人教版高中英语必修一 Unit3 travel journal 说课稿 全英文
高一英语(上)必修一unit 3 travel journal说课课件
四会词汇
Journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine
change one’s mind altitude give in valley attitude shorts camp record topic familiar Brave determined
T-shirts, shorts
change again
clothes
snowy, cold warmer, clear snowy mountains Clear bright sky
weather
changes scenery
Attitude
hard work , lonely
great fun, enjoyable
Sample: A: If I cycle to Tibetan mountains, I’ll take a map with me. I believe that is the most useful object for our trip. B: I don’t think so. Whenever I have a compass I know my direction. I will never lose my way.
– Run up to the top of the mountain. – Find your way down the mountain. – Keep shouting and crying. – Make an SOS in the snow with your feet. – ______________________________
人教版高中英语必修一 Unit3 XXX journal 说课稿 全英文
人教版高中英语必修一 Unit3 XXXjournal 说课稿全英文Good morning。
XXX。
My name is [insert name] and I will be presenting my teaching plan for Unit 3.Travel Journal。
I will be discussing the textbook analysis。
student analysis。
teaching methods and strategies。
teaching process。
and board design to give you a XXX.Firstly。
the text we will be studying is "Journey Down the Mekong," a travel journal written by Wang Kun。
It follows Wang Kun and his sister as they prepare for and embark on a bike trip down the Mekong River。
This unit will help students plan their own trips and connect geography with their XXX.Moving on to the teaching objectives。
we aim to master new vocabulary。
learn to express wishes and farewells。
and understand how to use the present progressive XXX。
we will XXX。
discussing travel plans。
and expressing ideas freely basedon n from the text。
Unit 3 travel journey 说课稿
Unit 3 Travel journal 说课稿尊敬的老师，各位同学：大家下午好。
今天我说课的内容是人教版新课标高中英语必修一Unit 3 Travel journal 第一课时。
我将从学情分析，教材分析，教学目标，教学重难点，教学方法&教学用具，教学过程五方面来进行我的说课。
学生在日常生活中已经或多或少了解一些旅游的相关知识，但是并不系统，可他们对于旅游这个话题必然是非常感兴趣的。
所以本课将在他们已有的生活储备和英语基础上，提高他们对于语言运用和话题讨论的能力以及相关语言知识和语言技能。
本单元选自人教版高一英语必修一第三单元，本单元的中心话题是“旅游”，通过旅游日记的方式描述旅行见闻。
具体涉及旅游所需的准备工作,既包括物质准备，如：选择安排旅游时间、景点、路线、交通工具等。
又包括精神准备，如：让学生了解河流对人类生活的作用与保护环境的重要性。
根据本教材的知识结构和内容分析，以及学生们的心理特征和认知结构，本课时制定了三个教学目标。
【1】语言知识目标学习在本篇课文中出现的新词汇，并理解课文【2】语言技能目标在听中获得信、处理信息，掌握几个阅读技巧【3】情感态度目标形成良好的生活态度，培养学生的合作意识。
根据学生的学龄特点，在吃透教材的基础上，本课时还制定了以下的重难点：重点教授新单词，理解课文。
难点掌握几个阅读技巧。
结合所学的内容，以及本课的安排，本课所采取任务型教学法，视听教学法，所使用的教学辅助是多媒体。
为了突出重点，突破难点，并达到教学目标，我制定了以下的教学过程：1,导入部分在导入部分，我会使用学生熟知的拉丁神灯作为本课的切入点，在拥有一次旅游机会后，让学生根据问题，对自己的旅游做一个简单的规划。
学生回答完问题后，我会说出我的想法，并根据介绍细节。
然后展开讨论2，读前在学生展开阅读之前，让学生带着问题去阅读。
这样能有效的提高阅读质量。
3，读中在昨天对本课的生词学习以后第一遍阅读的基础上，让学生听句子写出文中的生词。
高中英语 Unit 3《Travel Journal》Period 6 Speaking and Writing说课稿6 新人教版必修1
Unit 3 Travel journal Period 6 Speaking and Writing整体设计从容说课This is the sixth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson.The emphasis of this period is laid on developing the stu dents’ speaking and writing ability. First show the students the pictures of the Aswan Sam, the Hoover Dam and the Three Gorges Dam. Discuss and talk about the question:What do you think a dam does to a river and the people who live on it? Then go through the part Writing on Page 23 and let the students know what to do. Later on, get them to begin to write a short email to Wang Kun as a friend of his asking about Laos. This email is a type of writing that students will be very familiar with. Tell the students they can follow the steps:1. In pairs choose the details about Laos that are most interesting. Think of what else you would like to know about Laos. Write these ideas down as questions.2. Now choose two or three of the best questions for your email. Each question should have another sentence explaining why you want to know this information.3. Put them in an order that makes sense.4. Begin your email as shown on Page 24 in the textbook and add your questions for Wang Kun. Your writing should not be more than one paragraph.5. Finish your email.As for Writing task on Page 60 in the workbook, it gives students practice in persuasive writing. They must persuade or convince their classmates to use their travel agency because it offers the best services for the price. This task involves teamwork and group planning of the kind students will need to do after they finish their education and enter the workforce. To make the poster more attractive to readers, the teacher should encourage students to choose their words carefully and use sensory detail when possible. The prices they list should be realistic for the services tourists are offered. Encourage the students to consider their audience. In other words, ask them:For whom are you making this poster? or what kind of tourist do you hope to attract? Ask the students to make a poster after the model on Page 60. If time doesn’t permit, this task can be homework. Make sure students work in groups to finish it.教学重点 1. Develop the students’ speaking ability.2. Get the students to learn to write an email and a travel poster.教学难点 Get the students to make an advertisement or a brochure.教学方法 Discussing and cooperative-learning教具准备 The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to know about what a dam does to a river and the people who live on it.3. Get the students to learn the form of an email and the ways to express goodwishes.Ability aims:1. Develop the students’ speaking ability.2. Get the students to learn how to write an email and how to express good wishes in it.3. Get the students to learn how to make a travel poster.Emotional aims:Enable the students to master writing skills and write excellent emails and make wonderful posters.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to summarize JOURNEY DOWN THE MEKONG.