高中英语人教版Unit3Traveljournal 校赛得奖

TeachingplanforUnit3TravelJournalWarmingup&pre-reading&reading高一英语组吴珊珊一.必修一第三单元整体分析本单元的中心话题是“旅游”，通过本单元的学习，使学生学到与旅游有关的语言知识和语言技能，同时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。“热身”（warmingup）从学生熟悉的旅行常识入手，引导学生对旅游的话题进行思考。“读前”（pre-reading）围绕旅游资源的话题引导学生思考河流作为旅游资源的问题，激发学生对沿河旅游的兴趣，了解湄公河的基本知识，从而为阅读做好准备。“阅读”（reading）部分的题目是“JourneydowntheMekong”,讲述主人公王坤和姐姐王薇骑山地车沿湄公河旅行做好计划和准备工作。通过阅读，学生讲学到一些有关地理的单词和短语，训练阅读技能，懂得如何做好旅行前的准备。“理解”（comprehending）部分通过五道练习由浅入深、由表及里地使学生获得对文章的多层次理解。“语言学习”（learningaboutlanguage）部分提供形式多样的练习和任务让学生掌握本单元的重要词汇和语法项目。“语言运用”（usinglanguage）部分为学生设计了技能综合训练的各种活动，包括阅读与讨论（readinganddiscussing）,听和说（listeningandspeaking）,以及在此基础上让学生进行写作的训练。本单元末还提供了“小结”（summingup）、学习建议（learningtip）和“趣味阅读”（readingforfun）。二.学情分析高中学生对旅游话题十分感兴趣，不少学生有过旅游的经历，但对于旅游的一些具体事宜如制定旅游计划缺乏独立经验。在教学中可利用学生已有的经验背景激发他们对本单元话题的兴趣，通过创设具体语境让学生思考旅游前的计划和以合作的方式进行旅游前的准备能弥补这一不足。通过初中阶段的学习，学生具备一些旅游相关的词汇和描述旅游的技能基础，但有关地理词汇的缺乏对学生进行旅游话题的深入探讨造成一定难度，因而在教学中英利用语境和直观手段呈现新词汇，帮助学生扫除语言障碍。学生能熟练应用现在进行时，也掌握将来时态的表达，使他们对于现在进行时表示将来这一语法项目的形式与功能都不陌生，教学中对该项目的结构不必做过多讲解，重点放在让学生在具体语言中尝试进行运用，并围绕本单元话题让学生进行技能的综合训练。三.单元目标（1）语言知识目标：a.词汇：journal,transport,prefer,disadvantage,fare,flow,persuade,cycle,graduate,finally,schedule,shortcoming,stubborn,organize,determine,determined,attitude,journey,altitude,valley,pace,bend,boil,forecast,parcel,insurance,wool,reliable,view,pillow,midnight,flame,beneath,temple,cave,eversince,befondof,careabout,changeone’smind,givein,atmidnightb.句型：讨论未来的计划（Talkingaboutfutureplans）Whenareyouleaving?Whenareyoustaying?Howareyougoingto…?Howlongareyoustayingin…?Whenareyouarrivingin/at…?Whenareyoucomingback?祝愿和告别（goodwishesandfarewells）Haveanice/goodtime!Haveanice/goodtrip/journey!Takecare.Bestwishes.c.语法：掌握并能熟练应用现在进行时表将来的行动或计划：Wherearewegoing?Whenareweleaving?Whenarewecomingback?(2)语言技能目标掌握与本单元话题有关的听说读写技能，在听、读活动中学会用相应的听力和阅读技能有效获取信息；在说的活动中学会描述旅行的各种信息，表达和旅游相关的观点；在写的活动中学会如何把握写作的若干过程，并能以写邮件的形式询问有关旅游的信息。（3）学习策略目标认知策略：总结语言材料中有关运用现在进行时表将来的用法并加以应用。资源策略：通过多种渠道获取更多的与旅游相关的语言信息，从而扩大语言输入量，形成语言应用能力。交际策略：通过参与谈论旅游的各个真实交际活动提高用英语交际的能力。合作学习策略：参与各种围绕本课本中心话题的讨论活动，掌握与他人合作的能力。（4）情感目标对旅游产生浓厚的兴趣，增强对大自然的热爱以及环境保护意识；学会如何做好旅游前的准备工作，并制定自己的计划。（5）文化意识目标：通过旅行了解世界各地文化，进而培养跨文化交际能力和国际意识。四．必修一第三单元教学设计1.Teachingcontent：NSEFCModule1Unit3Traveljournal（Warming-up,Pre-reading,Reading,Comprehending）2.Teachingobjectives:Bytheendofthelesson,studentswillbeableto:（1）understandimportantvocabularyitemsinbold,eversince,persuade,cycling,graduate,finally,schedule,befondof,careabout,etc.)inthereadingcontext,andgettoknowabouthowWangKunandWangWeipreparefortheirjourneydowntheMekongaswellastheirdifferentattitudesaboutthetrip.