教学设计方案

题目

unit 3 Travel journal

Journey down the Mekong

年级学科

高一英语

课型

信息技术与

学科整合课

授课教师

林彩霞

工作单位

廉江中学

教学目标

1. Know some information of the Mekong River.

2. Learn about Wang Kun and Wang Wei’s plan and their preparation for their great bike trip.

教学重难点

关键

1. Get a general idea of the passage.

2. Find out wang Kun and Wang Wei’s plan and their preparation for their great bike trip.

教学方法

PPT演示，小组合作

运用的

信息技术工具

硬件：多媒体教室

软件：PPT，音频

教学设计思路

直观的图片展示刺激学生的感官，再通过小组合作方法让学生主动参与课堂，激发他们的求知欲，为学生提供一个轻松自主的学习环境，进而引导学生加强对文化内容的理解，增长学生地理方面的知识，培养学生的综合语言运用能力。

教学过程

设计意图

时间安排

Step 1: Lead-in.

1. Do you like traveling?

Have you ever travel along a river?

2. Guessing Game:  

Here are some famous rivers in China. Do you know their names?

3. The Mekong River

The Chinese part of the river is called the Lancang River and after flowing in other countries the river is called the Mekong River.

4. Can you list the countries that the Mekong flows through?

Step 2. Reading

1. Read the whole passage quickly and decide Which is the main idea of the passage.

2. True or false.

1) Wang kun and Wang Wei have dreamed of a long bike trip for a long time. (  )

2) Wang kun is a high school student.  (  )

3) Dao Wei and Yu Huang belong to the Han nationality(民族，国籍) . (  )

4) The Mekong River is in China and it includes the Lancang River. (  )

5)They wanted to take a trip from the beginning of the Mekong River to its end . (  )

3. Answer the questions.

1.What was Wang Kun and Wang Wei’s idea of a good trip?

2. Who planned the trip to the Mekong?

3. Where is the source of the Mekong River and which sea does it enter?

4. What difficulties did Wang Kun and Wang Wei find about their journey?

Step 3. Summary

     Wang Kun and Wang Wei have _________ about taking a great bike trip. when they __________ from college. They _______ to _____ along the Mekong River with their ________. Wang Wei is very _________. Once she is __________ to do something she will never _______ her mind. Although it is difficult to travel along the Mekong River by bike, she ________ that they find the ________ of the river and begin their journey there. Finally, Wang Kun had to ______ ____.

Step 4. Retelling：

Step 5. Homework.

1. Do the Exercises on page 19.

2. Pay more attention the phrases and expressions in the text.

导入部分引起话题，通过猜测游戏让学生欣赏祖国著名河流的壮丽风光，进而引出湄公河的话题。通过地图的查看湄公河的流向，并列出湄公河流经的国家，一方面让学生对主人公旅行的路线以及见闻有一个大致的了解，从而更好地理解课文，另一方面也启发学生关注途经国家的文化信息，增强文化意识。

Reading通过大意猜测，对错判断以及问答练习让学生掌握文章的大意，了解文章主人公王坤和姐姐王薇的旅行意图和计划，并找出他们的旅行路线。分析河流的特点和流向，找出沿途所要经过的地形，增长学生地理方面的知识，开阔了他们的视野。

summary帮助学生梳理文章的脉路，找出相关的信息进行填空，提高学生的阅读能力。

Retelling 部分让学生更好地梳理文章的大意，为学生提供了锻炼语言表达能力的机会，给学生提供了展示自我的舞台。

5’

20’

5’

10’

板书设计

unit 3 Travel journal

Journey down the Mekong

key words: ever since, persuade, graduate, graduation, schedule, be fond of, stubborn, determine, change one’s mind, give in