高一英语必修1unit3reading教案改.doc

课题新课标人教版高一必修一第三单元阅读课Unit 3 Travel journal Journey down the Mekong作者及工作单位 马万艳 保康一中教材分析本单元的中心话题是“旅游”，通过旅游日记(travel journal)的方法描述旅游见闻 “阅读”（Reading）部分“湄公河旅行游记”（ Journey down the Mekong）的第一部分讲述了王坤和王薇梦想沿湄公河做自行车旅行,并为之做准备的过程理解”（Comprehending）部分通过回答问题、填写表格等教学活动，加强学生对课文细节的进一步理解通过阅读，教师不仅要让学生学到一些有关地理的单词和表达，训练他们的阅读技能，还要让学生懂得如何做好旅行前的准备工作，例如选择自己感兴趣的旅行地点，确定旅行路线，通过查地图等了解沿途的相关信息，激发学生旅游的兴趣这课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息学习这篇文章后，除了让学生学到与旅游有关的语言知识和语言技能，还要让学生对旅游产生深厚原兴趣，增强对大自然的热爱之情。

学情分析1. 高一新生想象力丰富，对新鲜事物充满了好奇，对玩特别感兴趣且在初中地理课上学习已了解了一些关于湄公河和澜沧江的情况2. 但农村孩子学生基础差，对语言学习缺乏兴趣而他们又因为怕说错而不善交流，课堂气氛可能不够活跃3. 此外学生词汇量匮乏，对一篇有475个单词的长文章的理解是有困难的所以训练学生的预测，猜词和查读这些阅读技能就显得非常重要 教学目标1．语言知识目标（1）掌握阅读课文中出现的新词汇和课文中的黑体字2）掌握旅游常识，学会解决旅游中出现的一些问题；说出一些关于地形地貌的名词2．语言技能目标提升表达能力，学会用英语简单复述课文3.语言运用目标（1）通过略读找到每段的主题句；通过查读，理解细节；通过细读，了解河流的特征，增长地理方面的知识，培养阅读技能2）能利用构词法和上下文猜测生词意义4．情感态度目标通过旅游熏陶情操，增长见识；锤炼意志，开拓智慧；通过对山川的爱激发对生活的爱5.文化意识激发学生了解这条河流流域文化的兴趣，增强学生对祖国大好河山的热爱和国际意识，进而培养学生的跨文化交际意识和能力6.学习策略（1）在学习中借助图式等非语言信息进行理解或表达2）学习有效地使用地图，网络等资源获取更多的与旅游相关的语言信息，从而扩大语言输入量，形成语言运用能力。

教学重点和难点教学重点：（1）理解课文，理解本课中所出现的新词的用法2）通过语篇学习，掌握旅游日记的内容，培养阅读技能3） 让学生学会用英语谈论旅游话题教学难点：(1) 识记关于地形地貌的名词2) 在充分阅读的基础上，对课文进行复述和表达自己的观点3）让学生学会利用略读、查读等阅读技巧来确定关键词、主题句、形成阅读策略4）如何帮助学生运用阅读策略，促进学生自主学习教学过程教学环节教师活动预设学生行为设计意图1. Lead –in1. Many people live beside a river. How do they make use of it in their daily life ?2.The world has many great river?What do you know? Show students some pictures of a river.Some students may use Chinese to express their ideas because of their poor English.以“头脑风暴”形式，说出河流的名称，为接下来的湄公河做好铺垫。

 2.Pre-readingShow the video of Mekong River.Then ask questions:1. Do you know the Mekong River? Look at the map on page 18 and list the countries that the Mekong flows through (China, Laos, Thailand, Cambodia, Myanmar Vietnam)2. Where is the source of the Mekong River and which sea does it enter?3. What’s the name of the Chinese part of the river?Some students’ answers may not be completed because some may not know much about the Mekong.充分利用学生既有的经验和知识，为新的知识的呈现做铺垫3.While-reading1.skimming:skim the text and find the topic sentence or main idea of each paragraph. After that, summarize the main idea of the text.(show them learning tips)2. scanning:Scan the text and answer questions:1.) What is Wang Kun and Wang Wei’s dream?2.) When did they get the chance to realize their dreams?3.) What did Wang Wei prepare for the trip?4.) What difficulties did Wang Kun and Wang Wei find about their journey?3.Careful reading 1) Read Para 1 andTrue (T) or False (F). 2 )Read para2 and match Wang Kun’s opinions with Wang Wei’s reactions. Try to understand how stubborn Wang Wei is. 3)Read Para 3, fill in the blanks and get to know the details about the Mekong River.Students may find the topic sentence of each paragraph, but they may have some difficulty in summarizing the main idea of a paragraph if they can not find a topic sentence in a paragraph.During scanning, students may spend more time discussing with other students in their group.During careful reading , students may spend some more time in finding the answers. 1.快速阅读使学生获得表层信息，搞清楚大致脉络。

同时把握文章各段和文章的大意2.在scanning 中以问题的形式加深对文章的理解同时检查所提取信息的准确性及理解程度，为输入转向输出搭好台阶3.进一步加深对文章的理解,让学生实现语言的输出4.Post-readingPrepare to retell the text Fill in the blanks with the help of illustrations (图示). The Mekong River is called _____________ in China. It goes through _________ _____, _________, _________, _________ and pours into the ________________. Wang Kun and ___ _____ Wang Wei are dreaming about ____________________.students may spend more time discussing with other students in their group. 用图片及挖空练习的形式再现文章主要内容，即落实了笔头练习，又帮助学生总结归纳文章大意，为接下来的导游解说词打下基础，5.ConsolidationImagine that you are a tour guide , use the information to say something about Mekong . The students may have some difficulty because they are not so familiar with the content of the text. The teacher may help students.利用图片及课文的关键句，把课文要点串联起来，有助于学生理解和记住课文要点以达到巩固所学知识，使学生进一步加深对文章的理解,实现由语言的输入到输出，达到学以致用的目的。

6.Homework1. Find as many phrases as possible from the text , underline important and difficult phrases and sentences,2. Summarize the text in their own words in their exercise books.Students may choose one as their homework.通过作业学生可以巩固所学另外，分层作业可适合各层次的学生板书设计 Unit 3 Journey down the MekongPara1: Wang Kun and Wang Wei’s dream. Pare2：Wang Wei is stubborn.Para 3: Preparation for their trip.Flow through：China—Myanmar—Laos—Thailand—Cambodia—Vietnam 学生学习活动评价设计Reflection（反思）:I have learnt ______________________________________________                _I would like to know more about ______________。