1、四川省射洪縣射洪中學高一英語 Unit 3Travel journal Period 1Warming up and Reading學案本單元的中心話題是旅游(Travel)，通過旅游日記的方式描述旅行見聞。具體涉及旅游所需的準備工作（包括精神與物質準備），以及選擇安排旅游時間、景點、路線、交通工具等。語言技能和語言知識等都是圍繞旅游(Travel)這一中心話題展開的。為了圍繞中心話題開展聽、說、讀、寫活動，本單元安排了八個部分：“熱身(Warming Up)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehending)”“語言學習(Learning abo

2、ut Language)”“語言運用(Using Language)”“小結(Summing Up)”和“學習建議(Learning Tip)”。“熱身（Warming Up）”部分讓學討論乘公交車、乘火車、乘船和乘飛機四種不同交通方式的優(yōu)、缺點，并填入表格中。然后讓學生想象自己計劃選一個地方去度假，并就度假事宜編一段對話。與同學討論六個問題，使學生了解旅游的必要手段和必備的費用。目的是培養(yǎng)學生利用網絡等資源查閱信息的能力，教師可借此幫助學生掌握一些關于旅游方面的詞匯和相關知識，同時提出的六個問題都涉及現(xiàn)在進行時表示將來的用法，為本單元其余部分的學習作好了鋪墊?！白x前（Pre-reading）

3、”部分提出了兩個問題：沿河居住的人怎樣利用河流？世界上有許多大河，如果你只能沿著其中一條河旅游，你會選哪一條？它們不僅與單元主題有關，而且與下一部分的閱讀材料內容緊密聯(lián)系，從而導出了話題，并為閱讀作好準備?！伴喿x（Reading）”部分是JOURNEY DOWN THE MEKONG（湄公河旅行游記）的第一部分THE DREAM AND THE PLAN（夢想與計劃），王坤用第一人稱講述了他和王薇夢想沿湄公河騎自行車旅行，并為之作準備的過程。主要目的是通過閱讀培養(yǎng)學生略讀、跳讀、根據上下文猜測詞義等閱讀技巧，并使學生了解湄公河的地理風貌，豐富他們的地理知識。“理解（Comprehending）

4、”部分提供了五個練習。通過問答題的形式、用自己的話解釋句子。讓學生填寫表格列舉在課文中王薇和王坤對旅行的相同和不同態(tài)度并說明自己的看法、想象自己就是王坤和王薇并利用某一段落的信息編對話以及比較并解釋句子的意義，加深學生對課文內容、細節(jié)以及重點句子的進一步理解?！罢Z言學習（Learning about Language）”部分講述了主要詞匯及其運用和重點語法項目（用現(xiàn)在進行時表示將來）。詞匯部分設計了三個練習：練習1是利用閱讀文章中的單詞或短語填空完成句子；練習2是從所給的單詞或短語中選擇正確的完成句子；練習3是從所給的單詞中選擇合適的單詞完成段落。設計這些練習的目的是幫助學生復習掌握重要詞義和

5、詞語，并能在具體的語境中正確使用。在這一環(huán)節(jié)中，教師要引導學生自學、自做、自助、自悟，即指導學生形成自主學習意識，掌握合適的學習策略。語法項目是用現(xiàn)在進行時表示將來，設計了3個練習：練習1是通過觀察“熱身”部分中的問題來了解用現(xiàn)在進行時表示將來的用法以及這種時態(tài)的構成，并要求從閱讀文章中找出相似的句子；練習2以記者采訪的形式，通過談論制定旅游計劃學習現(xiàn)在進行時表示將來的用法；練習3給出了表示將來的時間狀語，要求仿照例句用現(xiàn)在進行時表示將來的句子填空。設計這些練習的目的就是讓學生通過具體的語境了解、理解并正確運用現(xiàn)在進行時表示將來的用法?！罢Z言運用（Using Language）”部分含讀和討論

6、(Reading and discussing)、聽和說(Listening and speaking)和寫(Writing)三個綜合訓練。讀和討論(Reading and discussing)是JOURNEY DOWN THE MEKONG（湄公河旅行游記）的第二部分A NIGHT IN THE MOUNTAINS（山中一宿），主要講述了她們在西藏山中度過的一宿，爬山路的艱苦及樂趣；聽和說(Listening and speaking)圍繞中心話題，講述王薇和王坤在去往大理與表兄弟會面的路上與一個老撾女孩的對話；寫(Writing)要求學生把自己想象成王坤的朋友圍繞話題給他寫一封短信詢問老

