Warming up、Pre-reading、Reading、Comprehending教学设计实例

人教版高中英语选修9，Unit 3 Australia阅读语篇教学设计

大理州祥云县第一中学

钱燕

教材版本：

主题语境：

授课时长：

教材分析：

New Senior English For China Student’s Book 9, Unit 3 Australia

人与社会----旅游与文化，国家概况

1课时（40min）

本单元的中心话题是Australia，主要内容涉及澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容。

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热身部分用几幅关于澳大利亚的大城市和著名景点的图片，过渡到本单元话题，并引出与阅读课文相关的词汇和背景知识。

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读前部分旨在训练学生的阅读技巧，要求学生快速浏览5篇短文后，回答该部分设计的三个问题来预测文本内容。阅读部分选取5篇主题相同却风格各异的短文，有百科全书选段、新闻报道、广告、明信片、旅游手册文章，从多角度介绍澳大利亚的国家概况。

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阅读理解部分由三项练习组成，练习1和“读前”部分相呼应，也是要求学会快速阅读课文，旨在训练略读技巧。练习2要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论。这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系。练习3是对课文内容的拓展，训练学生的逻辑思维能力和表达能力。由于五篇短文大多是陈述性和描叙性的语言，而没有表达个人的观点的语句，因此，该练习借用文中提到的一些事实发问，以激发学生对文章内容的深沉思考。问题的答案不能从文中直接找到，要求学生有理有据地说出自己的观点。

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Text 1, Glimpses of Australia,文本为百科全书选段（part of a text in an encyclopedia),介绍了澳大利亚的国家概况。文本语言朴实，言简意赅，用词精确，信息量大。

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Text 2，

Citizenship Ceremonies Planned Around Australia，文本为新闻报道（a newspaper article）,报道了澳大利亚公民入籍仪式的庆典活动。文本文字编排有特点，板块小而信息含量丰富，标题为省略句，主题句，导语用黑体标记引起读者注意，文中还引用了权威人士的评价增加文本的真实可读性。

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Text 3, Go by plane and see the clouds, Go by train and see Australia,文本选自旅游广告（an advertisement），向人们介绍了两条澳洲特色旅游路线。文本使用排版独特的标题以引起读者的注意，语言及句式工整对仗，运用优美的词汇勾起人们美好的联想，激发读者的游览兴趣。

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Text 4, 文本为明信片（a postcard from someone on holiday）,内容是Jack将自己在Uluru的所见所闻所感以及下一步的旅行计划和安排分享给沈平。语言较为随意。

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Text 5, Tours outside Hobart, 文本选自旅游指南手册（part of a tourist brochure）,为澳大利亚某个著名景点的简介。文本篇幅短，却包含了“什么地方，因何出名，如何到达”等，语言简单朴实，实用性强。

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语篇研读：

学情分析：

本次授课对象为高一年级471班，学生共52人。本班学生英语基础一般，学习态度较认真。学生已具备一定的阅读技能，但在用英语快速提取信息、处理信息和有条理表达自己观点方面上还有欠缺。由于学生为第一次接触选修9教材，在词汇和文体文本研读上还有欠缺，所以在本次阅读教学设计时，教师结合学生实际情况，对教材上的内容已做适当删减和调整。

在本课学习结束时，学生能够：

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略读、细读、语义场在段落篇章阅读中运用以及把握文章风格特点；

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获取、梳理、描述有关澳大利亚的事实性信息；

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归纳、总结、报告有关澳大利亚的概况和特点，形成对澳大利亚的结构化知识；

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猜测、细读、速读、略读、演绎及说和综合运用信息等技能；

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通过小组合作、同伴讨论、个人思考等，分享对澳大利亚的总体认知和感受，举例说明并解释为什么。

教学重点：

学生通过阅读，获取关于澳大利亚的地理、历史、主要城市、自然风光并完成练习1，学会快速阅读课文，旨在训练略读技巧。能识别语篇特征。

练习2要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论。这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系。

教材、多媒体课件，道具，词云生成工具，视频，音频，学案，黑板和粉笔。

教学目标：

教学难点：

教学资源

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Procedures【教学过程】

Lead-in & Warming-Up

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T &Ss. Briefly review what we have learned about Canada. 

Guessing game: T asks Ss. Read the “wordle /word cloud” carefully,find out key words as many as possible and the tell the country’s name, then T help Ss. make brief summary and get the answer. 

T Shows the map of Australia. 

Ss. watch a video that introduces Australia. 

Question：If we are planning to travel in Australia, what are the ways of helping us get some information to learn about Australia?

【设计意图】利用词云，图片及英文视频，创设情境，引出主题。激活学生已知背景知识并引出学生问题，形成阅读期待。

Pre-reading 

T shows some real objects/pictures(encyclopedia,postcard,a tourist brochure...) of travel to Canada to Ss.

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T uses new words and expressions from the texts to describe all these things. 

Pre-teach new words: (encyclopedia，tourist brochure，commonwealth，Oceania, adequate, ecology, autonomous,taxation,federal,migrant,via,tropical,Aboriginal,reservation,splendour) 

Ss. do the Pre-reading task--- Match each word and expression with its Chinese meaning.

