Warming up、Pre-reading、Reading、Comprehending优秀教案案例

教学设计

教材版本：人教版

教材内容：高中英语选修11 Unit 1 New Zealand 课题：Reading: Part 1 Geography 学校：西安市长安区第二中学

姓名：胡琦婉

Analysis of teaching materials

The topic in this unit is about New Zealand. It includes geography, history and peoples of New Zealand, description of land, climate, nationalities, culture and customs. This class will focus on Part 1 Geography of New Zealand, which includes 283 words. The passage has a clear structure and it mainly talks about location of New Zealand and a brief introduction to North Island and South Island. A lot of technical vocabulary about geographic features are mentioned in this part.

This class is vital for two reasons. Firstly, it trains students' reading skills such as skimming, scanning, summarizing and word-guessing. Secondly, it lets students have a general idea about New Zealand, especially in geography, which will lay a solid foundation for further learning in this unit. Analysis of the students

Teaching objects are all from Class 9, Grade 1. Students' English levels are various and they are weak in reading skills and speaking. Besides, they grasp few words about geographic features. As a result, firstly, I design activities of different degrees of difficulty to make sure most students can take an active part in class. During the class, while they are reading, I assign different tasks to practice different reading skills. As for their weakest part Speaking, I design group-work and make a speech in class task to weaken the difficulty and arouse their enthusiasm to speak

in class. Teaching aims Knowledge aims: Students will be able to

A. know more about geography of New Zealand B. grasp the main idea and structure of the text C. learn some new words and expressions mentioned in the text Ability aims: Students will be able to

A. practise using some reading skills, such as skimming, scanning, summarizing and word-guessing to get some information about geography of New Zealand. B. make a speech about geography of New Zealand and introduce geography of New Zealand to others Emotional aims: Students will be able to A. learn about geography of New Zealand

B. know the importance of cooperation with group members Teaching key points and difficult points A. Practise using some reading skills to get some information about geography of New Zealand B. Make a speech about geography of New Zealand and introduce it to others Teaching method Task-based teaching, individual learning and group discussion

Teaching aids Blackboard and multimedia and a map about New Zealand Teaching procedures Step 1 Warming up 1. Watch a video and answer the following two questions: 1) What do you think of New Zealand?

New Zealand is a/an _________________________ country. 2) What impressed you most in the video? ______________________________________________________ 2. How much do you know about New Zealand? 1. Where is New Zealand? A. Oceania (大洋洲) B. Asia

C. Africa

D. Europe

2. What is the capital of New Zealand? A. Auckland

B. Christchurch

C. Queenstown

D. Wellington 3. What language (s) do New Zealanders speak? A. English B. English and German

C. English and Maori

D. English and French 4. What is national animal of New Zealand? A. Panda

B. Grizzly bear

C. Penguin

D. Kiwi 5. Which is the national flag of New Zealand? A.

B.

C. Purpose of design

D.

To arouse students' interest in the topic of this class and help them recall what they have known about New Zealand.

Step 2 Pre-reading

What will be in our mind when we talk about geography of a place?

Purpose of design To predict what may cover in the passage Step 3 Reading Geography Reading for structure Read the passage quickly and complete the topic list below. (3mins) Para. 1 _________________________________ Para. 2__________________________________ Para. 3__________________________________ Purpose of design To get a general idea of each paragraph and structure of the text

Geography

Reading for detailed information (5mins) Underline the following places in the passage and then mark them on the map.

1.

North Island

2. South Island

3. Stewart Island

4. Central Plateau 5.

The South Alps

6. Gently sloping farmland

7. Plains and gentle hills for farming and grazing sheep

8. A narrow coastal strip

9. Christchurch Purpose of design To find important geographic information about New Zealand in the passage individually and mark it correctly on the map Step 4 Guessing game Enjoy the pictures and guess the meanings of underlined words

1. New Zealand sits on two tectonic plates which are constantly

moving and hitting into each other. 2. In the centre of the island is an area called the Central Plateau, which is the site of hot springs, boiling mud pools and steam for power and heating. 3. A huge range of mountains, called the Southern Alps, form the backbone of the South Island.

