英语教学设计 M9U3ASTRALIANPeriod1Reading

附件教学设计方案模版教学设计方案课程M9U3ASTRALIANPeriod1Reading课程标准学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力教学内容分析人教版第九模块第3单元，主要学习澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容语言技能和语言知识都是围绕这一中心设计的教学目标

1.EnablethestudentstolearnsomeinformationaboutAustralia

2.Trainthestudentsreadingabilityskimmingdetailreadingdistinguishingdifferentstylesofarticles学习目标学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力学情分析高三学生对话题兴趣浓厚，尤其是去过当地的同学重点、难点Enablethestudentstodistinguishdifferentstylesofextractarticles.GetsomeinformationofAustraliainthetext.教与学的媒体选择Acomputerablackboardatape-recorder课程实施类型偏教师课堂讲授类J偏自主、合作、探究学习类备注教学活动步骤序号1StepILead-inGreetingAskSstoguessthecountrywearegoingtotalkabout-Todaywearegoingtoleamaboutacountry.Itisacountryandalsoacontinent.Itissurroundedbyoceans.Whilemanyothercountriesarehavingwinteritisinsummer.Inthiscountryyouwillseemanyplantsandanimalsthatcannotbefoundanywhereelsesuchasthekangarookoalabearetc.Doyouknowwhichcountryitis”AskSstosaysomethingabouteachpictureanddistinguishwhatcitydoeseachpictureassociateswith.HaveyoueverbeentoAustraliaWhatplacesdoyouknowinAustraliaWell-knowncitiesfamousscenicspotsetc.Lookatthepictures.WhatdoyouseeineachpictureCanyourecognizethemWhy”AskSstofindtheplaceslistedinQuestion1onthemapAskSstoworkingroupsanddiscusswhattheyknowabouttheseplaces.2StepIIPre-readingAskSstoquicklyglanceatthefivetextandanswerthequestionsdesignedforthispart.GettheSsknowsomereadingstrategies:skimmingdetailreadingandpayingattentiontothewordsthatfrequentlyappearedinthetextandequallyimportanttheirrelativewords.3StepIIIReadingAsktheSstoreadthetextquicklyandanswerquestionslistedinExercise1Comprehendingpart.AsktheSstoreadthetextindetailunderlinetheinformationtheydidntknowbeforeandwritedownfivefactsthattheyconsidertobethemostinterestingandexchangeinfbnnationingroupswork.4StepIVDiscussionAsktheSstoworkingroupstodiscussthefollowingquestions.WhatkindofpeopledoyouthinkmakeAustraliatheirhomeEachyearlargenumbersofpeoplebecameAustraliancitizens.WhydoyouthinktheychoosetobecomecitizensWhendoyouthinktravelingbytrainacrossAustraliawouldbeappropriateandwhendoyouthinktravelingbyplanewouldbemostsuitableGivemorethanonereasons.InwhatpartofAustraliadoyouthinkmostagriculturetakesplaceGivereasons.WhydoyouthinkthepopulationofAustraliaissosmallwhenitissuchalargecountryChoosefivewordsorphrasestodescribeAustralia.5StepVLanguagepointsExplainsomedifficultpointsaslistedinthePPT.6StepVIHomeworkFinishEx.l23Page24-

25.WriteanarticleaboutthereasonswhypeoplewanttotravelinAustralia教学活动详情教学活动1*******活动目标在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力解决问题逐步形成自主学习、合作的习惯，以及通过QQ对信息的处理技术资源多媒体，投影机常规资源ablackboardatape-recorderpictures活动概述AskSstoguessthecountrywearegoingtotalkabout--“Todaywearegoingtolearnaboutacountry.Itisacountryandalsoacontinent.Itissurroundedbyoceans.Whilemanyothercountriesarehavingwinteritisinsummer.Inthiscountryyouwillseemanyplantsandanimalsthatcannotbefoundanywhereelsesuchasthekangarookoalabearect.Doyouknowwhichcountryitis”AskSstofindtheplaceslistedinQuestion1onthemap.AskSstoworkingroupsanddiscusswhattheyknowabouttheseplaces.教与学的策略任务型教学+自主学习法+小组合作反馈评价用几幅关于澳洲的大城市和著名的风景点的图画，过渡到这个单元的课题，并引出与下面阅读课文相关的词汇和背景知识读前部分旨在训练学生的阅读技巧，要求学生快速浏览五篇短文后，回答前面的这个部分设计的三个问题阅读部分包含五篇主题相同却风格各异的短文，百科全书选段、新闻报道、广告、明信片、旅游手册文章，从多角度概叙了澳大利亚的国家全貌理解部分由三项练习组成，练习1和“读前”部分相呼应，也是要求学会快速阅读课文，旨在训练略读技巧教学活动2*******活动目标在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力解决问题英语思维的能力有所提升，综合运用语言能力有进步技术资源多媒体，投影机常规资源ablackboardatape-recorderpictures活动概述AsktheSstoworkingroupstodiscussthefollowingquestions.WhatkindofpeopledoyouthinkmakeAustraliatheirhomeEachyearlargenumbersofpeoplebecameAustraliancitizens.WhydoyouthinktheychoosetobecomecitizensWhendoyouthinktravelingbytrainacrossAustraliawouldbeappropriateandwhendoyouthinktravelingbyplanewouldbemostsuitableGivemorethanonereasons.InwhatpartofAustraliadoyouthinkmostagriculturetakesplaceGivereasons.WhydoyouthinkthepopulationofAustraliaissosmallwhenitissuchalargecountryChoosefivewordsorphrasestodescribeAustralia.教与学的策略自主学习法+小组合作法反馈评价这里要求学生仔细回答仔细细读课文，同时标出自己以前不了解的一些关于澳大利亚的信息，列出其中最有意思的五项，并与同伴交流讨论这个练习从形式上看比较简单，但他能使学生对文中信息进行主动加工，从认知层面提升到思维层面，从而书本上的知识纳入了自己的知识体系是课文内容的拓展，训练学生的逻辑思维能力和表达能力由于五篇短文大多是陈述性和描叙性的语言，而没有表达个人的观点的语句，因此，该练习借用文中提到的一些事实发问，以激发学生对文章内容的深沉思考问题的答案不能从文中直接找到，要求学生有理有据地说出自己的观点••••••评价量规其它参考书备注。