高中英语_Unit 3 Travel journal Reading教学设计学情分析教材分析课后反思
Unit 3 Travel Journal reading部分全英文教案
Unit 3 Travel JournalTeacher:王艳慧Lesson during:45mins Lesson type: ReadingDescription of students: Junior high school students , Grade 1Textbook/Page number:Page17—19,from warming up to comprehendingI. Teaching ObjectivesBy the end of this lesson, students should be able to1.understand the main idea and the structure of the text.2.master the important sentence pattern ,phrases and words.( give in, be fond of …,etc.)3.know something about the Mekong River through reading the text.e what they have learned to describe a trip.5.realize what personalities they should have if they want to success .II. Teaching Important1.Students understand the text well.2.According to different tasks, students improve different skills.3.Students are able to use the sentence pattern into speaking.(Good wishes andfarewell , prefer…to . etc)III. Teaching Methods1.Task-based Language Teaching.municative teaching method.IV. Teaching AidsPictures of Mekong River map.V. Teaching ProceduresStep 1 Lead-in and pre-reading (8mins).1. Do you like travel? Where have you been? Some adventures? If to travel now, whichkind of transport or vehicle do you prefer to choose? Draw the form and fill in the blanks according to the student's answer.2. Do you know some great rivers in China? Show a map of the Mekong River .Askstudents to describe its appearance. List the countries that the Mekong River flows through: China, Laos, Thailand, Cambodia, Burma, and Vietnam.3. Let the students try to tell about something they know about these countries tomobilize their interests. Then lead to the theme of article.Step 2While-reading (26mins)1. Fast reading (8mins)Task 1: Read through the text and try to find out the general idea.Paragraph 1 Wang Wei is a determined woman.Paragraph 2 Wang Wei soon got them interested in cycling, too.Wang Kun and Wang Wei are dreamed to take a great bike trip.Paragraph 3 They found a great number of details about the Mekong River.Task2: Scamming and find out the unknown words and phrases.1. Students should write the unknown words on the blackboard.2. Guess the words’ meaning according to the context and discuss in groups.3. Arrived the answers or detailed understanding.2. Detailed reading (18mins)Task 3: Read paragraph 1 and try to finish the true or false.1) Wang Kun and Wang Wei are brother and sister. ( )2) Wang Kun and Wang Wei have dreamed about taking a great biketrip. ( )3) LancangRiver, the Chinese part of the river that is calledtheMekongRiver in other countries. ( )4) Wang Kun first had the idea to cycle along theMekongRiver. ( )5) Wang Kun and Wang Wei choose the bike trip because they wantto protect the environment. ( )Task 4: Read paragraph 2 and try to find out the answers of the following questions.1. What is the severe shortcoming of Wang Wei?2. Why Wang Kun thinks so?3. From these descriptions, what can be found of Wang Wei’s characters?Task5: Read paragraph 3 and try to make a general summary of the following questions.1. What kind of information they have found? How they get it?2. How does the water of Mekong River change? What can you see when youtravel along the Mekong River?Step 3Post-reading (8mins)Task6: Whole class retells the text together. (bike trip, preparation, information, etc.)Step 4 Homework (3 mins)Students write a travelogue of your own experience or abbreviate the text on the exercise-book, 120 words, and hand in next week.VI. Blackboard PlanTransport you like Advantage Disadvantage BusTrainshipAirplaneUnit3 Travel JournalPart1 The Dream And The PlanParagraph 1 Wang Wei is a determined woman. Paragraph 2 Wang Wei soon got them interested in cycling, too. Wang Kun and Wang Wei are dreamed to take a great bike trip.Paragraph 3 They found a great number of details about the Mekong River.P1.TorF1) Wang Kun and Wang Wei are brother and sister. ( )2) Wang Kun and Wang Wei have dreamed about taking a great bike trip. ( )3) LancangRiver, the Chinese part of the river that is called theMekongRiver in other countries. ( ) 4) Wang Kun first had the idea to cycle along theMekongRiver. ( )Students write unknown words. P2. 1. What is the severe shortcoming of Wang Wei?2. Why Wang Kun thinks so?3. From these descriptions, what can be found ofWang Wei’s characters?P3 .What information they have found? How they get it?VII. Reflection:。
教学设计21：Unit 3 Travel journal
Unit 3Travel Journal一、教材分析：1. 教材所处的地位和作用：本案例是人教版《普通高中课程标准实验教科书·英语（必修）1》第三单元第一课时的Reading部分，中心话题是“Travel”涵盖了听、说、读、写几个部分。
根据新课程标倡导创导新的理念，本案例结合教材，将这一课时内容重新改编，，使之更加适合我校学生的实际情况。
教师在开课之前，借助图片、视频等材料帮助学生掌握了一些关于旅游方面的知识和单词，再通过学生对自己的旅行经历的描述，了解各地或各国的风土人情、风俗习惯。
作为教学导入，以此扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，使学生掌握现在进行时表示将来的计划、安排的用法以及向别人告别与表达祝愿时的语句，为下一课时的学习做好铺垫。
根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：2. 教育教学目标：知识目标：掌握和运用一下的单词和句子New words：journal, fare, transportFunctional sentences：Have a good day / time ! Good luck! Enjoy yourself !Best wishes to you.（2）能力目标：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。
使学生从所提供的各种材料里获取信息，运用语言组织能力来表达自己的观点并正确使用现在进行时表示将来的用法。
（3）情感目标：了解旅游时的交通工具、旅游必备以及相关的旅游注意事项，激发学生对大自然的热爱和旅游的兴趣。
3. 教学重点、难点：本着课程标准，在吃透教材基础上，我确立了如下的教学重点、难点（1）重点：掌握现在进行时表示将来的用法以及一些表示祝愿的句型.学习一些功能句，应用于实际生活中。
（2）难点：进一步巩固现在进行时表示将来的用法，学习灵活运用表示祝愿的句型。
高一英语必修一Unit3 Travel Journal Reading教学设计(终案)
高一英语必修一Unit3 Travel Journal Reading教学设计（终案）教学目标一、情感态度与价值观1.树立学生小组合作意识。
2.使学生明白环境保护的重要性。
二、过程与方法通过查阅、收集资料及小组讨论的学习活动，体验合作学习的过程和方法；理解文章内容并掌握旅游中的注意事项。
三、知识与技能1.知道王昆和王薇在游览湄公河流域方面存在的异同观点。
2.理解第二部分内容即“沿湄公河而下”。
3.学会如何组织一次旅游活动。
教学重点、难点1.如何阅读旅游类文章及组织旅游活动。
2.知道在旅游活动怎样做准备。
学情分析高一年级的学生已经具备一定的英语自主学习基础，并且其对于诸如旅游之类的日常生活需求也有自己的个人观点。
同时，由于刚刚升入高中，其对该阶段的学习生活处于摸索阶段，有着强烈的好奇心和求知欲。
此外，已能够很好的使用网络资源进行学习。
