高中英语 Unit3(Australia)教案(2) 新人教版选修9 教案 18页

英语：Unit3《Australia》教案（2）（新人教版选修9）（一）教材分析：本单元的中心话题是“澳大利亚”，主要内容涉及澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容。语言技能和语言知识都是围绕这一中心设计的。热身（Warming-up）部分用几幅关于澳洲的大城市和著名的风景点的图画，过渡到这个单元的课题，并引出与下面阅读课文相关的词汇和背景知识。读前部分旨在训练学生的阅读技巧，要求学生快速浏览五篇短文后，回答前面的这个部分设计的三个问题。阅读部分包含五篇主题相同却风格各异的短文，百科全书选段、新闻报道、广告、明信片、旅游手册文章，从多角度概叙了澳大利亚的国家全貌。理解部分由三项练习组成，练习1和“读前”部分相呼应，也是要求学会快速阅读课文，旨在训练略读技巧。练习2要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论。这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系。练习3是对课文内容的拓展，训练学生的逻辑思维能力和表达能力。由于五篇短文大多是陈述性和描叙性的语言，而没有表达个人的观点的语句，因此，该练习借用文中提到的一些事实发问，以激发学生对文章内容的深沉思考。问题的答案不能从文中直接找到，要求学生有理有据地说出自己的观点。“语言学习”部分由词汇和语法两部分组成。词汇部分练习1匙一个含11个空的语篇，要求学生用课文中出现的生词填空。练习2也是个语篇题，内容是关于澳大利亚早期移民的艰苦生活。这个练习要求学生首先阅读短文，看看其中画线单词是否认识，不要着急查词典，先试试猜一猜的它的意思，并写在“你的释义”一栏中。最后，再查英英词典，将你不认识的单词的定义写在“定义”一栏中。这项练习包含了两种重要的词汇策略：1）根据上下文猜测生词的意思；2）。用英语给英语单词下定义。练习3也包含了两种重要的词汇学习策略。即“学一个记一串”，\n以一个单词为中心，衍生出与之相关的派生词和合成词。这个练习给予学生充分的联想空间，既巩固了课文生词，又复习了旧词，还通过同伴之间相互交流认识了更多的生词，一举多得。语法部分复习的重点是“表语”。三个练习所用的语篇虽然不同，但任务是一样的，都是要求学生辨认表语的各种形式。语言的运用分为“听说”和“阅读讨论”两部分。听力材料为魏平和他的好友之间的一段对话---鲍勃劝说魏平去野营，但魏平有所顾忌。练习1介绍听力内容发生的背景，并让学生预测魏平为什么对露营敢到紧张，他有可能害怕什么。“阅读讨论”部分的主要内容是关于澳大利亚的几种危险动物展开。辩论部分提供的题目是：澳大利亚是一个危险的旅游地点。写作是读写结合的任务型活动。而这一任务又是前面“阅读”和“辩论”的延续。学生通过前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，自己对“露营是否安全”这一问题给予回答。（二）教学目标1．语言知识词汇associatebarrierbrochureadequateecologyautonomousfederaldefensepolicytaxtaxationnationcitizencitizenshipcelebrationbirthplacetoleratetolerancemigranthomelandviasuperbrustrustytropicalsplendorheritageaboriginalfortnightreservationhighwaycradlerainfallagriculturesowbachelorcorrespondoweenclosureauthoritydesperateshrinkbarbecueparalyzesicknessrecoverfunnelsnatchamongstvinegarunconscious词组associatewithGreatBarrierReefoutofrespectcorrespondwithowe…totalk…into…语法RevisingofPredicative(复习表语)归纳总结在句中作表语的可以是：名词短语、数词、代词、形容词、副词、非谓语动词、介词短语/词组、从句。功能表示禁止、表示警告、表示许可话题澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯\n2．语言技能听听懂关于澳大利亚冲浪营救俱乐部、澳大利亚旗帜的介绍和野营安全的对话说用表示禁止、警告、许可的句型来进行对一些警示性标志进行功能表达；对“澳大利亚是一个危险的旅游地方”这一辩题训练学生综合说的能力。读略读、细读、语义场在段落篇章阅读中运用以及对文章风格特点把握的训练写在前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，书面对“露营是否安全”这一问题给予回答。3．学习策略学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力认知猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能调控小组活动中通过对同伴的意见归纳，用自己的方式表达出来，从前面的阅读和同伴处得到反馈，对自己在作文中的错误进行修改；同伴合作，探究发现规律并灵活运用交际积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务4．教学的重点和难点（1）重点1）了解澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯2）学会表达禁止、警告和许可3）归纳复习语法项目---表语4）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议5）让学生掌握辩论技巧，对提供的辩题进行辩论6）让学生对“露营是否安全”进行E-mail回复（2）难点1）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议\n2）让学生掌握辩论技巧，对提供的辩题进行辩论3）让学生对“露营是否安全”进行E-mail回复的书面表达（三）教学安排对课本内容进行优化组合，可将本单元分成5个课时Period1ReadingPeriod2LanguagepointsPeriod3GrammarPeriod4UsingLanguagePeriod5Debating&WritingPeriod1ReadingⅠ.Teachingaims:EnablethestudentstolearnsomeinformationaboutAustraliaTrainthestudents’readingability(skimming