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1、Unit 2 The United Kingdom,Puzzles in GeographyReading lesson,Teaching Objectives,03,The key and difficult points,04,Teaching methods &Teaching aids,05,Blackboard Design,07,Teaching Reflection,08,Students analysis,02,Teaching Material Analysis,01,Teaching Procedures,06,Teaching Material Analysis,New
2、Senior English for China students Book 5Unit2 The United KingdomPuzzles in GeographyAn introduction to the United Kingdom about its foundation and development based on geography, history, politics and culture etc.,Students analysis,The second termjust adapt to the senior middle school lifemuch enthu
3、siasm on Englisha good English basisseek ways to learn English wellKnow a little about the United Kindom in their history class,Teaching Objectives,Knowledge aims:know how the UK formed and more detailed information about the four countries in the UK;the geographical division of England;the historic
4、al sites in London and some relevant history of England.Ability aims:improve reading ability such as skimming, scanning and intensive reading;summary ability.Emotional aims: maintain their interest and enthusiasm; get the sense of acheivement of using English;,Reasons: teaching material and ss analy
5、sis;the first peroid of this unit/ reading lesson;,the key and difficult points,The key points: know how the UK formed and more detailed information about the four countries in the UK; the geographical division of England; the historical sites in London and some relevant history of England.The diffi
6、cult points: use the information to write a short summary of this passage.,Why: not just know about UK via reading English text, but also summarize it. limit time,Teaching Methods and Aids,Teaching methods: Task-based Teaching Method Communicative Teaching approach Learning methods: reading strategy
7、 application summary method teaching aids: multi-media computer blackboard,Teaching procedures,Lead-in,While-reading,Post-reading,Pre-reading,Homework,Lead-in,（about 3min）,（5min）,（25 min）,（10min）,（2 min）,Lead-in(3),Are you famililar with this picture? Which country does this picture take? (England,
8、Britain, UK)What are there in the picture?(Buckingham Palace, Queen Victoria image, the golden Angel, the Emperor banner, rose)What are their special meanings?,intention: arouse students interest; desire to know more about UK,Pre-reading(5),Introduce the UK according the map. The guiding questions:1
9、. The UK consists of four countries, what are they?2.Can you name the capital cities of the countries of the UK?3.What do you know about any other cities or towns in the UK?4.England can be divided into three main areas. Do you know what they are? 5. The geography in the world.,intention: to activat
10、e students general knowledge about UK so as to pave the way for the following study, at the same time practicetheir oral English.,While-reading -skimming(4),intention: In this part, Ill invite individuals to give answers so as to improve their ability of grasping key informationin a limit time as we
11、ll as independent learning ability.,Task : To find out the answers as soon as possible.,1. The Union Jack flag unites the flags of three countries in the United Kindom. Which country is left out? why? 2. What three countries does British Airways represents? 3. Which group of invaders did not influen
