Unit 3 Travel Journal知识点教案
Unit3TravelJournal知识点教案
Unit 3 Travel JournalLanguage points 教案设计Teaching aims:Knowledge aims:1. Get the students to learn and grasp some important new words and expressions: journal fare transport finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude change one' smind care 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 kn'owt the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb. <should> do. . .)3) Once she has made up her mind, nothing can change it. (Once. . .) Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns. Emotional aims:1. Stimulate the students ' interest in learning English.2. Develop the students ' spirit of cooperation and teamwork. Teaching important points: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 pteartn “ It is . . . that/who. . . ”Teaching difficult points:1. Let the students learn the usage of the word “ insist ”.2. Enable the students to master the usage of the pattern “ It is . . . that/who. . . understand some difficult and long sentences.Teaching methods:1. Discussing, summarizing and practicing2. Cooperative learningTeaching tools:The multimedia and other normal teaching toolsTeaching procedures:Step 1 Revision1. Check the homework exercises.2. Ask some students to tell somethingabout 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 or collocations in the passage.Collocations: dream about, graduate from, get the chance to do sth. , persuade sb. to do sth. , grow up, get sb. interested in sth. , care about, give sb. a determined look, change one 's mind, make up one ' s mind, give in, keep doing sth. , pass through, be surprised to do sth. , at last2. 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. dream about dream of 梦想，梦见（后接名词、代词或动名词）The young soldier sometimes dreams about/of his hometown. 这名年轻的士兵有时会梦到自己的家乡。
高中英语新人教版精品教案《unit 3 travel journal》
教学过程
导入
关于旅行，我们不得不面对两个最根本的问题“去哪里〞以及“如何去〞。今天，我们的词汇就从这两个方面来进行学习。
知识讲解
〔难点突破〕
1思维导图串联相关单词，如从“去哪里〞和“如何去〞对单词分类
2用简单的，已经学过的单词来帮助理解和记忆新单词，如通过road 来学习route
3通过构词法拆分单词，讲解前缀后缀和词根
4通过单词联想记忆，如chedue可以用汉语拼音“死车堵了〞来
课堂练习
〔难点稳固〕
实际课堂增加情景例句的翻译，安排分组，各组做对话练习，要求作用词汇和特殊句型。
小结
词汇的音，义，形，及其用法。
并在学生对话展示中进行稳固。
从学生角度分析为什么难
高一新生刚接触人教版必修教材不久，高中词汇和初中词汇差异较大，一时难以适应。尤其是构词法中，元音字母的替换很多同学不熟悉，英语单词和汉义难以匹配。
难点教学方法
1.思维导图串联相关单词，如从“去哪里〞和“如何去〞对单词分类
2.通过构词法拆分单词，讲解前缀后缀和词根
通过单词联想记忆，如chedue可以用汉语拼音“死车堵了〞来记忆单词
教师姓名
谷瑶
单位名称
吐鲁番市实验中学
填写时间
2021年8月25日
学科
英语
年级/册
高一/必修一
教材版本
人教版
课题名称
Unit 3 Trave Journa
难点名称
词汇的拼写及词义，以及用法
难点分析
从知识角度分析为什么难
词汇构成多有不常见的前缀和后缀，局部合成词不是初中常见词汇，词汇用法尤其是动词搭配较为复杂。
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。
说课稿：Unit 3 Travel journal
Unit 3 Reading Journey Down the MekongPart 1 The Dream and the Plan一.Analysis of the teaching material1.Status and main idea of the passageThe passage is the highlight of this unit. It is a piece of travel journal written by Wang Kun. It mainly talks about Wan Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparations for the trip and some more details of the Mekong River.2.Teaching aims1)Knowledge aims: To get students to know how to prepare for a trip and some geographical knowledge about the Mekong River; Guide students to grasp the usage of some important words and phrases such as persuade, insist, be fond of, determine, give in, etc. .2) Ability aims: To develop students’ reading skills like s kimming, scanning and concluding; Guide them to use these reading skills to collect and deal with information. Meanwhile encourage them to express their own travel plans using the language they have learned in the class and cultivate their ability to cooperate with others.3)Emotional aims: To learn to enjoy the fun of traveling and appreciate thebeautiful sceneries in China and the whole world, thus making them love our country, love the world and love nature. Meanwhile raise their awareness of protecting our environment.2.Key points and difficult points1)The key points are how to get students to understand the text better and master the reading skills such as skimming, scanning and so on.2)The difficult points are how to get students to master the important words and expressions in the unit and how to help students to express themselves using what they have learned in this passage.