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人教版 (新课标)Unit 3 Australia综合训练题
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这是一份人教版 (新课标)Unit 3 Australia综合训练题，共12页。试卷主要包含了语言知识， 语言技能，学习策略，教学的重点和难点等内容，欢迎下载使用。
本单元的中心话题是“澳大利亚”，主要内容涉及澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容。语言技能和语言知识都是围绕这一中心设计的。
热身（Warming-up）部分用几幅关于澳洲的大城市和著名的风景点的图画，过渡到这个单元的课题，并引出与下面阅读课文相关的词汇和背景知识。
读前部分旨在训练学生的阅读技巧，要求学生快速浏览五篇短文后，回答前面的这个部分设计的三个问题。
阅读部分包含五篇主题相同却风格各异的短文，百科全书选段、新闻报道、广告、明信片、旅游手册文章，从多角度概叙了澳大利亚的国家全貌。理解部分由三项练习组成，练习1和“读前”部分相呼应，也是要求学会快速阅读课文，旨在训练略读技巧。练习2要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论。这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系。练习3是对课文内容的拓展，训练学生的逻辑思维能力和表达能力。由于五篇短文大多是陈述性和描叙性的语言，而没有表达个人的观点的语句，因此，该练习借用文中提到的一些事实发问，以激发学生对文章内容的深沉思考。问题的答案不能从文中直接找到，要求学生有理有据地说出自己的观点。
“语言学习”部分由词汇和语法两部分组成。词汇部分练习1匙一个含11个空的语篇，要求学生用课文中出现的生词填空。练习2也是个语篇题，内容是关于澳大利亚早期移民的艰苦生活。这个练习要求学生首先阅读短文，看看其中画线单词是否认识，不要着急查词典，先试试猜一猜的它的意思，并写在“你的释义”一栏中。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
2． 语言技能
3．学习策略
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
Perid 1 Reading
Perid 2 Language pints
Perid 3 Grammar
Perid 4 Using Language
Perid 5 Debating & Writing
Perid 1 Reading
Ⅰ. Teaching aims:
Enable the students t learn sme infrmatin abut Australia
Train the students’ reading ability(skimming, detail reading, distinguishing different styles f articles)
Ⅱ. Teaching imprtant pints:
Get sme infrmatin f Australia in the text
Ⅲ. Teaching difficult pints:
Enable the students t distinguish different styles f extract articles
Ⅳ. Teaching methds:
Cperative learning, task-based learning
Ⅴ. Teaching aids:
A cmputer, a blackbard, a tape-recrd
Ⅵ. Teaching prcedures:
StepⅠ Lead-in
Greeting
Ask Ss t guess the cuntry we are ging t talk abut---“Tday we are ging t learn abut a cuntry. It is a cuntry and als a cntinent. It is surrunded by ceans. While many ther cuntries are having winter, it is in summer. In this cuntry, yu will see many plants and animals that cannt be fund anywhere else, such as the kangar, kala bear, ect. D yu knw which cuntry it is?”
Ask Ss t say smething abut each picture and distinguish what city des each picture assciates with. “Have yu ever been t Australia? What places d yu knw in Australia? (Well-knwn cities, famus scenic spts, etc.) Lk at the pictures. What d yu see in each picture? Can yu recgnize them? Why?”
Ask Ss t find the places listed in Questin 1 n the map
Ask Ss t wrk in grups and discuss what they knw abut these places.
Step Ⅱ Pre-reading
Ask Ss t quickly glance at the five text and answer the questins designed fr this part.
Get the Ss knw sme reading strategies: skimming, detail reading and paying attentin t the wrds that frequently appeared in the text and equally imprtant, their relative wrds.
Step Ⅲ Reading
Ask the Ss t read the text quickly and answer questins listed in Exercise 1, Cmprehending part.
Ask the Ss t read the text in detail, underline the infrmatin they didn’t knw befre and write dwn five facts that they cnsider t be the mst interesting and exchange infrmatin in grups’ wrk.
Step Ⅳ Discussin
Ask the Ss t wrk in grups t discuss the fllwing questins.
What kind f peple d yu think make Australia their hme?
Each year large numbers f peple became Australian citizens. Why d yu think they chse t becme citizens?
When d yu think traveling by train acrss Australia wuld be apprpriate and when d yu think traveling by plane wuld be mst suitable? Give mre than ne reasns.
In what part f Australia d yu think mst agriculture takes place? Give reasns.
Why d yu think the ppulatin f Australia is s small when it is such a large cuntry?
Chse five wrds r phrases t describe Australia.
Step Ⅴ Language pints
Explain sme difficult pints as listed in the PPT.
