Warming up、Pre-reading、Reading、Comprehending优质课教案内容

Unit3

AUSTRALIA The First Period

Teaching goals

1.

Target language Canberra, associate with, barrier 2. Ability goals

Enable the students to talk about some cities and attractions in Australia. Enable the students to talk about some signs and express prohibitions and warnings. 3.Learning ability goals

Learn how to talk about some cities and attractions they have known. Learn to talk about some signs and express prohibitions and warnings. 4.Teaching important points

Learn to talk about some cities and attractions in Australia, talk about signs and express prohibitions and warmings. Teaching difficult points

Learn to talk about some signs and express prohibitions and warnings using the given expressions. How to talk about cities and attractions in Australia. Teaching methods

Cooperative learning and discussing. Teaching aids

A computer, a projector, a map of Australia. Teaching procedures

Step Ⅰ

Homework checking T: Last class I asked you to look for some information about Australia in our school library or through the Internet, and then list three things that interest you. Have you done that? Homework for last class:

1: Consult available materials to have a general idea of Australia from the following aspects: plants, animals, famous cities, attractions, great events, such as, the 2000 Olympic Games, cultures, etc. everything that interests you.

2: Divided the students into 6 groups, and each group respond for the following cities and attractions separately: Sydney, Perth, Kakadu, Canberra, Uluru, and Great Barrier Reef. Ss: Yes. T: Good! Who’d like to tell us your opinions? S1: I’m fond of some Australia animals, for instance, kangaroos, dingoes and koalas. S2: Some famous cities are my favorites, such as Sydney, Canberra and Melbourne. S3: What interest me most are some Australia attractions, for example, Great Barrier Beef, Sydney Harbor Bridge and Gold Coast. T: Well done! Step Ⅱ

Warming Up

Get the students to do the tasks in warming up , and then use a map to check their answers. T: Now turn to Page 21 and go through the pictures and do Task 1 in pairs.(Several minutes later.) Have you finished it? Ss: Yes. T: OK, check your answers with the other students. Now find the places listed in Question 1 on the map of Australia and then write the numbers of the photos in the blanks on the map. (After a few minutes) Have you finished the task? Ss: Yes. T: OK. Check your answers according to the map on the screen.

T: Last time, your groups were acquired to consult for these topics, right? And it’s time to share your information with the rest of us. Well, G1 please. G1: I want to talk something about Sydney. Sydney is the oldest settlement in Australia, the economic powerhouse of the nation and the country’s capital in everything but name. Built on the shores of the stunning Port Jackson, you would have to die and go to heaven before you see a more spectacular setting for a city.

Sydney now attracts the majority of Australia’s immigrants, including Italians, Lebanese, Turks, Greeks, Chinese and Vietnamese. Sydney is a modern, cosmopolitan and dynamic city setting amongst a dazzling harbor setting.

In 2000 Sydney it hosted the Olympic Games at the purpose of building Home-bush complex.

G2: I got some information about Canberra. Now I’d like to share it with you. Canberra is a fascinating 20th-century creation that has struggled to establish itself as the focus of Australia’s national history, pride and identity. Canberra has long been perceived as the ‘fat cat’

of Australian cities, a town of politicians and bureaucrats living off the hard work of their country folk. Canberra has grown from a Federation baby into an adult city with all the challenges and delights that being a grown-up brings.

Canberra is meticulously（一丝不苟，严谨的）planned and suburbs are separated by swathes of native bush land, while its main tourist attractions —

the National Gallery, Parliament House and other inhabitants of the Parliamentary Triangle —

are set around a pleasant artificial lake encircled by bike tracks. If you’re enamored of the bush and lungful of fresh air, but don’t want to be too far from a decent café

