Unit 3 travel journey 说课稿
NSEFC Book 1 Unit3 Travel Journal说课稿
NSEFC Book 1 Unit3 Travel Journal说课稿一、说教材（一）说教材内容和学情（二）说教学目标（三）说教学重点和难点（四）说教材处理二、说教法和学法三、说教学程序四、说板书设计大家好！我说课的内容选自人教版普通高中课程标准实验教科书英语必修一第三单元。
本单元的话题是Traveling，它是中学生日常生活中比较感兴趣的话题之一。
阅读文章的标题是“Journey down the Mekong”，共三个自然段。
课文介绍了王昆和王微的梦想和他们的计划。
我的教学对象是高一学生。
他们对新的班级和新的学习方式还没有适应。
根据《英语课程标准》关于五维课程目标的规定，这节课的教学目标有语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标1.语言知识目标：学生能了解和熟悉文章中重点单词和词组，如persuade, graduate, schedule, organize, ever since, be fond of, change one’s mind, make up one’s mind, give in等等。
学生能理解文章中长难句子。
2. 语言技能目标：学生能进一步熟悉和使用“预测”（Predicting）、“略读”（Skimming）、“寻读”（Scanning）和“推论”（Inferring）技能；3.情感态度目标：熟悉各种地理环境，激发学生对旅游的兴趣。
4.文化意识目标：学生能了解一个我国的一个少数民族-傣族。
5.学习策略目标：利用所教句型和所学知识积极与同学进行真实交流，培养交际策略；利用各种途径（网络、报纸等）查找、搜集各种音乐的形式和乐队的信息，培养资源策略。
根据教材内容、学情分析和教学目标，本课确定的教学重点和难点如下：教学重点：学生了解课文结构与主旨以及细节内容，进一步熟悉和使用预测、略读、寻读和推论技能（教学重点）；教学难点：学生能理解文章中的长难句子。
高一英语Book1 Unit3 Travel Journal 获奖说课稿
高一英语Book1 Unit3 Travel Journal说课稿教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
文中涵盖了有关这一话题的许多内容，如:“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。
而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。
而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成:第一部分通过图例可以看出人们旅游过程中发生的不文明行为;第二、三部分要求讨论有哪些交通方式。
主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。
比如:第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课(第六课时)的导入。
Listening提供了两部分听力资料。
前面为三则飞机起飞前的广播通知;后面是写在五张明信片上的旅游者的自叙。
目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。
这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。
整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分:pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容;reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖;post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
高中英语必修一《Unit3 Travel Journal》全英文说课稿
高中英语必修一《Unit3 Travel Journal》全英文说课稿Good morning。
teachers。
It is my pleasure to share with you my lesson on the content of New r English for China Student'sBook 1 Unit 3: Travel Journal.To begin with。
let me XXX to us。
The reading passage isthe centerpiece of this lesson。
as it contains most of the vocabulary and grammar points that students should learn.Moving on。
I would like to discuss the students in the class。
While they have a basic understanding of learning。
speaking。
reading。
and writing。
they still require XXXIn n。
this XXX' XXX class ns。
group activities。
and individual practice。
the students will be able to apply their knowledge and skills to real-life ns。
Thank you for your n.I will start by asking students if they have ever traveled before and what their XXX are。
This will help to create interest and engagement in the topic.Step two: I will XXX。
高一英语必修一 Unit3 Travel Journal 说课稿
高一英语必修一 Unit3 Travel Journal 说课稿1. 教材分析本单元的中心话题是“旅游”，通过旅游日记的方法描述旅游见闻。
课标内容：语言技能：学习用英语表达祝愿和告别以及交通方式；学会在准备出行之前与同学用英语讨论、制定旅游计划，通过上网查阅相关资料以及写信向朋友或知情人作一些必要的咨询，以了解旅游常识以及旅游必备的手段和必备的费用等；学会在旅游期间或旅游结束后用英语写游记供自己欣赏和他人参考，养成用英语写游记或日记、学会思考和倾诉的良好习惯，从而提升用英语与人沟通、思考问题和解决问题的能力以及写作能力。
听：准确掌握听力材料中的升调和降调，迅速获取文章中的旅行方式、旅行路线以及时间、地点、人物等重要信息。
说：用地道、规范的句子向别人告别或表达祝愿；能够熟练使用现在进行时表述自己对未来的打算。
读：阅读本单元课文及相关旅游文章，能够从文章中获取主要信息，克服像地点名、民族名，民族特点的节日名称的障碍。
写：能够写一篇游记，要求做到：思路清晰，语言简练，并能正确表达自己所做之事、所到之处以及自己的感受。
语言知识：学习本单元22个新单词、2个新短语以及用现在进行时表示将来含义的用法。
话题：Travelling; describing a journey词汇：见教材词汇表功能：1.祝愿和告别(Good wishes and farewells)1).Have a good day/ time/journey/rip!Good luck! Enjoy yourself! Best wishes to you!Happy New Year! Merry Christmas! Happy Birthday!2). Thank you. You, too. The same to you.2.交通方式 (Means of transportation)walking, cycling, horse riding, taking buses/trains/boats/plane语法：现在进行时表示将来When are you leaving?How are you going there?Where are you staying?How long are you staying there?When are you coming back?情感态度和价值观：通过课文的学习，要求同学们能够积极参与关于旅行准备、旅游见闻、旅游感受等方面的交流活动，用准确的英语描述国内外的重要景观、名胜古迹以及一些当地的旅游文化节日。
高中英语第二册Traveljourney教案
⾼中英语第⼆册Traveljourney教案UNIT3:Travel journeyReadingTeaching goals1. Learn something about the Mekong River through reading.2. Students can use what they have learned to plan a trip.3. Students should realize if they want to do something successfully, what they should do,and which personality they should have.Teaching points:1. Understand the text comletely.2. Try to master the useful new words & expressions in this period.Teaching aids: a computer & a projectorTeaching proceduresStep ⅠWarming UpTeacher: Do you like travelling?Show some pictures about beautiful places to attract 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 InTeacher: Q1: Have you ever visited any river?Q2: How many famous rivers do you know?Q3 : If you could travel one of them, which one will you choose? Why?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 a short introduction of it.2.Let them look at the map on page 18 and then ask them:Can you list thecountries that the Mekong River flows through?Step IV ReadingLet the students to read the text and finish some tasks.Task1: Scan the text quickly, then answer some questionsQ1. What are they plan to do?Q2.Who are Dao Wei and Yu Hang?Q3. Is it a difficult journey to cycle along the Mekong? Why?Q4.What can you see when you travel along the Mekong River?Task2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.1.Wang kun is a high school student. (F He is a college student.)2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province(F western)3.The source of Mekong is in Qinghai province .