人教课标版高一英语必修1unit3 Travel Journal说课稿.doc

Unit3 Travel Journal说课稿教材分析 本单元是人教版普通高中课程标准实验教科书英语1（必修）的第三单元，是以旅游为话题的单元。新课程英语课程目标与过去的英语教学大纲不同之处在于把情感态度、学习策略和文化意识，同语言知识和语言技能放在同等重要的位置上。过去我们只重视双基即知识基础和技能基础，新课标则提出综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识等素养整合发展的基础上。 从语言知识和语言技能看，本单元话题（Topic）为Basic knowledge about travelling and how to describe a journey;本单元的功能项目（Functional items）为（1）Good wishes and farewells (2)Means of transportation; 本单元的语法结构（structures）为use the present continuous tense to express future actions；本单元还对听读说写技能训练作了非常明确的安排和要求。但我们必须清楚，通过本单元的学习我们有没有实现新课标明确的五个方面的目标，我们的教学设计有没有体现五个方面的目标。我们的教学设计有没有体现五个方面的目标。教师应时刻保持清醒的认识，在新课程的背景下，我们要不断引导和鼓励学生通过体验、实践、讨论合作、探究等方式并运用各种学习资源完成学习任务，解决学习中的困难，从而形成自主学习能力。 旅游是现代人们日常生活中的一个重要话题，也是学生关注和感兴趣的话题，有关旅游的网上资源和影视资源是十分丰富的。所以通过本单元的教学，要让学生在掌握英语基础知识和培养英语基本技能的同时，还要强调学习策略的培养，提高学生对旅行的兴趣及在艰难旅行过程中培养自己的毅力和恒心。进一步了解中西方的各大旅游景点及其文化背景，增强交际能力，开阔眼界，加深对世界各地的了解，培养自觉地保护地球，保护环境的优良品质。设计理念 本节课中，我们突出以话题为纲，交际功能为主线，兼顾结构，适当拓展。从以下两方面体现了英语新课程的理念。1、优化学习方式，提高自主学习能力。 在整个教学流程中，教师再也不是“一言堂”，而是处处鼓励学生运用新的学习方式自主学习、合作学习和探究学习，这是实施新课程最为核心和最为关键的环节。在本节课中，教师除了营造宽松气氛，让学生体现自主和给予学生展示成功的平台外，还组建学习小组，让学生多向交流，互相合作，取长补短，学会合作、理解、宽容、尊重别人，塑造健全的人格。同时，对于旅行这一话题的挖掘，教师还用“课外”补充“课内”，让学生通过风上查找或阅读书籍等方式获得更多有关旅行和湄公河的知识，激发学生自主探究的兴趣。2、关注学生情感，激励学习积极性。 在教学设计上，通过对旅游这一话题的充分讨论，可以提高学生对旅行的兴趣，加深对旅行的认识，学会与他人分享个人经历，增强交际能力，开阔眼界，进一步了解中西方的各大旅游景点及其文化背景，增进了文化理解和跨文化交际的能力。在课堂上，教师尽力营造宽松和谐的气氛，通过亲切的语言和表情与学生进行交流，对学生良好的表现，进行鼓励和表扬，提高了学生的自信心。 Teaching Plan for the Second Period of Unit3, SEFC ITeaching content:Senior Book I,Unit3:Travel journalType of lesson:Reading and speakingTeaching objectives:Knowledge:1.Learn the new words. Phrases and important sentences in this passage;2.Understand the general idea of the passage.Abilities:1.Develop the Ss abilities of cooperative and creative learning2.train the abilities of narrating3.Foster the Ss reading strategyEmotion:1.The students can cooperate with their group member well. 2.Encourage the Ss willingness to share personal experiences.Main and difficult points:1.Learn to skim to get the main idea of a passage. 2.Describe an event.Teaching methods:Learnercentered and TBL approachesInteractive patterns:Teacherclass, individual, pairs, groups.Teaching aids:a computer. A recorder, a projectorTeaching Procedures:Teaching Procedures and contentsTeachers activitiesStudents activities InteractiveWarming-upFree talk lead-in Show the pictures and ask the Ss:Which means of transportation would you like to use to travel?Why? Respond to the Ts questions.e.g.:Id like to travel by plane, because its fasterIndividualT:Describe the first time you traveled a long distance.Say how old you were, where you went, how you traveled, who you went with, what you saw and did, whether you enjoyed the trip, etc. In a word, say as much as you like.Provide some pictures to help them.Walk around and offer help when necessaryBrainstorm or discuss to get prepared to speak.e.g1. I first traveled a long distance by train when I was eight years old. I went with my parents from Shanghai to Beijing.2. When I was 10 years old, I paid a visit to the Monkey Island. I traveled by bus. It was a long distance and it took us 2 hours. I saw many lovely monkeys and. I fed them with bananas, It was very interesting.3. Individual or pair-workPre-reading Show some pictures of famous rivers, including the Mekong River and ask the Ss to discuss the two questions in Pre-reading part. Write down the new words and go over them.e.g. finally, cycle persuade. stubborn. insist, give in, determinedWatch the picture and respond.Learn the new words Individual or teacher-classWhile-reading Teach the strategy of reading. Ask the Ss to read the passage and discuss the following questions:1.Whats the passage about2.How many parts can the passage be divided into? Whats the main idea of each part?Read, think, discuss and respond to the Ts questionsIndividual and pair or group-workAsk the Ss to read the passage again and do the fill-in-blank exercise.check the answer Read the passage again and do the fill-in-blank exercise.Play the recording of the passage for the Ss to listen and follow. Deal with language problems at the same time.Listen to the recording and follow Teacher-classPost-reading Require the Ss to retell the first part of the passage. Using key words provided by the T.Brainstorm and volunteer to retell the story in their own wordDivide the Ss into groups of four and ask them to tell in turns about their personal experiences. Then ask each group to select one representative to perform in front of the class.Offer some tiles for them to choose.1.My trip to Qi Zi Bay2.An unforgettable ride around Haikou.3.My journey to the moon(imaginative)Divide the whole class into groups of four and tell in turns about their personal experiences.Then each group selects one representative to perform in front of the class.Group-workAsk the Ss to make up a trip plan to a tourist spot.Walk around and give help when necessaryDiscuss in groups to make up a trip plan. Take notes and select a member to present their discussion result.Assignments1.Tell each other stories about personal experiences.2.Write your description of an unforgettable trip.3.Work in group and find out. as much information about traveling and the Mekong River as you can, you can do it by surfing the internet and reading books or newspapers.Appendix:Wang kun and his sister Wang Wei got the_to make their great_trip when they_ from college. It was_who first had the idea to_ along the Mekong River. Last year, she visited their