Warming up、Pre-reading、Reading、Comprehending教学设计内容推荐

Book 11 Unit 1 New Zealand第一课时教学设计

I.

设计思路

1.

教学设计思路：

以Book 3 Unit 5 Canada---The “True North”和Book 8 Unit 1 A Land of Diversity为教学设计的背景思路，总结对某个国家或地区进行介绍时的通用思路和行文风格，引出本课Book 11 Unit 1 New Zealand---Land of the Long White Cloud的教学方法与学习思路，培养学生的归纳演绎和推理能力。

2.

设计依据：

《普通高中英语课程标准》（2017年版）学科核心素养与课程目标。

II.

教学背景

1.

学情分析：

学生属于高二年级，英语常用词汇的积累与运用已有一定基础，大部分能够做到用英语来清晰准确地表达自己的看法和观点。本课时授课内容来自人教版选修11的课本，学生已经学习过介绍加拿大和美国加州的文章，本学时的设计是要促使学生学会总结归纳类似题材，从内容和结构等方面逐一理顺，为以后的仿写和仿说打下基础。

2.

教学内容分析：

本课时的主要授课内容为Book 11 Unit 1 New Zealand---Land of the Long White Cloud的Warming-up

和pre-reading部分，对新西兰从地理位置、地质地形、主要城市与人口等方面介绍并逐步渗透类似话题的教学目标。

III.

教学目标

1.

知识目标：

对新西兰从地理位置、地质地形和主要城市等方面能用规范的英语进行描述与归纳，整体概括与细节补充要能够相得益彰。

2.

能力目标：

能运用在加拿大和美国加州文章里出现过的句式和词汇对新西兰进行类比和描述，预习和复习各有侧重又相互辅助，实现学习过程的自我评估与检测，互动学习与独立思考在学习过程中并行不悖。

3.

情感价值目标：

培养文化意识与逻辑推理能力，激发学生学习英语的兴趣并增强文化比较的意识与能力，促使学生多渠道获取学习资源，自主高效地展开学习。

IV.

教学重点和难点分析

1.

教学重点：

对某个国家或地区进行介绍时应涵盖的关键信息、排列顺序和规范的英语表达；归纳、推理与自我评估的学习思路同步实现。

2.

教学难点：

对所学内容的综合归纳与推理；总结、反思能力与自我提升的有效达成。

V.

教学过程设计

Step 1. Lead-in.(5 mins) 1.

Direct students’ attention to the topic of the teaching: New Zealand---Land of the Long White Cloud; emphasize the word “cloud” to bring in the video about cloud scenery in New Zealand.

2.

Words and expressions closely related to the class are introduced: plate（板块）, crust of the earth（地壳）, the Southern Hemisphere（南半球）, animal husbandry（畜牧业）. Step 2. The main teaching process. (15 mins)

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1.

Sum up what focused on in the video to emphasize the name---Land of the long white cloud, which can stimulate the students’ interest and desire to explore more about New Zealand. 2.

From an overview to a bird’s-eye view: After the video, a picture and a map of New Zealand are put forward, which turns the overall beauty into the specific details of the country. 3.

---A map description and a picture description

(Mt. Cook is the highest peak in this chain- The Southern Alps.)

---Geographical features shown by a map

---More information about New Zealnd:

the national flag, official languages, population, coverage and currency.

---Summary of the above information (Translation & expansion)

New Zealand is located in the southwest of the Pacific Ocean, to the east of Australia.

Fuji and Tonga are its northern neighbors.

The climate is warm and suitable for animal husbandry, which makes New Zealand renowned as Green Garden Country, Country of Shepherd, as well as Land of the Long White Cloud.

Q1. Research into the location of Hamilton, the largest inland city in New Zealand. Step 3. Discussion and Cooperation.(10 mins) 1.

Information about the composition of population in New Zealand to brief: Pakeha

(80%), Maoris

(14.5%) and other ethnic groups. Emphasis on “a multicultural society”

and “diverse population” to inspire the students’ deduction and induction. 2.

Pair discussion and individual presentation. Sum up what we have learned about New Zealand in your own words, based on the following aspects: location, geographical features, major cities and population, etc. Ask several students to make individual presentation (at least 3 people).Sum up their speeches to review and prepare for the following quiz.

3.

Cooperation & interaction. A little quiz, including 10 statements,checks whether ths students have a good command of the key facts together with the related information on New Zealand. A little quiz---True or False 1. About 15％

of New Zealanders are Maori.

2. New Zealand is almost the same size as the UK .

3. North Island and South Island mainly consist of New Zealand.

4. Wellington is the capital and the largest city of New Zealand.

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5. New Zealand is a developing country with a market economy. 6. Kiwi is the flightless bird which has become a symbol of New Zealand.

7. The highest peak in New Zealand is Mt Cook.

8. The natural disasters in New Zealand may include earthquakes, volcanoes.

9. New Zealand is the first country in the world to get the new day.

10. New Zealand lies in the southwest Pacific Ocean (1-5 T ? T F F

6-10 T T T T T). Q2. Research into UK and New Zealand on their coverage on the whole to answer No. 2 statement.

Step 4. Pre-reading & reading. (7-8 mins)

1.

Inference & implication of the title and subtitles. 2.

Comparison & expansion. Refer to Canada and California, and discuss to discovertheir

similarities and differences.

Step 5. Summary &assignment. (3-4 mins) Q1. Research into the location of Hamilton, the largest inland city in New Zealand. Q2. Research into UK and New Zealand on their coverage on the whole to answer No. 2 statement.

1.

Summary. Sum up all the information mentioned in class about New Zealand; watch a video to

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remind students more deeply and vividly of what covered in class. 2.

Assignment. Review

to make an oral speech about New Zealand. Preview

by reading the passage twice to map it; prepare the new words and expressions and take notes. VI.

教学评价与反思

这个学时的教学设计背景是学生已经学习过关于加拿大和美国加州的文章，对介绍一个国家或地区的切入点和基本内容有了初步了解，新西兰的教学设计以此为基础导入话题并拓展此类文章的异同点。教师在教学过程中注重培养学生的文化意识和归纳推理能力，激发学生发现问题、分析问题和解决问题，同时根据学情应用和调整有效策略，引导学生形成批判性思维，同时进行自我评估与自我督促，在比较与互动中取长补短，逐步提高。

以视频导入，对文章标题中的关键词“cloud”生动阐释与展示，有效吸引学生注意力，激起探索和解决问题的兴趣。从图片到文字，从地理位置与周边环境的鸟瞰到城市分布和地质活动的介绍与探讨，教师引导学生逐一归纳、拓展和类比。这种图文结合，以点带面的方式可由浅及深带动学生实时监测并评估自己的学习状态，并在课堂的的互动交流中及时调整学习策略以达到提升学习效果的教学目的。词汇学习和语法应用，信息提取与归类、拓展，正误辨析和学习巩固，知识积累与思辨意识，这些因素有效交织在一起，才能够呈现出一节完整的课堂，教师要根据课堂进度，适时调整教学策略，以便有效达成教学目标，实现教学相长。本课时的授课效果与预期相符合，但后续教学中应适当增加教师与学生、学生与学生之间的互动，增加课堂的张力与外延拓展。

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