第一部分
教學設計說明
About the topic and the structures
單元話題和結構 本單元主要圍繞具有多元文化的美國這一主題展開，重點介紹了加利福尼亞的多元文化特征，使學生對加州移民有深入了解并認識到“美國是民族的熔爐”。通過本單元學習，培養學生跨文化交際意識，進一步拓寬視野，為終身學習奠定良好基礎。通過本單元的語言技能訓練，要求學生掌握書面表達中如何使用“方向和位置（direction and position）來介紹一個地方或描述一個事件，以及鼓勵別人說話的方法。
本單元語言功能項目是：激勵、方向和位置。
本單元語言結構項目是“復習名詞從句作主語、賓語和表語”。
本單元還要求學生學習寫作“非時間順序報道：地點描寫”。
《金色教案》教學設計在單元課時劃分上與課本保持一致，即“閱讀課、知識課、運用課三課時/三課型劃分”。但在實際教學過程中，建議教師依據學生基礎、教學條件、學校安排的因素，對課本、對《金色教案》教學設計重新劃分課時，裁剪、拼接使用提供的材料，以便“物盡所用”，達到最佳教學效果。教師也可以參照《金色教案》提供的“實際教學過程課時劃分建議”進行教學。
Period 1
Reading
閱讀課 Warming Up 課本用一幅美國地圖啟發學生運用他們已有的知識，以看圖填充形式引導學生對美國的地理位置有個全面的認識，同時有助于學生弄清楚加利福尼亞州在美國所處的位置，美國西部山脈、五大湖、最長河流及主要城市等。讓學生通過英文釋義得出具體地名然后填圖，有利于培養學生用英文思維的能力。教師也可以采用本書提供的Warming up by talking about California進行熱身活動。
Pre-reading 通過Pre-reading by discussing，學生觀察圖片（包括“閱讀”部分的圖），敘述加州的土著人、金礦工和中國城的情況，進行討論，為后面的閱讀做鋪墊。
Reading 介紹了加利福尼亞州的美洲土著人、西班牙人、俄羅斯人、金礦工人、后來移民、最近移民與未來移民，使學生進一步認識到加州是一個多民族、多文化的地方，并對加州的變化、發展過程有了更深的了解。教師可以參考使用本書提供的下列程序：Reading for forms; copying and making sentences; transferring information; reading the text again to draw a diagram of it and retell the story in your own words; closing down by writing a history account 幫助學生從形式到內容兩方面掌握課文、活用課文。
Period 2
Learning about language
知識課 Learning about Language 課堂輔導應該貫徹講練結合，精講多練的原則，教師的講解應該幫助學生比較確切地了解語法規則的概念、結構和用法，要突出語法現象中的難點、疑點和重點。適量的練習可以幫助學生在語言實際的實踐中逐步掌握符合語法規則的語言表達方式。教師可以參考使用本書提供的下列程序: Warming up by talking about Hollywood; Learning about English word formation and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie
Period 3
Using language
運用課 Using Language課本圍繞加利福尼亞州這個話題設計練習�！盠istening and speaking”練習形式活潑多樣，有聽錄音、填寫明信片、填寫表格、討論、問答活動等，容易使學生產生身臨其境之感。此外，練習還要求學生變換角色編對話，增強語言的交際性�！癛eading and writing”部分以“George’s diary”為主線設計了豐富多彩的練習，使人目睹加州美麗的自然風光和人文景觀，領略加州文化。本部分把讀、寫有機地結合在一起，并注重培養學生的語篇意識，注重學生綜合語言運用能力的提高。建議教師參考使用本書提供的下列程序進行教學: Warming up by listening and reading aloud; Reading for forms; Copying and making sentences; Making sentences of Noun Clauses ; Closing down by reading and writing travel diaries。
實際教學過程課時劃分建議
Period 1
將Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一節“閱讀課”。
Period 2 將Learning about language 和Workbook中的 USING WORDS AND COLLOCATIONS、USING STRUCTURES 整合在一起上一節“語言知識課”。
Period 3 將Using language 設計為一節包括聽說讀寫單項技能或組合技能訓練的“綜合技能課（一）”。
Period 4 將Workbook 的READING AND LISTENING和TALKING整合在一起上一節“聽說課”。
Period 5 將Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合為一節“綜合技能課（二）”。
第二部分
教學資源說明
Section 1
Background
背景 圍繞單元話題“Festival around the world”，《金色教案》提供了幾則語言規范、短小精干的趣味性材料。這些材料既可以作為教師教學參考材料為教師所用，也可以直接或改寫、重組后作為課堂內外的拓展性閱讀材料呈現給學生。
Section 2
Explanation
解析 重點針對“閱讀課型”中的課文難句，《金色教案》不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點話題為線索，進行了一定的歸納、辨析和總結，以幫助教師更好地實施“語言形式”的教學。
Section 3
Vocabulary
