当前位置 :项目首页 > 教学计划 > 正文

模块1第三单元阅读课教学设计

 一、概述
1. 本单元的话题是“Travel Journal/ 旅行日志”。通过本单元的学习让学生思考什么是旅游？为什么旅游？
2. 教学时间为1课时，45分钟。
3. 本文是记叙文，话题学生比较感兴趣，但是文中部分语句难度较大。
二、教学目标:
1. 熟练掌握本文中的词汇：journal;prefer;ever since;persuade;graduate;organize等
2. 培养学生快读阅读和仔细阅读的能力，掌握有效的阅读方法。
3. 了解湄公河的相关知识，讨论和理解旅行前和旅行中应做的工作。
4. 了解游记这一写作体裁。
三、教学重点：
1. 了解湄公河的相关知识，提高文化意识；讨论和理解旅行前和旅行中应做的工作。
2. 培养学生快读阅读和仔细阅读的能力，掌握有效的阅读方法。
四、教学难点：
对所学知识进行加工、处理和学习，形成有效的学习策略。
五、教学手段：
多媒体教学
六、教学过程：

Step1: Lead-in

设计问题：Imagine that you are in a holiday, you and your family are planning to go to some places for a visit. Which of the following places are you going to visit? How do you plan to get there?

（设计意图：PPT上呈现的地点按照距离远近排列，有学生熟悉的冰臼白云山，还有较远的上海北京。这些地点学生都比较熟悉，容易调动他们的积极性。通过讨论和问题回答，能够培养学生的语言表达能力。）

Step2: Pre-reading

设计问题：Look at the map on page 18 and list the countries that the Mekong River flows through.

 _______→_______→_______→_______→_______→_______

标题分析：Journey:travel  Down:along   The Mekong: the river

（设计意图：让学生在进入文章阅读之前，通过地图了解湄公河的流经国家；通过对标题进行近义词替换和解析后，让学生能够更好地理解和猜测文章内容）

Step3: Reading

Skimming: Match the main idea with each paragraph

  Para.1         A. Preparation

  Para.2         B. Different attitudes

  Para.3         C. Dream

（设计意图：总结段落大意，提高学生地段落大意总结能力。）

Detailed Reading:

 Para1: True or False

A. Only Wang Wei and Wang Kun are going to cycle along the Mekong River. (  )

B. It was Wang Kun who first had the idea to cycle along the Mekong River. (  )

C. The Chinese part of the Mekong River is called the Lancang River. (  )

 Para2: Answer the question

  Q: What difficulties did Wang Kun and Wang Wei find about their journey?

  A: The journey will begin at ____________________________ meters, where _______________ and _________ .

 Para3: Answer the questions

Q1: Where is the source of the Mekong and which sea does it enter?

A1: A1: The source of the river is in __________________ and it enters ___________________.

Q2: What can they see during the journey down the Mekong? Underline the words.

（设计意图：分段阅读，锻炼学生获取信息和加工信息的能力，让学生对文章内容有更详细的了解。）

Pair Work:

  What do you think about Wang Wei and Wang Kun? Find evidence(证据).

  Wang Wei: _____________________________________________

  Wang Kun: _____________________________________________

（设计意图：让学生进行生生互动，通过文章的描写总结两人的人物特点，锻炼学生的总结概括能力。）

Step4: Summary

Ever since middle school, my sister Wang Wei and I have ______________ taking a bike trip. Two years ago, she bought an expensive bike and _________ me ___ buy one. It was ________ who first had the idea to cycle along the Mekong River. After ___________ from college, we got the chance to take a bike trip. _________ she didn’t know the best way to get to places, she insisted that she _______ the trip properly. ___ a stubborn girl, once she has ______________, nothing can change it. 
  When I told her that our journey would begin at _____________ more than 5,000 meters, she seemed to be excited about it. Before our trip, we went to the library to find some maps that showed _______________________. From the maps, we could see that the Mekong River ______ in a glacier and becomes rapids as it ______________ valleys. As it enters ________________, it travels slowly through ___________ to _________where rice grows.At last, it enters ____________________.

（设计意图：在对文章进行梳理和理解之后，对文章进行总结，锻炼学生的总结概括能力。）

Step5: Discussion

设计问题：If you and your friends are planning a trip to the Mekong River, what would you take into account before taking the trip?

（设计意图：让学生进行讨论，提升单元主题意义，实现学生能力迁移。）

Step6:Homework

1. Try to find out some difficult words and sentences.

2. Find more about the Mekong River.