Puzzles in Geography 教学设计

教学思想

1. 学以致用，善于从学生的实际生活中挖掘例子；使学生所学到的能够帮助解决处理学习和生活中的实际问题，激发内在的学习动机，提高学习积极性。

2. 教学内容不拘泥于教材而源于教材，由易到难，由表及里，循序渐进。

3. 发挥课堂中学生的主体性；教师角色的定义在于维护者，引导者，引导学生自主探究学习。

教材及学情分析

单元话题是“英国”，从地理、历史、政治、文化等方面介绍了联合王国的形成、发展及其风土人情。学生读完后，会对英国有一个比较详细的认识，不仅可以拓宽知识面，还有助于今后更深入地了解和领悟英国的文化习俗。学生英语基础参差不齐，但其余学生只有基本的听说能力，词汇量不足，不能独立完成文章阅读，有待提高。

教学目标

知识目标：使学生通过阅读此文章了解英国的形成及发展。

能力目标: 训练并培养学生的阅读技能。

情感目标: 激发学生了解西方国家的知识文化的兴趣，拓宽学生视野，尊重他国文化。

课程资源

教材，英语新课程标准，网络信息化资源，指导用书

教学重点

使学生通过阅读此文章了解英国的形成及发展。

教学难点

改善学生的阅读和表达能力。

教学工具与方法

1. 工具：本课利用多媒体等设备，激发学生兴趣，对开展话题提供丰富材料。

2. 方法：任务型教学Task-based Learning

讨论合作学习Discussion and Cooperation Learning

教学步骤

Lead – in （5min）

设计意图

课前给学生布置五个关于英国常识的问题，课后自行查询，课堂共享。

T: I gave you some homework about UK yesterday,

Let’s deal with the quiz together. Are you ready？

S: Yes.

Questions:

1. T: Who rules the UK?

The Prime Minister or The Queen?

S: The Minister.

2. T: Which is the longest river in England?

S:The Thames River

3. T: What are the provinces called in England?

Counties or States?

S: Counties.

4. T: What is the national flower of the UK?

S: Rose.

5. T: What is the national animal of the UK?

S: Redbreast.

通过课前预习，了解关于英国的常识，拉近与阅读文章的距离。

Pre-reading (2min)

设计意图

通过询问The UK, the Britain,England之间的区别过渡到阅读任务。

T: How well did you do? If you get 5 questions all right, you know

a lot about the UK already. But I prepared one more complicated

problem for you:

We have heard The UK, the Britain, and England ever before,

But what are their relationships?

Anyone can clarify the doubt clearly?

S: （The class may be in silence.）

T: OK, let’s find answers in the reading passage namedPuzzles

in Geography.

引发学生对于英国构成思考。

While-reading (25min)

设计意图

Fast Reading (6min)

阅读文章以前，先讲授阅读技巧——Skimming

Skim: To glance through a passage quickly to get the main idea.

T: Now please read the whole text as fast as you can,

and try to match the main ideas with each paragraph.

ParaMain Idea

Para1 A. Introduces the topic to the reader.

Para2 B. Explains the joining of England and Wales

Para3 C. Explains the differences in the 4 countries.

Para4 D. Explains how England is divided into 3 zones.

Para5 E. Explains the importance of London as a

Cultural and political center in the UK.

Para6 F. Have a summary of the invaders.

T: Have you finished?

T: OK， let’s have a check，you can share your answers like :

Paragraph 1 introduces/explains…

Keys: BAFCED

Carefully Reading （19min）

再次阅读文章以前，先讲授阅读技巧——Scanning

Scan：To read quickly only for specific information.

阅读第一段回答问题。(3min)

paragraph 1, and answer my question here.

How many countries does UK consist of?

S: The UK is made up of 4 countries.

T: And they are England, Wales, Scotland, and Northern Ireland.

（ppt展示英国地理构成图）

阅读1-3段填写思维导图。(10min)

T: Well done, but do you know how does it come about?

