高一必修1第三單元教學(xué)設(shè)計(jì).doc

人教版高中英語教學(xué)設(shè)計(jì)必修1 第三單元作者：希海艷 工作單位：遵化市東梁子河中學(xué)教學(xué)內(nèi)容：Unit 3 travel Journal Period 2 Reading教材分析：本單元話題的學(xué)習(xí)不僅是學(xué)生知識(shí)體系的一次豐富，并且是一次情感上的充實(shí)和發(fā)展。 話題的學(xué)習(xí)不僅讓學(xué)生了解了湄公河上各國的風(fēng)土人情，開拓了學(xué)生的視野， 更是學(xué)生個(gè)人態(tài)度、價(jià)值取向領(lǐng)域的一次極大提升。英語作為一種跨文化交際的工具，它的職能在此有了一次極好的體現(xiàn)。另外，通過課堂教學(xué)過程的精巧設(shè)計(jì)，開展合作學(xué)習(xí)，引導(dǎo)學(xué)生不斷通過努力，體驗(yàn)，感受學(xué)習(xí)中的成功和喜悅，幫助他們形成積極，樂觀的學(xué)習(xí)態(tài)度乃至生活態(tài)度。借單元話題學(xué)習(xí)，培養(yǎng)學(xué)生熱愛生活、熱愛大自然和珍惜生命的意識(shí) 。學(xué)生在合作學(xué)習(xí)方面還需要繼續(xù)培養(yǎng)。養(yǎng)成良好的學(xué)習(xí)習(xí)慣和有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)的能力和合作精神。教學(xué)目標(biāo)：能力目標(biāo)：1. Learn something about the Mekong River through reading.2. Students can use what they have learned to describe a trip.知識(shí)目標(biāo)：1. Know more about Mekong River.2. Develop some skills about reading comprehension. 情感目標(biāo)：1. Get to love the travel and life. 2. Students should realize if they want to be successful, what personalities they should have.教學(xué)重點(diǎn)：1. Understand the text well.2. Try to master the useful new words & expressions in this period.教學(xué)難點(diǎn)：1. How to express their own opinions. 2. How to grasp the route of Mekong Rive 學(xué)生學(xué)情分析：學(xué)生對(duì)旅游這一主題很感興趣，課前讓學(xué)生預(yù)習(xí)課文，讓學(xué)生了解課文所涉及的重點(diǎn)單詞，短語。學(xué)生自己通過資料的查閱，了解湄公河的發(fā)源地、河流具有的特點(diǎn)和流向以及沿途所要流經(jīng)的地形等，為課上課文的理解做好準(zhǔn)備。教學(xué)方法：1. Asking-and-answering activities. 2. Individual, pair or group work. 3. Discussion and co-operative learning. 教學(xué)工具：a computer & a projector教學(xué)設(shè)計(jì)：導(dǎo)入的環(huán)節(jié)用一些圖片，引起學(xué)生興趣，通過提問，討論形式進(jìn)入主題，通過對(duì)湄公河風(fēng)景欣賞激發(fā)了學(xué)生對(duì)課文的興趣。 Mekong River 對(duì)于學(xué)生來說有所了解但并不熟悉。通過湄公河的地圖非常明了清晰地進(jìn)入本課的主題，使學(xué)生感到親切，對(duì)湄公河產(chǎn)生興趣，在介紹河流的過程中不斷復(fù)現(xiàn)或呈現(xiàn)河流所途徑的國家，不僅減少了學(xué)生閱讀過程中的障礙，還可以加深學(xué)生的詞匯記憶，并為后面的復(fù)述環(huán)節(jié)埋下伏筆。整個(gè)閱讀過程的設(shè)計(jì)體現(xiàn)了預(yù)測求證的思路，目的在于激發(fā)學(xué)生讀的欲望；閱讀的任務(wù)訓(xùn)練了學(xué)生在細(xì)節(jié)的獲取和整理及猜測詞義方面的微技能，培養(yǎng)他們的閱讀策略和詞匯學(xué)習(xí)策略。之后用填詞形式對(duì)全文內(nèi)容總結(jié)理解，有助于學(xué)生更深刻的理解單元主題。 最后的討論總結(jié)激發(fā)學(xué)生熱愛生活，不怕困難的熱情，也使學(xué)生了解成功的主要因素。 最后的小結(jié)幫助學(xué)生回顧梳理整節(jié)課的思路，把握重點(diǎn)，為課后復(fù)習(xí)提供指引。教學(xué)過程：Step 1 Warming UpT: Do you like travelling? Present some pictures of beautiful places to arouse their interest of travelling. Brainstorm: Why do you like traveling?Ss: to relax ourselves, increase knowledge, make friends, be good for health設(shè)計(jì)意圖：利用多媒體展示一些旅游圖片，引起學(xué)生興趣導(dǎo)入話題并通過頭腦風(fēng)暴形式讓學(xué)生進(jìn)一步思考，列舉關(guān)于旅游的相關(guān)知識(shí)。Step 2 Lead InT: How do people who live along a river use it?irrigate their fieldsmake electricitygo swimminggo fishingtravel along the river.（小組討論，關(guān)于河流話題，進(jìn)一步導(dǎo)入課文）Step 3 Pre-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 Mekong River flows through?(The countries that the Mekong River flows through. China Laos Burma Thailand Cambodia Vietnam 3. Enjoy the beautiful sights along the Mekong River to arouse their interest of it.