【正文】 Writing Ⅰ . Teaching aims: 1. Enable the Ss to use they information they’ve acquired to carry out a debate 2. Enable Ss to offer their advice and opinions on a certain problems others e across 3. Enable the Ss to reply an Email to give advice on whether staying in Sydney or camping in National Park Ⅱ . Teaching important points: Enable the Ss master some basic knowledge of debating Enable the Ss to reply an Email offering advice to a friend who is confronted with difficulty in making decisions Ⅲ . Teaching difficult points Enable the Ss to apply the basic knowledge of debating to real debating occasion Enable the Ss to master how to give a reply and offer advice to solve others problems Ⅳ . Teaching methods: Taskbased learning and cooperative learning Ⅴ . Teaching aids: A puter, a blackboard, a recorder Ⅵ . Teaching procedures: StepⅠ Introduction T: Last period I assigned you to get prepared for the debate. So have you made full preparation? Ok, before we carry out the debate, let’s go over the rules of debate. You can refer to the Supplement materials of debate. StepⅡ Debate 1. Divide the whole class into two large groups (A amp。 （二）教學(xué)目標(biāo) 1．語 言知識 詞匯 associate barrier brochure adequate ecology autonomous federal defense policy tax taxation nation citizen citizenship celebration birthplace tolerate tolerance migrant homeland via superb rust rusty tropical splendor heritage aboriginal fortnight reservation highway cradle rainfall agriculture sow bachelor correspond owe enclosure authority desperate shrink barbecue paralyze sickness recover funnel snatch amongst vinegar unconscious 詞組 associate with Great Barrier Reef out of respect correspond with owe … to talk …into … 語法 Revising of Predicative (復(fù)習(xí)表語 ) 歸納總結(jié)在句中作表語的可以是：名詞短語、數(shù)詞、代詞、形容詞、副詞、非謂語動詞、介詞短語 /詞組、從句。 語言的運用分為 “聽說 ”和 “閱 讀討論 ” 兩部分。最后，再查 英英詞典，將你不認(rèn)識的單詞的定義寫在 “定義 ”一欄中。這個練習(xí)從形式上看比較簡單，但他能使學(xué)生對文中信息進(jìn)行主動加工，從認(rèn)知層面提升到思維層面，從而書本上的知識納入了自己的知識體系。 Unit 3 Australia （一）教材分析： 本單元的中心話題是 “澳大利亞 ”，主要內(nèi)容涉及澳大利亞的地理、歷史、主要城市、自然風(fēng)光、野生動植物、風(fēng)俗習(xí)慣等內(nèi)容。練習(xí) 3 是對課文內(nèi)容的拓展，訓(xùn)練學(xué)生的邏輯思維能力和表達(dá) 能力。這項練習(xí)包含了兩種重要的詞匯策略： 1）根據(jù)上下文猜測生詞的意思； 2）。 聽力材料為魏平和他的好友之間的一段對話 鮑勃勸說魏平去野營，但魏平有所顧忌。 功能 表示禁止、表示警告、表示許可 話題 澳大利亞的地理、歷史、主要城市、自然風(fēng)光、野生動植物、風(fēng)俗習(xí)慣 2． 語言技能 聽 聽懂關(guān)于澳大利亞沖浪營救俱樂部、澳大利亞旗幟的 介紹和野營安全的對話 說 用表示禁止、警告、許可的句型來進(jìn)行對一些警示性標(biāo)志進(jìn)行功能表達(dá)；對 “澳大利亞是一個危險的旅游地方 ”這一辯題訓(xùn)練學(xué)生綜合說的能力。 B), and then ask every three Ss to form a team and have a discussion on how to argue. 2. Choose two teams with different ideas to be seated face to face. 3. Then chair the debate, and ask the Ss to carry it out according to the procedure which was previously mentioned. 4. Summary: to make a summary of the debate and present awards to the excellent debaters. Step Ⅲ Writing 1. Ask the Ss to read the Email and to make out why does Li Haidi write this Email? 2. Then go over the tips of a reply together to make it clear that these elements should be included in their reply. 3. If time not allowed, ask the Ss to finish the reply Email after class as their assignment. Step Ⅳ Homework 1. Ask the Ss to finish the reply in the writing part. 2. Team work: Ask each team to work out “A week traveling to Australia”. That is, they are working for travel agencies and are assigned to design a route “A week traveling to Australia” To do the work, they should first look up for information, names of tourist destinations, their features, location, means of transportation, acmodation, etc. And then they have a discussion to get the job done. Then next time choose the best designed routes. Supplement materials of debate Introduction A debate round has two teams with two debaters each and a Speaker. The Speaker serves as both the judge and arbiter of the rules during the round. Note here that Speaker always refer s to the judge from this point forward. One team represents the Government, while the other represents the Opposition. The Government team is posed of a Prime Minister, who speaks twice, and a Member of Government, who speaks once. The Opposition team is posed of a Leader of the Opposition, who speaks twice, and a Member of the Opposition, who speaks once. The Government proposes a specific case statement, which the government team must demonstrate to be correct. The Opposition does not h