Unit3Journey Down the Mekong 阅读教学设计与反思
人教版高中英语必修1 Unit3 Journey Down the Mekong教案
Unit3Travel JournalJourney Down the MekongTeaching Aims1.To talk about traveling and how to make preparations for traveling by brainstorm and free talk.2.To learn something about the Mekong River by a brief introduction of a student.3.To guide students to find out the main idea and some details in each paragraph by sc anning and skimming the passage.Teaching important pointsTo comprehend the text is very important.Get students to find out the main idea and s ome details in each paragraph.Teaching difficult pointsHow to grasp the main idea of the text and how to tell the writer’s attitude Teaching procedures&ways教学过程和方法Pre-readingTask1: Warming upShow some beautiful pictures of famous places on the PowerPoint.（The Great Wall; Budala Palace;Forbidden City;Eiffel Tower;etc.）Ask students whether they know where they are.Task2: Free talkT:Do you like traveling?T:Why do you like traveling?(Enjoy beautiful scenery;Increase our knowledge;Make friends;Be good to health…T: If you have a chance to travel,how are you going there?(on foot;by bike;by bus;by car;by plane/by air;by boat/by ship/by sea)Task3:BrainstormMany people live beside a river,how do they make use of it in their daily life.The suggested answers:People can drink the water in a river or wash their clothes.People can swim in a river in summer.People can use a river to irrigate their fields.People can use a river to produce electricity.People can travel along a river; Raise ducks;While-readingThere are many great rivers in the world. Have you ever dreamed about travelling along one of them? Today we will follow Wang Kun and Wang Wei to travel along the Chinese part of Mekong River.Task 1 One student will introduce the Mekong River.Task 2 Co-operation study,After listening, skim the passage and find out the answers to the following questions para by para.Para.11. What was Wang Kun and Wang Wei’s idea of a good trip?2. What is the Chinese part of Mekong River?3. Who planned the trip to the Mekong?Para.21. Did Wang Wei know the best way of getting to places?2. Who insisted on organizing the trip? Why?3. What’s Wang Wei’s attitude to the trip?4. What’s Wang Kun’s attitude to the trip?Para.31. Where is the source of the Mekong and which sea does it end?2. Translate the following sentence in Chinese.It makes wide bends or meanders through low valleys to the plains where rice grows.Task 3Co-operation study fill in blanks with the help of illustrationsThe Mekong River is called _____________ in China. It goes through ____________ _____, _________, _________, _________ and pours into the ________________.Wang Kun and ___ _____ Wang Wei are dreaming about ____________________. They have the idea to _____ ______ the Mekong River from ______ it ______ to ______ it _____.It begins in a _______ on a ________ _________. Then, it ______ quickly. It becomes______ as it passes through deep ______.Sometimes, the river becomes a ________ and enters ____ ________.At last, the river _____ enters the South China Sea.Post-reading：DiscussionIn groups of four, summarize the main idea of the passage and tell why.(The passage tells us a main idea that no success in life merely happens by describing my sister’s and my dream---taking a bike trip and preparations for the trip.) Homework:Imagine that you are Wang Wei, tell your classmates your experiences about your traveling, and write it down.。
Unit 3 The Journey down the Mekong River 教案
Unit 3 The Journey down the Mekong River 教案Listening and speakingi Teaching aims1.Knowledge aims: Students will be able to use the keys words of this unit to talkabout their own hometown.2.Ability aims: Students will develop their listening and speaking skills byperforming a dialogue as well as a report about their hometown.3.Emotional aims: Students will be inspired to deepen their love to the homelandand learn to behave well as a traveler.Teaching important points1.Catch the important information of the listening tape.2.Talk something about the hometown.Teaching difficult pointThe difficult point is how to help students catch the information according to the listening and voices their opinions logically in English.Teaching methods1.Task-based teaching method enables the Ss to listen and learn more efficientlyand with more curiosity.2.Situational approach enables the Ss to be active and creative.3.Multi-media assistance arouses the Ss’ interest, curiosity and desire for lear ning. Teaching proceduresStep one Lead-in1. Greet the whole class.2. Show Ss a clip of Laos and get Ss talk about the usage of a river.Step two Listening1. Present some new words about listening tape.2. Have Ss listen to the tape once and finish task one.①What is the relationship between the speakers?②Where does the girl come from?③What do the Laotian call the Mekong?3. Play the tape again and Ss complete the short passage.The Mekong is the most important river in Laos. It even appears on the _______ flag of the country. Laotian people use the river for washing, _______ and __________ goods and people around the country. If you follow the river in Laos, you can visit temples, caves and a __________. At night, you can sleep in some small ________ by the river.4. Ask Ss check their answers with desk mates and then invite some of them to report the result.Step three Speaking1. [Activity 1]✧Get Ss to think about the question: if Wang Kun comes to your hometown, howdo you introduce it to him?✧Tell Ss work in pairs and perform their dialogue.2. [Activity 2] Have Ss choose one place to design a poster and report it.Step four Summary1.Sum up what we have learned this lesson.2.[Homework]Write an article about your hometown within 100 words. Blackboard design:Travel Journal。
高中英语Unit 3 Travel journal Reading Journey down the Mekong学案人教版必修
Unit 3 Travel journal Reading: Journey down the Mekong一、教学内容本课时讲述了一段沿湄公河而下的自行车旅行，主人公王坤以旅游日记的形式详细的记录了这一过程。
二．教学目标1.能力目标：●探讨与旅游相关的各种话题，包括旅游的益处，如何为旅游做准备，在旅游期间应注意的事项等。
●说出一些关于地形地貌的名词，列举湄公河流经的国家名称。
●通过阅读篇章的主要内容，使学生形成概括归纳能力，猜词能力和细节辨认能力。
3．文化目标了解湄公河的特点以及湄公河流域的地理风貌,增强对祖国大好河山的热爱和国际意识，加强对世界文化的了解。
三．教学重点与难点重点：掌握理解本单元旅游日记的内容。
重/难点：如何培养学生的概括归纳能力，猜词能力和细节辨认能力。