Step Ⅵ Hmewrk
1. Finish Ex.1, 2, 3, Page24-25.
2. Write an article abut the reasns why peple want t travel in Australia
Perid 2 Language Pints
Ⅰ. Teaching aims:
Target Language
backgrunds, natin, citizens, tlerance, Abriginal, hmelands, migrants, adequate, sw, hardship, bachelr, crrespnd, we
Ability gals
Enable Ss t use the new wrds in the text r passages
Enable Ss t give crrespndent definitin f each new wrd
Enable Ss t learn useful strategy t expand their vcabulary
Ⅱ. Teaching imprtant pints:
Enable Ss t use the new wrds in cntext
Enable Ss t give crrespndent definitin f each new wrd
Enable Ss t learn useful strategy t expand their vcabulary
Ⅲ. Teaching difficult pints:
Enable Ss t give crrespndent definitin f each new wrd
Enable Ss t learn useful strategy t expand their vcabulary
Ⅳ. Teaching methds:
Cperative learning, task-based learning
Ⅴ. Teaching aids:
A cmputer, a blackbard, a tape-recrded
Ⅵ. Teaching prcedures:
StepⅠ Greetings
StepⅡ Lead-in
T: Yesterday we read five shrt texts which intrduce certain aspects f Australia, each shrt text is written in a different style, and s d yu knw what styles are they?
StepⅢ Wrd Study
Ex1 n page 24. First shw the wrds n the screen and check Ss’ understanding f each wrd. Then d the exercise, that is, ask each Ss t read ut a sentence and figure ut what wrds shuld be filled in each blank, and then translate it int gd Chinese.
Ex2 n page 25. Ask the Ss t read the text and try t guess the meaning f each blded wrds in the cntext and try t explain them in English. Then ask them t lk up the wrds in English-English dictinary, and check whether their frmer definitins are right r wrng.
3. Ex3 n page 25. Ask Ss t fllw the example and try t write dwn as many wrds related t each f the fllwing wrds as pssible.
tax: taxatin, taxed, taxable, taxman, taxpayer
hme: hmewrk, hmely, hmeland, hmeless, hmemaker, hmecming, hmesick
rust: rusty, rustprf
time: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timeless
StepⅣ Cnslidating Exercise
Chse the crrect wrds t cmplete the fllwing sentences.
autnmus tasty desperate uncnscius abriginal adequate rusty superb
The yung wman seemed t be asleep, but in fact she was _____________.
The huse lked ld frm utside, but inside it was ____________.
The knife appeared _____________, but it prved t be extremely sharp.
The name f the place sunds like English, but it is _____________.
The fruit smelled bad, but it turned ut t be very ___________.
The fd and water seemed __________ quality, but they made us sick.
The situatin seemed _________ quality, but it prved t be hpeful.
This island appears t be an independent cuntry, but actually it is t be a(n) ________ regin within the cuntry.
Keys: uncnscius superb rusty abriginal tasty adequate desperate autnmus
Step V. Hmewrk
D Exercise in the wrkbk page68-69 Ex1, 2, 3, 4.
Perid 3 Grammar: Revising f the Predicative
Ⅰ. Teaching aims:
Enable the Ss t grasp what can functin as predicative (wrds, phrases, nnfinite, clauses)
Enable the Ss t apply this grammar pint t the daily use f English
Ⅱ. Teaching imprtant pints:
What can functin as predicative and hw t use crrectly use them t the cntext
Ⅲ. Teaching difficult pints:
What can functin as predicative and hw t crrectly apply them t the cntext
Ⅳ. Teaching methds:
Inductive and deductive methds, task-based learning and cperative learning
Ⅴ. Teaching aids:
A cmputer, a blackbard
Ⅵ. Teaching prcedures:
(Pre-class)
Get the Ss t cllect sme pictures f Australia and describe them respectively
Step Ⅱ Revisin and lead in
Ask the students t recall what they’ve learned in the previus reading passage(five shrt texts in the Reading part)
Ask them a grup f questins:
Where is Australia?
Hw d yu like Australia? Use several Adjectives t describe it.
D yu think Australia is a wnderful turist destinatin?
Hw wuld yu feel if yu ffered a chance t tur arund Australia?
Then write dwn Ss’ answers, f curse each answer cntains a predicative, s underline them, thus lead in tday’s main fcus---grammar pint the predicative.
Step Ⅲ Discvering the rules
1. Ask the Ss t turn t page 26 and underline all the predicatives in Exercise 1 & Exercise 2. In Exercise 2, have a pair f Ss t act ut the dialgue.
2. Then check answers.
3. Ask them t summarize what can functin as predicatives in sentences.
S, tgether with the Ss we wrk ut that adj, nun, prnun, numeral, adv, prepsitinal phrases，infinitives, -ing, -ed, clauses can functin as predicatives.
Step Ⅳ Further Explaining
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：be becme feel grw prve smell taste appear get g remain sund seem stay keep
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:
Yu dn’t feel well tday. Are yu sick?
4．形容词只能作表语，不能作定语，如：
afraid asleep ready unable alive
aware glad srry well alne sure
可以说 “She felt glad.” 但不能说“a glad wman”.
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：
He became a dctr.
Bys are bys.
He’s nt the right man fr the jb.
