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视频标签：Travel journ
所属栏目：高中英语优质课视频
视频课题：Unit 3 Travel journal 高中英语人教版-杭州师范大学附属中学
教学设计、课堂实录及教案：Unit 3 Travel journal 高中英语人教版-杭州师范大学附属中学
本单元教材内容分析
本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。本单元讲述了一段沿湄公河而下的自行车旅行，主人公“王坤”以旅行日记的形式详细的记录了这一过程。通过本单元的学习，不仅可以使学生学到与旅游有关的语音知识和语言技能，还会使学生对旅游产生浓厚的兴趣，通过旅游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。
2本节课教学内容分析
教材分析：人教版高一必修一第三单元的阅读课Journey Down the Mekong。文章讲到主人公王坤和姐姐王薇想骑山地车旅行，于是选定了沿着云南西部的澜沧江，也就是湄公河作为旅游路线。他们选择海拔5000多米，空气非常稀薄的高山作为旅行的起点。这注定是一次非常刺激的旅行经历。通过查阅资料，他们知道了河流的特点和流向，沿途所要经过的地形等等，增长了地理方面的知识，开阔了视野。通过阅读，学生可以学到一些有关地理的单词和短语，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，确定旅游路线，通过查地图等了解沿途的相关信息，激发学生旅游的兴趣。通过阅读，对文本进行进一步深入的解读，学生还能通过主人公王薇的言行举止了解到她鲜明的性格特征，也学会采用这种方式对身边的人的性格特征进行描述。
3教学目标
1、认知目标：帮助学生利用略读等策略找出基本信息；运用基本信息和所预习的生词复述课文背景。通过对文章的进一步解读体会主人公的人物性格。
2、技能目标：提升阅读能力和对文本的解读能力，培养学生提取、加工信息和分析问题的能力；提升表达能力，学会用当堂所学来按要求口头和书面表达。
3、情感目标：学生通过文本学习丰富对湄公河背景文化的了解，开拓国际视野，增强学生在旅游中接受异国文化的能力，并让学生感受作者认真谨慎的态度，养成做事充分准备坚持到底的好习惯。
4学情分析
1、此次上课对象为我校高一年级B层学生。该层次的学生英语基础相对薄弱，对英语缺乏浓厚兴趣。
2、课前要求学生预习生词，了解单词的意思；预习课文，了解课文的大意；从网络搜索关于湄公河的背景知识。
5重点难点
教学重点：
1、提升学生篇章的整体理解能力和文本解读能力。
2、有机整合文本信息，提高运用英语的综合能力。
3、通过课程资源的挖掘，丰富学生的文化内涵，开拓国际视野。
教学难点：
1、如何利用阅读技巧来提取文本的基本信息。
2、如何帮助学生运用阅读策略，对文本进行深入解读，从而使学生能自主学习。
3、怎样以阅读课的教学为依托，训练学生的听、说、读、写能力。
6教学过程
6.1 第一学时
6.1.1教学活动
活动1【活动】Warming Up and Lead In
课前：欣赏歌曲视频 When shall we travel far?
1、Warming Up (Have a free talk with the students)
T: Do you like traveling? Why?
T: When shall we travel far?
T: How was your graduation travel after junior middle school?
（Meanwhile, the teacher can also ask some more questions to make the students say something about their journey , such as their plans of trips, the difficulties they met in their journey and so on.）
2、Lead In
(1) T: Have you ever dreamed of visiting great rivers?
Present some pictures of great rivers in the world and ask students the names of some famous rivers in the world. (Yellow River, Nile, Mississippi, Thames, Mekong River)
(2) Show a picture of the Mekong River and the brief introduction of it.
Ask Ss to find out the countries the Mekong River flows through.
T: Do you know more about the Mekong River?
The longest river in South East Asia
The sixth longest river in the world
Another name in South East Asia—the Mekong River
【设计说明】
采用谈话方式导入自然亲切，就Traveling话题作简单探讨，拉近师生之间的情感距离，营造出宽松的学习气氛，同时让学生了解世界著名河流有关基本背景，进而引出本节课的课题Journey down the Mekong。这一环节，激发了学生的兴趣和好奇心，为学生全面的课堂参与做铺垫。
活动2【讲授】Reading
1、Read paragraph 3 and find sentences to describe the pictures in the screen.
It begins in a glacier on a mountain in Qinghai.
·At first, the river is small and the water is clear and cold.
·It becomes rapids as it passes through deep valleys.
·It travels across western Yunnan Province.
·Sometimes the river becomes a waterfall and enters wide valleys.
·It becomes wide, brown and warm. Its pace slows.
·It makes wide bends or meanders through low valleys.
·It flows to the plain where rice grows.
·At last, the river delta enters the South China Sea.