二．Analysis of the studentsMost people are interested in traveling, and our students are no exception. So the topic can generally arouse their interest. Generally speaking, it is not difficult for the high school students to understand the text, but there are still some new phrases and sentences that may be a little bit difficult.三．Teaching methods and aids1.Teaching methods: brainstorming, task-based teaching and learning, situational approach, multimedia assistance, cooperative learning, discussion2.Teaching aids: a projector, a multimedia computer system and other normal teaching tools四．Learning methodsAs is described in modern educational theory, “T he process of obtaining knowledge is more important than obtaining knowledge itself”, so I will try to arouse students’ potential and make them obtain knowledge by self-learning and cooperation, and at the same time form good learning methods to improve their listening, reading, speaking and writing abilities.五．Teaching proceduresStep 1 Lead-in and pre-readingTask 1 Show students some pictures of great rivers and ask them what their names are.Task 2 Require students to discuss the questions below and report their answers to the whole class.Q1: Many people live beside a river. How do they make use of it in their daily life?Q2: The world has many great rivers. If you could follow the route of only one of them, which one would you choose? And how are you traveling?Q3: Look at the map below and list the countries that the Mekong River flows through.Purpose: (1) lead up to the topic naturally and arouse their interest in learning the passage.(2)Check students’ preparations before class and their a bility to searchinformation.Step 2 While-readingTask 1 SkimmingAsk students to read the passage quickly and answer the following questions.Q1: What were Wang Kun and Wang Wei going to do? And who come up with the idea?Q2: Who planned the trip to the trip to the Mekong?Q3: What did they do before the tip?Purpose: Enable students to find out the clue of the text quickly and get them to understand the general idea of the passage as quickly as possible.Task 2 ScanningEncourage students to read the passage carefully and finish the two tasks.Task1 Know better about the tripQ1: What preparations did Wang Kun and Wang Wei do?Q2: What difficulties did Wang Kun and Wang Wei find about their journey?Task 2 Know better about the riverQ1: Where is the source of the river and which sea does it enter?Q2:What can you see when you travel along the Mekong?Purpose: Enable students to find out the exact information about the text and have a better understanding of the trip and the Mekong River.Task 3 Study readingGet students to listen to the tape and find out some important words and phrases.Then encourage them to analyze and memorize them.1.Words and phrases that indicate people’s attitud e and personality:dream about , be fond of, care about, determined, stubborn, insist, shortcoming,make up her mind, change her mind, give in, reliable2.Words and phrases that relate to a trip planever since, persuade, graduate, cycle, organize, schedule, journeys of certain placesglacier, rapids, valley, waterfall, deltaPurpose: to guide students to grasp the usage of some important words and phrases. Encourage them to express their own travel plans using the language they learned in the class.Task 