春期：必修1和必修2
SEFCI Unit 18 New Zealand
温州市第八中学王洁
本文将从教材分析、教学方法与教材处理、教学程序、教学评价等四个方面对高中英语新教材高一（下）第十八单元New Zealand进行说明。
一．教材分析
1．教材内容分析
本单元的中心话题—New Zealand (新西兰)学习新西兰人文地理状况的相关主题。教材以“看地图，说地图”为切入点展开听力、对话、阅读、写作、综合运用的教学，以“新西兰的地理，气候，历史，资源，畜牧业，毛利人及风土人情等”为载体使学生接受语言知识及训练。新西兰是另一说英语的重要国家，可就相关内容做深层次挖掘和整理，拓宽其文化视野，增强对两中地域及文化的差异的敏感性。
Warming up部分展现在学生面前一幅祖国地图，图中标明邻国、邻海、邻岛，要求学生运用英语中方位的表达方式来谈论不同位置。让学生在情景中进行语言操练。为了激活学生已有的相关知识，可加入“畅所欲言话祖国”（动嘴）；“描画五洲四洋”（动手），以此达到较好的热身之效。
Listening部分是一篇听力材料，涉及“鲸鱼岛”（离斐济岛仅10分种）。300字左右的材料的信息零散繁多，共呈现了：鲸鱼岛的位置，地貌，气候，城市，交通，农业及旅游。为了降低听辩的难度，听前设计了一份列表，以增加学生听力信息的汲取量，提高信息的准确率。
Speaking部分旨在通过有关出生地的方位的对话来巩固“Expressing location and direction”的语言功能。该部分在设计上留有空间，因此在课堂上举行了一场“家乡旅游资源推介会”，训练学生在真实的情景中饶有兴趣地进行口头表达的能力和丰富学生有关描述“方位”“景点介绍”等的语言。
Reading是一篇介绍太平洋岛国---新西兰的文章。文章共分四部分，即新西兰的地理位置及城市，新西兰的气候特征，新西兰的旅游及鸟类资源，居住者及毛利人的历史。通过Pre-reading, Reading & Post-reading三个步骤，循序渐进地培养学生略读与查读等阅读技能。同时结合新西兰风土人情、社交礼仪、生活习惯等方面的知识，并用竞赛的方式，激发学生的合作和竞争意识。又有利于培养学生之间的合作意识，促进学科之间的渗透和交融。
Language study分词汇和语法两部分。词汇部分设计了六组描述“land” 的名词与+容词的配对练习，并在此基础上造句。旨在要求学生注意名词转化成形容词加词根（后缀）的构词法；培养学生准确使用修饰语的习惯及能力。语法项目是有关“It”的使用，掌握“It”(1) 指代时间、地点、气候、距离；(2) 作形式主语。在语法训练中，即要注意加强学生的合作学习，又须使机械操练带有一定的情景性和生活化。
Integrating skills分为读、写两部分。学生通过阅读另一篇有关新西兰人文生活的资
料，要求通读全文找出段落大意即文章框架。旨在让学生根据此框架进行写作，即所居住地或省的描述文章。该操练旨在提高学生写作结构多样，信息内容密集的介绍地点的文章的水平。
Checkpoint通过学生自评方式，帮助他们简要总结本单元语法重点—It的用法。该部分还鼓励学生自己去总结本单元的重点词组及表达。
2．教学重点和难点
重点：
1. 掌握英语中方位的表达方式,
2. ―It‖用作主语(指代时间、地点、距离及用做形式主语)
3. 学习及拓展与新西兰相关的词汇和知识
难点:
依照框架恰当写作描述国家或地区的介绍性文章
二．教学目标
理论依据：《新课程标准》（实验稿）
根据《新课程标准》（实验稿）关于总目标的具体描述，结合高一学生实际和教材内容，分语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相应教学目标。
1．语言知识
单词：理解、内化、运用以下生词-- surround, settle, sign, , relation, landscape, cattle, region, agreement, export, agricultural, subtropical, ethnic, mainly;
词组：lie in/to/on/off, take possession of, sign an agreement, refer to, make up, be marked with, turn to doing, be shipped to, be of high quality
功能：学习掌握一些用于描述地点和方位的结构句式，如：
1) He is from Weihai, a city in northeast Shandong.
2) Weihai lies about 88 kilometers east of Yantai.
3) She is from Shentong, a small village, 30 kilometers south of Jinan.
4) It is some 3,500 kilometers from Polynesia to New Zealand, which they
traveled in narrow boats.
