Warming up、Pre-reading、Reading、Comprehending教学设计与反思

Book 9 Unit 3 Australia period 1 reading教学设计

----by Sophie(曹菲) T：Teacher Ss: Students I. Teaching ideology The New Curriculum Standard advocates a student-centered teaching pattern in which T acts as a guide and facilitator of Ss. T should assist Ss to conduct autonomous learning, cooperative learning and inquiring learning. As for English teaching, it is an interactive process in which T should follow the student-centered principle and arrange classroom activities reasonably and effectively to cultivate Ss’ ability to use the English language.

II. The analysis of learners The Ss are from Grade 2 in Senior High School. After 2 years’ learning, Ss have enlarged their vocabularies and mastered some reading skills, such as skimming and scanning. They can find key words and topic sentences and make predictions according to the given hints. Besides, Ss from Grade 2 have already sensed the pressure from the College Entrance Examination and realized the importance of English. They are eager to raise their grades and willing to participate in class activities. However, Ss’ English foundation differs a lot. Therefore, when designing the lesson, T is supposed to take the differences into consideration and arrange class activities effectively and reasonably. Thus, more students will be involved so that the entire class can run smoothly and effectively.

III. The analysis of teaching material The reading material is taken from Book 9 Unit 3, including 5 various passages –an Encyclopedia selection, a news report, an advertisement, a postcard, and a travel brochure article, which describe Australia from different aspects. Since most of the five passages are declarative and descriptive and there are no statements expressing personal opinions, T can ask questions based on the facts mentioned in the passages to stimulate students to think deeply about the content of the reading material. Some

answers cannot be found directly in the passages, so the Ss are supposed to give their own understandings.

IV. Teaching aims 

Language knowledge and skills

By the end of the class, Ss will be able to

a.

grasp some useful words and expressions such as

migrant, homeland, via, superb, rust, rusty, tropical, splendor, heritage, aboriginal, fortnight, reservation, highway etc..

b.

locate specific information by skimming and scanning. c.

improve their listening and speaking skills through group discussion. d.

solve the problem individually and accomplish the task cooperatively. e.

learn to talk about their hometown. 

Procedures and methods a.

Use various class activities to increase Ss’ interest and confidence in English.

b.

Improve Ss’ sense of cooperation and ability to think and communicate in English, cooperative learning by carrying out group activities. 

Emotion and values

By the end of this class,

a.

Ss will get informed of something about Australia. b.

Ss will know better about the word “culture” and their cultural awareness and national consciousness will rise. V. Teaching strategies 

Teaching methods a.

Task-based language teaching and cooperative and autonomous learning b.

Communicative learning: I’ll stimulate Ss to communicate in English through discussion and pair work. 

Teaching aids Multi-media devices, PPT document and blackboard VI. Teaching key points and difficult points

Key points: To know the geography, history, main cities, natural scenery ,customs of Australia. to describe one’s hometown.

Difficult points: vocabulary, oral expression. VII. Teaching Procedures StepⅠ Lead-in (5min) 1. Greeting 2. Ask Ss to guess the countries through the given hints. （最后一个猜测题是澳大利亚，引入话题澳大利亚）

“Are you familiar with different countries around the world? Now let me give you a

test. Can you tell me which country it is?”

1)

The country is called “the country of tulips” and also the country of windmills. ---Netherland 2)

The country is famous for bull fighting.--- Spain 3)

The country is home to giant panda and has the largest population of the world. ---China 4)

There are 50 states in the country and its largest city is called “Big Apple”. –The United States 5)

It is the only country in the world that is also a continent. ---Australia 3. Play a short video about Australia.(让学生在视觉上感受一下澳大利亚风光) Step Ⅱ Reading comprehension (25min)

1. Ask the Ss to treat the five passages as a whole and finish the match. (3min)

2. Ask Ss to quickly glance at the first passage and finish the mind-map of Australia and the given question.( 练习学生快速阅读获取信息的能力) (7min)

Which of the following is true about Australia EXCEPT _____. A. Australia is the only country that is also a continent with the capital of Canberra B. Australia has its unique ecology which attracts tourists from all over the world C. large population lives in the centre of the continent which has adequate rainfall D. Australia has a federal government responsible for matters that affect people all over the country

2. Ask the Ss to read the second passage quickly and answer questions presented on the PPT. (5min) Why do people celebrate citizenship in Australia?

A. In order to memorize and honor those who have come from overseas from many different cultural and social backgrounds. B. Because it is an excellent way to encourage tolerance, respect and friendship among all the people of Australia. C. In order to get together by displays of singing and dancing from many of the

migrants homelands and the tasting of food from all over the world. D. Because 26 January is Australia Day. 3. Ask the Ss to read passage3-5 and finish the given questions. (10min) 1)

How far is it from Perth to Sydney? 2)

How many World Heritage Sites are there in Australia? 3)

What does the word Aboriginal in the fifth text mean?

A. Australian.

B. native.

C. local.

D. inhabitant. 4)

Why do most people choose not to climb Uluru?

Step III post-reading (discussion & writing) (15min) 1. Ask the Ss to work in groups to discuss the following questions. 1) How can we introduce where we are from? 2) What aspects do you think can be talked when introducing a place? 2. Present the possible structure to the Ss. 3. Ss are supposed to have a discussion in groups and later read their essays out loud. Step IV Homework Write an article-- My Hometown

Blackboard Design

1.

adequate: enough for the purpose; sufficient

be ~in/be rich in

2.

be responsible for ( doing) sth. responsibility n.