(2)talkabouttravelinganddescribejourneyalongriversinEnglish;useappropriatereadingskillssuchasskimming,scanning,guessingwordmeaning,makinginferences,etc.forspecificreadingpurposes.(3)developcooperativelearningstrategiesthroughparticipatinggroupworkofmakingtravelplans.(4)gettoknowabouttheMekongriverconcerningitsgeographicalfeatures.(5)understandtheimportanceofmakingplansbeforetravelingandknowhowtodoit.3.Teachingfocusanddifficultpoints:(1)Teachingfocus:guidethestudentstoachieveliteralanddeepunderstandingofthetextthroughdifferentreadingtasks.(2)Teachingdifficultpoints:enablethestudentstoknowhowtoprocessinformationeffectivelybyusingdifferentreadingtechniques.4.Teachingmethods:communicativelanguageteachingapproach,task-basedlanguageteachingapproach5.Teachingaids:PPTslides6.Teachingprocedures:Step1Warmingup(4’)Greetstudentsasusual.’)(2)TalkwithSsaboutwheretheyspendtheirnationalholiday.Andsharemytravelexperienceswiththemasinthemeantime.’)Step2Pre-reading(8’)ShiftSs’attentiontotravelingalongriversbyaskingthefollowingquestions:(2’)Haveyouevertraveledalongrivers?Iftheyhave,thenask:Whatdidyouseealongyourjourney?Iftheyhaven’t,thenask:Ifyoucouldfollowtherouteofariver,whichonewouldyouchosetovisit?Why?PresentthemapofMekongRiverandencourageSstoguesswhattheriveris.HavethemobservethemapcloselyandlistthecountriestheMekongRiverflowsthrough.(5’)HaveSspredictwhatthereadingpassageismainlyaboutbasedonitstitleandthepicturebelowit.(1’)Step3While-reading(20’)AskSstoskimthetextquicklyandcheckwhethertheirpredictionisrightorwrong.(2’)AskSstoscanthetextandcheckforthefollowinginformation:(3’)1.Whatisthewritingstyleofthepassage?A.Narrativewriting(记叙文)B.Expositorywriting(说明文)C.Argumentativewriting(议论文)2.Howmanycharactersdoesthepassagemention?Whoarethey?Wherearetheygoing?Howaretheygettingthere?Whenaretheygoingthere?Carefulreading：AskSstolistentothetapecarefullywiththefollowingquestions:(4’)youtravelalongtheMekongRivermaybeyoucannotsee________．A．waterfallsB．valleysC．plainswherericegrowsD．desert2.Wecaninferfromthetextthat________．A．theirtripwouldbeverydifficultbutinterestingB．theirtripwouldbeeasybecauseoftheircarefulpreparationsC．theyknewverywellabouttheMekongRiverbeforethetripD．theywouldbeginthetripfromYunnan3.AfterWangWeidecidedtheplacestheywouldgo，she________．A．preparedeverythingwellB．evendidn'tknowhowtogetthereC．hadn'tdecidedwhentoleaveandcomebackD．knewtherouteverywell4.Whatdoesthelastparagraphtellus?A．Theywantedtoknowhowsoontheywouldcomeback.B．Theywantedtolearntheworld'sgeography.C．TheywenttothelibrarytoknowsomethingabouttheMekongRiver.D．WangKunwantedtoletWangWeiknowhowdifficulttheirtripwas.(4)PlayaninterestinggamewithSs.Givestudentsfouroptionsforthemtochoose,eachoptionstandsfordifferentpoints(thepointsaresetaccordingtoth