Warming up、Pre-reading、Reading、Comprehendingppt配套的教学设计方案

Book 9 Unit 3 Australia Warming up & Reading 设计教师：张根华

Zhang Genhua

学 校: 江西省瑞金第一中学

Ruijin No. 1 Middle School 教学年级：Senior Three 课题名称：Lesson 1, Unit 3 Australia 课

型：Reading 教材版本：NEW SENIOR ENGLISH FOR CHINA STUDENT'S BOOK 9 授课时间：45min 授课教师：张根华

指导教师：熊瑞红、刘文娟、陈俨方

1.

Analysis of Target Material 1). Concept of Developing Subject Accomplishments:

It is emphasized by Professor Wang Qiang in Beijing Normal University that the ultimate goal of the new syllabus is to develop senior students’ language competence, cultural quality, way of thinking and learning capacity. Among them, language competence is the fundamental factor, cultural quality focuses on the outlook of the world and different culture, way of thinking emphasizes the mind trait,and learning capacity is the premise of students’ development. 2). Analysis of the Syllabus According to the new syllabus, it is essential to achieve these goals after the class:enable the students to understand the text fully, to form the correct outlook of the world and moral ethics to identify with the culture of our motherland, to have the wise choice to comment on different ideas and form their own opinion . Teaching should be integrated with whatever methodologies that will contribute to students’ active participation in the class and their ability to analyze and to tackle problems. This lesson meets the requirements of the new syllabus. 3). Method and Procedures of Text Interpretation There are mainly two reading patterns: Top-down and Bottom-up. In this lesson we adopt the former one: students are required to grasp a view of the common topic of these five texts and then get the main idea after skimming, to simplify this task, the teacher has given some hints on the whiteboard, though which the students are easy to master the structure and organization of these passages, which contributes to the output of their knowledge, such as writing and speaking. The students are to match the main ideas with the correspondent texts. After this, students are asked to finish the specific tasks concerning the details of the text to make sure they understand the text fully. A good lesson achieves at least one goal is a good lesson. The focus of this lesson is to develop the reading skill to identify texts of different genres (writing styles), which may be involved in the reading comprehension when taking the college entrance examination. Therefore the key points and difficult points of this lesson is to lead the students to identifying texts of different genres. In addition, it is not that easy to get the students to understand and respect the foreign culture and protect the tourism resources of our homeland, as well as to be an ambassador to advertise them. 4). Analysis of the Reading Material

(i)This is the first lesson that includes five short texts written in five different genres, in other words, they are five texts from different places with general information like geography, history, population, climate, scenery and culture, unique sights and wildlife and so on. These five texts focus on different aspects of Australia.

(ii) The warming-up questions on Australia are adapted by the teacher as original ones are not able to serve their purpose, as the focus of this lesson is to develop the reading skill to identify texts of different genres, which may be involved in the reading comprehension when taking the college entrance examination.

(iii) The questions in “Comprehending”

part listed on P24 are hence adapted according to the focus of the lesson. 5). Key Points and Difficult Points: The focus of this lesson is to develop the reading skill to identify texts of different genres, which may be involved in the reading comprehension when taking the college entrance examination. Therefore the key points and difficult points of this lesson is to lead the students to identifying texts of different genres. In addition, it is not that easy to get the students to understand and respect the foreign culture and protect the tourism resources of our homeland, as well as to be an ambassador to advertise them. Key Points:

the common topic to these five texts; the focusing aspects of the topic; the genre of these five texts, the awareness of native culture preserving as well as the awareness of multi-culture, respect and adoption of the foreign culture.

Difficult Points:the genre of these five texts, the awareness of native culture preserving as well as the awareness of multi-culture, respect and adoption of the foreign culture.

2. Student Analysis

1)This is an experimental class consisting of 36 students with academic performances above average. 2) Students have a certain amount of knowledge on Australia’s geography and history and are equipped with the ability to speak English fluently.