She seemed an ideal wife fr him.
6. 可以接不定式的系动词有：
be appear prve seem
例如：
They nly aim was t get success.
She appears t have many beautiful dresses.
It prved t be much easier than we have thught.
Step Ⅴ Cnslidating and Applying the rule
Exercise t be shwn n the PPT and ne student at a time t d the exercise rally. (Judging whether the sentences cntain predicatives, using sentence pattern “S+V+P” t rewrite sentences, crrespndent practices in wrkbks.
Step Ⅵ Summary and Assignment
Make a summary f tday’s task.
Assign Ss t surf the write a shrt article t intrduce an bject r an experience, using as many predicatives as pssible in the article.
Perid 4 Using language
Ⅰ. Teaching aims:
Enable the Ss t get sme basic knwledge abut dangerus creatures in Australia
Help Ss learn hw t prtect themselves frm the dangerus creatures in Australia
Ⅱ. Teaching imprtant pints:
Enable the Ss t knw what attentin shuld be paid while camping in Australia t
prtect themselves ttally safe frm the dangerus creatures
Ⅲ. Teaching difficult pints:
Teach the Ss hw t figure ut the best ways t stay safe while camping utside
Ⅳ. Teaching methds:
Task-based learning and cperative learning
Ⅴ. Teaching aids:
A cmputer, a blackbard, a recrder
Ⅵ. Teaching prcedures:
StepⅠLead-in
Greetings.
Ask sme students t talk abut what they knw abut wildlife in Australia and what they shuld pay attentin t if they are ffered a chance t travel arund Australia. Thus lead t tday’s tpic.
StepⅡ Listening
Pre-listening (Ask Ss t turn t page 26 and t predict what Wei Ping might be nervus abut.)
Listening task(Exercise 2--- answer the questins)
Listening task(Exercise 3 – filling the blanks)
Listening again and having a discussin
Keys t tasks 2
1. He is wrried abut snakes.
2. N. Because he des nt believe they are likely t see any and he knws what precautins t take against being bitten.
3. He prbably has talked him arund because he assured Wei Ping that there was very little danger. Als the fact that Wei Ping summarized the advice Bb gave him suggests that he has accepted bb’s assurances.
Keys t task2
snake bts and lng trusers a nise d nt mve avid walking
Keys t task 3
Because Wei Ping may think the bush means wild and dangerus land, but Australians use it t mean the cuntryside where there aren’t any huses r farms r ther signs f humans.
Because snakes dn’t have legs (this is where the humr lies)
Step Ⅲ Extensive Reading
Pre-reading ( Ask Ss just read the title and lk at the picture t predict what they expect t read in the text)
Ask Ss t read the whle text and check whether what their predictins are right and tell the main idea f the text
Ask Ss t read the whle text fr specific infrmatin, that is, t answer questins listed in Exercise 2.
Keys f Exercise 2:
1. 115 different kinds f snakes and 2,000 different kinds f spiders. Only a few kinds f spiders and snakes are capable f killing humans.
2. Mst jellyfish can cause severe pain t anyne wh tuches them but nly the bx jellyfish can kill a human
3. It was cheaper t hire a car with ther peple because they culd share the cst. Als he prbably enjyed being in the cmpany f ther turists.
4. The saltwater crcdile.
5. The island used t be a very harsh prisn fr the mst dangerus prisners.
StepⅣ Discussin
Ask every fur Ss t frm a grup and read the relative infrmatin
Ask the Ss t divide the infrmatin int certain pints and give suggestins t each pint
Fr example: (crcdile) Shw the example n the screen.
1. fund nly in the far nrth f Australia near the rivers and water hles.
Dn’t g t the nrth f Australia and sty away frm rivers and waterhles.
2. There are signs t warn peple. Dn’t g near water places where there is a waning sign.
3. stay hidden in the water r n the land clse t water.
Dn’t g near water alne./ Dn’t swim in waters that are nt familiar t yu.
Step V Assignment
Ask Ss t get prepared fr the debate (divide the whle class int tw sides: fr r against) in the next perid. Debating tpic:
“Australia is a dangerus place t visit.”
Perid 4 Debating & Writing
Ⅰ. Teaching aims:
1. Enable the Ss t use they infrmatin they’ve acquired t carry ut a debate
2. Enable Ss t ffer their advice and pinins n a certain prblems thers cme acrss
3. Enable the Ss t reply an E-mail t give advice n whether staying in Sydney r camping in Natinal Park
Ⅱ. Teaching imprtant pints:
Enable the Ss master sme basic knwledge f debating
Enable the Ss t reply an E-mail ffering advice t a friend wh is cnfrnted with difficulty in making decisins
Ⅲ. Teaching difficult pints:
Enable the Ss t apply the basic knwledge f debating t real debating ccasin
Enable the Ss t master hw t give a reply and ffer advice t slve thers prblems
Ⅳ. Teaching methds:
Task-based learning and cperative learning
Ⅴ. Teaching aids:
A cmputer, a blackbard, a recrder
Ⅵ. Teaching prcedures:
StepⅠIntrductin
T: Last perid I assigned yu t get prepared fr the debate. S have yu made full preparatin? Ok, befre we carry ut the debate, let’s g ver the rules f debate.
