新课标高中必修1unit3说.ppt

新昌县知新中学盛旭兰,Unit3TravelJournal,二、第三单元(traveljournal)结构:1.Warmingup2.Readingmaterial:JourneyDowntheMekong3.Comprehending4.Learningaboutlanguagea.Discoveringusefulwordsandexpressions(词汇学习)b.Discoveringusefulstructures(语法学习)5.Usinglanguage:a.Readingandspeakingb.Listeningc.Readingandwriting6.Summingup,围绕本单元话题的材料”JourneyDowntheMekong”分六个部分贯穿于本单元的始终:part1:Thedreamandtheplan(reading)part2:Anightinthemountains(readingandspeaking)part3:Chattingwithagirl(listening)part4:JourneyDowntheMekong(listening)part5:TheirexperiencesinLaos(listening)part6:Theendofourjourney(readingtask),三、第三单元教材分析1、语言知识：学习本单元22个新单词以及用现在进行时表示将来含义的用法。2、语言技能:通过上网查资料以及写信作一些必要的咨询，以了解旅游常识、手段以及费用；学会写traveljournal，养成用英语写游记、日记、学会思考和倾诉的良好习惯，从而提升用英语与人沟通、思考问题和解决问题的能力以及写作能力。3、情感态度：国际视野、合作精神4、学习策略：查找旅游信息的能力，出行之前讨论、制定旅游计划等与人沟通的能力5、文化意识:在旅游中接受异国文化的能力,Period1Warmingup;pre-reading;reading1Comprehending；(p17-19)Period2Languagepointsofthereadingmaterial;Discoveringusefulwordsandexpressions(P18-20)Period3Readingandspeaking(P22)Period4Listening(part3-5)(P23,55,58)Period5Structure(P21);Period6ReadingandWriting;Summingup(P23-24)Period7Exercise(自行设计一个围绕本单元话题的语言测试和自我评价）,四、课时分配,阅读教学的目的:通过“读”培养学生的能力发现事实、领会大意、掌握顺序、利用语境、归纳总结、学会推测等获取信息、加工信息解决问题的能力,一、新课程背景下的高中英语阅读教学的变化1、单元结构2、地位上升3、阅读目标不变，阅读容量加大、篇幅变长、词汇量增加4、课时不变有限时间完成教学目标-加强学生预习、自主学习和利用资源的能力，教师加强检查，适当增删一些内容,Unit3,TravelJournal,Period1操作步骤warmingup;pre-reading;Readingcomprehension,基础阅读教学模式设计（1）阅读前活动引出话题，激发兴趣（2）阅读过程活动技巧训练，整体把握整体粗读，领略内容大意分段细读，注意细节，注意语言结构。整体重读，深层理解，掌握语言结构。（3）阅读后活动活化教材，创造思维。（4）作业布置反馈教学，形成评价。,Activity1(warmingup引入话题环节)1.TheNationalDayiscoming,whatareyougoingtododuringtheholiday?2.Ifyouaregoingtraveling,whereareyougoing?Howareyougoing?(meansoftransports)活动目的：复习初中有关交通方式的语言表达方式，激起学生谈旅游的兴趣,meansoftransportation,onfoot,bybike,bymotor,bybus,byjeep,bycar,bytrain,byship/boat/sea,attheport/harbor,byplane/air,attheairport,byspaceship,Activity2(pre-reading环节)1.Imaginethatyouaregoingcyclingdownariver,whichriverwouldyouchoose?WhataboutcyclingdownMekongRiver?DoyouknowsomethingaboutMekongRiver?Whereisit?2.呈现课本插图ListthecountriesthattheMekongRiverflowsthrough.活动目的：检查学生课前预习、查找信息的效果,ChinaLaosMyanmarThailandCambodiaVietnamSouthChinaSea,Activity3(while-reading环节)Fast-reading,1.WhoareWangKunandWangWei?2.Whatwastheirdream?3.WhoareDaoWeiandYuHang?4.Wheredidtheyplantostartthejourney?5.Howdotheyprepareforthetrip?活动目的：培养快速获取信息的能力,Activity4:GettoknowtheMekongRiver(Carefulreading)Workinpairsandtrytofindout1.WhereisthesourceoftheMekongRiverandwheredoesitenter?2.WhatistheChinesepartoftherivercalled?3.Whatweretheysurprisedtolearnabouttheriver?活动目的：培养获取信息的能力,Activity5:knowtheriverbettter1.HowdoesthewaterofMekongRiverchange?2.Whatcanyouseewhenyoutravelalongtheriver?3.IsitadifficultjourneytocyclealongtheMekong?Why?,Small,clearandcold,rapids,waterfall,Wide,brownandwarm,Glacier,rapids,hills,valleys,waterfallsandplains.,活动目的：培养整合信息的能力,Hardtobreathe;cold;beginsatanaltitudeofmorethan5,000metres.,可增加讨论活动:IfyouareWangweiandWangKun,willyoucycledowntheMekongRiver?Giveyourreasonstosupportyouridea.活动目的:在活动前选择或预测材料中人物的遇事态度,对比自己与人物的态度,Activity6(Post-reading)活动目的：理解文中人物的态度，共分易中难三个层次形式一：“T”or“F”exercise（易）.1.WangWeiinsistedthattheybeginthejourneyinQinghai.2.WangWeithoughtthatherwaywastheproperway.3.WangWeiwasastubbornandcarefulgirl.4.WangKungaveinatlast.5.WangKunthoughtthatitwouldbeeasytostartinQinghai.,活动形式二：Fillinthefollowingform（中）,1.takingthistripisadreamcometrue.2.thattheywillenjoythistripalot.3.theyshouldseealotoftheMekong.4.thatmostoftheMekongwillbefoundinSoutheastAsia.,1.theymuststartinQinghaiwheretheriverbegins/seealloftheMekong.2.thattheydontneedtopreparemuch,1.itistoocoldandhightostartinQinghai.2.thatusinganatlasisveryimportant.,活动形式三：（整合和表达）稍难UsewordstodescribethecharacteristicsofWangkunandWangwei.WangWei:stubborn;determined;wouldntchangehermind;adventurousWangkun:serious;careful,Activity7Discussingroups:Whodoyouthinkwasrightaboutthetrip?Why?活动目的：通过开放性问题让学生表达自己的观点,Activity8：Homework,1.Whodoyouthinkwasrightaboutthetrip?Why?Writedownyouropinion.2.TrytodotheexerciseonP20活动目的：巩固本课时的教学内容，预习下一课时,Reading课时安排小结Warmingup引入话题环节：Activity1Pre-reading环节：Activity2While-reading环节：Activity3（fas