→Step 2 Speaking1. Show students the pictures of the Aswan Dam, the Hoover Dam and the Three Gorges Dam and talk about them.2. Work in pairs and discuss the question:What do you think a dam does to a river and the people who live on it?3. Make a list of good and bad things a dam does.Good things:1)control floods2)make electricity3)The raised water level makes it possible for heavy-loaded ships to pass.4)bring new sceneryBad things:1)force the people to move from their land and homes2)The Three Gorges Dam has forever changed some of the most historically celebrated scenery in the area.3)Refugees are economically, culturally and psychologically devastated.4)People in the Mekong Delta suffer from diseases dams and large irrigation projects in the tropics bring.5)The construction of dams in Southeast Asia has brought some of the countries into heavy debts.4. Discuss your report with your classmates.→Step 3 Writing1. Pre-writing1)Talk about what is the difference between a diary and a travel journey.Show the two passages on the screen.Passage 1:It is the most beautiful spot I have visited in the world to date. It has delicious air, sparkling lakes, and stunning scooped-out vistas from a bygone age. I have heard others speak effusively about its jaw-dropping beauty. But after seeing Glacier for myself, I can honestly say that prior descriptions did not do it justice. It exceededmy expectations. It’s spectacular.Passage 2:At 6:00 am, my classmates and I met at the school gate. Then we went to the Xihu Park by bus. In the morning, we went to the zoo, where we saw many different animals. Of all the animals, I like monkeys best. At noon we had a picnic lunch on the grassland. After a short rest, we went boating on the Yingshan Lake. We held a boat race and our team won. At about 4:00 in the afternoon, we went home.Ask the students to decide which a diary is and which a travel journal is. (Passage 1 is a travel journal while Passage 2 is a diary. )2)Make a list of details from the travel journal that you believe are real and you don’t believe are real.Real details Unreal details1.2.3. 1.2.2. While-writing1)Write a short email to Wang Kun as a friend of his and ask him something about Laos.2)Read your writing and check the mistakes by yourselves.3)Exchange your writing and correct the mistakes.4)Rewrite the email again.3. After-writing1)Choose some samples and show them in class.2)Tips on writing:Pay attention to the form of an email.Pay attention to the tense while writing.Pay attention to the structures of the sentences.→Step 4 Language Points1. record1) vt. 记录，记载；录音，录制This volume records the history of the city.这部书记录了该城市的历史。
高一英语Book1 Unit3 Travel Journal 获奖说课稿
高一英语Book1 Unit3 Travel Journal说课稿教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
文中涵盖了有关这一话题的许多内容，如:“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。
而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。
而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成:第一部分通过图例可以看出人们旅游过程中发生的不文明行为;第二、三部分要求讨论有哪些交通方式。
主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。
比如:第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课(第六课时)的导入。
Listening提供了两部分听力资料。
前面为三则飞机起飞前的广播通知;后面是写在五张明信片上的旅游者的自叙。
目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。
这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。
整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分:pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容;reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖;post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
人教新课标高一英语必修一Unit3 Travel journal 说课稿
Unit3 Travel journal 说课稿一、教材分析：本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
本单元讲述了一段沿湄公河而下的自行车旅行，主人公“王坤”以旅行日记的形式详细的记录了这一过程。
学生通过追随这一段旅程，探讨与“旅游”相关的各种话题，如：如何为旅游做准备，怎么选择适当的旅游方式，怎样确定旅游路线，计划或日程等等。
通过本单元的学习，不仅可以实使学生学到与旅游有关的语音知识和语言技能，还会使学生对旅游产生浓厚的兴趣，通过旅游了解世界各地的文化，增强对祖国大好河山的热爱和国际意识，进而培养学生的跨文化交际能力。
本节课主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。
引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。
二、教学目标：1．知识目标( 1 ) New words: journal, fare, transport ……( 2 ) Phrases: one-way fare, dream of, gradua te from, persuade sb. to do sth. ……( 3 ) Sentence patterns.. ①It is ... that / who.②insist that sb. should do sth.③Once she has made up her mind, nothing can change it.2.能力目标：(1)能运用所学语言表达将来的计划。
(2)掌握理解本单元旅游日志的内容和基本的阅读技巧。
3.情感目标：(1)了解生态旅游的概念和意义，帮助学生树立为建立人与自然和谐发展的环境而努力的意识。
（2）明白生活中需要不断的努力。
三、学情分析1．学生基础差，特别是农村来的孩子对语言缺乏兴趣。
高一英语必修一 Unit3 Travel Journal 说课稿
高一英语必修一 Unit3 Travel Journal 说课稿1. 教材分析本单元的中心话题是“旅游”，通过旅游日记的方法描述旅游见闻。
课标内容：语言技能：学习用英语表达祝愿和告别以及交通方式；学会在准备出行之前与同学用英语讨论、制定旅游计划，通过上网查阅相关资料以及写信向朋友或知情人作一些必要的咨询，以了解旅游常识以及旅游必备的手段和必备的费用等；学会在旅游期间或旅游结束后用英语写游记供自己欣赏和他人参考，养成用英语写游记或日记、学会思考和倾诉的良好习惯，从而提升用英语与人沟通、思考问题和解决问题的能力以及写作能力。
听：准确掌握听力材料中的升调和降调，迅速获取文章中的旅行方式、旅行路线以及时间、地点、人物等重要信息。
说：用地道、规范的句子向别人告别或表达祝愿；能够熟练使用现在进行时表述自己对未来的打算。
读：阅读本单元课文及相关旅游文章，能够从文章中获取主要信息，克服像地点名、民族名，民族特点的节日名称的障碍。
写：能够写一篇游记，要求做到：思路清晰，语言简练，并能正确表达自己所做之事、所到之处以及自己的感受。
语言知识：学习本单元22个新单词、2个新短语以及用现在进行时表示将来含义的用法。
话题：Travelling; describing a journey词汇：见教材词汇表功能：1.祝愿和告别(Good wishes and farewells)1).Have a good day/ time/journey/rip!Good luck! Enjoy yourself! Best wishes to you!Happy New Year! Merry Christmas! Happy Birthday!2). Thank you. You, too. The same to you.2.交通方式 (Means of transportation)walking, cycling, horse riding, taking buses/trains/boats/plane语法：现在进行时表示将来When are you leaving?How are you going there?Where are you staying?How long are you staying there?When are you coming back?情感态度和价值观：通过课文的学习，要求同学们能够积极参与关于旅行准备、旅游见闻、旅游感受等方面的交流活动，用准确的英语描述国内外的重要景观、名胜古迹以及一些当地的旅游文化节日。
人教版高中英语必修1上学期+Unit+3+Travel+journal+PPT说课稿
Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is fro m NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s bac kground knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should tr y to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel j ournal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent readingability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability ofinformation-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get famili ar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "How do pe ople who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading. Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? W hy?” This can help the Ss develop their ability of summarizing. If theSs can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does th e water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River. Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prep are for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged toexpress their attitudes. It can help the Ss train their ability ofinformation-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions. That’s all for my interpretation. Thank you for your att ention。
人教版高中英语必修一Unit 1-Unit 5全英说课稿
人教版高中英语必修一Unit 1-Unit 5全英说课稿引言本文旨在介绍人教版高中英语必修一Unit 1-Unit 5的授课方法和教学内容。
本套教材是高中英语必修课程中的一部分，内容涵盖了日常对话和基本语法知识，是高中英语研究的基础。
Unit 1： Friendship- 阅读理解：通过互动讨论和小组活动，学生了解和掌握友谊的重要性，以及如何在青少年时期建立和维持朋友关系。
- 写作：学生将研究如何写一封友谊的信，通过语言表达感情和分享重要时刻，增进彼此之间的理解。
Unit 2： English Around The World- 阅读理解：学生将了解英语在全球的使用情况，了解英语的进化历程和相关文化俗。
- 写作：学生将研究如何写一篇议论文，就英语在当今世界中的地位和作用发表自己的观点。
Unit 3： Travel journal- 阅读理解：通过阅读游记和旅行日记，学生将扩大英语词汇量和了解不同的文化和历史。
- 写作：学生将研究如何写一篇旅行日记，描述自己的旅行经历和感悟，提高英语写作的能力。
Unit 4： Amazing Science- 阅读理解：学生将了解科学发展的历史，以及人类对自然的探索和解释；学会如何从科学文章中获取信息。
- 写作：学生将研究如何写一篇科普短文，介绍感兴趣的科学领域的最新进展。
Unit 5： Music- 阅读理解：学生将了解音乐的历史和文化，掌握音乐相关的词汇和概念。
- 写作：学生将研究如何写一篇关于音乐的文章，和同学分享自己对音乐的喜好和见解。
结论本文介绍了人教版高中英语必修一Unit 1-Unit 5的授课方法和教学内容，通过丰富的教学活动和提高英语写作能力，全面提升学生的英语水平和综合素质。
人教版高中英语Unit3 travel journal说课稿
人教版高中英语必修１Unit 3 Travel Journal说课稿授课教师：王明维（来自旗下营中学）一、教材的分析本案例的中心话题是“Travel”涵盖了听、说、读、写几个部分.教师在开课之前，借助图片等材料帮助学生掌握了一些关于旅游方面的知识和单词，再让学生对自己的旅行经历的描述，以此扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，使学生掌握现在进行时表示将来的计划、安排的用法。
通过本单元的学习，不仅可以使学生学到与旅游有关的语言知识和技能，还会使学生对旅游产生浓厚的兴趣，通过旅行了解世界各地的文化，增加对祖国大好河山的热爱和国际意识，进而培养学生的跨文化交际能力。
二、学情分析高中一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
因此，对学生自主学习的意识会有所增强。
英语作为一门语言，其最基本的作用就是人际交流。
但是中国学生普遍的情况是不愿开口说英语。
因此我在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的。
同时增强了他们在学习英语的过程中合作的能力。
三．教学目标根据《新课程标准》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材的基础上，我四．教学重点和难点１.重点：（1）某些重要动词的用法及学会用现在进行时表将来的方法；（2）泛读和精读等方法技能的提高２.难点：提高学生口语运用能力和合作学习的能力。
五：课时安排：2课时六．教学方法根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式，激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。
因此我采用了以下几种教学法。
离开(１)任务型教学法(２)合作学习法七．教学过程Step 1 Lead in 导入学习这节课时，按正常教学来说学生们正好从国庆节放假归来，可以充分利用这个机会，以两人对话或小组的形式来讲述每个人旅行经历，有条件的话可以和大家分享照片和视频，让他们也可以感受其中的乐趣并了解更多的旅游知识，从而引入本节课的主题：旅行计划以及旅行前的准备。
(完整word版)人教版高中英语必修1Unit3说课稿
英语教学设计教学课题：人教版高中英语必修一Unit 3 Travel journal Reading: Journey down the Mekong一、设计思路高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养。
该课程标准强调“使语言学习的过程成为学生形成积极地情感态度、主动思维和大胆实践的过程。
”英语教学是一种教与学的双边活动，教学的实质是交际。
从这个意义出发，阅读不应是传统意义上的接受性技能（receptive skill ）, 而是一个积极主动的思考理解及获取信息的过程，同时也是作者与阅读者双方参与的言语交际、思想交流的过程。
信息时代的到来需要人们进行广泛而有效的阅读，因而对阅读技巧的培养也提出了更高的要求。
因此，我结合新课标和学生的实际，以任务型教学模式贯穿始终，引导学生自主或者合作完成。
阅读活动由整体入手，由易到难，层层深入。
教学过程中，发挥网络在教学中的优势，图文并茂让学生对主题信息有一个直观的了解。
整个教学活动以教材为载体，以学生为中心，学生参与活动。
二、教学内容分析（一）教材分析1、这节课使用的教材是人教版高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。
2. 第3单元的中心话题是“旅游” ，是一个时尚和热门的话题，不同地区的文化氛围、风土人情和地理特征都能引起学生浓厚的兴趣，激发他们的求知欲。
本节课是这个单元的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山地车旅行，选定了湄公河作为旅游路线，文章具体谈到了他们为这次旅游做的各项准备工作。
说课稿人教版高一英语travel journal
教案——Unit 3 Travel JournalTeaching material:This unit is to introduce the travelling to us. The reading passage is the center of this unit. It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn.Teaching objectives:Language objectives:(1) To help students understand and master the new words, phrases and sentence patterns;(2) To have deeper understand the topic of travelling.Ability objectives:(1) To grasp some reading ability such as guessing, skimming, scanning and so on;(2) To cultivate students’ spirit of cooperation with classmates.Emotional objectives:To make students love our country and nature;Analysis of the students:Although the students have the basic abilities of learning, speaking, reading and writing, they still need many opportunities to practice what they have learned and to develop their autonomous learning ability and cooperative learning ability. Teaching important and difficult points:Based on the requirement of the syllabus, the important point is to help students understand the whole passage and be able talk about the travel in English.The difficult point is to master the useful words and expressions and improve students’ ability to read an article.Teaching methods and studying ways:Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, students will master the knowledge through independent reading, discussing and cooperating.Teaching aids:Multi-media computer: OHP(overhead projector), tape recorder, software, PowerPoint or authorwareTeaching procedures:Step 1: lead in and pre-readingIt will spend 7mins. At the beginning of the class, I will lead in the reading material by the following two activities:First I will ask the students to discuss in pairs and answer the question "How dopeople who live beside a river make use of it in their daily life?” My purpose of this activity is to remind the students