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《Journey Down the Mekong》教学设计及学案——李彩敏

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课题:           Journey Down the Mekong                                     
(共需   1   课时     本课时为第课时 )
执教教师:          李彩敏                    

 

一、本课题教学目标与模块目标关系的简要描述
本模块讲述了一段沿湄公河而下的自行车旅行,主人公“王坤”以旅行日志的形式详细记录了这一过程。本课题是第一部分,主要讲了王坤和姐姐王薇做自行车之旅的梦想及沿湄公河从源头到终点骑车旅行之前的计划。本模块的教学目标是使学生学到与旅游相关的语言知识和语言技能,增强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能力。本节课的主要目的是引导学生掌握如何为旅游做准备,并培养他们对祖国河山的热爱和保护,为进而培养其国际意识和跨文化交际能力做好铺垫。
    另外,本单元的语法项目是现在进行时表将来,本节课通过做对话让学生有初步了解。
二、本课时目标预设
知识与技能:
1、通过读课文学习湄公河的相关知识并掌握几个重点单词的意义。
2、培养学生略读和细读的能力,通过略读和细读能准确从文章中找到相关信息。
3、培养学生的英语表达能力。
过程与方法:教师主导,学生主体,师生互动。
情感态度价值观:培养学生对祖国大好河山的热爱及保护意识。
三、教材分析
重点:
1、通过略读课文,找出本次的旅行计划。
2、掌握湄公河的相关知识。
3、通过读课文和小组活动,掌握如何为旅游做准备。
难点:提高学生英语表达能力。
四、学生情况分析
高一学生的词汇量较少,高中课文较长,生词较多,学生阅读起来难度较大。学生说英语的能力也较差。因此在设计问题时应简单易懂,由浅入深,提高学生学习的积极性,并引导学生多读多说。
五、教学技术条件要求:多媒体
六、课堂流程预设
I、Warming Up:
Ask Ss to get into pairs and make a dialogue depending on the following questions.
        Where are you going?
        How are you getting there?
        When are you leaving?
        Where are you staying?
        How long are you staying?
        When are you coming back?
要求学生根据所给问题做对话,过渡到本文主人公的旅行计划。该题设计较简单,大多数同学可以较好的完成。同时训练转移动词的现在进行时表将来,为本单元的语法学习热身。
II Skimming
The title of Part I is “the dream and the plan”, so ask Ss to skim the passage and answer the following questions. The aim is to improve the skimming skill.
1. What is the dream?
2. What is the plan about?
The plan is about how to cycle along the entire _______________ from ______________ to _____________.
略读课文:找出文章的大意。
该题答案较明确,旨在训练学生通过快速浏览课文,准确找出文章大意的能力。大多数学生认真阅读后应该可以找到答案。
III. Careful Reading (1).
1).Ask SS to read paragraph 1 carefully and try to find the answers to the following questions.
  1. Who are Wang Kun and Wang Wei?
  2. Did Wang Kun buy the expensive mountain bike?
  3. What is the Chinese part of the Mekong River called?
Ss may be confused about question 2 and the teacher may have to explain the word “persuade”.
其中在做第二题时,学生可能有难度。可能需要给学生解释”persuade”一词的含义。
2) Ask Ss to list the countries the Mekong River flows through.
This question is easy and the teacher tries to tell Ss the English spelling of these countries.
通过地图要求学生找出湄公河流经的国家。
该问题显而易见,需要告诉学生的是这些国家的英语拼法。
IV. Careful Reading (2)
Ask Ss to read paragraph 2 carefully and try to fill in the form.
Then try to answer “What can we learn from Wang Wei’s reaction.” This question is a little difficult to Ss, so the teacher should guide them.
细读第二段,找出湄公河的相关知识,完成表格。
通过表格,要求学生考虑这次的旅行是否简单。
并设计一个问题,“从王薇的表现和反应可以学到什么”,这个问题可能稍有难度,应从王薇的性格入手。并引导学生考虑旅行之前,应该做哪些充足的准备。
V. Group Work:
Ask Ss to work in groups and discuss “How to prepare for a journey?”
Ss can find some points in paragraph 2 and 3, and then Ss should give their own suggestions.
小组讨论“如何为旅行做准备”
学生可根据文章2,3两段的内容,并要提出自己的建议。要鼓励每个学生都动口说英语。
VI. Summary
Ask Ss to have a quiz.
Fill in the blanks.
      Wang Kun and Wang Wei have ________ about taking a great bike trip. After _________ from college, they decided to cycle along the entire ________ River, which begins at an altitude of more than _______ meters where it is hard to ______ and very cold. However, Wang Wei is __________ to take the journey. From the passage we learn that before a journey we should refer to the _____ and surf the ________ for necessary information.
Ss finish this quiz themselves and then they can refer to their textbooks.
小结: 学生不参考课文,做一个小测试,看看通过本节课学到了哪些知识。
VII. Discussion
The Teacher gives Ss a video to watch and then ask them to discuss “What should we do to protect the Mekong River?”
讨论:“如何去保护湄公河”。
通过视频启发学生,让学生考虑如何去保护湄公河。   
七、教后反思(成功点、困惑点、改进点、感悟点等)
导入部分的对话学生做得较好,达到了锻炼英语表达能力的目的,也起到了导入的作用。通过小结可以看出学生对本节课知识的掌握较扎实,对湄公河相关知识也掌握的较好。通过一节课的学习,并利用视频激发起了学生对祖国河山的热爱及保护意识,学生从身边的小事说起,提了很多切实可行的方法,目标基本达成。但是“如何为旅游做准备”这一话题目标达成度不高,学生只从文章中找答案,没有提出自己的建议和主张,以后在引导时应该注意表达要更明确一些。
八、课堂评价:
本节课是一堂较成功的公开课,教师对于学情把握的非常准确,因此用有益于开发学生心智的课堂教学设计,沉稳、标准的语音语调,熟练的驾驭课堂,课上的生动精彩。具体说来有以下优点:
1、课堂上,教师们除了使用生动形象的多媒体等现代化教学手段外,另一个重要方面就是善于创设情景,用富有亲和力的语言处理好了教学的各个环节,既有引人入胜的开头,又有高潮迭起的中场,还有画龙点睛的结尾,更有与学生一起讨论、开启学生发散性思维的升华。
2、题目设计由易到难,阅读形式多样,注重读写训练和知识的拓展应用。
3、让学生在课堂上体验成功的喜悦,获得进取的力量,分享合作的和谐,发现生命的灿烂。
4、通过如何保护湄公河的拓展,注意了对学生进行情感态度价值观的培养。
建议:1、精读前,应该三个问题一起提出后再让学生阅读。
2、语言储备不够充分,因此课堂语言不够细致,个别地方出现失误。
3、对于保护湄公河的拓展,定位不够准确。应该从学生作为湄公河地方的官员角度思考参加会议如何让发言,从湄公河地方民众的角度考虑如何保护湄公河更为妥当。
 
