人教高中英语必修九综合教案Unit3 Australia

Unit3Australia

（-）教材分析：

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

生仔细问答仔细细读课文，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N3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问，既巩固了课文生词，又复习了旧词，还通过问伴之间相互交

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c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FI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TW题给予回答。

（二）教学目标

1.语言知识

associatebarrierbrochureadequateecologyautonomousfederal

defensepolicytaxtaxationnationcitizencitizenshipcelebration

词汇

birthplacetoleratetolerancemigranthomelandviasuperbrust

rustytropicalsplendorheritageaboriginalfortnightreservation

highwaycradlerainfallagriculturesowbachelorcorrespondowe

enclosureauthoritydesperateshrinkbarbecueparalyzesickness

recoverfunnelsnatchamongstvinegarunconscious

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-一表语

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）比学生对“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

Period.4UsingLanguage

Period5Debating&Writing

Period1Reading

I.Teachingaims:

1.EnablethestudentstolearnsomeinformationaboutAustralia

2.Trainthesludents,readingabi1ity(skimming,detailreading,distinguishing

differentstylesofarticles)

II.Teachingimportantpoints:

GetsomeinformationofAustraliainthetext

ID.Teachingdifficultpoints:

Enablethestudentstodistinguishdifferentstylesofextractarticles

IV.Teachingmethods:

Coopercitivelearning,taskbasedlearning

V.Teachingaids:

Acomputer,ablackboard,a,tape-record

VI.Teachingprocedures:

StepILead-in

1.Greeting

2.AskSstoguessthecountrywearegoingtotalkabout"Todaywearegoing

tolearnaboutacountry.Itisacountryandalsoacontinent.Itissurrounded

byoceans.Whilemanyothercountriesarehavingwinter,itisinsummer.In

thiscountry,youwillseemanyplantsandanimalsthatcannotbefoundany中here

else,suchasthekangaroo,koalabear,ect.Deyouknowwhichcountryitis?”

3.AskSstosaysomethingabouteachpictureanddistinguishwhatcitydoeseach

pictureassociateswith."HaveyoueverbeentoAustralia?Whatplacesdoyou

knowinAustralia?(Well-knowncities,famousscenicspots,etc.)Lookatthe

pictures.Whatdoyouseeineachpicture?Canyourecognisethem?Why?”

4.AskSstofindtheplaceslistedinQuestion1onthemap

5.AskSstoworkingroupsanddiscusswhattheyknowabouttheseplaces.

StepIIPre-reading

1.AskSstoquicklyglanceatthefivetextandanswerthequestionsdesignedfor

thispart.

2.GettheSsknowsomereadingstrategies:skimming,detailreadingandpaying

attentiontothewordsthatfrequentlyappearedinthetextandequallyimportant,

theirrelativewords.

StepHIReading

1.AsktheSstoreadthetextquicklyandanswerquestionslistedinExercise1,

Comprehendingpart.

2.AsktheSstoreadthetextindetail,underlinetheinformationtheydidn,t

knowbeforeandwritedownfivefactsthattheyconsidertobethemost

interestingandexchangeinformationingroups'work.

StepIVDiscussion

AsktheSstoworkingroupstodiscussthefollowingquestions.

1.WhatkindofpeopledoyouthinkmakeAustraliatheirhome?

2.EachyearlargenumbersofpeoplebecameAustraliancitizens.Whydoyouthink

theychoosetobecomecitizens?

3.WhendoyouthinktravelingbytrainacrossAustraliawouldbeappropriate

andwhendoyouthinktravelingbyplanewouldbemostsuitable?Givemore

thanonereasons.

4.InwhatpartofAustraliadoyouthinkmostagriculturetakesplace?Give

reasons.

5.WhydoyouthinkthepopulationofAustraliaissosmallwhenitissucha

largecountry?

6.ChoosefivewordsorphrasestodescribeAustralia.

StepVLanguagepoints

ExplainsomedifficultpointsaslistedinthePPT.

StepVIHomework

1.FinishEx.1,2,3,25.