Yu can refer t the Supplement materials f debate.
StepⅡ Debate
1. Divide the whle class int tw large grups (A & B), and then ask every three Ss t frm a team and have a discussin n hw t argue.
2. Chse tw teams with different ideas t be seated face t face.
3. Then chair the debate, and ask the Ss t carry it ut accrding t the prcedure which was previusly mentined.
4. Summary: t make a summary f the debate and present awards t the excellent debaters.
Step Ⅲ Writing
Ask the Ss t read the E-mail and t make ut why des Li Haidi write this E-mail?
Then g ver the tips f a reply tgether t make it clear that these elements shuld be included in their reply.
If time nt allwed, ask the Ss t finish the reply E-mail after class as their assignment.
Step Ⅳ Hmewrk
Ask the Ss t finish the reply in the writing part.
Team wrk: Ask each team t wrk ut “A week traveling t Australia”. That is, they are wrking fr travel agencies and are assigned t design a rute “A week traveling t Australia” T d the wrk, they shuld first lk up fr infrmatin, names f turist destinatins, their features, lcatin, means f transprtatin, accmmdatin, etc. And then they have a discussin t get the jb dne. Then next time chse the best designed rutes.
Supplement materials f debate
Intrductin
A debate rund has tw teams with tw debaters each and a Speaker. The Speaker serves as bth the judge and arbiter f the rules during the rund. Nte here that "Speaker" always refers t the judge frm this pint frward. One team represents the Gvernment, while the ther represents the Oppsitin. The Gvernment team is cmpsed f a Prime Minister, wh speaks twice, and a Member f Gvernment, wh speaks nce. The Oppsitin team is cmpsed f a Leader f the Oppsitin, wh speaks twice, and a Member f the Oppsitin, wh speaks nce. The Gvernment prpses a specific case statement, which the gvernment team must demnstrate t be crrect. The Oppsitin des nt have t prpse anything, but must demnstrate that the case statement is nt crrect. The Speaker decides at the end f the rund, based n the arguments made in the rund, whether the Gvernment has prved its case r whether the Oppsitin has disprved it. The team which met its burden mre cnvincingly wins.
Rules f Debate Rules f Debate
(cndensed frm Cmpetitive Debate: Rules and Techniques,
by Gerge McCy Musgrave. New Yrk: H.W. Wilsn, 1957)
1. There are tw teams, each cnsisting f tw r three speakers.
2. Each team has tw r three cnstructive speeches, and tw t three rebuttal speeches. The affirmative gives the first cnstructive speech, and the rebuttals alternate: negative, affirmative, negative, affirmative. The affirmative has bth the first and last speeches f the debate.
3. When wrded as a prpsitin f plicy, the tpic requires the affirmative t supprt sme specified actin by sme particular individual r grup. The affirmative has the right t make any reasnable definitin f each f the terms f the prpsitin. If the negative challenges the reasnableness f a definitin by the affirmative, the judge must accept the definitin f the team that shws better grunds fr its interpretatin f the term.
4. The affirmative must advcate everything required by the tpic itself. N revisin f psitin f a team is permitted during the debate.
5. He wh asserts must prve. In rder t establish an assertin, the team must supprt it with enugh evidence and lgic t cnvince an intelligent but previusly uninfrmed persn that it is mre reasnable t believe the assertin than t disbelieve it. Facts must be accurate. Visual materials are permissible, and nce intrduced, they becme available fr the ppnents' use if desired.
6. In the questining perid, the questiner may ask any fair, clear questin that has a direct bearing n the debate. The questiner may use the perid t build up any part f his wn case, t tear dwn any part f his ppsitin's case, r t ascertain facts, such as the ppsitin's psitin n a certain issue, that can be used later in the debate. The questiner must cnfine himself t questins and nt make statements, cmments, r ask rhetrical questins.
7. Each speaker is questined as sn as he cncludes his cnstructive speech. The witness must answer the questins withut cnsulting his clleagues.
8. N new cnstructive arguments may be intrduced in the rebuttal perid. The affirmative must, if pssible, reply t the majr negative arguments befre the last rebuttal.
9. The judge must base his decisin entirely n the material presented, withut regard fr ther material which he may happen t pssess.
