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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 Warming up Pre-reading Reading重庆
教学设计、课堂实录及教案：Unit 3 Travel journal Warming up Pre-reading Reading重庆市兼善中学校
教学目标
1.能力目标:
知识目标:要求学生会听、说、读、写大纲所要求的单词、短语和句型,
语言技能:要求学生能根据语境猜词义;能通过略读和跳读获取文章的大意和细节信息;能运用课堂所学单词、短语和句型等进行较流畅的口头表达。
2.语言目标
重点词汇和短语
transport, prefer, disadvantage, fare, flow, ever since, persuade, cycle…
语法项目:初步接触现在进行时表达将来时态的用法。
3.文化目标
了解湄公河流域的地理风貌。
4. 情感目标
学生通过学习丰富对湄公河的了解,开拓国际视野;让学生感受主人公认真谨慎的态度,养成做事充分准备,坚持到底的好习惯。
2学情分析
本节课授课对象为高一年级新生。该班学生大部分来自于边远农村,学习刻苦,书本知识掌握较好。但听和说的能力欠佳,不具备良好的阅读习惯和阅读技能。不太活跃,且课外知识储备不够。
3重点难点
1.在阅读的过程中,引导学生初步接触略读和跳读两种阅读技能。了解和记忆全文的主旨大意和重要细节。
2.引导学生运用课堂所学单词、短语和句型等交流旅游计划、谈论旅游话题。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Step 1 Revision
Part A
师生活动:
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.
教师用语:
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.
设计意图:
教师帮助学生复习单词的同时训练他们通过具体语境猜单词含义的能力
Part B
师生活动:
Teacher shows students some words and pictures. Students match the words and pictures together.
教师用语:
T:Please match the words with the pictures.
设计意图:
通过配对的方式让空洞的地理方面的单词在学生头脑里留下具体的影像。
活动2【导入】Step 2 Leading－ in
师生活动:
Teacher helps students realize the importance of traveling. Students can show their opinions freely.
教师用语:
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.
设计意图:
通过解读经典句子和分享教师拍摄的旅游照片激发学生对旅游的兴趣。
活动3【导入】Step 3 warming－up
师生活动:
Teacher helps students realize the importance of making a plan before the trip. Students can show their opinions freely.
教师用语:
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?
设计意图:
在帮助学生口头表达的句型中用加粗的方式呈现了现在进行时表达将来时态的用法,让学生在此步骤中既锻炼口头表达,又对语法现象有初步接触,还了解了旅游前应作好准备。
活动4【活动】Step 4 Pre－reading
师生活动:
Teacher shows the background information about Mekong. Students read the short passage by themselves.
教师用语
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.
设计意图:
因为本班学生课外地理知识欠缺,特将课文中介绍湄公河地理特点的最后一段提前作为背景知识呈现给学生,作为直接阅读材料
活动5【活动】Step 5 Reading
师生活动:
Teacher helps students read the 3 paragraphs one by one by using two reading skills.
教学流程:
Paragraph one
skimming(略读,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:(跳读,浏览文章找到细节信息)
How did Wang Wei prepare for the trip?
●Two years ago .
● Then .
● Last year .
● Soon .
● Finally .
Paragraph two
skimming(略读,抓住主旨)
Did Wang Wei prepare the trip very well?
scanning:(跳读,浏览文章找到细节信息)
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.
设计意图:
在课文三段文本的处理中反复训练学生略读和跳读的阅读技能。
活动6【活动】Step 6 Relaxation
师生活动:
Teacher plays a short video about the Mekong and helps students enjoy it.
教师用语:
After reading the article about the Mekong, let’s enjoy the beautiful scenery of the Mekong.
设计意图:
通过播放视频,丰富学生对湄公河风景、流向和沿途风景等地理特点的直观了解。
活动7【活动】Step 7 Group work
师生活动:
Teacher helps students talk about their own travel plans.
教师用语:
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.
设计意图:
让学生能在掌握课堂所学知识的基础上大胆发言,交流旅游计划,谈论旅游话题,并且学会在旅游前做好充分准备。
活动8【作业】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.
视频来源：优质课网 www.youzhik.com
