Unit 9 Adventures

Unit 9 Adventures单元重难点：1.本单元里学生学会理解（二会）:Put on your boots and your cowboy hat. Get on your horseOuch! You’ve sat on a cactus.Stop the bank robbers.Where are you going,Joe? I’m looking for the bank robbers. Hands up.Let’s make some pancakes. Can I help you?Well done,Joe,you’re a hero.Here are a hundred dollars.2.本单元里学生学会运用（四会）:重点单词：afraid, dark, alone, talk, listen, horror film, thunder重点句型：I’m (not) afraid of + 名词或动名词Thunderstorms/sleeping/ alone/earthquakes/the dark/getting into fights. It must be fantastic/interesting/boring/stupid to do something.3.活动和技能:(1)在班上开展谈论,谈谈某人害怕和不怕的事物.(2)将图片和文字对应起来.(3)完成句子.(4)做动作故事(5)听音标号(6) 听音标号，然后完成短文(7)写自己的小诗(8)理解故事.单元课时划分：本单元可分为5个课时：第二个课时难度最大，做重点的讲解。

第二个课时：Part 2 Fill in the lettersPart 3 Complete the sentences.教学重难点：1.学习运用（能够看懂会说，运用表达自己的观点）:It must be fantastic/interesting/boring/stupid to go on a safari/live in the jungle/look for gold in Alaska/live in the desert for month/sail across the Atlantic/fly to the moon.2.活动和技能:将图片和文字对应起来.难点：go on a safari/live in the jungle/look for gold in Alaska/live in the desert for month/sail across the Atlantic/fly to the moon.的掌握,准确用It must be fantastic/interesting/boring/stupid to…表达是难点.故事也是比较困难教学的内容：第五个课时：Part 8 A story –The hero教学重难点：1. 活动和技能：理解故事2. 课文分析：在这个故事中谁才是真正的hero 英雄，Sarah 还是Joe ?美国西部，地广人稀，常有robbers成群出没。

