Warming up、Pre-reading、Reading、Comprehending教案评析

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所用教科书

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周琴

1991年3月

430100 18186109050 性别

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女

湖北省武汉市蔡甸区汉阳一中

湖北省武汉市蔡甸区汉阳一中

695652068@qq.com 人民教育出版社

高中英语

高一

所教册次、单元

选修《英语11》

Unit1 New Zealand

Warming up, pre-reading and reading 1.整体设计思路、指导依据说明

1.

整体设计思路：在本节课中，首先通过新西兰的地图和其他图片介绍新西兰吸引学生的兴趣，引出本单元话题。然后带着学生分析文章结构，了解各段段落大意。并通过略读和精读的方式，学生们对新西兰的地理地势和历史有更深入的了解。最后，通过头脑风暴和讨论的方式，学生们了解了描述一个国家所要考虑的要素，各组选取其中一个方面对中国进行描述。

2.

指导依据：新课程标准下高中听说读写要求。

2.教学背景分析

教学内容分析：

本节课主要是warming up，pre-reading和reading三个部分,主要激发学生对本单元的兴趣，然后带着疑问去阅读，培养学生快速阅读和精读的能力，与此同时培养学生创新思维能力。

学生情况分析：

高一学生由于刚从初中过渡，词汇和阅读能力均比较薄弱，因此通过本节课培养学生的阅读兴趣以及提高阅读能力。

3.教学目标分析

教学目标（Knowledge objectives）：

1.

知识目标：掌握latitude, longitude, tectonic, geological, geography,backbone, graze, wipe out,take over等重点词汇及短语

1

2.

能力目标：

1)

增强学生的阅读兴趣

2)

提高学生听、说、读、写四方面的能力

3.

情感价值目标：[来源:学科网]

1）

了解新西兰的地势及历史

2）

通过描述国家，学生们能够了解中国的文化历史，地势地貌等，增强民族荣誉感和自豪感。

3）

通过小组合作，增强团队合作意识。

4.教学重点、难点分析

教学重点：

1.快速阅读，了解文章结构。

2.寻找细节，完成表格。

教学难点：1、通过略读和精读把握文章结构；2、从具体某方面描述中国(地势、文化...)

5.教学过程设计

Book 11 Unit 1 New Zealand Reading

New Zealand: Land of The Long White Cloud Part One: Pre-reading. (5 min) Task 1: Firstly show what you have known about New Zealand with some pictures. And then look at the map of New Zealand and discuss what you can learn about New Zealand from it. Please discuss the following questions about New Zealand with your partners: Latitude and longitude Seas surrounding the country Islands that make up New Zealand Mountains and mountain ranges Possible areas for farming Major cities Possible climate

Part Two: Reading (20 min) Task 2: Read the Geography part and answer the following questions.(10 min) 1)

Complete the topic list below to show what each paragraph is about:

Para1: Location of New Zealand

Para2: __________________________

Para3: __________________________

2

2)

Try to find out the detailed information about the geography of New Zealand and fill in the blanks.

location Lie in south-west_______; sit on two__________

Geological ___________and ____________

activities

A range of mountains run through_____________,

The North Island with ______________on either side. In the center

of the island is an area called _______________. Geography

_______________, in which a number of The South Island ______________have formed, forms the backbone of the south Island. To the east of the mountains are______and__________. To the west is_________________

Task 3: Read the History part and answer the following questions.(10 min) 1)

Match the main idea of each paragraph: Para1

The first Maori arrivals Para2

The first Europeans Para3

The European settlement of New Zealand Para4

Changing conditions cause changes in Maori lifestyle Para5

More recent settlement 2)

Put the following historical events in order (

) 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. (

) 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.

Part Three: Post-reading(15 min) Task 4: Brainstorming.

(5 min)

Brainstorm the aspects on how to describe a country, and then try to describe China in aspects of geography and history.

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geography

A country

Task5: Students’ presentation. (10 min) Choose one or two students to give presentation to describe the geography or history of China. Then other students can freely give feedback to their performance.

Task6: Homework

Finish the composition to introduce China according to the reading passage, including different aspects of describing a country.

6.教学评价设计

在备课中，充分考虑学生的学情实际，在综合语言运用能力的基础上，着重提高学生用英语获取信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力。在上课中，通过多媒体课件等激发学生的学习热情，使抽象的材料具体化，降低学生的难度；并通过讨论、头脑风暴等活动调动学生积极性，小组合作，课堂气氛活跃，使学生在轻松中获取新知，在学习中不断提升核心素养。

评价方法：当堂检测法。

1.小组互评。

2.成果展示。

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