人教版必修一Unit3Traveljournal教案设计
人教版高一英语必修一Unit3Traveljournal教学设计、教案
Unit 3Travel journal学科：English 授课班级：Senior One 授课时间：10/6旁注I．Teaching aims and demands:1.Skill goals:Describe a journey.Revise means of transportation.The Present Progressive Tense expresses futurity.Keep a travel journal to show personal impressions.2.Function sentence patterns---Good wishes and farewellsHave a nice/ good time. Have a nice/good time.Tare care. Good luck on your journey.Say “ hello” to …Write to me.Give my love / best wishes to …Have fun.3.Vocabulary:journal, fare, transport, finally, cycle, persuade, stubborn, insist, proper(ly),determine(d), altitude, valley, attitude, shorts, camp, record, topic, familiar, brave, givein, change one’s mind.detail, atlas, glacier, rapids, waterfall, plain, delta, canyon, afterthought.Vientiane, Laos, Phnom Penh, Cambodia, Ho Chi Minh, Vietnam, Mekong, Tibetan.4.Grammar:The Present Continuous Tense to express future actions.II.The analysis of the teaching material:1.Warming-up and listening: Let students know that travel is very common in modernsociety. Ask them to discuss the fares to get to one place for different kinds oftransport. Do some listening practice2.Pre-reading and reading: The word has many great rivers. One of them is theMekong. Introduce a travel journal---Journey down the Mekong to students.3.Learning about language: In this part, students will discover useful words andexpressions and also learn useful structures---- the Present Continuous Tense to express future actionsing language: Present how to write a travel journal and then practise writingIII.Teaching arrangment1st Period warming-up and listening2nd-3rdPeriod Reading4th Period learn about language5th Period Using languageThe First Period warming-up and listeningTeaching aims1. To talk about things related to travel, e.g. the place the fares and transport, etc.2. To improve the Ss’ listening ability.Teaching important points1.To talk about travel.2.To tell the Ss how to catch the key points when they do listening.Emotion goals:There are so many beautiful places in China and the whole world. We should love our country, love the whole world and love nature.Teaching aidsa tape recorder, a projector and a computerStep 1. A song (歌词见后面)Step 2 Warming upShow the photos of some beautiful places on the PowerPoint. （The Great Wall; Yuanming Yuan ; Budala Palace; Venice; The Liberty Statue in New York,America; Fujiyama.）Ask students whether they know where they are.Then T ask: Do you like traveling? Ss: YesT: Why do you like traveling? (图片)：Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health…Ss may have a lot of different ideas. Give them time to talk freely.T ask: How will you prepare for traveling?(including the time, the place, the means, the cost, the things you’ll take along, … of traveling)(图片) :1. time (图片):the Spring Festival; National Day; May Day; weekend;summer( winter) vacation…2.destination(图片): Enjoy some beautiful pictures of famous places with the whole class: Huangshan黄山;; Guilin桂林;) Jiuquxi(九曲溪; Yunufeng,wuyi(武夷玉女峰); Tian’anmen Square(天安门广场);Terracotta,Xi’an(西安兵马俑); The Opera House悉尼歌剧院; Eiffel Tower艾菲尔铁塔.3.What to do(图片): Rock climbing; rafting; bengee; skiing; hikingAllow the Ss to talk more about it.4.travel cost: talk with the Ss quickly.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 ofLaos; Vietnam; Ho Chi Minh City; Phnom Penh;Thailand; Cambodia; Singapore; Malaysia.Then show some pictures of the sceneries in these countries. Then give the Ss several minutes to prepare for the dialogue and then call 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 Wei 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 ____B___.A. electric lightsB. candle lightsC. kerosene lights(2)After lunch they went to Vientiane ,the capital city of Laos by B.A. bikeB. busC. truck(3)They greeted an old man by ____A____.A. putting their hands togetherB. moving their headsC. waving their arms.(4) In Vientiane, they saw _____C_____A. trucks, buses and bicyclesB. cars, motorbikes and busesC. trucks, buses, jeeps and motorbikes(5) The Mekong River is very rich in ____C__.A. goldB. pearsC. fishStep 5 HomeworkMake up a dialogue .P57. Using structuresP59. Reading taskThe Second Period and the Third PeriodReadingTeaching goals1.Learn something about the Mekong River through reading.2.Students can use what they have learned to describe a trip.3.Students should realize if they want to be successful, what personalities they shouldhave.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching aids: a computer & a projectorTeaching proceduresStep 1 Warming UpT: Do you like travelling?Present some pictures of beautiful places to arouse their interest of travelling. Meanwhile,the teacher can also ask some more questions to make the students say something about their journey, such as their plans of trips, the difficulties they met in their journey and so on.Step2 Lead InT: Q1:Have you visited any river? Q2: How many great rivers do you know?Q3 : If you could travel down only one of them, which one would you choose? Why?Ask the students the locations of some famous rivers in the world .(Mekong, Rhein, Seine, Nile, Thames, Congo, Amazon, Mississippi, Volg)Step 3 Pre-readingT: Have you visited the Mekong River? If no, let’s learn something about it.1. Show a picture of the Mekong River and the brief introduction of it. Ask them:Can you list the countries that the Mekong River flows through?3.Enjoy the beautiful sights along the Mekong River to arouse their interest of it.Step 4 ReadingIn this step, get the students to read the text and finish some tasks.Task1: Scan the text quickly, then answer some questionsQ1. Who are Wang kun and Wang Wei?Q2.What are their dreams?Q3.Who are Dao Wei and Yu Hang?Q4. Is it a difficult journey to cycle along the Mekong? Why?Q5.What can you see when you travel along the Mekong River?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.2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province3.The source of Mekong is in Qinghai province .4.Finally Wang Kun agreed with his sister to cycle with her.5.They found few atlas and books about Mekong River in library.6. Mekong river beginsat glacier on a Tibet mountain. the water there is clear but not cold.7. Only a small part of the river is in China.8.As it enters Southeast Asia, it moves slowly.Task3: Careful readingRead the text again and try to complete a form.their dreamTheir journeyTheir preparationTask4: ConsolidationFill in the blanksMekong River begins ___ a glacier on a Tibetan mountain. At first ,The river is small andthe water begins to move_______. It becomes ______as it passes ______ deep valleys.Traveling ______western Yunnan Province. Sometimes The River ______ wide Valley and becomes a_________. W e 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 last the river’s delta enters the South China Sea.Step 5 Language pointsReading text:Para.1: 1. dream of / about doing 梦想，梦见（后接名词，代词，动名词）e.g. What a small world! I wou ldn’t dream of meeting you here. 