高中英语人教版Unit3Australia unit3australia教案

Unit3AustraliaⅠ.单元教学目标技能目标SkillGoalsTalkaboutAustraliaPracticeexpressingprohibitionsandwarnings.ReviewthePredicative.Writeareplytoane-mail.II.目标语言功 能 句 式Expressionsofprohibitionsandwarnings:You’renotallowed…Youmustn’t…Youcan/can’t…Youhaveto…Youshould…It’sOKto…Becareful…Lookout…词 汇1．四会词汇associate,GreatBarrierBeef,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,sickness,recover,funnel,snatch,amongst,vinegar,unconscious2．认读词汇Perth,Kakadu,Canberra,Uluru,Commonwealth,Kosciuszko,Melbourne,Adelaide,Nullarbor,Hobart3．词组associatewith,outofrespect,correspondwith,talk…into…,owe…to…语 法ThePredicative重 点 句 子1.Australia2.Thecentreofthecontinent,whichismainlydesertanddrygrassland,hasfewsettlements.P223.Australiaisa4.Australiahas5.AustraliaDaycelebrationsthatincludepeoplefromsomanybirthplacesareanexcellentwaytoencouragetolerance,respect,andfriendshipamongallthepeopleofAustralia.P226.Atdifferenttimesofthedayitappearstochangecolor,fromgrey-redatsunrise,togoldenandfinallytoburningredatdusk.P237.…mostpeopledon’tdothisoutofrespectfortheAboriginalpeoplewhoconsidertherocktobesacred.P23Ⅲ.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。Warmingup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。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。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。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。Learningaboutlanguage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。Usinglanguage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。 Readinganddiscussing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 从教材内容和分量上看，将Warmingup和Workbook中的TALKING，设计成一节“口语课”。 将Pre-reading,Reading和Comprehending三项活动放在一起，设计成一节“精读课”。 将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES放在一起，设计成一节“语言学习课”。 将Usinglanguage中的Listening和Workbook中的LISTENING以及SPEAKINGANDLISTENINGTASK放在一起设计成一节“听力课”。 将Usinglanguage中的Readinganddiscussion和Workbook中的READINGTASK设计为一节“泛读课”。 将Usinglanguage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。） 1stPeriodSpeaking 2ndPeriodReading 3rdPeriodLanguagestudy 4thPeriodListening 5thPeriodExtensivereading 6thPeriodWritingⅣ.分课时教案TheFirstPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语Canberra,associatewith,barrierb.功能句式(1)You’renotallowed...(2)Youmustn’t...(3)Youcan/can’t...(4)Youhaveto...(5)Youshould...(6)It’sOKto...(7)Becareful...(8)Lookout...2.Abilitygoals能力目标EnablethestudentstotalkaboutsomecitiesandattractionsinAustralia.Enablethestudentstotalkaboutsomesignsandexpressprohibitionsandwarnings.3.Learningabilitygoals学能目标Learnhowtotalkaboutsomecitiesandattractionstheyhaveknown.Learntotalkaboutsomesignsandexpressprohibitionsandwarnings.Teachingimportantpoints教学重点LearntotalkaboutsomecitiesandattractionsinAustralia,talkaboutsignsandexpressprohibitionsandwarmings.Teachingdifficultpoints教学难点Learntotalkaboutsomesignsandexpressprohibitionsandwarningsusingthegivenexpressions.HowtotalkaboutcitiesandattractionsinAustralia.Teachingmethods教学方法Cooperativelearninganddiscussing.Teachingaids教具准备Acomputer,aprojector,amapofAustralia.Teachingprocedures&&ways教学过程与方式StepⅠHomeworkcheckingT:LastclassIaskedyoutolookforsomeinformationaboutAustraliainourschoollibraryorthroughtheInternet,andthenlistthreethingsthatinterestyou.Haveyoudonethat?Homeworkforlastclass:1:ConsultavailablematerialstohaveageneralideaofAustraliafromthefollowingaspects:plants,animals,famouscities,attractions,greatevents,suchas,the2000OlympicGames,cultures,etc.everythingthatinterestsyou.2:Dividedthestudentsinto6groups,andeachgrouprespondforthefollowingcitiesandattractionsseparately:Sydney,Perth,Kakadu,Canberra,Uluru,andGreatBarrierReef.Ss:Yes.T:Good!Who’dliketotellusyouropinions?S1:I’mfondofsomeAustraliaanimals,forinstance,kangaroos,dingoesandkoalas.S2:Somefamouscitiesaremyfavorites,suchasSydney,CanberraandMelbourne.S3:WhatinterestmemostaresomeAustraliaattractions,forexample,GreatBarrierBeef,SydneyT:Welldone!StepⅡWarmingUpGetthestudentstodothetasksinwarmingup,andthenuseamaptochecktheiranswers.T:NowturntoPage21andgothroughthepicturesanddoTask1inpairs.(Severalminuteslater.)Haveyoufinishedit?Ss:Yes.T:OK,checkyouranswerswiththeotherstudents.NowfindtheplaceslistedinQuestion1onthemapofAustraliaandthenwritethenumbersofthephotosintheblanksonthemap.(Afterafewminutes)Haveyoufinishedthetask?Ss:Yes.T:OK.Checkyouranswersaccordingtothemaponthescreen.T:Lasttime,yourgroupswereacquiredtoconsultforthesetopics,right?Andit’stimetoshareyourinformationwiththerestofus.Well,G1please.G1:IwanttotalksomethingaboutSydney.SydneyistheoldestsettlementinAustralia,theeconomicpowerhouseofthenationandthecountry’scapitalineverythingbutname.BuiltontheshoresofthestunningPortJackson,youwouldhavetodieandgotoheavenbeforeyouseeamorespectacularsettingforacity.SydneynowattractsthemajorityofAustralia’simmigrants,includingItalians,Lebanese,Turks,Greeks,ChineseandVietnamese.Sydneyisamodern,cosmopolitananddynamiccitysettingamongstadazzlingharborsetting.In2000SydneyithostedtheOlympicGamesatthepurposeofbuildingHome-bushcomplex.G2:IgotsomeinformationaboutCanberra.NowI’dliketoshareitwithyou.Canberraisafascinating20th-centurycreationthathasstruggledtoestablishitselfasthefocusofAustralia’snationalhistory,prideandidentity.Canberrahaslongbeenperceivedasthe‘fatcat’ofAustraliancities,atownofpoliticiansandbureaucratslivingoffthehardworkoftheircountryfolk.CanberrahasgrownfromaFederationbabyintoanadultcitywithallthechallengesanddelightsthatbeingagrown-upbrings.Canberraismeticulously（一丝不苟，严谨的）plannedandsuburbsareseparatedbyswathesofnativebushland,whileitsmaintouristattractions—theNationalGallery,ParliamentHouseandotherinhabitantsoftheParliamentaryTriangle—aresetaroundapleasantartificiallakeencircledbybiketracks.Ifyou’reenamoredofthebushandlungfuloffreshair,butdon’twanttobetoofarfromadecentcafélatté,you’llbeinheaveninthenationalcapital.CanberraisalsoagreatbaseforvisitingthenearbydelightsoftheSnowyMountainsandtheNewSouthWalessouthcoast.G3:I’velearntsomethingaboutPerthinourschoollibrary.PerthisavibrantandmoderncitypleasantlysitedontheSwanandCanningrivers,withtheceruleanIndianOceantothewestandtheancientDarlingRangestotheeast.ItclaimstobethesunnieststatecapitalinAustralia,thoughmorestrikingisitsisolationfromtherestofthecountry(PerthisclosertoSingaporethantoThecitycentre,withitscoolglassskyscrapers,dominatesthecityscape,modernitythereareanumberoffine19th-centurybuildingsandfacades.Awayfromthisclutteredrectangleofcommerceandpublicservice,thereisindeedabeautifulcity,enhancedbytheIndianOceanbeaches,thehillsidehideaways,romanticFremantle,cosmopolitanSubiacoandtheselect,comfortablesuburbswhichfringetheSwanG4:IhappenedtoknowsomethingabouttheGreatBarrierReefandI’vedownloadsomebeautifulpicturesoftheGreatBarrierReef.MayIshowthemonthescreen?T:Ofcourse.Goahead.G4:Lookatthepictures.TheGreatBarrierReefisasiteofremarkablevarietyandbeautyonthenorth-eastcoastofAustralia.Itcontainstheworld’slargestcollectionofcoralreefs,with400typesofcoral,1,500speciesoffishand4,000typesofmollusc.Italsoholdsgreatscientificinterestasthehabitatofspeciessuchasthedugong(‘seacow’)andthelargegreenturtle,whicharethreatenedwithextinction.TheGreatBarrierReef,oneofAustralia’sfirstWorldHeritageAreas,wasinscribedontheWorldHeritageListin1981.TheGreatBarrierReefWorldHeritageArea(GBRWHA)is347800squarekilometresinarea.ItextendsfromthetopofCapeYorktojustnorthofFraserIsland,andfromthelowwatermarkontheQueenslandcoastseawardtotheouterboundaryoftheMarineParkbeyondtheedgeofthecontinentalshelf.ItisthelargestWorldHeritageAreaandmarineprotectedareaintheworld.G5:HereIgotsomeinformationaboutKakadu.Kakaduisaculturallandscape.ItwasshapedbythespiritualancestorsofAboriginalpeopleduringtheCreationTime.Theseancestorsor‘firstpeople’journeyedacrossthecountrycreatinglandforms,plants,animalsandBininj/Mungguy*(Aboriginalpeople).Theybroughtwiththemlawstoliveby:ceremony,language,kinshipandecologicalknowledge.TheytaughtBininj/Mungguyhowtolivewiththelandandlookafterthecountry.KakaduG6:I’dliketotellyousomethingaboutUluru,andIalsowanttoshowsomepicturesonthescreen.T:OK,please.G6:Uluru(alsoAyersRockorTheRock)isalargerockformationincentralAustralia,intheNorthernTerritory.ItislocatedinUluru-KataTjutaNationalPark,350kmsouthwestofAliceSprings.Itisthesecond-largestmonolithintheworld(afterMountAugustus,alsoinAustralia),morethan318mhighand8kmaround.Italsoextendskmintotheground.ItwasdescribedbyexplorerErnestGilesin1872as“theremarkablepebble”.Whatimpressespeoplemostisthatitappearstochangecolorsatdifferenttimesoftheday.Thepictureshowsusthis.KataT:You’vedoneagreatjob!Accordingtowhatyouhavedescribed,I’mdeeplyimpressed.It’sanamazingcountry!AndIhopesomeday,allofyoucanexperiencethesebyyourself.StepⅢTalking(Workbook)Arousethestudents’talkinginterestbyshowingamapofAustraliaandthendotheexercise.T:NowlookatthemapofAustraliaandtellmewhatitissurroundedby.Ss:Itissurroundedbytwooceans:theIndianOceaninthewestandnorth,andthePacificOceaninthenortheast.T:Soithasaquitelongcoastlineandmanybeautifulbeaches.Butonthebeachestherearesomecommonsignsthatvisitorsmustknowwhattheymean.NowturntoPage68.Lookatthesignsanddothetaskaccordingtotheinstructionintalking.