课时安排1课时（45分钟）授课方法讲授法、小组讨论与展示教学资源多媒体课件教学过程Step 1 GreetingStep 2 RevisionT：First，I’ll ask some of you to give the answers to the exercises in Part 1 on Page 57.Suggested answers：are going/will go/am going to stay/will stay/am stayingis going to fly/will fly/is flyingis going to take/will take/is taking；leavesis giving；is sayingam comingare；going；are；gettingbought；will buy/are going to buy；Step 3 Lead inT：Here is good news.Your favorite singer Jay will give performances in Wuxi Stadium.But tomorrow you will take an English exam.What will you do？S1：Forget the exam and enjoy the concert first.S2：Forget the concert.Get well prepared for the exam.I can enjoy another concert of his some day.S3：...S4：...T：So we can see different students have different ideas，or different students hold different attitudes.（Write “hold a...attitude” on the blackboard）.Do you know what an attitude is？S：An attitude is what a person thinks about something.T：Yes，usually different people hold different attitudes.Let’s turn back to Part One of this unit and make a comparison between Wang Kung’s and Wang Wei’s attitudes toward the trip along the Mekong.Present the chart on the screen；then give Ss a few minutes to discuss.S：Wang Kung.T：Why？S：His attitude was more practical and it is always right to get well prepared before setting out for a trip.T：Quite right.Step 4 First readingT：Now I’d like you to read the second part of this unit，and find out the answers to the two questions：1.How does Wang Kung feel about the trip now？2.What do you think has changed his attitude？Ss read the passage silently with some light music being played.T：Are you ready now？S：He thinks the trip is full of fun and excitement and he is eager for it.T：How can you know？S：The text says：to climb the mountain was hard work，but to go down the hills was great fun.It also says：we can hardly wait to see them.The later sentence means that Wang Kung and his sister were eager to meet their cousins and set out for the trip.T：Good answer and good explanation.You see，he can read between the lines.Class，you should learn from him.Who will be a volunteer to answer the second question？S：I’ll try.At first，Wang Kung was not very eager for the trip，because he thought the trip would not be very easy because of thin air and cold weather.But the different experiences on the way to the altitude have changed his attitude.T：Can you tell us what the different experiences are？S：The changeable weather，the ice in autumn，their living in the tent，and the unusual quietness at night.Step 5 Second-readingT：Suppose you have just come back from a trip，and you want to tell your e-pal about your trip，what will you tell him？S：Of course I’ll tell him what I have seen during the trip，wonderful sceneries，interesting people and customs.S：I will tell him what I eat；in some places there are special delicious food.S：I can also tell him what I hear and what I do.S：At the end of my e-mail，I’ll tell him what I feel about the trip.T：So you know what to write about when writing a travel journal.And when reading such kind of articles，you also need to pay attention to these information.（Chart one）Suggested answers：Step 6 DiscussionT：We all know traveling is interesting and exciting，but sometimes dangerous.Now my question is：What can we do before we set out for a trip to make our trip a safe and pleasant one？Give Ss a few minutes to discuss.S1：I think we should first decide a proper destination.Think about our time and money，then find an ideal destination.S2：We should get to know the background information about the place we’ll visit，such as its language，history，culture，customs，religion，politics.S3：Decide what means of transport we will take to save money and time.S4：We’d better know about the weather there，so we can prepare proper clothes.T：Yes，proper clothes can keep you warm or cool.S5：I think a compass and a local map is always necessary in case that we lose our way.T：Good.And what else will take along with you？S6：Medicine.Someone may catch cold or get sunburn，or get bitten by mosquitoes.We can take some water-resistance sunscreen and insect repellent to avoid being bitten.S7：Maybe we can wear sunglasses or straw hats to protect ourselves from the sunshine.S8：We’d better take some food and drinks.S9：Take a cell phone with us.In case of emergency，we can get in touch with the police or relatives，thus we’ll get immediate rescue.T：（Present these information on the blackboard to make Ss remember them.The teacher can present the information in the form below：）Step 7 Homework1.Imagine that the dialogue happens the next morning before Wang Kung and Wang Wei leave their camp.Some of you write one short dialogue between them，and practice it.2.Finish workbook exercise Part 1 “Using words and expressions” on Pages 56-57.板书设计Module1 Unit 3 Trave JournalThe Fourth Period Readingchart 1 chart 2activity1... activity3...activity2... activity4...教学反思：本节课旨在通过阅读使学生深刻理解文章，了解旅游准备过程中，王昆与王薇的不同态度以及他们所做的准备程序。
高中英语_Unit 3 Travel journal Reading教学课件设计
Topic1: The dream of taking a bike trip
My name is Wang Kun. Ever since middle school, my sister
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Topic2:Different attitudes towards the trip
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高中英语 Unit3 Travel journal reading教案 新人教版必修1-新人教版高一
Unit 3 Travel journal reading
教学背景分析
〔一〕课标的理解与把握
通过文章阅读理解，培养学生的快速阅读及寻读的能力。
并通过上下文，训练学生猜测词汇的能力。
通过旅游话题，积累与旅游相关的词汇。
〔二〕教材分析：
本篇文章讲述的是两姐弟想骑山地车旅行，于是选定了沿云南西部的澜沧江，也就是湄公河作为旅游路线。
他们选择海拔5,000多米，空气非常稀薄的高山作为骑车的起点，这注定是一次非常刺激的旅游经历。
通过查阅资料，他们知道了河流的特点和流向，沿途所要经过的地形等等，增长了地理方面的知识，开阔了视野。
教学目标
1.能理解文章大意，知道本文两姐弟的梦想和计划。
2.能快速找出文章的关键词及关键句，完成课本P19的Ex1及《同步》
P33-34。
教学重点和难点
1.对本文的the dream和 the plan的理解。
2.知道制定旅游计划的
教学准备、教学资源和主要教学方法
课本及《同步》
主要教学方法;任务型教学法、小组讨论法、词义猜测法
教学过程
教学环节教师为主的活动学生为主的活动设计意图
导入新课以Do you like
travel?和How do you
go travelling？导入1.配合老师回答以下问
题。
2.和同学讨论自己喜欢
旅游是学生
喜欢的话题。
人教版英语必修一Unit 3(Reading：Journey down the Mekong)教案
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.
精编人教版高中英语必修1教案： Unit 3 Travel Journal Reading 教案2 Word版
必修一Unit 3 Travel JournalReadingIntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the role of river in life. They will then be helped to read a narration entitled JOURNEY DOWN THE MEKONG. It’s about two students taking a trip down a river.Examples of “Warming Up”designs are presented in this book for teachers’reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students read a travel journal■To help students better understand “traveling down a river”■To help students understand and use some important words and expressions■To help students identify examples of the present progressive tense: expressing futurity in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedure1. Warming up⑴Warming up by discussingGood morning, class. Do you like traveling? Why do you like traveling? And why don’t you like traveling? Where have you ever been before? How did you get there? If you are given a chance to travel around the world, what kind of transportations will you use and why? Now look at the following pictures and discuss it in pairs.⑵Warming up by looking and speakingNow boys and girls, what do you need to take with you if you are preparing for a bike trip along the Changjiang River? Look at the pictures and tell the whole class which object you think is the most useful and which one is the least useful. Give a reason why you think so.⑶Warming up by asking and answeringNow suppose you live in Qinghai. You plan to take a holiday with a friend somewhere in Southeast Asia. You have been given a chance to choose three places to visit. Please find out the one-way fare to get there for different kinds of transportation. Perhaps you may not know the exact fare, but you can guess how much the fare is. Please have a short discussion with your partners and then decide where to go.Ok, now I’d like you to ask your partner the following questions.2. Pre-reading by talking and sharingAs we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them.3. Reading aloud to the recordingToday we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud about the recording of the text JOURNEY DOWN THE MEKONG on page 18. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 4. Reading and underliningNow please read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading aloud once again and understandingNext we are going to read aloud the text once again and then answer some questions.1)Who are Wang Kun and Wang Wei? (They are brother and sister, and both are college students.)2)What was their dream? (Their dream was to take a great bike trip.)3)Who are Dao Wei and Yu Hang? (They are Wang Kun’s cousins who are at a college in Kunming.)4)Where is the source of the Mekong River and which sea does it enter? (The source of the river is in QinghaiProvince and it enters the South China Sea.)5)What can you see when you travel along the Mekong? (You can see glacier, rapids, hill, valleys,waterfalls and plains.)6)Is it a difficult journey to cycle along the Mekong? Why? (Yes. The journey begins at an altitude of more than5,000 meters, where it is hard to breathe and very cold.)6. Reading and summing upWe shall go over the text once more to complete the chart below.Type of writing and summary of the idea7. Making a diagram of the textNext try to turn out a diagram of the text to see its organization.8. Retelling the text with the help of the diagram in about 200 wordsRetelling can be fun and useful. Next we are to retell the story in the third person. And we shall make use of the diagram above.9. Discussing in groupsWe have got the general meaning of the passage, and we know Wang Wei and Wang Kun have some similar and different attitudes about the trip. You may have a short discussion with your partners and then fill in the chart.10. Closing down by taking a quiz。
Unit 3 Travel journal 阅读教学设计
Is it easy to travel along the Mekong river? Why?
Source of the river
altitude
air
weather
Para.3
How does the scenery change when you travel along the Mekong?
Step 2: Careful reading
Para.1
1 What did Wang Kun and his sister dream about ?
2 When did they finally get the chance to do it?
3 What idea did Wang Wei have?
At first…
Then…
Sometimes…
After…
As…
At last…
【当堂达标】
Summary：
Wang Kun and Wang Wei have _________ about taking a great bike trip. when they __________ from college, they _______ to _____ along the Mekong River with their ________. Wang Wei is very _________. Once she is __________ to do something she will never _______ her mind. Although it is difficult to travel along the Mekong River by bike, she ________ that they find the ________ of the river and begin their journey there.