4. A number of spectacular glaciers have formed in the Southern Alps, carved out of the mountains by moving ice over thousands of years.

5. To the east of the mountains are plains and gentle hills used for farming and grazing

sheep.

6. To the west is a narrow, coastal strip.

Purpose of design To know technical vocabulary about geographic features in New Zealand while students enjoy the pictures

Step 5 Post-Reading

Activity 1 Listen to the tape and complete the mind-map (5mins)

Geography

Location:___________________ 20% are mountains In the centre: ________________

____________

On the either side:_________________

Resources:____________________________________ 65 % are mountains The South Island Backbone: _________________________ To the east: ____________________ To the west: ____________________ A major city:____________________

Purpose of design By listening, students can correct their pronunciation and tone; By completing the mind-map, students can recall what they have learnt in this class and also make preparation for Speaking Part later on. Activity 2 Speaking Situation: Imagine you are a tour guide of a travel agency, now you need to introduce geography of New Zealand to your tourists. (5mins) Attention: Your content should include location, formation of New Zealand and a brief introduction to North Island and South Island.

Work in group of four. You and your group members have five minutes to prepare and then I will ask some group leaders to present it here. Pictures on the screen will help you to organize your speech.

Hello, everyone. Welcome to New Zealand. I'm your tour guide_______. I'd like to give you a brief introduction of New Zealand in

geography.

New Zealand is a/an ________ country. ___________________________________________________________ ___________________________________________________________ ______________________________________________________________________________________________________________________

Wish you a wonderful journey in New Zealand! Purpose of design To develop students cooperative ability and to output what they have learnt in class and also to improve their speaking ability Step 6 Self-evaluation Think about this class and complete the following form. Rate yourself on a scale of five, one being low and five being high. Things I can do Evaluation

4

3

2

1 I can understand the reading

5 passage. I have learnt how to use visual

5 (视觉的) aids, such as pictures, graphs(图表) to help my reading. I have learnt how to talk about

5 geographical features of a place. I will feel more sure about

5

4

3

2

1

4

3

2

1

4

3

2

1

myself if I travel to New Zealand.

I need more practice in _______________________________________ Purpose of design To let students have a self-evaluation about this class in two aspects: what they have learnt in class and what they need improve. Step 7 Homework 1.

Polish your Speaking Task after class. 2.

Discuss the following question with your deskmate : On which island

do you think there are more people?

3.

Learn more about New Zealand on the Internet Purpose of design Consolidation and extension Teaching reflection

本节课基本完成了课前设定的三维目标。从知识目标来看，学生通过阅读了解了新西兰的地理概况，通过阅读技巧理清了段落大意及结构；此外，学生以语篇为载体，以图片为辅助图片了解了地理位置的表达方式及地理专有名词的意思。从过程与方法目标来看，本节课阅读课训练了学生的阅读技巧及开口说英语的能力。大部分学生可以运用skimming, scanning, summarizing and word-guessing来完成本节课各个环节的任务；一半左右的小组能根据本节课所学内容及提示完成说的任务。从情感目标来看，通过这节课，学生加深了对新西兰，

尤其是地理概况的了解；同时小组讨论热烈，成果可喜，学生充分意识到了小组讨论的重要性。

从课堂设计看，课前的视频导入吸引了学生的注意力，使学生迅速进入状态，自然导出本节课主题。课堂环节环环相扣，问题由易到难，且问题设计多样化，符合学生英语基础多样化的现状及其思维发展规律。学生自主标注地图，小组讨论，充当导游介绍新西兰地理概况及课后自主反思体现了学生在课堂上的主观能动性。

不足之处，首先，各个教学环节衔接不是特别流畅；其次，这节课对高一普通班学生来说，难度较大，生词较多，许多生词学生不知道正确发音，降低了学生回答问题的积极性和准确性；最后，由于时间有限，只能让两组小组代表在全班面前发表演讲，没能让更多学生在课堂内有输出的机会。