人教版高中英语必修1unit3traveljournal说课稿.doc

Unit 3 Reading Journey down the Mekong 说课稿 王晓来
Good morning, ladies and gentlemen. I'm greatly honored to have the opportunity to share my teaching ideas with you. Today my topic is “Journey down the Mekong” taken from unit 3,book 1. My presentation consists of 4 parts, They are : Analysis of the teaching material, Teaching methods and learning methods, Teaching procedure and Blackboard design.

Part 1. Analysis of the teaching material.
This part consists of 4 aspects
1. Status and function of this passage
This reading passage is the highlight of this unit. It mainly talks 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. By studying of this unit, students will know how to make plan and preparation for a trip. So it not only contains the most important words and sentence structures of this unit but also embodies the theme of this whole unit.
(Now let’s come to the teaching aims, they are knowledge aims, ability aims and emotional aims. )
2. Teaching aims.
(1) Knowledge aims ：to help Ss master the new words and useful expressions and learn to express future by present progressive tense
(2) Ability aims: to develop Ss’ reading skills, such as skimming, scanning and the ability of reading between lines. to let Ss use what they have learned to describe a trip.
(3)Emotional aims: to simulate Ss’ love for nature and environment. to cultivate Ss’ international consciousness.
(That’s all for the teaching aims, now let’s come to the teaching important and difficult points.)
3. The important and difficult points:
The important point is to help Ss to master new words and expression. The difficult point is to help Ss to develop different reading skills and reading strategies.
4. Analysis of the students
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 interesting 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.
(That’s all for the first part, now let’s move to the second part.)

Part2. Teaching methods and learning methods
In order to finish the teaching aims above, I’ll mainly use “Task-based Language Teaching method”, “Communicative Teaching method”. To make the class a student-centered one, the students are encouraged to work in groups and learn cooperatively, so they have more opportunities to practice. Teacher acts as an organizer, a listener and a helper.
And teaching aids are multi-media computer, tape-recorder and blackboard.

Part3. Teaching procedures.
Now, let’s come to the most important part, the teaching procedure. It includes 6 steps: Step I: Lead-in, Step II: pre-reading, Step III: While-reading, Step IV: Consolidation, Step V: Post-reading, StepⅥ: Homework.

Step I: Lead-in (3 mins)
When we learn this lesson, the 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. And then I will introduce the topic of this lesson to the Ss: 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.
Step II : pre-reading (4 mins)
1. T: Q1: Have you visited any river? Q2: How many great rivers do you know?
Q3 : If you could travel down only one of them, which one would you choose? Why?
Show the Ss some pictures of rivers, ask the Ss to guess the names of these rivers.
2. T: Have you visited the Mekong River? If no, let’s learn something about it. Show the Ss the picture of Mekong and ask them to list the countries the Mekong River flows through. Then I will introduce some background information of Mekong to the students. Such us the Chinese part of the river is called the Lancang river.

Purpose: to arouse the Ss interest in learning. Improve the SS language expressing ability.
Step III: While-reading (21mins)
(While-reading is the main part and it will takes 21 mins. This step is divided into 3 parts.)
1) Review new words
Considering that the new words may affect the understanding of the text, so I will review the new words to the SS first, such us: ever since, persuaded, cycling, graduating, finally, schedule, fond of , shortcoming, stubborn, organize.
2）Fast reading：skimming &scanning
During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph.
Para1: Deciding to take a great bike trip along the Mekong river.
Para2: Different attitudes between Wang Kun and Wang Wei.
Para3: The preparation before the trip and details about Mekong river.
Purpose: to train Ss’ reading ability, such as skimming and scanning. And help the Ss understand the general idea of the text.
3) Careful reading: intensive reading
Let the students read the passage again and do a T or F exercise. And if it is F, I will ask them to correct it. In this step, I’m going to divide the Ss into four groups, and let them have a competition. The one who stand up fast and give the right answer can get ten marks for his group, the group which gets the highest mark will get a present.

This exercise can help the Ss get the key information of the passage in a short time and can deepen the Ss’ understanding of the text.

Step IV : Consolidation (6mins)
1. Play the tape of the passage for the students to listen and then ask them to read it aloud. Tell them to pay attention to the pronunciation, stress and intonation while listening. At the same time they can enjoy the beauty of English language. And it can prepare the Ss for the retelling in next step.

Purpose here is to improve Ss’ ability to grasp the main ideas when listening.
2. let the Ss complete the forms paragraph by paragraph.

Purpose here is to help Ss to get the habit of reading a passage as a whole, and pay attention to the organization of the text, as a result the Ss will fully understand the whole passage.
3. ask Ss to retell the passage with the help of the key words in the form.

Since the Ss in the class are in different levels, so I let them to fill in the blank to understand the meaning of the words and phrases better.
( That’s all for the while-reading. Now let’s move to the fifth step.)

Step V: Post-reading (10mins) ---Discussion
In this part students are asked to discuss in groups and list Wang Kun’s and Wang Wei’s attitudes about the trip. After that, Ss are encouraged to express their attitudes with the whole class. Collect their answers and don’t forget to praise them even if their answers may not be perfect.
In this activity, discussion provides a vivid and active learning environment for Ss to communicate in English with newly learned language items.
(Finally it comes to the homework.)

StepⅥ: Homework (1min)
1. Ss are required to read the text again after class and figure out the meaning of some complex sentences.
2. Do the exercises on P19;

This can help Ss to consolidate what they’ve learnt and make preparation for the next lesson

Part4. Blackboard design
On the top, there is the title of this lesson. On the left, there are main ideas for each paragraph. On the right, there are some new words and expressions.
Unit 3 Travel journal
Journey down the Mekong
Main idea of each para.:
Para1: deciding to take a great bike trip along the Mekong river.
Para2: Different attitudes between Wang kun and Wang wei.
Para3: The preparation before the trip and details about Mekong river.
New words and expressions
That‘s all for my presentation. Thanks for your attention.