人教版必修一Unit3Travel journal教案设计

教案设计

一、 教案背景 1，面向学生： □中学 2，学科：英语 2，课时：1 3，学生课前准备： 一、 初读课文，了解课文大意。 二、 自学单词，读准读音。 三、 让学生提出自学中遇到的问题。 二、 教学课题 语言知识目标： 1. Get the students’ to learn the following useful new words and expressions in this passage:journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude change one’s mind give in 2. Get the students to learn about the usage of The Present Continuous Tense to express future actions. 语言技能目标：Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on. 情感态度目标：Stimulate the students’ love for nature by getting them to know the greatness of a river. 文化意识目标：Raise the awareness of protecting the places of interest. 1. 运用所学知识在实际生活中安排旅游, 包括选择地点、选择路线、选择旅游方式、查询费用等。 2. 掌握旅游常识，学会解决旅游中出现的一些问题。 3. 养成外出旅游时写旅游日记的习惯。 4. 了解生态旅游的概念和意义，帮助学生树立为建立人与自然和谐发展的环境而努力的意识。 三、 教材分析 人教版高一英语一册unit3 《Travel journal》。这篇课文向同学们介绍了王坤用第一人称讲述了他和王薇梦想沿湄公河骑自行车旅行，并为之作准备的过程。教学重点是理解课文内容，掌握文章大意。 教学之前用百度在网上搜索《Travel journal》的相关教学材料，找了很多教案作参考，了解到教学的重点和难点，确定课堂教学形式和方法。通过表格填写、地图展示、小组合作等方式了解湄公河在世界上所占的地位，提高世界意识，形成跨文化交际的能力。并根据课文提出的问题锻炼略读和查读技能；学会用本专题词汇、短语及句型表达地理位置。学习结果：制作一期包含照片、文字说明的校级报刊，介绍山东旅游胜地泰山。 四、教学方法 教学方法 本课课文文章简短，易于理解，内容读起来能激发学生学习兴趣。为了突出教学重点，在教学中我把读贯穿全文。我在阅读教学中采用了默读、朗读及略读、细读等等。让学生通过阅读逐步理解课文。我在本课教学中还创设了一定的思维情境，让学生读后解决一些符合学生阅读规律的问题。这是本文教学的重点和难点，通过小组合作、展示、点评，使学生理解了课文内容，教学难点迎刃而解。 五、 教学过程 课前活动： 活动一：预习本专题所涉及到的生词； 活动二：浏览旅游文化网站、百度百科，了解本专题所涉及的中国湄公河的位置。 课中活动 情境导入：播放视频，导入本专题话题： If you are a guide, how will you introduce Mekong river to your visitors? 【视频】湄公河http://www.56.com/u24/v_ODc0Njc3ODk.html#sm_bp http://v.youku.com/v_show/id_XMjQ2NDI4MzUy.html 活动一：头脑风暴 1.问题导入：Do you like traveling? Why do you like traveling? Where have you ever been before? How did you get there? If you are given a chance to travel around the world, what kind of transportations will you use and why? 2.填写表格：Show the chart and ask students to discuss it in pairs. 活动二：指出地图上湄公河的位置。 活动三： 略读和查读：快速了解王坤和王薇打算做的事，学会迅速捕捉信息的能力。 Skimming 1.问题导入：What are Wang Kun and Wang Wei going to do? 2. 略读课文： 1）引导学生快速略读课文，回答导入的问题。 2)Fill in the table: Type of writing Main idea of the passage Topic sentence of the 1st paragraph Topic sentence of the 2nd paragraph Topic sentence of the 3rd paragraph Scanning 1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage again to locate particular information and answer each question on Page 19. 