必修一unit3TravelJournal教案设计

1、教案设计教学内容：Unit 3: Travel JournalWarming up & Pre-reading & Reading (skimming)授课者： 杨雪雁 东方中学授课班级：高一（8）班I. 教材分析 本课内容属于英语. 必修一第三单元（Unit3 Travel Journal）中的第一课时，内容和旅游有关，主要引起学生的兴趣，为之后的课程学习奠定基础。本课包括了“Warming-up”预热，“Pre-reading”导读和“Reading”阅读中略读技巧的运用三部分。“Warming-up”预热部分主要引导学生运用已学知识对“旅游出行工具”进行选择，“Pre-reading”导

2、读部分则将学生注意力从上一部分转出，为“Reading”阅读的进行做准备，“Reading”部分作为本单元的重点内容，分为“Skimming”略读，“Scanning”快读和“Detailed Reading”细读三部分，因为时间原因，本课时只安排学生进行“Skimming”略读这一部分。II. 学生分析本班学生基础相对较弱，单词量不够分丰富，且听力和口语基础普遍较弱，根据学生的这一特点和英语水平，本课时在内容安排上进行了调整：1. 将第一部分“Warming-up”预热中的练习2取消，将其并入第二课时“Reading”阅读部分的“Scanning”快读一同进行讲解。2. 将“Reading”

3、阅读中的“Skimming”略读法放在“Scanning”快读法前进行，让学生能够先对课文中的部分内容有了一定理解的基础上，再通过快读法概括段落大意和文章主旨。III 教学目标1. 知识目标(1) 让学生能够根据需要选择合适的旅游出行工具。(2) 让学生了解湄公河的相关信息。(3) 让学生了解并能够使用本节课所提及的新单词和短语。2. 能力目标(1) 培养学生的听、读能力。(2) 锻炼学生的阅读能力，特别是略读技巧的训练。(3) 培养学生的联想发散思维。3. 情感目标(1) 激发学生对于“旅行”的兴趣。(2) 让学生认识和了解湄公河。IV. 教学重点与难点1. 教学重点(1) 如何选择合适的旅

4、游出行工具。(2) 使用“略读”技巧进行文章阅读。2. 教学难点(1) 激发学生的学习兴趣和对话题的敏感性。(2) 训练学生的“略读”技巧进行阅读。V. 教法与学法1. 教法在“Warming-up”预热和“Pre-reading”导入部分，教师主要使用情景教学法（ST）引导学生学习该部分内容。而在“Reading”阅读部分，教师将使用语言任务教学法（TBLT）进行教学，目的是为了训练学生的略读技巧。2. 学法 本课要求学生在运用已学过的或者是熟悉的知识基础上，学习和接受新知识，例如，用三亚的旅游信息引导出湄公河的信息。另外，在阅读部分，要求学生带着问题进行文章阅读。VI. 教学过程(一) L

5、ead-in （导入）1. 歌曲：课前播放 Twins：旅游书2. 问题：Do you like travel? Where do you want to go?你们喜欢旅游吗？ 可能的话想去哪里旅游？3. 图片：Guess where are they? (Interesting places in Sanya) 猜猜图片中的风景是什么？在哪里？（三亚景区图） P1：南天一柱； P2：凤凰岛； P3：南海观音； P4：天涯海角 三亚(二)Warming-up （预热）1. 问题： How can you get there if you want to go to Sanya? 如果你想去三

6、亚要怎么去？课本17页 Which kind of transport do you prefer to use? (跟读) transport: n./v. 运输，交通 prefer to: 喜欢，倾向于（做某事）2. 归纳：学过的交通工具 bus公交车, car汽车, bike自行车, ship船, train火车, airplane飞机, subway地铁, taxi/cab出租车, truck/lorry卡车, motorbike摩托车3. 表格：（提出出发地，选择交通工具，并进行对比）总结 Different needs have different choices. 需要不同，选择