2.WriteanarticleaboutthereasonswhypeoplewanttotravelinAustralia

Period2LanguagePoints

I.Teachingaims:

1.TargetLangucige

backgrounds,nation,citizens,tolerance,Aboriginal,homelands,migrants,

adequate,sow,hardship,bachelor,correspond,owe

2.Abilitygoals

EnableSstousethenewwordsinthetextorpassages

EnableSstogivecorrespondentdefinitionofeachnewword

EnableSstolearnusefulstrategytoexpandtheirvocabulary

II.Teachingimportantpoints:

EnableSstousethenewwordsincontext

EnableSstogivecorrespondentdefinitionofeachnewword

EnableSstolearnusefulstrategytoexpandtheirvocabulary

ID.Teachingdifficultpoints:

EnableSstogivecorrespondentdefinitionofeachnewword

EnableSstolearnusefulstrategytoexpandtheirvocabulary

IV.Teachingmethods:

Cooperativelearning,task-basedlearning

V.Teachingaids:

Acomputer,ablackboard,atape-recorded

VI.Teachingprocedures:

StepIGreetings

StepIILead-in

T:YesterdaywereadfiveshorttextswhichintroducecertainaspectsofAustralia,

eachshorttextiswritteninadifferentstyle,ardsodoyouknowwhatstylesare

they?

StepIIIWordStudy

1.Exlonpage24.FirstshowthewordsonthescreenandcheckSs'understanding

ofeachword.Thendotheexercise,thatis,askeachSstoreadoutasentence

andfigureoutwhatwordsshouldbefilledineachblank,andthentranslate

itintogoodChinese.

2.Ex2onpage25.AsktheSstoreadthetextandtrytoguessthemeaningofeach

boldedwordsinthecontextandtrytoexplaintheminEnglish.Thenaskthem

tolookupthewordsinEnglish-Englishdictionary,andcheckwhethertheir

formerdefinitionsarerightorwrong.

3.Ex3onpage25.AskSstofo11owtheexampleandtrytowriteclownasmanywords

relatedtoeachofthefollowingwordsaspossible,

tax:taxation,taxed,taxable,taxman,taxpayer

home:homework,hon'ely,homeland,homeless,homemaker,homecoining,homesick

rust:rusty,rustproof

time:timely,timing,timekeeper,timer,timepiece,timesaving,timetable,

timeless

StepIVConsolidatingExercise

Choosethecorrectwordstocompletethefollowingsentences.

autonomoustastydesperateunconscious

aboriginaladequaterustysuperb

1)Theyoungwomanseemedtobeasleep,butinfactshewas.

2)Thehouselookedoldformoutside,butinsideitwas.

3)Theknifeappeared,butitprovedtobeextremelysharp.

4)ThenameoftheplacesoundslikeEnglish,butitis.

5)Thefruitsmelledbad,butitturnedouttobevery.

6)Thefoodandwaterseemedquality,buttheymadeussick.

7)Thesituationseemedquality,butitprovedtobehopeful.

8)Thisislandappearstobeanindependentcountry,butactuallyitistobe

a(n)regionwithinthecountry.

Keys:unconscioussuperbrustyaboriginaltastyadequatedesperate

autonomous

StepV.Homework

DoExerciseintheworkbook69Exl,2,3,4.

Period3Grammar:RevisingofthePredicative

I.Teachingaims:

1.EnabletheSstograspwhatcanfunctionaspredicative(words,phrases,

nonfinite,clauses)

2.EnabletheSstoapplythisgrammarpointtothedailyuseofEnglish

II.Teachingimportantpoints:

Whatcanfunctionaspredicativeandhowtousecorrectlyusethemtothecontext

ID.Teachingdifficultpoints:

Whatcanfunctionaspredicativeandhowtocorrectlyapplythemtothecontext

IV.Teachingmethods:

Inductiveanddeductivemethods,task-basedlearningandcooperativelearning

V.Teachingaids:

Acomputer,ablackboard

VI.Teachingprocedures:

(Pre-class)

1.GettheSstocollectsomepicturesofAustraliaanddescribethemrespectively

StepIIRevisionandleadin

1.Askthestudentstorecal1whatthey,velearnedinthepreviousreading

passage(fiveshorttextsintheReadingpart)

2.Askthemagroupofquestions:

WhereisAustralia?

HowdoyoulikeAustralia?UseseveralAdjectivestodescribeit.

DoyouthinkAustraliaisawonderfultouristdestination?

HowwouldyoufeelifyouofferedachancetotouraroundAustralia?

