1、外研版九年级上册英语Module 10 Australia大单元教学设计单元主题Module 10 Australia授课人年级九年级上册课型新授课课时5单元内容分析本模块主题属于“人与自然”范畴，涉及“世界主要国家的地理位置，不同地区的生态特征与自然景观”。主要讲述了澳大利亚的自然风光、地理环境、风俗习惯和体育运动等。学生对“旅游”这个话题熟悉并且感兴趣。通过本模块的学习，学生能够掌握定语从句的用法，能更准确地描述某一地方的风土人情，从而更好地与他人交往。Unit 1主要围绕托尼向爸爸寻求建议这一话题而展开讨论了澳大利亚的风光，并引出第二单元托尼的信。并通过该话题，充分练习了学生的口语和反应
2、能力。Unit 2属于阅读部分和写作部分，它用几幅关于澳大利亚的著名风景的图画，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。要求学生快速浏览短文后，完成课后的问题。教材设计了四个与课文内容和词汇有关的练习。第一：读信，找出信中涉及到的“five colours，four kinds of food，three animals，four sports”。第二：完成表格。帮助学生细致地理解课文。第三：用所给单词的正确形式完成句子。帮助学生理解词汇在语境中的意义，捕捉细节信息。第四：写作。通过学习课文，学会描述你在中国曾经旅游过的地方和写一封类似的信。Unit 3通过短文学习、补
3、充对话、造句等学习活动，使学生对前两单元的知识点进行概括和总结。要求学生掌握并练习that引导的定语从句。学情分析单元教学目标1掌握本单元的单词、短语和句型。2能用英语回答课后提出的问题。3掌握定语从句的定义和结构。4谈论澳大利亚的人文和地理，能准确地描述某一地方的风土人情。重难点1重点：(1)了解澳大利亚的主要城市、自然风光、野生动植物、风俗习惯和体育事业。(2)掌握定语从句的定义和结构。2难点：(1)归纳复习语法项目定语从句。(2)让学生学会描述所去过的旅游胜地，准确地描述某一地方的风土人情。Module 10课时教学设计教学内容Unit 1I have some photos that
4、I took in Australia last year.课 型Listening and speaking 二次设计教学课时2 2素养目标1正确流利地朗读课文，能够在语境中熟练运用目标单词和短语。2能将文本对话迁移到其他语境中运用。3了解澳大利亚的文化，谈论自己的旅游经历，使学生对生活充满期待与热情。教学重点1.领会并灵活使用本单元词汇及句型。2.借助提示说出对话的主要内容，了解澳大利亚的文化和风景特征。3.了解定语从句。教学难点能将文本对话迁移到其他语境中，谈论自己的旅游经历。教学过程Step 1LeadinGuessing game 【设计意图】通过猜图片的游戏，导入旅游话题，提高学生
5、的学习兴趣。Step 2Vocabulary1Read new words.2Read after the recording/teacher and pay attention to the pronunciation.【设计意图】学习新单词，为后文的学习扫清障碍。Step 3Presentation【设计意图】通过识别澳大利亚的图片与描述，创设语境，为后文有关澳大利亚旅游经历的对话学习进行铺垫。Step 4Listening and reading 【设计意图】通过练习，培养学生提取关键信息并获取文章大意的能力。Step 5Reading Let students think and ta
6、lk about the following questions：(1)Have you ever been to other countries? Could you introduce it to us?(2)Do you know any famous places in China? What are they?(3)Do you love your country? Why?【设计意图】引导学生勇敢流畅地表达自己的经历与所见，锻炼学生的口语表达能力。Step 6Practice1Read the dialogue and answer the questions in Activit
7、y 4.2Complete the passage with the correct form of the words and expression in the box in Activity 5.3Check the answers.4After this，let students discuss and underline some sentences that they dont understand in Activity 3.5The teacher explains these sentences and introduce the new grammar：attributiv
8、e clause with that.【设计意图】通过讨论合作的方式找出文章中的重点和难点以及语法，提高学生分析文章重难点句型的能力，初步了解that引导的定语从句。Step 7Pronunciation and speaking1Say the sentences aloud in Activity 6.(1)Here we go. (2)Yes，of course! (3)Thats really funny!2Play the recording and repeat after it.3Do Activity 7.Ask the students to think of a place
9、 they have visited.Make notes about the best things they have seen there.4Work in pairs.Ask and answer questions about the place like this：A：Whats the name of the place that you have visited?B：Its called Mount Tai.【设计意图】通过练习对话的活动，让学生能熟练运用目标语言谈论自己去过的地方。作业设计 基础性作业1.Remember the words and phrases in th
10、is unit.2. Do the exercises in the workbook. 拓展性作业Let the students write a passage about a place they have visited.板书设计 教学反思教学内容Unit 2The game that they like most is Australian football.课 型Reading and writing 二次设计教学课时2 素养目标1读懂介绍旅游的文章，理解语篇主题和细节。2能够通过阅读了解澳大利亚的风景，了解它的自然环境与文化。3通过阅读，领略澳大利亚的风景与文化，培养学生热爱大自
