unit3 travel journal using language reading,speaking and writing(浙江省温州市)
文档属性
| 名称 | unit3 travel journal using language reading,speaking and writing(浙江省温州市) |  | |
| 格式 | rar | ||
| 文件大小 | 17.7KB | ||
| 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 21:33:00 | ||
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文档简介
本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
Travel Journey
Using Language：Reading and Writing
Dealing with the teaching material:
新教材的其中一个优点便是可以让老师灵活处理教材，在这堂课上我就充分利用了这个优点。Using Language里一共有三个部分：Reading，listening and Writing. 在时间处理方面，如果一节课只讲Reading，那肯定会有时间剩余，如果三个部分都讲，又感觉时间显得太仓促了，可能会使得每个部分都不能彻底讲解。所以我在经过一翻思索和考虑后，决定这节课处理Reading and Writing两个部分。Reading是采用了比较常见的总分总的分式。在Reading 以后，有一个speaking的环节——Imagine that you are Wang Kun. Try to discuss in pairs to describe your trip。这个环节既可以让同学们刚才的reading部分的内容进行讨论，又为writing部分的写作内容作了铺垫。而我为了让学生有更大的内容可以写，特意把writing部分的形式从以Wang Kun朋友的身份写一封信给Wang Kun以询问他的旅游的情况改成了Wang Kun向他的朋友回复这封信。而信的有些内容可以从两篇阅读中找到。
The type of the lesson: reading, speaking and writing.
It is the fourth period of this unit, including the reading and writing part of the using language. The purpose is to enable the students to use the reading skills (skimming and scanning) to get the information from the text and write a letter.
Teaching goals:
1).Improve the students’ writing ability.
2).Enable the students to understand the passage better.
Teaching important and difficult points:
1). Read the passage A NIGHT IN THE MOUNTAINS
2). Use the language by reading, listening, speaking and writing.
Teaching aids: a projector, a computer, a blackboard and chalks
Teaching procedure:
Step 1 Lead-in
It is a fine day, isn’t it It is a nice time for us to go out for traveling, and what about going to Tibet
1. Question: would you like to visit Tibet
2. Explain why Tibet is attractive
Answer:
a) geographical and natural beauty
b) long historical culture and religion
3. Appreciate the beauty of Tibet: the cloud and lake in Tibet, the Tibetan New Year festival, Monastery ceremony, Mount Everest and Potala palace
设计说明：用询问天气的方法导入，是英语课上比较常用的导入方式。这种方式从生活出发，比较自然。然后通过问他们想不想去西藏来引出他们对西藏的讨论。最后让他们欣赏一些西藏的美景和比较有名的名胜古迹。
Step 2 Reading
Activity 1: fast reading
Do you still remember our friends Wang Wei and Wang Kun
What is their dream
Year, now they have got to Tibet. If you want to know what they are doing there, please read the passage “A night in the mountains” on page 22 quickly and try to do the True or False exercise.
When they arrived in Tibet, it was winter then. ( )
Wang Wei was behind me as usual. ( )
When we reached a valley, it became warmer.( )
Wang Kun went to sleep and Wang Wei stayed awake. ( )
There was almost no wind that night. ( )
设计说明：用上次阅读课的内容导入本节阅读，既可以复习上节课的内容，又有利于建立这两篇阅读在内容上的联系。而这篇文章有一点的难度，所以在快速阅读后的练习是比较容易下手的True or False，让他们在注意细节的同时通过快速阅读理解文章的大意。
Activity 2: detail reading
1、Read the first paragraph and try to fill in the chart
see
do
feel
2、Find the detailed information from second and third paragraph .
设计说明：虽然这篇文章不是很长，但是因为有一点的难度，所以我想来想去还是采用了分段的形式。在第一段的题目形式上，我采用了表格的形式，答案虽然在书上，但是不能直接找到，有一点的难度，但是我在备课的时候都想好了每个答案的提示方式，这样如果他们如果回答不出，可以在我的提示下一步步的揭示答案。第二和第三是放在一起处理的，让同学们边读边找出信息以完成句子。这个没有什么难度，一般情况下，学生都是可以顺利完成的。
Activity3:
Read the whole text again and try to find the beautiful phrases and sentences.
