unit3 travel journal peioid1 warming-up and reading(浙江省温州市)
文档属性
| 名称 | unit3 travel journal peioid1 warming-up and reading(浙江省温州市) |  | |
| 格式 | rar | ||
| 文件大小 | 17.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2009-02-18 21:29:00 | ||
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Teaching Plan for Unit 3 of NSEFC Book1
Travel Journey
The First Period: warming-up and reading
郑芳
The type of the lesson: speaking and reading.
It is the first period of this unit, including the warming-up, pre-reading and while-reading. The purpose is to enable the students to familiarize the topic of this unit and use the reading skills (skimming and scanning) to get the information from the text.
Teaching aid: a computer, a projector, a blackboard, chalk
Studying strategies: Cooperative group works, topic discussing
Dealing with the teaching material:本单元的话题是旅游，这是一个学生比较感兴趣的话题，老师应抓住他们的兴奋点，充分调动其积极性和好奇心来深入主题。
1、 在warming-up 中，因为学生刚刚放完十一长假回来，所以我以这个前提为背景引出话题，问同学们去哪里玩,用什么交通方式去。然后引导学生讨论几种交通方式的优缺点。紧接着是quiz ---Please choose the best way to solve the problem，这个环节趣味性比较强，可以增加学生学习的兴趣。
2、 在pre-reading中，首先是guessing—— guess which rivers they are，来引出湄工河。然后让他们看地图找出湄工河流经的几个国家。
3、 在while-reading中，先是fast reading回答几个问题，然后是careful reading（第一段和第二段的配套练习是填表格，第三段是回答问题）, summary（填空的形式），形式比较多样。
Teaching aims:
1. Lead the students to talk about their holidays.
2. Improve the students’ ability of discussing the advantages and disadvantages of each means of transport
3. Improve the students’ abilities of reading, listening and speaking
4. Improve the students’ ability of getting information from the passage through fast and careful reading.
Main and difficult teaching points：
1、 Describe a trip to others
2、 Lead the students to discuss about the advantages and disadvantages of each means of transport
3、Introduce the countries the Mekong River
3、 flows through
4、 Understand the text well.
Teaching procedure:
Step1: Warming-up (8m)
Activity1: (2m)
Question: Where have you been during the National holiday Can you talk something about your traveling
设计说明：在本节课的开始，设计这一环节，引出本单元的主题：Travel，而这个问题联系学生生活实际，有利于引起学生的兴趣。
Activity2: (2m)
Question: How did you go How many means of transport do you know
What are they
设计说明：这一环节是和上一环节紧密结合，可以深入上一环节的讨论，也可以引出下一个环节。
Activity3: (2m)
Discuss the advantage and disadvantage of each means of transport.
设计说明：这一环节是Warming-up的核心，有助于培养学生讨论事物优缺点的能力和表达自己的观点和看法的习惯。
Activity4: (2m)
A quiz: Please choose the best way to solve the problem. If you have a better idea, Please add it.
1、If you run into a snake you should______________
A. catch the snake with your hands
B. stand still and look at the snake
C. shout at it
D. beat its head with a long stick
E. …..
2、Your partner falls into the river, and you can’t swim. You should_____________
A. shout to others for help
B. find a long stick and let your partner catch hold of it
C. stand there to watch him
D. jump into the water to save him
E. …..
设计说明：这一环节是一个比较有趣味性的环节，问同学们在旅游的时候，如果发生紧急情况，她们会怎么反映，因为怕同学们可能会觉得题目比较难，所以采用了选择题的方式，但是同学们也可以根据自己的想法发表建议，有利用同学们思维的发散。
Step2:Pre-reading (3m)
Activity1: (1m)
Guessing time：give students the information of the rivers and ask them to guess which rivers they are。
设计说明: 测试学生的知识量，引出reading的话题核心——river。
Activity2: (2m)
Look at the map of the Mekong River and list the countries that it flows through.
设计说明：湄公河是阅读部分的重点，对它的地理的了解有利于学生对阅读课文的理解。
Step3: While-reading (33m)
Activity1: (5m)
Read the passage quickly and try to answer the following questions
What is the relationship between Wang Kun and Wang Wei
What was Wang Kun and Wang Wei’s dream
Which sea does the Mekong River enter
设计说明：这一环节让同学们带着问题快速浏览课文。可以培养学生快速阅读获取信息的能力。
Activity2: (5m)
Ask students to read the first paragraph carefully and try to fill in the blanks.
