人教修订版高一英语下Unit 18 New Zealand
Reading教学设计
Teaching Goals(教学目标) 说 明
1. Read the passage and learn words and phrases:
ethnic, export, relation, seaside, ship, agricultural, cattle, make up, turn to, mark with ,of high quality, go sailing /camping.
2.Read the passage and get the theme of each paragraph and the details.
3.Analyse the passage structure.
4.Write a description of a country or a region.
Analysis of the Goals (任务分析)
1．The type of the goals (目标知识类型分析)
Goal 1 belongs to elementary knowledge learning and basic skills training. Goal 2 and 3 belong to advancedreading skills training, including how to write a description of a country or a region. Goal 4 belongs to writingability training. In the course of reading and writing the students’ learningstrategy should be developed.
2. The knowledge students have had (起点能力分析)
a. The students have learned some things about New Zealand by learning Reading part.
b. The students have mastered the strategies of vocabulary learning.
c. The students have learned some skills about the description of a country.
Teaching Procedures (教学过程)
Step1. Revision (Revising what the students have learned to arouse the students’ experience and create conditions for new knowledge learning.)
Teacher: Yesterday we learned the passage New Zealand. Now please think about the questions on the screen and give your answers.







Step2.Telling the goals
Teacher: Today, we are going to read another passage about
New Zealand, First, you are to meet with some new words and phrases. Learn them in the same way you used before .Then, try your best to get the theme of each paragraph and the supporting details. At last, write a description of China as the writer did.
Step3. Representation(Pre-reading)
Teacher: We have learned about New Zealand’s geography, history, climate and natural beauty. Do you want to learn more about New Zealand? What would you like to know? Discuss with your partners and report your choices.
After a while, teacher collects their answers and writes them on the blackboard. Their answers should include the subject: culture/custom, economy/industry/agriculture, language and population.
Play the tape for the students to get the general idea and compare the content with their guess.
Step4. Reading (while-reading)
1. The students open their books, read the whole passage quickly and underline the new words and phrases. Teacher gives help if necessary. The students deal with the words and phrases by using strategies:
ethnic, cattle, relation—Lookup
export, ship, turn to—Context + Lookup
make up, mark with—Form + Lookup
seaside, agricultural—Form + Context
of high quality, go sailing/camping—Lookup+ Teach
2. The students scan the passage and write down keywords that indicate what each paragraph is about.
Paragraph1. People: population, ethnic groups, language.
Paragraph2. Culture: custom
Paragraph3. Economy: agricultural products
Paragraph4. Things people like to do in free time : sport and activities
3. The students read the passage carefully to learn about the details or facts. Teacher asks questions to check the result.
4. Having a discussion with the class about the article’s structure:
There are four paragraphs, each of which has a theme. The paragraphs are not very long, but give the most important facts. The facts are correct, which is very important.
Step5. Writing (post- reading)
Teacher: Now we know how the writer writes the description of New Zealand. If you are asked to write about China, you do know how to do, don’t you? Now let’s read the instruction and the tips to get move help.
Going through the instruction and tips with the class. Then asking them to think of the facts about China and write the facts on a piece of paper. Teach
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