Alice's Adventures in Wonderland爱丽丝漫游奇境by Lewis Carroll（刘易斯·卡罗尔）CHAPTER IX: THE MOCK TURTLE’S STORY'You can't think how glad I am to see you again, you dear old thing!' said the Duchess, as she tucked her arm affectionately into Alice's, and they walked off together.Alice was very glad to find her in such a pleasant temper, and thought to herself that perhaps it was only the pepper that had made her so savage when they met in the kitchen.'When I'M a Duchess,' she said to herself, (not in a very hopeful tone though), 'I won't have any pepper in my kitchen AT ALL. Soup does very well without—Maybe it's always pepper that makes people hot–tempered,' she went on, very much pleased at having found out a new kind of rule, 'and vinegar that makes them sour—and camomile that makes them bitter—and—and barley–sugar and such things that make children sweet–tempered. I only wish people knew that: then they wouldn't be so stingy about it, you know—'She had quite forgotten the Duchess by this time, and was a little startled when she heard her voice close to her ear. 'You're thinking about something, my dear, and that makes you forget to talk. I can't tell you just now what the moral of that is, but I shall remember it in a bit.''Perhaps it hasn't one,' Alice ventured to remark.'Tut, tut, child!' said the Duchess. 'Everything's got a moral, if only you can find it.' And she squeezed herself up closer to Alice's side as she spoke.Alice did not much like keeping so close to her: first, because the Duchess was VERY ugly; and secondly, because she was exactly the right height to rest her chin upon Alice's shoulder, and it was an uncomfortably sharp chin. However, she did not like to be rude, so she bore it as well as she could.'The game's going on rather better now,' she said, by way of keeping up the conversation a little.''Tis so,' said the Duchess: 'and the moral of that is—"Oh, 'tis love, 'tis love, that makes the world go round!"''Somebody said,' Alice whispered, 'that it's done by everybody minding their own business!''Ah, well! It means much the same thing,' said the Duchess, digging her sharp little chin into Alice's shoulder as she added, 'and the moral of THAT is—"Take care of the sense, and the sounds will take care of themselves."''How fond she is of finding morals in things!' Alice thought to herself.'I dare say you're wondering why I don't put my arm round your waist,' the Duchess said after a pause: 'the reason is, that I'm doubtful about the temper of your flamingo. Shall I try the experiment?''HE might bite,' Alice cautiously replied, not feeling at all anxious to have the experiment tried.'Very true,' said the Duchess: 'flamingoes and mustard both bite. And the moral of that is—"Birds of a feather flock together."''Only mustard isn't a bird,' Alice remarked.'Right, as usual,' said the Duchess: 'what a clear way you have of putting things!''It's a mineral, I THINK,' said Alice.'Of course it is,' said the Duchess, who seemed ready to agree to everything that Alice said; 'there's a large mustard–mine near here. And the moral of that is—"The more there is of mine, the less there is of yours."''Oh, I know!' exclaimed Alice, who had not attended to this last remark, 'it's a vegetable. It doesn't look like one, but it is.''I quite agree with you,' said the Duchess; 'and the moral of that is—"Be what you would seem to be"—or if you'd like it put more simply—"Never imagine yourself not to be otherwise than what it might appear to others that what you were or might have been was not otherwise than what you had been would have appeared to them to be otherwise."''I think I should understand that better,' Alice said very politely, 'if I had it written down: but I can't quite follow it as you say it.''That's nothing to what I could say if I chose,' the Duchess replied, in a pleased tone.'Pray don't trouble yourself to say it any longer than that,' said Alice.'Oh, don't talk about trouble!' said the Duchess. 'I make you a present of everything I've said as yet.''A cheap sort of present!' thought Alice. 'I'm glad they don't give birthday presents like that!' But she did not venture to say it out loud.'Thinking again?' the Duchess asked, with another dig of her sharp little chin.'I've a right to think,' said Alice sharply, for she was beginning to feel a little worried.'Just about as much right,' said the Duchess, 'as pigs have to fly; and the m—'But here, to Alice's great surprise, the Duchess's voice died away, even in the middle of her favourite word 'moral,' and the arm that was linked into hers began to tremble. Alice looked up, and there stood the Queen in front of them, with her arms folded, frowning like a thunderstorm.'A fine day, your Majesty!' the Duchess began in a low, weak voice.'Now, I give you fair warning,' shouted the Queen, stamping on the ground as she spoke; 'either you or your head must be off, and that in about half no time! Take your choice!'The Duchess took her choice, and was gone in a moment.'Let's go on with the game,' the Queen said to Alice; and Alice was too much frightened to say a word, but slowly followed her back to the croquet–ground.The other guests had taken advantage of the Queen's absence, and were resting in the shade: however, the moment they saw her, they hurried back to the game, the Queen merely remarking that a moment's delay would cost them their lives.All the time they were playing the Queen never left off quarrelling with the other players, and shouting 'Off with his head!' or 'Off with her head!' Those whom she sentenced were taken into custody by the soldiers, who of course had to leave off being arches to do this, so that by the end of half an hour or so there were no archesleft, and all the players, except the King, the Queen, and Alice, were in custody and under sentence of execution.Then the Queen left off, quite out of breath, and said to Alice, 'Have you seen the Mock Turtle yet?''No,' said Alice. 'I don't even know what a Mock Turtle is.''It's the thing Mock Turtle Soup is made from,' said the Queen.'I never saw one, or heard of one,' said Alice.'Come on, then,' said the Queen, 'and he shall tell you his history,'As they walked off together, Alice heard the King say in a low voice, to the company generally, 'You are all pardoned.' 'Come, THAT'S a good thing!' she said to herself, for she had felt quite unhappy at the number of executions the Queen had ordered.They very soon came upon a Gryphon, lying fast asleep in the sun. (IF you don't know what a Gryphon is, look at the picture.) 'Up, lazy thing!' said the Queen, 'and take this young lady to see the Mock Turtle, and to hear his history. I must go back and see after some executions I have ordered'; and she walked off, leaving Alice alone with the Gryphon. Alice did not quite like the look of the creature, but on the whole she thought it would be quite as safe to stay with it as to go after that savage Queen: so she waited.The Gryphon sat up and rubbed its eyes: then it watched the Queen till she was out of sight: then it chuckled. 'What fun!' said the Gryphon, half to itself, half to Alice.'What IS the fun?' said Alice.'Why, SHE,' said the Gryphon. 'It's all her fancy, that: they never executes nobody, you know. Come on!''Everybody says "come on!" here,' thought Alice, as she went slowly after it: 'I never was so ordered about in all my life, never!'They had not gone far before they saw the Mock Turtle in the distance, sitting sad and lonely on a little ledge of rock, and, as they came nearer, Alice could hear him sighing as if his heart would break. She pitied him deeply. 'What is his sorrow?' she asked the Gryphon, and the Gryphon answered, very nearly in the same words as before, 'It's all his fancy, that: he hasn't got no sorrow, you know. Come on!'So they went up to the Mock Turtle, who looked at them with large eyes full of tears, but said nothing.'This here young lady,' said the Gryphon, 'she wants for to know your history, she do.''I'll tell it her,' said the Mock Turtle in a deep, hollow tone: 'sit down, both of you, and don't speak a word till I've finished.'So they sat down, and nobody spoke for some minutes. Alice thought to herself, 'I don't see how he can EVEN finish, if he doesn't begin.' But she waited patiently.'Once,' said the Mock Turtle at last, with a deep sigh, 'I was a real Turtle.'These words were followed by a very long silence, broken only by an occasional exclamation of 'Hjckrrh!' from the Gryphon, and the constant heavy sobbing of the Mock Turtle. Alice was very nearly getting up and saying, 'Thank you, sir, for your interesting story,' but she could not help thinking there MUST be more to come, so she sat still and said nothing.'When we were little,' the Mock Turtle went on at last, more calmly, though still sobbing a little now and then, 'we went to school in the sea. The master was an old Turtle—we used to call him Tortoise—''Why did you call him Tortoise, if he wasn't one?' Alice asked.'We called him Tortoise because he taught us,' said the Mock Turtle angrily: 'really you are very dull!''You ought to be ashamed of yourself for asking such a simple question,' added the Gryphon; and then they both sat silent and looked at poor Alice, who felt ready to sink into the earth. At last the Gryphon said to the Mock Turtle, 'Drive on, old fellow! Don't be all day about it!' and he went on in these words:'Yes, we went to school in the sea, though you mayn't believe it—''I never said I didn't!' interrupted Alice.'You did,' said the Mock Turtle.'Hold your tongue!' added the Gryphon, before Alice could speak again. The Mock Turtle went on.'We had the best of educations—in fact, we went to school every day—''I'VE been to a day–school, too,' said Alice; 'you needn't be so proud as all that.''With extras?' asked the Mock Turtle a little anxiously.'Yes,' said Alice, 'we learned French and music.''And washing?' said the Mock Turtle.'Certainly not!' said Alice indignantly.'Ah! then yours wasn't a really good school,' said the Mock Turtle in a tone of great relief. 'Now at OURS they had at the end of the bill, "French, music, AND WASHING—extra."''You couldn't have wanted it much,' said Alice; 'living at the bottom of the sea.''I couldn't afford to learn it.' said the Mock Turtle with a sigh. 'I only took the regular course.''What was that?' inquired Alice.'Reeling and Writhing, of course, to begin with,' the Mock Turtle replied; 'and then the different branches of Arithmetic—Ambition, Distraction, Uglification, and Derision.''I never heard of "Uglification,"' Alice ventured to say. 'What is it?'The Gryphon lifted up both its paws in surprise. 'What! Never heard of uglifying!' it exclaimed. 'You know what to beautify is, I suppose?''Yes,' said Alice doubtfully: 'it means—to—make—anything—prettier.''Well, then,' the Gryphon went on, 'if you don't know what to uglify is, you ARE a simpleton.'Alice did not feel encouraged to ask any more questions about it, so she turned to the Mock Turtle, and said 'What else had you to learn?''Well, there was Mystery,' the Mock Turtle replied, counting off the subjects on his flappers, '—Mystery, ancient and modern, with Seaography: then Drawling—the Drawling–master was an old conger–eel, that used to come once a week: HE taught us Drawling, Stretching, and Fainting in Coils.''What was THAT like?' said Alice.'Well, I can't show it you myself,' the Mock Turtle said: 'I'm too stiff. And the Gryphon never learnt it.''Hadn't time,' said the Gryphon: 'I went to the Classics master, though. He was an old crab, HE was.''I never went to him,' the Mock Turtle said with a sigh: 'he taught Laughing and Grief, they used to say.''So he did, so he did,' said the Gryphon, sighing in his turn; and both creatures hid their faces in their paws.'And how many hours a day did you do lessons?' said Alice, in a hurry to change the subject.'Ten hours the first day,' said the Mock Turtle: 'nine the next, and so on.''What a curious plan!' exclaimed Alice.'That's the reason they're called lessons,' the Gryphon remarked: 'because they lessen from day to day.'This was quite a new idea to Alice, and she thought it over a little before she made her next remark. 'Then the eleventh day must have been a holiday?''Of course it was,' said the Mock Turtle.'And how did you manage on the twelfth?' Alice went on eagerly.'That's enough about lessons,' the Gryphon interrupted in a very decided tone: 'tell her something about the games now.'。