、2 finally, adv.最后，终于final adj. 最后的，n （常用复数）决赛，期末考试e.g. We waited and waited, and the train finally arrived.3．persuade sb (not) to do, 说服某人（不）做…persuade sb that + clause 使某人相信Then she persuaded me to buy one.=Then she succeeded in asking me to buy one.e.g. The salesman persuaded us to buy his product.persuade sb to do sth 指成功地说服,“说而不服, 或说而无果”应用advise sb to do sth / try to persuade sb to do4．get / make sb interested in = interest sb, show interest in sth/ sbget+ n./pron.+adj.=make + n./pron.+adj.e.g. They didn’t get home after school as usual, which got/ made mother worried.虽然,但是”，引导让步状语从句, Para.2: 5. Although she didn’t know the best way of… although “不与but连用通常放于句尾,一般可与although互用，引导的让步状语从句有时用倒装语序.作副词时, “然而,可是”，并用逗号与句子隔开e.g. Young though he is, he is very rich.He said he would come; he didn’t, though.6．a way of doing/ to do *get to places.e.g. She didn’t know the best way of getting to places.= She didn’t know the best way to7．insist (若insist后面宾语从句的主语与主句的主语不一致,谓语由加动词原形构成,其中should可省略)insist that sb (should)do 坚持认为，坚持说insist on/upon sth/ doing 坚持做，坚决做e.g. We insisted that father (should) give up smoking.She insisted on/upon going to Beijing by air.8．care about, care for, care to docare about关心,忧虑care for喜欢,照顾care to do愿意/同意做某事e.g. I don’t care (about) what happens to him.Would you care for a drink?Would you care to go for a walk?9．give sb a determined look, determined坚定的,坚决的e.g. They were determined to drive the enemy away from their country.=They determined to drive… determine to do= make up one’s mind to do, decide to do10. change one’s mind, mind此处解“意见，想法”，[C]下定决心,拿好主意make up one’s minde.g. Once he has made up his mind, nothing can be done to change his mind.在海拔…米处at a altitude of 10,000 feet11. at a altitude of…*12. experience [U] “经验，感受” have experience in/at doing[C]“经历，体验”e.g. I’d prefer a lady with rich experience in/ at looking after babies.His experiences in Africa are interesting.13 give in 屈服，投降，让步give in to sb 向某人让步，屈服于某人give up 放弃give up doing/sthe.g. The mother gave in and bought a toy for her child.Don’t give up. You still have chances to win in the match.Para.3: 14. pass through through指从两边穿过或穿过空间内部, across指从一定范围的一边到另一边“横跨”表面Step 6 Sentence focus:1. It was my sister who first had the idea…强调句型：It is / was+被强调部分+ that/ who+其余部分注意：强调句中it不能更换，is/was与“其余部分”的时态一致，数不受被强调部分单复数的影响，被强调部分可以是除谓语以外的任何成分，被强调部分是人可用that/who，其它一律用that.被强调若是原句的主语，who/that之后的谓语动词在人称和数上与该主语一致。
人教版新课标英语必修一Unit3 Travel Journal reading 课程教学设计
Unit3 Travel Journal教学设计教学目标1. 知识目标:复习两个阅读技能---scanning, skimming;学习本单元的部分生词。
2.能力目标:能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
3.情感目标:学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。
在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;学生能明白计划的重要性,并能收获一些与之相关的谚语。
学情分析任教班高一7,8班是一个普通班,同学们刚进入高中的学习不久,属于适应期,但同学们学习英语的热情还比较高,也愿意积极参与课堂活动。
不过老师发现,由于高一词汇量增加不少,很多同学记单词缺乏语境,不会充分利用课文帮助自己加强对词汇的学习。
重点难点1. 形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学过程【导入】教学活动【导入】Journey down the MekongStepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possible explanationsStudents listen to the teacher and have an idea of what they are going to learn in this class.To make the students know what they are to learn in this classStep 21). Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? –I dream about traveling…1.) Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”1). To arouse students’ interest2) To practice a sentence patternStep 31). Show the title of the reading passage2). Ask the students whether this passage is about the whole process of the journey.3). Ask the students how to skim.4) Tell the students the skill of skimming on the screen1) Students answer the question after they read the subtitle of this part.2). Students tell how to skim.1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.2) To review how to skimStep 41)Ask the students to skim more—to find out the main idea of each2)paragraph.1) Students tell the main idea of each paragraph1) To practice how to skimStep 5With four questions, teacher asks the students to scan paragraph 1Ask students how the scanShow the skills of scanning on the screenStudents scan paragraph 1, and answer the four questionsStudents tell how to scanTo review how to scanTo practice how to scanStep 61)Ask the students to scan paragraph 2 and find out what different2)attitudes Wang Kun and Wang Wei have, and then finish the table1) Students scan paragraph 2 and finish the table1) To practice how to scanStep 71)Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each 2)slide and ask them to read the sentences.2) Ask the students to match each geographic word to the proper meaning s1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.2) Students do the matching work1) To better know how the Mekong river flows2) To help the students better learn the geographic words which are new to them3) To check how the students understand the new wordsStep 8Review the structure of the passage together with the students and show some key words on the screenProvide the students with some words and phrases which are the new words in this unitAsk them to retell the main content of the passage in groupsWith the teacher, students review the structure of the passageRetell the main content of the passage in groupsTo help students form the schema of the passage by reviewing the structure of itTo know the content of the passage better as well as to create more chances for the students to use the new wordsStep 91) Ask the students what they learn from the story2) Give the students some useful and related proverbs1) Students share their opinions with the group members what they have learned from the story.2) Students read the proverbs loudly together.1) To encourage students to form their own views and share them with others2) To learn some useful proverbsStep 101) Summarize this class by showing the learning goals。
新人教版必修一unit3《travel journal》the 2nd period优秀教案(重点资料).doc