语法：复习、掌握：It用做主语(指代时间、地点、距离及用做形式主语)
2．语言技能
听：捕捉特定信息、抓关键词（如：地理、气候、城市、河流、历史等），听懂一篇地区或国家的介绍性文章。
说：学生能熟练掌握与话题相关的常用词汇与表达，如：如何在现实生活中就地点和方位进行准确的全方位的表述，同时使学生能就话题较好地完成一些开放性话题，以提高在真实语境中的英语交际能力。
读：获取关于New Zealand的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。
写：能分层次、分段落地描写一篇国家或地区的介绍性文章。
3．学习策略：
学生能在一定程度上形成自主学习、有效交际、信息处理和英语思维的能力。如：培养学生使用图书馆、网络查阅资料的能力。
4．情感态度：
(1)在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。
(2) 学习新西兰人文地理状况，拓宽学生的文化视野；同时鼓励学生以满腔的热忱在语
言情景中激发爱国主义热情。
(3) 在共同完成设计“温州旅游资源推介会”、“畅所欲言话祖国”、“描画五洲七洋”
等任务的过程中，加强团体协作意识。
5．文化意识：
增强对中新两国地域及文化差异的敏感性，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，增强对祖国的热爱之情。
三．教学方法与教材处理
教学方法：
根据我们几年来“第二语言习得论”和“整体语言教学”的理论和实践，同时渗透当前教学改革，课程改革等的先进理念。为达成上述教学目标，本人运用任务型教学途径，英语课堂设计采用―P—T—P‖ 自主学习立体模式。（Pre-task--- Task-cycle--- Post-task）
说明：
1．Pre-task:
引入话题，激活学生下网络和扫清词汇障碍，明确学习任务和任务完成的步骤，激发学习英语兴趣。
学生：认知处于主动状态，有完成任务的强烈愿望。
教师：学习的组织者、促进者；善导、激趣的过程。
2．Task-cycle: 任务的完成过程。
学生：用英语做事，运用体验、参与、合作、实践、交流、探究等方式进行自主学习的过程，发展听、说、读、写综合英语技能。
教师：指导者、帮助者、参与者、合作者的角色；引思的过程。
3．Post-task: 展示成果，交流成果的过程。
学生：体验成功和喜悦，自我评价、小组评价、认识自己、树立自信、反思自己、调控自己。
教师：评价者、总结者；总结教学中的成功与不足；发现学生学习中的问题和不足；精讲过程。
总体：学生愿学—乐学—惯学—论学过程。
师生真正学习共同体形成过程；教与学的交往、互动，师生双方交流，相互沟通、相互启发、相互补充。
教材处理：
综上所述，我把本单元的任务确定为：
学生能根据框架, 运用所学词汇和短语, 围绕国家的地理位置人文历史、能源等话题，得体而有逻辑地介绍一个国家或地区。其三个环节如下：
Pre-task: 学生回忆已有的地理知识，畅所欲言祖国的地大物博；以激活背景知识，使课堂倍感亲切。
Task-cycle: 学生完成围绕国家人文这一话题，展开听、说、读、写的各项任务，学会听、说、读、写的各项技能，强化“介绍国家和地区‖的表达能力，为完成任
务作好铺垫。
Post-task: 达成任务，展示成果，反馈学习情况。
四．教材安排
根据学生学习英语的特点和规律，学习阶段的侧重以及高一学生的发展，我把本单元划分为6课时：听力、口语、阅读（2课时）、语言（0.5课时）、写作、评价（0.5课时）。同时安排一些单元教学前和单元教学后的活动任务。
Period 1 Warming up & Listening
Step1 Pre-task
Goal: 这部分的重点是激活学生已有的相关背景知识，引出本单元的话题—地理人文，了解学生对其的熟练程度，同时让学生操练位置的表达方式，并在口头上加以操练；充分表达学生对祖国的热爱之情。
1. Put the names of the oceans and continents in the right place of the map ( Class work )
2. Talk about the information in the card first and then fill it as homework: ( Group work )
Goal: 激发鼓励学生以满腔的热忱就所列出的表格对祖国的地大物博畅所欲言；为引入本单元的主话题New Zealand作好铺垫；同时亦能使学生在描述的过程中表达对自己的祖国的热爱。
3. Ss are demanded to look at the map of China and the names of countries, islands and seas beyond China. Say what the positions are of the different places and waters in relation to China.(Groups work )
Ss are divided into 2 groups:
Topic 1----countries and islands in relation to China
Topic 2----seas and oceans in relation to China
* Goal:充分调动学生参与教学的积极性通过地图—这一直观的教具的刺激，使学生对掌握的地理知识进行回忆；同时运用已学的方位（位置）表达词组：lies in, lie on, lie to
加以操练巩固。并引入本课的重点—--中国的邻国、邻海和临近岛屿。
Step 2 Task –cycle （Listening ）
1. Pre-listening:
Show the Ss five pictures of well-known beautiful islands worldwide:
(1)Hainan Island (China)
(2)Phuket Island (Thailand)
(3)Dongtou Island (Wenzhou)
(4)South Island (New Zealand)
(5)Dolphin Island (Fiji)
然后让学生小组讨论以下问题，各组派一人回答。
1) Do you know the islands? What’s their l ocation?
2) Which country do they belong to?
3) What do you think they attractive so many tourists home and abroad? ( Long, white and
attractive bay; named paradise. etc.)
Goal: 教师展示五幅著名岛屿的画面，并设置开放性问题，进一步启发学生进行口头描述，旨在从视觉和听觉上激发学生对本听力话题—鲸鱼岛的兴趣。
2. While-listening
1) First listening for information
Goal: 提醒学生在首听的过程中尤其注意捕捉该岛的以上特定信息，以养成在进行有关介绍国家、城市、地点的听力训练中准确、及时、第一时间地汲取这一首要信息的良好习惯。2）.Second listening and marking on the map
Listen to the tape a second time ,write down and mark other 3 cities, beach, rock, etc. on the map as quickly as possible. Check in group.
