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

Unit 3 Australia 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

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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. The Third Period

Language study 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 migrant Your definition Dictionary definition 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-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, time-limit, time-difference, time-saving, nation-defense, nation-economy city birth associate reserve way

2. USING WORDS AND EXPRESSIONS (Workbook) Get the students to do the exercises in USING WORDS AND EXPRESSIONS and citizen, Citizenship, city-hall, city-man birthday, birthplace, birth-mark, birth-control, birth-rate association, associational reservation, reserved, reservoir airway, railway, waylay, waybill, way-less, way-worn

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.

The Fourth Period

Listening Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

surf, lifesaving, nipper, iron-man, go camping, nervous about, talk ... into b. 重点句式

Do you think by the end of the conversation, Bob has talked Wei Ping into going camping? Help them to stay calm and tell them not to move. Wind a bandage firmly around the whole limb if they are bitten on a limb. Get them to hospital as soon as possible. 2. Ability goals 能力目标

Enable the students to talk about camping and flags.

3. Learning ability goals 学能目标

Help the students catch the important information about what to bring, how to stay safe and what to do when bitten by animals.

Teaching important points 教学重点

Get the general information of the listening materials. Teaching difficult points 教学难点

Get the detailed information of the listening materials. Teaching methods 教学方法

Listening, predicting, speaking and discussing. Teaching aids 教具准备

Tape recorder. Teaching procedures && ways 教学过程与方式

Step Ⅰ

Homework checking T: Who can tell me the difference between remain and stay? S1: Their similarities are: (1) Remain / stay + predicative

E.g. The weather remains/stayed warm for a long time this autumn. (2) remain / stay + somewhere E.g. They remained/stayed in America for three month. S2: Their differences are: (1) When “remain”

means to be left, “stay”

can’t substitute for it. E.g. Only three bottles of vinegar remains in our shop. (2) When we express be left behind after others has gone or be removed, we always use “remain”.

E.g. After the party only Mary remained to clean the room. (3) We can only put infinitives after “remain”.

E.g. A lot of things remained to be done after the war in that country. T: Very good! You’ve got it.

Step Ⅱ

Listening Get the students to do the listening practice according to the instructions in listening.

T: Today, with more money and leisure time, people become fond of travelling, either in their own countries or abroad. And most of them go out by joining the travelling agencies. However, more and more people are fond of travelling by themselves. Many students, especially college students, who spend their holidays and weekends going camping themselves. Have you ever experienced that? Ss: Yes! /

No! T: Do you think it is exciting? Ss: Yes! T: However, Wei Ping (Write it down on the Bb) is a little bit nervous when Bob Martins (Write it down on the Bb.) invites him to go camping. Let’s see what happens. Now read question 1 in Using Language and have a guess. S1: If in the place where they go, phone calls can not be made, what they should do when there are something unexpected happens, such as someone injured badly.

S2: They may get lost in an unfamiliar place. S3: Where they can find a shelter if the weather turns bad.

S4: His parents may not permit him to do that. S5: Maybe he is nervous about dangerous animals. S6: ... T: Well, your guesses are reasonable. Now let’s listen to the conversation to check if you are right and answer the questions in Task 2 on Page 26. (After answering the questions) Check your answers please. Next ask the students to listen again to complete the poster on the right and then listen once more to discuss the questions in Task 3. Finally ask some students to present their opinions. T: Well done!

Step Ⅲ

Listening (Workbook) Get the students to do the listening practice according to the instructions in listening on Page 67, and then check their answers together. Discussion is included. T: No matter whom you are, preparations for the camping are necessary. Recently, adventure in the South Africa is very popular among the rich. However, no matter how much money they have, there is something ever indispensable. Do you know what it is? Ss: ... T: It’s the experienced local people. And that’s the same to the people who enjoy their holidays along the beach, the surf lifesaving club member who’re very familiar with the sea are very necessary to them. Next, let’s listen to the experience of Ross, who is the surf lifesaving club member, and see what we can find. Possible answers to Ex. 1 Picture 1: Maybe some one is waving hand for help, and they are going to rescue him. Picture 2: It’s likely they will give someone first aid. Picture 3: Possible they are swimming to someone to help him. Picture 4: He must surf a wave to help someone. Picture 5: They’ve finished their lifesaving work. Picture 6: They will go to some other surfing area to guard the beach.

