Listening and vocabulary优秀教学设计

教学设计

第二课时

阅读课

二、教材分析

本单元的中心话题是加拿大——通过两位女孩李黛玉与刘倩的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。阅读Reading部分是篇游记，以日志的形式记述了李黛玉和刘倩去加拿大看他们的表兄妹的途中见闻，向我们展示了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。本文对加拿大的介绍涉及面较宽，但没有详述。学生们通过学习，了解加拿大的风貌，同时基于在《高中英语（必修1）》中第三单元《travel journal》的学习，进一步了解旅行日志的写作。总的来说，Reading部分以直观流畅的“游记体”形式向学生展示了加拿大的风情，课文内容不难理解，本课教学的关键在于通过文章的速读让学生快乐轻松地感知加拿大的基本概况和宜人的风土人情，并学会条理地写出旅游过程中的所见所闻。

三、

学情分析

1. 高中阶段的学生对探索世界存有兴趣，能怀揣着较强的好奇心和求知欲，积极参与集体活动，并希望自己所在的集体表现突出，但大多数学生有胆怯心理，不太愿意主动站出来表达个人观点和提出问题，有必要通过课堂的交际活动加强这方面能力的训练。

2.通过初中阶段和高一大半年的学习，学生已经具备一定的语言知识和语言技能以及独立思考的能力，掌握了如何运用略读、寻读来理解大意、获取信息等学习策略，但口语表达和阅读方法的使用并不是很好。并且文章的篇幅较长，学生对背景文化知识的缺乏，这些会对学生理解文章产生一定的困难。

3. 本班学生是艺术特长生,英语基础存在一定差异。

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四、

教学目标设计 1. 知识目标：

学生通过阅读两位女孩李黛玉与刘倩的加拿大之旅,学习了解加拿大的风土人情。

2. 能力目标：

练习阅读能力，包括快速阅读和信息查找等；学习如何描述旅游地点，如李黛玉和刘倩参观的地方；理解文章内容，完成预设的问题任务。

3. 情感价值观：

带领学生体验具有异国风情的旅行，唤起学生对社会自然的热爱。

五. 教学重点、难点

教学重点：阅读能力的培养和阅读技巧的训练，如快速阅读找出主旨大意和精读课文获取相关的信息，培养学生的获取信息、处理信息、分析问题和解决问题的能力。

教学难点：总结概括写游记的一些方法，学生能够通过合作共同完成任务。

六. 教学方法 1．演示法：相关的图片、视频等显示给学生看，便于学生更加直接感受，了解加拿大的风土人情，将抽象的知识变得更加形象。

2．任务驱动教学法：将所要学习的新知识隐含在一个或几个问题和小组活动之中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。

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3．多媒体辅助教学法：把有关加拿大的文本、图片、声音和视频等信息融合在课件中，可以增加课堂信息量的输入并发挥学生的多种感官的作用，激发学生学习兴趣，提高教学效率。

七、教学过程设计

Step 1 Leading-in （导入）

Step 2 Warming-up (热身) Step 3 Pre-reading (读前活动)

Step 4 Reading （阅读）

Step 5 Comprehensive-reading （阅读理解）

Step 6 Group-work (小组合作) Step 7 Homework

（作业）

具体教学步骤：

Step 1 Leading-in

Introduce the topic of Canada.

Show two pictures of Norman Bethune for the students to answer the question: Which country do these pictures remind you of? The purpose of this part is to stimulate the students’ interest and naturally lead to the topic of the reading passage. Step2 Warming-up Get the Ss to do a quiz to see how much do they know about Canada.

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The purpose of this part is to see how much do the Ss know about Canada. Step3 Pre-reading Get the Ss to watch a video to know more about Canada. By doing this, the Ss can have a vivid image of Canada and get to know Canada in different ways. Step4 Reading Task1–Skimming The students are asked to skim the text quickly to answer two questions and match the main idea of each paragraph. By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph. Task2- Scanning The students are required to scan the text quickly and draw the route of the two girls’ trip. (P33) By doing this activity, the students can improve their reading skill—scanning. It builds a solid base for the latter reading comprehension. Task3- Careful reading For paragraph 1: read the paragraph and complete a chart This paragraph is a brief introduction about the trip. A chart will be shown to the students. It contains basic information about the trip. They have to complete it. Task ⅢCareful-readingPara.1 brief introduction brief introduction about the tripwhowhyLi Daiyu Liu Qian_____ and her cousin ______visit their cousinsto __________________Montreal, Canadawhere(destination)how(transportation)planefirst by______ ,trainthen by______

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By doing this activity, the students can get the important information about the trip. For paragraphs 2: read the paragraph and complete a diagram Para. 2 VancouverVancouver (Para. 2)Locationwarmestin Canada’s ________ part;surrounded__________ by mountains and Pacific Oceanthe _______ ________Climatewarm and ____wetThings they ____ in the Rocky Mountains;skican do____ in the harboursailScenerythe oldest and most beautiful forests in the worldIts population is increasing rapidly

By doing this activity, the students can get some information about their chat on their way to the station. For paragraph 3-5 read the paragraph3-5 and answer the following questions.

Para. 3-5Read paragraphs 3-5and answer the following questions.Vancouver1 What mountains did they cross earlier that day?1Earlier that day,…Rocky Mountains.2… Calgary…2 Which city did they go after crossing the mountains?routeWhat they really saw and felt after boarding the train. Step 5 Comprehensive-reading Get the Ss to answer the two questions. By doing this, students can understand how the writer organize this travel journal in the order of space and time. Step 6 Group work Let the Ss work in a group . Introduce Canada to their classmates. The purpose of this part is to get a deeper impression of the passage. Student-centered teaching method is used here. They can talk it in English actively.

5 Time 3 What did the girls begin to realize after 2 days’ travel?3After 2 days’ travel,… empty…4 Where did they go after dinner?4After dinner,…Thunder Bay…5 Which lake did the train rush across that night, and what’s their next destination(目的地)?5That night… across Lake Superior… Toronto

By doing this activity, the students can get the important information about

Step 7 Homework Find out more information about Canada by surfing the Internet.

八、教学反思

学习者对学习材料是否有兴趣、对教学活动的组织形式是否有兴趣，这些都会影响学习者的情绪和学习效果，由于学生对Warming Up中的宋庆龄比较熟悉，谈论时话语较多，学习兴趣相对较浓厚，而对其余的几位女性在头脑中缺少原有的图式，很难达到新知建构前的热身作用，这就需要教师灵活处理教材，采用学生所熟悉的成功女性的实例来激发兴趣提高参与率。

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