the importance of the river, thus stimulate the students' awareness of protecting the rivers.The second activity is that I will show the students a picture of the Mekong River and ask them to look at the map on page 18 and to list the countries that it flows through. This activity leads in the while-reading.Step 2: While-readingWhile-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the students to predict what will talk in the text according to the title. It can exert the students ' imagination.1. Fast reading (6mins)During fast reading, I will ask the students to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the students are lack of the skill of summarizing the main idea by them.2. Intensive reading (10mins)While reading, I will make students try to find the detail information about the story by discussing and answering the following questions:In paragraph two, I will ask students a question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the students develop their ability of summarizing.In the last paragraph, I will ask students two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both quest ions are required to answer in keys word. After answering these questions, students can gain a deeper understanding on the Mekong River.At the same time, let the students learn the new words, such as ever since, persuade, graduate from, schedule, be fond of, shortcoming, care about and so on. Step 3: Post-readingIn this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, students are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, students are encouraged to express their attitudes. It can help the students train their ability of information-gathering and expression.The second activity is thinking. In this activity, I will ask the students to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation.Step 4: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the students to read the whole passage again and answer some questions to consolidate what they’ve learnt. It will take 6 minutes. For example, “Where is the source of the Mekong River and which sea does it enter?”Step 5:Homework (1min)Students are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson.Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions. Teaching affectThis lesson is well organized and in good order. Students’ interest is aroused and they are active in class. The most important is that every student can learn something important from this lesson.。
必修1 Unit3 Travel journal reading 说课稿
Unit 3 Travel JournalReading: Journey Down the Mekong RiverPart 1: The Dream and the PlanGood morning, Ladies and Gentlemen. Today, I feel greatly honoured to be here to give my speech and share my teaching design with you. First of all, allow me to introduce myself. My name is L. I am from Dawa No.3 Senior middle school, Panjin city. My topic today is reading. The teaching material is from book1, unit3.In the reading process, I will focus on students’ long term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 4 sections. They‘re analysis of the reading material and the students, identifying the teaching aims , the teaching key points and difficult points ,teaching methods and teaching aids. The last section is the teaching procedures整体设计Section 1Analysis of the teaching material and the students（教材和学情分析）The topic of this unit is about travel and it is very hot. Recently we spend more money and energy on travel.By studying of its reading passage about Travel Journal, we will enable to improve ss’ reading ability and language teachers should try to activate the ss old knowledge store and add more relevant background knowledge.When designing the lesson, I also take my students’ English level into consideration. My students are not very good at reading, especially poor at using the effective reading skills to master the text. As to the writing, they always feel confused about what to write and how to organize a composition.Section 2 Teaching aims ,key points and difficult points(教学目标.重点和难点) So with all of these in mind, I design my lesson to achieve the following three aims:1.Knowledge aims:(1) learn some new words and useful expressions appeared in the text.(2) have a good understanding of the main idea of the passage.2.Ability aims:(1)develop the students’ reading ability (including skimming, scanning, close reading andsummarizing skills)(2) to search for specific information and main idea, to conclude Wang Wei’s and Wang Kun’s attitudes toward the trip.3.Emotional aims:(1) know more about how to prepare for the travel journal both on physical and material aspects(2)have the awareness of protecting the river and protecting our environment.2) Teaching important and difficult points: understand the meaning of some words from the text, grasp and remember detailed information of the reading material. Students may have difficulties in understanding the meaning of some words and long sentences from the context.Teaching key points and difficult points:Obviously, the ability aims are the key points and the difficult points of the lesson.Another difficult point is to guide students to achieve the transfer from input to output, that is , help them learn to retell the reading text.Section 3Teaching methods and teaching aids（教学方法和教学工具）In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task –based Teaching as the main teaching approach. Meanwhile use P-T-P ( pre-task—task---post-task) teaching method and cooperative learning to deal with the lesson. With these methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks.The teaching aids are