Warming up、Pre-reading、Reading、Comprehending教案教学设计

Teaching Design Title

Book11 unit1 New Zealand Warming-up, Pre-reading and Reading

The first period

San Xiudan Grade 3 in Senior High School

Teacher

Students I.Analysis of the teaching material The lesson is from New Senior English for China Book11 unit1 New Zealand. The topic is New Zealand --- land of the long white cloud. There are two parts---geography and history. The first part is a mind map about geography. And the second is some questions based on history. Geography tells about New Zealand from north island and south island. And history

tells about the history of New Zealand from time order. Through the study of this lesson the students will know more about New Zealand and also they may want to do away with uncivilized behavior when traveling and protect the earth. II. The analysis of the students. The students are in grade 3. And they have learned a lot about the reading skills, so they are interested in the explanation of this lesson. Though they can all participate in the activities actively, their reading and speaking abilities need improving, which needs the teacher’s help and guidance. III. Teaching goals. 1.Knowledge aims: help the students to remember the new words. 2.Ability aims: help the students to train the reading skills.

help the students to train their speaking skills and summary skills. 3.Emotional aims: let them have a better understanding of the situation of uncivilized behavior of

travelling,

be polite in the public place, love and protect the earth. IV. Learning objectives 1. Language skills

At the beginning of the class, students may enjoy a beautiful song sung by their classmate.

Students can scan the passage and find out the specific information such as who, when, where and why. 2. Language knowledge

Students can master the key words tectonic, plateaus, strip, grazing, kiwi, Maoris, backbone, carve, paddle, fence, fern, tribe, uninhabited .

3.Effects

Students will realize that the importance of the words and they will concern themselves with the issue of reciting the new words. 4. Environmental awareness

Students will be aware of what to do in the public place, and love and protect our earth. 5. Learning strategies

Students will cultivate their ability in individual learning and cooperative learning by doing some activities independently and some in groups.

Students will communicate with each other in English while doing the group work.

V. Language focuses and difficulties 1.

The study of the new words and phrases. 2.

Use the reading skills flexibly. 3.

Speak out their ideas clearly.

Teaching Design VI. Teaching methods& Teaching aids Communicative teaching method ;Task-based teaching method Audio-visual teaching method ; Free discussion method; Group work method power point document; multimedia; video and audio player and the blackboard VII. Teaching procedures Presentation The activities of the teacher and students

1.Daily greetings

T: Before the lesson, let’s enjoy a beautiful song.

S: OK Step1 T: Tell me what the song is composed of? Warming-up

S: The new words in unit1 New Zealand. Design Purpose 一首由同班同学唱出来且带有优美旋律的自编曲新西兰，是为了达到激励学生们学习单词，背诵单词和应用单词T: And what about the melody? 的目的。

S: Cheng du. 歌曲记忆单词，T: Wonderful, you are so careful, a big thumb up for 重复记忆都是很you. And dear students, though the words are boring, 适合学生们学习they make up beautiful melodies, so let’s enjoy the 枯燥的课题很好lesson and sing for it. 的方法。

T: OK, so much for the new words. After hearing such

beautiful melodies, you may want to travel to Cheng

du. But today we are on a trip to a foreign country---New Zealand.

T: Here are some pictures and blanks, let’s finish them together.

Step 2 Pre-reading and speaking

T: Well done, everyone. Who wants to say more about New Zealand? OK, huai, please. You may refer to the map. T: OK, Wonderful. Since you know so much about New Zealand. Let’s begin the trip. Now turn to page2. we’ll deal with the reading part: New Zealand: land of the long white cloud. The first part is about the geography. Group 1-6, it’s your challenge time. Here is a mind map, if you know the answer, just stand up, one correct answer, one point.

学生对于新西兰地理知识的讲解不但能达到练习口语的目的，也可以让不太了解这段地理知识的同学队新西兰有更深入的了解，方便导入新课。

思维导图的利用能让学生对所讲知识有着清晰的理解，更好地帮助他们掌握新课内容。

Step 3

Reading and comprehension

Teaching Design

老师适当激励，让学生们更加勇敢且积极去进行接下来的活动。

T: You got them all right. Big hands for all of you. And group1 is ahead. Group2, don’t lose heart, you still have chance. Come on, I’m backing you up!

