1、PAGE * MERGEFORMAT10Book 1 Unit 3 教學設計(1) 課題：Travel journal(2) 教材分析與學生分析： 本單元的中心話題是旅游，通過旅游日記的方法描述旅行見聞。Warming Up部分讓學生想象自己住在青海，要去東南亞旅游。要求他們選擇三個不同的地方并查出不同交通方式及所需費用。然后與同學討論六個話題，使學生了解旅游的必要手段和必須備的費用。Pre-Reading部分的兩個問題主要是引導學生向閱讀部分過度； Reading部分“湄公河旅行日記（Journey Down the Mekong）”的第一部分講述了王昆和王薇夢想往湄公河做自行車旅行，并為之

2、做準備的過程；文章的第二部分A Night in the Mountain放在“語言運用部分”中，主要講述了他們在西藏山中度過的一宿，爬山路的艱苦和樂趣；Comprehending部分通過回答問題、讓學生填寫表格在課文中找到王薇和王昆對旅行的相同和不同看法，加強學生對課文細節(jié)的進一步理解; Learning about Language 部分講述了主要詞匯及其運用和主要語法項目（用現在進行時表示將來）。 (3) 課時安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading: Jour

3、ney down the Mekong The third period: Learning about Language The forth Period：Using Language (A NIGHT IN THE MOUNTAINS) The fifth period: Listening and writing (4)教學目標：知識與技能：了解旅游所需的準備工作，其中包括精神與物質準備。選擇旅游時間、景點、路線、交通工具（火車、汽車、輪船、飛機、自行車等）; 掌握旅游常識，學會解決旅游中出現的一些問題; 掌握和運用本單元出現的新詞匯和短語；學會向別人告別和祝愿；掌握用現在進行時表示將來

4、時的用法。過程與方法：根據課文和所提供地圖的提示，給學生布置一些任務：Imagine you are planning a trip. 1. What are you planning for the trip? 2. Where are you going and what are you planning to do each day? 3. How are you getting there?4. When you leave home, what will your family and your friends say to you?布置這一任務的主要目的是讓學生在理解課文的基礎上學

5、會如何安排旅行，知道旅游需要什么準備，采用什么方式旅游，以及離開家時家人和朋友對他們說什么。情感態(tài)度與價值觀：在實際生活中運用所學知識去安排旅游、選擇地點和路線、選擇旅游方式。學會寫旅游日志。(5) 教學重點和難點：詞匯： journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic familiar brave 短語： change ones

6、mind give in重點語法項目：現在進行時表將來 When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back?難點：1. How to grasp the main idea of the text and how to tell the hosts attitude. 2. How to use the words and the Present Continuous Tense express

7、ing futurity. 3. How describe what they see and hear. 4. How to write a short letter and how to give best wishes to sb. (6) 教學策略：Reading and discussion, speaking and listening, pair work, explaining and practising(7) 教學煤體設計： A projector and a tape recorder.(8) 教學過程：詳見以下分課時教學設計。(9) 課堂練習與課外作業(yè)設計： 穿插于分課

8、時教學設計中(10) 教學反思或值得改進的地方： 見每個課時最后部分。The first period: Speaking: Warming Up and Pre-ReadingAims To talk about traveling Procedures I. Warming up 1. Warming up by discussing Good morning, class. Do you like traveling? Why do you like traveling? And why not? Where have you ever been before? How did you

9、get there? If you are given a chance to travel around the world, what kind of transportations will you use and why? Now look at the following pictures and discuss it in pairs. Name of the transportations Means of transportation Reasons by car (in a car); by bike; by plane (by air;) by train ( on a t

10、rain); by bus ( on a bus); by ship (by water or by boat);in a hot balloon; by motorbike (on a motorbike); by jeep; by truck; in a plate 2. Warming up by looking and speaking Now boys and girls, what do you need to take with you if you are preparing for a bike trip along the Changjiang River? Look at

11、 the pictures and tell the whole class which object you think is the most useful and which one is the least useful. Give a reason why you think so. 3. Warming up by asking and answering Now suppose you live in Qinghai. You plan to spend a holiday with a friend somewhere in Southeast Asia. You have b

12、een given a chance to choose three places to visit. Please find out the one-way fare to get there for different kinds of transportation. Perhaps you may not know the exact fare, but you can guess how much the fare is. Please have a short discussion with your partners and then decide where to go. Ok,

