高中英語人教版Unit3Australia unit3australia教案

Unit3AustraliaⅠ.單元教學(xué)目標(biāo)技能目標(biāo)SkillGoalsTalkaboutAustraliaPracticeexpressingprohibitionsandwarnings.ReviewthePredicative.Writeareplytoane-mail.II.目標(biāo)語言功 能 句 式Expressionsofprohibitionsandwarnings:You’renotallowed…Youmustn’t…Youcan/can’t…Youhaveto…Youshould…It’sOKto…Becareful…Lookout…詞 匯1．四會(huì)詞匯associate,GreatBarrierBeef,brochure,Oceania,adequate,ecology,autonomous,federal,defense,policy,tax,nation,citizen,celebration,birthplace,tolerate,tolerance,migrant,homeland,via,superb,rust,tropical,splendor,timetable,heritage,aboriginal,fortnight,reservation,highway,cradle,rainfall,agriculture,sow,bachelor,correspond,owe,enclosure,authority,desperate,shrink,barbecue,wind,limb,paralyze,sickness,recover,funnel,snatch,amongst,vinegar,unconscious2．認(rèn)讀詞匯Perth,Kakadu,Canberra,Uluru,Commonwealth,Kosciuszko,Melbourne,Adelaide,Nullarbor,Hobart3．詞組associatewith,outofrespect,correspondwith,talk…into…,owe…to…語 法ThePredicative重 點(diǎn) 句 子1.Australia2.Thecentreofthecontinent,whichismainlydesertanddrygrassland,hasfewsettlements.P223.Australiaisa4.Australiahas5.AustraliaDaycelebrationsthatincludepeoplefromsomanybirthplacesareanexcellentwaytoencouragetolerance,respect,andfriendshipamongallthepeopleofAustralia.P226.Atdifferenttimesofthedayitappearstochangecolor,fromgrey-redatsunrise,togoldenandfinallytoburningredatdusk.P237.…mostpeopledon’tdothisoutofrespectfortheAboriginalpeoplewhoconsidertherocktobesacred.P23Ⅲ.教材分析與教材重組 1.教材分析 本單元的中心話題是“澳大利亞”。通過對(duì)本單元的學(xué)習(xí)，學(xué)生將獲取并能討論該國的地理、歷史、自然、風(fēng)俗、文化等方面的知識(shí)，對(duì)該國家的了解更加具體、系統(tǒng)。整個(gè)單元的熱身、閱讀等語言知識(shí)和語言技能項(xiàng)目都圍繞該話題展開。Warmingup該部分選取了6個(gè)具有代表性，并且自身特點(diǎn)明顯的澳大利亞名勝和城市。學(xué)生在日常生活中或多或少都存儲(chǔ)有相關(guān)的信息，便于其討論在地圖上填充有助于學(xué)生在了解正確地理位置的同時(shí)可以結(jié)合在地理課堂上的所學(xué)知識(shí)分析該地點(diǎn)的氣候、人文、發(fā)展等情況，激發(fā)其進(jìn)一步了解澳大利亞的欲望。Pre-reading部分所設(shè)計(jì)的3個(gè)問題是對(duì)同一閱讀內(nèi)容不同角度的呈現(xiàn)：Q1：文章的主題內(nèi)容，Q2：與主題有關(guān)的不同方面的材料，Q3：不同的文章體裁；有助于學(xué)生從不同角度看問題，用不同手法來呈現(xiàn)同一主題。這些問題既能培養(yǎng)學(xué)生的邏輯思維能力，又為閱讀作了鋪墊。Reading運(yùn)用不同的文章體裁介紹澳大利亞的概況，包括地理、組成、全稱、首都、人口、面積等，同時(shí)還介紹了澳大利亞日以及一些風(fēng)景、名勝；同時(shí)再配以生動(dòng)的圖片，激起了讀者到澳大利亞旅游、觀光的愿望。Comprehending中練習(xí)1的問題訓(xùn)練學(xué)生的跳讀能力；練習(xí)2中的問題可以訓(xùn)練學(xué)生的精讀能力，問題設(shè)計(jì)本身是一個(gè)信息輸入——信息加工整理——信息輸出的過程，能夠鍛煉學(xué)生對(duì)已有知識(shí)用英語表達(dá)的能力；對(duì)練習(xí)3中問題的討論有助于培養(yǎng)學(xué)生的邏輯思維能力和概括能力。Learningaboutlanguage包括詞匯和語法兩部分。詞匯學(xué)習(xí)涉及本單元一些詞在文章中的具體運(yùn)用，對(duì)比自己對(duì)新詞的理解和字典的釋義，有助于學(xué)生的英語表達(dá)能力和先思考后求證的學(xué)習(xí)習(xí)慣。同時(shí)學(xué)會(huì)根據(jù)詞根歸類記憶單詞。語法練習(xí)部分復(fù)習(xí)了表語的用法。Usinglanguage包括聽力、泛讀、辯論、寫作四部分。Listening由四個(gè)練習(xí)組成。第一個(gè)練習(xí)要求預(yù)測錄音要談到的內(nèi)容。第二個(gè)練習(xí)是回答問題；第三個(gè)練習(xí)是將海報(bào)補(bǔ)充完整，教師可以此幫助學(xué)生分析、總結(jié)如何寫海報(bào)；第四個(gè)練習(xí)是討論問題。這四個(gè)練習(xí)主要培養(yǎng)學(xué)生預(yù)知、捕捉和篩選信息的能力。 Readinganddiscussing中的第一部分，介紹了澳大利亞的一些有毒、危險(xiǎn)的動(dòng)物。在某種程度上是要讓學(xué)生明白：這些動(dòng)物本身對(duì)人類是沒有威脅的；知道如何避免這些問題的發(fā)生，有助于人類與動(dòng)物和平相處。