Using LanguageⅡ优秀教案

人教版选修九Unit3 Australia Using language：Australia’s Dangerous Creatures教学设计

By Zhao Jing I.

Analysis of the teaching material The materaial is Using language in Unit 3 Australia from New Senior English for China Student’s Book 9. The topic of this unit is Australia. The whole unit mainly talks about Australia’s geography, history, major cities, natural scenery, wild creatures, traditional customs and so on.

In this using language period, we mainly learn something about Australia’s Dangerous Creatures, including snakes, spiders, sharks, box jellyfish and crocodiles. The topic beyond students’ imagination surely attracts their attention and interest and makes them learn more knowledge about Australia. From the content of the text, we can conclude that although there are many dangerous creatures, the majority of the creatures are harmless to human beings. Therefore, Australia is still an safe place to live in or visit.

On one hand, the purpose of Using Language is to provide the students opportunity to practice the new language skills in a variety of realistic communicative activities in this section. Enable the students to master at least four reading skills: listening, speaking, reading and writing. On the other hand, by introducing the dangerous creatures of Australia, let the students enlarge their emotional aims and go to the further study of Australia.

II.

Analysis of Students

Students in my class are mainly from rural areas near our county, which makes them have more difficulties in speaking and reading compared with the students who come from the big cities. Therefore, the most important point is to make them have confidence in using the language to express themselves and communicate with others as much as possible. In addition, group discussion and individual work are designed to help them grasp the text easily. They speak English loudly and help each other in the process of reading the text. The participation of students and the target of teaching reach my satisfaction.

III.

Teaching goals 1.

Knowledge goals After reading the using language, the teacher asks the students to keep the important words and expressions in mind: wind, limp, paralyze, venom, venomous, sickness, recover, funnel, snatch, amoogest, unconscious, talk...into doing sth.; remeber some important sentence patterns: be home to..., more...than any other..., It is just as well that....., all but.... 2.

Ability goals a.

To enable the students to get knowledge of Australia’s dangerous creatures. b.

To learn some basic reading skills : skimming, scanning, fast reading and careful reading. c.

To teach the students the reading skills of finding the main ideas and topic sentences. 3.Emotional goals a. To be able to understand Australia is still an safe place to live in and visit though there are many dangerous creatures. b. To learn the basic knowledge of Australia cultures and be interested in English learning. IV.

Teaching important points a.

Ask students to grasp the main idea of the text: Although there are many dangerous animals, it is still a safe

place to live and travel for people. b.

Ask students to learn to find the topic sentences of each paragraphs. V.

Teaching difficult points

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a.

How to help the students grasp and improve the reading skills. b.

The students need to remember some difficult sentence patterns: It is just as well that....;...all but......

VI.

Teaching methods a.

Task-based Teaching Approach: Lead the sts to finish the reading tasks based on the given questins. b.

Autonomous Learning Approach: Finish the learning papers by themselves in advance; Read the text, write

the summary, listen to the text material and find the answer themselves. c.

Cooperative learning: Discusssing can not only improve their oral English, but also stimulate the interest of learning English. VII.

Teaching aids Multimedia device; PPT document; Learning papers; Other normal teaching tools. VIII.

Teaching procedures &ways Step 1: Leading-in To begin the lesson by asking the students to read words and expressions of using language part together.

Step 2: Warming up

1)

Show the students some beautiful national tourist attractions, such as Sydney Opera House, Sydney Harbour Bridge, Kakadu National Park and The Great Barrier Reef, and then students should guess the names and answer a question: Which country do these beautiful places of interest belong to? The answer, of course, is Australia. 2)

Ask them to appreciate a short video about some national precious animals in Australia such as koala bear, kangaroo and platypus, in this part, I ask three students to introduce the three kinds of animals in English, at the same time,others should listen to them carefully. Purpose:

a.The students introduce the animals to others by using ppt and pictures which can activate the students’interest and encourage them to speak out loudly; b.Students can practise their oral English by introducing them; c.Other students can also pratise their listening ability and pay attention to their pronunciations as well.

Then the students should think about a question: “Are they dangerous?”The answer is not.

The teacher says that there are not only national protective animals but also some dangerous creatures in Australia.