13、 now Id like you to ask your partner the following questions. II. Pre-reading 1. Imaging and sharing Do you like traveling along a river, a great river? What role does a river play in peoples life? In other words, how do people who live along a river use it? The suggested answers: People can drink t

14、he water in a river or wash their clothes. People can swim in a river in summer. People can use a river to irrigate their fields. People can use a river to produce electricity. People can travel along a river. 2. Talking and sharing As we all know, there are a lot of rivers in the world and also the

15、re 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. match answer Names of River Location Names of River Location Mekong India Mekong China，SE Asia Rhine France Rhine Germany Gan

16、ges Russia Ganges India Seine England Seine France Nile Central Africa Nile Egypt Thames Germany Thames England Congo Brazil Congo Central Africa Niger China, SE Asia Niger West Africa Volga US Volga Russia Danube Egypt Danube Central Europe Amazon West Africa Amazon Brazil Mississippi Central Europ

17、e Mississippi US 課后反思：此節(jié)為口語課，教學設計的任務能較地完成，學生積極參與，分工合作。教學過程很自然，鼓勵學生開口說英語，幫助他們建立使用英語的自信。對于錯誤，采用跟進一個正確表達方式的辦法，既提點了學生，有保護了他們的積極性。找教案 The second period: Reading: Journey down the Mekong Aim: To read about traveling To understand the textStep 1. Reading aloud to the recording Do you know what countries th

18、e Mekong River flows through? Now look at the map of the Mekong River and point out the countries it flows through. (China, Laos, Thailand, Cambodia, Burma Vietnam) Ok, today were going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud about the recording of the text JOUR

19、NEY DOWN THE MEKONG. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. Step 2. Reading and underlining Now please read and underline all the useful expressions or collocations in the passage. Copy them

20、 to your notebook after class as homework. Collocations from JOURNEY DOWN THE MEKONG dream about, take a great bike trip, graduate from, got the chance to do sth., cycle along the river, go for long bike rides, mountain bike, persuade sb. to do sth., grow up, get sb. interested in sth., be stubborn,

21、 know the best way of getting to places, the source of the river, care about, give sb. a determined look, change ones mind, at an altitude of, seem to do, the air be hard to breathe, an interesting experience, make up ones mind, give in, a large atlas with good maps, keep doing sth., at first, pass

22、through, be surprised to do sth., half of, at last, the South China Sea Step 3. Reading aloud and understanding Next we are going to read aloud the text and then answer some questions. 1) Who are Wang Kun and Wang Wei? (They are brother and sister, and both are college students.) 2) What was their d

23、ream? (Their dream was to take a great bike trip.) 3) Who are Dao Wei and Yu Hang? (They are Wang Kuns cousins who are at a college in Kunming.) 4) Where is the source of the Mekong River and which sea does it enter?(The source of the river is in Qinghai Province and it enters the South China Sea.)

24、5) What can you see when you travel along the Mekong?(You can see glacier, rapids, hill, valleys, waterfalls and plains.) 6) Is it a difficult journey to cycle along the Mekong? Why? (Yes. The journey begins at an altitude of more than 5,000 meters, where it is hard to breathe and very cold.) step 4

25、. Discussing We have got the general meaning of the passage, and we know Wang Wei and Wang Kun have some similar and different attitudes about the trip. You may have a short discussion with your partners and then fill in the chart. Similar attitudes about the trip Different attitudes about the trip

26、Both Wang Wei and Wang Kun thinks: 1). taking this trip is a dream that comes true. 2). that they will enjoy this trip a lot. 3). they should see a lot of the Mekong. 4). that most of the Mekong will be found in Southeast Asia. Wang Wei believes: 1). they must start in Qinghai where the river begins

27、/see all of the Mekong. 2). that they dont need to prepare much. Wang Kun believes: 1). it is too cold and high to start in Qinghai. 2). that using an atlas is very important. step 5. Closing down Closing down by answering questions What should you do before traveling? (Before traveling, we should m

28、ake good preparations, that is, to make a plan, decide the place to visit and get enough information about the place. With full preparations well have a good time during the trip.) What will your family and your fiends say when you leave home to travel? (When we leave home, my family and my friends