Possible answers to Ex. 4: word Surf Surf lifesaver Surf club Nipper Iron-man/women competition Junior surf life savers. The junior activities program In which a club member will compete with the members of other club members, which aims to develop the children's surf skills, in an environment of fun and competition. Meaning of the word To ride as a sport over breaking waves near the shore on surfboard or surf-boat. People who save those who are in danger when go surfing. lifesaving An organization to which surf lifesavers belong.

T: A wonderful job!

Step Ⅳ

Speaking and Listening Task (on Page 71 Workbook) Get the students to do the exercise by speaking, listening and discussing. 1. Discussion. T: Now turn to Page 71 and discuss the questions in Exercise 1. Why do countries have flags? S1: They are symbols of the countries. S2: They stand for the honor of the countries. S3: They represent the dignity of the countries. T: What can flag tell you about a country? S4: They can tell us the history, the culture, the politics, the people or the constitution of the countries. T: Who can tell us some examples? S5: Take the American flag for example. The flag consists of thirteen horizontal stripes, seven red alternating with 6 white. The stripes represent the original 13 colonies, the stars represent the 50 states of the Union. The colors of the flag are symbolic as well: Red symbolizes Hardiness and Valor, White symbolizes Purity and

Innocence and Blue represents Vigilance, Perseverance and Justice. S6: Another example. It is know as the Union Jack and is made up of the crosses of the patron saints of England, Scotland and Ireland. England is represented by a red cross on a white field. Scotland is represented by a white diagonal cross on a blue background Ireland is represented by a red diagonal cross on a white field. The flag is flown with the wider diagonal white band uppermost nearest the pole and the narrower diagonal white band uppermost away.

T: What does China’s national flag tell us? S7: The national flag of the People’s Republic of China is red in color, rectangular in shape, with five stars. The proportion between the length and height of the flag is three to two. The five five-pointed yellow stars are located in the upper left corner. One of them, which is bigger, appears on the left, while the other four hem it in on the right.

The red color of the flag symbolizes revolution; the stars take on the yellow color in order to bring out their brightness on the red ground. The larger star represents the CPC, while the four smaller ones, the Chinese people. The relationship between the stars means the great unity of the Chinese people under the leadership of the CPC.

T: What other organizations do you know have flags and what they use them for? S8: The Red Cross has a flag. It appeals for donations to help the victims. S9: The Olympic Games has a flag. The Olympic flag is paraded during the opening ceremony of each Olympic Games. At the end of an Olympics, the mayor of the host-city presents the flag to the mayor of the next host-city. The flag will remain in the town hall of the next host-city until the next Olympic Games, four years later. T: Good!

2. Listening Get the students to do Exx. 2-4 according to the instructions.

Step Ⅴ

Homework 1. In groups discuss what symbols you would put on a flag for our school. Then design a suitable flag. You may do it on a computer.

2. Preview the reading material on P27 and P72. The Fifth Period

Extensive reading Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

sickness, recover, vinegar, unconscious b. 重点句子

A few varieties, however, can kill humans, so it is just as well that snakes are very shy and usually attack only if they are disturbed and feel threatened. While a small number of Australians are bitten by spiders each year, most recover without any medical treatment. However, although they look dangerous because of their wide mouths and sharp teeth, all but two or three kinds are harmless to humans. 2. Ability goals 能力目标

Enable the students to talk about some dangerous animals in Australia. Enable the students to talk about the different opinions about “Who discovered Australia”.

3. Learning ability goals 学能目标

Enable the students to talk about how to protect themselves from some dangerous animals in Australia. Get the students to talk about the different opinions about “Who discovered Australia”.

Teaching important points 教学重点

Talk about some dangerous animals and some ways to protect oneself from these animals.

Teaching difficult points 教学难点

Try to understand the different opinions about “Who discovered Australia”.

Teaching methods 教学方法

Reading as a whole, predicting, scanning, and discussing.

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: Have you designed some flags for our school? Ss: Yes.

T: Who volunteers to show your design to us and explain it? You may show your design on the screen. S1: Look at our design of a flag on the screen (The one on the left). The tree in the middle stands for us students while the green part stands for our school atmosphere. We will grow up healthy and sound in a friendly and harmonious environment. S2: This is our design. The blue stands for the sea of knowledge. In the middle is a summit. We are expected to climb up the scientific summit.

T: Wonderful flags and explanations!

Step Ⅱ

Lead-in Show the pictures to arouse the students’ reading interest.

