Warming up、Pre-reading、Reading、Comprehending公开课教学设计模版

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：Warming Up, Pre-reading, Reading, Comprehending 学校：舟山市田家炳中学

姓名：邬林晓

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A Teaching Design for Book 11 Unit 1 New Zealand Warming-up, Pre-reading, Reading, Comprehending I.

Design Concept Based on New English Curriculum Standards, students are supposed to learn knowledge and develop skills, aimed at exploring themes, regarding a text as a carrier in the practice of comprehending and expressing. They should accumulate constructed knowledge by conceptual activities such as sensing, predicting, acquiring, analyzing, summarizing, comparing, evaluating and innovating. Teachers should help students cultivate thinking quality, develop cultural comprehension, shape correct outlook on life as well as viewpoint of value and promote their key competence of English in the process of analyzing and solving problems.

II.

Analysis of the teaching material

This unit offers information about New Zealand. This class focuses on the History of this country and it is designed mainly to improve the students’

reading and speaking ability. In order to let the students pay attention to the history of New Zealand in a 40-minute class, the first part of the reading text in this unit, which is about its geography, is left out. First, the students are going

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to match the main idea of each paragraph by finding their topic sentence. Then they are asked to put nine historic events in right order. By doing so, they can learn the history of New Zealand clearly and in the process they are supposed to learn some new words and expressions. Next, they are going to discuss the cultures in New Zealand, which is of great value in improve students’ cultural quality. Finally, they are asked to make a speech about the history of New Zealand, which offers them

an opportunity to output what they have learned in this class.

This class is vital in this unit, because it trains students’ reading skills such as skimming, scanning, close reading, summarizing and word-guessing.

III.

Analysis of the students

The teaching objects are all the students from Class Ten, Grade Two. That is to say, the levels of their English are various. As a result, I design the class activities of different degrees of difficulty to make sure that all the students take an active part in the class. On the whole, the students don’t tend to speak English in class, and therefore, I design discussion and making a speech to arouse their enthusiasm about speaking English. Meanwhile, they will be able to learn the importance of cooperation and sense the joy of learning English.

IV.

Teaching aims Knowledge aims: Students will be able to

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A: know more about the brief history 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, close reading, summarizing and word-guessing to get some information about the history of New Zealand. B: make a speech about the history of New Zealand Emotional aims: Students will be able to A: learn to respect all the cultures in a country. B: know the importance of cooperation with their partners.

V.

Teaching key points and difficult points: A: Practise using some reading skills B: Make a speech about the history of a country

VI.

Teaching methods: A: task-based teaching method B: individual learning and group discussion C: audio-visual method D: situational teaching method

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VII.

Teaching procedure: Teaching steps Step1 warming-up

Students’ activities Purpose of design arouse 1.

Watch a video clip The Hobbit to To introduce the country New Zealand. 2.

Do a True or False exercise students’

interest in the topic of this (

) 1. New Zealand is in the Pacific class and help Ocean to the west of Australia. them recall what (

) 2. The capital of New Zealand is they have known Auckland. about New (

) 3. Kiwi bird 几维鸟are strong Zealand flyers. (

) 4. New Zealand has many high mountains. (

) 5. About 10% of New Zealanders are Maori. Step skimming

2 Match the main idea of each paragraph To get a general 1

Changing conditions cause idea changes in Maori lifestyle

(2)

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The first Maori arrivals

(1) 3

The Europeans settlement of New Zealand (4) of each paragraph and the structure of the text

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More recent settlement

(5) 5

The first Europeans

(3) Step 3 scanning

Put nine historical events in right order To let students A. Many Maori died from disease or know the time of war. (6) each events in the B. Maori tribes began moving to the brief history of North Island and started to grow New Zealand and crops.(3) the relationship each C. After the Land Wars, more and between more European settlers began arriving. events (9) D. The British government and the Maori signed a treaty in 1840. (7) E. The first humans settled in New Zealand. (1) F. Sealers and whalers from Europe came to New Zealand in about 1790. (5) G. Forests began disappearing and some animals and plants became extinct. (2) H. War between the Maori and Pakeha

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ended with the loss of much Maori land. (8) I. Wars began between tribes. (4) Step 4 detailed 1.

The first humans settled in New To reading

encourage Zealand. (question: when, who, how, students to further why) learn the history of 2.

Show two pictures to let students New Zealand and guess the meaning of the new words learn new words “Maori” and “canoe”. and expressions 3.

Forests began disappearing and in the process some animals and plants became extinct. (question: what did Maori do?) 4.

Teach students to guess the meaning of “extinct”

according to the context 5.

Maori tribes began moving to the North Island and started to grow crops. (question: What was their purpose?) 6.

Ask students to think about the relationship between humans and nature. 7.

Wars began between tribes.

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(question: why did Maori people become warlike?) 8.

The British government and the Maori signed a treaty in 1840. (ask students to do a summary about the content of the treaty) 9.

After the Land Wars, more and more European settlers began arriving. (question: what did English settlers do?) 10.

Do a summary about the brief history of New Zealand From 1000AD to 1200AD, ________ was first to settle in New Zealand. They _________ the land a lot. Some animals and plants became ________.To suit the changing condition, the Maori people ________ to the North Island. As the population grew,

people became more ________. In about 1790, _______ and ______ hunters came to New Zealand. They brought _________and

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_______ which greatly _________ the Maori population. In 1840, Britain signed a _______ with Maori. After the New Zealand Land Wars, English settlers began arriving in large numbers. They ________ cities and towns and _______ the land. In the 1860s, more _____________ came to New Zealand because of the discovery of ______. Step5 Discussion

Discussion: How many cultures do you To have a critical think are there in New Zealand? Which thinking and one is stronger? Why?

(language, talking about the religion, population, way of life, political right system, history...)

toward cultures. attitude different To Work in the group and have a free talk develop students cooperative ability.

Step 6 Speaking Speech: Suppose you are a student in To output what MASSEY HIGH SCHOOL, some students students in Tianjiabing Middle School learned in have the

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of Zhoushan are going to study and class tour in your school(游学). Please make improve and to their a speech about the history of your speaking ability country to all the students.

After some minutes’

preparation of speech, one student is welcome to make a speech. Step7 homework

Polish their speech and hand it in Consolidation and tomorrow extension VIII.

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简史，通过阅读技巧理清了文章的结构。学生以语篇为载体，掌握了生词和表达法。从能力目标来看，这节阅读课训练了学生的阅读技巧，大部分学生可以运用skimming, scanning, close reading, summarizing and word-guessing来完成本堂课中每个环节的任务。从情感目标来看，同学们通过课堂中小组讨论，深刻明白了合作的重要性；同时，他们懂得了要尊重多元文化。这个目标是前两个目标的升华。

从课堂的设计来看，课前的视频导入吸引了学生的注意力，使学生快速进入状态，同时也自然地引出了本节课的主题——新西兰的历史。课堂环节步步紧扣，提问由浅入深，符合学生的思维发展规律。小组讨论、发表演讲等环节体现了学生在课堂上的主观能动性，让学生成为了课堂的主人。但也有不足之处。由于课堂时间有限，只能让一个学生在全班面前发表他的演讲，没能让更多的学生在课堂内有输出的机会。

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