人教版高中英语必修1《Unit3 TraveI journa l》教案 人教版高中英语必修1《uhit3 Travel journal》教案【一】 教学准备 教学目标 1.通过学生分享自己的旅游经历,用英语进行交流与表达。 2.通过略读与找读,使学生获取文章主要信息,练习阅读技巧 通过小组讨论为旅游准备的物品,使学生用英语简单的语言 实践活动。 教学重难点 教学重点:利用阅读技巧,获取文章大意及细节 教学难点:用英语交流并进行简单实践活动一旅游需要准备的物 品 教学过程 l、 Warming Up: 1.I d like to share my trave ll ing exper ience with you and would you like to share your travel l ing exper ience? 2. The wor Id has many great rivers. Have you been to these r i vers
人教版高中英语必修 1《Unit 3 Travel journal》教案 人教版高中英语必修 1《Unit 3 Travel journal》教案【一】 教学准备 教学目标 1. 通过学生分享自己的旅游经历，用英语进行交流与表达。 2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。 3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言 实践活动。 教学重难点 教学重点：利用阅读技巧，获取文章大意及细节 教学难点：用英语交流并进行简单实践活动—旅游需要准备的物 品 教学过程 I、Warming Up: 1. I’d like to share my travelling experience with you, and would you like to share your travelling experience? 2. The world has many great rivers. Have you been to these rivers?
设计意图:大部分学生都喜欢旅游,老师谈谈自己旅游的经历 询问学生的旅游经历。列举世界上著名的河流图片,让学生来欣赏认 识美好的河流。能有效地调动学生的学习积极性。河流图片的展示, 学生猜测河流的名字,唤起学生的学习兴趣以及对大自然的热爱 I. Pre-readi Have you been to the Mekong river? What countr ies does the Mekong River flow through? 设计意图:展示沿湄公河的地图,引起学生的兴趣,让学生观察 地图,说出湄公河流经的国家,为随后的阅读做好了内容和词汇上的 铺垫。 I. Read I mm Ing Skim the pas sage and find the ma in idea for each paragraph Para 1: Dream Para 2:a stubborn sister Para 3: Preparat ion 设计意图:略读:学生快速浏览课文,寻找相关信息并搭配段 落大意。点拨阅读技巧:注意每段开头及结尾。 2. Scann ing
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历, 询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认 识美好的河流。能有效地调动学生的学习积极性。河流图片的展示， 学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。 II. Pre-reading Have you been to the Mekong River? What countries does the Mekong River flow through? 设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察 地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的 铺垫。 III. Reading 1. Skimming Skim the passage and find the main idea for each paragraph Para 1: Dream Para 2: A stubborn sister Para 3: Preparation 设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段 落大意。点拨阅读技巧：注意每段开头及结尾。 2. Scanning
1). Read Para 1 and find the key word for the information Who and What Where and How Why and When 设计意图:1.寻找who,what, where,how, why and when等关 键信息,让学生把握这类记叙文的阅读要点。2.根据图表复述,练习 学生语言整合与连贯的能力。 2). Please use at least three ad ject i ves to descr ibe Wang We i according to par a2, and give your reasons 设计意图:研读课文第二段,思考至少3个形容词来描写王薇, 并利用文章说出依据,目的是让学生研读,并挖掘支持自己观点的信 自 3). Read 3 and answer: what can they see along the mekong I ver Suppose you are a tour ist guide, please introduce the Mekong River br ief ly to your aud ience 设计意图:先让学生从文中找到表示地貌的地理术语,利用形象 生动的幻灯片,为学生扫清生词及读音障碍,然后让学生扮演导游的 角色,结合示意图向游客介绍湄公河,从而达到复述的目的。 IV. Group work
1). Read Para 1 and find the key word for the information: Who and What Where and How Why and When 设计意图：1.寻找 who，what，where，how，why and when 等关 键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习 学生语言整合与连贯的能力。 2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons. 设计意图：研读课文第二段，思考至少 3 个形容词来描写王薇， 并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信 息。 3). Read 3 and answer: what can they see along the Mekong River? Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience. 设计意图：先让学生从文中找到表示地貌的地理术语，利用形象 生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的 角色，结合示意图向游客介绍湄公河，从而达到复述的目的。 IV. Group work
I magine that you are prepar ing for your own tr ip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and g ive your reasons why you choose them 设计思路:读后讨论,学生想象去湄公河前必备的5件物品,并 说明选择的理由。为学生准备地图,收音机,毯子,水杯,救生圈 雨伞,火柴,手机,照相机,药物,防晒霜等,学生小组讨论,并用 英语表达个人看法与观点 V. Summary What have we ear ned in this class 设计思路:引导学生反思本节课主要内容及重难点。 课后习题 Homework 1. Read the passage as fluent ly as poss ib le after class. 2. Prev i ew Learn ing about language 板书 板书设计 Unit 3 Trave Jour na Part 1 The dream and the plan careless water l
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them. 设计思路：读后讨论，学生想象去湄公河前必备的 5 件物品，并 说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈， 雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用 英语表达个人看法与观点。 V. Summary What have we learned in this class? 设计思路：引导学生反思本节课主要内容及重难点。 课后习题 Homework 1. Read the passage as fluently as possible after class. 2. Preview Learning about Language. 板书 板书设计： Unit 3 Travel Journal Part 1 The dream and the plan careless waterfall
