Warming up、Pre-reading、Reading、Comprehending教学内容分析

人教版选修11 Unit1 New Zealand 教学设计

Reading New Zealand: Land of the Long White Cloud Part2 History 一、

教学内容分析

本课内容选自人教版选修11第一单元《New Zealand》的reading 《New Zealand: Land of the Long White Cloud》的第二部分History.

这个部分主要涉及的内容是新西兰的简史，特别是新西兰的第一批居民毛利人移居新西兰的历史，同时也叙述了欧洲移民（主要是英国人）到来的经过。欧洲移民为了争夺地盘与毛利人进行了一系列的战争，结果毛利人丧失了大部分土地，欧洲移民最终成了社会主流，新西兰就这样按照英国的社会模式构建起来了。

为了备考新高考新题型概要写作，本课的教学设计主要通过疏通文本的内容，帮助学生理出文章的要点，从而为写出文章的summary做好铺垫。作为一篇写历史的文章，此文的要点应该包括四个方面：时间，人物，事件，影响。所以整个教学过程的环节会围绕这四个方面进行设计，并在此过程中加入概要写作的一些技能的指导。例如：词性转化，同义词替换，找出主题句，合并句子等等。

二、

学情分析

本节课的教学对象是高三年级即将参加六月份考试的学生。他

们目前的学习状况就是不停的刷题。在这个时候，选取一篇趣味性与知识性相融合的文章定能激发他们学习的兴趣与主动性，而且可以帮

助他们缓解苦战题海的枯燥。在平时的概要写作练习中，他们很少会遇见写历史的文章，所以这课的教学对他们也很具有实际意义。

三、

教学目标

1.

知识与技能：

a.

通过本节课的学习，学生能够理解本课新单词与词组：Christianity，unrest，sign a treaty with。

b.

通过本节课的学习，学生能够找出写历史文章的主要要点。

c.

通过本节课的学习，学生对概要写作的一些技能（词性转化，同义词替换，找出主题句，合并句子）得到练习与巩固。

2.

情感态度与价值观：

a.

通过本节课的学习, 学生能对新西兰的历史有一些了解。

四、

教学重难点

1．

重点：找出并理清文章中“时间”，“人物”，“事件”，“影响”四个要点的内容。

2．

难点：如何准确理解文章中的一些复杂句子。

五、

教学设备用具

1.

视频：新西兰国歌《God Defend New Zealand》video 2.

多媒体电脑

六、

教学过程

Step1

Pre-reading (6min) 1.

Let the students enjoy the song《God Defend New Zealand》.

(设计意图：视频中的新西兰美丽的风光以及优美动听的歌曲能够以最快的速度让学生集中注意力，并激发他们学习本节课的兴趣。)

2.

Let the students do a quiz about part1 Geography.

Q1:What’s the location of New Zealand?

A: New Zealand lies in the south-west Pacific.

Q2:How many main islands does New Zealand consist of ? What are they? A: Two. They are the North Island and the South Island.

Q3:Which New Zealand island has the most mountains? A: The South Island.

Q4:Why is there geological activity in New Zealand? A: Because New Zealand sits on two tectonic plates which are constantly moving and hitting into each other.

Q5: In which island is there more geological activity ? A: The North Island.

Q6: What part of the South Island has the most rainfall? A: The west coast of the South Island.

(设计意图：检测复习课文的第一部分Geography的内容。)

Step2

While-reading 1.

Fast reading: Have the students read the first sentence of each paragraph and do the choice. (3min) Q: What does the passage focus on?

A: It focuses on the history about _______________of New Zealand. A.

sports

B. settlers

C. education

(设计意图：让学生通过阅读每一个段落的第一句，快速找到文章所写的是关于新西兰哪个方面的历史。)

2.

Scanning: Have the students scan the text and find out who the settlers were and when they came to New Zealand.(Fill in the form)(5min) Paragraph

time

settlers

followed……

then

Answer: Paragraph 1&2 3 4 5 time 1000-1200AD 1790 followed……

then after the Land Wars 1860s settlers the Maori people the first European European missionaries British more English settlers more immigrants (设计意图：通过扫读，让学生以直观的方式快速找出本文的两个要点：“时间”，“人物”，并训练他们“scanning”的阅读技能。)

3.

