高中英语 Unit3 Journey Down the Mekong公开课学案 新人教版必修1

Unit 3 The Journey down the Mekong River 教案Listening and speakingi Teaching aims1.Knowledge aims: Students will be able to use the keys words of this unit to talkabout their own hometown.2.Ability aims: Students will develop their listening and speaking skills byperforming a dialogue as well as a report about their hometown.3.Emotional aims: Students will be inspired to deepen their love to the homelandand learn to behave well as a traveler.Teaching important points1.Catch the important information of the listening tape.2.Talk something about the hometown.Teaching difficult pointThe difficult point is how to help students catch the information according to the listening and voices their opinions logically in English.Teaching methods1.Task-based teaching method enables the Ss to listen and learn more efficientlyand with more curiosity.2.Situational approach enables the Ss to be active and creative.3.Multi-media assistance arouses the Ss’ interest, curiosity and desire for lear ning. Teaching proceduresStep one Lead-in1. Greet the whole class.2. Show Ss a clip of Laos and get Ss talk about the usage of a river.Step two Listening1. Present some new words about listening tape.2. Have Ss listen to the tape once and finish task one.①What is the relationship between the speakers?②Where does the girl come from?③What do the Laotian call the Mekong?3. Play the tape again and Ss complete the short passage.The Mekong is the most important river in Laos. It even appears on the _______ flag of the country. Laotian people use the river for washing, _______ and __________ goods and people around the country. If you follow the river in Laos, you can visit temples, caves and a __________. At night, you can sleep in some small ________ by the river.4. Ask Ss check their answers with desk mates and then invite some of them to report the result.Step three Speaking1. [Activity 1]✧Get Ss to think about the question: if Wang Kun comes to your hometown, howdo you introduce it to him?✧Tell Ss work in pairs and perform their dialogue.2. [Activity 2] Have Ss choose one place to design a poster and report it.Step four Summary1.Sum up what we have learned this lesson.2.[Homework]Write an article about your hometown within 100 words. Blackboard design:Travel Journal。

