Book+2_U2_教案課時(shí)2-Reading+1.doc

牛津高中英語教學(xué)設(shè)計(jì)單元：Unit 2 Wish you were here板塊：Reading 1Thoughts on the design:這是本單元的第二課時(shí)，在第一課時(shí)“Welcome to the unit”中已經(jīng)通過多媒體向?qū)W生展示了許多值得去探險(xiǎn)旅游的世界各地及探險(xiǎn)活動(dòng)，如登山、沖浪漂流等；并就“Adventure”，同學(xué)們進(jìn)行了熱烈討論，學(xué)生對(duì)探險(xiǎn)旅行有了一定的了解,獲得了一定的背景知識(shí)。本節(jié)閱讀課是關(guān)于Toby寫給她的好友Aihua的一封便信，告訴Toby 暑假她和他哥哥去非洲的旅行計(jì)劃。本課時(shí)運(yùn)用多媒體增加課堂容量，提高課堂效率和學(xué)生積極性。通過設(shè)計(jì)有助于提高學(xué)生的閱讀概括水平與分析問題能力的練習(xí)，指導(dǎo)學(xué)生提高閱讀速度和把握作者寫作思路；及通過練習(xí)設(shè)計(jì)提高學(xué)生運(yùn)用語言解決問題的能力，變學(xué)習(xí)語言為運(yùn)用語言。 Teaching aims:After learning the content of this period, the students will know how to read and write an informal letter. Besides, their creative, comprehensive and consolidating abilities will be developed by reading the text step by step, guided by different exercises arranged from lower levels to higher levels.Teaching procedures:Step 1 Free talk and Lead-in People have always been seeking interesting, exciting and challenging things to do. Now lets look at some of the activities. (Show PPT4) Explanation 在“Welcome to the unit”的基礎(chǔ)上進(jìn)一步向?qū)W生補(bǔ)充背景知識(shí)，激發(fā)學(xué)生的閱讀興趣，為學(xué)生在閱讀中獲得成就感打下基礎(chǔ)。Step 2 Listening and scanning1. (Show the students PPT5)Adventure activities1. hunting2. swimming3. bungee4. rock climbing5. white-water rafting6. traveling on camels7. mountain climbingNow look at the activities and places on the screen, listen to the recording of the text, and decide which of them are mentioned on the tape.Places:1. Egypt2. Morocco3. the River Nile4. South Africa5. Kenya6. Scotland7. Tanzania8. Mount Kilimanjaro9. Himalayas2. Focus on the new words of places. (PPT6) Morocco, the Sahara Desert, the River Nile, Lake Victoria, Kenya, Tanzania (Kilimanjaro) Himalayas3. Provide the students with more information about the above places by linking the words to relevant slides. (PPT7-13)Explanation聽課文錄音快速略讀環(huán)節(jié)設(shè)計(jì)是為培養(yǎng)學(xué)生在閱讀中抓主要信息的能力，而其后教非洲名字并介紹關(guān)于這些地區(qū)的進(jìn)一步信息是為下面的閱讀作鋪墊。Step 3 Fast reading1. Guide students to the Reading Strategy of this unit and then ask them some questions (PPT14) Are dates included? (Yes/No) (Yes) Is the readers surname addressed? (Yes/No) (No) Are friendly greetings usually used at the beginning of the letter? (Yes/No) (Yes) Are past events mentioned? (Yes/No) (Yes) Are jokes made in the letter? (Yes/No) (Yes)Conclusion: It is an informal letter.2. Get the students to read each paragraph quickly and found out the main idea. (PPT15)Explanation問題設(shè)計(jì)是為幫助學(xué)生了解文章體裁非正式信箋的有關(guān)知識(shí)，把握文章的整體教學(xué)，培養(yǎng)學(xué)生分析、概括水平。Step 4 Careful readingAsk the students to read each paragraph more carefully to get detailed information, and then show the following exercises for them to finish: (PPT16-21)Para1: True or false:1. Toby would spend a few weeks traveling before he goes to university. (F)2. After the trip to Africa, Colin will go to university. (F)Para2: Answer the questions: Where to start: LondonTime: 15th JulyWhere to go: Morocco/SaharaHow to go there: plane (from London to Morocco) camel (through Sahara)What to take: tents/ sleeping bags/ a flashlightHow long: six daysPara3: Answer questions 1. What adventure activity will the writer try? ( white-water rafting) 2. What is white-water rafting like? (dangerous, exciting) 3. How to protect himself? (helmet, lifejacket)Para4-5: Fill in the missing words: In _ , theyll live with the _ people in their villages , and eat and drink _ they do , including cows _.Theyll walk across the land, following the _ of big animals . The guides will have guns for _ (Kenya, local, whatever, blood, tracks, defense)Para6: Answer the questions: What will they do after sunset? Why? (get enough rest, tiring, feel sick as the atmosphere gets thinner. )Para7: Choose the correct answer: Which of the following is their traveling route? _ (B) A. Morocco Britain Tanzania Kenya China B. London Morocco Kenya Tanzania China C. China Morocco Kenya Tanzania Britain D. China Britain Morocco Kenya TanzaniaExplanation通過練習(xí)引導(dǎo)、幫助學(xué)生把握作者寫作思路，這樣有利于學(xué)生把握文章段落中心；培養(yǎng)學(xué)生善于抓住段落中心及在閱讀中處理信息的能力；并幫助學(xué)生了解習(xí)作時(shí)謀篇布局的技巧。（注：閱讀的過程實(shí)質(zhì)是獲取、加工、處理信息的過程，要求讀者積極的思維活動(dòng)。）Step 5 Fast reading1. Task-based readingTopic DetailTobys (1)_In Africa Going to Morocco by (2)_ from London(3)_ To visitThe Sahara DesertThe RiverNileKenyaTanzaniaActivities1. travelling on(4)_2. (5)_In tents3. Sleeping on the ground in the bagsGoing white-water rafting fromLake (6)_ to travel down theRiver NileFollowing the (7)_Of big animals2.Getting close to them to take photos3. Eating and drinking (8)_ the local villagers do1.Getting plenty of rest2.Climbing(9)_KilimanjaroGoing to the (10)_ after the trip in Africa (1. adventure 2. plane 3. Places 4. camels 5. Camping 6. Victoria 7. footprints 8. whatever 9. Mount 10. Himalayas )2. Discussion: Suppose you are also going to take an adventure travel in China, please discuss in groups of six about where to travel and what to take, and also imagine how youll travel and what you will do during you travel.Explanation體現(xiàn)高中英語教學(xué)目標(biāo)：綜合語言運(yùn)