travel-journal教案

1教案设计一、教案背景（1）Letthestudentscollectsomeinformationaboutthegreatriversintheworld,includingsomepictures.（2）Previewthetext.二、教学课题Unit3traveljournalJourneyDowntheMekong三、教材分析Inthisperiod,theteachingemphasiswillbeputondevelopingthestudents’readingabilitybydealingwiththepartsReadingtask.ThereadingpassageisthefirstpartofJOURNEYDOWNTHEMEKONG.Itgivesstudentsthebackgroundaboutthebiketrip,especiallytheplanningthatwentintoit.Thispartalsointroducesstudentstothefouryoungpeoplewhomadethetrip:WangKun,thewriterofthejournalandhissister,WangWei,andtheircousinsDaoWeiandYuHang.ThissectionalsointroducesstudentstomanyofthegeographicaltermstheywillusethroughouttheStudents’BookandWorkbookparts.【教学重难点】1.Developthestudents’readingabilitybyreadingandcomparingdifferentstylesofpassages.2.Developthestudents’readingabilityespeciallytheabitityofunderstandingimpliedmeanings.【教学方法】1.Task-basedteachingandlearning2.Cooperativelearning3.Discussion【三维目标】Knowledgeaims:1.Getthestudentslearnnewwordsandexpressionsinthispassage2.GetthestudentstolearnThePresentContinuosTensetoexpressfutureactions.2Abilityaims:Developthestudents’readingabilityandlearntousesomereadingstrategiessuchasskimming,scanning,andsoon.Emotionalaims:1..stimulatthestudents’lovefornaturebygettingthemtoknowthegreatnessofariver.2.Developthestudents’senseofcooperation.四．教学过程Step1：Leadin【图片】Brainstormingsomequestions：Doyouliketraveling?whydoyouliketraveling?Wherehaveyoueverbeenbefore?3Showthechartandaskstudentstodiscussitinpairs.设计意图：利用图片导入，能激发学生的学习兴趣和背景知识，而且也激发学生的阅读动机。Step2pre-reading【师生互动】4Doyouanyfamousriversintheworld?Canyouguesswhatthenamesoftheseriversare?NileAmazonYangtzeRiverYellowRiverAccordingtothesepictures,ifyoucouldfollowtherouteofonlyoneofthem,whichonewouldyouchoose?设计意图：展示几张河流图片让学生猜测，选择两个学生回答问题“whatriverisit？”学生对中国的河流比较熟悉，能快速调动课堂气氛，并为引入课文创造创造时机。Step3ReadingTask1.SkimmingThestudentsreadthepassagequicklyandanswerthequestion:(1).WhatareWangKunandWangWeigoingtodo?(2).Whatarethemainideaofthepassage.设计意图：梳理清楚课文线索,为各个环节的理解和开展做铺垫。整体粗读，领略内容大意。Task2.ScanningGothroughComprehendingExercise1andmakesurethestudentsknowwhattodo.LetthemreadthewholepassageagaintolocateparticularinformationandanswereachquestiononPage19.5Step4Readingforcomprehending【学生活动】Task1Trueorfalse1.DaoWeiandYuHuangbelongtotheHannationality.2.SomeoftheDailiveinWesternYunnan.3.TheMekongRiverisinChinaanditincludestheLancangRiver.4.AlthoughitisnoteasytotravelalongtheMekongRiver,WangWeiinsistedondoingso.5.TheTibetanMountainwheretheMekongRiverbeginsis5,000metershigh.设计意图：分段阅读课文，由整体向部分进行阅读，以捕捉具体的细节信息，这就加深学生对文章的整体脉络与重要细节的把握，以达到全面深刻理解文章的目的.Task2SummaryWangKunandWangWeihave_________abouttakingagreatbiketrip.whenthey__________fromcollege.They_______to_____alongtheMekongRiverwiththeir________.WangWeiisvery_________.Oncesheis__________todosomethingshewillnever_______hermind.AlthoughitisdifficulttotravelalongtheMekongRiverbybike,she________thattheyfindthe________oftheriverandbegintheirjourneythere.设计意图：让学生自选以王坤或王薇的身份向全班复述旅行的梦想和计划，也可以结合自身实际，讲述曾经或将来的旅行梦想和计划。通过假设情境引发思考，让学生能通过体验学习，感悟语境，实践语言，以达到强化学生语言意识，积累语言经验的目的。Step5DiscussionHaveyoueverbeentoanyplacesofinterest?Whatisthemostexcitingplaceyouhaveeverbeento?Trytodescribetheplaceforus.设计意图：将学生学的知识从课本引申到现实，从抽象过渡到具体，让学生学会介绍自己曾经去旅游过的景点，学以致用。Step6Assignment(homework):1.Reviewthetextagainandfindtheusefulwordsandexpressions.2.Retellthetextusingyourownwords五．TeachingreflectionFromlearningthetextJourneydowntheMekong,Letthestudentsknowsomethingabouttheriver.Afterlearning,studentswillbestimulatedtolovethenature.Finally,studentscanusethewordsandexpressionslearnedfromthetexttotellaplaceofinteresttheyhavebeento.