英语：Unit3《Travel journal》the 2nd period教案（1）（新人教版必修1）The Second Period●从容说课This is the second period of this unit.First we will do some revision to test how much Ss have grasped during the first period，and it is the time to check the homework on Page 20.To make Ss know exactly how to use these words properly，the teacher will explain some useful phrases and structures to the Ss.To improve Ss’ability of using the language，the teacher supplements more explanation and exercises and gives them some related homework as consolidation.To prepare for the teaching of the next period，the teacher can also regards Part 2 and Part3 on Page 21 as homework.●三维目标1.Knowledge：（1）Learn the following phrases：dream of，persuade sb. （not）to do，cycle along the river，do sth.properly，care about details，change one’s mind，a determined look，be determined to do sth.，at an altitude of，give in.（2）Learn sentence patterns：a.It is ...that...b.Once...c.Wang Wei can be really stubborn.d.insist that2.Ability：Learn to make sentences，using these phrases and patterns.3.Emotion：Stimulate Ss’interest in learning English.（1）the difference between “persuade to do”and “try to persuade to do”. （2）It is ...that...（1）句型It is...that...（2）insist 的用法。
高中英语人教版必修1教案： Unit 3 Travel Journal Reading 教案1
必修一Unit 3 Travel JournalReadingTeaching goals教学目标1.Target language目标语言a. 重点词汇和词组dream about, finall y, persuade, stubborn, insist, properly, determined, attitude, change one’s mind, give in.b. 重要句式Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip.Two years ago she bought an expensive mountain bike and then she persuaded me to buy one.It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.She gave me a determined look – the kind that said that she would not change her mind.Once she has made up her mind, nothing can change it.We were both surprised to learn that half of the river is in China.2. Ability target 能力目标Enable the students to conclude Wang Wei’s and Wang Kun’s attitude to the trip and then add their own opinion with the target language.3. Learning ability goals学能目标Enable the students to learn how to conclude Wang Wei’s and Wang Kun’s attitudes about trip.Teaching important points 教学重点To comprehend the text is very important. Get Ss to express their plans and wishes. Help them learn that traveling is a good way to widen one view and add to one knowledge.Teaching difficult points 教学难点How to grasp the ma in idea of the text and how to tell the writer’s attitudeTeaching methods 教学方法Talking, discussing, readingTeaching aids教学工具a tape recorder, a projector and a computerTeaching procedures & ways 教学过程和方法Step 1 Greeting and leading-inT: Good morning / afternoon.S: Good morning / afternoon, Sir / Madam.T: Boys and girls, Do you like traveling?Ss: Yes.T: Where have you been before?S1: I’ve been to Beijing, and Huangshan.T: How did you find your travel to Beijing?S1: Very interesting. It helped me learn about the history of Beijing. As the capital of our motherland, it is really beautiful. The deepest impression on me is the visit to the Great Wall and the Forbidden City. But it was a pity that time was too short. We had no chance to go sightseeing in other places of interest.S2: I went to Xiameng last year. I think the travel to Xiameng was busy. We visited many places, such as Wuyi Mountain, Putuo Temple, Ningbo and so on. Though we had a good time, in fact, most of the time was spent on trains. That was boring and tiring. I felt a bit sorry.T: It’s a pity. If you had made a proper plan before traveling, your journey would have been much more comfortable and interesting. Do you think so?S2: I agree with you.T: How do you like travel?S3: In my opinion, travel is interesting and helpful. When I travel I can learn a lot. I can enjoy local customs, cultures and beautiful scenery.T: I also think so. Well, after we choose a place to travel, we must choose a kind of transport which kind of transport do you prefer to use: bus or train? Now, please work with your partners and think about the advantages and disadvantages of each form of transport and fill in the chart on page 17.Five minutes later, check the Ss’ answersT: Ok. We’ve w eighed the advantages and disadvantages of each form of transport. Now, imagine that you plan tospend a holiday. Choose a place you want to visit. Think about the fare for different kinds of transport and decide how to get there. You may not know the exact fare, but you can guess how much the fare is. Please have a discussion with your partners and then decide how to get there.Two minutes later, ask a pair of students to report their decisions.T: Since yo u’ve decided how to get there, I’d like you to talk more about your holidays. Then use these questions on the screen to make a dialogue about your holidays with your partners.Show the screen.Ss are given one minute to practice. Then ask some pairs to act out their conversationsSa: Tom, where are you going on holiday?Sb: I’m going to Laos.Sa: When are you leaving?Sb: Next Sunday.Sa: How are you going to Laos?Sb: I’m taking a plane.Sa: How long are you staying there?Sb: About two weeks.Sa: Great. Have a good trip.Sb: Thanks.Step 2 Pre-readingT: Well done! Do you like traveling along a river, a great river?Ss: Yes.T: By the way, what role does a river play in people’s life? In other words, how do people who live along a river use it?S1: People use a river to irrigate their fields.S2: People use a river to make electricity.S3: People go swimming in the river in summer. They can float wood down a river.S4: They can travel along a river.T: You are right. As we know the world has many rivers. It even has many great rivers. What makes a river great, in your opinion?S4: A great river is very important.S5: A great river is very large and longTeacher shows a chart with some great rivers in the worldT: Now please look at the chart. In the left column are names of some great rivers. In the right column are the locations where the rivers lie. Please match them.After Ss complete the chart, Teacher can show the correct answers in another chart. Then Teacher should ask Ss some more questions about the rivers.T: Does anyone know anything else about the rivers?S6: The Seine River. I t locates in France. It’s the mother river of France.S7: I know som ething about the Nile. It’s the world’s longest rive r. It flows through Egypt.S8: I have some idea about the Amazon. It’s the world’s largest river. It’s in Brazil.The correct answers:T: OK, if you could travel down only one of them, which one would you choose, and why?S9: I’d like to travel down the Seine. So I can see much beautiful scenery in Europe. I can enjoy the Eiffel Tower. S10: I’d ra ther go along the Nile, where I can see many wild animals. I can learn about customs and cultures in Africa. I can also