determi ned entire excited vi ew crazy stubborn risk-taking 人教版高中英语必修1《 ( Unit3 Travel journal》教案【二】 教学准备 教学目标 知识目标 复习两个阅读技能- scannI ng, skimming; 学习本单元的部分生词 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。 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
determined entire excited view crazy stubborn risk-taking 人教版高中英语必修 1《Unit 3 Travel journal》教案【二】 教学准备 教学目标 知识目标: 复习两个阅读技能---scanning, skimming; 学习本单元的部分生词。 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。 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。 教学重难点 形成文章的图式,并在图式的帮助下复述文章的主要内容。 教学工具 课件 教学过程 Steps Teacher' s activity Students activity Ai Step 1 Show and tel i the students the learning goa ls for them and ake poss ib le exp l anat i ons Students I isten to the teacher and have an i dea 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
学生能明白计划的重要性,并能收获一些与之相关的谚语。 教学重难点 形成文章的图式,并在图式的帮助下复述文章的主要内容。 教学工具 课件 教学过程 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 beaut iful scenery 2) Ask the students two questions Are they attract ive? Where do you want to travel? -I dream about travel ing 1.)Students apprec iate those pictures 2)Students answer teachers questions and practice the sentence pattern“ I dream about trave l ing in/to…” 1). To arouse students' interest 2)To practice a sentence pattern ep 1). Show the title of the read ing passage 2). Ask the students whether this passage is about the whole process of the journey 3). Ask the students how to skim 4)Te l the students the ski ll of skimming on the screen 1) Students answer the quest ion after they read the subtitle of this part 2). Students te l i how to sk im
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, whi ch can te l i the ma in idea of the passage 2) To review how to skim Step 4 1)Ask the students to sk im more-to find out the main idea oT each paragr ap 1) Students tel i the ma in idea of each paragr aph 1) To pract ice how to sk im Step 5 With four questions, teacher asks the students to scan paragraph 1 Ask students how the scan Show the skil ls of scanning on the screen Students scan paragraph 1, and answer the four questions Students tel i how to scan To review how to scan To pract ice how to scan Step 6
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 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 att i tudes Wang Kun and wang We i have, and then fini sh the table 1)Students scan paragraph 2 and finish the table 1) To pract ice how to scan Step 7 1) Provide the students with a picture which descr ibes a geographic word as we li as a few sentences about the flow of the Mekong river on each s l i de and ask them to read the sentences 2)Ask the students to match each geographic word to the proper mean I ngs 1)Students read the sentences loud ly together and look at the pictures and the related geogr aph ic words in the meanwhi le 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 under stand the new words
1) Ask the students to scan paragraph 2 and find out what different 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 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
tep Review the structure of the passage together with the students and show some key words on the screen Provide the students w ith some words and phrases which are the new words in this unit Ask them to rete l i the ma i n content of the passage in groups With the teacher, students review the structure of the passage Retel i the ma in content of the passage in groups To he lp students form the schema of the passage by revi ew ing the structure of it To know the content of the passage better as we li as to create more chances for the students to use the new words ep 1) Ask the students what they learn from the story 2)Give the students some useful and related prover bs 1)Students share the ir op in i ons with the group members what they have learned from the story 2)Students read the proverbs loud ly together
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