(Afterallowingthemenoughtime)Whichgroupswanttopresentyours?Group1:Sign1meansyouarenotallowedtoswimhere.Group2:Sign2meansyoucanswimbetweentheflagsandifyouareindifficulty,youshouldraiseyourarm.Group3:WethinkSign3tellsusthatweshouldbecarefulofdogsbecauseinsomeareasdogsledbytheirownersornotledbytheirownersareallowed.Group4:Sign4tellsusthatyoumustn’tbringyourdogintothearea.Group5:Sign5meanswhenpeopleswim,theyhavetobecarefulofsubmarinecables.T:Agreatjob!StepⅣHomework1.DescribewhatyouhavelearnedaboutAustraliatoyourparentsandfriends,andmakethemfeelthebeautifulsceneriestoo.2.TrytogetmoreinformationaboutAustralia(Aboutgovernment,climate,development,anddifferencetothenorthhemisphere,etc...).3.ConsultmaterialsaboutSydneyOperaHouse.TheSecondPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语brochure,Oceaniab.重点句式Australiaisapopulardestinationwithtouristsfromallovertheworldwhocometoexperienceitsuniqueecology.P22AustraliahasAustraliaDaycelebrationsthatincludepeoplefromsomanybirthplacesareanexcellentwaytoencouragetolerance,respect,andfriendshipamongallthepeopleofAustralia.P22Atdifferenttimesofthedayitappearstochangecolor,fromgrey-redatsunrise,togoldenandfinallytoburningredatdusk.P23...mostpeopledon’tdothisoutofrespectfortheAboriginalpeoplewhoconsidertherocktobesacred.P232.Abilitygoals能力目标EnablethestudentstotalkaboutthegeneralsituationsofAustralia.3.Learningabilitygoals学能目标HelpthestudentslearntotalkaboutAustralia.Teachingimportantpoints教学重点TalkaboutthegeneralsituationofAustraliaincludingaholiday,sceneryandattractions.Teachingdifficultpoints教学难点Learntoanalyzethepassage.Teachingmethods教学方法Teachasawhole,skimming,scanning,discussing,analyzing.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&&ways教学过程与方式StepⅠHomeworkcheckingT:WhowanttotellmesomethingmoreaboutAustralia?S1:TheCommonwealthofAustraliawasformedin1901throughthefederationofsixstatesunderasingleconstitution.S2:TodayAustraliaS3:Theclimateisgenerallypleasantwithoutextremesintemperature.TheseasonsinAustraliaaretheoppositetothoseoftheNorthernHemisphere.Spring:September—NovemberSummer:December—FebruaryFall:March—MayWinter:June—August.T:Good!StepⅡLead-inShowsomepicturesofSydneyOperaHousetoarousethestudents’readinginterest.T:Lookatthescreen.Whatarethesepicturesabout?Ss:TheyarethepicturesofSydneyOperaHouse.T:Whocansaysomethingaboutit?S1:SydneyOperaHousemustbeoneofthemostrecognizableimagesofthemodernworld-uptherewiththeEiffelTowerandtheEmpireS2:Notonlyisitrecognizable,ithascometorepresent‘Australia’.S3:Quiteright.Althoughonlyhavingbeenopensince1973,itisasrepresentativeofAustraliaasthepyramidsareofEgyptandtheColiseumofRome.S4:I’vegotsomeinformationabouttheSydneyOperaHouse.AndmayIshowitonthescreen?T:Goaheadplease.SydneyOperaHousefactsandfigures·WasdesignedbyDanisharchitectJornUtzon·WasopenedbyQueenElizabethIIon20October1973·Presented,asitsfirstperformance,TheAustralianOpera’sproductionofWarandPeacebyProkofiev·Cost$AU102,000,000tobuild·Conducts3000eventseachyear·Providesguidedtoursto200,000peopleeachyear·Hasanannualaudienceof2millionforitsperformances·Includes1000rooms·Is185meterslongand120meterswide·Has2194pre-castconcretesectionsasitsroof·Hasroofsectionsweighingupto15tons·Hasroofsectionsheldtogetherby350kmsoftensionedsteelcable·Hasover1milliontilesontheroof·Uses6225squaremetersofglassand645kilometersofelectriccableT:Welldone!StepⅢPre-readingGetthestudentstodothetaskinPre-readingbyglancingatthepassagequickly.T:Iknowyou’vegotalotaboutAustraliabyconsultingvariousmaterials.Andduringthisperiod,we’llgetmoreinformationaboutthiscountrythroughdifferentaspects.Nowlookthroughquestions1and2inPre-reading,andthenanswerthem.