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所屬欄目：高中英語優質課視頻
視頻課題： 高中英語人教課標版高一英語B1U3 Travel journal
教學設計、課堂實錄及教案：
高中英語人教課標版高一英語B1U3 Travel journal
Teaching Plan
B1U3 Travel journal
Reading--- Journey down the Mekong
(NSEFC Book 1 Unit3)
一．教學課型：閱讀課
本課內容是主人公王坤和姐姐王薇想騎山地車旅行，于是選定了沿著云南西部的瀾滄江，也就是湄公河作為旅游路線。他們選擇海拔5000多米，空氣非常稀薄的高山作為旅行的起點。這注定是一次非常刺激的旅行經歷。通過查閱資料，他們知道了河流的特點和流向，沿途所要經過的地形等等，增長了地理方面的知識，開闊了視野。通過閱讀，學生可以學到一些有關地理的單詞和短語，懂得如何做好旅行前的準備工作，例如選擇自己感興趣的旅行地點，確定旅游路線，通過查地圖等了解沿途的相關信息, 激發學生旅游的興趣。此外，對文本進行較深入地解讀后，學生還能通過主人公王薇的言行舉止了解到她鮮明的性格特征。
二．教材分析
1. 教材內容：NSEFC Book 1 Page 18
2. 教材處理：本節課是這個單元的第二課時, 為了盡快進入閱讀課文的教學，利用上一
節課所學內容簡單進行復習后進入閱讀部分，教學重點在于對閱讀文章的理解。
三．學情分析
1、此次課是異地教學，上課對象為潮州市華僑中學校高一8班的學生。學生們都具有一
定的英語基礎和口頭表達能力。但因為剛進入高中學習不久，還未能很好適應高中英語教學。
2、課前要求了解關于湄公河的背景知識。
四．教學目標
1、認知目標：幫助學生利用略讀等策略找出基本信息；運用基本信息和所預習的生詞復
述課文背景。通過對文章的進一步解讀體會主人公的人物性格。
2、技能目標：提升閱讀能力和對文本的解讀能力，培養學生提取、加工信息和分析問題
的能力。
3、情感目標：學生通過文本學習豐富對湄公河背景文化的了解，開拓國際視野，增強學
生在旅游中接受異國文化的能力，并讓學生感受作者認真謹慎的態度，養成做事充分準備堅持到底的好習慣。
4、教學重點：提升學生篇章的整體理解能力和文本解讀能力;豐富學生的文化內涵，開
拓國際視野。教學難點：如何利用閱讀技巧來提取文本的基本信息; 如何幫助學生運用閱讀策略，對文本進行深入解讀，從而使學生能自主學習。
四．教學過程 Stage 1: Lead-in
Show a picture of the Mekong River and the brief introduction of it. Ask Ss how many countries the Mekong River flows through? And what else do they know about the Mekong river?
【設計說明】通過復習上一節課的關于the Mekong的內容，激發學生的興趣，為學生全面的課
堂參與做鋪墊，然后快速進入閱讀部分。
Stage 2: While-reading
Task 1: Ask the students to read the passage quickly and match the main idea of each
paragraph.
Paragraph 1 The Mekong Paragraph 2 A stubborn sister Paragraph 3 The dream
【設計說明】通過任務設計，讓學生學會概括文章大意，區分主旨大意及細節信息，并學會分析文章結構。
Task 2: Paragraph 1
Ask the students to read through paragraph 1 and then find out the basic information (who, when, what and how) in paragraph 1.
1. Who took the journey down the Mekong River? Wang Kun and Wang Wei; Dao Wei and Yu Hang
2. When did they have the dream and when did they get the chance to realize their dream?
Ever since middle school; after graduating from college 3. What did they plan to do? Take a great bike trip. 4. How did they travel?
To cycle along the entire Mekong river.
Story setting: Who When what how where
5. Now she is planning our schedule for the trip. T: What’s function of this sentence here?
It serves as a connecting link between the preceding and the following.
【設計說明】找出文章中最簡單的信息，目的是教學生學會快速閱讀的技巧，引領學生關注文本的主題及涉及主題的主要信息。
Task 3: Paragraph 2
1. Ask the students to read through paragraph 2 and then fill in the two charts.
Personalities (個性) Evidence
Wang Wei is stubborn.
… she insisted that she organize the trip properly.
Wang Wei doesn’t care about details.
