Unit 3  The land down under教学设计

Unit 3  The land down under I. 单元教学目标 技能目标Skill Goals ▲Talk about Australian history, geography, nature, customs and culture ▲Practice expressing prohibitions and warnings ▲Review the Predicative ▲Write a description of animalsII. 目标语言 功    能    句       式 Expressions of prohibitions and warnings: You can’t / mustn’t ... If you ..., you’ll ... You’d better not do it. Don’t smoke! Don’t be late! Look out! Take care! Be careful! 词    汇 1． 四会词汇 strait, islander, fellow, criminal, govern, resemble, diverse, transform, immigration, strengthen, differ, pronunciation, vocabulary, female, concept, chew, chairwoman, entire, mine, fence, birthplace, outing, lemonade, barbecue, roast, steak, barrier, pointed, claw, hairy, medium, bushy 2． 认读词汇 Canberra, outback, territory, Queensland, Victoria, Tasmania, Aborigines, Torres Strait, Portuguese, Dutch, claim, governor, newcomer, commonwealth, the Commonwealth of Australia, mate, Sheila, wilderness, billabong, aboriginal, koala, Alaska, dingo, the Great Barrier Reef, logical, wombat 3． 词组 As a consequence (of), break out, feed ... on, be made up of, have an influence on, benefit from 语    法 The Predicative Teaching English as a foreign or second language has already become a big business. Two plus two is four. Shanghai is no longer what it used to be. Her eldest son has been way from home ever since the war broke out. 重    点    句       子 Sydney is perhaps Australia’s most famous city, but the capital of Australia is Canberra, a city located between Sydney and Melbourne. P22 Later, when the American War of Independence made it impossible for England to send prisoners to North America, Australia was chosen as a new place where prisoners and criminals were sent. P22 The newcomers changed the way land was managed and introduced new plants and animals that were harmful to the Australian ecosystems. P22 After the Second World War, Australia began to transform itself into the modern country it is today. P23 III. 教材分析和教材重组 1. 教材分析 本单元的中心话题是“澳大利亚”，通过本单元的学习，让学生了解该国的地理、历史、自然、风俗、文化等方面的知识，激发学生对旅游的兴趣。整个单元的热身、阅读等语言知识和语言技能项目都围绕该话题展开。 1.1 WARMING UP通过三个问题和一幅地图，唤起学生脑海里已有的澳大利亚的知识，和进一步了解澳大利亚的欲望。 1.2 LISTENING由三个练习组成，录音分为两部分。第一个练习要求预测录音要谈到的内容。第二个练习是完成表格。第三个练习是通过听第二段录音，了解旅行安全、设备及环保方面的建议并完成表格。这三个练习主要培养学生预知、捕捉和筛选信息的能力。 1.3 SPEAKING重点训练表达禁止和警告的日常交际用语，以小组的活动形式进行讨论，组织学生用前面所听内容完成要到某地旅行的原因以及如果出现了问题应该如何解决。 1.4 PRE-READING 提供了二个问题，要求学生预测“阅读”部分会回答哪些问题以及如何安排这些问题。培养学生的逻辑能力。这些问题的讨论为阅读作了铺垫，激起学生阅读下文的欲望，他们急于了解自己的回答是否与作者相吻合。 1.5  READING 介绍了澳大利亚的组成、国旗、土著居民、殖民者、国家的诞生以及澳大利亚英语与英国英语的区别。 1.6 POST-READING 练习1 让学生脑海中的问题得到解决。练习2 检查学生对阅读的理解程度。练习3 训练学生分清事实、定义和例子，有助于学生准确地有逻辑地表达观点。 1.7 LANGUAGE STUDY 包含词汇和语法两部分。词汇学习涉及借助于英语词典。解释英语单词和本单元一些词在文章中的具体运用。语法练习部分复习了表语。 通过两个练习使学生学习到哪些词可以充当表语，还有除be 外哪些动词还可以充当系动词。通过复习可以提高学生书写句子的准确性。 1.8 INTEGRATING SKILLS 包含阅读和写作部分。通过阅读“澳大利亚”，人们了解了澳大利亚的一些其它情况， 如，人口、面积、物产、动物和气候等。写作部分要求学生描述一种澳大利亚的动物。 2. 教材重组 2.1 WARMING UP, LISTENING 和 Workbook中的LISTENING放在一起，设计成一节“听力课”。 2.2 SPEAKING 和Workbook 中的TALKING均属于说的内容，因此把它们放在一起，整合成一节“口语课”。 2.3 将PRE-READING, READING和POST-READING三项活动放在一起，整合成一节“阅读课”。 2.4 把LANGUAGE STUDY和Workbook中的PRACTISING放在一起，整合成一节“语法课”。 2.5 将INTEGRATING SKILLS中的Reading设计为一节泛读课。 2.6 将INTEGRATING SKILLS中的Writing和Workbook中的WRITING合为一节“写作课”。  3. 课型设计与课时分配（根据学情，经教材分析，本单元分六课时完成。）        1st Period              Listening        2nd Period             Speaking        3rd Period             Reading        4th Period              Language Study        5th Period              Extensive Reading        6th Period              Writing IV. 分课时教案 The First Period Listening Teaching goals   教学目标 1. Target language 目标语言 a. 重点词汇和短语 travel tips, plan a trip to, pay attention to, accent, go on one’s / the trip, experienced, stay safe b. 重点句式 Which of the places would you like to visit? Before you go on your trip, you need to think what to bring and how to stay safe. 2. Ability goals 能力目标 Enable students to catch important information about what to bring and how to stay safe before going on the trip by listening. 3. Learning ability goals 学能目标 Help the Ss learn how to catch the important information about what to bring and how to stay safe before going on the trip when listening. Teaching important points  教学重点 Deal with the two listening materials about traveling in Australia. Teaching difficult points   教学难点 Learn about Australian accent. Teaching methods  教学方法 1. Listening (individual). 2. Cooperative learning. Teaching aids  教具准备 Multimedia and a blackboard. Teaching procedures && ways  教学过程与方式  Step I  Greetings Greet the whole class as usual.  Step II  Warming up Show the students a picture of Sydney Opera House on the screen. T: OK. Now please look at the picture and then tell me what it is and where it is. S: It is Sydney Opera House and it is in Australia. T: You are right. OK. Now today we’ll learn about Australia, in other words, the land down under. I think you should have known a lot about Australia. So I’ll ask you some questions. Question 1 is “What do you know about Australia? List three things that interest you.” Who’d like to have a try? S1: I know some famous cities, for example, Sydney, the largest city in Australia; Canberra, its capital and Melbourne.  