11、然的情感。教学重点能用英语阐述个人的旅游经历。教学难点进一步掌握that引导的定语从句，并将其运用到写作中。教学过程Step 1LeadinShow some pictures about Australia and talk about these pictures：(1)Animals in Australia (2)Food that Australians like (3)Sports that Australians like【设计意图】通过澳大利亚的图片与描述，谈论动物、饮食、运动，引出话题，创设语境。Step 2ReadingBefore reading1Look at the
12、pictures in Activity 1 and describe them.2Predict (Look at the pictures and guess)：What is Tony going to say in his letter?【设计意图】根据图片预测书信内容，培养学生看图预测的能力。While reading1ScanningRead the passage in Activity 2 and match the main idea with each paragraph.Para. 1Australian way of lifePara. 2weatherPara. 3l
13、anguagePara. 4Ayers rock and the AboriginesPara. 5&6 events during the trip【设计意图】通过快速阅读，获取每段大意，把握文章结构。2Intensive reading(精读)(1)Play the recording，read the letter carefully and finish Activity 3.Let the students share their findings.(2)Complete the table in Activity 4 according to the letter.Then che
14、ck the answers.(3)Read the words in the yellow box in Activity 5.(4)Complete the sentences with the words in the box.(5)Read the sentences and check the answers.【设计意图】通过完成略读、精读的活动，让学生按照时间顺序，整合本文第二条主线，梳理澳大利亚土著文化、生活方式、气候特点、语言差异。After reading1Play the recording again and ask students read after it alou
15、d.2Read the text again and then finish the following mind map.3Retell the story using his/her words according to the mind map.【设计意图】通过复述文章，既能锻炼学生的记忆能力，也能让学生更透彻地理解文章，进一步了解澳大利亚的风土人情。Step 3Writing1Write a letter about a visit to a place in China of Activity 6.Choose a place you have visited in China.Ma
16、ke a list of things you are going to write about：people；food；ways of life；events during the trip2Let students write a letter to a relative or a friend and tell them about the visit.Begin and end the letter like Tonys.【设计意图】通过写信，锻炼学生的写作能力，也让学生能更好地运用所学知识描述自己的旅游经历。作业设计 基础性作业1. Review the words and note
17、s in this unit. 2. Read the passage fluently and recite it if you are LevelA&B. 3. Do the exercises on the exercise book. 拓展性作业1.Finish the exercises in the workbook.2.Finish the written task on page 88.89.板书设计 教学反思教学内容Module10 Unit3 Language in use. 课 型Revision and application 二次设计教学课时1 素养目标1掌握that
18、引导的定语从句。 2能用英文描述旅行中的人物故事。3通过小组共同制作海报，培养学生的团队合作意识。教学重点1.熟练运用本模块出现的重点词汇、短语和句型。2.掌握that引导的定语从句。教学难点学会用英文讲故事或描述旅行或人物。教学过程Step 1LeadinAsk and answer the questions about Australia：(1)Have you been to Australia? (2)Can you tell me something about Australia?For example：Australia is a country which/that【设计意图
19、】通过问题导入，既回顾了澳大利亚的风光，也让学生具体运用了定语从句。Step 2Language practice1Read the sentences and fill in the blanks with the proper words and check the answers.(1)I have some photos_that I took in Australia last year.(2)They wear special hats that keep the flies away.(3)The horse_that I rode was lazy.(4)The game th