3) They are curious about the world, eager to learn and zealous about self-expression. 4) They have a sense of cooperation in learning activities like group work. 3.Teaching Objectives:

1)

acquire the vocabulary and expressions to introduce a place 2)

analyze the text and decide on the writing

3)

4)

be aware of protecting natural resources and respect the foreign culture. 4.

Teaching Strategies & Learning Strategies: Communicative approach, task- based approach & interactive and cooperative learning. 5.

Materials and resources: Students’ books, markers of different colors, maps of Canada, a multimedia computer, Seewo EasiNote.

6.

Teaching Procedures:

Activities Contents and lesson steps Aims

To get students to be competitive and cooperative.

To get students interested in the topic and curious about Australia and motivated to get more information about Australia.

The teacher tells the students will have a

competition among 4 groups, all the four groups

shout loud out their group names.

1)

The teacher attracts students’ attention by an 1.

Warming up

image of a hot APP called

“Travel Frog”, a frog & Leading-in students nicknamed as Freddy. Get the students to help to guess where he is and was according to the hints included in the the postcards he sent to the teacher. The hints are are follows: The hints on the first postcard: i)

a county level city ii)

the starting point of Long March iii)

the place Chairman Mao used to live in the answer is Ruijin City The hints on the second postcard: i)

a city of the country called"down under" ii)

the Olympic Games in 2000 iii)

the Opera House the answer is Sydney

1)

Students skim to find the common topic of the

five texts--- Australia.

2)

Students read for the main idea for each text

“what aspect is talked about in each text”. 2.Input: Reading

the five texts and

decide on

their

writing style/ 3)

Reading skills are presented to them with a genre

“Treasure Box”

To get students to grasp the main idea and structure of each text and to promote students’

reading comprehension.

To equip the students with the required reading skills.

2.Input: Reading the five texts and decide on

their writing style/ genre

3.Summary 4)

Students read text 1 carefully to fill in the mind map. 5)

Students read text 2 carefully, and find out the topic sentence and imply the genre by asking the students to pay attention to the title, the quotation and the edition piece of this text. Stimulate the students to think why to celebrate Australian Day and instill the values of respecting foreign culture.

6)

Students read text 3 and work out the two rail routes, play a game to check what attractions can be seen and circle out the adjectives which modify the beautiful sights to, ask the students the associations these adjectives bring about and motivate the students to pay attention to the typical pattern of

the title “why the title use repetition rhetoric device and capitalize the word “TRAIN”.

7)

The teacher asks the students read Text 4and answer

how many times the Ayers Rock change in a day and how and ask students debate about whether visitors are allowed to climb the rock and instills the values of tourist attraction preservation and

respecting foreign culture. 8)

Students read Text 5 to fill the key information of this text and work out the genre.

A blank filling game to summarize the features of five kinds of writing. Consolidate what they learned by identifying the genres of five new passages.

1)

Watch a video and design a poster with group members.

2)One student or two from each group dressed in red army suit come to the front, making their speech one by one.

1)

To get students analyze what aspects are involved in the each text

and decide on the genre of each text.

2)

To improve the awareness of respecting the foreign culture.

3)

To improve the awareness of tourist attraction preservation and respecting the foreign culture.

4.

Output: Consolidation

5.

Output:

Group work

To get the students to summarize the features of the five kinds of writing with the help of the hints.

To make sure the students have acquired what they are taught in class. 1)

To get students to appreciate the beautiful scenery of our homeland and motivate the students to be a good

ambassador to advertise our city and preserve the local tourist attractions . 2)

To get the students put what they use into practice. 3)

To get the students be proud of their own hometown and its history.

6.Home work

7.Assessment

Students are free to choose the homework

according to their own learning:

(i). Write a passage to give a brief introduction of To motivate the students to finish Australia within 120 words. their homework based on their

different levels of English capacity. (ii). Design a travel route of Australia, and

make a brief introduction and explain the reason why you choose these tourist attractions.

Students’ performance will be checked and

graded:

i)

Consolidating exercises above To make sure the students have ii)

in their group work and group presentation

acquired what they are taught in iii)

through their homework---writing an class. essay introducing Australia and recommending a

travel route to others. To encourage the students with the

Australian souvenirs.