詞匯 按照課本單元詞匯表順序，《金色教案》重點提供動詞、短語搭配的講解。所提供的例句，經典、地道、實用、易懂，完全可以直接用于教學。
第三部分
教學測評說明
圍繞單元詞法、句法項目，《金色教案》提供了長短不一的“單元教學測評”，并備有參考答案供教師使用。有些測評題目直接源于歷年高考試卷，更具有說服力和實用性。
Period 1 A sample lesson plan for reading
(CALIFORNIA)
Introduction
In this period, after the warming up, students will be guided to pre-read by discussing, read for forms, copy and make sentences. Then they shall read the text to transfer information. Next they will read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account.
Objectives
To help students understand the text’s forms and contents and learn about a land of diversity
To help students communicate on the topic in focus with the words, collocations and structures learned in this unit
Focus
Words illustrate, indicate, swap, slip, hire, insert, react
Collocations by means of, occur to, team up with, mark out, take in, a great many
Patterns 1. Exactly when the first people arrived in what we now know as California, no one really knows.
2. However, in 1846 the United States declared war on Mexico and after it lost the war, Mexico had to give California to the United States.
3. Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the railway from the west to the east coast that brought even larger numbers to California in the 1860s.
4．Now that you have read the text, you know a lot more about the pictures on pages 1-3.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up by talking about California
California is a state located on the west coast of the United States. It is by far the most populous state in the U.S., as well as the most physically diverse, with the highest and the lowest points in the lower 48 states located within 150 miles of each other. If California were an independent nation, it would have the fifth largest economy in the world (after the rest of the U.S., Japan, Germany, and Britain; see economy of California). The state's official nickname is "The Golden State" in reference to California's 1849 Gold Rush. [1] California's U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.
2. Pre-reading by discussing
Look at the pictures on page 1. Discuss them in pairs.
The famous Hollywood sign, a symbol of the city's world famous entertainment culture.
Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becoming a metaphor for the entire concentration of high tech businesses.
3. Reading for forms
Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
4. Copying and making sentences
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
Then how to learn collocations?
Be aware of collocations, and try to recognize them when you see or hear them.
When you learn a new word, write down other words that collocate with it.
Read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.
Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Useful collocations from CALIFORNIA
the third largest state in the USA美國第三大州, have the largest population人口最多, the most multicultural state in the US 美國最具多元文化的州, know the history of California了解加州的歷史, at various times 在不同的時代, attract… from… 吸引了來自……的…, it is likely that… 很有可能……, at least fifteen thousand years ago 至少在15,000年以前, by means of… 通過……, a land bridge 大陸橋, exist in prehistoric times史前時期曾經存在過， in the 16th century 在16世紀，after the arrival of … 在……來到……之后, force… into slavery 迫使……成奴隸, in addition 此外, die from… 死于……, survive the terrible times 經歷著些恐怖時期而活了下來, be ruled by… 被……所統治, in the early 16th century 在16世紀初期, fight against…與……打仗, take the land 奪去了土地, two centuries later 兩個世紀以后, along the northwest coast of… 在……西北沿海地區， religious men 宗教人士, teach the Catholic religion to… 向……傳授天主教， gain one’s independence from… 從……獲得了獨立, declare war on… 向……宣戰, lose the war 戰敗, a strong…influence in… 在……仍保持……的影響, over 40% of … 有40%多的……, speak…as a first or second language 把……作為第一或第二語言, in the early 1800s 在19世紀初期, live in and around… 住在……及附近， the dream of becoming rich quickly 發財夢, achieve one’s dream of becoming rich 圓了發財夢, make a life for oneself 過自己的生活， become the thirty-first state 成為第31個州, a multicultural society一個多元文化的社會, during the Gold Rush Period在淘金熱時期, from the west to the east coast 從西海岸到東海岸，bring even larger numbers to…吸引了更大批量的……到……， a large percentage 很大比例， stay in the “Chinatowns” of…… 住在……的“中國城”, establish a town of one’s own建立了他們自己的城鎮, keep up one’s culture 保持著自己的文化, establish the film industry 建立的電影行業, have the second largest Jewish population 擁有第二大的猶太人口, at the beginning of the 20th century 在20世紀初期, work in the ship and aircraft industries 在船廠和飛機廠工作, in more recent decades 在最近的幾十年里, since its beginning in the 1970 從20世紀70年代開始， the mix of nationalities 多種國籍的混合, major racial or cultural groups主要的種族或文化群體, a mixture of many races and cultures多種族、多文化的混合體
5. Transferring information
Now you are going to the text again to note down the most important events in the California history.
CALIFORNIA
Native Americans Native Americans living in California at least fifteen thousand years ago; crossing the Bering Strait from Asia to Alaska by
means of a land bridge; in the 16th century the native People suffering greatly
The Spanish In the18th century, California being ruled by Spain; first arriving in South America in the early 16th century; two centuries later, the Spanish having settled in most parts of South America and along the northwest coast of what we now call the Untied States; there being still a strong Spanish influence in the state
Russians In the early 1800s, Russian fur trappers settling in California; today there being about 25,000 Russian-Americans living in and around San Francisco
Gold minors In 1848, gold being discovered in California; the nearest, and the first to arrive being were South Americans, and people from the United States; adventurers from Europe, then later from Asia and even the Pacific Islands arriving soon after; California becoming the thirty-first state of the United States of America in 1850, being a multicultural society
Later arrivals the building of the railway from the west to the east coast bringing larger numbers of Chinese to California in the 1860; Italians arriving in California in the late 19th century; in 1911 immigrants from Denmark establishing a town of their own; by the 1920s the film industry being well established in Hollywood，California; today California being the second largest Jewish population in the United States; Japanese farmers arriving in California at the beginning of the 20th century; people from Africa living in California since the 1800s
Most recent arrivals In more recent decades, California having become home to people from Asia, including Cambodian, Koreans, Vietnamese and Laotians
The future People from different parts of the world still immigrating to California
6. Reading the text again to draw a diagram of it and retell the story in your own words
Most texts have a three-part structure-introduction, body, and conclusion. You can see this structure in texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if possible.
Type of writing and summary of CALIFORNIA
A expository writing of CALIFORNIA
Part 1:Native Americans ● Native Americans living in California at least 15,000 years ago
Part 2:
The Spanish ● In the18th century, California being ruled by Spain;
● The Spanish first arriving in South America in the early 16th century
Part 3: Russians ●In the early 1800s, Russian fur trappers settling in California
Part 4:
Gold minors ●In 1848, gold being discovered in California
Part 5: Later arrivals ●Chinese coming to California in the 1860;
Italians arriving in California in the late 19th century
Part 6:
Most recent arrivals ●In more recent decades, California becoming home to people from Asia
Part 7:
The future ●People still immigrating to California
7. Closing down by writing a history account
To end this period you are to write a history account of your own city. You are required to use the collocations from the text you have just learned this period.
The brief history of Guangzhou
Guangzhou is the third largest city in China. And it not only has the third largest population in the country, but also is the most multicultural city. Few people in the North know the history of Guangzhou. At various times, people have been attracted from all overt China to this beautiful city. The first people arrived here the pre-history years. It is likely that, at least fifteen thousand years ago, the northern people had crossed the Changjiang River to come to this city by means of small boats which had been existing in prehistoric times. In the 16th century，people here suffered greatly from both flooding and drought. Many of them were forced into slavery. In addition, many died from terrible illnesses. But the strongest survived the terrible times.