T: As to Australia, I think most of you have learned a lot, no matter from our text,

your collection or the media. However, as long as people refer to Australia, what is the first thing that appears in their mind? Ss: Kangaroos! T: That’s it. Look at the screen and tell me what they are. Ss: They are kangaroos, koalas and a wallaby. T: You are quite right. But do you know anything more about the creatures? Ss: Yes. T: Please tell me. Ss: They are famous as marsupials. T: Why you say so? Ss: Marsupials are mammals that each have pouches to carry their young. T: But do you know any dangerous animals in Australia? Ss: We are not sure. T: OK. Today we are going to learn more about animals in Australia.

Step Ⅲ

Pre-reading Get the students to predict the content of the text. T: Now turn to Page 27 and read the title and look at the pictures to expect the content of the passage. Have you got an idea?

Ss: Yes.

T: What do you guess you’ll read about? Ss: Possible answers：

It’s about the nature of the animals. It tells us where they live. It tells us how dangerous they are. It tells us how we protect ourselves from them. Maybe it tells us some of them can cure some diseases.

T: Good!All your predictions seem reasonable.

Step Ⅳ

Reading Get the students to go through the questions in Task 2 and then read the passage to find the answers. T: Let’s go through the questions in Task 2 and then read the passage to find out the answers and see if your prediction is right. (Allow them enough time) Get the students to do Task 3 and then ask some of them to present theirs. T: Now do Task 3 according to the instructions. (Allow them enough time) Which groups want to present yours? Group 1: If we are visiting the far north of Australia near rivers and waterholes, we should pay special attention to the signs which warn us that the crocodile are in the area. when we see the signs we should not dive deeply in the water nor walk on the land near the water. Group 2: When we are visiting beaches, try to keep ourselves away from shark nets and when we hear an alarm is sounded, try to get out of the water quickly. Group 3: Since spiders are usually found in dark, dry places, under stones or amongst rubbish, we should avoid going to these places. If we are bitten by a spider, we should get to a hospital. But never panic. Because the poison is slow acting, and we have plenty of time.

Group 4: When we find a few dead jellyfish on the beach, it means that there are some jellyfish nearby. So we should get out of the place. If we do visit the beach where there are jellyfish we should bring some vinegar, because it can relieve the sting. But if we have trouble breathing or become unconscious, we should be taken to hospital immediately.

Step Ⅴ

Making posters Get the students to do Task 4 in groups. T: Read the instruction in Task 4 and make posters in groups. (Allow them enough time) Have you finished your task? Ss: Yes. T: OK. Which groups want to present yours?(Some groups will present theirs)

Sample posters

How to avoid sharks’ bites

When visiting a beach, 

don’t go to the beach alone;



bring your cell-phone; 

tell you relatives or friends where you are going; 

don’t swim near or inside the sharks’ net;



When an alarm is sounded, get out of the water at once. If some one is unlucky to be bitten. 

don’t panic;



calm down him; 

cover the wound with a piece of cloth; 

take him to hospital immediately;

2.

How to avoid jellyfish’ sting

When visiting a beach, 

don’t go to the beach alone;



bring your cell-phone; 

tell you relatives or friends where you are going; 

bring some vinegar; 

when seeing some dead ones on the beach, get out the place quickly;

If some one is unlucky to be stung, 

Help him to stay calm and tell him not to move; 

apply some vinegar on the wound;



if breathing hard or unconscious, take him to hospital at once. 3.

How to avoid Crocodiles’ bite

When visiting the far north of Australia, 

be careful when walking on the land close to water; 

don’t swim alone in rivers;

If some one is unlucky to be bite, 

help him to keep calm; 

cover the wound and press on the bleeding point; 

get him to hospital as soon as possible. 4. How to avoid spiders’ bite

When visiting cities or the centre of the continent, 

don’t stay in dark, dry places too long;



don’t rest on stones;



keep away from rubbish ; If some one is unlucky to be bite, 

remain calm; 

help him not to panic.



get him to hospital if necessary.

T: Well done!

Step Ⅵ

Reading (Workbook on Page 72）

Get the student to finish the tasks by reading and discussing. T: Now turn to Page 72 and read the instruction in Task 1 to complete the timeline on the screen. (After finishing reading) Who want to complete the timeline? Sample answers: Time 40,000 years ago 1421 Between1421-1424, ships from the great Chinese fleet led by Zheng He sailed to Australia. 1606 It was a Dutch captain who first mapped part of the north coast.