(T)4.Finally Wang Kun agreed with his sister to cycle with her. (T)5.They found few atlas and books about Mekong River in library.(F without books)6. Mekong river begins at glacier on a Tibet mountain. the water there is clear but not cold. (F Qinghai cold)7. Only a small part of the river is in China.(F half of it is in China)8.As it enters Southeast Asia, it moves slowly.(T)Task3: Careful readingRead the text again and try to complete a form.Task4: ConsolidationFill in the blanksMekong River begins ___ a glacier on a Qinghai mountain. At first ,The river is small and the water begins to move_______. It becomes ______as it passes ______ deep valleys. Traveling ______western Yunnan Province. Sometimes the River______ wide Valley and becomes a_________. We were both surprised to learn that half of the river is in China . After it leaves china and the high altitudes, the Mekong becomes _____ , brown and warm. As it enters Southeast Asia, it travels slowly _________hills and low valleys, and the _____ where rice grows. at l ast the river’s delta enters the South China Sea.Step V Post-readingTask1: Make comparisonMake lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.Task2: DebateWhich character do you like,Wang Kun or Wang wei? Why? Step VI Homework1． Read the text again.2． Write a passage about their journey.。
人教版高一上UNIT 3Travel Journa 说课稿
Unit 3 Travel Journal说课稿Ⅰ说教材:本单元的话题是“旅游”，主要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记录了这一过程。
本节课是该单元第一课，具有导入功能。
通过本节课的学习将激发学习兴趣，为下节课详细讲解课文做准备。
Ⅱ说学生:高中的学生对新事物充满好奇，他们渴望了解世界，并怀揣旅游的梦想。
本单元的学习重在教会学生有关旅游的常识，本节课则将引导学生制作旅游计划和做好旅游前的准备。
Ⅲ说目标:2 教学重点、难点:重点：帮助学生明晰旅游前应考虑因素（目的地、交通工具、预算等）。
难点：现在进行时表将来时。
Ⅴ说教法:1 教学法分析：本课以讲授法为主，教师通过语言系统连贯的向学生传授知识，避免学生走弯路，帮助形成系统科学的知识。
本课辅之以演示法和讨论法，教师向学生展示图片和旅游计划的制作，激发学生兴趣，讨论法则由教师创造问题情境，引导学生就某个问题探究学习，获得知识。
2 教学手段本课传统教学手段与现代教学手段相互融合。
传统教学手段：黑板、教材采用板书的形式便于学生记笔记，掌握知识的重点，教师深入浅出的讲解，有利于教师现场发挥和控制教学进度。
现代教学手段：电脑运用电脑展示图片，听录音，使学生多种感官参加学习，促进学生对知识的理解，提高师生教学效率。
Ⅵ说设计：1导入：讲述旅游经历，激发学习兴趣【设计意图】运用直观性原则，首先向学生呈现一组教师旅游照片，向学生讲述教师旅游经历，鼓励学生讲述自己的一次旅游经历，注意讲述中特意提到交通工具，以便为下一阶段学习做准备。
（1）教师讲述旅游经历T: Good morning, class.T: The weather is fine today. It’s a good day for traveling, isn’t it?T: First, I’d like to show you pictuer of mine. I took the picture last summer hoilday when I traveled with my friends. Do you know where is it?T: Yes, it’s yellow mountian. Last summer hoilday I traveled yellow mountian andvisited the welcome-pine. Yellow mountian offers the best landscape in China. I was impressed by the beautiful scenery and the delicious food.T: I traveled there by train and it cost nearly 20hours from meizhou to there. So I felt very tired.（2）学生讲述旅游经历T: Ok, so much for my part. Have you ever traveled to ang places?T: Could you share your travel experience with us?T: Buy the way, how di you go there?T: Why?T: Good.If you can travel to yellow mountian, which kind of transport would you choose? By ship? By bus? By train? Airplane?T: Oh, you all have your own choice. Who can tell me why do you prefer to use this kind of transport?2 热身：明晰工具特点，选择交通工具【设计意图】运用启发式原则，教师用连线题启发学生讨论不同交通工具的优缺点，调动学生学习主动性，引发学生独立思考。
高中英语 Unit Three Travel Journa
课程中的内容：本单元的话题是围绕“旅行”、“旅行日记”展开的，讲述了一段沿沿湄公河而下的自行车旅行。
教学细目：1、（情感目标）通过阅读，了解旅游常识，懂得如何设计旅行计划，为旅行做准备，包括确定旅游时间、地点、路线、交通工具、费用，还有其他物质方面的准备。
2、（交际）通过听说掌握表示祝愿、告别以及未来计划的功能意念项目。
3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。
4、（写作）通过阅读和书面训练，学习并掌握询问朋友旅行情况、介绍自己的旅行经历。
5、（语法）通过书面训练，深入理解和进一步运用现在进行时表示将来。
Part One 单元重点知识点I. 重点单词和词组P. 17Words: transport, prefer, disadvantage, fare, flowP.18Words: persuade, cycling, graduate, finally, schedule, shortcoming, organize, determine, journey, altitude,valley, pace, bendPhrases: ever since, be fond of, stubborn, care about, change her mind, make up one’s mind, give in,P.19Words: attitudeP.20Words: boil, itemPhrases: go like clockwork, school field trip,P.21Words: parcel, forecastP.22Words: beginning, wool, reliable, view, pillow, midnight, flame, beneathPhrases: as usual,P.23Words: temple, cavePhrases: take care,II. 重点句型见表III. 重点语法现在进行时表示将来Part Two 单元目标检测I. 根据下列句子意思用所给词的正确形式或所给汉语填空（1X20=20’）1.I think our goods will be taken good care of during __________. (transport)2.He gave the taxi ______ to the driver before he got off.3.We should drink (boil) water to keep us form bacteria.4.Her (express) changed when she heard the news.5.People without __________ (保险) had to pay for their own medical fees.6.We can get a good v of the lake through our hotel window.7.He is not a r person , for he never keeps his promise.8.She has the (determine) to overcome all the obstacles to success.9.As we know , everything has advantages and (disadvantage).10.It was three hours before the traffic began to (流动) normally after the accident.11.If she doesn’t want to go , nothing you can say w ill (persuasion) her 12.They are (graduation) from Wuhan University and now areplaying an important part in our company.13. (最后) , I would like to thank you all for coming heretoday.14.The man is too s to apologize . So you can’t expect thathe will say sorry to you.15.We are flying at an _________ (海拔) of 40,000 feet.16.We shouldn’t have a wrong a towards the students who arepoor at their studies.17.He was asked to finish the work on . (时间表)18.They （organize） an expedition to the North Pole.19.There is a ________(包裹) and some letters for you.20.In spite of all her (缺点) I still think she is one ofthe best teachers in this school.II. 