2009第六届全国中学骨干英语教师新课程教学高级研修班教学设计 文档.doc

Teaching plan for “Venice for a Weekend”课题Venice for a Weekend课型 阅读课教学目标1 帮助学生通过阅读本文对作者眼中的威尼斯有一个大概的了解。2 训练学生在把握文章整体的基础上了解细节的阅读能力。3 帮助学生练习口头用简单的英语有条理地复述作者的威尼斯之游。4 使学生从情感上产生通过旅游来了解西方文化的欲望和意识。教学过程：Step 1 Lead in/ warming-up Free talk with the Students, begin with the questions “ Do you like traveling? Where have you ever been ? Which place do you like best and why?.” Show the Picture of Water CityVenice to the Students, and ask them, “ Have you ever been to Venice?” If they say “Yes”, ask them to describe it with only a few sentences or a few words; If they say no, ask them if they want to know about the unique and wonderful WaterCity and what they expect to see and enjoy in Venice. Tell them “ My friend Peter went to Venice and wrote a diary after he came back, lets share his experience there.”Step 2 Reading for general information Ask the students to read the passage as quickly as possible with the question: “ What does Peter think of Venice?” ( Students can use the key words: wonderful, enjoyed to answer the question.)设计意图：1 课前热身，引起学生对本文的兴趣。2 借助学生以往的经验，为本文的教学做一定的铺垫。 1 帮助学生养成先从整体上把握文章大意的阅读习惯。2 训练学生快速阅读把握文章大意的速度。学生活动：1 学生积极回忆和思考相关的旅游经验，为本文的理解打下一定的基础。2 学生尽量用所学过的语言（英语）进行表达，学生们可以分享彼此的经历，在真实的环境中进行交际。1 学生快速阅读全文。2 学生尽快在找出老师所提问题的答案的同时把握文章大意。Step 3 Reading for details1 Ask the students to read Paragraph 1 and fill in the form. Venice for a weekend1 When 2 How long3 Weather 4 What did Peter love doing5 What food did Peter love to eat2 Peter enjoyed everything in Venice, lets find what did Peter enjoy there.Ask the students to read Paragraph 24, and fill in the blanks:From _, you get a beautiful view.On the _, you get a much broader view.Peter enjoyed the old buildings in Venice, such as _, _, _, _. The most typical things to buy are probably _(souvenir)3 Ask the students to read Paragraph 24 aloud. (read individually first, then read it together.)4 Show the students 4 pictures without telling them the names：St.Marks Basilica; Piazza San Marco; Doges Palace; Bridges of Sighs，Ask students to tell and guess the names of the buildings.1 培养学生在整体把握文章的基础上深入了解文章的细节的能力。2帮助学生根据老师所设置的表格和填空的文段把握文章的结构。3学生通过感知本文的结构为接下来的口语表达和模仿写作打下基础。根据课文，学生应该很轻易地找出答案(供参考)(bridges / any of the large bridges; boat; St.Marks Basilica; Piazza San Marco; Doges Palace; Bridges of Sighs.)，但出现的顺序每个学生可能会各有不同。这几个地名和souvenir这个词学生应该在朗读的时候会遇到困难，在这里老师需要带读，以帮助学生克服困难。朗读训练应该是常抓不懈的， 特别是初中生对细节的描写能力较弱， 多读两遍是希望学生感知语言，培养语感。同时也为后面的口语训练进行铺垫。帮助学生增加感性知识，进一步感受威尼斯建筑的美，通过猜测加深学生对文章的理解，一定程度上训练学生的思维能力。1学生根据老师的要求分段阅读，在完成老师布置的任务的同时，进一步熟悉文章的细节。2学生跟读解决难词的读音，自由朗读并齐声朗读第24段，提升朗读能力，为口语表达打下基础， 同时培养语感。3 学生一边欣赏美丽的图片一边猜测着每一座建筑的名字，大脑在积极地活动着。Step 4 Oral practiceSuppose Peter were your friend, please tell your parents his wonderful traveling experience in Venice with the help of the worksheet and pictures.1输入是为了输出，完成了文章的解构和一定的朗读训练后，希望学生可以逐步用简单的英语复述别人的旅游经历。2 试图培养学生可以与他人分享愉快经历的习惯。 学生根据填写的表格和文段以及图片互相用英语进行英语复述活动，提升口语表达能力，学生可以互相帮助， 互相提醒纠错。Step 5 Writing practicePeter is also curious about China, and he wants to know more about China-our beautiful motherland, please help Miss Yu to write a letter, in which you tell him one of your wonderful traveling experience in China. I hope that Peter and more foreigners will love China and visit China in the near future!1这篇文章本身并不难，结构也很清晰，对于九年级的学生来说，理解并不困难，而旅游的话题是与学生的生活息息相关，也是中考作文的常见话题， 在之前的基础上创设尽可能真实的情景让学生模仿本文进行写作训练，是为了把阅读和写作相结合，培养学生模仿作文的意识和写作能力。2 培养学生宣传我国旅游资源和传统文化的意识。1 学生之间可以先互相分享自己以前的愉快的旅行经历，时间够的话， 可能会有基础较好的学生可以完成这篇文章，课后进行修改。2 在写作时，学生需要对本文进行模仿，允许有一定程度上自己的特色。3 课堂上时间不够的话，该项任务可以作为学生的家庭作业，有语言表达困难的可以借助外网络或向老师和同学们求助。Homework1 Read the text 4 times and try to introduce Peters wonderful traveling experience in Venice to your parents.2 Finish the Writing practice.3 Surf the internet for more information about Venice and try