Step I. Warming-up and Lead-in(第1-5分钟)
Ask the following questions one by one and show the pictures of the routes of the Red Amy.
1. Do you think it’s difficult to travel from here to Gansu?
2. What about the Red Army?
3. Can you tell me the difficulties they met in the journey?
(学生原有的相关知识较为丰富,因此大部分学生能踊跃发言。)
【设计目的】第一个问题比较贴近学生生活,能够激起学生的学习主动性与积极性,并会积极作答,以活跃课堂气氛。而第二个问题马上把学生的思绪从现代社会拉回到了红军长征那个艰苦的年代,并唤起了他们已有的知识及情感态度。同时,第三个问题让他们具体考虑红军长征路上所碰到的困难,为后面的环节中让学生为两者作比较打下了基础,作了铺垫。
Step II. While-Reading——培养学生的阅读能力,增加学生对课文的熟悉了解程度,通过“我”的描述,对美国西进运动的过程及其艰辛有所了解。(第6-22分钟)
1、Fast-reading:Read the text quickly and answer the following two questions and then try to fill in the table. (第6-12分钟)
①.When did their travel begin and what was their destination?
②.What difficulties did they meet?
③. Fill in the table
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The Long March
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Going West
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Place
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Time
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Route
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Difficulties
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(学生基本能在规定时间内阅读完课文,并作出应答。)
【设计目的】快速阅读,训练学生跳读及快速捕捉特定信息的能力。任务要求较为简单,而且因为有了Warming-up and Lead-in中的铺垫,学生能迅速跟上老师的节奏,使程度较低的学生也能出色地完成任务,增强他们的兴趣和信心。
2、Careful reading: Enable students to get the main idea of the passage and gain more detailed information. (第13-22分钟)
①. Read the text carefully and match the main idea with each paragraph:
Para. 1 The hard journey across the Salt Lake Desert
Para. 2 We get ready for the journey westward by reaching the first destination of Indian Greek
Para. 3 A brief introduction to the journey
Para. 4 The writer at last arrived at the promised land.
Para. 5 The writer was exhausted but persisted on the journey.
Para. 6 The hard journey through the Death Valley
(Most students are able to find the answers on the expected time.)
【设计目的】让学生带着任务有目的的阅读课文,不但了解了课文大意,同时也培养了学生迅速查找、归纳和整理信息的能力,对于提高他们的阅读理解能力有很大的帮助作用。
②. Divide the text into 3 parts and organize its main idea.
Part 1 (para1.) ________________________________________
Part 2 (para2.-5.) ________________________________________
Part 3 (p 6.) ________________________________________
【设计目的】通过仔细阅读并分段,使学生对课文的脉络和结构更加了解,熟悉,同时也加强了学生概括段落大意的能力。
③.Fill in the following chart with proper events of the journey.
Time
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Events
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October, 1845
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April 12, 1846
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November, 1846
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For many weeks
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On the morning of Christmas Day
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(有一定难度,在老师的指导下和同学帮助下,基本可以完成。)
【设计目的】通过这个任务,学生对课文中的行进路线及时间有了非常具体与直观的了解,并清楚地明白了文章的结构。
Step III. Post-reading: Enable the students to consolidate the text and know more about the detailed information.(第23-33分钟)
①. Decide whether each of the following statements is true (T) or false (F) without referring back to the text.
( ) 1. We traveled alone.
( ) 2. We traveled day and night.
( ) 3. During walking through the desert, we couldn’t ride the wagons.
( ) 4. For many weeks w had suffered from heart, thirst and starvation.
( ) 5. During the long journey, we could help each other.
( ) 6. When a young man in our group suggested that I stay behind with the children and wait for help, I agreed.
( ) 7. When the animals smelt the water, they all ran.
②. Multiple choices
1.The purpose of their journey was to ____.
A.search for the promised land B.dig for gold
C.enjoy themselves D. look for a book about California
2. How long did it take the writer and his family to make their journey?
A. eighteen months
B. one year
C. more than one year
D. less than one year
3. We can infer from the story that the writer was a person _______.
A. of great determination and perseverance
B. always in high spirit
C. strong enough
D. easily giving up
4.Why didn't the author stay behind with the children and wait for help?
A. Because that meant he would die.
B. Because he knew that children were tiresome.
C. Because he knew that there was a wagon waiting for him/her.
D. Because he felt he/she could get a prize by his/her father.
5.From the passage, we can learn that ________.
A. Misfortunes never come singly.
B. Practice makes perfect.
C. Victory belongs to the most persevering.
D. More haste, less speed
(大部分学生能快速并准确地回答问题。)
【设计目的】通过T or F和Multiple choices这两个任务,学生可以自我检测对课文的熟悉程度,巩固对课文内容的理解,同时任务设计难度不大,可以照顾到程度一般的学生。
③. Answer the following questions.
Q1: Where in the US are the states called Kansas and California? Where are the Rocky Mountains?
Q2: Where in the text do you find evidence that the wagons were not the most suitable means of transport?
Q3: Why did the travelers call their ninety-mile drive through the Salt Lake Desert th“long drive”?
Q4: What can we learn from the text? What impresses you most?
Q5: Can you think of any other legendary journeys in China or other countries? Discuss this question in groups. Which hardship did the people have to live through?
(难度加大,要求深层次了解课文,程度好的学生能积极作答。)
【设计目的】从回答问题、概括提炼中心思想和小组讨论三个方面逐步推进,激发学生的求知欲,并充分利用学生已有的知识达到运用英语进行交际的能力。
Step IV. Discussion:(Discuss in groups of four)(第33-38分钟)
1.According to the fourth paragraph, why do people call the desert death Valley.
2.What can we learn from this text?
【设计目的】小组讨论,加强了师生互动、生生互动,即进一步挖掘课文的深层含义,加深了学生对课文的深层次了解,又鼓励学生用英语与同学交流,表达自己的想法,同时引发学生思考西进运动在美国历史上所发挥的作用以及从课文中所应学习到的情感态度和价值观态度。
Step V. Consolidation (第38-43分钟)
Read the text again and try to fill in the blanks.
In the ______ of 1845, after his father read a book about _________, he decided to _____ there. His family and many other families ________ for their journey by the middle of October. After traveling through _________, they had to spend __________ in Kansas. Until ____________ , they wouldn’t leave. They traveled by day. On November4, 1846, they entered __________ and soon lost their way. Due to lack of ______________, the oxen had no strength to pull the wagons and were burnt. People had no choice but to cover another 500 miles ________. At last, they _________ all the difficulties and got to the west on the morning of _____________. They started their new life there.
Keys: spring, California, move, 4 states, the winter, April 12, 1846, the desert, water and grass, on foot, overcame, Christmas Day
【设计目的】通过填空练习,增强学生用英语概括归纳的能力,提高了学生写作的能力,同时进一步巩固了对课文的理解。
Step VI. Homework:(第43-45分钟)
- Review the language points in this passage.
- Finish the Ex.1,2,&3 on Page 51
【设计目的】引导学生复习所学内容,并强化他们自我分析,并解决问题的能力。
七、教学评价设计(创建量规,向学生展示他们将被如何评价(来自教师和小组其他成员的评价)。也可以创建一个自我评价表,这样学生可以用它对自己的学习进行评价)
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