Unit3 Travel Journal教学设计
教学目标
1. 知识目标:
复习两个阅读技能---scanning, skimming; 学习本单元的部分生词。 2.能力目标:
能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。 3.情感目标:
学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展; 学生能明白计划的重要性,并能收获一些与之相关的谚语。 学情分析
任教班级是一个普通班,同学们刚进入高中的学习不久,属于适应期,但同学们学习英语的热情还比较高,也愿意积极参与课堂活动。不过老师发现,由于高一词汇量增加不少,很多同学记单词缺乏语境,不会充分利用课文帮助自己加强对词汇的学习。 重点难点
1. 形成文章的图式,并在图式的帮助下复述文章的主要内容。 教学过程
【导入】教学活动
【导入】Journey down the Mekong Steps
Teacher’s activity Students’ activity Aims Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class Step 2
1). Show some pictures with beautiful scenery 2) Ask the students two questions: Are they attractive?
Where do you want to travel? – I dream about traveling… 1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…” 1). To arouse students’ interest 2) To practice a sentence pattern Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part. 2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage. 2) To review how to skim Step 4
1) Ask the students to skim more—to find out the main idea of each 2) paragraph.
1) Students tell the main idea of each paragraph 1) To practice how to skim Step 5
With four questions, teacher asks the students to scan paragraph 1 Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions Students tell how to scan To review how to scan To practice how to scan Step 6
1) Ask the students to scan paragraph 2 and find out what different 2) attitudes Wang Kun and Wang Wei have, and then finish the table 1) Students scan paragraph 2 and finish the table 1) To practice how to scan Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each 2) slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile. 2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups With the teacher, students review the structure of the passage Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words Step 9
1) Ask the students what they learn from the story 2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs Step 10
1) Summarize this class by showing the learning goals。
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
2) To help students review what they have learned in this class
人教版新课标英语必修一Unit3 Travel Journal reading 教学设计