Unit9 Adventures一、教学内容Join In Book 3 Unit9 Adventures(Part8上)二、教学目标1 知识目标⑴学生能熟练朗读和运用重点单词和表达：catch/bankrobbers/hands up/Where are you going?/Can I sing a last song，please？⑵学生能理解故事意思，听懂故事大意并熟练朗读故事2 能力目标学生能分角色有感情的表演故事3 情感态度目标在音乐元素中感受英语语言的魅力，激发学生兴趣三、教学重点难点表演故事四、教学准备录音机，图片，卡片，道具五、教学过程Step 1 Warming up(热身活动)1、Say hello to everyone （问候学生）2、Ask students :Do you like songs? Can you sing an English songnow? (问学生是否喜欢歌曲,现在能否唱一首英语歌曲和大家分享)3、Share the song (学生演唱)4、Ask students whether they like stories and tell them we are goingto study a story with songs in it today .(问学生是否喜欢故事？告诉学生我们今天即将学习一个情节里伴有非常有意思歌曲的故事)Step 2 Overall perception(整体感知故事)1、展示故事主题：A hero2、听第一遍录音，问学生①Which words and expressions have you heard ?(听完这段故事录音，你能听到哪些单词或者表达？)②Guess the content of the story according to what haveheard(跟据自己听到的单词或者表达，结合环境，猜测故事情节)Step3Know about the story（初步熟悉故事）1、学生打开课本P72，自己自由的看和朗读2、回答问题：故事共出现了几个人物3、展示5个人物的图片，并带学生朗读几个人物的名字（名字很难读，为学生后面的朗读和表演扫清障碍）4、学生按照人物出现的先后顺序排列图片，初步理清思路Step4 Words and expressions(深层解读故事)1、图片引出其中一个人物：bank robbers用音标和拼读的方式教读词组,朗读到-----stop -------stop the bank robbers。

