Unit 3 Travel journal Reading Journey down the Mekong教案设计

1、第三届全国中小学“教学中的互联网搜索”优秀教学案例评选unit 3 travel journal reading: journey down the mekong教案设计教学课题新课标人教版高中英语 必修一 第三单元unit 3 travel journal reading: journey down the mekong教案背景1、 面向学生：高一 2、 学科：英语3、 课时：14、 学生课前准备：1）预习生词，了解单词的意思2）预习课文，了解课文的大意3）网络搜索关于湄公河的背景知识教材分析本课是新课标人教版高一必修一第三单元的阅读课，本课是阅读课，文章讲到了主人公王坤和姐姐王蔚想骑山地车

2、旅行，于是选定了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游经历。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，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生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，确定旅行路线，通过查地图等了解沿途的相关信息，激发学生旅游的兴趣。教学重点：1、提升学生篇章的整体理解能力。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

3、用略读、查读等阅读技巧来确定关键词、主题句、形成阅读策略。2、如何帮助学生运用阅读策略，促进学生自主学习。3、怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。4、如何帮助学生以教材为资源，实现语言与文化的对接，形成语言输出的语言应用综合能力教学之前用百度在网上搜索关于the mekong的文字资料和图片资料，给学生了解湄公河提供直观感受。让学生了湄公河流经的国家，并对主人公旅行的路线以及见闻有一个大致的了解，从而更好地理解课文，也能启发学生关注途经国家的文化信息教学目标1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文。2、技能目标：提升阅读能力，培养

4、学生提取、加工信息和分析问题的能力；提升表达能力，学会用英语来表达设计旅游文化的相关话题；学会用英语设计旅游计划。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。 教学方法情景教学法、讲授法、任务型教学法、分组讨论法 1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。 2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。3、结合所给信

5、息和图片，让学生分组讨论，在学生用英语进行表达及思维碰撞的同时，让学会合作学习、自主探究。教学理论依据英语教学是一种教与学的双边活动，教学的实质是交际。只有从组织教学活动入手，使学生得到充分的语言锻炼，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，”，我结合新课标和本班学生的实际，对教材进行了有效整合，以任务型教学模式贯穿始终，每一部分都设有一定的任务，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，步步推进，层层深入。过程中，发挥网络搜索

6、在教学中应用优势，图文并茂让学生对主题信息有一个直观的了解。整个教学活动以教材为载体，以学生为中心。学生参与活动贯穿始终。学生既有个人活动，又有小组活动和班级活动。在课堂教学中，学生应该紧跟老师的领导，积极用心的投入到讨论，表演等小组活动中来，以培养自己依托阅读课来提高听、说、读、写的能力。教学过程step1:pre-task1、warming up have a free talk with the students. ask them this question: do you like traveling? why?present some pictures of beautiful p

7、laces to arouse their interest of travelling.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.【百度图片】关于世界著名旅游景点的图片2、lead inq1:have you visited any river?

8、q2: how many great rivers do you know?q3 : if you could travel down only one of them, which one would you choose? why?ask the students the locations of some famous rivers in the world .(yangzi river, nile, thames, amazon, mississippi)【百度图片】关于the yangzi river关于nile river关于thames关于amazon关于mississippi

9、3pre-readingt: have you visited the mekong river? if no, lets learn something about it.1) show a picture of the mekong river and the brief introduction of it. ask them:can you list the countries that the mekongriver flows through?【百度图片】关于mekong river相关资料2)enjoy the beautiful sights along the mekong

10、river to arouse their interest of it.【百度图片】关于mekong 风光的图片【图片导入】就traveling话题作简单探讨后，在大屏幕上播放关于世界著名旅游景点的相关图片和世界著名河流的相关资料，进而引出本节课的课题journey down the mekong 【设计说明】采用谈话方式导入自然亲切，拉近了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旅游景点和著名河流有关基本背景。这一环节，我通过百度网络搜索，了解湄公河的背景图片和相关知识，通过讨论发散思维，激发学生的想象力，极大地激发了学生的兴趣和好奇心，为学生全面的的课堂课堂参与作

11、了有力铺垫。step2:reading1.make the students know who, when, where ,what and why in the text. who have the journey down the mekong river ?what is the relationship between them? how did they travel along the mekong river? why? when did they have the dream and when did they get the chance to realize their d

12、ream?what did they plan to do?【百度图片】关于湄公河流域的图片【设计说明】设计这些问题的目的是为了让学生弄清楚故事中的人物、时间、地点、事情等要素，为后面故事的展开做出铺垫。2. go to some details in the whole journey down the mekong including 3 passages in part reading, using language and workbook. 1). where is the source of the mekong river and which sea does it enter?