用所给词的词组适当形式填空（1X10=10’）1 .I （dream） playing a leading role in a film.2. The operation （clockwork）, and the patient was saved.3. Mom said that she would like to have lunch with me today , but I don’t______(feel) eating anything now.4. The people of the city Tangshan thought little of these strange eventsand went to sleep(usual) that night.5. When an old man fell over , some watching lifting him up.(prefer)6. The first 191 attempts failed , but the Chinese Nobel Prize winner Tu Youyou didn’tthem.(care)7. Those college students who (dress) uniform are working as volunteer to help those in need during their winter holiday.8. As Americans we will never __________(give) to fear or division(分裂), we will be guided by our hopes and our unity.9. It is human nature that all of us should _______________(fond) beauty.Everybody was born with a heart for beauty.10.If she has (mind) , nothing can change it.III．语法填空（2X10=20’）阅读下面材料，在空白处填入适当内容（每空1个单词）或括号内单词的正确形式。
人教版高中英语必修1《Unit3Traveljournal》教案
人教版高中英语必修1《Unit3Traveljournal》教案人教版高中英语必修1《Unit 3 Travel journal》教案【一】教学准备教学目标1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点教学重点：利用阅读技巧，获取文章大意及细节教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品教学过程I、Warming Up:1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?2. The world has many great rivers. Have you been to these rivers?设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。
列举世界上著名的河流图片，让学生来欣赏认识美好的河流。
能有效地调动学生的学习积极性。
河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-readingHave you been to the Mekong River? What countries does the Mekong River flow through?设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading1. SkimmingSkim the passage and find the main idea for each paragraph Para 1: DreamPara 2: A stubborn sisterPara 3: Preparation设计意图：略读：学生快速浏览课文，寻找相关信息并搭配段落大意。
高中英语《travel jounal 》阅读篇说课稿
高中英语《travel jounal 》阅读篇说课稿Unit 3 Travel journal--ReadingGood morning/afternoon, everyone! Im very glad to stand here to interpret my lesson. Today, my topic is Travel journal and the reading part. My lesson consists of the following aspects: the analysis of teaching material and students, teaching aims, key points and difficult points, teaching and studying method, teaching procedures and blackboard designⅠ. Analysis of the teaching materialFirst of all, Id like to talk about the analysis of teaching material. The lesson I am going to talk about is from New Senior English for China Book 1 Unit 3, the reading part. The main topic of this passage is about a travel along the Mekong River. After this lesson, students will learn more information about traveling, especially how to plan a trip and make a connection between geography and the customs of the people who live there. Students logical thinking will be developed when planning for a trip and solving problems.Ⅱ. Analysis of the studentsNext, it is about students. My students are in senior 1. On one hand, they are active, curious about topics like traveling, so their attention will be easy to be attracted. On the other hand, even though they are senior high school students, their logical thinking ability still needs to be improved, and their abilities of solving problems and expressing ideas still needs to be cultivated. So in this period, I would arrange a variety of situations to help them participate in my class.Ⅲ. Analysis of the teaching aimsBased on the syllabus and the analysis, combined with the teaching material and my students, I set the teaching aims as follows:Knowledge aim:Students will get the story about traveling along the Mekong River and draw their traveling map.Ability aims:1.Students reading ability can be improved by reading the passage in different ways2.Students can make some inferences while reading.Emotional aims:1.After this lesson, students will learn to plan a trip, and try to solve problems.2.Students will have much wider horizon.Ⅳ. Analysis of the key and difficult pointsKey point: students can get the story about traveling along the Mekong River and draw their traveling map.Difficult point: how to make some inferences according to the passageⅤ. Analysis of teaching and study methodsTo help students achieve the teaching aims much easier, I will mainly use task-based teaching method, multimedia method and so on. For students, they will be encouraged to study by themselves, and they will learn to communicate with people, and become the real host of the class.