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视频标签：Travel,journal
所属栏目：高中英语优质课视频
视频课题： 高中英语人教课标版高一英语B1U3 Travel journal
教学设计、课堂实录及教案：
高中英语人教课标版高一英语B1U3 Travel journal
Teaching Plan
B1U3 Travel journal
Reading--- Journey down the Mekong
(NSEFC Book 1 Unit3)
一．教学课型：阅读课
本课内容是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。此外，对文本进行较深入地解读后，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。
二．教材分析
1. 教材内容：NSEFC Book 1 Page 18
2. 教材处理：本节课是这个单元的第二课时, 为了尽快进入阅读课文的教学，利用上一
节课所学内容简单进行复习后进入阅读部分，教学重点在于对阅读文章的理解。
三．学情分析
1、此次课是异地教学，上课对象为潮州市华侨中学校高一8班的学生。学生们都具有一
定的英语基础和口头表达能力。但因为刚进入高中学习不久，还未能很好适应高中英语教学。
2、课前要求了解关于湄公河的背景知识。
四．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。
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、教学重点：提升学生篇章的整体理解能力和文本解读能力;丰富学生的文化内涵，开
拓国际视野。教学难点：如何利用阅读技巧来提取文本的基本信息; 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。
四．教学过程 Stage 1: Lead-in
Show a picture of the Mekong River and the brief introduction of it. Ask Ss how many countries the Mekong River flows through? And what else do they know about the Mekong river?
【设计说明】通过复习上一节课的关于the Mekong的内容，激发学生的兴趣，为学生全面的课
堂参与做铺垫，然后快速进入阅读部分。
Stage 2: While-reading
Task 1: Ask the students to read the passage quickly and match the main idea of each
paragraph.
Paragraph 1 The Mekong Paragraph 2 A stubborn sister Paragraph 3 The dream
【设计说明】通过任务设计，让学生学会概括文章大意，区分主旨大意及细节信息，并学会分析文章结构。
Task 2: Paragraph 1
Ask the students to read through paragraph 1 and then find out the basic information (who, when, what and how) in paragraph 1.
1. Who took the journey down the Mekong River? Wang Kun and Wang Wei; Dao Wei and Yu Hang
2. When did they have the dream and when did they get the chance to realize their dream?
Ever since middle school; after graduating from college 3. What did they plan to do? Take a great bike trip. 4. How did they travel?
To cycle along the entire Mekong river.
Story setting: Who When what how where
5. Now she is planning our schedule for the trip. T: What’s function of this sentence here?
It serves as a connecting link between the preceding and the following.
【设计说明】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。
Task 3: Paragraph 2
1. Ask the students to read through paragraph 2 and then fill in the two charts.
Personalities (个性) Evidence
Wang Wei is stubborn.
… she insisted that she organize the trip properly.
Wang Wei doesn’t care about details.
1) She didn’t decide when to leave and when to come back.
2) She hadn’t looked at a map yet.
My remarks
Wang Wei’s response(反应) Wang Wei’s personalities the source of Mekong -- Qinghai Province
Not change her mind
stubborn
The journey began at altitude of more than 5,000 meters. excited risk-taking
hard to breathe very cold
interesting
adventurous
(黑体字为需要学生填写内容) 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】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，了解主人公固执、勇于冒险的性格。让学生自己归纳总结，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。
Task 4: Paragraph 3
1. Raise the question before students read this paragraph: What can they see when you travel along the Mekong?
glacier--rapids—valley—waterfall—plain--delta
2. Ask the students to read the specific introduction of the Mekong with the help of some pictures.
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.
3. Ask the students to fill in the blanks and then retell this part.
The Mekong River which is called the Lancang River in China __begins____ in a glacier on a Tibetan mountain and ___enters___ the South China sea __at last_____.
__At first____ the river is small and the water is __clean____ and cold. __Then____ it begins to move ___quickly___. __After____ it leaves China and high altitude, it becomes __wide____, brown and warm. ___As___ it enters Southeast Asia, its pace slows. Sometimes it becomes rapids; __Sometimes____ it becomes a waterfall.
【设计说明】根据图片,让学生们一起朗读课文句子，让更直观且更好地掌握文章细节信息，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。接着让学生进行复述练习，进一步巩固所学内容。此外，引导学生关注衔接词，了解如何更好地介绍地点。
Task 5: Further Thinking
T: Why did Wang Kun use the title Journey DOWN The Mekong?
(They want to cycle from where it begins and where it ends. 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.)
Stage 3: Homework 1. Finish the exercise on P20.
2. Preview the lesson. (Journey Down The Mekong Part 2)
五．教学反思
（1）该课的设计方面
阅读任务设置有层次感，由表层到深层，对文章深层次的挖掘有助于学生批判性思维的形成。本节课的亮点在于对阅读语篇知识的渗透，篇章连接词在文章中的功能的理解。 （2）课堂教学过程
本节阅读课渗透了多项阅读微技能的指导与训练，分析到位。启发式提问对于学生很有挑战性，能很好地激发思维，并给予学生充分的思考空间和理解时间。 （3）学生学习效果
学生在本课结束后，能清楚地了解文章内容，王坤王薇他们的梦想、王薇的鲜明的性格特征和湄公河的基本情况；并明白当我们描述一个人的个性特点时，我们可以通过多种方式给出证据，以及当进行文章的写作时，应恰当地使用衔接词使得文章内容连贯。
同时，学生接受有效的阅读微技能培训，运用相关的阅读策略，来理解和掌握所学内容，如：学会寻找文章关键词、利用语篇标记词来分析语篇的内在逻辑关系等。学生能发展批判性思维，实现知识的有效迁移。 （4）不足之处
因为异地教学，与学生不熟悉，为了保证学生能够跟上教授节奏，课堂整体推进速度偏慢了一点，最后回归课文标题总结全文这一环节未能有效开展。
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