高一英语人教版必修一导学案 Unit 3 Travel Journal

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高中英语unit3（练案学案）新人教版必修1

A ． reliable
B． stubborn
C． fluent
D ． grateful
3． I ’ m sure he won ’ t let you；dohwen’ s always ________.
A ． loose
B． frequent
C． stubborn
D． reliable
4． He was standing on the bridge looking down at the river
with the dolphins.You have to be careful not to _______ the dolphins when they are feeding or taking ____ of their young.If a dolphin
comes near you， don ’ t reach out
C ． transport
D． ignore
6． The weather ________ says it will be sunny tomorrow.
A ． identity
B ． command
C． insurance
D． forecast
7． He chose Germany， but personally I
persuade sb.into doing sth.劝说某人做某事
Ⅰ .词义辨析 1.We are happy that the project has been completed ahead of
________.
2
A ．journal
B． schedule
C． altitude

高一上人教版英语必修1 Book Unit 3 Travel Journal学案知识点练习学案2

7.— Did he break my glass __________ ? — No. Quite by accident.
A. on purposeB. with purpose C. for purposeD. at purpose
8. I ______ her to work hard at English, but she didn’t listen to me.
3．While shopping，people sometimes can’t help ______ _______into buying something they don’t really need。
买东西的时候，人们禁不住被说服去买一些他们并不需要的东西(persuade)
4．Once he ______________________ something , no body can change it . (determine )
A. give it upB. give it in C. give it outD. give it away
4. It is not I but Mr Green who ______ in charge of the company.
A. wasB. amC. areD. is
5. Since 1999, the number of foreign students at German universities ______ from 113,000 to almost 200,000.
10. After the operation, the patient is still very weak. It will take a long time for him to _______ from the operation. A. calmB. recover C. fightD. cover

人教新课标必修一 Unit 3 Travel Journal学案

Unit 3 Travel JournalWarming Up1、Which kind of transport do you prefer to use: bus or train? 你偏爱使用哪种交通工具：公汽还是火车？(P17)transport n.＆vt.运送；运输The goods will be transported to Tokyo by air.货物将空运到东京。

Which transport do you prefer to use? 你偏爱使用哪种交通工具？Beijing is trying to improve its transport system for the coming festival.北京为了迎接即将到来的节日，正在努力改善交通设施。

1) transport还可作可数名词，表示“交通工具”。

It is easier to travel if you have your own transport.如果你自己有交通工具，旅行起来方便多了。

2) transportation n.运输；交通The railroad gives free transportation for a certain amount of baggage.铁路免费运送一定数量的行李。

3) 构词法：trans-作为前缀，意为“横过；贯穿；转移”。

translate vi. ＆vt.翻译transfer vi. ＆vi.转移，调离transmit vt.传输；传播我的汽车正在修理，所以我现在没有代步工具了。

My car is being repaired so I’m ____________ at the moment.我出门通常乘坐公共交通工具。

I usually travel by________________.[without transport; transport可作可数名词，表示“交通工具”; public transport同上，名词交通工具]■prefer v.(preferred/preferring)更喜欢，选择某事物(而不选择其他事物)I prefer dogs to cats.猫狗之中我更喜欢狗。

人教版高中英语必修一教案Unit 3 Travel journal (含答案)

Unit 3 Travel Journal 单元教学目标I.Target language目标语言Ⅲ教材分析与组合1. 教材分析本单元以travel为主题，使学生通过travel了解他们所去国家或地区的风土人情，地理地貌及气候特征。

让学生体会英语作为工具给他们带来的乐趣。

学生可以利用英语扩大自己的视野，获取知识,了解世界。

学生可以通过相互讨论和相互交流以丰富各自的地理知识。

进一步扩大学生的词汇量。

能正确使用现在进行时的形式表达将来的计划和安排。

本单元把Travel Down the Mekong分成六部分，其中三部分作为阅读材料而另三部分作为听力材料。

通过本单元的学习使学生掌握一些重要词汇及词组，并能够写出自己的旅行日志来提高自己的写作水平。

1.1 Warming-up 让学生想象去旅游并选择一个地方为题，讨论所需费用，并决定四种交通方式，使学生了解旅行前的准备及计划。

1.2 Pre-reading 部分的三个问题是通过讨论河流在人民生活中的作用以及看图回答问题，让学生找到湄公河流域的国家，作为阅读的“热身”1.3 Reading 是日志的第一部分，它讲述了王坤和王薇的骑车旅行梦想和计划，描述了他们为这次旅游所做的准备，对旅游路线的选定以及他们通过查阅地图对湄公河情况的了解。

