高中英語 Unit 3 Travel journal Period 1 Warming up and reading教學(xué)設(shè)計 新人教版必修1

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Period 1 Warming up and reading 教學(xué)目標(biāo)分析 知識與技能目標(biāo)： 1. 通過閱讀，能夠從篇章中獲取主要信息，掌握旅行日志文體的結(jié)構(gòu)特點(diǎn)。 2. 根據(jù)對時間的關(guān)鍵詞的查找，學(xué)會有條理的介紹事情發(fā)展經(jīng)過。 3．通過查找關(guān)鍵信息，能夠準(zhǔn)確分析人物性格。 4. 能夠使用有關(guān)地理的名詞和短語，并能夠模仿閱讀篇章結(jié)構(gòu)介紹一處旅游景點(diǎn)。 過程與方法目標(biāo)： 1. 通過教師引導(dǎo)，運(yùn)用略讀、尋讀、細(xì)讀和查找關(guān)鍵詞技能獲取信息。 2.通過小組討論, 生生合作方式進(jìn)行學(xué)習(xí)。 情感態(tài)度和價值觀目標(biāo)： 1. 通過學(xué)習(xí)培養(yǎng)學(xué)生對旅游的濃厚的興趣，。 2. 通過旅行了解世界各地的文化，增強(qiáng)對祖國大好河山的熱愛和國際意識，進(jìn)而培養(yǎng)學(xué)生的跨文化交際能力。 3. 通過參與小組活動提高團(tuán)隊(duì)意識，能積極與他人共同合作解決問題，交流思想。 教學(xué)重點(diǎn)、難點(diǎn)分析 教學(xué)重點(diǎn)： 1.通過語篇學(xué)習(xí)掌握旅行日志的文章結(jié)構(gòu)，培養(yǎng)學(xué)生分析文章，獲取信息的能力。 2.培養(yǎng)學(xué)生的閱讀微技能，尤其是略讀，查讀等以及信息重組與信息轉(zhuǎn)換的能力。 教學(xué)難點(diǎn)： 1．對于高一學(xué)生來說，本篇課文較長，且含有較多生詞，可能對學(xué)生的閱讀理解造成一些影響，通過整體和分段閱讀相結(jié)合，化難為易，幫助學(xué)生掃除閱讀中的障礙。 2.高一學(xué)生對于skimming 和scanning這些閱讀技能還不太熟悉，通過相關(guān)閱讀活動設(shè)計，引導(dǎo)學(xué)生正確運(yùn)用這兩項(xiàng)閱讀微技能。 教學(xué)過程設(shè)計 步驟1：Lead-in (10分鐘)： Lead in the new lesson with two pictures of the golden week of this year. And ask students why people like travelling? Q1: What can you see in the pictures? Q2: Why do people like travelling? Group Discussion Ask the presenter of each group to present their reasons. (In order to make friends, broaden horizon, enrich stories, gain more knowledge, to stay away from troubles, to get relaxed, experience cultures and customs, and admire the scenery…) 設(shè)計意圖：通過國慶黃金周的出行圖片，引發(fā)學(xué)生對為什么越來越多的人喜歡旅游的思考。 在學(xué)生的小組討論中激活了旅游的相關(guān)話題知識、語言知識，為下面的學(xué)習(xí)活動進(jìn)行鋪墊。 步驟2： Pre-reading（2分鐘）： Lead students to look at the map of the Mekong River and learn to find out the key information from the map. Q: Where is the river? Which countries does the river flow through? The Mekong River flows through _____ countries. （six） China(中國)，Laos(老撾)，Myanmar(緬甸)，Thailand(泰國)，Cambodia(柬埔寨)，Vietnam(越南) 設(shè)計意圖：培養(yǎng)學(xué)生從地圖上查找關(guān)鍵信息的能力，并使得學(xué)生對于湄公河的地理位置有宏觀的了解。 步驟3：Fast Reading（5分鐘）： Let students to look through the whole passage and find out the main idea of each paragraph. Task1: Which is the main idea of the passage？(C) A. The author and his sister’s plan about their winter holiday. B. The experience during the author and his sister’s trip in Qinghai. C. The author and his sister’s plan and preparations for their trip. D. Stories that happened during their trip. Task2: Please find out the main idea of each paragraph. Para 1: _____________ ( B. dream ) Para 2: _____________ (C. a stubborn sister ) Para 3: _____________ (A. preparation ) A. preparation B. dream C. a stubborn sister 設(shè)計意圖：引導(dǎo)學(xué)生通過速讀掌握文章主旨，培養(yǎng)學(xué)生skimming這項(xiàng)基本的閱讀技巧。 