人教版高中英语 必修一 Unit3 《Travel journal---Warming up》 课件

高中英语必修１

Unit3 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

语言知识 Master the new words.

Learn to express wishes and farewells.

How to express future by present progressive tense

语言技能

Learn to make a travel plan?

Learn to talk about travel plan.

1 Unit 3 Trave Journal

Period I. Warming up

Step1. lead-in by discussing

Talk about experence of journey.

1. Where have you ever been before/ in the National Day?

2. How do you like the travel to…?

(eg: I have been Beijing during holiday. It is very interesting that … We visit … and found… That

journey helps me know the culture there better.)

3. Why do you think the journey is helpful?

To …(to brunden our horizons; to learn more about local culture and history; to relax; to make

friends; to get a better understanding of…)

Step2. Warming up

Task1. Part 1 on Page17

1. If you want to go travelling, where are you going? How did you get there?

(on foot; by bike; by bus; by car/jeep; by train; by plane/by air; by boat/by ship/by sea)

2. If you are given a chance to travel around the world, what kind of transportations will you use and

第20卷 第3期2018年06月Vol. 20, No. 3June, 2018基础外语教育Basic Foreign Language Education

89评课——人教版《英语》必修1

Unit 3 Travel Journal*

广东岭南师范学院外国语学院 骆凤娟

摘 要：本节课导入有创意，有效激发了学生的学习兴趣和心理图式，为整个教学活动的展开做好了铺垫。设计的问题与任务从简单到复杂层层递进，教学设计符合学生的认知发展规律。教学以学生为主体，师生互动自然流畅，有效地发展了学生的英语思维能力，很好地实现了课堂的目标。关键词：问题；认知发展规律；互动中图分类号：G623. 31 文献标识码：B 文章编号：1009–2536 (2018) 03–0089–03

息，分析文本结构，很好地实现了课堂的语

言知识目标、能力目标和情感目标，较好地

发展了学生的英语思维能力，以下几点教学

做法值得同行借鉴。

一、导入有创意，有效激发学生学习兴趣

和心理图式

在读前导入环节，郭老师充当着很好的

“引导者”和“组织者”角色，巧妙地将自己

在美国学习的经历和所要学习的课文相结合，

将学生已有的语言文化背景知识和新学习的

知识联系起来，有效激发了学生的学习兴趣。

之后郭老师设计问题：Here are some famous rivers in China. Do you know their names?让学

生看图片、听英语描述，猜测河流的名字。

郭老师选择了长江、黄河等我国著名的河流

来展示，然后选择学生所在的广东省最重要英语阅读是一个涉及诸多因素的认知交

际过程，也是一个极其复杂的生理和心理过

程。但是，许多教师困于阅读课教学“语言

第一、应试第一”的价值取向和机械式重复

的、程序化的教学流程（葛炳芳，2012）。英

语阅读课的一个重要目标就是要提高学生的

英语综合运用能力，发展其使用英语解读文

本、获取有效信息的能力，进而提高他们分

析问题和解决问题的能力。在阅读课中，教

Unit 3 Travel journal

Good morning, respectful judges. I’m No.2 candidate, applying for high school

English teacher. It’s my honor to be interviewed here. Today my topic is unit 3, travel

journal. Now I’ll present my trial lecture.

Leading-in

Good morning, class, wow, you all look so happy, are there any happy news?

Ahh ha, National Day is coming soon, we have a seven-day holiday, I expect that so

much like you, I will go to Mt. Huashan in Shaanxi, with my family, how about you?

En, you say you will go to Wuhan, that’s really a good city, have a good holiday!

Anymore? Okay, you say you want to sleep at home, good, have a rest, but you can go

outside for somewhere, how about you, wow, you say you will go to HK, did you get

a visa? Yes, you got one, good choice! Before we go for our holiday, let’s go to visit