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1、Teaching plan必修一Unit 3 Travel journalreading-Journey Down The Mekong（NSEFC Book 1 Unit3）天水市第九中学 ： 缑建雄辅导教师： 温如霞 于小花必修一Unit 3 Travel journalBook One Unit 3 Travel journal Period 1 reading-Journey Down The Mekong 天水市第九中学 缑建雄 一、教学课型: 阅读课二 、内容简析本单元主题是旅游，通过旅游日记的方式描述旅游见闻。此节课是单元的阅读课，讲述了一段沿湄公河而下的自行车旅行，主人公王坤以
2、旅游日记的形式详细地记录了这一过程。教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解记叙文篇章结构和写作特点，为下一步进行旅行日志的写作教学做好准备。三、教材分析与处理课前要求同学们通过各种渠道查询湄公河的资料，如地理位置、流经国家、重要性等等，做好课前的准备，实际上是为了更好地理解文章特别是第三段做准备。 学生对文章内容比较陌生，难度也相对较大，因此,选用了一些河流、冰川、山谷等与河流有关的图片引起学生的兴趣。在课堂中，学生阅读时，注意培养学生的阅读策略，不仅设计了略读、查读的问题，包括大意题和细节题，也
3、有深层性的问题，如对错题、回答问题等等，引导学生积极参与课堂。四、学情分析1.所任教的学校学生英语基础相对比较好，也应该有梯度地设置任务,使用分层教学,提高学生的参与度，使不同层次的学生有机会展示自己，获得成就感,体验学习的快乐。2.如何激发学生的学习兴趣也很关键，不仅在课堂中要有丰富的课堂活动设置，而且在课外也要与学生进行情感交流,亲其师，信其言。3.同学们已经初步了解了阅读的几个重要技巧，如略读和查读但是需要反复的练习和巩固。对高一新生来说，词汇量与阅读技巧都明显不足，因此阅读本篇文章会有-定难度，要求学生做到充分的预习及其查阅资料,获得一定的背景知识。而且，教师必须给予指导督促学生养成良
4、好的学习习惯，如预习、记笔记，逐渐发展和完善学习策略。五、目标聚焦（一）、知识目标1、初步理解、掌握课文中关于旅游方面的词语，学习分析课文中的长难句子，初步感 知课文中出现的的本单元要学的语法现象。2、了解一些关于地理风貌的词，列举湄公河流经的国家名称。3、探讨与旅游相关的各种话题，包括旅游的益处，如何为旅游做准备，在旅游期间应注意的事项等。（二）、技能目标1、通过阅读篇章的主要内容，使学生形成概括归纳能力，猜测能力和细节辨认能力。 2、形成分析篇章结构的能力，提升逻辑思维能力3、学会文章主题的方法。（三）、策略目标1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章
5、获取信息和分析信息。 2、能利用上下文猜测生词词义。（四）情感态度目标了解湄公河的特点以及湄公河流域的地理风貌，增强对祖国大好河山的热爱和国际意识，加强对世界文化的了解。六、方法运用1、任务型教学2、导、读、练的教学模式七、教学重点、难点1.Get students to know some geographical knowledge about Mekong River.2.Guide students to grasp the usages of some important words and phrases such as persuade,insist,be fond of, de
6、termine, etc.3.Develop students reading skills like skimming, scanning and concluding. Guide them to use these reading skills to collect and deal with information.4.Help students with different levels of English accomplish the basic reading tasks.八、教学过程Step 1 lead in（展示预习成果和导入新课）1. do you like trave
7、lling?2. why do like travelling?3) Get the Ss to look at the pictures and the title of the reading passage and predict the content and then lead into the new lesson.【设计意图】通过看图片和标题对课文内容进行预测，培养学生预测阅读内容的能力。同时通过预测激起进一步探究的好奇心，顺理成章的引入新课。Step 2 Fast reading（速读）1. Lets read the text and try to finish the fo
8、llowing tasks quickly.Task 1 : skimmingWhats the main idea of the text?The passage tells us a main idea that no success in life merely happens by describing my sisters and my dream-taking a bike trip and preparations for the trip.Para.1: Taking a great bike trip along the Mekong river Para.2: Differ
9、ent attitudes between wang kun and wang weiPara.3 :A.The preparation before the trip and details about Mekong river 2. Then guide the students to conclude the main idea of this passage:Para 1 Wang Kun and Wang Weis _.Para 2 Wang Wei is _.Para 3 _ for their trip.Tips for summing up the main idea of a
10、 storyWho?What happened?What are their feelings?3. True or False.a) Wang Wei and Wang Kun were going to have a travel along the Mekong by boat. _b) Wang Wei thought it was no need to prepare much for the travel. _c) Wang Wei was a stubborn and careful girl. _d) The journey would begin at an altitude