1644 A Dutchman called Abel Tasman made a map on which he drew all the land they knew about at the time and guessed the rest. 1770 Captain Cook was probably the first European to sail up the coast of Australia and was the first to produce a map of the east coast. 1820 Between 1802 and 1803, another English man, called Mathew Flinders, sailed right around Australia for the first time. T: You’ve got it. Now discuss the questions according to the instruction in Task 3 in groups. Allow them enough time. T: Which groups want to tell the class your point of view? Group 1: Because Captain Cook was probably the first European to sail up the coast of Australia and the first to produce a map of the east coast. Group 2: Because European explorers didn’t know they reached a continent. They just Discovery of Australia The first people to discover Australia came from Asia.

saw small pieces of land and mapped them on the map of the ocean. Then in 1644, a Dutchman called Abel Tasman made a map on which he drew all the land they knew about at the time and guessed the rest. Group 3: Because some people believe Chinese sailors regularly journeyed to Australia to dig copper as early as the ninth century and later between 1421-1424, ships from the great Chinese fleet led by Zheng He sailed to Australia. Group 4: Because 10,000 years ago, at the end of the Ice Age, the Asian and Australia Continents were joined together as one continent. Group 5: We agree with Nick Chance’s answer. First of all, 10,000

years ago, at the end of the Ice Age, the Asian and Australia Continents are joined together as one continent, we think it was after the end of Ice Age that Australia became a separate continent. Next Chinese sailors regularly journeyed to Australia to dig copper as early as the ninth century and later between 1421-1424, ships from the great Chinese fleet led by Zheng He sailed to Australia. It was much earlier for the Chinese to sail to Australia than the Europeans. T: A good job!

Step Ⅶ

Homework 1. Make sure you know how to protect yourselves from the dangerous animals mentioned in the reading passage. 2. Review debating on Page 29. 3. Find the details of the things that interest you most. The Sixth Period

Writing Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

reputation, scared, go on a camp b. 重点句子

The trip is organized by a well-known tourist company with a good reputation. What aspect of Australia do you think is the most interesting?

2. Ability goals 能力目标

Enable the students to write a reply to an e-mail and give opinions on online notice board. 3. Learning ability goals 学能目标

Enable the students to learn how to write a reply to an e-mail and give opinions on online notice board. Teaching important points 教学重点

Teach the students how to write a reply to an e-mail. Teaching difficult points 教学难点

Teach the students how to give opinions on online notice board. Teaching methods 教学方法

Debating, planning and writing. 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 volunteers to tell us how to protect yourselves from the dangerous animals mentioned in the reading passage? Some students will answer the questions. T: Good!

Step Ⅱ

Debating Get the students to do the tasks in debating. T: From the TV, radio, and other media, we’ve informed that Australia is a country full of attraction and amazing. However, according to what we learned during last class, there are so many dangerous animals that may attack people and even kill them. So how do you think about that? Is Australia a dangerous place to go?

Ss: Yes! / No! T: Well, every one of you have your own idea. Next, let’s have a debate on this topic.

Who can tell the class some rules for debating? S1: First of all, determine a statement. Next divide into groups as necessary. Then determine who are for and who are against it. Forth make preparations. Finally hold a debate. T: Quite right. Now we are going to hold a debate. The statement is “Australia is a dangerous place to visit” (Write the topic down on the Bb.). Three are a group. Each of your group must prepare the opposite argument. Begin debating. (The teacher can suggest that they can consult the material in Reading).(Allow them enough time) Which groups like to present us yours? Sample debate: S1: I think Australia is really a dangerous place to visit, because there are too many dangerous animals, such as snakes, spiders, sharks and crocodiles. S2: I can’t agree with you. Although there are some poisonous animals there but most of them are not harmful to humans. For example, Australia is home to more than 170 kinds of snake, 115 of which are poisonous. Luckily, the poison of most snakes can kill or paralyze only small creature and only a few can kill humans. S3: I can’t agree with you more. About 160 kinds of different kinds of sharks are in the seas around Australia, but only two or three kinds are harmful to humans. And many beaches have nets to keep sharks away from swimmers. In hot weather, small planes fly along the coast looking for sharks. If one is spotted, an alarm is sounded to warn the people to get out of the water. S1: I heard that the poison of the jellyfish can actually kill human in less than five minutes. It is probably the most poisonous animal in the world. S2: That’s true. But you can usually find a few dead ones on the beach if there are jellyfish close to the beach. You have enough time to get out of the dangerous place. And vinegar can help relieve the sting of jellyfish. S3: So I think if you read about some animal information before going to Australia and take action to prevent yourself from being bitten, Australia is not a dangerous place to visit. T: A good job!