(Afterafewminutes)T:Checkyouranswerswithyourpartner.Whovolunteertotellmeyouranswers?S1:IthinkthetopicshouldbeAustralia.S2:AstoQ2,IthinkText1ismainlyaboutitsGeography.Text2isaboutafestivalAustraliaDay.Text3isaboutscenery.Text4isaboutaWorldHeritageSite.Text5isaboutanAttraction.S3:Text1ispartofatextinanencyclopedia.Text2isanewspaperarticle.Text3isanadvertisement.Text4isapostcardfromsomeoneonholiday.Text5ispartoftouristbrochure.T:You’vegotit!StepⅣWhile-reading1.SkimmingGetthestudentstoskimthepassagequicklytoanswerthequestionsinTask1inComprehending.T:NowturntoPage24andgothroughthequestionsquicklyandthenskimthepassagetogettheanswers.(Thenchecktheanswers.)2.ScanningGetthestudentstoreadmorecarefullytodoTask2.T:NowscanthetextagainanddoTask2.(Aftergivingthemenoughtime)Whowanttotellusthefactsthatyouconsidertobethemostinteresting?S1:Thecenterofitismainlydesertanddrygrasslandandhasfewersettlements.S2:Itsunusualwildlifeinterestsmemost.S3:EachyearmanypeoplebecomeAustraliancitizens.S4:Uluraappearstochangecoloratdifferenttimesoftheday.S5:Mostpeopledon’tclimbUluruoutofrespect.S6:...T:Good!Austral3.Dealingwithsomelanguageproblems.T:Doyouhaveanylanguageproblems?S1:Idon’tknowwhat’sthedifferencebetween“defend...from”and“prevent...from”.T:OK.Herewehavetwogroupsofphrasesonthescreen.(1)stop/prevent/keep...from...(2)protect/defend/cover...from...T:Nowgothroughtheexamplesonthescreenandfindoutthedifference.(1)Weshoulddosomethingtostop/prevent/keeptheearthfrombeingpolluted.(2)Whentravelingwe’dbettertakeanumbrellatoprotect/defend/coverourselvesfromthesunorrain.T:Who’vefoundoutthedifference?S2:Ithinkafter‘from’inthefirstgroupofphrasesweoftenuseagerundwhileinthelatterweoftenuseanoun.T:Yes.Youarequiteright.Isthereanyotherquestions?S3:Howaboutthesewords:sight,scene,view,andscenery?T:Well,whenreferringtonaturalthingsweoftenusesight;whenreferringtosomethingofhuman,weusuallyusescene;whenreferringtoruralareaswealwaysusevieworscenery,butsceneryisanuncountablenoun.Nowchoosethebestwordsofthefourtofillintheblanksonthescreen.(1)Whichdoyoulikebettertown1_____orrural2_____.(2)Sunriseisabeautiful3_____.(3)Ireallymissthenatural_____inmyhometown.T:Whatareyouranswers?Ss:1.scenes2.views3.sight4sceneryT:Good!You’vegotit.StepⅤPost-readingGetthestudentstodoTask3bydiscussinginComprehending.T:Well,nowdiscussthequestionsinTask3withtheothersaroundyou.(Aftergivingthemenoughtime)whovolunteertotellmeyouropinions?S1:PeoplefromdifferentculturalandsocialgroundsmakeAustraliatheirhome.S2:BecauseAustraliaencouragestolerance,respectandfriendshipamongallpeopleofS3:Ithinkwinterisappropriateforpeopletotravelbytrainwhilesummerismoresuitableforpeopletotravelbyplane.Becausewinteriswarmanddrywhilesummerishotandwet.S4:Mostagriculturetakesplaceinthesouth-easternandsouth-westernareas,becausethelandsintheseareasarefertileandcangetadequaterainfall.S5:AlthoughAustralS6:Itislarge,developed,autonomous,andattractive