1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step 1情景导入
T:Let\'s play a game.Work in groups. Describe Australia, including its interesting places, animals, food, history, custom and so on. The group that does best is the winner.
Step 2完成教材Activities 3~5的任务
1.Read the letter in Activity 2 again and find:(Activity 3)
(1)学生再读课文，抓住主要信息。
(2)学生相互讨论，找出信息。
(答案:1.purple, red, dark blue, yellow, green 2.sheep, kangaroos, horses 3.ham, beef, salad, grapes 4.Australian football, swimming, surfing, horse riding)
2.Complete the table. (Activity 4)
可以采用学生个体活动的方式,在完成表格后，教师还可以要求学生根据表格中记录的信息介绍澳大利亚，训练学生的口头语言输出能力。
（答案：Ayers Rock—3.6 kilometres long and 348 metres high, a centre of local Aboriginal culture The Aborigines—have lived in Australia from the earliest times Australian way of life—ham and beef with lots of salad Australian football, going to the beach Weather—sunny Language—English, special expressions: G\'day! No worries.）
3.Complete the sentences with the correct form of the words in the box. (Activity 5)
(1)学生朗读方框中的单词，并理解其含义。
(2)根据情景完成句子，全班核对答案。
(答案：1.grapes 2.Salad 3.Ham 4.relatives 5.spirits 6.period 7.lying 8.relationship）(3)如果时间允许，教师可以要求学生用所给词汇进行造句练习。
Step 3小结训练
(C)1.He often lies________the beach________ the sun in summer.
A.in; in B.on; on C.on; in D.in; on
(D)2.In fact, the Swede did not understand the three questions_______ were in French.
A.where B.who C.in which D.that
Step 4完成教材Activity 6的任务
Write a letter about a visit to a place in China. Now write a letter to a relative or a friend and tell them about your visit. Begin and end your letter like Tony\'s.
(1)教师建议学生设想一个具体读者，如自己的同学或外国朋友等。
(2)学生依据活动中的要求进行描述，完成整篇文章。
Possible answer:
Dear Mum and Dad,
I am writing this letter to you from the mountains of Yunnan! It\'s a very beautiful and exciting place.
There are many different types of people living here. They all have different ways of dressing, cooking and living. Today I saw some Yi people. They wear colourful clothes and they also drink a lot of tea. Some Yi people are different from others－it depends on whether they live in the mountains or in the lowlands. People that live in the mountains grow different foods.Yesterday the bus broke down in the middle of the country and we all had to wait quite a long time before it was fixed. I wasn\'t bored though. I looked at the interesting countryside view and made friends with some of the other travellers.
Coming home tomorrow—see you both soon!
Love,
Lily
Step 5问题探究
互评作文。
Step 6家庭作业
完成学案中的相关练习。
本节课活动的目的是用所学知识训练学生的口头及书面表达能力。学生书面能力胜过口头能力。1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step 1 情景导入
T:Do you like travelling
S1:Yes, I do.
T:Where have you been
S1:I have been to Beijing, Shanghai,…
T:Have you been to Australia？
S2:Yes.
T:Where have you visited in Australia
S2:Sydney Opera House,…
T:Do you want to see Sydney Opera House
Ss:Of course.T:We will see it at once.
环节说明:本活动的目的在于激发学生的学习兴趣, 导入本课话题,调动学生学习的积极性。
Step 2 完成教材Activities 1，2的任务
1.Answer the questions. Use the pictures on the right and on the next page to help you. (Activity 1)
(1)教师引导学生开展说的活动。例如，让学生根据图片介绍自己对这个国家的了解。
(2)教师播放录音，学生核对答案。
(3)教师总结并过渡到下一个活动。
环节说明:本活动是准备活动，采用回答问题并听录音的形式。虽然本活动与后面的对话都是听的活动，但两者目的不同，操作方式也应该有别。
2.Listen again and complete the sentences. （Activity 2）
学生个体完成，全班核对答案。教师也可以借助本活动进行延伸，为后面的教学作铺垫。例如，引导学生讨论自己所了解的澳大利亚。
环节说明:本活动是活动1的延伸，要求学生通过听录音捕捉听力材料中的细节信息，完成句子。
Step 3 小结训练
(C)1. ________ study, it\'s bad to stay at home and not to communicate with others.
A.Across for B.Accord to
C.According to D.As far as
(B)2.Kunming_________ its weather. It\'s neither too hot nor too cold.