第二部分中的問題是考查學(xué)生對(duì)文章的理解。第三部分不僅能訓(xùn)練學(xué)生的口頭表達(dá)能力而且學(xué)到了一些自我保護(hù)的方法。第四部分是讓學(xué)生學(xué)習(xí)制作海報(bào)。Debating分三部分。第一部分要求師生討論辯論有哪些規(guī)則；第二部分分組為辯論做準(zhǔn)備；第三部分是進(jìn)行辯論。Writing部分要求學(xué)生閱讀郵件后根據(jù)課本所提供的內(nèi)容，按要求認(rèn)真設(shè)計(jì)并回復(fù)郵件。 2.教材重組 從教材內(nèi)容和分量上看，將Warmingup和Workbook中的TALKING，設(shè)計(jì)成一節(jié)“口語課”。 將Pre-reading,Reading和Comprehending三項(xiàng)活動(dòng)放在一起，設(shè)計(jì)成一節(jié)“精讀課”。 將Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES放在一起，設(shè)計(jì)成一節(jié)“語言學(xué)習(xí)課”。 將Usinglanguage中的Listening和Workbook中的LISTENING以及SPEAKINGANDLISTENINGTASK放在一起設(shè)計(jì)成一節(jié)“聽力課”。 將Usinglanguage中的Readinganddiscussion和Workbook中的READINGTASK設(shè)計(jì)為一節(jié)“泛讀課”。 將Usinglanguage中的Writing和Workbook中的WRITING整合為一節(jié)“寫作課”。 3.課型設(shè)計(jì)與課時(shí)分配（根據(jù)學(xué)情和教材分析，本單元分六課時(shí)完成。） 1stPeriodSpeaking 2ndPeriodReading 3rdPeriodLanguagestudy 4thPeriodListening 5thPeriodExtensivereading 6thPeriodWritingⅣ.分課時(shí)教案TheFirstPeriodSpeakingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語Canberra,associatewith,barrierb.功能句式(1)You’renotallowed...(2)Youmustn’t...(3)Youcan/can’t...(4)Youhaveto...(5)Youshould...(6)It’sOKto...(7)Becareful...(8)Lookout...2.Abilitygoals能力目標(biāo)EnablethestudentstotalkaboutsomecitiesandattractionsinAustralia.Enablethestudentstotalkaboutsomesignsandexpressprohibitionsandwarnings.3.Learningabilitygoals學(xué)能目標(biāo)Learnhowtotalkaboutsomecitiesandattractionstheyhaveknown.Learntotalkaboutsomesignsandexpressprohibitionsandwarnings.Teachingimportantpoints教學(xué)重點(diǎn)LearntotalkaboutsomecitiesandattractionsinAustralia,talkaboutsignsandexpressprohibitionsandwarmings.Teachingdifficultpoints教學(xué)難點(diǎn)Learntotalkaboutsomesignsandexpressprohibitionsandwarningsusingthegivenexpressions.HowtotalkaboutcitiesandattractionsinAustralia.Teachingmethods教學(xué)方法Cooperativelearninganddiscussing.Teachingaids教具準(zhǔn)備Acomputer,aprojector,amapofAustralia.Teachingprocedures&&ways教學(xué)過程與方式StepⅠHomeworkcheckingT:LastclassIaskedyoutolookforsomeinformationaboutAustraliainourschoollibraryorthroughtheInternet,andthenlistthreethingsthatinterestyou.Haveyoudonethat?Homeworkforlastclass:1:ConsultavailablematerialstohaveageneralideaofAustraliafromthefollowingaspects:plants,animals,famouscities,attractions,greatevents,suchas,the2000OlympicGames,cultures,etc.everythingthatinterestsyou.2:Dividedthestudentsinto6groups,andeachgrouprespondforthefollowingcitiesandattractionsseparately:Sydney,Perth,Kakadu,Canberra,Uluru,andGreatBarrierReef.Ss:Yes.T:Good!Who’dliketotellusyouropinions?S1:I’mfondofsomeAustraliaanimals,forinstance,kangaroos,dingoesandkoalas.S2:Somefamouscitiesaremyfavorites,suchasSydney,CanberraandMelbourne.S3:WhatinterestmemostaresomeAustraliaattractions,forexample,GreatBarrierBeef,SydneyT:Welldone!StepⅡWarmingUpGetthestudentstodothetasksinwarmingup,andthenuseamaptochecktheiranswers.T:NowturntoPage21andgothroughthepicturesanddoTask1inpairs.