Warming up、Pre-reading、Reading、Comprehending教学设计与反思

人教版选修9

Unit 3 Australia教学设计

1．教材分析：

本节课是对人教版选修9第三单元“Warming up and Reading”部分的学习，是本单元的第一课时，旨在培养和提高学生的阅读能力和语言表达能力。按照《高中英语课程标准》的要求和学生的实际水平，本节课所设计的内容有针对性地培养学生的听说读写能力，进一步激发学习兴趣，培养良好的学习习惯。

2．学情分析：

高二学生大多数已意识到学英语的重要性，有学好英语的欲望。通过初中三年和高一年级的学***多数同学已具有一定的听、说、读、写能力、自主学习能力和分析理解能力。针对我们的学生大部分来自农村的实际情况，根据高中英语教学的要求，学生的听说能力有待于进一步培养和提高。本文涉猎到一些地理知识，针对文史类的学生来说，能实现跨学科的认识和提高。

3．教学目标: Knowledge and ability skills: After learning this lesson, the students can grasp the pronunciation of the important words and phrases. At the same time, they can use some words they are familiar with to express their opinions and improve their reading skills and spoken English. Processes and methods: Through cooperating communicating, the students can have a better understanding of Australia. By means of discussion, the students try to use what they have learnt to make a journey, thus improve their spoken English.

Emotion, attitudes and value:

Through answering questions, the students could arouse their interest of reading and try to feel the tricks of reading. The students also can gain confidence and happiness thus have good values on life.

4．教学内容与过程

教学重点：引导学生分析文章结构，提高阅读能力。

教学难点：理解文章大意，把握文章细节。

StepⅠ: Leading in

Watch a short video. T: Look at the pictures; can you guess what the country is? S: Australia. T: Let’s watch a short video to know Australia further.

※设计意图：通过视频导入标题，激发学生的学习兴趣，提出本节课的话题，导入新课。

StepⅡ: Warming up

Match the six pictures and find out the correct on the map.

※初步了解澳大利亚，锻炼学生的口语。

StepⅢ: Presentation

Fast reading Tips: Skim and scan the five parts quickly.

Don’t read word by word.

Match the main idea of each part.

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

a newspaper article an advertisement

Careful reading Text 1 According to the above clue, we get to know that this passage is a general _______________to Australia, including its geography____________,

environment,__________, __________, __________ and administration.

Text 1-2 Fill in the blanks.

Text 3-5 1. If you trip from Sydney to Perth, you can see ___________.

A. mountains and trees

B. mountains and plains

C. mountains, plains and wildlife

D. plains, trees and wildlife 2. The rock in Uluru is amazing because _______.

A. it is very high

B. it is very large

C. it is sacred

D. it can change color 3. Where do Jack want to go?

A.

Perth. B. India

C. Canberra D. Sydney 4. Referring to Cradle Mountain National Park

in text five, which one is true?

A.

Drive 250 km southwestwards from Hobart, you’ll arrive at the southern end of it.

B. It is famous for peaks, lakes and rocks.

C. It is not the World Heritage.

D. Its 80-km walking track is a popular attraction.

细节理解题策略：找准关键词从而到文中找准定位区间，注意错误选项特征（无中生有，以偏概全，张冠李戴等）

※设计意图：要求学生细读课文，选择题和填空题分析细节，掌握文章结构，提高学习能力和思维品质。

GROUP WORK Travel around Australia Student A: a Chinese student learning in Australia Student B: a native Australian and a friend of A Student C: another friend of A, also a native Australian e.g.

A: Australia is an extremely beautiful country.

I am dying to travel around Australia.

B: You bet. Sounds like a great idea.

C: Where do you want to go?

A: I’ve no idea. Could you introduce some tourist attractions for me?

B: My pleasure. First, I think you can visit…, because…

C: You also can go to…, that is because…

……

(You can refer to your book and your paper)

※

设计意图：通过分组讨论，培养学生合作精神；通过对话，提高学生的学习能力和口语交际能力。

StepⅣ: Summary

The earth is a paradise to live in, full of beauties and wonders.

Leave nothing behind but our footprints. Take nothing away but our good memory.

※设计意图：升华学生的情感态度价值观，提高学生的文化品格。

StepⅤ: Homework

※设计意图：巩固所学内容，帮助学生养成课前预习、课后复习的好习惯。

5.

评价和反思

本节课以学生为主体，通过互动、设疑、探究、合作、讨论等教学方

式，利用视频，PPT教学，让学生较快融入到教学中，利于学生自主

学习能力的提高。激发了学生学习英语的兴趣，锻炼了学生的听说能

力，也培养了学生的合作能力和竞争意识。但由于课上时间有限和学

生口头表达能力的局限，在讨论的环节中，学生表达的还不够充分，

在今后的教学中还要继续努力，应给学生提供更大的空间，让他们多

思考、多表达，以锻炼他们的思维能力和口头表达能力，促进阅读，

实现语言学习的目的。