人教版高中英語(yǔ)必修1《Unit 3 Travel journal》教案【一】
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1. 通過(guò)學(xué)生分享自己的旅游經(jīng)歷，用英語(yǔ)進(jìn)行交流與表達(dá)。
2. 通過(guò)略讀與找讀，使學(xué)生獲取文章主要信息，練習(xí)閱讀技巧。
3. 通過(guò)小組討論為旅游準(zhǔn)備的物品，使學(xué)生用英語(yǔ)簡(jiǎn)單的語(yǔ)言實(shí)踐活動(dòng)。
教學(xué)重難點(diǎn)
教學(xué)重點(diǎn)：利用閱讀技巧，獲取文章大意及細(xì)節(jié)
教學(xué)難點(diǎn)：用英語(yǔ)交流并進(jìn)行簡(jiǎn)單實(shí)踐活動(dòng)—旅游需要準(zhǔn)備的物品
教學(xué)過(guò)程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
設(shè)計(jì)意圖：大部分學(xué)生都喜歡旅游，老師談?wù)勛约郝糜蔚慕?jīng)歷,詢問(wèn)學(xué)生的旅游經(jīng)歷。列舉世界上著名的河流圖片，讓學(xué)生來(lái)欣賞認(rèn)識(shí)美好的河流。能有效地調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。河流圖片的展示，學(xué)生猜測(cè)河流的名字，喚起學(xué)生的學(xué)習(xí)興趣以及對(duì)大自然的熱愛(ài)。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
設(shè)計(jì)意圖：展示沿湄公河的地圖，引起學(xué)生的興趣，讓學(xué)生觀察地圖，說(shuō)出湄公河流經(jīng)的國(guó)家，為隨后的閱讀做好了內(nèi)容和詞匯上的鋪墊。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
設(shè)計(jì)意圖： 略讀：學(xué)生快速瀏覽課文，尋找相關(guān)信息并搭配段落大意。點(diǎn)撥閱讀技巧：注意每段開(kāi)頭及結(jié)尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
設(shè)計(jì)意圖：1.尋找who，what，where，how，why and when等關(guān)鍵信息,讓學(xué)生把握這類(lèi)記敘文的閱讀要點(diǎn)。2. 根據(jù)圖表復(fù)述，練習(xí)學(xué)生語(yǔ)言整合與連貫的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
設(shè)計(jì)意圖：研讀課文第二段，思考至少3個(gè)形容詞來(lái)描寫(xiě)王薇，并利用文章說(shuō)出依據(jù)，目的是讓學(xué)生研讀，并挖掘支持自己觀點(diǎn)的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
設(shè)計(jì)意圖：先讓學(xué)生從文中找到表示地貌的地理術(shù)語(yǔ)，利用形象生動(dòng)的幻燈片，為學(xué)生掃清生詞及讀音障礙，然后讓學(xué)生扮演導(dǎo)游的角色，結(jié)合示意圖向游客介紹湄公河，從而達(dá)到復(fù)述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
設(shè)計(jì)思路：讀后討論，學(xué)生想象去湄公河前必備的5件物品，并說(shuō)明選擇的理由。為學(xué)生準(zhǔn)備地圖，收音機(jī)，毯子，水杯，救生圈，雨傘，火柴，手機(jī)，照相機(jī)，藥物，防曬霜等，學(xué)生小組討論，并用英語(yǔ)表達(dá)個(gè)人看法與觀點(diǎn)。
V. Summary
What have we learned in this class?
設(shè)計(jì)思路：引導(dǎo)學(xué)生反思本節(jié)課主要內(nèi)容及重難點(diǎn)。
課后習(xí)題
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板書(shū)
板書(shū)設(shè)計(jì)：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
人教版高中英語(yǔ)必修1《Unit 3 Travel journal》教案【二】
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
知識(shí)目標(biāo):
復(fù)習(xí)兩個(gè)閱讀技能---scanning, skimming;
學(xué)習(xí)本單元的部分生詞。
能力目標(biāo):
能形成文章的圖式,在圖式的幫助下自主地復(fù)述本課的主要內(nèi)容,在此過(guò)程中實(shí)現(xiàn)生詞的重現(xiàn)。
情感目標(biāo):
學(xué)生在教師的啟發(fā)下,通過(guò)師生互動(dòng)和生生互動(dòng),進(jìn)一步探究知識(shí)。在這一過(guò)程中,學(xué)生可以不斷地實(shí)現(xiàn)互相教育和自我教育,并能尋求自我發(fā)展;
學(xué)生能明白計(jì)劃的重要性,并能收獲一些與之相關(guān)的諺語(yǔ)。
教學(xué)重難點(diǎn)
形成文章的圖式,并在圖式的幫助下復(fù)述文章的主要內(nèi)容。
教學(xué)工具
課件
教學(xué)過(guò)程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
教案設(shè)計(jì)頻道小編推薦：高中英語(yǔ)教案 | 高一英語(yǔ)教案 | 高一英語(yǔ)教學(xué)計(jì)劃
教案設(shè)計(jì)頻道小編推薦：高中英語(yǔ)教案 | 高一英語(yǔ)教案 | 高一英語(yǔ)教學(xué)計(jì)劃