4 consolidationAsk students to use their own words to rewrite the passage of the reading.Purpose: Cultivate students’ ability to summarize and consolidate what they have learnt in the class.Step 3 Post-readingAsk students to brainstorm some adjectives to describe the characteristics of Wang Kun and Wang Wei.Wang Kun’s characteristic ___________________Wang Wei’s characteristic ____________________Purpose: Develop students’ ability to analyze and summarize using what they have learnt.Step 4 SpeakingWith your partner discuss the following question and make a dialogue. Then Act it out before the whole class.Q: Assume that you are going to travel abroad with your friends, what will you do before your trip?Trip: ( schedule, route, budget, transport, …)Step5 HomeworkFinish off the reading task on workbook and preview the tasks in learning about language.六．Blackboard design and time division1.Blackboard designUnit 3 Reading Journey Down the MekongPart1 The Dream and the PlanI. Lead-in; pre-readingII. SkimmingIII. ScanningIV. Study readingV. ConsolidationVI. Post-readingVII. SpeakingVIII. Homework2.Time divisionLead-in and pre-reading (8’)While-reading (23’)Post-reading (3’)Speaking (5’)Homewo rk (1’)。
Traveljournal教案文章
Travel Journal教案文章一、课程目标1. 让学生了解并掌握旅游日记的基本结构和写作技巧。
2. 培养学生观察、思考、表达和创造的能力。
3. 提高学生对旅游文化的认识，培养他们的跨文化交际意识。
4. 提升学生的写作兴趣和自信心。
二、教学内容1. 旅游日记的基本结构2. 旅游日记的写作技巧3. 旅游文化的介绍4. 跨文化交际意识的培养三、教学方法1. 任务驱动法：通过设定具体的写作任务，引导学生进行思考和表达。
2. 案例分析法：通过分析典型的旅游日记案例，让学生了解和掌握写作技巧。
3. 小组讨论法：通过小组讨论，培养学生的合作精神和批判性思维。
4. 跨文化交际法：通过介绍旅游文化，提高学生的跨文化交际意识。
四、教学步骤1. 引入：引导学生谈论自己或他人的旅游经历，激发学生的兴趣。
2. 讲解：介绍旅游日记的基本结构和写作技巧。
3. 案例分析：分析典型的旅游日记案例，让学生了解和掌握写作技巧。
5. 小组讨论：学生互相交换作品，进行小组讨论，提出修改意见。
6. 总结：对学生的作品进行点评，总结旅游日记的写作要点。
五、教学评价1. 学生旅游日记的完成情况。
2. 学生参与小组讨论的积极程度。
3. 学生对旅游文化的理解和跨文化交际能力的提升。
4. 学生对写作的自信心和兴趣的提高。
六、教学资源1. 旅游日记案例：收集一些典型的旅游日记案例，用于分析和讨论。
2. 旅游文化资料：提供一些关于不同地区和国家的旅游文化资料，用于学生了解和参考。
3. 写作指导资料：提供一些关于旅游日记写作的指导资料，如写作技巧、结构等。
4. 评价标准：制定旅游日记的评价标准，以便学生了解要求和进行自我评价。
七、教学环境1. 教室：提供足够的空间供学生进行讨论和写作。
2. 电脑和投影仪：用于展示案例和资料。
3. 白板或黑板：用于板书和展示评价标准。
八、教学拓展活动1. 组织一次旅游体验活动，让学生亲身体验旅游的乐趣和感受。
2. 举办一次旅游日记展览，让学生展示自己的作品，并互相学习和交流。
Unit3_travel_journal_教案
人教版高中英语必修１Unit3 Travel journal河北乐亭新寨高级中学徐艳芹一、教材的地位和作用本单元讲述了主人公以旅行日志的形式详细地记录一段沿湄公河而下的自行车旅行经历。
学生通过追随这一段旅程，探讨与“旅游”相关的各种话题。
通过本单元的学习，不仅可以使学生学到与旅游有关的语言知识和技能，还会使学生对旅游产生浓厚的兴趣，通过旅行了解世界各地的文化，增加对祖国大好河山的热爱和国际意识，进而培养学生的跨文化际能力。
二、学情分析高中一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。
英语作为一门语言，其最基本的作用就是人际交流。
但是中国学生普遍的情况是不愿开口说英语。
因此我在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的。
三．教学目标根据《新课程标准》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材四．教学重点和难点１.重点：学会制作旅行计划；学会用现在进行时表将来的方法。
２.难点：提高学生口语运用能力和合作学习的能力。
五．教学策略教学方法根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式，激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。
因此我采用了以下几种教学法。
(１)任务型教学法(２)合作学习法六．教学用具的设计和准备制作与阅读课文相关的多媒体课件七．教学过程Step1 Lead in 导入学习这节课时，学生们不久前正好从国庆节休假回来，可以充分利用这个机会，以两人对话或小组的形式来讲述每个人旅行经历，有条件的话可以和大家分享照片和视频，让他们也可以感受其中的乐趣并了解更多的旅游知识，从而引入本节课的主题：旅行计划以及旅行前的准备。
设计意图：旅游是学生比较感兴趣的话题，用这个和学生生活密切相关的话题和经历来引起学生的学习兴趣和热情。
英语：unit3《travel journal》教案(1)(新人教版必修1).doc
批注
Step1.Revision
1.Check the homework exercises .
2.Ask some students to make a dialogue,using the Present Continuous Tense for future actions .
教学重点
Develop the students’ listening ability .
教学难点
Get the students to listen and understand different listening materials .
教法与学法
Task-based listening ;cooperative learning
情感态度与
价值观
Enable the students love and enjoy nature .
Develop the student’s sense of group cooperration .
教学重点
Develop the students’ reading skills by extensicve reading .
Feel
Legs heavy and cold ,to vlimb the mountain was hard work ,but to go down the hills was great fun.can hardly wait to see their cousins
教学过程与板书设计
批注
3. Scanning
教学难点
Enable the students to learn to use reading stratagies .
