语

法 Relative clause

1. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live.

2. Eric reached Greenland and discovered that people could live in the place where he landed.

3. The Chinese people will never forget the day when China's first manned spaceship returned safely to the earth after 21 hours in space.

4. I still remember the day when I attended my first lecture in college.

5. There's no reason why we shouldn't be friends.

6. Could you help me to find out the reason why the brake doesn't work?

7. Eric set sail once again, this time with 25 ships, of which only 14 make it to Greenland.

8. Eric the Red was forced to leave because he had committed a murder, for which he got into trouble.

9. Biarni was the man with whom Leif discussed his plans.

Comparison of adjectives

1. They can eat fish as big as themselves.

2. Look carefully for the tiniest fish in the world.

3. It is not as big as a fly in your house.

4. Some fish can produce sounds almost twice as loud as your speaking voice.

5. You certainly won't find a noisier fish.

6. Special discount before the 22nd so the sooner the better. III. 教材分析与教材重组

1． 教材分析

本单元的话题是"The Sea", 单元总共分为8个小模块，模块的序列为：导入单元话题→阅读（语法）→听力（技能）→阅读（语法）→阅读（技能）→表达（写作和口头表达）→文化交流→研究性学习。整个单元的结构和序列遵循了语言知识输入→知识积累→语言输出的编排程序，单元的整体性和结构性结合得很好。模块之间的衔接设计也很有特色，The Spirit of Explorers和The Sea World侧重培养学生的语言知识，Protecting the Sea和Sea Stories两个模块分别以听力和阅读为载体，侧重培养学生的技能。8个模块之间知识和技能设计都有预设性特征，前部分知识和技能是后部分知识技能的铺垫，知识和技能之间相互联系，又互为促进。例如在阅读文章的选材上，The Spirit of Explorers和Sea Stories两个模块都是记叙文体，文章的结构、衔接策略都有相似之处，因此学生在前一个模块中习得的技能和策略可以在后一个模块的学习中得到迁移和发展。本单元的语言知识设计也很有特点，本单元的重点语法知识是定语从句和形容词的比较，设计中都把这两个重要语法现象寓于阅读中，这样凸现了语言知识的运用性，强化了学习语言知识的目的，能够调动学生的学习积极性。单元的词汇知识设计中