《Unit 9 Adventure 》教学设计李志琴旌介小学Unit9 AdventuresJingjieprimaryschool Lizhiqin Content:part4Pre analysis:According to the actions and the pictures Ss can understand English and like to communicate with it more.Aims:Ss can understand:get on ,get off,go for a ride.Learn the new words:cowboyhat,boots.Key points:Ss like to communicate with English and like it more.Difficulty:Ss can listen and do the actions,then speak.Process:Step1:Free talkLook at the screen,how is ZhaoBenshan feeling?What about her? What about him?Are you tired now?(The design intent:Review the feelings,let the Ss pay attention with the pictures)Step2:PresentationEveryone prepare a piece of paper and knead like the teacher,then put it on the ground,let the Ss sit down on it.How are you feeling now? (The design intent:Let the Ss experience by themselves)Look ,here is a cowboy,this is his cowboy hat and they are boots.Pronounce them correctly.Do the actions like the teacher and learn the phrases:Get on your horse.Go for a ride.Stop your horse.Get off. (The design intent:According to the actions and the pictures Ss can understand the phrases)Number the pictures on the screen.Do the actions follow the teacher then fill in the blank.Te speak Ss do the actions again,listen and fill in the numbers.(The design intent:Ss can communicate with they’ve learnt)Step3:ConsolidationLook at the screen and fill in the blank,then talk to your partner.Tom and Lisa ----- ----their(他们的) new clothes.They ---- -----the bus ,they go ---- ------ ----,at last,they---- -----the bus. (The design intent:Improve the Ss’ability of knowledge transfer)Writing:Unit9 Adventuresget ongo for agetboots。

在六年级Unit 9 Adventures一课中,学习的主要任务是能运用I’m afraid of.../I’m not afraid of ...以及学会用句型It must be hard/interesting/boring/stupid to ...来进行猜测。

通过本课的学习。

培养学生大胆，不怕困难的良好品质。

在教学中，首先利用书上69页的6张图片及网上搜索的相关视频，让学生了解在沙漠中，在丛林中，...等各场景中的乐趣及困难，让学生带着兴趣学会这些难度较大的短语。

继而针对班级学生的特点，我设计并安排了几次学生合作学习的练习，让学生们在组内畅所欲言，说出其真实的想法及理由。

1，自编对话。

在练习了“I’m afraid of.../ I’m not afraid of ...之后。

同桌同学之间进行合作学习，表演对话片段
2，自编自演对话。

以教师的示范引导学生熟练句型。

“ It must be ...”利用直观教学使学生理解并学会表达，再次合作安排学习活动。

3，三人小组对话，（将A、B、A的对话形式改变成A、B、C的对话形式）
4，活动竞赛，两位学生在讲台前扮演A、B角色对话，其余学生抢先扮演角色C，表达正确、恰当者得分。

从孩子们的精彩表演中，我看到了学生们的信心足了，兴趣高了，真正享受到了运用语言在语言交流中获得学习的乐趣。

人教版英语九年级全一册Unit9听力原文及翻译Unit 9 I like music that I can dance to.Section A, 1bBetty：Oh, look! There’s the new Cool Kids CD.哦，看！是《酷孩子》新CD。

Tony：The Cool Kids? Do you like them?《酷孩子》？你喜欢他们吗？Betty：Oh, yeah. They’re my favorite band. I like music that I can dance to.哦，是的。

他们是我最喜欢的乐队。

我喜欢能让我跳舞的音乐。

Tony：You’re kidding. I think they’re awful. I prefer music that has great lyrics … music that I can sing along with.你开玩笑吧。

我觉得他们不怎么样。

我更喜欢有好歌词的音乐，我可以跟着唱的音乐。

Betty：I like songs that I can sing along with, too. So what’s your favorite band?我也喜欢可以跟着唱的歌曲。

所以你最喜欢的乐队是哪个？Tony：The Lions. They always have interesting lyrics.狮子乐队。

他们总是有有趣的歌词。

Section A, 2a, 2bXu Fei：Look, Carmen. These T-shirts are great! Look at this one.看，卡门。

这些T恤衫太棒了！看一下这件。

Carmen：What a great T-shirt, Xu Fei! I really love the Australian singer Dan Dervish.I like musicians who play different kinds of music.许飞，多好的一件T恤！我真的很喜欢澳大利亚歌手丹·德维什。