2)Choose the best answers according to the passage. (1)What’s the author’s attitude towards his sister, Wang Wei? A. He doesn’t like her at all. B. He is a bit proud of her and admires her. C. He has to obey her because she is his sister. D. He thinks that her knowledge of geography is very poor. (2)Altogether there are______________ people who have to take the great bike trip. A. one B. two C. three D. four (3)According to the text, which of the following statements is not true? A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai. B. They found a large atlas with good maps in the library. C. At first, the Mekong River is small, and the water is clear and warm. D. The Mekong River finally flows into the South China Sea. (4)Which is the proper order according to the text? a. The Mekong River enters the South China Sea. b. The Mekong River begins at a glacier on a Tibetan mountain. c. At first, the Mekong River is small, and the water is clear and cold. d. The Mekong River enters Southeast Asia. e. The Mekong River travels across western Yunnan Province. f. The Mekong River leaves China. A. b, c, e, f, a, d B. b, c, e, f, d, a C. c, b, e, f, d, a D. c, b, f, e, a, d (5)It can be inferred from the passage that Wang Kun is a______________ person. A. braveB. kindC. timidD. careful 3. Language problems（猜测词义、分析长难句） While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as persuade, determined, altitude, etc. 1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . ) 2. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb. do. . . ) 3. She gave me a determined look—the kind that said she wouldn’t change her mind. (the Attributive Clause) 4. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the present participle used as adverbial) 4.Retell the text. 5.小组讨论、模拟采访：The students discuss in pairs: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip (Comprehending Exercise 3 on Page 19).Then suppose you are a reporter and give an interview to your partner. Similar attitudes about the trip Both Wang Wei and Wang Kun think. . . 1. Different attitudes about the trip Wang Wei believes. . . 1. 2. 3. 4. 2. Wang Kun believes. . . 1. 2. 读后活动 报纸制作：利用课文及老师所提供的网络资源，制作一期包含照片、文字说明等内容丰富的介绍泰山的校级报刊。注意使用本课所用词汇及句型。 告诉同学们，如果有不理解或不明白的地方，可以通过百度去网上搜索相关内容） 布置作业： 在我国，随着经济的发展和人民生活水平的显著提高，旅游度假成为许多人的首选。其中Family friendly(全家旅游)很是常见。请根据下面表格提示，写一篇关于“在旅游过程中，应该做什么和不应该做什么”的短文。 Dos:要和其他游客友好相处。要爱护我们的文化遗产。尊重当地的风俗习惯和宗教信仰。 Don’t:不要乱扔垃圾。不要到处乱写，乱画。在有些严肃的景点，不要大吵大嚷。可以添加你自己的想法。 参考词汇： 1. cultural relics 文化遗产 2. custom 风俗习惯 3. religious belief 宗教信仰 要求：词数要在100词左右。 六、 教学反思 《Travel journal》是一篇记叙文，通过介绍王坤用讲述他和王薇梦想沿湄公河骑自行车旅行，并为之作准备，了解了生态旅游的概念和意义，帮助学生树立了为建立人与自然和谐发展的环境而努力的意识。培养高中学生阅读技能是我们教学的重点。作为这课的第一课时，我把教学的重点放在了文章的理解上。通过反复阅读，逐步理解文章大意及段落大意并通过练习进行演练。我的教案中设计了两个合作的环节，主要体现合作的是在分析长难句和角色扮演。 这节课中我花的时间最多的就是角色扮演这一环节，主要为了巩固落实本节课所学重点。 总结了一下，觉得还有很多需要改进的地方： 1、学生的阅读技能还没有掌握。 2、时间安排不够合理，角色扮演花了大量的时间。 3、任务分配不够明确。 通过这堂课，发现小组合作中还存在不足，我还要加强这方面的训练，任务分配还需明确到位，组长的协调作用还需培养，学生之间的配合也需要大量的时间去尝试和琢磨。 七、 教师个人介绍 省份： 学校： 姓名： 职称： 电话： 电子邮件： 通讯地址： 请提供100字左右个人介绍，个人介绍将会同案例在百度教育频道进行展示。