Ⅵ. Analysis of the teaching proceduresNext, lets come to the most important part--the teaching procedures. It includes five parts warming up, pre-reading,while-reading, post-reading, summary and homework.Step 1 Warming upFirst of all, I will ask students a question : "Many people live besides a river. How do they make use of it in their daily life? ' Students may answer like: "supply water for daily life and industry; transport, fishing...'and I will give them a clue that rivers can be a travel resource. Then give them one more question: If you could follow the route of one river, which one would you choose?Through this free talk, students will be encouraged to think and express themselves, and their interest of this class will also be aroused.Step 2 Pre-readingThen I will show students the map on the textbook, and ask students to make a prediction, draw a traveling map by themselves. Later, we will modify their drawing according to the passage. Step 3 While-readingThen we will begin to analyze the passage together. There are two sections in this step. Section 1, global reading. Students will read the whole passage quickly and answer the questions on the PowerPoint:(1)Who planned the trip to the Mekong?【Suggested answer: Wang Wei planned the trip.】。
人教版高中英语Unit3 travel journal说课稿
人教版高中英语必修１Unit 3 Travel Journal说课稿授课教师：王明维（来自旗下营中学）一、教材的分析本案例的中心话题是“Travel”涵盖了听、说、读、写几个部分.教师在开课之前，借助图片等材料帮助学生掌握了一些关于旅游方面的知识和单词，再让学生对自己的旅行经历的描述，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。
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交际能力。
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。
因此，对学生自主学习的意识会有所增强。
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。
同时增强了他们在学习英语的过程中合作的能力。
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的基础上，我四．教学重点和难点１.重点：（1）某些重要动词的用法及学会用现在进行时表将来的方法；（2）泛读和精读等方法技能的提高２.难点：提高学生口语运用能力和合作学习的能力。
五：课时安排：2课时六．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。
离开(１)任务型教学法(２)合作学习法七．教学过程Step 1 Lead in 导入学习这节课时，按正常教学来说学生们正好从国庆节放假归来，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。
(完整word版)人教版高中英语必修1Unit3说课稿
英语教学设计教学课题：人教版高中英语必修一Unit 3 Travel journal Reading: Journey down the Mekong一、设计思路高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养。
该课程标准强调“使语言学习的过程成为学生形成积极地情感态度、主动思维和大胆实践的过程。
”英语教学是一种教与学的双边活动，教学的实质是交际。
从这个意义出发，阅读不应是传统意义上的接受性技能（receptive skill ）, 而是一个积极主动的思考理解及获取信息的过程，同时也是作者与阅读者双方参与的言语交际、思想交流的过程。
信息时代的到来需要人们进行广泛而有效的阅读，因而对阅读技巧的培养也提出了更高的要求。
因此，我结合新课标和学生的实际，以任务型教学模式贯穿始终，引导学生自主或者合作完成。
阅读活动由整体入手，由易到难，层层深入。
教学过程中，发挥网络在教学中的优势，图文并茂让学生对主题信息有一个直观的了解。
整个教学活动以教材为载体，以学生为中心，学生参与活动。
二、教学内容分析（一）教材分析1、这节课使用的教材是人教版高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。
2. 第3单元的中心话题是“旅游” ，是一个时尚和热门的话题，不同地区的文化氛围、风土人情和地理特征都能引起学生浓厚的兴趣，激发他们的求知欲。
本节课是这个单元的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山地车旅行，选定了湄公河作为旅游路线，文章具体谈到了他们为这次旅游做的各项准备工作。
高中英语 Unit3 Travel journal说课稿2 新人教版必修1 教案
Unit3 Travel journalReadingHello! Ladies and gentlemen. Today my topic is Unit 4 reading. Now allow me to introduce the first part:Ⅰ. Analysis of the teaching materials:1.The importance of this lessonThis lesson is a reading passage. It plays a very important role in English teaching of this unit because we should lay particular emphasis on the students’ reading ability in senior English teaching.2.What to teach － teaching contents1.)get some basis knowledge about the Mekong2.)get the students to prehend the passage better3.)do some listening, speaking and writing4.)moral educationIn this passage we should help the students get some knowledge about the Mekong river. At the same time we ought to get the student to prehend the passage better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education.3.The important and difficult points in this lesson:Important points:1.)some knowledge about the Mekong river2.)to improve the students reading abilityDifficult points:using the learned phrases and sentence patterns to express one’s ideasⅡ. Teaching aims:My teaching aims includes 3 parts: knowledge aim, ability aims and moral education aims1.Knowledge aim: by the end of the lesson, students will have a betterunderstanding of the meaning and structure of the text.2.Ability aims:1.)use what we have learned to describe the Mekong river2.)improve the reading skill and use English to express one’s ideas3.Moral education aims: open the students’ mindⅢ. Analysis of methods:That’s all for my teaching aims. Now let’s focus on the third part, Analysis of methods. When I deal with this lesson. I’ll do my best to carry out some teaching theories of the new curriculum: taking the students as the host and the teacher subordinate .Carry out task-based learning and cooperative learning. Let the students receive some moral education while they are learning the English language.1.Teaching theories: The new curriculum (“taking the students as the host andthe teacher subordinate”, “Cooperative learning”, “Take-based learning”, “municative learning”)2.Teaching methods: “municative Language Teaching”, “Take-based Activity”3.Learning methods: “Discovering learning”, “Cooperative learning4.Teaching aids: mutli-media and the blackboardSince it is a reading passage, it is very important to develop the students’ reading ability. I’ll use some reading methods such as preparation for reading, (lead-in) scanning, skimming and intensive reading (in-depth reading or study reading). In class, I’ll try to use encouraging and polite remarks such as “Do you want a go?” “volunteers” “Well done!” “You did a good job!” “Thanks!” and so on. I’ll get the students to have a petition to develop their quick response. I’ll make full use of modern equipment such as the multi-media and tape recorder to make the class more lively and interesting.