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核心单词
1. alternative
n.可供选择的事物;(两者或以上)可能的选择
adj. 供选择的, 二选一的
常用结构：
have no alternative but to do sth.
只能做某事;除¡¡外别无选择
We have no alternative but to go on.
除了继续下去,我们别无选择。
There was no other alternative but to fight till the victory.
除了战斗到胜利,别无选择。
联想拓展：
alternatively adv. 或者，二者择一地
alternate vt. 使交替;vi.交替;adj. 交替的;轮流的
高手过招：
(1)单项填空
In this school, the students have three courses, and seven courses. (2010¡¤01¡¤陕西师大附中月考)
A. required; alternative B. requiring; alternative
C. required; alternate D. requiring; alternate
解析：选A。require(尤指根据法规) 规定、需要，此处用过去分词required修饰courses，因为两者之间为被动关系。后空意思为¡°选择，选其一¡±，alternative符合句意。
(2)单句改错 (原创)
①I had no alternative but report him to the police.
②You have the alternative to speaking or keeping quiet.
③Tom and Harry do the work on alternative days.
答案：①report前加to ②to→of
③alternative→ alternate
2. arrest
vt. 逮捕，拘留，吸引(注意)
n.[C]逮捕
常用结构：
be arrested for sth. 因某事而被捕
arrest one s attention吸引某人的注意
under arrest被捕;被拘留
The criminal was arrested yesterday....
教学准备
教学目标
Learning aims:
1:Knowing the structure of the application letter and useful sentences, and having the ability of writing one in limited time.
(能写出申请信的篇章结构和常用句型，并在限定时间内完成申请信的写作)
2：Bing capable of self-evaluating and partner-evaluating.
(能对书面表达进行自评和互评)
教学重难点
Learning aims:
1:Knowing the structure of the application letter and useful sentences, and having the ability of writing one in limited time.
(能写出申请信的篇章结构和常用句型，并在限定时间内完成申请信的写作)
2：Bing capable of self-evaluating and partner-evaluating.
(能对书面表达进行自评和互评)
教学过程
A Letter of Application
Dear Happy Camp Team,
Your Happy Camp (快乐大本营) programm interests us very much, so I am writing in the hope that we can have the opportunity to hold our own in our school.We are confident to hold such an event succesfully. The reasons come as follows:
First of all, our students are very creative and talented, who have many excellent ideas to spread. What is more , we have enough advanced equipment and plenty of fund which can meet the demands of the event. In addition , we have already organized a club consisting of 20 passion members, and they have rich experience in running such an activity.
We would appreciate it if you could consider my application.If...
教学准备
教学目标
三、 教学目标
1.知识技能目标
1)能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力;
2)能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century?(此问题需提取数个段落的文本信息)
Two groups of immigrants had something in common. What are they? (double choices) Why? (此问题需要学生从文字的表面信息加工处理后方可得到答案)liuxuequn.com
3)能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA?
How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?
Do you think language plays an important part in a culture? 等。
2.情感目标
学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。
教学重难点
How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?
Do you think language plays an important part in a culture?
教学过程
四、 教学过程
Step1 Lead-in and Brainstorming(5 mins)
1. 导入并揭题
T: As you can see in the title, in this unit, we are going t talk about the USA, a land of diversity. Now how much do you know about this land? Let’s h...
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