Warming up、Pre-reading、Reading、Comprehending优秀教案内容

教学设计

内容

:人教2003课标版选修11高三英语Unit 1 New Zealand 作者及工作单位

:甘肃省武威市第一中学

柴肃英

教材分析

本课是高三英语选修11第一单元的第一课时，本单元的话题是“新西兰”(New Zealand )，具体涉及新西兰的地理概况，历史文化，民族及旅游等内容，语言知识和技能几乎都是围绕介绍“新西兰”(New Zealand)这一中心话题展开的。第一课时是将Warming Up、

Pre-reading、Reading和Comprehending整合在一起上的一节“阅读课”。Warming Up引入本单元话题并要求学生看、听、说有关新西兰的相关内容，为其后的阅读作词汇、句法和话题的准备。Pre-reading要求学生借用地图用英语口头交流他们已有的并激发可能的潜在的知识，教师可以适当补充介绍，如经度纬度、气候及周围的国家等信息。Reading重点介绍新西兰的地貌特征及历史，教师可引导学生抓关键词、主副标题，图片、主题句等来理解全文，

并依据教参提供的“表格”、“结构图”等进行讨论，然后通过课文复述等活动来巩固强化本课内容。Reading和Comprehending 部分进行阅读课的教学，本节是阅读课型的第一课时，主要训练学生从整体上把握文章大意及查找细节的能力。第二课时安排处理语言点及深层次理解文章。为了围绕中心话题开展听、说、读、写活动，在口语训练中要求学生参与性强，在课堂设计上努力贯

彻趣味性原则。

学情分析

针对学生不是很了解新西兰，因此该节课教学设计既要激发他们的学习兴趣，激活其已有的背景知识，使其能运用自己已有的知识和经验思考该单元的中心话题，以探索者的身份投入到该单元的学习中，去获取新的信息，掌握新的知识。增强其对不同地域及文化差异的敏感性，培养世界意识，同时通过对新西兰文化地域学习，加深对祖国相关知识的理解，增强对祖国的热爱之情。

Teaching goals: Knowledge goals :

1. To encourage the students to get to learn more information about New Zealand. 2. To write a description of a country or a region by describing location,culture,geographical features and ... Ability goals :

1. To cultivate students’

ability of skimming, scanning, comprehending and so on. 2.To train and improve students' basic ability of listening , speaking , summarizing and retelling.

Emotional goals: 1. To get to know the geography and history of New Zealand to broaden students' horizon and strengthen their cultural awareness .

2. To stimulate students' international awareness. To arose

students’

interests in learning the passage and evoke their love for our country . Teaching important points: 1. To learn to use some phrases and structures to describe a place . 2. To learn about New Zealand’s geography, peoples, culture and history. Teaching difficult points: 1 . To learn how to help the students have a deeper understanding of the passage. 2.

To help students to learn how to grasp the detailed information .

Teaching steps: Step 1 Revision and lead-in Step 2 Warming-up Step 3

Pre-reading

Step 4 While-reading Step 5 Post-reading

Step 6 Homework Teacher’s activities: 1.To get students to describe the location of New Zealand . 2.To ask students to locate some places on the map.

3.To get students to skim and scan the text. 4.To get students to summarize and retell the passage.

5. To instruct students to make up a dialogue and have a role play. Students' activities: 1.To have a discussion . 2.To ask and answer , talking about benifits of travelling . 3.To describe different places on the map of New Zealand .

4.To work individually , in pairs or groups . Teaching Methods: 1. Questions and answers and presentations .

2. Skimming to find out the general idea . 3. Scanning to find out the details in the passage. 4. Tasked-based activities for consolidation. Teaching Aids:

A multi-media computer, projector, blackboard, chalk

Teaching Procedures:

Period 1

Step 1: Revision and lead-in

After greetings, the teacher shows a map of the world and introduces the location of New Zealand briefly, therefore leading to the topic .

(the first period of this unit)

Go over some words and expressions in this unit to make preparations for the reading . of or relating to geology , people chosen to speak, vote or make decisions for another or others, sign a treaty with ... Step 2 : Warming up

1). Speaking . New Zealand is a beautiful island country. To attract students' attention and arouse their interest , show some pictures about New Zealand and ask them to describe them .

2). Pair work. Traveling is really appealing. Ask students to keep the benifits of traveling and some sentence patterns in mind and try to make up a dialogue. benifits : keep us healthy, eat tasty local food, learn about different cultures, enrich our knowledge,

get close to nature, build up our body, relax ourselves... Possible sentence patterns : The reason why travelling attracts me is that it helps to…

Travelling can ...

