高中英語人教版Unit3Traveljournal 校賽得獎

TeachingplanforUnit3TravelJournalWarmingup&pre-reading&reading高一英語組吳珊珊一.必修一第三單元整體分析本單元的中心話題是“旅游”，通過本單元的學習，使學生學到與旅游有關的語言知識和語言技能，同時對旅游產生濃厚的興趣，通過旅游了解世界各地的文化，增強對祖國大好河山的熱愛和國際意識，進而培養學生的跨文化交際能力。“熱身”（warmingup）從學生熟悉的旅行常識入手，引導學生對旅游的話題進行思考。“讀前”（pre-reading）圍繞旅游資源的話題引導學生思考河流作為旅游資源的問題，激發學生對沿河旅游的興趣，了解湄公河的基本知識，從而為閱讀做好準備。“閱讀”（reading）部分的題目是“JourneydowntheMekong”,講述主人公王坤和姐姐王薇騎山地車沿湄公河旅行做好計劃和準備工作。通過閱讀，學生講學到一些有關地理的單詞和短語，訓練閱讀技能，懂得如何做好旅行前的準備。“理解”（comprehending）部分通過五道練習由淺入深、由表及里地使學生獲得對文章的多層次理解。“語言學習”（learningaboutlanguage）部分提供形式多樣的練習和任務讓學生掌握本單元的重要詞匯和語法項目。“語言運用”（usinglanguage）部分為學生設計了技能綜合訓練的各種活動，包括閱讀與討論（readinganddiscussing）,聽和說（listeningandspeaking）,以及在此基礎上讓學生進行寫作的訓練。本單元末還提供了“小結”（summingup）、學習建議（learningtip）和“趣味閱讀”（readingforfun）。二.學情分析高中學生對旅游話題十分感興趣，不少學生有過旅游的經歷，但對于旅游的一些具體事宜如制定旅游計劃缺乏獨立經驗。在教學中可利用學生已有的經驗背景激發他們對本單元話題的興趣，通過創設具體語境讓學生思考旅游前的計劃和以合作的方式進行旅游前的準備能彌補這一不足。通過初中階段的學習，學生具備一些旅游相關的詞匯和描述旅游的技能基礎，但有關地理詞匯的缺乏對學生進行旅游話題的深入探討造成一定難度，因而在教學中英利用語境和直觀手段呈現新詞匯，幫助學生掃除語言障礙。學生能熟練應用現在進行時，也掌握將來時態的表達，使他們對于現在進行時表示將來這一語法項目的形式與功能都不陌生，教學中對該項目的結構不必做過多講解，重點放在讓學生在具體語言中嘗試進行運用，并圍繞本單元話題讓學生進行技能的綜合訓練。三.單元目標（1）語言知識目標：a.詞匯：journal,transport,prefer,disadvantage,fare,flow,persuade,cycle,graduate,finally,schedule,shortcoming,stubborn,organize,determine,determined,attitude,journey,altitude,valley,pace,bend,boil,forecast,parcel,insurance,wool,reliable,view,pillow,midnight,flame,beneath,temple,cave,eversince,befondof,careabout,changeone’smind,givein,atmidnightb.句型：討論未來的計劃（Talkingaboutfutureplans）Whenareyouleaving?Whenareyoustaying?Howareyougoingto…?Howlongareyoustayingin…?Whenareyouarrivingin/at…?Whenareyoucomingback?祝愿和告別（goodwishesandfarewells）Haveanice/goodtime!Haveanice/goodtrip/journey!Takecare.Bestwishes.c.語法：掌握并能熟練應用現在進行時表將來的行動或計劃：Wherearewegoing?Whenareweleaving?Whenarewecomingback?(2)語言技能目標掌握與本單元話題有關的聽說讀寫技能，在聽、讀活動中學會用相應的聽力和閱讀技能有效獲取信息；在說的活動中學會描述旅行的各種信息，表達和旅游相關的觀點；在寫的活動中學會如何把握寫作的若干過程，并能以寫郵件的形式詢問有關旅游的信息。（3）學習策略目標認知策略：總結語言材料中有關運用現在進行時表將來的用法并加以應用。資源策略：通過多種渠道獲取更多的與旅游相關的語言信息，從而擴大語言輸入量，形成語言應用能力。交際策略：通過參與談論旅游的各個真實交際活動提高用英語交際的能力。合作學習策略：參與各種圍繞本課本中心話題的討論活動，掌握與他人合作的能力。（4）情感目標對旅游產生濃厚的興趣，增強對大自然的熱愛以及環境保護意識；學會如何做好旅游前的準備工作，并制定自己的計劃。（5）文化意識目標：通過旅行了解世界各地文化，進而培養跨文化交際能力和國際意識。四．必修一第三單元教學設計1.Teachingcontent：NSEFCModule1Unit3Traveljournal（Warming-up,Pre-reading,Reading,Comprehending）2.Teachingobjectives:Bytheendofthelesson,studentswillbeableto:（1）understandimportantvocabularyitemsinbold,eversince,persuade,cycling,graduate,finally,schedule,befondof,careabout,etc.)inthereadingcontext,andgettoknowabouthowWangKunandWangWeipreparefortheirjourneydowntheMekongaswellastheirdifferentattitudesaboutthetrip.