E.g.: lakes shone like glass in the setting sun and looked wonderful
Beautiful phrases and sentences in my idea: surprised by the view; great fun; colorful butterflies; stars grew brighter; hardly wait to see them
设计说明：在分段讲解好全篇课文后，让学生们再次阅读课文找出他们觉得优美和写得好的短语和句子，这个题目没有答案，只要学生讲出句子就可以了。而我最后给出的短语和句子也只是我个人的看法。便不勉强学生和我的看法想一致。这个环节的主要目的是为了让学生更好地体会文章和为下一个环节的问题做好铺垫。
Activity4:
T: We know that in the reading of part 1, Wang Kun thought it would be a difficult journey. Now please looking at these beautiful phrases and sentences and try to guess “How does Wang Kun feel about the trip now ”
S:
T：And what do you think has changed his attitude
S:
设计说明：这个环节虽然有一定的难度，但是因为有上一个环节作铺垫，相信学生还是可以成功完成的。
Step 3 Speaking
Imagine that you are Wang Kun. Try to discuss in pairs to describe your trip.
What is your preparation(准备).
What is the weather
What have you seen
What impresses you most
What difficulties have you met
设计说明：在学习好文章后，让学生们假设自己是王琨，谈谈自己的旅游，而且谈论的范围不只是限于这节课是内容，同学们也可以讨论上一篇阅读的内容，这样有利于同学们对王琨的这次旅游有整体上的把握，有利于提高学生说的能力。另外，这个环节为下一个环节的writing作了充分的准备。让同学们先从阅读，再到说，最后到写，难度逐渐加大。
Step 4 Writing
T: Ok, Wang Kun, You have got a new mail from your friend Michael, would you like all of our classmates to read it
S: OK.
附信的内容
Dear Wang Kun,
How are you these days I keep worrying about you all the time. How was your trip I think you must have a great fun.
I decide to travel in Tibet next week. So I write to you to ask some information about Tibet because I need to do some preparations. Then could you tell me something about……
Best wishes!
Yours
T: Now please try to reply a letter to your friend Michael. Before writing, you should pay attention to the structure. At the beginning part, you should write your response; at the second part, body part, you can talk about what we have discussed just now, such as the weather there , you can guess, and the scenery and you have seen, you can find the information in the passage we have just learned, your preparation, you can find the information in the passage we have learned last time and anything you want to talk; at the last part, you should give your wishes. Now, I have given you the first part and the last part; please try to finish the second part.
设计说明：写作也是本节课的一个重要环节。虽然写作对于大部分的高一学生来说是难了一点，是头痛了一点。但是这次的写作有上一个环节的speaking做铺垫，而且很多内容可以从两篇阅读中找到，所以我觉得学生还是可以顺利完成的。
In the early evening
After supper
At midnight
They________
Wang Wei ____but Wang Kun___.
the sky____________.
the stars _____________ .
There was only the flames of______
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
Travel Journey
Using Language：Reading and Writing
Dealing with the teaching material:
新教材的其中一个优点便是可以让老师灵活处理教材，在这堂课上我就充分利用了这个优点。Using Language里一共有三个部分：Reading，listening and Writing. 在时间处理方面，如果一节课只讲Reading，那肯定会有时间剩余，如果三个部分都讲，又感觉时间显得太仓促了，可能会使得每个部分都不能彻底讲解。所以我在经过一翻思索和考虑后，决定这节课处理Reading and Writing两个部分。Reading是采用了比较常见的总分总的分式。在Reading 以后，有一个speaking的环节——Imagine that you are Wang Kun. Try to discuss in pairs to describe your trip。这个环节既可以让同学们刚才的reading部分的内容进行讨论，又为writing部分的写作内容作了铺垫。而我为了让学生有更大的内容可以写，特意把writing部分的形式从以Wang Kun朋友的身份写一封信给Wang Kun以询问他的旅游的情况改成了Wang Kun向他的朋友回复这封信。而信的有些内容可以从两篇阅读中找到。
The type of the lesson: reading, speaking and writing.
It is the fourth period of this unit, including the reading and writing part of the using language. The purpose is to enable the students to use the reading skills (skimming and scanning) to get the information from the text and write a letter.
Teaching goals:
1).Improve the students’ writing ability.
2).Enable the students to understand the passage better.
Teaching important and difficult points:
1). Read the passage A NIGHT IN THE MOUNTAINS
2). Use the language by reading, listening, speaking and writing.
Teaching aids: a projector, a computer, a blackboard and chalks
Teaching procedure:
Step 1 Lead-in
It is a fine day, isn’t it It is a nice time for us to go out for traveling, and what about going to Tibet
1. Question: would you like to visit Tibet
2. Explain why Tibet is attractive
Answer:
a) geographical and natural beauty
b) long historical culture and religion
3. Appreciate the beauty of Tibet: the cloud and lake in Tibet, the Tibetan New Year festival, Monastery ceremony, Mount Everest and Potala palace
设计说明：用询问天气的方法导入，是英语课上比较常用的导入方式。这种方式从生活出发，比较自然。然后通过问他们想不想去西藏来引出他们对西藏的讨论。最后让他们欣赏一些西藏的美景和比较有名的名胜古迹。
Step 2 Reading
Activity 1: fast reading
Do you still remember our friends Wang Wei and Wang Kun
What is their dream
Year, now they have got to Tibet. If you want to know what they are doing there, please read the passage “A night in the mountains” on page 22 quickly and try to do the True or False exercise.