Unit9 I like Music that I can dance to2d吉尔：你干什么呢这个周末，斯科特？斯科特：不多。

我想我会听我新买的CD。

吉尔：哦，这张专辑是什么？斯科特：嗯，它全部是音乐。

没有歌唱。

我喜欢流畅的可以让在我工作一周很久以后放松的音乐。

吉儿：听起来不错。

好的，如果你有空闲时间，你想和我一起看电影吗？斯科特：嗯，取决于哪种电影。

我只喜欢看很有趣的电影。

我只想笑，不要想太多。

你知道我的意思吗？吉尔：哦，那样的话，我会问谁喜欢严肃的电影。

斯科特：这部电影是关于什么的？吉尔：这是关于第二次世界大战的，并且导演很是著名。

我喜欢看给我一些思考的电影，。

3a 今天你想看什么？而有些人只坚持一种电影，我喜欢看各种不同种种类的，取决于我当天的心情。

当我泄气或累了，我喜欢看能让我振作起来的电影。

例如喜剧《黑衣人》或漫画《功夫熊猫》都有有趣的对白，并且通常有一个高兴的结局。

角色可能不是完美的，但他们尽力解决他们的问题。

观看他们以后，我再次充满了希望，并且我的问题突然似乎不那么严重了。

笑两个小时是一个放松的好方法！当我伤心或累时，我不看电视剧或纪录片。

像电视剧《泰坦尼克号》让我感到更悲伤。

像纪录片《帝企鹅日记》提供关于某一主题的大量信息，可能是有趣的，但当我累了，我不想想太多。

当我觉得太累不想思考的时候，我不介意看动作电影例如《蜘蛛侠》。

我可以关闭我的大脑，坐下来欣赏精彩的超级英雄及时地拯救世界。

曾经有一段时间，我喜欢看恐怖电影，像恐怖片或惊悚片。

像《午夜凶铃》或《闪灵》都很有趣，但是我太害怕独自去看他们。

我总是带一个不怕这类电影的朋友。

Section B凄美昨晚我的一个中国朋友带我去中国民间音乐演唱会。

有个用二胡演奏的曲子特别感动了我。

音乐是异常地美丽，但是在美丽后面我感到强烈的悲伤和痛苦。

这部曲子有一个简单的名字，《二泉映月》，而且是我听到的最动人的乐曲之一。

二胡声音好像在哭，我当我听时，随之差点哭了。

Unit9 Adventures一．单元分析（Unit Analysis）（一）单元地位（Unit Position）1．本课是一个探险者对自己登上世界之颠——珠穆朗玛峰的经历的描述，谈到了登上山顶的感受。

教师可围绕Adventure这一主题，设计活动。

让学生参加口语讨论，分组汇报，分享感受。

为他们在今后的人生道路上迎接挑战，战胜自我，增强信心作好准备。

2．围绕本课的主题Adventures 学生可探讨进行探险的意义，作用，并在此基础上描述我最喜欢的冒险运动。

3．本课学习情态动词的语法现象并复习现在分词的用法（二）单元目标（Unit Target）1、能对一些探险活动进行描述，如：如何准备探险，注意事项, 险情的处理2、分词做状语的，定语的用法。

（三）单元重点（Unit Points）关键词：◆语言知识类：on top of the world ,make it on some dim level stare absently at make things worse summon up the energy force down under the circumstan ces train… on have little to do with release of the emotion long for◆交际功能类：1）Describing one`s physical conditionsI`m tired out/ exhaustedI just couldn`t summon the energy.I felt extremely sleepy.I can`t go any further.I was quite energetic at that time.2) Describing one`s mental conditionsI was extremely anxious.I feel so lonely/I`m quite nervous.I became very forgetful.I`m really relaxed/relieved now.3)Describing the situation using the model verbs. You should have been more careful.I should have prepared for the test better.I should have prepared some cough medicine.二教学设计 (Teaching Designs)[链接1操练建议]I finally make it /succeed after____________.I`d been longing for the moment when__________.Under the circumstances, I could __________.Under no circumstances, could I___________I ought to /should have done , but_________[链接2操练建议]The requirements of the interviewThe interview covers:Prepare for the adventures, the first aid for the adventures, the good sides and the bad sides,Preparing for a brief account of the interviewExchanging the result of the interview among groupsOne representative of each group is to be selected to give a presentation in the class [连接3句型操练]句型操练：同桌两人或前后排两人进行。

《Unit 9 Adventures》Part1教学设计及反思Unit 9 Lesson 1Teaching aims1. Aim of knowledge: The pupils can master the sentence pattern: I’m afraid of…2. Aim of ability: The pupils can make sentences with the sectence pattern.3. Aim of emotion: The pupils can develop their imagination to make sentences as many as possible. And they can apply the phrases in Part 1.Key points and difficult points1.The pupils can apply the sentence pattern and use the phrase in Part 1.2.The pupils can develop their imagination to make sentences.Teaching preparationPictures, posters，PPTTeaching processStep1. Warm upThe teacher can play CD, give the pupils several kinds of sounds andvoices , such as thunder, big dogs, horror films…Then introduce: I’m afraid of…Using the TPR technique.Step2. Presentation1. The teacher gives the pupils another example sentences and introduce: I’m not afraid of…Eg: I’m not afraid of cold (dark).2. Talk about your afraid and not afraid in group.If the pupils can’t express in English, the y can write down to ask for help, or they can pick it up in dictionary by themselves.3. Ask several groups to give some examples so as to open other’s mind.4. Open the books, look at the pictures in Part 1, and discuss in groups again.5. Correct the sentences after all the pupils have had a turn to speak, the teacher just make a record on the board. Then correct them to expand the pupils’ vocabulary.Step 3. ConsolidationThe teacher takes out some pictures and gives two kinds of facial expressions: afraid and not afraid. Then ask the pupils to apply the sentence pattern: A. I’m afraid of… B. I’m not afraid of…The pupils can use following words: cold, big dogs, the dark, English, talking in Eenglish, thunder, horror films, listening to English.重点强调be afraid of 后面加名词.Step 4. HomeworkThe teacher asks if they like coming through adventures, such as climbing up the mountain, living in the jungle, bungee, and asks how many adventures do they know, what are they?教学反思1.开门见山由图片直接引出句型“I’m afraid of… ”and “I’m not afraid of…”学生感觉有点摸不着头脑，应该从复习旧的句型入手，来引出新知，这样会更好点。

