英语必修一第三单元原创教案总汇
Unit 3Travel journal
Period 4Listening
整体设计
从容说课
This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.
The emphasis of this period should be placed on developing students’ listening ability. Listening and speaking on Page 23 in the textbook is the third part of JOURNEY DOWN THE MEKONG:CHATING WITH A GIRL. The teacher can first lead in the topic by talking about the first part of JOURNEY DOWN THE MEKONG:THE DREAM AND THE PLAN. Tell the students on the way to meet their cousins, the two travelers Wang Wei and Wang Kun see a girl walking along the road. Wan Kun stops to chat with her. Then ask the students to turn to Page 23 and play the tape for them to do each exercise in turn. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary.
As to the parts Listening on Page 55 and Listening task on Page 58 in the Workbook, the teaching procedure can be approximately the same as the above.
Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
教学重点Develop the students’ listening ability.
教学难点Get the students to listen and understand different listening materials.
教学方法 1. Task-based listening
2. Cooperative learning
教具准备 A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn some useful new words and expressions.
2. Get the students to know about the simile.
Ability aims:
1. Enable students to catch and understand the listening materials.
2. Develop the students’ ability to get special information and take notes while listening.
Emotional aims:
Get the students to know more about the Mekong Delta region by listening to and understand listening materials, thus stimulate the students’ love for nature.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to make a dialogue, using the Present Continuous Tense for future actions.
→Step 2 Warming up
1. Ask some students to talk about Part 1 THE DREAM AND THE PLAN.
2. Tell the students:We are going to listen to Part 3 CHA TING WITH A GIRL. On the way to meet their cousins, the two travelers Wang Wei and Wang Kun see a girl walking along the road. Wan Kun stops to speak to her.
→Step 3 Listening
Turn to Page 23 and do each exercise in turn. Before listening, read aloud the tasks and make sure the students understand what to do. Try to guess what the listening is about.
1. Play the tape, then let the students do Exercise 2:Listen to Part 3 CHATING WITH A GIRL and tick the statement which tells main idea of the dialogue.
Check the answer with the whole class.
2. Play the tape again for the students to answer the following questions:
Where is the girl from?
What do people in Laos use the river for?
Why do people in L aos call the river “the sea of Laos”?
What is the river called in Tibet and Vietnam?
What other beautiful sights along the Mekong River in Laos?
3. Play the tape for the third time for students to finish the passage in Exercise 3.
Several minutes later, check the answers with the whole class. Play the tape again if necessary.
4. Get into pairs and continue the dialogue between Wang Kun and the girl, using the expressions for good wishes and farewells.
→Step 4 Listening (on Page 55 in the Workbook)
Tell the students:Turn to Page 55. We are going to listen to Part 4 OCTOBER IN LAOS. Go through the tasks first and make sure you understand what to do.
1. Play the tape for the students to do Exercise 2:Listen to Part 4 of JOURNAL DOWN THE MEKONG and tick the words you hear on the tape.
2. Play the tape again for the students to do Exercise 3:Listen to this material again and answer the questions.
3. In groups make a list of adjectives to describe the countryside in Laos.
4. Check the answers with the whole class. Play the tape again if necessary.
→Step 5 Listening task (on Page 58 in the Workbook)
Tell the students:We are going to listen to Part 5 ON THE ROAD IN LAOS. In this part, Wang Kun is describing a few of the things they saw during their tour.
1. Before listening, look at the picture and discuss the questions.
1)Is this photo a modern one or was it take many years ago? How do you know?
2)What information can you get from the picture?
2. Play the tape for the students to write the main idea in one sentence.
3. Play the tape again for the students to fill in the information on the chart.
Life along the river in the past
Life along the river now
3
3
4. Discuss the questions.
1)How did Wang Kun and Wang Wei greet the old man?
2)What did they talk about?
3)Do people like the change of lifestyle? What about the old man’s attitude?
4)Why does the man prefer the old day of life?
Several minutes later, check the answers with the whole class. Play the tape again if necessary.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Try to retell Part 3 CHA TING WITH A GIRL, Part 4 OCTOBER IN LAOS and Part 5 ON THE ROAD IN LAOS.
