Module 10 Australia
Unit 1 I have some photos that I took in Australia last year.
【教学目标】
词汇
here we go，central，according，according to, height，sheep，hat，keep，keep sb/sth away，scissors, wool, diary, keep a diary，hate，ant，brush, brush sth off sth
句型
1.My teacher asked us to choose a country we want to visit …
2．I have some photos that I took in Australia last year.
3．This is a rock called Ayers Rock，in central Australia.
4．It's like a huge sailing boat with water on three sides.
5．The scissors that they're holding are used to cut the wool off the sheep.
重点难点
1.本单元词汇和重点句子。
2．that 引导的定语从句。
【教学思路】
本单元是第十模块的第一单元，对于本单元的教学，分以下几个步骤完成：用多种方式来学习生词，为学习对话打下基础。展示澳大利亚的图片，并通过各种问题的设定让学生初步认识澳大利亚，增加学生对本课的熟悉感。通过听力练习、阅读练习和自由发言提升学生听、读、说的能力。通过让学生描述自己旅游过的地方对本课重点知识及时地进行梳理和总结，以达到巩固新知识的作用。最后通过小测验，教师可以了解学生的不足之处。
【教学准备】
黑板，录音机，教学卡片，多媒体等。
【教学过程】
Step 1.Warming up & Leading in
1．New words
教师把单词预习任务提前打印在学案上，上课先要检查任务的完成情况。
(1)检查学案。
(2)教师从小组中挑选学生进行领读。
(3)小组比赛齐读。教师要给予加分鼓励。
(4)五分钟的快速读单词后，完成抢拼单词的环节。
2．Leading in
教师利用多媒体设备，通过图片展示澳大利亚的景色，并提出问题。
(1)How much do you know about Australia?
(2)Where is it?
(3)What's the capital of Australia?
(4)What famous things can you see/are there?
(5)What famous animals can you see there?
让学生在小组内进行讨论，积极发言。
活动小结：为学习对话打下坚实的基础，单词的练习方式能够激起学生的学习兴趣，让学生能够主动积极地去背诵单词。
Step 2 Listening & Vocabulary
1．Listening and vocabulary(1—2)
(1)通过观察第80页右侧和第81页的图片来思考活动1中的问题，让学生来回答。
对于回答精彩的学生，教师要及时表扬。
(2)给学生1分钟的时间快速地阅读活动2，教师提示两个知识点：be famous for，English-speaking country，然后要求学生听录音，补充完成活动2中的句子。
2．Listening and vocabulary(3—4)
(1)教师要求学生安静快速地自读活动3部分对话，并完成文后的表格。
(2)教师用多媒体展示“悉尼歌剧院”“大堡礁”和“艾雅斯巨石”，并详细介绍这些景色的资料。
(3)教师再次要求学生快速响亮地两人一组朗读对话，提醒学生注意发音，回答活动4部分的问题。学生可以自由举手要求回答。
①What is Tony going to write about?
②Why does Tony's dad show his photos of Australia to Tony?
③Who are the people in some of the photos?
④why do many Australians speak English?
⑤What did Tony's dad not like about Australia?
3．Listening and vocabulary(5)
听完对话的录音后，要求学生自学对话，用小组讨论的方式找出重点难点。组内解决不了的，展示在小黑板上，全体学生共同学习讨论再加以教师的辅助来完成，然后共同讨论活动5部分的词汇，并共同完成活动5。
活动小结：本模块介绍的是澳大利亚，在听说活动展开之前，用多媒体展示这个国家的景色及动物，让学生根据图片讲述自己所知道的澳大利亚的情况，可以引起学生的兴趣，并为新课导入做好准备。此环节中，学生的介绍必定是多彩多样的，都应该得到鼓励与肯定。
Step 3 Pronunciation & Speaking
1．读活动6部分的3个句子，把升降调标出来。
2．让学生大声齐读句子，并要求学生根据活动6中的三个句子自编情景对话。
3．教师展示一些旅游胜地的照片，让学生自由发挥想象，回忆自己去过的地方，写成小短文，并读出来。
活动小结：这部分设计为两次阅读，通过细致的阅读让学生发现文中的一些细节，并进一步纠正学生的发音。
Step 4 Summary
1．总结that引导的定语从句的构成及用法。
2．描述本课涉及的关于澳大利亚的知识。
活动小结：这部分设计属于整个课堂的输出部分，通过前面部分的学习使学生初步掌握了介绍信息、转述信息、询问信息的方法。此活动让学生有机会谈论自己的亲身经历，提高他们的语言综合运用能力。
Step 5 Homework
假如你是李明，你的美国笔友Tom写信问到你的假期生活，请根据以下提示告诉他你的情况，80词左右。
1．When and where did you go for vacation?