Journey down the MekongReadingI.Analysis of the teaching material:The selected teaching material is adapted from Reading part of Unit 3 Travel Journal of New Senior English for China Students Book 1, in which the author narrated the dream of traveling down the Mekong by bike and the plan they made for it. It is the process of pursuing the dream and the way they dealt with different attitudes that reflect the significant role of persistence and teamwork in realizing a travel dream. After reading this passage and learning some knowledge about tourism, the students9love for our native land will be inspired naturally and their awareness of intercultural communication will be effectively strengthened as well.IL Analysis of the students:It's only one month since the students stepped into Senior High School. With so many new words to recite and so complex sentences to analyze, maybe they haven't adapted themselves to the tough English learning. So some basic reading skills should be presented to help them locate information and summarize the main idea. Undoubtedly, they will have difficulty in understanding the structure of the passage and the purpose of the writing. Aiming at solving the predictable problems, the teacher should lay emphasis on guiding students to understand the structure and the purpose, especially the deep meaning between the lines.III. Teaching objectives:At the end of the period, the students will be able to:Language competence:①know the specific details of the journey;②talk about their own travel plan.Learning capacity:①be curious and active in learning English;②raise their own awareness of cooperation.Thinking character:(Danalyze the personal characteristics of the main features based on details;②have a critical thinking towards opinions.Cultural consciousness:CDknow the real meaning of traveling: the tough or smooth experiences and good or bad feelings shared with partners;②express their opinions on main aspects contributing to realizing a travel dream better;③have an active attitude towards intercultural communication.IV Teaching important and difficult points:Teaching important points:①to guide the students to understand the plot and specific details of the journey;②to instruct them to analyze the character image of Wang Wei;③to guide the students to understand the main aspects contributing to realizing a travel dream better.Teaching difficult points:①to instruct them to analyze the character image of the sister;②to guide the students to understand the main aspects contributing to realizing a travel dream better.V.Teaching approaches and aids:Heuristic Teaching MethodSituational Teaching MethodTask-based Teaching MethodTeaching Aids: multimedia, and our blackboardVI.Teaching procedures and blackboard design:Step I • Lead-in1.Can you tell me some places worth visiting in Ma'anshan?2.Could you help me make a travel plan in Ma'anshan?Design purpose: I want to use it to shorten the distance between the students and the teacher and draw their attention to the topic.Step II. Pre-reading(Write the title on the blackboard and analyze it.)Prediction:1.What kind of people will take the journey? How will they take it?2.What will they see?Design purpose: These questions about the journey will inspire their interest in reading the passage.Step IH. While readingSkimming:Skim the passage to get the main idea of each paragraph and then summarize the main idea of the whole passage.★ Main idea of the whole passage:Wang Kun and Wang Wei's dream of ______________ down the Mekong and their__________ f or it.★Match the main idea with each paragraph:Paragraph 1: the information about the MekongParagraph 2: their different attitudes towards the travel planParagraph 3: the travel dream of Wang Wei and Wang KunDesign purpose: These steps are designed to practice their skill of summarizing the main idea and develop their logical thinking, according to the scaffold principle, which will make the difficult task easier tofinish.Scanning:Scan the first paragraph for detailed information of the journey.The dream: to take a bike tripThe participants: Wang Kun, Wang Wei, Dao Wei, and Yu HangThe transportation: mountain bikesThe route: from where the Mekong begins to where it ends★ Why did she persuade Dao Wei and Yu Hang to join them?Design purpose: In order to encourage students to think about the motivation of Wang Wei's action and inspire intercultural awareness in them.Careful reading：1.Scan the second paragraph to find out the difficulties Wang Kun put forward and the responses of Wang Wei.The source: (too far) gave me a determined lookThe altitude: (too high) seemed to be excitedThe air: (too thin) said it would be an interesting experience The weather: (too cold)★ Wang Kun took a _ _____ attitude to the trip and he is a_____ ___ boy .Wang Wei held a _________ a ttitude to the trip and she is a _____________ girl.Design purpose: This task is designed to help students understand the different attitudes towards the trip and the way they deal with the disagreement.2.Try to describe the Mekong according to the timeline.At first,...Then,...Sometimes,...After …，...2^^S・・・，• • •At last,...Design purpose: This task is designed to improve their ability to use English as well as broaden their horizons. Meanwhile, the love to our motherland will be inspired and their intercultural awareness will be raised.Step IV. Post-reading (Activity)1.Choose a destination and make a mind map for your travel plan in groups.2.Think about the meaning of your journey.Design purpose: I design this activity with the expectation that they may put what they have learned in class into practice and also I want them to think about the real meaning of travelling. Of course, it will be an activator of their emotion and encourage them to express their ideas in group.A self-made video will be shown to help them summarize the necessary aspects of a detailed travel plan and have a better understanding of the meaning of a travel.Step V ・ Assignments1.(Compulsory) Write down your detailed travel plan.2.(Optional) Find a chance to carry it out with your group members.Design purpose: Having learned this period, students are likely to have understood the internal qualities, teamwork as well as enough preparations which should be considered while making a travel plan. The task can help them consolidate what they have learned in class and the practical meaning will be well fulfilled after they carry out the plan.Blackboard designDesign purpose: The design is clear and easy with the hope of getting my students to understand and recall the story easily according to it. And the design is unique and meaningful because I want them to know life is like a travel to pursue a dream. Whatever you dream, take action now; wherever you go, make preparations now.。

Unit 3 Travel journal Reading: Journey down the Mekong一、教学内容本课时讲述了一段沿湄公河而下的自行车旅行，主人公王坤以旅游日记的形式详细的记录了这一过程。