Ⅳ. Analysis of the students:The students are in Grade 1. They are still at an age that would like to have petition with others. They have known something about the river. Some long sentences are difficult for them to understand. So I will help the students in different levels to learn English.Ⅴ. Analysis of the teaching process: Now came to the most important part Step1. Lead-in:show some pictures of the Mekong river and let them see a short film.My purpose here is to lead in the Mekong, let them know more about the river and to practise students’ speakingStep2. While reading: in this step I will let the students read the text twice1.fast reading: scanning & skimming1.)first tell the students this passage can be divided into three parts andtell them the clue of the story : time order (tell them to pay attentionto the first sentences of each para.)2.)read silently to get the structure (after several minutes I will discussthe structure withMy purpose here is to let the student know the general idea of the text.careful reading: intensive readingD o the exercise in students’ book in P19 1 (a petition: divide the Ss into four group, and then the one who stand up fast and give the right answer can get ten marks for his group, the group which gets the highest mark will get a present) Step3. Consolidation:1.listen to the tape and read the passage aloud (Play the tape of the passagefor thestudents to listen and then ask them to read it aloud. Tell themto pay attention to the pronunciation, stress and intonation whilelistening. At the same time they can enjoy the beauty of the Englishlanguage. And it can prepare the students for the retelling in next step.)2.fill in the blank with proper words3.retell the story in your wordsSince the students in the class are in different levels, so first I will let them to fill in the blank to get an expression of the general idea of the text Step4. Post reading － discussion1.Retell the text using the words you have just learned.2.Work in pairs to make up a dialogue using the information from thepassage and write down.My purpose here is to develop the students’ speaking and writing ability.Step5. Homework1.read the text again after class and figure out the meaning of thefollowing plex sentences2.write a short paragraph to describe the Mekong riverⅥ. Contents on the blackboardUnit 3 Travel journalReadingStructure of the whole passage:Clue of the story: Time orderPart 1 (para 1)Part 2 (para 2)Part 3 (para 3)。
Unit 3 Travel journal的说课稿
Unit 3 Travel journalPeriod 1 Warming up & Pre-reading尊敬的各位领导、评委、老师:大家好！今天我说课的内容是高中英语新课标人教版必修一第三单元Travel journal（旅游札记）中的第一课时，课型为warming up和pre-reading。
整个说课我将分为以下七部分：教材分析、学情分析、教学目标、教学重难点、教学方法、教学工具和教学过程。
一、教材分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。
而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。
而在上这一单元时，学生们不久前正好从国庆节休假回来，学生应该比较感兴趣。
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、教学目标语言知识：掌握本课的生词和有用的表达方法；掌握运用现在进行时表示将来的用法。
语言技能：学会用英语交流旅游计划。
运用语言组织能力来表达自己的观点。
情感目标：通过旅游增长见识，激发对祖国的爱和对生活的爱。
文化意识：通过旅游了解世界各国文化；形成跨文化交际意识。
学习策略：在课外与同学结伴旅行，有效合作。
学习有效地使用地图、网络等资源。
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用法。
英语人教必修一Unit-3-Travel-Journal-【教学设计】
Unit 3 Travel Journal教材分析本单元的话题是旅游，学生对此话题较为熟悉，应该有较浓厚的兴趣。
整个单元讲述的是主人公“王坤”以旅行日记的形式详细地记录自己沿着湄公河而下的自行车旅行。
学生通过追随作者的旅行，学习及探讨与旅游相关话题和内容，如：了解旅游常识，如何设计旅行计划，如何为旅行做准备，旅行的意义等。
通过本单元的学习，学生不仅能掌握与旅游及地理相关的主题词汇，理解和运用现在进行时表示将来的语法项目，还会通过探讨旅游话题了解世界各地的文化，增强对祖国河山的热爱和国际意识，进而开拓学生思路，培养学生的跨文化交际能力。
Warming up 部分先让学生分享国庆假期的游玩经历，引导学生探讨节假日旅行的利与弊。
通过对比分析几种常见交通方式的利弊，择优选择自己旅行的最佳出行方式，并尝试为自己设计旅行计划。
Reading部分先通过Pre-reading的问题，引导学生关注世界各大河流及人类对河流的利用，和理解湄公河在东南亚的地位及对东南亚各国人民的重要作用。
课文主要介绍了主人公王坤和王薇的梦想及骑自行车沿着湄公河旅行的计划和准备。
在整体理解课文主要内容后重点引导学生分析王坤和王薇两位主人公的性格及对旅行的不同态度。
Learning about Language以文本核心单词与词组为直接学习内容，加强学生的英英释意习惯，让学生学会利用字典及参考书进行自主归纳与学习。
在本课时的词汇学习中强调在语境中正确理解和运用词汇；Using Language集听、说、读、写于一体。
先通过读旅行日记的第二部分来了解其文体特征及内容、听一段关于王坤与老挝女孩的一段对话、探讨自己对老挝感兴趣的话题，写一封email询问王坤的旅行情况；Grammar是学习现在进行时表示将来的用法，并进行操练。
引导学生通过观察对比例句，总结归纳现在进行时表将来的用法及规律，并在生活情境中正确运用该语法项目。
在本单元的Learning Tip中给学生提出写旅行日志的方法和好处，鼓励学生外出旅行时写旅游日志(travel journal).教学目标(1)学习理解旅行日记Journey down the Mekong的行程及主人公的所见所闻；(2)能够熟练掌握并运用现在进行时表示将来的语法项目；(3)帮助学生掌握正确的旅游常识，及培养学生的安全意识及保护自然的责任感。
高中英语必修一unit3travel journey说课稿
Good morning, ladies and gentlemen. It is my great honor to be here sharing my lessons with you. The content of my lesson is the Reading part in Senior English Book 1 Unit 3 Travel Journal. I’ll be ready to begin this lesson from the following 5 parts: the analysis of the teaching material, the teaching methods, the studying methods and teaching aids, the teaching procedure, the Blackboard design and the teaching reflection.Part 1 THE ANALYSIS OF TEACHING MATERIALWell, firstly, I’ll talk about part 1: the analysis of teaching material. My understanding of the teaching material includes 4 parts: the status and the function, teaching objectives, the important and difficult points, the analysis of the students.At the beginning, let’s talk about the first part. This passage is about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and the details of the river. By studying this passage, we’ll enable the students to get information about travel, open their horizon