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

Unit 1 New Zealand（teaching design）

(Module11)

Teaching goals: 1. To encourage the students to get to know more about New Zealand. 2. To learn the important and useful words and expressions and have a good knowledge of New Zealand. 3.To cultivate the students’ ability of reading comprehension: skimming, canning, generalization, inference and so on. 4.To train the students to make up dialogues. 5.Evoke Ss’ interest in travelling and broaden their horizons. Important and difficult points: 1. To learn the important and useful words and expressions and analyze complex sentences. 2. The description of NZ’s geographical features according to a map. 3. To cultivate the students’ ability of reading comprehension.

4. To train the students to make up dialogues. Teaching Aids Maps, pictures, ppt, internet use, textbook and prepared reading questions. Teaching Procedures: Step 1.Lead-in and warming up Ask the students whether they have toured around NZ or seen it from common media to lead to this topic. Ask the students to enjoy some pictures to arouse their interest in

1

knowing more about this country. Also ask ss to search for more information related to these pictures and to this nation.. Step 2.Pre-reading

Look at the map of New Zealand and discuss what you can learn about New Zealand. Discuss especially: latitude and longitude;

seas surroundings the country;

islands that make up New Zealand;

mountains and mountain ranges lowest and highest areas;

possible areas for farming major cities;

possible climate Step 3.Reading comprehension (1) Guessing

According to the title, what the text will talk about the country---New Zealand? There are various answers such as population, geography, history, natural beauty, climate ,agriculture ,culture, life and so on. (2)Scanning and Skimming Get the general idea and the main idea of each paragraph. (3)Careful Reading

Answer some questions. Which New Zealand Island has the most mountains? In which island is there more geological activity? On which part of the South Island are you most likely to find sheep farms? Give reasons.

2

What part of the South Island had the most rainfall? Where and when was gold discovered in New Zealand? Put the following historical events in order. Many Maori died from disease or war. Maori tribes began moving to the North Island and started to grow crops. After the Land Wars, more and more European settlers began arriving. The British government and the Maori signed a treaty, which made New Zealand the property of Great Britain, but gave the land to the Maori people. The first humans settled in New Zealand. Sealers and whalers from Europe came to New Zealand. Forests began disappearing and some animals and plants became extinct. War between the Maori and Pakeha ended with the loss of much Maori land. Wars began between tribes. Step 4.Language points: range: n. 排，行，一系列

a range of buildings

范围，幅度

a wide range of choice

Phrases:

at long/short/close range

在远/近距离

beyond the range of

超越…范围

out of one’s range某人达不到的，在某人知识范围以外的

vt. 使成行，排列

The teacher ranged his students along the path.

3

vi.位列，分布，涉及

He ranges with /among the great poets.

This plant ranges from France to Italy. carve:vt.to make or form by or as if by cutting 雕刻,切开

e.g.The statue was carved by John.

He carved his initials on the tree trunk.

The marble was carved into a statue. extinct: adj.已灭的,灭绝的,断绝

an extinct volcano 死火山

an extinct species 绝种的物种

We expect the tribe to become extinct in the near future. extinction: un.熄灭,绝种

The extinction of the lights left the room in darkness. 灯火熄灭使房间陷入一片黑暗. Apes are in danger of extinction.猿猴有灭绝的危险. wipe out 清除,垮台;

wipe up消灭,揩干;

wipe off擦去,购销(债务等) wipe down把…上下揩干净;

take over接管;

take apart拆开

take away拿走,夺走; take down放下,记下; take in吸收,领会,理解,欺骗, take up占据,开始,着手做某事;

take out拿出; take off起飞,(产品等)大受欢迎,匆忙离开

worse still更糟的是;

what is worse;

to make matters worse Step 5. Speaking Task Topic1 In groups,make a table to list information about NZ and your part of China.In what ways are they similar and how are they different?

4

Topic2

Retell the knowledge of NZ in the form of a interview . Step 6 Homework

Try to revise key words and phrases and learn to use them flexibly.

Pay attention to the use of the article”the”

Learn to precisely describe a country in English on a map.

Encourage Ss to make use of the internet to search for other aspects of NZ that they want to know more about. 教学反思

在本篇教案设计中我考虑到了新课标的三维目标的要求，在教学的各个环节设计中都尽量的注重加强学生的综合素质和兴趣的培养。整篇教案不仅从知识上，也从能力和情感及价值观方面设计教学目标并将此贯穿于整个课堂教学环节中。在整个设计中，学生不仅要掌握重点词汇及句型，更要借助课文的学习进一步提高英语阅读能力，独立思考能力，想象能力，观察能力，比较能力和英语语言表达能力。而实现以上这些，我是分别设计了清晰的知识网，层层深入的阅读思考题，欣赏与新西兰相关的各种图片，利用地图来用英语从各个角度表述该国地理特征，并在口语表达练习中设置两个话题以促进学生的比较、思维及表达能力。

5