1) She didn’t decide when to leave and when to come back.
2) She hadn’t looked at a map yet.
My remarks
Wang Wei’s response(反應) Wang Wei’s personalities the source of Mekong -- Qinghai Province
Not change her mind
stubborn
The journey began at altitude of more than 5,000 meters. excited risk-taking
hard to breathe very cold
interesting
adventurous
(黑體字為需要學生填寫內容) 2. An Interesting Pattern
So I told her that the source of the Mekong River is in Qinghai Province. She gave me a determined look—the kind that said she would not change her mind. When I told her that our journey would begin at an altitude of more than 5,000 metres, she seemed to be excited about it. When I told
her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience.
(A parallel(平行的） structure----to emphasize 強調)
【設計說明】要求學生自己閱讀文本，從篇章中準確、高效地獲取知識與信息，并加以分析，充分理解課文，了解主人公固執、勇于冒險的性格。讓學生自己歸納總結，既發揮了學生自我學習的能力，又及時將上段落所學的閱讀技巧加以鞏固運用，增加了學生的成就感，也培養學生們的閱讀理解能力。
Task 4: Paragraph 3
1. Raise the question before students read this paragraph: What can they see when you travel along the Mekong?
glacier--rapids—valley—waterfall—plain--delta
2. Ask the students to read the specific introduction of the Mekong with the help of some pictures.
It begins in a glacier on a mountain in Qinghai.
·At first, the river is small and the water is clear and cold. ·It becomes rapids as it passes through deep valleys. ·It travels across western Yunnan Province.
·Sometimes the river becomes a waterfall and enters wide valleys. ·It becomes wide, brown and warm. Its pace slows. ·It makes wide bends or meanders through low valleys. ·It flows to the plain where rice grows.
·At last, the river delta enters the South China Sea.
3. Ask the students to fill in the blanks and then retell this part.
The Mekong River which is called the Lancang River in China __begins____ in a glacier on a Tibetan mountain and ___enters___ the South China sea __at last_____.
__At first____ the river is small and the water is __clean____ and cold. __Then____ it begins to move ___quickly___. __After____ it leaves China and high altitude, it becomes __wide____, brown and warm. ___As___ it enters Southeast Asia, its pace slows. Sometimes it becomes rapids; __Sometimes____ it becomes a waterfall.
【設計說明】根據圖片,讓學生們一起朗讀課文句子，讓更直觀且更好地掌握文章細節信息，還能有效地調動學生的學習積極性，喚起學生的學習興趣以及對大自然的熱愛。接著讓學生進行復述練習，進一步鞏固所學內容。此外，引導學生關注銜接詞，了解如何更好地介紹地點。
Task 5: Further Thinking
T: Why did Wang Kun use the title Journey DOWN The Mekong?
(They want to cycle from where it begins and where it ends. It begins at an altitude of 5000 meters--- It runs through low valleys to the plains, and the river delta enters the South China Sea.)
Stage 3: Homework 1. Finish the exercise on P20.
2. Preview the lesson. (Journey Down The Mekong Part 2)
五．教學反思
（1）該課的設計方面
閱讀任務設置有層次感，由表層到深層，對文章深層次的挖掘有助于學生批判性思維的形成。本節課的亮點在于對閱讀語篇知識的滲透，篇章連接詞在文章中的功能的理解。 （2）課堂教學過程
本節閱讀課滲透了多項閱讀微技能的指導與訓練，分析到位。啟發式提問對于學生很有挑戰性，能很好地激發思維，并給予學生充分的思考空間和理解時間。 （3）學生學習效果
學生在本課結束后，能清楚地了解文章內容，王坤王薇他們的夢想、王薇的鮮明的性格特征和湄公河的基本情況；并明白當我們描述一個人的個性特點時，我們可以通過多種方式給出證據，以及當進行文章的寫作時，應恰當地使用銜接詞使得文章內容連貫。
同時，學生接受有效的閱讀微技能培訓，運用相關的閱讀策略，來理解和掌握所學內容，如：學會尋找文章關鍵詞、利用語篇標記詞來分析語篇的內在邏輯關系等。學生能發展批判性思維，實現知識的有效遷移。 （4）不足之處
因為異地教學，與學生不熟悉，為了保證學生能夠跟上教授節奏，課堂整體推進速度偏慢了一點，最后回歸課文標題總結全文這一環節未能有效開展。
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