Unit 9TEXT IWho Killed Benny Paret?TextSometime about 1935 or 1936 I had an interview with Mike Jacobs, the prizefight promoter. I was a fledgling newspaper reporter at that time; my beat was education, but during the vacation season I found myself on varied assignments, all the way from ship news to sports reporting. In this way I found myself sitting opposite the most powerful figure in the boxing world.There was nothing spectacular in Mr. Jacobs' manner or appearance; but when he spoke about prizefights, he was no longer a bland little man but a colossus who sounded the way Napoleon must have sounded when he reviewed a battle. You knew you were listening to Number One. His saying something made it true.We discussed what to him was the only important element in successful promoting — how to please the crowd. So far as he was concerned, there was no mystery to it. You put killers in the ring and the people filled your arena. You hire boxing artists — men who are adroit at feinting, parrying, weaving, jabbing, and dancing, but who don't pack dynamite in their fists —and you wind up counting your empty seats. So you searched for the killers and sluggers and maulers — fellows who could hit with the force of a baseball bat.I asked Mr. Jacobs if he was speaking literally when he said people came out to see the killer."They don't come out to see a tea party," he said evenly. "They come out to see the knockout. They come out to see a man hurt. If they think anything else, they're kidding themselves."Recently a young man by the name of Benny Paret was killed in the ring. The killing was seen by millions; it was on television. In the twelfth round he was hit hard in the head several times, went down, was counted out, and never came out of the coma.The Paret fight produced a flurry of ernor Rockefeller was shocked by what happened and appointed a committee to assess the responsibility. The New York State Boxing Commission decided to find out what was wrong. The District Attorney's office expressed its concern. One question that was solemnly studied in all three probes concerned the action of the referee. Did he act in time to stop the fight? Another question had to do with the role of the examining doctors who certified the physical fitness of the fighters before the bout. Still anotherquestion involved Mr. Paret's manager; did he rush his boy into the fight without adequate time to recuperate from the previous one?In short, the investigators looked into every possible cause except the real one. Benny Paret was killed because the human fist delivers enough impact, when directed against the head, to produce a massive hemorrhage in the brain. The human brain is the most delicate and complex mechanism in all creation. It has a lacework of millions of highly fragile nerve connections. Nature attempts to protect this exquisitely intricate machinery by encasing it in a hard shell. Fortunately, the shell is thick enough to withstand a great deal of pounding. Nature, however, can protect man against everything except man himself. Not every blow to the head will kill a man — but there is always the risk of concussion and damage to the brain. A prizefighter may be able to survive even repeated brain concussions and go on fighting, but the damage to his brain may be permanent.In any event, it is futile to investigate the referee's role and seek to determine whether he should have intervened to stop the fight earlier. This is not where the primary responsibility lies. The primary responsibility lies with the people who pay to see a man hurt. The referee who stops a fight too soon from the crowd's viewpoint can expect to be booed. The crowd wants the knockout; it wants to see a man stretched out on the canvas. This is the supreme moment in boxing. It is nonsense to talk about prizefighting as a test of boxing skills. No crowd was ever brought to its feet screaming and cheering at the sight of two men beautifully dodging and weaving out of each other's jabs. The time the crowd comes alive is when a man is hit hard over the heart or the head, when his mouthpiece flies out, when blood squirts out of his nose or eyes, when he wobbles under the attack and his pursuer continues to smash at him with poleax impact.Don't blame it on the referee. Don't even blame it on the fight managers. Put the blame where it belongs — on the prevailing mores that regard prize-fighting as a perfectly proper enterprise and vehicle of entertainment. No one doubts that many people enjoy prizefighting and will miss it if it should be thrown out. And that is precisely the point. By Norman CousinsTEXT IIA Piece of SteakWith the last morsel of bread Tom King wiped his plate clean of the last bit of flour gravy and chewed the resulting mouthful in a slow and thoughtful way. When he arose from the table, he was oppressed by the feeling that he was distinctly hungry. Yet he alone had eaten. The twochildren in the other room had been sent early to bed in order that in sleep they might forget they had gone supperless. His wife had touched nothing, and had sat silently and watched him with troubled eyes. She was a thin, worn woman of the working class, though signs of an earlier prettiness were still there in her face. The flour for the gravy she had borrowed from the neighbor across the hall. The last two ha 'pennies had gone to buy the bread.He sat down by the window on a rickety chair that protested under his weight, and quite mechanically he put his pipe in his mouth and dipped into the side pocket of his coat. The absence of any tobacco made him aware of his action, and with a frown for his forgetfulness he put the pipe away. His movements were slow, almost clumsy, as though he were burdened by the heavy weight of his muscles. He was a solid-bodied, stolid-looking man, and his appearance did not suffer from being overprepossessing. His rough clothes were old and shapeless. The uppers of his shoes were too weak to carry the heavy resoling that was itself of no recent date. And his cotton shirt, a cheap, two-shilling affair, showed a frayed collar and ineradicable paint stains.But it was Tom King's face that advertised him unmistakably for what he was. It was the face of a typical prizefighter; of one who had put in long years of service in the squared ring and by that means, developed and emphasized all the marks of the fighting beast. It was distinctly a threatening appearance, and that no feature of it might escape notice, it was clean-shaven. The lips were shapeless and made his mouth harsh like a deep cut in his face. The jaw was aggressive, brutal, heavy. The eyes, slow of movement and heavy-lidded, were almost expressionless under the shaggy brows. Sheer animal that he was, the eyes were the most animal-like feature about him. They were sleepy, lionlike — the eyes of a fighting animal. The forehead slanted quickly back to the hair, which, clipped close, showed every swelling of an evil-looking head. A nose, twice broken and molded variously by countless blows, and a cauliflower ear, permanently swollen and distorted to twice its size, completed his adornment, while the beard, fresh-shaven as it was, sprouted in the skin and gave the face a blue-black stain.Altogether, it was the face of a man to be afraid of in a dark alley or lonely place. And yet Tom King was not a criminal, nor had he ever done anything criminal. Except for brawls, common to the boxing world, he had harmed no one. Nor had he ever been known to start a quarrel. He was a professional, and all the fighting brutishness of him was reserved for his professional appearances. Outside the ring he was slow-going,easy-natured, and, in his younger days, when money was plentiful, too generous for his own good. He bore no grudges and had few enemies. Fighting was a business with him. In the ring he struck to hurt, struck to maim, struck to destroy; but there was no hatred in it. It was a plain businessproposition. Audiences assembled and paid for the spectacle of men knocking each other out. The winner took the big end of the purse. When Tom King faced the Woolloomoolloo Gouger, twenty years before, he knew that the Gouger's jaw was only four months healed after having been broken in a Newcastle bout. And he had played for that jaw and broken it again in the ninth round, not because he bore the Gouger any ill will but because that was the surest way to put the