高中英語(yǔ)-Unit 3 Travel journal Reading教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

1、Book 1 unit 3 Travel journalBytheendofthisperiodstudentsareableto. figure out the main structure of the passage through the analysis of 4-T angles. judge the writing purpose and intended readers of the passage;. express your ideas on the given topics through critical thinking. develop their interest

2、 in traveling and learn to make a travel plan. To apply different approaches of discourse analysis to deepen the understanding of the text and language use. To express personal ideas with the help of the target template and lexis. Teaching Aids:multi-media, worksheet.Do you like traveling? Where hav

3、e you been? Have you traveled along the MekongRiverWhatdoyouknowabouttheMekongRiverLook at the map. The Mekong river begins from China, it flows through Myanmar, Laos, Thailand, CambodiaVietnamandfinallyitenterstheSouthChinaSeaItisthe longest river in SoutheastAsiaanditisthefourthlongestriverinthewo

4、rld. Do you want to know moreaboutitLetscometothepassagetofindmoreinformation. Journey down the Mekong. 導(dǎo)入。詢問學(xué)生去過(guò)哪里旅行，選擇了什 多少？通過(guò)看地圖找出湄公河流經(jīng)的國(guó) Look at the title and subtitle to predict the main idea of the passage.AnswerThepassageismainlyabouttheplanandthedreamof a journey down the Mekong River. Read

5、the paragraph quickly to find out the topic sentence or the main idea of each paragraph. Find the supporting details of each paragraph.Paragraph_Paragraph_Paragraph_ 詞、更有利于學(xué)生建構(gòu)或生成。微觀上，我關(guān)注話 graphDreamhoplannedthetriptotheMekongParagraphAstubborn sisterurneyWhatdoyouthinkaboutWangWeihercharactercultie

6、sdidWangKunfindabouttheirjourneyHowdidWangWei actWhatareWangWeiandWangKunsdifferentattitudesaphPreparationWhatcantheyseealongtheMekongWhatsthechangesofthewaterownthescenesandthechangesofwaterionoftheMekongriverAct out the paragraph 2 with your partner. 找詞匯鏈。為思辨思維訓(xùn)練做 通過(guò)夢(mèng)想，計(jì)劃，準(zhǔn)備實(shí)現(xiàn)文 Thepassageismainlya

7、boutWangKunandWangWeis_ and _ for taking a great bike_ along the Mekong River.tistherelationshipinvolvedinthetextextdeveloped owhomdoestheauthorwritethisarticleattitudeoftheauthor4. Does the author provide you with all the expected information ? Why? Hasationbeenconveyed step7.Critical thinkingWhats

8、yourdreamWhathaveyoulearnedfromthepassageWhy? 的評(píng)價(jià)。圍繞主題關(guān)鍵詞，在學(xué)生的角度，設(shè) rk1. Oral Homework: Introduce the Mekong River with the help of the topic-related lexical chain.2. Written Homework: Use your own words to briefly summarize the passage. 于鞏固課堂所學(xué)內(nèi)容、發(fā)展學(xué)生語(yǔ)言能力、思維品 這堂課的學(xué)習(xí)，通過(guò)探討與“旅游”相關(guān)的話題，不 了很好的效果。通過(guò)回歸原文，尋找

9、詞匯鏈。為思 準(zhǔn)備。通過(guò)對(duì)每個(gè)段落的分析，以及全文大意，線索與 theme 分 析做鋪墊。通過(guò) Pragmatic analysis “自上而下”(Top-down approach)的方 思考寫作對(duì)象寫作意圖等，幫助學(xué)生多層次、多角 本課型是單元整體教學(xué)的重要環(huán)節(jié)，為學(xué)生 ，激發(fā)學(xué)生參與主體，從篇章中準(zhǔn)確、高效地 emainideaofthetext2. Learn how to find the main idea of each paragraph and the whole passage.3. to express your ideas on the given topics thr

10、ough critical thinking.4. to develop their interest in traveling and learn to make a travel plan. 教學(xué)，教師語(yǔ)速適中，板書工整、有條理，且在傳 。 ， 練方式多樣，全班活動(dòng)，師生互動(dòng)，小 破難點(diǎn)，在活動(dòng)中發(fā)展能力，達(dá)到了 態(tài)自然和藹可親。在教學(xué)中能注重引導(dǎo) 學(xué)生的聽說(shuō)讀寫能力，教學(xué)效 漂亮，教學(xué)思路清晰明了。注重培養(yǎng) 。Part 1: Fill in the blanks.sincemiddleschoolWangWeiandWangKunhavedreamedabouttaking agreat

11、biketripFirst Wang Wei persuaded Wang Kun to buy a mountain bike. After _(graduate)from college, they planned _(cycle) along the MekongRiverItwasWangWei _ first had the idea. Wang Wei was stubborn, determinedanddoesntcare_ details. During their journey, they would see beautiful scenery(風(fēng)景): wonderfu

12、l glacier, deep _(valley), waterfalls and plains. The Mekong River begins in a _ on a _ in Qinghai Province. Then, it moves quickly. It becomes _as it passes through deep leaves china, it makes wide bends or meanders through_ to _.At last, the river _enters the South China Sea.soplannedthetriptotheMekongheydoforthetripatsthemainid