Goal: 成功获取相关信息后，并在地图上标出是进行地理性文章的听力训练的另一重要环节。
3）.Third listening and answer the Qs in the text (P37) and talk about the island(Group work)
Goal: 说&写在听力训练中是两个不可缺少的环节，起着相辅相成的重要作用。
3.Post-listening: （Suggestion: Time not permitting, leave it as homework.）
Task:
DIY Listening material. Ss are asked to:
First—find a favorite island in China or abroad (Qiandaohu Island / Dongtou Island / Taiwan Island etc. )
Next—write down the location and direction and other information they like
Finally—record the material in the tape
Goal: 学生在DIY自制听力材料的“三步曲中”，即能体验“采，编，播”的乐趣，又可感
受合作带来的快乐。该任务可作为学生的课后作业。
Period 2 Speaking
Step 1 Pre-task
1.Revision: Competition in asking and answering （Pair work ）
展示中国地图，学生进行提问和回答，多者胜。如：
(1)Sa: Where is Thailand?
Sb: It lies on the southeast of China.
(2)Sa: What’s the position of Sea of Japan?
Sb: It lies to the southeast of Helongjiang.
(3)Sa: Where is Qinhai located?
Sb: It’ s in the western part of our motherland.
Goal: (1) 激活学生思维。
(2) 重温并引出本课的重点—如何用英语表达方位与位置，注意使用一些词组，如：
lie in / to / on the south of…
in the northern / western part of…
southeastern / northeastern Zhejiang ..
Central / East China
2. Make up a dialogue ( Group work)
展示新建成的甬台温高速公路(直至福建省厦门)的道路图，根据图所示的方向，距离进行口语操练。
合作精神。
Step2 Task-cycle
1. Mechanical practice (Class work)
(1) Learn the dialogue
a. Read the dialogue
b. Find out all the useful expressions about describing location and direction.(Get the Ss to
focus on the word formation: -ern / south + east= southeast)
(2) Practice ( Pair work )
Act it out.
Goal: 通过对话的学习和操练，学生能进一步熟悉和了解此项语言功能的日常交际用语，为下一步的应用、掌握奠定基础。
2. Situational practice ( Group work)
Show five typical seaside cities in Zhejiang and describe where they are. How can you get
Goal:通过句型操练，学生能进一步巩固此项语言功能的日常交际用语。
Step 3 Post-task ―Welcome to Wenzhou!‖ ( An interview at the travel conference ) Design: Suppose you were a manager of a Travel Service in Wenzhou, you are introducing the known places of interest to the travel agencies or the travel reporters in other cities in China. Individual work
Each thinks of the known places of interest in Wenzhou and describe their locations. For example: ●Mount Yandang lies about 100 kilometers north of Wenzhou.
●Dong Spring lies in Taishun, a village county, 300 kilometers northwest of Fuzhou.
●Dongtou Island, about 80 kilometres off the east coast of Wenzhou, is famous for beach and
waters.
Group work
the places of interest in Wenzhou at the national
Divide the class into two groups. Talk about
some proper facial expressions and body language.
Goal: 1. 培养学生善于利用各种机会用英语进行真实交际。
2. 增强学生的自信心，丰富的想象力和独到的见解。
3. 提高学生“说”—即语言运用技能。
Homework:
Draw a map of Wenzhou, including cities, seven counties, rivers, islands and traveling spots, and mark them out in the map. Show it in slide the next lesson. (Better in group)
学生以小组为单位，通过各种途径如Internet等搜集有关温州的组成、地理、河流、岛屿和景点，并将它们标在地图上，在用简单的语言描述。要求以图片或powerpoint的形式由每组的group speaker展示.
Goal: 1.充分利用现代网络资源进行探究性学习，激发学生的自主学习，同时团体合作精神。
2.抒发学生对家乡的热爱。
Period3&4 Reading
Step 1 Pre-task
1.Talk about some island countries. ( Pair work )
(Ss ma say: Australia, Japan, the Philippines, etc. and get one to report the result.)
Goal: 学生和partner交换信息，可包括位置、气候、语言、时区等。教师提示学生：准确使用方位的英语表达。通过该环节的语言训练，为引出本课的话题—太平洋岛国New Zealand作铺垫，同时使学生事先获取相关信息。
2. Look and guess
Present five pictures of New Zealand.
Get the Ss to listen some clues of New Zealand:
(1) nearest country to Australia (3) almost as the same size as Japan
(2) cattle farming (4) one of the first countries to see a new day (5) 12 hours ahead of GMT (Greenwich Mean Time)
Goal: 通过展示图片与给出线索，使学生在视觉和听觉上的刺激，自然地导入—新西兰，再者激发了学生获取更多信息的欲望。
Step 2 Task-cycle
1. Pre-reading
Make a choice: Suppose we’re going to pay a visit to New Zealand, please make a choice as you like before starting off.
What would you like to go ? How long is your stay?
□All New Zealand □3-7 days
□North Island □8-13 days
□South Island □14+ days
Goal: 通过两个的问题的回答，使学生置身于“新西兰之旅”中，增添了实效性与可操作性。接着提问：Can you tell us the reason why you choose…?引出本文的具体内容,
如：geography features, climate, population, landscapes, etc.
2. While-reading
(1) Skimming: Look at the map , read the first paragraph and then put the eight parts (made as
boards): (1)North Island, (2)South Island, (3) the Pacific, (4) Wellington, (5)
Auckland, (6) Christchurch, (7) Queenstown, (8) the Tasman Sea. on the map of
New Zealand correctly.
Goal: 直观教具使学生更易于知晓该国的地理位置与城市，增加文章的亲切感。
(2) Scanning
a. First scanning. Divide the whole passage into four parts.
Para1: Geographical feature and cities.