20、at they like most is Australian football.2Check the answers.【设计意图】通过挖空设计，让学生更好地感受定语从句的具体用法。Step 3Work on Activity 11Read the passage and underline all the sentences with that.Bondi Beach is the most beautiful beach that I have ever seen.It is a huge，wide beach that is very popular for swimming and o
21、ther water sports.The hotel that we stayed in was right on the beach.2Now work in pairs.Discuss the meaning of the sentences with that.3The teacher explains the grammar：attributive clausesthat引导定语从句：that为定语从句的引导词，放在先行词及定于从句之间起连接作用，同时在定语从句中充当句子成分。 that 引导的定语从句既可以修饰无生命的事物，也可以修饰有生命的动物或人，that 在从句中作主语或宾语
22、(作宾语时可以省略)。关系代词只能用that的情况：(1)如果先行词是 all，much，anything，something，nothing，everything，little，none 等不定代词，关系代词一般只用that，不用which。例如：All the people that are present burst into tears.Is there anything that I can do for you?(2)如果先行词被 the only，the very，the same，the last，the best 等词修饰，关系代词常用that (指人时，可以用who)。例如
23、：This is the very book that I want to find.That is the best film that we have seen.(3)当先行词被 all，every，no，some，any，little，much 所修饰时。例如：You can take any seat that is free.(4)当先行词被序数词或形容词最高级所修饰时。例如：It is the first foreign book that I have ever seen. This is the most beautiful flower that I have seen.(5
24、)在there be句型中，常用that。例如：There is a man that lives in that village.(6)先行词有两个，一个指人，一个指物，关系代词应该用that。例如：The boy and the dog that are in the picture are very lovely.【设计意图】通过学生的讨论和老师的讲解，让学生更加明确、系统地学习that引导的定语从句。Step 4Practice1Complete the conversations.Use “that” to finish Activity 2. 2Check the answers.
25、【设计意图】通过that引导的定语从句的练习，巩固该语法知识。Step 5Group work1Think of an animal and write some sentences about it，starting with This is an animal thatin Activity 3.2Now read your sentences to your group members.How quickly can your group members guess what it is?【设计意图】通过用that引导的定语从句来描述动物，让学生比赛猜测，既巩固了定语从句，也激发了学生的
26、学习兴趣。Step 6Practice1Put the words into the correct column in Activity 4.2Complete the conversation with the expressions in the box in Activity 5. 3Check the answers.【设计意图】通过对词汇的分类，以及短语的设空练习，让学生熟练运用本模块出现的重点词汇、短语和句型。Step 7Listening1Let students talk about the four pictures in Activity 6.2Listen and nu
27、mber the pictures. 3Listen again and check the answers.【设计意图】通过图片及排序，再次回顾澳大利亚的相关内容，使学生加深对澳大利亚风土人情的了解。Step 8Reading1Read the passage in Activity 7 and check() the true sentences. 2Check the answers.【设计意图】通过阅读澳大利亚的旅游经历，让学生加深对澳大利亚的了解，也进一步学习如何用文章来讲述自己的旅游故事。Step 9Around the worldRead the passage and lear
28、n something about Cathy Freeman，Aboriginal hero of Australia.【设计意图】通过文章的学习，让学生了解澳大利亚英雄凯西弗里曼。Step 10Module task1Work in groups.Let students talk about what they would like to include in the poster and how to present it in Activity 8.2Collect and present their information.Finish Activity 9.3Display the poster to the class.Finish Activity 10.【设计意图】通过小组合作制作海报，培养了学生团结协作的意识，也给了学生足够的发挥空间。作业设计 基础性作业1.Review the words and notes in this module. 2拓展性作业WritingWrite a passage about your personal time when you are home alone.板书设计 教学反思第 16 页 共 16 页
