Warming up、Pre-reading、Reading、Comprehending优秀公开课教案

“两主一效”--“和、雅、智、强”

教学设计

授课人： 王烨 学

科: 英语

教材

Module 9 课型

Comprehension (listening , reading＆speaking) 课题

Unit 3 Australia 时间

July 18th

,2018 The students of this class are generally interested in English learning, and are willing to develop their overall English abilities. They are strongly curious about the world, so definitely they are looking forward to know more about other countries, Among them, quite a few students have been to travel 学情

in Australia before this class. Undoubtedly, most of the students in this 分析

class are eager to know something about Australia in English. 整体来说，授课班级的学生对英语学习有浓厚的兴趣，有愿望让自己的英语综合能力得到全面提升。对外部世界有强烈的好奇心，当然渴望了解更多有关于其他国家的知识。他们中，在之前，只有少数人有在澳大利亚旅游的经历。毫无疑问，大多数学生渴求通过英语了解更多有关于澳大利亚的知识。

This reading passage is consisted of different short articles which belong to different genres and are presented in different forms. A wide range of the information about Australia is covered in five short articles, including 教材

Australia’s geography ＆administration, landscapes, travel routes,and 分析

famous attractions ＆cities，etc. 这篇阅读文章是由不同文体的不同短文构成，并以不同形式呈现。有关于澳大利亚很广的知识覆盖在五篇短文里，包括了澳大利亚的地理，行政，风景，旅游路线，以及名胜和著名城市等。 1.

Make it clear that what five different forms are used in this reading passages 2.

Understand what aspects related to Australia are introduced . 知识

3.

Find out how the adjectives are used to vividly describe the 目标

topographic features and landscapes. 1.

弄清楚有哪几个不同形式被运用在这篇课文里。

2.

了解这篇文章里，澳大利亚的哪些方面被介绍。

3.

发现形容词是如何生动地用来描述地形地特征及景色。

5 1.

Enhance the students’abilities of catch the key words while watching and listening a video clip.(listening) 2.

Strengthen the students’abilities of picking up and grouping the 能力

relevant information from the whole reading passage.(Reading) 目标

3.

Train students to present some information about a certain city or attraction based on the key words, especially rich adjectives they have known.(speaking) 1.

加强学生在听看视频资料时，获取关键信息的能力。

2.

强化学生在整篇文章阅读中抓住相关信息，并进行知识分类的能力。

1

3.

培养学生用英语，依据关键词描述澳大利亚某个著名景点或城市的口头表达能力。

情感

Arouse the students’ interests in knowing more about other 目标

countries in the world and the nature. 激发学生了解世界其他国家及大自然的兴趣。

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Gain the general information about Australia referring to different aspects. 重点

获取涉及各个方面的，有关于澳大利亚的综合信息。

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The big challenge is how to help students catch a clear picture of Australia 难点

from the dispersed content. 最大挑战是帮助学生在非常分散的信息中，形成澳大利亚的清晰地画面。

The heuristic method 启发式教学

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Student-centred approach 学生为中心教学法

策略

Schema Theory 图式理论

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步骤

教师活动

学生活动

设计目的

1.Play a MV (a commercial 1.Catch the of an Australian airline preliminary image company). of Australia while 2.Ask students whether watching ＆they catch the listening. frequently repeated 2. Try to sentence in this MV. understand the Arouse the 3.Use the lyrics from the lyrics of this MV students’

and then understand interests in knowing 1.Warming up I

MV “feel more Australia” to inspire this song can be more about the students to learn considered as an Australia. this reading passage. invitation from 唤起学生想要了解更1.播放一段澳大利亚某航Australia. 多澳大利亚的兴趣。

空公司的广告曲。

1.在观看MV的过程2.问学生是否听到曲中频获取对澳大利亚的初繁重复的那句话。

步印象。

3.用MV中“更多感受澳大2.试着了解MV中的利亚”这句歌词来激发学生歌词，从而可以把这2

“两主一效”--“和、雅、智、强”

学习这篇阅读文章。

首歌当做来自澳大利亚的邀请。

Invite one student to the One student front, and introduce introduces where Check whether the Ss some general geography Australia is, and have done some how many provinces research about 2.Warming-up information of Australia there are in Australia before II

according to the map on the blackboard. Australia. this class or not. 邀请一位学生上讲台，依据一位学生上讲台介绍检测学生是否在上课贴在黑板上的地图介绍澳澳大利亚的地理位置之前对澳大利亚进行大利亚地理知识。

及是由那些省构成了一些研究。

的。

1.Read the passage individually. 1.Give the students a 2.Complete Task 1: reading task before Match each article reading and observe with different Improve their their reading process. forms.. abilities of 2.The first 2.Give clues to the 3.Share their identifying the reading students who need help. answers one by one. forms of different 1.阅读之前，布置好阅读任1.独立开展阅读。

articles. 务，观察学生阅读进度。

2.完成阅读任务一：提升学生辨别不同形2.为需要帮助的学生提供把每篇文章与不同形式文章的能力。

线索。

式进行配对。

3.一个接一个说出答案。

1.Guide the students to obtain the detailed information about different aspects of After reading, Australia from five complete 4 texts by giving 4 different tasks Cultivate their abilities of 3.The second different reading tasks. (chart-filling, extracting useful reading 2.Point out the blank-filling, and adjectives while filling Q&A，etc。) information. the answers. 完成4个不同阅读任培养学生提取有用信1.通过给出的4个不同阅务（填表格，填空，息的能力

读任务，引导学生从五篇文问答等）

章中获取有关于澳大利亚各个方面的详细信息。

2.着重指出填写答案中包3

含的形容词。

1.Play a short video clip 1.Watch and listen. “2016 Australian Then have a tourism promotional dictation, film”twice. 2,One boy presents Strengthen their 4.Watching 2.Invite one of the the transcript he abilities of &listening boys to do a dubbing . has got orally as a listening and 1.播放“2016澳大利亚旅dubbing. speaking. 游宣传短片”2次。

1.

观看录像短片，并强化学生听说能力。

2.邀请一位男生上台做个做个听写练习。

配音表演，

2.

一位男生以配音

的形式口头呈现他听取的文本内容。

1. Discuss in 6 1.Ask students to choose groups. an attraction or a city 2. Make a decision of Australia to design a about which place poster. to introduce. 2.Emphasize that 3. Design a poster students should draw the according to the outlines of some famous criteria given by building or typical the teacher. activities people can do 4. Present their Promote their there. posters and the abilities of 5.Extension 3. Remind Ss to write attraction or city co-operation and activity useful adjectives on they are interested speaking. their posters. in orally. 增强学生团队合作及1.要求学生选择澳大利亚1.分6各小组讨论。

口语表达能力。

的一处名胜或城市，来设计2.决定哪个地方为介海报。

绍地。

2. 强调学生需画出某著名3.根据老师给出的要建筑或典型活动的轮廓。

求设计海报。

3.提醒学生在海报上要写4.展示各组设计的海出有用的形容词。

报，并口头介绍他们

感兴趣的名胜或城市。

4 1

Make a brief conclusion and give a writing task 6.Conclusion to students as the Listen and think. and homework. homework. 听和思考。

作个简短总结，布置作业（写作任务）。

Poster 1 PPT 板书设计

The Map of Australia Poster2 Poster 3 1.

Students show great interest in what they have learned and take an active part in various classroom activities with good results. 教学反思

2.

The effects of adjectives need to be more emphasized. 1.

学生对所学内容有浓厚的兴趣，积极参与各项课堂活动，并取得良好效果。

2.

形容词的作用还需更加突出的强调。

2