Para2: Climate
Para3: Landscapes
Para4: Earliest settlers—Maori
Goal: Scanning 使学生对文章的脉络更清晰，为下一步找出细节作好铺垫。
b. Read the passage again and finish answering questions in the following form.
Goal: 此类文章信息多，经过梳理后并不杂，易于学生掌握关键词，为下步的Retell打好伏笔。
(3) Practice for understanding and word study
在帮助学生理清文章的线索的过程中，仍须处理以下问题：
1. Which of the following refers to New Zealand? ( C )
A. It is made up of four parts —Wales, England, Scotland and Northern Ireland.
B. It consists of four parts —Hokkaido, Kyushu, Honshu and Shikoku.
C. There are two parts in it —North Island and South Island.
D. It is made up of three islands, including Bali Island.
2. What does the words ― these settlers‖ in Para 4 refe rs to? (B )
A. Englishmen
B. Europeans
C. Americans
D. Polynesians
3. What’s the Chinese for the word ―hot spring‖ in the text? (C )
A. 暖春
B. 加热了的弹簧
C. 温泉
D. 受人崇拜的年轻人
4. Which of the statements are NOT TRUE? ( B )
A. Maldives lies off the east coast of the Indian Ocean.
B. Guangdong lies to the southeast of Hunan.
C. East Tibet lies Sichuang Province.
D. The East China Sea lies to the east of Zhejiang Province.
5. Which of t he following words is of the same root as ―surround‖?
A. discover
B. natural
C. possession
D. landscape
Goal: 帮助学生更好地猜测词义，巩固构词法，及准确理解文章，并在课文的基础上适当地延伸。
(4) Consolidation
Retell the passage with the help of the form.( Let the Ss to retell different parts of the text) Goal: 通过复述使学生注意抓住中心关键词句，提高英语思维能力和表达能力。
3. Post-reading
(1) Role play:
要求表演的学生适当加上体态、表情，做到热情自然，观众学生则根据他们的表现进行评价：
满分：20
各项均4分
Goal:
1. 将 ―复述‖进行包装, 使学生在原有的Retell 基础上完成得更好。
2. 在真实的体验中，即充当导游和游客，渗透了情感因素，激励学生正确使用地道迫切愿望；让阅读和交际相辅相成。
(2) Open-minded question
Suppose you were a teenager brought up in a Maori village. In the near future, would you prefer to remain in the village and continue your own way of life, or to live in big modern cities? Why?
“原住民的生活方式是留还是去？”将这个引起大家争议的话题引入课堂中，是对本课话题的进一步的延伸；通过引导学生积极关注身边发生的事，拓展视野。
Step 3 Post-task
1. More information input about New Zealand. ( Pair work )
Students are asked to find more information related to New Zealand ( culture, language, sports and spare time, agriculture, Captain Cook, the movie The Lord of the Rings) by Internet,
English books and newspaper. Then show them to the class the next lesson in form of dialogue, speech, short play, etc.
Goal: 培养学生课外探究学习的能力，和合作精神；让学生以演讲、短剧等多种形式展示
成果，有利于发挥自主学习语言的能动性。
2. Writing about:
Topic-- Similarities between New Zealand and …
(Ss can choose any island country they like to make a comparison. Be sure to make a list before writing. 120-150 words)
(Two days is given to Ss in purpose of making good preparation and offering perfect answers.) Goal: 该阅读为Integrating Skills 的写作打下基础。
Step1 Pre-task
Match competition
Match Column B with Column A correctly (within 1.5minutes)
A B
sunny
kind-hearted
sandy
wooded
knowledgeable
naught
exciting
23-story
Goal: 1. 巩固复习已有的词汇（形容词和名词），并进行准确的搭配。
2. 复习形容词的构词法：-y / -ed / -ing / -ous / Num.-n.
3. 限时竞赛的形式，可激发学生的兴奋点和好胜心。
Step 2 Task-cycle
1. Expansion of word.
Ss are divided into 4 groups and choose one of the following:
Get the Ss to find out Nouns and Adjectives describing…and combine them. Then talk about them.
1: weather and time ( Suggested combination: sunny morning / snowy evening / windy season) 2:people in different professions with different characters. (Suggested combination: kind-hearted lawyer/ grumpy manager / timid taxi-driver / shy actor / gracious house-keeper / knowledgeable professor / cold-blooded boss , etc.)
3: buildings
4: movie
*Encourage Ss to speak out as many Nouns and Adjectives as possible. Praise those who can find out more words.
Goal: 1. 学生通过brainstorm活动，快速激活学生的词汇，提高识记能力。
2. 为下一环节的语法训练打下伏笔。
2. Finish Ex on Page 40.
3. Grammar study: Tell what ―it‖ in the following refers to:
Teacher says: Last night when I was alone at home, I heard a knock at my defense door. I was so frightened that I did dare to open the door, for I wondered who it was
outside the door. What does it stand for? ( It stands for an unknown person
whose gender one doesn’t know.)
Goal: 以情景导入本单元语法的学习, 即：―It‖的用法。
4．Class work
(1) Judge what the impersonal ―it‖ can be used to talk about.
●The smoke is not a warm-blooded animal. It is a cold-blooded one.
●–Who is knocking at the door? --It’s me.
●--- What time is it? --It’s 3 o’clock.
●It’s a long way outside. Put on more clothes.
●It’s nearly 80 kilometers to the south of the Philippines.