ThenwritedownSs'answers,ofcourseeachanswercontainsapredicative,

sounderlinethen,thusleadintoday,snainfocus—grammarpointthe

predicative.

StepHIDiscoveringtherules

1.AsktheSstoturntopage26andunderlineallthepredicativesinExercise

1&Exercise2.InExercise2,haveapairofSstoactoutthedialogue.

2.Thencheckanswers.

3.Askthemtosummarizewhatcanfunctionaspredicativesinsentences.

So,togetherwiththeSsweworkoutthatadj,noun,pronoun,numeral,adv,

prepositionalphrases,infinitives,-ing.-ed,clausescanfunctionas

predicatives.

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：bebecome

feelgrowprovesmelltasteappeargetgoremain

soundseemstaykeep

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.Areyousic总

4.形容词只能作表语，不能作定语，如：

afraidasleepreadyunablealive

awaregladsorrywel1alonesure

可以说“Shofeltglad.”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.

Hoysareboys.

He'snottherightmanforthejob.

Sheseemedanidealwifeforhim.

6.可以接不定式的系动词有：

beappearproveseem

例如：

Theyonlyaimwastogetsuccess.

Sheappearstohavemanybeautifuldresses.

Itprovedtobemucheasierthannehavethought.

StepVConsolidatingandApplyingtherule

ExercisetobeshownonthePPTandonestudentatatimetodotheexercise

orally.(Judgingwhetherthesentencescontainpredicatives,usingsentence

pattern“S+V+P“torewritesentences,correspondentpracticesin

workbooks.

StepVISummaryandAssignment

1.Makeasummaryoftoday,stask.

2.AssignSstosrurfthewriteashortarticletointroduceanobjector

anexperience,usingasmanypredicativesaspossibleinthearticle.

Period4Usinglanguage

I.Teachingaims:

1.EnabletheSstogetsomebasicknowledgeaboutdangerouscreaturesin

Australia

2.HelpSslearnhowtoprotectthemselvesfromthedangerouscreaturesin

Australia

II.Teachingimportantpoints:

EnabletheSstoknowwhatattentionshouldbepaidwhilecampinginAustralia

to

protectthemselvestotallysafefromthedangerouscreatures

HLTeachingdifficultpoints:

TeachtheSshowtofigureoutthebestwaystostaysafewhi1ecampingoutside

IV.Teachingmethods:

Task-basedlearningandcooperativelearning

V.Teachingaids:

Acomputer,ablackboard,arecorder

VI.Teachingprocedures:

StepILead-in

1.Greetings.

2.AsksomestudentstotalkaboutwhattheyknowaboutwildlifeinAustralia

andwhatth.eyshouldpayattentiontoiftheyarcoffci'cdachancetotravel

aroundAustralia.Thusleadtotodayfstopic.

StepIIListening

1.Pre-listening(AskSstoturntopage26andtopredictwhatWeiPingmight

benervousabout.)

2.Listeningtask(Exercise2answerthequestions)

3.Listeningtask(Exercise3-fillingtheblanks)

4.Listeningagainandhavingadiscussion

Keystotasks2

I.Heisworriedaboutsnakes.

2.No.Becausehedoesnotbelievetheyarelikelytoseeanyandheknowswhat

precautionstotakeagainstbeingbitten.

3.HeprobablyhastalkedhimaroundbecauseheassuredWeiPingthattherewas

verylittledanger.Alsothefactthat,WeiPingsummarizedtheadviceBob

gavehimsuggestsIhaIhehasacceptedbob'sassurances.

Keystotask2

snakebootsandlongtrousersanoisedonotmoveavoidwalking

Keystotask3

1.BecauseWeiPingmaythinkthebushmeanswildanddangerousland,but

Australiansuseittomeanthecountrysidewheretherearenrtanyhouses

orfarmsorothersignsofhumans.

2.Becausesnakesdon'thavelegs(thisiswherethehumorlies)

StepIIIExtensiveReading

1.Pre-reading(AskSsjustreadthetitleardlookatthepicturetopredict

whattheyexpecttoreadinthetext)

2.AskSstoreadthewholetextandcheckwhetherwhattheirpredictionsare

rightandtellthemainideaofthetext

3.AskSstoreadthewholetextforspecificinformation,thatis,toanswer

questionslistedinExercise2.