Time Events
Ever since middle school
Two years ago
Last year
After graduation
Now
设计说明：这个表格按时间顺序编制，通过这个环节可以加深学生对第一段的理解。
Activity3: (5m)
Ask the students to read the second paragraph and try to fill in the blanks.
The data of the river Wang Wei’s reaction
Source of the river
altitude
air
weather
设计说明：通过这个环节可以加深学生对课文第二段的理解。
Activity4: (5m)
Ask the students to read the third paragraph and try to find the answer for following questions.
1. What did Wang Wei and Wang Kun find in the library
2. What can you sea when you travel along the Mekong River
设计说明：通过这个环节可以加深学生对课文第三段的理解。
Activity5: (2m)
Learn the new words about geography: glacier, rapids, hill, valley, waterfall and plain
设计说明：由上一个环节的第二个问题的答案引出单词的讲解，而学生对新词的学习有利于学生对课文的理解。
Activity6: Summarize. (5m)
Read the whole passage again and try to finish a summary about the text.
Wang Kun and Wang Wei have _________ about taking a great bike trip. when they __________ from college. They_______ to _____ along the Mekong River with their ________. Wang Wei is very _________. Once she is __________ to do something she will never _______ her mind. Although it is difficult to travel along the Mekong River by bike, she ________ that they find the ________ of the river and begin their journey there.
设计说明：这一环节有利于学生对整篇文章的理解。
Activity7: Discussion (3m)
Discuss the personalities of Wang Wei and Wang Kun.
Referent answer: Wang Wei is stubborn and determined，not easy to change her mind and She loves nature.
Wang Kun is careful and serious.
Activity8: Discussion (3m)
If you have a chance to go traveling, who will you choose to go with Wang Kun or Wang Wei Why
设计说明：这一环节是对上一个环节的深入，可以进一步发散学生的思维。
Step4: Homework (1m)
1. Read the text again.
2. Finish ex1.2.3 on Page20
3. 模块P41—P46
设计说明：完成相关练习，可以加强对课文的理解。而做书上的练习可以为下节课的内容做准备。
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网
Teaching Plan for Unit 3 of NSEFC Book1
Travel Journey
The First Period: warming-up and reading
郑芳
The type of the lesson: speaking and reading.
It is the first period of this unit, including the warming-up, pre-reading and while-reading. The purpose is to enable the students to familiarize the topic of this unit and use the reading skills (skimming and scanning) to get the information from the text.
Teaching aid: a computer, a projector, a blackboard, chalk
Studying strategies: Cooperative group works, topic discussing
Dealing with the teaching material:本单元的话题是旅游，这是一个学生比较感兴趣的话题，老师应抓住他们的兴奋点，充分调动其积极性和好奇心来深入主题。
1、 在warming-up 中，因为学生刚刚放完十一长假回来，所以我以这个前提为背景引出话题，问同学们去哪里玩,用什么交通方式去。然后引导学生讨论几种交通方式的优缺点。紧接着是quiz ---Please choose the best way to solve the problem，这个环节趣味性比较强，可以增加学生学习的兴趣。
2、 在pre-reading中，首先是guessing—— guess which rivers they are，来引出湄工河。然后让他们看地图找出湄工河流经的几个国家。
3、 在while-reading中，先是fast reading回答几个问题，然后是careful reading（第一段和第二段的配套练习是填表格，第三段是回答问题）, summary（填空的形式），形式比较多样。
Teaching aims:
1. Lead the students to talk about their holidays.
2. Improve the students’ ability of discussing the advantages and disadvantages of each means of transport
3. Improve the students’ abilities of reading, listening and speaking
4. Improve the students’ ability of getting information from the passage through fast and careful reading.
Main and difficult teaching points：
1、 Describe a trip to others
2、 Lead the students to discuss about the advantages and disadvantages of each means of transport
3、Introduce the countries the Mekong River
3、 flows through
4、 Understand the text well.