高中英语 Unit3 Travel Journal教案 新人教版必修
Unit 3 Trave JournalPeriodI. 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 visit … and found… Thatjourney 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 makefriends; to get a better und erstanding 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 travel around the world, what kind of transportations will you use andwhy?(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.(Discussion Making noteGrouping sentences Speech )Task2. Part 2 on Page 17Make dialoguesA: When are you leaving?B: I am leaving…Sample dialogueA: Tom, where are you going onholiday?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Period II. Reading(1)Step1.RevisionMake a speech on Page55 WorkbookStep2. Lead-in1. Do you like traveling along a river, a g reat river? What role does a river play in people’s life?2. Where there is a river, there is a city.As 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.Names of River LocationMekong China，SE Asia / Rhine Germany / GangesIndia/Seine France / Nile Egypt/ Thames England/ CongoCentral Africa/ NigerWest Africa/ V olga Russia/DanubeCentral Europe/ Amazon Brazil/ MississippiUS/Step 3. Pre-reading 3 on page17Now look at the map of the MekongRiver and point out the countries it flows through. (China, Laos, Thailand, Cambodia, BurmaVietnam)Step 4. Reading1.Skimming. Find out the main ideas of each paragraph.Para.1Wang Kun and Wang Wei’s dream.Para.2 Wang Wei is stubborn.Para.3 Preparing for their trip.2.Careful reading. Answer the queations of part 1 on P19 \《导学大课堂》课前导读1)Who are Wang Kun and Wang Wei? (They are brother and sister, and both are collegestudents.)2)What was their dream? (Their dream was to take a great bike trip.)3)Who are Dao Wei and Yu Hang? (Th ey are Wang Kun’s cousins who are at a college inKunming.)4)Where is the source of the MekongRiver and which sea does it enter?(The source of the riveris 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 analtitude of more than 5,000 meters, where it is hard to breathe and very cold.)3.Sentences patterns.1. Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. 从中学起, 我姐姐王薇和我梦想作一次了不起的自行车旅行。
Unit 3 Travel Journal教案
Unit 3 Travel JournalReading and Comprehending高一年级李辉军教学目标： 1.使学生学习阅读理解几种方法。
2．通过阅读课文，理解掌握语言知识。
教学重点：进一步掌握Skimming 、Scanning和Careful Reading三种阅读技能，教学难点：灵活运用学习过的英语词汇句型知识解决实际问题。
学习形式：小组合作探究学习学生为主教学过程：一、课前预习、学案导学Fast-reading Match the paragraph and the main idea.二、创设情境、提出问题Careful Reading1.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 and which sea does it enter?4.What can you see when you travel along the Mekong?You can see the source glacier ,rapids, hills,valleys, waterfalls and plains.5.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.三、自主学习、合作探究Key words and phrases词汇要点梳理与学习四、师生互动、引导点拨Deal with some difficult sentences in the text.五、巩固练习、拓展提高1、重点词汇再现2、重点句型再现3、高考连接4、词组识记/英汉互译。
人教版选修一英语unit3教案
人教版选修一英语unit3教案Unit 3 Travel journal【Introduction】In this unit, we will read a travel journal written by a young backpacker named Joe. Through Joe's vivid and detailed descriptions, we will learn about his unforgettable adventures and experiences during his solo trip around Southeast Asia. This travel journal not only introduces us to the diverse cultures and breathtaking landscapes of this region but also provides us with valuable insights into the challenges and rewards of independent travel.【Tasks and Goals】1. Develop students' reading comprehension skills.2. Improve students' ability to analyze and interpret the author's point of view.3. Enhance students' vocabulary and language skills related to travel and cultural exploration.4. Encourage students to reflect on the importance of stepping out of their comfort zones and embracing new experiences.【Teaching Procedures】Step 1: Pre-reading (15 minutes)- Introduce the topic of the travel journal to capture students' interest.- Activate students' background knowledge by asking them about their travel experiences or dreams.- Show some pictures of famous landmarks in Southeast Asia to generate discussion and engage students.Step 2: Reading (30 minutes)- Distribute copies of the travel journal to each student.- Ask students to read the journal silently and underline any unknown words or phrases.- Conduct a guided reading session, focusing on comprehension and analysis of the text.