Learning about Languageppt课件教学实录

Unit 3 Travel

journal

成安一中

陈瑞霞

Journey down the Mekong Part1 the dream and the plan

Ⅰ.教学内容分析

旅游熏陶人的情操，增长人的见识；旅游锤炼人的意志，开拓人的智慧；对山川的爱恋还激发人们对祖国的爱，对生活的爱。

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。

本节课是Travel Down the Mekong第一部分The Dream and plan.讲述了王坤和王薇梦想沿湄公河做自行车旅行，并为之做准备的过程。文章分了三段，第一段讲了王坤和王薇的梦想及买好自行车，邀请表弟参加。第二段讲了王薇的决心及要面临的困难。第三段讲了他们去图书馆查阅的相关资料。

II学情分析

作为大部分来自农村的高一的学生，首先

他么们的英语基础相对薄弱，口语不太好。其次，他们对旅游没有深刻的认识。对地理知识也不太了解。但是，他们渴望了解外面的世界，对旅游充满了好奇，也渴望用英语来表达自己。

II. 教学重点和难点

Teaching Goals: 1）To develop reading ability, such as predicting, scanning and skimming

2）To learn how to describe an activity and learn about the personalities of the characters

3）To broaden students’ horizons and learn to be a serious and organized person.

Difficult point: To develop students’ ability to talk about traveling and describe a journey in English.

Ⅲ.. 教学设计思路

首先，展示学习目标，让学生明确自己的学习目标。

导入部分通过谈论自己的旅行经历,乘自行车旅行的优点. 以及对湄公河的了解，环环相扣，步步深入，导入文章的主题。通过谈论，讨论和了解等不同的方式，活跃课堂气氛,培养学生自我学习和合作探究的能力，为阅读做好铺垫.。

预测和快速阅读部分目的是教学生学会快速阅读的技巧，让学生关注段落的主题句和涉及主题的主要信息，特别是第一段最后一句话，起到承上启下的作用。

精读部分目的是培养学生从篇章中准确、高效地获取知识与信息，并加以分析的能力，充分理解课文，能够很好地输入语言知识，从而达到高效语言输出。特别是第一段和第三段中描述一个活动所用到的连接词。第二段主要分析人物性格，达到培养学生优秀的品格的目的。

对课文的总结部分，目的是让学生对文章有一个整体理解。

巩固部分目的是检查学生对语言知识运用的掌握情况。

讨论部分是本节课的重点和难点。学习的最终目的是交流运用，让学生能够

用英语流利的描述一次活动安排，同时培养学生严谨的组织能力。

最后回顾目标，自我检测是否完成目标。作业的内容是对课文的拓展和深化

Ⅳ.教学活动流程：

Showing learning goals Leading PredictioSkimming

Careful reading Consolidation Summarizing

Discussion

Showing learning goals again Homework

Ⅴ.Teaching Procedures:

Step 1. Leading-in

Ⅰ.Show some pictures to the students and ask the following questions. 1. Did you stay at home or go to some places during your summer holidays? 2. Where did you go? What did you see？

3. Which means of transportation have you tried? 【设计说明】引起学生的兴趣，谈论自己的旅行经历,从自身的感受出发，能有效地调动学生的学习积极性，活跃课堂气氛，也能为学生创设说英语的情境，训练学生的口语。侧重培养学生的口语能力。

Ⅱ.Discussion:

Discuss the following questions in groups. 1. Why do you like traveling?(group1.2 2. Why do you like traveling by bike? (group3.4) 3. What do you have to consider before your travelling? (group5.6) 通过给不同的小组分配不同的任务，进行讨论，让学生对旅游，尤其是乘自行车旅行的优点有更深入的理解以及培养学生的考虑事情周到的能力。学生分小组讨论问题，能够有效地培养学生自我学习和合作探究的能力，培养良好的学习习惯。

Sample: 1. (to broaden our horizons; to learn more about local culture and history; to relax; to make friends; to get a better understanding of

human and nature，to build up our health )

2. I like traveling by bike best, because it is a good exercise for me to ride a bike. Second, it is friendly to the environment. Another reason is traveling by bike sounds interesting and new because very few people can do it. The last reason is that I won’t suffer from motion sickness if I travel by bike. 3.A mountain bike and repair tools Clothes ,raincoat ,light and a tent Food and medicine A map and a cellphone Ⅲ..Answer the following questions 1.Have you heard of the Mekong River?