Teaching procedure:
Step1: Warming-up (8m)
Activity1: (2m)
Question: Where have you been during the National holiday Can you talk something about your traveling
设计说明：在本节课的开始，设计这一环节，引出本单元的主题：Travel，而这个问题联系学生生活实际，有利于引起学生的兴趣。
Activity2: (2m)
Question: How did you go How many means of transport do you know
What are they
设计说明：这一环节是和上一环节紧密结合，可以深入上一环节的讨论，也可以引出下一个环节。
Activity3: (2m)
Discuss the advantage and disadvantage of each means of transport.
设计说明：这一环节是Warming-up的核心，有助于培养学生讨论事物优缺点的能力和表达自己的观点和看法的习惯。
Activity4: (2m)
A quiz: Please choose the best way to solve the problem. If you have a better idea, Please add it.
1、If you run into a snake you should______________
A. catch the snake with your hands
B. stand still and look at the snake
C. shout at it
D. beat its head with a long stick
E. …..
2、Your partner falls into the river, and you can’t swim. You should_____________
A. shout to others for help
B. find a long stick and let your partner catch hold of it
C. stand there to watch him
D. jump into the water to save him
E. …..
设计说明：这一环节是一个比较有趣味性的环节，问同学们在旅游的时候，如果发生紧急情况，她们会怎么反映，因为怕同学们可能会觉得题目比较难，所以采用了选择题的方式，但是同学们也可以根据自己的想法发表建议，有利用同学们思维的发散。
Step2:Pre-reading (3m)
Activity1: (1m)
Guessing time：give students the information of the rivers and ask them to guess which rivers they are。
设计说明: 测试学生的知识量，引出reading的话题核心——river。
Activity2: (2m)
Look at the map of the Mekong River and list the countries that it flows through.
设计说明：湄公河是阅读部分的重点，对它的地理的了解有利于学生对阅读课文的理解。
Step3: While-reading (33m)
Activity1: (5m)
Read the passage quickly and try to answer the following questions
What is the relationship between Wang Kun and Wang Wei
What was Wang Kun and Wang Wei’s dream
Which sea does the Mekong River enter
设计说明：这一环节让同学们带着问题快速浏览课文。可以培养学生快速阅读获取信息的能力。
Activity2: (5m)
Ask students to read the first paragraph carefully and try to fill in the blanks.
Time Events
Ever since middle school
Two years ago
Last year
After graduation
Now
设计说明：这个表格按时间顺序编制，通过这个环节可以加深学生对第一段的理解。
Activity3: (5m)
Ask the students to read the second paragraph and try to fill in the blanks.
The data of the river Wang Wei’s reaction
Source of the river
altitude
air
weather
设计说明：通过这个环节可以加深学生对课文第二段的理解。
Activity4: (5m)
Ask the students to read the third paragraph and try to find the answer for following questions.
1. What did Wang Wei and Wang Kun find in the library
2. What can you sea when you travel along the Mekong River
设计说明：通过这个环节可以加深学生对课文第三段的理解。
Activity5: (2m)
Learn the new words about geography: glacier, rapids, hill, valley, waterfall and plain
设计说明：由上一个环节的第二个问题的答案引出单词的讲解，而学生对新词的学习有利于学生对课文的理解。
Activity6: Summarize. (5m)
Read the whole passage again and try to finish a summary about the text.
Wang Kun and Wang Wei have _________ about taking a great bike trip. when they __________ from college. They_______ to _____ along the Mekong River with their ________. Wang Wei is very _________. Once she is __________ to do something she will never _______ her mind. Although it is difficult to travel along the Mekong River by bike, she ________ that they find the ________ of the river and begin their journey there.
设计说明：这一环节有利于学生对整篇文章的理解。
Activity7: Discussion (3m)
Discuss the personalities of Wang Wei and Wang Kun.
Referent answer: Wang Wei is stubborn and determined，not easy to change her mind and She loves nature.
Wang Kun is careful and serious.
Activity8: Discussion (3m)
If you have a chance to go traveling, who will you choose to go with Wang Kun or Wang Wei Why
设计说明：这一环节是对上一个环节的深入，可以进一步发散学生的思维。
Step4: Homework (1m)
1. Read the text again.
2. Finish ex1.2.3 on Page20
3. 模块P41—P46
设计说明：完成相关练习，可以加强对课文的理解。而做书上的练习可以为下节课的内容做准备。
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网