人教版高中英语选修9 Unit 3 Australia 单元教案
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| 名称 | 人教版高中英语选修9 Unit 3 Australia 单元教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2019-12-08 10:09:36 | ||
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Unit 3 Australia
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,动植物等。本单元的语言技能和语言知识也都是围绕这个话题设计。
本单元涉及的要点：
1） 了解澳大利亚的地理, 历史, 主要城市,自然风光,动植物等。
2） 学习与澳大利亚的地理, 历史, 主要城市,自然风光,动植物等相关词汇。
3） 掌握表示警告，许可，禁止的表达方法。
4） 复习，总结表语的语法知识。
Period One: Warming up
Teaching Goal:
1. to arouse students’ curiosity about Australia
2. to prepare them for learning
Teaching Procedures:
Step1. Ask students what they can think about Australia. What do they know about them. Clues can be provided for them: animals, places, what else?
Step2. Start with animals. Kangaroos’ pictures are presented for Ss, and the spelling is addressed. And then it’s followed by Koala bear which Ss must be familiar with.
Step3. Then ask Ss to talk about their familiar places in Australia: Sydney, Canberra, the Great Barrier Reef. Correspondent pictures are presented.
Step4. Ask Ss what else they know about Australia, such as national flag, national emblem. Encourage Ss to speak as much as they can.
Step5. Move on to some places that Ss may be not familiar with. The teacher may say:” in the previous part, we have seen some familiar things in Australia. Now look at these pictures, can you recognize them?”
Then, the pictures of Perth, Kakadu National Park and Uluru are shown to Ss. Brief explanations are also given.
Perth—
The Capital of Western Australia
Kakadu National Park—
In Northern Territory
Uluru—
Ayers Rock, a huge rock in the middle of flat, desert in the Northern Territory
Step6. Ask Ss find the places that the pictures indicate on the map of Australia. Ss are thus supposed to get familiar with geographical position of the main cities.
Step7. Now that Ss’ curiosity has been aroused and they want to know more about Australia, move on to the text.
Period Two: Reading I
Teaching goal:
1. to get students to know Australia from various aspects, such as physical features and ecology and political organization.
2. to get students to practice the reading skills of skimming and scanning
Teaching Procedures:
Pre-reading (step 1)
Reading (step 2-4)
Comprehending (step 5,6)
Homework (step 7)
Step1. The teacher may ask Ss:
What do you want to know about Australia?
Write it down and share it with your partner.
Step2. Ask students glance quickly at the five texts with the following questions:
1) What topic is common to all five texts?
2) What aspect of the topic is discussed in each text?
3) What may each text come from?
Suggested answer:
Q1:
All texts are about some aspect of Australia.
Q2:
Text 1: A general description of physical features and ecology and political organization of Australia
Text 2: A citizenship ceremony on Australian Day
Text 3: Two rail journeys across the length and breadth of Australia
Text 4: Uluru
Text 5: Cradle Mountain National Park
Q3 :
Text 1 : Part from an encyclopedia
Text 2: A newspaper article
Text 3: An advertisement
Text 4: A postcard
Text 5；Part of a tourist brochure
Step3. Skim and scan the five texts and answer the following questions as quickly as possible.
1) Where do most Australian live?
2) In what city do federal politicians work?
3) How many people live in Australia?
4) When is Australia Day?
5) How far is it from Perth to Sydney?
6) How many World Heritage Sites are there in Australia?
7) Which part of Australia get the most rainfall?
8) Why do most people choose not to climb Uluru?
9) What two World Heritages are named in the texts?
Answers to these Qs are easy to find, so a time limit is needed in this part to train Ss speed reading.
Step 4. Ask Ss to read the five texts one by one carefully. Find out “what you don’t know before and what you are interested”. Fill in the following table and share it with your classmates.
? Things you don’t know before Things you are interested
Text 1 ? ?
Text 2 ? ?
Text 3 ? ?
Text 4 ? ?
Text 5 ? ?
Answer may vary.
Step 5. Read the texts again and discuss these questions with classmates.
1) What kind of people do you think make Australia their home?
2) Why do you think each year large numbers of people choose to become Australian citizens?
3) When do you think traveling by train across Australia would be appropriate and when by plane? And why?
4) In what part of Australia do you think most agriculture take place? Why?