It is the longest river in Southeast Asia and the sixth longest river in the world. In China it is called the Lancang River. But out of China, it is called the Mekong River. This river begins in Qinghai Province and flows through several countries. Can you list the countries that the Mekong flows through? 通过对湄公河的了解，.进一步引入本单元的话题了解湄公河及其流经的国家，为随后的阅读做好了内容和词汇上的铺垫。美丽的风景图片给予学生强烈的直观感受，能引起学生了解湄公河的强烈欲望。侧重培养学生的文化意识。

Step 2 Prediction From the pictures and the titles of the passage. What do you think of the story is probably about? It is probably about someone’s dream

and preparations for their trip along the

Mekong

. Then ask students to read the text quickly and check whether their answer is right.

【设计说明】培养学生的预测能力，目的是让学生学根据标题，快速抓住文章主旨大意的阅读的技巧且有利于对文章的理解。侧重培养学生的学习能力。

Step 3 Skimming Ask students to read the text quickly and match the main idea of each paragraph Para. 1

a. the stubborn sister

their plan Para. 2

b. preparations for the trip Para. 3

c. Wang Kun and Wang Wei’s dream

【设计说明】目的是教学生学会快速阅读的技巧，让学生关注段落的主题句及涉及主题的主要信息，特别是第一段最后一句话，起到承上启下的作用。侧重培养学生的学习能力。

Step4.Careful reading I.Ask students to read the first paragraph together and answer the questions 1. How many people are there going for the trip? 2. What was their dream? 3. Who are Dao Wei and Yu Hang? 4. Who planned the trip to the Mekong? 5. What did Wang Wei prepare for the trip? Answers: 1 .four 2 . to take a great bike trip

3 . They are Wang Kun’s cousins

4.Wang Wei 5. Two years ago,……

Then,……

Last year ,……

After graduating,……

【设计说明】让学生带着问题阅读之后，单独回答问题，培养学生的独立解决问题的能力。第五题的设计，培养学生有条理的叙述活动的能力。然后让学生当堂背会。接着让学生进行复述练习，进一步巩固所学内容。此外，引导学生关注衔接词，了解如何更好地介绍一个活动。侧重培养学生的语言学习能力。

II.Read the second paragraph aloud freely and discuss the questions in pairs 1. What didn’t Wang Wei prepare for the trip?

2. What do you think about Wang Kun and Wang Wei? Why? Answers: 1. She didn’t know the best way of getting to places

She hadn’t looked at a map

She doesn’t care about details

2. Wang Wei: determined, stubborn, adventurous, careless, Wang Kun: careful.

serious

organized

Wang Wei’s evidence personalities stubborn She insisted that she organize the trip properly

Once she made up her mind ,nothing can change it careless, She didn’t decide when to leave and when to come back She hadn’t looked at a map yet. adventurous When I told

her the journey would begin at an altitude of more than 5,000 meters ,she seemed to be excited When I told her the air would be hard

and cold to breathe ,she said it would be an interesting experience

【设计说明】要求学生自己阅读文本，从篇章中准确、高效地获取知识与信息，并加以分析，充分理解课文，了解主人公固执、勇于冒险的性格。让学生自己归纳总结，既发挥了学生自我学习的能力，又及时将上段落所学的阅读技巧加以巩固运用，增加了学生的成就感，也培养学生们的阅读理解能力。侧重提高学生的思想品质。

III.Read para.3 silently and pay attention to the change of the water. then work in groups to find out the answers. 1. What can they see during the journey? They can see the source glacier, rapids, hills, valleys, waterfalls and plains. 2. How does the Mekong River run along the way? It begins in a glacier on a mountain__ in Qinghai Province.

The river is small , but the water is

cold and clear Then, it _moves_____ quickly. It

becomes____rapids__ as it passes through deep valleys.