文章用第一人称的方式，通过对王薇做事的方式的介绍，让大家了解了她的性格特点，使人倍感亲切，给人留下深刻的印象。

日志的第二部分放在workbook 中，主要讲述他们在西藏山中度过的一宿，以及旅行中的苦与乐。

1.4 Comprehending第一题是信息题，通过问答使学生进一步理解课文以训练学生获取信息的能力。

第二题是理解题，让学生用自己的话解释课文中的句子。

第三题是推断题，让学生通过主人公的行为来推断他们对旅行的态度。

第四、五题是语言运用题，用以提高学生运用语言的能力。

1.5 Learning about language分两部分，第一部分是旨在通过三个题型的练习使学生掌握目标语言。

人教版英语必修一Unit 3(Reading：Journey down the Mekong)教案

Unit 3 Travel journal
Reading: Journey down the Mekong教案
Part 1:The Dream and The plan
Time：September 27,2016
Place:HuizhongMiddle school
Teacher:党连霞
School:永靖中学
Para. 3The preparations before the trip & details about theMekongRiver.
•Who are Wang Kun and Wang Wei?
•What is their dream?
。Who are Dao Wei and Yu Hang?
４．Sometimes, the river becomes a ________ and enters ____ ______.
５．At last, the river _____ enters the South China Sea.
６．If you travel with them ,you will see all the following except
A. desert B. a waterfall
C. a delta D. a glacier
通过skimming及scanning阅读策略，引领学生关注文本的主题及涉及主题的主要信息。（也是这节课的重点和难点）
Step 4：Summary
Wang Wei and ____.___ have dreamed about ____ a great ___ ___.It was Wang Wei who first had the idea to ____ along the entireMekongRiver. My sister doesn’t ___________ details, because she doesn’t know the best way of getting to places.

高考英语一轮复习精品学案：Unit 3 Travel journal(新人教必修1)

Unit 3Travel journalⅠ.语境填词1．What are the ____________(优势)and __________(劣势) of living in the country?2．He ____________(毕业)from a famous university.After ____________(毕业)，he went abroad.3．He was so __________(固执的) that he insisted on ____________(组织) the trip by himself.4．We can’t drink ________(沸腾的) water，but we can drink ________(煮过的) water.5．What is your ________(态度) towards weather forecast(预报)?Ⅱ.选词填空be fond of，ever since，as usual，dream about，at midnight1．Don’t ________________ making big money without hard work.2．He came back ________________，or rather，early the next morning.3．________________ I was at high school，I have got a job in the school newspaper.4．Although it was raining heavily，he came to school early ________________.5．The boy ________________ playing the piano.He has a gift for music.Ⅲ.完成句子1．让一个淘气的男孩对读书感兴趣不容易。

人教版高中英语必修1上学期+Unit+3+Travel+journal+PPT说课稿

Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is fro m NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s bac kground knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should tr y to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel j ournal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent readingability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability ofinformation-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get famili ar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "How do pe ople who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading. Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? W hy?” This can help the Ss develop their ability of summarizing. If theSs can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does th e water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River. Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prep are for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged toexpress their attitudes. It can help the Ss train their ability ofinformation-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions. That’s all for my interpretation. Thank you for your att ention。

必修一Unit-3-Travel-Journal教学设计

必修一 Unit ３Traｖｅｌ JournａlＲｅading 教学设计一、教材分析 :本单元围绕tｒaveliｎｇ这一主题开展听、说、读、写各种教学活动。

这一话题能激发学生热爱旅游、热爱生活、热爱大自然；同时培养他们的想象力、发散性思维和实事求是以及科学探索冒险精神。

经过前一个课时“Warming”、“Pre－ｒeａding”等的预热与酝酿，学生对本单元的话题已有了初步的接触和期待，在好奇心的驱使下，正满怀激动兴奋的热情地要与老师和同学们一同领略和探讨本课时将呈现给大家的是怎样的一篇全新天地呢！本课时Rｅading主要介绍了姐弟俩的美好旅游梦想与计划的整个前后过程和经历感受,颇令人兴奋感动而极具鼓动性,的确是一篇好游记。