7、撾的情況。練習冊中與之對應的Listening、Listening task 和 Reading task中的語篇分別是JOURNEY DOWN THE MEKONG（湄公河旅行游記）的第四、五、六部分。這一部分的主要目的就是培養(yǎng)學生通過閱讀、聽力等各種途徑獲取信息的能力，以及通過小組討論、說、寫等手段培養(yǎng)學生用英語進行交際的能力，使學生了解生態(tài)旅游的概念和意義，樹立為建立人與自然和諧發(fā)展的環(huán)境而努力的意識?！靶〗Y（Summing Up）”部分設計了一個表格，引導學生從本單元的話題、詞匯和語法等方面對所學內容進行歸納總結。這樣做的目的是便于學生復習掌握本單元的要點內容，更重要的是使學生養(yǎng)成良好

8、的學習習慣，從而提高學習效率，同時也鍛煉了學生的歸納總結的能力。“學習建議（Learning Tip）”部分鼓勵學生外出旅行時寫旅游日記（travel journal）。這無論對于提高自己的英語水平，還是滿足許多人喜歡看游記的愿望，都是極為有益的，教師應該督促學生養(yǎng)成這個好習慣。知識目標：本單元需要學習的重點單詞為：journalfaretransportVietnamfinallycyclepersuadestubborninsistproperproperlydeterminedeterminedaltitudevalleyattitudeshortscamprecordtopicfami

9、liarbrave本單元需要學習的重點詞組為：one-way faredream of/aboutpersuade somebody to do somethingbe determined to do somethingas usualchange ones mindgive inbe familiar with somethingbe familiar to somebody本單元需要學習的重點句型為：1. It was my sister who first had the idea to cycle along the Mekong River from where it begins

10、 to where it ends. (It is/was. . . who/that. . . )2. Although she didnt 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. do. . . )3. She gave me a determined lookthe kind that said she wouldnt change her mind. (th

11、e Attributive Clause)4. Once she has made up her mind, nothing can change it. (Once. . . )5. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the present participle used as adverbial)6. As it enters Southeast Asia, it travels slowly through hills and lo

12、w valleys, and the plains where rice grows. (the Attributive Clause)7. It was so quiet in the mountains that night that there was almost no wind, only the sound of the fire. (so that. . . )8. The topics of a travel journal can be different from a diary, often including people, things, and events les

13、s familiar to readers. (including. . . )本單元需要掌握的交際功能用語為：祝愿和告別(Good wishes and farewells)1. Have a nice/good day/time. Have a nice/good journey/trip.Good luck! Enjoy yourself! Best wishes to you.Happy New Year! Merry Christmas! Happy birthday!2. Thank you. You, too. The same to you.本單元需要掌握的語法為：現(xiàn)在進行時表

14、示將來(The Present Continuous Tense to express future actions)When are you leaving?How are you going there?Where are you staying?How long are you staying there?When are you coming back?能力目標：1. 能根據已知信息推測所聽材料的內容以及拼寫所聽有關單詞。2. 能運用所學語言表達將來的計劃，并學會向別人告別和表達祝愿。3. 學會用英語交流旅游計劃，談論旅游話題。4. 掌握理解本單元旅游日記的內容和閱讀技巧。5. 學會寫

15、書信談論旅游感受、描寫旅游景觀等。情感目標：1. 運用所學知識在實際生活中安排旅游, 包括選擇地點、選擇路線、選擇旅游方式、查詢費用等。2. 掌握旅游常識，學會解決旅游中出現(xiàn)的一些問題。3. 養(yǎng)成外出旅游時寫旅游日記的習慣。4. 了解生態(tài)旅游的概念和意義，幫助學生樹立為建立人與自然和諧發(fā)展的環(huán)境而努力的意識。課時安排This unit helps students make a connection between geography, or the “l(fā)ay of the land”, and the customs and traditions of the people who live

16、 there. The places visited in this unit are close to home:in China and Southeast Asia. Critical thinking skills developed in this unit will include planning for a trip and solving problems after the trip has begun. The skills students are asked to use are set in realistic situations and are intended

17、 to make students more resourceful. The focus in this unit is on how to read an atlas to make travel plans and how to find ways to travel. An atlas offers a wealth of information about geography and is one way to increase students awareness of their global environment. Use of an atlas especially add

18、resses the needs of students with visual and spatial learning styles. Of course, the photos and maps included in this unit add to the skills taught. Practice with creative writing is continued in this unit. Students learn about the purpose of the journal and how it compares with the diary. Students

19、are also given practice in reading journal entries and writing their own. In the process, they are introduced to the role of sensory detail in descriptive writing. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:Period