 
 
 
 
 
学案
教学目标
1、通过读课文学习湄公河的相关知识并掌握几个重点单词的意义。
2、培养学生略读和细读的能力,通过略读和细读能准确从文章中找到相关信息。
3、培养学生的英语表达能力。
4、培养学生对祖国大好河山的热爱及保护意识
I.                Warming Up:
Get into pairs and use these questions to make a dialogue about your holidays.
        Where are you going?
        How are you getting there?
        When are you leaving?
        Where are you staying?
        How long are you staying?
        When are you coming back?
II. Skimming
Skim the passage and answer the following questions.
1.What is the dream?
 
2.What is the plan about?
The plan is about how to cycle along the entire _______________ from ______________ to _____________.
III. Careful reading(1)
Read paragraph 1 and answer the following questions.
  1. Who are Wang Kun and Wang Wei?
 
  1. Did Wang Kun buy the expensive mountain bike?
 
 
  1. What is the Chinese part of the Mekong River called?
 
IV. Careful reading(2)
Read paragraph 2 and fill in the form.

 

The Mekong River
source of the river
 
altitude
 
air
 
weather
 
V. Discussion
How to prepare for a journey?
 
 
 
VI. Summary.
Fill in the blanks.
      Wang Kun and Wang Wei have ________ about taking a great bike trip. After _________ from college, they decided to cycle along the entire ________ River, which begins at an altitude of more than _______ meters where it is hard to ______ and very cold. However, Wang Wei is __________ to take the journey. From the passage we learn that before a journey we should refer to the _____ and surf the ________ for necessary information.
VII. Discussion
How to protect the Mekong River?
 
 

作者: 来源:教导处 发布时间:2012年02月21日
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