最新必修一Unit-3-Travel-Journal教学设计
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。
高一英语必修一Unit3 Travel Journal Reading教学设计
高一英语必修一Unit3 Travel Journal Reading教学设计教学目标一、情感态度与价值观1.树立学生小组合作意识。
2.使学生明白环境保护的重要性。
二、过程与方法通过查阅、收集资料及小组讨论的学习活动，体验合作学习的过程和方法；理解文章内容并掌握旅游中的注意事项。
三、知识与技能1.知道王昆和王薇在游览湄公河流域方面存在的异同观点。
2.理解第二部分内容即“沿湄公河而下”。
3.学会如何组织一次旅游活动。
教学重点、难点1.如何阅读旅游类文章及组织旅游活动。
2.知道在旅游活动怎样做准备。
学情分析高一年级的学生已经具备一定的英语自主学习基础，并且其对于诸如旅游之类的日常生活需求也有自己的个人观点。
同时，由于刚刚升入高中，其对该阶段的学习生活处于摸索阶段，有着强烈的好奇心和求知欲。
此外，已能够很好的使用网络资源进行学习。
课时安排: 1课时（45分钟）授课方法: 讲授法、小组讨论与展示教学资源: 多媒体课件教学过程Step 1 GreetingStep 2 RevisionT：First，I’ll ask some of you to give the answers to the exercises in Part 1 on Page 57.Suggested answers：are going/will go/am going to stay/will stay/am stayingis going to fly/will fly/is flyingis going to take/will take/is taking；leavesbought；will buy/are going to buy；met；will meet/are meeting/are going to meetStep 3 Lead inT：Here is good news.Your favorite singer Jay will give performances in Wuxi Stadium.But tomorrow you will take an English exam.What will you do？S1：Forget the exam and enjoy the concert first.S2：Forget the concert.Get well prepared for the exam.I can enjoy another concert of his some day.S3：...S4：...T：So we can see different students have different ideas，or different students hold different attitudes.（Write “holda...attitude” on the blackboard）.Do you know what an attitude is？S：An attitude is what a person thinks about something.T：Yes，usually different people hold different attitudes.Let’s turn back to Part One of this unit and make a comparison between Wang Kung’s and Wang Wei’s attitudes toward the trip along the Mekong.Present the chart on the screen；then give Ss a few minutes to discuss.T：Now，who do you think was right about the trip？S：Wang Kung.T：Why？S：His attitude was more practical and it is always right to get well prepared before setting out for a trip.T：Quite right.Step 4 First readingT：Now I’d like you to read the second part of this unit，and find out the answers to the two questions：1.How does Wang Kung feel about the trip now？2.What do you think has changed his attitude？Ss read the passage silently with some light music being played.T：Are you ready now？S：He thinks the trip is full of fun and excitement and he is eager for it. T：How can you know？S：The text says：to climb the mountain was hard work，but to go down the hills was great fun.It also says：we can hardly wait to see them.The later sentence means that Wang Kung and his sister were eager to meet their cousins and set out for the trip.T：Good answer and good explanation.You see，he can read between the lines. Class，you should learn from him.Who will be a volunteer to answer the second question？S：I’ll try.At first，Wang Kung was not very eager for thetrip，because he thought the trip would not be very easy because of thin air and cold weather.But the different experiences on the way to the altitude have changed his attitude.T：Can you tell us what the different experiences are？S：The changeable weather，the ice in autumn，their living in the tent，and the unusual quietness at night.Step 5 Second-readingT：Suppose you have just come back from a trip，and you want to tell your e-pal about your trip，what will you tell him？S：Of course I’ll tell him what I have seen during the trip，wonderful sceneries，interesting people and customs.S：I will tell him what I eat；in some places there are special delicious food. S：I can also tell him what I hear and what I do.S：At the end of my e-mail，I’ll tell him what I feel about the trip.T：So you know what to write about when writing a traveljournal.And when reading such kind of articles，you also need to pay attention to these information.Please read the passage and fill in the chart.Suggested answers：（Chart two）Step 6 DiscussionT：We all know traveling is interesting and exciting，but sometimes dangerous. Now my question is：What can we do before we set out for a trip to make our trip a safe and pleasant one？