Unit3 Places of interest-more reading教案

1. 章節(jié)分析（Reading section ）

   （一）綜述

   本章節(jié)通過介紹一些有代表性的旅游景點(diǎn)，拓寬學(xué)生的知識(shí)面，增加描述性語言的輸入，激發(fā)學(xué)生的人文意識(shí)和民族自豪感。

   本課的任務(wù)有兩個(gè)：

   1 ?對課文進(jìn)行整體閱讀，提供文章結(jié)構(gòu)的框架，培養(yǎng)學(xué)生略讀（獲取大意）、掃讀（整理有關(guān)信息、分析篇章結(jié)構(gòu)）等閱讀能力，提高閱讀效率和閱讀理解能力。。

   2 ?通過了解在文化、歷史、宗教等方面有代表性的旅游名勝，提高培養(yǎng)學(xué)生的文化素養(yǎng)，培養(yǎng)民族自尊和自豪感。

   （二）閱讀目標(biāo)

   教學(xué)目標(biāo)

1. ?知識(shí)目標(biāo)

   對景點(diǎn)的大致了解，學(xué)習(xí)課文中重點(diǎn)詞、詞組、句型和語法。

2. ?能力目標(biāo)

   培養(yǎng)學(xué)生的閱讀技巧和提高學(xué)生的閱讀理解能力：略讀（獲取大意）、跳讀（整理有關(guān)

   信息分析篇章結(jié)構(gòu)）、猜測詞義等是高中學(xué)生必須具備的閱讀技能。?[來源:學(xué).科.網(wǎng)Z.X.X.K]

3. ?情感目標(biāo)

   激發(fā)學(xué)生對祖國悠久文化歷史和和大好河山的自豪感，?[來源:Zxxk.Com]

   （三）教學(xué)方法

   通過任務(wù)型教學(xué)法組織教學(xué)。

   （四）?閱讀重點(diǎn)和難點(diǎn)

1. 詞匯學(xué)習(xí)

   1. 核心詞匯

• guard

• figure

• style

• seat

• audience

• single [來源:學(xué)科網(wǎng)]

• vegetarian

• overnight

• mercy

1. 拓展詞匯

• warrior

• pottery

• statue

• goddess

1. 詞組和短語

   • be located

   • in memory of

   • be famous for

1. 句型學(xué)習(xí)

• It’s believed that…

• In front of the Hall stands …[來源:學(xué)科網(wǎng)ZXXK]

1. 語法學(xué)習(xí)

   完全倒裝

1. 教學(xué)設(shè)計(jì)（Teaching Designs）

教學(xué)內(nèi)容	教學(xué)實(shí)施建議	教學(xué)資源參考
1?Pre-task [來源:學(xué)§科§網(wǎng)]	通過形式多樣的交際活動(dòng)，激活相關(guān)背景知識(shí)，突出主題。 具體處理這部分內(nèi)容的建議見[鏈接1]。	見網(wǎng)頁
2?Task cycle	這是本課的主體部分，也是老師要處理的重點(diǎn)，通過培養(yǎng)學(xué)生的閱讀技巧、獲取信息的能力達(dá)到提高學(xué)生的閱讀理解能力的目的。 2?Skimming要求學(xué)生帶著問題快速通讀全文，了解文章的大意。 2?Scanning要求學(xué)生分段閱讀，針對各段內(nèi)容，尋找相關(guān)信息完成表格，達(dá)到理解課文的目的。 2?Planning 準(zhǔn)備將相關(guān)信息以正確的結(jié)構(gòu)和清晰的語言向全班展示。 2?Report 請若干同學(xué)向全班簡要匯報(bào)，對相關(guān)信息進(jìn)行比較，接觸更多的口頭和書面語。 具體處理這部分內(nèi)容的建議見[鏈接2]。	?
3?language focus	l?猜測詞義?完成練習(xí)A1 l?掌握重點(diǎn)搭配、詞匯和句形型。????? ( sth. be available to sb, in memory of, In front of the hall ?stands, It is believed that) 理這部分內(nèi)容的建議見[鏈接3]。	課本P55 課件

[鏈接1]

說明：

本部分內(nèi)容的處理是為學(xué)生提供有益的輸入，幫助他們熟悉話題，應(yīng)用學(xué)過的語言結(jié)構(gòu)，達(dá)到復(fù)習(xí)的目的。分享旅游經(jīng)歷，加強(qiáng)學(xué)生溝通能力，拓寬學(xué)生溝通渠道?。

Step One??結(jié)合學(xué)生的寫作，請1-2位同學(xué)介紹他們的一次旅游經(jīng)歷或一個(gè)旅游景點(diǎn)。?

