Using LanguageⅡ优质课一等奖

Unit 3 Australia Using Language---Reading, Discussing and Writing Teaching Design

李

昊

教学内容：Using Language------Reading, Discussing and Writing

教材分析：本课时是人教版选修九第三单元语言运用部分中的读、说和写。阅读话题是本单元话题“澳大利亚”话题下的“澳大利亚危险动物”，要求学生理解课文，了解几种澳大利亚危险动物。讨论部分是对课文内容的补充和延伸，要求学生根据各种危险动物的习性和活动特点，根据已学知识讨论如何防范危险动物，写作部分可以让学生挑选其中一种危险动物，有针对性地设计一个海报。该课时有效地结合本单元话题训练学生的语言运用能力——读、说和写。

学情分析：由于高一学生词汇量不大，在阅读前，要先做好词汇上的铺垫，扫清阅读的障碍；由于学生对澳大利亚的危险动物的习性和活动特点不了解，教师要提供更多信息，让学生分组讨论防范措施，为海报的制作做好充分的准备。Teaching aims and demands: 1. language ability: (1) Students will master some important expressions such as: venom, anti-venom, venomous, paralyze, funnelweb spider, jellyfish, crocodile, sting, amongst, unconscious, snatch, it is just as well that…

(2) Enable Ss to get some basic knowledge about some dangerous creatures in Australia

(3)Help Ss learn how to protect themselves from the dangerous animals in Australia (4) Make a poster warning people against Australian dangerous animals 2.thinking quality:

Cultivate students’ logical thinking, critical thinking and creative thinking 3. learning ability: (1)To train students’ reading ability including understanding the main idea, scanning for the needed information, grasping the details, guessing the meaning of new words and understanding the attitude of the author.

(2)To help Ss improve the ability of sharing opinions with others, speaking and writing. Teaching important points: It is important for students to know something about Australia’s dangerous animals and finish the multiply-choice exercise within a limited time.

Teaching difficult points : It is difficult for students to discuss the ways to protect themselves from each of the dangerous animals and make a poster. Teaching theories and methods: Communicative Approach and Task-based Language Teaching Approach and Happy Teaching Method Learning methods: Cooperative learning

Teaching procedures:

StepⅠMy class requirements Tell students that in this class they will be divided into five groups and let them know which group they belong to. Ask every member of each group to take an active part in the class activities and try their best to get more points for the group. Then at the end of the class, whichever group wins the most points will be given a secret gift. Purpose of my design:

to encourage students to get involved in the class activities actively by adopting motivation system. StepⅡ

Lead-in Let the students watch the video: Wild Australia with the question: what animals can you recognize? With the help of the video, talk about the topic of Australia’s wild animals and some new

words and expressions are led in, such as: jellyfish, spider, crocodile, snake and so on. Purpose of my design:

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a.

To arouse students’ enthusiasm and interest b.

To cultivate students’ ability of getting the information by viewing c.

To present some new words d.

To get students involved with the topic StepⅢ

Before-reading

Task 1 Prediction Ask students just to read the title and look at the pictures to get the general information quickly and predict what they expect to read in the text.

1. How many kinds of dangerous creatures are mentioned in the passage? What are they? 2.What’s the passage mainly about?

Purpose of my design:

a.

To develop students’ ability of getting the main idea quickly according to the characteristic of the passage b.

To help students get the structure of the passage Task 2 New words Teach students the following new words appearing in the reading passage and the reading exercises. 1. venom ['venəm]

2. anti-venom

['æntɪ 'venəm]

3. venomous ['venəməs]

4. threat [θret]

5. threaten ['θret(ə)n] 5. paralyze ['pærəlaɪz] 6. funnel ['fʌnl]

7. funnelweb spider 8. sting [stɪŋ]

9. amongst

10. unconscious [ʌn'kɒnʃəs] Purpose of my design:

1.

To help students master the important and new words 2.

To reduce the difficulty of understanding the passage 3.

To help them finish the reading exercise successfully Step Ⅳ

While-reading Ask students to read the whole text quickly and silently and finish the multiply-choice exercise within the limited time. Choose the correct answer

1. Which one of the following is probably the most poisonous animal in the world according to the passage?

A. The brown snake.

B. The funnelweb spider.

C. The box jellyfish.

D. The saltwater crocodile.

2. Which of the following statements is WRONG?

A. Most of the spiders have no effect on humans.

B. Most of the sharks are harmless to humans.

C. There are 115 different kinds of snake that can kill people.

D. There are two types of crocodile living in Australia. 3. What is the translation of the underlined sentence “A few varieties, however, can kill humans, so it is just as well that snakes are very shy and usually attack only if they are disturbed and feel threatened in Para 1 ?