blackboard, multimedia and projector.Section 4 Teaching procedure(教学设计步骤)Now, let me show you my teaching procedure in details.It includes 4 parts, that is, Pre-reading, Reading, Post –reading and Assignment.Part1. Pre-reading ( review)Pre-reading is namely review. In this part, I‘ll show a series of pictures and discuss with their partners:Can you tell me the names of the famous scenic spots?bout whalesWith this task, I draw their attention to the theme of the reading material, getting themready for the following reading.Part 2. ReadingThen we’ll come to the main part of the lesson. In this part, I design 7 steps to realize the reading aims. That is, Lead-in, Title prediction, Skimming, Scanning, careful reading, sentence translation and consolidation.Step1 lead- inIn order to arouse students’ interest, I will show a series of pictures about different ways of transportation, think about their advantages and disadvantages, discuss with your Cheaper than the airplane,Views along the roadarrive at the centre of thecitiesCheaper than planeComfortable,Accommodation(and mealsStep 2 Title predictionThus we will go on to the next step –Title predictionJourney Down The MekongQuestionsWhat kind of information does the author try to convey to us through the title?(By gussessing, the students may predict the main idea of the text. With the question in mind, students will definitely be eager to learn the text to find the answer.)Step 3 SkimmingThen I will guide students to use skimming skill to read the text as quickly as possible meanwhile to find out the main idea of each paragraph.Find out the main idea of each paragraph.Para1: prepare to take a bike tripPara2: Wang Wei organized the tripPara3: Information about Mekong River(By skimming the text , students master the text in general and they get to know that to summarize the main idea, you should pay special attention to the topic sentence in each paragraph)Step 4 ScanningNext, we will go on scanning in details. Students are required to scan the text again, and answer the following questions:Questions & Answer:1. How many people are there in the story? Who are they?Four. They are Wang Kun, Wang Wei, Dao Wei and Yu Hang.2. Who are Dao Wei and Yu Hang?They are Wang Kun’s cousins who are at a college in Kunming.3. What was their dream?Their dream was to take a great bike trip.with this task, students can get some detailed informationStep 5. careful-readingIn order to have a further understanding of the text, I designe the careful reading. In this part, my students will be required to read the text part by part. I design different exercises to help students have a further comprehension of the text, such as filling the blanks, finishing the table, and answer the questions.1.Brainstorming: how to make use of rivers2. List the countries that the Mekong River flows through:3.Can you tell the differences between the Mekong River and the Lancang River ?•Look at the map carefully.•The Chinese part of the river is called the Lancang River and after flowing in other countries the river is called the Mekong River.up to now, students can have a complete and deeper understanding of the whole text. All of these reading will make a preparation for the writing assignment.Step 6 Sentence translation and enjoymentWhile reading the text, It is certain that students may come across some difficult sentences. So bydoing this exercises, I will help students have a better understanding and appreciate the language.1.It was my sister who first had the idea to cycle along the Mekong River from where it is begins to where it ends.2.Once she has made up her mind, nothing can change it.Step 7. ConsolidationThe last step of reading is the consolidation.This passage is a summary of the text.The aim of the exercise is to consolidate what students have learned in this lesson.Exercise:The two questions are1Where is the source of the Mekong River and which sea does it enter?2How do Wang Kun and Wang Wei prepare for the trip?Up to now we have finished the reading part. In this part, with the task-based teaching methods, I guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks.Part 3 Post- readingAfter this, we come to the post-reading part. The aim of this task is to give ss a further understanding.I ‘ll let students have a discussion:“How do you feel after reading the passage?”Part 4 AssignmentsThe last task of the lesson is the writing assignment. The aim of the exercise is to complete the languge transfer from input to output. That is ,from reading to writing.In this part, I will ask students to retell the passage in their own words.Ⅴ. Blackboard designAt last, let me show you my blackboard design: The title is in the middle. Below it are the main ideas of each paragraphFeedback:So far, I have finished my whole teaching plan. In the whole period, I just act as a director, and a guider. By using some effective reading strategies, I lead the students understand the passage step by step; by giving the students some detailed tasks , let the students explore the knowledge by themselves .with all of the tasks finished, I achieve all of the teacing aims.OK, so much for my teaching plan. Thanks for your listening.:。
人教版必修一Unit3-Travel-journal-reading说课稿(共28张)
3. Wang Wei is very careful about details. F T
4. When she knew the source of the river is in Qinghai
Advantages
Disadvantages
Teaching Aims
01
Knowledge aims
02
Ability aims
03
Morals aims
Teaching Aims
Knowledge aims Ability aims
Ability aims
understand the text
, find out
WthanagtWWei’asnregactiWonse(回i'应s )atottthietduifdficeulttieos
their trip
on their journey.