步驟4：Careful Reading（13分鐘）： Guide students to catch the detailed information through reading tasks and share the answers. Task1: Para1 Q1: Who will travel in the text? Q2: Where are they going? Q3: How are they getting there? Q4: What happened at the different time? Since middle school… Two years ago Last year When we graduated from college… now Task2: Para2 Q1: Did his sister look at the map? (No, she didn’t.) Q2: What did she do when I told her that the source of the Mekong? () Q3: What did she do when I told her that our journey would begin at an altitude She seemed to be excited about it Q4: What did she do when I told her the air would be hard to breathe? She said it would be an interesting experience Q5: Use some adjectives to summarize Wang Wei’s Characters: ______________________________________ (stubborn, careless, confident, brave…) Task3: Paragraph 3 Let students review the geographical terms according to some pictures: (glacier, waterfall, valley, plain, rapids, meander, delta, bend) Fill in the blanks (1) The Mekong begins in a __________ on a Tibetan Mountain. (2) Then, it becomes _____ as it passes through deep _____, sometimes it becomes ____. (3) As it enters Southeast Asia, it runs slowly. It makes _____ or _____ to the _____. (4) At last ,the river _____ enters the ______． 設(shè)計意圖：培養(yǎng)學(xué)生帶著閱讀任務(wù)快速尋找關(guān)鍵詞的能力，并通過課件圖片展示，幫助學(xué)生培養(yǎng)從語篇中分析人物性格和有條理介紹地理景色的能力。同時在小組活動中培養(yǎng)與人交流合作的能力。 步驟5：A Challenging Game（8分鐘）： There are six questions for students. Each group can choose the different question and get different scores. 1. 1. Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province. （F） 2. 2. The Mekong River begins in a glacier on a Tibetan mountain, and the water there is clear but not cold. （F） 3. Which provinces does the Mekong flow through in China? （Qinghai and Yunnan） 4. Find a sentence to replace the following one. The Mekong flows slowly and gently through the valleys and reaches the farming plains. （It makes wide bends or meanders through low valleys to the plains where rice grows）. 5. What difficulties did Wang Kun and Wang Wei find about their journey? The journey would begin at an altitude of more than 5000 meters, where it is hard to breathe and very cold. 4. 6. Match the great rivers with their countries. The Mekong (Southeast Asia), Seine (France), Nile (Egypt), Yellow River (China), Amazon (Brazil ), Mississippi (US), Thames (England).. 設(shè)計意圖：使學(xué)生在競賽搶答中，能夠更好的理解文章內(nèi)容，同時拓展課外知識，培養(yǎng)組內(nèi)合作的意識。 步驟6： Summary（1分鐘） Today we have learned a passage about a travel journal. I hope you know what a travel journal is and how to prepare for travel. Finally, Id like to share two proverbs with you, “Read ten thousand books; travel ten thousand miles.” “The world is a book and those who don’t travel read only one page.” 設(shè)計意圖：教師總結(jié)概括本節(jié)課的內(nèi)容并對旅游的意義升華,為寫作的布置打下伏筆。 步驟7： Homework（1分鐘） Writing task: Suppose you are a tour guide and introduce your home town to your visitors. (Location, population, history, scenic spot, delicious food, transport…) 設(shè)計意圖：課堂教學(xué)的延伸和落實(shí)。通過讀和說的活動為寫作的輸出提供body 部分。為寫作課提供準(zhǔn)備，讀、說、寫得綜合技能培養(yǎng)能夠?qū)崿F(xiàn)。