Using LanguageⅠ优秀说课稿

Teaching Plan for Book 1, Unit 3 Reading: Journey Down the Mekong ——Part 1 The Dream and the Plan 韶关市曲仁中学 曾柳娴

一

教材分析：

本单元的话题是旅游，通过旅游日记的方法描述旅游见闻,本文是旅游日记的第一部分，讲述的是作者和姐姐想骑山地车旅行，选定了湄公河作为旅游路线和旅行前的准备工作。通过阅读，不仅让学生掌握一定的语言知识技能，理解文章的大意，还让学生学会对文本进行深层次阅读，分析人物性格，形成探究质疑、分析评价等积极主动的批判性阅读思维。本课侧重于培养学生的批判性思维和批判性阅读策略（预测、预览、提问、概述和分析）。

二

学生分析：

本节课是借班上课，据了解：本次上课的班是普通班，基础薄弱，口语表达也弱。高一新生应该是愿意学习并且渴望表达自己的，他们应该有一定的的词汇基础和语言基础，但可能不够自信不敢表达或者不会表达。而且，高中课文相较于初中课文，篇章长很多，词汇也更多更复杂。因此，他们需要在阅读中习得词汇，需要学习一定的阅读策略。

三

理论依据：

1、《普通高中英语课程标准》（教育部，2003）对高中阶段英语阅读技能目标 要求：找出作者要传达的要信息；按要求辨认语言结构、内容、事物发展顺序和程序；辨识内涵的主旨或观念；辨认、辨识、比较事实、证据和观点以及定义和假设信息；对事实和证据进行评价和判断；根据文中所提供的事实和证据得出结论；进行逻辑推断等。

2、批判性阅读，是一种深层次阅读，它要求读者在阅读过程中利用预测、分析、质疑、推断、总结、评判等批判性思维的方法，达到对阅读材料的深刻理解，批判性阅读是分析性阅读，是一种积极的个性化阅读（张淳，2009：66）。

3、批判性阅读较常用的策略包括：预览、评注、概述、分析、提问、预测和评价（Flynn,1989:64）。

四

教学目标：

1、知识目标：学习表示态度和地理风貌的词汇短语。

2、能力目标：能够理解文章大意，学会通过分析文中对人物描写的句子，推断人物性格；对文章内容进行评价，并提出自己的观点；学会批判性阅读策略：预测、预览、提问、概述和分析。

3、情感目标：能够批判性地看待问题，有积极的生活态度。

五、教学重难点：

教学重点：人物性格分析、评价文章内容、批判性阅读策略。

教学难点：在学生现有语言知识能力的基础上，使其能够对文中的人物性格进行分析，对文章内容进行评价，掌握批判性阅读策略。

六、教学过程：

Step 1: Leading in . 1、Self -Introduction. 1

2、A brief introduction about a cycling lover’ s experience :Liu Zhanshuo, a student in Quren Senior High School. Show some pictures about the places he had been to in Shaoguan and introduce some words about character: enthusiastic、persistent、risk-taking . 3、Liu Zhanshuo’s words to students. 设计意图：同龄人的骑行经历更能让学生关注和感兴趣，图片中韶关的美丽山水也许会激发他们想去看看的欲望。引入表示性格的词汇，让学生有个第一眼印像，为下文的性格分析做铺垫。刘展硕的话自然过渡到文章阅读，为这节课的课后作业埋下伏笔。

Step 2 ：Predicting: 1、According to the title “Journey down the Mekong” and subtitle “The dream and the plan”, we can predict:

Prediction 1：What is the writing style of the passage? A

Exposition

B

Argumentation

C

Narration

Prediction 2：Please tick what the writer would possibly write in the passage?

dream

plan

preparation

enjoyment

feeling

summary

2、According to the illustration to predict.

Prediction 3: Look at the map on Page 18 ,we can know that the Mekong River flows through six countries: China、Myanmar、Laos、Thailand、Cambodia and Vietnam. So the journey down the Mekong may be ____________.

A

easy

B difficult

C

not clear

设计意图：灌输预测的阅读策略，使学生通过标题预测文章的体裁和内容，对篇章内容有个大致了解。灌输高考阅读题目中常出现的词汇：according to / title/ exposition......

Step 3：Previewing. Match the main idea to each paragraph according to the topic sentences. Para 1

Different attitudes between Wang Wei and Wang Kun. Para 2

The preparation before the trip and details about the Mekong River. Para 3

A dream about taking a great bike trip along the Mekong River. 设计意图：灌输预览的阅读策略，使学生能通过每一段的主题句对文章的大概内容和结构进行一定的熟悉和了解。

Step 4：Reading for information. 1

Read Paragraph 1 very fast and fill in the blanks.

Ever since middle school, Wang Kun and Wang What’s their dream?

Wei have dreamed about

_________________

Who will take part in the journey?