二．教学目标1.能力目标：●探讨与旅游相关的各种话题，包括旅游的益处，如何为旅游做准备，在旅游期间应注意的事项等。

●说出一些关于地形地貌的名词，列举湄公河流经的国家名称。

●通过阅读篇章的主要内容，使学生形成概括归纳能力，猜词能力和细节辨认能力。

3．文化目标了解湄公河的特点以及湄公河流域的地理风貌,增强对祖国大好河山的热爱和国际意识，加强对世界文化的了解。

三．教学重点与难点重点：掌握理解本单元旅游日记的内容。

重/难点：如何培养学生的概括归纳能力，猜词能力和细节辨认能力。

四．教学方法任务型教学五、Learning procedures.Step1 Warming up(8’)Step 2 skimming: (5’)Main idea of each paragraph:Para 1: ____________________________________________________________________ Para 2: ____________________________________________________________________ Para 3: ____________________________________________________________________ Step 3: scanning: Choose the right answer: (5’)1.The source of the Mekong River is in _______________.A. YunnanB. QinghaiC. TibetD. Western Yunnan2. What does the word “stubborn” in the second paragraph mean?A. very strong and determined oppositionB. difficult to deal withC. difficult to useD. determined not to change one’s mind, even when people think you are being unreasonable.3. Which of the following is true?A.Dao Wei and Wang Kun have dreamed about taking a great bike trip since middleschool.B.Once Wang Kun has made up her mind, nothing can change it.C.Several months before the trip, Wang Wei and I went to the library to look for details ofworld geography.D.The Mekong River enters the South China Sea from Thailand.4. We can know from the passage that ________________.E.Wang Wei was so stubborn that Wang Kun gave in to her at last.F.They got the chance to take the bike trip after senior middle school.G.The trip will not be so difficult as Wang Kun imagines.H.Wang Wei’s proper way to do the trip is to care about details.Step 4: careful reading: (15’)Para 1:A.Answer the following questions and then put all the answers into them.1. Who were persuade to go withy them?_______________________________________________________________________2. How are they going to make the journey?_______________________________________________________________________3. When did they get the chance to go?_______________________________________________________________________Para 2A. Finish the following formB. use some adjectives to describe each character of Wang Kun and Wang Wei.C. Sentence translation:1. Although she didn ’t know the best way of getting to places, she insisted that she organizethe trip properly._______________________________________________________________________2. She gave me a determined look – the kind that said she would not change her mind._______________________________________________________________________3. Once she has made up her mind, nothing can change it. Finally, I had to give in._______________________________________________________________________ Para 3: the route that Mekong River flows:A. match the words to correct meaning1.rapids A. a high place from which a river suddenly goes down2.waterfall B. a large flat place3.glacier C. a fast-moving part of a river4.delter D. a large body of ice moving slowly down a high valley5.plain E. the low place where a river enters the seaB. Fill in the blanks according to the textC. Fill in the following blanks: (grammar cloze选用)In order to learn about our trip, we went to the library and found __ 1__ large atlas with good maps that showed details of world geography, from ___2___ we could see the Mekong River begins in a glacier on a Tibetan mountain. Then it begins to move ___3___ and it becomes rapids as it passes ____4___ deep valleys, ___5___ (travel) across western Yunnan Province. Meanwhile we were very surprised to learn that half of the river is in China. As it enters Southeast Asia, ___6____ pace slows. It makes wide bends or meanders through low valleys to the plains ___7__ rice grows. At last, the river delta enters the South China Sea.Step5 self-evaluation. (7’)1. write down new words and expressions you don’t understand this class.__________________________________________________________________________ __________________________________________________________________________2. appreciate this article by reading it aloud, then write down the sentences which you thinkare difficult.___________________________________________________________________________ ___________________________________________________________________________Step6: post-reading/homework:Wang Kun and Wang Wei ______________________________________________________ down the Mekong River from __________________________________________. Before the trip, ___________________________________________________________ about the river and they also got _________________________ to go with them too.。

Module1 Unit3Journey down the Mekong英语组：XXX一、教材的分析与处理1、课型：阅读课2、教材分析：地位：本文是该单元“旅行日志”的重点文章，属精读材料。

内容：讲述了主人公与姐姐想骑山地车沿湄公河沿线旅行，并为此查阅资料做准备。

体裁：旅行日记3、学生分析：学生已经学了warming-up与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。