…
…
Period 2 A sample lesson plan for Learning about Language
(Revise Noun Clauses )
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and learn to use the following useful structures: noun clauses . The following steps of teaching may be taken: Warming up by talking about Hollywood; Learning about English word formation and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie.
Objectives
To help students Revise Noun Clauses
To help students discover and learn to use some useful words and collocations
To help students discover and learn to use some useful structures
Procedures
1. Warming up by talking about Hollywood
Hollywood is a district of the city of Los Angeles, California, U.S.A., situated northwest of Downtown. Due to its fame and identity as the historical center of movie studios and stars, the word "Hollywood" is often used colloquially to refer to the American film industry. Today much of the movie industry has dispersed into surrounding areas such as Burbank and the Westside, but significant ancillary industries (such as editing, effects, props, post-production, and lighting companies) remain in Hollywood.
2. Revising Noun Clauses
We have leaned about Revising Noun Clauses before. Before we do the four grammar exercises on page 5 let’s revise Noun Clauses first.
English Grammar:名詞性從句
一、主語從句
1. It 作形式主語和it引導強調句的比較
It 作形式主語代替主語從句，主要是為了平衡句子結構，主語從句的連接詞沒有變化。而it引導的強調句則是對句子某一部分進行強調，無論強調的是什么成分，都可用連詞that。被強調部分指人是也可用who/whom。例如：
It is a pity that you didn’t go to see the film.
It doesn’t interest me whether you succeed or not.
It is in the morning that the murder took place.
It is John that broke the window.
2. 用it 作形式主語的結構
(1) It is ＋名詞＋從句
It is a fact that … 事實是…… It is an honor that ……非常榮幸
It is common knowledge that ……是常識
(2) it is ＋形容詞＋從句
It is natural that… 很自然…… It is strange that… 奇怪的是……
(3) it is ＋不及物動詞＋從句
It seems that… 似乎…… It happened that… 碰巧……
(4) it ＋過去分詞＋從句
It is reported that… 據報道…… It has been proved that… 已證實……
3. 主語從句不可位于句首的五種情況
(1) if 引導的主語從句不可居于復合句句首。
(2) It is said, (reported) …結構中的主語從句不可提前。例如：
It is said that President Jingo will visit our school next week. (right)
That President Hu will visit our school next week is said. (wrong)
(3) It happens…, It occurs… 結構中的主語從句不可提前。例如：
It occurred to him that he failed in the examination. (right)
That he failed in the examination occurred to him. (wrong)
(4) It doesn’t matter how/whether …結構中的主語從句不可提前。例如：
It doesn’t matter whether he is wrong or not. (right)
Whether he is wrong or not doesn’t matter. (wrong)
(5) 含主語從句的復合句是疑問句時，主語從句不可提前。例如：
Is it likely that it will rain in the evening? (right)
Is that will rain in the evening likely? (wrong)
4. What 與that 在引導主語從句時的區別
What 引導主語從句時在從句中充當句子成分，如主語、賓語、表語，而that 則不然。例如：
1) What you said yesterday is right. 2) That she is still alive is a consolation.
二、賓語從句
1. 作動詞的賓語
(1) 由that引導的賓語從句（that 通�？梢允÷裕�,例如： I heard that be joined the army.
(2) 由what, whether (if) 引導的賓語從句，例如： 1) She did not know what had happened.
2) I wonder whether you can change this note for me.
(3) 動詞＋間接賓語＋賓語從句。例如： She told me that she would accept my invitation.
2. 作介詞的賓語
例如：Our success depends upon how well we can cooperate with one another.
3. 作形容詞的賓語
例如：I am afraid (that) I’ve made a mistake.
That 引導的從句常跟在下列形容詞后作賓語：
Anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以將此類詞后的that 從句的看作原因狀語從句。
4. It 可以作為形式賓語
It 不僅可以作為形式主語，還可以作為形式賓語而真正的賓語that 從句則放在句尾，特別是在帶復合賓語的句子中。 例如：
We heard it that she would get married next month..