Give Ss a few minutes to discuss.S1：I think we should first decide a proper destination.Think about our time and money，then find an ideal destination.S2：We should get to know the background information about the place we’ll visit，such as its language，history，culture，customs，religion，politics.S3：Decide what means of transport we will take to save money and time. S4：We’d better know about the weather there，so we can prepare proper clothes. T：Yes，proper clothes can keep you warm or cool.S5：I think a compass and a local map is always necessary in case that we lose our way.T：Good.And what else will take along with you？S6：Medicine.Someone may catch cold or get sunburn，or get bitten by mosquitoes.We can take some water-resistance sunscreen and insect repellent to avoid being bitten.S7：Maybe we can wear sunglasses or straw hats to protect ourselves from the sunshine.S8：We’d better take some food and drinks.S9：Take a cell phone with us.In case of emergency，we can get in touch with the police or relatives，thus we’ll get immediate rescue.T：（Present these information on the blackboard to make Ss remember them.The teacher can present the information in the form below：）T：I’d like to remind you that whenever you go，don’t forget to get your life insured.Step 7 Homework1.Imagine that the dialogue happens the next morning before Wang Kung and Wang Wei leave their camp.Some of you write one short dialogue between them，and practice it.2.Finish workbook exercise Part 1 “Using words and expressions” on Pages 56-57.板书设计 Module1 Unit 3 Trave JournalThe Fourth Period Readingchart 1 chart 2activity1... activity3... activity2... activity4...。
必修一 Unit 3 Travel journal教学设计
巩固本节课所学知识
让学生在对文章了解的基础上有更深入的理解，培养学生独立思考和简单的推理能力
Step 4 Summing up
Summarize the passage by filling in the blanks(If time permits,do it in class.If not,let the Ss do it as their homework).
教学策略
1.自主学习策略：通过背单词及新课的预习，对阅读内容有大致的了解，有助于新课的学习。
2.启发式教学策略：引导学生思考问题，回答问题。
3.合作学习策略：通过小组及同桌合作学习，培养合作学习、互帮互助的精神，也更有助于培养学习英语的兴趣。
教学准备
1.布置预习作业（请学生在课前背诵好上节课所学单词，并预习课文内容）。
1.Skim the passage and find out the main idea of the passage and each paragraph.
2.Read the passage again and answer some questions.
3.Fill in the blanks
必修一 Unit 3 Travel journal
学生分析
本课的授课对象为新走进高中的高一学生，尽管通过前两个单元的学习，已经对长篇幅的文章有了一定程度的适应。但是因为初中英语基础较差，对英语的感兴趣程度较低，完成长篇阅读还是有一定难度。因此，为了让学生能够更好的理解文章，采用从整体到细节的方式进行，让学生对文章有更清晰的认识。
Fill in the blanks.
重新梳理一遍文章的主体内容
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。
英语必修一unit3教案
英语必修一unit3教案【篇一：新人教版高一英语必修1unit3 travel journal 全单元教案】unit 3 travel journali．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, give in, 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 inmodern society. ask them to discuss the fares to get to one place for different kinds of transport. 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 and expressions and also learn useful structures---- the present continuous tense to express future actionsing language: present how to write a travel journal and then practise writing iii.teaching arrangment1stperiod 2nd period 3rd period 4thperiodwarming-up and listening reading learn about languageusing 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? (超级链接)：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) (超级链接) :1. time (超级链接):the spring festival; national day; may day; weekend; summer( winter) vacation…2.destination(超级链接): enjoy some beautiful pictures of famous places with the whole class: huangshan黄山; jiuzhaigou九寨沟; guilin桂林; stone forest(石林); jiuquxi(九曲溪; yunufeng,wuyi(武夷玉女峰); sanqing mountain三清山; hangzhou;longmen caves (龙门石窟);tian’anmen square(天安门广场);terracotta,xi’an(西安兵马俑); summer palace(颐和园); london bridge;the opera house悉尼歌剧院; eiffel tower艾菲尔铁塔.3.what to do(超级链接): rock climbing; rafting; bengee; skiing; hikingallow the ss to talk more about it.4.travel cost: talk with the ss quickly.5.things to take(超级链接): id cards(身份证) passports; money (cash); a book of maps; 等。
人教版必修一Unit3Traveljournal教案设计
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一、教案背景1，面向学生：□中学2，学科：英语2，课时：13，学生课前准备：一、初读课文，了解课文大意。
二、自学单词，读准读音。
三、让学生提出自学中遇到的问题。
