高一英语上学期unit 3 adventure travel
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Unit 3 Adventure travel Ⅰ. The position of this unit in the whole book My teaching speech topic is Senior English for China, the 1st volume, unit 3: Adventure travel. This lesson is the 2nd part in this unit and a reading lesson, which contains the general knowledge about adventure travel and two different kinds of adventure travel. Ⅱ.Teaching aims and requirements According to the requirement of consolidating, enlarging the students’ fundamental knowledge and expanding their vocabulary, and linguistic features of English, I established the knowledgeable teaching aims: A. Try to get the students remember these words: equipment, simple, tip, poisonous, paddle, hike, raft, adventurous. Phrases: watch out, protect sb/sth from, etc. B. Try to let the students understand the text better, that’s to say, understand the knowledge about adventure travel. I decide the ability teaching aims depending on the demand in the English teaching outline--- Improve the students’ reading ability and according to their present reading ability. A. Train the students’ skimming and scanning ability. B. Improve the students’ ability of observing, memorizing, imaging, comparing, analyzing and quick thinking, etc. The 2nd ability aim established basing on the English teaching outline: “Develop intelligence, improve the ability of thinking, observing, concentrating, memorizing, imaging and associating, etc. Ⅲ. Analysis of the teaching material and the students. The central subject of this unit is travel, which is popular throughout the world nowadays. With the improvement of economy, society and people’s living condition, it has become a modern life style and been accepted by more and more people. Adventure travel covers a lot of traveling information, such as transportation, destination and new kinds of travel--- adventure travel and eco-travel, etc. All the language points and skills are focused on this topic. At the same time, students in the first grade of high school are interested in this topic, so they can be involved in it easily. I have divided the reading into three parts: pre-reading, reading and post-reading. Four questions in the pre-reading; Two novel subjects in reading: hiking and rafting; In the post-reading, I have planned to let students do some reading comprehension to understand the whole passage better. Ⅳ. Teaching methods and aids I have used two teaching methods mainly: circumstance communication approach 1 and multimedia teaching method. Modern English teaching emphasizes that English should be used in some practical situation, so I have collected some scenery photos that could activate the students’ interest and communicate with them in a virtual reality. The most important aid of teaching is the multimedia teaching equipment. The difficult point in this lesson is the comparison between hiking and rafting. So I made a PowerPoint to help them have a better understanding. In this way, I changed dull characters into interesting photos and sounds. The students can get perceptual recognition and then rational conclusion. With this kind of illustration, students can learn the knowledge actively instead of passively. Reading comprehension is very important in the exam, so in this lesson, I pay attention to their reading ability very much, which is shown in three aspects: A. Skimming. It can train their reading speed and reading quality. It requires that students can read some reading material in a short time. B. Read silently. It proves that if students read aloud, they will pay attention to the pronunciation, but not the meaning. C. Read the material with questions. This is good for the examination. They can find or grasp the answers more quickly. Ⅴ. Teaching procedures A. Lead-in. The teacher guided the students to visit some different countries, to know some travel classification and to enjoy some beautiful scenery. Then lead in the topic: Adventure travel, 8’. B. Skimming. Let the students listen to the tape paragraph by paragraph and then answer two questions in each paragraph. 15’ C. Scanning. It has been divided into two steps: one is competition time, to find some details from the passage; the other is structure analysis, comparing hiking and rafting, 20’ D. Sign the homework: retell the whole text and consolidate the new vocabulary. Different transitions before every comprehension enable every step can link together; Learn the new words during comprehension; some different exercises after comprehension. I used multimedia to lead in the new lesson, which can grasp the students’ attention immediately. In order to improve their listening ability, I played tape recorder for them. The four advantages of multimedia are: enlarge the lesson content; solve the difficulties more easily; train the students’ logic thinking; inspire the students’ learning interest. 2 本文来源：https://www.wddqw.com/doc/c92988f06c1aff00bed5b9f3f90f76c661374c36.html