牛津高中英语教学设计　Unit 2 Wish you were here

牛津高中英语教学设计　　

单　　元：Unit 2 Wish you were here　　

板　　块：　　Reading　　　　

Thoughts on the design:　　

这是本单元的第二课时，在第一课时“Welcome to the unit”中已经通过多媒体向学生展示了许多值得去探险旅游的世界各地及探险活动，如登山、冲浪漂流等；并就“Adventure”，同学们进行了热烈讨论，学生对探险旅行有了一定的了解,获得了一定的背景知识。本节阅读课是关于Toby写给她的好友Aihua的一封便信，告诉Toby 暑假她和他哥哥去非洲的旅行计划。本课时运用多媒体增加课堂容量，提高课堂效率和学生积极性。通过设计有助于提高学生的阅读概括水平与分析问题能力的练习，指导学生提高阅读速度和把握作者写作思路；及通过练习设计提高学生运用语言解决问题的能力，变学习语言为运用语言。           　　

Teaching aims:

After learning the content of this period, the students will know how to read and write an informal letter. Besides, their creative, comprehensive and consolidating abilities will be developed by reading the text step by step, guided by different exercises arranged from lower levels to higher levels.

Teaching procedures:　　

Step 1  Free talk and Lead-in 　　

People have always been seeking interesting, exciting and challenging things to do. Now let’s look at some of the activities. (Show PPT4)

 [Explanation] 　　

在“Welcome to the unit”的基础上进一步向学生补充背景知识，激发学生的阅读兴趣，为学生在阅读中获得成就感打下基础。　　

Step 2  Listening and scanning　　

1. (Show the students PPT5)　　

Now look at the activities and places on the screen, listen to the recording of the text, and decide which of them are mentioned on the tape.　　

2. Focus on the new words of places. (PPT6)　　

  　Morocco　, the 　Sahara　 　Desert　, the River Nile, 　Lake Victoria　, 　Kenya　, 　Tanzania　 (Kilimanjaro) 　Himalayas　　　

3. Provide the students with more information about the above places by linking the words to relevant slides. (PPT7-13)

[Explanation]　　

听课文录音快速略读环节设计是为培养学生在阅读中抓主要信息的能力，而其后教非洲名字并介绍关于这些地区的进一步信息是为下面的阅读作铺垫。　　

Step 3  Fast reading　　

1. Guide students to the Reading Strategy of this unit and then ask them some questions (PPT14)　　

①. Are dates included?      (Yes/No) (Yes)

②. Is the reader’s surname addressed? (Yes/No) (No)

③. Are friendly greetings usually used at the beginning of the letter? (Yes/No) (Yes)

④. Are past events mentioned? (Yes/No) (Yes)

⑤. Are jokes made in the letter? (Yes/No) (Yes)

Conclusion: It is an informal letter.　　

2. Get the students to read each paragraph quickly and found out the main idea. (PPT15)　　

[Explanation]　　

问题设计是为帮助学生了解文章体裁——非正式信笺的有关知识，把握文章的整体教学，培养学生分析、概括水平。　　

Step 4  Careful reading　　

Ask the students to read each paragraph more carefully to get detailed information, and then show the following exercises for them to finish: (PPT16-21)　　

Para1: True or false:　　

1. Toby would spend a few weeks traveling before he goes to university.   (F)　　

2. After the trip to 　Africa　, Colin will go to university.        (F)　　

Para2: Answer the questions:　　

     Where to start:   　　London　　　　

Time:  15^th July　　

Where to go:  Morocco/Sahara　　

How to go there: plane (from 　London　 to 　Morocco　)   camel (through 　Sahara　)　　

What to take: tents/ sleeping bags/ a torch　　

How long: six days　　

Para3: Asnswer questions　　

     1. What adventure activity will the writer try?  ( white-water rafting)　　

     2. What is white-water rafting like?  (danger, exciting)　　

     3. How to protect himself?   (helmet, lifejacket)　　

Para4-5: Fill in the missing words:　　

  In ________ , they’ll live with the ______ people in their villages , and eat and drink _________ they do , including cow’s _______.They’ll walk across the land, following the __________ of big animals such as elephants, lions and_________.　　

  (　　Kenya　　, local, whatever, blood, footprints, giraffes)　　

Para6: Answer the questions:　　

   What will they do after sunset? Why?　　

   (get enough rest, tiring, feel sick as the air, gets thinner. )　　

Para7: Choose the correct answer:　　

    Which of the following is their traveling route?_____  (B)　　

    A. Morocco → 　Britain　 → 　Tanzania　 → 　Kenya　 → 　　China　　　　

    B. London → 　Morocco　 → 　Kenya　 → 　Tanzania　 → 　　China　　　　

    C. China → 　Morocco　 → 　Kenya　 → 　Tanzania　 → 　　Britain　　　　

    D. 　China　 → 　Britain　 → 　Morocco　 →Kenya → 　　Tanzania　　　　

[Explanation]　　

通过练习引导、帮助学生把握作者写作思路，这样有利于学生把握文章段落中心；培养学生善于抓住段落中心及在阅读中处理信息的能力；并帮助学生了解习作时谋篇布局的技巧。（注：阅读的过程实质是获取、加工、处理信息的过程，要求读者积极的思维活动。）　　

Step 5  Fast reading　　

1. Task-based reading　　

 (1. adventure 2. plane 3. Places 4. camels 5. Camping　　

 6. 　　Victoria　　 7. footprints 8. whatever 9. sunset 10. 　Himalayas　 )　　

2. Discussion:　　

  Suppose you are also going to take an adventure travel in 　　China　　, please discuss in groups of six　　

about where to travel and what to take, and also imagine how you’ll travel and what you will do during you travel.　　

[Explanation]　　

体现高中英语教学目标：综合语言运用能力。通过任务型阅读练习与高考接轨，小组讨论把读与说有机结合起来，也体现了着力培养合作学习的精神。教师加以适当引导与提示；目的在于鼓励学生应用语言表达思想、恰当运用语言的能力（谈论计划使用的将来时间表达方法）。　　

Step 6  Homework:　　

1. E-mail your friend about an adventure in 　　China　　.　　

2. Write a letter about your traveling schedule about an adventure in 　　China　　.