S2: I know some Australian animals, for example, Kangaroos, dingoes and Platypus. S3: I know some Australian attractions, for example, Great Barrier Reef, Sydney Harbor Bridge and Gold Coast. T: OK. So much for this question. Let’s look at the map of Australia on Page 19 in our book. Which of the places would you like to visit? Why? What would you do there? Volunteers！ S4: I’d like to visit Great Barrier Reef, because it is a beautiful place, and there I can dive to learn more about the secrets of the sea. S5: I want to visit South Australia, I can go cycling there. S6. I’d like to visit Brisbane, I can go surfing there. T: OK. I wish your wishes come true some day. Now could you tell me where the Pacific Ocean, the Indian Ocean, Sydney, Melbourne and Canberra are? Volunteers！ S7: The Pacific Ocean is to the east of Australia while the Indian Ocean is to the west of Australia. Sydney is in the southeast of Australia, belonging to New South Wales; Melbourne is also in the southeast of Australia, belonging to Victoria, and Canberra is in the southeast of Australia, belonging to Capital Territory.  Step III   Listening T: OK. We have talked a lot about Australia. Now let’s listen to something about Australia. Imagine that you are going to visit Australia. Listen to the travel tips on the tape and plan a trip to one of the destinations. First let’s look at the word list below. Tick the words you think you will hear on the tape. Are you clear? Ss: Yes. Students do Exercise 1. After a minute. T: Have you finished? Ss: Yes. T: OK. Let’s do Exercise 2. Play the tape for the first time. After that, ask some students to complete the chart, and if not correct, give the correct ones. Then play the tape again for the students to listen. T: Before you go on your trip, you need to think what to bring and how to stay safe. Use what you know about adventure travel and safety to list a few items in the chart below. Then I’ll ask some of you to give your answers. (After two minutes) Are you ready? Ss: Yes. Ask three students to give their answers. Suggested answers: Safety Walk early in the day and rest during the heat of the day; Drink plenty of water in hot climates. Pace yourself when walking, climbing, etc. Don’t photograph locals without their permission. On a wildlife trip, don’t wear perfume or colognes. Equipment Clothing: 2 pairs of trousers / shorts, 2 —4 shirts, sweaters, rain gear (coat and / or umbrella), coat (weight depends on destination), 3 or 4 pairs of socks, 3 or 4 pairs of undergarments (walking shoes /boots) Tools: duffel bag, flashlight (extra batteries && bulbs), Swiss army knife (or similar), plastic water bottle && folding cup, spoon (fork, plate), compass, whistle, inflatable travel pillow, sleep sack (lightweight) or sleeping bag, nylon cord, sewing kit, small towel, water purifier (chemical or mechanical) Medication: analgesic such as aspirin, insect repellent, bandages Others: maps, guidebooks, camera, accessories, film, extra batteries, dark glasses. Environmental protection Don’t destroy the habitat of plants and animals. Don’t make a fire where it is forbidden. Don’t pour anything like Coca-cola into rivers or lakes. Don’t go to destroy birds’ nets and take eggs out of them. No touching corals or anything else while diving. Don’t throw waste anywhere. T: Good. We’ll hear the second part of the tape, and you will hear an experienced outback guide give advice about safety equipment. After that, please complete the chart according to what you hear. Play the tape and then check the answer with the whole class. If necessary, play the tape again.  Step IV  Listening (Workbook) T: Now let’s do some more listening. Please turn to Page 161, Exercise 1. Ask three students to answer the three questions. Suggested answers: 1. Bushfires often break out in summer (after October) in Southeast and South of Australia, because it is very hot and rains little and it blows heavily. Once a bushfire breaks out, it is hard to control, which causes many deaths and loss of property. 2. If a bushfire were moving towards my house, I would immediately leave my house in a car with necessary things. 3. People should be careful, save water and never throw cigarette ends through the windows of the vehicles. T: Let’s listen to Part 1 of the tape for the first time and do 1 and 2 of Exercise 2. Listen to Part 1 of the tape for the second time and then do 3 of Exercise 2. Check the answers. T: Listen to Part 2 and do Exercise 3 on P 161. Check the answers.  Step V  Summary and homework T: Today we talked a lot about Australia and also listened to something about Australia. There are two tasks for you to do after class. If you have a chance to go to Australia, what would you like to do there? This is the first homework, and the other is to do Ex. 1 on Page 163: Use the clues to solve the word puzzle. See you next time. Ss: See you next time.