10. Any gains made utside f the established prcedure are disallwed.
词汇
assciate barrier brchure adequate eclgy autnmus federal defense plicy tax taxatin natin citizen citizenship celebratin birthplace tlerate tlerance migrant hmeland via superb rust rusty trpical splendr heritage abriginal frtnight reservatin highway cradle rainfall agriculture sw bachelr crrespnd we enclsure authrity desperate shrink barbecue paralyze sickness recver funnel snatch amngst vinegar uncnscius
词组
assciate with Great Barrier Reef ut f respect crrespnd with we … t talk …int …
语法
Revising f Predicative (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
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。
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
本单元的中心话题是“澳大利亚”，主要内容涉及澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容。语言技能和语言知识都是围绕这一中心设计的。
热身（Warming-up）部分用几幅关于澳洲的大城市和著名的风景点的图画，过渡到这个单元的课题，并引出与下面阅读课文相关的词汇和背景知识。
读前部分旨在训练学生的阅读技巧，要求学生快速浏览五篇短文后，回答前面的这个部分设计的三个问题。
阅读部分包含五篇主题相同却风格各异的短文，百科全书选段、新闻报道、广告、明信片、旅游手册文章，从多角度概叙了澳大利亚的国家全貌。理解部分由三项练习组成，练习1和“读前”部分相呼应，也是要求学会快速阅读课文，旨在训练略读技巧。练习2要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论。这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系。练习3是对课文内容的拓展，训练学生的逻辑思维能力和表达能力。由于五篇短文大多是陈述性和描叙性的语言，而没有表达个人的观点的语句，因此，该练习借用文中提到的一些事实发问，以激发学生对文章内容的深沉思考。问题的答案不能从文中直接找到，要求学生有理有据地说出自己的观点。
“语言学习”部分由词汇和语法两部分组成。词汇部分练习1匙一个含11个空的语篇，要求学生用课文中出现的生词填空。练习2也是个语篇题，内容是关于澳大利亚早期移民的艰苦生活。这个练习要求学生首先阅读短文，看看其中画线单词是否认识，不要着急查词典，先试试猜一猜的它的意思，并写在“你的释义”一栏中。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
2． 语言技能
3．学习策略
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
Perid 1 Reading
Perid 2 Language pints
Perid 3 Grammar
Perid 4 Using Language
Perid 5 Debating & Writing
Perid 1 Reading
Ⅰ. Teaching aims:
Enable the students t learn sme infrmatin abut Australia
Train the students’ reading ability(skimming, detail reading, distinguishing different styles f articles)
Ⅱ. Teaching imprtant pints:
Get sme infrmatin f Australia in the text
Ⅲ. Teaching difficult pints:
Enable the students t distinguish different styles f extract articles
Ⅳ. Teaching methds:
Cperative learning, task-based learning
Ⅴ. Teaching aids:
A cmputer, a blackbard, a tape-recrd
Ⅵ. Teaching prcedures:
StepⅠ Lead-in
Greeting
Ask Ss t guess the cuntry we are ging t talk abut---“Tday we are ging t learn abut a cuntry. It is a cuntry and als a cntinent. It is surrunded by ceans. While many ther cuntries are having winter, it is in summer. In this cuntry, yu will see many plants and animals that cannt be fund anywhere else, such as the kangar, kala bear, ect. D yu knw which cuntry it is?”
Ask Ss t say smething abut each picture and distinguish what city des each picture assciates with. “Have yu ever been t Australia? What places d yu knw in Australia? (Well-knwn cities, famus scenic spts, etc.) Lk at the pictures. What d yu see in each picture? Can yu recgnize them? Why?”
Ask Ss t find the places listed in Questin 1 n the map
Ask Ss t wrk in grups and discuss what they knw abut these places.
Step Ⅱ Pre-reading
Ask Ss t quickly glance at the five text and answer the questins designed fr this part.
Get the Ss knw sme reading strategies: skimming, detail reading and paying attentin t the wrds that frequently appeared in the text and equally imprtant, their relative wrds.
Step Ⅲ Reading
Ask the Ss t read the text quickly and answer questins listed in Exercise 1, Cmprehending part.
Ask the Ss t read the text in detail, underline the infrmatin they didn’t knw befre and write dwn five facts that they cnsider t be the mst interesting and exchange infrmatin in grups’ wrk.
Step Ⅳ Discussin
Ask the Ss t wrk in grups t discuss the fllwing questins.
What kind f peple d yu think make Australia their hme?
Each year large numbers f peple became Australian citizens. Why d yu think they chse t becme citizens?
When d yu think traveling by train acrss Australia wuld be apprpriate and when d yu think traveling by plane wuld be mst suitable? Give mre than ne reasns.
In what part f Australia d yu think mst agriculture takes place? Give reasns.
Why d yu think the ppulatin f Australia is s small when it is such a large cuntry?
Chse five wrds r phrases t describe Australia.
Step Ⅴ Language pints
Explain sme difficult pints as listed in the PPT.
