Module1 Unit3
Journey 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
1 Step1: Lead in Ask some students to present their dialogue.(The homework of last cla) 【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-reading Show 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 River 2.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。 Step3: While-reading Task1.Main idea (1) Find out the main idea of the text.(Reading skill: Read the title, subtitle or the first or last sentences) The plan and preparations for their trip along the Mekong River.
(2) Find out the main ideas with the paragraghs.( Listen to the recording ) Para.1: The dream of taking a bike trip Para.2: Discuion/Diffterent attitudes between Wang Wei and Wang Kun Para.3: The preparation before the trip 【设计说明】通过跳读的阅读策略，及从首句或尾句寻找大意的技巧，以及听录音的活动，引领学生关注本文的主题和每段的主题，整体把握文章。 Task2.Careful reading Para1.(1) Skimming: find out the timeline to know the detailed information.Since middle school...Two years ago… Last year…
When we graduated from college…
(2) Explain the difficult sentence: It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. Para2.(1) Scanning: answer the following questions.1.Who organized the trip? 2.Where is the source of the Mekong River? 3.What difficulties did Wang Kun and Wang Wei find about their journey?
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(2) Group work: Discu the character of Wang Wei and Wang Kun.stubborn; serious; determined; clever; risk-taking; careful; wouldn’t change her mind; Para3. Pair work: Know the meaning of Para.3 and find out some words related to geoaraphy.Words: The glacier, rapids, valleys, waterfalls and plains, delta.【设计说明】通过寻读、略读、小组合作等活动，进一步学习文章的细节，理解文章的意思。第一段采用听-说教学，以时间为线索理解文章；第二段采用问答和小组合作的形式，感受主人公认真谨慎的态度，学习王薇敢于面挑战的精神；第三段采用两人合作理解文章的意思，重点学习一些与地理有关的词汇，并且通过图片生动地呈现出来，使得地理名词形象化。 Step4: Post-reading: Summery of the text Ever since ______ ______, Wang Wei and I have dreamed about having a great ___ ___.It was Wang Wei who first had the idea to ____ along the entire Mekong River.My sister doesn’t ____ ____ details, because she doesn’t know the best way of getting to places.When I told her the difficulties we would come acro during the journey, she gave me a __________look--- the kind that said she would not _____ ____ ____.I know once she has ____ ___ ___ ___, nothing can change it.I had to ___ ___.Then we found an _____ and knew clear about the details of the Mekong River\'s geography.【设计说明】学习文章后，以短文填空的方式让学生巩固对课文的理解。从语篇-语段-语篇，这样可以更好地理解文章的意思。 Step5: Homework 1.Read the text and recite the second paragraph.2.Finish the Ex.on page 20.【设计说明】主要是为了让学生巩固课文，为下节词汇教学做铺垫。 板书设计：
Journey Down the Mekong Part1.The dream and the plan
Para.1: The dream ----It was...that...
Para.2: Diffterent attitudes / Discuion-----stubborn
Para.3: The preparation -----atlas
高中英语必修1Unit 3Journey Down the Mekong公开课同步教案