5) Why do you think the population of Australia is so small when it is such a large country?
Tips for doing this task are provided:
? Read the Qs first and then read the texts with the Qs on mind
? Locate which text concerns the Q
? Find evidence in the specific text
? Make a summary based on what you have found
Step 6. Ss are required to choose five words or phrases to describe Australia.
For example: colorful tolerant amazing a country with a variety of animals and plants a large country with small population …
Step 7. Homework；Look up things you want to know but not mentioned in the text in an encyclopedia. And share it with classmates next time.
Period Three: Learning About Language (Language points & exercise)
Teaching Goal：
1. to sum up the new words and expressions and their use
2 to help students review predicative
Teaching Procedures:
Step 1. New words and expressions
1) associate
?vt.使联合, 使联系起来
associate sb/sth with sb/sth
将（人或事物）联系起来
They associate turkey with Thanksgiving.
他们把火鸡和感恩节联系在一起。
I didn't want to be associated with it at all.
我根本不想与这事有牵连。
2) brochure
n. （作介绍或宣传用的）小册子
a brochure on vacations abroad
国外度假指南册
an advertising brochure广告册子
3) tolerance ?
n.宽容，容忍；忍耐(力)
tolerance of/towards/for
tolerance towards religious minorities
4) via ?
prep.经由，经过，通过
He flew to New York via Hong Kong.
他经过香港飞往纽约。
I sent a message to Mary via her friend.
我通过玛丽的朋友带信给她
5) out of respect ?for
出于对…的尊敬
Out of respect for the wishes of her family, the affair was not reported in the media.
处于对她家庭意愿的尊重， 这件事没有在媒体报道。
win/earn/gain the respect of sb
赢得尊重
She has earned the respect of her fellow athletes.
她赢得了同僚运动员的尊重。
Step 2. Exercise
1) Do exercise 1 at the bottom of p24.
2) Read the paragraph on p25.Guess the meaning of underlined words, then check your answer.
3) Write down as many words associated with the given one as possible. Here are some examples:
Rain: rainbow raindrop raincoat rainy rainfall rainwater…
Home: homemaker homely homeless homesick homework …
…
Step 3. Predicative
1) Revision:
表语是由系动词引导的主语补足语，补充说明主语。常见系动词有：
充当表语的成分有形容词，名词，代词，数词，介词短语，词组，不定式，-ing形式，过去分词，从句等。如：
You look well today.
He became a doctor.
She appears to have many beautiful dresses.
只能作表语的一些形容词:
2) Exercises:
Look at the sentences bellow and tell if the underlined part is predicative.
1) Australia is a young nation. Y
2) After World War II, Australian economy grew rapidly. N
3) If you go near a Koala bear, it will get very upset. Y
4) Australia keeps about 1/6 of the world’s sheep. N
Followed by fill in blanks with proper verbs and adjectives.
Period Four: Reading II
Teaching Goal：
1. to make Ss know about dangerous animals in Australia
2. to get students prepared for use of language (listening , speaking and writing)
Teaching Procedures:
Step1. Pre-reading (Discussion& Prediction)
Ask Ss :
1) What kind of animals do you think are dangerous? Why?
2) Look at pictures on page 27. What do you expect to read in the text?
Step2. Read the text as quickly as possible (skimming &scanning). Fill in the table.
Animals How many existing kinds How many dangerous kinds
snake ?more than 170 ?115
spider ?2000 ?only a few
shark ?160 ?two or three
jellyfish not mentioned ?most cause pain; only box jellyfish can kill
crocodile ?two ?one (saltwater crocodile)
Step3. Read the text in detail, and judge the facts TRUE or FAULSE.
? Snakes usually attack people for no reason. F
? Most of spider’s bites have no effect on humans. T
? Not all Sharks with sharp teeth are dangerous. T
? A box jellyfish can only cause pain. F
? The crocodile can move very fast. T
Step 4. Discussion: Break into groups and discuss the best way to protect yourself from each of the dangerous animals in the passage.
Step 5. Homework:
In your group, choose one animal from the passage and make a poster to warn people about it.
Here are some expressions may be helpful:
Period Five: Using Language
Teaching Goal：
1) To train Ss to listen to get useful information.
