Marco-Polo教学设计.doc

Marco Polo 北师大版必修模块3第八单元第三课（第一课时） 河南新蔡二高 杨瑞Marco Polo 北师大版必修模块3第八单元第三课（第一课时）Teaching Objectives:1. Make the students master the key words, phrases and sentence pattern. 2. To improve the students reading ability through reading activities.3. After learning the passage, the students are expected to know about Marco Polos experiences in China and the great Chinese civilization at that time.4. Enable the students to be encouraged by the travelers spirit of adventure.Teaching Important/Difficult Points:1. Enable the students to improve their reading comprehension.2. How to help the students understand the passage better?Teaching Methods:1. Task-based method to make students interested in what they will learn.2. Fast reading to get the general idea of the passage. 3. Careful reading to get some detailed information. Teaching Aids:A blackboard, a projector, a computer and recorderTeaching proceduresStep1. Lead-inT shows a short play about Marco Polo. Let Ss observe and describe what they can see in the film.Step2. Pre-reading1. Introduce something about Marco Polo and learn some background about this text.T: today we are going to read a story about Marco Polo. Have you heard about Marco Polo? Which of the following do you think is true about Marco Polo? A: He was a French merchant who traveled to Venice. B: He was an Italian merchant who traveled to China.Ss: BT: Yes. Many people know about his story2. List some numbers selected from the passage .Write these numbers on the blackboard and ask students to guess what they may refer to. (in 1254; 17 years old; 17 years; in 1291; not long after his return; 70 years old)Step3. General Reading1. Ss skim the text. Find out the information about Marco Polo and fill out the form on the Bb: Name: Marco Polo Born (when/where): Came to China (when): Purpose: Languages (how many): Returned to Italy (when): Age of his death: The name of his book:2. Listen to the article to get the main ideas of the text. After listening, please answer the questions in Ex.2. Step4. Intensive reading Please read the passage carefully for detailed information:1. Who was the Chinese Emperor when Marco travelled to China?_, the first emperor of the Yuan Dynasty2. When Marco and his father met the emperor, they _. A. lived in a hostel B. were put into prison C. were welcomed D. were asked to teach the Emperor foreign languages3. Why was the emperor impressed by Marco Polo? Because Marco _.A. was quite clever B. was very powerfulC. could speak four languages D. both A and C4. Why was Marco surprised to see people using paper money?Because in Europe people paid for goods with _ and _.5. Was The Description of the World written by Marco?6. Did all people believe Marcos stories about China at that time? How did Marco Polo answer?Step6. Homework（作业）1. Underline complicated sentences or structures that you cant understand well in the text.2. Please write an article about Marco Polo. You can add something you have got on the Internet to your writing。Blackboard Design:Unit 8 AdventureLesson3 Marco Polo (First Period)Numbers: in 1254; 17 years old; 17 years; in 1291; not long after his return; 70 years oldForm: Name: Marco Polo Born (when/where): Came to China (when): Purpose: Languages (how many): Returned to Italy (when): Age of his death: The name of his book:教学反思：这堂课基本上做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快的度过，即顺利完成了教学任务，又促进其情感教育，这堂课的完成使我感到欣慰，值得我深思。 首先，良好的导入是整个课堂成功的一半，它能够紧紧抓住学生的心理和兴趣，使课堂教学更有趣味性和艺术性。总的来说，这堂课的导入成功，一开始通过短片让学生了解马可.波罗，并让学生观察和描述短片中所见的事物，通过视觉和听觉来激发学生的学习兴趣，促进学生兴趣的形成，有利于激发学生的学习动机，促进学生智能发展。 其次，教学能让设计要符合本班的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求，在布置任务时，应充分考虑学生是否能够完成，本堂课的细节题理解部分难度合适。再次，只有师生处于平等水平，学生的主体性才能得到发挥，只有使课堂交际化，师生才能融合在智力和情感的交际过程中，在整个教学过程中，我坚持从学生为主体实施教学，创设了多种形式的交际活动。 但是，本节课也纯在一些不