11、 of more than 5000 meters, where it is hard to breathe and very cold. _e) Wang Kun thought that it would be easy to start in Qinghai. _ 【设计意图】通过设计几个简单的问题引导学生运用略读策略快速了解课文的主要内容，并检查读前预测是否正确；考虑到学生归纳概括的能力比较薄弱，采用提问和填空的形式给予学生帮助，可以降低难度，同时也教给学生如何总结主题；True or False旨在教给学生进一步了解课文具体内容，通过对课文主要信息的寻找，可以培养学生迅速搜索信息的能
12、力。Step 3 Careful reading （细读）Read the passage carefully and find the details in the correct boxes.Task 1 choosingPara 1 1. Altogether there are _ people who have to take the great bike trip. A. one B. two C. three D. four2. _ firstly made a plan to cycle along the Mekong River. A. Wang Kun B. Dao We
13、i C. Wang Wei D. Yu HangTask 2Para 2 In groups of four, DiscussionWhat do you think about Wang Kun and Wang Wei?Wang Kuns character: enthusiastic, critical, sensible Wang Weis character: imaginative, organized, eager, persistent, stubborn, risk-taking task3Know “The Mekong River”betterIt flows throu
14、gh _ countries.What can they see during the journey down the Mekong ?It begins at a _ on a _ _. Then, it_ quickly. It becomes_ as it passes through deep _.Sometimes, the river enters _ _and becomes _ .【设计意图】让学生归纳每段段意，提供具体信息，旨在帮助学生把握课文要点，学会总结和归纳课文内容。让学生在完全掌握课文内容和结构的基础上，可以顺利进行下一步的研读。Step 4 Check upCom
15、prehending: True or False1. Their dream was to go hiking along the river.2. Wang kun is a high school student. 3. Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province. 4. Wang Wei persuaded their cousins, Dao Wei and Yu Hang, to join in their cycling. 5. Before flowing in oth
16、er countries, the Mekong River is called the Lancang River in China. 6. The source of the river is in Qinghai Province and it enters the East China Sea.【设计意图】通过True or False，检查学生对文章的理解能力Step 5. further readingn Well, class. After learning the passage, we know a lot of information about the Mekong Ri
17、ver. Now, Id like to do a role play. Imagine you are a guide, you should introduce the Mekong River to some tourists. Remember to use the useful expressions that we learned in this passage.n Act as a guide to introduce the Mekong River.n The Mekong River begins.n At first,. . .n Then,. . .n After it
18、 leaves . . .n As it enters. . .n At last,. . .【设计意图】总结旨在让学生进一步熟悉文章内容及写作手法，练习口头表达能力；学生对信息进行再整合，形成对文章的理解概括能力。 Step 6: Reviewn In this lesson, we read a story about wang wei and wang kun made a travel plan to cycling along the Mekong River. in this passage we know how they pursue their dream and what
19、kind of persons wang wei and wang kun are. Of course we also get a generally idea of what we can see along the Mekong River. But dont forget the six basic elements in narration when you need to tell a single story or several related stories. Homework：Read the text again, underline the important words and phrases and find out the difficult sentences for you.Homework1.Read the text again, underline the important words and phrases and find out the difficult sentences for you.2. Remember the new words of this reading part.（设计说明：作业布置，结合课堂学习的内容，深层挖掘课本的知识点。）