see the great dam, Aswan.T: Do you know the Mekong River?S11: Yes. But I only know it locates in Southeast Asia.T: It does n’t matter. Now let’s look at t he map on Page 18. Will you please find out the countries that the Mekong River flows through?Ss: China, Vietnam and Laos.Step 3 Reading and comprehendingT: Great. Now let’s read a passage about a journey down the Mekong River.Please read the p assage and get a main idea of the text. Let’s learn more about the Mekong River. Then I’d like to ask you some questions on the text.Show the questions on the screen. Give the Ss five minutes to read the passage and then check their answersT: You know Wang Kun and Wang Wei are brother and sister. What was their idea of a good trip?S1: They have dreamed about taking a great bike trip.T: Who planned the trip to the Mekong?S2: Wang Wei.T: What about Question 3?S3 The source of the Mekong River is in Qinghai Province and it enters the South China Sea.T: How about Question 4?S4: We can see a glacier, deep valleys, waterfalls, hills and plains.T: What difficulties did Wang Kun and Wang Wei find about their journey?S5: We know that the travelers had to climb over a Tibetan mountain and pass through deep valleys.T: You are right. Have you ever thought of traveling by bike?Ss: Yes/no.T: What do you think about Wang Kun and Wang Wei?S6: I think they are energetic and determined.T: Quite right. N ow I’d like you to tell Wang Wei’s and Wang Kun’s similar and different attitudes about the trip. You can have a discussion with your partners. And then fill in the chart. By the way, do you know the word “attitude”? An attitude is what a person thinks about something. Let’s start.Two minutes is enough. Teacher checks the answers and writes them down on the blackboard while the students are telling their answers.T: Do you agree with them? S: Yes.T: OK. Another question. Who do you think was right about the trip? Why?S: I think Wang Kun was right, because if it is too cold and too high, the trip will be hard. People will have some difficulty in breathing at a high altitude. Wherever we go we need an atlas so that we will not lose our way. Step 4 ExplanationDuring the procedure Teacher will ask Ss to read the text carefully and pay attention to the words in bold in the text and underline the sentences they don’t understand. Then Teacherwill do some explanations, deal with language problems in the text, and at the same time mention Ss to refer to Notes 5 to10 on P 81. Next Teacher plays the tape.T: Well, everyone. Let’s read the text again. Please read carefully and focus our attention on the details and the sen tences you don’t understand. Underline the sentences you don’t understand. Please go ahead. Five minutes later.T: Finished? Do you have any problems?S1: Yes. In the sentence “She insisted that we find the source of the river and begin our journey there.” the verb “insist” is used in the past definite tense, while “find” is in the original form of a verb. It seems that they don’t agree with each other.S2: I don’t understand the sentence “She gave me a determined look – the kind that said she wouldn’t change her mind.” What’s the meaning of “the kind”?T: O K. let me do some explanations and deal with the difficult language points.T: Well, anything else?Ss: No.T: It’s time to do practice. Work in pairs. Imagine that you are Wang Kun and Wang Wei. Choose a paragraph from the passage and use the information to help you make up a dialogue. Two minutes later, I’ll ask a pair of students to act out your dialogue.A sample:Wang Wei: You know, w e’ve always wanted to do a long bike trip. Why don’t we go on one after we graduatefrom college?Wang Kun: That’s a good idea. Where are we going?Wang Wei: Why not cycle along the entire Mekong River from where it begins to where it ends?Wang Kun: Well. We should plan it well.Wang Wei: Let me plan our schedule. I can organize the trip properly.T: Good. Sit do wn, please. Now it’s time to deal with Exercise 5 on page 19. Compare the following sentences with different stresses and explain the meaning. Follow the example.Two minutes later.T: Now, who’d like to explain the first sentence? Volunteer!S1: I think it says: I t’s a surprise to learn that half the river is in China.T: Quite right. Sentence Two?S2: We were both surprised to learn that the Chinese part of the river forms a half of the river.T: Ok. The last sentence.S3: We were both surprised to learn that it is in china that half the river is.T: Good. We can see that different stresses express different meanings of the narrator.Step 5 Summing up and homeworkT: This class we hav e grasped the main idea of the text, the usage of some words and phrases. We’ve also learned about traveling. That is: before traveling we should make good preparations—making a plan, decide the place to visit and get enough information about the place. With full preparations we’ll have a good time during the trip. Here is your homework. Please go over the text after class, and complete the exercise on P 56 in workbook. All right, boys and girls, that’s all for today.。
高中英语新课标(人教版必修一) 教案 Unit3 Travel journal (The Third Period)
必修一Unit 3 TraveljournalThe Third Period●从容说课This is the third period of this unit.To test if Ss have understood the phrases and patterns they learned during the second period，the teacher can first give them some revision exercises.“It is ...that”is a very difficult structure，so the teacher can design some exercises for Ss.Ss have got some idea about the present continuous tense for future use in the first period，to make them more familiar with its function，the teacher can give them more practice，both oral and written.Meanwhile，the teacher will help them go over another two ways of expressing future actions.These tasks are designed to improve their ability of using language.To make Ss well prepared for the reading of the fourth period，the teacher can deal with the rest few new words in this class.As to the homework，the teacher will ask Ss to preview Part 3 on Page 19 after class.Because this work is a bit difficult，tell Ss any group work is welcome.Since the five-day National holidays are coming.Suppose that one student and his friends will go for a trip.Ask them to go to a nearby travel agency and find a schedule for their ter they are required to talk about what they will do on their travel，using present continuous tense.Through this activity，Ss can get to know what a travel plan is like，and consolidate what they have learned，which is correspondent to the teaching method “Learn through doing”.