Ss: ....
设计意图:采用简单的提问式展开师生对话,利用图片复习课文内容、同时提出新的问题形象的导入,激发了学生的学习兴趣与好奇心,活跃他们的思维,以利于有效地组织教学。
Task2.post-listening
T : What have you got from it ?
Ss: A girl from Laos is talking with them about the Mekong River such as forests, mountains, Laos, Tibet, fish and waterfalls etc.
T: let’s listen for a second time .
T: Who can fill in the chart on the blackboard ?
Ss: (cheering up ……)

(以男女生为两个团体,让他们分组讨论答案,然后各派代表发表意见,培养学生的合作精神和互助的精神)
设计意图:第一次听完 让学生了解文章关键词语,了解大意,从而降低了听力难度。第二次听完以表格的形式,对比不同地区的人对湄公河的不同描述,从而让学生了解如何描写旅游日记。
Task3.Dialogue
Ask students to read the listening material in roles .One is the Laos girl and the other is Wang Kun
Ss: ....
设计意图:因为听力材料有承上启下的作用,听和读是从不同的感觉感官接受语言的输入的习的,加深对语言运用的理解。
Step2.Reading
Task1.fast-reading
T: Do you know what are the differences between diary and journal ?
Ss: (thinking)
T: Next the passage will us what they are .
Ss: (fast-reading)
T: diary : personal record how they feel soon after things happen .
journal : isn’t personal ; has different purpose ; record their experiences ideas and afterthought about what they have seen ;better understand what has happened to them ;topics including people ,things and events less familiar to the readers .
设计意图:通过快速阅读,让学生区分diary 和journal 不同的体裁,学习了解何为旅游日记,为将来的科学探险研究准备
Task2. Comparison
T : In this unit ,we have learned the first two parts of a travel journal .Some of the things described in these travels are real and some are not real .
Ss: What is“ real ”and“ unreal ”?
T: The word "real" here refers to things that exist or have happened.So the things that are not real refers to anything that doesn't exist or hasn't happened.In other words, the people and events described in this journal are fictitious.
T: And we know the real and unreal things in a travel journal .Next let’s have a group work .Try to find out some of the things described in these travels are real and some not real .Compare your lists with group mates about and discuss the differences in your list.
Ss: .... (divided into several groups with 3-4 students.)
设计意图:在讨论过程中,学生运用他们已经掌握的语言知识,通过小组合作探究,高中学生争强好胜的心理特征得以激发,培养学生用英语思维和表达的方式。活跃了课堂气氛,进一步深化对journal体裁 的认识和理解。
T: Answers will vary since lists will vary in length.
Real details include anything about the geography of China and Southeast Asia, and the people who live there.Also, the places the bikers visit are real details.For example ,The source of the Mekong is in Qinghai province.
T: Unreal details include anything about the four bikers and their personal experiences.e.g. It was so quiet in the mountain that night --there was almost no wind ,only the sound if the fire .
设计意图:学生通过寻找课文中的具体例子,不仅可以熟悉课文的单词、句型,而且可以了解如何去描述旅游日记,可理解的输入为写作做语言上的准备
Step3.Wrting
Task1.Pre-writing
T: Suppose you are a friend of Wang Wei .She will make a journey down the Mekong River What will you say to wish her when she leaves ?
S1: I’ll say “Have a nice /good time or Have a nice /good trip ”.
S2: Good luck on your journey .
S3: Say hello to your cousins
S4: Take care ,write to me , waiting for your early reply .
Ss: ....
T: Yes ,quite right!
T: Imagine that you are a friend of Wang Wei .Write a short letter to her and ask her to describe : how she feels , what she is doing ,and some place you want to know about .Then wish her well on her journey by using at least two of these expressions:
Have a nice /good time Have a nice /good trip
Good luck on your journey Say “unreal” to ...
Take care write to me
waiting for your early reply Have fun
Give my love /best wishes to ....
T: You may begin like this:
My dear brave little Wei,
How I worry about _____ and _______.
Your friend forever,
_______________
设计意图:必要的语言输入为学生的写作的输出作了充分的准备。
Task2.Writing
Ss: Writing the letter according to the requests.
Sample writing:
My dear brave little Wei,
How I worry about you and Wang Kun! Are you enjoying your trip? I hope so.What are you doing now? Are you in Cambodia yet? When you get to Phnom Penh, tell me about the Buddhist temples there.Please send some photos with your next letter! Well, have fun and don't forget to write to me! Say Hello” to Wang Kun for me.Good luck on your journey.
Take care!
Your friend forever,
Ju Lin
Task3.production-show
设计意图:作文展示评价(同伴评价,集体评价,教师评价 ) 同伴评价实际上是合作形学习的一种形式,其重要理论基础就是考卡夫(Kafka, K)最早提出的“群体动力理论”(group dynamics)。
Step4.Homework
1、记本单元的单词、句型、词组。
2、就你写给WangWei 的信,假设你是WangWei请以她的名义写一封回信。
设计意图:
熟记所学语言知识,养成良好学习习惯。学生通过课文的学习,小组讨论,相互的交流,已做出了较为深入的思考, 接收了大量的信息, 学生能用英语进行一些表述。为进一步达到语篇建构的目的,写是一个重要的环节。通过书面表达,学生能更好地学会整理思路、组织素材、组织语言、遣词造句等书写的方法和策略。同时通过对写回信,使整个单元的教学富有整体感,使学生所学知识更有连贯性。
【教学?】
现代课程观认为,课程不再只是承载特定知识的文本,而是学生生活世界的经验;课程也不再是教学计划和目标,而是师生共同探求新知识的过程;课程不再只是由教材这一单因素构成的静态课程;而是教师、学生、教材、环境等因素相互作用形成的动态的构建过程,而这种经验和体验、探求新知识的过程离开活动是无法实现的。
本节课是对本单元所学知识的总结概括、延伸,并把traveling这一主题融入到生活情景当中去,不仅使得学生能真正在生活中运用英语,同时也促进了英语学科与地理学科的相互渗透和联系学生能真正在生活中运用英语。整节课通过听、说、读、写多种教学活动采用了探究式和合作学习教学理念、任务型教学理念、循序渐进的分层教学和克拉申(krashen)的输入假说等理论来指导课堂教学。在学习中,采用了小组合作,集体评价的学习方式.这使学生在互帮互助中共同进步.不仅增进了同学之间的情感,也解决了教师不能照顾到每个学生的大难题。最后作文作品的展示是本课的高潮亮点。本课设计不仅能够很好的完成预想各项目标,加深对语言的运用理解,而且能够很好的促使他们学习英语的兴趣,热爱大自然、热爱生活、热爱科学的情怀。


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