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1. 通過(guò)學(xué)生分享自己的旅游經(jīng)歷，用英語(yǔ)進(jìn)行交流與表達(dá)。
2. 通過(guò)略讀與找讀，使學(xué)生獲取文章主要信息，練習(xí)閱讀技巧。
3. 通過(guò)小組討論為旅游準(zhǔn)備的物品，使學(xué)生用英語(yǔ)簡(jiǎn)單的語(yǔ)言實(shí)踐活動(dòng)。
教學(xué)重難點(diǎn)
教學(xué)重點(diǎn)：利用閱讀技巧，獲取文章大意及細(xì)節(jié)
教學(xué)難點(diǎn)：用英語(yǔ)交流并進(jìn)行簡(jiǎn)單實(shí)踐活動(dòng)—旅游需要準(zhǔn)備的物品
教學(xué)過(guò)程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
設(shè)計(jì)意圖：大部分學(xué)生都喜歡旅游，老師談?wù)勛约郝糜蔚慕?jīng)歷,詢問(wèn)學(xué)生的旅游經(jīng)歷。列舉世界上著名的河流圖片，讓學(xué)生來(lái)欣賞認(rèn)識(shí)美好的河流。能有效地調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。河流圖片的展示，學(xué)生猜測(cè)河流的名字，喚起學(xué)生的學(xué)習(xí)興趣以及對(duì)大自然的熱愛(ài)。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
設(shè)計(jì)意圖：展示沿湄公河的地圖，引起學(xué)生的興趣，讓學(xué)生觀察地圖，說(shuō)出湄公河流經(jīng)的國(guó)家，為隨后的閱讀做好了內(nèi)容和詞匯上的鋪墊。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
設(shè)計(jì)意圖： 略讀：學(xué)生快速瀏覽課文，尋找相關(guān)信息并搭配段落大意。點(diǎn)撥閱讀技巧：注意每段開(kāi)頭及結(jié)尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
設(shè)計(jì)意圖：1.尋找who，what，where，how，why and when等關(guān)鍵信息,讓學(xué)生把握這類(lèi)記敘文的閱讀要點(diǎn)。2. 根據(jù)圖表復(fù)述，練習(xí)學(xué)生語(yǔ)言整合與連貫的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
設(shè)計(jì)意圖：研讀課文第二段，思考至少3個(gè)形容詞來(lái)描寫(xiě)王薇，并利用文章說(shuō)出依據(jù)，目的是讓學(xué)生研讀，并挖掘支持自己觀點(diǎn)的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
設(shè)計(jì)意圖：先讓學(xué)生從文中找到表示地貌的地理術(shù)語(yǔ)，利用形象生動(dòng)的幻燈片，為學(xué)生掃清生詞及讀音障礙，然后讓學(xué)生扮演導(dǎo)游的角色，結(jié)合示意圖向游客介紹湄公河，從而達(dá)到復(fù)述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
設(shè)計(jì)思路：讀后討論，學(xué)生想象去湄公河前必備的5件物品，并說(shuō)明選擇的理由。為學(xué)生準(zhǔn)備地圖，收音機(jī)，毯子，水杯，救生圈，雨傘，火柴，手機(jī)，照相機(jī)，藥物，防曬霜等，學(xué)生小組討論，并用英語(yǔ)表達(dá)個(gè)人看法與觀點(diǎn)。
V. Summary
What have we learned in this class?
設(shè)計(jì)思路：引導(dǎo)學(xué)生反思本節(jié)課主要內(nèi)容及重難點(diǎn)。
課后習(xí)題
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板書(shū)
板書(shū)設(shè)計(jì)：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
人教版高中英語(yǔ)必修1《Unit 3 Travel journal》教案【二】
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
知識(shí)目標(biāo):
復(fù)習(xí)兩個(gè)閱讀技能---scanning, skimming;
學(xué)習(xí)本單元的部分生詞。
能力目標(biāo):
能形成文章的圖式,在圖式的幫助下自主地復(fù)述本課的主要內(nèi)容,在此過(guò)程中實(shí)現(xiàn)生詞的重現(xiàn)。
情感目標(biāo):
學(xué)生在教師的啟發(fā)下,通過(guò)師生互動(dòng)和生生互動(dòng),進(jìn)一步探究知識(shí)。在這一過(guò)程中,學(xué)生可以不斷地實(shí)現(xiàn)互相教育和自我教育,并能尋求自我發(fā)展;
學(xué)生能明白計(jì)劃的重要性,并能收獲一些與之相關(guān)的諺語(yǔ)。
教學(xué)重難點(diǎn)
形成文章的圖式,并在圖式的幫助下復(fù)述文章的主要內(nèi)容。
教學(xué)工具
課件
教學(xué)過(guò)程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
教案設(shè)計(jì)頻道小編推薦：高中英語(yǔ)教案 | 高一英語(yǔ)教案 | 高一英語(yǔ)教學(xué)計(jì)劃
教案設(shè)計(jì)頻道小編推薦：高中英語(yǔ)教案 | 高一英語(yǔ)教案 | 高一英語(yǔ)教學(xué)計(jì)劃