Summary: Impersonal ―it‖ can be used to talk about something/ somebody mentioned above, time, date, weather, season, distance, environment, etc.
(2) Find out the proper Adj. and make up sentences using ―It‖ as in the subject position to
stand for the infinitive or a clause. (Pair work)
Eg. It’s nice to be with you.(代不定式)
It’s rather exc iting that one makes something impossible possible. （代that-clause）
It doesn’t interest me whether he comes or not. （代whether-clause）一人找出评价的形容词，partner则说出一个词组或完整的句子，然后将两部分连成一句，要求(1) It用做形式主语(2)句子意思适当。
Goal: 1. 检测学生正确使用―It‖ 做形式主语的的能力。
2. 培养学生在交际中灵活运用词汇的意识。
3. 开放式的练习，激发学生的创造性思维。
Step 3 Post-task
Expanded reading.
Read the following passage and fill in the blanks with ―it is‖ or ―it‖ and explain what each ―it‖ is used for.
My favorite time of the year in Beijing is the spring. Right now, ___ May, and you can see green trees and beautiful flowers everywhere. Although ____ cooler in the morning and evening than in the afternoon, ____ still warm enough to wear skirts or shorts. There are many interesting places you may want to visit. With buses and underground, ___ easy to get to any places you want to go. ___ only half a kilometer from the underground station to Tian’anmen Square. From there, you can take a coach to the Great Wall and get back before ___ gets dark.
Goal: 学生在语篇中进一步体会―it‖做主语的各种用法。
Period 6 Integrating Skills ( Reading and writing )
Step 1 Pre-task
1. Warming-up
Review what’s been learned about New Zealand in the text.
Class work What has been mentioned in the text? Get the Ss to kick them out.
△geography △history △language △sports and spare time
△agriculture △industry △buildings △politics
△natural beauty △wildlife △marae △resource
Q: What further knowledge about New Zealand would you like to get?
Goal:承上启下，为下一步的阅读做铺垫。
2. Reading the passage: Life in New Zealand
(1) Skimming
What general information can you get after reading?
(Population; culture; language; sports, etc.)
(2) Scanning
a. Find out the main idea of each paragraph and complete the form.
Get groups leaders to report.
Goal: 学生通过以上两项活动，从粗到细，即从基本框架到细节信息把握住了范文，知晓“该写什么？‖ 和―怎么写？”一篇国家或地区的介绍性文章。
Step 2 Task-cycle
1. Pre-writing
Show pictures of Wenzhou—the city in which we live.
Possible topics about Wenzhou are supplied to the Ss:
(1)Geographic feature and culture
(2)Population and language
(3)Economy ( trade, industry, agriculture ); what it is famous for
(4)Life of Wenzhounese in spare life and sights
Each group choose two of the topics above for their writing.
Discuss what to mention in the writing according to the above form and find out some useful words and phrases in the text.
Goal: 讨论后各小组可集思广益，选出合适的词或词组，为写作做词汇上的准备。
2. Writing
Ss write about 15 sentences with the help of the form, and put them in order. Get the Ss to focus on the division of paragraphs.
Step 3. Evaluation
Pair work: 各自先读自己的作文，以发现不妥之处；交换，从时态、单词拼写、所用词汇
及内容方面进行修改。
Class work: 展示1-2篇优秀作文（幻灯机）；推荐1位学生评讲。然后教师总结。
Homework:
任务型活动：
要求：
根据地图和提示，写一篇介绍台湾的短文。词数：120左右。
1． 台湾的地理位置。
2． 台湾是我过最大的岛屿，面积36,000 平方公里，人口两千多万。主要城市有台北、
台中、台南和基隆。
3． 自然资源丰富，香蕉、稻米、茶叶等弄产品驰名中外。
4． 风景优美，气候宜人，世界各地的游客纷至沓来。
5． 台湾自古以就是我国的一部分。岛内绝大多数居民来自福建、广东。海峡两岸人民
都有统一祖国的强烈愿望。
New words: 古代 ancient time
南海 South China Sea
台湾海峡 the Taiwan Strait
统一 unite
引言：在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个
方面的素养，培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运用能力的最佳手段。所以在我的教学设计里，每一个教学活动中都有情景创设，学生探究，学生处理问题和巩固训练等环节。
一、教学内容分析
(一)知识背景及新课程、新教材
本单元围绕考古这一主题开展听、说、读、写多种教学活动。旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。名胜古迹是旅游的重点内容之一，名胜古迹中的许多发现都来自于考古工作。所以Archaeology也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名胜，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习考古有利于―拓展学生的文化视野，发展他们跨文化交际的意识和能力‖；在利用现代教育技术观看历史教育片的过程中，―拓宽了学生学习和运用英语的渠道‖；同时本单元的教学对教师本身历史文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的―与时俱进‖的理念和思想。
（二）教学重点难点
1.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等，为以后阅读英国的《巨石王》和中华文明的起源奠定基础。
2.调动学生的积极性，组织他们利用表达好奇功能结构谈论他们所感兴趣话题。
3.听力是这一课的难点。听力材料介绍是古代法国人用来射箭的一种武器。材料长，对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求学生理解细节，只要能完成练习就行。
二、三维教学目标
（一）知识技能
1.学会谈论古代人的生产、生活；
2.学会表达对什么东西的好奇，如：
• I wonder what/ who…I really want to know…
• I’m curious to…I’d love to know…
• I wonder if/whether…What I’d really like to find out is…
• I’m curious about…I’d like to know more about…
3.学习一些与考古有关单词、短语和句式,如：archaeology及其派生词，curiosity, bronze, dynasty,
decoration, artifact, unearth, spear, pot等。
（二）情感态度
1.让学生了解本单元的总体学习目标，以便激发学习学习积极性。
2.从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化，增强学生的民族自豪感，爱国主义情操。增强学生学好英语自信心。
3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
（三）学习策略
1.认知策略：通过-ology, -ological, -ologist等词根的学习，掌握archaeology,
archaeologist, archae- ological等词，同时掌握同类词的学习方法。
2.调控策略：通过听力让学生了解到听力有时很难，不可求全责备。可以材料调整听力要求。有的要听懂细节，有的甚至要推断隐含内容，但有的只需要掌握大意。
3.交际策略：通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。
4.资源策略：让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要途径。
（四）文化意识
1.了解英语国家对文化遗产保护的态度。
2.了解西方国家部分古代用具。
3.通过中外古代文化对比，加深对中国文化的理解。
三、具体教学步骤
(一) 导入(Lead-in)
这一步骤的重点在于激发学生对考古学的兴趣，因为一般学生认为考古没什么有趣的。
活动方式：师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问：What do you see?