T: You are so active, in order to award you, I’ll show 一段关于新西兰you a video. 历史的视频，能让S: Looking forward to it. 学生简单了解新T: OK, stop here. Do you have any idea about the 西兰的历史。因为history of New Zealand after seeing the video? Yes? 历史本来就不太Let’s move on to the next part. And the competition 好理解，所以视频goes on! Group1, 2, 3, 4, 5 and 6, are you ready? Here 播放的是汉语的。

we go!

1.

The first human settled in New Zealand?

阅读题的设计是

When: 1000AD, Who: Maori, How: paddle canoes,

按高考模式，让学Why: in search for place to live.

生们按着顺序进2.

Forests began disappearing and some animals and

行寻找答案和分

plants became extinct, why did it happen?

析理解，最终目的Because of what the marori people do.They hunted, 还是达到提高阅destroyed, killed and fished.

读能力。

Any human settlement in an uninhabited land will

change the natural environment. 本部分还是延续3.

Why did Maori tribes begin moving to the North 前面地理部分的Island?

比赛形式，目的是To suit the changing conditions.

激起学生们的学4.

Why were the Maori people warlike?

***时上课Because the population grew and land and food 班级也都采取此became scarce.

种类型的活动。

What's the meaning of scarce?It means not enough.

Teaching Design 5.

What happened in1790?

Sealers and whalers from Europe came to New Zealand.

Many Maoris died from disease or war. Why?

People with disease have no immunity, and guns result in gun fights.

6.

What happened in 1840?

In 1840, Britain signed a ______ with the representatives of various Maori tribes. This treaty recognized Maori _____________ of their land. In return, the Maori agreed that the country would ________ Britain and be governed by the Queen of England.

Unfortunately, when the Maori people did not want to sell their land to the new settlers, _________ between the Maori and Europeans grew, which led to serious fighting.

7.

What did English settlers do?

They built cities and towns and farmed the land, changing the environment.

They based their settlements on the structure of British society.

T: Now that you understand the text well, let’s do a

培养学生们说英

role play game. I’ll ask three students to come to the 语和用英语总结blackboard. One student say something about 所学内容的能geography, and the other two history.

力。

同时采用小导游讲解的活动也是为了导入下面的文明旅游。

课堂上用的新西兰小旗子是学生自己做的，使课堂活动更加生动，也让学生更

好地融入课堂。

Step4 A game

Teaching Design 关键词的提示，目的也是让学生能更好地把导游活动进行好。

Step 4 Discussion

T: Any volunteers?

OK, thank you our lovely guides. And we all enjoy travelling very much, but sometimes something bad happen, what happened? Let’s have a look.

Do you agree with what they did in the video? No? What should people do when travelling？

S: Don’t litter Be quiet in the public place

Obey rules T: What they did in the video is just for fun.

In the real life, they didn’t do anything like that! 这个暑假你的外国朋友Tom将来中国旅游，于是你Step5 给他写一封告知信，要点如下：

Homework

1.见面时间及地点

2.旅行安排

3.表达期待

Unit1 New Zealand

---land of the long white Step 6 cloud Blackboard

design

melodies ---- chengdu×----New Zealand√

Group1

5+6=11

geography Group2

6+7=13 Group3

1*8=8

history Group4

4+4=8

don’t litter Group5

5+2=7

be quiet Group6

2+5=7

obey rules

Let’s love our earth!

Teaching Reflection

视频是同班同学拍摄的，画面更具亲切感也更能让学生们产生共鸣。

在笑的同时，又进行了反思：旅游时到底什么应该做，什么不该做。

作业的设置紧扣本节课主旨，目的是让学生们学以致用。告知信也是今年高考文

从优美的旋律想到成都美景，再到本节课--新西兰，目的是激起学生内心对旅游的向往。

小组游戏可以加强他们的集体荣誉感，并调动学习热情。

呼吁他们文明旅游并画出一颗红心，是为了他们可以对本节课有更加深刻的印象