2) To help Ss develop debating skill
3) To enable Ss to write an email as a reply
Teaching Procedures:
Step1. Warm up for listening. Ask Ss the questions:
? Do you like go camping? Why or why not?
? When go camping, what do you think is the most important thing?
? Wei Ping is nervous about go camping. What do you think he is nervous about?
Step2. Ss are asked to listen to the conversation, and find out:
1) what Wei Ping is nervous about
2) if Wei Ping has been talked into going camping.
Step3. Listen to the conversation again, and complete the poster.
Step4. Ss Listen once more and try to answer the following question based on your understanding.
1)Why did Wei Ping misunderstand Bob when he said “When we walk through the bush…”?
2) Why cannot Wei Ping make a snake away?
Step5. Debating.
Tips for debating are shown to Ss first:
? Pick a side to debate
? Gather at least three pieces of evidence
? Understand both sides of the debate so that you are prepared to contradict the other side.
Then, the statement “Australia is a dangerous place to visit” is shown. Ss may express their agreement or disagreement. Write down reasons.
Then, break into groups and hold a debate.
Step 6. E-mail writing, in which Ss are supposed to write an email as a reply to his or her friend.
First, Ss read the email on page29, and answer the question: what is the purpose of this email?
The purpose is to seek advice about whether it would be dangerous to go camping in the Kakadu National Park.
Then, Group Discussion: Are you for or against the camping in the Kakadu National Park? And why? Please list your reasons. Ss may form a group and share their ideas in class. If they have any questions, they can ask the teacher for help.
And, writing tips:
? decide on your point of view with reasons
? list all the reasons for and against the trip
? put the reasons in order of importance
Step 7. Homework. Write a reply to the email, following this way:
1) tell your friend what you suggest
2) give each of your reasons in
one paragraph
3) finish it in this way:
I hope you will find my advice useful.
Best wishes,
(your signature)
afraid asleep ready unable alive
aware glad well alone sure
How to avoid ________ bite
When walking in the long grass,
· wear _______ and ______________;
·make _________ to frighten them away
·_________________ any wood lying on the ground
· if possible, ______________ in long grass.
Be careful not to …
You are not allowed to …
You have to …
Watch out for …
be become feel grow prove
taste appear look seem smell keep
get go remain sound turn stay
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,动植物等。本单元的语言技能和语言知识也都是围绕这个话题设计。
本单元涉及的要点：
1） 了解澳大利亚的地理, 历史, 主要城市,自然风光,动植物等。
2） 学习与澳大利亚的地理, 历史, 主要城市,自然风光,动植物等相关词汇。
3） 掌握表示警告，许可，禁止的表达方法。
4） 复习，总结表语的语法知识。
Period One: Warming up
Teaching Goal:
1. to arouse students’ curiosity about Australia
2. to prepare them for learning
Teaching Procedures:
Step1. Ask students what they can think about Australia. What do they know about them. Clues can be provided for them: animals, places, what else?
Step2. Start with animals. Kangaroos’ pictures are presented for Ss, and the spelling is addressed. And then it’s followed by Koala bear which Ss must be familiar with.
Step3. Then ask Ss to talk about their familiar places in Australia: Sydney, Canberra, the Great Barrier Reef. Correspondent pictures are presented.
Step4. Ask Ss what else they know about Australia, such as national flag, national emblem. Encourage Ss to speak as much as they can.
Step5. Move on to some places that Ss may be not familiar with. The teacher may say:” in the previous part, we have seen some familiar things in Australia. Now look at these pictures, can you recognize them?”
Then, the pictures of Perth, Kakadu National Park and Uluru are shown to Ss. Brief explanations are also given.
Perth—
The Capital of Western Australia
Kakadu National Park—
In Northern Territory
Uluru—
Ayers Rock, a huge rock in the middle of flat, desert in the Northern Territory
Step6. Ask Ss find the places that the pictures indicate on the map of Australia. Ss are thus supposed to get familiar with geographical position of the main cities.
Step7. Now that Ss’ curiosity has been aroused and they want to know more about Australia, move on to the text.
Period Two: Reading I
Teaching goal:
1. to get students to know Australia from various aspects, such as physical features and ecology and political organization.