(Severalminuteslater.)Haveyoufinishedit?Ss:Yes.T:OK,checkyouranswerswiththeotherstudents.NowfindtheplaceslistedinQuestion1onthemapofAustraliaandthenwritethenumbersofthephotosintheblanksonthemap.(Afterafewminutes)Haveyoufinishedthetask?Ss:Yes.T:OK.Checkyouranswersaccordingtothemaponthescreen.T:Lasttime,yourgroupswereacquiredtoconsultforthesetopics,right?Andit’stimetoshareyourinformationwiththerestofus.Well,G1please.G1:IwanttotalksomethingaboutSydney.SydneyistheoldestsettlementinAustralia,theeconomicpowerhouseofthenationandthecountry’scapitalineverythingbutname.BuiltontheshoresofthestunningPortJackson,youwouldhavetodieandgotoheavenbeforeyouseeamorespectacularsettingforacity.SydneynowattractsthemajorityofAustralia’simmigrants,includingItalians,Lebanese,Turks,Greeks,ChineseandVietnamese.Sydneyisamodern,cosmopolitananddynamiccitysettingamongstadazzlingharborsetting.In2000SydneyithostedtheOlympicGamesatthepurposeofbuildingHome-bushcomplex.G2:IgotsomeinformationaboutCanberra.NowI’dliketoshareitwithyou.Canberraisafascinating20th-centurycreationthathasstruggledtoestablishitselfasthefocusofAustralia’snationalhistory,prideandidentity.Canberrahaslongbeenperceivedasthe‘fatcat’ofAustraliancities,atownofpoliticiansandbureaucratslivingoffthehardworkoftheircountryfolk.CanberrahasgrownfromaFederationbabyintoanadultcitywithallthechallengesanddelightsthatbeingagrown-upbrings.Canberraismeticulously（一絲不茍，嚴(yán)謹(jǐn)?shù)模﹑lannedandsuburbsareseparatedbyswathesofnativebushland,whileitsmaintouristattractions—theNationalGallery,ParliamentHouseandotherinhabitantsoftheParliamentaryTriangle—aresetaroundapleasantartificiallakeencircledbybiketracks.Ifyou’reenamoredofthebushandlungfuloffreshair,butdon’twanttobetoofarfromadecentcafélatté,you’llbeinheaveninthenationalcapital.CanberraisalsoagreatbaseforvisitingthenearbydelightsoftheSnowyMountainsandtheNewSouthWalessouthcoast.G3:I’velearntsomethingaboutPerthinourschoollibrary.PerthisavibrantandmoderncitypleasantlysitedontheSwanandCanningrivers,withtheceruleanIndianOceantothewestandtheancientDarlingRangestotheeast.ItclaimstobethesunnieststatecapitalinAustralia,thoughmorestrikingisitsisolationfromtherestofthecountry(PerthisclosertoSingaporethantoThecitycentre,withitscoolglassskyscrapers,dominatesthecityscape,modernitythereareanumberoffine19th-centurybuildingsandfacades.Awayfromthisclutteredrectangleofcommerceandpublicservice,thereisindeedabeautifulcity,enhancedbytheIndianOceanbeaches,thehillsidehideaways,romanticFremantle,cosmopolitanSubiacoandtheselect,comfortablesuburbswhichfringetheSwanG4:IhappenedtoknowsomethingabouttheGreatBarrierReefandI’vedownloadsomebeautifulpicturesoftheGreatBarrierReef.MayIshowthemonthescreen?T:Ofcourse.Goahead.G4:Lookatthepictures.TheGreatBarrierReefisasiteofremarkablevarietyandbeautyonthenorth-eastcoastofAustralia.Itcontainstheworld’slargestcollectionofcoralreefs,with400typesofcoral,1,500speciesoffishand4,000typesofmollusc.Italsoholdsgreatscientificinterestasthehabitatofspeciessuchasthedugong(‘seacow’)andthelargegreenturtle,whicharethreatenedwithextinction.TheGreatBarrierReef,oneofAustralia’sfirstWorldHeritageAreas,wasinscribedontheWorldHeritageListin1981.TheGreatBarrierReefWorldHeritageArea(GBRWHA)is347800squarekilometresinarea.ItextendsfromthetopofCapeYorktojustnorthofFraserIsland,andfromthelowwatermarkontheQueenslandcoastseawardtotheouterboundaryoftheMarineParkbeyondtheedgeofthecontinentalshelf.ItisthelargestWorldHeritageAreaandmarineprotectedareaintheworld.G5:HereIgotsomeinformationaboutKakadu.Kakaduisaculturallandscape.ItwasshapedbythespiritualancestorsofAboriginalpeopleduringtheCreationTime.Theseancestorsor‘firstpeople’journeyedacrossthecountrycreatinglandforms,plants,animalsandBininj/Mungguy*(Aboriginalpeople).Theybroughtwiththemlawstoliveby:ceremony,language,kinshipandecologicalknowledge.TheytaughtBininj/Mungguyhowtolivewiththelandandlookafterthecountry.KakaduG6:I’dliketotellyousomethingaboutUluru,andIalsowanttoshowsomepicturesonthescreen.T:OK,please.G6:Uluru(alsoAyersRockorTheRock)isalargerockformationincentralAustralia,intheNorthernTerritory.ItislocatedinUluru-KataTjutaNationalPark,350kmsouthwestofAliceSprings.Itisthesecond-largestmonolithintheworld(afterMountAugustus,alsoinAustralia),morethan318mhighand8kmaround.Italsoextendskmintotheground.ItwasdescribedbyexplorerErnestGilesin1872as“theremarkablepebble”.Whatimpressespeoplemostisthatitappearstochangecolorsatdifferenttimesoftheday.Thepictureshowsusthis.KataT:You’vedoneagreatjob!Accordingtowhatyouhavedescribed,I’mdeeplyimpressed.It’sanamazingcountry!AndIhopesomeday,allofyoucanexperiencethesebyyourself.StepⅢTalking(Workbook)Arousethestudents’talkinginterestbyshowingamapofAustraliaandthendotheexercise.T:NowlookatthemapofAustraliaandtellmewhatitissurroundedby.Ss:Itissurroundedbytwooceans:theIndianOceaninthewestandnorth,andthePacificOceaninthenortheast.T:Soithasaquitelongcoastlineandmanybeautifulbeaches.Butonthebeachestherearesomecommonsignsthatvisitorsmustknowwhattheymean.NowturntoPage68.Lookatthesignsanddothetaskaccordingtotheinstructionintalking.(Afterallowingthemenoughtime)Whichgroupswanttopresentyours?Group1:Sign1meansyouarenotallowedtoswimhere.Group2:Sign2meansyoucanswimbetweentheflagsandifyouareindifficulty,youshouldraiseyourarm.Group3:WethinkSign3tellsusthatweshouldbecarefulofdogsbecauseinsomeareasdogsledbytheirownersornotledbytheirownersareallowed.Group4:Sign4tellsusthatyoumustn’tbringyourdogintothearea.Group5:Sign5meanswhenpeopleswim,theyhavetobecarefulofsubmarinecables.T:Agreatjob!StepⅣHomework1.DescribewhatyouhavelearnedaboutAustraliatoyourparentsandfriends,andmakethemfeelthebeautifulsceneriestoo.2.TrytogetmoreinformationaboutAustralia(Aboutgovernment,climate,development,anddifferencetothenorthhemisphere,etc...).3.ConsultmaterialsaboutSydneyOperaHouse.TheSecondPeriodReadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語brochure,Oceaniab.