高中英語M3U2教學設計蘇教版必修3

牛津高中英語教課方案單元：Unit2Wishyouwerehere板塊：ReadingThoughtsonthedesign:這是本單元的第二課時，在第一課時“Welcometotheunit”中已經經過多媒體向學生展現(xiàn)了很多值得去探險旅行的世界各地及探險活動，如爬山、沖浪漂流等；并就“Adventure同學們進行了熱情議論，學生對探險旅行有了必定的認識,獲取了必定的背景知識。本節(jié)閱讀課是對于Toby寫給她的摯友Aihua的一封便信，告訴Toby暑期她和他哥哥去非洲的旅行計

”，劃。本課時運用多媒體增添講堂容量，提升講堂效率和學生踴躍性。經過設計有助于提升學生的閱讀歸納水平與剖析問題能力的練習，指導學生提升閱讀速度和掌握作者寫作思路；及經過練習設計提升學生運用語言解決問題的能力，變學習語言為運用語言。Teachingaims:Afterlearningthecontentofthisperiod,thestudentswillknowhowtoreadandwriteaninformalletter.Besides,theircreative,comprehensiveandconsolidatingabilitieswillbedevelopedbyreadingthetextstepbystep,guidedbydifferentexercisesarrangedfromlowerlevelstohigherlevels.Teachingprocedures:Step1FreetalkandLead-inPeoplehavealwaysbeenseekinginteresting,excitingandchallengingthingstodo.Nowlet’slookatsomeoftheactivities.(ShowPPT4)[Explanation]在“Welcometotheunit”的基礎長進一步向學生增補背景知識，激發(fā)學生的閱讀興趣，為學生在閱讀中獲取成就感打下基礎。Step2Listeningandscanning1.(ShowthestudentsPPT5)Nowlookattheactivitiesandplacesonthescreen,listentotherecordingofthetext,anddecidewhichofthemarementionedonthetape.?Places:?Adventureactivities?1.Egypt?1.hunting2.Focusonthenewwordsofplaces.(PPT6)?2.Morocco?2.swimming?3.theRiverNileMorocco,theSaharaDesert,theRiverNile,LakeVictoria,Kenya,Tanzania(Kilimanjaro)?3.bungeeHimalayas?4.SouthAfrica?4.rockclimbing3.Providethestudentswithmoreinformation?5.Kenyaabouttheaboveplacesbylinkingthewordsto?5.white-waterraftingrelevantslides.(PPT7-13)?6.Scotland?6.travelingoncamels[Explanation]?7.Tanzania?7.mountainclimbing?8.MountKilimanjaro?9.Himalayas聽課文錄音迅速略讀環(huán)節(jié)設計是為培育學生在閱讀中抓主要信息的能力，名字并介紹對于這些地域的進一步信息是為下邊的閱讀作鋪墊。

而后來教非洲Step3Fastreading1.GuidestudentstotheReadingStrategyofthisunitandthenaskthemsomequestions(PPT14)①.Aredatesincluded?(Yes/No)(Yes).Isthereader’ssurnameaddressed?(Yes/No)(No)③.Arefriendlygreetingsusuallyusedatthebeginningoftheletter?(Yes/No)(Yes).Arepasteventsmentioned?(Yes/No)(Yes).Arejokesmadeintheletter?(Yes/No)(Yes)Conclusion:Itisaninformalletter.2.Getthestudentstoreadeachparagraphquicklyandfoundoutthemainidea.(PPT15)[Explanation]問題設計是為幫助學生認識文章體裁——非正式信箋的相關知識，掌握文章的整體教課，培育學生剖析、歸納水平。Step4CarefulreadingAskthestudentstoreadeachparagraphmorecarefullytogetdetailedinformation,andthenshowthefollowingexercisesforthemtofinish:(PPT16-21)Para1:Trueorfalse:1.Tobywouldspendafewweekstravelingbeforehegoestouniversity.(F)2.AfterthetriptoAfrica,Colinwillgotouniversity.(F)Para2:Answerthequestions:Wheretostart:LondonTime:15thJulyWheretogo:Morocco/SaharaHowtogothere:plane(fromLondontoMorocco)camel(throughSahara)Whattotake:tents/sleepingbags/atorchHowlong:sixdaysPara3:Asnswerquestions1.Whatadventureactivitywillthewritertry?(white-waterrafting)2.Whatiswhite-waterraftinglike?(danger,exciting)3.Howtoprotecthimself?(helmet,lifejacket)Para4-5:Fillinthemissingwords:In________,they’lllivewiththe______peopleintheirvillages,andeatanddrink_________theydo,includingcow’s_______.They’llwalkacrosstheland,followingthe__________ofbiganimalssuchaselephants,lionsand_________.(Kenya,local,whatever,blood,footprints,giraffes)Para6:Answerthequestions:Whatwilltheydoaftersunset?Why?(getenoughrest,tiring,feelsickastheair,getsthinner.)Para7:Choosethecorrectanswer:Whichofthefollowingistheirtravelingroute?_____(B)A.Morocco→Britain→Tanzania→Kenya→ChinaB.London→Morocco→Kenya→Tanzania→ChinaC.China→Morocco→Kenya→Tanzania→BritainD.China→Britain→Morocco→Kenya→Tanzania[Explanation]經過練習指引、幫助學生掌握作者寫作思路，這樣有益于學生掌握文章段落中心；培育學生擅長抓住段落中心及在閱讀中辦理信息的能力；并幫助學生認識習作時謀篇布局的技巧。（注：閱讀的過程實質是獲取、加工、辦理信息的過程，要求讀者踴躍的思想活動。）Step5Fastreading1.Task-basedreadingTopicDetailGoingtoMoroccoby(2)_____________fromLondon(3)____________ThesaharaTheRiverKenyaTanzaniaTovisitDesertNileToby’lingonGoingFollowingthe1.Getting(4)____________white-water(7)__________enoughrest(1)________2.rafingfromOfbiganimalsafterInAfrica(5)___________Lake(6)2.Gettingclose(9)_________Intents_________tothemtotake2.ClimbingActivities3.SleepingontotravelphotosMountthegroundinthedownthe3.EatingandKilimangjarobagsRiverNiledrinking(8)_________thelocalvillagersdoGoingtothe(10)___________aftyerthetripinAfricaVictoria7.footprints8.whatever9.sunset10.Himalayas)Discussion:SupposeyouarealsogoingtotakeanadventuretravelinChina,pleasediscussingroupsofsixaboutwheretotravelandwhattotake,andalsoimaginehowyou’lltravelandwhatyouwilldoduringyoutravel.[Explanation]表現(xiàn)高中英語教課目的：綜合語