Module 10 Australia Unit 3 Language in use 教案-2024-2025学年外研版英语九年级上册

Module 10 Australia-Unit 3 Language in use教学设计 课题 Module 10 Australia-Unit 3 Language in use 课时 1 教学目标 Language Competence: Master prepositions of place/direction (e.g., "in the centre of") and present perfect with "ever/never" for describing experiences. Cultural Awareness: Understand Australian geography, customs, and symbols (e.g., Uluru, kangaroos) to compare with one’s own culture. Thinking Capacity: Analyze text structure (descriptive writing) and infer meanings from context. Learning Ability: Collaborate in discussions about Australia, using learned expressions to ask/answer questions. 重难点 Key: Using prepositions correctly in spatial descriptions; applying present perfect for life experiences. Difficult: Distinguishing "have been to" vs. "have gone to"; integrating cultural details naturally into communication. 教学环节 学习活动 新课教学 Teacher: Good afternoon, class! Today, we are going to continue our exploration of Australia in Module 10, and focus on Unit 3 Language in use. Before we start, let's do a quick warm - up. Who can tell me some words or phrases related to Australia that we learned in the previous units? Raise your hands. Student 1: Kangaroo. Student 2: Sydney Opera House. Student 3: Beach. Teacher: Great! You all have good memories. We've learned a lot about Australia's unique animals, famous landmarks, and beautiful beaches. Now, let's review some important sentences we've seen. Look at the screen. (Show the following sentences on the screen) I have some photos that I took in Australia last year. They wear special hats that keep the flies away. The horse that I rode was lazy. The game that they like most is Australian football. Teacher: Let's read these sentences together. (Students read the sentences) Now, can you tell me what kind of clauses these are? Yes, the part starting with “that” is an attributive clause. Who can explain what an attributive clause is? Student 4: An attributive clause is a clause that modifies a noun or a pronoun. Teacher: Exactly! You're very smart. In these sentences, the words like “photos”, “hats”, “horse” and “game” are the antecedents, and the clauses starting with “that” give more information about them. Let's take the first sentence “I have some photos that I took in Australia last year”. Here, “that I took in Australia last year” tells us which photos they are. Now, I want you to read the passage in Activity 1 and underline all the sentences with “that” clauses. Then try to translate them. Start now. (Students read and underline the sentences) Teacher: Time's up. Let's check. Who can share one of the sentences you underlined? Student 5: Bondi Beach is the most beautiful beach that I have ever seen. It means 邦迪海滩是我见过的最美丽的海滩。 Teacher: Very good. You translated it correctly. This “that” clause “that I have ever seen” describes the beach, showing how special Bondi Beach is. Now, let's look at Activity 2. We need to complete the conversations with “that” clauses. Let's do the first one together. “What surprised you most in Australia?” The answer could be “The animals that I saw in the wild surprised me most in Australia.” Now, work in pairs and complete the rest of the conversations. (Students work in pairs to complete the conversations) Teacher: Let's check your answers. Which pair wants to come to the front and read your completed conversations? Pair 1: — What is the most popular sport in Australia? — The sport that Australians like most in Australia is Australian football. — What do you call that famous Australian animal? — The animal that jumps very high is called a kangaroo. — What do the ancient Aboriginal stories describe? — The stories that the Aborigines passed down describe the creation of the world. — What is the food like in Australia? — The food that they eat in Australia is a mixture of different cultures. Teacher: Well done! Your answers are great. You've shown a good understanding of using “that” clauses to describe things. Now, let's play a fun game. It's called “Please guess”. I'll ask one student to stand up here. The rest of you turn around. Then I'll show a picture of an animal on the screen to the student who is standing. The student has to describe the animal using “This is an animal that...” and you all try to guess what it is. For example, if I show a picture of a panda, the student can say “This is an animal that is black and white. This is an animal that comes from China. This is an animal that eats bamboo. Please guess.” The first one to guess correctly gets a point. Let's start. Who wants to be the first describer? Student 6: I'll do it. (The