全国一等奖高中英语课大赛《Module 4 Unit 12 Lesson 4》教学设计+学案+教学反思.docx

组别英语设计主题:模块四第十二单元Lesson 4 The New Australians姓名：学校：_性另 IJ： 职称：_教龄：_联系电话：_电子邮箱： 指导老师姓名 单位六、教学评价设计评价内容：1 .学生以小组活动形式，根据已搭建的脚手架，描述澳大利亚的概况；.以家庭作业的形式，检测学生的文本知识掌握、迁移情况。2 .在学生经过文本阅读，了解澳大利亚概况的情况下，开展群文阅读活动，进一步拓宽学生的视野。 Homework(1) Read more about Australia in Culture Corner on Page 46.(2) Write a composition on Quan Zhou with 100 words, using the knowledge we have learned today.评价方法：运用真实性评价和总结性评价相结合的方式进行评价。Unitl2 4 The New AustraliansLQuiz of AustraliaIL About the title（标题）of the text:1. What is the text about?2. Why did the author use “new”？ How about "the old"?IIL Brainstorming（头脑风暴）& Predicting （预测）：What aspects（方面）of Australia will be talked about in the text?IV. Collect the questions the host （主持人）asked George and Fiona.QI： Q2： Q3： Q4： Q5： Q6: Q7： V. Conclusion （总结）：The aspects we learned in the text:1. 2.3. 4.5. 6.VL Discussion（讨论）l.Is it all kangaroos and surfing?2 .Why did the author use “new"？ What aspects lead to "new"?3 .Why do the Australians like outdoor sports?4.1f you were the host, what other questions would you ask? Why?5. Find the words that George and Fiona used in the show to express their pride to Australia.VIL Speaking： talk about Quan ZhouVIII Homework:1 .Read more about Australia in Culture Corner on Page 46.2 .Write a composition on Quan Zhou with 100 words, using the knowledge we have learned today.教学反思本节课为读写课。文本是一篇访谈式记叙文，访谈节目主持人向George和Fiona提关于 澳大利亚的人口多元构成、饮食、文化、生活方式、风景名胜和对社会看法等六个方面的问 题。本篇文本细节信息非常分散，难以给人留下清晰和深刻的印象，也难以吸引学生的注意 力。因此，需要分层整合人口、饮食、生活方式、文化、社会观点和景点等相关信息，在零 散的信息之间建立起意义关联，在此基础上，提炼对澳大利亚概况层面的信息，帮助学生构 建有关澳大利亚概况的知识结构，提取、品味文本中话题语言和功能语言，为比较澳大利亚 和家乡泉州的概况和迁移奠定基础。基于以上思路，教者以有关于澳大利亚国旗、地图等小调查作为导入，激活学生原认知, 为其做好充分的话题和信息铺垫，快速进入学习状态；通过对文本标题的解读，学生知晓文 本的核心议题，并预测文本的内容和体裁。旨在激发学生阅读动机和培养学生发散性思维； 利用思维导图这一思维工具，分部分引导学生提取信息，并以关键词总结概括，把零散的细 节总括在一起，使零散细节的机械识记转化成有逻辑关联的意义识记；以话题为单位，提取 出文本中话题语言的表达词汇和词块，旨在帮助学生进一步感知和体验文本语言，让学生收 集功能词汇，搭建功能语言的词汇和词块支架，深入体会作者的写作意图，为学生联系实际 生活适度迁移奠定基础。本节课教学思路较为清晰，围绕学生“读”一“思”-“言”的思维过程开展教学活动; 教学目标明确，学生阅读完文本后，能较为清晰地理解文本内容，回答教者提出的分层次的 问题，并用已构建的话题语言和功能语言开展交流活动，课堂达成教学目标；教学过程循序 渐进，以老师为主导，学生为主体，体现学生的认知过程。但本节课课堂容量较大，教学环节多，可以把阅读的环节前移至预习。由于文本语言较为零散，在功能语言和话题语言可以给学生适当的补充，以丰富语言储备。教学设计内容北师大版高一 Module 4 Unit 12 Lesson 4 The New Australians一、整体设计思路、指导依据说明本节课以文本阅读为出发点，在阅读之后，1.学生根据教师编排的导学案，提取文本信息、，总结出文章 的脉络，理清文章的组织结构，建立起学生写作的脚手架。2.学生通过阅读、概括、总结，理解文本的大意 和主旨，了解澳大利亚文化一不同文化的融合，能提取文章所使用的表达法，迁移知识，介绍家乡泉州的情 况。二、教学背景分析教学内容分析：本篇文本是一篇访谈式记叙文，访谈节目主持人向George和Fiona提关于澳大利亚六个方面的问题，共 六部分：第一部分是George和Fiona的自我介绍，从侧面体现了澳大利亚是一个移民国家，人口构成的多元性；第二部分是George和Fiona的介绍澳大利亚的饮食也是多元复合的；第三部分介绍澳大利亚人的生活方式以及日常休闲方式；第四部分是关于澳大利亚的多元文化；第五部分介绍George和Fiona对一些社会问题的看法；第六部分介绍澳大利亚的风景名胜。本篇文本细节信息非常分散，难以给人留下清晰和深刻的印象，也难以吸引学生的注意力。因此，需要分层整 合人口、饮食、生活方式、文化、社会观点和景点等相关信息，在零散的信息之间建立起意义关联，在此基础 上，提炼对澳大利亚概况层面的信息，帮助学生构建有关澳大利亚概况的知识结构和语言表达，提取、品味文 本中话题语言和功能语言，为比较澳大利亚和家乡泉州的概况和迁移创新奠定基础。三、教学目标分析在本课学习结束时，学生能够：1 .通过阅读，理解文章、提取文本信息，总结出文章的脉络，理清文章的组织结构，建立起写作的脚手架。2 .根据学过的内容，谈论、描述有关澳大利亚的概况；.运用学到的知识，描述所在城市泉州的概况。四、教学重点、难点分析1 .引导学生理解文本大意，提取文本框架，并在零散的信息之间建立起意义关联，在此基础上，提炼对澳大利 亚概况层面的信息；.培养学生知识迁移并使用所学知识的能力。五、教学过程设计本堂课,教者采用福建教育学院周大明老师提出的“USE”教学模式。第一部分：Part 1. Warm-upSs do a quiz of Australia, checking themselves the knowledge about Australia.Question 1: Which of the following is the Australian national flag?