Careful-reading(22min) Para.1

Q1.What did Maori people do?

A: destroyed…killed …fished… hunted

Q2.What influence did Maori people have on New Zealand?

A: Some animals and plants became extinct, large areas of forest were disappearing.

Ask some students combine the following sentences together.

a. Maori people came to New Zealand from 1000AD to 1200AD. (cause)

b. Some animals and plants became extinct and forests were destroyed. (result) (设计意图：1.通过两个问题的提问，让学生找到毛利人到新西兰后所进行的活动以及这些活动所产生的影响。2. 让学生明确活动与影响之间存在的因果关系，从而知道用什么方式（例如：as a result, consequently, lead to等等）可以合并a,b两个句子。这样做，能让概要写作的技能“合并要点”得到练习与巩固。)

Para.2 Q1: Topic sentence? A:The Maori people changed their way of life to suit the changing conditions 追问：Why do you think the first sentence is the topic sentence?

A: Because the rest sentences tell us how the Maori people changed their way of life Q2: How did they change their way of life?

A:They moved to the North Island, grew sweet potatoes and fern roots for food.

追问：Can you use a general word to sum up “sweet potatoes and fern roots”?

A: Crops (设计意图：训练概要写作技能“找主题句”与“用概括性的词语替代具体性的描述”——“crops”概括“sweet potatoes and fern roots”。)

Para.3 Q1: What did the first European bring? A: Diseases and guns.

Q2: What was the result?

A: Reduction of the Maori population.

(设计意图：1.通过两个问题的提问，让学生找到第一批欧洲人到新西兰后所进行的活动以及这些活动所产生的影响。2.第二个问题的回答能够训练概要写作技能“词性转化”——“reduce”转化成“reduction”。)

Para.4 Q1: What did European missionaries do? A: They taught the Maori about Christianity. 追问：So what did they bring?

A: Religion Q2:What did British do in 1840? A: They signed a treaty with the Maori. 追问：What’s the meaning of “sign a treaty with”? A: “make an agreement with”

Q3: How do you understand the content of the treaty? A: The treaty made New Zealand the property of Great Britain, but gave the land to the Maori people. Q4: What can we know from the sentence “Unfortunately, when the Maori people did not want to sell their land to the new settlers, especially at the extremely low prices they were offered, unrest between the Maori and Europeans grew”?

A: It tells us British and Maori people still had conflicts in land. 追问：

What happened?

A: Wars. 追问：

What’s the ending? A: The Maori people were defeated and lost much of their land. (设计意图：1.通过问答，让学生了解欧洲传教士与英国人到新西兰后的活动及影响。2. 帮助学生理解本段落中出现的难句。3. 在学生回答问题的过程中，通过追问训练概要写作技能“同义词替换”——“sign a treaty with”与“make an agreement with”；“用概括性的词语替代具体性的描述”——“religion”概括“Christianity”。)

Para.5 Q1: What did English settlers do? A: They built cities and towns and farmed the land, changing the environment. They based their settlements on the structure of British society. 追问：There are three verbs: build, farm, change, which one describes the influence? Q2: What happened in the 1860s? A: Gold was discovered in the South Island, bringing more immigrants.

(设计意图：1. 通过问答，让学生了解更多的英国移民到新西兰后的活动及影响。2. 帮助学生理解“built”，“farmed”和“changing”之间的关系。)

Step3

Post-reading (3min) 1.

Sum up the four aspects “time”, “people”, “event”, “influence” according to the information written on the blackboard.

2.

Tell the students that if they want to write a summary of an article about history, they should write the four aspects above in the summary. 3.

Let the students know that they also should highlight the more important people and events in their summary. (设计意图：1.在疏通完文本之后，帮助学生对板书上的信息进行总结概括，让学生明白本节课的重点与目的就是找出本文的要点“时间”，“人物”，“事件”，“影响”。而这四个要点也正是

所有写关于历史的文章的重点所在。2. 提醒学生在找出要点之后还要对这些信息进行主次的区分。)

Step4

Homework(1min) Try to develop your first draft of the summary.

(设计意图：让学生尝试写本文的概要从而检测学生对本课的掌握情况。)

板书设计：