S: No.

T: So you can read paragraph 1-3 and finish the mind map below.

Task2. Read paragraph 1-3 about how the UK came into being，

and finish the mind map according to the questions.

England + 11. Which country was linked to England ?

13thcentury

England +2 2. Which country was joined to England and Wales?

17thcentury 3. What did England ,Wales, and Scotland

change their names into?

3 +4 4. Which country was joined with

20thcentury“Great Britain”?

The United Kingdom of5and 6 5. What’s the full name of UK?

T: OK， let’s check it together，you can share your answers according to the 5 reminding questions, such as:

…was linked to England.(同时ppt播放英国形成的过程图+板书简图)

下面为引入England作铺垫，

以听力材料并回答问题的形式让学生获取对England的信息并深入了解。(3min)

T: According to the several pictures of UK, which one is the largest country ?

S: The England.

T: Yes, so next close your books and we listen to a piece of listening comprehension, you should finish the following questions.

Task3. Listening comprehension.

en to the article and fill in the blanks below.

(1)________ is the largest of the four countries, and for convenience it is divided roughly into (2)___ zones. The zone nearest France is called the (3)_____ of England, the (4) _______ zone is called the Midlands and the one nearest to Scotland is known as the (5)______ find most of the (6) ___________ settled in the south, but most of the (7) ___________ cities in the Midlands and the North of England.

2. Choose the right answers:

(1)Which part of England do not attract visitors at all?

hB. MidlandC. South D. Both A and B

(2)Who built the older and smaller towns ?

A. The VikingsB. The RomansC. The NormansD. The Anglo-Saxons

下面教师以提问学生的方式核对填空以及选择题的答案，核对完毕以后，通过ppt上展示England的地图，教师引导学生一起对听力材料中关于England地区的重要概况进行回顾复述。(3min)

T: You have done an excellent job, now let’s

retell something about England.

1. England is divided into 3parts, which are North, Midlands, and South.

2. Most industrialcities are in the North and Midlands.

3. Most populationsettled in the south.

(划线为教师引导学生说出的部分)

T: That’s a brief summary about England, the biggest country in UK.

进一步加强学生对文章的理解。培养概括能力和获取信息的能力。

加深学生对于英国构成的记忆。

通过思维导图，全面系统的为学生呈现英国形成的过程，加深理解。

通过听力材料调整学生本节课的学习方式类型，吸引学生注意力，并训练学生从听力材料中捕捉信息的能力。

教师引导学生再次复述England地区的概况，精简记忆，加深印象。

Post-reading （7min）

设计意图

I believed that you have a good command of the history about UK, now please write 2 sentences about the UK or England by using these words and expressions, then share withyour neighbors.

Consist of... with...

Include link to...

(1) _______________________________________________.

(2) _______________________________________________.

巩固本节课所学关于England的关键知识，并发展学生独立思考的能力和语言输出能力。

Homework (1min)

设计意图

1. Connect the sentences you wrotejust now ,

to retell part 1 and part2 into a passage.

2. Preview: Read part 3 and accomplish the chart below.

训练学生的语言输出能力。

预习首都London。

板书设计

Model 5 Unit2 The United Kingdom

Puzzles in Geography

Skim: To glance through a passage quickly to get the main idea.

Scan：To read quickly only for specific information.

 13thEngland

Wales

UK = 17thEngland

Scotland

20thThe Great Britain

Northern Ireland

教学评价

语言教学应该注意学习过程的评价，即评价学生的分析能力，表达能力，协作能力和创新能力。“任务驱动”的教学策略下，可以通过学生对课文的理解程度如何，反应是否积极，以及表达是否恰当充分来评价，我们鼓励以学生为中学进行教学活动，评价的形成，内容方法多元化。本节课通过略读，细读，推理判断，归纳总结等，结合不同层次的教学任务和课堂活动，基本实现所设定的教学目标。