高一必修1第三單元教學設計.doc

人教版高中英語教學設計必修1 第三單元作者：希海艷 工作單位：遵化市東梁子河中學教學內(nèi)容：Unit 3 travel Journal Period 2 Reading教材分析：本單元話題的學習不僅是學生知識體系的一次豐富，并且是一次情感上的充實和發(fā)展。 話題的學習不僅讓學生了解了湄公河上各國的風土人情，開拓了學生的視野， 更是學生個人態(tài)度、價值取向領域的一次極大提升。英語作為一種跨文化交際的工具，它的職能在此有了一次極好的體現(xiàn)。另外，通過課堂教學過程的精巧設計，開展合作學習，引導學生不斷通過努力，體驗，感受學習中的成功和喜悅，幫助他們形成積極，樂觀的學習態(tài)度乃至生活態(tài)度。借單元話題學習，培養(yǎng)學生熱愛生活、熱愛大自然和珍惜生命的意識 。學生在合作學習方面還需要繼續(xù)培養(yǎng)。養(yǎng)成良好的學習習慣和有效的學習策略，發(fā)展自主學習的能力和合作精神。教學目標：能力目標：1. Learn something about the Mekong River through reading.2. Students can use what they have learned to describe a trip.知識目標：1. Know more about Mekong River.2. Develop some skills about reading comprehension. 情感目標：1. Get to love the travel and life. 2. Students should realize if they want to be successful, what personalities they should have.教學重點：1. Understand the text well.2. Try to master the useful new words & expressions in this period.教學難點：1. How to express their own opinions. 2. How to grasp the route of Mekong Rive 學生學情分析：學生對旅游這一主題很感興趣，課前讓學生預習課文，讓學生了解課文所涉及的重點單詞，短語。學生自己通過資料的查閱，了解湄公河的發(fā)源地、河流具有的特點和流向以及沿途所要流經(jīng)的地形等，為課上課文的理解做好準備。教學方法：1. Asking-and-answering activities. 2. Individual, pair or group work. 3. Discussion and co-operative learning. 教學工具：a computer & a projector教學設計：導入的環(huán)節(jié)用一些圖片，引起學生興趣，通過提問，討論形式進入主題，通過對湄公河風景欣賞激發(fā)了學生對課文的興趣。 Mekong River 對于學生來說有所了解但并不熟悉。通過湄公河的地圖非常明了清晰地進入本課的主題，使學生感到親切，對湄公河產(chǎn)生興趣，在介紹河流的過程中不斷復現(xiàn)或呈現(xiàn)河流所途徑的國家，不僅減少了學生閱讀過程中的障礙，還可以加深學生的詞匯記憶，并為后面的復述環(huán)節(jié)埋下伏筆。整個閱讀過程的設計體現(xiàn)了預測求證的思路，目的在于激發(fā)學生讀的欲望；閱讀的任務訓練了學生在細節(jié)的獲取和整理及猜測詞義方面的微技能，培養(yǎng)他們的閱讀策略和詞匯學習策略。之后用填詞形式對全文內(nèi)容總結理解，有助于學生更深刻的理解單元主題。 最后的討論總結激發(fā)學生熱愛生活，不怕困難的熱情，也使學生了解成功的主要因素。 最后的小結幫助學生回顧梳理整節(jié)課的思路，把握重點，為課后復習提供指引。教學過程：Step 1 Warming UpT: Do you like travelling? Present some pictures of beautiful places to arouse their interest of travelling. Brainstorm: Why do you like traveling?Ss: to relax ourselves, increase knowledge, make friends, be good for health設計意圖：利用多媒體展示一些旅游圖片，引起學生興趣導入話題并通過頭腦風暴形式讓學生進一步思考，列舉關于旅游的相關知識。Step 2 Lead InT: How do people who live along a river use it?irrigate their fieldsmake electricitygo swimminggo fishingtravel along the river.（小組討論，關于河流話題，進一步導入課文）Step 3 Pre-readingT: Have you visited the Mekong River? If no, lets learn something about it.1. Show a picture of the Mekong River and the brief introduction of it. Ask them:Can you list the countries that the Mekong River flows through?(The countries that the Mekong River flows through. China Laos Burma Thailand Cambodia Vietnam 3. Enjoy the beautiful sights along the Mekong River to arouse their interest of it.圖片展示）設計意圖：采用簡單的提問式展開師生對話，利用圖片復習課文內(nèi)容、同時提出新的問題形象的導入，激發(fā)了學生的學習興趣與好奇心，活躍他們的思維，以利于有效地組織教學。Step 4 ReadingIn this step, get the students to read the text and finish some tasks.Task1: Skimming the Journey down the Mekong and match the paragraph and the main idea. then answer some questionsPara 1 Take a great bike trip along the Mekong RiverPara 2 Different attitudes between themPara 3 The preparation before the trip & details about Mekong River1.What was Wang Kun and Wang Weis idea of a good trip?Their idea was to take a long bike trip.2.Who Planned the trip to the Mekong?Wang Wei planned the trip3.Where is the source of the Mekong and which sea does it enter?Qinghai Province the South China SeaTask2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.1. Wang Kun is a high school student. 2. Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province 3. The source of Mekong is in Qinghai province.4. Finally Wang Kun agreed with his sister to cycle with her. 5. They found few atlas and books about Mekong River in library. 6. Mekong river begins at glacier on a Tibet mountain. The water there is clear but not cold. 7. Only a small part of the river is in China.8. As it enters Southeast Asia, it moves slowly.Task3: Discuss the text in details.Read the text again and try to complete a form.Their dreamTaking a great bike trip.Wang Weis suggestionFinding the source and beginning there.Their preparationsBoth of them bought expensive bikes, got their cousins interested in traveling and turned to the atlas in the library.Why excitedTheir journey would begin at an altitude of more than 5000 metersThe Mekong RiverIt begins at a glacier on a Tibetan mountain, moves quickly and passes through deep valleys. Half of it is in China. It enters the Southeast Asia. Then it travels slowly through hills and low valleys and plains, at last it enters the South China Sea設計意圖：通過回答問題，判斷正誤，填表等形式，讓學生了解文章細節(jié)，利用幻燈展示給學生，使學生對文章內(nèi)容有一個清晰的思路。Task4: Consolidation Fill in the blanksWang Kun and Wang Wei have _ about taking a great bike trip. when they _ from college. They_ to _ along the Mekong River with their _. Wang Wei is very _. Once she is _ to do something she will never _ her mind. Although it is difficult to travel along the Mekong River by bike, she _ that they find the _ of the river and begin their journey there.設計意圖：利用幻燈展示給學生，讓學生根據(jù)文章內(nèi)容填空，這樣學生對所學內(nèi)容有更清晰的認識了解，并更好的對文章進行總結。Step 5 Post-readingTask1: Make comparisonAn attitude is what a person thinks about something. Make lists of Wang Weis and Wang Kuns similar and different attitudes about the trip. Task2: DebateWhich character does you like, Wang Kun or Wang Wei? Why?Task3: Understand two mottosLife is just a series of trying to make up your mind. Success belongs to the persevering設計意圖：通過話題討論，培養(yǎng)學生熱愛生活、熱愛大自然和珍惜生命的意識 Step 6 Summary and Homework1