二、教学课题语言知识目标：1. Get the students’ to learn the following useful new words and expressions in this passage:journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude change one’s mind give in2. Get the students to learn about the usage of The Present Continuous Tense to express future actions.语言技能目标：Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.情感态度目标：Stimulate the students’ love for nature by getting them to know the greatness of a river.文化意识目标：Raise the awareness of protecting the places of interest.1. 运用所学知识在实际生活中安排旅游, 包括选择地点、选择路线、选择旅游方式、查询费用等。
北师大版高中英语必修一第三单元教案
北师大版高中英语必修一第三单元教案全文共3篇示例，供读者参考篇1Unit 3 Travel journal1. Teaching aims:a. Enable students to master some vocabulary related to travel.b. Enable students to grasp some important sentence structures and expressions.c. Cultivate students' listening, speaking, writing and reading skills.d. Cultivate students' interest in writing travel journals.2. Teaching key pointsa. Key vocabulary related to travelb. Important sentence structures and expressionsc. Writing skills for travel journals3. Teaching difficult pointsa. How to use the vocabulary and sentence structures in practical situations.b. How to write a coherent and interesting travel journal.4. Teaching aidsa. Multimedia resourcesb. Whiteboard and markers5. Teaching proceduresStep 1: Warm-up (10 minutes)a. Show students some pictures of famous tourist attractions around the world and ask them if they have ever been to any of them.b. Discuss with students the reasons why people travel and the benefits of traveling.Step 2: Vocabulary learning (15 minutes)a. Introduce some key vocabulary related to travel, such as "destination", "sightseeing", "accommodation", "itinerary", etc.b. Have students practice using the vocabulary in sentences.Step 3: Listening and speaking practice (20 minutes)a. Play a recording of a travel journal entry and have students listen carefully.b. Ask students to discuss in pairs or small groups about their own travel experiences and share them with the class.Step 4: Writing practice (30 minutes)a. Introduce the format and structure of a travel journal entry.b. Have students write their own travel journal entry about a trip they have taken or would like to take.c. Provide feedback and corrections on students' writing.Step 5: Review and assessment (15 minutes)a. Review the key vocabulary and sentence structures learned in the lesson.b. Have students present their travel journal entries to the class for assessment.6. Homeworka. Ask students to continue their travel journal entries at home and bring them to the next class for review.b. Assign some exercises related to the vocabulary and sentence structures learned in the lesson for further practice.Through this lesson, students will not only improve their English language skills, but also develop a greater appreciation for the art of travel journal writing.篇2北师大版高中英语必修一第三单元教案Unit 3 Travel journalⅠ. Teaching aims and requirements1. Knowledge aims:(1) Get to know some news words: trek, snowcapped, spiritual, kingdom, Kingdom, camel.(2) Understand the main idea of each para., comprehend some detailed information to Mary and Mood.(3) Practice reading skills: skimming and scanning.2. Ability aim:Improve students’ abilities of listening, speaking, reading and wring. Learn how to express travel through it.3. Emotion aim:(1) Cultivate students’ travel mind and prepare their travel ideas.(2) Learn to respect, peaceful and grateful.4. Moral aim:Learn to natural world to love, to know animals and treasure life’s creatures.Ⅱ. Teaching key points1. Summary the passage: Why does Mary Bishop come to the Nepal Himalaya?2. How did she feel after leaving the snow-capped mountain?3. What about another member’s mood?Ⅲ. Teaching difficult points1. Improve students’ summarizing ability.2. Ingrain climate.Ⅳ. Teaching aidsA recorder, a computer and multi-media.Ⅴ. Teaching methodsTask-based teaching. Communicative approach.