教学设计：Unit 3 Travel journal
Unit 3 Travel JournalI. Analysis of the teaching contentsThis unit, unit 3 travel journal, is from New Senior English for China Student’s Book 1. The topic of this unit centers on travel and travel journal, including the travel plan, where to travel, how to travel and so on. Travel is very attractive to the students. But before traveling, we must do a lot of work. The reading material is about how they make their travel plan and how to carry out their plan. The students can learn how to describe their attitudes and how to make a travel plan if they want to travel. Travel is a very beneficial and attractive activity. One can gains a lot, such as, general knowledge of geography, politics, communicate skills and travel experience. In this unit, language study includes some new words and useful expressions and the present continuous tense.II. Analysis of characteristics of the learnersStudents who learn this unit are in their Senior One. They have the basic ability to read the passage and know how to make their plans and show their attitudes towards something. But they don’t have very large vocabulary. Therefore, they have some difficulties in understanding the reading material completely. So, to master the new words in this unit is very important. Students in their age are active but afraid of making mistakes and they have few chances to express themselves in English. In this case, teac her’s guidance and courage are the keys to students’ progress. Students may feel bored if there is only boring knowledge. We can combine the passage and some knowledge with their interests so that they can be more devoted in the study.III. Teaching aimsA.Knowledge1.The students should learn how to use the key words and expressions in this unit, such as, prefer todo sth. prefer sth to sth., be fond of, attitude and so on.2.The students learn to use the present continuous tense to express future actions.B.Ability1.The students will make some team and learn to make a travel plan or a study plan together and carryout it if the condition is mature.2.The Ss learn to express their attitudes to something, someone or some methods.3.The students should know what eco-travel is，and plan an eco-travel for the nearest holidays.4.The students learn to write a letter to their friends or relatives, to write a travel journal and atravel advertisement.C.Emotion and attitude1.Develop Ss’ sense of eco-travel and make them protect the environment while traveling.2.The students will learn that travel also need courage, perseverance and some common sense.3.They will develop students’ cooperative spirit.IV. Teaching methodologyGenerally, the method is task-based language teaching. Details are as follows:1.Discussion to help the students know something about travel: the transport, the travel budget. Picturesto show the natural environment of the Mekong river.2.Fast reading to help the students to get the general idea of the passage.3.Careful reading to get the students to understand some detailed information.4.Pair work to develop the students’ cooperative spirit and encourage them to speak English in class.5.Retell to help students to review the passage .V. Learning strategyVI. Important points of teaching1.Master the new words and phrases in this unit.2.Help the students to get a better understanding of the text.3.Help the students to make a prese ntation on one’s own travel plan.VII. Difficult point of teaching1.Express fluently their travel plan and wishes.2.Grasp the main idea of the text and how to tell the writer’s attitude.3.Plan an eco-travel for the nearest holiday.VIII. Teaching proceduresStep 1. Warming upShow some beautiful pictures around the worldGoal: This step is to arouse the students’ interest in the unit.Step2. Background informationLet the students’ say something about travel and the Mekong River and then, teacher will give some pictures of the Mekong River.Goal: To enrich their background knowledge.Step3: ReadingA.Pre-readingB.While-readingC.Post-readingGoal: Improve the students’ ability of exchanging ideas and let them get the general idea of the given passage through skimming and scanning. And gain the knowledge of some common sense and the words, phrases and grammar points.Step4: ExercisesGoal: Do some exercises to review what have learned before. Pair work to tr ain students’ ability of speaking and cooperative spirit.Step5: HomeworkGoal: To let the students consolidate what they have learnt and improve their writing ability.Step6: SummaryIX. Teaching contents1.Lead-in and Warming-upShow some pictures or postcards of some places of interest and beautiful travel destinations and vocation resorts on the screen and tell them the places of interests in the world. And then ask them if they like traveling. They may answer yes, and I continue to ask where they have been.T: Ok, boys and girls, do you like traveling?Ss: Yes.T: Where have you been before? And how did you find your travel?Possible answers:(Here the students’ answers are probably different. They may answer that they have been to Beijing, Shanghai, Guangzhou, Qingdao, Fuzhou, Xiamen and some other place. And they may find their travel is interesting, funny, impressive, unforgettable, wonderful, comfortable and so on.)(In 3-4 minutes)Then I tell them that on this National Day I paid a visit on Shanghai with my friends. We visited Oriental Pearl，which is the nickname of Shanghai. It took me 10 hours to get there by train. What’s more, I spent a lot of money for this travel. Then show the pictures of Oriental Pearl and Huangpu River to the students on the screen. And present a table about the fare, the transport, the date, and the destination on the screen.However, what’s more important, I learned a lot from this travel. Not only could I enjoy the places of interest, but also I could learn about many local customs, cultures and the history of some places of interest. So I think it is very interesting and helpful.Meanwhile, with the help of multimedia, I’ll also show some pictures of different kinds of transports and help the students to revise them, including by car, by bus, by ship, by train, by air etc. However, each transport has its own advantages and disadvantages. Now please list some advantages and disadvantages of each transport after discussion with your partners. (In3 minutes or so)Then I will ask some of them to show their answers. At last, I summarize and present the main answers on the screen. (In 4 minutes or so)Who are you going with?How are you traveling?Which river will you choose?What will you prepare?From where will you start?When are