教学设计Book1Unit3Travel journal.doc

教学设计基本信息授课教师李娟所教年级高一年级所教册次、单元Module1 Unit3Travel journal课型Reading1.整体设计思路、指导依据说明Module1 Unit3 Travel journal 单元中Reading 是一个较长语篇，通过整体处理和分段处理相结合的方式，化难为易、化繁为简，逐步实现阅读教学目标； 重视阅读微技能和阅读策略的培养；从输入到输出自然过渡，提供支架、做好铺垫，把阅读、口语和写作技能有机地结合在一起，通过阅读任务，培养学生的综合语言运用能力。 2.教学背景分析教材内容分析：本单元为模块一第三单元Travel journal，讲述了一段沿湄公河而下的自行车旅行。主人公“王坤”以Journey down the Mekong为题目，以旅行日志为形式，详细地记录了这一过程。日志共计六部分，按照时间顺序分别呈现在本单元的阅读、听力、课后听力、课后阅读等各个环节。Part 1 The dream and the plan, Part2 A night in the mountains, Part3 Chatting with a girl, Part4 Our journey through Laos, Part5 By the river in Laos, Part6 The end of our journey. 学生通过追随这一段旅程，探讨与“旅游”相关的各种话题。 通过本单元的学习，不仅可以使学生学到与旅游有关的语言知识和语言技能，还会使学生对旅游产生浓厚的兴趣，通过旅行了解世界各地的文化，增强对祖国大好河山的热爱和国际意识，进而培养学生的跨文化交际能力。 本节课是本单元的第二课时。第一课时为进入第三单元中心话题Travel的口语课，并对新课的词汇进行铺垫。第二课时，Reading 部分为 Part 1 The dream and the plan，是旅游日志的第一部分。文章讲到主人公王坤和姐姐王薇想骑山地车旅行，于是选定湄公河为旅游路线。他们选择海拔5000多米，空气非常稀薄的高山作为骑车旅行的起点，这注定是一次非常刺激的旅行经历。同时，他们为这次旅行做了一些准备增长了地理知识，开阔视野。 通过阅读，教师不仅要让学生学到一些有关地理的单词和短语，训练他们的阅读技能，还要让他们懂得如何做好旅行前的准备工作，例如选择自己感兴趣的旅行地点、确定旅行路线、通过查地图等了解沿途的相关信息。另外还培养学生能将自己旅行中的见闻全面、条理清晰的介绍给大家。本节课的学习内容对下一步就相关话题的听力和写作起到思路拓宽和贮备语言的重要作用。学生情况分析：授课对象为高一年级清华班的学生，他们对旅游有着非常大的兴趣，同时初步具备了综合语言运用能力。 例如：阅读的基本技能，包括通过skimming, scanning, careful reading来抓大意，找细节和关键词等。口语表达中运用功能性表达法进行交流已达到初步的基础交际目的等。但是毕竟是高一学生，在综合语言运用能力的提高和完善方面还需要老师的不懈指导和训练。 3.教学目标分析知识与技能目标：1. 通过阅读，能够从篇章中获取主要信息，掌握旅行日志文体的结构特点。2. 根据对时间的关键词的查找，学会有条理的介绍事情发展经过。3通过查找关键信息，能够准确分析人物性格。4. 能够使用有关地理的名词和短语，并能够模仿阅读篇章结构介绍一处旅游景点。过程与方法目标：1. 通过教师引导，运用略读、寻读、细读和查找关键词技能获取信息。2.通过小组讨论, 生生合作方式进行学习。情感态度和价值观目标：1. 通过学习培养学生对旅游的浓厚的兴趣，。2. 通过旅行了解世界各地的文化，增强对祖国大好河山的热爱和国际意识，进而培养学生的跨文化交际能力。3. 通过参与小组活动提高团队意识，能积极与他人共同合作解决问题，交流思想。4.教学重点、难点分析教学重点：1.通过语篇学习掌握旅行日志的文章结构，培养学生分析文章，获取信息的能力。2.培养学生的阅读微技能，尤其是略读，查读等以及信息重组与信息转换的能力。教学难点：1对于高一学生来说，本篇课文较长，且含有较多生词，可能对学生的阅读理解造成一些影响，通过整体和分段阅读相结合，化难为易，帮助学生扫除阅读中的障碍。2.高一学生对于skimming 和scanning这些阅读技能还不太熟悉，通过相关阅读活动设计，引导学生正确运用这两项阅读微技能。5.教学过程设计步骤1：Lead-in (10分钟)：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 DiscussionAsk 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)设计意图：通过国庆黄金周的出行图片，引发学生对为什么越来越多的人喜欢旅游的思考。 在学生的小组讨论中激活了旅游的相关话题知识、语言知识，为下面的学习活动进行铺垫。步骤2： Pre-reading（2分钟）：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(中国)，Laos(老挝)，Myanmar(缅甸)，Thailand(泰国)，Cambodia(柬埔寨)，Vietnam(越南)设计意图：培养学生从地图上查找关键信息的能力，并使得学生对于湄公河的地理位置有宏观的了解。 步骤3：Fast Reading（5分钟）：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 sisters plan about their winter holiday.B. The experience during the author and his sisters trip in Qinghai.C. The author and his sisters 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 设计意图：引导学生通过速读掌握文章主旨，培养学生skimming这项基本的阅读技巧。步骤4：Careful Reading（13分钟）：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 schoolTwo years agoLast yearWhen we graduated from collegenow Task2: Para2 Q1: Did his sister look at the map? (No, she didnt.)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 itQ4: What did she do when I told her the air would be hard to breathe?She said it would be an interesting experienceQ5: Use some adjectives to summarize Wang Weis Characters: _(stubborn, careless, confident, brave)Task3: Paragraph 3Let 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 _设计意图：培养学生带着阅读任务快速寻找关键词的能力，并通过课件图片展示，帮助学生培养从语篇中分析人物性格和有条理介绍地理景色的能力。同时在小组活动中培养与人交流合作的能力。步骤5：A Challenging Game（8分钟）：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).设计意图：使学生在竞赛抢答中