about travel and the geography knowledge. On the other hand, this lesson will also enable students to improve their learning ability in English.As we know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing. According to the new standard curriculum and the syllabus after studying the teaching material and analyzing the rule of the children’s growing of mind, I think the teaching objectives are the follows:1. Knowledge objectives:By the end of the lesson, students are required to master the key words and phrases occurred in this passage, for example persuade, stubborn,determined, make up one’s mind, give in, be fond of …, care about,. Besides, they need to understand the content of the lesson.2. Ability objectives:In this lesson, I’ll enable the students to develop the abilities of listening, speaking, reading and writing, especially the listening and reading ability.Moreover, in a reading class, students need to develop their reading skills as skimming, scanning, information-gathering, summarizing and guessing the new words from the text.3. Emotion objects:By reading Journey down the Mekong, students can learn the preparation for a travel, besides; they also learn the scenery and life along the river. Further more, students are required to appreciate the beautiful scenery and have an awareness of protecting river.So much for the teaching objectives, let’s talk something about the teaching important and difficult points.According to the national curriculum of English and language learning theory, in a reading class, we need to emphasis the reading skill and reading comprehension. So the important points are that how to make our students master the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.Ok, now let’s talk something about the students in my class. On the whole, they may be not the ideal students as their English is really poor. Most of their English levels are in level 4 or even less according to the English CurriculumGoal structure. Therefore, I need to get them do much preparation before class and arrange more time for reading in class.However, they are active and curious. They are eager to learn new things. So the beautiful scenery and the topic can easily arouse their learning emotion. Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’ learning background, I will use the following methods.PART 2 STUDYING METHODS AND TEACHING AIDSAccording to the modern social communication teaching theories, I adopt the task-based language teaching method and communicative approach in my teaching. As for leaning, I will adopt independent reading, discussing and cooperating to help them. I will use the multimedia computer and a blackboard as my teaching aids.Here comes the most important part, the teaching procedure. It includes 7 steps. Step 1 is revision, step 2 is lead-in and pre-reading, step 3 is fast reading, step 4 is intensive reading, step 5 is retelling, step 6 is discussion, step 7 is summary and homework.PART 3 TEACHING PROCEDURESStep 1 Revision (3mins)In this part, I will ask the students to read the new words in 94 aloud. By revision, the students will have a better understanding of the new words in this passage.Step 2 Lead-in and pre-reading (5mins)1.At first, I will ask them two questions “Do you know the rivers inChina?” and “What do you think about these river?”. After the studentsanswering these questions, we will do a brainstorming.2.Brainstorming. Ask the students discuss in a group of 4 and answer thequestion “If you have a chance to travel along the river, which riverwould you like to travel, and why?”3.At last, I will show the pictures of the Mekong River and ask them tofind out the countries it flows through.Step 3 fast reading (8mins)First, I will play the tape for the students to listen to, and then listen again and find out the main idea of this passage.Step 4 careful reading (15mins)Ask the students to read aloud after the tape for once. While reading, they should:1.find out the main idea of each paragraph.2.finish the exercises Comprehending 1 in P19.3.in para.1, I will ask the students to do 2 exercises about true or false. Inpara.2, I will ask the students to find out the words describe why it isdifficult to cycle along the Mekong. In para.3, I will ask them to find outthe words about how the water of Mekong River changes and ask them tounderline the geography words about Mekong River.Step 5 retelling (5mins)Ask students to fill in the blanks in the summary given on the screen with the words mentioned in the passage. It is much easier for them to complete.And then, ask two students to read the summary aloud.Step 6. pair-work (5mins)In this part, I will ask the students to discuss the question “If you have a chance to travel along the Jiangjiang River, who and how will you make your travel?”Get the students discuss with their partners and then share their opinions.Step 7 summary and homework (2mins)Finally it comes to the end of this lesson. In this step, I will make a brief conclusion about this class, praise the students who are active in class and encourage them to learn English.In the end, I will arrange the homework. Students are required to review this lesson and underline the useful words, phrases and the sentences they don’t understand well in the passage. It will help them to consolidate the knowledge in this class and make preparation for the next lesson.PART 4 BLACKBOARD DESIGN AND REFLECTION.On the top of the blackboard, I will list the title there. On the left, I will list the main idea of each paragraph. On the right, there are some useful words and expressions.After class, by the feedback of the students’and my teaching experience, I will make a summary about this class.。