(answer: C)Question 2:Which of the following is unique in Australia? (answer: B)Question 3:Which of the following is the event held in Australia? (answer: B)Question 4:Which of the following is the map of Australia? (answer: B)Question 5:Which is the capital city of Australia? (answer: Canberra)i：Which of the following is the Australian national flag?gWha c 2；c 小八；«i：Which of the following is the Australian national flag?gWha c 2；c 小八；«They are the member states of the Commonwealth off Nations设计意图：1.通过测试，活跃课堂气氛，快速激活学生原认知，为其做好充分的话题和信息铺垫，快速进入学 习状态；通过测试，增加学生有关澳大利亚的知识。2.导入课题。第二部分：Part 2. UnderstandingStep 1 Ss analyze the title by answering the following the questions:1) What is the text about?2) Why did the author use "new"? How about “the old"?Step 2 Brainstorming & PredictingSs have a brainstorm and predict:What aspects of Australia will be talked about in the text?4.The New AustraliansBrainstorming & Predicting:What aspects of Australia will be talked about in the text?AustraliansWhat Is the text about?1. Why did the author useHow about old"?设计意图：培养学生养成解读标题的习惯，通过对文本标题的解读，学生知晓文本的核心议题，并预测文本的 内容和体裁。旨在激发学生阅读动机和培养学生发散性思维。Step 3 Ss collect the questions that the host asked George and Fiona:Question 1 ： So first of all, tell us a bit about yourselves?Question 2： How do these different cultures affect different aspects of Australian culture?Question 3 ： Do many people live in the desert?Question 4： Is Australia all about beach barbecues and surfing?Questions ： What about art and literature?Question 6： Is there anything you don' t like about Australia?Question 7： Well, you' ve given me a great preview of Australia. Now I need to see it myself! Are allAustralians as proud of their country as you are?Collect the queatlons the host asked George and Fiona.Q3:Do many people live in the desert?Q2：How do these different cultures affect different aspects of Australian culture?The New AustraliansQ5：What about art and literature?Q4:ls Australia all about beach barbecues and surfinQ?Q6:ls there anything you don't like about Australia?Q1: So first of all, tell us a bit about yourselves?Q7：Well,you,ve given me a great preview of Australia. Now I need to see it myself! Are all Australians as proud of their country as you are?设计意图：学生快速浏览文本，通过对访谈节目问题的整理，理清文章的结构和脉络。旨在培养学生的逻辑性 思维，从而初步建构文本的框架，为接下来的分块阅读奠定基础。Step 4 Ss read together with their group members by the guidance of mind-maps offered by the teacher.1) Ss read the text part by part according to the questions raised by the host.2) Ss search for the information related to the topics in the mind-map.3) Ss conclude the general idea of each part by key words.Q1: So first of all, tell us a bit about yourMlv智Q2:How do "! <fl Iff rant cultures affect dlfforant aspect* of Australian cultura?Melbourne with the largest number of Greek people outside Athens.At first, didn't fccl.bcloibe attached to.-Eariy >ottior*： English, Irish. 