●三维目标1.Knowledge：（1）Learn the present continuous tense for future use.（2）Go over the other two ways of expressing future actions.2.Ability：Learn to make sentences，using the above three ways.3.Emotion：Develop Ss’ sense of group cooperation.●教学重点The present continuous tense for future use.●教学难点（1）It is ...that...（2）The present continuous tense for future use.●教具准备Multi-media classroom and other normal teaching tools.●教学过程Step 1 GreetingStep 2 RevisionT：First I will test how well you understand what you learned yesterday.Please judge whether the following sentences are right.If they are not right，please correct them.（1）It is with the help of the teacher that I passed the exam.（2）It is I who is wrong.（3）It was she that he helped with her homework yesterday.（4）It was at the post-office where we met each other.（5）It was yesterday afternoon when they played a close basketball game.（6）Who was it that discovered the secret？S：I think it’s right.T：Do you agree with him？S2：No，I think it is not right.But I don’t know why.T：Does any one know the reason？S3：In that cause，the past tense is used，so I think we should change “is”to “was”.T：Quite Good.That is to say：当原句的时态为表示现在的各种时态时，用It is...；当原句的时态为表示过去的各种时态时，则用It was...。
人教新课标必修1全册教案 Unit 3 Travel Journal
人教新课标必修1全册精品教案( Unit 3Travel Journal)Unit 3 Travel JournalPart One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plaading(JOURNEY DOWN THE )AimsTo talk about travelingTo read about travelingProceduresI. Warming up1. Warming up by discussingGood morning, class. Do you like traveling? Why do you like traveling? And why not? Where have you ever been before? How did you g? If you are given a chaavel around the world, what kind of transportations will you use and why? Now look allowing pictures and discuairs.NaansportaaansportationReasons. You plad a holiday with a friend somew. You havebeen given a chalaces to visit. Please find ou-way fare to gdds of transportation. Perhaps you maw the exact fare, but you can guess how muare is. Please have a short discussion with your partners and then decide wgw I’d like you to ask your pallowing qu 1. Where are you going on holiday? 2. When are you leaving? 3. How are you going to…? 4. When are you arriving in/at…? 5. Where are you staying? 6. How long are you staying there? 7. When are you coming back?II. Pre-reading1. Imaging and sharingDo you like traveling along a river, a great river? What role does a river plale’s life? Iwo rds, how do people who live along a river use it?The suggested answers:People can dwater in a river or walothes.People can swim in a river in summer.People can use a rivgalds.People can use a rivduce elPeople can travel along a river.2. Talking and sharingAs we all knoware a lvworld and alare many great rivers. Now look aart. In the left column are nagreat rivers. Ight column are locations wvers lie. Please maatchanswerNames of RiverLocationNames of RiverLocationRhineIndiaThamesSE AsiaAmazonUSIII. Reading1. Reading alouddingDo you know what cou anduulows through., Vietnam)Ok, today we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud aboudingxt JOURNEY DOWN THE MEKONG. Pay aunciaachword and the pauses within eaI will play the tape twice and you shall read aloud tw2.dream about, take a great bgraduagance to dle along the river, go for long bike rides, mountain buade sb. to dgrow up, get sbdbe stubbw the best way of getting to plauver, care about, give sb. a dd look, change one’s mind, at an altituddo, the air be hard to breathe, ag exake ud, give in, a large atlas with good madoing sth., aass through, be surprised to dalf of, at lauth China Sea3. Reading aloud and understandingNext we are going to read aloud the text and then answqu) Who are Wang Kun and Wang Wei? (They are brother andand both are college students.)2) What wadream? (Their dream was to take a great b)3) Who are Dao Wei and Yu Hang? (They are Wang Kun’s cousins who are at a college in Province?(You can see glacier, rapids, hill, valleys, waterfalls and plains.)6) Is it a difficult joule along the ? Why? (Yes. The journey begins at an altitudan 5,000ward to breathe and very cold.)4. DiscussingWe have got the general meaningassage, and we know Wang Wei and Wang Kun havlar and dattitudes abouu may have a short discussion with your partners andllalar attitudes abouDattitudes abouBoth Wang Wei and Wang Ku:1). takinga dream thaue.2). that they willa lot.3)uld see a l.2). that they don’t needare much.Wang Kun believes:1)ld and high to start in .2). that using an atlas is vant.IV. Closing downClosing down by answering quWhat should you do baveling? (Baveling, we should make good preparaaake a plan, decide the place to visit and get enougation about the place. With full preparations we’ll have a good time during)What will your family and your fiends say when you leavavel? (When we leavamily andds will say, “Have a good trip. /Have a good journey. /Have a goodtime.”)Closing down by translatingIn the last few minutes you are asked to transladifficulassage.AssignmentRevassageComplassage on PagWorkbookDo exercise 2 on pagu exercise books.Period 2: A sample lesson plan for Learning about Language(The Puous Tuture action)AimsTo learn about the Puous TenseTo discover and uuseful words and exProceduresI. Warming upWarming up by discovering useful words and exHello evAfter reading the passage, we have gw the usagwords and exbut we should dactice. Now turn to page 20 to findwords and exassagu are given two minuand discuss with your paTwo minutes laairs andwwhole class. II. Learning about language1. and findingGood, you have mastered these words and exLet’s turn to page 17 and look at the quWarming up 4. Underlverbquand pay averb forms and dxplanations by yourselves.2. Learning GrammarWe caat the verbs are all used“-ing” form. They are “uous tense”, buxpress future alans. The Puous Tense may be used to denote an aat can be pre-planned or prearranged insteaduture indlloquial English. But pleaat, not all verbs can be used“-ing”xpress future auch verbs ago, leave, fly, walk, ride, drive, stadave, arrive etc. are mainly used“-ing”xpress future aDoing exNo. 2 and 3 on page 21Now turn to page 21 and do exercise 2. In the dialogue a newspaviewing Wang Wei about her plaalong the . Howevaure abouverban you hellversation?Let’ue to do exDo you have any plauture yourselves? If you have any, please use the Puous Txur future aGive as muation as you can.III. Ready used materialuouuture alansbe + v.-ing与表示将来的时间连用，表示不久的将来，含义是“预定要做”。
人教版必修1 unit3 Travel journal period1教学设计
Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(JOURNEY DOWN THE MEKONG <PART 1>) IntroductionIn this period，after the warming up，students will first be guided to imagine andshare their views about the role of river in life.They will then be helped to read a narrationentitled JOURNEY DOWN THE MEKONG.It’s about two students taking a trip down ariver.Examples of “Warming Up”designs are presented in this book for teachers’reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students read a travel journal■To help students better understand “traveling down a river”■To help students understand and use some important words and expressions■To help students identify examples of the present progressive tense: expressing futurity in the textFocusWords transport，prefer，flow，persuade，graduate，schedule，organize Expressions ever 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.后来她说服我买了一个。
必修一Unit-3-Travel-Journal教学设计
必修一 Unit ３Traｖｅｌ JournａlＲｅading 教学设计一、教材分析 :本单元围绕tｒaveliｎｇ这一主题开展听、说、读、写各种教学活动。
这一话题能激发学生热爱旅游、热爱生活、热爱大自然；同时培养他们的想象力、发散性思维和实事求是以及科学探索冒险精神。
经过前一个课时“Warming”、“Pre－ｒeａding”等的预热与酝酿，学生对本单元的话题已有了初步的接触和期待，在好奇心的驱使下，正满怀激动兴奋的热情地要与老师和同学们一同领略和探讨本课时将呈现给大家的是怎样的一篇全新天地呢！本课时Rｅading主要介绍了姐弟俩的美好旅游梦想与计划的整个前后过程和经历感受,颇令人兴奋感动而极具鼓动性,的确是一篇好游记。
通过本课时的学习，学生将学到本单元的精髓,即本单元主题下的相关重要词汇、重要句型、重要语法项目——定语从句以及相关的用语,从中感受英语语言的魅力并在接下来真正学习领会化为己有,真正让“语言输入”转为“语言输出”。
二、学生分析 :学生的发展是英语课程的出发点和归宿,我们教师在教学设计以及教学过程等方面应突出以学生为主体的思想。
高中生学习基础、学习能力参差不齐,两极分化严重。
因此需要多层次、多方位的教学。
本课时的教学活动是要先让学生学了ＴraveｌJouｒnal为主题的相关词汇、重要的短语和句子、定语从句的运用、在其中感受英语文化以及进一步对相关英语语言的运用。
本课时的话题贴近学生的生活实际、以一定的生活常识为背景和一定的知识为基础，因刺激教师可利用学生已有的生活经验,及所学的语言知识，使学生对语言学习感兴趣。
三、教学目标：1、语言知识目标：Nｅｗworｄs：journal,fａｒe，trａnｓpoｒt等。
Functiｏnaｌsentences:Have a good day/ time ！Good luck！Eｎjｏyｙourself !Best wisheｓtｏyou．等。
2、语言技能目标:通过设计的各种活动,学会用英语交流旅游计划，谈论旅游的行为规范、旅游工具、旅游必备品及相关旅游注意事项。
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。
人教版高中英语必修1教案Unit 3 Travel Journal
人教版高中英语必修1教案Unit 3 Travel Journal一、教学目标1.学习和掌握本单元的重点词汇和短语；2.理解并能正确运用学过的语法知识，如现在完成时等；3.能够流利地描述旅行中的经历，并表达自己对旅行的感受和看法。
二、教学内容1.重点词汇和短语：travel, journal, destination, journey, adventure, accommodation, sightseeing, scenic spot, tourist, attractions, brochure, brochure, souvenir, local, tradition；2.语法：现在完成时的构成和用法；3.阅读和写作：阅读和理解旅行日记，模仿写作旅行日记。
三、教学过程1. 导入新课老师通过展示一些美丽风景的照片来引起学生的兴趣，激发学生对旅行的兴趣，并谈论一些他们自己的旅行经历。
2. 词汇和短语学习老师通过PPT展示教材中的重点词汇和短语，并帮助学生理解和记忆。
学生可以带着课本，一起跟读和练习。
3. 语法学习老师给出现在完成时的定义和用法，并在白板上列出肯定、否定和疑问句的构成和例句。
老师解释时态中的时间状语的使用和位置，并通过举例子帮助学生理解。
4. 阅读和写作练习•老师给学生分发几篇关于旅行的日记，让学生进行阅读，并回答一些问题。
•学生根据给出的要点，模仿写一篇旅行日记。
•老师分组让学生互相交流并修改彼此的日记。
•学生在组内互相朗读自己的日记，并进行点评。
四、教学评价教师通过学生课堂表现、参与度以及小组内的互动来评价学生的学习情况。
同时，教师检查学生书写的旅行日记是否条理清晰、语法用法是否准确，并给予相应的反馈和指导。
五、拓展活动为了拓展学生的知识和兴趣，老师可以组织学生进行有关旅行的问答比赛，或者带领学生参观当地的旅游景点，增加实践和体验的机会。
六、总结通过本节课的学习，学生能够掌握旅行相关的词汇和短语，理解并运用现在完成时的语法知识，并能够写一份简单而有条理的旅行日记。
高中英语人教版必修1 Unit3-Travel journal完整教案
教学过程一、课堂导入Do you have some experience of travel? Could tell me an experience of your travel?二、复习预习1）The important words in unit two:1、native adj. n. __________2、apartment n. __________3、actually adv. __________4、base vt. ______________5、gradually adv. _________6、vocabulary n. _________7、latter adj. ____________8、fluent adj. _______________9、frequent adj. _____________10、command n.& vt. ________11、request n. & vt. __________12、expression n. ____________ 第三讲Travel journal适用学科英语适用年级高三适用区域全国课时时长（分钟）60 知识点名词辨析；动词辨析；副词辨析；形容词辨析；动词短语辨析；完成句子；句子翻译；教学目标知识：1.快速复习掌握本单元词汇。
2. 快速扩词汇量。
方法：1.老师和学生一起翻译短文并从中找出自己不认识的词汇。
2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
能力：1.能根据老师所翻译的文章快速记住生词的汉语意思。
2.能通过不断上涨的词汇量快速提高阅读能力。
教学重点1.能根据老师所翻译的文章快速记住生词的汉语意思。
2.能通过不断上涨的词汇量快速提高阅读能力。
教学难点重点单词、短语的灵活运用【答案】1.本国的;本地的n. 本地人；本国人2. <美> 公寓住宅；单元住宅3. 实际上；事实上4. 以…为根据n. 基部；基地；基础5. 逐渐地；逐步地6. 词汇；词汇量；词表7.较后的;后半的;（两者中）后者的8.流利的；流畅的9.频繁的；常见的10.命令；指令；掌握11. 请求；要求12.词语；表示；表达2）The important phrases in unit two:1、because of ________2、come up _________3、at present _________4、make use of ____________5、such as ________________6、play a part (in) __________【答案】1、因为；由于2、走近；上来；提出3、现在；目前4、利用；使用5、例如6、扮演一个角色；参与三、知识讲解翻译下面由本单元词汇所编成的故事学生将在翻译过程中不会的词汇用横线标出.（一）The passageA Hard Trip一次辛苦的旅行My sister was fond of traveling. Ever since graduating, she had been determined to organize a trip to an old temple. Since transport ing fare was expensive, she decided to use a bicycle to cycle there not caring about the disadvantage s. Her stubborn attitude was always her shortcoming. Once she made up her mind to do something, no one could persuade her to change her mind. Finally, we gave in as usual though we prefer red to take a train. After we prepared everything, including the schedule, reliable weather forecast and the insurance, we began our trip.Our journey was along a river flow ing from a high altitude. Our pace was slow because the river frequently had many sharp bend s through deep valley s, where the water seemed to boil. Just as I recorded in my journal, it was really ahard journey. But we also enjoyed great view s. One night, I put my head on my pillow--a parcel of wool coats, and lay beneath the stars. When the flame in front of our cave went out at midnight, I found the sky so beautiful 我的妹妹很喜欢旅行。
人教版高中英语必修1《Unit 3 Travel journal》教案2篇
人教版高中英语必修1《Unit 3 Trav el journal》教案2篇Teaching plan of unit 3 travel journal人教版高中英语必修1《Unit 3 Travel journal》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修1《Unit 3 Travel journal》教案2、篇章2：人教版高中英语必修1《Unit 3 Travel journal》教案篇章1:人教版高中英语必修1《Unit 3 Travel journal》教案教学准备教学目标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。
英语人教必修一Unit3TravelJournal【教学设计方案】
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。
高中英语人教版必修1教案-Unit_3_Travel_journal_教学设计_教案
教学准备1. 教学目标1. Ss will be able to learn things related to travel, e.g. the place the fares and transport, etc.Learn something about the Mekong River through reading.2.Students can use what they have learned to describe a trip.3.Students should realize if they want to be successful, whatpersonalities they should have.2. 教学重点/难点1.Understand the text well.2.Try to master the useful new words & expressions in this period.3. 教学用具课件4. 标签Unit 3 Travel journal教学过程Step 1 Warming upShow the photos of some beautiful places visited by my son,ask ss to guess where they are.Show the photos of some beautiful places on the PowerPoint. (The Great Wall; Yuanming Yuan ; Budala Palace; Venice; The Liberty Statue in New York,America; Fujiyama.)Ask students whether they know where they are.T: Do you like traveling?T: Why do you like traveling?Enjoy beautiful scenery; Increase our knowledge; Make friends; Begood to health…T :How will you prepare for traveling? (including the time, the place, the means, the cost, the things you’ll take along, … of traveling)1. time: the Spring Festival; National Day; May Day; weekend;summer( winter) vacation…2.destination: Enjoy some beautiful pictures of famous places withthe whole class:3.What to do: Rock climbing; rafting; bengee; skiing; hiking4.travel cost: talk with the Ss quickly.5.things to take: ID cards(身份证) passports; money (cash); a book of maps; 等。