圖片展示）設(shè)計(jì)意圖：采用簡單的提問式展開師生對(duì)話，利用圖片復(fù)習(xí)課文內(nèi)容、同時(shí)提出新的問題形象的導(dǎo)入，激發(fā)了學(xué)生的學(xué)習(xí)興趣與好奇心，活躍他們的思維，以利于有效地組織教學(xué)。Step 4 ReadingIn this step, get the students to read the text and finish some tasks.Task1: Skimming the Journey down the Mekong and match the paragraph and the main idea. then answer some questionsPara 1 Take a great bike trip along the Mekong RiverPara 2 Different attitudes between themPara 3 The preparation before the trip & details about Mekong River1.What was Wang Kun and Wang Weis idea of a good trip?Their idea was to take a long bike trip.2.Who Planned the trip to the Mekong?Wang Wei planned the trip3.Where is the source of the Mekong and which sea does it enter?Qinghai Province the South China SeaTask2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.1. Wang Kun is a high school student. 2. Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province 3. The source of Mekong is in Qinghai province.4. Finally Wang Kun agreed with his sister to cycle with her. 5. They found few atlas and books about Mekong River in library. 6. Mekong river begins at glacier on a Tibet mountain. The water there is clear but not cold. 7. Only a small part of the river is in China.8. As it enters Southeast Asia, it moves slowly.Task3: Discuss the text in details.Read the text again and try to complete a form.Their dreamTaking a great bike trip.Wang Weis suggestionFinding the source and beginning there.Their preparationsBoth of them bought expensive bikes, got their cousins interested in traveling and turned to the atlas in the library.Why excitedTheir journey would begin at an altitude of more than 5000 metersThe Mekong RiverIt 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 it travels slowly through hills and low valleys and plains, at last it enters the South China Sea設(shè)計(jì)意圖：通過回答問題，判斷正誤，填表等形式，讓學(xué)生了解文章細(xì)節(jié)，利用幻燈展示給學(xué)生，使學(xué)生對(duì)文章內(nèi)容有一個(gè)清晰的思路。Task4: Consolidation Fill in the blanksWang Kun and Wang Wei have _ about taking a great bike trip. when they _ from college. They_ to _ along the Mekong River with their _. Wang Wei is very _. Once she is _ to do something she will never _ her mind. Although it is difficult to travel along the Mekong River by bike, she _ that they find the _ of the river and begin their journey there.設(shè)計(jì)意圖：利用幻燈展示給學(xué)生，讓學(xué)生根據(jù)文章內(nèi)容填空，這樣學(xué)生對(duì)所學(xué)內(nèi)容有更清晰的認(rèn)識(shí)了解，并更好的對(duì)文章進(jìn)行總結(jié)。Step 5 Post-readingTask1: Make comparisonAn attitude is what a person thinks about something. Make lists of Wang Weis and Wang Kuns similar and different attitudes about the trip. Task2: DebateWhich character does you like, Wang Kun or Wang Wei? Why?Task3: Understand two mottosLife is just a series of trying to make up your mind. Success belongs to the persevering設(shè)計(jì)意圖：通過話題討論，培養(yǎng)學(xué)生熱愛生活、熱愛大自然和珍惜生命的意識(shí) Step 6 Summary and Homework1