Step Ⅵ Hmewrk
1. Finish Ex.1, 2, 3, Page24-25.
2. Write an article abut the reasns why peple want t travel in Australia
Perid 2 Language Pints
Ⅰ. Teaching aims:
Target Language
backgrunds, natin, citizens, tlerance, Abriginal, hmelands, migrants, adequate, sw, hardship, bachelr, crrespnd, we
Ability gals
Enable Ss t use the new wrds in the text r passages
Enable Ss t give crrespndent definitin f each new wrd
Enable Ss t learn useful strategy t expand their vcabulary
Ⅱ. Teaching imprtant pints:
Enable Ss t use the new wrds in cntext
Enable Ss t give crrespndent definitin f each new wrd
Enable Ss t learn useful strategy t expand their vcabulary
Ⅲ. Teaching difficult pints:
Enable Ss t give crrespndent definitin f each new wrd
Enable Ss t learn useful strategy t expand their vcabulary
Ⅳ. Teaching methds:
Cperative learning, task-based learning
Ⅴ. Teaching aids:
A cmputer, a blackbard, a tape-recrded
Ⅵ. Teaching prcedures:
StepⅠ Greetings
StepⅡ Lead-in
T: Yesterday we read five shrt texts which intrduce certain aspects f Australia, each shrt text is written in a different style, and s d yu knw what styles are they?
StepⅢ Wrd Study
Ex1 n page 24. First shw the wrds n the screen and check Ss’ understanding f each wrd. Then d the exercise, that is, ask each Ss t read ut a sentence and figure ut what wrds shuld be filled in each blank, and then translate it int gd Chinese.
Ex2 n page 25. Ask the Ss t read the text and try t guess the meaning f each blded wrds in the cntext and try t explain them in English. Then ask them t lk up the wrds in English-English dictinary, and check whether their frmer definitins are right r wrng.
3. Ex3 n page 25. Ask Ss t fllw the example and try t write dwn as many wrds related t each f the fllwing wrds as pssible.
tax: taxatin, taxed, taxable, taxman, taxpayer
hme: hmewrk, hmely, hmeland, hmeless, hmemaker, hmecming, hmesick
rust: rusty, rustprf
time: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timeless
StepⅣ Cnslidating Exercise
Chse the crrect wrds t cmplete the fllwing sentences.
autnmus tasty desperate uncnscius abriginal adequate rusty superb
The yung wman seemed t be asleep, but in fact she was _____________.
The huse lked ld frm utside, but inside it was ____________.
The knife appeared _____________, but it prved t be extremely sharp.
The name f the place sunds like English, but it is _____________.
The fruit smelled bad, but it turned ut t be very ___________.
The fd and water seemed __________ quality, but they made us sick.
The situatin seemed _________ quality, but it prved t be hpeful.
This island appears t be an independent cuntry, but actually it is t be a(n) ________ regin within the cuntry.
Keys: uncnscius superb rusty abriginal tasty adequate desperate autnmus
Step V. Hmewrk
D Exercise in the wrkbk page68-69 Ex1, 2, 3, 4.
Perid 3 Grammar: Revising f the Predicative
Ⅰ. Teaching aims:
Enable the Ss t grasp what can functin as predicative (wrds, phrases, nnfinite, clauses)
Enable the Ss t apply this grammar pint t the daily use f English
Ⅱ. Teaching imprtant pints:
What can functin as predicative and hw t use crrectly use them t the cntext
Ⅲ. Teaching difficult pints:
What can functin as predicative and hw t crrectly apply them t the cntext
Ⅳ. Teaching methds:
Inductive and deductive methds, task-based learning and cperative learning
Ⅴ. Teaching aids:
A cmputer, a blackbard
Ⅵ. Teaching prcedures:
(Pre-class)
Get the Ss t cllect sme pictures f Australia and describe them respectively
Step Ⅱ Revisin and lead in
Ask the students t recall what they’ve learned in the previus reading passage(five shrt texts in the Reading part)
Ask them a grup f questins:
Where is Australia?
Hw d yu like Australia? Use several Adjectives t describe it.
D yu think Australia is a wnderful turist destinatin?
Hw wuld yu feel if yu ffered a chance t tur arund Australia?
Then write dwn Ss’ answers, f curse each answer cntains a predicative, s underline them, thus lead in tday’s main fcus---grammar pint the predicative.
Step Ⅲ Discvering the rules
1. Ask the Ss t turn t page 26 and underline all the predicatives in Exercise 1 & Exercise 2. In Exercise 2, have a pair f Ss t act ut the dialgue.
2. Then check answers.
3. Ask them t summarize what can functin as predicatives in sentences.
S, tgether with the Ss we wrk ut that adj, nun, prnun, numeral, adv, prepsitinal phrases，infinitives, -ing, -ed, clauses can functin as predicatives.
Step Ⅳ Further Explaining
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：be becme feel grw prve smell taste appear get g remain sund seem stay keep
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:
Yu dn’t feel well tday. Are yu sick?
4．形容词只能作表语，不能作定语，如：
afraid asleep ready unable alive
aware glad srry well alne sure
可以说 “She felt glad.” 但不能说“a glad wman”.
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：
He became a dctr.
Bys are bys.
He’s nt the right man fr the jb.
She seemed an ideal wife fr him.
6. 可以接不定式的系动词有：
be appear prve seem
例如：
They nly aim was t get success.