you coming back?Step2 Background informationWith the help of multimedia, I’ll show some pictures of the Mekong River and introduce the basic information, such as the length, the countries that it flows through, where it ends, how it looks like and so on. Also, I will help the students to revise the transports and asked them if we want to travel the Mekong River, what transports should we choose.The Mekong is a river in Southeast Asia. It is the world's 12th-longest river and the 7th-longest in Asia. Its estimated length is 4,350 km (2,703 mi),and it drains an area of 795,000 km2(307,000 sq mi), discharging 475 km3 (114 cu mi) of water annually.From the Tibetan Plateau this river runs through China's Yunnan province, Burma, Laos, Thailand, Cambodia and Vietnam. Laos, Thailand, Cambodia and Vietnam established the Mekong River Commission (MRC) in 1995 to assist in the management and coordinated use of the Mekong's resources. In 1996 China and Burma became "dialogue partners" of the MRC and the six countries now work together within a cooperative framework.The extreme seasonal variations in flow and the presence of rapids and waterfalls in this river have made navigation difficult. Two hundred Chinese border police and 100 policemen from Myanmar, Laos and Thailand escorted a convoy of 10 Chinese cargo ships departing Guanlei, China, recently. The river is a major trading route linking China’s southwestern province of Yunnan to the South China Sea via Myanmar, Laos, Thailand, Cambodia and Vietnam, and provides locals with an invaluable outlet to the sea and international trading.Step3 Reading1.Pre-readingCan you guess what the names of these rivers are? (In 1 minute)Changjiang (Yangtze) Yellow2.3.4.5.6.7.8.9.Nile AmazonHow do people living along a river make use of it? (Individual work in this part)To irrigate the fieldsTo go swimming in it in summerTo make electricityTo travel along itOk, now please look at the map on page 18 and list the countries that the Mekong River flows through. (review)Mekong RiverThe countries that the Mekong River flows through: China's Yunnan province, Burma, Laos, Thailand,Cambodia and Vietnam2.While-readingAsk the students to scan the text and think about the following questions.A.What Is the text about?B.What was Wang Kun and Wang Wei’s idea of a good trip?Their idea was to take a long bike trip.C.Who planned the trip to the Mekong?Wang Wei.Ask the students to read the text more carefully and answer more questions.D.Where is the source of the Mekong River and which sea does it enter?The source of the river is in Qinghai Province and it enters the South China Sea.E.What can you see when you travel along the Mekong River?You can see glacier, rapids, hills, valleys, waterfalls and plains.F.What difficulties did Wang Kun and Wang Wei find about their journey?The journey will begin at an altitude of more than 5,000 metres, where it is hard to breathe and very cold.G.What do you think about Wang Kun and Wang Wei?Wang Kun is enthusiastic, critical, and sensible, while Wang Wei is imaginative, organized, eager, persistent, stubborn and risk-taking.3.Post-readingA.After they complete these questions, I’ll ask the students to read the text following the tape. And thenunderline the difficult sentences and some important expressions and phrases. Then I will explain then in next class.B.Ask the students to simply retell the story in their own word and then tell others Wang Kun’s and WangWei’s attitudes to this journey.Step 4: Exercisesnguage exercises: Discovering useful words and expressions, Discovering useful structures.B.Work in pair. Imagine that you are Wang Kun or Wang Wei. Choose a paragraph from the passage anduse the information to help you make up a dialogue.Wang Wei: You know, we’ve always wanted to do a long bike trip. Why don’t we go on after we graduate from college?Wang Kun: That is a good idea. …Step 5: HomeworkWrite a short passage of your travel plan.Step6. SummaryNow, let’s sum up what you have learnt about traveling.From this unit, you have also learned:Useful words:Useful phrases:A new grammar item:Other ability that you have gained:。
高中英语Unit3TraveljournalReading教案新人教版必修1
Unit 3 Trave JournalPeriod I. Warming upStep1. lead-in by discussingTalk about experence of journey.1. Where have you ever been before/ in the National Day?2. How do you like the travel to …？(eg: I have been Beijing during holiday.It is very intere sting that … We v isit … and found … That journey helps me know the culture there better.)3. Why do you think the journey is helpful?To …(to brunden our horizons; to learn more about local culture and history; to relax; to make friends; to get a better understanding of …）Step2. Warming upTask1. Part 1 on Page171. If you want to go travelling, where are you going? How did you get there? (on foot; by bike; by bus; by car/jeep; by train; by plane/by air; by boat/by ship/by sea)2. If you are given a chance to travelaround the world, what kind of transportations will you use and why?(What do you have to consider before you decide which means of transport you will use? Cost(花费)/ Safety(安全)/ Comfort (舒适)/ Quickness/ Convenience (方便)) 3. Now look at the following chart on Studentbook and discuss it in your group. (DiscussionMaking note Grouping sentences Speech ) Task2. Part 2 on Page 17 Make dialoguesA: When are you leaving?B: I am leaving…Sample dialogueA: Tom, where are you goingon holiday?B: I ’m going to Laos.A: When are you leaving?B: I am leaving next Sunday.A: How are you going to Laos?B: I ’m taking a plane.A: How long are you staying in Laos?B: I am staying there about two weeks.A: Great. Have a good trip.B: Thanks.Step3. Homework1. Make a speech (workbook)2.导学大课堂P67-68/课前导读 1. Where are you going on holiday? 2. When are you leaving?3. How are you going to …？4. When are you arriving in/at …？5. Where are you staying?6. How long are you staying there?7. When are you coming back?。
人教版高中英语Book 1 Unit3 Travel journal reading 教学设计
