Module 10 Australia Unit 2教学设计 2024-2025学年外研版九年级英语上册

九年级外研版Module 10 Australia教学设计 Unit 2 The game that they like most is Australian football 一 、教学内容分析 本节课内容是Module10的第二单元，是一节阅读课，通过书信的形式描述了Tony的旅行经历及感受。本文以时间作为线索，Tony在描述旅行经历之余，也从自然风光、土著文化、生活方式、季节气候、语言习惯等方面介绍了澳大利亚的迷人之处，对第一单元对澳大利亚的描述加以补充。 本课突出知识性和文化性，侧重培养学生的阅读技能，训练学生运用定语从句来描述旅行经历。学生通过阅读了解并表述澳大利亚的风情， 学会尊重其他国家的习俗和生活方式， 通过对比，了解英澳两国文化习俗上的差异， 培养学生文化意识和爱国情感。 二、学情分析 本课授课对象是九年级学生，在以往的学习中接触过跨文化交际的信息。通过第一单元的学习对澳大利亚的风土人情有一定的了解，并且对定语从句也有了解。本课话题围绕Tony的旅行经历，学生们能较快的跟随作者的思路对澳大利亚进行“观光”。 三、教学目标 1. 语言知识目标 （1）词汇：学会使用period,spirit,relationship,relative等 （2）短语：理解并学会使用be surprised at,in their own way 等 （3）语法：了解并翻译that引导的定语从句。 2. 语言技能与学习策略目标 （1）能通过标题、图片预测主旨大意 （2）能通过默读获取文本主要信息，掌握阅读技巧 （3）能在语境中理解并学习词汇 （4）课后能描述相关话题 3. 情感态度与文化意识目标 能够了解不同国家的风景和文化特征，通过对比分析，增强民族意识；培养对世界各国自然和文化的兴趣。 教学流程 I. 读前：话题背景激活 Step 1 Presentation ---News Broadcast Students’ presentation The content is a continuation of unit 1 and is relevant to the topic in unit 2 【设计意图】：学生课前展示---新闻播报。这既是对unit 1课前活动的延续，也与unit 2 的话题和内容密切相关，激活话题，导入本课。 Step 2 Lead-in and Describe T: Read the title together. Look at the following pictures carefully, try to describe them according to students’ abilities. Level C----words Level B----sentences Level A----sentences with Attributive clauses T：Now let’s read the passage and see how the writer describe them. 【设计意图】：根据学生不同的能力，分层次的回答问题。设置情境根据图片猜测文中内容，帮助学生带入角色，然后带着疑问快速浏览文章，充分调动学生阅读的积极性。 II. 读中：信息获取 巩固技巧 构建问题链 Step3 Fast-reading( for the writing sequence and the main idea ) T:Tony is in Australia now, here is his letter. Fast read the passage and answer the questions in 3 minutes. Q1.Who is his “letter” written to? Q2.How many days has Tony been in Australia? Additional question: the first day----paragraph 1--5 the second day---paragraph 6 Q3.Find out the sentences or paragraphs that describe the pictures 【设计意图】：分析文本的文体，文章的写作线索，将文本中描述图片的段落或语句与图片相匹配。 Step 4 Detail Reading（to strengthen the ability of note taking and comprehensive reading） T: Read the letter again carefully and answer the questions. Pay attention to the reading methods: Underline(key information) and Sum (them) up. Q1.What did Tony do on the first day? Q2.How is the relationship between Australians and the British? Q3.What's the environment around Ayers Rock like? Q4.Do Australians and the British speak English in the same way? Q5.What does Tony think of his trip? While reading, ask some students to write their answers on the blackboard individually.(Especially those who makes some typical mistakes,thus to strengthen the reading methods) 【设计意图】：强调使用画关键信息和总结的方法，详读课文。找一些犯典型错误的同学板答答案，进而强化答题方法 Step 5 Check answers and further analyze the passage (1) Check the answer to the first question. Ask students where they find the answer. Reread the answer on the blackboard and explain to them Tip1. Additional question:Why did he take a plane tour over Ayers Rock instead of climbing it? Read Paragraph 1 and find the information which may help them answer together. Between lines: how big it was/ the colors turn.../a centre of .../the spirits.... Guide them to think about the answers, like “it’s so big”, “to protect it” ,“respect the culture” Beyond the lines: Guide them to think about the answers, like “it’s time-saving and comfortable”, “it may be the rule”, “to have a better view” 【设计意图】：分析学生的答案，巩固答题方法，给出指导建议。利用方法和建议共同回答追加问题，引导学生从文本中和文本外分析合理答案。 (2) Check the answer to the second question. Ask students where they find the answer. Reread the answer on the blackboard and explain to them Tip2-4. Cross culture information: The reason why Australians have a close relationship with the British. (Through comparing the national flags) Additional questions: What does paragraph 2 mainly talk about? 【设计意图】：通过细节总结段落大意，帮助学生理清逻辑；分享跨文化交际信息，扩展学生眼界。 (3) Check the answer to the third question. Ask students where they find the answer. Reread the answer on the blackboard and explain to them Tip5. Additional question:What season is it in the UK in December? What may attract Tony in this paragraph? 【设计意图】：渗透答题技巧，让学生学会分析、综合；通过跨学科的知识串联，引导学生体会本段中让Tony感兴趣的是南北半球的环境。 (4) Check the answer to the third question. Ask students where they find the answer. Reread the answer on the blackboard. Additional question:Give one or two examples of Australian English? Enlarge the form, and tell students that language is also part of the way of life. Then, make a comparison between Australian and British ways of life. Guide students to think that : Tony is British, and he may be interested in the way Australians speak English. 【设计意图】：综合巩固本课的答题技巧，引导学生思考本段中的吸引Tony之处。 (5) Check the answer to the third question. Ask students where they find the answer. Reread the answer on the blackboard. Additional question:What's Tony's attitude(态度) towards the horse riding experience? 【设计意图】：通过比较分析，将学生带入人设，深度感知作者的情感。 (6) Sum up: 1.What attractions does Tony write about in his letter? 2.What reading methods have we learned? (Ask students to conclude) 【设计意图】：引导学生分析文本各段主题，并归类，得出的结论即是在写记叙旅游经历的主要框架；总结本课强调的阅读理解的答题技巧。 III. 读后 重组文本信息 小组合作表达 Step 5 Group work What interests you most about Australia? Try to introduce it to your classmates. 【设计意图】：综合本课所学，选取自己喜欢的方面，通过小组合作学习，结合定语从句进行表述并展示。 6 学科网（北京）股份有限公司 $$