高一英语教案(说课稿)：人教版必修一Unit3 Journey down the Mekong_人教版高一英语说课稿
高一英语教案(说课稿)：人教版必修一Unit3 Journey down the Mekong由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“人教版高一英语说课稿”。
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?
(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