四．教学方法任务型教学五、Learning procedures.Step1 Warming up(8’)Step 2 skimming: (5’)Main idea of each paragraph:Para 1: ____________________________________________________________________ Para 2: ____________________________________________________________________ Para 3: ____________________________________________________________________ Step 3: scanning: Choose the right answer: (5’)1.The source of the Mekong River is in _______________.A. YunnanB. QinghaiC. TibetD. Western Yunnan2. What does the word “stubborn” in the second paragraph mean?A. very strong and determined oppositionB. difficult to deal withC. difficult to useD. determined not to change one’s mind, even when people think you are being unreasonable.3. Which of the following is true?A.Dao Wei and Wang Kun have dreamed about taking a great bike trip since middleschool.B.Once Wang Kun has made up her mind, nothing can change it.C.Several months before the trip, Wang Wei and I went to the library to look for details ofworld geography.D.The Mekong River enters the South China Sea from Thailand.4. We can know from the passage that ________________.E.Wang Wei was so stubborn that Wang Kun gave in to her at last.F.They got the chance to take the bike trip after senior middle school.G.The trip will not be so difficult as Wang Kun imagines.H.Wang Wei’s proper way to do the trip is to care about details.Step 4: careful reading: (15’)Para 1:A.Answer the following questions and then put all the answers into them.1. Who were persuade to go withy them?_______________________________________________________________________2. How are they going to make the journey?_______________________________________________________________________3. When did they get the chance to go?_______________________________________________________________________Para 2A. Finish the following formB. use some adjectives to describe each character of Wang Kun and Wang Wei.C. Sentence translation:1. Although she didn ’t know the best way of getting to places, she insisted that she organizethe trip properly._______________________________________________________________________2. She gave me a determined look – the kind that said she would not change her mind._______________________________________________________________________3. Once she has made up her mind, nothing can change it. Finally, I had to give in._______________________________________________________________________ Para 3: the route that Mekong River flows:A. match the words to correct meaning1.rapids A. a high place from which a river suddenly goes down2.waterfall B. a large flat place3.glacier C. a fast-moving part of a river4.delter D. a large body of ice moving slowly down a high valley5.plain E. the low place where a river enters the seaB. Fill in the blanks according to the textC. Fill in the following blanks: (grammar cloze选用)In order to learn about our trip, we went to the library and found __ 1__ large atlas with good maps that showed details of world geography, from ___2___ we could see the Mekong River begins in a glacier on a Tibetan mountain. Then it begins to move ___3___ and it becomes rapids as it passes ____4___ deep valleys, ___5___ (travel) across western Yunnan Province. Meanwhile we were very surprised to learn that half of the river is in China. As it enters Southeast Asia, ___6____ pace slows. It makes wide bends or meanders through low valleys to the plains ___7__ rice grows. At last, the river delta enters the South China Sea.Step5 self-evaluation. (7’)1. write down new words and expressions you don’t understand this class.__________________________________________________________________________ __________________________________________________________________________2. appreciate this article by reading it aloud, then write down the sentences which you thinkare difficult.___________________________________________________________________________ ___________________________________________________________________________Step6: post-reading/homework:Wang Kun and Wang Wei ______________________________________________________ down the Mekong River from __________________________________________. Before the trip, ___________________________________________________________ about the river and they also got _________________________ to go with them too.。
人教版高中英语Book 1 Unit 3 Travel journal reading – Journey down the Mekong教学设计
Unit 3 Travel journal –Journey down the Mekong Teaching objectives:1. Practice students' ability of catching information from a video.2. Get a general idea of this passage.3. Train the students to use some reading strategies such as scanning, skimming, detailed- reading, etc.4.Practice oral English.Teaching important points:Develop the students' ability of reading, listening and speaking.Teaching difficult points: learn to express one's plan for a journey.Teaching method: Task-based teachingTeaching aids: Multi-media ; learning planTeaching procedures:Step 1. Warming up :Ask students a question: How much do you know about the famous rivers all over the world? Guess the names of the rivers.Purpose: Arouse students' interest in the journey along rivers.Step 2 Lead in:Ask students one question: Do you know something about Mekong River?Step 3. Find out the main idea of the journeySkimming: Purpose: Enable students to have a general idea about the text.Q1: What's the dream?Q2: What' s the plan?Step 4.Purpose: Enable students to know more details about the journey and train students’ ability of reading.Task 1: Detailed- readingPara I: Match.Main idea of Para 1:Wang Kun and ___ ____ Wang Wei, their ______, Dao Wei and Yu Hang, are planning to____________________________________.Para II: Is it a difficult journey?Task 2: ChoicesPurpose: Improve students’ ability of obtaining and summarizing information.We can infer from the text that ______.A. their trip would be very difficult but interestingB. their trip would be easy because of their careful preparationsC. they knew very well about Mekong River before the tripD. they would begin the trip from YunnanTask 3: answer the following questions.Q1: Where is the source of the Mekong?Q2: What difficulties did Wang Kun and Wang Wei find about their journey?Task 4: What are their attitudes ?What’s the author’s attitude towards his sister, Wang Wei?A. He doesn’t like her at all.B. He is a bit proud of her , but he doesn’t like herstubbornness.C. He has to obey(服从) her because she is hissister.D. He thinks that her knowledge of geography is very poor.Wang Kun: Wang Wei:Kept asking…Insisted that…Looked at a map…Would not change her mind…Gave in…Be excited about…Main idea of Para II: difficulties and attitudesPara III:Task 5: fill in the blanks.What are they going to do for the plan?We found a large ________with good maps that showed ________of world geography.Task 6: fill in the blanks according to the test.What can they see from the atlas?The Mekong River begins in a ______ on a ______ _________.At first the river is _______ and the water is ________ and ________ .Then, it______ quickly. It becomes _____ as it passes through deep _____. Sometimes, the river enters ____ _____ and becomes _______.After, it makes wide _____ or _________ through __________, to ______.At last, the river’s _____ enters the South China Sea.Main idea of Para 3: the back ground information of MekongWang Kun and Wang Wei have ________about taking a great bike trip when they _________from college. They ________to cycle 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.Step5. Post-readingPurpose: Enable students' ability of describing a travel plan and expressing their thoughts about it.1. Ask students a question: If you plan to travel along a river?2. Discuss :Which river will you choose?How are you traveling?What will you prepare?Who are you going with?When will you be back?Step6. Homework :1. Textbook P 20 Exercise 1-3.2. Try to write down the above travel plan. (no less than 5 sentences)。