is
possive , while Wang Kun's attitude to their trip is
province, she changed her mind. F
Attitude to the trip FFrormothme textth, feindtoeuxt Wta,ngfWinei’dsoreuacttionWs(回a应n)gto tWhe deififi’csultireseoancthteiirojonursne(y回.
less possive.
From the text , find out Wang Wei’s reactions(回应) to the difficulties on their journey.
高中英语 Unit 3《Travel Journal》Period 3 Grammar说课稿3 新人教版必修1
Unit 3 Travel journalPeriod 3 Grammar (The Present Continuous Tense for Future Actions)整体设计从容说课This is the third teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. The pattern “It is. . . that/who. . . ” is a bit difficult, so special exercises should be designed.This teaching period mainly deals with grammar and speaking. Firstly, the teacher can enjoy with the students the song “I’m babysitting on Thursday to ”present the Present Continuous Tense. The students are expected to make it clear that the Present Continuous Tense may be used to denote an action that can be pre-planned or prearranged instead of the future indefinite in colloquial English. But please note that, not all verbs can be used in the “-ing” form to express future actions. Such verbs as come, go, leave, fly, walk, ride, drive, stay, meet, die, see, have, arrive, etc. are mainly used in the “-ing” form to express future actions. Then do the exercises in Discovering useful structures on Page 21 and more for students to master this usage. Later on, ask them to make dialogues in pairs according to supposed situations. This can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract. At the end of the class, do the exercises in Using structures on Page 57 and multiple choices as consolidation exercises. er the usage of the Present Continuous Tense for future 教学重点Get the students to mastactions.教学难点Enable the students learn how to use the Present Continuous Tense to express future actions. -based teaching and learning教学方法 1. Task2. Cooperative learning3. Discussion and practice教具准备 A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the usage of the Present Continuous Tense for future actions.2. Let the students learn the ways to express good wishes and farewells, and the means of transportation.Ability aims:1. Enable the students to use the Present Continuous Tense to express future actions properly in different situations.2. Enable the students to know how to express good wishes and farewells.Emotional aim:Enable the students to communicate with others well by properly using the patterns to express good wishes and farewells.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Emphasize elements of the sentence, using the pattern “It is. . . that/who. . . ”, and then ask questions according to the elements emphasized.→Step 2 Lead-inEnjoy the song “I’m babysitting on Thursday” to present the Present Continuous Tense.I’m babysitting on ThursdayWould you like to go out on Monday?No, sorry, I can’tWhy not?I’m babysitting on Monday.Would you like to go out on Tuesday?No, sorry, I can’t.Why not?I’m doing my laundry on Tuesday.Would you like to go out on Wednesday?No, sorry, I can’t.Why not?I’m working overtime on Wednesday.Would you like to go out on Thursday?No, sorry, I can’t.Why not?I’m working out on Thursday.Would you like to go out on Friday?No, sorry, I can’t.Why not?I’m visiting relatives on Friday.Would you like to go out on the weekend?Well. . . maybe!Ask the students to answer:What is she doing on Monday/Tuesday/. . . ?→Step 3 SummaryShow the following on the screen.The Present Continuous Tense for future actionsThe Present Continuous Tense can be used to express a plan or an arrangement.现在进行时可用来表示一个在最近按计划或打算要进行的动作；表示将来意义的现在进行时由句中表示将来时间的词语或上下文表明。
高中英语必修一unit3travel journey说课稿
Good morning, ladies and gentlemen. It is my great honor to be here sharing my lessons with you. The content of my lesson is the Reading part in Senior English Book 1 Unit 3 Travel Journal. I’ll be ready to begin this lesson from the following 5 parts: the analysis of the teaching material, the teaching methods, the studying methods and teaching aids, the teaching procedure, the Blackboard design and the teaching reflection.Part 1 THE ANALYSIS OF TEACHING MATERIALWell, firstly, I’ll talk about part 1: the analysis of teaching material. My understanding of the teaching material includes 4 parts: the status and the function, teaching objectives, the important and difficult points, the analysis of the students.At the beginning, let’s talk about the first part. This passage is about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and the details of the river. By studying this passage, we’ll enable the students to get information about travel, open their horizon about travel and the geography knowledge. On the other hand, this lesson will also enable students to improve their learning ability in English.As we know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing. According to the new standard curriculum and the syllabus after studying the teaching material and analyzing the rule of the children’s growing of mind, I think the teaching objectives are the follows:1. Knowledge objectives:By the end of the lesson, students are required to master the key words and phrases occurred in this passage, for example persuade, stubborn,determined, make up one’s mind, give in, be fond of …, care about,. Besides, they need to understand the content of the lesson.2. Ability objectives:In this lesson, I’ll enable the students to develop the abilities of listening, speaking, reading and writing, especially the listening and reading ability.Moreover, in a reading class, students need to develop their reading skills as skimming, scanning, information-gathering, summarizing and guessing the new words from the text.3. Emotion objects:By reading Journey down the Mekong, students can learn the preparation for