高中英语 Unit 3《Travel journal》教案 新人教必修1
Unit 3 Travel journal---ReadingTeaching goals1.Learn something about the Mekong River through reading.2.Students can use what they have learned to describe a trip.3.Students should realize if they want to be successful, whatpersonalities they should have.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in thisperiod.Teaching aids: a computer & a projectorTeaching proceduresStep 1 warming upDo you like traveling along a river, a great river?As we all know, there are a lot of rivers in the worldand also there are many great rivers. Now look at the chart. In the left column are names of some great rivers.In the right column are locations where the rivers lie. Please match them. What role does a river play in people’s life? In other words, how do people who live along a river use it?Step 2 Lead InIf you plan to travel along a river, what will you do? Step 3 Pre-readingT: Have you visited the Mekong River? If no, let’s learn something about it.Enjoy a clip of video.2. Can you list the countries that the Mekong River flows through?3.Enjoy the beautiful sights along the Mekong River to arousetheir interest of it.4.The countries the Mekong River flows throughStep 4 ReadingIn this step, get the students to read the text and finish some tasks.Task1: Scan the text quickly, then answer some questions • 1. Who will travel in the text?• 2. Where are they going ?• 3. How are they getting there?• 4.What did Wang Wei prepare for the trip?1) Two years ago,…bought…2) Then ,…persuaded…3) Last year,…visited…4) Several months before our trip,…went to…•5What didn’t she prepare for the trip?•（1）。
高中英语人教版必修1教案-Unit_3_Travel_journal_教学设计_教案_4
教学准备1. 教学目标Knowledge aims:1. Get the students to go over useful new words and expressions.2. Have the students review the grammar:the Present Continuous Tense for future actions.Ability aims:1. Develop the students’ ability to use the important language points.2. Enable the students to learn to express good wishes and farewells.Emotional aims:1. Get the students to keep a travel journal when they go on a journey.2. Enable the students learn to make a trip plan and find a place to travel.2. 教学重点/难点教学重点：Get the students to review and consolidate what they have learned in this unit.教学难点：Get the students to turn what they have learned into their ability.3. 教学用具课件4. 标签Unit 3 Travel journal教学过程Step 1 Revision1. Check the homework exercises.2. Dictate some new words and useful expressions.→Step 2 Lead-inTell the students:Up to now, we have finished Unit 3. Have you learned and grasped all in this unit? Turn to Page 24. You can check yourself by filling in the blanks in the part Summing Up.→Step 3 Summing UpFive minutes for the students to sum up by themselves. Then check and explain something where necessary.Suggested answers:Write down what you have learned about traveling.(The students’ answer may vary. )We have mainly learned about planning for a trip and solving problems after the trip has begun.From this unit you have also learneduseful verbs:transport, cycle, persuade, insist, determine, camp, recorduseful nouns:journal, fare, transport, Vietnam, altitude, valley, attitude, shorts, camp, record, topicuseful adjectives:stubborn, proper, determined, familiar, braveother expressions:change one’s mind, give innew grammar item:the Present Continuous Tense for future actions→Step 4 Word and expression exercises1. Show the following exercises on the screen or give out the exercise papers.1)Fill in the blanks to complete the following sentences.(1)Mary is such a______________ (固执的)girl that no onecan______________ (说服)her to do anything.(2)He______________ (坚持)that she be invited to the party.(3)I want you to tell me the main points now; leave the______________ (详情)till later.(4)When I told her that our journey would begin at an______________ (海拔)of more than 4500 meters, she seemed to be excited.(5)He______________ (记录)the important events and his afterthoughts in his travel journey.(6)Once she___________ ___________ ___________ ____________ (拿定主意), she’ll never_________ ____________ ____________ (改变主意).(7)The enemy is surrounded, and must soon______________ (投降).(8)The people in that country fought bravely for freedom andthey____________ _____________ (决心)to drive the enemy out of their land.(9)The topic of a travel journal can__________ _________________________ (与……不同)a diary, often including people, things, and events less__________ ___________ (为……所熟悉)the readers.(10)_________ _________ (与……比起来)what she had already, the new stamps were not very interesting.2）Fill in the blanks to complete the passage.Mekong River begins______________ a glacier on a Tibetan mountain. At first, the river is______________ and the water is______________. Then it begins to move______________. It becomes __________as it passes ______________deep______________, 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 thehigh______________, the Mekong becomes______________, brown and warm. As it enters Southeast Asia, it travels slowly ______________hills and low valleys, and the______________ where rice grows. At last the river’s______________ enters the South China Sea.2. Ask the students to do the exercises. Several minutes later, check the answers and deal with any problems where necessary.Suggested answers:1)(1)stubborn; persuade (2)insisted (3)details (4)altitude(5)recorded (6)makes up her mind; change her mind (7)give in(8)were determined (9)be different from; familiar to (10)Compared with/to2)at; small; clear and cold; quickly; rapids; through; valleys; across; enters; waterfall; altitudes; wide; through; plains; delta→Step 5 Grammar exercisesShow the following exercises on the screen or give out the test papers.1. It is your duty to check when he______________ for New York.A. has leftB. is leavingC. had leftD. would leave2. Selecting a mobile phone for personal use is no easy task, because technology______________ so rapidly.A. is changingB. has changedC. will have changedD. will change3. —Is everybody here?—No, the speaker______________ soon.A. cameB. has comeC. comesD. is coming4. —Is this raincoat yours?