,detailreading,distinguishingdifferentstylesofarticles)Ⅱ.Teachingimportantpoints:GetsomeinformationofAustraliainthetextⅢ.Teachingdifficultpoints:EnablethestudentstodistinguishdifferentstylesofextractarticlesⅣ.Teachingmethods:Cooperativelearning,task-basedlearningⅤ.Teachingaids:Acomputer,ablackboard,atape-recordⅥ.Teachingprocedures:StepⅠLead-in\nGreetingAskSstoguessthecountrywearegoingtotalkabout---“Todaywearegoingtolearnaboutacountry.Itisacountryandalsoacontinent.Itissurroundedbyoceans.Whilemanyothercountriesarehavingwinter,itisinsummer.Inthiscountry,youwillseemanyplantsandanimalsthatcannotbefoundanywhereelse,suchasthekangaroo,koalabear,ect.Doyouknowwhichcountryitis?”AskSstosaysomethingabouteachpictureanddistinguishwhatcitydoeseachpictureassociateswith.“HaveyoueverbeentoAustralia?WhatplacesdoyouknowinAustralia?(Well-knowncities,famousscenicspots,etc.)Lookatthepictures.Whatdoyouseeineachpicture?Canyourecognizethem?Why?”AskSstofindtheplaceslistedinQuestion1onthemapAskSstoworkingroupsanddiscusswhattheyknowabouttheseplaces.StepⅡPre-readingAskSstoquicklyglanceatthefivetextandanswerthequestionsdesignedforthispart.GettheSsknowsomereadingstrategies:skimming,detailreadingandpayingattentiontothewordsthatfrequentlyappearedinthetextandequallyimportant,theirrelativewords.StepⅢReadingAsktheSstoreadthetextquicklyandanswerquestionslistedinExercise1,Comprehendingpart.AsktheSstoreadthetextindetail,underlinetheinformationtheydidn’tknowbeforeandwritedownfivefactsthattheyconsidertobethemostinterestingandexchangeinformationingroups’work.StepⅣDiscussionAsktheSstoworkingroupstodiscussthefollowingquestions.WhatkindofpeopledoyouthinkmakeAustraliatheirhome?\nEachyearlargenumbersofpeoplebecameAustraliancitizens.Whydoyouthinktheychoosetobecomecitizens?WhendoyouthinktravelingbytrainacrossAustraliawouldbeappropriateandwhendoyouthinktravelingbyplanewouldbemostsuitable?Givemorethanonereasons.InwhatpartofAustraliadoyouthinkmostagriculturetakesplace?Givereasons.WhydoyouthinkthepopulationofAustraliaissosmallwhenitissuchalargecountry?ChoosefivewordsorphrasestodescribeAustralia.StepⅤLanguagepointsExplainsomedifficultpointsaslistedinthePPT.StepⅥHomework1.FinishEx.1,2,3,Page24-25.2.WriteanarticleaboutthereasonswhypeoplewanttotravelinAustraliaPeriod2LanguagePointsⅠ.Teachingaims:TargetLanguagebackgrounds,nation,citizens,tolerance,Aboriginal,homelands,migrants,adequate,sow,hardship,bachelor,correspond,oweAbilitygoalsEnableSstousethenewwordsinthetextorpassagesEnableSstogivecorrespondentdefinitionofeachnewwordEnableSstolearnusefulstrategytoexpandtheirvocabularyⅡ.Teachingimportantpoints:EnableSstousethenewwordsincontextEnableSstogivecorrespondentdefinitionofeachnewword\nEnableSstolearnusefulstrategytoexpandtheirvocabularyⅢ.Teachingdifficultpoints:EnableSstogivecorrespondentdefinitionofeachnewwordEnableSstolearnusefulstrategytoexpandtheirvocabularyⅣ.Teachingmethods:Cooperativelearning,task-basedlearningⅤ.Teachingaids:Acomputer,ablackboard,atape-recordedⅥ.Teachingprocedures:StepⅠGreetingsStepⅡLead-inT:YesterdaywereadfiveshorttextswhichintroducecertainaspectsofAustralia,eachshorttextiswritteninadifferentstyle,andsodoyouknowwhatstylesarethey?StepⅢWordStudyEx1onpage24.FirstshowthewordsonthescreenandcheckSs’understandingofeachword.Thendotheexercise,thatis,askeachSstoreadoutasentenceandfigureoutwhatwordsshouldbefilledineachblank,andthentranslateitintogoodChinese.Ex2onpage25.AsktheSstoreadthetextandtrytoguessthemeaningofeachboldedwordsinthecontextandtrytoexplaintheminEnglish.ThenaskthemtolookupthewordsinEnglish-Englishdictionary,andcheckwhethertheirformerdefinitionsarerightorwrong.3.Ex3onpage25.AskSstofollowtheexampleandtrytowritedownasmanywordsrelatedtoeachofthefollowingwordsaspossible.tax:taxation,taxed,taxable,taxman,taxpayer\nhome:homework,homely,homeland,homeless,homemaker,homecoming,homesickrust:rusty,rustprooftime:timely,timing,timekeeper,timer,timepiece,timesaving,timetable,timelessStepⅣConsolidatingExerciseChoosethecorrectwordstocompletethefollowingsentences.autonomoustastydesperateunconsciousaboriginaladequaterustysuperbTheyoungwomanseemedtobeasleep,butinfactshewas_____________.Thehouselookedoldformoutside,butinsideitwas____________.Theknifeappeared_____________,butitprovedtobeextremelysharp.ThenameoftheplacesoundslikeEnglish,butitis_____________.Thefruitsmelledbad,butitturnedouttobevery___________.Thefoodandwaterseemed__________quality,buttheymadeussick.Thesituationseemed_________quality,butitprovedtobehopeful.Thisislandappearstobeanindependentcountry,butactuallyitistobea(n)________regionwithinthecountry.Keys:unconscioussuperbrustyaboriginaltastyadequatedesperateautonomousStepV.HomeworkDoExerciseintheworkbookpage68-69Ex1,2,3,4.Period3Grammar:RevisingofthePredicativeⅠ.Teachingaims:EnabletheSstograspwhatcanfunctionaspredicative(words,phrases,nonfinite,\nclauses)EnabletheSstoapplythisgrammarpointtothedailyuseofEnglishⅡ.Teachingimportantpoints:WhatcanfunctionaspredicativeandhowtousecorrectlyusethemtothecontextⅢ.Teachingdifficultpoints:WhatcanfunctionaspredicativeandhowtocorrectlyapplythemtothecontextⅣ.Teachingmethods:Inductiveanddeductivemethods,task-basedlearningandcooperativelearningⅤ.Teachingaids:Acomputer,ablackboardⅥ.Teachingprocedures:(Pre-class)GettheSstocollectsomepicturesofAustraliaanddescribethemrespectivelyStepⅡRevisionandleadinAskthestudentstorecallwhatthey’velearnedinthepreviousreadingpassage(fiveshorttextsintheReadingpart)Askthemagroupofquestions:WhereisAustralia?HowdoyoulikeAustralia?UseseveralAdjectivestodescribeit.DoyouthinkAustraliaisawonderfultouristdestination?HowwouldyoufeelifyouofferedachancetotouraroundAustralia?ThenwritedownSs’answers,ofcourseeachanswercontainsapredicative,sounderlinethem,thusleadintoday’smainfocus---grammarpointthepredicative.StepⅢDiscoveringtherules1.AsktheSstoturntopage26andunderlineallthepredicativesinExercise1&Exercise2.InExercise2,haveapairofSstoactoutthedialogue.