13、 list the countries that the mekong river flows through. (by reading map)2). what can you see when you travel along the mekong?3). is it a difficult journey to cycle along the mekong? why?【百度图片】【设计说明】 通过skimming及scanning阅读策略，引领学生关注文本的主题及涉及主题的主要信息。这一环节采用游戏及小组活动的方式有利于调动学生参加活动的热情，使其在激烈的竞争中不知不觉地了解了文章基本内

14、容，并能使学生在活动中互相学习、互相帮助，互相鼓励，体验集体荣誉感和成就感，发展合作精神。网络资源的在这一环节的巧妙利用，帮着了学生理解文中所涉及的一些比较抽象的地点名词3.careful readingtopiclaoscambodiavietnampopulationhalf the population of cambodia.twice the population of laos.almost seven times the population of cambodia.weathercooler in the north and much warmer in the south.l

15、earninghalf of its people cant read or write.farminga new rice crop four times every year.preparationsl their dream : taking a great bike trip.l wang weis suggestion : finding the source_and beginning there.l their preparations: both of them bought expensive bikes, got their cousins interested in tr

16、aveling and turned to _the atlasin the library.l why excited : their journey would begin at an altitude of more than 5000 meters.l the mekong river: it begins at a glacier on a tibetan mountain, moves quickly and passes through deep valleys. half of it is in china. it enters the southeast asia. then

17、 it travels slowly through hills and low valleys and plains, at last it enters the south china sea.during the journeywhen they arrived in tibet, it was winter then. (f)wang wei was behind me as usual.(f)when we reached a valley, it became warmer.(t)after supper, we started to make camp. ( f )wang ku

18、n went to sleep and wang wei stayed awake. (f)there was almost no wind on that night. ( t )【设计说明】 这一环节通过表格填空和判断正误，引领学生从整体上把握文本主要信息，达到巩固理解的目的。采访活动的设计目的在让学生通过语言情境的参与，在进一步巩固所学的同时，培养用英语表达的综合素质。小组讨论环节旨在通过发散思维，进一步加深学生对文本主题的理解，同时进行德育渗透，培养学生热爱生活、勇敢面对挑战的精神。step3: discussion.discussionstudents discuss the fol

19、lowing three questions. what do you think about wang kun and wang wei? what do they think about their journey? if you were them, would you like to take a journey like this?通过不同问题的设计，让学生们能运用英语进行思考，并运用英语表达自己的思想，创设一定的问题，让学生们主动运用英语。group workcreate a situation for the students to work together and think

20、 an express themselves in english.the national day holiday is coming, lets make a travel plan?a travel plandestination: reasons: transport:reasons: budget: preparations: ，创设一个真实的场景，让学生们在这个场景中用英语进行思考、表达及交流，力求做到将英语作为一种语言，是来进行表达自己的思想和与他人交流的一种工具。该阶段也是学生们在课堂上运用英语的一个真实展示。students presentationgroup: dreami

21、ng teama travel plandestination: hainan island reasons: 1. we have never been there. 2. we can see many white beaches and see. 3. its the second largest island in china.4. we can eat bananas and coconuts.transport:by plan. reasons: 1. its the fastest transport 2. its very safe and comfortable. budge

22、t: as much as possible. preparations: map; money; identity card; sunglasses 该阶段为学生活动成果的展示。每个小组推选一名代表，就海报中的各个栏目进行说明。evaluationthe evaluation of the travel plan from other students and teacherevaluation from studentsi think all stars plan is best. because they want to go to shang hai and see nba stars

23、. i like nba stars too. shang hai is near zhejiang province, and its possible for us to go there in the national holiday.i think king skys plan is impossible. because the passport cant be ready in such a short time.在学生当中安排了评委，要求他们就各组所提出的国庆旅行计划，就其陈诉的表达、组织能力，以及安排的合理性作出评价。evaluation from teacherall of

24、you did a good job! youve given me many choices for our national holiday. if you like nba stars, you can go to shanghai, where you can also visit many intereting places, like science museum, ocean park, etc. if you want to go shopping, you can go to hongkong. if you have already have the passport, a

25、ustralia is a very good choice. its also a wonderful choice to go to visit our capital city on our national day. in autumn, going to some warmer places like hainan, taiwan must be very comfortale. if you like the challenge, going to tibet should be your choice.对全体同学，所有小组的成果进行肯定，以此来鼓励同学们的积极性。【设计说明】这一

26、环节的设计是课堂内容在课后的延伸。为了更好地让学生理解所学，进一步开阔视野，引导学生利用网络等资源，开拓学习资源，培养了学生自主学习的习惯，也为更好地开展课堂创造了条件。step4:homeworksearch the internet for more information about your travel.write down your travel plan.教学反思本节课我根据英语课程标准的精神进行教学设计，并采用任务型教学法进行教学。在教学过程中注意“教”与“学”的关系，各个教学环节的设计都考虑到让学生在活动中发挥其主体地位，让他们去发现问题，分析问题和解决问题。在设计活动时，能充分考虑到学生的情感态度，使学生在快乐的学习气氛中得到能力的培养。本节阅读课的成功之处有以下几点：1. 充分发挥了网络搜索在英语教学中应用优势,导入精彩。通过利用百度图片有关河流的图片和关资料足够引起学生对该篇文章学习的兴趣。学生也学得愉快。2为学生独立学习留有空间和时间 教师在布置每个任务后都留给学生一定的思考时间。比如：在阅读的skimming部分，教师给学生留出思考的时间，让他们独立思考，准确、快速地归纳段落大意，培养学生的略读技巧和概括文章内容的能力，也为下一步获取细节信息的活动打好了基础。在scanning部分要求他们带着问题去思考，使学生有目的地进行阅读，了