20、1:Warming up and ReadingPeriod 2:Important language pointsPeriod 3:Grammar:The Present Continuous Tense for Future ActionsPeriod 4:ListeningPeriod 5:Extensive ReadingPeriod 6:Speaking and WritingPeriod 7:Revision (Summing up and Learning tip)Period 1Warming up and Reading整體設計從容說課This is the first te

21、aching period of this unit. At the beginning of the class, the teacher can lead in the topic of this unit by brainstorming some questions, such as:Do you like traveling? Why do you like traveling? Where have you ever been before?As to Warming up, the teacher can follow the steps on Page 17. Its purp

22、ose is to get students talking about the six question prompts and the topic of this unit. So it does not matter whether they can find the correct fares. They can estimate, or give a good guess about how much it will cost. The important thing is to get students to carry on conversations in pairs usin

23、g the Present Continuous Tense to express planned actions in the immediate future. This part helps to make the students ready for Reading.Before reading the passage, the students should discuss the two questions in the part Pre-reading in pairs. This makes for getting the students thinking about the

24、 general topic of the reading passage.The reading passage is the first part of JOURNEY DOWN THE MEKONG. It gives students the background about the bike trip, especially the planning that went into it. This part also introduces students to the four young people who made the trip:Wang Kun, the writer

25、of the journal and his sister, Wang Wei, and their cousins Dao Wei and Yu Hang. This section also introduces students to many of the geographical terms they will use throughout the Students Book and Workbook parts. So, the teacher can ask the students first to read quickly to get the main idea of th

26、e passage and topic sentence of each paragraph, then read carefully to locate particular information for Exercise 1 in Comprehending (on Page 19), and finally do Exercise 2:List the countries that the Mekong River flows through. During the course of reading teaching, the teacher can not only develop

27、 students reading ability, including skimming, scanning and further understanding, but also get the students to learn the common knowledge about travel and the Mekong River. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher sho

28、uld deal with any language problems while they are reading.After reading the passage, the students should discuss in pairs:Wang Weis and Wang Kuns similar and different attitudes about the trip.To consolidate the contents of the reading passage, the students should be required to retell the story at

29、 the end of the class. In order to arouse the students interest, the teacher can hold a competition between groups.教學重點Get the students to learn different reading skills.教學難點Develop the students reading ability, especially the ability of understanding implied meanings.教學方法1. Task-based teaching and

30、learning2. Cooperative learning3. Discussion教具準備The multimedia and other normal teaching tools三維目標Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage:journalfaretransportVietnamfinallycyclepersuadestubborninsistproperproperlydeterminedetermineda

31、ltitudevalleyattitudechange ones mindgive in2. Get the students to learn about the usage of The Present Continuous Tense to express future actions.Ability aims:Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.Emotional aims:

32、Stimulate the students love for nature by getting them to know the greatness of a river.教學過程設計方案（一）Step 1 Lead-in and Warming up1. Brainstorming some questionsDo you like traveling? Why do you like traveling? Where have you ever been before? How did you get there? If you are given a chance to travel

33、 around the world, what kind of transportations will you use and why?Show the chart and ask students to discuss it in pairs.Name of the transportationsMeans of transportationReasonsby car (in a car)by bikeby plane (by air)by train ( on a train)by bus ( on a bus)by ship (by water or by boat)in a hot

34、balloonby motorbike (on a motorbike)by jeepby truckin a plate2. Following the steps of the Warm up on Page 17.Step 2 Pre-reading1. Imaging and sharingDo you like traveling along a river? What role does a river play in peoples daily life? That is, how do people who live along a river use it?Suggested

35、 answers:People can drink the water in a river.People can wash their clothes in a river.People can swim in summer and skate in winter.People can irrigate their fields.People can use a river to produce electricity.People can travel along a river. . .2. Talking and sharingAs is known, the world has ma

36、ny great rivers. On the left are names of some great rivers and the right locations where the rivers lie. Please match them.Names of River LocationsMekongGermanyRhineChina，SE AsiaNileEgyptCongoEnglandThamesCentral AfricaAmazonUSMississippiBrazilAsk the students:If you could travel down only one of t

37、hem, which one would you choose? Why?Step 3 While-reading1. Skimming1)The students read the passage quickly and answer the question:What are Wang Kun and Wang Wei going to do?2)Fill in the table:Type of writingMain idea of the passageTopic sentence of the 1st paragraphTopic sentence of the 2nd parag

38、raphTopic sentence of the 3rd paragraphSuggested answers:Type of writingThis is a travel journal.Main idea of the passageWang Kun and Wang Weis dream of taking a great bike trip, their different attitudes, Wang Weis determination, and their preparations for the trip.Topic sentence of the 1st paragra