2．Whom did you go with?
3．How did you get there?
4．What did you do there?
5．How long did you stay there?
【板书设计】
Unit 1 I have some photos that I took in Australia last year.
Main phrases：
be famous for，English-speaking country，ask sb to do sth，lie off
Main sentences：
I have some photos that I took in Australia last year.
Here we go.
This is a rock called Ayers Rock.
What's its height?
Yes，of course!
That's really funny!
Unit 2 The game that they like most is Australian football.
【教学目标】
词汇
at the moment，period，spirit，relationship，relative, salad，grape，kangaroo，lazy
句型
1.On the first day，we took a plane tour over the rock，and I was surprised at how big it was：3.6 kilometres long and 348 metres high !
2．The Australians have a close relationship with the British.
3．The foods that Australians like most are ham and beef with lots of salad.
4．Because most Australians live near the coast，they also love going to the beach for swimming and surfing or just lying in the sun.
5．The horse that I rode was lazy，so I was left far behind the others.But I enjoyed the slow and relaxing riding.
重点难点
1.本单元词汇和重点句子。
2．定语从句的用法。
【教学思路】
本单元整体以阅读为中心，通过让学生阅读一封托尼写给爸爸妈妈的信，进一步体会定语从句的用法，更多了解澳大利亚的历史及景色。并学习到一些固定搭配的短语，设计了以下几个活动来完成本课：单词游戏教学，让学生用小游戏的方式来学习词汇，使课堂变得活泼有趣；任务型阅读，教师布置不同的任务，让学生带着问题完成任务，让阅读的效果倍增；写作练习，主要对于“旅游”这一话题进行讨论并写作，锻炼学生的写作能力和思维能力。
【教学准备】
黑板，粉笔，录音机，磁带等。
【教学过程】
Step 1 Leading in
1．检查学生单词的预习情况。
请学生领读单词，教师纠正读音，对于读得好的同学，要加分鼓励。
2．利用比赛的方式，让学生熟读单词。
可以是男女比赛，也可以是左右两部分比赛，也可以是前后两部分比赛，教师要把朗读变化多样。
3．让学生三分钟快速背诵，并进行抢拼。
活动小结：既可以锻炼学生的反应能力、听力能力，更能够提高学生的学习兴趣。
Step 2 Reading and vocabulary
1．Reading and vocabulary(1—4)
(1)教师用多媒体展示4张带有澳大利亚风情的图片，让学生讨论描述，并且让学生猜一猜托尼的信中有可能会谈到什么。鼓励学生踊跃发言。
(2)这一环节主要训练学生的泛读能力。让学生快速地阅读托尼的信，并找出描述课本上右侧图片的句子。然后再读一遍，完成下面的阅读任务。
①Read Paragraph 1 and answer the questions.
a．Whom was Tony writing to?
b．What transportation did Tony take on the first day?
c．When the writer saw the big rock，what was the writer surprised at?
d．What color do the rocks turn during different periods of the day?
②Read Paragraph 2 and answer the questions.
a．The Australians are like the British in many ways.Can you give us some examples?
b．What sports do they like most?
