人教版选修九Unit3《Australia》word教案2Word文档下载推荐.docx
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人教版选修九Unit3《Australia》word教案2Word文档下载推荐.docx
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最后,再查英英词典,将你不认识的单词的定义写在“定义”一栏中。
这项练习包含了两种重要的词汇策略:
1)根据上下文猜测生词的意思;
2)。
用英语给英语单词下定义。
练习3也包含了两种重要的词汇学习策略。
即“学一个记一串”,以一个单词为中心,衍生出与之相关的派生词和合成词。
这个练习给予学生充分的联想空间,既巩固了课文生词,又复习了旧词,还通过同伴之间相互交流认识了更多的生词,一举多得。
语法部分复习的重点是“表语”。
三个练习所用的语篇虽然不同,但任务是一样的,都是要求学生辨认表语的各种形式。
语言的运用分为“听说”和“阅读讨论”两部分。
听力材料为魏平和他的好友之间的一段对话---鲍勃劝说魏平去野营,但魏平有所顾忌。
练习1介绍听力内容发生的背景,并让学生预测魏平为什么对露营敢到紧张,他有可能害怕什么。
“阅读讨论”部分的主要内容是关于澳大利亚的几种危险动物展开。
辩论部分提供的题目是:
澳大利亚是一个危险的旅游地点。
写作是读写结合的任务型活动。
而这一任务又是前面“阅读”和“辩论”的延续。
学生通过前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结,自己对“露营是否安全”这一问题给予回答。
(二)教学目标
1.语言知识
词汇
associatebarrierbrochureadequateecologyautonomousfederaldefensepolicytaxtaxationnationcitizencitizenshipcelebrationbirthplacetoleratetolerancemigranthomelandviasuperbrustrustytropicalsplendorheritageaboriginalfortnightreservationhighwaycradlerainfallagriculturesowbachelorcorrespondoweenclosureauthoritydesperateshrinkbarbecueparalyzesicknessrecoverfunnelsnatchamongstvinegarunconscious
词组
associatewithGreatBarrierReefoutofrespectcorrespondwithowe…totalk…into…
语法
RevisingofPredicative(复习表语)
归纳总结在句中作表语的可以是:
名词短语、数词、代词、形容词、副词、非谓语动词、介词短语/词组、从句。
功能
表示禁止、表示警告、表示许可
话题
澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯
2.语言技能
听
听懂关于澳大利亚冲浪营救俱乐部、澳大利亚旗帜的介绍和野营安全的对话
说
用表示禁止、警告、许可的句型来进行对一些警示性标志进行功能表达;
对“澳大利亚是一个危险的旅游地方”这一辩题训练学生综合说的能力。
读
略读、细读、语义场在段落篇章阅读中运用以及对文章风格特点把握的训练
写
在前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结,书面对“露营是否安全”这一问题给予回答。
3.学习策略
学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力(辩论、写作)的能力
认知
猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能
调控
小组活动中通过对同伴的意见归纳,用自己的方式表达出来,从前面的阅读和同伴处得到反馈,对自己在作文中的错误进行修改;
同伴合作,探究发现规律并灵活运用
交际
积极地参与双人或小组的讨论,创设情景进行交际,有效完成任务
4.教学的重点和难点
(1)重点
1)了解澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯
2)学会表达禁止、警告和许可
3)归纳复习语法项目---表语
4)让学生学会就在澳洲野营可能遇到的一些危险动物提供建议
5)让学生掌握辩论技巧,对提供的辩题进行辩论
6)让学生对“露营是否安全”进行E-mail回复
(2)难点
1)让学生学会就在澳洲野营可能遇到的一些危险动物提供建议
2)让学生掌握辩论技巧,对提供的辩题进行辩论
3)让学生对“露营是否安全”进行E-mail回复的书面表达
(三)教学安排
对课本内容进行优化组合,可将本单元分成5个课时
Period1Reading
Period2Languagepoints
Period3Grammar
Period4UsingLanguage
Period5Debating&
Writing
Ⅰ.Teachingaims:
1.EnablethestudentstolearnsomeinformationaboutAustralia
2.Trainthestudents’readingability(skimming,detailreading,distinguishingdifferentstylesofarticles)
Ⅱ.Teachingimportantpoints:
GetsomeinformationofAustraliainthetext
Ⅲ.Teachingdifficultpoints:
Enablethestudentstodistinguishdifferentstylesofextractarticles
Ⅳ.Teachingmethods:
Cooperativelearning,task-basedlearning
Ⅴ.Teachingaids:
Acomputer,ablackboard,atape-record
Ⅵ.Teachingprocedures:
StepⅠLead-in
1.Greeting
2.AskSstoguessthecountrywearegoingtotalkabout---“Todaywearegoingtolearnaboutacountry.Itisacountryandalsoacontinent.Itissurroundedbyoceans.Whilemanyothercountriesarehavingwinter,itisinsummer.Inthiscountry,youwillseemanyplantsandanimalsthatcannotbefoundanywhereelse,suchasthekangaroo,koalabear,ect.Doyouknowwhichcountryitis?
”
3.AskSstosaysomethingabouteachpictureanddistinguishwhatcitydoeseachpictureassociateswith.“HaveyoueverbeentoAustralia?
WhatplacesdoyouknowinAustralia?
(Well-knowncities,famousscenicspots,etc.)Lookatthepictures.Whatdoyouseeineachpicture?
Canyourecognizethem?
Why?
4.AskSstofindtheplaceslistedinQuestion1onthemap
5.AskSstoworkingroupsanddiscusswhattheyknowabouttheseplaces.
