Warming up、Pre-reading、Reading、Comprehending教学设计(第一课时)

Unit 3 Australia 一．

教材分析与教材重组

1. 教材分析

本单元的中心话题是“澳大利亚”。通过对本单元的学习，学生将获取并能讨论该国的地理、历史、自然、风俗、文化等方面的知识，对该国家的了解更加具体、系统。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 该部分选取了6个具有代表性，并且自身特点明显的澳大利亚名胜和城市。学生在日常生活中或多或少都存储有相关的信息，便于其讨论在地图上填充有助于学生在了解正确地理位置的同时可以结合在地理课堂上的所学知识分析该地点的气候、人文、发展等情况，激发其进一步了解澳大利亚的欲望。

1.2 Pre-reading 部分所设计的3个问题是对同一阅读内容不同角度的呈现：Q1：文章的主题内容，Q2：

与主题有关的不同方面的材料，Q3：

不同的文章体裁；有助于学生从不同角度看问题，

用不同手法来呈现同一主题。这些问题既能培养学生的逻辑思维能力，又为阅读作了铺垫。

1.3 Reading运用不同的文章体裁介绍澳大利亚的概况，包括地理、组成、全称、首都、人口、面积等，同时还介绍了澳大利亚日以及一些风景、名胜；同时再配以生动的图片，激起了读者到澳大利亚旅游、观光的愿望。

1.4 Comprehending 中练习1的问题训练学生的跳读能力；练习2中的问题可以训练学生的精读能力，问题设计本身是一个信息输入——信息加工整理——信息输出的过程，能够锻炼学生对已有知识用英语表达的能力；对练习3中问题的讨论有助于培养学生的逻辑思维能力和概括能力。

Reading and discussing中的第一部分，介绍了澳大利亚的一些有毒、危险的动物。在某种程度上是要让学生明白：

这些动物本身对人类是没有威胁的；知道如何避免这些问题的发生，有助于人类与动物和平相处。第二部分中的问题是考查学生对文章的理解。第三部分不仅能训练学生的口头表达能力而且学到了一些自我保护的方法。第四部分是让学生学习制作海报。

Debating 分三部分。第一部分要求师生讨论辩论有哪些规则；第二部分分组为辩论做准备；第三部分是进行辩论。

2. 教材重组

2.1 从教材内容和分量上看，将Warming up 和Workbook中的TALKING，设计成一节“口语课”。

2.2 将Pre-reading, Reading和Comprehending 三项活动放在一起，设计成一节“精读课”。

2.3 将Learning about language和Workbook中的USING WORDS AND EXPRESSIONS以及

USING STRUCTURES放在一起，设计成一节“语言学习课”。

2.4 将Using language中的Listening 和

Workbook中的LISTENING以及SPEAKING AND LISTENING TASK放在一起设计成一节“听力课”。

2.5 将Using language中的Reading and discussion和

Workbook 中的READING TASK设计为一节“泛读课”。

2.6 将Using language中的Writing和Workbook中的WRITING整合为一节“写作课”。

3. 课型设计与课时分配（根据学情和教材分析，本单元分六课时完成。）

1st

Period

Speaking 2nd Period

Reading 3rd

Period

Language study 4th

Period

Listening 5th

Period

Extensive reading 6th

Period

Writing Ⅳ. 分课时教案

The Second Period

Reading Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

brochure, Oceania, adequate, ecology, autonomous, federal, defense, policy, tax, taxation, nation, citizen, celebration, birthplace, tolerate, tolerance, migrant, homeland, via, superb, rust, rusty, tropical, splendor, timetable, heritage, aboriginal, fortnight, reservation, highway, out of respect

b. 重点句式

Australia is a popular destination with tourists from all over the world who come to experience its unique ecology. P22 Australia has a federal government responsible for the matters that affect people all over the country. P22 Australia Day celebrations that include people from so many birthplaces are an excellent way to encourage tolerance, respect, and friendship among all the people of Australia. P22 At different times of the day it appears to change color, from grey-red at sunrise, to golden and finally to burning red at dusk. P23 ... most people don’t do this out of respect for the Aboriginal people who consider the rock to be sacred. P23 2. Ability goals 能力目标

Enable the students to talk about the general situations of Australia. 3. Learning ability goals 学能目标

Help the students learn to talk about Australia.

Teaching important points 教学重点

Talk about the general situation of Australia including a holiday, scenery and attractions.

Teaching difficult points 教学难点

Learn to analyze the passage.

Teaching methods 教学方法

Teach as a whole, skimming, scanning, discussing, analyzing. Teaching aids 教具准备

A computer and a projector. Teaching procedures && ways 教学过程与方式

Step Ⅰ

Homework checking T: Who want to tell me something more about Australia? S1: The Commonwealth of Australia was formed in 1901 through the federation of six states under a single constitution.

S2: Today Australia is one of the most cosmopolitan and dynamic societies in the world. Over 200 languages are spoken, with English the common language. The nation has thriving ethnic media, an international business reputation, an innovative artistic community, diverse religious and cultural activities and variety in foods, restaurants, fashion and architecture. S3: The climate is generally pleasant without extremes in temperature. The seasons in Australia are the opposite to those of the Northern Hemisphere. Spring: September — November Summer: December — February Fall: March — May Winter: June —

August. T: Good! Step Ⅱ

Lead-in Show some pictures of Sydney Opera House to arouse the students’ reading interest.

T: Look at the screen. What are these pictures about? Ss: They are the pictures of Sydney Opera House. T: Who can say something about it? S1: Sydney Opera House must be one of the most recognizable images of the modern world-up there with the Eiffel Tower and the Empire State Building - and one of the most photographed. S2: Not only is it recognizable, it has come to represent ‘Australia’.