Read Paragraphs 3 and 4 and answer the questions.
a．What's the weather like in Australia in Dec.
b．What language do Australians speak?
c．When we say“Hello”and“Don't worry about it”，how do Australians say?
Read Paragraphs 5 and 6 and answer the questions.
a．What did the writer do on the second day after he arrived in Australia?
b．Why was the writer left far behind the others when he went on a horse ride?
c．How did the writer go back to Sydney?
(3)完成活动3部分：找出文中的五种颜色、四种食品、三种动物和四项体育运动。
(4)放课文录音，让学生听，伴随刚才阅读留下的印象再次更真实地理解全文。最后，给学生5分钟的时间完成活动4部分，然后组织小组讨论答案。
2．Reading and vocabulary(5)
(1)要求学生从文中找到活动5部分的8个词，并齐读。教师让学生说出对于这8个词的理解。
(2)完成活动5部分的练习。
(3)除此之外，课文中还有部分重点知识，请学生讨论总结。
(4)知识点运用。
活动小结：分层次回答问题可以让学生理解文章更加透彻，为下面的习题练习打下良好的基础。
Step 3 Writing
Do Activity 6
让学生选择一个他们曾经去过的中国的地方，写出来他们的所见所闻，注意要用过去时态，要求用上定语从句。
教师给出范文：
Last summer holiday my family went to Xiamen.I believe it is the most interesting place that I have ever visited.It left us a great impression.We went there by plane，and the guide took us to many places of interest.The scenery was beautiful. We climbed mountains，visited the famous temples，went to the beach and swam in the sea.What made me feel most interested in the city was that people there were very friendly.You know，since it was our first time there，we lost our way one day.The people who lived there helped us.They told us the direction very patiently.I was really surprised by their friendliness.I hope that I will have time to go there again some day in the future.
活动小结：锻炼学生的写作能力和想象力。
Step 4 Summary
教师带领学生一起回顾本节课的重点。并以领读、齐读及反馈的方式进行巩固练习。
Step 5 Homework
1．用活动6部分所给出的信息“the people”“food”“ways of life”“events during the trip”，来完成一篇短文。
2．预习第三单元内容。
【板书设计】
Unit 2 The game that they like most is Australian football.
Main words： Main phrases：
period the centre of
spirit at the moment
relationship be surprised at
relative in many ways
salad in the sun
grape lots of
kangaroo on the second day
lazy far behind
Unit 3 Language in use
【教学目标】
词汇
have been to，in the middle of，be used to sth，as soon as，
make sb do sth
句型
1.Australia has more beaches than any other country—more than 10，000 !
2．It is a great place to visit and to spend some time at.
3．I have been to Australia.
4．It is not the food that they are used to.
重点难点
1.复习本模块的词汇和句型。
2．复习that引导的定语从句。
【教学思路】
本课，首先以“复习定语从句”开始本节课的学习，让学生再次回忆定语从句的定义和结构，引出课文中的“Language practice”，并要求学生画出活动1部分中含有that的句子。通过让学生补充对话并进行口语练习锻炼学生的口语能力。教师通过展示动物的图片，利用小游戏的方式再次进行定语从句的练习。最后通过学习凯茜·弗里曼的运动生涯，让学生学到坚韧不拔的乐观主义精神。
【教学准备】
黑板，录音机，多媒体等。
【教学过程】
Step 1 Language practice
1．教师展示出课本中“定语从句”的句子，要求学生大声地读出来，并翻译。
(1)I have some photos that I took in Australia last year.
(2)They wear special hats that keep the flies away.
(3)The horse that I rode was lazy.
(4)The game that they like most is Australian football.
2．想一想：如果先行词是人或者地点呢？
活动小结：帮助学生回顾前两个单元的语法知识点，起到了巩固知识的作用，拓展了学生的思维。
Language practice(1—2)
1．Students'Activity
(1)读活动1部分的短文，画出含有that的定语从句并翻译。
(2)教师用多媒体展示“邦迪海滩”的图片，并进行介绍。
(3)让学生想一想，下面的两个句子的引导词应该用什么呢？
①Do you like the book__________color is yellow?