Gouger out and win the big end of the purse. Nor had the Gouger borne him any ill will for it. It was the game, and both knew the game and played it.The impression of his hunger came back on him."Blimey, but couldn't I go a piece of steak!" he muttered aloud, clenching his huge fists."I tried both Burke's an' Sawley's", his wife said half apologetically. "An' they wouldn't?" he demanded."Not a ha'penny. Burke said —" She faltered."G'wan! Wot'd he say?""As how 'e was thinkin' Sandel 'ud do ye tonight, an' as how yer score was comfortable big as it was."Tom King grunted but did not reply. He was busy thinking of the bull terrier he had kept in his younger days to which he had fed steaks without end. Burke would have given him credit for a thousand steaks —then. But times had changed. Tom King was getting old; and old men, fighting before second-rate clubs, couldn't expect to run bills of any size with the tradesmen.He had got up in the morning with a longing for a piece of steak, and the longing had not died down. He had not had a fair training for this fight. It was a drought year in Australia, times were hard, and even the most irregular work was difficult to find. He had had no sparring partner, and his food had not been of the best nor always sufficient. He had done a few day's navvy work when he could get it and he had run around the Domain in the early mornings to get his legs in shape. But it was hard, training without a partner and with a wife and two kiddies that must be fed. Credit with the tradesmen had undergone very slight expansion when he was matched with Sandel. The secretary of the Gayety Club had advanced him three pounds —the loser's end of the purse —and beyond that had refused to go. Now and again he had managed to borrow a few shillings from old pals, who would have lent more only that it was a drought year and they were hard put themselves. No — and there was no use in disguising the fact — his training had not been satisfactory. He should have had better food and no worries. Besides, when a man is forty, it is harder to get into condition than when he is twenty."What time is it, Lizzie?" he asked.His wife went across the hall to inquire, and came back."Quarter before eight.""They'll be startin' the first bout in a few minutes," he said. "Only a tryout. Then there's a four-round spar 'tween Dealer Wells an' Gridley, an' a ten-round go 'tween Starlight an' some sailor bloke. I don't come on for over an hour."At the end of another silent ten minutes he rose to his feet."Truth is, Lizzie, I ain't had proper trainin'."He reached for his hat and started for the door. He did not offer to kiss her — he never did on going out — but on this night she dared to kiss him, throwing her arms around him and compelling him to bend down to her face. She looked quite small against the massive bulk of the man. "Good luck, Tom," she said. "You gotter do 'im."Ay, I gotter do 'im," he repeated. "That's all there is to it. I jus' gotter do' im."He laughed with an attempt at heartiness, while she pressed more closely against him. Across her shoulders he looked around the bare room. It was all he had in the world, with the rent overdue, and her and the kiddies. And he was leaving it to go out into the night to get meat for his mate and cubs —not like a modern workingman going to his machine grind, but in the old, primitive, royal, animal way, by fighting for it."I gotter do 'im," he repeated, this time a hint of desperation in his voice. "If it's a win, it's thirty quid —an' I can pay all that's owin', with a lump o' money left over. If it's a lose, I get naught — not even a penny for me to ride home on the tram. The secretary's give all that's comin' from a loser's end. Good-by, old woman. I'll come straight home if it's a win.""An' I'll be waitin' up," she called to him along the hall.It was full two miles to the Gayety, and as he walked along he remembered how in his palmy days —he had once been the heavyweight champion of New South Wales — he would have ridden in a cab to the fight, and how, most likely, some heavy backer would have paid for the cab and ridden with him. There were Tommy Burns and that Yankee, Jack Johnson — they rode about in motorcars. And he walked! And, as any man knew, a hard two miles was not the best preliminary to a fight. He was an old un and the world did not wag well with old uns. He was good for nothing now except navvy work, and his broken nose and swollen ear were against him even in that. He found himself wishing that he had learned a trade. It would have been better in the long run. But no one had told him, and he knew, deep down in his heart, that he would not have listened if they had. It had been so easy. Big money — sharp, glorious fights — periods of rest and loafing in between — a following of eager flatterers, the slaps on the back, the shakes of the hand, the toffs glad to buy him a drink for the privilege of five minutes' talk — and the glory of it, the yelling houses, the whirlwind finish, the referee's "King wins!" and his name in the sporting columns next day.Those had been times! But he realized now, in his slow, ruminating way, that it was the old uns he had been putting away. He was Youth, rising; and they were Age, sinking. No wonder it had been easy —they with their swollen veins and battered knuckles and weary in the bones of them from the long battles they had already fought. He remembered the time he put out old Stowsher Bill, at Rush-Cutters Bay, in the eighteenth round, and how old Bill had cried afterward in the dressing room like a baby. Perhaps old Bill's rent had been overdue. Perhaps he'd had at home a missus an' a couple of kiddies. And perhaps Bill, that very day of the fight, had had a hungering for a piece of steak. Bill had fought the game and taken incredible punishment. He could see now, after he had gone through the mill himself, that Stowsher Bill had fought for a bigger stake, that night twenty years ago, than had young Tom King, who had fought for glory and easy money. No wonder Stowsher Bill had cried afterward in the dressing room.They had tried him out against the old uns, and one after another he had put them away —laughing when, like old Stowsher Bill, they cried in the dressing room. And now he was an old un, and they tried out the youngsters on him. There was that bloke Sandel. He had come over from New Zealand with a record behind him. But nobody in Australia knew anything about him, so they put him up against old Tom King. If Sandel made a showing, he would be given better men to fight with bigger purses to win; so it was to be depended upon that he would put up a fierce battle. He had everything to win by it — money and glory and career; and Tom King was the grizzled old chopping block that guarded the highway to fame and fortune. And he had nothing to win except thirty quid, to pay to the landlord and the tradesmen. And as Tom King thus ruminated, there came to his stolid vision the form of youth, glorious youth, rising exultant and invincible, supple of muscle and silken of skin, with heart and lungs that had never been tired and torn and that laughed at limitation of effort. Yes, youth was the nemesis. It destroyed the old uns and minded not that in so doing, it destroyed itself. It enlarged its arteries and smashed its knuckles, and was in turn destroyed by youth. For youth was ever youthful. It was only age that grew old.[Tom King had a bout with young Sandel and lost the game.]He had not a copper in his pocket, and the two-mile walk home seemed very long. He was certainly getting old. Crossing the Domain he sat down suddenly on a bench, pained by the thought of the missus sitting up for him, waiting to learn the outcome of the fight. That was harder than any knockout, and it seemed almost impossible to face.He felt weak and sore, and the pain of his smashed knuckles warned him that, even if he could find a job at navvy work, it would be a week beforehe could grip a pick handle or a shovel. The hunger palpitation at the pit of the stomach was sickening. His wrechedness overwhelmed him, and into his eyes came an unusual moisture. He covered his face with his hands, and, as he cried, he remembered Stowsher Bill and how he had served him that night in the long ago. Poor old Stowsher Bill! He could understand now why Bill had cried in the dressing room.By Jack London (abridged and adapted)。