通过本课时的学习，学生将学到本单元的精髓,即本单元主题下的相关重要词汇、重要句型、重要语法项目——定语从句以及相关的用语,从中感受英语语言的魅力并在接下来真正学习领会化为己有,真正让“语言输入”转为“语言输出”。

二、学生分析 :学生的发展是英语课程的出发点和归宿,我们教师在教学设计以及教学过程等方面应突出以学生为主体的思想。

高中生学习基础、学习能力参差不齐,两极分化严重。

因此需要多层次、多方位的教学。

本课时的教学活动是要先让学生学了ＴraveｌJouｒnal为主题的相关词汇、重要的短语和句子、定语从句的运用、在其中感受英语文化以及进一步对相关英语语言的运用。

本课时的话题贴近学生的生活实际、以一定的生活常识为背景和一定的知识为基础，因刺激教师可利用学生已有的生活经验,及所学的语言知识，使学生对语言学习感兴趣。

三、教学目标：1、语言知识目标：Nｅｗworｄs：journal,fａｒe，trａnｓpoｒt等。

Functiｏnaｌsentences:Have a good day/ time ！Good luck！Eｎjｏyｙourself !Best wisheｓtｏyou．等。

2、语言技能目标:通过设计的各种活动,学会用英语交流旅游计划，谈论旅游的行为规范、旅游工具、旅游必备品及相关旅游注意事项。

高一上人教版英语必修1 Book Unit 3 Travel Journal学案语法导学案

必修Book 1 Unit 3 Travel Journal 语法导学案编写人：审核人：审批人：姓名：小组：小组评价：教师评价：【学习目标】1、理解并掌握现在进行时表将来用法。

2、运用现在进行时表将来完成句子。

3、用饱满的激情疯狂记忆，挑战自我，积极展示，享受学习的快乐。

【使用说明及学法指导】仔细阅读语法细则，用红笔标出重点AB层完成所有任务，C层选当堂检测部分。

The Present Continuous Tense：expressing futurityⅠ.定义现在进行时主要表示现在或目前正在进行的动作，除此之外，还可以表示将来。

现在进行时表将来时常有“意图”“安排”或“打算”的含义。

归纳总结如下：1. 现在进行时表将来意义使用的动词常为趋向性动词和表示位置转移的动词，常用的有：arrive, come, do, get, go, have, leave, meet, play, return, see, spend, start, stay, wear, work 等。

例如：①How are you going —by boat or by train?②I’m meeting you after class.2. 现在进行时常表最近或较近的将来，句子里常有一个表示未来的时间状语。

例如：①They’re leaving for Hong Kong this afternoon.②What are you doing next Sunday?3. 表将来的现在进行时有时含有“决心”的意思，多用在否定结构中。

例如：I’m not waiting any longer.4. 现在进行时也可在时间、条件或原因状语从句中表示将来。

例如：①When you are passing my house, please drop in.②If they are not doing it, what should I do?③Because the bride is coming, all the people are pleased.5.现在进行时表将来与一般现在时表将来的区别在于：用现在进行时表示将来，其计划性较强，并往往暗示一种意图；而一般现在时表示将来，则其客观性较强，即通常被视为客观事实，多指按时刻表或规定要发生的情况。

2019-2020学年英语高中人教版必修1学案Unit3 3.3 Word版含解析

Unit 3Travel journalPeriod 3知识讲练课Step 1Revision:Retelling the textStep 2Words and expressions1.Which kind of transport do you prefer to use,bus or train?你比较喜欢哪种交通工具,公共汽车还是火车?【观察思考】1)The products can’t be transported because of heavy snow.那些产品因大雪而无法运送。

2)The film transported us back to New York of the 1950s.这部电影把我们带回到20世纪50年代的纽约。

3)The goods were taken good care of during transport.货物在运输期间保存良好。

【词汇扩展】以trans 为前缀的词:transfer 移交,转移;transform 转变,变化;translate 翻译;transplant 移植【尝试运用】用以上词的正确形式填空。

1)The city’s public system is excellent.2)The ship which us from Qingdao to Dalian is called “Princess Ⅱ”.3)His bike is his only means of.4)How can I money from my bank account to his?5)Surgeons have successfully a liver into a four-year-old boy.【观察思考】1)“Would you like meat or fish?” “I’d prefer fish,please.” “你喜欢肉还是鱼?”“请给我鱼吧。