—No, mine______________ there behind the door.A. is hangingB. has hungC. hangsD. hung5. I don’t really work here; I______________ until the new secretary arrives.A. just help outB. have just helped outC. am just helping outD. will just help out6. —Hi, Tom. What’s up?—I______________ for someone to go to the movies with me.A. lookB. have lookedC. lookedD. am looking7. Since I won the big prize, my telephone hasn’t stopped ringing. People______________ to ask how I am going to spend the money.A. phoneB. will phoneC. were phoningD. are phoning8. The old professor has such a bad memory that he looks for the watch while he is______________ .A. having it onB. having on itC. wearing itD. putting it on9. —Are you still busy?—Yes, I______________ my work, and it won’t take long.A. just finishB. am just finishingC. have just finishedD. am just going to finish10. —What’s that unpleasant noise?—Oh, the road before the main gate______________.A. is repairingB. is being repairedC. is repairedD. has been repairedAsk the students to do the exercises. Several minutes later, check the answers and deal with any problems where necessary.Suggested answers:1. B2. A3. D4. A5. C6. D7. D8. C9. B 10. B→Step 6 Discussion and talkImagine you are planning your trip with your classmates. Have a group discussion to discuss the following questions:1. What are you preparing for the trip? 2. Where are you going? 3. What are you planning to do each day? 4. How are you getting there? 5. When you leave home, what will your family and your friends say to you?Sample sentences:1. I am taking a big bag.I am putting some clothes in it.I am taking an umbrella.I am buying a mountain bike.I am taking a map.. . .2. We are going to Laos, Thailand. . .3. On the first day we are setting off early from home.We are spending every night in a village on the way.We are setting out early the next morning.We are writing our journal every evening after supper.. . .4. We are flying/going by plane/going by air.We are taking a train/going by train.We are cycling/going by bike.We are walking/going on foot.We are going by boat/ship.. . .5. When we leave home, my family and my friends will say, “Have a good trip. /Have a good journey. /Have a good time. ”→Step 7 Learning tipGo through the passage on Page 24. Encourage students to keep atravel journal when they go on a journey.→Step 8 Assessment1. Checking yourself (on Page 61 in the Workbook)First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.2. Testing assessmentShow the exercises on the screen or give out test papers.1)Choose words in the brackets to fill in the blanks.(1)They bought the truck for______________ illegal arms.It is easier to go hiking if we have our own______________ . (transport, transporting)(2)People here only drink locally______________ beer.For Anne, talking to Kitty is a great______________ of enjoyment. (source, sourced)(3)Let’s set up our______________ near the small brook!Every summer, our family go______________ in the Alps mountains. (camp, camping)2)Choose suitable words below in their proper forms to complete the short passage.source persuade topic stubborn insist altitude Vietnam (Vietnam’s) Tibet (Tibetan) attitudeWhere to travel for the winter holiday has been theonly______________ of conversation for weeks. All of us want to go to the beach in Hainan, but Xiaogang______________ on goingto______________ . He said he wants to know how he will feel atan______________ of 4000 meters in______________ plateau! We havebeen trying to______________ him, however, he is as______________ asa mule. I think we will be soon persuaded by him.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)(1)transporting; transport(2)sourced; source(3)camp; camping2)topic; insists; Tibet; altitude; Tibetan; persuade; stubborn→Step 9 Homework1. Review and summarize what you have learned in Unit 3.2. Preview the next unit.课堂小结学了这节课，你有什么收获？课后习题单词拼写1．F________，I'd like to thank all those people who helped make the conference such a success.2．He received his degree at eighteen，the youngest g________ in Oxford University.3．He is so s________ that no one can persuade him to change his mind.4．He p________ her to go to school，even though she did not want to.5．What's your a________ towards his behaviour?6．How much is the train f________ from Beijing to Shanghai?7．These gates regulate the amount of water f________ into the canal.8．All these goods will be ________(运输)abroad by ship.9．Does environment ________(决定)one's character?10．I like the way you ________(组织)the information in the report.板书Unit 3 Travel journal。
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全国中小学“教学中的互联网搜索”优秀教学案例评选
教案设计
A. He doesn’t li ke her at all.
B. He is a bit proud of her and admires her.
C. He has to obey her because she is his sister.
D. He thinks that her knowledge of geography is very poor.
(2)Altogether there are______________ people who have to take the great bike trip.
A. one
B. two
C. three
D. four
(3)According to the text, which of the following statements is not true?
A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai.
B. They found a large atlas with good maps in the library.
C. At first, the Mekong River is small, and the water is clear and warm.
D. The Mekong River finally flows into the South China Sea.
(4)Which is the proper order according to the text?
a. The Mekong River enters the South China Sea.
b. The Mekong River begins at a glacier on a Tibetan mountain.
c. At first, the Mekong River is small, and the water is clear and col
d.
d. The Mekong River enters Southeast Asia.
e. The Mekong River travels across western Y unnan Province.
f. The Mekong River leaves China.
A. b, c, e, f, a, d
B. b, c, e, f, d, a
C. c, b, e, f, d, a
D. c, b, f, e, a, d
(5)It can be inferred from the passage that Wang Kun is a______________ person.
A. brave
B. kind
C. timid
D. careful
3. Language problems（猜测词义、分析长难句）
While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as persuade, determined, altitude, etc.
1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . )
2. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb. <should>do. . . )
3. She gave me a determined look—the kind that said she wouldn’t change her mind. (the Attributive Clause)
4. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the present participle used as adverbial)
4.Retell the text.
5.小组讨论、模拟采访：The students discuss in pairs: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip (Comprehending Exercise 3 on Page 19).Then suppose you are a reporter and give an interview to your partner.
Similar attitudes about the trip Different attitudes about the trip
Both Wang Wei and Wang Kun think. . .
1.
2. Wang Wei believes. . .
1.
2.。