Step Ⅲ

Writing I Get the students to write a reply to the e-mail. T: Today, e-mail plays a very important role in our daily life communication. So, every one of you should know how to write and reply an e-mail. On Page 29, there is an e-mail. Now read it and write a reply according to the instructions. (Allow them enough time) Have you finished your writing? Ss: Yes. T: OK, now compare yours with your partners’. Who’d like to present yours? S1: Let me have a try.

Dear Li Haidi, I’ve received your e-mail. In my opinion I recommend you should go on a camping trip in the Northern Territory. First of all I think the trip will be organized very well since the tourist company is well-known and of good reputation. You will have a wonder ful time and see lots of wild life. Next although there are some dangerous animals in Australia, most of them can only kill small creatures and are usually harmless to humans. Then the beaches of Australia are guarded well. There are usually signs to warn people that crocodiles are in the area; many beaches have sharks nets to keep sharks away from swimmers; in hot weather, small planes fly along the coast looking out for sharks and if one is spotted, an alarm is sounded to warn people to get out of the water. Finally I’ll tell you some little tips to take care of yourself. If jellyfish are close to the beach, you usually can find a few ones on the beach. Besides you can bring some vinegar, for it can relieve the sting of jellyfish. Spiders are usually found in dark and dry places under stones or among rubbish. The poison is slow acting so there is plenty of time to get to a hospital. I hope you’ll find my advice useful. Best wishes,

Xiao Li T: A good reply!

Step Ⅳ

Writing Ⅱ

(Workbook) Get the students to do the writing task on Page 73. T: Now imagine our school has an online notice board and a student put a question on the notice board. Now discuss your opinions and reasons with the others and then write down your answers. The question on the screen: What aspect of Australia do you think is the most interesting — its animals, plants, scenery, cities, beaches, people, leisure activities, history or something else? Allow them enough time to do the discussion. T: Who volunteer to present yours? S1: Australia’s geography interests me most. Australia is the only country in the world that covers an entire continent. From north to south the distance is 3,220 km, and from east to west about 4,000 km. It is surrounded by two oceans: the Indian Ocean in the west and the south, and the Pacific Ocean in the northeast. It has a long coast and yet its centre is mainly desert and dry grassland with few settlements. S2: I’m interest in its animals. Australia has many animals that can’t be found anywhere else in the world. Platypus lays eggs, yet feeds its young on its milk. Kangaroos and koala bears give birth to very small and weak young. They are then carried in a pocket of skin for several months while they feed on the mother’s milk and grow stronger. There are many kinds of birds in Australia, over 170 species if snakes, 2000 different kinds of spider and 180 different kinds of shark. Some of the animals are dangerous, such as jelly fish, snakes, spiders, sharks, crocodiles and so on. S3: Leisure activities in Australia interest me most. Australians love sports and the country is the birthplace of many tennis, sailing and swimming champions. Outings are popular and most Australians are delighted to share a cold glass of beer or lemonade with a friend on and open fire. At weekends many Australians go hiking

and camping in the countryside, called the bush. For holidays, many people visit the Great Barrier Reef off the northeast coast of Australia which has more than 800 islands. S4: I like some Australian cities. The cities are of different styles. Take Melbourne for example. It’s Australia’s second largest city, a place of contradictions and hidden charms. A leafy, bayside community on the ‘upside-down’, brown Yarra River, it is cosmopolitan, suburban, cultivated, football crazy, conservative and a haven for the avant-garde. Visitors come for its shopping, restaurants, nightlife and sporting calendar, encouraging many Melbournians to believe that they live in one of the most urbane cities in the world. S5: I’m interested in Australian climate. The climate is generally pleasant without extremes in temperatures. Broadly there are two climatic zones. In the north, above the Tropic of Capricorn, about 40 per cent of Australia is in the tropical zone. The remaining areas lie in the temperate zone. However, because of Australia’s vast size, there are variations within these zones. The temperate regions have all four seasons, while those in the tropical zone have two (summer “wet”