After

it leaves China and high altitude, The Mekong becomes _wide____, ___ brown ___ and_ warm _____.As it enters Southeast Asia, it travels slowly through valleys_ to _plains__. At last, the river delta enters the South China Sea: 【设计说明】根据图片让学生们一起回答问题，让学生更直观且更好地掌握文章细节信息，还能有效地调动学生的学习积极性，唤起学生的学习兴趣以及对大自然的热爱。对连接词的使用，锻炼学生写作的条理性。侧重培养学生的语言学习能力和提高学生的文化意识。

Step5Consolidation .Listen to the recording and fill in the blanks Wang Kun and Wang Wei are brother and sister. They have dreamed of _1.______ (take) a great bike trip. It was Wang Wei ___2.___ first had the idea to cycle along the Mekong River. They rode bicycles to travel __3.___ the Mekong River, ___4.__ source is in Qinghai Province. __5.___ it enters Southeast Asia, it travels slowly through hills and low valleys and the plains where rive grows. Despite 6 ____ difficulties, Wang Kun and Wang Wei were

7____

(determine)to

begin their journey at an altitude of more than 5000___8.____(meter) in Qinghai Province. During their journey, they __9.____ (enjoy) the continuing change of the weather. Finally, they reached Dali in Yunnan Province, Dao Wei and Yu Hang joined them. The four of ___10.___ went on with their great bike trip. Answers:1.taking,2.that/who 3.along 4.whose 5.When 6.the 7.determined 8.metres 9.enjoyed 10.them . 【设计说明】在经过听读之后进行语言输出能够很好地帮助学生回忆课文内容，检查学生在理解文章基础上是否能够活用知识点。同时让学生学习复述的技巧。语法填空词涉及到不同的语法项目，难易结合，符合高考的要求，，可让不同层次学生都有表现的机会，感受成功的喜悦。侧重检测学生的语言输出能力

Step6.Discussion If you were Wang Kun, you scheduled a trip along the Mekong .Now write a notice to invite your classmates to go with you. Tell them your plan. The benefits

of travelling by bike and what you should do. Attention，please. .In order to…… ,I’ve scheduled a trip along the Mekong. I am writing to…..

We are going to start from….to……. by ….

On the first day, we will start at…….,where the river is

and the water is

. Then, we will pay a visit to a waterfall,….,where you will find …..In the next days, we will see ….On the last day we ……. During our journey, we will enjoy the continuing change of the weather，so please remember to bring……

.

I am sure you will have a good time. 【设计说明】给出学生写叙事的大致的结构，降低学习的难度。内容体现了本课的重点和难点。小组讨论有助于让每个学生都参与课堂活动。侧重检测学生的语言输出能力和培养学生的思维品质。

Step7. Homework 1. What knowledge can they get after the great bike trip? 2You have just been back from a trip. Suppose you are the guide of the trip,

describe the trip. Write down in your exercise books. 【设计说明】对课文的拓展和深化，同时也是教学的升华。

课后反思

教学成功之处：

1为本节课自制的教学课件，节约了课堂时间，增大了课堂容量，课堂显得紧凑有序。课件中采用的一些生动形象的图片，活跃了课堂气氛，调动了学生参与阅读的积极性，使学生读后对湄公河更深入的了解，同时通过对王坤和王薇人物性格的分析，让学生认识到做任何事情要认真，严谨，有组织，有条理。拓展了学生的视野。

2.新理念下的阅读教学模式，注重引导式教学。从学生实际水平出发，把课设计得简单适合学生，从而使课堂气氛活跃，学生积极参与。

教学环节导入环环相扣，浑然一体。整个教学过程的设计符合学生的认知规律，由易到难的活动设计引导学生进行探究式学习。在老师指导下学生逐渐参与阅读的各个活动，体现了学生学习的主体地位和教师的主导作用，通过师生互动、生生合作、分组讨论等形式，在整堂课中贯穿着对学生运用相关的阅读策略等各种阅读能力的培养，来实现知识的有效迁移。

学生在本课结束后，能清楚地了解文章内容，王坤王薇的梦想、王薇的鲜明的性格特征和湄公河的基本情况；并明白我们应该做一个有条理，认真，严谨的人。当描述一个活动时，应恰当地使用衔接词使得文章内容连贯。

教学不足之处：

语调平缓，缺少激情。