Ⅵ. Teaching proceduresStep Ⅰ: Lead-in1. Show some cards about the animals and choose the most important animal in their heart.2. Ask: Why do they feel meet?3. Listen to the tape for warming up.Step Ⅱ: Pre-reading.Predict what they may feel during trekking in the Himalayas and give their an example then scan Task1Q1.Step Ⅲ: Reading1. Students read the passage quickly and choose the answer about Mary loses while trekking.2. To teacher’s questions: What’s wrong with Mary’s friend?3. Analyze detailed information of Mood.4. Check the work and ask some questions to each other and fill in the blanks.Step Ⅳ: Comprehension1. Listen to Task2Q2 to particular. They can draw a map to explain that she arrives in Jiri and then to Sethopsar.2. Find the detailed from the passage and fill in the blanks.3. Pair works to discuss mood for 2 minutes.Step Ⅴ: Language practice1. Help student to speak: In pairs. Practice speaking these dialogues.2. To help them to translate Chinese into English.Step Ⅵ: SummaryAsk students to try their best to speak in English about their thoughts when meet animals in trekking.Step Ⅶ: Homework1. Choose another paragraph to summarize.2. Writing an essay with their parents talking about experience of trekking.Ⅶ. Blackboard designUnit 3 Travel JournalMain Idea: Why does Mary Bishop come to the Nepal Himalaya?a) ...........b)...............c)…………Task 1Fill in the blanks.1. The writer saw many ---------.2. There was a dog following the trek who tried to--------.3. In the evening, they camped in a beautiful ---------.Task 2Write down your answers in the passage.1. Travel to Tsomanthang.2. Go to Sethopsar.ConclusionImprove students' summarizing and comprehension abilities.篇3Lesson 3 One's company, two's a crowd, three's a party【Teaching Aims】1. Enable students to master the key words and expressions in the text.2. Improve students' listening, speaking, reading and writing skills.3. Develop students' ability to express their opinions and thoughts in English.4. Cultivate students' understanding of different cultures and social norms.【Teaching Key Points】1. Key words and expressions in the text.2. Listening comprehension.3. Speaking practice based on the text.4. Writing a short paragraph expressing personal opinions.【Teaching Difficult Points】1. Listening comprehension.2. Expressing personal opinions and thoughts in English.【Teaching Methods】1. Task-based teaching method.2. Group discussion.3. Pair work.4. Role play.5. Multimedia teaching.【Teaching Procedures】Step 1: Greeting and warm-up (5 minutes)- Greet the students and introduce the topic of the lesson.- Ask students to discuss in pairs: "What do you think makes a good party?"- Have a brief class discussion to share ideas.Step 2: Pre-reading task (10 minutes)- Ask students to look at the title of the text and predict what it might be about.- Play a short video clip of a party scene and ask students to describe what they see and how they feel.Step 3: Reading and listening (20 minutes)- Read the text aloud and ask students to read along silently.- Play the audio recording of the text for students to listen and follow.- Discuss the main ideas, key words, and expressions in the text.Step 4: Reading comprehension (15 minutes)- Divide students into pairs or small groups to discuss and answer the comprehension questions.- Check the answers as a class and provide feedback.Step 5: Speaking practice (20 minutes)- Divide students into groups and assign roles for a role play activity about planning a party.- Encourage students to use the key words and expressions from the text in their conversations.- Monitor and provide feedback on their speaking skills.Step 6: Writing (15 minutes)- Ask students to write a short paragraph expressing their opinions on the importance of social gatherings.- Collect and review the paragraphs for grammar and vocabulary errors.Step 7: Summarizing and homework (5 minutes)- Summarize the key points of the lesson and ask students to review the text for homework.- Assign a writing task for students to write a party invitation using the key words and expressions from the text.【Teaching Reflection】This lesson aims to engage students in a variety of activities to improve their English skills while exploring the theme of social gatherings. By focusing on listening, speaking, reading, and writing tasks, students are able to practice and consolidate their language skills in a meaningful context. The use of multimedia and interactive activities helps to create a dynamic and engaging learning environment.。
