Module 10 Australia
Unit 1 I have some photos that I took in Australia last year.
课 题
Module 10 Australia
课时
第一课时Unit 1 I have some photos that I took in Australia last year.
课型
Listening and speaking
教学目标
知识目标
1. 学习并掌握下列词汇:
according, northeast, sheep, hat, keep, diary, hate, ant, brush, according to, keep. . . away, keep a diary, brush . . . off
2. 掌握以下句型:
①I have some photos that I took in Australia.
②They wear special hats that keep the flies away.
③The scissors that they’re holding are used to cut the wool off the sheep.
④ I hate the ants that were all over the place.
能力目标
1. 能够听辨对话所描述的细节。
2. 能够介绍参观过的地方。
情感目标
了解不同国家的风景和文化特征, 培养对世界各国自然和文化的兴趣。
教学重点
1. 掌握本课时出现的定语从句。
2. 能够听懂对话所描述的细节。
教学难点
使用定语从句介绍参观过的地方
课前预习
Preview the new words and prepare information about Australia.
教学方法
Situational approach; Listening and speaking approach; Interactive approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
Show some pictures or videos of Australia.
Enjoy the pictures and videos and discuss.
图片、视频引入话题, 激发兴趣。
Step 2
Pre-listening
(New words,
Activities 1)
1. Show the new words and expressions, ask the students to read them, exit the Chinese meaning or English spelling, ask them to read the new words and expressions by memory.
2. Ask them to look at the pictures in Part 1 and answer the questions.
1. Learn the new words.
2. Look and answer.
重视基础学习, 培养强化记忆能力。培养结合问题捕捉目标信息的能力, 为听力理解奠定基础。
Step 3
While-
listening
(Activities2,
3, 4 & 5 )
1. Ask the students to listen to the tape in Activity 2 and complete it, check answers one by one.
2. Ask the students to go through the table in Activity 3, listen to the tape and read quickly to fill in the blanks, check answers.
3. Ask them to read it more carefully and find some key phrases and sentences, solve in pairs or groups.
4. Play the video in Activity 3. Ask them to read the dialogue freely with the help of the teacher, then in pairs.
5. Ask them to complete Activity 4 in pairs, then complete Activity 5 on their own, check answers.
1. Listen and complete.
2. Read and fill in the form
3. Read and find.
4. Watch, read and work in pairs.
5. Complete them.
重在听力能力的培养。
合作探究, 攻克要点难点。
视频欣赏, 任务阅读。
Step 4
Post-listening
(Act 6&7)
1. Play the tape in Activity 6 and ask the students to listen and repeat.
2. Have the students think of a place they have visited and make notes.
1. Listen carefully and repeat.
2. Work in groups to discuss places they have visited and make notes.
掌握口语中常用断句的语调; 谈论自己的经历, 培养口头表达能力。
Step 5
Summarize
Guide the students to summarize the key points in this unit.
Summarize the key points in this unit.
整理笔记, 培养学生归纳总结能力。
Step 6
Consolidation
教师设置巩固检测练习
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step 7
Homework
1. Remember the new words and expressions in this unit.
2. Write a short dialogue about your experience.
3. Preview Unit 2.
板书设计
Unit 1 I have some photos that I took in Australia last year.
1. Vocabulary:
according, northeast, sheep, hat, keep, diary, hate, ant, brush, according to, keep. . . away, keep a diary, brush . . . off
2. Structure:
①I have some photos that I took in Australia.
②They wear special hats that keep the flies away.
③The scissors that they’re holding are used to cut the wool off the sheep.
④I hate the ants that were all over the place.