A.is famous as B.is famous for
C.is known by D.is known as
(D)3.Where can we go to _________ the hot weather
A.keep off B.keep from
C.run away D.keep away
Step 4 完成教材Activity 3的任务
Listen and read.
1.教师带领学生集体讨论表格中所需的信息。
2.学生听对话，完成表格。
3.与同伴核对答案，然后全班核对答案。
（答案:Ayers Rock—central Australia—a special huge rock; Sydney Opera House—Sydney—like a huge sailing boat; Great Barrier Reef—off the northeast coast of Australia—over 2,600 kilometres long）
Step 5 问题探究
(C)1.Mother asked me ________the beach because it\'s dangerous.
A.not lie B.lie off
C.not to lie off D.lie on
(A)2.I like music__________ I can dance to.
A.that B.who C.where D.What
Step 6 家庭作业
完成学案中的相关练习。
本节课活动的目的是训练学生的细节理解能力和信息转述能力及听力。因学生对所学内容较熟悉，所以对本节课的知识掌握不错。1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step 1情景导入
T:What’s the height of Ayers Rock
S1:It’s 348 metres.
T:What animals can you see everywhere in Australia
S2: Sheep.
T:Why do the sheep farmers wear special hats
S3:Because the hats can keep away flies.
T:What do the farmers use the scissors to do
S3:Cut the wool off sheep.
T:What is the Sydney Opera House like
S4:It’s like a huge sailing boat.
Step 2完成教材Activities 4，5的任务
1.Answer the questions. (Activity 4)
为了保证所有学生都能理解和掌握对话内容，教师可以采用下列步骤：
（1）个体活动。（2）同伴或小组活动。
（答案：1.He’s going to write a letter about Australia.
2.Because they may help Tony.
3.They’re his Australian friends.
4.Because many Australians came from Britain.
5.The ants.)
2.Complete the passage with the correct form of the words and expression in the box. (Activity 5)
(1)学生朗读方框中的单词，并理解其含义。
(2)根据情景完成短文，全班核对答案。
(答案:1.central 2.height 3.according to 4 .hats 5.scissors 6.diary 7.hates 8.ants 9.brush)
Step 3小结训练
1.The height （high）of the tree surprised us.
(B)2. Tell me the name of the medicine ________you bought.
A.who B.that C.what D.whom
(C)3.He went to a place________Jiu Zhaigou.
A.call B.calls C.called D.calling
(C)4.—Can you_________the wool__________sheep
—Yes,of course.
A.cuted; off B.cut; down
C.cut; off D.cuted; down
Step 4完成教材Activities 6, 7的任务
1.Say the sentences aloud. Now listen and repeat. (Activities 6)
(1)学生个体活动，听录音，注意意群之间的停顿。
(2)学生读句子，标出停顿。
2.Think of a place you have visited. Make notes about the best things you have seen there. Now work in pairs. Ask and answer questions about the place. Say:(Activity 7)
(1)教师总结对话中询问信息和提供信息的表达方式。
(2)学生个体活动，按照提示整理相关信息并记录。
(3)学生两人一组开展对话，教师提醒学生注意询问信息和提供信息的表达方式。
(4)教师点名，部分小组问答。
环节说明:本活动的目的是训练学生使用功能性语言。活动要求学生谈论自己的经历，具有相当强的交际性。教师可以分析对话中询问信息和提供信息的方式，引导学生注意使用功能性语言。
Step 5 问题探究
1.Can you show the result to me (把结果给我看看)
2.There is some mud on the hat, I will brush it off (刷下）.
Step 6 家庭作业
完成学案中的相关练习。
本节课活动的目的是通过听说读写四个方面的练习让学生掌握本单元的重点词汇、短语、句子及语法，也为了提高学生的听说能力，引导学生使用功能性语言。从学生作业反馈来看学生在掌握定语从句上有待提高。1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step 1情景导入
T:What is the place that you like best in Australia
S1:Ayers Rock.
T:What is the food that people like best in Australia
S2:Ham and beef.
T:What is the sport that people like best in Australia
S3:Football.
T:What’s the meaning of Australians
S4:It’s people that live in Australia.
Step 2完成教材Activities 1,2的任务
1.Look at the pictures and describe them. Now guess what Tony is going to say in his letter. (Activity 1)
(1)教师利用多媒体设备或挂图展示图片，激发学生的想象力和学习兴趣，教师组织学生根据图片猜测托尼将在信件中谈论的内容。
(2)为了增加预测的目的性，教师可以就信件的话题给予一些提示。例如：The text we are going to read today is a letter that Tony wrote to his parents when he was travelling in Australia. With these pictures to help you, guess what he wrote in his letter.