重點(diǎn)句式Australiaisapopulardestinationwithtouristsfromallovertheworldwhocometoexperienceitsuniqueecology.P22AustraliahasAustraliaDaycelebrationsthatincludepeoplefromsomanybirthplacesareanexcellentwaytoencouragetolerance,respect,andfriendshipamongallthepeopleofAustralia.P22Atdifferenttimesofthedayitappearstochangecolor,fromgrey-redatsunrise,togoldenandfinallytoburningredatdusk.P23...mostpeopledon’tdothisoutofrespectfortheAboriginalpeoplewhoconsidertherocktobesacred.P232.Abilitygoals能力目標(biāo)EnablethestudentstotalkaboutthegeneralsituationsofAustralia.3.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearntotalkaboutAustralia.Teachingimportantpoints教學(xué)重點(diǎn)TalkaboutthegeneralsituationofAustraliaincludingaholiday,sceneryandattractions.Teachingdifficultpoints教學(xué)難點(diǎn)Learntoanalyzethepassage.Teachingmethods教學(xué)方法Teachasawhole,skimming,scanning,discussing,analyzing.Teachingaids教具準(zhǔn)備Acomputerandaprojector.Teachingprocedures&&ways教學(xué)過程與方式StepⅠHomeworkcheckingT:WhowanttotellmesomethingmoreaboutAustralia?S1:TheCommonwealthofAustraliawasformedin1901throughthefederationofsixstatesunderasingleconstitution.S2:TodayAustraliaS3:Theclimateisgenerallypleasantwithoutextremesintemperature.TheseasonsinAustraliaaretheoppositetothoseoftheNorthernHemisphere.Spring:September—NovemberSummer:December—FebruaryFall:March—MayWinter:June—August.T:Good!StepⅡLead-inShowsomepicturesofSydneyOperaHousetoarousethestudents’readinginterest.T:Lookatthescreen.Whatarethesepicturesabout?Ss:TheyarethepicturesofSydneyOperaHouse.T:Whocansaysomethingaboutit?S1:SydneyOperaHousemustbeoneofthemostrecognizableimagesofthemodernworld-uptherewiththeEiffelTowerandtheEmpireS2:Notonlyisitrecognizable,ithascometorepresent‘Australia’.S3:Quiteright.Althoughonlyhavingbeenopensince1973,itisasrepresentativeofAustraliaasthepyramidsareofEgyptandtheColiseumofRome.S4:I’vegotsomeinformationabouttheSydneyOperaHouse.AndmayIshowitonthescreen?T:Goaheadplease.SydneyOperaHousefactsandfigures·WasdesignedbyDanisharchitectJornUtzon·WasopenedbyQueenElizabethIIon20October1973·Presented,asitsfirstperformance,TheAustralianOpera’sproductionofWarandPeacebyProkofiev·Cost$AU102,000,000tobuild·Conducts3000eventseachyear·Providesguidedtoursto200,000peopleeachyear·Hasanannualaudienceof2millionforitsperformances·Includes1000rooms·Is185meterslongand120meterswide·Has2194pre-castconcretesectionsasitsroof·Hasroofsectionsweighingupto15tons·Hasroofsectionsheldtogetherby350kmsoftensionedsteelcable·Hasover1milliontilesontheroof·Uses6225squaremetersofglassand645kilometersofelectriccableT:Welldone!StepⅢPre-readingGetthestudentstodothetaskinPre-readingbyglancingatthepassagequickly.T:Iknowyou’vegotalotaboutAustraliabyconsultingvariousmaterials.Andduringthisperiod,we’llgetmoreinformationaboutthiscountrythroughdifferentaspects.Nowlookthroughquestions1and2inPre-reading,andthenanswerthem.(Afterafewminutes)T:Checkyouranswerswithyourpartner.Whovolunteertotellmeyouranswers?S1:IthinkthetopicshouldbeAustralia.S2:AstoQ2,IthinkText1ismainlyaboutitsGeography.Text2isaboutafestivalAustraliaDay.Text3isaboutscenery.Text4isaboutaWorldHeritageSite.Text5isaboutanAttraction.S3:Text1ispartofatextinanencyclopedia.Text2isanewspaperarticle.Text3isanadvertisement.Text4isapostcardfromsomeoneonholiday.Text5ispartoftouristbrochure.T:You’vegotit!StepⅣWhile-reading1.SkimmingGetthestudentstoskimthepassagequicklytoanswerthequestionsinTask1inComprehending.T:NowturntoPage24andgothroughthequestionsquicklyandthenskimthepassagetogettheanswers.(Thenchecktheanswers.)2.ScanningGetthestudentstoreadmorecarefullytodoTask2.T:NowscanthetextagainanddoTask2.(Aftergivingthemenoughtime)Whowanttotellusthefactsthatyouconsidertobethemostinteresting?S1:Thecenterofitismainlydesertanddrygrasslandandhasfewersettlements.S2:Itsunusualwildlifeinterestsmemost.S3:EachyearmanypeoplebecomeAustraliancitizens.S4:Uluraappearstochangecoloratdifferenttimesoftheday.S5:Mostpeopledon’tclimbUluruoutofrespect.S6:...T:Good!Austral3.Dealingwithsomelanguageproblems.T:Doyouhaveanylanguageproblems?S1:Idon’tknowwhat’sthedifferencebetween“defend...from”and“prevent...from”.T:OK.Herewehavetwogroupsofphrasesonthescreen.(1)stop/prevent/keep...from...(2)protect/defend/cover...from...T:Nowgothroughtheexamplesonthescreenandfindoutthedifference.(1)Weshoulddosomethingtostop/prevent/keeptheearthfrombeingpolluted.(2)Whentravelingwe’dbettertakeanumbrellatoprotect/defend/coverourselvesfromthesunorrain.T:Who’vefoundoutthedifference?S2:Ithinkafter‘from’inthefirstgroupofphrasesweoftenuseagerundwhileinthelatterweoftenuseanoun.T:Yes.Youarequiteright.Isthereanyotherquestions?S3:Howaboutthesewords:sight,scene,view,andscenery?T:Well,whenreferringtonaturalthingsweoftenusesight;whenreferringtosomethingofhuman,weusuallyusescene;whenreferringtoruralareaswealwaysusevieworscenery,butsceneryisanuncountablenoun.Nowchoosethebestwordsofthefourtofillintheblanksonthescreen.(1)Whichdoyoulikebettertown1_____orrural2_____.(2)Sunriseisabeautiful3_____.(3)Ireallymissthenatural_____inmyhometown.T:Whatareyouranswers?Ss:1.scenes2.views3.sight4sceneryT:Good!You’vegotit.StepⅤPost-readingGetthestudentstodoTask3bydiscussinginComprehending.T:Well,nowdiscussthequestionsinTask3withtheothersaroundyou.(Aftergivingthemenoughtime)whovolunteertotellmeyouropinions?S1:PeoplefromdifferentculturalandsocialgroundsmakeAustraliatheirhome.S2:BecauseAustraliaencouragestolerance,respectandfriendshipamongallpeopleofS3:Ithinkwinterisappropriateforpeopletotravelbytrainwhilesummerismoresuitableforpeopletotravelbyplane.Becausewinteriswarmanddrywhilesummerishotandwet.S4:Mostagriculturetakesplaceinthesouth-easternandsouth-westernareas,becausethelandsintheseareasarefertileandcangetadequaterainfall.S5:AlthoughAustralS6:Itislarge,developed,autonomous,andattractive.T:Wonderful!StepⅥParagraph-analyzingHelpthestudentstoanalyzethestructureofthepassagebydiscussingsomequestions.T:Nowdiscussthequestionsonthescreenwithyourpartners.1.What’sthewritingstyleofthepassage?2.What’sthecharacteristicofthepassage?3.What’sthemainideaofthepassage?4.What’sthewritingpurposeofthepassage?T:(Aftersometime)Haveyoufinishedyourdiscussion?Ss:Yes.T:Good