4、教学目的要求：①语言知识：理解与旅游有关的知识并掌握文中的一些词汇短语。

②语言技能：培养阅读策略（跳读、寻读、略读等）；了解旅游前的准备。

③情感态度：学习王薇敢于冒险的精神；感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。

④学习策略：学会出行之前讨论、制定计划、查阅旅游资料等能力。

⑤文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。

5、教学重点：提升学生篇章的整体理解能力，让学生理解本课旅游日记的内容。

6、教学难点：（1）利用跳读、寻读等策略来找出关键词或主题句。

（2）以阅读课为依托，训练学生听、说、读、写及小组合作的能力。

二、教学方法与手段1、教学方法与手段：任务型教学法，情景教学法，讲授法。

（1）通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的信息，激发学生的兴趣,为学习课文做铺垫。

（2）运用任务型教学法，通过读前、读中、读后的任务设计，引导学生理解文章的内容。

2、教学辅助：多媒体三、教学过程Step1: Lead inAsk some students to present their dialogue.(The homework of last class)【设计说明】采用对话形式导入，营造出宽松的学习气氛，为学生全面的课堂参与作了铺垫。

Step2: Pre-readingShow students some pictures and maps to know more about the Mekong river, its two names and the route it flows out of China.1. Names: Lancang River and Mekong River2. Route: China-Myanmar-Laos-Thailand-Cambodia-Vietnam-South China sea 【设计说明】利用图片来了解湄公河，为课文第三段做铺垫，同时，激发了学生的兴趣和好奇心。

人教版Unit3 Reading Journey down the Mekong教学设计辽宁师大附中庞春艳一、教材分析本课是人教版必修一第三单元的一篇阅读课。

文章是一篇记叙文，主人公王坤以旅行日志的形式讲述了和姐姐王薇想骑山地车旅行，并为这次旅行查阅资料做准备的过程。

文中的湄公河在中国境内被叫做澜沧江，是一条跨越六个国家的国际性河流。

湄公河海拔5000多米，空气稀薄，他们所选择的旅行路线注定是一次非常刺激的旅行经历。

本篇文章为后面的游记提供了背景知识，是本单元的重点文章，属精读内容。

二、学情分析我所授课的年级为高一学生，他们在经过了将近一个月的高中生活后基本适应了高中的英语教学模式。

另外，人们对于旅游这个话题都非常感兴趣，尤其是他们这个年龄段的孩子，有热情，敢于冒险。

但是高一学生对阅读技能的掌握需要一点点培养，所以在设计课的过程中，要考虑阅读技能的训练。

三、教学目标Teaching objectives1.Knowledge and skills:Students will be able to1)pick out useful information and get the main idea of the reading passage.2)develop their reading ability by skimming, scanning and so on.3)understand and master some words and expressions related to geography.4)give a description of the Mekong River and know how to make a plan for a trip2.Emotional attitude and valueStudents will be able to1）have a basic knowledge of the background of the Mekong River and develop an interest in traveling.2）get into a good habit of being prepared and persistent.四、教学重点The training of the reading skills and the full understanding of the text五、教学难点The analysis of the characters of Wang Kun and Wang Wei and how to give a description of the Mekong River六、教学方法Communicative strategy, task-based strategy, cooperative learning七、教学过程【体现教学目标达成、教学重难点突破、教法学法说明】八、 板书设计。

尊敬的各位评委、老师：大家好！我的比赛序号是：10号，学科：英语我今天说课的题目是人教版高一英语必修一的Unit3Travel Journal中Reading and comprehending的内容，此内容为本单元的第二课时。

我将分五个阶段完成说课：一、教材分析；二、教法分析；三、学法分析；四、教学过程；五、板书设计。

前三个阶段用中文阐述，教学过程用英文阐述。

由于本人经验不足和能力有限，因此在备课和说课的过程中存在着一些不足之处，恳请各位领导、老师提出宝贵意见。

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。

通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生了解和学习有关旅行的知识，例如选择自己感兴趣的旅行地点，确定旅行路线，查阅相关信息，制定旅行计划等，激发学生旅游的兴趣。

二、学生分析高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，同时自我意识增强，不但在乎别人对自己的评价,更渴望得到关注和赞赏。

高一的新生应该有较强的表现欲望和求知的欲望，具有了一定的英语语言知识和英语运用的能力，但是高一学生尚未养成较高的自主学习能力，口语表达能力和阅读理解技巧都有待提高。