Journey-down-the-Mekong-教案
J o u r n e y-d o w n-t h e-M e k o n g-教案(总3页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Journey down the Mekong 教学设计Teaching ObjectivesKnowledge aims:1. Ss will learn and grasp some useful new words and expressions in this passage: finally cycle persuade stubborn insist proper properly determined altitude valley attitude ever since change one’s mind make up one’s mind give in2. Ss will learn about the usage of The Present Continuous Tense to express future actions. Ability aims:1. Ss are expected to develop their reading ability by using some reading strategies.2. Ss can get the main idea of each paragraph when they read the first two sentences in the paragraphs.3. Ss can further understand the passage by exploring the details of the passage.Emotional aims:Ss will stimulate their love for nature when knowing the greatness of the river.Teaching important pointsSs can understand the text well and learn different reading skillsTeaching important pointsSs can talk about their journey plans and exchange their ideas with each other.Teaching methods:1. Task-based teaching and learning2. Cooperative learning3. DiscussionTeaching procedures:Step1: Leading inIntroduce the journey to Xiamen and the planMy travel planRoute： ________________Transportation:___________Budget(预算):_____________Length of stay:____________Preparation:______________Step2. A brief introduction of the Mekong RiverList the countries that the Mekong River flows through.China---Myanmar---Laos---Thailand---Cambodia---VietnamStep3: Fast reading1. Read the passage very quickly and figure out what the writing style of the passage is, then answer six questions about who, where, how , when.Who are going there Where are they goingHow are they getting there When are they going there2. Read the first two sentences of each paragraph and match the main idea of each paragraph..Para1 : DreamPara2: A stubborn sisterPara3: PreparationStep4: Careful reading1. Read the first paragraph carefully and answering the following questions:Q1: What’s their dream?Q2: How did they realize their dream? How did they turn their dream into a plan2. Read the second paragraph together and answer the following questions.Q1: Why is Wang Wei a stubborn girlCan you find the sentence that can explain or support it?Q2: Did she really know the proper way?Q3: What did Wang Kun tell her and what her response was?3. Read the third paragraph carefully and answering the following questions: Q1:What did they find in the library?Q2: What can we see along the river?It begins in a ______ on a mountain in Qinghai Province. At first the river is _____and the water is .Then, it______ quickly. It becomes______ as it passes through deep _____. Sometimes, the river becomes_______ and enters ____ _____.After it leaves China, the Mekong is_______, _______and________.As it enters Southeast Asia, its pace_____ slows. it makes wide_______ or meanders through low valleys to the______ where rice grows.At last, the river’s _____ enters the South China sea.Step5: SummaryWang 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.Step6: DiscussionAfter reading the travel journal, now it is your turn to get your journey prepared. Step7: Homework1. Read the text again, underline the important words and phrases and find out the difficult sentences for you.2. Write down your journey plan.。
JourneydowntheMekong教学设计与反思
Journey down the Mekong 教学设计与反思一、教学过程１．对教材的理解和处理教材来自New Senior English for China Student's Book 1 中的第三单元：travel journal．本单元讲述了一段沿湄公河而下的自行车旅行，主人公＂王坤＂以旅行日志的形式详细地记录了这一过程。
２．课前预习及指导1)采用小组合作学习小组合作学习是指学生在小组或团队中为了完成共同的任务，有明确的责任分工的互助性学习。
2)加强对学生预习方法和能力的指导预习是英语课文阅读教学中的一个十分重要的环节。
Step错误！未找到引用源。
：要求每一位学生做到，错误！未找到引用源。
就文章中的信息点（包括故事的时间、地点、人物、事情等），自己进行设计问题，并提供问题答案；错误！未找到引用源。
要求每一位学生就这三篇文章进行归纳，写出每篇文章的主要内容。
Step错误！未找到引用源。
：要求根据每一位同学自己所提的问题和归纳的主要内容，进行小组讨论，做到错误！未找到引用源。
经过讨论，制定出全组每一位同学都认可的提问，及答案，问题数量的下限为小组的人员数；要求问题的设计要有一定的层次，每一位同学至少能回答一个问题；错误！未找到引用源。
经过讨论，归纳出全组同学认为最佳的主要内容；错误！未找到引用源。
要求小组全体成员对自己小组所设计的问题和归纳的主要内容中英语的表达，尽可能少的出现语法错误。
Questions:1)When I told my sister how difficult the journey was, what did she do?2)Before the journey, what did Wang Wei and Wang Kun do?3)Where will Wang Kun and Wang Wei go on for a trip?4)Who plans their schedule for the trip?5)Where is the source of the Mekong?6)What do you think about this trip?7)When did Wang Wei buy an expensive mountain bike?8)Where did they plan to go?9)How will they go to the Mekong?10)When have they dreamed about taking a great bike trip?Answers:1)She seemed to be excited about it, said it would be an interesting experience. She neverchange her plan.2)Wang Wei is planning our schedule for the trip, and then we went to the library to know theMekong River.3)They will go to Mekong River.4)Wang Wei does.5)It is in Qinghai province.6)I think this trip will have some changes because they didn’t make a list about this trip.(自行发挥)7)She bought the expensive mountain bike two years ago.8)The Mekong.9)By bike.10)Ever since middle school. ３．课堂教学过程二、教学反思1.学生的积极性空前高涨，对英语学习的兴趣有了很大的提高由于预习阶段采取了小组内部的讨论，以及同学之间相互评价和老师的检测评价，使得小组成员能更好的理解和掌握了课文的内容，因此，面对课堂上的提问，显示出了更多的自信。
Journey_Down_the_Mekong_说课稿
Unit 3 Reading Journey Down the MekongPart 1 The Dream and the Plan说课稿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 Ku n. 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 somegeographical 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 l ike skimming, 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 andappreciate 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 tosearchinformation.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 plansusing 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’)。
Unit 3 Journey down the Mekong阅读课 教学设计
采用多种形式重点处理。让学生有个直观的印象
让学生形象化记忆。
课堂小结
3分钟
总结深化，对全篇重点再现，对全文思路梳理
做练习summary
领会内涵学生在运用重点词汇的同时，对全文有一个整体的理解。
布置作业
1分钟
1.课下阅读课文
Their prepartions
Both of them bought _______________, got their cousins_________in cycling too.