3)

And then another two students will give us their introductions about the dangerous animals, since they have prepared the text in advance. The teacher will say that today we are going to learn a new lesson-Australia’s Dangerous Animals”. Purpose:

a.To lead to the topic and let the students become clear about the main idea of the passage; b.To stimulate the interest of learning the passage.

Step 3: Listening to a short passage and fill in the blanks. Australia is home to more than ___ different kinds of snake and ___ of these are ________. In fact, Australia has more kinds of venomous snake than any other _______ in the world.

There are also approximately ____ different kinds of spider in Australia and, like snakes, _____ have a poisonous bite. However, ____ _______ have no effect on humans or cause only mild ________.

The seas around Australia contain over ___ different kinds of shark, which vary in size from just __ __________ to over __ ______. Purpose:

a.To practise the students’ listening ability;

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b.To get the general idea of the text by filling the blanks especially paying attention to the key numbers and important words; c.To help the students have a deep understanding of the topic.

Step 4: Fast reading

Read the passage quickly and answer the questions. 1.How many kinds of dangerous creatures are mentioned in the passage?

A.4

B.5

C.6

2. Snakes attack humans________．

A．only if they are disturbed or feel

threatened B．only if humans are disturbed or feel threatened C．only if snakes are shy and disturbed 3.Which one of the following is probably the most poisonous animal in the world according to the passage? A.The brown snake.

B.The funnelweb spider. C.The box jellyfish.

D.The saltwater crocodile. 4.Which of the following statements is WRONG? A.Most of the spiders have no effect on humans. B.Most of the sharks are harmless to humans. C.There are 115 different kinds of snake that can kill people. D.There are two types of crocodile living in Australia. Suggested answers: BACC Purpose:

a.To train the students’

reading skills, scanning the text quickly and skimming the text according to the questions. b.To analyse the questions and solve them by themselves and ask the sts to grasp the whole the text well.

Step 5: Careful reading 1.

How many poisonous snakes and how many poisonous spiders are there in Australia? Are they all able to kill humans? 2. What effect do most jellyfish have on humans? What about box jellyfish? 3. How many kinds of sharks are there in Australian waters? How many kinds are likely attack humans? 4. What kind of crocodile has occasionally attacked a human? Suggested answers:

1.

There are 115 different kinds of snakes and most of the 2,000 different kinds of spider. Only a few snakes

and spiders are able to kill humans. 2.

Most jellyfish can cause severe pain to anyone who touches them but only the box jellyfish can kill a human. 3.Over 160 different kinds of shark but only 2 or 3 kinds are likely to attack humans. 4.The saltwater crocodile. Purpose:

a.By the careful reading, the students can get the detailed information; b.By task-based teaching method, students can read the text loudly by themselves, which can contribute to the college entrance examination.

Step 6: Summary

Australia is home to more than 170 different kinds of snake and 115 of these are poisonous (poison).

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Luckily(luck), the poison of most snakes can kill or paralyze only small creatures. It is just as well that

snakes are very shy and usually attack only if they are disturbed (disturb) and feel threatened (threaten).

Most spiders have a poisonous bite. However, the majority have no effect on humans or cause only mild sickness. The sharks vary in

size from

just 20 centimetres to

over 14 metres. All but 2 or 3 kinds are

harmless(harm) to humans.

Another potentially (potential) dangerous sea animal is the jellyfish, probably the most poisonous animal in the world.

There is one other dangerous animal in Australia worth mentioning

(mention). From time to time a crocodile has snatched (snatch) someone before he or she is even aware that the crocodile is there.

Suggested answers: Above the blanks Purpose:

a.Correct the whole long text into a short passage, and lead the students to finish it before class which let them have a general idea of the text. b.By filling the blanks, they can grasp the key words and expressions and form a good habit of learning by oneself. c.Give the answers by showing PPT document which reaches the mix of information technology and class teaching, therefore, it improves the classroom efficiency. d.Emphasize the important phrases and tell the sts the meanings which contributes to the language points learning

Step 7: Explaining the Language points 1.