英语必修一unit3教案

英语必修一unit3教案【篇一：新人教版高一英语必修1unit3 travel journal 全单元教案】unit 3 travel journali．teaching aims and demands:1.skill goals:describe a journey.revise means of transportation.the present progressive tense expresses futurity.keep a travel journal to show personal impressions.2.function sentence patterns---good wishes and farewellshave a nice/ good time. have a nice/good time.tare care.good luck on your journey.say “ hello” to …write to me.give my love / best wishes to … have fun.3.vocabulary:journal, fare, transport, finally, cycle, persuade, stubborn, insist, proper(ly), determine(d), altitude, valley, attitude, shorts, camp, record, topic, familiar, brave, give in, change one’s mind. detail, atlas, glacier, rapids, waterfall, plain, delta, canyon, afterthought.vientiane, laos, phnom penh, cambodia, ho chi minh, vietnam, mekong, tibetan.4.grammar:the present continuous tense to express future actions.ii.the analysis of the teaching material:1. warming-up and listening: let students know that travel is very common inmodern society. ask them to discuss the fares to get to one place for different kinds of transport. do some listening practice2. pre-reading and reading: the word has many great rivers. one of them is themekong. introduce a travel journal---journey down the mekong to students.3.learning about language: in this part, students will discover useful words and expressions and also learn useful structures---- the present continuous tense to express future actionsing language: present how to write a travel journal and then practise writing iii.teaching arrangment1stperiod 2nd period 3rd period 4thperiodwarming-up and listening reading learn about languageusing languagethe first period warming-up and listeningteaching aims1. to talk about things related to travel, e.g. the place the fares and transport, etc.2. to improve the ss’ listening ability.teaching important points1. to talk about travel.2. to tell the ss how to catch the key points when they do listening.emotion goals:there are so many beautiful places in china and the whole world. we should love our country, love the whole world and love nature.teaching aidsa tape recorder, a projector and a computerstep 1. a song (歌词见后面)step 2 warming upshow the photos of some beautiful places on the powerpoint. （the great wall; yuanming yuan ; budala palace; venice; the liberty statue in new york,america; fujiyama.）ask students whether they know where they are.then t ask: do you like traveling? ss: yest: why do you like traveling? (超级链接)：enjoy beautiful scenery; increase our knowledge; make friends; be good to health…ss may have a lot of different ideas. give them time to talk freely.t ask: how will you prepare for traveling? (including the time, the place, the means, the cost, the things you’ll take along, … of traveling) (超级链接) :1. time (超级链接):the spring festival; national day; may day; weekend; summer( winter) vacation…2.destination(超级链接): enjoy some beautiful pictures of famous places with the whole class: huangshan黄山; jiuzhaigou九寨沟; guilin桂林; stone forest(石林); jiuquxi(九曲溪; yunufeng,wuyi(武夷玉女峰); sanqing mountain三清山; hangzhou;longmen caves (龙门石窟);tian’anmen square(天安门广场);terracotta,xi’an(西安兵马俑); summer palace(颐和园); london bridge;the opera house悉尼歌剧院; eiffel tower艾菲尔铁塔.3.what to do(超级链接): rock climbing; rafting; bengee; skiing; hikingallow the ss to talk more about it.4.travel cost: talk with the ss quickly.5.things to take(超级链接): id cards(身份证) passports; money (cash); a book of maps; 等。

