Using LanguageⅡ教案教学设计

教学设计

课题名称

姓名

年级学科

一、教学内容分析

Unit3 Australia (Reading＆Writing)

刘力伟

高三英语

工作单位

教材版本

廊坊市第十二中学

人教版

It is selected from the PEP edition English textbook for Senior high school. This unit focuses on the Australian culture and attempts to give students a primary introduction to the country－its history, geography, and animals.

二、教学目标

1.

knowledge & skills: to make students know something about the Australian culture 2. process & method: to improve students’ ability of using language through

activities, such as listening, speaking, reading, and writing (the important and difficult point)

3. emotion, attitude & value: to cultivate students’ cooperative spirits and their love for nature and the world 三、学习者特征分析

The students’ English foundation is not good, but they have the basic ability to speak in English, so the class activities could be arranged by lowering the level of difficulty, and leading them to use English bravely.

四、教学过程

Step1: Lead in Listen to the Australian anthem Advance Australia Fair!, and ask students to guess what country the song is about, and then fill in the blanks in the lyrics. Designing aims: Lead to the topic of this lesson－Australia. Step2: Teaching Process＆Teacher’s Instructions 1)Task One: Talking about Australia from the aspects of history, geography, and animals Designing aim: Inform the students of some information about Australia, and practice their ability of speaking English.

2)Task Two: Pre-reading (Based on the map of the Australian climate, students should further guess the animals in Australia)

Designing aim:

Lead to

the reading section “Australia’s Dangerous Creatures”

3) Task Three: Reading (Fast reading＆Intensive reading) Fast reading: Scan the passage and answer the corresponding questions Intensive reading: Have a group work to fill in the blanks with the right form. Designing aim: Improve the students’ ability of reading and using language.

Step3: Assignment (writing & role play) After enjoying a short movie, students will be assigned to role play a drama---a travel consultation on Australia, and then write an email of reply. Designing aim: Practice the students’ communicative skills and abilities of writing and arranging the information from the text. Step4: Homework Revise the email by themselves or with others’ help, and hand in the final version tomorrow. Designing aim: Improve the students’ ability of writing.

五、教学策略选择与信息技术融合的设计

教师活动

预设学生活动

设计意图

Lead students to talk about the history, and Discussion＆Oral expression

Inform the students of some information about Australia, and practice their ability of speaking English.

geography, animals of Australia.

Pre-reading: According to the map, Based on the map of the Lead to

the reading give a brief Australian climate, students section “Australia’s introduction to the should further guess the animals Dangerous Creatures”

Australian climate

in Australia

Fast reading: Scan the passage Instruct the students to understand and use the English language in the correct way.

and answer the corresponding questions Improve the students’ Intensive reading: Have a group ability of reading and work to fill in the blanks with using language.

the right forms.

态度与价值观）为出发点，以任务型教学为主要教学方法，充分利用信息技术等多媒体手段进行跨文化教学，使学生不仅能够掌握文化知识，还能够获得文化交际能力。

Australia这一单元主要围绕“澳大利亚”这一中心话题展开听、说、读、写方面的技能训练。高中阶段的学生求知欲更加强烈，渴望认识世界的心情更加迫切。因此，在进行Using Language的第二课时时，首先以播放澳大利亚国歌《Advance Australia Fair!》作为导入，通过“听歌曲，填歌词”使学生对澳大利亚的地理环境有一个初步的了解。然后组织学生进行小组讨论“看图识澳”，即通过向学生展示三副图片——澳大利亚国旗、世界地图、澳大利亚旅游海报，从而开展对澳大利亚历史、地理和动物的介绍性讨论。

通过对比中澳两国的气候分布图，使学生了解澳大利亚的物种多样性，并导出Reading：Australia's Dangerous Creatures，快速阅读掌握主旨大意，精读夯实语法知识。感受视频《澳大利亚风光》之后，组织小组演示情景剧《澳大利亚旅游咨询》，创设真实的交际场景，发挥语言的交际功能。最后的Writing部分依然紧靠主题，通过回复一封邮件“关于澳大利亚旅游的建议”，检验学生综合运用语言的能力。

然而，教师在充分利用教材，发掘其所隐含的文化内容的同时还应考虑到语言作为文化的载体，表达思维的工具，高中生在学习英语的过程中必然会受到这些文化因素的影响。这就要求中国学生在维持中国文化主体性的前提下，对外国文化进行观察、比较、反思和再创造，用一种辩证和发展的眼光来看待自己的传统文化，同时对异国文化采取尊重、宽容和开放的态度，吸收其中的进步元素，使自己成为符合时代要求的国际型人才。