Paragraph two:
Q:What kind of girl is wang weiwhy
前两段比较简单，目的在于让学生了解段落大意即可。第三段是本文的重点，也是难点。
Step2（第一次阅读）
11分钟
问题导入阅读
初读课文，整体感知
速读，把握文章的主旨
Step3（第二次阅读）
16分钟
指导学生仔细阅读
Paragraph one :Fill in the form
Theirdream_________________
Wang Wei’s idea
Cycling along theMekongfrom___________to____________
教学设计
基本信息
名称
Journey down theMekong
执教者
佟迎春
课时
1
所属教材目录
人教版新教材高一英语第三单元
教材分析
《Journey down the Mekong》本课选于新教材高一英语第三单元阅读部分，讲述了一段沿湄公河而下的自行车旅行，主人公“Wang Kun”以旅行日志的形式详细记录了他和姐姐还有表兄弟旅行的这一过程。通过查阅资料，他们知道了河流的特点和流向，增长了地理地貌方面的知识，开阔了眼界。
人教版英语必修一Unit 3(Reading：Journey down the Mekong)教学设计
人教版Unit3 Reading Journey down the Mekong教学设计辽宁师大附中庞春艳一、教材分析本课是人教版必修一第三单元的一篇阅读课。
文章是一篇记叙文，主人公王坤以旅行日志的形式讲述了和姐姐王薇想骑山地车旅行，并为这次旅行查阅资料做准备的过程。
文中的湄公河在中国境内被叫做澜沧江，是一条跨越六个国家的国际性河流。
湄公河海拔5000多米，空气稀薄，他们所选择的旅行路线注定是一次非常刺激的旅行经历。
本篇文章为后面的游记提供了背景知识，是本单元的重点文章，属精读内容。
二、学情分析我所授课的年级为高一学生，他们在经过了将近一个月的高中生活后基本适应了高中的英语教学模式。
另外，人们对于旅游这个话题都非常感兴趣，尤其是他们这个年龄段的孩子，有热情，敢于冒险。
但是高一学生对阅读技能的掌握需要一点点培养，所以在设计课的过程中，要考虑阅读技能的训练。
三、教学目标Teaching objectives1.Knowledge and skills:Students will be able to1)pick out useful information and get the main idea of the reading passage.2)develop their reading ability by skimming, scanning and so on.3)understand and master some words and expressions related to geography.4)give a description of the Mekong River and know how to make a plan for a trip2.Emotional attitude and valueStudents will be able to1）have a basic knowledge of the background of the Mekong River and develop an interest in traveling.2）get into a good habit of being prepared and persistent.四、教学重点The training of the reading skills and the full understanding of the text五、教学难点The analysis of the characters of Wang Kun and Wang Wei and how to give a description of the Mekong River六、教学方法Communicative strategy, task-based strategy, cooperative learning七、教学过程【体现教学目标达成、教学重难点突破、教法学法说明】八、 板书设计。
_Journey_down_the_Mekong教案设计
-----------山师 袁军兰
教学课题
新课标人教版高中英语必修一
Unit 3 Travel journal Period 1 Reading: Journey down the Mekong
教材分析
1、课型：阅读课
2、内容：主要介绍湄公河相关知识，及现在进行时表将来的语法结构。
3、地位：本单元重点，提高学生的阅读技能。
教学目标
1、知识目标：学生能掌握相关词汇及表达：journal; fare;be doing...
认读东南亚国家名称，了解与湄公河相关的英语表达。
2、能力目标：学生能提高略读、寻读、详读技能；
学会用be doing结构表达旅游计划。
3、情感目标：学生感受主人公认真谨慎的态度，养成做事充阅读文章，归纳文章大意。核对答案之后教师简单讲解略读策略。
2.寻读
活动一 填空题。
学生快速阅读第一段，获取文章相关信息（主人公，他们的梦想，旅游计划），核对答案后教师简单讲解寻读策略。
活动二 判断题。
学生快速阅读第二、三段，利用寻读策略，获得有关湄公河的信息。
3.详读
表格题。学生详读课文，尝试概括总结王坤和王薇对待这场旅行的不同观点态度。
教学重点
学生能够充分理解课文，提高略读、寻读、详读技能。
教学难点
学生学会用英语交流旅游计划，谈论旅游话题。
教学方法
情景教学法、任务型教学法
1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，扩大学生的视野。
2、运用任务型教学法，通过课后的任务设计，锻炼学生用英语表达旅游计划的能力。
教学过程
Step 1：Warming up 3’
1.分享谚语及关于河流的几幅图片。
高中英语_Journey down the Mekong River教学设计学情分析教材分析课后反思
Book1Unit3 Travel journalReading: Journey Down the MekongⅠ.Learning Aims1. To know some important words about travel.2. To learn how to make plans for travel.3. To develop the reading ability by skimming, scanning and detailed reading.4.To enjoy the pleasure of English through self-directed study and cooperation.Ⅰ.Important points:1. Let students read the passage and learn about the information of Mekong River.2. Get students to learn different reading skills.Ⅰ.Difficult points:1. Develop students’ reading ability.2. Enable students to learn about some basic information and talk aboutthe Mekong River.课堂导学案Unit3 Travel JournalStep1.Warming upNow, let’s enjoy some pictures about beautiful scenery and delicious meals: ppt.pictures Can you use some words to describe them? Are they beautiful? Splendid? Attractive? Ss...... Just as someone says, the world is so big that I just want to have a look at it. Today, let’s follow Wang Kun and Wang Wei to have a journey down the Mekong river.Step2 Pre-readingAnalysis of the title:What information can you get from the title?A journey to MekongWhat kind of passage does this article belong to?A. travel journalB. poemC. novelD. essay【Reading Comprehension 文本研读】Task2. (Para.1)—把握游记要素1.What was the dream of Wang Kun and Wang Wei?2.Who would join them?3.When did they finally get the chance?4.Where and how were they going?Task3. (Para.2)1.What kind of person of Wang Wei? Can you find some words to describe her?2.Which sentences in the passage can prove that?Task4. (Para.3)Details about Mekong river1.The Mekong begins in a _________ on a _____in____________.2.At first, the river is small. Then it becomes____as it passed through deep_____,travelling across______ _____ Province. Sometimes the river becomes a______ and enters _____ ______.3.It makes wide____or Meanders through ____ ____to the____where rice grows.4.At last the river delta enters _________.Task5 DiscussionDiscuss with your group members about the advantages of traveling and then write an e-mail. Dear Sir/Madam,I read your advertisement and I would like to apply for the position of tourist guide.I’d like to share my traveling experiences. Traveling to different places can______________________Thank you for your time and attention.Yours,xxxLearn to conclude(总结)游记文章阅读技巧1.概括归纳文章主旨2.明确时间，地点，人物，方式等游记要素3.分析人物性格Assignment1.Retell the third paragragh.2.Write a short letter to your friend about your travel experience to San ya last summer.学生自我评估量表Self-evaluation (1---5points)1=Badly2=Need Improvement 3=Well 4=Wonderfully5=Perfect(设计意图：通过自我评估，使学生对自己的学习有更清楚直观的认识，为进一步的学习指明方向)关于学情的研究对于高一学生而言,经过了一个学期的学习,英语基础明显有了提高，具备了一定量的词汇积累，语法和句法知识有了显著提高。
