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視頻標簽：Travel journ
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：高中英語人教版必修1 Unit 3 Travel journal Journey Reading 重慶
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人教版必修1 Unit 3 Travel journal Journey Reading 重慶市兼善中學校
教學目標
1.能力目標:
知識目標:要求學生會聽、說、讀、寫大綱所要求的單詞、短語和句型,
語言技能:要求學生能根據(jù)語境猜詞義;能通過略讀和跳讀獲取文章的大意和細節(jié)信息;能運用課堂所學單詞、短語和句型等進行較流暢的口頭表達。
2.語言目標
重點詞匯和短語
transport, prefer, disadvantage, fare, flow, ever since, persuade, cycle…
語法項目:初步接觸現(xiàn)在進行時表達將來時態(tài)的用法。
3.文化目標
了解湄公河流域的地理風貌。
4. 情感目標
學生通過學習豐富對湄公河的了解,開拓國際視野;讓學生感受主人公認真謹慎的態(tài)度,養(yǎng)成做事充分準備,堅持到底的好習慣。
2學情分析
本節(jié)課授課對象為高一年級新生。該班學生大部分來自于邊遠農(nóng)村,學習刻苦,書本知識掌握較好。但聽和說的能力欠佳,不具備良好的閱讀習慣和閱讀技能。不太活躍,且課外知識儲備不夠。
3重點難點
1.在閱讀的過程中,引導學生初步接觸略讀和跳讀兩種閱讀技能。了解和記憶全文的主旨大意和重要細節(jié)。
2.引導學生運用課堂所學單詞、短語和句型等交流旅游計劃、談論旅游話題。
4教學過程
4.1第一學時
4.1.1教學活動
活動1【導入】Step 1 Revision
Part A
師生活動:
Teacher helps students revise the important words and expressions by reading some sentences.
Students read the sentences and try to understand the underlined words and expressions.
教師用語:
T:Now, let’s read the following sentences together.
1.He is so stubborn that no one can persuade him to do anything.
2.Jerry graduated from university last year and works as a teacher.
3.We have a lot of things to do in a short time. We are working to a tight schedule.
4.Attitude is altitude.
5.For me, music is a great source of happiness.
6.He paced nervously up and down the room, waiting for the important news.
7.I am not very fond of country music. I like pop music better.
8.I just couldn’t make up my mind, so I bought both.
9.I have changed my mind. I’ ll have a beer instead.
設計意圖:
教師幫助學生復習單詞的同時訓練他們通過具體語境猜單詞含義的能力
Part B
師生活動:
Teacher shows students some words and pictures. Students match the words and pictures together.
教師用語:
T:Please match the words with the pictures.
設計意圖:
通過配對的方式讓空洞的地理方面的單詞在學生頭腦里留下具體的影像。
活動2【導入】Step 2 Leading－ in
師生活動:
Teacher helps students realize the importance of traveling. Students can show their opinions freely.
教師用語:
1.T:Have you ever heard of the sentence “The world is a book. If you just stay at home instead of traveling, it means that you just look at one page of the book.”?
It shows that traveling is very important for us if we want to know the world better.
2. T:Now, I want to share some pictures from my journey in Taiwan. Are you ready?
As you can see, in my journey, I can enjoy beautiful and interesting scenery and sights. I can try new kinds of food and I can make new friends and experience new cultures and lifestyles.
So, catch every chance to travel and enjoy the world around you.
設計意圖:
通過解讀經(jīng)典句子和分享教師拍攝的旅游照片激發(fā)學生對旅游的興趣。
活動3【導入】Step 3 warming－up
師生活動:
Teacher helps students realize the importance of making a plan before the trip. Students can show their opinions freely.
教師用語:
T:There are some questions that you should think about when you plan to travel. It’s the Monument for Liberation in Chongqing. If you want to go there,
How are you going there?
How long are you staying ?
Where are you staying?
設計意圖:
在幫助學生口頭表達的句型中用加粗的方式呈現(xiàn)了現(xiàn)在進行時表達將來時態(tài)的用法,讓學生在此步驟中既鍛煉口頭表達,又對語法現(xiàn)象有初步接觸,還了解了旅游前應作好準備。
活動4【活動】Step 4 Pre－reading
師生活動:
Teacher shows the background information about Mekong. Students read the short passage by themselves.
教師用語
T:Please read the introduction of the Mekong River by yourselves.
The Mekong River begins in a glacier on a Tibetan mountain. At first the river is small and the water is clear and cold. Then it begins to move quickly. Sometimes the river becomes a waterfall and enters wide valleys. After it leaves China and the high altitude, the Mekong becomes wide, brown and warm. As it enters Southeast Asia, its pace slows. At last, the river delta enters the South China Sea.
設計意圖:
因為本班學生課外地理知識欠缺,特將課文中介紹湄公河地理特點的最后一段提前作為背景知識呈現(xiàn)給學生,作為直接閱讀材料
活動5【活動】Step 5 Reading
師生活動:
Teacher helps students read the 3 paragraphs one by one by using two reading skills.
教學流程:
Paragraph one
skimming(略讀,抓住主旨)
●What’s their dream?
Wang Kun and his sister Wang Wei are dreaming about _____________________.
● What’s their plan?
They would cycle along the entire Mekong River from to .
scanning:(跳讀,瀏覽文章找到細節(jié)信息)
How did Wang Wei prepare for the trip?
●Two years ago .
● Then .
● Last year .
● Soon .
● Finally .
Paragraph two
skimming(略讀,抓住主旨)
Did Wang Wei prepare the trip very well?
scanning:(跳讀,瀏覽文章找到細節(jié)信息)
Why did Wang Kun keep asking Wang Wei questions?
A. Because he wanted to give her as much help as he could.
B. Because he wanted to persuade her to give up the trip.
C. Because he knew very well about the Mekong River.
D. Because he wanted to organize the trip himself.
Paragraph three
Where is the source of the Mekong and which sea does it enter?
The Mekong River begins in a glacier on a mountain in Qinghai Province and it enters the South China Sea.
設計意圖:
在課文三段文本的處理中反復訓練學生略讀和跳讀的閱讀技能。
活動6【活動】Step 6 Relaxation
師生活動:
Teacher plays a short video about the Mekong and helps students enjoy it.
教師用語:
After reading the article about the Mekong, let’s enjoy the beautiful scenery of the Mekong.
設計意圖:
通過播放視頻,豐富學生對湄公河風景、流向和沿途風景等地理特點的直觀了解。
活動7【活動】Step 7 Group work
師生活動:
Teacher helps students talk about their own travel plans.
教師用語:
The National Day is coming. Let’s make a travel plan. You should think about the following factors like destination, transport, length of stay and so on.
1. Discuss your plan with your partners.
2. Introduce your plan in class.
設計意圖:
讓學生能在掌握課堂所學知識的基礎上大膽發(fā)言,交流旅游計劃,談論旅游話題,并且學會在旅游前做好充分準備。
活動8【作業(yè)】Step 8 Homework：
1.Make a further discussion or search the Internet to add more information to your travel plan.
2.Write a short passage to introduce your plan.
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