She appears t have many beautiful dresses.
It prved t be much easier than we have thught.
Step Ⅴ Cnslidating and Applying the rule
Exercise t be shwn n the PPT and ne student at a time t d the exercise rally. (Judging whether the sentences cntain predicatives, using sentence pattern “S+V+P” t rewrite sentences, crrespndent practices in wrkbks.
Step Ⅵ Summary and Assignment
Make a summary f tday’s task.
Assign Ss t surf the write a shrt article t intrduce an bject r an experience, using as many predicatives as pssible in the article.
Perid 4 Using language
Ⅰ. Teaching aims:
Enable the Ss t get sme basic knwledge abut dangerus creatures in Australia
Help Ss learn hw t prtect themselves frm the dangerus creatures in Australia
Ⅱ. Teaching imprtant pints:
Enable the Ss t knw what attentin shuld be paid while camping in Australia t
prtect themselves ttally safe frm the dangerus creatures
Ⅲ. Teaching difficult pints:
Teach the Ss hw t figure ut the best ways t stay safe while camping utside
Ⅳ. Teaching methds:
Task-based learning and cperative learning
Ⅴ. Teaching aids:
A cmputer, a blackbard, a recrder
Ⅵ. Teaching prcedures:
StepⅠLead-in
Greetings.
Ask sme students t talk abut what they knw abut wildlife in Australia and what they shuld pay attentin t if they are ffered a chance t travel arund Australia. Thus lead t tday’s tpic.
StepⅡ Listening
Pre-listening (Ask Ss t turn t page 26 and t predict what Wei Ping might be nervus abut.)
Listening task(Exercise 2--- answer the questins)
Listening task(Exercise 3 – filling the blanks)
Listening again and having a discussin
Keys t tasks 2
1. He is wrried abut snakes.
2. N. Because he des nt believe they are likely t see any and he knws what precautins t take against being bitten.
3. He prbably has talked him arund because he assured Wei Ping that there was very little danger. Als the fact that Wei Ping summarized the advice Bb gave him suggests that he has accepted bb’s assurances.
Keys t task2
snake bts and lng trusers a nise d nt mve avid walking
Keys t task 3
Because Wei Ping may think the bush means wild and dangerus land, but Australians use it t mean the cuntryside where there aren’t any huses r farms r ther signs f humans.
Because snakes dn’t have legs (this is where the humr lies)
Step Ⅲ Extensive Reading
Pre-reading ( Ask Ss just read the title and lk at the picture t predict what they expect t read in the text)
Ask Ss t read the whle text and check whether what their predictins are right and tell the main idea f the text
Ask Ss t read the whle text fr specific infrmatin, that is, t answer questins listed in Exercise 2.
Keys f Exercise 2:
1. 115 different kinds f snakes and 2,000 different kinds f spiders. Only a few kinds f spiders and snakes are capable f killing humans.
2. Mst jellyfish can cause severe pain t anyne wh tuches them but nly the bx jellyfish can kill a human
3. It was cheaper t hire a car with ther peple because they culd share the cst. Als he prbably enjyed being in the cmpany f ther turists.
4. The saltwater crcdile.
5. The island used t be a very harsh prisn fr the mst dangerus prisners.
StepⅣ Discussin
Ask every fur Ss t frm a grup and read the relative infrmatin
Ask the Ss t divide the infrmatin int certain pints and give suggestins t each pint
Fr example: (crcdile) Shw the example n the screen.
1. fund nly in the far nrth f Australia near the rivers and water hles.
Dn’t g t the nrth f Australia and sty away frm rivers and waterhles.
2. There are signs t warn peple. Dn’t g near water places where there is a waning sign.
3. stay hidden in the water r n the land clse t water.
Dn’t g near water alne./ Dn’t swim in waters that are nt familiar t yu.
Step V Assignment
Ask Ss t get prepared fr the debate (divide the whle class int tw sides: fr r against) in the next perid. Debating tpic:
“Australia is a dangerus place t visit.”
Perid 4 Debating & Writing
Ⅰ. Teaching aims:
1. Enable the Ss t use they infrmatin they’ve acquired t carry ut a debate
2. Enable Ss t ffer their advice and pinins n a certain prblems thers cme acrss
3. Enable the Ss t reply an E-mail t give advice n whether staying in Sydney r camping in Natinal Park
Ⅱ. Teaching imprtant pints:
Enable the Ss master sme basic knwledge f debating
Enable the Ss t reply an E-mail ffering advice t a friend wh is cnfrnted with difficulty in making decisins
Ⅲ. Teaching difficult pints:
Enable the Ss t apply the basic knwledge f debating t real debating ccasin
Enable the Ss t master hw t give a reply and ffer advice t slve thers prblems
Ⅳ. Teaching methds:
Task-based learning and cperative learning
Ⅴ. Teaching aids:
A cmputer, a blackbard, a recrder
Ⅵ. Teaching prcedures:
StepⅠIntrductin
T: Last perid I assigned yu t get prepared fr the debate. S have yu made full preparatin? Ok, befre we carry ut the debate, let’s g ver the rules f debate.