5. 后邊不能直接跟that 從句的動詞
這類動詞有Allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。這類詞后可以用不定式或動名詞作賓語，但不可以用that引導的賓語從句。例如：I admire their winning the match. (right) I admire that they won the match. (wrong)
6. 不可用that從句作直接賓語的動詞
有些動詞不可用于“動詞＋間接賓語＋that從句“結構中，常見的有Envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：
He impressed the manager as an honest man. (right)
He impressed the manager that he was an honest man. (wrong)
7. 否定的轉移
若主句謂語動詞為Think, consider, suppose, believe, expect, fancy, guess, imagine等，其后的賓語從句若含有否定意義，一般要把否定詞轉移到主句謂語上，從句謂語用肯定式。例如：
I don’t think this dress fits you well.（我認為這件衣服不適合你穿。）
三、表語從句
表語從句在復合句中作表語的名詞性從句，放在系動詞之后，一般結構是“主語＋連系動詞＋表語從句”。可以接表語從句的連系動詞有be, look, remain, seem等。引導表語從句的that�？墒÷�。另外，常用的還有the reason is that… 和It is because 等結構。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
四、同位語從句
同位語從句就是在復合句中作名詞的同位語的名詞性從句。
1. 同位語從句的功能
同位語從句對于名詞進一步解釋，說明名詞的具體內容，一般由that引導，例如：
1) The king’s decision that the prisoner would be set free surprised all the people.
2) The order that all the soldiers should stay still is given by the general.
2. 同位語在句子中的位置
同位語從句有時可以不緊跟在它所說明的名詞后面，而是被別的詞隔開。例如：
He got the news from Mary that the sports meeting was put off.
3. 同位語從句與定語從句的區別
(1) 定語從句中的that既代替先行詞，同時以在從句中作某個成分（主語或賓語），而同位語從句中的that是連詞，只起連接主句與從句的作用，不充當句中任何成分。
(2) 定語從句是形容詞性的，其功能是修飾先行詞，對先行詞加以限定，描述定的性質或特征；同位語從句是名詞性的，其功能是對名詞進行補充說明。例如：
1) The news that he told me is that Tom would go abroad next year.（他告訴我的消息是湯姆明年將出國。）（第一個that引導的從句是定語從句，that在從句中作賓語）
2) The news that Tom would go abroad is told by him.（湯姆將出國的消息是他講的。）（同位語從句，that在句中不作任何成分）
Now you may turn to page 5 and finish the four grammar exercises in pairs.
3. Closing down by watching The Incredibles, a Hollywood movie
Plot Summary for The Incredibles (2004)
Mr. Incredible is a superhero; or he used to be, until a surge of lawsuits against superheroes submitted by the people they've saved forced the government to hide them in witness protection programs so they could lead normal, anonymous lives. Now known exclusively by his secret identity, Bob Parr, he lives with his wife Helen, formerly Elastigirl, and their three children Violet, Dash, and Jack Jack. He works as an insurance claims specialist, and he's fed up with his pushy boss and his immoral profession, but his wife's worked too hard to build a normal life for her family to abide his nostalgia for heroism. When Mr. Incredible's offered the chance to play the role of hero again by a mysterious informant, he jumps at the opportunity, but when it turns out to be a trap set by an old nemesis he had a hand in corrupting, the whole family must reveal themselves to save Mr. Incredible and countless innocents.
Period 3 A sample lesson plan for Using Language
(GEORGE'S DIARY 12-14 JUNE)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. The teacher may follow these steps: warming up by listening and reading aloud, reading for forms, copying and making sentences, making sentences of noun clauses , closing down by reading and writing travel diaries.
Objectives
To help students read the passage GEORGE'S DIARY 12-14 JUNE
To help students to use the language by reading, listening, speaking and writing
Procedures
1. Warming up by listening and reading aloud
Language is created to be listened to and spoken first. So open your book to page 2 and read the text aloud while listening to the recording. Watch your pauses between the thought groups.