and winter “dry”). 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. S6: Time zones are very interesting in Australia. There are three time zones in Australia - Eastern Standard Time (WEST) which operates in New South Wales, Australian Capital Territory, Victoria, Tasmania and Queensland; Central Standard Time (CYST) in South Australia and Northern Territory; and Western Standard Time (WAST) in Western Australia. CYST is one half hour behind WEST, while WAST is two hours behind WEST. Australian States except Northern Territory, Western Australia and Queensland have daylight saving during the summer months. S7: I’m interested in its plants. Australia not only has dangerous animals but also has some poisonous plants. Plant poisoning is nationally important to Australia. About a thousand species of plants here are known to be toxic to livestock and humans. Poisoning of livestock by the more costs it about $100 million each year. Deaths of

cattle from plant poisoning in Queensland cost over $10 million yearly. S8: I’m very interested in its scenery. Australia’s World Heritage Sites and National parks are different from those of other places. The Great Barrier Reef, one of Australia’s first World Heritage Areas is the world’s largest World Heritage Area extends 2000 kilometers and covers an area of 35 million hectares on the north-east continental shelf of Australia. Bigger than the entire area of Italy, it is probably the best known marine protected area in the world. Kakadu is a cultural landscape. It was shaped by the spiritual ancestors of Aboriginal people during the Creation Time. Ayers Rock or The Rock appears to change color, from grey-red at sunrise, to golden and finally to burning red at dusk. It’s very attractive. T: Well done! Step Ⅴ

Homework 1. Finish the writing task. 2. Follow the steps in Project on Page 74 to make an information book on Australia.

附

件

I. 表语从句专项训练

1. _____ seems strange to us is _____ the troublesome boy is getting along well with all his teachers. A. It, that

B. What, how C. It, how

D. What, that 2. He was seriously ill. That is _____ he didn’t come yesterday. A. the reason

B. why C. because

D. for what 3. — I rang you about ten, but there was no reply. —

Oh, that was probably _____ I was seeing a doctor. A. when

B. why

C. what

D. that 4. That is _____ I was born and grow. A. there

B. in which

C. where

D. the place. 5. — I drove to Zhuhai for the air show last week. —

Is that _____ you had a few days off? A. why

B. when

C. what

D. where 6. America was _____ was first called “India” by Columbus.

A. what

B. where C. the place

D. there where

7. It was in the year of 1990 _____ my brother entered the college. A. until

B. that

C. before

D. what 8. _____ is important to a person is _____ he must know what he is fit for.

A. It, what

B. That, what C. It, that

D. What, that 9. It was not until he got to the office _____ he remembered ____ the key home. A. when, leaving

B. when, to leave C. that, to leave

D. that, leaving 10. It was ____ my father worked _____ I work now. A. where, that

B. wherever, where C. that, where

D. that, that 11. The reason _____ I plan to go is _____ she will be disappointed _____ I don’t. A. why, because, when

B. that, that, if C. because, that, if

D. what, that, whether 12. They lost their way in the forest and _____ made matters worse was _____ night began to fall. A. what, that

B. it, that C. what, when

D. which, what 13. It looked _____ it was going to snow. A. as if

B. even if

C. if

D. as 14. _____ troubles me most is _____ I don’t know how to clam the sick old man. A. That, what

B. That, that C. What, that

D. It, that

15. He didn’t come yesterday. That’s _____ he was ill. A. why

B. the reason why C. because

D. for that Key:

1-5 ABACA

6- 10 ABDDA

11- 15 BAACC

Ⅱ. 文化背景知识介绍

Ancient heritage, modern society

Before the arrival of European settlers, Aboriginal and Torres Strait Islander peoples inhabited most areas of the Australian continent. Each people spoke one or more of hundreds of separate languages, with lifestyles and cultural traditions that differed according to the region in which they lived. Their complex social systems and highly developed traditions reflect a deep connection with the land and environment.

Asian and Oceanic mariners and traders were in contact with Indigenous Australians for many centuries before the European expansion into the Eastern Hemisphere. Some formed substantial relationships with communities in northern Australia.

European settlement

The first recorded European contact with Australia was in March, 1606, when Dutch explorer Willem Janszoon (c.1570 - 1630) charted the west coast of Cape York Peninsula, Queensland. Later that year, the Spanish explorer Luis Vaez de Torres sailed through the strait separating Australia and Papua New Guinea. Over the next two centuries, European explorers and traders continued to chart the coastline of Australia, then known as New Holland. In 1688, William Dampier became the first British explorer to land on the Australian coast. It was not until 1770 that another Englishman, Captain James Cook, aboard the Endeavour, extended a scientific voyage to the South Pacific in order to further chart the east coast of Australia and claim it for the British Crown.