When they arrived in Tibet, it was winter then. ( )
Wang Wei was behind me as usual. ( )
When we reached a valley, it became warmer.( )
Wang Kun went to sleep and Wang Wei stayed awake. ( )
There was almost no wind that night. ( )
设计说明：用上次阅读课的内容导入本节阅读，既可以复习上节课的内容，又有利于建立这两篇阅读在内容上的联系。而这篇文章有一点的难度，所以在快速阅读后的练习是比较容易下手的True or False，让他们在注意细节的同时通过快速阅读理解文章的大意。
Activity 2: detail reading
1、Read the first paragraph and try to fill in the chart
see
do
feel
2、Find the detailed information from second and third paragraph .
设计说明：虽然这篇文章不是很长，但是因为有一点的难度，所以我想来想去还是采用了分段的形式。在第一段的题目形式上，我采用了表格的形式，答案虽然在书上，但是不能直接找到，有一点的难度，但是我在备课的时候都想好了每个答案的提示方式，这样如果他们如果回答不出，可以在我的提示下一步步的揭示答案。第二和第三是放在一起处理的，让同学们边读边找出信息以完成句子。这个没有什么难度，一般情况下，学生都是可以顺利完成的。
Activity3:
Read the whole text again and try to find the beautiful phrases and sentences.
E.g.: lakes shone like glass in the setting sun and looked wonderful
Beautiful phrases and sentences in my idea: surprised by the view; great fun; colorful butterflies; stars grew brighter; hardly wait to see them
设计说明：在分段讲解好全篇课文后，让学生们再次阅读课文找出他们觉得优美和写得好的短语和句子，这个题目没有答案，只要学生讲出句子就可以了。而我最后给出的短语和句子也只是我个人的看法。便不勉强学生和我的看法想一致。这个环节的主要目的是为了让学生更好地体会文章和为下一个环节的问题做好铺垫。
Activity4:
T: We know that in the reading of part 1, Wang Kun thought it would be a difficult journey. Now please looking at these beautiful phrases and sentences and try to guess “How does Wang Kun feel about the trip now ”
S:
T：And what do you think has changed his attitude
S:
设计说明：这个环节虽然有一定的难度，但是因为有上一个环节作铺垫，相信学生还是可以成功完成的。
Step 3 Speaking
Imagine that you are Wang Kun. Try to discuss in pairs to describe your trip.
What is your preparation(准备).
What is the weather
What have you seen
What impresses you most
What difficulties have you met
设计说明：在学习好文章后，让学生们假设自己是王琨，谈谈自己的旅游，而且谈论的范围不只是限于这节课是内容，同学们也可以讨论上一篇阅读的内容，这样有利于同学们对王琨的这次旅游有整体上的把握，有利于提高学生说的能力。另外，这个环节为下一个环节的writing作了充分的准备。让同学们先从阅读，再到说，最后到写，难度逐渐加大。
Step 4 Writing
T: Ok, Wang Kun, You have got a new mail from your friend Michael, would you like all of our classmates to read it
S: OK.
附信的内容
Dear Wang Kun,
How are you these days I keep worrying about you all the time. How was your trip I think you must have a great fun.
I decide to travel in Tibet next week. So I write to you to ask some information about Tibet because I need to do some preparations. Then could you tell me something about……
Best wishes!
Yours
T: Now please try to reply a letter to your friend Michael. Before writing, you should pay attention to the structure. At the beginning part, you should write your response; at the second part, body part, you can talk about what we have discussed just now, such as the weather there , you can guess, and the scenery and you have seen, you can find the information in the passage we have just learned, your preparation, you can find the information in the passage we have learned last time and anything you want to talk; at the last part, you should give your wishes. Now, I have given you the first part and the last part; please try to finish the second part.
设计说明：写作也是本节课的一个重要环节。虽然写作对于大部分的高一学生来说是难了一点，是头痛了一点。但是这次的写作有上一个环节的speaking做铺垫，而且很多内容可以从两篇阅读中找到，所以我觉得学生还是可以顺利完成的。
In the early evening
After supper
At midnight
They________
Wang Wei ____but Wang Kun___.
the sky____________.
the stars _____________ .
There was only the flames of______
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