高中英语 Unit 3 Australia 教案2 新人教版选修9Word格式文档下载.docx
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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
associatebarrierbrochureadequateecologyautonomousfederaldefensepolicytaxtaxationnationcitizencitizenshipcelebrationbirthplacetoleratetolerancemigranthighwaycradlerainfallagriculturesowbachelorcorrespondoweenclosureauthoritydesperateshrinkbarbecueparalyzesicknessrecoverfunnelsnatchamongstvinegarunconscious
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.Whilemanyothercountriesaresummer.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.WhatkindofpeopledoyouthinkmakeAustraliatheircitizens.Whydoyouthinktheychoosetobecomecitizens?
2.WhendoyouthinktravelingbytrainacrossAustraliawouldbeappropriateandwhendoyouthinktravelingbyplanewouldbemostsuitable?
Givemorethanonereasons.
3.InwhatpartofAustraliadoyouthinkmostagriculturetakesplace?
Givereasons.
4.WhydoyouthinkthepopulationofAustraliaissosmallwhenitissuchalargecountry?
5.ChoosefivewordsorphrasestodescribeAustralia.
StepⅤLanguagepoints
ExplainsomedifficultpointsaslistedinthePPT.
StepⅥHomework
1.FinishEx.1,2,3,Page24-25.
2.WriteanarticleaboutthereasonswhypeoplewanttotravelinAustralia
Period2LanguagePoints
1.TargetLanguage
backgrounds,nation,citizens,tolerance,Aboriginal,thetextorpassages
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
1)seemedtobeasleep,butinfactshewas_____________.
2)Theseemed_________quality,butitprovedtobeindependentcountry,butactuallyitistobea(n)________regionwithinthecountry.
Keys:
unconscioussuperbrustyaboriginaltastyadequatedesperateautonomous
StepV.Homework
DoExerciseintheworkbookpage68-69Ex1,2,3,4.
Period3Grammar:
RevisingofthePredicative
Ⅰ.Teachingaims:
1.EnabletheSstograspwhatcanfunctionaspredicative(words,phrases,nonfinite,clauses)
2.EnabletheSstoapplythisgrammarpointtothedailyuseofEnglish
Whatcanfunctionaspredicativeandfunctionaspredicativeandandleadin
1.Askthestudentstorecallwhatthey’velearnedinthepreviousreadingpassage(fiveshorttextsintheReadingpart)
2.Askthemagroupofquestions:
WhereisAustralia?
HowdoyoulikeAustralia?
UseseveralAdjectivestodescribeit.
DoyouthinkAustraliaisawonderfultouristdestination?
HowwouldyoufeelifyouofferedachancetotouraroundAustralia?
ThenwritedownSs’answers,ofcourseeachanswercontainsapredicative,sounderlinethem,thusleadintoday’smainfocus---grammarpointthepredicative.
StepⅢDiscoveringtherules
1.AsktheSstoturntopage26andunderlineallthepredicativesinExercise1&
Exercise2.InExercise2,checkanswers.
3.Askthemtosummarizewhatcanfunctionaspredicativesinsentences.
So,togetherwiththeSsweworkoutthatadj,noun,pronoun,numeral,adv,prepositionalphrases,infinitives,-ing,-ed,clausescanfunctionaspredicatives.
StepⅣFurtherExplaining
1.表语Predicative
表语是由系动词引导的主语补足语,补充说明主语。
常见的系动词有:
bebecomefeelgrowprovesmelltasteappeargetgoremainsoundseemstaykeep
2.充当表语的成分有形容词、名词、代词、数词、副词、介词短语、词组、不定式、 -ing形式、过去分词、从句等。
3.形容词作表语,用来修饰说明主语,例如:
Youdon’tfeelwelltoday.Areyousick?
4.形容词只能作表语,不能作定语,如:
afraidasleepreadyunablealive
awaregladsorrywellalonesure
可以说 “Shefeltglad.”但不能说“agladwoman”.
5.名词或名词词组作表语,一般用来确定主语的性质,或者表达主语的看法,例如:
Hebecameadoctor.
Boysareboys.
He’snottherightmanforthejob.
SheseemedanidealwifeforweonthePPTandonestudentatatimetodotheexerciseorally.(Judgingwhetherthesentencescontainpredicatives,usingsentencepattern“S+V+P”torewritesentences,correspondentpracticesinworkbooks.
StepⅥSummaryandAssignment
1.Makeasummaryoftoday’stask.
2.AssignSstosurfthewriteashortarticletointroduceanobjectoranexperience,usingasmanypredicativesaspossibleinthearticle.
Period4Usinglanguage
1