河南省郑州市中牟县第二高级中学高中英语 Unit3 Travel Journal说课稿1 新人教版必修1
Unit3 Travel JournalHello, everyone. My name is Zhu Xinjie, from Zhongmou No.2 Senior high school. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisThere are two theories:schema theory and top-down model.First, schema theory . According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text . So in order to improve the students’ reading speed and reading comprehension, la nguage teachers should try to activate the Ss’old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II.Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.This passage is mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. Generally speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences.In order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectives1. By learning this text, Ss will have a better understanding of the meaning and structure of the text.2. Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesFor lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability,I’ll train their ability of identifying the general idea in the fast reading. In intensive reading, I’ll train their ability of informati on-gathering and summarizing.And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text. c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.III. Teaching methods and studying waysGenerally speaking, I adopt task-based language teaching and communicative approach in my class.As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps. Step I: Lead-in and pre-reading (7mins)The first step. I will ask Ss two questions "Do you know some great rivers in China?" "Why they are great?”and "How do people who live along a river use it?”I will spend 7mins on them. Then I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of the passage and each paragraph.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two que stions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answe r to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the four th step. In this step, I will design two activities and I will spend 10 minutes on them. The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gatheringand expression. The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V:Homework (1min)Finally it comes to the homework. Ss are required to retell the story and review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what the y’ve learnt and make preparation for the next lesson—Learning about the Language..Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you.。
journey教案
Period 1 Warming up and listeningGoals:1.Get the students to learn something about travelling, such as different ways oftransport, preparation work like making travelling plans, etc.2.Get the students to talk about thein own travelling experiences3.Learn about the Mekong River to be prepared for the reading.Teaching proceduresStep I Lead-in1.Have a free talk with the students about travelling.T: Do you like travelling? I believe most of you will say yes. Then where have you been to? Do you like that place or not? What did you see and do there?Please share your travelling experiences with your classmates. But before that I will share with you my own travelling experience.★The teacher may tell the students about one of his or her own travelling experience such as the travel to Shanghai World Exhibition during the summer vacation. If possible, show them some pictures.)2. As students to talk about their own travelling experiences.------ Where have you been to?------ Do you like the place?------ What did you see there?------ How did you plan your trip? For example, how did you plan to go there?Step II Warming upAsk students to talk about different ways of transport.1. Brainstorm some different ways of transport.T: Just now we talked about our travelling experiences, but before our travel, there are many things we need to think about such as how should we get to the palces. For example, if you want to visit the following places, how will you go there?(1) Mo Shan Moutain (2) Hangzhou (3) Hongkong (4) London(The teacher can show the students some pictures of these places if possible.) Suggested answers(1) By bus (2) By train (3) By ship(from Guangdong) (4)By plane2. Talk about the advantages and disadvantages of each form of transport. Suggested answers:Step III TalkingAsk the students to imagine that they are going to spend a holiday. Let them choose a place they want to visit. They are supposed to make a travelling plan including the fare, the way of transport, and schedule.Step V Homework1.Read the new words and expressions in Unit 3.2.Get ready for the readingUnit 3 Travel Journal（Warming up &Pre-reading说课稿）各位评委老师：早上好！今天我说课的主题是人教版新课标高中英语必修一unit3 travel journal的第一课时Warming up &Pre-reading。