39、phIt was my sister who first had the idea to cycle along the Mekong River.Topic sentence of the 2nd paragraphAlthough she didnt know the best way of getting to places, she insisted that we find the source of the river and begin our journey there.Topic sentence of the 3rd paragraphWe found a large at

40、las with good maps that showed the details of the world geography.2. Scanning1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage again to locate particular information and answer each question on Page 19.2)Choose the best answers accordin

41、g to the passage.(1)Whats the authors attitude towards his sister, Wang Wei?A. He doesnt like 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 t

42、ake 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

43、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, an

44、d the water is clear and cold.d. The Mekong River enters Southeast Asia.e. The Mekong River travels across western Yunnan Province.f. The Mekong River leaves China.A. b, c, e, f, a, dB. b, c, e, f, d, aC. c, b, e, f, d, aD. c, b, f, e, a, d(5)It can be inferred from the passage that Wang Kun is a_ p

45、erson.A. braveB. kindC. timidD. carefulSuggested answers:(1)B(2)D(3)C(3)C(4)B(5)D3. Language problemsWhile 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.4. Re

46、ading aloud to the recordingPlay the tape of the passage for the students to listen and follow.5. Listing the countries that the Mekong River flows through.The students read the map and the third paragraph to list the countries that the Mekong River flows through.Suggested answer:China, Laos, Thaila

47、nd, Cambodia, Burma, Vietnam.Step 4 After-readingThe students discuss in pairs:Wang Weis and Wang Kuns similar and different attitudes about the trip (Comprehending Exercise 3 on Page 19), then fill in the chart.Similar attitudes about the tripDifferent attitudes about the tripBoth Wang Wei and Wang

48、 Kun think. . ..Wang Wei believes. . .1.2.Wang Kun believes. . .1.2.Step 5 ConsolidationAsk some students to retell the passage in the third person referring to the chart.One possible versionWang Kun and his sister Wang Wei dreamed about taking a great bike trip ever since their middle school

49、 days. After graduated from college, they got a chance to do it. It was Wang Wei who first had the ideas to cycle along the Mekong River from its source. They both bought expensive mountain bikes. They also got their cousins Dao Wei and Yu Hang to go who were interested in cycling, too.Wang Wei was

50、a stubborn girl. Although she didnt know the best way of getting to places, she insisted that they should find the source of the river and began their journey there. When she heard the source of the Mekong River was in Qinghai, she wouldnt change her mind. She was even excited when she knew that the

51、ir journey would begin at an altitude of more than 5000 meters. She also thought that it would be an interesting experience.Before the trip, they went to the library, where they found a large atlas with good maps. From the atlas, they learnt more information about the Mekong River.Step 6 Homework1.

52、Finish off the workbook exercises.2. Retell the passage in your own words within 200 hundred words.設計方案（二）Step 1 Lead-in and Warming up1. Brainstorming some questions2. Following the steps of the Warm up on Page 17.Step 2 Pre-reading1. Imaging and sharingDo you like traveling along a river? What rol

53、e does a river play in peoples daily life? That is, how do people who live along a river use it?2. Talking and sharingAs is known, the world has many great rivers. Match names of some great rivers with their locations where the rivers lie.Ask the students:If you could travel down only one of them, w

54、hich one would you choose? Why?Step 3 While-reading1. ScanningThe students read the passage quickly and get the topic sentence of each paragraph.2. SkimmingRead the whole passage again to locate particular information and answer each question (Comprehending Exercise 1 on Page 19).3. Language problem

55、sWhile checking the answers with the whole class, deal with language problems.4. Reading aloud to the recording5. Listing the countries that the Mekong River flows through.Step 4 After-readingThe students discuss in pairs:Wang Weis and Wang Kuns similar and different attitudes about the trip (Compre

56、hending Exercise 3 on Page 19).Step 5 ConsolidationAsk some students to retell the passage in the third person.Step 6 Homework1. Finish off the workbook exercises.2. Retell the passage in your own words within 200 hundred words.Type of writingThis is a travel journal.Main idea of the passageWang Kun

57、 and Wang Weis dream of taking a great bike trip, their different attitudes, Wang Weis determination, and their preparations for the trip.Topic sentence of the 1st paragraphIt was my sister who first had the idea to cycle along the Mekong River.Topic sentence of the 2nd paragraphAlthough she didnt know the best way of getting to places, she insisted that we find the source of the river and begin our journey there.Topic sentence of the 3rd paragraphWe found a large atlas with good maps that showed the details of the world geography.活