2. to get students to practice the reading skills of skimming and scanning
Teaching Procedures:
Pre-reading (step 1)
Reading (step 2-4)
Comprehending (step 5,6)
Homework (step 7)
Step1. The teacher may ask Ss:
What do you want to know about Australia?
Write it down and share it with your partner.
Step2. Ask students glance quickly at the five texts with the following questions:
1) What topic is common to all five texts?
2) What aspect of the topic is discussed in each text?
3) What may each text come from?
Suggested answer:
Q1:
All texts are about some aspect of Australia.
Q2:
Text 1: A general description of physical features and ecology and political organization of Australia
Text 2: A citizenship ceremony on Australian Day
Text 3: Two rail journeys across the length and breadth of Australia
Text 4: Uluru
Text 5: Cradle Mountain National Park
Q3 :
Text 1 : Part from an encyclopedia
Text 2: A newspaper article
Text 3: An advertisement
Text 4: A postcard
Text 5；Part of a tourist brochure
Step3. Skim and scan the five texts and answer the following questions as quickly as possible.
1) Where do most Australian live?
2) In what city do federal politicians work?
3) How many people live in Australia?
4) When is Australia Day?
5) How far is it from Perth to Sydney?
6) How many World Heritage Sites are there in Australia?
7) Which part of Australia get the most rainfall?
8) Why do most people choose not to climb Uluru?
9) What two World Heritages are named in the texts?
Answers to these Qs are easy to find, so a time limit is needed in this part to train Ss speed reading.
Step 4. Ask Ss to read the five texts one by one carefully. Find out “what you don’t know before and what you are interested”. Fill in the following table and share it with your classmates.
? Things you don’t know before Things you are interested
Text 1 ? ?
Text 2 ? ?
Text 3 ? ?
Text 4 ? ?
Text 5 ? ?
Answer may vary.
Step 5. Read the texts again and discuss these questions with classmates.
1) What kind of people do you think make Australia their home?
2) Why do you think each year large numbers of people choose to become Australian citizens?
3) When do you think traveling by train across Australia would be appropriate and when by plane? And why?
4) In what part of Australia do you think most agriculture take place? Why?
5) Why do you think the population of Australia is so small when it is such a large country?
Tips for doing this task are provided:
? Read the Qs first and then read the texts with the Qs on mind
? Locate which text concerns the Q
? Find evidence in the specific text
? Make a summary based on what you have found
Step 6. Ss are required to choose five words or phrases to describe Australia.
For example: colorful tolerant amazing a country with a variety of animals and plants a large country with small population …
Step 7. Homework；Look up things you want to know but not mentioned in the text in an encyclopedia. And share it with classmates next time.
Period Three: Learning About Language (Language points & exercise)
Teaching Goal：
1. to sum up the new words and expressions and their use
2 to help students review predicative
Teaching Procedures:
Step 1. New words and expressions
1) associate
?vt.使联合, 使联系起来
associate sb/sth with sb/sth
将（人或事物）联系起来
They associate turkey with Thanksgiving.
他们把火鸡和感恩节联系在一起。
I didn't want to be associated with it at all.
我根本不想与这事有牵连。
2) brochure
n. （作介绍或宣传用的）小册子
a brochure on vacations abroad
国外度假指南册
an advertising brochure广告册子
3) tolerance ?
n.宽容，容忍；忍耐(力)
tolerance of/towards/for
tolerance towards religious minorities
4) via ?
prep.经由，经过，通过
He flew to New York via Hong Kong.
他经过香港飞往纽约。
I sent a message to Mary via her friend.
我通过玛丽的朋友带信给她
5) out of respect ?for
出于对…的尊敬
Out of respect for the wishes of her family, the affair was not reported in the media.
处于对她家庭意愿的尊重， 这件事没有在媒体报道。
win/earn/gain the respect of sb
赢得尊重
She has earned the respect of her fellow athletes.
她赢得了同僚运动员的尊重。
Step 2. Exercise
1) Do exercise 1 at the bottom of p24.
2) Read the paragraph on p25.Guess the meaning of underlined words, then check your answer.
3) Write down as many words associated with the given one as possible. Here are some examples:
Rain: rainbow raindrop raincoat rainy rainfall rainwater…
Home: homemaker homely homeless homesick homework …
…
Step 3. Predicative
1) Revision:
表语是由系动词引导的主语补足语，补充说明主语。常见系动词有：
充当表语的成分有形容词，名词，代词，数词，介词短语，词组，不定式，-ing形式，过去分词，从句等。如：
You look well today.