人教版高中英语必修1教案Unit3TravelJournal

人教版高中英语必修1教案Unit 3Travel urnalUnit3TravelurnalPartne:TeahingDesignPerid1:Asapleles snplanfrreadingAisTtalabuttravelingTreadabuttravelin gPreduresIaringup1aringupbdisussingGdrning,lassDul ietraveling?hdulietraveling?Andhnt?herehaveueverbee nbefre?Hdidugetthere?Ifuaregivenahanettravelarundt herld,hatindftransprtatinsilluuseandh?Nlatthefllingpit uresanddisussitinpairsNaefthetransprtatinseansftrans prtatinReasnsbarbbiebplanebtrainbbusbshipinahtball nbtrbiebeepbtruinaplate2aringupblingandspeaingNbs andgirls,hatduneedttaeithuifuarepreparingfrabietripal ngthehangiangRiver?Latthepituresandtellthehlelasshi hbetuthinisthestusefulandhihneistheleastusefulGivear easnhuthins3aringupbasingandanseringNsuppseulivei nQinghaiuplantspendahlidaithafriendsehereinSutheas tAsiauhavebeengivenahanethsethreeplaestvisitPleasef indutthene-afaretgettherefrdifferentindsftransprtatinP erhapsuantntheexatfare,butuanguesshuhthefareisPlea sehaveashrtdisussinithurpartnersandthendeideheretg,nI’dlieutasurpartnerthefllingquestins1hereareugingnhlid a?2henareuleaving?3Hareugingt…?4henareuarrivingin /at…?hereareustaing?6Hlngareustaingthere?7henareui ngba?IIPre-reading1IagingandsharingDulietravelingal ngariver,agreatriver?hatrledesariverplainpeple’slife?Intherrds,hdpeplehlivealngariveruseit?Thesugges tedansers:PepleandrintheaterinariverrashtheirlthesPep leansiinariverinsuerPepleanusearivertirrigatetheirfields PepleanusearivertprdueeletriitPepleantravelalngariver 2TalingandsharingAsealln,therearealtfriversintherldan dalsthereareangreatriversNlatthehartIntheleftlunarena esfsegreatriversIntherightlunarelatinsheretheriverslieP leaseaththeathanserNaesfRiverLatinNaesfRiverLatinengIndiaenghina，SEAsiaRhineFraneRhineGeranGangesRussiaGangesInd iaSeineEnglandSeineFraneNileentralAfriaNile EgptThaesGeranThaesEnglandngBrazilngentralAfriaNigerhina,SEAsiaNigerestAfriaVlgaUSVlgaRussiaDanube EgptDanubeentralEurpeAaznestAfriaAaznBrazilississip 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nplanfrLearningabutLanguageAisTlearnabutthePresen tntinuusTenseTdisveranduseseusefulrdsandexpressins PreduresIaringuparingupbdisveringusefulrdsandexpre ssinsHelleverneAfterreadingthepassage,ehavegttnthe usageftherdsandexpressins,buteshulddrepratieNturnt page20tfindtherretrdsandexpressinsfrthepassagetfinis hthesentenesuaregiventinutestfinishtheanddisussithur partnersTinuteslater,heinpairsandthenheiththehlelassII Learningabutlanguage1ReadingandfindingGd,uhavea steredtheserdsandexpressinsLet’sturntpage17andlatthequestinsinaringup4Underlineth everbsinthequestins,andpaattentinttheverbfrsanddsee xplanatinsburselves2LearningGraareanseethattheverb sareallusedinthe“-ing”frTheare “thepresentntinuustense”,buttheexpressfutureatinsr plansThePresentntinuusTenseabeusedtdenteanatintha tanbepre-plannedrprearrangedinsteadfthefutureindefiniteinllquialEnglishButpleasentethat,ntallverbsanbeus edinthe“-ing”frtexpressfutureatinsSuhverbsase,g,leave,fl,al,ride,driv e,sta,eet,die,see,have,arriveetareainlusedinthe“-ing”frtexpressfutureatins3DingexerisesN2and3npage21Nt urntpage21anddexerise2Inthedialgueanespaperreprte risintervieingangeiabutherplansfrthetripalngtheengRi verHever,thearentsureabutseftheverbtensesanuhelpth epletetheirnversatin?Let’sntinuetdexerise3Duhaveanplansfrthefutureurselves?If uhavean,pleaseusethePresentntinuusTensetexpressurf utureatinsGiveasuhinfratinasuanIIIReadusedaterialsfrt hepresentntinuustensefrfutureatinsrplansbe+v-ing与表示以后的时刻连用，表示不久的以后，含义是“预定要做”。