teacher shows a picture of a koala to Student 6) Student 6: This is an animal that is cute. This is an animal that lives in trees. This is an animal that eats eucalyptus leaves. Please guess. Student 7: It's a koala! Teacher: Correct! Student 7 gets a point. Now, let's move on to Activity 4, 5 and 6. First, I'll read the words and phrases in these activities. Listen carefully. (The teacher reads the words and phrases) Teacher: Now, please complete Activity 4, 5 and 6. Work in groups of four. Discuss your answers within the group and then write them down. (Students work in groups to complete the activities) Teacher: Let's check your answers. Group 1, please tell us your answers for Activity 4. Group 1: (Give the answers for Activity 4) Teacher: Are there any different opinions from other groups? Okay, now Group 2, your answers for Activity 5. (The process continues until all activities are checked) Teacher: Well done, everyone. Now, let's do some listening practice. Look at the pictures in Activity 7. These pictures show some of Australia's animals and places of interest. Can you name some of them? Student 8: That's a kangaroo, and that's the Sydney Opera House. Student 9: And that's Ayers Rock. Teacher: Right. Now, I'll play the recording. Listen carefully and number the pictures in the order you hear them. (The teacher plays the recording) Teacher: Time's up. Who can tell me the order you got? Student 10: Picture d - 1, picture a - 2, picture c - 3, picture b - 4. Teacher: Correct. Good listening. Now, let's move on to Activity 8. First, read the short passage by yourself and then answer the true - false questions after it. Start reading. (Students read the passage and answer the questions) Teacher: Let's check the answers. For question 1, is it true or false? Student 11: True. Teacher: Correct. And question 2? (The teacher continues to check the answers for all the questions) Teacher: Now, let's focus on the phrase “as soon as” in the passage. “As soon as” means immediately when something happens. For example, “As soon as I got home, I started to do my homework.” Now, I want you to make sentences using “as soon as”. First, think about it by yourself, and then share your sentences with your partner. I'll walk around and listen. (Students make sentences and share with their partners) Teacher: Let's share some of your good sentences. Who wants to show us their sentence? Student 12: As soon as the bell rings, we will go to the playground. Teacher: Great sentence! You used it very well. Now, let's learn something about an Australian athlete. Look at the screen. This is Cathy Freeman. She is an Aboriginal and a very famous Australian sprinter. I'll introduce her to you. (Cathy Freeman was born in Slade Point, Mackay, Queensland. She was born in February 1973, and she is a retired Australian sprinter. She ran mostly in the 400 - metres event. She became the Olympic champion for the women's 400 - metres in the 2000 Summer Olympics. She lit the Olympic Flame at the beginning of the 2000 Games. She has won several medals at the Commonwealth Games, the Olympics, and the IAAF World Championships. She retired from athletics in 2003. In 1998, she was awarded Australian of the Year. In 2001, she was given both the World Sportswoman of the Year and the Medal of the Order of Australia.) Teacher: Now, read the passage about her in “Around the world” by yourself. Then, I'll ask some questions. (Students read the passage) Teacher: Okay, who can tell me what event did Cathy Freeman mainly participate in? Student 13: She mainly participated in the 400 - metres event. Teacher: Right. And when did she become the Olympic champion for the women's 400 - metres? Student 14: In the 2000 Summer Olympics. Teacher: Excellent. Now, for our last task today, we are going to make a poster about a country. You can choose any country you like, not just Australia. First, work in groups and discuss the following questions: Which country do you want to choose for your poster? What main topics about this country do you want to show on the poster? And in what way will you present the information? You can use pictures, words, or a combination of both. After class, you need to collect more information and pictures about the country you choose. We will share our posters in the next class. (Students start to discuss in groups) Teacher: Time's almost up. I hope you all had a good time learning today. Remember to review what we learned about Australia, especially the use of “that” clauses and new words and phrases. And don't forget to work on your posters. See you next class! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$