S3: Quite right. Although only having been open since 1973, it is as representative of Australia as the pyramids are of Egypt and the Coliseum of Rome. S4: I’ve got some information about the Sydney Opera House. And may I show it on the screen? T: Go ahead please.

Sydney Opera House facts and figures ·

Was designed by Danish architect Jorn Utzon

·

Was opened by Queen Elizabeth II on 20 October 1973

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Presented, as its first performance, The Australian Opera’s production of War and Peace by Prokofiev ·

Cost $AU 102,000,000 to build

·

Conducts 3000 events each year

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Provides guided tours to 200,000 people each year

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Has an annual audience of 2 million for its performances

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Includes 1000 rooms

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Is 185 meters long and 120 meters wide

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Has 2194 pre-cast concrete sections as its roof

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Has roof sections weighing up to 15 tons

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Has roof sections held together by 350 kms of tensioned steel cable

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Has over 1 million tiles on the roof

·

Uses 6225 square meters of glass and 645 kilometers of electric cable T: Well done! Step Ⅲ

Pre-reading Get the students to do the task in Pre-reading by glancing at the passage quickly. T: I know you’ve got a lot about Australia by consulting various materials. And during this period, we’ll get more information about this country through different aspects. Now look through questions 1 and 2 in Pre-reading, and then answer them. (After a few minutes) T: Check your answers with your partner. Who volunteer to tell me your answers? S1: I think the topic should be Australia. S2: As to Q2, I think Text 1 is mainly about its Geography. Text 2 is about a festival Australia Day. Text 3 is about scenery. Text 4 is about a World Heritage Site. Text 5 is about an Attraction. S3: Text 1 is part of a text in an encyclopedia. Text 2 is a newspaper article. Text 3 is an advertisement. Text 4 is a postcard from someone on holiday. Text 5 is part of

tourist brochure. T: You’ve got it!

Step Ⅳ

While-reading 1. Skimming Get the students to skim the passage quickly to answer the questions in Task 1 in Comprehending. T: Now turn to Page 24 and go through the questions quickly and then skim the passage to get the answers. (Then check the answers.)

2. Scanning Get the students to read more carefully to do Task 2. T: Now scan the text again and do Task 2. (After giving them enough time) Who want to tell us the facts that you consider to be the most interesting? S1: The center of it is mainly desert and dry grassland and has fewer settlements. S2: Its unusual wildlife interests me most. S3: Each year many people become Australian citizens. S4: Ulura appears to change color at different times of the day. S5: Most people don’t climb Uluru out of respect. S6: ... T: Good! Australia is really a unique country and that’s why it attracts so many tourists from all over the world. 3. Dealing with some language problems. T: Do you have any language problems? S1: I don’t know what’s the difference between “defend ... from”

and “prevent ... from”. T: OK. Here we have two groups of phrases on the screen. (1) stop / prevent / keep ... from ... (2) protect / defend / cover ... from ... T: Now go through the examples on the screen and find out the difference.

(1) We should do something to stop / prevent / keep the earth from being polluted. (2) When traveling we’d better take an umbrella to protect / defend / cover ourselves

from the sun or rain. T: Who’ve found out the difference? S2: I think after ‘from’ in the first group of phrases we often use a gerund while in the latter we often use a noun. T: Yes. You are quite right. Is there any other questions? S3: How about these words: sight, scene, view, and scenery? T: Well, when referring to natural things we often use sight; when referring to something of human, we usually use scene; when referring to rural areas we always use view or scenery, but scenery is an uncountable noun. Now choose the best words of the four to fill in the blanks on the screen. (1) Which do you like better town 1_____ or rural 2_____. (2) Sunrise is a beautiful 3 _____. (3) I really miss the natural _____ in my hometown. T: What are your answers? Ss: 1. scenes

2. views

3. sight

4 scenery T: Good! You’ve got it. Step Ⅴ

Post-reading Get the students to do Task 3 by discussing in Comprehending. T: Well, now discuss the questions in Task 3 with the others around you. (After giving them enough time) who volunteer to tell me your opinions? S1: People from different cultural and social grounds make Australia their home. S2: Because Australia encourages tolerance, respect and friendship among all people of Australia. S3: I think winter is appropriate for people to travel by train while summer is more suitable for people to travel by plane. Because winter is warm and dry while summer is hot and wet. S4: Most agriculture takes place in the south-eastern and south-western areas, because the lands in these areas are fertile and can get adequate rainfall. S5: Although Australia is such a large country, the centre of the continent is mainly desert and dry grassland and it is not fit for human to live there.

S6: It is large, developed, autonomous, and attractive. T: Wonderful!

Step Ⅵ

Paragraph-analyzing Help the students to analyze the structure of the passage by discussing some questions. T: Now discuss the questions on the screen with your partners. 1. What’s the writing style of the passage? 2. What’s the characteristic of the passage? 3. What’s the main idea of the passage? 4. What’s the writing purpose of the passage? T: (After some time) Have you finished your discussion? Ss: Yes. T: Good. What style do you think the passage belongs to? S1: It belongs to illustrating writing. T: What do you think of the characteristics? S2: As a whole, classification declaration is used with subtitles to introduce Australia, making the students have a clear idea of it. Numbers, examples and pictures are also used, making the illustration more vivid and concrete. T: What’s the main idea? S3: After reading the passage, we readers can get some information about Australia, especially its geography and scenery. T: What’s the purpose? S4: The passage not only makes us readers get a general idea of Australia but also arouses our interest in it and encourage us to pay a visit to it. I think these are the purposes of the passage. T: Good! Any other things? S5: Australia belongs to all our human being. We should protect it while we are enjoying it. And no matter what we do, and where we are. We should keep the world in mind.

Step Ⅶ

Homework 1. Listen to the passage one more time. 2. Preview the tasks in Learning about Language.