- Encourage students to discuss their interpretations and impressions of the journal with their peers.Step 3: Vocabulary and Language Focus (20 minutes)- Select key vocabulary words from the journal andpresent them to the students.- Engage students in various vocabulary activities suchas matching exercises and context-based sentence completion.- Teach idiomatic expressions and collocations related to travel.- Provide opportunities for students to practice usingthe new vocabulary in oral and written activities.Step 4: Post-reading and Discussion (25 minutes)- Facilitate a class discussion on the themes and messages conveyed in the travel journal.- Encourage students to share their own travelexperiences or aspirations, and how they relate to the ideas presented in the journal.- Challenge students to reflect on the importance of cultural understanding and empathy when embarking on new adventures.- Conduct a group activity where students work togetherto create their own travel journals, using Joe's journal as a model.Step 5: Consolidation and Assessment (15 minutes)- Assign a writing task where students need to summarize their favorite part of Joe's travel journal and explain whyit resonated with them.- Evaluate students' comprehension and analysis skills through written or oral assessments.- Provide individual feedback and guidance for improvement.【Conclusion】Through studying Joe's travel journal, students will gain valuable insights into the world of independent travel and broaden their horizons. This unit aims to foster a sense of curiosity, empathy, and cultural awareness among students, while improving their English language skills. By the end of the unit, students should be able to appreciate the transformative power of travel and understand the importance of embracing new experiences.。
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:。
Unit 3Travel Journal教案
Unit 3 Travel Journal 教案教学目标【知识目标】To learn about the words and phrases about geographyTo know about the Mekong RiverTo understand the character of Wang Kun and Wang Wei【能力目标】Learn to read a mapImprove Ss’ reading skills (skimming and scanning)【情感目标】Know to respect and communicate with others when having different opinions Know to love and protect the rivers in the world教学重难点【教学重点】Help Ss to improve their reading skillsH elp Ss to understand the author’s trip down the Mekong River【教学难点】Help Ss to understand Wang Kun’s and Wang Wei’s attitudes to the trip Help Ss to analyze the characters of Wang Kun and Wang Wei【考点同步解读】一、重点短语1. travel----泛指旅行journey----指长时间长距离的陆上旅行voyage----指长距离的水上旅行，也可以指乘飞机旅行trip----常指短时间短距离的旅行tour----指周游，巡回旅游，2. prefer to 更加喜欢，宁愿 prefer A to B 比起B，更喜欢Aprefer doing to doing 比起做…，宁愿做…prefer to do rather than do 与其做…, 不如…3. flow through 流过，流经4. ever since 自从5. persuade sb. to do sth. 说服某人做某事6. be fond of 喜欢7. insist on doing 坚持做某事 insist + that 从句（用should+ V原）8. care about 关心. change one’s mind 改变想法10. altitude 高度attitude 态度，看法11. make up one’s mind to do下定决心做某事 = decide to do = make a decision to do12. give in 让步，屈服give up 放弃13. be surprised to …对…感到惊奇to one’s surprise 令某人惊讶的是…14. at last = finally = in the end 最终15. stop to do 停下来去做某事stop doing 停止做某事16. as usual 像往常一样17. so…that如此…以至于… So + adj + a/an + n. + thatSuch + a/an +adj. + n. + that18. be familiar with 对…熟悉（人作主语）be familiar to 为…所熟悉（物作主语）二、语法:现在进行时表将来现在进行时表将来，表示最近按计划或安排要进行的动作，常见的现在进行时表将来的动词有：come/ go / leave/ arrive / travel / take / stay/ do等.【核心素养聚焦】1. Encourage students to learn more about traveling and tourist culture2. Enable students to become more interested in traveling and experience the beauty of nature so as to be fond of nature.3. Train the students’ ability to cooperate with others4. Try to make the students to use some useful words and expressions correctly5. Try to make the students to review the useful sentence patterns6. Train the students to interest in learning English课前准备Tape recorder, Multimedia教学过程Step1. Warm-upA competition between groups:1)Which country is Mississippi River located in?2)Which country is Thames River located in?3)Which river is the longest river in the world?4)Which river is the second longest river in the world?5)Which river is the longest river in China?6)Which river is the most important river in Southeast Asia?【设计意图】通过小组竞赛激发学生参与课堂的积极性，并让学生了解和积累世界河流的知识，为进一步阅读理解文章做准备。