高中英语必修1Unit 3Journey Down the Mekong公开课同步教案
︵︵︵︵Unit 3Travel journalPeriod 2Reading 教案--By A Ben 2015.10.13Teaching goals:Ability aims:1.Can describe a journey.2.Can use the skills (skimming , scanning)Language aims1.Ss can read the passage fluently and correctly(连读cycle along, at an altitude ofetc.)2.Can grasp the words and expressions.Difficult points1. Understand the text well.2. Try to master the useful new words & expressions in this period.Teaching procedures:Step 1.学生齐读学习目标，这节课中应该达到：1. 通过这次阅读学会略读，跳读。
2. 会描述旅行。
3. 了解湄公河的地理风貌，丰富地理知识。
会简单描述湄公河。
Step2.Lead in. （旨在通过图片展示，引出话题，激活学生的思维，激发学生的兴趣。
）Yellow River→Mekong RiverA short introduce the Mekong River.Step3 Reading（设计skimming和scanning旨在引导学生快速浏览文章，从总体上把握文章的框架结构和主题结构。
经常进行这方面的训练将极大的促进学生的快速阅读能力，在高考中多得分。
）1.SkimmingPara.1 Skim the passage and match the main idea with the correct paragraph.2.Scanning。
journey down the mekong unit3教案
Book1 Unit3 Journey down the MekongFocusWords transport, prefer, flow, persuade, graduate, schedule, organizeExpressi onsever since, be fond of, change one’s mind, make up one’s mind, give in, as usual, at midnightPatterns When are we leaving and when are we coming back?Then she persuaded me to buy one.Wang Wei soon got them interested in cycling too.She insisted that she organize the trip properly.Finally, I had to give in.The first period: ReadingPart 1 the Dream and the Plan【教学目标】Knowledge objectives1. By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text.3. Learn some knowledge about the Mekong River, such as the countries that it flows through.2. Ss will learn some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc. Ability objectives1. Improve Ss’ reading ability.2. Develop Ss’ reading skills as scanning, skimming,information-gathering, summarizing and guessing the new words from the text.3. Improve Ss’ speaking ability by role play.Moral objectives1. Know the importance of rivers through pre-reading.2. Learn what to do before travelling through the reading passage.3. Raise Ss’interest and enthusiasm by drawing a picture of the Mekong.【教学重点】Improve Ss’ reading skills and reading comprehension【教学方法】Teaching: T ask-based language teaching and communicative approach.Learning: Individual work, pair work and group work. 【课前准备】Power pointPre-readingHow can we make use of rivers?fishingwashingtraveling…Yangtze River Yellow RiverDanube River (Central Europe)Amazon River(Brazil)Nile River (Egypt)The Pearl RiverThe greatest rivers in the worldMississippi(USA)Thames (England)Mekong Seine ( France)Laos ThailandVietnamMyanmarCambodia ChinaSouth China SeaStep 3: Reading and comprehending(30min)Fast readingSkimmingtitle of part one of the journal is the Dream andglacierrapidsvalleywaterfallbends/meandersplaindelta2.Read and find out thechanges of the Mekong.t want to join•Wang Kun and Wang Wei have _______ abouttaking a great bike trip. After ____________ from college, They _________ to ______ along the Mekong River with their _________. WangWei is very ________. Although the journey is difficult, she ________ that they should go. Before going, they went to the __________.They found that the Mekong begins in a ______ on a mountain. They also learnt that ______ ofthe river is in China. At last, the river delta _______ the South China sea.Summarydecided graduatingdreamed cycle cousins stubborninsistedlibrary glacier half entersStep 6: Homework WritingIf you could travel along one of the greatest rivers, which would you choose and how would you prepare for the journey? •Wang Kun and Wang Wei have _______ about taking a great bike trip. After ____________ from college, They _________ to ______ along the Mekong River with their _________. Wang Wei is very ________. Although the journey is difficult, she ________ that they should go. Before going, they went to the __________. They found that the Mekong begins in a ______ on a mountain. They also learnt that ______ of the river is in China. At last, the river delta _______ the South China sea.Summary【板书设计】Unit 3 Journey down the MekongPre-reading:1. Use of rivers2. Greatest riversReading:1. dream: ever since, dreamed of, taking2. plan: after, cycle, the Mekong3. preparations:bought, got, made, went to library Comprehending:Para.1: T or FPara 2: adventurousPara3: changes of the Mekong(Draw a picture of the Mekong on the blackboard according to para.3 to