②The boys__________are playing football are from Class One.
2．Teachers'Activity
要求学生用that引导的定语从句把课本活动2部分补充完整并进行讨论。
活动小结：拓展学生的思维，扩大学生的知识面。考查学生对定语从句的掌握情况。
Step 2 Playing games
Language practice(3)
教师组织学生玩“Please guess”游戏。首先教师要求一位学生站出来出题，其他学生转过身去。然后教师用多媒体放动物的图片，让该学生用“This is an animal that…”进行描述，让其他学生猜是什么动物，结尾加上游戏名：Please guess。猜对者加分。
This is an animal that is slow.This is an animal that comes from China.This is an animal that is black and white.This is an animal that eats bamboo.Please guess.(Panda.)
…
活动小结：这个活动的设计使整个的课堂变得更加活跃，并且使学生更深一步地了解、应用定语从句。
Step 3 Language practice(4—6)
1．Do exercises
(1)教师领读活动4、5、6部分出现的单词和短语。
(2)完成活动4、5、6部分。
(3)小组讨论确定答案，然后展示出来，最后教师讲评。
活动小结：让学生在做题之前熟悉所用词汇，提高做题的成功率。
2．Listening
(1)首先教师根据课本活动7部分的图片介绍澳大利亚的动物和名胜。
(2)播放活动7部分的录音，让学生认真听录音并排序。教师鼓励学生大胆地站起来回答。
活动小结：通过听力训练，锻炼了学生听的能力。
Step 4 Reading
Language practice(8)
1．首先让学生读短文，完成课后的判断题。
2．放录音，学生跟读，要求学生尽量模仿流利的发音跟读。
3．教师讲解“as soon as”的用法。
4．要求学生用“as soon as”造句，教师巡视指导，纠正学生的错误。随后，学生两人一组分别把自己造的句子读给同伴听，并互相纠正错误。最后教师在课堂上点评，并展示部分学生创编的好句子让大家欣赏。
Around the world
1．教师用多媒体展示凯茜·弗里曼的图片，并用英文介绍她取得的荣誉(两遍)。
T：Cathy Freeman was born in Slade Point，Mackay，Queensland, She is an Aboriginal.
She was born in February 1973，and she is a retired Australian sprinter.She ran mostly in the 400 metres event.She became the Olympic champion for the women's 400 metres in the 2000 Summer Olympics.
(1)She lit the Olympic Flame at the beginning of the 2000 Games.
(2)She has won several medals at the Commonwealth Games，the Olympics，and the IAAF World Championships.She retired from athletics in 2003.
In 1998，she was awarded Australian of the Year.In 2001.she was given both the World Sportswoman of the Year and the Medal of the Order of Australia.
2．让学生自读，然后教师安排每组一位学生进行朗读和讲解。
活动小结：使学生更加了解凯茜·弗里曼，也让学生从她身上学会要以自己的国家为荣，时时刻刻热爱自己的国家。
Step 5 Module：Making a poster about a country(9—11)
1．做一张明信片，小组讨论：
(1)选择明信片上的国家。
(2)想一想你要制作的主题内容。
(3)用什么样的方式把内容展示出来。
2．课后准备：搜集资料和图片。
活动小结：锻炼学生的动手能力和想象力。
【板书设计】
Unit 3 Language in use
Main phrases：
any other，water sports，spend … in …，be used to，as soon as，try to do，
brush … off，be worried about，400-metre race，both … and …，a symbol of，
Main sentences：
1．It has one of the most famous beaches in the world，called Bondi Beach.
2．Bondi Beach is the most beautiful beach that I have ever seen.
3．It is easy to get there by bus or train from the centre of Sydney.
4．I remember the picnics that we had there.
5．As soon as we started to eat，they arrived.
6．She has become a symbol of how different cultures in Australia can get along.