12、ces London?,Wales. Its usually considered to be part of England. England, Scotland and Wales. Vikings,While-reading -scanning(7),Task: Divide the passage and write down the main idea of each part. (individuals),intention: to have a clear picture to the frame of this text;improve their ability of sca
13、nning as well as the induction ability.,Task1. Discussion:( a group of four)(4) How do you understand the title of the text Puzzles in geography? Are there really any puzzles in geography of the UK? If so, what are they? If not, why does the writer use “Puzzles in Geography” as the title? Get the st
14、udents to discuss about it in pairs.,while-reading -intensive reading(14),intention: to further make clear of this text;learn to make clear of puzzles via discussing with others;foster their cooperative awareness; learn to communicate with others in English;,Task2: Fill in the following form.(7+3),i
15、ntention: to further understand the UK as well as this text; cultivate ss ability of intensive reading;,Post-reading(10),Task: Use the information to write a short summaryof the passage. Ss can work in pairs to do it. They have 7 minute to prepare it. Then its show-time.,intention: to enhance what w
16、e have learnt in this class; cultivate ss summary ability and get a sense of achievement of using English.,Homework(2),1. To search more information about UK.2. Do “Discovering useful structures” 1 and 2 on pages 13.,intention: learn to study through multiple channels and improve the indenpendent le
17、arning ability; feel learning joys.,The Uinted Kindom,Skimming Scanning three partsIntensive reading,vocabulary puzzle clarify break away to their credit,intention: have a clear frame of this class and have a deep impression of what we have learn.,Teaching Reflection,Overall, The goals of this class
18、 can mostly be reached. Most Ss can be engaged in this class. But in the post-reading part, some students didnt finish the summary in the given time. Maybe I should distribute a little more time to this part.,所谓说课是教师在备课的基础上，面对评委、同行、系统地口头表述自己的教学设计及其理论依据，然后由听者评说，达到相互交流，共同提高的目的的一种教学研究形式。说课的基本步骤,一、说教材1、
19、教材的地位：从地位上、结构上、内容上、教育意义上等方面论述本节教材在本课本书中的地位和作用。2、教学目标：根据新课程标准的要求、学生年龄特点、生活经验、认识问题的层次、程度、学生发展的需要等方面制定出三维学习目标。3、教学重点、难点：从教学内容、课标要求、学生实际、理论层次、对学生的作用等方面找出确立重点难点的依据并确定教学的重点和难点。二、说教法依据纲要、课标的四性、新理念、新教法等理论具体说明将在课堂设计中运用那些方法。这里可以从大的方面，从宏观上来说一下，具体详细可以放在下一个教学程序里说明。如：1、参与式 2、讨论式 3、互动式 4、体验式 5、研究性学习6、谈话、对话、辩论、调查、情
20、景模拟、亲历体验、小活动等三、说学法依据新的教学理念、学习方式的转变，说出所倡导自主、合作、探究等方式方法。达到体验中感悟情感、态度、价值观；活动中归纳知识；参与中培养能力；合作中学会学习。四、说教学程序主体部分：说出教学的基本环节、知识点的处理、运用的方法、教学手段、开展的活动、运用的教具、设计的练习、学法的指导等。并说出你这样设计的依据是什么。五、说板书一般正规的说课如果时间允许的情况下，是要在说教学程序的过程中写出板书提纲的。如果时间很紧张，你可以提前写在一张大纸上，张贴在黑板上也可以。能够配合讲解适时出示，达到调控学生、吸引注意、使师生思路合拍共振的目的说出这样设计的理由。如：能体现知
21、识结构、突出重点难点、直观形象、利于巩固新知识、有审美价值等。,说课应遵循的四个原则一、科学性原则说课活动的前提科学性原则是教学应遵循的基本原则，也是说课应遵循的基本原则，它是保证说课质量的前提和基础。科学性原则对说课的基本要求主要体现在以下几个方面。1、教材分析正确、透彻。2、学情分析客观、准确，符合实际。3、教学目的的确定符号大纲要求、教材内容和学生实际。4、教法设计紧扣教学目的、符合课型特点和学科特点、有利于发展学生智能，可行性强。二、理论联系实际原则说课活动的灵魂说课是说者向听者战士其对某节课教学设想的一种方式，是教学与研究相结合的一种活动。因此在说课活动小中，说课人不仅要说清其教学构
22、想，还要说清其构想的理论与实际两个方面的依据，将教育教学理论与课堂教学时间有机的结合起来，做到理论与实践的高度统一。1、说课要有理论指导。2、教法设计应上升到理论高度。3、理论与实际要有机统一。,三、实效性原则说课活动的核心任何活动的开展，考试大都有其鲜明的目的。说课活动也不例外。说课的目的就是要通过“说课”这一简易、速成的形式或手段来在短时间内集思广益，检验和提高教师的教学能力、教研能力，从而优化了课堂教学过程，提高课堂教学效率。因此，“实效性”就成了说课活动的核心。为保证每一次说课活动都能达到预期目的、收到可观实效，至少要做到以下几点。1、目的明确。2、针对性强大。3、准备充分。4、评说准确。四、创新性原则说课活动的生命线说课是深层次的教研活动，是教师将教学构想转化为教学活动之前的一种课前预演，其本身也是集体备课。在说课活动的一个组成部分。尤其是研究性说课，其实质就是集体备课。在说课活动中，说课人一方面要立足自己的教学特长、教学风格。另一方面更要借助有同行、专家参与评说众人共同研究的良好机会，树立创新的意识和勇气，大胆假设，小心求证，探索出新的教学思路和方法，从而为断提高自己的业务水平，进而不断提高教学质量。只有在说课中不断发现新问题、解决新问题，才能使说课活动永远“新鲜”、充满生机和活力。,