Unit3 Travel journalTeaching aims:1. To read a travel journal and get the main idea of it.2. To learn some detailed information of their travel plan.3. To learn to use different reading skills.Important and difficult points:1. Help students understand the reading passage.2. Help students train their reading ability by skimming and scanning. Procedures:Step 1 Lead in1. Many people live beside a river. How do they make use of it in their daily life?2. Have you ever been to Tianma River? What did you do there?Step 2 pre-readingThe introduction to the Lancang River.Step 3 Words reviewUnderline the following words and expressions in the passage and try to get the meaning of each.ever since persuade cycle graduate from college finally shortcoming organize care about determinedjourney make up one's mind valleyStep 4 Reading1. Skimming•Who is the writer? (Wang Kun)•Where do they dream to go? ( The Mekong River)•Who first had the idea? ( Wang Wei)2.ScanningRead Para.1 , and then choose the best answer.①Wang Kun and Wang Wei have dreamed to ____.A．visit the Mekong River B．buy a mountain bikeC．take a great bike trip D．visit their cousins in Yunnan②When did Wang Kun and Wang Wei take the bike trip along the Mekong River？A. Before they graduated from middle school.B. Before they graduated from college.C．After they graduated from middle school.D．After they graduated from college.Read Para.2 and then choose the best answers.①What kind of person is Wang Wei?②The source of the Mekong is in ____.A．Yunnan B．Tibet C．Qinghai D.Western Y unnan Look through Para.3 and fill in the blanks.What can they see during the travel? (Show some pictures to help students understand the sentences.) The Mekong begins in a glacier on a ____________________________. Then, it moves quickly. It becomes______ as it passes through deep valleys. Sometimes, the river becomes___________ , and enters wide valleys. At last, the ri ver’s delta enters ________________.3. Summary①Look through the passage and choose the main idea of each paragraph. Para.1 ________ A. Find some information to get ready for the trip. Para.2 ________ B. Dream of travelling along the Mekong River. Para.3 ________ C. Plan for the trip and Wang Kun's stubborn sister.②R etell the text by filling in the blanks.Wang Kun and his sister had________ (dream) about taking a great bike trip ever________ middle school. After__________ (graduate) from college，they finally got the chance. His sister thought of the idea to ________ along the Mekong River.They both bought ________ mountain bikes. Before the trip, they went to the library to find .They can learn more information about the Mekong River.Step 5 Post-readingDiscussion: How did Wang kun and Wang wei make a plan for their journey?Homework: Plan a journey for the National Day holiday.An optional activity: Talk about some places you like the most and make a travel plan.。
教案：Unit 3 Travel journal-reading
Unit 3 Travel journalReading: Journey down the MekongTeaching goals1.Learn something about the Mekong River through reading.2.Students can use what they have learned to introduce the Mekong River.3.Students should get some new words and expressions.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching aids: a computer & a projectorTeaching proceduresStep ⅠWarming UpT: Do you like travelling?Present some pictures of beautiful places to arouse their interest of travelling. Meanwhile, the teacher can also ask some more questions to make the students say something about their journey, such as their plans of trips, the difficulties they met in their journey and so on.Step ⅡLead InT: Q1:Have you visited any river?Q2: How many great rivers do you know?Q3: If you could travel down only one of them, which one would you choose? Why?Ask the students the locations of some famous rivers in the world. (Mekong, Rhein, Seine, Nile, Thames, Congo, Amazon, Mississippi, Volg)Step ⅢPre-readingT: Have you visited the Mekong River? If no, let’s learn something about it.1. Show a picture of the Mekong River and the brief introduction of it. Ask them:Can you list the countries that the Mekong River flows through?3.Enjoy the beautiful sights along the Mekong River to arouse their interest of it.Step IV ReadingIn this step, get the students to read the text and finish some tasks.Task1: Listen to the tape, then match the main idea of each para.Para.1 preparation for their tripPara.2 their dreamPara.3 a stubborn sisterTask2: Read para.1 and para.2 carefully, then answer some questionsQ1. Who are Wang kun and Wang Wei?Q2.What are their dreams?Q3.Who are Dao Wei and Y u Hang?Q4. Is it a difficult journey to cycle along the Mekong? Why?Q5.What can you see when you travel along the Mekong River?Task3: Careful reading for para.3 and find out the information of the Mekong.Task4: Group workWork in groups of 4 and try to be a tour guide and introduce the Mekong.Fill in the blanks•①The Mekong River which is called the Lancang River in China begins in a ______ ona Tibetan mountain and enters the ________________ at last.•②At first the river is small and the water is ______ and _____. Then it begins to move ______. Sometimes it becomes ______, sometimes it becomes a __________.After it leaves China and high altitude, it becomes ____, _____ and _____. As it enters Southeast Asia, its ____ slows.Step V Post-readingTask 1:Make comparisonAn attitude is what a person thinks about something. Make lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.Task 2: DebateWhich character do you like, Wang Kun or Wang wei? Why?Task 3: Understand two mottosKeep everything before a rainy day.未雨绸缪，有备无患。
人教版高中高一上册英语《Unit 3 Travel journal》教案
人教版高中高一上册英语《Unit 3 Travel journal》教案一、教学目标1.掌握重点词汇和短语，如destination, culture, historical site, local cuisine, traveler, itinerary等。
2.能够正确理解并运用课文中鲜明的主题，并能够通过口语和写作表达自己的观点。
3.了解一些国家的文化和历史，并通过总结旅游经验和意见，最终能够就出游的目的地和旅游方式进行讨论。
二、教学重点1.掌握目的地选择与旅游路线规划的关键词汇和短语。
2.阅读文本的能力，理解并分析其中的观点和主题。
3.掌握旅游相关的口语表达。
三、教学难点1.教授学生如何就目的地和旅游方式进行讨论并提出有建设性的意见。
2.通过英语听力以及其他资源，向学生展示不同国家和地区的文化和历史。
四、教学方法1.通过小组讨论展开学生的自我表达能力。
2.通过与学生互动，引导他们养成批判和理性的思维习惯。
3.联合多种资源，包括音频、视频等手段，让学生更加深入地了解就目的地和旅游方式进行讨论的相关话题。
五、教学过程1. 目的地选择和旅游方式探究让学生组成小组，为一次旅行选择目的地并提出旅游方式的想法。
鼓励学生使用他们在本单元之前所学的词汇表达出自己的意见。
组长可以对学生提出的想法进行总结，并以此贡献组内的思路。
2. 阅读理解学生可以阅读并分享他们的旅游日记。
这个过程中，教师可以向学生介绍一些世界知名旅游景点，例如埃菲尔铁塔和各种宫殿等。
3. 呈现文化和历史老师可以使用音频、视频等资源，从文化和历史的角度向学生展示不同国家和地区的传统和历史文化。
这个过程可以由教师策划，或者是让学生自己从互联网中寻找其他资源。
4. 小组讨论教师或课堂中的学生可以提出一些讨论题目，让学生在小组内进行讨论并总结共识。
例如:•许多人喜欢去旅游目的地，仅仅是为了照相留念。
对于这种做法，你有什么看法？•众所周知，旅行有许多好处。
高中英语《unit3 Travel journal Reading (阅读课)》优质教学课件设计
If you are gDoiisncgutosstriaovnel,which kind
of transport will you prefer to use?
means of transportation
by bike
by plane
by car
by bus
by train
Homework
1)Read the passage fluently after class. 2)Prepare for Learning about the language points.
Unit 3
Travel Jou r n a
Warming up
Do you like travelling? Do you know the following places,
have you ever travelled there?
The Great Wall
TheThFeoGrbriedadt eWnaCll ity
1.Who have a dream ？ Wang Kun and Wang Wei.
2.What is the dream? The dream is about taking a great bike trip.
3.When did they start the dream? Ever since middle school.
Paragraph 3: _A
A.Preparation B. Dream C.A stubborn sister
Careful-reading
Task1. Read the passage carefully and answer the following questions.