学生自然会回答：Nothing.然后再问Do you know what I was looking at? 学生自然会回答：No, I
don’t. 然后告诉学生老师根本没有看什么，只是做一个动作而已。再问Why did you look at there after
me?学生答不上。老师告诉学生That is because of curiosity.再问What is the word
curiosity from?
学生学过curious，所以能答上来。老师再讲：根据心理学的观点，每个人都具有对新鲜事物认识的兴趣，这叫做Curiosity。然后给出一个新词：
Archaeology(板书课题)并指出This is a new word for you. You may want to know
it.老师再问Do you think it is a course or a science?部分学生会答Yes.接着问Why do
you think it is a science?学生会说出他们学过以-ology结尾的词。这时便可以打出幻灯片，再进行以下活动：
汉语意义名词形容词……学家
技术technology
生物学biology
心理学psychology
人类学anthropology
细菌学bacteriology
Physiology
Sociology
zoology
1.组织学生推出Physiology，zoology和sociology和汉语意义；
2.组织学生推出technological, technologist；
3.组织学生推出其它词的-ological和ologist的形变；
总结：学习构词法知识对于扩大词汇量有非常重大的意义。
最后指出今天所学内容是Archaeology.再问What are the goals in learning the unit?
(二)单元学习目标(Goals)
请一个学生解释本单元学习目标(Goals),然后和全班一起关上书回忆本单元的四个学习目标。(三)预备(Warming up)
活动形式：分组评论。谈论课本上的四幅图画。先指出中华民族有着悠久的历史和灿烂的文化。每年都有许多西方人到中国来旅游。如果你想为他们提供帮助，就得学会用英语谈论中国古代人的饮食起居、文化娱乐、生产工具等。然后用What
did they eat? Where did they live? What did their homes look like?
What kind of tools did they use? What objects have we found from
their age? What kind of entertainment did they have?
谈论古代人的饮食起居、文化娱乐、生产工具。
(四)听力(listening)
教学形式：师生互动。播放磁带让学生听第一遍，提问材料的大意。播放第二遍，让学生完成课后练习。做听力训练之前的准备工作是非常重要的。
总结：今天的听力材料较难，但是同学们能很好回答课后问题这就够了，不一定要了解那些细节，不可求全责备。根据不同制订不同学习目标是有效学习重要环节。
(五)对话(speaking)
活动形式：组对练习。
1.发出指令，提出要求；
2.学习会话范例；
3.给对话所用句式；
4.学生组对谈论兴趣与建议。
四、教学时间分配
教育心理学指出新知识的学习需要一个接受的过程。本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。
导入部分用8分钟
目标部分用3分钟;
预备部分用5分钟;
听力部分用12分钟;
会话部分用10分钟;
最后用两分钟总结本课内容和布置作业。
五、课堂板书设计
将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。
Teaching plan for Unit 5 book 2 Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material. Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit. Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims:
高中英语全英文说课稿模板 1.Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material. Part 1 Teaching Material: This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings: 1.Knowledge objects: a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson. c)TheSs can use the patterns to express their thoughts in the proper situation. 2.Ability objects: (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs. (3) To Improve the student’s reading ability, especially their skimming and scanning ability. 3.Emotion or moral objects: a)By completing the task,theSs increase their interest and set up self-confidence in science; b)Teach the Ss what is “science”, put the moral education in the language study. now,let’s come to the Important points and the Difficult points. Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching m aterial and the students’learningbackground ,I will use the following methods . Part 2 Teaching Methods: In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abiliti es of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative”Approach(交际教学法), “Whole language teaching”(整体语言教学法)and “Task-based”language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language
人教版高中英语全英文 说课稿 https://www.doczj.com/doc/4814201361.html,work Information Technology Company.2020YEAR
说课稿 Good morning, teachers! it’s my pleasure to be here sharing my lesson with you. The content of the lesson is new senior English for china student’s book1 unit3:travel journal. First, let me introduce the teaching material. This unit is to introduce the travelling to us. The reading passage is the center of this unit. It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn. Secondly, I want to tell something about the students. Although the students have the basic abilities of learning, speaking, reading and writing, They still need many opportunities to practice what they have learned and to develop their autonomous learning ability and cooperative learning ability. Therefore, after analyzing the teaching material and students, I put forward the teaching aims. According to the English syllabus and new lesson standard, I will talk about them from knowledge aim, ability aim and emotional aim .The knowledge aim is to help students understand and master the new words, phrases and sentence patterns. The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on. The emotional aim is to make students love our country and nature. Fourthly, the important