UNIT 3 TRAVAL JOURNEY 第一课时教案
UNIT 3 TRAVAL JOURNEY 第一课时教案(Sections:Warming up &listening)一．Teaching aims：1. To talk about things related to travel, e.g. the place the fares and transport, etc.2. To improve the Ss’ listening ability.二. Important points1. To talk about travel.2. To tell the Ss how to catch the key points when they do listening.三.Emotion stimulation:There are so many beautiful places either in nature or in history at home and abroad. We should set up a sense of love of our planet.四．Teaching procedures:Step 1. A song (我和我的祖国)Step 2 .Warming upShow the photos of some beautiful places on the screen. （such as The Great Wall; Yuanming Yuan ; Budala Palace; Venice; The Liberty Statue in New York, America; Fujiyama etc.）Ask students the locations of the places mentioned above.Further ask questions:（1）Do you like traveling? Where have you ever been?（2）Why do you like traveling? （Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health…Ss may have a lot of different ideas. Give them time to talk freely.）(3）How will you prepare for traveling? (including the time, the place, the means, the cost, the things you’ll take along, … )1. time : the Spring Festival; National Day; May Day; weekend;summer( winter) va cation…2. destination: Enjoy some beautiful pictures of famous places with the whole class:Huangshan; Jiuzhaigou; Guilin; Stone Forest ; Wuyi Mountain;Hangzhou West Lake; Longmen Caves; Tian’anmen Square; Terracotta, Xi’an ;Summer Palace; London Bridge; The Opera House; Eiffel Tower.3. What to do: Rock climbing; rafting; bungee; skiing; hikingAllow the Ss to talk more about it.4. Travel cost.5. Things to take with: ID cards(身份证) passports; money (cash); a book of maps，etc．6. means of transportation: on foot; by bike; by bus;by car; by plane/ air; by boat/ship/sea7. background information: history; customs; culture; language; religion; politics; weather; …8. Points for attention: Don’t throw away waste; Don’t park your bike or car in the wrong parking lot; Don’t make a fire freely; Don’t feed animal s; Protect animals and plants; Do as the guide tells you do; ….Step 3 SpeakingT: Now, imagine that you live in Qinghai Province. You plan to spend a holiday with a friend somewhere in Southeast Asia. Choose three places to visit and find out the one –way fare to get there for different kinds of transport. Then, make up a dialogue In pairs, discuss the fares and decide where to go.（Before they do that task, show a map of Southeast Asia with detailed position of Laos; Vietnam; Ho Chi Minh City; Phnom Penh;Thailand; Cambodia; Singapore; Malaysia.）（Then show some pictures of the scenic spots in these countries to give the Ss several minutes to prepare for the dialogue and then ask some of them to act their dialogues out.）Step 4 Listening1. Listen to Part 3 CHATTING WITH A GIRL and tick the words .2. Listen again to the tape and fill in the chart3. Listen to Part 4 of JOURNAL DOWN THE MEKONG and tick the words you hear on the tape.4. Listen to this material again and answer the questions.1) Who is telling the story? （Wang Kun）2) When did Wang Wei meet her cousins? （In October in Dali）3) Why didn’t they begin the journey in Tibet with Wang We i and Wang Kun? The story doesn’t say．4)Find a word that describe how the person telling the story feels about travelling in Laos. Afraid, alone, excited, glad…5. Listen to Part 5. Wang Kun is describing a few of the things they saw during their tour. Pick out the correct in formation and then tell about their experience in Laos.1) In the village the cyclists saw _______.A. electric lightsB. candle lightsC. kerosene lights2) After lunch they went to Vientiane ,the capital city of Laos by _____.A. bikeB. busC. truck3)They greeted an old man by ________.A. putting their hands togetherB. moving their headsC. waving their arms.4) In Vientiane, they saw __________A. trucks, buses and bicyclesB. cars, motorbikes and busesC. trucks, buses, jeeps and motorbikes5) The Mekong River is very rich in ______.A. goldB. pearsC. fishStep 5 HomeworkMake up a dialogueP57. Using structures。
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Unit 3 Travel journal 说课稿
尊敬的老师，各位同学：
大家下午好。
今天我说课的内容是人教版新课标高中英语必修一Unit 3 Travel journal 第一课时。
我将从学情分析，教材分析，教学目标，教学重难点，教学方法&教学用具，教学过程五方面来进行我的说课。
学生在日常生活中已经或多或少了解一些旅游的相关知识，但是并不系统，可他们对于旅游这个话题必然是非常感兴趣的。
所以本课将在他们已有的生活储备和英语基础上，提高他们对于语言运用和话题讨论的能力以及相关语言知识和语言技能。
本单元选自人教版高一英语必修一第三单元，本单元的中心话题是“旅游”，通过旅游日记的方式描述旅行见闻。
具体涉及旅游所需的准备工作,既包括物质准备，如：选择安排旅游时间、景点、路线、交通工具等。
又包括精神准备，如：让学生了解河流对人类生活的作用与保护环境的重要性。
根据本教材的知识结构和内容分析，以及学生们的心理特征和认知结构，本课时制定了三个教学目标。
【1】语言知识目标学习在本篇课文中出现的新词汇，并理解课文
【2】语言技能目标在听中获得信、处理信息，掌握几个阅读技巧
【3】情感态度目标形成良好的生活态度，培养学生的合作意
识。
根据学生的学龄特点，在吃透教材的基础上，本课时还制定了以下的重难点：
重点教授新单词，理解课文。
难点掌握几个阅读技巧。
结合所学的内容，以及本课的安排，本课所采取任务型教学法，视听教学法，所使用的教学辅助是多媒体。
为了突出重点，突破难点，并达到教学目标，我制定了以下的教学过程：
1,导入部分
在导入部分，我会使用学生熟知的拉丁神灯作为本课的切入点，在拥有一次旅游机会后，让学生根据问题，对自己的旅游做一个简单的规划。
学生回答完问题后，我会说出我的想法，并根据介绍细节。
然后展开讨论
2，读前
在学生展开阅读之前，让学生带着问题去阅读。
这样能有效的提高阅读质量。
3，读中
在昨天对本课的生词学习以后第一遍阅读的基础上，让学生听句子写出文中的生词。
完成之后对听力中所涉及的句子，逐一进行讲解，对于细节问题单独处理。
因为听力中的句子只是包含了文中的一部
分，其余的下节课处理。
4，读后
学生在对文章学习之后，能掌握文章基本大意，要求学生根据ppt上的内容进行填空，起到温故而知识的效果。
5，作业布置
谢谢大家，我的说课完毕。