a travel, besides; they also learn the scenery and life along the river. Further more, students are required to appreciate the beautiful scenery and have an awareness of protecting river.So much for the teaching objectives, let’s talk something about the teaching important and difficult points.According to the national curriculum of English and language learning theory, in a reading class, we need to emphasis the reading skill and reading comprehension. So the important points are that how to make our students master the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.Ok, now let’s talk something about the students in my class. On the whole, they may be not the ideal students as their English is really poor. Most of their English levels are in level 4 or even less according to the English CurriculumGoal structure. Therefore, I need to get them do much preparation before class and arrange more time for reading in class.However, they are active and curious. They are eager to learn new things. So the beautiful scenery and the topic can easily arouse their learning emotion. Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’ learning background, I will use the following methods.PART 2 STUDYING METHODS AND TEACHING AIDSAccording to the modern social communication teaching theories, I adopt the task-based language teaching method and communicative approach in my teaching. As for leaning, I will adopt independent reading, discussing and cooperating to help them. I will use the multimedia computer and a blackboard as my teaching aids.Here comes the most important part, the teaching procedure. It includes 7 steps. Step 1 is revision, step 2 is lead-in and pre-reading, step 3 is fast reading, step 4 is intensive reading, step 5 is retelling, step 6 is discussion, step 7 is summary and homework.PART 3 TEACHING PROCEDURESStep 1 Revision (3mins)In this part, I will ask the students to read the new words in 94 aloud. By revision, the students will have a better understanding of the new words in this passage.Step 2 Lead-in and pre-reading (5mins)1.At first, I will ask them two questions “Do you know the rivers inChina?” and “What do you think about these river?”. After the studentsanswering these questions, we will do a brainstorming.2.Brainstorming. Ask the students discuss in a group of 4 and answer thequestion “If you have a chance to travel along the river, which riverwould you like to travel, and why?”3.At last, I will show the pictures of the Mekong River and ask them tofind out the countries it flows through.Step 3 fast reading (8mins)First, I will play the tape for the students to listen to, and then listen again and find out the main idea of this passage.Step 4 careful reading (15mins)Ask the students to read aloud after the tape for once. While reading, they should:1.find out the main idea of each paragraph.2.finish the exercises Comprehending 1 in P19.3.in para.1, I will ask the students to do 2 exercises about true or false. Inpara.2, I will ask the students to find out the words describe why it isdifficult to cycle along the Mekong. In para.3, I will ask them to find outthe words about how the water of Mekong River changes and ask them tounderline the geography words about Mekong River.Step 5 retelling (5mins)Ask students to fill in the blanks in the summary given on the screen with the words mentioned in the passage. It is much easier for them to complete.And then, ask two students to read the summary aloud.Step 6. pair-work (5mins)In this part, I will ask the students to discuss the question “If you have a chance to travel along the Jiangjiang River, who and how will you make your travel?”Get the students discuss with their partners and then share their opinions.Step 7 summary and homework (2mins)Finally it comes to the end of this lesson. In this step, I will make a brief conclusion about this class, praise the students who are active in class and encourage them to learn English.In the end, I will arrange the homework. Students are required to review this lesson and underline the useful words, phrases and the sentences they don’t understand well in the passage. It will help them to consolidate the knowledge in this class and make preparation for the next lesson.PART 4 BLACKBOARD DESIGN AND REFLECTION.On the top of the blackboard, I will list the title there. On the left, I will list the main idea of each paragraph. On the right, there are some useful words and expressions.After class, by the feedback of the students’and my teaching experience, I will make a summary about this class.。
说课-人教版《英语》必修1 Unit 3 Travel Journal
外 向， 乐 于 用 英 语 表 达、 分 享 自 己 的 观 点，
本课教学重点有两个，一是通过教学让
已具有初步的分析和解决问题的能力。
学生学会用英语描写人物并分析其性格，掌
另外，绝大部分学生没有在国外学习的 握一些与地理相关的英语表达；二是通过阅
经历，但是他们对本节课的主题“旅游”并 读及分析文本，让学生掌握贯穿文本的主线
的视野，激发他们的心理图式。课中，笔者 注重通过引导学生阅读获取信息，学习与自 然地理有关的英语表达，训练他们的阅读技 能，还要让他们懂得如何做好旅行前的准备 工作，例如选择自己感兴趣的旅行地点、确 定 旅 行 路 线、 查 找 地 图 等。 在 教 学 过 程 中， 笔者注重通过英语阅读教学培养学生的综合 语言运用能力和思维能力，引导学生分析王 薇、王坤的性格特征，思辨地看待姐弟二人 的性格，提升他们的评判性思维能力。
四、教学设计 本课教学设计分为读前、读中、读后和
词汇等知识有限，阅读一些地理知识较多的 深化提升等四个环节。在教学过程中，笔者
英语文章有一定的挑战，大部分学生还无法 注重培养学生的思维能力，基于语言实践和
流畅地使用英语表达自己的情感和相关观点。 交互，由浅入深、循序渐进地推进各项教学
活动顺利展开。笔者分别设计了展示型问题、
第 20 卷 第 3 期 2018 年 06 月
说课评课
基础外语教育 Basic Foreign Language Education
Vol. 20, No. 3 June, 2018
说课——人教版《英语》必修 1 Unit 3 Travel Journal*
广东省湛江市第二中学 郭 娟
摘 要：本节课上课内容为人教版高中英语必修 1 Unit 3 Travel Journal中的阅读材料 Journey down
高一人教课标必修1unit3 Travel Journal说课稿