help Ss know the changes of the Mekong.)The 2nd period: language points Importance:ever since, dream of/about, persuade, graduate, insist, organize, determine, onceObjectives:1. To better understand the passage.2. To master the important points.3. To learn to work together with others.4. To know that two heads are better than one.Difficulty:How to be more effective.Step 1: GreetingsGreet as usual.Step 2: RevisionWhat have you learnt yesterday? ( Encourage Ss to talk.)Step3: Listening and studying (Individual work& group work..)Individual work: Listen to the text and pick out the new words, expressions.Group work: Find more sentences for the new words and expressions.There are 12 new points in all. Each group is in charge of 3new points. Then write the sentences on the black board.1. Ever since:We have been friends ever since.Ever since middle school, we have been friends.2. dream of/aboutMy young brothers dreamed about becoming a teacher.I have never dreamed of meeting you here.3. persuade/ adviseAt last, I persuaded my bother to go to school.He persuaded his teacher into playing a song.4. graduateHe graduated from high school 2 years ago.My brother is a graduate of Jilin university.He graduated from Harvard.5. finallyShe finally agreed with me.Finally, the bus came.6. be fond ofI am fond of rock music while my sister is fond of folk songs.7. insistWe all insist that he (should) have a rest.She insisted that she was an honest girl.She insisted on our going to Beijing by air.8. organize, organizationJohn organized the party.Everything should be organized before party.9. care aboutThe young should care about the old.The teacher cares about his students.10. determineThey determined to start early.Determined to do well, Tom studied as hard as he could.11. onceOnce you understand the rules, physics is easy to learn.Once he has made up his mind, nothing can change it.12. give inHe never gives in to others.Finally, I give in and accepted the jobs.Step 4: Points learnt before. (Group work)1 min to study the text again and find out the useful points that learnt before. Then write it on the black board to compete with other groups to see which group get the most.Step 5: Practice.Translation1.这个女孩梦想像妈妈一样当个老师。
journeydownthemekong教案1
J o u r n e y d o w n t h e M e k o n g教案1-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANModule1 Unit3Journey down the Mekong高一英语组 xxxx一、教材的分析与处理1、课型：阅读课2、教材分析：地位：本文是该单元“旅行日志”的重点文章，属精读材料。
内容：讲述了主人公与姐姐想骑山地车沿湄公河沿线旅行，并为此查阅资料做准备。
体裁：旅行日记3、学生分析：学生已经学了warming-up与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。
4、教学目的要求：①语言知识：理解与旅游有关的知识并掌握文中的一些词汇短语。
②语言技能：培养阅读策略（跳读、寻读、略读等）；了解旅游前的准备。
③情感态度：学习王薇敢于冒险的精神；感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。
④学习策略：学会出行之前讨论、制定计划、查阅旅游资料等能力。
⑤文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。
5、教学重点：提升学生篇章的整体理解能力，让学生理解本课旅游日记的内容。
6、教学难点：（1）利用跳读、寻读等策略来找出关键词或主题句。
（2）以阅读课为依托，训练学生听、说、读、写及小组合作的能力。
二、教学方法与手段1、教学方法与手段：任务型教学法，情景教学法，讲授法。
（1）通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的信息，激发学生的兴趣,为学习课文做铺垫。
（2）运用任务型教学法，通过读前、读中、读后的任务设计，引导学生理解文章的内容。
2、教学辅助：多媒体三、教学过程Step1: Lead inAsk some students to present their dialogue.(The homework of last class)【设计说明】采用对话形式导入，营造出宽松的学习气氛，为学生全面的课堂参与作了铺垫。
人教版英语必修一Unit 3(Reading：Journey down the Mekong)教学教案
Unit 3 Travel journalJiang Guiping(蒋桂萍)Lesson: Reading1, Journey down the MekongPeriod: the second periodTeaching target:1. Cognitive target：Important words and expressions:persuade, graduate, finally, schedule, organize, journey, attitude,ever since, persuade sb. to do sth., be fond of, care about, give in, dream about, graduate from, get the chance to do sth., change one’s mind, make up one’s mind, keep doing sth.2. Ability target：(1).Learn something about the Mekong River through reading.(2). Students can use what they have learned to prepare for a trip(3).Develop the students’ reading ability and let them learn to use some reading strategies such as skimming, scanning.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 computerTeaching method: Task-based teaching methodTeaching procedure:Step 1 Lead in1 .Pictures showing. Let the Ss get some information about some great rivers in China and the world.2. Let the Ss know how important these great rivers are.3. Let the Ss get some brief information about the Mekong River by watching a video. Task: List the countries that the Mekong River flows through after watching the video.Step 2 Fast readingTask 1. Answer the question: What’s their dream?Task 2. Match the main idea with each paragraph.Para.1 A. The preparation before the trip and details about MekongriverPara.2 B. Different attitudes between Wang kun and Wang WeiPara.3 C. Taking a great bike trip along the Mekong riverStep 3 Careful readingTask 1. Read the first paragraph and answer the following questions:1. Who will