教学反思
本节课的教学活动设计, 充分考虑学生的实际水平, 根据学生的能力设计有效的教学手法和活动。以丰富多彩的“形”式来点缀、深化英语知识的“神”采, 把学生带到一个原汁原味的英语境界中, 不断激发其学习兴趣, 让课堂充满活力、充满趣味, 让学生们学起来有滋有味, 轻松自如, 使学习的效果达到最优。
资料链接
一、艾尔斯巨石(Ayers Rock)
澳大利亚中部艾尔斯巨石(Ayers Rock)又名乌卢鲁巨石(Uluru Rock属澳大利亚土著语言), 位于北领地艾丽斯泉市(Alice Springs)西南方向约340千米处, 是世界上最大的整体岩石, 俗称地球上的肚脐, 号称世界七大奇景之一, 距今已有4-6亿年历史。因此每年吸引着来自澳大利亚国内外约40万游客前去观赏。
艾尔斯巨石基围周长约9千米, 海拔867米, 距地面的高度约348米, 长约3 000米。它位于澳大利亚大陆的正中央, 孤零零地奇迹般地凸起在那荒凉无垠的平坦荒漠之中, 好似一座荒凉礼赞般的天然丰碑。对这块世界上独一无二的巨大岩石, 至今科学家仍破解不出其确凿的来源, 有的说是数亿年前从太空上坠落下来的流星石, 其三分之二沉入了地下, 三分之一浮出了地面。有的则说是一亿两千万年前与澳洲大陆一起浮出水面的深海沉积物, 恐怕这个难题将成为千古之谜。
1873年一位来自南澳的测量员, 名叫威廉·克里斯蒂·高斯横跨这片荒漠, 正当他饥渴难耐之时, 突然一座巨大的石山展现在他的面前, 当时他还以为自己是因疲劳而产生的幻觉, 没想到竟是一座奇特的整体巨大岩石。因为他来自南澳, 因此他就以时任南澳洲总理亨利·艾尔斯的名字命名了这座大岩石。1985年澳大利亚政府正式把这座圣岩交给当地土著居民阿南格族管理, 现在这里已开辟成了一座国家公园, 英文名字为Uluru-Kata Tjuta National Park, 这个公园现在已被世界自然文化遗产组织列入保护名单。
二、大堡礁(Great Barrier Reef)
大堡礁是世界上最大、最长的珊瑚礁群, 位于南半球。它纵贯于澳洲的东北沿海, 北从托雷斯海峡, 南到南回归线以南, 绵延伸展共2 011千米, 最宽处达161千米, 是世界上最大、最长的珊瑚礁群, 是世界七大自然景观之一, 也是澳大利亚人最引以为豪的天然景观, 又被称为“透明清澈的海中野生王国”。它有2 900个大小珊瑚礁岛, 自然景观非常特殊。大堡礁的南端离海岸最远有241千米, 北端较靠近, 最近处离海岸仅16千米。在落潮时, 部分的珊瑚礁露出水面形成珊瑚岛。在礁群与海岸之间是一条极方便的交通海路。风平浪静时, 游船在此通过, 船下连绵不断的多彩、多形的珊瑚景色, 就成为吸引世界各地游客来猎奇观赏的最佳海底奇观。 1981年被列入世界自然遗产名录。大堡礁中有千余个岛屿, 是世界上最大的珊瑚礁群, 尤其是那些由几毫米的珊瑚虫组成的珊瑚群, 是海洋动物的天堂, 更是世界上海洋生物最多的地区之一。
Unit 2 The game that they like most is Australian football.
课 题
Module 10 Australia
课时
第二课时Unit 2 The game that they like most is Australian football.
课型
Reading and writing
教学目标
知识目标
1. 学习并掌握下列词汇:
period, relative, salad, grape, lazy
2. 掌握以下句型:
①The Aborigines are the people that have lived in Australia from the earliest times, and their ancient stories describe the spirits that created the world.
②The foods that Australians like most are ham and beef with lots of salad.
③They love all sports, but the game that they like most is Australian football.
④ The horse I rode was lazy, so I was left far behind the others.
能力目标
1. 能读懂文章, 并从中获取信息;
2. 能用that引导的定语从句描写自己的旅行经历。
情感目标
了解异域文化, 增强民族意识, 平等的对待他人。
教学重点
1. 在语境中感知定语从句的用法。
2. 能读懂文章, 并从中获取信息。
教学难点
能用that引导的定语从句描写自己的旅行经历。
课前预习
Preview new words and search for information about Bethune.
教学方法
Cooperative learning method; Task-based approach; Bottom-up approach;
Content-based instruction teaching; Function method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
(Activity 1)
Look at the pictures in Activity 1 and describe them.
Look at the picture and talk about Australia freely.
通过图片, 自由谈论激发学生的学习兴趣, 引出本单元要谈论的主题。
Step 2
Pre-reading
Show the new words and organize the students to read together.
Learn the new words.
加深对单词的记忆理解。
Step 3
While-reading
(Act. 2,
3 & 4)
1. Fast-reading:
(1)Ask the students to scan and find out what the pictures show.
In the passage, the writer mainly wants to tell us . (Activity 2)?
(2)Ask them to skim the passage and match the headings and the paragraphs.