人教版高中英语必修一教案：Unit3TravelJournalLanguagepoints3

必修一Unit 3 Travel JournalLanguage points冷静讲课This is the second teaching period of this unit. We first check the students’homework and off the students to review what they learned during the first period.The emphasis in this period will be placed on the important new words, expressions and sentence patterns inthe parts Warming up and Reading. In order to make the students understand these points thoroughly, we can firstget the students to understand their meanings in the context, then give some explanations about them, later offersome practices to make the students master their usages. Some words and expressions, such as persuade, insist,care about, give in, are very useful and important. So is the sentence pattern“ It is . . . that/who. . . pay more attention to them and design special exercises.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so,they can learn, grasp and use these important language points well.教课要点1.Enable the students to grasp the usages of such important new words and expressions as persuade, insist,care about, give in, etc.2. Get the students to master the usage of the pattern“ It is. . . that/who. . .”教课难点1.Let the students learn th e usage of the word“ insist”.2.Enable the students to master the usage of the pattern“ It is. . . that/who. . .” and unders long sentences.教课方法1.Discussing, summarizing and practicing2.Cooperative learning教具准备The multimedia and other normal teaching tools教课目的Knowledge aims1. Get the students to learn and grasp some important new words and expressions: journal fare transportVietnam finally cycle persuade stubborn insist proper properly determine determined altitudevalley attitude change one’ s mindcare about give in2. Get the students to learn some useful sentence patterns:1)It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends.(It is / was. . . who/that. . . )2)Although she didn ’ t know the best way of getting to places,insistedshe that we find the source of the river andbegin our journey there. (insist that sb. <should> do. . . )3) She gave me a determined look — the kind that said she wouldn’ t changedher.(theminAttributive Clause)4)Once she has made up her mind, nothing can change it. (Once. . . )5)It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the presentparticiple used as adverbial)6)As it enters Southeast Asia, it travels slowly through hills and low valleys, and the plains where rice grows.(the Attributive Clause)Ability aims1.Enable the students to use some useful words and expressions correctly.2.Enable the students to make sentences after the useful sentence patterns.Emotional aims1.Stimulate the students’ interest in learning English.2.Develop the students’ spirit of cooperation and teamwork.教课过程设计方案（一）→Step 1 Revision1.Check the homework exercises.2.Ask some students to tell something about Wang Kun and Wang Wei’ s bike trip or the Mekong River.→ Step 2 Reading and practice1. Get the students to read the reading passage again to underline all the new words and useful expressions orcollocations in the passage.Collocations: dream about, take a great bike trip, graduate from, get the chance to do sth. , cycle along the river,go for long bike rides, mountain bike, persuade sb. to do sth. , grow up, get sb. interested in sth. , the best way ofgetting to places, the source of the river, care about, give sb. a determined look, change one’of, an interesting experience, make up one’ s mind, give in, a large atlasdmaps,with gookeep doing sth. , passthrough, be surprised to do sth. , half of, at last, the South China Sea2. Do the exercises in Discovering useful words and expressions on Page 20.→Step 3 CheckingExplain the problems the students meet while checking the answers.→Step 4 Language Points1. one-way fare single-way fare 单程票价round-way fare 来回 /双程票价one-way ticket 单程票round-way ticket 来回 /双程票2.dream about dream of 梦想，梦见（后接名词、代词或动名词）What a small world! I wouldn’ t dream about/of meeting you世界here真小.，想不到会在这儿遇到你。

高一上人教版英语必修1 Book Unit 3 Travel Journal学案阅读导学案

②As a young man, he ________________ ________(积极参与)politics in his spare time.4．devote vt.致力于，献身I don't think we should devote any more time to this question.我认为我们不应该在这个问题上再花时间。

He has devoted his life to helping blind people.他为帮助盲人而献出一生。

归纳拓展】devoted adj.忠实的，深爱的devotion n. 热爱，献身，奉献，忠诚devote oneself to... 献身于，致力于，专心于devote one's life to... 把某人的一生致力于/奉献于……devote one's energy/time/effort/money to sth把某人的精力/时间/努力/金钱投入/花费在……上be devoted to... 致力于，献身于；热爱……注意：devote...to.../be devoted to...短语中，to用作介词，后多接名词、代词或动名词。

①这个男孩把他绝大多数时间用在上网上。

The boy ______________________________________surfing the Internet.②他将一生都致力于帮助残疾人上。

He ________________ ________ ________ helping the disabled.③他毕业后要致力从事音乐。

He ________________ ________ ________ ________ after graduation.5．found vt.建立，建设They founded the company themselves.他们自己创办了这家公司。

高中英语新人教版精品教案《travel journal》

高中英语教育设计——SEFC BOOK1 Unit 3 Trave ourna案例一、教学设计思路从总体上来说，本设计基于建构主义原理，采用任务型教学的方法，坚持以学生为主体的课堂教学模式，旨在使学生在教师少量的引导和组织下通过完成一系列相关的课堂活动，在引入出行方式的根底上，进一步组织学生制定本地的出行方案，其中穿插进行情感教育，使他们更加热爱自己的家乡。