travel down the Mekong River?2. How are they getting there?3. Who will prepare for the trip?Task 2. Read the second paragraph and answer the following questions:1.What did Wang Wei prepare for the trip?1) Two years ago,……2) Then , ……3) Last year, ……4) Several months before our trip, ……2. What didn’t sh e prepare for the trip?1).She didn’t know……2).She hadn’t ……3).She doesn’t……Task 3. Read the third paragraph and fill in the blanks.It begins at a ________ on a _________ in Qinghai province. Then, it movesquickly. It becomes______ as it passes through deep _____. Sometimes, the river enters ____ _____and becomes a _______ . After it leaves China and high altitude, it becomes , and . After, it travels slowly through low ______ to the . At last, the river’s _____ enters the South China Sea.Step 4. Post readingTask. Reading comprehension:1. Which sentence is true according to the text?A. Wang Wei advised Wang Kun to buy a mountain bike and he agreed.B. Wang Wei often listened to others.C. Before their trip they didn’t go to the library.D. Wang Wei knew the best way of finding the source of the river.2. When you travel along the Mekong River, maybe you can not see .A. waterfallsB. desertC. plains where rice growsD. Valleys and rapids3. What kind of person is Wang Wei? Which answer is wrong ?A. stubbornB. determinedC. adventurousD. careful（喜欢冒险的）Step 5. listening and SummaryA summaryWang 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 theMekong River by bike, she ________ that they find the ________ of the river and begin their journey there.Step 6. DiscussionImagine you are helping the cyclists to prepare for their trip down the Mekong. Which of the following objects do you think is the most useful? Why?(Show some pictures of the objects that are widely used during a journey to let the students choose from. The students discuss it with their partners at first. Then, ask some students to express their opinions.)Step 7. Homework1. Finish exercises on page 562. Underline the useful expressions in the text.。
高中英语_JOURNEY DOWN THE MEKONG教学设计学情分析教材分析课后反思
Unit3Travel Journal教学设计教学内容：人教2004版普通高中课程标准实验教科书第一册第三单元。
教学目标： 1. 学生能说出世界上主要河流的名称及其发源地和入海口。
(如：Nile,Amazon,Mississippi,Thames；Mekong)2. 学生学到一些有关地理的单词和短语。
(journey down ; cyclealong; from where it begins to where it ends;bike rides;river;valley; camp; altitude; waterfall; travel across;pass through ;plain; enter)3. 学生通过阅读训练，提高对文章信息的理解能力。
4. 学生懂得如何做好旅行前的准备工作并能够把自己旅行中的见闻介绍给大家。
教学重点：1. 谈论世界大河，学会有关地理的单词和短语journey down ; cycle along; from where it begins to where it ends;bike rides; river;valley;camp; altitude; waterfall; travel across;pass through ; plain; enter。
2. 通过阅读课文，学会运用推理，迁移等能力完成对课文的理解。
教学难点：复述文章内容。
教学方式：通过合作、探究、互动、讨论等教学方式，培养学生自主学习的能力，与人合作、沟通的能力及获得和处理信息的能力。
教学过程：一、导入新课。
(pre-reading)二、学生活动，探究课文内容。
1. Fast reading: Next we are goingto read the passage and then answer some questions. 2. Carefulreading：Read the passage again and then answer some questions.3.讨论交流：学生六人一组，谈论自己的想法和看法。
JourneydowntheMekong教案1.docx
Module1 Unit3Journey down the Mekong高一英语组xxxx一、教材的分析与处理1、课型：阅读课2、教材分析：地位：本文是该单元“旅行日志”的重点文章，属精读材料。
内容：讲述了主人公与姐姐想骑山地车沿湄公河沿线旅行，并为此查阅资料做准备。
体裁：旅行日记3、学生分析：学生已经学了 warming-up 与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。
4、教学目的要求：① 语言知识：理解与旅游有关的知识并掌握文中的一些词汇短语。
② 语言技能：培养阅读策略（跳读、寻读、略读等）；了解旅游前的准备。
③ 情感态度：学习王薇敢于冒险的精神；感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。
④ 学习策略：学会出行之前讨论、制定计划、查阅旅游资料等能力。
⑤ 文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。
5、教学重点：提升学生篇章的整体理解能力，让学生理解本课旅游日记的内容。
6、教学难点：（1）利用跳读、寻读等策略来找出关键词或主题句。
（2）以阅读课为依托，训练学生听、说、读、写及小组合作的能力。
二、教学方法与手段1、教学方法与手段：任务型教学法，情景教学法，讲授法。
（1）通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的信息，激发学生的兴趣,为学习课文做铺垫。
（2）运用任务型教学法，通过读前、读中、读后的任务设计，引导学生理解文章的内容。
2、教学辅助：多媒体三、教学过程Step1: Lead inAsk some students to present their dialogue.(The homework of last class)【设计说明】采用对话形式导入，营造出宽松的学习气氛，为学生全面的课堂参与作了铺垫。
Step2: Pre-readingShow students some pictures and maps to know more about the Mekong river, its two namesand the route it flows out of China.s: Lancang River and Mekong River2.Route: China-Myanmar-Laos-Thailand-Cambodia-Vietnam-South China sea【设计说明】利用图片来了解湄公河，为课文第三段做铺垫，同时，激发了学生的兴趣和好奇心。
Unit_3_Travel_journal_Reading_Journey_down_the_Mekong教案设计
Unit 3 Travel journal Reading: Journey down the Mekong教案设计【设计说明】设计这些问题的目的是为了让学生弄清楚故事中的人物、时间、地点、事情等要素，为后面故事的展开做出铺垫。
2. Go to some details in the whole journey down the Mekong including 3 passages in part Reading, Using language and Workbook.1). Where is the source of the Mekong River and which sea does it enter? List the countries that the Mekong River flows through. (by reading map)2). What can you see when you travel along the Mekong?3). Is it a difficult journey to cycle along the Mekong? Why?【百度图片】资料足够引起学生对该篇文章学习的兴趣。
学生也学得愉快。
2．为学生独立学习留有空间和时间教师在布置每个任务后都留给学生一定的思考时间。