latté, you’ll be in heaven in the national capital. Canberra is also a great base for visiting the nearby delights of the Snowy Mountains and the New South Wales south coast. G3: I’ve learnt something about Perth in our school library. Perth is a vibrant and modern city pleasantly sited on the Swan and Canning rivers, with the cerulean Indian Ocean to the west and the ancient Darling Ranges to the east. It claims to be the sunniest state capital in Australia, though more striking is its isolation from the rest of the country (Perth is closer to Singapore than to Sydney). The city centre, with its cool glass skyscrapers, dominates the cityscape, modernity there are a number of fine 19th-century buildings and facades. Away from this cluttered rectangle of commerce and public service, there is indeed a beautiful city, enhanced by the Indian Ocean beaches, the hillside hideaways, romantic Fremantle, cosmopolitan Subiaco and the select, comfortable suburbs which fringe the Swan River. G4: I happened to know something about the Great Barrier Reef and I’ve download some beautiful pictures of the Great Barrier Reef. May I show them on the screen? T: Of course. Go ahead.

G4: Look at the pictures. The Great Barrier Reef is a site of remarkable variety and beauty on the north-east coast of Australia. It contains the world’s largest collection of coral reefs, with 400 types of coral, 1,500 species of fish and 4,000 types of mollusc. It also holds great scientific interest as the habitat of species such as the

dugong (‘sea cow’) and the large green turtle, which are threatened with extinction. The Great Barrier Reef, one of Australia’s first World Heritage Areas, was inscribed on the World Heritage List in 1981. The Great Barrier Reef World Heritage Area (GBRWHA) is 347 800 square kilometres in area.

It extends from the top of Cape York to just north of Fraser Island, and from the low water mark on the Queensland coast seaward to the outer boundary of the Marine Park beyond the edge of the continental shelf. It is the largest World Heritage Area and marine protected area in the world. G5: Here I got some information about Kakadu. Kakadu is a cultural landscape. It was shaped by the spiritual ancestors of Aboriginal people during the Creation Time. These ancestors or ‘first people’ journeyed across the country creating landforms, plants, animals and Bininj / Mungguy* (Aboriginal people). They brought with them laws to live by: ceremony, language, kinship and ecological knowledge. They taught Bininj / Mungguy how to live with the land and look after the country. Kakadu National Park is managed jointly by its Aboriginal traditional owners and the Department of the Environment and Heritage. G6: I’d like to tell you something about Uluru, and I also want to show some pictures on the screen. T:

OK, please.

G6: Uluru (also Ayers Rock or The Rock) is a large rock formation in central Australia, in the Northern Territory. It is located in Uluru-KataTjuta National Park, 350 km southwest of Alice Springs. It is the second-largest monolith in the world

(after Mount Augustus, also in Australia), more than 318 m high and 8 km around. It also extends 2.5 km into the ground. It was described by explorer Ernest Giles in 1872 as “the remarkable pebble”. What impresses people most is that it appears to change colors at different times of the day. The picture shows us this. Kata Tjuta National Park is owned and run by the local Aboriginals. The Australian government handed ownership of the land back to the Aboriginals some years ago.

T: You’ve done a great job! According to what you have described, I’m deeply impressed. It’s an amazing country! And I hope some day, all of you can experience these by yourself.

Step Ⅲ

Talking (Workbook) Arouse the students’ talking interest by showing a map of Australia and then do the exercise. T: Now look at the map of Australia and tell me what it is surrounded by.

Ss: It is surrounded by two oceans: the Indian Ocean in the west and north, and the Pacific Ocean in the northeast. T: So it has a quite long coast line and many beautiful beaches. But on the beaches there are some common signs that visitors must know what they mean. Now turn to Page 68. Look at the signs and do the task according to the instruction in talking. (After allowing them enough time) Which groups want to present yours? Group 1: Sign 1 means you are not allowed to swim here.

Group 2: Sign 2 means you can swim between the flags and if you are in difficulty, you should raise your arm.

Group 3: We think Sign 3 tells us that we should be careful of dogs because in some areas dogs led by their owners or not led by their owners are allowed. Group 4: Sign 4 tells us that you mustn’t bring your dog into the area. Group 5: Sign 5 means when people swim, they have to be careful of submarine cables. T: A great job!

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

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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

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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

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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.