Unit 9 AdventuresA story - The hero——《A story - The hero》教案及反思设计者、单位：卢晓坤禅城区南庄中心小学教学年级：五年级课题名称： A story - The hero教学版本、学科： Join in 3 英语一、教学设计：（一）Background Information:The students are from Year 5 Class 2 of Nanzhuang Central Pirmary School. They’ve been learning English for more than four years. They can understand some easy stories.（二）Content Analyse：Teaching key and difficult points:① The patterns in the story.② Help the children to understand the story.（三）Teaching Aims:Knowledge: Increase the curiosity of the children in taking adventures by learning the story“The hero”.Affects: Enjoy reading story.（四） Teaching aids:Pictures, recorder, slide projector, word cards（五） Teaching procedure1. Warm-upPlay a game: Listen and do some actions.2. PreviewTo revise the new words in the story. 【插入百度图片】/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&fr=&fm q=&pv=&ic=0&z=0&se=1&showtab=0&fb=0&width=&height=&face=0&word=%C8%CB %C3%F1%D3%A2%D0%DB&s=0#3. Presentation① Play a guessing game to lead in the story “The hero”.【插入百度视频】/video-216167.html②Present the story to the children for the first time using thepowerpoint.③ Ask the children two questions about it.④ Present it for the second time and learn the story picture by picture.⑤ Present it again and ask the pupils to read after it.4. Consolidation① Give the six groups about 10 minutes to finish different tasks.Group 1: Find out more than ten words you can read, and read them loudly.Group 2: Find out more than five sentences you can read, and read them loudly.Group 3: Read and answer the questions.Group 4: Find out more than five words you can read, and then makea sentence.Group 5: According to the story, can you ask more than five questions?Then answer and write down.Group 6: Role play.② Ask the six groups to show the answers one by one.5. Homework① Follow the recording to read the story at home.②运用百度搜索有关英雄事迹的介绍、图片或者视频。