Warming up、Pre-reading、Reading、Comprehending教学设计及教案分析

Unit 3 Australia 【教学设计·中学英语】

作者姓名: 武 思 慧 职 务: 教 师 单 位: 西安市铁一中学 联系方式: 13201740508 邮 编: 710054 地 址: 碑林区友谊东路120号

Unit5-Reading Australia

I. Analysis of Teaching Material

The lesson is selected from the PEP edition of Chinese textbooks (book9). This is the first lesson of this unit, which is a general description of Canada. Before this lesson, the teacher should have taught the students new words and expressions of this unit.

The reading passage titled Australia briefly introduces basic information about Australia. Though such a topic might be a little far away from most students’

life, especially those who have never been to Australia, I will help them to know as much information about it in order to facilitate their reading. The pictures and short videos collected on the internet will certainly arouse students’ interest in reading this passage. The teacher should encourage students first to skim for the general idea for the passage and then scan for detailed information. There might be some difficult words or language problems while students are reading. However, the teacher will deal with those problems so that students won’t feel hard to read. After reading, students are required to finish several tasks to check their understanding of the passage. The teacher can let students work in pairs or in groups to answer the questions cooperatively, and then give them feedback.

To consolidate what the students have learned in this reading passage, a post reading activity is offered to students. Based on a map of China, students need to work in group of 4~5 to plan a route for a foreign friend who wants to take a trip in China. Each group should elect a presenter to share their plan with the whole class and then the teacher should give feedback with the whole class.

II. Teaching Aims:

1.

By the end of lesson, the students will be better able to read for gist and detailed understanding, in the context of Australia. They will have been given opportunities to practice skimming and scanning.

2.

They will be clearer about the six elements included in a narrative.

3.

They will have been introduced to some vocabulary items relating to describing a country.

III. Teaching important Points:

1.

Master the words and phrases in this unit. 2.

Make sure that students have a better understanding of the geography, culture and history of Australia. 3.

Help students improve their skills in reading for gist and reading for detailed information.

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IV. Teaching Difficult Points

1.

How to make students understand cultures, customs of a different country. I’ll use visual teaching materials to help them understand. 2.

Some students may find the post-reading activity difficult: I’ll put them into different groups to cooperate with each other.

V. Teaching Methods

TBLT (Task-based Language Teaching)

VI. Teaching Aids

1.

A multimedia classroom 2.

The blackboard 3.

A hand-out

VII. Blackboard Design

VIII. Teaching Procedures

(t=teacher

s= student

ss= students

E/b=electric board

B/b=blackboard)

Stage/Time Reason(s) Teacher activity Student Inter- Mats/(what?) (why?) activity/Skills action

Aids Lead-in 1.Set scene (warming up) 2mins

For ss to engage in the topic

Elicit with two questions “How much do you know about Australia?

What are the three words that you would use to describe it?”

Brainstorm and respond.

t<-->ss ss<-->t

E/b

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2.Pre-text activity (Pre-reading) 4mins For ss to active their vocabulary and interest on the topic Introduce some basic information through a short paragraph introducing Australia. Ss should finish Task 1-3 on their textbook

Set task 4: fill in the blanks with the details in the text. (textbook)

Read and answer the questions. t<-->ss ss<-->t

E/b

Reading 3.Text task 1 (skimming) 10mins For ss to practice skimming the content of the text. Read quickly for gist. Compare answers. Feedback to class. Read questions. Work in pairs. Feedback to class. t<-->ss ss<-->t

E/b B/b Text (book)

E/b B/b Text (book)

4.Test task 4 (scanning) 15mins

For ss to practice reading detailed understanding and to understand the development of the text. Voice up your opinion 5.Text task 6 For ss to (post activity) further 9mins understand the text and practice their speaking skills Summary and home work t<-->ss s<-->s ss<-->t

Set task 6: Design a trip for your foreign friend Tom with your group members. Read questions. Work in groups. Feedback to class together. t<-->ss ss<-->ss ss<-->t

E/b B/b Text (book)

Summary: t leads students to summarize what they have learned in this lesson: In this reading passage, we have learned about a country which is located in the Pacific Ocean. There are diverse animals and beautiful views. We should learn to appreciate different cultures and customs as well as appreciate our Chinese culture and customs.

Homework:

1.

Finish exercises on the textbook to consolidate the meaning and usage of new words and expressions. 2.

Write your foreign friend Tom to tell him the travel plan your group has designed for him. 3/7

IX. Teaching Reflection

Generally speaking, this class is well-organized. I adopt TBLT (task-based language teaching) to guide students to read in order to complete the task and get a comprehensive understanding of the passage. After reading, students are required to work in groups to practice their spoken language using the words, expressions and sentence structures appear in the text. Not only have the students improved their reading skills such as skimming and scanning, but also they have developed their communication skills. Furthermore, they have learned to appreciate different culture and customs and have built a positive emotion about our own culture and custom. However, there remain several things to improve. First, I should be fully prepared because sometimes unexpected situations will accidentally arise while teaching. For example, students may ask some questions that I haven’t considered. Second, I should pay more attention to generate students’ ideas and thought rather than present too much.

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Appendix:

Students’ hand-out:

Map1:

Think about the questions below:

1. How much do you know about Canada?

2. What are the three words that you would use to describe it?”

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Map2:

Task 6 Group-work:Plan a trip (3-5mins) Imagine your American friend Tom will come to China next week. He wants you to recommend him 3~5 must-go places. Discuss about where he must visit and give reasons. Draw a route which passes by the places you want him to visit on your map. Remember to make it applicable（可行的）.

You may start like this: I think he must visit.../The place he can't miss is...because.... The reason why he should visit ... is because...

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