Unit 3 Travel journal-Reading 英语教案高中英语人教新课标必修一
Unit 3 Travel Journal（Reading)附课堂练习题Objectives:Students will be able to read and comprehend a travel journal entry about a cultural experience. Students will be able to identify the author's purpose and point of view in the text.Students will be able to use descriptive language to write a travel journal entry of their own. Students will be able to use vocabulary in context and identify synonyms and antonyms.Materials:The textbook "High School English - People's Education Press New Standard Curriculum - Book 1, Unit 3"Whiteboard and markersHandout with vocabulary exercisesComputer and projectorProcedure:Step 1: Warm-upAsk students to share any interesting travel experiences they have had.Write down their ideas on the board.Step 2: Pre-readingAsk students to look at the title of the text and predict what the text is about.Ask students to skim the text and look at the pictures and captions to make guesses about the content.Ask students to define key vocabulary from the text.Step 3: ReadingDisplay the text on the screen and ask students to read it silently.Ask students to underline or highlight key vocabulary words.Ask students to read the text aloud, taking turns with their classmates.Ask students to answer the comprehension questions in pairs.Check the answers as a class.Step 4: Vocabulary exercisesHand out the vocabulary exercises and ask students to complete them.Check the answers as a class.Step 5: Writing activityAsk students to imagine they are traveling to a new country and write a travel journal entry about their cultural experience.Remind them to use descriptive language and include sensory details (sight, sound, smell, taste, touch) to make their writing more engaging.Step 6: Post-writing sharingAsk students to share their travel journal entries with a partner.Ask students to give feedback to their partner, focusing on the descriptive language used.Assessment:Teacher observation during class discussion and group work.Completion of the vocabulary exercises.Quality of writing in the travel journal entry.Homework:Ask students to research a country they are interested in visiting and write a short paragraph about a cultural experience they would like to have while there.Here are some exercises that can be used to reinforce the learning objectives of the lesson:Synonyms and Antonyms: Give students a list of vocabulary words from the reading and ask them to find a synonym and antonym for each word. For example:Synonym for "exotic": foreign, unusual, uniqueAntonym for "mundane": ordinary, routine, commonplaceAuthor's Purpose and Point of View: Provide students with a short passage and ask them to identify the author's purpose and point of view. For example:"The purpose of this travel journal entry is to share my experience of attending a traditional festival in Japan. My point of view is that the festival was a fascinating and enriching cultural experience."Author's Purpose: To share a cultural experience.Point of View: The festival was fascinating and enriching.Descriptive Language: Ask students to write a short paragraph describing a place they have visited using sensory details. For example:"I visited a small fishing village on the coast of Maine. As I walked along the rocky shoreline, I could smell the salty sea air and hear the waves crashing against the rocks. Seagulls cried overhead as fishermen hauled in their catch for the day. I tasted fresh lobster and clams at a local seafood shack, and felt the cool ocean breeze on my skin."Vocabulary in Context: Provide students with a passage from the reading and ask them to use context clues to determine the meaning of unfamiliar vocabulary words. For example:"The exotic sights and sounds of the local market filled me with wonder and awe. The vibrant colors of the spices and fabrics, the spicy aromas of the street food, and the cacophony of voices in different languages all combined to create a truly unforgettable experience."Unfamiliar Vocabulary Words: cacophonyMeaning: a harsh, discordant mixture of soundsReflection: Ask students to reflect on their own travel experiences and write a short paragraph about what they have learned about other cultures through their travels.。
Unit3-Travel-Journal-Reading教学说课稿
Unit 3 Travel JournalReadingGood evening, ladies & gentlemen! It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from Senior English for China Book 1 Unit 3 Travel Journal. I’ll explain how to teach an d why do so from the following six aspects: Teaching aims and demands; Teaching aims and demands; Teaching key points and difficult points; Teaching methods and aids; Teaching procedures; Blackboard design.Part 1 Analysis of teaching materials & the studentsJourney down the Mekong is a piece of travel journal 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. 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.Our students are in senior 1, they have known something about travelling, but they are still lack of geography knowledge and the cultural background of those foreign countries. As senior students, they have a certain ability to read. And the beautiful places are most attractive and easily arouse students learning emotion. As a result, I adopt the task-based approach. I will design a few activities to help them understand this passage and its structure quickly.Part 2 Teaching aims and demandsKnowledge 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.Ability objectivesSs should to develop their reading skills as scanning, skimming, information gathering, summarizing and guessing the new words from the text.Enable the students to learn how to use the words and phrases in this text to express their travel plans.Moral objectivesLet the students know there are so many beautiful places in China and the whole word. We should love our country, love the whole word and love nature.Ss should have the awareness of protecting the river and protecting our environment.Part 3 Teaching key points and difficult pointsI think the key point of this lesson is how to understand the text better. However, there are two difficult points: The first one is how to use their own words to retell the text and how to understand some difficult sentences in the passage. And the second one is that the students can know more about how to prepare for the travel journal both on physical and material aspects.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.Part 4 Teaching methods & aidsGenerally 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.Part 5 Teaching proceduresHere comes the most important part, the teaching procedure. It includes 4 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Post-reading, Step IV: 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 familiar 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 people 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? Why?” This can help the Ss develop their ability of summarizing. If the Ss 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 the 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: 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 to express their attitudes. It can help the Ss train their ability of information-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 IV: 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.Part 6 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 listening！。
