2022年教学设计参考模板 .pdf

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1、学习好资料欢迎下载附件 2：教学设计参考模板高一必修一第三单元 Travel JournalPeriod1 Reading & Talking课堂教学设计学科英语年级一教学形式任务型教学法；小组合作学习；演绎法；反思性学习教师文艳丽单位掇刀石中学课题名称学情与教材分析一、教材分析要点：本单元的中心话题是“ 旅游 ” ，通过旅游日记的方法描述旅游见闻。课标内容：二 . 语言技能：学习用英语表达祝愿和告别以及交通方式；学会在准备出行之前与同学用英语讨论、制定旅游计划， 通过上网查阅相关资料以及写信向朋友或知情人作一些必要的咨询，以了解旅游常识以及旅游必备的手段和必备的费用等；学会在旅游期间或旅游结

2、束后用英语写游记供自己欣赏和他人参考，养成用英语写游记或日记、学会思考和倾诉的良好习惯，从而提升用英语与人沟通、 思考问题和解决问题的能力以及写作能力。听：准确掌握听力材料中的升调和降调，迅速获取文章中的旅行方式、旅行路线以及时间、地点、 人物等重要信息。说：用地道、规范的句子向别人告别或表达祝愿；能够熟练使用现在进行时表述自己对未来的打算。读：阅读本单元课文及相关旅游文章，能够从文章中获取主要信息，克服像地点名、民族名，民族特点的节日名称的障碍。写：能够写一篇游记，要求做到：思路清晰，语言简练，并能正确表达自己所做之事、所到之处以及自己的感受。语言知识：学习本单元22 个新单词、 2个新短语

3、以及用现在进行时表示将来含义的用法。话题：Travelling; describing a journey教学目标Teaching goals: 1. To have a better understanding of the main idea of the passage.2. To conclude Wang Weis and Wang Kuns attitudes toward the trip3. To talk about how to prepare for the travel journal both on physical and material aspects.Lang

4、uage focus (here are some language items and structures):New words: persuade; stubborn; properly; determined；change her mind; give in.教学过程与方法Step 1. I. Pre-reading 1. The world has many great rivers. Ask the students if they could travel down only one of them, which one would they choose? Why?通过多媒体向

5、学生提供一些风景名胜的图片引导其进行热烈地讨论。T: Ask the students to guess the names of the rivers. S: Try to name the rivers. (A map of China and some pictures of the rivers are shown on the screen.) 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 4 页学习好资料欢迎下载 (通过地图以及河流的图片来增长学生的地理知识，从而引发学生的兴趣，从而引出课题。 ) 引出 the Lanca

6、ng River and ask: What about the Mekong River? - Part of it is in China, too! 2. We are going to take a trip to the Mekong River and take off. Ask: Do you know what counties the Mekong River flows through? (Look at the map of Mekong River and point out the countries it flows through.) (Key: China, B

7、urma, Laos, Thailand. Cambodia & Vietnam) Show pictures of the countries Ask: Can you tell the differences between the Mekong River and the Lancang River ? (Look at the map carefully.) Answer: The Chinese part of the river is called the Lancang River and after flowing in other countries the river is

8、 called the Mekong River. Step 2. Reading 1. Listening Say: After reaching the Mekong, an old man told us a story about the journey in the Mekong of a boy and a girl . T: Ask the students to listen to the tape about the story. (Before listening, show some new words and expressions: persuade stubborn

9、 properly determined change her mind give in) Listen to the text with 4 questions: 1. Who are Wang Kun and Wang Wei? 2. Who are Dao Wei and Yu Hang? 3. Where it the source of the Mekong River and which sea does it enter? 4. What can you see when you travel along the Mekong? 1)让学生听录音带，边听边找出问题的答案，从而锻炼

10、他们的听力以及他们提取信息的能力。2)丰富学生的地理知识，对邻国有更好的理解。3)充分发挥学生学习的主动性，让学生学会从地图中提取和综合信息的能力。2. Detail reading Read the text aloud. 1). Complete the form Their dream Taking a great bike trip Their journey Finding the source. Along the Mekong River from the source . Their preparation 1.They bought expensive mountain bi

11、kes. 2.Wang Wei got their cousins interested in cycling. 3.They turned to the atlas in the library.The Mekong River 1.begin/glacier on a Tibetan mountain/ small/clean/cold. 2.move quickly/pass through deep valleys 3.half/in China/Lancang River. 4.wide brown and warm/enter 2). Fill in the blank Simil

12、ar attitudes about the trip Difference attitudes about the trip Both Wang Wei and Wang Kun think精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 4 页学习好资料欢迎下载1. taking this trip is a dream that comes true. 2. that they will enjoy this trip a lot. 3. that most of the Mekong will be found in Southe

13、ast Asia. Wang Wei believes1. that they must start in Qinghai where the river begins/see all of the Mekong. 2. that they dont need to prepare much.Wang Kun believes. 1. it is too cold and high to start in Qinghai. 2. that using an atlas is very important. Students work in pairs to discuss the follow

14、ing open question: 1. Is it a difficult journey to cycle along the Mekong? Why? Step 3. Talking 1. Fun time Imagine that you are helping the cyclists to prepare for their trip down the Mekong. You need to choose what you will take with you. The following I will give you something to choose and write

15、 down their names as many as possible. (Show pictures) 2. Talking Ask the students to write down as many words as possible. This activity requires students to think critically and learn to be resourceful. Step 5. Summary In the last minutes, the students are asked to translate some difficult sentenc

16、es in the passage. Homework: 1. Read the text again and find out the useful words and expressions. 2. Ex 1, 2, 3 on P20. 1. Who are Wang Kun and Wang Wei? 2. Who are Dao Wei and Yu Hang? 3. Where it the source of the Mekong River and which sea does it enter? 4. What can you see when you travel along

17、 the Mekong?Homework: 1. Read the text again and find out the useful words and expressions. 2. Ex 1, 2, 3 on P20. 1.本堂课使用多媒体教学，旨在体现并调动学生英语学习的积极性，为学生创设了良好的英语交际环境。学生显得乐学，善学，提高了他们自主探究的兴趣，在感悟语言的基础上积极的开展英语思维活动。学生参与方式较好， 积极性高。 在这堂课中， 注重 “ 以人为本 ” ，发挥学生的主动性, 充分体现以学生为中心的教学理念。2.课堂设计合理，结构流畅，成功的达到教学目标。教师不仅是知识的传

18、授者，还成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者，除了传授学生必要的语言知识外，还重视学生的个性和兴趣。在这堂课中，教师通过多媒体技术，为学生创设各种语言学习环境，提供丰富的教学资源，拓宽了学生的学习渠道和学习方式。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 4 页学习好资料欢迎下载1.整堂课师生，生生互动性强，在自主、互动、探究的方式中展开课堂教学，充分挖掘课文内容的内涵和外延，联系学生的生活，建构新知。2.以任务型为教学原则，本案例的每一个任务都是围绕学习者“ 学” 的角度设计的。 通过小组活动， 培养合作探

19、究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求,实现了英语在真实情境中的应用。3.充分利用多媒体技术，在信息技术的支持下，改善学生的学习方式，提高教学效果。学生在学习的过程中，学会了通过多种途径获取信息、整理信息、归纳信息、传递信息的能力，判断和识别信息的能力，并恰当地利用信息解决问题的能力。通过使用网络和电脑，培养学生收集信息，处理信息的能力。学生在不断的体验中乐于探究、勤于动手、激发探索和创新的欲望，也为学生应用现代技术手段提供了施展空间。单位：掇刀石中学姓名：文艳丽日期 :5 月 10 日精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 4 页