Warming up、Pre-reading、Reading、Comprehending优质课教案

Unit3 Australia Pre-reading and reading 教学设计

一、学生分析

本单元是高三上学期上半段第三单元内容。通过高中二年多的阅读学***部分学生已经积累的相关的阅读技巧如：scanning、skimming、careful reading，已经能够在快速阅读、精读中找到相应问题答案。所以在平时的阅读课上，我重视培养学生的阅读能力，提高学生在阅读中寻找所给问题答案的水平。通过读写整合课堂、小组讨论和个人展示，以学生为中心，切实提高阅读课的效率。

二、材料分析

本单元是关于澳大利亚当地的风俗、文化和风景。作者描绘澳大利亚这个国家著名的风景，娱乐活动，当地人的生活状态，风土人情。在备课之前，我查阅相关资料，了解澳大利亚这个国家的相关知识；以及准备了许多相关图片素材，将这个国家的历史文化更直观的展现给学生。从而对于文章的内容有更滑深刻的了解。

三、教学目标

本课为阅读课型，主要介绍了澳大利亚这个国家。通过阅读使学生了解澳大利亚人的生活状况，学会描述自己的游记生活、学习英文写信的要点和注意事项。为了更好引导学生，我把一些视频和图片与课文结合起来，让学生讨论。本课目的要使学生了解这个国家的历史、文化、经济和当地的人的生活状况。学会如何描述相类似的旅游经历。

教学内容大致分为以下几个方面：

1.通过一系列的图片，导入澳大利亚的相关知识。

2.

播放短篇VCR，引发学生探究这个国家的兴趣，以提高学习本篇文章的积极性。

3.通过快速阅读，完成相关练习。

4.细节阅读，通过分段分析增加学生对文章的理解。

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5.归纳总结，形成知识脉络，对全文有一个整体的把握与认知

6.小组谈论分析写信的格式和注意事项

四、教学过程

Step I. Leading-in 导入新课，明确目标

1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about

Austrlia this country, who can give a short discription about it?”

2. Get some Ss to present their opinions on this country before the class. Step II. Warming Up （小组合作探究）

1. Ask Ss to discuss the following questions. What is the relationship between Autralia and Britain? 2. Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P22. Then get one pair to act out their dialogues before the class. 3. Divide Ss into four groups and ask them to discuss the following question on the blackboard. Do think Autralia is greater than Britain. Step III. Pre-reading （读前）----individual work 个人活动

Ask Ss to look at the pictures on P21～P23 and guess what the passage talks about. 1.

Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imagine the life in this country. 2.

Lead Ss to the reading text on their own.

Step IV. Skimming 跳读----individual work 个人活动

Let Ss read the text, then ask them to sum up the main idea of each paragraph with only one sentence. Step V. Scanning 略读----individual work 个人活动

Ask Ss to find out the places and activities mentioned in the text. Teacher may say, “There are some places and activities mentioned in the text. Can you name them? Can you find out what they are?”

Step VI Careful reading 精读

-------- （Evaluation standard达标检测）

Ask Ss to read the text carefully and ask them the following questions. . (1)

Where do most Australians live? (2)

In what city do most politicians work? (3)

How many people live in Australia? (4)

When is Australia Day? (5)

How far is from Perth to Sydney? (6)

How many world heritage sites are there in Australia? (7)

Which part of Austrlia gets the most rainfall?

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(8)

Why do most people choose not to climb Uluru? (9)

What two world heritage sites are named in this text? Step IV 排疑解难（师生互动）

I. Words 词汇学习

II. Phrases 短语学习

(自主学习，提出问题) III. Sentence Structures句式剖析

(互动交流，突破疑难) Understand and discuss the sentences on P22 in text , teacher can help students know about them further. Step III Evaluation standard 达标检测

Finish the exercises in exercise book (P 24) Step IV Summary & Assessment 小结与学生自评

Ask several students to sum up what they have learnt in the class. Step V Homework 作业布置

Recite the above language points. 六、课后反思

学生齐读课文的时候，到生词部分并不流畅。个别学生在小组讨论的时候并未参与进去，整堂课时间把握稍显欠缺，前松后紧。讨论结果展示部分效果较好，学生能踊跃发言，将小组观点明确表达出，唯一不足之处是英文表达仍有巨大困难。

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