(2)talkabouttravelinganddescribejourneyalongriversinEnglish;useappropriatereadingskillssuchasskimming,scanning,guessingwordmeaning,makinginferences,etc.forspecificreadingpurposes.(3)developcooperativelearningstrategiesthroughparticipatinggroupworkofmakingtravelplans.(4)gettoknowabouttheMekongriverconcerningitsgeographicalfeatures.(5)understandtheimportanceofmakingplansbeforetravelingandknowhowtodoit.3.Teachingfocusanddifficultpoints:(1)Teachingfocus:guidethestudentstoachieveliteralanddeepunderstandingofthetextthroughdifferentreadingtasks.(2)Teachingdifficultpoints:enablethestudentstoknowhowtoprocessinformationeffectivelybyusingdifferentreadingtechniques.4.Teachingmethods:communicativelanguageteachingapproach,task-basedlanguageteachingapproach5.Teachingaids:PPTslides6.Teachingprocedures:Step1Warmingup(4’)Greetstudentsasusual.’)(2)TalkwithSsaboutwheretheyspendtheirnationalholiday.Andsharemytravelexperienceswiththemasinthemeantime.’)Step2Pre-reading(8’)ShiftSs’attentiontotravelingalongriversbyaskingthefollowingquestions:(2’)Haveyouevertraveledalongrivers?Iftheyhave,thenask:Whatdidyouseealongyourjourney?Iftheyhaven’t,thenask:Ifyoucouldfollowtherouteofariver,whichonewouldyouchosetovisit?Why?PresentthemapofMekongRiverandencourageSstoguesswhattheriveris.HavethemobservethemapcloselyandlistthecountriestheMekongRiverflowsthrough.(5’)HaveSspredictwhatthereadingpassageismainlyaboutbasedonitstitleandthepicturebelowit.(1’)Step3While-reading(20’)AskSstoskimthetextquicklyandcheckwhethertheirpredictionisrightorwrong.(2’)AskSstoscanthetextandcheckforthefollowinginformation:(3’)1.Whatisthewritingstyleofthepassage?A.Narrativewriting(記敘文)B.Expositorywriting(說明文)C.Argumentativewriting(議論文)2.Howmanycharactersdoesthepassagemention?Whoarethey?Wherearetheygoing?Howaretheygettingthere?Whenaretheygoingthere?Carefulreading：AskSstolistentothetapecarefullywiththefollowingquestions:(4’)youtravelalongtheMekongRivermaybeyoucannotsee________．A．waterfallsB．valleysC．plainswherericegrowsD．desert2.Wecaninferfromthetextthat________．A．theirtripwouldbeverydifficultbutinterestingB．theirtripwouldbeeasybecauseoftheircarefulpreparationsC．theyknewverywellabouttheMekongRiverbeforethetripD．theywouldbeginthetripfromYunnan3.AfterWangWeidecidedtheplacestheywouldgo，she________．A．preparedeverythingwellB．evendidn'tknowhowtogetthereC．hadn'tdecidedwhentoleaveandcomebackD．knewtherouteverywell4.Whatdoesthelastparagraphtellus?A．Theywantedtoknowhowsoontheywouldcomeback.B．Theywantedtolearntheworld'sgeography.C．TheywenttothelibrarytoknowsomethingabouttheMekongRiver.D．WangKunwantedtoletWangWeiknowhowdifficulttheirtripwas.(4)PlayaninterestinggamewithSs.Givestudentsfouroptionsforthemtochoose,eachoptionstandsfordifferentpoints(thepointsaresetaccordingtoth