T: What can they see when you travel along the Mekong?
glacier--rapids—valley—waterfall—plain--delta
【设计说明】
紧接着上面湄公河的话题，带着学生一起游湄公河。通过湄公河沿岸美景的展示，陶冶学生的情操，且根据图片中找到课文句子，让学生轻松愉快的掌握词汇和文章细节信息，还能有效地调动学生的学习积极性，唤起学生的学习兴趣以及对大自然的热爱。
活动3【讲授】Reading（paragraph 1）
2、Read paragraph 1
T: Who were eager to visit the Mekong River?
·Wang Kun and Wang Wei
(1) Let Ss read for basic information (who, when, what and how) in paragraph 1.
T: Who have the journey down the Mekong River?
T: When did they have the dream and when did they get the chance to realize their dream?
T: What was their dream?
T: How did they travel along the Mekong River? Why?
Set the stage: Wang Kun and Wang Wei, dreamed about, Dao Wei and Yu Hang , After graduating, cycle along …
Retell the story setting with the help of the basic information.
【设计说明】 通过 skimming 阅读策略，找出文章中最简单的信息，目的是教学生学会快速阅读的技巧，引领学生关注文本的主题及涉及主题的主要信息。通过复述故事背景，有助于增强他们对课文的理解，并锻炼他们的语言表达能力。
(2) Intensive reading
①Two years ago she bought an expensive mountain bike and then she persuaded me to buy one.
T: Why did she buy an expensive bike instead of a cheaper one?
Wang Wei’s personalities Evidence
enthusiastic(狂热的)/ considerate she bought an expensive mountain bike
persuasive She persuaded me to buy one
②They are Dai and grew up in western Yunnan Province near the Lancang River, the Chinese part of the river that is called the Mekong River in other countries.
(the minority---show Ss the picture of Dai )
③Wang Wei soon got them interested in cycling too.
(=Wang Wei persuaded them to cycle.)
T: Why did the writer choose these two persons instead of anyone else?
(They are Dai and grew up in western Yunnan Province near the Lancang River. Doubtlessly, they are more familiar with the landform of that area. They will be helpful in the team.)
④It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.
T: What kind of personality can you see?
⑤Now she is planning our schedule for the trip.
T: What’s this sentence doing here?
It serves as a connecting link between the preceding and the following. (承上启下)
【设计说明】通过着句的分析和探讨，加深对文本的理解。也通过这样的阅读，使主人公王薇鲜明的性格特征跃然纸上。使学生在提取基本信息的基础上学会对人物进行剖析，使整篇文章更加形象生动。也为第二段文章的阅读打下基础。
活动4【活动】Reading（paragraph 2）
(1)Read for Gist
I am fond of my sister but she has one serious shortcomings. She can be really stubborn. Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly. Now I know that the proper way is always her way.
Wang Wei’s personalities------ Evidence
I kept asking her, “When are we leaving and when are we coming back?” I asked her whether she had looked at a map yet. Of course she hadn’t; my sister doesn’t care about details.
Wang Wei’s personalities-----Evidence
So I told her that the source of the Mekong is in Qinghai Province. She gave me a determined look– the kind that said she would not change her mind. When I told her that our journey would begin at an altitude of more than 5,000 meters, she seemed to be excited about it. When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience. I know my sister well. Once she has made up her mind, nothing can change it. Finally I had to give in.
My remarks-----Wang Wei’s response-----Wang Wei’s personalities
(2) An Interesting Pattern
So I told her that the source of the Mekong River is in Qinghai Province.
She gave me a determined look—the kind that said she would not change her mind.
When I told her that our journey would begin at an altitude of more than 5,000 metres, she seemed to be excited about it.
When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience.
(A parallel(平行的） structure----to emphasize 强调)
【设计说明】在一起阅读第一段的基础上，这一段要求学生自己阅读文本，从篇章中准确、高效地获取知识与信息，并加以分析，充分理解课文，了解主人公坚毅、固执、勇于冒险的性格。让学生自己归纳总结，并以协作式活动让学生互相讨论交流，培养学生合作学习习惯，提高学生合作的能力。既发挥了学生自我学习的能力，又及时将上段落所学的阅读技巧加以巩固运用，增加了学生的成就感，也培养学生们的阅读理解能力。
活动5【活动】Further Thinking
(1) T: Why did Wang Kun use the title Journey DOWN The Mekong?
(It begins at an altitude of 5000 meters--- It runs through low valleys to the plains, and the river delta enters the South China Sea.)
(2) Speaking and writing
Wang Wei’s personalities-----Evidence
Can you find a person with an impressive and typical personality? Show us the right one with a short story (evidence). （ 3-5 sentences ）
【设计说明】通过通篇文章的学习，学生能感受到本文对主人公的刻画准确、到位，体会主人公的坚忍不拔的个性，以及做事的执著的风格等。整篇文章人物性格特色鲜明。通过设置这一环节，希望学生能够用运用当堂所学，以小短文的形式对身边的人的性格特征进行描述，以任务为依托，激发学生参与主体。
活动6【作业】Homework
Improve the short story and hand it in.
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