Warming up、Pre-reading、Reading、Comprehending教案和课堂实录

Unit 3 Australia 第九册2003人教版

Teaching Goals: 

Get a general understanding of different text styles according to its characteristics and clues; 

Have a good knowledge of Australia by intensive reading passages covering main cities, population, climate, wildlife, administration, citizenship ceremonies and so on, attractions in particular ; 

Be able to master vocabulary related to a country for further study; 

Reinforce the sense of culture and language learning, to study a country is to learn a new culture; Teaching procedures: Step I : Brain-storming to offer students an opportunity to set up expectations and foretell what information may be covered in the texts. Teacher: When it comes to Australia, what aspects are you curious about?

Students are welcome to answer this question freely. Teacher: To conclude, perhaps what you are curious about are listed as the above, now let’s skim the passages to see whether they can satisfy our curiosity or not. Step II: Skimming for different text styles to get a general understanding of text forms according to its characteristics and clues. Teacher: Just by glancing at the texts, you can notice they are of different text styles, could you recognize their specific style according to its characteristics and clues? Show students the characteristics and clues. Demonstrate the choices. 1

Teacher: Do you know what is an encyclopedia and what is a tourist brochure? Explain the two words as follows. Encyclopedia: a book or set of books in which facts about many different subjects or about one particular subject are arranged for reference, usually in alphabetical order. Brochure: booklet containing information about sth or advertising sth Show students the skimming task: Match each reading passage with a description. Check the answers. 

a postcard from someone on holiday

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part of a text in an encyclopedia

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part of a tourist brochure

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a newspaper article

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an advertisement

Step III: Detailed reading to fulfill different reading tasks. 

a postcard from someone on holiday Text4

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part of a text in an encyclopediaText1

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part of a tourist brochure

Text5

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a newspaper articleText2

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an advertisementText3

Teacher: Let’s move on to text 1, Part of a text in an encyclopedia, and try to fill in the blanks to have a better knowledge of Australia. capital:________ official name:_______area:_______ population:________ highest point:_____________________ Lowest point:_____________________ geography:_____ climate:________composition(组成): _________________ administration:________________________________________________________ main cities:___________________________________________________________ striking features:______________________________________________________ check the answers. Teacher: Let’s focus on the last two aspects. Here is a map of Australia, can you spot the main cities on the map? Show the map of Australia and locate the main cities as the map shows and all that appear in the reading passages with Perth, Sydney, Melbourne and Canberra as the key. 2

KakaduDarwinGreat Barrier ReefAlice springsUluruPerthAdelaideMelbourneSydneyCanberraHobart As for the striking features like the wildlife, show students pictures as follows.

dingo澳洲野狗KangaroosKoala-bears

Teacher: Do you want to know other more attractions? Let’s explore them in texts 3, 4 and 5. Offer the question: What are the attractions in text 3, 4 and 5? Students shall read the texts and we will come to the attractions one by one. In order to make the attractions more impressive, show students the related pictures and photos. Text 3: Unique scenery from the superb Blue Mountains to the treeless plains of the Nullarbor; a fascinating variety of the wildlife; Most spectacular landscapes----from the rolling hills surrounding Adelainde to the rusty reds of Australia’s centre and the tropical splendour of Darwin. 3

text 4: the amazing rock

Teacher: Can you read the descriptions of the amazing rock in the postcard? 

It is an amazing rock.

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It is part of one of Australia’s 14 World Heritage Sites and rises about 335 metres out of a vast, flat sandy plain.

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At different times of the day it appears to change colour, from grey-red at sunrise, to golden and finally to burning red at dusk.

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It is possible to climb the rock but the Aboriginal people consider it to be sacred.

Text 5 The magnificent Cradle Mountain National Park; World Heritage area; the 80-km walking track magnificent Cradle Mountain National Park

Teacher: With so many tourist attractions, no wonder Australia is a tourist destination popular with tourists all over the world. Now do you feel paying a visit to Australia? Maybe yes! But do you feel immigrating there? Maybe no! However, as the news shows in text2, some people will become Australian. Let’s read the news aloud and together, what more information can we get? Read the news aloud and together. Answer the question: What more information have you drawn from the news? Check the answer: The date of Australian Day, The activity of citizenship ceremonies, covering the time, the significance and the way. Teacher: I am wondering what kind of people want to make home in Australia? Can you help me to figure it out? Discuss the question in study groups. Each group makes its voice heard. Conclude: What kind of people do you think make Australia their home? 1) want a better life than they had at home, a change of lifestyle or a challenge; 5

2) are attracted to the climate, the beauty of the country; 3) have been forced to leave their country for some reason and must find somewhere else to live. Teacher: So we have a reason to believe that people who go to a new country to start again are likely to be courageous, curious and strong minded, and they enjoy challenges, since there might be tremendous hardships. They are probably confident of their abilities and open to new ideas and ways of doing things. Step IV: Feedback by making presentations. Teacher: Since you have learned so much about Australia, could you retell what is left in you mind about Australia? Group A: give a general introduction to Australia. (text 1)Group B: introduce the news about the citizenship ceremonies. (text 2)Group C: describe the amazing rock. (text4)Group D: advertise Australia’s attractions. (text 3)Group E: retell part of the tourist brochure. (text 4)

Students discuss in groups and later each group chooses its representative to make a presentation. Teacher: Well-done to your superb presentations! Through your work, I can safely come to the conclusion that you have already have a better knowledge of Australia. To learn a country is to learn a new culture. As the saying goes, if you just stay at one place, it seems that you are just staring at the same page of a book, but if you go to other places, you begin to explore other pages of the book. Hopefully, one day, you can pay a visit to this unique continent and have a taste of its culture. 6

Step V: Homework for consolidating what we have learned today.

Now you are a tourist guide, please write an article to introduce Australia covering at least five aspects 。

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