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Unit 8 Adventure


Unit 8 Adventure Lesson 3 Marco Polo
I. Teaching Aims: a. Knowledge Aims: 1) To increase Students’ store of vocabulary related to beauty. 2) To know more about the story of Marco Polo. b

. Ability Aims: 1) To develop Students’ reading skills: finding out topics; finding out detailed information etc. 2) To retell the story of Marco Polo. c. Moral Aim: 1) Train the students to cooperate with each other 2) To improve students’ understanding of spirits of Marco Polo and try to learn from him. d. Culture Awareness: To know the story of a western traveler and his contributions. II. Key and Difficult Points: a. Teaching Important Points: 1) To figure out the main idea of each paragraph. 2) Practice the students’ oral English.. b. Teaching Difficult Points: 1) How to retell the story of Marco Polo. 2) How to use the words and phrases to make sentences. III. Teaching Methods: Task—based Method IV. Teaching Aids: Multi-media set V. Teaching Time: One Period (45’) VI. Teaching Procedures: Step1 Greetings and Lead-in Show students some pictures of silk road and lead to the main character-- Marco Polo,stimulating their interests.

Step2 Reading Task1. Pre-reading 1) Background of Marco Polo: Marco Polo was a French traveler who lived in China for some time. 2) Show some pictures of Marco Polo’s story and tell students some new words of this passage. Task2. Fast reading: Listen to the article. After listening, please match the paragraphs with the right topics. Topics: Paragraphs: Marco’s amazement at China 3 People‘s reactions to Marco’s book 6 Inventions and developments in China 4 Marco Polo's return to Italy 5 Marco’s arrival in China 2 Marco Polo's early life 1 Task3. While-reading Read the whole article quickly. Find out the information about Marco Polo and fill out the following form: ? Name: Marco Polo ? Born (when/where): 1254 Italy ? Came to China (when): 1271 ? Languages (how many): 4 ?Worked in China (how many years):17 ? Returned to Italy (when): 1291 ? Age of his death: 70 ? The name of his book: The Description of the World Task4. Post-reading 1. Read the passage again and answer the following questions. 1) Why did Marco and his father travel to China? 2) Why was the Emperor impressed by Marco? 3) Why was Marco surprised to see people using paper money? 4) What were the black stones Marco saw people burning for fuel? 5) How long did Marco spend in china? 6) Why was he imprisoned when he went back to Italy? 7) W hat was the name of his book? 2. Read the passage again and match the words in the box with their definitions. Step3 Summary Teacher led the students to retell the passage again. Step4 Role-play Students work in pairs, one student plays the role of Marco Polo; the other one plays the role of the journalist, and then do the role-play. Step5 Homework Find more information about Marco Polo.

教学反思: 通过在高一 3 班的课堂实践表明:这堂课基本做到了以教师为主导,学生为学习 主体,让学生在自主、合作、探究的气氛中愉快度过,既流畅地完成教学任务, 又能促进其情感教育, 符合我校自主尝试教学理念。这堂课的完成使我感到一丝 成就感,成功或不足的地方都值得我深思。首先,良好的导入是整个课堂成功的 一半,它能引导学生的心理和兴趣,符合高一学生心理特点。这节课的导入是比 较成功的,切入点是让学生观看马可波罗行程地图,激发了学生的学习兴趣。在 好奇与探究中激发学生的学习动机,促进学生智能的发展。 其次,教学内容设 计基本符合本班学生(重点班)的实际情况,难度,进度适中。尽可能满足不同 学习类型和不同层次学生的要求。从 Before-reading 到 While-reading 再到 Post-reading, 在多重任务的设置中让学生完成内容的学习。本堂课的细节理解部 分难度合适,大多数学生都能顺利完成。 再次,只有师生处于平等地位,学生 的主体性才能得到发挥; 只有使课堂交际化,师生才能融合在智力与情感的交际 过程中。在整个教学过程中,我始终坚持以学生为主体实施教学,创设了多种形 式的交际活动。 另外,对这堂阅读课设计和处理有一定自己的思考和创意。我 基本的构想是把阅读理解同话题写作结合起来。对文章的阅读理解是前提,对文 章内容的概括协作是阅读的延续和运用,把这一发展过程联系起来的纽带就是 Summary. 我设计通过让学生看图片来讨论相关的 Summary, 然后写下来并展示。 这样既让学生通过图片加深对课文内容的理解和记忆, 又通过概括写作加强这一 话题的书面表达能力。 通过这一设计,使学生从语言理解能力层次上升到语言运 用能力层次。 当然,本堂课也还存在一些不足,需要注意和改进: 1、这节课 任务较多,紧凑,容量大,导致时间较紧,今后应注意教学步骤间的紧密衔接, 充分体现教师主导、学生主体作用。 2、思考讨论题设置较好,但难度较大,导 致部分差生学生没能有效完成任务。今后应多引导,降低难度,留足讨论时间, 鼓励不同层次学生大胆表现。 3、忽略了学生对一些次重要语言知识和句子结构 的掌握。今后应该注意篇章文意与语言知识结构的完美结合。


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