.Whatstyledoyouthinkthepassagebelongsto?S1:Itbelongstoillustratingwriting.T:Whatdoyouthinkofthecharacteristics?S2:Asawhole,classificationdeclarationisusedwithsubtitlestointroduceAustralia,makingthestudentshaveaclearideaofit.Numbers,examplesandpicturesarealsoused,makingtheillustrationmorevividandconcrete.T:What’sthemainidea?S3:Afterreadingthepassage,wereaderscangetsomeinformationaboutAustralia,especiallyitsgeographyandscenery.T:What’sthepurpose?S4:ThepassagenotonlymakesusreadersgetageneralideaofAustraliabutalsoarousesourinterestinitandencourageustopayavisittoit.Ithinkthesearethepurposesofthepassage.T:Good!Anyotherthings?S5:Australiabelongstoallourhumanbeing.Weshouldprotectitwhileweareenjoyingit.Andnomatterwhatwedo,andwhereweare.Weshouldkeeptheworldinmind.StepⅦHomework1.Listentothepassageonemoretime.2.PreviewthetasksinLearningaboutLanguage.TheThirdPeriodLanguagestudyTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語migrant,adequate,sow,hardship,bachelor,owe,correspondwithb.重點(diǎn)句子MostAustraliabelievethathavingpeoplefromsomanydifferentbackgroundscreatestoleranceandrespectandmakesAustraliaastrongernationandamoreinterestingplacetolive.P24Theearlysettlersowedtheirsurvivaltohardworkanddeterminationtosucceed.P25Thekeeper’ssolutionwastobuildandevenbiggerbarrier.P26Theresultwasdisappointing.P26Themeatseemstoshrinking.P26Itsmellsstrange.P262.Abilitygoals能力目標(biāo)Enablethestudentstolearntheusageofsomeimportantwordsinthisunit.Enablethestudentstomasterwhatcanactaspredicativeandwhichverbcanbeusedaslinkverb.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentsusethenewwordsandexpressionsandpredicativecorrectly.Teachingimportantpoints教學(xué)重點(diǎn)Whatcanbeusedaspredicative.Teachingdifficultpoints教學(xué)難點(diǎn)Whatotherverbscanbeusedaslinkverbsbesides“be”.Teachingmethods教學(xué)方法Summarizingandpracticing.Teachingaids教具準(zhǔn)備Acomputerandaprojector.Teachingprocedures&&ways教學(xué)過程與方式StepⅠLearningaboutwords1.DiscoveringusefulwordsandexpressionsGetthestudentstodoTask1,2and3accordingtotheinstructionsandthenasksomeofthemtopresenttheiranswers.Beforeaskingstudentstodothispart,theteacherfirstshouldmakesurethatthestudentsknowthepartofspeechofthesewords,andthenconsultthedictionarytoseehowthesamekindsofwordsaredefined.PossibleanswerstoTask2WordYourdefinitionDictionarydefinitionmigrantPeoplewhocamefromoneplacearenowlivinginanotherplaceApersonoranimaloresp.birdsthatmigratesorismigrating.adequateEnoughEnoughforthepurposesowPutseedsintosoilToplantorscatterseedsonapieceoflandhardshipSomethingpainfulanddifficultDifficultconditioninlifebachelorPeoplewhodon’tmarryAnunmarriedmancorrespondKeeptouchwithExchangelettersregularlyoweThinkoneresultsfromanotherToadmitasthecause,discover,orpointoforiginPossibleanswerstoTask3wordwordsrelatedtaxtaxation,tax-collector,tax-payer,tax-freehomehomeland,hometown,homework,homesick,homemade,homeless,homelikerustrust-less,rustprooftimetimetable,time-bomb,time-limit,time-difference,time-saving,time-spirittightnight-