具体地说，本课时的教学大体上分为三个步骤：导入、组织讨论、完成任务。

二前期分析1.学情分析：刚入高中不久的学生对英语学习热情高涨，而且当地刚刚举办的文化节，学生亲身参与其中，所以学生对于介绍抚州旅游的兴趣浓厚。

这两点是此堂课的根底。

由学生身边的交通方式入手再到出行方案所需的买票订酒店等情景的过渡，由浅入深符合学生认知规律。

但是学生对于这些情景运用表达的不熟悉，因此需要提供有用的语言表达，帮助学生熟悉此类场景的英语表达方式。

2.教材分析：此课为人教版高中英语必修一第三单元的第一课。

此单元讲述了王薇和王昆的湄公河之行，是以旅游为主题的单元。

该课作为热身活动的第一课，应该从学生身边开始，调动学生学习该单元的热情。

因此，本课从学生熟悉的交通方式入手，分析其优缺点，然后再引入需要考虑出行方式的出行方案。

从学生身边熟悉的抚州旅游节节出发，激发学生探索抚州的景点的热情并表达自己，学会用英语表达出行方案如订酒店买票等。

3.教学媒体：多媒体，粉笔和黑板4.教学策略：任我型教学法三．教学目标及重难点1教学目标知识目标：1 了解各种出行方式的优缺点2.了解出行方案的组成局部3.了解抚州的景点及特色能力目标：1 培养学生口头表达能力——用英语表演出行方案会出现的各种情景如买票订酒店2.培养学生书面写作能力——完成给外国友人的回信，详述出行的方式，路线，时间，景点及活动等3.练习运用现在进行时表将来的语法情感目标：1 激发学生对于抚州秀丽景色的热爱2通过联系现实生活，培养学生对英语学习的热情2教学重难点教学重点 1 让学生了解出行方式及其优缺点2.使学生了解出行方案的组成局部并运用英语表达出相对应的情景如买票等教学难点 1通过头脑风暴形式共同探寻出出行方案的要素。

高一上人教版英语必修1 Book Unit 3 Travel Journal学案单元基础知识检测导学案2

2012～2013学年度上学期高一一英语导学案必修一UNIT 3 NO.26 姓名：小组：小组评价：使用时间：2012.10.5----10.15 教师评价：______Unit 3 Travel journal单元基础知识检测导学案编写人：审核人：审批人：使用时间：学习目标1 熟记本单元基础知识，提升活用能力。

2 疯狂背诵、大胆质疑，总结基本用法。

3劳有所获；激情投入，享受学习的快乐。

使用说明：同学们一定要熟练掌握本单元词汇、短语及句型的用法，限时训练，活学活用。

15分钟自测。

10分钟互评。

10分钟疯狂背诵巩固。

5分钟互查活用。

分层达标：C层完成单词、短语。

B层A层完成单词、短语及句子.I Words:1．重点单词：II Phrases:2012～2013学年度上学期高一一英语导学案必修一UNIT 3 NO.26 姓名：小组：小组评价：使用时间：2012.10.5----10.15 教师评价：______1.喜爱_____________2.利用_____________3.在日常生活中______________4.梦见_______________5.关心_______________6.改变主意_________________7.在……高度__________________8.下定决心______________________9.屈服_________________10.在午夜________________11.搭起帐篷_______________12.象往常一样___________________13.留下______________________14.坚定的表情____________________15.劝服某人做某事____________________16.使我们对骑车感兴趣____________________17.确信________________________18.把某物切成两部分______________________19.环顾，向四周看_______________________20. 从那以后___________________III Sentences:1.Ever since middle school, my sister and I _____________________________________ (梦想作一次了不起的自行车旅行)。

高一上人教版英语必修1 Book Unit 3 Travel Journal学案语言运用导学案1

Book I Unit 3 Travel journal （Reading）语言运用导学案编写人：审核人：审批人：领导签字：【使用说明及学法指导】1、20分钟理解并熟记基本有法，建立每个词条的知识树。

2、10分钟合作探究，联系生活实际灵活运用所学知识。

3、5分钟成果展示点评课内探究案的内容。

4、5分钟巩固落实、当堂检测。

【学习目标】1、扎实掌握8个单词、3个短语和2个句型的用法，提高语言运用的能力。

2、通过自主学习和合作探究，学会归纳总结的方法。

3、激情投入，高效参与课堂，体验用英语表达情感的快乐。

1.Ever since middle school ,my sister Wang Wei and I have dreamed abouttaking a great bike trip .品味经典1. ever since①He’s had a car ever since he was 18 years old.②She has been off work ever since Tuesday.③I was bitten by a dog once and I have been afraid of them ever since.④He left home two years ago and we haven’t heard from him ever since.自主探究ever since意为或“自……起”；其中since可用作、或副词，它所修饰的主句通常用时态或现在完成进行时。