\n2.Thencheckanswers.3.Askthemtosummarizewhatcanfunctionaspredicativesinsentences.So,togetherwiththeSsweworkoutthatadj,noun,pronoun,numeral,adv,prepositionalphrases，infinitives,-ing,-ed,clausescanfunctionaspredicatives.StepⅣFurtherExplaining表语Predicative表语是由系动词引导的主语补足语，补充说明主语。常见的系动词有：bebecomefeelgrowprovesmelltasteappeargetgoremainsoundseemstaykeep２．充当表语的成分有形容词、名词、代词、数词、副词、介词短语、词组、不定式、　－ing形式、过去分词、从句等。3．形容词作表语，用来修饰说明主语,例如:Youdon’tfeelwelltoday.Areyousick?4．形容词只能作表语，不能作定语，如：afraidasleepreadyunablealiveawaregladsorrywellalonesure可以说　“Shefeltglad.”但不能说“agladwoman”.5.名词或名词词组作表语，一般用来确定主语的性质，或者表达主语的看法，例如：Hebecameadoctor.Boysareboys.He’snottherightmanforthejob.Sheseemedanidealwifeforhim.6.可以接不定式的系动词有：　beappearproveseem\n例如：Theyonlyaimwastogetsuccess.Sheappearstohavemanybeautifuldresses.Itprovedtobemucheasierthanwehavethought.StepⅤConsolidatingandApplyingtheruleExercisetobeshownonthePPTandonestudentatatimetodotheexerciseorally.(Judgingwhetherthesentencescontainpredicatives,usingsentencepattern“S+V+P”torewritesentences,correspondentpracticesinworkbooks.StepⅥSummaryandAssignmentMakeasummaryoftoday’stask.AssignSstosurfthewriteashortarticletointroduceanobjectoranexperience,usingasmanypredicativesaspossibleinthearticle.Period4UsinglanguageⅠ.Teachingaims:EnabletheSstogetsomebasicknowledgeaboutdangerouscreaturesinAustraliaHelpSslearnhowtoprotectthemselvesfromthedangerouscreaturesinAustraliaⅡ.Teachingimportantpoints:EnabletheSstoknowwhatattentionshouldbepaidwhilecampinginAustraliatoprotectthemselvestotallysafefromthedangerouscreaturesⅢ.Teachingdifficultpoints:TeachtheSshowtofigureoutthebestwaystostaysafewhilecampingoutsideⅣ.Teachingmethods:Task-basedlearningandcooperativelearning\nⅤ.Teachingaids:Acomputer,ablackboard,arecorderⅥ.Teachingprocedures:StepⅠLead-inGreetings.AsksomestudentstotalkaboutwhattheyknowaboutwildlifeinAustraliaandwhattheyshouldpayattentiontoiftheyareofferedachancetotravelaroundAustralia.Thusleadtotoday’stopic.StepⅡListeningPre-listening(AskSstoturntopage26andtopredictwhatWeiPingmightbenervousabout.)Listeningtask(Exercise2---answerthequestions)Listeningtask(Exercise3–fillingtheblanks)ListeningagainandhavingadiscussionKeystotasks21.Heisworriedaboutsnakes.2.No.Becausehedoesnotbelievetheyarelikelytoseeanyandheknowswhatprecautionstotakeagainstbeingbitten.3.HeprobablyhastalkedhimaroundbecauseheassuredWeiPingthattherewasverylittledanger.AlsothefactthatWeiPingsummarizedtheadviceBobgavehimsuggeststhathehasacceptedbob’sassurances.Keystotask2snakebootsandlongtrousersanoisedonotmoveavoidwalkingKeystotask3BecauseWeiPingmaythinkthebushmeanswildanddangerousland,butAustraliansuseittomeanthecountrysidewheretherearen’tanyhousesorfarmsorothersigns\nofhumans.Becausesnakesdon’thavelegs(thisiswherethehumorlies)StepⅢExtensiveReadingPre-reading(AskSsjustreadthetitleandlookatthepicturetopredictwhattheyexpecttoreadinthetext)AskSstoreadthewholetextandcheckwhetherwhattheirpredictionsarerightandtellthemainideaofthetextAskSstoreadthewholetextforspecificinformation,thatis,toanswerquestionslistedinExercise2.KeysofExercise2:1.115differentkindsofsnakesand2,000differentkindsofspiders.Onlyafewkindsofspidersandsnakesarecapableofkillinghumans.2.Mostjellyfishcancauseseverepaintoanyonewhotouchesthembutonlytheboxjellyfishcankillahuman3.Itwascheapertohireacarwithotherpeoplebecausetheycouldsharethecost.Alsoheprobablyenjoyedbeinginthecompanyofothertourists.4.Thesaltwatercrocodile.5.Theislandusedtobeaveryharshprisonforthemostdangerousprisoners.StepⅣDiscussionAskeveryfourSstoformagroupandreadtherelativeinformationAsktheSstodividetheinformationintocertainpointsandgivesuggestionstoeachpointForexample:(crocodile)Showtheexampleonthescreen.1.foundonlyinthefarnorthofAustralianeartheriversandwaterholes.Don’tgotothenorthofAustraliaandstyawayfromriversandwaterholes.\n2.Therearesignstowarnpeople.Don’tgonearwaterplaceswherethereisawaningsign.3.stayhiddeninthewateroronthelandclosetowater.Don’tgonearwateralone./Don’tswiminwatersthatarenotfamiliartoyou.StepVAssignmentAskSstogetpreparedforthedebate(dividethewholeclassintotwosides:fororagainst)inthenextperiod.Debatingtopic:“Australiaisadangerousplacetovisit.”Period4Debating&WritingⅠ.Teachingaims:1.EnabletheSstousetheyinformationthey’veacquiredtocarryoutadebate2.EnableSstooffertheiradviceandopinionsonacertainproblemsotherscomeacross3.EnabletheSstoreplyanE-mailtogiveadviceonwhetherstayinginSydneyorcampinginNationalParkⅡ.Teachingimportantpoints:EnabletheSsmastersomebasicknowledgeofdebatingEnabletheSstoreplyanE-mailofferingadvicetoafriendwhoisconfrontedwithdifficultyinmakingdecisionsⅢ.Teachingdifficultpoints:EnabletheSstoapplythebasicknowledgeofdebatingtorealdebatingoccasionEnabletheSstomasterhowtogiveareplyandofferadvicetosolveothersproblemsⅣ.Teachingmethods:Task-basedlearningandcooperativelearning\nⅤ.Teachingaids:Acomputer,ablackboard,arecorderⅥ.Teachingprocedures:StepⅠIntroductionT:LastperiodIassignedyoutogetpreparedforthedebate.Sohaveyoumadefullpreparation?Ok,beforewecarryoutthedebate,let’sgoovertherulesofdebate.YoucanrefertotheSupplementmaterialsofdebate.StepⅡDebate1.Dividethewholeclassintotwolargegroups(A&B),andthenaskeverythreeSstoformateamandhaveadiscussiononhowtoargue.2.Choosetwoteamswithdifferentideastobeseatedfacetoface.3.Thenchairthedebate,andasktheSstocarryitoutaccordingtotheprocedurewhichwaspreviouslymentioned.4.Summary:tomakeasummaryofthedebateandpresentawardstotheexcellentdebaters.StepⅢWritingAsktheSstoreadtheE-mailandtomakeoutwhydoesLiHaidiwritethisE-mail?Thengooverthetipsofareplytogethertomakeitclearthattheseelementsshouldbeincludedintheirreply.Iftimenotallowed,asktheSstofinishthereplyE-mailafterclassastheirassignment.StepⅣHomeworkAsktheSstofinishthereplyinthewritingpart.Teamwork:Askeachteamtoworkout“AweektravelingtoAustralia”.Thatis,theyareworkingfortravelagenciesandareassignedtodesignaroute“Aweek\ntravelingtoAustralia”Todothework,theyshouldfirstlookupforinformation,namesoftouristdestinations,theirfeatures,location,meansoftransportation,accommodation,etc.Andthentheyhaveadiscussiontogetthejobdone.Thennexttimechoosethebestdesignedroutes.SupplementmaterialsofdebateIntroductionAdebateroundhastwoteamswithtwodebaterseachandaSpeaker.TheSpeakerservesasboththejudgeandarbiteroftherulesduringtheround.Noteherethat"Speaker"alwaysreferstothejudgefromthispointforward.OneteamrepresentstheGovernment,whiletheotherrepresentstheOpposition.TheGovernmentteamiscomposedofaPrimeMinister,whospeakstwice,andaMemberofGovernment,whospeaksonce.TheOppositionteamiscomposedofaLeaderoftheOpposition,whospeakstwice,andaMemberoftheOpposition,whospeaksonce.TheGovernmentproposesaspecificcasestatement,whichthegovernmentteammustdemonstratetobecorrect.TheOppositiondoesnothavetoproposeanything,butmustdemonstratethatthecasestatementisnotcorrect.TheSpeakerdecidesattheendoftheround,basedontheargumentsmadeintheround,whethertheGovernmenthasproveditscaseorwhethertheOppositionhasdisprovedit.Theteamwhichmetitsburdenmoreconvincinglywins.RulesofDebateRulesofDebate (condensedfromCompetitiveDebate:RulesandTechniques, byGeorgeMcCoyMusgrave.NewYork:H.W.Wilson,1957)1.Therearetwoteams,eachconsistingoftwoorthreespeakers.2.Eachteamhastwoorthreeconstructivespeeches,andtwotothreerebuttalspeeches.Theaffirmativegivesthefirstconstructivespeech,andtherebuttals\nalternate:negative,affirmative,negative,affirmative.Theaffirmativehasboththefirstandlastspeechesofthedebate.3.Whenwordedasapropositionofpolicy,thetopicrequirestheaffirmativetosupportsomespecifiedactionbysomeparticularindividualorgroup.Theaffirmativehastherighttomakeanyreasonabledefinitionofeachofthetermsoftheproposition.Ifthenegativechallengesthereasonablenessofadefinitionbytheaffirmative,thejudgemustacceptthedefinitionoftheteamthatshowsbettergroundsforitsinterpretationoftheterm.4.Theaffirmativemustadvocateeverythingrequiredbythetopicitself.Norevisionofpositionofateamispermittedduringthedebate.5.Hewhoassertsmustprove.Inordertoestablishanassertion,theteammustsupportitwithenoughevidenceandlogictoconvinceanintelligentbutpreviouslyuninformedpersonthatitismorereasonabletobelievetheassertionthantodisbelieveit.Factsmustbeaccurate.Visualmaterialsarepermissible,andonceintroduced,theybecomeavailablefortheopponents'useifdesired.6.Inthequestioningperiod,thequestionermayaskanyfair,clearquestionthathasadirectbearingonthedebate.Thequestionermayusetheperiodtobuildupanypartofhisowncase,toteardownanypartofhisopposition'scase,ortoascertainfacts,suchastheopposition'spositiononacertainissue,thatcanbeusedlaterinthedebate.Thequestionermustconfinehimselftoquestionsandnotmakestatements,comments,oraskrhetoricalquestions. 7.Eachspeakerisquestionedassoonasheconcludeshisconstructivespeech.Thewitnessmustanswerthequestionswithoutconsultinghis\ncolleagues. 8.Nonewconstructiveargumentsmaybeintroducedintherebuttalperiod.Theaffirmativemust,ifpossible,replytothemajornegativeargumentsbeforethelastrebuttal.9.Thejudgemustbasehisdecisionentirelyonthematerialpresented,withoutregardforothermaterialwhichhemayhappentopossess.10.Anygainsmadeoutsideoftheestablishedprocedurearedisallowed.