Warming up、Pre-reading、Reading、Comprehending课时教案

Unit 3 Australia Ⅰ. Teaching aims: 1. Enable the students to learn some information about Australia 2. Train the students’ reading ability(skimming, detail reading, distinguishing different styles of articles) Ⅱ. Teaching important points: Get some information of Australia in the text Ⅲ. Teaching difficult points: Enable the students to distinguish different styles of extract articles Ⅳ. Teaching methods: Cooperative learning, task-based learning Ⅴ. Teaching aids: A computer, a blackboard, a tape-record Ⅵ. Teaching procedures: StepⅠ

Lead-in 1. Greeting 2. Ask Ss to guess the country we are going to talk about---“Today we are going to learn about a country. It is a country and also a continent. It is surrounded by oceans. While many other countries are having winter, it is in summer. In this country, you will see many plants and animals that cannot be found anywhere else, such as the kangaroo, koala bear, ect. Do you know which country it is?”

3. Ask Ss to say something about each picture and distinguish what city does each picture associates with. “Have you ever been to Australia? What places do you know in Australia? (Well-known cities, famous scenic spots, etc.) Look at the pictures. What do you see in each picture? Can you recognize them? Why?”

4. Ask Ss to find the places listed in Question 1 on the map 5. Ask Ss to work in groups and discuss what they know about these places. Step Ⅱ

Pre-reading 1. Ask Ss to quickly glance at the five text and answer the questions designed for this part.

2. Get the Ss know some reading strategies: skimming, detail reading and paying attention to the words that frequently appeared in the text and equally important, their relative words. Step Ⅲ

Reading 1. Ask the Ss to read the text quickly and answer questions listed in Exercise 1, Comprehending part. 2. Ask the Ss to read the text in detail, underline the information they didn’t know before and write down five facts that they consider to be the most interesting and exchange information in groups’ work.

Step Ⅳ

Discussion Ask the Ss to work in groups to discuss the following questions. 1. What kind of people do you think make Australia their home? 2. Each year large numbers of people became Australian citizens. Why do you think they choose to become citizens? 3. When do you think traveling by train across Australia would be appropriate and when do you think traveling by plane would be most suitable? Give more than one reasons. 4. In what part of Australia do you think most agriculture takes place? Give reasons. 5. Why do you think the population of Australia is so small when it is such a large country? 6. Choose five words or phrases to describe Australia. Step Ⅴ

Language points Explain some difficult points as listed in the PPT. Step Ⅵ

Homework 1. Finish Ex.1, 2, 3, Page24-25. 2. Write an article about the reasons why people want to travel in Australia Period 2 Language Points Ⅰ. Teaching aims: 1. Target Language backgrounds, nation, citizens, tolerance, Aboriginal, homelands, migrants, adequate, sow, hardship, bachelor, correspond, owe

2. Ability goals Enable Ss to use the new words in the text or passages Enable Ss to give correspondent definition of each new word Enable Ss to learn useful strategy to expand their vocabulary Ⅱ. Teaching important points: Enable Ss to use the new words in context Enable Ss to give correspondent definition of each new word Enable Ss to learn useful strategy to expand their vocabulary Ⅲ. Teaching difficult points: Enable Ss to give correspondent definition of each new word Enable Ss to learn useful strategy to expand their vocabulary Ⅳ. Teaching methods: Cooperative learning, task-based learning Ⅴ. Teaching aids: A computer, a blackboard, a tape-recorded Ⅵ. Teaching procedures: StepⅠ

Greetings StepⅡ

Lead-in T: Yesterday we read five short texts which introduce certain aspects of Australia, each short text is written in a different style, and so do you know what styles are they? StepⅢ

Word Study 1. Ex1 on page 24. First show the words on the screen and check Ss’ understanding of each word. Then do the exercise, that is, ask each Ss to read out a sentence and figure out what words should be filled in each blank, and then translate it into good Chinese. 2. Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong. 3. Ex3 on page 25. Ask Ss to follow the example and try to write down as many words related to each of the following words as possible. tax: taxation, taxed, taxable, taxman, taxpayer

home: homework, homely, homeland, homeless, homemaker, homecoming, homesick rust: rusty, rustproof time: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timeless StepⅣ

Consolidating Exercise Choose the correct words to complete the following sentences. 1) The young woman seemed to be asleep, but in fact she was _____________. 2) The house looked old form outside, but inside it was ____________. 3) The knife appeared _____________, but it proved to be extremely sharp. 4) The name of the place sounds like English, but it is _____________. 5) The fruit smelled bad, but it turned out to be very ___________. 6) The food and water seemed __________ quality, but they made us sick. 7) The situation seemed _________ quality, but it proved to be hopeful. 8) This island appears to be an independent country, but actually it is to be a(n) ________ region within the country. Keys: unconscious superb rusty aboriginal tasty adequate desperate autonomous Step V. Homework Do Exercise in the workbook page68-69 Ex1, 2, 3, 4.