自我检测①The first use of atomic weapons was in 1945，and their power __________increased enormously ever since.A. isB. wasC. has beenD. had been②Ever since the Greens moved to the country a year ago，they __________better health.A. are enjoyingB. have been enjoyingC. could have enjoyed D .had enjoyed易混辨析ever since与from then on①Ever since eight years ago, we have learned English.②From then on, the boy didn’t make the same mistake any more.自主探究ever since 多用于时态; from then on 多用于时态。

英语人教必修一Unit-3-Travel-Journal-【教学设计】

Unit 3 Travel Journal教材分析本单元的话题是旅游，学生对此话题较为熟悉，应该有较浓厚的兴趣。

整个单元讲述的是主人公“王坤”以旅行日记的形式详细地记录自己沿着湄公河而下的自行车旅行。

学生通过追随作者的旅行，学习及探讨与旅游相关话题和内容，如：了解旅游常识，如何设计旅行计划，如何为旅行做准备，旅行的意义等。

通过本单元的学习，学生不仅能掌握与旅游及地理相关的主题词汇，理解和运用现在进行时表示将来的语法项目，还会通过探讨旅游话题了解世界各地的文化，增强对祖国河山的热爱和国际意识，进而开拓学生思路，培养学生的跨文化交际能力。

Warming up 部分先让学生分享国庆假期的游玩经历，引导学生探讨节假日旅行的利与弊。

通过对比分析几种常见交通方式的利弊，择优选择自己旅行的最佳出行方式，并尝试为自己设计旅行计划。

Reading部分先通过Pre-reading的问题，引导学生关注世界各大河流及人类对河流的利用，和理解湄公河在东南亚的地位及对东南亚各国人民的重要作用。

课文主要介绍了主人公王坤和王薇的梦想及骑自行车沿着湄公河旅行的计划和准备。

在整体理解课文主要内容后重点引导学生分析王坤和王薇两位主人公的性格及对旅行的不同态度。

Learning about Language以文本核心单词与词组为直接学习内容，加强学生的英英释意习惯，让学生学会利用字典及参考书进行自主归纳与学习。

在本课时的词汇学习中强调在语境中正确理解和运用词汇；Using Language集听、说、读、写于一体。

先通过读旅行日记的第二部分来了解其文体特征及内容、听一段关于王坤与老挝女孩的一段对话、探讨自己对老挝感兴趣的话题，写一封email询问王坤的旅行情况；Grammar是学习现在进行时表示将来的用法，并进行操练。

引导学生通过观察对比例句，总结归纳现在进行时表将来的用法及规律，并在生活情境中正确运用该语法项目。

在本单元的Learning Tip中给学生提出写旅行日志的方法和好处，鼓励学生外出旅行时写旅游日志(travel journal).教学目标(1)学习理解旅行日记Journey down the Mekong的行程及主人公的所见所闻；(2)能够熟练掌握并运用现在进行时表示将来的语法项目；(3)帮助学生掌握正确的旅游常识，及培养学生的安全意识及保护自然的责任感。

高一上人教版英语必修1 Book Unit 3 Travel Journal学案知识点练习学案1

A. what a funB. How a fun C. What funnyD. What fun
Task II. Copmlete sentences(完成句子)(共10小题;每小题2分,满分20分)
1．I can________________________________read the novel。我迫不及待的想读那本小说。(wait)
A. graduate ; graduateB. graduates; graduation
C. graduation; graduateD. graduation; graduates
4. Do what you think right . Never ________ what others say .
A. dreamed of weB. dreamed our C. dreamed of ourD. dreamed that we
3. In such situation , it’s difficult for the ______ to find a good job after _________.
1. ____ what was the party like ?
____ Wonderful ! It’s years _________ I enjoyed myself so much last time .
A. afterB. before C. whenD. since
2. Oh , it’s you ! I never ________ meeting here .
8. Although I liked the appearance of the house , what really made me decide to buy it was the beautiful ______ through the windows. .