Unit-3-Using-Language-Reading-名師教學設計（一）

5/5Unit3UsingLanguageReading名師教學設計TeachingplanofANightintheMountainsLouYingqiTeachingobjectives:Inthisclass,1.studentsareabletounderstandwhatWangKunandWangWeisawandwhattheydidbyfollowingthetimeline;inthemeanwhilestudentsareabletolearnsomeusefulwordsandexpressionslikeberecognizedas,so.…that,canhardlywaitto,seesb.doing.Todosth.is/was..…；2.studentsareabletofigureouthowWangKun'sfeelingchangedduringthetripthroughreadingandunderstandingWangKun'svividdescriptions;3.studentsareabletoappreciatethefiguresofspeechandbeautifuldescriptivesentencesusedinthejournalbysharingandusethemtopolishthewritingbymakingsentenceswithgivensituationsandworkingingroups.Teachingprocedures:Step1Leadingandpre-reading1.Reviewthefirstpartofthetraveljournal.T:WepreviouslyleanttherewouldbealotofdifficultiesalongWangWeiandWangKun'sjourney.Buttheystillcontinued.Todaywe'llfollowWangKunandWangWeiandcometothesecondpartofhistraveljournal.Turntopage22andfindoutwheretheyspenttheirnight.Ss:InaTibetanmountain.2.GettoknowmoreinformationaboutTibetsoastobetterunderstandthedifficultiesofthetrip.T:showsthemsomepicturesaboutTibettothestudentstoletthemknowmoreaboutit,suchasitslocation,andaskthemtopredict:T:Whatdifficultieswilltheymeetinthemountain?Ss:Students'answersmayvary.【設計意圖】由于本單元兩篇課文的連續(xù)性，通過簡單的回顧，促使學生很快地進入話題Step2While-reading3.Gettheinformationaboutwhattheysawandwhattheydid.T:Withtheirlegsbeingcoldandwaterbottlefrozen,canyouimaginewhattheirtripwillbelike?Firstly,gothroughthepassagequicklyandfindouthowthejournalisorganized?Canyoulistsomekeywords?Ss:Intheorderoftime.T:Readthepassagecarefullyandfillinthechart.InorderofWhatdidtheysee/do?Inthe___________morningIn__________Then___________4.UnderstandandappreciatesentencesTpresents,sharesandanalysesthefollowingsentenceswhileSsappreciate,understandandimitate:Thelakeshonelikeglassinthesettingsunandlookedwonderful.Colorfulbutterfliesflewaroundusandwesawmanyyaksandsheepeatinggreengrass.【設計意圖】淺層分析文本，拓展語言知識。學生通過細讀，用圖表的形式，找到文章中的細節(jié)，理清文本脈絡，掌握文章大意。通過提煉文本中的關(guān)鍵信息，學習關(guān)于景物描寫的表達。Step3Furtherreading5.Readthepassageagain,findouthowWK'sfeelingchangedbyunderliningsomesupportingsentences.Ourlegsweresoheavyandcoldthattheyfeltlikeblocksoffice.Toclimbthemountainwashardwork,buttogodownthehillswasgreatfun.canhardlywaittoseetheircousinsT:Accordingtothesesentences,howdoesWKfeelaboutthetripnow?Ss:Heisstartingtoenjoy/likeit.T:Whatdoyouthinkchangedhismind?Ss:SeeinghowbeautifulthelandishaschangedWK'sattitude.Becausetheysawthebeautifulsceneryatlast...(Ss'sanswersmayvary.)【設計意圖】深層分析文本，拓展思維情感。學生查讀的同時，需分析人物的情感變化，培養(yǎng)學生推斷和歸納能力。與此同時，學習關(guān)于人物情感的表達。Step4Afterreading6.Appreciatethefiguresofspeechandbeautifuldescriptivesentencesusedinthejournal.T:Doyouthinkitisawonderfuljournal?Why?Ss:Ss'sanswersmayvary.T:Inthisjournal,whatimpressesyoumostafterreading?Ss:Ss'sanswersmayvary.【設計意圖】歸納知識點，鑒賞精彩片段，拓展賞析能力。引導學生從語言意義、句子結(jié)構(gòu)、修辭角度去欣賞文本中的關(guān)言住句，強化語言的輸入，為寫作做好鋪墊。7.Usethefiguresofspeechandsentencepatternstopolishthewritinggiventothestudentswhichisnotsowell-written.T:OnNationalHoliday,mylittlebrother,whoisstillathismiddleschool,climbedtheDaqiMountainandwroteajournal.Hereisaparagraphfromhisjournal.Ithinkitisnotperfectenough,soasseniorhighschoolstudents,canyoupolishittomakeitabetterone?wenttoDaqiMountainonNationalHoliday.Therewerelotsoftreesonbothsidesoftheroad.Thewindblewthetreesandthetreeskeptwavinginthewind.Andthereisacalmandclearlake.Wecouldfindmanyfishesinthelake.Whenwearrivedatthetopofthemountain,wewereverytired.Butheairtherewasveryfreshandtheviewswereverygreat.Thesunwasverywarm,andithelpedusforgetthetirednessofclimbingthemountain.Itwasaninterestingjourneyandweallhadfunthere.Possibleversion:IwenttoDagiMountainonNationalHoliday.Atthefootofthemountain,therewerelotsoftreesonbothsidesoftheroad.Alongtheway,wesawmanytreeswavinglikedancersinthewind. tothemiddleofthemountain,thereisacalmandclearlakeshonelikeamirror.Wesawmanyfishesswimmingfreelyinthelake,likemanyflowing,colorfulribbons.ToclimbDaqiMountainwashardwork.ButwhenIarrivedatthetopofthemountain.Ifoundtheairtherewassofreshandtheviewsweresogreatthatwefeltasifwewereinparadise(天).Thesunwassowarmthatithelpedusforgetthetirednessofclimbingthemountain.Itwasaninterestingjourneyandweallhadfunthere.【設計意圖】創(chuàng)設貼近學生生活實際的情境，搭建寫作支架，激發(fā)學生興趣，引導學生運用所學，讓學生在完成任務中內(nèi)化語言，為今后類似的話題儲備豐富的語言材料。Step5:HomeworkFinishthewritingANightintheMountainsTask1ReadthepassageandfillintheblanksInorderof__________Whatdidtheysee/do?In_______________Then________________Inthe__________morningAfter_________________At_________________Task2WritedownsomesentencesthatimpressyoumostinthepassageTask3Polishthefollowingparagraphtomakeitmorebeautiful.Useasmanysentencepatternsasp