Britain decided to use its new outpost as a penal colony; the First Fleet of 11 ships carried about 1500 people-half of them convicts. The fleet arrived in Sydney Harbor on 26 January 1788, and it is on this day every year that Australia Day is celebrated.

In all, about 160 000 men and women were brought to Australia as convicts from 1788 until penal transportation ended in 1868. The convicts were joined by free immigrants from the early 1790s. The wool industry and the gold rushes of the 1850s provided an impetus for free settlers to come to Australia.

Scarcity of labor, the vastness of the land and new wealth based on farming, mining and trade made Australia a land of opportunity. Yet during this period, Indigenous Australians suffered enormously. Death, illness, displacement and dispossession disrupted traditional lifestyles and practices.

A nation is born

The Commonwealth of Australia was formed in 1901 through the federation of six states under a single constitution. The non-Indigenous population at the time of Federation was 3.8 million. Half of these lived in cities, three-quarters were born in Australia, and the majority were of English, Scottish or Irish descent.

While one of the first acts of the new Commonwealth Parliament was to pass the Immigration Restriction Act 1901, which restricted migration to people of primarily European origin, this was dismantled after the Second World War. Today Australia has a global, non-discriminatory policy and is home to people from more than 200 countries. The impact of war

The First World War had a devastating impact on Australia. In 1914 the male population of Australia was less than 3 million, yet almost 400 000 of them volunteered to fight in the war. As many as 60 000 died and tens of thousands more were wounded.

The period between the two world wars was marked by instability. Social and economic divisions widened during the Depression years when many Australian

financial institutions failed.

During the Second World War Australian forces made a significant contribution to the Allied victory in Europe and in Asia and the Pacific. The generation that fought in the war and survived came out of the war with a sense of pride in Australia’s capabilities.

Post-war prosperity

After the war Australia entered a boom period. Millions of refugees and migrants arrived in Australia, many of them young people happy to embrace their new lives with energy and vigor. The number of Australians employed in the manufacturing industry had grown steadily since the beginning of the century. Many women who had taken over factory work while men were away at war were able to continue working in peacetime.

The economy developed strongly in the 1950s with major nation-building projects such as the Snowy Mountains Scheme, a hydro-electric power scheme located in Australia’s southern alps. Suburban Australia also prospered. The rate of home ownership rose dramatically from barely 40 per cent in 1947 to more than 70 per cent by 1960.

Other developments included the expansion of the social security net and the arrival of television. Melbourne hosted the Olympic Games of 1956, shining the international spotlight on Australia.

A changing society

The 1960s was a period of change for Australia. The ethnic diversity produced by post-war immigration, the decline of the United Kingdom and the Vietnam War (to which Australia sent troops) all contributed to an atmosphere of political, economic and social change. In 1902 the new federal government passed an Act giving women the right to vote.

It was widely seen as a strong affirmation of the Australian people’s wish to see its government take direct action to improve the living conditions of Aboriginal

and Torres Strait Islander peoples.

The long post-war domination of national politics by the coalition of the Liberal and Country (now National) parties ended in 1972, when the Australian Labor Party was elected. The next three years saw major changes in Australia’s social and economic policy agenda and a heavy legislative program of reforms in health, education, foreign affairs, social security and industrial relations. However, a constitutional crisis resulted in Labor Prime Minister Gough Whitlam being dismissed by the then Governor-General. In the subsequent general election the Labor Party suffered a major defeat and the Liberal-National Coalition ruled until 1983, when Labor again won office. In 1996 a Coalition Government led by John Howard won the general election and was re-elected in 1998, 2001 and 2004.

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. Did you know? ☆

The Snowy Mountains Scheme, situated in the south-east of Australia, is one of the most complex water and electricity utilities in the world.

☆

It is recognized as one of the seven great civil engineering wonders of the modern world.

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There are 16 major dams, and a total storage capacity of 7000 gigalitres, or 13 times the volume of Sydney Harbor.

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It took 25 years to build and is one of the largest and most complex integrated water and hydro-electric power schemes anywhere.

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More than 100 000 people from over 30 countries worked on the Snowy Mountains Scheme between 1949 and 1974, with the workforce reaching a peak of 7300 in 1959.