1943： more mixed, Europe, AsialivingGreecefamilyfamilyMelbournefrom Greece in th© 198OsM：ScotlandF：France.living placmost dangerous: snakes, spiderssheep, seven tor every personAustraliamixture of Southern European & Southeast Asian foodQ3:Do many people live In the desert?Australia all about beach barbecues and surfing?QSiWhat about art and literature?famousQ6:l*anything you don*t llk, about Australia?Q7sW«llpyou*v« given me a great preview of Australia. Now I n««<l to 3» It mysolfl Aro all Australian* proud of their eountry you avw?native Australians were badly treated minority group terrible conditions the restwell-offunfairroads outside the cities in poor conditionthe Great Barrier ReefamazingAyers Rock hugo9 rod chango color设计意图：学生通过阅读，提高查找信息、提取信息和整合信息的能力，并能用关键字词概括话题大意。通过 分段阅读，学生不仅能理解文本细节，也运用关键词，把零散的细节总括在一起，使零散细节的机械识记转化 成有逻辑关联的意义识记。the Great Barrier Reef增强学生对澳大利亚名胜有直观感受和兴趣。Conclusion:mixed foodsdifferent attitudesmixed populationdifferent attractionsmixed wayof lifemixed cultureStep 5 Ss view pictures of the Great Barrier Reef and Ayers Rock.设计意图：运用图片，展示与文本内容关联的信息,Step 6 Conclusion：Ss make a conclusion of the text with the help of the mind-map.设计意图：借助思维导图，学生总结概括文本的框架信息，培养学生的聚合思维。把零散的信息聚合在一起, 有助于学生理解文本“new”的内涵，以及以“new”为核心所拓展的各部分之间的逻辑关联。Step 7 Ss collect the relevant words and expressions used for topic expression.Collect the relevant words and expressions used for topic expression.mixedpopulationmixedfoodsyummy tastyNOW AustralianThere are loads of. amazingdifferentattractionsdifferentattitudesmixed wayof lifecan't bear the way. The only other thing I'd complain is .mixed culturebe fond of like doing sth. take sth. seriouslyThere is a really lively cultural scene here find a broad choice of.设计意图：学生以话题为单位，提取出文本中话题语言的表达词汇和词块，旨在帮助学生进一步感知和体验文本语言，深入体会作者的写作意图，为学生联系实际生活适度迁移奠定基础。学生通过总结概括，内化所输入的文本和语言知识。Step 8 Ss collect the relevant words and expressions used for topic expression.®5. Find the words that George and Fiona used In the show to express their pride to Australia.Is it all kangaroos and surfing?an acre of landgreatWhy did the author use .ew? What aspectsloads of great places. amazingmost interestinglead to ew?mixedpopulationbrilliant delicious bestvast greatlive on an acre of landbelongbe attached to4. If you were the host, what other questions 2 would you ask? Why?5. Find the words that George and Fiona used |川 In the show to express their pride to Australia.The most greattopreally livelyfamousworld-classbroad.in the world.设计意图：设计问题二,旨在学生阅读完文本后,对比课堂开始前的预测，深化文本的意图，理解“new”的木£ I. Why do the Australians like outdoor sports?内涵；设计问题三，旨在培养学生综合阅读信息的能力；设计问题四，旨在基于文本知识，培养学生的发散性 思维。设计问题五，旨在让学生收集功能词汇，学以致用，迁移到写作中，搭建功能语言的词汇和词块支架。第三部分：Part 3.Sharinglive on an acre of land belongbe attached tolive on an acre of land belongbe attached toThere is a really lively cultural scene here find a broad choice of.设计意图：通过小组活动，学生互相协作，学生运用文本提供的信息和已建立的脚手架，讨论、交流思路，完成课后作文的写作框架，培养、提高学生的知识迁移能力和写作能力。第四部分：Part 4. ExpressingPick some groups' outline of their composition and share within the class.设计意图：应用所学知识，巩固所学知识；迁移、输出所学知识。提高学生的口头表达能力。Homework.Read more about Australia in Culture Corner on Page 46.1 .Write a composition on Quan Zhou with 100 words, using the knowledge we have learned today.Homework(1) Read more about Australia in Culture Corner on Page 46.(2) Write a composition on Quan Zhou with 100 words, using the knowledge we have learned today.设计意图：1)开展群文阅读活动，进一步拓宽学生的视野；通过作文，检测学生的文本知识掌握、迁移情况。