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。
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。
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 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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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Travel Journal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：New words：journal, fare, transport等。
Functional sentences：Have a good day / time ! Good luck! Enjoy yourself !Best wishes to you.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。
使学生从所提供的各种材料里获取信息，运用语言组织能力来表达自己的观点并正确使用现在进行时表示将来的用法。
3、情感目标：了解旅游时的交通工具、旅游必备以及相关的旅游注意事项，激发学生对大自然的热爱和旅游的兴趣。
4、学习策略：学会合作学习、自主学习、主动探究；积极参加课题活动，提高语言应用能力。
5、教学理念（1）探究式和合作学习教学理念。
本节课我多次组织各种形式的合作学习，如group work，comparison鼓励学生通过体验、讨论、合作和探究他们感兴趣的问题并自主解决问题，强调学生在中实践得英语。
同时还可培养学生的合作精神。
（2）任务型教学理念。
学生在做中学、在做中练、在做中巩固。
在教学中采用presentation-practice-produce的教学环节。
本节课共设计了8个任务，不仅可以拓展学生的知识，更可以培养学生的学习兴趣，以致于提高学生综合运用英语的能力。
（3）循序渐进的分层教学理念。
教学由简到繁、由易到难。
考虑到学生存在着如智力、兴趣、性格、学习方式等方面的差异，老师在设计教学时能够做到多个层次、多个韧度切入主要学习任务，并根据学生情况，在相应的难度和层次上都给学生建立一个活动空间，让不同程度的学生有机会参与语言的实践。
（4）根据可拉申的输入假说：“写是输入的过程、是在前面多方式、多渠道的足够可理解输入的情况下，而达到的自然输入。
”四、教学重难点：本着课程标准，在吃透教材基础上，我确立了如下的教学重点、难点（1）重点：掌握现在进行时表示将来的用法以及一些表示祝愿的句型.学习一些功能句，应用于实际生活中。
（2）难点：进一步巩固现在进行时表示将来的用法，学习灵活运用表示祝愿的句型。
提高学生处理信息、解决问题、自主学习的能力，以及学生口语运用能力和合作能力。
五、教学过程Step 1 Duty Report （3 mins）以两人对话或小组的形式来讲述每个人难忘的旅行经历，并可以和大家分享照片和视频，让他们也可以感受其中的乐趣并了解更多的旅游知识，从而引入本节课的主题：旅行计划以及旅行前的准备。
设计意图：以“我的一次旅行经历”为值日报告内容，让给学生根据自己的亲身经历，通过向别人介绍以及欣赏照片等方式再次感受旅行带来的快乐，同时引入本课的中心话题：旅行。
营造轻松和谐的学习氛围，同时也使学生热身，为下面的任务作准备。
Step 2 Warming-up（2 mins）Show some pictures about the places of interest in the world on the screen, and ask the students to guess. The places of interest are Tian'an men Square, the Great Wall, Wuyi Mountain, Eiffel Tower, Pyramid, Sydney Opera House, Hawaii, Disneyland, and so on.设计意图：这些图片都是学生较为熟悉的中外著名景点和名胜古迹，在镀锡景点名称的同时，也可以让学生领略各地的风景，活跃课堂气氛，拓展学生的事业及知识面。
Step 3 Watch a video （11 mins）Watch a video about Oahu in Hawaii. After that, answer the following questions：1. Which place does the video introduce？Where is it?It introduce the island-- Oahu , in Hawaii.2. How are you going to get there?By car, by foot, by boat, by plane, by train, and by ship.3. What should you prepare or consider if you go there?Money, clothes, sun glasses, hat, swimsuit, water bottle, umbrella, raincoat, tent, first aid kit, map and compass,etc.4.What other things you should pay attention to:(1)Learning something about their cultures and customs before traveling.(2)Besides, learning some words and expressions for everyday use will help to communicate with the local people more easily.5. How do you like travel?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.设计意图：播放一段关于夏威夷胡岛的视频，从此视频中获取相关的信息，并根据这段视频让学生总结出旅行钱所需的物质准备和知识准备，以及交通工具，以此培养学生从视频材料中提取信息的能力，还让学生设身处地地做好旅行前的计划。
这项活动旨在提高学生自主学习的能力，扩大学生的只是面，并且进一步锻炼学生的英语思维以及听说能力。
Step 4 Pair work （8 mins）Show a map of Jiangxi Province. There are many places of interest in each city. Give the students some minutes to make a travel plan. The requests of the task:1. Nanchang is the beginning.2. Choose the place(s) you want to go, and plan the travel routing.3. The plan includes the means of tansportation and your preparation.4. Ask some students to act out their conversation.设计意图：运用前面所学的知识即旅行前得准备以及必须考虑到的事情，结合学生熟悉的本省旅游景点进行小组对话，这样有助于提高学生的语言组织能力、知识运用能力、口语能力以及团体合作能力。
Step 5 Group work （15 mins）There are four pictures：spaceship，Mount Huang，Hainan Island，and forest. Give each group one picture. According to the pictures and given questions and expressions of good wishes, discuss in four and make a performance.Questions:1. Where are you going for your birthday(s) and why are you going there?2. What should you prepare for your travel?3. How are you getting there?4. How much money will you pay for the fare?5. Where are you staying?设计意图：提供四幅图片，每组一个任务，让每个学生都参与其中，确保每个学生都能开口说英语；运用本书课的要点，即向别人告别和表达祝愿的话以及用现在进行时表示将来时表示将来时的用法，让学生学以致用，锻炼他们的语言组织能力。
Step 6 Homework （1 min）1. Write a journal about your last travel.2. Preview the reading on page 18, and think of the questions in pre-reading.设计意图：每位学生在课后按照正规格式再写一篇关于旅行的日志，复习这节课所学过的知识，达到巩固和加深印象的作用。