2. Reading for forms
Read the text GEORGE'S DIARY 12-14 JUNE on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
3. Copying and making sentences
You are asked to copy all the underlined collocations into your notebook after class as homework. You may make your own sentences with these collocations.
Useful collocations from GEORGE'S DIARY 12-14 JUNE
arrive early this morning 清晨抵達， go straight to… 直赴……, drop one’s luggage 放下行李, a ride on a cable car 乘纜車, get spectacular view of… 看到了……的壯麗景色, find a better form of transport 找到一種更好的交通方式, see a terrible accident 看到一次可怕的事故, slip down the hill 滑下山去, have late lunch 午飯吃的很晚, in the late 19th century 在19世紀末, begin the fishing industry 開始了捕魚業, a tourist area 一個旅游區, catch the ferry to… 乘渡船去……, do much exploring at… 在……看了這么多東西, feel like doing… 想要做……, team up with… 和……做伴, hire a car 租了一輛小汽車, drive around city 驅車游覽城市, a great drive 一種特棒的駕車活動, mark… out for… 專門為……選定的……, have blue and white sign 有藍白兩色相間的標記, with…on… 上邊標有……, a 79 km round-trip 一次往返79公里的旅行, admire the view 欣賞風景, take photographs照相, have really good idea of… 對……有了一個很好的了解, settle in… 在……定居, look like…看上去像……, a number of… 大量的……, a great many… 大量的……, have a delicious meal 吃了一頓可口的飯菜, walk back down… to… 沿著……步行回到……, have a good view of… 觀賞了……, keep prisoners 關押囚犯, freezing cold 冰冷, be pulled out of…被從……拉了上來
4. Making sentences of Noun Clauses
To revise Noun Clauses you are next to make sentences with the useful collocations from GEORGE'S DIARY 12-14 JUNE.
Sentences made with useful collocations from GEORGE'S DIARY 12-14 JUNE
1. When she arrived this morning is still unknown.
2. I have now idea whether he would go by bus or go straight there on foot.
3. Where you are to drop your luggage is a question.
4. How you will take a ride on a cable car has nothing to do with me.
5. The fact is that he needs to get spectacular view of the city first.
6. Finding a better form of transport is what we are considering at the moment.
7. Whether he saw a terrible accident or not in the street is of no importance to me.
8. Slipping down the hill, he dragged with him what he could reach on the way down.
9. After having his late lunch, he began studying what is called the fishing industry science.
10. In this tourist area, people are doing much exploring for what was left by the Japanese invaders.
5. Closing down by reading and writing travel diaries
Kids, have you ever kept a journal of your trip?
Not only is it fun to write but it is a great mement when the special time has passed. Now start writing and sending your travel diaries to us!
Foot tour of Tonsville
This morning we sent on a short foot tour of Tonsville to get our bearings for the next couple of days. It’s nice to be back in a town that is big enough to have good facilities, and in a picturesque setting. Our hostel is located next to the marina, a short stroll into the heart and soul of townsville town centre, which at night reminded me of something out of Miami with all the neon pink and blue street lighting, pretty and alluring.
Having spent the morning taking photos and acquainting ourselves with the town settled down for a swim at the hostel pool and catching up on some reading and work emails...
Mike
Home, Home Again
By pummel
March 15th 2006
Our final breakfast on the Nimrod was more basic than the others, perhaps reflecting that we had run out of food, or perhaps more likely that two of the crew had been throwing up all night thanks to the storm. We took a bus from Port Douglas, where we moored down to Cairns and being thoroughly exhausted did little but drink coffee, and go to the cinema. This is something that I had no intentions of doing, but the thought of two hours in a comfy chair that wasn’t rocking and rolling was very appealing to me.
I ended up going for a few drinks that evening with people I met at my hostel, and at the start of the night I couldn’t decided if they were boring, shy or that there was some sort of language barrier. After several hours out on the town including Sohos and the Legendary Woolshed I decided that they were in fact boring, and went home, leaving them like Pilchards amongst Potato Cod(I think Potato Cod is a type of Grupper Shawna).