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。
《Unit 3 Travel journal》教学设计
《Unit3Travel journal》教学设计
一、教学目标
1.掌握与旅行相关的词汇和表达。
2.能够描述自己的旅行经历或计划。
3.培养学生对旅行的热爱和探索精神。
二、教学重难点
1.重点：词汇和表达的掌握，旅行描述。
2.难点：用英语连贯地描述旅行经历。
三、教学方法
情景模拟法、口语表达法、写作训练法。
四、教学过程
1.导入
展示一些美丽的旅游景点图片，激发学生对旅行的兴趣。
2.词汇学习
（1）教授与旅行相关的词汇，如journey、destination、adventure等。
（2）通过词汇接龙游戏巩固词汇。
3.口语练习
（1）学生两人一组，互相询问对方的旅行经历。
（2）分享有趣的旅行故事。
4.写作训练
（1）让学生写一篇自己的旅行日记或旅行计划。
（2）展示优秀作品，进行点评。
5.课堂小结
总结旅行相关的词汇和表达，以及如何描述旅行。
6.作业布置
（1）制作一份自己梦想旅行地的海报，用英语介绍。
（2）阅读一篇关于旅行的英语文章。
Unit 3 Travel journal 教案(1)
Unit 3 Travel Journal I.单元教学目标II.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。
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Unit 3 Travel JournalLanguage points 教案设计Teaching aims:Knowledge aims:1. Get the students to learn and grasp some important new words and expressions: journal fare transport finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude change one’s mind care 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, she insisted that we find the source of the river and begin our journey there. (insist that sb. <should> do. . .)3) Once she has made up her mind, nothing can change it. (Once. . .)Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns. Emotional aims:1. Stimulate the students’ interest in learning English.2. Develop the st udents’ spirit of cooperation and teamwork.Teaching important points: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 pat tern “It is . . . that/who. . . ”Teaching difficult points:1. Let the students learn the usage of the word “insist”.2. Enable the students to master the usage of the pattern “It is . . . that/who. . . ” and understand some difficult and long sentences.Teaching methods:1. Discussing, summarizing and practicing2. Cooperative learningTeaching tools:The multimedia and other normal teaching toolsTeaching procedures: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 or collocations in the passage.Collocations: dream about, graduate from, get the chance to do sth. , persuade sb. to do sth. , grow up, get sb. interested in sth. , care about, give sb. a determined look, change one’s mind, make up one’s mind, give in, keep doing sth. , pass through, be surprised to do sth. , at last2. 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. dream about dream of 梦想，梦见（后接名词、代词或动名词）The young soldier sometimes dreams about/of his hometown.这名年轻的士兵有时会梦到自己的家乡。
3. persuade vt.说服；劝服He persuaded her to go to school, even though she did not want to.尽管她不想去上学，他还是说服她去了。
1) persuade sb. into/out of sth. /doing sth.说服或劝说某人（不）做某事Wang Kun couldn’t persuade his sister i nto changing her mind.王昆说服不了他姐姐改变主意。
The old man finally persuaded the little boy out of stealing.老人最终说服小男孩不偷东西了。
4. insist vi. & vt. 坚持或坚决要求We all insist that we (should)not rest until we finish the work.我们大家都坚决要求不完工就不休息。
活学现用：He insisted that he______________ really very tired and that he______________ to have a rest.A. was; be allowedB. was; must be allowedC. should be; must be allowedD. should be; be allowed答案：A5. care about忧虑；关心；惦念I don’t much care about going to the party.我不太想去参加晚会。
2) care for sb. 喜欢或爱某人，照顾/照料Who will care for your child if you are out?如果你外出了，谁来照顾你的孩子？6. determine vt. & vi. 决定；确定Let’s determine a date for the class meeting.咱们来定一下开班会的日期吧。
be determined to do sth.He was determined to go to collage.他决心上大学。
7. change one’s mind改变主意Once he has made up his mind, nothing can be done to change his mind.他一旦下定决心，什么也改变不了他的主意。
Note: change one’s mind和make up one’s mind中的mind是可数名词，意思是“想法；主意”，单复数随one’s变化。
38. give in v. adv. (to)屈服；投降；让步He would die than give in.他宁死不屈。
give in & give up:give up 放弃give up sth. /doing sth. 放弃某物；停止做某事Don’t give up. You still have chances to win in the match.不要放弃，你还有机会赢得这场比赛。
give about散布；传播give away泄露；赠送；放弃give back归还；送回give off发出（气味、光、热、声音等）give out用完；用尽；发出（光、热、气体、声音）活学现用：(1)He didn’t______________ the enemy even______________ torture.A. give in; underB. give in to; belowC. give up; overD. give in to; under(2)Don’t mention that at the beginning of the story, or it may______________ the shocking ending.A. give awayC. give upD. give off答案：(1)D(2)AStep 5 Sentence focus1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends.5这是一个复合句，主句“It was my sister who first had the idea. . . ”是强调句型， 强调的是句子的主语my sister ；where it begins 和where it ends 都是宾语从句，分 别作介词from 和to 的宾语。