KeysofExercise2:

1.115differentkindsofsnakesand2,000differentkindsofspiders.Only

afewkindsofspidersandsnakes.arecapableofkillinghumans.

2.Mostjellyfishcancauseseverepaintoanyonewhotouchesthembutonly

theboxjellyfishcankillahuman

3.Itwascheapertohireacarwithotherpeoplebecausetheycouldsharethe

cost.Alsoheprobablyonjoyedbeinginthecompanyofothertourists.

4.Thesaltwatercrocodile.

5.Theislandusedtobeaveryharshprisonforthemostdangerouspi'isoners.

StepIVDiscussion

1.AskeveryfourSstoformagroupandreadtherelativeinformation

2.AsktheSstodividetheinformationintocertainpointsandgivesuggestions

toeachpoint

Forexample:(crocodile)Showtheexampleonthescreen.

1.foundonlyinthefarnorthofAustralianeartheriversandwaterhoi管

DonftgotothenorthofAustraliaandstyswayfromriversandwaterholes.

2.Therearesignstowarnpeople.____^Don'tgonearwaterplaceswherethere

isawaningsign.

3.stayhiddeninthewateroronthelandclosetowaten.

Don"tgonearwateralone./Donftswiminwatersthatarenotfamiliarto

you.

StepVAssignment

AskSstogetpreparedforthedebate(dividethewholeclassintotwosides:

fororcigainst)inthenextperiod.Debatingtopic:

**Australiaisadangerousplacetovisit.”

Period4Debating&Writing

I.Teachingaims:

1.EnabletheSstousetheyinformationthey'veacquiredtocarryoutadebate

2.EnableSstooffertheiradviceandopinionsonacertainproblemsothers

comeacross

3.EnabletheSstoreplyanE-mailtogiveadviceonwhetherstayinginSydney

orcampinginNationalPark

II.Teachingimportantpoints:

EnabletheSsmastersomebasicknowledgeofdebating

EnabletheSstoreplyanE-mailofferingadvicetoafriendwhoisconfronted

withdifficultyinmakingdecisions

ID.Teachingdifficultpoints:

EnabletheSstoapplythebasicknowledgeofdebatingtorealdebatingoccasion

EnabletheSstomasterhowtogiveareplyandofferadvicetosolveothersproblems

IV.Teachingmethods:

Task-basedlearningandcooperativelearning

V.Teachingaids:

Acomputer,ablackboard,arecorder

VI.Teachingprocedures:

StepIIntroduction

T:LastperiodIassignedyoutogetpreparedforthedebate.Sohaveyoumadefull

preparation?Ok,beforewecarryoutthedebate,let'sgoovertherulesofdebate.

YoucanrefertotheSupplementmaterialsofdebate.

StepIIDebate

1.Dividethewholeclassintotwolargegroups(A&B),andthenaskeverythree

Sstoformateamandhaveadiscussiononhowtoargue.

2.Choosetwoteamswithdifferentideastobeseatedfacetoface.

3.Thenchairthedebate,andasktheSstocarryitoutaccordingtotheprocedure

whichwaspreviouslymentioned.

4.Summary:tomakeasummaryofthedebateandpresentawardstotheexcellent

debaters.

StepHIWriting

1.AsktheSstoreadtheE-mailandtomakeoutwhydoesLiHaidiwritethisE-mail?

2.Thengooverthetipsofareplytogethertomakeitclearthattheseelements

shouldbeincludedintheirreply.

3.Iftimenotallowed,asktheSstofinishthereplyE-mailafterclassastKeir

assignment.

StepIVHomework

1.AsktheSstofinishthereplyinthewritingpart.

2.Teamwork:Askeachteamtoworkout“AweektravelingtoAustraliaM.That

is,theyareworkingfortravelagenciesandareassignedtodesignaroute“A

weektravelingtoAustralia“Todothework,theyshouldfirstlookupfor

information,namesoftouristdestinations,theirfeatures,location,meansof

transportation,accommodation,etc.Andthentheyhciveadiscussiontogetthe

jobdone.Thennexttimechoosethebestdesignedroutes.