bell,night-bird,night-school,night-work,night-dress,nightclothes,night-flowerautonomyautonomous,automation,automatic,automatdefenddefense,defenseless,defendant,defensive,defendabletoleratetolerancecelebratecelebration,celebratornationnational,nation-wide,nationality,nation-army,nation-band,nation-defense,nation-economycitycitizen,Citizenship,city-hall,city-manbirthbirthday,birthplace,birth-mark,birth-control,birth-rateassociateassociation,associationalreservereservation,reserved,reservoirwayairway,railway,waylay,waybill,way-less,way-worn2.USINGWORDSANDEXPRESSIONS(Workbook)GetthestudentstodotheexercisesinUSINGWORDSANDEXPRESSIONSandthenchecktheiranswerstogether.StepⅡGrammar1.RevisingusefulstructuresGetthestudentstodoTask1,2and3inrevisingusefulstructuresandthenchecktheiranswerstogether.PossibleanswerstoTask3.(1)Australiaistheonlycountrythatisacontinent.(Noun)(2)Itisthesixthlargestcountryintheworldandisinthesmallestcontinent.(Prepositionphrase)(3)Australia(4)Australiaismadeupofsixstates.(Pastparticiple)(5)Atdifferenttimesofthedayitappearstochangecolor,fromgrey-redatsunrise,togoldenandfinallytoburningredatdusk.(Infinitive)2.Usingstructures(Workbook)Getthestudentstodotask1,2and3inUSINGSTRUCTUREandthenchecktheiranswerstogether.3.StructuresummaryGuidethestudentstosummarizepredicativeandlinkverbsbycollectingtheiranswersontheblackboard.T:Canyoutellmewhatcanbeusedaspredicative?Ss:Nouns,pronouns,numerals,adjectives,participles,gerunds,infinitives,adverbs,prepositionalphrases,wordgroupsandclauses.T:Youarequiteright!T:Itisknownthatwealwaysputapredicativeafteralinkverbandtherearemanylinkverbsbesides“be”inEnglish?Nowsortthelinkverbswithyourpartner.(Afterafewminutes)Whovolunteertotellusyours?S1:1.be2.become,get,turn,go,grow3.sound,smell,taste,feel4.look,seem,appear5.keep,remain,stay,continue6.fall,come,prove,7.live,lie,sit,stand,existT:Great!You’vegotit.4.PracticeGetthestudentstodothepracticeandthenchecktheiranswers.T:Nowfillintheblanks.1.___heknewnothingabouther.A.Itappearedasif B.ItseemsthatC.Itlookedthat D.Itseemsasif2.Thesupplyofbricks____short.A.going B.runningC.getting D.becoming3.Eachtimewehadameeting,hewould___silent.A.sitB.standC.lieD.prove4.Hedreamedofbeingacollegestudent.Hisdreamfinally____true.A.wentB.turnedC.gotD.came5.We’veneverthoughtthathehas____robber.A.becomeB.provedC.turnedD.madeT:Haveyoufinishedit?Ss:Yes.T:OK.Tellmeyouranswers.Ss:1-5DBADCT:Good!StepⅢHomework1.Makesureyouknowthedifferencebetweenthelinkverbs.2.Previewthelisteningpractice,andcollectsomeinformationaboutflag.TheFourthPeriodListeningTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語surf,lifesaving,nipper,iron-man,gocamping,nervousabout,ob.重點(diǎn)句式Doyouthinkbytheendoftheconversation,BobhastalkedWeiPingintogoingcamping?Helpthemtostaycalmandtellthemnottomove.Windabandagefirmlyaroundthewholelimbiftheyarebittenonalimb.Getthemtohospitalassoonaspossible.2.Abilitygoals能力目標(biāo)Enablethestudentstotalkaboutcampingandflags.3.Learningabilitygoals學(xué)能目標(biāo)Helpthe