Australia is home to more than 170 different kinds of snake and 115 of these are poisonous. (Students’answer澳大利亚是170多种蛇的家乡，其中有115种是毒蛇。) *be home to... 是...的原产地/家乡

例：

澳大利亚是袋鼠的原产地。Suggested answer:

Australia is home to the kangaroo. 2.In fact, Australia has more kinds of venomous snake than any other country in the world. (Students’answer事实上，澳大利亚比世界上任何其他国家的毒蛇品种都多。)

*比较级

+ than any other+可数名词单数表示最高级含义

例：长江是中国最长的河流。Suggested answer: Changjiang is longer than any other river in China. 3...so it is just as well that snakes are very shy and usually attack only if they are disturbed and feel threatened. (Students’answer好在蛇都胆小怕事，通常只在被打扰和感到威胁时才会出击。) *It is just as well that... 意思是：还好，倒也不错，还可以

例：好在我们没有下着雨出门。Suggested answer: It is just as well that we didn't go out in the rain. 4.However, although they look dangerous because of their wide mouths and sharp teeth, all but two or three kinds are harmless to humans. (Students’answer尽管它们有宽大的嘴巴和锋利的牙齿，看上去很危险，然而除了两三种之外，其余的对人类并没有伤害。) *all but 除了...以外全都

例：除了约翰外，其他人毕业后都选择到北京工作. Suggested answer: All but Tom chose to work in Beijing after graduation. Purpose: After knowing about the general idea, students should go to further study, that is, language points learning and master some useful phrases which can serve the college entrance examinations.

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Step 8:Writing and Discussing Groups work: Discuss the best ways to protect yourself from the dangerous animals in the passage and write down their ways.

Group

G1

G2

G3

G4 Suggested answers: Group

G1

G2

G3

G4 Topic Crocodiles 1.Keep a lookout for signs

2. Stay away from Sharks

1.Try to swim in shark nets places . 2. Hearing a shark warning, get out of the water immediately. Spiders 1.Wear gloves

2.Don't put your hands into dark,dry places, under stones or amongst rubbish Jellyfish

1.Seeing it,don't go inthe water

2.Stung by a jellyfish,go to the hospital. Topic Crocodiles Sharks Spiders Jellyfish Purpose: a.This part will become an important after class task, that is, the writing part. According to the given information, students need to discuss this question in a group work: How to protect yourself from these dangerous animals? Ask the students to deal with it in groups and work it out efficiently ,then, write down their ways. b.Improve their ability of communicating with each other in English; c.Write down their answers that must be reasonable which can practise their writing ability.

Step 8: Homework:

1. Retell the summary passage. 2. Finish the language points learning paper.

3. Discuss the question and write down the ways.

Purpose: a.Consolidate what we have learned this class and reach the purpose of using them freely. b.Encourage the students to believe themselves and try their best to complete the learning task.

IX.

Blackboard Design Unit3 Australia

Using language Australia’s Dangerous Creatures

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I.

Dangerous animals

II. Language points

III. Group work

A brown snake

1. be home to...

G1

Crocodiles

A funnelweb spider

2. 比较级+any other +可数名词单数

G2

Sharks

A great white shark

表最高级含义

G3

Spiders

A box jellyfish

3. It is just as well that....

G4

Jellyfish

A saltwater crocodile

4....all but...

X.Teaching reflection 成功之处：通过这节课的学习，学生对澳大利亚的概况有了进一步的了解，尤其是澳大利亚有关危险动物方面的认识。在教学过程中我采用了任务型教学法，自主学习法和合作学习法，这体现了因材施教原则和以学生为主体的教学原则，突出了以学生为主体的学习策略,实现了教师的辅助功能作用。引导学生能够积极发言，亲自参与课堂活动，提高了英语学习的兴趣。整个教学过程的设计符合学生的实际知识水平，能够引导学生探究和解决问题，发挥了学生的主观能动性和积极性，学生在学会知识技能的同时，对于语言的学习有了很大的进步。通过师生的共同努力与配合，圆满完成了教学任务。不足之处：由于学生存在个体差异，写作这一环节并不能确保每位学生都能在规定时间内完成，只好把讨论和写作环节留作课后任务。在今后的教学中，我会多关注后进生，尽快让他们掌握一些写作方法和技巧。

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