Supplementmaterialsofdebate

Introduction

AdebateroundhastwoteamswithtwodebaterseachandaSpeaker.TheSpeakerserves

asboththejudgeandarbiteroftherulesduringtheround.Noteherethat"Speaker”

alwaysreferstothejudgefromthispointforward.Oneteamrepresentsthe

Government,whiletheotherrepresentstheOpposition.TheGovernmentteamis

composedofaPrimeMinister,whospeakstwice,andaMemberofGovernment,whospeaks

once.TheOppositionteamiscomposedofaLeaderoftheOpposition,whospeakstwice,

andaMemberoftheOpposition,whospeaksonce.TheGovernmentproposesaspecific

casestatement,whichthegovernmentteammustdemonstratetobe,correct.The

Oppositiondoesnothavetoproposeanything,butmustdemonstratethatthecase

statementisnotcorrect.TheSpeakerdecidesattheendoftheround,basedonthe

argumentsmadeintheround,whethertheGovernmenthasproveditscaseorwhether

theOppositionhasdisprovedit.Theteamwhichmetitsburdenmoreconvincingly

wins.

RulesofDebateRulesofDebate

(condensedfromCompetitiveDebate:RulesandTechniques,

byGeorgeMcCoyMusgrave.NewYork:H.W.Wilson,1957)

1.Therearetwoteams,eachconsistingoftwoorthreespeakers.

2.Eachteamhastwoorthreeconstructivespeeches,andtwotothreerebuttal

speeches.Theaffirmativegivesthefirstconstructivespeech,andtherebuttals

alternate:negative,affirmative,negative,affirmative.Theaffirmativehasboth

thefirstandlastspeechesofthedebate.

3.Whenwordedasapropositionofpolicy,thetopicrequirestheaffirmativeto

supportsomespecifiedactionbysomeparticularindividualorgroup.The

affirmativehastherighttomakeanyreasonabledefinitionofeachoftheterms

oftheproposition.Ifthenegativechallengesthereasonablenessofadefinition

bytheeiffirmative,thejudgemustacceptthedefinitionoftheteamthatshowsbetter

groundsforitsinterpretationoftheterm.

4.Theaffirmativemustadvocateeverythingrequiredbythetopicitself.Norevision

ofpositionofateamispermittedduringthedebate.

5.Hewhoassertsmustprove.Inordertoestablishanassertion,theteammust

supportitwithenoughevidenceandlogictoconvinceanintelligentbutpreviously

uninformedpersonthatitismorereasonabletobelievetheassertionthanto

disbelieveit.Factsmustbeaccurate.Visualmaterialsarcpermissible,andonce

introduced,theybecomeavailablefortheopponents'useifdesired.

6.Inthequestioningperiod,thequestionermayaskanyfair,clearquestionthat

hasadirectbearingonthedebate.Thequestionermayusetheperiodtobuild

upanypartofhisowncase,toteardownanypartofhisopposition,scase,or

toascertainfacts,suchastheopposition'spositiononacertainissue,that

canbeusedlaterinthedebate.Thequestionermustconfinehimselftoquestions

andnotmakestatements,comments,oraskrhetoricalquestions.

7.Eachspeakerisquestionedassoonasheconcludeshisconstructivespeech.

Thewitnessmustanswerthequestionswithoutconsultinghiscolleagues.

8.Nonewconstructiveargumentsmaybeintroducedintherebuttalperiod.The

affirmativemust,ifpossible,replytothemajornegcitiveargumentsbeforethe

lastrebuttal.

9.Thejudgemustbasehisdecisionentirelyonthematerialpresented,without

regardforothermaterialwhichhemayhappentopossess.

10.Anygainsmadeoutsideoftheestablishedprocedurearedisallowed.

Unit3Australia

(-)教材分析：

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

生仔细问答仔细细读课文，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/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)o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我想空间，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。语法部分匆: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c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

associatebarrierbrochureadequateecologyautonomousfederal

defensepolicytaxtaxationnationcitizencitizenshipcelebration

birthplacetoleratetolerancemigranthomelandviasuperbrust

词汇rustytropicalsplendorheritageaboriginalfortnightrsservation

highwaycradlerainfallagriculturesowbachelorcorrespondowe

enclosureauthoritydesperateshrinkbarbecueparalyzesickness

recoverfunnelsnatchamongstvinegarunconscious

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。