and difficult points. Based on the requirement of the syllabus, The important point is to help students understand the whole passage and be able talk about the travel in English The difficult point is the new words, expressions and grammar rules. Fifthly ,teaching procedure In order to realize the teaching process systematically, I divide the teaching process into six steps. Step one lead- in “I nterest is the best teacher”, therefore, at the very beginning of the class, I should spark the students’ mind to focus on the central topic” travelling” .I will show the photos of some beautiful places on powerpoint ,then ask students：do you like travel why do you like travel After answering the questions, the students will be eager to know something about the passage, and this is the very time to naturally lead the class into step2. Step2, read for information: skimming and scanning In this step, I will use task-based language teaching method, which can give students a clear and specific purpose while skimming and scanning the passage. Task one :general idea
高中英语全英文说课稿 Coca-cola standardization office【ZZ5AB-ZZSYT-ZZ2C-ZZ682T-ZZT18】
Teaching plan for Unit 16 book1 Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk about the teaching material. Part 1 Teaching Material: This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching
全英文高中英语说课稿实例 LessonPlanInterpretation ?Goodmorning,ladiesandgentlemen,it’sanhonorformetostandhereandinterpretmylesson.ThelessonplanIamgoingtotalkabou tisfromSEFCBook1A,Unit7----Culturalrelics.I’llexplainmyteachingplanfromthefollowing5aspects:thetheoreticbasis,myunderstandi ngoftheteachingmaterial,teachingmethodandstudyway,teachingprocedureandblackb oarddesign. ?ITheoreticbasis ? AccordingtotheNewEnglishCurriculumStandard,whenteaching,teachersshouldlaye mphasisonthefourskills----listening,speaking,readingandwriting.What’ smore,thefourskillsshouldbeintegratedwellbecausewhenwecommunicate,weoftenus emorethanasingleskill.Thus,whentheyareplanninglessons,Englishteachersmustinteg ratethem,forinstance,Iuselisteninginsteadoffast-reading. ?IIUnderstandingoftheteachingmaterial ? Myunderstandingoftheteachingmaterialincludes3parts:thestatusandthefunction,teac hingobjectives,theimportantanddifficultpoints. ?First,thisisthe7thunitinSEFCBookone.Itisanessaythatshowsusagreatcity—StPetersburg.ThewholetextusestheconstructionofStPetersburgasanexampleofhowcu lturalrelicsandsitscanberestoredorrebuilt,suggestingthattheyareimportantpartsofthec ity’sandthepeople’
人教版高中英语必修一unit1-unit5全英说课稿 Unit 1 Friendship Good morning, ladies and gentlemen. I am No.3. It’s my great honor to present my lesson here. My topic today is Anne’s Best Friend, from Unit 1 Friendship, Book 1. To make my presentation much clearer, I will divide my teaching structure into 6 parts. Part 1Analysis of the Teaching Material First, let me talk about part 1 analysis of teaching material 1. Status and function This lesson is a reading passage. It introduces Anne Frank’s story, a Jewish girl in World War II, who makes her diary as her best friend. It plays an important role in English teaching of this unit. By the end of this class, the students can know better about friends and friendships . 2. Teaching objectives The teaching objectives are established according to High School English Syllabus and the teaching material, which include knowledge objectives, ability objectives and emotion objectives. Knowledge objectives: 1. Master new words and expressions, such as outdoors, curtain, dusty, on purpose, face to face and so on. 2.Understand the story of Anne Frank. Ability objectives: 1.Develop students’ different reading skills, like skimming and scanning. 2.Develop the abilities of working in groups Emotion objectives: 1. Enable students to know how to make friends and how to get along with friends. 2.Enable students to know how lucky they are now and cherish the present happy life. 3. Teaching key points and difficult points: Based on the teaching objectives, I identify the teaching key points and difficult points as follows: Teaching key points: 1. Master new words and expressions. 2.Understand the passage clearly. Teaching difficult point: 1.Develop students' different reading skills. https://www.doczj.com/doc/4814201361.html,e the words and expressions properly in a real situation.