Step Two??展示更多景點(diǎn)圖片引出任務(wù)主題。?（見網(wǎng)頁）

?[鏈接2]

說明：

本部分建議采用skills-based 和?text-based 結(jié)合的教學(xué)策略，以任務(wù)驅(qū)動(dòng)貫穿閱讀的全過程，提高學(xué)生閱讀理解能力，培養(yǎng)學(xué)生的閱讀技巧。如果將這部分教材處理成單純的講授課，那么就很難達(dá)到提高學(xué)生閱讀能力的目標(biāo)。

Step One ?Skimming ---to get the general idea of the material

Skim the passage to get the general idea of the passage.

Question: ?How many places of interest are included in the text？And what are they？?

Step Two ?Scanning --- to get certain facts

Scan the passage to find facts to fill in the table.

?

Step Three ?Planning---to have a deep understanding of the material.

Ask students to piece up the information and get prepared to give report about a particular place of interest in oral English. The students are encouraged to use sentence structures different from those in the text.

Step four ?Report ---to deepen their understanding of material by listening and speaking.

Ask some students to present their report about one particular place of interest to the whole?class, the rest are encourage to complete some missing information

?[鏈接3]

說明：

這是詞匯知識(shí)和閱讀能力的拓展部分，要求學(xué)生在對課文的理解和掌握的基礎(chǔ)上，學(xué)會(huì)從上下文中猜測詞義；分析重點(diǎn)句型、詞組搭配和詞匯，給學(xué)生創(chuàng)設(shè)情景，幫助學(xué)生操練并掌握詞。

Step One Exercise A1: Find the meanings of words according to context

Step Two Analysis and practice

Brief explanation and analysis on some key structures, give some specific situations, and the students shall put these structures into practical use by paraphrasing.

1 ?in memory of ????

do sth in memory of sb ?

??????do sth to be in memory of sb

1) ??Abraham Lincoln is a great president in American history because he prevented the

southern states from breaking away from the Untied States. So the Americans built a

memorial after he died.

→ The Americans built a memorial in memory of Abraham Lincoln.

2) ?Lei Feng was a PLA man. He served people heart and soul and did a lot of good

deeds. So we set aside a special day, March 5 to do good deeds. [來源:學(xué)#科#網(wǎng)Z#X#X#K]

→We set aside March 5 in memory of Lei Feng.

2 ?sth be available to sb: sth can be got or used

1) ??We can get all kinds of information on the Internet.

????????→ All kinds of information are available on the Internet.

???2) ??Students can borrow any of the books on the shelves in our school library.

????????→ All the books on the shelves are available in our school library.

???3) ?You call on Mr. Smith, the general manager of a large company only to be told that

he is attending an important meeting. What will his secretary say to you?

→Sorry, but Mr Smith is not available now.

4) When I needed help that day, there was nobody?around to whom I can turn.

→ When I needed help that day, nobody was available.

3 ??People believe that ??It’s believed that

1) People in the 17^th?century believed that the earth was flat, but now they know it is ?????????round.

???????→It was believed that the earth was flat in the 17^th?century but now it’s believed that it is round.

????2) People all over the world believe that music is a common language for all.

????????→ It’s believed that music is a common language for all.

4 ??In front of the Hall stands a statue. 用簡筆畫的方法呈現(xiàn)畫面，請同學(xué)造句

1).In the center of Ti’Anmen Square stands a monument to heroes in war.

????2) On the top of the hill stands a tall tree

????3) At the bottom of the hill lies a small village.

????4) In the middle of the lake exists an island.

?

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