29、will say, “Have a good trip. /Have a good journey. /Have a good time.”) Closing down by translating In the last few minutes you are asked to translate some difficulty sentences in the passage. Step 6. Assignment Revise the contents of the passage Complete the passage on Page 56 in Workbook Do exerci

30、se 2 on page 57 in you exercise books. 課后反思：本節(jié)課能根據英語課程標準的精神進行教學設計，并采用任務型教學法進行教學。在教學過程中注意“教”與“學”的關系，各個教學環(huán)節(jié)的設計都考慮到讓學生在活動中發(fā)揮其主題地位，讓他們去發(fā)現問題，分析問題和解決問題。在設計活動時，能充分考慮到學生的情感態(tài)度，使學生在快樂的學習氣氛中得到能力的培養(yǎng)。The third period: Learning about LanguageAims To learn about the Present Continuous Tense To discover and use som

31、e useful words and expressions Procedures I. Warming up Warming up by discovering useful words and expressions Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 20 to find the correct words and expr

32、essions from the passage to finish the sentences. You are given two minutes to finish them and discuss with your partners. Two minutes later, check in pairs and then check with the whole class. II. Learning about language 1. Reading and finding Good, you have mastered these words and expressions. Le

33、ts turn to page 17 and look at the questions in Warming up 4. Underline the verbs in the questions, and pay attention to the verb forms and do some explanations by yourselves. 2. Learning Grammar We can see that the verbs are all used in the “-ing” form. They are “the present continuous tense”, but

34、they express future actions or plans. The Present Continuous Tense may be used to denote an action that can be pre-planned or prearranged instead of the future indefinite in colloquial English. But please note that, not all verbs can be used in the “-ing” form to express future actions. Such verbs a

35、s come, go, leave, fly, walk, ride, drive, stay, meet, die, see, have, arrive etc. are mainly used in the “-ing” form to express future actions. 3. Doing exercises No. 2 and 3 on page 21 Now turn to page 21 and do exercise 2. In the dialogue a newspaper reporter is interviewing Wang Wei about her pl

36、ans for the trip along the Mekong River. However, they are not sure about some of the verb tenses. Can you help them complete their conversation? Lets continue to do exercise 3. Do you have any plans for the future yourselves? If you have any, please use the Present Continuous Tense to express your

37、future actions. Give as much information as you can. III. Ready used materials for the present continuous tense for future actions or plans be + v.-ing與表示將來的時間連用，表示不久的將來，含義是“預定要做”。（這種結構中常用動作動詞或去向動詞：go, come, leave, start, arrive, travel, fly等，不適用于狀態(tài)動詞）找教案 Im leaving for Beijing this Friday. My frien

38、ds came over last night, and they are coming over this evening, too. We are going to Laoshan this May Day holiday. We had an English class this morning, and we are having another English class tomorrow. We took six subjects last term, and we are taking seven subjects next term. I have arrived in Bei

39、jing. Im visiting the Great Wall tomorrow morning. After class we are playing football on the playground. We are flying to Shanghai next Friday. IV. Closing down Closing down by making a dialogue To end the period you are going to make a dialogue in pairs to tell the whole class your plan on this Su

40、nday. Closing down by writing Suppose you are planning a holiday trip. Write a short passage about your plan. You must pay great attention to the tense. The following questions can help you. Where are you going for your holiday? Who are you going with? How are you getting there? What are you doing t

41、here? Where are you staying? What are taking with you? When are you returning? 課后反思：本節(jié)著重傳授用現在進行時表將來的意義。能比較順利的完成教學任務，學生能積極參與。不足之處是練習過少。The forth Period：Using Language (A NIGHT IN THE MOUNTAINS) Aims To read the passage A NIGHT IN THE MOUNTAINS To use the language by reading, listening, speaking and w

42、riting Procedures I. Warming up by talking about Tibet Have you ever been to Tibet? Do you want to travel in Tibet? Can you tell me something about Tibet? Tibet lies on the Qinghai-Tibet Plateau of the southwest border of China. The average height of the whole region is more than 4,000 meters above

43、sea level, for which Tibet is known as “Roof of the World”. The highest peak of Tibet, also the highest in Himalayas and in the whole world, is Everest Peak, which is as high as 8,846.27 meters above sea level. Although a part of China, Tibet has a unique culture of all its own. It is mainly inhabit