He became a doctor.
She appears to have many beautiful dresses.
只能作表语的一些形容词:
2) Exercises:
Look at the sentences bellow and tell if the underlined part is predicative.
1) Australia is a young nation. Y
2) After World War II, Australian economy grew rapidly. N
3) If you go near a Koala bear, it will get very upset. Y
4) Australia keeps about 1/6 of the world’s sheep. N
Followed by fill in blanks with proper verbs and adjectives.
Period Four: Reading II
Teaching Goal：
1. to make Ss know about dangerous animals in Australia
2. to get students prepared for use of language (listening , speaking and writing)
Teaching Procedures:
Step1. Pre-reading (Discussion& Prediction)
Ask Ss :
1) What kind of animals do you think are dangerous? Why?
2) Look at pictures on page 27. What do you expect to read in the text?
Step2. Read the text as quickly as possible (skimming &scanning). Fill in the table.
Animals How many existing kinds How many dangerous kinds
snake ?more than 170 ?115
spider ?2000 ?only a few
shark ?160 ?two or three
jellyfish not mentioned ?most cause pain; only box jellyfish can kill
crocodile ?two ?one (saltwater crocodile)
Step3. Read the text in detail, and judge the facts TRUE or FAULSE.
? Snakes usually attack people for no reason. F
? Most of spider’s bites have no effect on humans. T
? Not all Sharks with sharp teeth are dangerous. T
? A box jellyfish can only cause pain. F
? The crocodile can move very fast. T
Step 4. Discussion: Break into groups and discuss the best way to protect yourself from each of the dangerous animals in the passage.
Step 5. Homework:
In your group, choose one animal from the passage and make a poster to warn people about it.
Here are some expressions may be helpful:
Period Five: Using Language
Teaching Goal：
1) To train Ss to listen to get useful information.
2) To help Ss develop debating skill
3) To enable Ss to write an email as a reply
Teaching Procedures:
Step1. Warm up for listening. Ask Ss the questions:
? Do you like go camping? Why or why not?
? When go camping, what do you think is the most important thing?
? Wei Ping is nervous about go camping. What do you think he is nervous about?
Step2. Ss are asked to listen to the conversation, and find out:
1) what Wei Ping is nervous about
2) if Wei Ping has been talked into going camping.
Step3. Listen to the conversation again, and complete the poster.
Step4. Ss Listen once more and try to answer the following question based on your understanding.
1)Why did Wei Ping misunderstand Bob when he said “When we walk through the bush…”?
2) Why cannot Wei Ping make a snake away?
Step5. Debating.
Tips for debating are shown to Ss first:
? Pick a side to debate
? Gather at least three pieces of evidence
? Understand both sides of the debate so that you are prepared to contradict the other side.
Then, the statement “Australia is a dangerous place to visit” is shown. Ss may express their agreement or disagreement. Write down reasons.
Then, break into groups and hold a debate.
Step 6. E-mail writing, in which Ss are supposed to write an email as a reply to his or her friend.
First, Ss read the email on page29, and answer the question: what is the purpose of this email?
The purpose is to seek advice about whether it would be dangerous to go camping in the Kakadu National Park.
Then, Group Discussion: Are you for or against the camping in the Kakadu National Park? And why? Please list your reasons. Ss may form a group and share their ideas in class. If they have any questions, they can ask the teacher for help.
And, writing tips:
? decide on your point of view with reasons
? list all the reasons for and against the trip
? put the reasons in order of importance
Step 7. Homework. Write a reply to the email, following this way:
1) tell your friend what you suggest
2) give each of your reasons in
one paragraph
3) finish it in this way:
I hope you will find my advice useful.
Best wishes,
(your signature)
afraid asleep ready unable alive
aware glad well alone sure
How to avoid ________ bite
When walking in the long grass,
· wear _______ and ______________;
·make _________ to frighten them away
·_________________ any wood lying on the ground
· if possible, ______________ in long grass.
Be careful not to …
You are not allowed to …
You have to …
Watch out for …
be become feel grow prove
taste appear look seem smell keep
get go remain sound turn stay