Paragraph 1 a)Australian lifestyle
Paragraph 2 b)The language Australians speak
Paragraph 3 c)The weather of Australia
Paragraph 4d)Events druing the trip
Paragraph 5、6 e)Ayers rock and the Aborigines
(3)Ask them to read the letter in Activity 2 quickly and find:
a. Five colours: purple, red. . .
b. Three animals:
c. Four kinds of food:
d. Four sports:
2. Careful-reading:
(1)Ask them to read Paragraph 1 and answer the questions.
a. What was Tony surprised at?
b. How did Tony see the rock on the first day?
c. What color do the rocks show at different periods of the day?
d. What do the Aboriginal stories describe?
(2)Ask them to read Paragraph 2 and fill in the blanks.
a. What’s Australians’ favorite foods?
The foods __ __ __ __
are __ __ __with . ?
b. What’s their favorite
games?
The games __ __ __ __are Australian football, __ __ or . ?
(3)Ask them to read Paragraph 3 & 4and tell T or F.
a. It’s December and winter in Australia.
b. There are lots of sheep near the coast.
c. Australians and Englishmen speak the same English.
1. Scan the passage quickly and find out what the pictures show.
2. Skim the passage and match.
3. Read and find.
4. Read Paragraph 1 and answer.
5. Read Paragraph 2 and fill in the blanks
6. Read Paragraph 3 & 4 and tell T or F.
7. Read Paragraph 5&6 and answer 4.
8. Watch the video and read the passage in groups.
9. Finish Activities 4&5.
通过泛读培养学生在短时间内抓住文章的主旨; 并抓住文章的主线, 快速获取文本主要信息; 跳读全文, 找准关键词
细读短文, 对问题进行快速分析定位, 培养学生在限定时间内获取文本重要信息的定位筛选能力; 在作答的环节, 培养学生处理信息, 组织语句的能力。
在理解文本内容in的基础之上, 加深对单词的巩固及理解。
(4)Ask them to read Paragraph 5&6 and answer the questions.
a. What did Tony do the next day after they arrived at Ayers Rock?
b. Why was Tony left far behind the others?
c. How is Tony going back to Sydney?
3. Ask the students to read the passage for a third time, and find some keys in it.
4. Play the video, then ask them to read the passage freely with the help of the teacher.
5. Ask them to finish Activities 4&5 and check answers in class.
Step 4
Post-reading
(Activity 5)
Have then discuss a visit in China.
Discuss a visit in China.
完成由知识的输入到知识的输出。
Step 5
Summarize
1. Guide the students to retell the passage.
2. Guide the students to summarize the vocabularies and structures in this unit.
1. Retell the passage.
2. Summarize the vocabularies and structures in this unit.
使学生对文章进行回顾, 加深对文章的理解, 同时建立文章结构及写作方法的思考意识。整合所学知识。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据句意及汉语提示完成单词(10分)
1. On the farm, he grows oranges, (葡萄)and bananas. ?
2. I have a (亲戚)that lives in the southern part of the city. ?
3. Don’t be (懒惰的). You should work hard if you want to succeed. ?
4. Which (阶段)of history are you studying??
5. They try to keep good
(关系)with others. ?
Ⅱ. 用所给词的适当形式填空
1. She is (surprise)that her daughter wants to win the match. ?
2. The boy has many (relative)in the city. ?
3. The farmer grows different kinds of (grape)on his farm. ?
4. What animal do you think is
(lazy)in the world??
5. They enjoyed the (relax)riding yesterday in the zoo. ?
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step 7
Homework
1. Write a letter about a visit to a place in China.
2. Preview the use of Attributive clause.
板书设计
Unit 2 The game that they like most is Australian football.
①The Aborigines are the people that have lived in Australia from the earliest times, and their ancient stories describe the spirits that created the world.
②The foods that Australians like most are ham and beef with lots of salad.
③They love all sports, but the game that they like most is Australian football.
④The horse I rode was lazy, so I was left far behind the others.
