高中英語(yǔ)人教版Unit3Traveljournal 校賽得獎(jiǎng)

TeachingplanforUnit3TravelJournalWarmingup&pre-reading&reading高一英語(yǔ)組吳珊珊一.必修一第三單元整體分析本單元的中心話(huà)題是“旅游”，通過(guò)本單元的學(xué)習(xí)，使學(xué)生學(xué)到與旅游有關(guān)的語(yǔ)言知識(shí)和語(yǔ)言技能，同時(shí)對(duì)旅游產(chǎn)生濃厚的興趣，通過(guò)旅游了解世界各地的文化，增強(qiáng)對(duì)祖國(guó)大好河山的熱愛(ài)和國(guó)際意識(shí)，進(jìn)而培養(yǎng)學(xué)生的跨文化交際能力?！盁嵘怼保╳armingup）從學(xué)生熟悉的旅行常識(shí)入手，引導(dǎo)學(xué)生對(duì)旅游的話(huà)題進(jìn)行思考。“讀前”（pre-reading）圍繞旅游資源的話(huà)題引導(dǎo)學(xué)生思考河流作為旅游資源的問(wèn)題，激發(fā)學(xué)生對(duì)沿河旅游的興趣，了解湄公河的基本知識(shí)，從而為閱讀做好準(zhǔn)備?！伴喿x”（reading）部分的題目是“JourneydowntheMekong”,講述主人公王坤和姐姐王薇騎山地車(chē)沿湄公河旅行做好計(jì)劃和準(zhǔn)備工作。通過(guò)閱讀，學(xué)生講學(xué)到一些有關(guān)地理的單詞和短語(yǔ)，訓(xùn)練閱讀技能，懂得如何做好旅行前的準(zhǔn)備。“理解”（comprehending）部分通過(guò)五道練習(xí)由淺入深、由表及里地使學(xué)生獲得對(duì)文章的多層次理解?！罢Z(yǔ)言學(xué)習(xí)”（learningaboutlanguage）部分提供形式多樣的練習(xí)和任務(wù)讓學(xué)生掌握本單元的重要詞匯和語(yǔ)法項(xiàng)目?！罢Z(yǔ)言運(yùn)用”（usinglanguage）部分為學(xué)生設(shè)計(jì)了技能綜合訓(xùn)練的各種活動(dòng)，包括閱讀與討論（readinganddiscussing）,聽(tīng)和說(shuō)（listeningandspeaking）,以及在此基礎(chǔ)上讓學(xué)生進(jìn)行寫(xiě)作的訓(xùn)練。本單元末還提供了“小結(jié)”（summingup）、學(xué)習(xí)建議（learningtip）和“趣味閱讀”（readingforfun）。二.學(xué)情分析高中學(xué)生對(duì)旅游話(huà)題十分感興趣，不少學(xué)生有過(guò)旅游的經(jīng)歷，但對(duì)于旅游的一些具體事宜如制定旅游計(jì)劃缺乏獨(dú)立經(jīng)驗(yàn)。在教學(xué)中可利用學(xué)生已有的經(jīng)驗(yàn)背景激發(fā)他們對(duì)本單元話(huà)題的興趣，通過(guò)創(chuàng)設(shè)具體語(yǔ)境讓學(xué)生思考旅游前的計(jì)劃和以合作的方式進(jìn)行旅游前的準(zhǔn)備能彌補(bǔ)這一不足。通過(guò)初中階段的學(xué)習(xí)，學(xué)生具備一些旅游相關(guān)的詞匯和描述旅游的技能基礎(chǔ)，但有關(guān)地理詞匯的缺乏對(duì)學(xué)生進(jìn)行旅游話(huà)題的深入探討造成一定難度，因而在教學(xué)中英利用語(yǔ)境和直觀手段呈現(xiàn)新詞匯，幫助學(xué)生掃除語(yǔ)言障礙。學(xué)生能熟練應(yīng)用現(xiàn)在進(jìn)行時(shí)，也掌握將來(lái)時(shí)態(tài)的表達(dá)，使他們對(duì)于現(xiàn)在進(jìn)行時(shí)表示將來(lái)這一語(yǔ)法項(xiàng)目的形式與功能都不陌生，教學(xué)中對(duì)該項(xiàng)目的結(jié)構(gòu)不必做過(guò)多講解，重點(diǎn)放在讓學(xué)生在具體語(yǔ)言中嘗試進(jìn)行運(yùn)用，并圍繞本單元話(huà)題讓學(xué)生進(jìn)行技能的綜合訓(xùn)練。三.單元目標(biāo)（1）語(yǔ)言知識(shí)目標(biāo)：a.詞匯：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：討論未來(lái)的計(jì)劃（Talkingaboutfutureplans）Whenareyouleaving?Whenareyoustaying?Howareyougoingto…?Howlongareyoustayingin…?Whenareyouarrivingin/at…?Whenareyoucomingback?祝愿和告別（goodwishesandfarewells）Haveanice/goodtime!Haveanice/goodtrip/journey!Takecare.Bestwishes.c.語(yǔ)法：掌握并能熟練應(yīng)用現(xiàn)在進(jìn)行時(shí)表將來(lái)的行動(dòng)或計(jì)劃：Wherearewegoing?Whenareweleaving?Whenarewecomingback?(2)語(yǔ)言技能目標(biāo)掌握與本單元話(huà)題有關(guān)的聽(tīng)說(shuō)讀寫(xiě)技能，在聽(tīng)、讀活動(dòng)中學(xué)會(huì)用相應(yīng)的聽(tīng)力和閱讀技能有效獲取信息；在說(shuō)的活動(dòng)中學(xué)會(huì)描述旅行的各種信息，表達(dá)和旅游相關(guān)的觀點(diǎn)；在寫(xiě)的活動(dòng)中學(xué)會(huì)如何把握寫(xiě)作的若干過(guò)程，并能以寫(xiě)郵件的形式詢(xún)問(wèn)有關(guān)旅游的信息。（3）學(xué)習(xí)策略目標(biāo)認(rèn)知策略：總結(jié)語(yǔ)言材料中有關(guān)運(yùn)用現(xiàn)在進(jìn)行時(shí)表將來(lái)的用法并加以應(yīng)用。資源策略：通過(guò)多種渠道獲取更多的與旅游相關(guān)的語(yǔ)言信息，從而擴(kuò)大語(yǔ)言輸入量，形成語(yǔ)言應(yīng)用能力。交際策略：通過(guò)參與談?wù)撀糜蔚母鱾€(gè)真實(shí)交際活動(dòng)提高用英語(yǔ)交際的能力。合作學(xué)習(xí)策略：參與各種圍繞本課本中心話(huà)題的討論活動(dòng)，掌握與他人合作的能力。（4）情感目標(biāo)對(duì)旅游產(chǎn)生濃厚的興趣，增強(qiáng)對(duì)大自然的熱愛(ài)以及環(huán)境保護(hù)意識(shí)；學(xué)會(huì)如何做好旅游前的準(zhǔn)備工作，并制定自己的計(jì)劃。（5）文化意識(shí)目標(biāo)：通過(guò)旅行了解世界各地文化，進(jìn)而培養(yǎng)跨文化交際能力和國(guó)際意識(shí)。四．必修一第三單元教學(xué)設(shè)計(jì)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(記敘文)B.Expositorywriting(說(shuō)明文)C.Argumentativewriting(議論文)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