Interpretation Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you. I have been ready to begin this representation with five parts. Analysis of the teaching material,the teaching aims, the important and difficult points, the studying methods, and the teaching procedure. Part 1 Teaching Material The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of thi s unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit. Part 2 Teaching Aims According to the new standard curriculum and the syllabus(新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题) (1)The Ss can master the usage of the important words and expressions. (2)The Ss can use the __________________ (grammar) in the proper situation. (3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________. 2.Ability objects (技能目标：听，说，读，写) (1) To develop the Ss’ abilities of listening, speaking, reading and writing (2) To guide Ss to set up effective studying strategies. (3) To i mprove the student’s reading ability, especially their skimming and scanning ability. (4) To train the Ss’ abilit ies of studying by themselves and cooperating. 3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野) (1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________. (2)Teach the Ss_________________________, put the moral education in the language study. Part 3 the Important and Difficult Points Based on the requirement of the syllabus. The important points are__________________________ such as ______________. The difficult points are_________________________ for example_____________. Part 4 Teaching Methods As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) . https://www.doczj.com/doc/4814201361.html,municative Approach(交际教学法) 2.Whole Language Teaching(整体语言教学法) 3.Task-based Language Teaching (任务教学法) 4.Total Situational Action (情景教学) a “scene —activity”teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English. Part 5 Teaching Procedure Step 1 Lead-in. (_____min) ___________________________________________________________________ Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
高中英语说课稿模板 篇一：中文版高中英语说课稿模板 说课的整体思路 1、教材分析 2、教学目标 3、重点难点（有时根据需要也会说上关键点） 4、教法和学法导入（5分钟） 5、教学过程正体（20分钟） 6、尾声（5分钟） 自我评价： 各位评委老师，上午好，我是_____号考生夏会丽。 说课： 今天我说课的题目是。首先我们来进行教材分析。 教材分析： 本节课出自______________出版社出版的高中第__册第__章第__节。 1、本节课分____个部分内容，分别是：___________________ 2、本节课贯穿了______以后的整个教学，是学生进一步顺利、快捷操作____的基础，也是形成学生合理知识链的重要环节。(这条基本上通用) 3、本节课联系了________和_________，在以后学习______具有
重要意义。 4、本节课是在学习______的基础上，进一步学习___________的关键。 （以上4条，灵活运用，不用全部说上就行。可以参考序言中的句子，主要是说学习本节课的意义。） 接下来说一下本节课的教学目标。 教学目标 ⑴、能力目标：（根据需要选择能力目标） 例如：1、通过讲练结合，培养学生处理____、解决问题的能力。 2、分组学习方式，培养学生与他人沟通交流、分工合作的能力。 3、通过设置问题情境，提高学生分析和解决问题的能力。 ⑵、情感目标： 1、培养学生认真、细致的学习态度。 2、通过发现问题、解决问题的过程，培养学生合作精神，增强学生的求知欲 和对学习的热情。 当我们对教材进行了分析并且了解了教学目标之后，就不难理解本节课的重点与难点重点难点 1、重点：…. 2、难点：….（对于重点、难点，依然是说出本节课的内容就行，可以参考本节课的题目和各部分的标题）那么，究竟应该怎样来完成本节课的任务呢？下面说一下本节课的教法和学法。教法：（根据需要任意选取教法。2-3个就行。根据
人教版高一英语必修一说课稿集合 Unit 1 Friendship说课稿 各位老师： 大家好！ 我是XX号考生XX，来自XX。我今天所说的课题是高中一年级英语上册第1单元friendship. 我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。 1.教材内容分析 今天我说课的内容是高一英语必修1第一单元friendship的reading部分的学习，本单元的中心话题是friendship，本话题对学生来说比较熟悉，让学生能在与之相关的听说读写活动中有话可说、有情可表。课文是犹太女孩安妮的一篇日记，描述了自己对大自然的渴望，比较抽象。课文内容难易适中，学生学习起来难度不大。高一的学生刚入学不久，渴望与同学之间的了解、沟通，建立新的友谊。作为教师引导他们建立正确的交友观显得十分重要，因此学习这篇文章意义重大。 2、教学目标分析 新课标提出了立体三维教学目标，本课我设计的教学目标如下： 1）知识目标： 熟悉本课的一些新单词和短语—outdoors, spellbound, entirely, go through, set down, a series of, on purpose, face to face, in order to,etc，语
法方面掌握直接引语和间接引语的用法及其之间的转换，以及他们的陈述句与疑问句形式。 2）能力目标： 训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。 3）情感态度目标： ①通过讨论友谊激发学生对英语学习的浓厚兴趣； ②使学生了解友谊的深层内涵，帮助他们树立正确的价值观和处事原则； ③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。 3、教学重点、难点： 1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。 ②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。 2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习 策略。鼓励学生开口说英语。 二、学生分析 高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇 基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。 但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。本节课的话题较贴近生活，可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。
说课稿 Good morning, teachers! it’s my pleasure to be here sharing my lesson with you. The content of the lesson is new senior English for china student’s book1 unit3:travel journal. First, let me introduce the teaching material. This unit is to introduce the travelling to us. The reading passage is the center of this unit. It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn. Secondly, I want to tell something about the students.Although the students have the basic abilities of learning, speaking, reading and writing, They still need many opportunities to practice what they have learned and to develop their autonomous learning ability and cooperative learning ability. Therefore, after analyzing the teaching material and students, I put forward the teaching aims. According to the English syllabus and new lesson standard, I will talk about them from knowledge aim, ability aim and emotional aim .The knowledge aim is to help students understand and master the new words, phrases and sentence patterns. The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on. The emotional aim is to make students love our country and nature. Fourthly, the important and difficult points. Based on the requirement of the syllabus, The important point is to help students understand the whole passage and be able talk about the travel in English The difficult point is the new words, expressions and grammar rules. Fifthly ,teaching procedure In order to realize the teaching process systematically, I divide the teaching process into six steps. Step one lead- in “I nterest is the best teacher”, therefore, at the very beginning of the class, I should spark the students’mind to focus on the central topic”travelling” .I will show the photos of some beautiful places on powerpoint ,then ask students：do you like travel? why do you like travel? After answering the questions, the students will be eager to know something about the passage, and this is the very time to naturally lead the class into step2. Step2, read for information: skimming and scanning In this step, I will use task-based language teaching method, which can give students a clear and specific purpose while skimming and scanning the passage. Task one :general idea