44、ed by Tibetans, a minority nationality of old and mysterious people. Tourist attractions include the Potala Palace in Lhasa, Jokhang Temple, and a number of Buddhist sacred places. Tibet (Xi Zang in Chinese) is to the south of Xin Jiang Uygur Autonomous Region and Qing Hai Province, to the west of S

45、ichuan, to the northwest of Yunnan and to the north of India and Nepal. Its population of 2.3 million people come from a variety of ethnic groups including Tibetan, Han, Monba and Lhota. Its capital city is Lhasa. Northwest Tibet, mainly Qing Hai plateau, is home to a variety of unusual and unique a

46、nimals. Across the northern expanse of Tibet, you can see vast grasslands where horses, yak and sheep roam freely. The worlds lowest valley, the Grand Yarlun-tzanpo River Valley lies in east Tibet. It is freezing cold in most time of the year. Most tourists come to visit Tibet only in the warmest se

47、asons, June, July, August and early September. II. Reading 1. Reading and underlining Now lets go on with Journey Down The Mekong with Wang Wei and Wang Kun. They are in Tibet now. Please turn to Page 22. Read the passage quickly and underline all the useful expressions and collocations in it. Copy

48、them to your notebook after class as homework. Collocations from JOURNEY DOWN THE MEKONG (II) although, ride bicycles, in front of, as usual, need to do sth., to climb the mountain road was hard , be great fun, reach a valley, much warmer, change into, T-shirts, shorts, in the early evening, stop to

49、 do sth., make camp, put up, after supper, go to sleep, stay awake, at midnight, become clear, so that, the sound of the fire, travel so far, join sb., hardly wait to see, change ones attitude. 2. Reading and translating Next you are going to read the text JOURNEY DOWN THE MEKONG and translate it in

50、to Chinese. 3. Speaking Read the passage again and find the answers to the questions: 1) How does Wang Kun feel about the trip? (He is starting to like the trip.) 2) What do you think has changed his attitude? (seeing the beautiful land) 3) Is it natural for Wang Kun not to feel lonely? (Yes. Becaus

51、e the scene Wang Kun saw is beautiful. The sky was clear and the stars were bright. Also their cousins are waiting for him.) 4) Would you feel the same way in this situation? Why or why not? (You may have different opinions about this. Just speak it out and let us share your idea, will you?) Imagine

52、 that the dialogue happens the next morning before Wang Kun and Wang Wei leave their camp. Write a short dialogue between them with your partner. Wei: You look so tired Kun: Yes, I stayed up late last night. Wei: Really? What did you do? Kun: I watched the clear sky and the bright stars. Wei: Thats

53、nice. They must be pretty. Kun: Yes, they were. 課后反思：本節(jié)課的設計與實施以英語課程標準的理念為指導，注重培養(yǎng)學生“優(yōu)化學習方式，提高自主學習能力”。在教學過程中，能引導學生通過觀察、體驗、探究等積極主動的的學習方法，充分發(fā)揮自己的學習潛能，形成有效的學習策略，提高自主學習的能力。The fifth period: Listening and writing Aim:Grasp the main idea of the passage and get to know what the author saw and heardTo write a

54、 letterProceduresStep 1 Listening 找教案 Lets go on with Journey Down The Mekong River (part 3) with Wang Wei. Turn to page 23 and do the listening text. Before listening to the tape, please read the words fast, then tick the words you hear on the tape. After that Ill play the tape for the second time

55、and then finish the chart. You should look through the chart and find out the listening points. The following questions can help you understand the listening text. Where is the girl from? What do people in Laos use the river for? Why do people in Laos call the river “the sea of Laos”? What is the ri

56、ver called in Tibet and Vietnam? What other beautiful sights along the Mekong River in Laos? Step 2 Guided writing 1. Reading and underlining In this unit, we have read the first two parts of a travel journal and have listened to the third part of the travel journal. What is the difference between a

57、 journal and a diary? Let read the passage on page 23 and find out the difference between the two. Underline all the useful expressions and collocations in it. Copy them in your notebook after class as homework. Collocations from Reading and Writing put ones thoughts into a diary, travel journey, th

58、e difference between, for on thing for another, record ones experiences, soon after, be familiar to, make a list of, comparewith, agree to. Read the passage quickly and then fill in the information on the chart. A diary A travel journal 1). Personal; 2). To try to record how the writers feel very soon after things happen 1). Isnt as personal as a di