StepⅡPre-reading
1.AskSstoquicklyglanceatthefivetextandanswerthequestionsdesignedforthispart.
2.GettheSsknowsomereadingstrategies:
skimming,detailreadingandpayingattentiontothewordsthatfrequentlyappearedinthetextandequallyimportant,theirrelativewords.
StepⅢReading
1.AsktheSstoreadthetextquicklyandanswerquestionslistedinExercise1,Comprehendingpart.
2.AsktheSstoreadthetextindetail,underlinetheinformationtheydidn’tknowbeforeandwritedownfivefactsthattheyconsidertobethemostinterestingandexchangeinformationingroups’work.
StepⅣDiscussion
AsktheSstoworkingroupstodiscussthefollowingquestions.
1.WhatkindofpeopledoyouthinkmakeAustraliatheirhome?
2.EachyearlargenumbersofpeoplebecameAustraliancitizens.Whydoyouthinktheychoosetobecomecitizens?
3.WhendoyouthinktravelingbytrainacrossAustraliawouldbeappropriateandwhendoyouthinktravelingbyplanewouldbemostsuitable?
Givemorethanonereasons.
4.InwhatpartofAustraliadoyouthinkmostagriculturetakesplace?
Givereasons.
5.WhydoyouthinkthepopulationofAustraliaissosmallwhenitissuchalargecountry?
6.ChoosefivewordsorphrasestodescribeAustralia.
StepⅤLanguagepoints
ExplainsomedifficultpointsaslistedinthePPT.
StepⅥHomework
1.FinishEx.1,2,3,Page24-25.
2.WriteanarticleaboutthereasonswhypeoplewanttotravelinAustralia
Period2LanguagePoints
1.TargetLanguage
backgrounds,nation,citizens,tolerance,Aboriginal,homelands,migrants,adequate,sow,hardship,bachelor,correspond,owe
2.Abilitygoals
EnableSstousethenewwordsinthetextorpassages
EnableSstogivecorrespondentdefinitionofeachnewword
EnableSstolearnusefulstrategytoexpandtheirvocabulary
EnableSstousethenewwordsincontext
EnableSstolearnusefulstrategytoexpandtheirvocabulary
Acomputer,ablackboard,atape-recorded
StepⅠGreetings
StepⅡLead-in
T:
YesterdaywereadfiveshorttextswhichintroducecertainaspectsofAustralia,eachshorttextiswritteninadifferentstyle,andsodoyouknowwhatstylesarethey?
StepⅢWordStudy
1.Ex1onpage24.FirstshowthewordsonthescreenandcheckSs’understandingofeachword.Thendotheexercise,thatis,askeachSstoreadoutasentenceandfigureoutwhatwordsshouldbefilledineachblank,andthentranslateitintogoodChinese.
2.Ex2onpage25.AsktheSstoreadthetextandtrytoguessthemeaningofeachboldedwordsinthecontextandtrytoexplaintheminEnglish.ThenaskthemtolookupthewordsinEnglish-Englishdictionary,andcheckwhethertheirformerdefinitionsarerightorwrong.
3.Ex3onpage25.AskSstofollowtheexampleandtrytowritedownasmanywordsrelatedtoeachofthefollowingwordsaspossible.
tax:
taxation,taxed,taxable,taxman,taxpayer
home:
homework,homely,homeland,homeless,homemaker,homecoming,homesick
rust:
rusty,rustproof
time:
timely,timing,timekeeper,timer,timepiece,timesaving,timetable,timeless
StepⅣConsolidatingExercise
Choosethecorrectwordstocompletethefollowingsentences.
autonomoustastydesperateunconsciousaboriginaladequaterustysuperb
1)Theyoungwomanseemedtobeasleep,butinfactshewas_____________.
2)Thehouselookedoldformoutside,butinsideitwas____________.
3)Theknifeappeared_____________,butitprovedtobeextremelysharp.
4)ThenameoftheplacesoundslikeEnglish,butitis_____________.
5)Thefruitsmelledbad,butitturnedouttobevery___________.
6)Thefoodandwaterseemed__________quality,buttheymadeussick.
7)Thesituationseemed_________quality,butitprovedtobehopeful.
8)Thisislandappearstobeanindependentcountry,butactuallyitistobea(n)________regionwithinthecountry.
Keys:
unconscioussuperbrustyaboriginaltastyadequatedesperateautonomous
StepV.Homework
DoExerciseintheworkbookpage68-69Ex1,2,3,4.
Period3Grammar:
RevisingofthePredicative
Ⅰ.Teachingaims:
1.EnabletheSstograspwhatcanfunctionaspredicative(words,phrases,nonfinite,clauses)
2.EnabletheSstoapplythisgrammarpointtothedailyuseofEnglish
Whatcanfunctionaspredicativeandhowtousecorrectlyusethemtothecontext
Whatcanfunctionaspredicativeandhowtocorrectlyapplythemtothecontext
Inductiveanddeductivemethods,task-basedlearningandcooperativelearning
Acomputer,ablackboard
(Pre-class)
1.GettheSstocollectsomepicturesofAustraliaanddescribethemrespectively
StepⅡRevisionandleadin
1.Askthestudentstorecallwhatthey’velearnedinthepreviousreadingpassage(fiveshorttextsintheReadingpart)
2.Askthemagroupofquestions:
WhereisAustralia?
HowdoyoulikeAustralia?
UseseveralAdjectivestodescribeit.
DoyouthinkAustraliaisawonderfultouristdestination?
HowwouldyoufeelifyouofferedachancetotouraroundAustralia?
ThenwritedownSs’answers,ofcourseeachanswerconta
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