Yu can refer t the Supplement materials f debate.
StepⅡ Debate
1. Divide the whle class int tw large grups (A & B), and then ask every three Ss t frm a team and have a discussin n hw t argue.
2. Chse tw teams with different ideas t be seated face t face.
3. Then chair the debate, and ask the Ss t carry it ut accrding t the prcedure which was previusly mentined.
4. Summary: t make a summary f the debate and present awards t the excellent debaters.
Step Ⅲ Writing
Ask the Ss t read the E-mail and t make ut why des Li Haidi write this E-mail?
Then g ver the tips f a reply tgether t make it clear that these elements shuld be included in their reply.
If time nt allwed, ask the Ss t finish the reply E-mail after class as their assignment.
Step Ⅳ Hmewrk
Ask the Ss t finish the reply in the writing part.
Team wrk: Ask each team t wrk ut “A week traveling t Australia”. That is, they are wrking fr travel agencies and are assigned t design a rute “A week traveling t Australia” T d the wrk, they shuld first lk up fr infrmatin, names f turist destinatins, their features, lcatin, means f transprtatin, accmmdatin, etc. And then they have a discussin t get the jb dne. Then next time chse the best designed rutes.
Supplement materials f debate
Intrductin
A debate rund has tw teams with tw debaters each and a Speaker. The Speaker serves as bth the judge and arbiter f the rules during the rund. Nte here that "Speaker" always refers t the judge frm this pint frward. One team represents the Gvernment, while the ther represents the Oppsitin. The Gvernment team is cmpsed f a Prime Minister, wh speaks twice, and a Member f Gvernment, wh speaks nce. The Oppsitin team is cmpsed f a Leader f the Oppsitin, wh speaks twice, and a Member f the Oppsitin, wh speaks nce. The Gvernment prpses a specific case statement, which the gvernment team must demnstrate t be crrect. The Oppsitin des nt have t prpse anything, but must demnstrate that the case statement is nt crrect. The Speaker decides at the end f the rund, based n the arguments made in the rund, whether the Gvernment has prved its case r whether the Oppsitin has disprved it. The team which met its burden mre cnvincingly wins.
Rules f Debate Rules f Debate
(cndensed frm Cmpetitive Debate: Rules and Techniques,
by Gerge McCy Musgrave. New Yrk: H.W. Wilsn, 1957)
1. There are tw teams, each cnsisting f tw r three speakers.
2. Each team has tw r three cnstructive speeches, and tw t three rebuttal speeches. The affirmative gives the first cnstructive speech, and the rebuttals alternate: negative, affirmative, negative, affirmative. The affirmative has bth the first and last speeches f the debate.
3. When wrded as a prpsitin f plicy, the tpic requires the affirmative t supprt sme specified actin by sme particular individual r grup. The affirmative has the right t make any reasnable definitin f each f the terms f the prpsitin. If the negative challenges the reasnableness f a definitin by the affirmative, the judge must accept the definitin f the team that shws better grunds fr its interpretatin f the term.
4. The affirmative must advcate everything required by the tpic itself. N revisin f psitin f a team is permitted during the debate.
5. He wh asserts must prve. In rder t establish an assertin, the team must supprt it with enugh evidence and lgic t cnvince an intelligent but previusly uninfrmed persn that it is mre reasnable t believe the assertin than t disbelieve it. Facts must be accurate. Visual materials are permissible, and nce intrduced, they becme available fr the ppnents' use if desired.
6. In the questining perid, the questiner may ask any fair, clear questin that has a direct bearing n the debate. The questiner may use the perid t build up any part f his wn case, t tear dwn any part f his ppsitin's case, r t ascertain facts, such as the ppsitin's psitin n a certain issue, that can be used later in the debate. The questiner must cnfine himself t questins and nt make statements, cmments, r ask rhetrical questins.
7. Each speaker is questined as sn as he cncludes his cnstructive speech. The witness must answer the questins withut cnsulting his clleagues.
8. N new cnstructive arguments may be intrduced in the rebuttal perid. The affirmative must, if pssible, reply t the majr negative arguments befre the last rebuttal.
9. The judge must base his decisin entirely n the material presented, withut regard fr ther material which he may happen t pssess.
10. Any gains made utside f the established prcedure are disallwed.
词汇
assciate barrier brchure adequate eclgy autnmus federal defense plicy tax taxatin natin citizen citizenship celebratin birthplace tlerate tlerance migrant hmeland via superb rust rusty trpical splendr heritage abriginal frtnight reservatin highway cradle rainfall agriculture sw bachelr crrespnd we enclsure authrity desperate shrink barbecue paralyze sickness recver funnel snatch amngst vinegar uncnscius
词组
assciate with Great Barrier Reef ut f respect crrespnd with we … t talk …int …
语法
Revising f Predicative (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
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。
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
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