A.不过,只有少数几种蛇能致人于死地。蛇类非常胆小，通常只在被打搅和感到有威胁时才会出击，这恰好是非常好的。

B.不过,只有少数几种蛇能致人于死地,而且，蛇类非常胆小，通常只在被打搅和感到有威胁时才会出击。

C.不过,只有少数几种蛇能致人于死地。幸好蛇类非常胆小, 通常只在被打搅和感到有威胁时才会出击。

D.不过,只有少数几种蛇能致人于死地。蛇类非常胆小, 通常只在被打搅和感到有威胁时才会出击。

4. What is the meaning of the underlined word “snatch” in Para 5? A. eat somebody quickly

B. take somebody away quickly C. catch or bite somebody quickly with force

D. swim or run towards sb 5. What’s the writer’s purpose of writing the passage?

A. To warn people against Australia’s dangerous creatures. B. To introduce some dangerous creatures of Australia. C. To ask people to help protect Australia’s dangerous creatures.

D. To tell people not to go to Australia for a trip. 6. Why can’t we say Australia is an unsafe place to live in or visit?

A. Because most of the dangerous animals are far from people.

B. Because most of the dangerous animals are kept in special places.

C. Because there are only a few deaths from the dangerous creatures every year.

D. Because the Australian government tries hard to protect people from being killed. 7. What is the author’s attitude towards traveling or living in Australia?

A. positive

B. negative

C. not clear

D. objective Purpose of my design:

a.

Improve students’ reading skills for getting specific information, guessing the meaning of new words according to the context and understanding the purpose and attitude of the author.

b.

Know something about some of Australia’s dangerous animals Step Ⅴ

Post-reading------Discussion

Ask students to work in groups of nine and read the relative information and discuss how to protect ourselves from each of the dangerous animals in the reading passage according to their living habits and their activity characteristics.

In cool, dark corners or anywhere you can't see , under or among large rocks and under dead wood are where snakes may be found. Many bites happen when people try to catch, or kill

venomous snakes or when people tread(put their feet) on snakes. Common sense should keep you safe when out in the Australian bush, for example, snakes are scared of humans and they

move away as soon as they hear people coming.

Saltwater crocodiles are found a long way from settlements only in the far north of Australia 43.

Many beaches have shark nets to keep sharks away from swimmers. In hot weather, small near rivers and waterholes. There are usually signs to warn people that crocodiles are in the

area. Crocodiles stay hidden in the water or on the land close to water. planes fly along the coast looking out for sharks. If one is spotted an alarm is sounded to warn

people to get out of the water. Sharks in deep water are the hungriest, and hungry sharks are

dangerous．

45.

Spiders are usually found in dark, dry places, under stones or amongst rubbish. The poison is

slow acting so there is plenty of time to get to the hospital.

When jellyfish are close to the beach, you usually find a few dead ones on the beach. If they

were recently on the beach, they can still sting. A sting can often paralyze a person, making it

difficult to swim back to shore alone. Vinegar can help relieve the sting of jellyfish. If a person

has trouble breathing or becomes unconscious, they should be taken to hospital immediately. 41.

Purpose of my design: This activity is designed

as an output and expansion of reading. 1.To let students learn more about these dangerous animals and use what they learned in this lesson to practice their oral English and give some suggestions.

2. To lay foundation for writing some suggestions and making a poster. 3. To encourage students to take part in a group discussion and exchange ideas with each other and

broaden their minds, especially to encourage the low-level students to get some help from their pals to learn to express their ideas. 4.To arouse students’ awareness of cooperation and develop their communicative and speaking skills . Step Ⅵ Make a poster Assign each group to an animal and ask each group to make a poster warning people about them. After each group finishes, ask each group spokesperson to present it. Purpose of my design: This activity is designed as an output of discussion.

1.To practice their hands-on skills and further develop students’ awareness of teamwork and their communicative skills.

2.To develop students’ speaking and writing skills. 3. Let students feel a sense of joy and achievement after hard work 4. To appreciate some works and arouse their enthusiasm and interest in English study.

StepⅦ

Summing up------make a self-assessment Let students sum up what they have learned in this lesson. Ask them whether they have achieved the goals in the lesson. Purpose of my design: To let students make a self-assessment and know what they have learned and check how well they have learned in this lesson. Step Ⅷ Blackboard design Book 9 Unit 3 Australia Using Language-----Reading, Discussing and Writing Group 1

snake Group 2

jellyfish Group 3

crocodile Group 4

spider Group 5

shark It’s just as well that… = It’s lucky / fortunate that…

Step Ⅸ

Teaching reflection

整节课结构完整，每个环节紧紧相扣，过度自然；所设计的活动既与主题紧密相关，又与学生贴近，极大地调动了学生的学习积极性，让学生能全面参与课堂活动，成为课堂的主体，提高了课堂效率，顺利地完成了教学任务。此外，教师本人精神饱满，教态自然大方，耐心十足，极大地调动了学生的情绪，学生也能精神饱满地投入到课堂的学习中，真正地有所学有所获。与此同时，教师采取小组合作与竞争的形式来组织本节课的教学，使得课堂井然有序，又不失活泼与快乐，为班上营造出了一个良好的学英语氛围。尽管整节课呈现出了很多亮点，但也有值得改进的地方，如：在指导学生讨论和做海报的环节，教师没有起到一个好的榜样，没有用全英语进行与学生的交流；再比如：由于时间的关系，没有让五个组全部展示出来，只是展示了三个组。