Learning about Language公开课教案

Unit 3 Australia The Third Period

Learning about Language

Ⅰ. 单元教学目标

技能目标Skill Goals 

Talk about Australia including its general situation, geography, scenery, cities, animals and so on. 

Practice expressing prohibitions and warnings. 

Review the Predicative. 

Write a reply to an e-mail. II. 目标语言

Expressions of prohibitions and warnings: You’re not allowed …

You mustn’t …

功能句式You can/can’t …

You have to …

You should …

It’s OK to …

Be careful …

Look out …

1．

四会词汇

associate, Great Barrier Beef, brochure, Oceania, adequate, ecology, autonomous,

federal, defense, policy, tax, nation, citizen, celebration, birthplace, tolerate, tolerance, migrant, homeland, via, superb, rust, tropical, splendor, timetable, heritage, aboriginal, fortnight, reservation, highway, cradle, rainfall, agriculture, sow, bachelor, correspond, owe, enclosure, authority, desperate, shrink, barbecue, wind, limb, paralyze, 词汇sickness, recover, funnel, snatch, amongst, vinegar, unconscious 2．

认读词汇

Perth, Kakadu, Canberra, Uluru, Commonwealth, Kosciuszko, Melbourne, Adelaide, Nullarbor, Hobart, venomous, venom,

anti-venom, funnelweb spider 3．

词组

associate with, out of respect, correspond with, talk … into …, owe…to…

语法The Predicative

1. Australia is the only country that is also a continent. P22 2. The centre of the continent, which is mainly desert and dry grassland, has few settlements. P22 3. Australia is a popular destination with tourists from all over the world who come to experience its unique ecology. P22 重点句子4. Australia has a federal government responsible for the matters that affect people all over

the country. P22 5. 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 6. 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 7. …most people don’t do this out of respect for the Aboriginal people who consider the rock to be sacred. P23 Ⅲ. 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。

1.5 Learning about language 包括词汇和语法两部分。词汇学习涉及本单元一些词在文章中的具体运用，对比自己对新词的理解和字典的释义，有助于学生的英语表达能力和先思考后求证的学习习惯。同时学会根据词根归类记忆单词。语法练习部分复习了表语的用法。

1.6 Using language 包括听力、泛读、辩论、写作四部分。

Listening由四个练习组成。第一个练习要求预测录音要谈到的内容。第二个练习是回答问题；第三个练习是将海报补充完整，教师可以此帮助学生分析、总结如何写海报；第四个练习是讨论问题。这四个练习主要培养学生预知、捕捉和筛选信息的能力。

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。

Writing部分要求学生阅读邮件后根据课本所提供的内容，按要求认真设计并回复邮件。

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

Learning about Language

4th

Period

Listening 5th

Period

Extensive reading 6th

Period

Writing Ⅳ. 分课时教案

The Third Period

Learning about Language

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

migrant, adequate, sow, hardship, bachelor, owe, correspond with b. 重点句子

Most Australia believe that having people from so many different backgrounds creates tolerance and respect and makes Australia a stronger nation and a more interesting place to live. P24 The early settlers owed their survival to hard work and determination to succeed. P25 The keeper’s solution was to build and even bigger barrier. P26

The result was disappointing. P26 The meat seems to shrinking. P26 It smells strange. P26

2. Ability goals 能力目标

Enable the students to learn the usage of some important words in this unit. Enable the students to master what can act as predicative and which verb can be used as link verb. 3. Learning ability goals 学能目标

Help the students use the new words and expressions and predicative correctly.

Teaching important points 教学重点

What can be used as predicative.

Teaching difficult points 教学难点

What other verbs can be used as link verbs besides “be”.

Teaching methods 教学方法

Summarizing and practicing. Teaching aids 教具准备

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

Step Ⅰ

Learning about words 1. Discovering useful words and expressions Get the students to do Task 1, 2 and 3 according to the instructions and then ask some of them to present their answers. Before asking students to do this part, the teacher first should make sure that the students know the part of speech of these words, and then consult the dictionary to see how the same kinds of words are defined. Possible answers to Task 2

Word Your definition Dictionary definition

migrant People who came from one place A person or animal or esp. birds that are now living in another place migrates or is migrating. Enough for the purpose To plant or scatter seeds on a piece of land adequate sow Enough Put seeds in to soil hardship bachelor correspond owe Something painful and difficult People who don’t marry

Keep touch with Think one results from another Difficult condition in life An unmarried man Exchange letters regularly To admit as the cause, discover, or point of origin Possible answers to Task 3 word tax home words related taxation, tax-collector, tax-payer, tax-free homeland, hometown, homework, homesick, homemade, homeless, homelike rust time rust-less, rustproof

timetable, time-bomb, time-limit, time-difference, time-saving, time-spirit tight night-bell, night-bird, night-school, night-work, night-dress, night clothes, night-flower autonomy autonomous, automation, automatic, automat defend tolerate celebrate nation defense, defenseless, defendant, defensive, defendable tolerance celebration, celebrator national, nation-wide, nationality, nation-army, nation-band, nation-defense, nation-economy city birth associate citizen, Citizenship, city-hall, city-man birthday, birthplace, birth-mark, birth-control, birth-rate association, associational

reserve way

reservation, reserved, reservoir airway, railway, waylay, waybill, way-less, way-worn 2. USING WORDS AND EXPRESSIONS (Workbook) Get the students to do the exercises in USING WORDS AND EXPRESSIONS and then check their answers together.

Step Ⅱ

Grammar 1. Revising useful structures Get the students to do Task 1, 2 and 3 in revising useful structures and then check their answers together. Possible answers to Task 3. (1) Australia is the only country that is a continent. (Noun) (2) It is the sixth largest country in the world and is in the smallest continent. (Preposition phrase) (3) Australia is famous for its huge, open spaces, bright sunshine, enormous number of sheep and cattle and its unusual wildlife. (Adjective) (4) Australia is made up of six states. (Past participle) (5) 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. (Infinitive) 2. Using structures (Workbook) Get the students to do task 1, 2 and 3 in USING STRUCTURE and then check their answers together. 3. Structure summary Guide the students to summarize predicative and link verbs by collecting their answers on the black board.

T: Can you tell me what can be used as predicative? Ss: Nouns, pronouns, numerals, adjectives, participles, gerunds, infinitives, adverbs, prepositional phrases, word groups and clauses.

T: You are quite right! T: It is known that we always put a predicative after a link verb and there are many link verbs besides “be” in English? Now sort the link verbs with your partner. (After a few minutes) Who volunteer to tell us yours? S1: 1. be 2. become, get, turn, go, grow 3. sound, smell, taste, feel 4. look, seem, appear 5. keep, remain, stay, continue 6. fall, come, prove,

7. live, lie, sit, stand, exist T: Great! You’ve got it.

4. Practice Get the students to do the practice and then check their answers. T: Now fill in the blanks. 1. ___ he knew nothing about her. A. It appeared as if

B. It seems that C. It looked that

D. It seems as if 2. The supply of bricks ____ short. A. going

C. getting

B. running

D. becoming 3. Each time we had a meeting, he would ___ silent. A. sit

B. stand

C. lie

D. prove 4. He dreamed of being a college student. His dream finally ____ true. A. went

B. turned

C. got

D. came 5. We’ve never thought that he has ____ robber.

A. become

B. proved

C. turned

D. made T: Have you finished it? Ss: Yes. T: OK. Tell me your answers.

Ss: 1-5 DBADC T: Good!

Step Ⅲ

Homework 1. Make sure you know the difference between the link verbs. 2. Preview the listening practice, and collect some information about flag.