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Ss. read the words and expressions together.

【设计意图】创设语境，熟悉语篇主题和类型，铺垫语言。帮助学生在情境中认知和理解新词汇。

While-reading 1st Reading: 

T. asks Ss. Quickly glance at the five texts and answer the Question:What topic is common to all five texts? 

T plays the record of the text, Ss. read follow it. After reading, Ss. finish Task 1 &Task2; Task 1 Match each reading passage with its style

Text 1

Text 2

Text 3

Text 4

Text 5

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a postcard from someone on holiday part of a tourist brochure part of a text in an encyclopedia a newspaper article an advertisement

Task 2: Read the five texts quickly and match each text with the main idea.

Text 1

Text 2

Text 3

Text 4

Text 5

2nd Reading: 

Before reading, T shows Ss. The reading Tips of skimming and scanning;

You don’t have to read every text in the same way. The way you read a text depends on your reason for reading it. For example, to answer the first question,

you don’t need to read every word of the passages. All you have to do is glance

quickly through each text looking for the key words. When you find the key words, you can read the sentence it is in and you will probably fine the answer you need.

For the second task, however, you need to read every word of the five texts, but

you can do this fairly quickly, stopping only when you come to new information and then underlining it.

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Ss. read the five texts and answer the following questions after discussing with their partners. 1.

Where do most Australians live? 2.

In what city do federal politicians work? 3.

How many people live in Australia? 4.

When is Australia Day? 5.

How far is it from Perth to Sydney? 6.

How many World Heritage Sites are there in Australia? 7.

Which part of Australia gets the most rainfall? 8.

Why do most people choose not to climb Uluru? 9.

What two World Heritage Sites are named in these texts? 4

Uluru Cradle Mountain National Park

a citizenship ceremony on Australia Day two rail journeys across the length and width of Australia a general，brief introduction of Australia

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Ss. do the T(true) or F(false) questions. 1.

Australia is one of the countries that are also a continent. (

) 2. Australia’s two largest cities—Melbourne and Sydney are on the southeastern coast. (

) 3. Australia is made up of six states, and Australia states are autonomous in some areas of government. (

) 4. The people from other countries in Australia are not well received. (

) 5. There are no trees in the plains of the Nullarbor.(

) 6. The Cradle Mountain National Park is famous for its mountain peaks, lakes and ancient forests. (

) 7. The amazing rock is 335 meters above sea level. (

) 8. The Aboriginal people like to climb the rock out of respect. (

) 

Ss. share their answers and T helps Ss. check the answers. 3rd

Reading: 

T helps Ss. analyze the characteristics of each text. Text 1 plain,simplified but accurate words with a lot of information. Text 2: typical news report: short but rich in content, simplified title, emphasized key sentence, using some comments from people with high authority. Text 3: typical advertisement: interesting design of the title to attract people’s attention; standard sentence pattern and using some beautiful words. Text 4: mainly about the scenery of local area and the writer’s feelings and the future travel plan or returning timetable; informal words and free expression Text 5: short passage with rich,practical information, including famous spots, why and how to get there.

【设计意图】学生在持续性多遍阅读课文后，能判断中心话题，概括主旨并梳理主要事实信息。教师提问检查学生提取课文中事实信息的情况；学生能运用阅读技巧快速获取信息；内化语言。并能在教师的帮助下感受和总结语篇特征。

Post-reading

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Use some wonderful Adjectives you have learned to describe Australia. 叹为观止A mazing 超乎想象U nexpected 时尚之巅S tylish 诱人魅力T empting 悠然一刻Relaxing 体验极限A dventurous 自由自在L iberating 灵感无限I nspiring 魂牵梦萦A ttractive 

Homework: Using whichever style you like to write a short introduction of your hometown-----Xiangyun/Dali. 【设计意图】学生在阅读后，能用学过的词汇表达感受，比较异同。用藏头诗的方式将文章所读信息，内化语言，提炼概括，形成概念化结构化知识。

【学生形成性学习评价】

Student Assessment

(After class students write some reflection and comments on today’s class) Item Attitude Questions to ask myself Am I focusing on reading carefully? Am I taking an active part in all activities? Participation Can I find out the key words while reading? Am I asking questions when I do not understand? Confidence Am I expressing my ideas bravely? Collaboration Logic Problem-solving Feedback：

Am I working with people and listening to others? Can I convey myself logically? Can I finish the tasks while reading?

Self-evaluation

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Self Assessment

Reflection

【教师教学反思】

By examining students’

reading task on worksheet, receiving students’

feedback on their own reflection and their homework, I can see whether my students were able to identify the main idea and details of reading text. Besides, if students can retell the reading text in their own words and describe their own feelings, I think I have achieved my teaching goals.

Reflection Questions: 

Are the lesson plan, tasks and classroom activities interesting ? 

Can I present the target language in a different way? 

Are the tasks a bit more challenging? 

Are the classroom activities a bit more interactive?

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