比如：在阅读的Skimming部分，教师给学生留出思考的时间，让他们独立思考，准确、快速地归纳段落大意，培养学生的略读技巧和概括文章内容的能力，也为下一步获取细节信息的活动打好了基础。
在Scanning部分要求他们带着问题去思考，使学生有目的地进行阅读，了解文章的细节信息，提高学生获取信息和处理信息的能力，培养学生的自主学习能力和探究能力，激发他们的发散思维。
3.课堂活动形式多样化多样化的课堂活动形式有利于保持学生的注意力，有利于提高课堂教学的有效性，并能使学生“求新”、“求异”的心理得到满足。
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Unit3Journey Down the Mekong阅读教学设计与反思必修1Unit 3 Travel Journal Warming Up, Pre-reading, Reading教学案例一、Teaching material analysis(教材分析)本单元的中心话题是旅游。
通过本单元的学习，使学生了解旅行前的准备工作，旅行中的注意事项以及旅行后的感想等。
而本单元的阅读课则讲述了一段湄公河而下的自行车旅行，主人公“王坤”以旅行日志的形式详细地记录了这一过程。
通过本单元的学习，不仅使学生学到与旅游有关的语言知识和语言技能，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，增强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交际能力。
二、Student analysis(学生分析)我们学校的学生，基础相对来说比较薄弱。
我带的是两个普通班，升中考平均分28左右，所以此次设计方案以中下水平为主，尽量符合学生的实际情况，因材施教。
高中一年级的学生，经过初中三年的学习，掌握了一定量的词汇，以及一些基本技能，如：阅读，写作等。
他们的学习英语的方法不断地在完善，而他们的学习自主性也得到加强。
三、Teaching aims(教学目的)1.通过本课的学习，学生能够掌握如journal，prefer，transport，graduate，determine，journey等的旅游词汇，一些重点短语以及句子。
2.提高学生的阅读技能，特别是skimming 和scanning 的技能。
3.熟悉旅游，学会旅游知识并进行口语交流，培养用英语交流的能力。
4.加深对旅游文化的了解，培养学生热爱大自然、热爱祖国的情感态度。
四、Key points & difficult points (教学重点与难点)1.学习掌握重点单词，短语和句型。
2.训练学生的阅读技能。
3帮助学生比较王伟和王坤两人的态度。
4.鼓励学生积极参与教学活动，提高学生的口语表达能力。
五、Teaching aids(教具)小黑板，录音机六、Teaching methods(教学方法)1.任务型教学2.合作性教学3.交际教学法4.小组活动及讨论七、Teaching procedure (教学过程）Step 1. Lead-in(5 minutes)(Make a report of the travel plan)Before this lesson, the T divides the class into several groups and assigns the Ss a task : If we have a sum of money, where would you like to go when the vocation is coming? According to the tour guids, make a reportin the class. Let them have a discussion before class.Our group would like to go to____,because we ___. We will go there by___,because it is faster and quicker. We will start on___,the weather is ____.Before we go there, we need to make full preparations, for example,________. During the travel, we need to take notice of _______.After the travel, we’ll arrange to write a travel journal.We wish we could have a good journey.（设计意图：采用任务型教学法，提前让学生准备要去哪里旅游并制作一个计划，在课堂上给大家展示小组讨论的结果。
给出的一个模板，降低难度，方便学生做报告。
）Step 2. Pre-reading （2mins)After making a summary of the Ss’ reports, get the students to discuss the following question with their partners and then answer them.Look at the map on Page 18 and list the countries that the Mekong River flows through.Suggested answers:China,Myanmar,Thailand,Laos,Cambodia,Vietnam（设计意图：采用问问题的方式，开门见山，让学生讨论与交流，既达到锻炼思维能力的目的，又能把学生的焦点引入到本节课的阅读课中）Step 3 Reading1.Skimming （10mins)Match the paragraph and the main ideaPara 1 Dream of taking a great bike trip along the Mekong River. Para 2 Different attitudes between themPara 3 The preparation before the trip and details about the Mekong RiverMain idea: To prepare for a great bike trip down the Mekong River, Wang Kun and Wang Wei went to the library to find out more detailed information about the river and they also got their cousins to go with（设计意图：通过连线题让学生快速浏览课文以更好的了解课文大意。
并概括出来。
既能使学生在边听边做题过程中找到相关的知识点，又能锻炼他们的概括能力。
对于我们任务型写作中记叙文的概括是很有帮助的。
）2.Scanning（15mins)Read the passage and choose the correct answers.(1)When did Wang Kun and Wang Wei take the bike trip along theMekong 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.(2)Which of the following doesn’t prove that “Wang Wei can be reallystubborn”?A. She insisted that they find the source of the river and begin their journey there.B. She doesn’t care about details.C.She wouldn’t change her mind.D.Once she has made up her mind,nothing can change it.(3)The source of the Mekong River is in______.A. YunnanB. TibetC.QinghaiD.Western(4)The third paragraph mainly talks about_____.A.the geography of the Mekong River.B.the map of the Mekong RiverC.the valleys near the Mekong RiverD.the two parts of the Mekong RiverSuggested answers:DBCA（设计意图：采用选择题的形式，降低难度，方便学生快速找出答案。
其中，这四道题都是属于阅读理解中的细节题，细节题一直以来是高考阅读的重头戏，主要抓住关键词，定位，浏览课文，就能找到答案。
）3. Careful Reading（7mins)Q: An attitude is what a person thinks about something. Write down Wang Wei’s and Wang Kun’s attitude to the trip. Then add your own opinion.Sum up:1. Life is just a series of trying to make up your m ind. -----T.Fuller生活只是由一系列下决心的努力所构成。
-------富勒2. Success belongs to the persevering。
坚持就是胜利。
3. Attitude is everything. ------Milu态度决定一切——（男足前教练）米卢（设计意图：通过课文再次回顾下王坤和王伟的态度，对学生进行情感教育：态度决定一切！）Step 4 Summary（1mins）After reading,could you sum up the main idea of Journey Down the Mekong?Suggested answers:To prepare for a great bike trip down the Mekong River, Wang Kun and Wang Wei went to the library to find out more detailed information about the river and they also got their cousins to go with them.（设计意图：对课文进行总结，巩固本节课所讲内容）Step 5 Homework1.Copy the new words and learn the new words by heart.2.Learn the useful new words and expressions in this period by heart.3. Underline the difficult and important language points.教学反思：此节阅读课设计以中低水平的学生为准，特别是scanning部分细节题的设置。