Puzzles in Geography 教學設計

教學思想

1. 學以致用，善於從學生的實際生活中挖掘例子；使學生所學到的能夠幫助解決處理學習和生活中的實際問題，激發內在的學習動機，提高學習積極性。

2. 教學內容不拘泥於教材而源於教材，由易到難，由表及裏，循序漸進。

3. 發揮課堂中學生的主體性；教師角色的定義在於維護者，引導者，引導學生自主探究學習。

教材及學情分析

單元話題是“英國”，從地理、歷史、政治、文化等方面介紹了聯合王國的形成、發展及其風土人情。學生讀完後，會對英國有一個比較詳細的認識，不僅可以拓寬知識面，還有助於今後更深入地瞭解和領悟英國的文化習俗。學生英語基礎參差不齊，但其餘學生只有基本的聽説能力，詞彙量不足，不能獨立完成文章閲讀，有待提高。

教學目標

知識目標：使學生通過閲讀此文章瞭解英國的形成及發展。

能力目標: 訓練並培養學生的閲讀技能。

情感目標: 激發學生了解西方國家的知識文化的興趣，拓寬學生視野，尊重他國文化。

課程資源

教材，英語新課程標準，網絡信息化資源，指導用書

教學重點

使學生通過閲讀此文章瞭解英國的形成及發展。

教學難點

改善學生的閲讀和表達能力。

教學工具與方法

1. 工具：本課利用多媒體等設備，激發學生興趣，對開展話題提供豐富材料。

2. 方法：任務型教學Task-based Learning

討論合作學習Discussion and Cooperation Learning

教學步驟

Lead – in （5min）

設計意圖

課前給學生布置五個關於英國常識的問題，課後自行查詢，課堂共享。

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.

通過課前預習，瞭解關於英國的常識，拉近與閲讀文章的距離。

Pre-reading (2min)

設計意圖

通過詢問The UK, the Britain,England之間的區別過渡到閲讀任務。

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.

引發學生對於英國構成思考。

While-reading (25min)

設計意圖

Fast Reading (6min)

閲讀文章以前，先講授閲讀技巧——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）

再次閲讀文章以前，先講授閲讀技巧——Scanning

Scan：To read quickly only for specific information.

閲讀第一段回答問題。(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展示英國地理構成圖）

閲讀1-3段填寫思維導圖。(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.(同時ppt播放英國形成的過程圖+板書簡圖)

下面為引入England作鋪墊，

以聽力材料並回答問題的形式讓學生獲取對England的信息並深入瞭解。(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

下面教師以提問學生的方式核對填空以及選擇題的答案，核對完畢以後，通過ppt上展示England的地圖，教師引導學生一起對聽力材料中關於England地區的重要概況進行回顧複述。(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.

(劃線為教師引導學生説出的部分)

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

進一步加強學生對文章的理解。培養概括能力和獲取信息的能力。

加深學生對於英國構成的記憶。

通過思維導圖，全面系統的為學生呈現英國形成的過程，加深理解。

通過聽力材料調整學生本節課的學習方式類型，吸引學生注意力，並訓練學生從聽力材料中捕捉信息的能力。

教師引導學生再次複述England地區的概況，精簡記憶，加深印象。

Post-reading （7min）

設計意圖

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) _______________________________________________.

鞏固本節課所學關於England的關鍵知識，並發展學生獨立思考的能力和語言輸出能力。

Homework (1min)

設計意圖

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.

訓練學生的語言輸出能力。

預習首都London。

板書設計

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

教學評價

語言教學應該注意學習過程的評價，即評價學生的分析能力，表達能力，協作能力和創新能力。“任務驅動”的教學策略下，可以通過學生對課文的理解程度如何，反應是否積極，以及表達是否恰當充分來評價，我們鼓勵以學生為中學進行教學活動，評價的形成，內容方法多元化。本節課通過略讀，細讀，推理判斷，歸納總結等，結合不同層次的教學任務和課堂活動，基本實現所設定的教學目標。