7、不同。(三)Pre-reading （导入）1. 问题：What is Sanya famous for? Sea (Seascape, Seafood, Swimming, Diving, etc.) 三亚以什么出名的？ 海（海景，海鲜，游泳，潜水，等等） How about traveling along the river? 在河边旅游是又有什么呢？河（河景，河鲜，游泳，等等） Which river do you like to travel? 想去那条河流边旅行？ 推荐 Mekong River 湄公河 （为什么推荐它？它是一条什么样的河流？）你会在阅读了Reading 部分的Jou

8、rney Down the Mekong 中找到答案的。2. 湄公河简介：（湄公河流域简图） 流经国家：中国老挝缅甸泰国柬埔寨越南南海 对应英文：ChinaLaosMyanmarThailandCambodiaThe South China Sea(四)Reading （阅读）1. Skimming (略读) 带着问题快速阅读文章，目的在于找到问题答案（寻找关键信息）。2. Read the passage in 8 mins with the following tasks: 带着下列问题阅读，限时8分钟(1) How many people are mentioned in the pas

9、sage? Who are they? （主要人物是谁？）(2) What did they want to do? （他们想做什么？）(3) Where did they plan to go? （他们计划去哪？）(4) Who planned the trip? How is she/he? （谁计划的？他/她是什么样的人？）(5) Whats the altitude of the beginning of their trip? （他们的旅行在多高海拔处开始？）(6) Find more detailed information about Mekong. （找到更多关于湄公河的具体信

10、息。）3.核对练习答案(五)Homework（作业）Read the passage again and find out the steps they had before the real journey.读课文，找出他们旅行前的步骤。Teaching DesignTeaching Content: Unit 3 Travel Journal Warming-up & Pre-reading & Skimming in Reading partTeacher: Yang Xueyan (Sally Yang)Class: Class 8, Grade 1I. The Analysis of

11、 the Teaching MaterialThis content of this lesson belongs to Unit 3 Travel Journal in Students Book 1, New Senior English for China. As the first lesson of this unit, this lesson plays an important part in this unit. Its purpose is to stimulate the students interests to this unit and lay the foundat

12、ion for the following study. This lesson contains three parts: Warming-up, Pre-reading and Skimming in Reading part. Warming-up is to help the students have good choices on the travel transport. Pre-reading is to make preparation for the Reading part. Reading as one of the most important content in

13、Unit 3, it is made up of three parts: Skimming, Scanning and Detailed Reading. Considering the limited time, only Skimming will be done in this lesson.II. The Analysis of the StudentsThe English levels of the students in Class 8, Grade 1 is not very good, it mainly reflects in their poor vocabulary,

14、 bad listening and speaking ability. Therefore, considering the students English ability, there are some adjustments on the content of this lesson.1. The Exercise 2 in Warming-up is removed and blended in the Scanning of Reading Part in the second lesson.2. The Skimming is advanced to the first part

15、 of Reading part, before the Scanning, in order to let the student have some basic understanding of this passage before they summarize the main idea of each paragraph and the whole passage.III. The Analysis of the Teaching Aims1. Knowledge Objects(1) The students know how to choose the proper transf

16、er for their travel.(2) The students know the Mekong River.(3) The students can recognize and use the new words and expressions in this lesson.2. Ability Objects(1) To train the students abilities of listening and reading.(2) To improve the students reading ability, especially their skimming ability

17、.(3) To develop the students associative ability.3. Emotion Objects(1) To stimulate the students interests in travel(2) To let the students know the information of Mekong River.IV. The Important and Difficult Points of Teaching1. The Important Points of Teaching(1) To choose the proper transfer for

18、the travel.(2) To reading the passage with skimming method.2. The Difficult Points of Teaching(1) To stimulate the students interests.(2) To train the students skimming skill.V. Teaching and Studying Methods1. Teaching MethodsIn the Warming-up and Pre-reading, the teacher will use the Situational Teaching Method (ST) to lead students to take part in the learning of the content. In the Reading part, the teacher will use the Task-based Language Teaching Method (TBLT) to train the students skimming ability.2. Studying MethodsIn this class, the teacher will