Using LanguageⅠ教学目标设计

教材分析】

本单元围绕traveling这一主题开展听、说、读、写多种教学活动。这个话题能激发学生热爱旅游，热爱生活，热爱大自然;同时培养他们的想象力发散性思维和事实求是以及科学探索冒险精神。

在经过前几个课时“热身”(Warming up)，“读前”(Pre-reading)，“阅读”(Reading)，“理解”(Comprehending)，“语言学习”(Learning about Language)和“语言运用”(Using Language)部分中的第一方面综合训练部分后，学生对本单元的话题已形成基本框架，同时也掌握了----些新单词来描述旅游，这些都为学生语言运用打下基础。本课时涉及到“Listening”围绕中心话题，讲述王薇和王坤在去往大理与表兄弟会面的路上与一个老挝女孩的对话。“Reading and writing”先让学生了解diary和journal的区别，通过找出课文中的“real”和“unreal” things ，加深对课文的理解，然后要求学生围绕话题写一封短信。

【学生分析】

学生的发展是英语课程的出发点和归宿，我们教师在教学设计以及教学过程等方面应突出以学生为主体的思想。高中生学习基础、学习能力参差不齐，两极分化严重。因此需要多层次地、多方位的教学。

本课时的教学活动是在学生学了Travel的基础上，进一步要求对语言的运用。因此学生已有相关的知识铺垫，为本课时的学习准备了一定的常识和知识基础。另外本课时的话题贴近学生生活实际，教师可充分利用学生已有的生活经验，并结合所学语言知识，使学生对语言学习感兴趣。

【教学目标】

根据英语课程标准对该年级学生的要求，结合本单元的实际教学，本课时的教学目标如下：

1、语言知识目标

1). 单词record topic familiar brave 2).祝愿和告别

(Good wishes and farewells)

a)Have a good day / time! Have a good journey / trip! Good luck! Enjoy yourself! Best wishes to you.Happy New Year! Merry Christmas! Happy birthday! b)Thank you.You, too.The same to you. 2、语言技能要求

1)、学生能听懂就话题而展开的问答，和同伴展开讨论。

2)、学生学会阅读文章，了解大意并就问题和同伴展开讨论，了解和传递信息。

3)、在理解文章的基础上，运用所学的语言，围绕话题，完成写作任务。

3、情感目标

1) 激发学生的想象能力,培养他们的事实求是以及科学探索冒险精神。

2)培养小组合作精神。

3)培养学生的写旅游日记的方法描述旅行见闻意识。

4)培养学生乐观、积极、向上的人生态度

4、学习策略：

学会合作学习，自主学习，主动探究;积极参加课堂活动，提高语言应用能力。

5、教学理念

1)、探究式和合作学习教学理念。本节课我多次组织各种形式的合作学习，如group work, comparison 鼓励学生通过体验、讨论、合作和探究他们自己感兴趣的问题并自主解决问题，强调让学生在中习得英语。同时还可培养学生的合作精神和互助的精神。

2)、任务型教学理念。学生在做中学、在做中练、在做中巩固。在教学中采用presentation-practice-production 教学环节。本节课共设计了

8 个任务，不仅可以拓展学生的知识，更可以培养学生的学习兴趣，以致提高学生综合运用英语的能力。

3)、循序渐进的分层教学理念。教学由简到繁，由易到难。考虑到学生存在着如智力、兴趣、性格、学习方式等方面的差异，老师在设计教学时能够做到多

个层次，多个纬度切入主要学习任务，并根据学生情况，在相应的难度和层次上都给学生建立一个活动空间,让不同程度的学生有机会参与语言的实践。

4)、根据克拉申(krashen)的输入假说：“写是输出的过程，是在前面多方式、多渠道的足够可理解输入的情况下，而达到的自然输出。

【教学重难点】

重点：

1、指导学生掌握并巩固好课文的生词、短语、句型。

2、指导学生培养他们的想象力发散性思维和事实求是以及科学探索冒险精神。

3、了解diary和journal的区别

难点：

1、了解diary和journal的区别并且找出课文中的“real”和“unreal” things。

2、培养学生的写旅游日记的方法描述旅行见闻意识，提高语言应用能力。

【设计理念】

根据上述教材特点，我本着《英语课程标准》以学生“能做某事”的教学目标，尽量避免单纯传授语言知识的教学方法，而设计采用“任务型”教学途径，针对学生实际水平，立足教材，适当活化教材，

设置难易程度不一的任务，适合不同层次的学生。让“师本”走向“生本”，突出学生主体，着眼学生的发展，关注学生情感、态度、行为表现，尊重学生的个体差异，尊重学生已有的知识，以“参与即得分”的方式鼓励学生关注课堂，适时表扬。并采取多媒体辅助教学手段，吸引和组织学生积极参与课堂。学生通过小组比较，与同伴讨论、合作，主动探究等学习方式，学习和运用所学知识，从而实现目标的达成。

【教学过程】

Step1 Listening Task1.Leading-in and pre-listening

T: Last class we learned part 2. A night in the mountain .and we know Wang Kun and his sister Wang Wei stayed in the Tibetan mountains for a night .(展示图片)

