1.2 Travel-Reading & Writing（教学设计）-《英语 基础模块2》（高教版2023修订版）《上好课》

课 题 《英语 基础模块2》 （高教版2023修订版） Unit1Travel ( Reading and Writing) 课 型 Reading and Writing 课 时 2 授课班级 授课时间 90mins 授课教师 教材分析 （Textbook Analysis） 本课教学内容选自教材Unit 1读写（Reading and Writing）板块，要求学生通过阅读文章，熟悉并掌握介绍人物生平的传记类文章的文体特征及语言特点；通过观察、分析、比较，学习人物类故事的表述方式，厘清文章脉络，锻炼提炼概括文本信息的能力；借助时间轴熟悉徐霞客的生平，并结合其人生经历和杰出贡献，感知历史名人的伟大魅力，激发自己树立远大的志向，并敢于为之付出努力。 学情分析 （Study situation analysis） 经过前两课时的学习，学生已经掌握了旅行相关的词汇和语句。能与同伴对话，向其介绍景点信息。通过查找资料完成作业，学生了解了一些世界著名旅行探险家的生平及主要事迹。但大多数信息以碎片化的形式存在，不完整、连贯。大多数学生没有读过英文版人物生平的传记类文章，不了解此类文体的特征及语言特点。 教学目标 （Learning objectives） By the end of this class, students are able to: 1. Understand biographical articles about people's lives and identify the writing features of the articles. 2. Use the Skimming reading strategy to extract key information from the text introducing Xu Xiake's life experiences by means of a timeline. 3. Extract information from the text of character introductions and complete promotional posters. 4. Understand the promoting role of Xu Xiake and Marco Polo in human civilization and enhance the awareness of the importance of cross-cultural exchanges among different countries. 教学重难点 (Teaching key and difficult points ) 1.Be familiar with the writing characteristics of biographical articles about a person's life, 2.Use the Skimming reading strategy to extract information from the text introducing the person, and complete the promotional poster. 3.Based on the poster, extract the main information introducing Xu Xiake and Marco Polo to complete the poster. 教学方法 (Teaching methods) 小组讨论法、任务教学法、情境教学法 课前准备(Preparation before class) PPT课件，语音素材，图片 教学媒体 (Teaching media) PPT课件、多媒体设备、语音素材、拓展资源包等 教学过程 (Teaching process) 教学环节（Teaching） 教师活动设计 （Teacher Activity） 学生活动设计（Student Activity) 设计意图 (Design Purpose) Step 1: Lead-in 22 1.Free talk "Did you all go on a trip this holiday?" "Where did you go?" 1. Freely discuss this two questions and speak up 引出文章话题并激发学生兴趣， Step 2: Pre-reading 1. Think and discuss. (1)Teacher asked the students "Why do people travel? " (2)Teacher invited some students to speak and summarize their viewpoints. 1.Freely discuss with partner and then speak up. 思考讨论人们外出旅行的目的，培养学生的思维能力。 Step 3: While-reading 1. Read and choose. （1）Teacher guides the students to read the options and understand the meaning and emphasis of each option. (2) Students read the article quickly, grasp the key sentences and choose the title of the article . (3) Teacher takes roll call for inspection, asks the students to explain the reasons and give feedback. 2. Read and complete. (1)Teacher asked the students "How is the passage organized?" 1.1Teacher guides the students to analyze the timeline and gives reading tips:skimming （2）Students skimming the text and fill in the blanks to complete the events on the timeline. （3）Teacher takes roll call to check and gives feedback. 3. Choose and talk. (1)Teacher guides the students to translate the options (2)Students read the article carefully, identify the key factors for Xu Xiake's success, and select the correct answers. (3)Teacher asks questions, requiring students to state their options, explain the reasons and give feedback. 4.Read and match （1）The teacher guides the students to analyze the questions (2) Read the questions and options in Activity 13 and select the correct answers. (3)Check the answer 5.Language points analysis dynasty n. 朝代 take care of照顾；注意 give up 放弃 set off出发 major adj. 主要的 in order to为了…… avoid v.避免 luggage n. 行李 all sorts of各种各样的 quit v.放弃 throughout prep. 遍及；到处 record v.记录 discovery n.发现 finally adv. 终于 1.Read the text, distill the central idea, and summarize the main idea of the article. 2.Skip through the article and fill in the blanks to complete the events on the timeline. 3.Carefully read the key factors of Xu Xiake's success in the article and judge the correctness of the relevant statements. 4.Review Xu Xiake's life and match the information about Marco Polo. 帮助学生练习阅读策略，scanning提炼中心思想， 归纳总结文章主旨； skimming:利用时间轴，提炼关键信息，梳理徐霞客的生平； 学生根据课文思考并讨论徐霞客成功的关键因素锻炼思维能力； 对徐霞客和马可·波罗或其他旅行家进行简要对比，拓展文化视野。 Step 4：Exercise Step 5: Post-reading Think:"How is the passage written?" If you were Xu Xiake, introduce your life story to everyone. 1.Retell the text content in the first person 教师引导学生复述课文，加强对文章的记忆，体会人物感情。 Step 6: Writing 1. Read and complete. (1)Teacher guides the students to discuss in groups and answer the following questions "Who was Xu xiake/Marco Polo ?" "At what age did he set out on his first trip?" " What’s his chief achievements?" (2)Teacher evaluates and provides feedback. (3)Complete the promotional poster based on the answers and the writing framework. (4) Select some students to display posters, and the teacher provides comments and feedback 写作评价标准 （1） 单词拼写是否正确， 标点符号使用是否规范？ （2）语法运用是否正确？ （3）相关的词汇与句型是否使用正确？ （4）表达是否清晰且符合逻辑？ 1.Students review the main information about Xu Xiake and Marco Polo, answer the following questions. 2.Complete the promotional poster and present it on stage 本环节是写作活动，教师引导学生在反复研读阅读材料，通过讨论帮助学生梳理关键信息,为写作做好充分准备;在充分理解文本的基础上，完成徐霞客和马可波罗主题游记展海报的填写，侧重培养总结归纳能力。 Step7: Conclusion Step8: Homework 1.Must do: Remember the words and expressions 2.Choose to do: Collect information about other travelers and design promotional posters for this traveler by imitating the model essays in the textbook. 板书设计 教学反思 （留白） 学科网（北京）股份有限公原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $$