牛津譯林版高一英語必修二教學設計Unit2 Wish you were here-Reading 1

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牛津高中語教學設計元：2Wishyouwerehere塊：the這是本單元的第二課時，在第一課時Welcometothe”中已經通過多媒體向學生展示了許多值得去探險旅游的世界各地及探險活動山浪流等Adventure同學們進行了熱烈討論學對險旅行有了一定的了,獲得了一定的背景知識本閱讀課是關于Toby寫她的好友Aihua的一封便信，告訴Toby暑假她和他哥哥去非洲的旅行計劃。本課時運用多媒體增加課堂容量，提高課堂效率和學生積極性。通過設計有助于提高學生的閱讀概括水平與分析問題能力的練習，指導學生提高閱讀速度和把握作者寫作思路；及通過練習設計提高學生運用語言解決問題的能力，變學習語言為運用語言。TeachingAfterlearningthecontentofthisperiod,thestudentswillhowtoreadandwriteaninformalletter.Besides,theircreative,comprehensiveandconsolidatingabilitieswillbedevelopedbyreadingthetextstepbystep,guidedbydifferentexercisesarrangedfromlowerlevelstohigherlevels.TeachingStep1FreetalkandLead-inPeoplehavealwaysbeenseekinginteresting,excitingandchallengingthingsdo.Nowslookatsomeoftheactivities.(ShowPPT4)[Explanation]在“Welcometothe”基礎上進一步向學生補充背景知識，激發(fā)學生的閱讀興趣，為學生在閱讀中獲得成就感打下基礎。Step2Listeningandscanning(ShowthestudentsNowlooktheactivitiesplacesonscreen,listentorecordingthedecidewhichofthemarementionedthetape.

?Adventureactivities?1.hunting?2.swimming?3.bungee?4.rockclimbing?5.whiterafting?6.travelingon?7.mountainclimbing

tt?1.Egypt?2.Morocco?3.theRiverNile?4.SouthAfrica?5.Kenya?6.ScotlandFocusonthenewwordsofplaces.(PPT6)Morocco,theSaharaDesert,RiverNile,LakeVictoria,Kenya,Tanzania(Kilimanjaro)HimalayasProvidestudentsmoreinformationabouttheplacesbylinkingthetorelevantslides.(PPT7-13)[Explanation]聽課文錄音快速略讀環(huán)節(jié)設計是為培養(yǎng)學生在閱讀中抓主要信息的能力教洲名字并介紹關于這些地區(qū)的進一步信息是為下面的閱讀作鋪墊。Step3FastreadingstudentstoReadingStrategyofunitandthenaskthemquestions(PPT14)①datesincluded?Yes/No(Yes)②Istheaddressed?)(No)③friendlygreetingsusuallyusedatthebeginningoftheletter?)(Yes)④pasteventsmentioned?Yes/No(Yes)⑤jokesmadeintheletter?)(Yes)Conclusion:Itisaninformalletter.thestudentstoreadeachparagraphquicklyfoundoutidea.(PPT15)[Explanation]問題設計是為幫助學生了解文章體裁——非正式信箋的有關知識，把握文章的整體教學，培養(yǎng)學生分析、概括水平。Step4CarefulreadingAskthestudentsreadparagraphmorecarefullytogetdetailedinformation,andthenshowthefollowingexercisesforthemfinish:(PPT16-21)Para1:Truefalse:Tobywouldspendafewweekstravelingbeforehetouniversity.AftertriptoAfrica,Colinwillgouniversity.(F)Para2:thequestions:start:LondonTime:Julygo:Morocco/SaharaHowgothere:plane(fromLondontoMorocco)camel(throughSahara)Whattotake:tents/sleepingbags/torchHowlong:days

Para3:questionsadventureactivitywillthewritertry?white-waterrafting)iswhite-waterraftinglike?(danger,exciting)toprotecthimself?(helmet,lifejacket)Para4-5:Fillinthemissingwords:In________,they’livewith______peopleintheirvillages,eatanddrink_________theydo,including’’llwalkacrossthefollowing__________ofanimalssuchaselephants,lionsand_________.(Kenya,local,whatever,blood,footprints,giraffes)Para6:thequestions:Whattheydoaftersunset?Why?(getrest,tiring,feelsickastheair,getsthinner.)Para7:Choosethecorrectanswer:Whichthefollowingtheirtravelingroute?_____(B)A.Morocco→BritainTanzaniaKenya→ChinaB.London→Morocco→→→ChinaChina→→→BritainChina→BritainMorocco→Tanzania[Explanation]通過練習引導幫學生把握作寫作思路樣有利于學生把握文章段落中心養(yǎng)學生善于抓住段落中心及在閱讀中處理信息的能力；并幫助學生了解習作時謀篇布局的技巧：讀的過程實質是獲取、加工、處理信息的過程，要求讀者積極的思維活動Step5FastreadingTask-basedreadingTopic

DetailGoingMoroccoby(2)_____________fromLondonToby’s(1)________InAfrica

(3)____________ThesaharaTovisitDeserttravellingon(4)____________(5)___________Intents

TheRiverNileGoingwhite-waterrafingLake(6)_________

KenyaFollowingthe(7)__________Ofbiganimals2.Gettingclosetothemto

Tanzania1.Gettingenoughrestafter(9)_________2.ClimbingActivities

Sleepingontheinbags

totraveldowntheRiver

takephotosEatingdrinking(8)

MountKilimangjaro_________thelocalvillagersdoGoingthe(10)___________aftyerthetripinAfricaadventure2.plane3.Places4.camels5.CampingVictoria7.footprints8.whatever9.sunsetHimalayas)

Discussion:SupposearegoingtotakeadventuretravelChina,pleasediscussingroupsofabouttoandwhattake,andalsohowduringtravel.[Explanation]體現高中英語教學目標綜語運用能