T : Are they eager to see their cousins Dao Wei and Yu Hang ? Ss: Yes .... T: Can you guess what they will do the next morning ? S1: They will still stay in the mountain . S2: They will travel along the Mekong River . Ss: .... T: Who are right ? Let’s listen to part 3(page23) Chatting with a girl . On the way to meet their cousins, the two travelers see a girl (G)walking along the road.Wang Kun (WK)stops to speak to her.Please tick the words you hear on the tape. Ss: .... 设计意图：采用简单的提问式展开师生对话，利用图片复习课文内容、同时提出新的问题形象的导入，激发了学生的学习兴趣与好奇心，活跃他们的思维，以利于有效地组织教学。

Task2.post-listening T : What have you got from it ? Ss: A girl from Laos is talking with them about the Mekong River such as forests, mountains, Laos, Tibet, fish and waterfalls etc.

T: let’s listen for a second time .

T: Who can fill in the chart on the blackboard ? Ss: (cheering up ……)

(以男女生为两个团体，让他们分组讨论答案，然后各派代表发表意见，培养学生的合作精神和互助的精神) Task3.Dialogue Ask students to read the listening material in roles .One is the Laos girl and the other is Wang Kun Ss: .... Step2.Reading Task1.fast-reading T: Do you know what are the differences between diary and journal ? Ss: (thinking) T: Next the passage will us what they are .

Ss: (fast-reading) T: diary : personal record how they feel soon after things happen . journal : isn’t personal ; has different purpose ; record their experiences ideas and afterthought about what they have seen ;better understand what has happened to them ;topics including people ,things and events less familiar to the readers . Task2. Comparison T : In this unit ,we have learned the first two parts of a travel journal .Some of the things described in these travels are real and some are not real . Ss: What is“ real ”and“ unreal ”?

T: The word "real" here refers to things that exist or have happened.So the things that are not real refers to anything that doesn't exist or hasn't happened.In other words, the people and events described in this journal are fictitious. T: And we know the real and unreal things in a travel journal .Next let’s have a group work .Try to find out some of the things described in these travels are real and some not real .Compare your lists with group mates about and discuss the differences in your list. Ss: .... (divided into several groups with 3-4 students.) T: Answers will vary since lists will vary in length. Real details include anything about the geography of China and Southeast Asia, and the people who live there.Also, the places the bikers visit are real details.For example ,The source of the Mekong is in Qinghai province. T: Unreal details include anything about the four bikers and their personal experiences.e.g. It was so quiet in the mountain that night --there was almost no wind ,only the sound if the fire . 设计意图：学生通过寻找课文中的具体例子，不仅可以熟悉课文的单词、句型，而且可以了解如何去描述旅游日记，可理解的输入为写作做语言上的准备

Step3.Wrting

Task1.Pre-writing T: Suppose you are a friend of Wang Wei .She will make a journey down the Mekong River What will you say to wish her when she leaves ? S1: I’ll say “Have a nice /good time or Have a nice /good trip ”.

S2: Good luck on your journey . S3: Say hello to your cousins S4: Take care ,write to me , waiting for your early reply . Ss: .... T: Yes ,quite right! T: Imagine that you are a friend of Wang Wei .Write a short letter to her and ask her to describe : how she feels , what she is doing ,and some place you want to know about .Then wish her well on her journey by using at least two of these expressions: Have a nice /good time Have a nice /good trip Good luck on your journey Say “unreal” to ...

Take care write to me waiting for your early reply Have fun Give my love /best wishes to .... T: You may begin like this: My dear brave little Wei, How I worry about _____ and _______. Your friend forever, _______________ 设计意图：必要的语言输入为学生的写作的输出作了充分的准备。

Task2.Writing Ss: Writing the letter according to the requests. Sample writing: My dear brave little Wei,

How I worry about you and Wang Kun! Are you enjoying your trip? I hope so.What are you doing now? Are you in Cambodia yet? When you get to Phnom Penh, tell me about the Buddhist temples there.Please send some photos with your next letter! Well, have fun and don't forget to write to me! Say Hello” to Wang Kun for me.Good luck on your journey. Take care! Your friend forever, Ju Lin Task3.production-show 设计意图：作文展示评价(同伴评价，集体评价，教师评价

) 同伴评价实际上是合作形学习的一种形式，其重要理论基础就是考卡夫(Kafka, K)最早提出的“群体动力理论”(group dynamics)。

Step4.Homework 1、记本单元的单词、句型、词组。

2、就你写给WangWei 的信，假设你是WangWei请以她的名义写一封回信。

设计意图：

熟记所学语言知识，养成良好学习习惯。学生通过课文的学习，小组讨论，相互的交流，已做出了较为深入的思考, 接收了大量的信息，

学生能用英语进行一些表述。为进一步达到语篇建构的目的，写是一个重要的环节。通过书面表达，学生能更好地学会整理思路、组织素材、组织语言、遣词造句等书写的方法和策略。同时通过对写回信,使整个单元的教学富有整体感,使学生所学知识更有连贯性。