That is why I enjoy it. What makes me interested in travelling is that ...

I love travelling .That is because ... The teacher and students make a dialogue about benifits of travelling . ( A few minutes later , ask two groups to act out theirs.)

3). Role play. Let students further practise it by talking about a plan for travelling to New Zealand .

T: Suppose you are going to pay a visit to New Zealand in the holiday. Your partner hears of the news and asks you about your plan . Make up a dialogue with your partner , paying attention to what aspects of New Zealand you will talk about. ( A few minutes later , ask two students to come to the blackboard to act it out to arouse their

interest .) Step 3 : Pre-reading

Asking and answering : T: If you are to write a passage about a place ,what will you write ?

T: If you were the writer of the passage , what would you write to introduce the country--New Zealand? Students may have various answers . Teacher encourages them to speak out as many topics as possible . Step 4 : While-reading

Task 1 Skimming: Guess what the author will talk about.

Ask students to skim the two topics for the main ideas of this reading. The teacher mentions the skills of skimming before reading. Skim the passage by looking at the map , reading the title , subtitles and the first sentence of each paragraph . After reading, students try to finish two tasks by linking and filling. Teacher summarizes the main ideas.

Task 2 Scanning: 1. Careful-reading (Geography) Talk about the map of New Zealand and master some useful expressions about location and direction to get more detailed Information . Identify and locate different places , geological activity and unique features on the map . (group work )

Teacher helps to finish the task . (A few minutes later, the teacher checks the answers with the whole class by a game play .)

If time permits , teacher may ask some questions like this. a.

Which part of New Zealand

has the most mountains ? b. In which island is there more geological activity ? c. On which part of the South Island are you most likely to find sheep farms ? Give reasons. d. What part of the South Island has the most rainfall ? 2. Careful-reading ( History: Part 1) To get more specific information, ask students to get through part 1 of history carefully , fill in the blanks and then discuss the main idea each other .

Teacher gives the answers and summarizes the main idea. 3.Careful-reading ( History: Part 2 )

Many historical events happened in part 2. Ask students to read this part thoroughly and put them according to time order . ( Discussion) A few minutes later, teacher listens to the reports from the students and gives the answers.

Step 5 : Post-reading

1)

. Deep thinking.

A statement is given to students : The arrival of the first Europeans was not only a disaster but also luck for the Maori people . Students are expected to give as many supportive ideas as possible whichever

opinion they have . Key words:changes to the land , the decreased population , gun trade , new towns , educational system , settlement ... Ask some students to report their ideas to the class . If any student disagrees with any of their ideas, ask them to express their opinions and give reasons.

Students are asked to think it over after class ... 2). Summary.

Ask students to do a consolidation exercise . Try to retell the passage with what they have learned . If time permits, teacher can get the students to read the text again with the key words and make them understand the passage better. Step 6 : Homework Underline the difficult language points of the passage . Write a passage describing your hometown.

板书设计

Unit1 New Zealand --land of the long white cloud

学生学习活动评价设计

Contents 自评

他评

Screen

The reason why I love travelling is that it can get me close to nature.

I’m active in talking

I’m active in cooperating

I can express myself properly.

教学反思

反思我的这堂阅读课,有一些值得肯定的地方：一.注重培养学生的基本阅读技能,通过略读,寻读,研读等引导学生积极地阅读。二.注意设置难易相当,形式多样的任务来让学生积极参与。复述课文,角色扮演,讨论,发表观点等活动形式为深度阅读奠定了基础。三.教学中把学习的主动权交给学生, 尽量营造良好的参与环境, 最大限度地引导学生参与到探索知识的过程中去。

但教学中也存在不足:一.训练学生归纳文章主旨和大意时，缺乏明确的指导方法，以至学生机械地把主题句定为段首段尾句，而对于隐含的信息缺乏思考和分析，失去灵活领会大意的能力。二.阅读教学模式不够创新,设置的阅读理解题缺乏对学生推理和归纳能力的培养。三.阅读训练缺乏梯度和分门别类,过度依赖应试型强化训练模式，没有足够重视培养学生阅读策略和阅读技巧。 当然提高学生的英语阅读理解能力需要将课堂内外的训练结合起来，加强对其阅读习惯，技巧，词汇，语法等方面的指导，持之以恒才能得以实现。不能指望在短期内甚至几节课里完成，它是一个长期自我探究和体验的过程。