高中英语 Unit 3 Travel Journal Reading教学设计 新
高中英语人教版必修一教学设计：Unit 3 Travel Journal ReadingTeachingcontentTeaching goals 一．Knowledge goals1.Important words and phrases dream about, finally, persuade, stubborn, insist, properly, determined, attitude, change one’s mind, give in.2. Important sentence paternsEver since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip.Two years ago she bo ugh t an expensive mountain bike and then she persuaded me to buy on e.It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.She gave me a determined look –the kind that said that she would not change her mind.Once she has made up her mind, nothing can change it.We were both surprised to learn that half of the river is in China. 二．Ability goalsEnable the students to c onclude Wang Wei’s and Wang Kun’s attitude to the trip and then add their own opinion with the target language E nable the students to learn how to conclude Wang Wei’s and Wang Kun’s attitudes about trip.三．Emotional goals[Enable the Ss to find the importance of travel journal.Teaching difficult an d important points1. To comprehend the text is very important. Get Ss to express their plans and wishes. Help them learn that traveling is a good way to widen one view and add to one knowledge.Teaching methods Talking, discussing, readingClass-exercise Exercise1 Questions:1.What was Wang Kun and Wang Wei’s idea of a good trip?2.Who planned the trip to the Mekong?3.Where is the source of the Mekong River and which sea does itenter?4.What ca n you see when you travel along the Mekong River?5.What difficulties did Wang Kun and Wang Wei find about theirjourney?What do you think about Wang Kun and Wan g Wei?T: You know Wang Kun and Wang Wei are brother and sister. What was their idea of a good trip?S1: They have dreamed about taking a great bike trip.T: Who planned the trip to the Mekong?S2: Wang Wei.T: What about Question 3?S3 The source of the Mekong River is in Qinghai Province and it enters the South China Sea.T: How about Question 4?[S4: We can see a glacier, deep valleys, waterfalls, hills and plains.T: What difficulties did Wang Kun and Wang Wei find about their journey?S5: We know that the travelers had to climb over a Tibetan mountainand pass through deep valleys.T: You are right. Have you ever thought of traveling by bike?Ss: Yes/no.[T: What do you think about Wang Kun and Wang Wei?S6: I think they are energetic and determined.T: Quite right. Now I’d like you to tell Wang Wei’s and Wan g Kun’ssimilar and different attitudes about the trip. You can have adiscussion with your partners. And then fill in the chart. By theway, do you know the word “attitude”? An attitude is what a personthinks about something. Let’s start.Two minutes is enough. Teacher checks the answers and writes themdown on the blackboard while the students are telling their answers.（平行班和A段班只做练习1）教学反思。
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Book 1 unit 3 Travel journalReading: Journey Down The MekongPart1 The plan and the dream➢Teaching Objectives:By the end of this period, students are able to:●figure out the main structure of the passage through the analysis of 4-T angles.●judge the writing purpose and intended readers of the passage;●express your ideas on the given topics through critical thinking.●develop their interest in traveling and learn to make a travel plan.➢Teaching Focus:●To apply different approaches of discourse analysis to deepen theunderstanding of the text and language use.●To express personal ideas with the help of the target template and lexis.➢Teaching Aids:multi-media, worksheet.➢Teaching Procedures:Step 1 Lead inDo you like traveling? Where have you been? Have you traveled along the Mekong River? What do you know about the Mekong River? Look at the map. The Mekong river begins from China, it flows through Myanmar, Laos, Thailand, Cambodia, Vietnam, and finally it enters the South China Sea. It is the longest river in Southeast Asia, and it is the fourth longest river in the world. Do you want to know more about it? Let’s come to the passage to find more information. Journey down the Mekong.设计意图：通过旅游，询问学生有没有去过湄公河旅游导入课文,激发学生兴趣。
通过旅行引出湄公河，用湄公河导入。
询问学生去过哪里旅行，选择了什么交通工具？旅行前做了哪些相关准备？携带物品，制定计划，查找相关资料等，再问学生有没有去过湄公河？对它了解多少？通过看地图找出湄公河流经的国家。
还想了解更多关于湄公河的信息吗？从而导入课文的学习。
PredictLook at the title and subtitle to predict the main idea of the passage.Answer: The passage is mainly about the plan and the dream of a journey down the Mekong River.设计意图：通过标题、次标题猜测文章大意，预测文章内容, 猜测文章大意，让养成学生通过标题，图片等对文章进行合理的预测。
再快速看文章首段，首尾句，找出大意，验证预测。
Step 2. Topic AnalysisRead the paragraph quickly to find out the topic sentence or the main idea of each paragraph. Find the supporting details of each paragraph.Paragraph 1:_____________Paragraph 2:_____________Paragraph 3:_____________设计意图：宏观上，我利用6T途径分析语篇的层次及脉络。
在教师的引导下，学生依次分析各个要素，并关注每个话题的相关语词。
这样既有利于学生理解语篇，也有利于学生积累语词、更有利于学生建构或生成。
微观上，我关注话题与词汇在逻辑与语义上的衔接与连贯。
通过语篇分析，学生能较为有效地把握语篇主题和语篇表达的内容。
Paragraph1 Dream1. What is the Mekong River called in China?2. Who planned the trip to the Mekong?Paragraph2 A stubborn sister1.Did Wang Wei make full preparations for the journey?2.What do you think about Wang Wei? (her character)3.What difficulties did Wang Kun find about their journey? How did Wang Wei react?4.What are Wang Wei and Wang Kun's different attitudes?Paragraph 3 Preparation1.What did they do for the trip?2.What can they see along the Mekong? What’s the changes of the water?Draw a map of the river, write down the scenes and the changes of water.3. Retell the information of the Mekong river.4. Role playAct out the paragraph 2 with your partner.设计意图：对文章有了整体理解后，再一段一段的分析文章的层次和脉络。
通过找每段的主旨句或大意概括每段的topic, 再寻找支持topic的相关细节相关词块，既让学生对文章的层次和脉络有更清晰的把握，又处理了文本。
再通过几个问题，处理未涉及到的句子或者理解有障碍的句子。
例如第一段中有同位语，定语从句和强调句型。
第二段引导学生通过旅途中可能遇到的困难，找出两人态度的不同，从而思考两人的性格。
为最后角色扮演做准备。
第三段阅读湄公河信息，绘制地图，沿途景观，河流变化，并复述。
step3. Topic-related analysis设计意图：根据话题表达需要，回归原文，寻找词汇链。
为思辨思维训练做准备。
step4. Thread and transition analysis设计意图：作者以沿湄公河骑车旅行为线索，通过梦想，计划，准备实现文章的过渡，中间也有作者感情的变化。
Step 5. Theme analysis通过每段Topic，引导学生思考theme作者对本次沿湄公河骑车旅行的喜爱以及对旅游的热爱。
Step 5. Situational Context1. The main idea of the passageThe passage is mainly about Wang Kun and Wang Wei’s _______ and _____ for taking a great bike____ along the Mekong River.2. What is the relationship involved in the text?3. How is the text developed?设计意图：每个段落的细节分析后，引导学生进行语境情境分析，帮助学生从整体上把握语篇，为开展语用分析做铺垫。
step6.Pragmatic analysis1. Why does the author write the article?2. To whom does the author write this article?3. What’s the attitude of the author?4. Does the author provide you with all the expected information ? Why? Has enough information been conveyed?设计意图：通过“自上而下”（Top-down approach）的方式，进行语用分析，引导学生思考写作对象写作意图等，帮助学生多层次、多角度地分析语篇传递的意义，帮助学生深刻理解语篇，把语言学习和意义探究融为一体，实现深度学习与思维品质的提升。
step7.Critical thinking1.Do you like cycling along a river? why?2.What’s your dream? What have you learned from the passage? Why?设计意图：使学生在外显的语言交际活动中学会交流，在内隐的思维活动中逐步实现语言和思维的融合。
引导学生定向输出，这样既有助于口语训练也有助于书面写作，更是对本课教学效果的评价。
围绕主题关键词，在学生的角度，设计引起学生共鸣的话题，学以致用。
询问学生对于骑车旅行，沿河旅行的态度，引导学生思考本堂课的收获。
通过本课我学到了什么？旅行前要做准备，做事情要有计划。
要如何实现自己的梦想？从他们身上可以学到什么？自己要具备哪些好的品质，如何去做才可以实现梦想。
Homework1. Oral Homework: Introduce the Mekong River with the help of thetopic-related lexical chain.2. Written Homework: Use your own words to briefly summarize the passage.设计意图：作业设计围绕文本展开，分口头作业和书面作业。
作业设计注重课堂内容的延伸，注重读写结合。
在复习本课所学话题及语词的基础,关注课前、课中、课后三个环节，也有助于巩固课堂所学内容、发展学生语言能力、思维品质等学科核心素养。