(3)学生分组进行讨论,组员记录讨论所猜测的Tony 在澳大利亚的经历。教师抽点小组进行全班展示，一组派一个代表概括小组讨论结果。
(4)教师就小组的表现进行评价以及纠正学生的口语错误或语法错误。
(5)让学生继续分组讨论澳大利亚具有代表性的事物，比如动物、植物或风俗等。小组可就-个话题进行讨论，教师抽点学生进行全班展示，方式同上一个环节。例如：
—Do you think that monkey is the capital animal in Australia
—No, I don’t think that way. China has monkeys too. I believe kangaroos are their capital animals.—Yeah, maybe you’re right. But…
2.Read the letter and find out what the pictures show. (Activity 2)
学生个体完成阅读，全班反馈答案。
（答案：1.Ayers Rock and an Aborigine 2.a kangaroo 3.surfing 4.fields, hills and sheep）
环节说明:有了活动1的预测，教师可以引导学生快速阅读文章，找出图片展示的主要内容。训练学生的概括能力和语言表达能力。
Step 3 小结训练
(D)1.The school ________we visited last week was built in 1956.
A./ B.where
C.that D.both A and C
(B)2.This is one of the best films _________I have ever seen.
A.which B.that
C.of which D.of that
(C)3.I’ll solve my problem___________ way.
A.with my own B.on myself
C.in my own D.on my own
Step 4问题探究
1. 我对他的话感到吃惊。
I’m surprised at his words.
2. 美国人和英国人有着亲密的关系。
Americans have a close relationship with British.
Step 5家庭作业
完成学案中的相关练习。
本节课活动的目的是培养学生的阅读理解能力和预测能力，同时要注意文中的重点词、短语、句子及语法的使用。本课时重点在于理解，故下课时要加强基础知识的掌握。1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step 1完成教材Activities 1~7的任务
1.Read the passage and underline all the sentences with that. Now work in pairs. Discuss the meaning of the sentences with that. (Activity 1)
学生个体活动或小组活动。本活动的目的是让学生通过阅读理解that引导的定语从句的用法。
（答案:1.Bondi Beach is the most beautiful beach that I have ever seen. 2.It is a huge, wide beach that is very popular for swimming and other water sports. 3.The hotel that we stayed in was right on the beach.）
2.Complete the conversations.Use that. (Activity 2)
本活动旨在帮助学生进一步理解定语从句的用法。采用同伴协作，当堂展示的方式。
（答案:1.that surprised me 2.that is the most popular/that most people like 3.that can jump4.that created the world5.that I have ever had/eaten)
3.Think of an animal and write some sentences about it, starting with This is an animal that…Now read your sentences to your partner.How quickly can your partner guess what it is (Activity 3)
(1)教师带领学生朗读例句，确保学生清楚活动要求。
(2)学生个体活动编写句子。教师提醒学生注意句子要层层递进。
(3)读句子，猜动物,以比赛的形式进行,提高学习兴趣。
4.Put the words into the correct column.(Activity 4)
采用全班活动或小组活动的方式。
5.Complete the conversation with the expressions in the box. (Activity 5)
(1)教师带领学生复习方框中短语的含义。
(2)学生个体活动，完成对话。全班核对答案。
(3)学生两人一组朗读对话。
(答案:1.over there 2.all over 3 .brush; off 4.at the time)
6. Listen and number the pictures. (Activity 6)
(1)教师引导学生描述图片。
(2)学生听录音，为图片排序。全班核对答案。
(答案:a－3 b－2c－4d－1)
7.Read the passage and check (√) the true sentences. (Activity 7)
(答案:1.√3.√4.√5.√)
Step 2 Around the world
环节说明:本活动的目的在于让学生了解不同的文化知识。 可以让学生课外收集与澳大利亚土著文化相关的知识，在课堂上分享。
Step 3完成教材Activities 8~10的任务
为了保证任务的完成质量，激发学生的参与热情，教师要对各小组的成品给予评价。教师也可以让学生参与评价，评价各小组任务的完成情况。
Step 4问题探究
1.I used to get lost (过去迷路), but I am used to carrying (习惯带着） a map.
2.I can\'t guess what life it will be (将是什么样的生活）.
Step 5家庭作业
完成学案中的相关练习。
本节课活动的目的是通过练习及活动的形式巩固本模块的知识，同时锻炼学生综合运用英语的能力，本课时圆满地完成了教学任务。
