Unit 3 Travel Journal Reading 教案 高中英语人教版必修一

TeachingDesignUnit3Traveljournal

[Reading]高一英语组AnalysisoflearnersOnonehand,seniorhighschoolstudentsareparticularlysensitivetothethingsaroundthem,havingtheirownideasandviews.Theyprefertoacquiremoreknowledgeandinformation.Whileontheotherhand,studentsnowhavemorechancestotravelaround,andtheyarefondofit.Therefore,theymayhavegreatinterestinlearningthisunit---traveljournal.AnalysisofTeachingMaterialKnowledgebackground:Thetopicofthisunitistravel.Thefocusinthisunitisonhowtomaketravelplansandhowtofindwaystotravel.Bystudyingthisunit,studentscannotonlyobtainmuchlanguageknowledgeandlearnmanylanguageskills,butalsobemoreandmoreinterestedintravelling.Teachershouldmakestudentsstrengthentheirlovetobeautifulriversandmountainsofourcountryandenhancetheirinternationalculturalconsciousness.Andtherebyitisimportanttofosterstudents9competenceofinterculturalcommunication.Therefore,theteachernotonlypayattentiontoteachstudentsexercisingandapplyingonlanguageknowledgeandlanguageskills,butalsoshouldleadstudentstoenhancetheirunderstandingofculturalcontentinthemeantime.Importantpointsofteaching:Havestudentslearnandmasterthenewwordsandexpressionsinthisperiod.Havestudentsknowthebasicknowledgeofariver.Havestudentsknowhowtoexpresstheirplansandideas.Havestudentsknowhowtosearchforinformationoftravelling.Guidestudentstoreadthetextbyusingskimmingandintensivereadingskill.DifficultpointsofteachingHavestudentsmasterthewhole-part-wholeorientedlearningmethod.Trainthestudents9abilitytograspkeyinformationandcomprehendthetextwhilereadingTeachingaimsanddemandsKnowledgeSomeusefulnewwords.Commonlyusedstructurestoexpressfutureplansandideas.SomeinformationaboutMekongRiver.AbilityImprovetheirabilitytosearchforsomeusefulinformation.Improvetheirlisteningability.Letstudentslearnhowtogeneralizeandcomparethedifferences.Letstudentsmasterskillsofskimmingreadingandintensive/carefulreadingandimprovetheirreadingabilityandcomprehensiveabilitybylearningtext.Developstudents5abilitiestoobserve,tomemorize,tothink,toimagineandtocreate.FeelingsandattitudesStudentsshouldhavethethoughttogetclosetothenature.Enlargestudents'vision.Cultivatetheirlovetobeautifulriversandmountains.Enhancetheirinternationalenvironmentalandculturalconsciousness.Teachingaids：Multi-mediaPicturesAudioTeachingtechniquesQuestioning:toinspirestudentstopredictthecontentofthetext;Discussion:todrawstudents9attentiontothetopic;Groupwork:tohelpstudentsdeveloptheteamspiritandencouragestudentstothinkindependently.Teachingprocedures45，Stepl：Warmingup3’Purposes:1)ProvidestudentsanopportunitytopracticeoralEnglish;2)ToarouseSs9interestinlearningaboutTraveljournal.Brainstorming:letstudentstalkaboutwhatcomestotheirmindswhenmentioning“travel”.Step2:Pre-reading5’Purposes:1)LetstudentshaveageneralideaaboutthetextJourneydowntheMekong;2)Letstudentssharetheiropinions.Showamapofariverandaskstudentstoguesswhichriveritis.(LancangRiver)AskstudentsthenameoftheChinesepartoftheriver.Letstudentsthinkaboutthemeaningof"down"inthetitleJourneydowntheMekong.(Itmeansthedirectionoftheirjourney,thatis,fromwheretheriverbeginstowhereitends.)Step3:Reading275Fastreading39Letstudentsgothroughthewholetextin2minutesandfindoutwhatthedreamisaswellastheplan.Remindthemtopayattentiontothekeywords.Suggestedanswers:Dream:takeagreatbiketrip.Plan:?Para1(5W+1H):8,Reviewthereadingmethod“5W+1H”.Letstudentsreadparagraph1andfindthedetailedinformation.Suggestedanswers:What:takeagreatbiketrip;Who:WangKunandWangWei;When:aftergraduatingfromcollege;Where:alongtheentireMekongriverWhy:dream;How:bymountainbike.Leadstudentstoconcludethemainideaofparagraphoneaccordingto5W+1Hinformation.Para2(T/F):8’Letstudentsreadparagraph2andjudgewhetherthefollowingstatementsaretrueorfalse.WangWeiinsistedsheorganizethetrip,becausesheknowstheproperwaytogettotheplaces.OnceWangWeihasdecidedsomething,nothingwillchangehermind.WangWeifeelsworriedwhenshelearnsaboutthedifficultiesofthetripSuggestedanswers:FTFAskstudentstocorrectthemandfindthesupportingsentences.Askstudentstolookatthethreestatementsagainandfindtheirsimilarities.AskstudentstofindtheexpressionsthatdescribeWangKunandWangWei,andconcludethedifferencesbetweenthetwopeople.ExplainthestubbornnessofWangWeiandleadstudentstosummarizethemainideaofparagraph2.Para3(listeningandanswering):8’Askstudentstolistentothetapeofparagraph3andanswerthefollowingquestions.WheredoestheMekongRiverbegin?Whatistheriverandthewaterlikeatfirst?HowdoestheriverchangeafterleavingChinaandhighaltitude?Wheredoestheriverenteratlast?Suggestedanswers:ItbeginsinaglacieronmountaininQinghaiProvince.Theriverissmallandthewaterisclearandcold.Itbecomeswide,brownandwarm.ItenterstheSouthChinaSea.Letstudentslookatthe6picturesof6geographicalterms,andaskthemtotellhowtheriverchanges.Theymayrefertothepictures.Askstudentstoclosetheireyestothinkhowtheriverchangesandthenretellit.Letstudentsconcludethemainideaofparagraph3.Step4Discussion10’Purpose:trainstudents'skillofreading,thinking,analyzingandconcluding.Letstudentscreatetheirowntraveldreamandtravelplan.(Itshouldincludetheplacetheyaregoing,thepeopletheyaregoingwith,thetimetheyaregoing,thereasontheya