教学反思
采用小组合作, 共同学习提高。课堂上小组共同阅读, 合作学习, 使学生在平等、协作、交流、讨论中, 都有发言的机会、表现的机会、成功的机会。阅读活动中, 小组内先读, 先练说, 书声朗朗中每个学生都参与了活动。学生能选择一个水平适当的角色参与交流和探讨, 在学习活动中互相帮助, 共同提高, 知识和情感都得到发展。小组竞赛更能激发全体学生产生健康、积极向上的心理, 更能保持和提高学生学习英语的兴趣, 对提高阅读和交际能力起着积极的推动作用。
资料链接
澳大利亚特有的珍奇动物
(1)袋鼠
袋鼠是澳大利亚的标志, 是澳大利亚人生活中的一道重要风景。欧洲人把它称为“坎加鲁”(Kangaroo)。关于“坎加鲁”一词的来历, 还有一段趣闻。据说在200多年前的1770年, 有一天英国航海家库克船长来到澳大利亚东海岸, 他生平第一次看到这种拖着美丽的长尾巴、怀藏可爱“小宝贝”、跳跃着前进的奇怪动物, 感到非常新奇, 于是他打起手势询问一个土著人这是什么, 那个土著人不懂库克船长在说些什么, 便随口答道: “Kangaroo”。
从此, 这种跳跃着前进的动物便以“Kangaroo”之名而写进英文词典里。其实, 那土著人随口说出的“Kangaroo”是土著语言“不知道”的意思。
(2)树袋熊(考拉)
树袋熊, 又称考拉, 是澳大利亚的国宝, 也是澳大利亚奇特的珍贵原始树栖动物。英文名Koala bear来源于古代土著文字, 意思是“no drink”。因为树袋熊从它们取食的桉树叶中获得所需的90%的水分, 所以只在生病和干旱的时候喝水, 当地人称它“克瓦勒”, 意思也是“不喝水”。树袋熊体长约70～80厘米, 两耳短小, 软而多毛; 常栖于桉树林中; 善爬树; 不管风吹雨打、雷鸣电闪, 均能在树上酣睡而不致掉下。树袋熊喜食桉树叶, 而桉树叶几乎不含糖和脂肪, 蛋白质也微乎其微, 因此树袋熊常营养不良。但桉树叶含有芳香类物质, 加之树袋熊常年不喝水, 故树袋熊身上常常散发出“芳香”般的气味, 皮毛没有寄生虫, 总是显得干净美丽。树袋熊长相十分滑稽: 胖胖的圆脸、黑黝黝的鼻子、水汪汪的眼睛, 臃肿肥胖, 远看像一团绒球, “啼哭”如婴儿, 是动物园中最受欢迎的澳大利亚动物之一。
Unit 3 Language in use
课 题
Module10 Australia
课时
第三课时Unit 3 Language in use
课型
Revision and application
教学目标
知识目标
1. Review the key words, phrases, and sentences of M10.
2. Use Attributive clause.
能力目标
1. 能够听辨对话所描述的细节。
2. 能够介绍参观过的地方;
3. 能读懂文章, 并从中获取信息;
4. 能用that引导的定语从句描写自己的旅行经历。
情感目标
通过学习如何描述见闻, 培养学生对自然生活的热爱之情
教学重点
1. 能读懂文章, 并从中获取信息;
2. 能用that引导的定语从句描写自己的旅行经历。
教学难点
能用that引导的定语从句描写自己的旅行经历。
课前预习
Preview Attributive clause and the new vocabulary.
教学方法
Formal and interactive approach; grammar practice and application; PWP method; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
1. Ask the students to repeat the words in this module after the tape quickly.
2. Sum up the use of Attributive clause.
1. Repeat the words in this module after the tape quickly.
2. Sum up the use of Attributive clause.
基础巩固
整体感知定语从句。
Step 2
Language
Practice
Go through the sentences and ask them to translate the sentences into Chinese.
Read and translate.
体会定语从句的用法。
Step 3
Explanation.
(Activities
1～5)
1. Ask them to read the passage in Activity 1 and underlined the sentences with that.
2. Ask the students to complete the conversation in Activity 2 and check answers by asking them to read.
3. Ask them to think of an animal and write some sentences about it. (Activity 3)
4. Ask the students to put the words into the correct column. (Activity 4)
5. Ask the students to complete the conversation. (Activity 5)
1. Read the passage in Activity 1 and underlined the sentences with that. Have a discussion about the meaning.
2. Complete the conversation
3. Think of an animal and write some sentences about it. And then read out.
4. Put the words into the correct column.
5. Complete conversation.
帮助学生掌握that引导的定语从句并根据实际情况使用定语从句; 在具体情境中练习核心词汇。
Step 4
Practice and
improving
(Act 6&7)
1. Play the recorder and ask the students complete Activity 6.
2. Ask the students to read the passage and check the true sentences. (Activity 7)
1. Listen carefully and complete Activity 6.
2. Read and check the true sentences.
培养学生根据相关问题和选项推测听力内容的能力; 培养学生通过阅读获取细节的能力。
Step 5
Knowledge
extension and
application
(Around the
world &
Module
task)
