说课稿人教版高一英语traveljournal
教案——Unit 3 Travel Journal
Teaching material:
This unit is to introduce the travelling to us. The reading passage is the center of this unit. It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn.
Teaching objectives:
Language objectives:
(1) To help students understand and master the new words, phras and ntence patterns;
(2) To have deeper understand the topic of travelling.
Ability objectives:
(1) To grasp some reading ability such as guessing, skimming, scanning and so on;
(2) To cultivate students’ spirit of cooperation with classmates.
Emotional objectives:
To make students love our country and nature;
Analysis of the students:
Although the students have the basic abilities of learning, speaking, reading and writing, they still need many opportunities to practice what they have learned and to develop their autonomous learning ability and cooperative learning ability. Teaching important and difficult points:
Bad on the requirement of the syllabus, the important point is to help students understand the whole passage and be able talk about the travel in English.
The difficult point is to master the uful words and expressions and improve students’ ab
ility to read an article.
Teaching methods and studying ways:
Generally speaking, I adopt task-bad language teaching and communicative approach in my class. As for learning, students will master the knowledge through independent reading, discussing and cooperating.
Teaching aids:
Multi-media computer: OHP(overhead projector), tape recorder, software, PowerPoint or authorware
Teaching procedures:
Step 1: lead in and pre-reading
It will spend 7mins. At the beginning of the class, I will lead in the reading material by the following two activities:
First I will ask the students to discuss in pairs and answer the question "How do
people who live beside a river make u of it in their daily life?” My purpo of this activity is to remind the students the importance of the river, thus stimulate the students' awareness of protecting the rivers.
The cond activity is that I will show the students a picture of the Mekong River and ask them to look at the map on page 18 and to list the countries that it flows through. This activity leads in the while-reading.
Step 2: While-reading
While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the students to predict what will talk in the text according to the title. It can exert the students ' imagination.
1. Fast reading (6mins)
During fast reading, I will ask the students to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first ntence or the last ntence, but this text is not. So the main idea of each paragraph will be matched becau the students are lack of the skill of summarizing the main idea by them.
2. Intensive reading (10mins)
While reading, I will make students try to find the detail information about the story by discussing and answering the following questions:
In paragraph two, I will ask students a question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the students develop their ability of summarizing.
In the last paragraph, I will ask students two questions “How does the water of Mekong River change?” and “What can you e when you travel along the Mekong River?” Both quest ions are required to answer in keys word. After answering the questions, students can gain a deeper understanding on the Mekong River.
At the same time, let the students learn the new words, such as ever since, persuade, graduate from, schedule, be fond of, shortcoming, care about and so on. Step 3: Post-reading
In this step, I will design two activities and I will spend 10 minutes on them.
The first activity is filling in the blanks. In this activity, students are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, students are encouraged to express their attitudes. It can help the students train their ability of information-gathering and expression.
The cond activity is thinking. In this activity, I will ask the students to discuss in groups of four and try to u some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation.