高一人教课标必修1unit3 Travel Journal说课稿Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’reading speed and reading comprehension, language teachers should try to activate the Ss’old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points. At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives: a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, befond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, lets come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading forthe first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some greatrivers in China?" and "Why they are great?”Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "How do people who live along a river use it?”My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss imagination. 1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?”This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together. And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?”and “What can you see when you travel along the Mekong River?”Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questionsare “Where is the source of the Mekong River and which sea does it enter?”and “How do Wang Kun and Wang Wei prepare for the trip?”It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them. The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one isfor them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you for your att。
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高中英语必修１Unit3 Travel journal说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《Unit3 Travel journal》。
我主要从教材分析、学情分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。
一．教材分析Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. All young people dream of traveling the world. They are restless and very eager to see new sights. This unit should help students plan a trip and make a connection between geography. So the students may interest in this lesson.二．说教学目标三．教学重点和难点(1)Key point: how to make a travel plan?(2)Difficult point: improve the SS the information processing capability, problem solving ability and self-learning ability as well as the students oral English.四．学情分析My students are first-grade students of senior high school. They have been learning English in junior high school and have accumulated a certain number of vocabularies. They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing. However, the differences in students' personality and English proficiency are very large. So my teaching design should have gradient to meet the need of different student. Travel is an intresting topic. I will seize the student's psychological characteristics and stimulate students' interest, so that they will learn to participate in the study, and learn to study in the participation五．教学方法和教学工具As is known to us all, a good teaching method requires that the teacher should help the Ss develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories.(１) Cooperative learning-for example: Group discussion(２)Task-Based Language Teaching:六．Teaching procedureStep1 Lead in 导入Duty Report （3 mins）When we learn this lesson, students just came back from the National Day not long before. I will take advantage of this opportunity to let the students share their travel experience in class. So they will enjoy the fun of traveling. An then I will introduce the topic of this lesson to the SS: that is how to make plan and preparation for a travel.Purpose: Let the Ss talk about their travel experience will greatly stimulate their interest in participating in the class.Step2 Warming Up(1)List some common transportation means and let the students to discuss theadvantages and disadvantages in groups.Transport Speed Time Needed Safety Coziness PollutionBusCarShipTrainAirplane(2) Let the Ss make a travel plan for themselves. I will guide them in language and content. I will take this opportunity to introduce the present progressive tense to the students.Ｔravel plan●Where are youtraveling to?●How much are youspending on it?●How are yougetting there?●What are youtaking with you for yourtrip?Purpose: Let the SS to know to make a plan. The Ss will learn the Grammar in activity. So they won’t feel it boring.Step3 Pre-reading1.Show the SS a picture of river, ask the SS to guess what the story of this unit mayabout? The students will come to the right answer immediately. They I will aska)Why would people want to see rivers? What do rivers provide?b)How do people make use of rivers in their daily life?2. Show the picture of Mekong to see the courtiers the Mekong River flows through. Then I will list them on the blackboard. Then I will introduce some background information of Mekong to the students.中国、缅甸、老挝、泰国、柬埔寨和越南Purpose: to arouse the Ss interest in learning. Improve the SS language expressing ability.Step４While-reading(1)New wordsConsidering that the new words may affect the understanding of the text, so I will teach the new words to the SS first.Ever since, persuaded, cycling, graduating, finally, schedule, fond of , shortcoming, stubborn, organize. Care about, determined, change her mind, journey, altitude, made up her mind, give in, valleys, pace, bends(2)SkimmingRead the text quickly to get the main idea of this text.(３) Scanning(a)Read the passage again to find the answers：●What was Wang Kun and Wang Wei’s dream?(梦想)●What can they see when they travel along the Mekong?（看到什么）●Will they have some difficulties in their journey? What are they?（遇到的困难）(b). Find some difficult sentences in the text.(4) Group discussionDiscuss Ｗangwei’s and Ｗangkun’s attitude on the trip then list you own opinion on exercise.2Purpose: To develop students’ basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passageStep５Post-reading1. Retell the text using the words you have just learned.2. Work in pairs to make up a dialogue using the information from the passage.Purpose: To develop the Ss language express ability.Step 6 Homework （1 min）1.Write a journal about your last travel.2.Preview the reading on page 18, and think of the questions in pre-reading.Purpose: The SS will review what we have learned in this lesson. And it is will also be a preparation for next class. It will help the SS form the habit of self learning and independent thinking.。