1. Ask the students to read the passage and find the main idea.
2. Put students in groups of four and ask them to discuss their favourite places of interest.
3. Ask the students to share stories about a trip.
1. Read and find.
2. Discuss their favourite places of interest.
3. Share stories about a trip.
拓展知识面, 让学生了解不同的文化知识; 为学生创造综合运用知识的机会。
Step 6
Summarize
1. Guide the students to summarize the key vocabulary and structures in this module.
2. Guide the students to summarize the rules of Attributive clause.
1. Summarize the key vocabulary and structures in this module.
2. Summarize the rules of Attributive clause.
引导学生积极思考, 培养学生归纳总结能力。
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 从方框内选择恰当的词或短语并用其适当形式补全句子
relationship, worry, any other,
get along, be used to
1. Don’t worry about him. He is well with his classmates. ?
2. Now the boy getting up early. ?
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
3. —Why are you so
about the weather??
—Because we will have a picnic tomorrow.
4. China is stronger than country in Asia. ?
5. He has a close with Wang Li. They are cousin. ?
Ⅱ. 完成句子
1. 我的老师让我们选择一个我们想要参观的国家。
My teacher asked us to choose a country . __ __ __ __?
2. 我有一些我在澳大利亚拍的照片。
I have some __ __ __in Australia. ?
3. 他们手中握着的剪刀是用来剪羊毛的。
The scissors__ __ __ __ are used to cut the wool off the sheep. ?
Step 8
Homework
1. Make a poster about Australia.
2. Preview Module 11.
板书设计
Unit 3 Language in use
①I have some photos that I took in Australia last year.
②They wear special hats that keep the flies away.
③The horse that I rode was lazy.
④The game that they like most is Australian football.
教学反思
把握英语教学的特点, 注重课堂的气氛和学生学习英语的兴趣, 充分利用现代教育教学手段, 采用不同的激励方法让学生积极地参与到英语课堂中来, 如大量搜集有关本节教学的材料和资源(文字材料、图片、视频、音频等资料)融入到课堂当中, 激发学生的兴趣。面向学生, 实行了因材施教, 从而实现知识、能力、思想情感目标的达成。在实施语言实践活动的同时, 又渗透了文化意识和情感教育, 有效地利用了课堂, 使学生觉得轻松愉快, 积极性高。
资料链接
澳大利亚盛行的体育运动
澳大利亚可以说是世界上最热衷于体育的国家。由于澳大利亚地域辽阔, 地形多样, 气候迥异, 因此澳大利亚盛行的体育运动也项目繁多。
(1)水上运动
澳大利亚人生活在世界最大的岛屿上, 因此许多人自然爱上了水上运动。在澳大利亚北部地区, 由于气候适宜, 水上运动一年四季都可在户外进行。游泳历来是澳大利亚一项传统的水上运动。孩子们从小就开始学习游泳, 然后他们会被组织起来, 参加各种比赛。近几年来, 戴水下呼吸器潜水已经日益成为一项流行的水上运动项目。许多年以来, 冲浪在澳大利亚也深受青年人的喜爱。在许多著名的海滩, 人们能租借到冲浪板和帆板。航海同样相当流行, 而且要很快学会开船的基本要领也并非难事。租一条两人的小船相当便宜。当然, 如果你不想参加上述任何水上运动项目, 你也可以在海滩上休憩和晒日光浴。
(2)板球和网球
另外两个流行的夏日运动项目是板球和网球。板球来源于英国, 并且是由英国人带到澳大利亚的, 因为澳大利亚曾一度是英国的殖民地。
人们在夏天较易看到板球比赛, 因为夏天板球队要去各个城市巡回比赛以便让更多的人能看到比赛。网球也深受许多澳大利亚人的喜欢。
(3)足球
冬季, 运动员和运动迷们把注意力转向澳大利亚的四种足球: 橄榄球联合会足球、橄榄球协会足球、澳式足球和英式足球。在澳大利亚许多州, 橄榄球是足球运动中最受欢迎的; 而在澳大利亚南部的一些州, 尤其是在维多利亚州, 最受欢迎的则是澳式足球, 一般被称作“澳式规则”。
(4)滑雪
另一种相当流行的体育运动是滑雪, 可惜比较昂贵。在冬季的几个月份中, 来自澳大利亚各地的人纷纷涌向雪山。从堪培拉南部驾车到雪山约有2小时车程。一些城市到滑雪场地有旅游线路, 但以堪培拉最为便利。
