Warming up、Pre-reading、Reading、Comprehending教学设计实例

Book 11 unit 1 教学设计

1.

课题：

New Zealand

2.

教材分析和学生分析：本单元的中心话题是新西兰。Warming up通过true or false 的方式使学生对新西兰yoga大概了解，pre-reading部分运用地图的方式更加直接地体现新西兰的地理位置，相邻的国家水域，主要城市、山脉、岛屿等，以便学生更好地参加课堂活动。Reading部分：New Zealand: land of the long white cloud.简要介绍了新西兰的地理，历史及人口。Comprehending部分旨在考查学生对课文基本内容的理解程度，studying or exploring language部分主要通过各种练习帮助学生重温本单元之前几个部分所学习的新的单词短语。Grammar部分也是通过练习介绍了本单元的定冠词的用法尤其是在地名前的使用。Using language 部分中的listening and reading主要介绍了新西兰的人口，工业及旅游，使学生对新西兰有个更深的了解。

3.

课时安排：

The first period: warming-up, pre-reading, reading and comprehending The second period: reading(language points) The third period: learning about language The fourth period: using language The fifth period: listening and reading task 4.

教学目标：

⑴知识技能：了解新西兰的情况

⑵

过程和方法：本单元通过新西兰这一话题的探讨，加强了学生对于这个国家的了解。在教授本单元是必须强调这个国家的风土人情，气候，文化习俗等，以便学生对这个国家有个更直观清楚的认识。

⑶

情感态度和价值观：了解新西兰，可以给学生布置任务:讨论新西兰的地理特征，气候特点，文化居民等，尽可能地查阅相关内容。

5.

教学难点和重点：

词汇：plateau,bachbone,graze,strip,carve,paddle,uninhabited,extinction,fern,scarce,warlike, tribe, fence, immunity, treaty, representative, ownership, unrest, civilian。

短语：wipe out, take over, consist of, a range of ,that is, in search of, in return, lead to…

语法项目：定冠词的用法。

难点：Learn sth. about a country from different aspects.

How to get the information in a fixed time

How to get the general information of a country. 6.

教学策略：discussion, student-centered, vocabulary, listening ,group-work, teach grammar in real situation. 7.

教学媒体设计：a projector and a tape recorder. 8.

教学过程：见分课时教案设计

9.

课堂练习和课外作业设计：穿插于分课时教学设计中。

10.

教学反思：见每个课时最后部分。

Period I: Warming-up, pre-reading, reading and comprehending

Aims : to learn sth about New Zealand ,including history, geography and peoples. Produces:

Step 1: lead-in

Show the students the flag and ask them questions 1.what is the name of the country?

2.where is it?

3.How much do you know about it? Step2: warming up Warming up by having a quiz. Step3:Pre-reading Having a general understanding about New Zealand by looking at the map. Seas surrounding the country, islands that make up New Zealand, possible climate , major cities…

Step4:Reading 1.

first reading scan the title and subtitle, look at the pictures and find out the text may cover.(geography, history…) 2.

second reading

match the main idea with each paragraph.

Geography

history Paragraph 1

the south island

changing conditions cause changes in Maori lifestyle Paragraph 2

the north island

the first Europeans Paragraph 3

location of New Zealand

more recent settlements Paragraph 4

more European settlement of New Zealand Paragraph 5.

the first Maori arrival 3.

third reading:

answer the questions according to the geography part 1).Which New Zealand island has the most mountains? 2).In which island is there more geological activity? 3).On which part of the South Island are you most likely to find sheep farms? Give reasons. 4).What part of the South Island has the most rainfall? 4.

fourth reading:

put the following events in order according to the history part. ( ) A Many Maori died from disease or war ( ) B Maori tribes began moving to the North Island and started to grow crops ( ) C After the Land Wars, more and more European settlers began arriving. ( )D 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. ( 1) E The first humans settled in New Zealand ( ) F Sealers and whalers from Europe came to New Zealand ( ) G Forests began disappearing and some animals and plants became extinct. ( ) H War between the Maori and Pakeha ended with the loss of much Maori land. ( ) I Wars began between tribes. Step5: Post-reading presentation:

Suppose you were a tour guide, design a two-day tour to New Zealand for your visitors step6:show time: ask some students to present their design. Step7: Homework

Search any information that interests you about New Zealand, and prepare to present your findings. Learn the important words and expressions in the reading passage. 教学反思：1.本节课主要学习新西兰的地理构成，历史，主要城市等，达到了预期的效果。

2。后面展示的过程中，由于时间关系和个人原因，遗憾地落掉了学生的提问环节。