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視頻課題：人教版高中英語選修11 Unit 1 New Zealand Warming Up, Pre-reading, Reading, Comprehending浙江
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人教版高中英語選修11 Unit 1 New Zealand Warming Up, Pre-reading, Reading, Comprehending浙江省 - 舟山市
A Teaching Design for Book 11 Unit 1 New Zealand
Warming-up, Pre-reading, Reading, Comprehending
I. Design Concept
Based on New English Curriculum Standards, students are supposed to learn knowledge and develop skills, aimed at exploring themes, regarding a text as a carrier in the practice of comprehending and expressing. They should accumulate constructed knowledge by conceptual activities such as sensing, predicting, acquiring, analyzing, summarizing, comparing, evaluating and innovating. Teachers should help students cultivate thinking quality, develop cultural comprehension, shape correct outlook on life as well as viewpoint of value and promote their key competence of English in the process of analyzing and solving problems.
II. Analysis of the teaching material
This unit offers information about New Zealand. This class focuses on the History of this country and it is designed mainly to improve the students’ reading and speaking ability. In order to let the students pay attention to the history of New Zealand in a 40-minute class, the first part of the reading text in this unit, which is about its geography, is left out. First, the students are going
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to match the main idea of each paragraph by finding their topic sentence. Then they are asked to put nine historic events in right order. By doing so, they can learn the history of New Zealand clearly and in the process they are supposed to learn some new words and expressions. Next, they are going to discuss the cultures in New Zealand, which is of great value in improve students’ cultural quality. Finally, they are asked to make a speech about the history of New Zealand, which offers them an opportunity to output what they have learned in this class.
This class is vital in this unit, because it trains students’ reading skills such as skimming, scanning, close reading, summarizing and word-guessing.
III. Analysis of the students
The teaching objects are all the students from Class Ten, Grade Two. That is to say, the levels of their English are various. As a result, I design the class activities of different degrees of difficulty to make sure that all the students take an active part in the class. On the whole, the students don’t tend to speak English in class, and therefore, I design discussion and making a speech to arouse their enthusiasm about speaking English. Meanwhile, they will be able to learn the importance of cooperation and sense the joy of learning English.
IV. Teaching aims
Knowledge aims: Students will be able to
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A: know more about the brief history of New Zealand B: grasp the main idea and structure of the text
C: learn some new words and expressions mentioned in the text Ability aims: Students will be able to
A: practise using some reading skills, such as skimming, scanning, close reading, summarizing and word-guessing to get some information about the history of New Zealand.
B: make a speech about the history of New Zealand Emotional aims: Students will be able to A: learn to respect all the cultures in a country.
B: know the importance of cooperation with their partners.
V. Teaching key points and difficult points:
A: Practise using some reading skills
B: Make a speech about the history of a country
VI. Teaching methods:
A: task-based teaching method
B: individual learning and group discussion C: audio-visual method D: situational teaching method
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4 More recent settlement (5) 5 The first Europeans (3)
Step 3 scanning Put nine historical events in right order A. Many Maori died from disease or war. (6)
B. Maori tribes began moving to the North Island and started to grow crops.(3)
C. After the Land Wars, more and more European settlers began arriving. (9)
D. The British government and the Maori signed a treaty in 1840. (7) E. The first humans settled in New Zealand. (1)
F. Sealers and whalers from Europe came to New Zealand in about 1790. (5)
G. Forests began disappearing and some animals and plants became extinct. (2)
H. War between the Maori and Pakeha
To let students
know the time of each events in the
brief history of New Zealand and the
relationship
between each
events
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ended with the loss of much Maori land. (8)
I. Wars began between tribes. (4)
Step 4 detailed reading
1. The first humans settled in New Zealand. (question: when, who, how, why)
2. Show two pictures to let students guess the meaning of the new words “Maori” and “canoe”.
3. Forests began disappearing and some animals and plants became extinct. (question: what did Maori do?) 4. Teach students to guess the meaning of “extinct” according to the context
5. Maori tribes began moving to the North Island and started to grow crops. (question: What was their purpose?) 6. Ask students to think about the relationship between humans and nature. 7. Wars
began
between
tribes.
To encourage
students to further learn the history of
New Zealand and learn new words and expressions
in the process
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(question: why did Maori people become warlike?)
8. The British government and the Maori signed a treaty in 1840. (ask students to do a summary about the content of the treaty)
9. After the Land Wars, more and more European settlers began arriving. (question: what did English settlers do?)
10. Do a summary about the brief history of New Zealand
From 1000AD to 1200AD, ________ was first to settle in New Zealand. They _________ the land a lot. Some animals and plants became ________.To suit the changing condition, the Maori people ________ to the North Island. As the population grew, people became more ________. In about 1790, _______ and ______ hunters came to New Zealand. They brought _________and
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