__________________________________ When are they going?

_____________________________,they finally

got a chance to take a bike trip. It was his sister who first had the idea Where are they going?

to_____________________

Why did

they choose the Mekong Wang Wei visited her cousins who are Dai and River as the travel route?

grew up in western Yunnan Province near ______________________.

1 They bought __________________________ How did they realize their dream?

2 Now Wang Wei is ____________for the trip. 2

设计意图：灌输提问的阅读策略，通过对记叙文六要素的提问，帮助学生理清作者梦想的形成和为梦想所做的准备。引导学生在记叙文阅读中，注意记叙文的六要素。

2 Read Paragraph 2 carefully and try to complete the following information.

Wang Kun’s consideration(考虑）

Wang Wei’s reaction（反应）:

1 A ____________look, not change her

about the difficulties: 1 Source: Qinghai Province. mind. 2 Altitude:_____________________ 2 ___________about it. 3 Air:_________________________ 3 An interesting experience

Wang Kun’s attitude:

Wang Wei’s attitude: It is too ______ and _____ to start in She doesn’t care about __________ Qinghai Province.

设计意图：灌输分析的阅读策略，推断是分析的一种方式。学生通过对比Wang Kun的话和Wang Wei的反应可以得出两人的态度. 通过Wang Kun对困难的考量可以推断出他觉得在青海出发又冷又高。

3 Read Paragraph 3 and try to put the pictures in the right places on the map.

The map of the Mekong River will be drawn by the teacher on the blackboard and the students are going to be required to put the pictures in the right places on the map.

Pictures: glacier、rapids and deep valleys、waterfall and wide valleys 、plain、delta and South China Sea. 设计意图：复现表示地貌的词汇，让学生深刻印象。通过地图，图片让学生能清晰直观感受到湄公河流经方向、沿途地貌特点以及河流的变化。

(Reading for information的任务设置简单易完成，符合学生的学情。此环节帮助学生理解文本的浅层信息，为后续的人物性格分析和质疑思考作了打下基础。）

4 Summary：

The passage tells us that Wang Kun and Wang Wei had dreamed about ___________________, and Wang Wei had the idea to cycle along the Mekong River.

Before the trip, they went to the library to find more

_____________ about it. 设计意图：培养概述的阅读策略。给出个记叙文概述的模板，让学生以后可以依葫芦画瓢。

Step 5: Reading for thinking. Character analysis

1、Wang Wei is a stubborn girl. Can you circle the words or expressions that can explain or support it in the following sentences? ① She insisted that she organize the trip properly .

坚持认为

② My sister doesn’t care about details.

_____________ ③ She gave me a determined look.

______________ ④ The kind that said she would not change her mind.

______________ ⑤ Once she has made up her mind, nothing can change it.

_______________ 设计意图：复现词汇，词汇类型归纳。让学生在语境中复习词汇。

3

2、According to the following sentences, infer Wang Wei’s character. Choose the right words to fill in the blanks:

persistent（坚持的）

persuasive（有说服力的） stubborn （顽固的）

organized（有组织的,有条理的）

risk-taking（冒风险的） enthusiastic（热情的）

Wang Wei’s character: ①

____________ She bought an expensive mountain bike and then persuaded me to buy one ./ Wang Wei soon got them interested in cycling too.

②

____________It was my sister who first had the idea to cycle along the Mekong river from where it begins to where it ends. ③_____________Now she is planning our schedule for the trip. ④__________Now I know that the proper way is always her way. ⑤____________ She gave me a determined look, the kind that said she would not change her mind. / Once she has made up her mind ,nothing can change it. 设计意图：灌输分析的阅读策略。培养学生的批判性思维，由字面意思推断隐含意思。通过人物的行为表情推断人物性格。出现一些表示性格的新词，学生可以识记。

Step 6: Questioning and thinking:

Discussion:

Do you think Wang Kun and Wang Wei’s travel plan is perfect? If not, imagine that you are preparing for your own trip down the Mekong. Discuss with your teammates.

What would you take ? Choose five that you think are the most useful and give reasons.( flashlight / blanket/ compass/ tent/ first-aid kit /mobile phone /passport / map/water bottle…)

设计意图：灌输提问的阅读策略。批判性思维源于反思提出问题。提问文章，提问自己，形成自己的观点。通过对主人公旅行计划的反思，提出自己的观点，引导学生从需要带的东西方面进行思考。

Step 7: Homework:

Writing:

假如你是李华，刘展硕同学(Jack)正在计划他的湄公河自行车之旅，请你写一封信给他一些建议，要点包括：1 湄公河流经六个国家，要提前做好旅行计划.2 不要带太多的东西，带一些必需品：手机、地图、指南针.....3

找一些可靠的同伴。

写作要求：1

100字左右。

2 适当增加细节。

设计意图：作业呼应开头刘展硕同学请求给予的要求。把上一个教学环节讨论的内容写成作文，给出作文模板，让学生知道建议信的开头和结尾的写法，中间如何使用一些罗列要点的词汇短语如：First/ In the first place.... Second/Secondly....Third/ Last but not the least.....

4