.T:Wonderful!StepⅥParagraph-analyzingHelpthestudentstoanalyzethestructureofthepassagebydiscussingsomequestions.T:Nowdiscussthequestionsonthescreenwithyourpartners.1.What’sthewritingstyleofthepassage?2.What’sthecharacteristicofthepassage?3.What’sthemainideaofthepassage?4.What’sthewritingpurposeofthepassage?T:(Aftersometime)Haveyoufinishedyourdiscussion?Ss:Yes.T:Good.Whatstyledoyouthinkthepassagebelongsto?S1:Itbelongstoillustratingwriting.T:Whatdoyouthinkofthecharacteristics?S2:Asawhole,classificationdeclarationisusedwithsubtitlestointroduceAustralia,makingthestudentshaveaclearideaofit.Numbers,examplesandpicturesarealsoused,makingtheillustrationmorevividandconcrete.T:What’sthemainidea?S3:Afterreadingthepassage,wereaderscangetsomeinformationaboutAustralia,especiallyitsgeographyandscenery.T:What’sthepurpose?S4:ThepassagenotonlymakesusreadersgetageneralideaofAustraliabutalsoarousesourinterestinitandencourageustopayavisittoit.Ithinkthesearethepurposesofthepassage.T:Good!Anyotherthings?S5:Australiabelongstoallourhumanbeing.Weshouldprotectitwhileweareenjoyingit.Andnomatterwhatwedo,andwhereweare.Weshouldkeeptheworldinmind.StepⅦHomework1.Listentothepassageonemoretime.2.PreviewthetasksinLearningaboutLanguage.TheThirdPeriodLanguagestudyTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语migrant,adequate,sow,hardship,bachelor,owe,correspondwithb.重点句子MostAustraliabelievethathavingpeoplefromsomanydifferentbackgroundscreatestoleranceandrespectandmakesAustraliaastrongernationandamoreinterestingplacetolive.P24Theearlysettlersowedtheirsurvivaltohardworkanddeterminationtosucceed.P25Thekeeper’ssolutionwastobuildandevenbiggerbarrier.P26Theresultwasdisappointing.P26Themeatseemstoshrinking.P26Itsmellsstrange.P262.Abilitygoals能力目标Enablethestudentstolearntheusageofsomeimportantwordsinthisunit.Enablethestudentstomasterwhatcanactaspredicativeandwhichverbcanbeusedaslinkverb.3.Learningabilitygoals学能目标Helpthestudentsusethenewwordsandexpressionsandpredicativecorrectly.Teachingimportantpoints教学重点Whatcanbeusedaspredicative.Teachingdifficultpoints教学难点Whatotherverbscanbeusedaslinkverbsbesides“be”.Teachingmethods教学方法Summarizingandpracticing.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&&ways教学过程与方式StepⅠLearningaboutwords1.DiscoveringusefulwordsandexpressionsGetthestudentstodoTask1,2and3accordingtotheinstructionsandthenasksomeofthemtopresenttheiranswers.Beforeaskingstudentstodothispart,theteacherfirstshouldmakesurethatthestudentsknowthepartofspeechofthesewords,andthenconsultthedictionarytoseehowthesamekindsofwordsaredefined.PossibleanswerstoTask2WordYourdefinitionDictionarydefinitionmigrantPeoplewhocamefromoneplacearenowlivinginanotherplaceApersonoranimaloresp.birdsthatmigratesorismigrating.adequateEnoughEnoughforthepurposesowPutseedsintosoilToplantorscatterseedsonapieceoflandhardshipSomethingpainfulanddifficultDifficultconditioninlifebachelorPeoplewhodon’tmarryAnunmarriedmancorrespondKeeptouchwithExchangelettersregularlyoweThinkoneresultsfromanotherToadmitasthecause,discover,orpointoforiginPossibleanswerstoTask3wordwordsrelatedtaxtaxation,tax-collector,tax-payer,tax-freehomehomeland,hometown,homework,homesick,homemade,homeless,homelikerustrust-less,rustprooftimetimetable,time-bomb,time-limit,time-difference,time-saving,time-spirittightnight-bell,night-bird,night-school,night-work,night-dress,nightclothes,night-flowerautonomyautonomous,automation,automatic,automatdefenddefense,defenseless,defendant,defensive,defendabletoleratetolerancecelebratecelebration,celebratornationnational,nation-wide,nationality,nation-army,nation-band,nation-defense,nation-economycitycitizen,Citizenship,city-hall,city-manbirthbirthday,birthplace,birth-mark,birth-control,birth-rateassociateassociation,associationalreservereservation,reserved,reservoirwayairway,railway,waylay,waybill,way-less,way-worn2.USINGWORDSANDEXPRESSIONS(Workbook)GetthestudentstodotheexercisesinUSINGWORDSANDEXPRESSIONSandthenchecktheiranswerstogether.StepⅡGrammar1.RevisingusefulstructuresGetthestudentstodoTask1,2and3inrevisingusefulstructuresandthenchecktheiranswerstogether.PossibleanswerstoTask3.(1)Australiaistheonlycountrythatisacontinent.(Noun)(2)Itisthesixthlargestcountryintheworldandisinthesmallestcontinent.(Prepositionphrase)(3)Australia(4)Australiaismadeupofsixstates.(Pastparticiple)(5)Atdifferenttimesofthedayitappearstochangecolor,fromgrey-redatsunrise,togoldenandfinallytoburningredatdusk.(Infinitive)2.Usingstructures(Workbook)Getthestudentstodotask1,2and3inUSINGSTRUCTUREandthenchecktheiranswerstogether.3.StructuresummaryGuidethestudentstosummarizepredicativeandlinkverbsbycollectingtheiranswersontheblackboard.T:Canyoutellmewhatcanbeusedaspredicative?Ss:Nouns,pronouns,numerals,adjectives,participles,gerunds,infinitives,adverbs,prepositionalphrases,wordgroupsandclauses.T:Youarequiteright!T:Itisknownthatwealwaysputapredicativeafteralinkverbandtherearemanylinkverbsbesides“be”inEnglish?Nowsortthelinkverbswithyourpartner.(Afterafewminutes)Whovolunteertotellusyours?S1:1.be2.become,get,turn,go,grow3.sound,smell,taste,feel4.look,seem,appear5.keep,remain,stay,continue6.fall,come,prove,7.live,lie,sit,stand,existT:Great!You’vegotit.4.PracticeGetthestudentstodothepracticeandthenchecktheiranswers.T:Nowfillintheblanks.1.___heknewnothingabouther.A.Itappearedasif B.ItseemsthatC.Itlookedthat D.Itseemsasif2.Thesupplyofbricks____short.A.going B.runningC.getting D.becoming3.Eachtimewehadameeting,hewould___silent.A.sitB.standC.lieD.prove4.Hedreamedofbeingacollegestudent.Hisdreamfinally____true.A.wentB.turnedC.gotD.came5.We’veneverthoughtthathehas____robber.A.becomeB.provedC.turnedD.madeT:Haveyoufinishedit?Ss:Yes.T:OK.Tellmeyouranswers.Ss:1-5DBADCT:Good!StepⅢHomework1.Makesureyouknowthedifferencebetweenthelinkverbs.2.Previewthelisteningpractice,andcollectsomeinformationaboutflag.TheFourthPeriodListeningTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语surf,lifesaving,nipper,iron-man,gocamping,nervousabout,ob.重点句式Doyouthinkbytheendoftheconversation,BobhastalkedWeiPingintogoingcamping?Helpthemtostaycalmandtellthemnottomove.Windabandagefirmlyaroundthewholelimbiftheyarebittenonalimb.Getthemtohospitalassoonaspossible.2.Abilitygoals能力目标Enablethestudentstotalkaboutcampingandflags.3.Learningabilitygoals学能目标Helpthe