高中英语 Unit 3《Australia》教案4 新人教版选修9.docx

1、高中英语 Unit 3Australia教案4 新人教版选修9Unit 3 Australia（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

2、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

3、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”， 以一个单词为中心，衍生出与之相关的派生词和合成词。

4、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”

5、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associate barrier brochure adequate ecology autonomous federal defense policy tax taxation nation citizen citizenship celebration birthplace tolerate tolerance migrant homeland via superb rust rusty tropical splendor heri

6、tage aboriginal fortnight reservation highway cradle rainfall agriculture sow bachelor correspond owe enclosure authority desperate shrink barbecue paralyze sickness recover funnel snatch amongst vinegar unconscious词组associate with Great Barrier Reef out of respect correspond with owe to talk into 语

7、法Revising of Predicative (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2 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

8、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

9、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2）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 Period 1 Reading Period 2 Language points Period 3 Grammar Period 4 Using Language Period 5 Debating & Writing Period

10、1 Reading. Teaching aims:1.Enable the students to learn some information about Australia2.Train the students reading ability(skimming, detail reading, distinguishing different styles of articles). Teaching important points: Get some information of Australia in the text . Teaching difficult points: E

11、nable the students to distinguish different styles of extract articles. Teaching methods:Cooperative learning, task-based learning. Teaching aids: A computer, a blackboard, a tape-record. Teaching procedures: Step Lead-in1.Greeting2.Ask Ss to guess the country we are going to talk about-“Today we ar

12、e going to learn about a country. It is a country and also a continent. It is surrounded by oceans. While many other countries are having winter, it is in summer. In this country, you will see many plants and animals that cannot be found anywhere else, such as the kangaroo, koala bear, ect. Do you k

13、now which country it is?”3.Ask Ss to say something about each picture and distinguish what city does each picture associates with. “Have you ever been to Australia? What places do you know in Australia? (Well-known cities, famous scenic spots, etc.) Look at the pictures. What do you see in each pict

14、ure? Can you recognize them? Why?”4.Ask Ss to find the places listed in Question 1 on the map5.Ask Ss to work in groups and discuss what they know about these places.Step Pre-reading1.Ask Ss to quickly glance at the five text and answer the questions designed for this part.2.Get the Ss know some rea

15、ding strategies: skimming, detail reading and paying attention to the words that frequently appeared in the text and equally important, their relative words.Step Reading1.Ask the Ss to read the text quickly and answer questions listed in Exercise 1, Comprehending part.2.Ask the Ss to read the text i

16、n detail, underline the information they didnt know before and write down five facts that they consider to be the most interesting and exchange information in groups work.Step Discussion Ask the Ss to work in groups to discuss the following questions.1. What kind of people do you think make Australi

17、a their home?2.Each year large numbers of people became Australian citizens. Why do you think they choose to become citizens?3.When do you think traveling by train across Australia would be appropriate and when do you think traveling by plane would be most suitable? Give more than one reasons.4.In w

18、hat part of Australia do you think most agriculture takes place? Give reasons.5.Why do you think the population of Australia is so small when it is such a large country?6. Choose five words or phrases to describe Australia.Step Language pointsExplain some difficult points as listed in the PPT.Step H

19、omework 1. Finish Ex.1, 2, 3, Page24-25.2. Write an article about the reasons why people want to travel in AustraliaPeriod 2 Language Points. Teaching aims:1.Target Languagebackgrounds, nation, citizens, tolerance, Aboriginal, homelands, migrants, adequate, sow, hardship, bachelor, correspond, owe2.

20、Ability goalsEnable Ss to use the new words in the text or passagesEnable Ss to give correspondent definition of each new wordEnable Ss to learn useful strategy to expand their vocabulary . Teaching important points:Enable Ss to use the new words in contextEnable Ss to give correspondent definition

21、of each new wordEnable Ss to learn useful strategy to expand their vocabulary . Teaching difficult points:Enable Ss to give correspondent definition of each new wordEnable Ss to learn useful strategy to expand their vocabulary. Teaching methods:Cooperative learning, task-based learning. Teaching aid

22、s: A computer, a blackboard, a tape-recorded. Teaching procedures: Step GreetingsStep Lead-inT: Yesterday we read five short texts which introduce certain aspects of Australia, each short text is written in a different style, and so do you know what styles are they?Step Word Study1.Ex1 on page 24. F

23、irst show the words on the screen and check Ss understanding of each word. Then do the exercise, that is, ask each Ss to read out a sentence and figure out what words should be filled in each blank, and then translate it into good Chinese.2.Ex2 on page 25. Ask the Ss to read the text and try to gues

24、s the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong.3. Ex3 on page 25. Ask Ss to follow the example and try to write down as many words re

25、lated to each of the following words as possible. tax: taxation, taxed, taxable, taxman, taxpayerhome: homework, homely, homeland, homeless, homemaker, homecoming, homesickrust: rusty, rustprooftime: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timelessStep Consolidating Exer

26、cise Choose the correct words to complete the following sentences.autonomous tasty desperate unconscious aboriginal adequate rusty superb1)The young woman seemed to be asleep, but in fact she was _.2)The house looked old form outside, but inside it was _.3)The knife appeared _, but it proved to be e

27、xtremely sharp.4)The name of the place sounds like English, but it is _.5)The fruit smelled bad, but it turned out to be very _.6)The food and water seemed _ quality, but they made us sick.7)The situation seemed _ quality, but it proved to be hopeful.8)This island appears to be an independent countr

28、y, but actually it is to be a(n) _ region within the country.Keys: unconscious superb rusty aboriginal tasty adequate desperate autonomousStep V. Homework Do Exercise in the workbook page68-69 Ex1, 2, 3, 4. Period 3 Grammar: Revising of the Predicative . Teaching aims:1.Enable the Ss to grasp what c

29、an function as predicative (words, phrases, nonfinite, clauses)2.Enable the Ss to apply this grammar point to the daily use of English. Teaching important points: What can function as predicative and how to use correctly use them to the context. Teaching difficult points: What can function as predic

30、ative and how to correctly apply them to the context. Teaching methods:Inductive and deductive methods, task-based learning and cooperative learning. Teaching aids: A computer, a blackboard. Teaching procedures: (Pre-class)1.Get the Ss to collect some pictures of Australia and describe them respecti

31、velyStep Revision and lead in1.Ask the students to recall what theyve learned in the previous reading passage(five short texts in the Reading part)2.Ask them a group of questions:Where is Australia?How do you like Australia? Use several Adjectives to describe it.Do you think Australia is a wonderful tourist destination?How would you feel if you offered a chance to tour around Australia?Then write down Ss answers, of course each answer contains a predicative, so underline them, thus lead in tod