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Module2Unit2Welcome
发布人:张国琴 浏览:722次 时间:2019/1/10 12:24:00

牛津高中英语M2U2 Welcome & Reading 教学设计

【教学内容】

牛津高中英语 M2U2 Wish you were here (Reading: An anventure in Africa)。

【教学对象】高一学生(Students of Senior 1)

【学情分析】

高一学生通过M2U1 Tales of the unexplained 的学习了解一些世界未解之谜,激发了他们对世界神秘现象及神奇之地进行探索的动机。本单元主要是引导学生在已有知识的基础上,探讨旅行的话题,让他们了解非洲的风土民情。

【教学目标】

1. 知识与能力目标:引导学生在已有知识的基础上层层深入的了解新的话题,以便更好地接收和更深入的理解文本信息。在单元导入时充分激发学生对探险的渴望,在阅读文章时,培养学生运用阅读策略抓文章结构、快读、跳读、细读和归纳总结等多方面的阅读技巧。

2. 过程与方法目标:倡导学生课堂积极参与,合作探究,乐于表达,培养学生通过寻找关键词搜集和归纳信息的能力,小组合作学习的能力以及敢于创新的能力。

3. 情感态度和价值观目标:通过了解世界不同地方的特有风景以及Toby非洲探险的经历,培养学生的美感及探索新事物的兴趣和积极勇敢的探险精神。

【教学重难点】

教学重点:引导学生在已有知识的基础上,了解世界各地风情,尤其是非洲各国家的特有景色以及在此探险的经历,提高学生的阅读能力。

教学难点:文章中关于地名、动物名的专有名词较多、读音较难把握,课文内容承载的信息量较大,如何提高学生快速阅读并理解文章。

【教学方法】

基于任务的教学策略(task-based teaching method):在教学过程各阶段向学生阐明其任务,让学生通过快速阅读搜寻信息,仔细阅读分析信息,相互合作完成任务。

交际的教学策略(communication teaching): 将课堂交际视为教师与学生,学生与学生之间的交际,激发学生通过所学内容尽可能多的产出。

【教具准备】

多媒体、黑板

【教学步骤】

Step 1. 导入(lead-in)

Greeting

Video show: Enjoy a short video about the beautiful scenery and animals in Africa.

Questions: Do you like travelling?

What is the most existing place you have ever been to?

Enjoy some pictures about some tourist spots around the world.

Questions: Which of these places would you like to visit most? Why?

Why do people travel?

Can you think of any other exciting places to visit? What are they?

设计思路:通过一段简短的非洲沙漠旅行的视频激发学生对本节课话题的学习动机,并向学生发问:你是否也喜欢旅行?让学生一开始上课就产生要表达自己的欲望。然后将本篇文章主人公Toby 描述为给我发邮件介绍其旅行经历的朋友,以让学生帮我识别照片来自哪个国家为由,让学生欣赏各国有代表性的风景,并问学生他们最喜欢的是哪里,还能想到那些想要去旅行的地方,拓宽学生的思路。接下来问学生Have you ever considered going to Africa to take an adventure? 将学生的焦点循序渐进的聚集在本节课的重点非洲探险。

Step 2. 阅读策略(Reading strategy)

Reading strategy: reading an informal letter

Questions: what are the features of a letter?

设计思路:让学生在读前了解本篇文章的文体特点以及阅读此类文章的技巧,以便在正式阅读时更有效获取信息,提高阅读能力。

Step 3. 任务一:快速阅读(Fast reading)

Read the passage quickly underline the place names and then put the following activities in correct order.

_____ travel down the River Nile

_____ ride camels through the Sahara Desert

_____ climb Mount Kilimanjaro in Tanzania

_____ see wild animals in Kenya

_____ take a flight to Morocco

_____ go to the Himalayas

设计思路:培养学生快速寻找特定信息的能力,同时学生在完成这一任务的同时能对整篇文章的主题线索有所把握。

Step 4. 任务二:精读(Careful reading)

1. Read the passage part by part, and underline the information about: Where will they go? What will they do there?

2. Deal with the detailed information in each paragraph:

Para 1: Read and decide whether the statement is true or false.

Toby would spend a few weeks traveling before he goes to university.

Para 2: Read and find out the information about:

Where to start:

    Time:

    Where to go:

    How to go there:

    What to take:

    How long:

Para 3: Questions: 1.What adventure activity will the writer try?

2. What is white-water rafting like?

3.How to protect himself?

Para 4-5 Fill in the blanks.

Para 6: Questions: What will they do before they climb Mount Kilimanjaro? and why?

3. Traveling route (在地图上展示旅行路线)

设计思路:让学生仔细阅读文章的每一部分,处理相关细节问题,培养学生精读并发现信息的能力,然后在地图上展示非洲探险的整个路线,让学生对文章结构有清晰的思路。

Step 5. 任务三:采访(Interview)

Make students carry out an interview with their partner, one as Toby, the other as a reporter from our school magazine.

The reporter: interview Toby about his travel plan.

Questions: Where will you go first / afterward? How will you go there? What will you do there?What will you take? Is it exciting? Are you going to …?

Toby: say something about the travel plan in Africa.

设计思路:以分角色扮演的采访形式让学生巩固课堂所学的非洲探险的过程,事实上便是让学生以有趣的方式对文章进行复述。

Step 6. 任务四:自由讨论(Free talk)

Use your imagination and give an ending to the letter.

Questions: Do you think climbing the Himalayas is a bit challenging for Toby and Colin? What kinds of difficulties might Toby and Colin experience? Do you think they will overcome all the difficulties?

设计思路:让学生对Toby接下来的探险经历进行预测,让学生通过所学内容掌握描述探险经历的方法和技巧,培养学生口语表达的意识和能力。

Step 7: 任务五:辩论(Debate)

Topic:Adventures such as mountain climbing and white - water rafting can be dangerous. Do you think it is worth risking your life for adventures? Why or why not?

设计思路:引导学生对是否应该探险进行情感态度和价值观的思辨,培养学生辩证的思维方式和积极地生活态度。

Step 8: 课后作业:(Homework)

Finish the exercise of part C2 & part E on page 24-25.

设计思路:让学生课后完成课本配套练习,复习并巩固课堂所学知识。

 

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