋義 ”一欄中。學(xué)生通過前面部分獲得的有關(guān)澳大利亞危險(xiǎn)野生動(dòng)物信息和 “辯論 ”部分的總結(jié)，自己對(duì) “露營(yíng)是否安全 ”這一問題給予回答。 B), and then ask every three Ss to form a team and have a discussion on how to argue. 2. Choose two teams with different ideas to be seated face to face. 3. Then chair the debate, and ask the Ss to carry it out according to the procedure which was previously mentioned. 4. Summary: to make a summary of the debate and present awards to the excellent debaters. Step Ⅲ Writing 1. Ask the Ss to read the Email and to make out why does Li Haidi write this Email? 2. Then go over the tips of a