三、教学目标1、认知目标：帮助学生利用略读、跳读等策略找出关键词；运用关键词和所预习的生词复述课文；认读东南亚国家名称，了解与湄公河相关的英语表达。

︵ ︵ Unit 3 Travel journalPeriod 2 Reading 教案--Teaching goals:Ability aims:1. Can describe a journey.2. Can use the skills (skimming , scanning)Language aimsSs can read the passage fluently and correctly(连读 cycle along, at an altitudeofetc.)1. Can grasp the words and expressions.Difficult points1. Understand the text well.2. Try to master the useful new words & expressions in this period.Teaching procedures:Step 1.学生齐读学习目标，这节课中应该达到：1. 通过这次阅读学会略读，跳读。

2. 会描述旅行。

3. 了解湄公河的地理风貌，丰富地理知识。

会简单描述湄公河。

Step2.Lead in. 〔旨在通过图片展示，引出话题，激活学生的思维，激发学生的兴趣。

〕 T ：What can you see in this picture?S A riverWhat ’s the name of the river?The Yellow River.Have you imagined that you take a trip along the entire Yellow River? What will you feel then?S1.May be I will feel excited.S2.Surprised by its beauty....T: Just now, most of you use many different words to describe your feelings , such as, excited, surprise..., In a word, you imagine the trip must be exciting. It is so accidental that a student named Wang Kun is planning to take a trip along the MekongRiver. Doyou know where the MekongRiver is?S. Yes.T: Goood, Yes you have the information about MekongRiver. Please tell me something about it..Yellow River→ Mekong RiverA short introduce the MekongRiver.Now, you must want to know what Wang Kun is planning for the trip. Let’s e to the passage.Step3 Reading〔设计skimming和scanning旨在引导学生快速浏览文章，从总体上把握文章的框架结构和主题结构。

Unit3 Journey Dow n the Meko ng 公开课学案课前预习湄公河-概况澜沧江流经泰国、老挝，流域面积62万km2占湄公河一澜沧江总流面积的77.8%，几乎包括整个老挝、柬埔寨和泰国的大部分地区、越南的三角洲地区和部分中部高原。

河道平均比降约0.16 %。

湄公河干流河谷较宽，多弯道，经老挝境内的孔（Khone）瀑布进入低地，到柬埔寨金边与洞里萨（Tonle Sap）河交汇后，进入越南三角洲。

三角洲面积 4.95万km2, 土地肥沃。

河流过金边后分成两条汊河，一条叫湄公河，一条叫巴塞（Bassac）河。

在河口附近，湄公河又分成3条汊河入海。

澜沧江一湄公河集内河、界河、国际河多条河流为一体，据最新资料统计，中国境内的澜沧江长2130.1千米，境外的湄公河长2750.2千米，二者相加，这条大江共长4880.3千米，在世界大江大河中，长度为第六位，流域面积为第十四位，年径流量居第四。

从国际河流的角度看，澜沧江一湄公河，在东南亚大河中稳坐头把交椅，除了欧洲的多瑙河和非洲的尼罗河，再找不出比她更长的国际江河了，所以人们称她为“东方多瑙河”。

从中、缅、老边界到老挝的万象为上游，长1053千米。

流经地区大部分海拔200〜1500米，地形起伏较大，沿途受山脉阻挡，河道几经弯曲，河谷宽窄反复交替，河床坡降较陡，多急流和浅滩。

万象到巴色为中游段，长724千米。

流经呵叻高原和富良山脉的山脚丘陵，大部分地区海拔100〜200米，地形起伏不大。

其中上段河谷宽广，水流平静。

沙湾拿吉至巴色，河床坡降较陡，多岩礁、浅滩和急流。

巴色到柬埔寨的金边为下游，长559千米。

流经地区为平坦而略为起伏的准平原，海拔不到100米，河床宽阔，多汊流，但部分河段有小丘紧束或横亘河中，构成险滩、急流，全河最大的险水孔瀑布就在此段。

金边以下到河口为三角洲河段，长332千米。

湄公河在金边附近接纳洞里萨河后分成前江与后江，前后江进入越南，再分成6支，经9个河口入海，故其入海河段又名九龙江。