板书设计
Unit 3Travel journey
Listening
Part 3 CHATING WITH A GIRL On the way to meet their cousins, the two travelers
see a girl walking along the road. Wan Kun stops
to chat with her. . .
Part 4 OCTOBER IN LAOS . . .
Part 5 ON THE ROAD IN LAOS . . .
活动与探究
Go to the library to read or get online to search in order to find some places of interest in China and in the world. Take notes of your findings and tell the class which place you want to visit most.
Sample notes:
Of all the notable mountains in China, Mount Huangshan, to be found in the south of Anhui Province, is probably the most famous. Originally known as Mt. Yishan it was renamed Mt. Huangshan in 747 AD in recognition of the legendary Huang Di, who was the reputed ancestor of the Chinese people and who made magic pills for immortality here.
Wu yue is the collective name given to China’s most impor tant mountains, namely Mt. Taishan in Shandong Province, Mt. Huashan in Shaanxi Province, Mt. Hengshan in Shanxi Province, Mt. Songshan in Henan Province and Mt. Hengshan in Hunan Province. It is said that you won’t want to visit any other mountains after seeing wu yue but you won’t wish to see even wu yue after returning from Mt. Huangshan. This saying may give you some idea of the beauty and uniqueness of Mt. Huangshan. Together with the Yellow River, the Yangtze River and the Great Wall, Mt. Huangshan has become one of the great symbols of China.
Mt. Huangshan can boast not only of its magnificence but also its abundant resources and great variety of zoological species, for which it has been listed as a World Natural and Cultural Heritage Site.
Unit 3Travel journal
Period 5Extensive Reading
整体设计
从容说课
This is the fifth teaching period of this unit. The teacher should first check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.
In this period, the teaching emphasis will be put on developing the students’ reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those the students feel most difficult and help them to understand. Some important points should be explained and practiced.
We will deal with two reading passages. The first one is the second part of JOURNEY DOWN THE MEKONG:A NIGHT IN THE MOUNTAINS. Part of the purpose of this entry is to reach students in the affective domain. It tells us what Wang Wei and Wang Kun saw, heard and did, also how they felt in Tibet. In order to lead in the topic of this part, the teacher can first show the students a picture about the Tibetan mountains and ask some questions about Tibet. Then ask the students to fill in the chart designed according to this part by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with any language problems the students can’t work out by themselves. Later on, ask the students to listen to the tape, mark the rising and falling tone of each sense group and sentence and practice reading aloud. The second passage is still part of the travel journal that makes up the whole of this unit. Actually it is about the end of the journey. So this reading assumes information from other parts of the unit. The cyclists began their journey in Qinghai province and passed through Tibet, Laos, Cambodia and Vietnam. Then there is the exercise which requires the students to use information not only from this reading passage but also from other parts of the journal. So encourage them to discuss the topics in the chart and look elsewhere in the unit for the answers.
During the course of reading teaching, the teacher can not only develop students’ reading ability, but also get the students to learn about common knowledge about Tibet, Laos, Cambodia and Vietnam.
To consolidate the contents of the reading passages, the students should be required to retell the two parts. In order to arouse the students’ interest, the teacher can hol d a competition between groups.
教学重点Develop the students’ reading skills by extensive reading.
教学难点Enable the students to learn to use reading strategies such as skimming, scanning, and so on.
教学方法 1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备 A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the new words and expressions:shorts, camp, as usual, so far, put up
2. Get the students to know about Tibet, Laos, Cambodia and Vietnam.
Ability aims:
1. Develop the students’ reading skills by extensive reading.
2. Enable the students to learn to use different reading strategies.
Emotional aims:
1. Enable the students to love and enjoy nature.
2. Develop the students’ sense of grou p cooperation.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell Part 1 THE DREAM AND THE PLAN.
→Step 2 Lead-in
Show the students the picture:The Tibetan Mountains. Brainstorm the following questions:Have you ever been to Tibet? Do you want to travel in Tibet? Can you tell me something about Tibet?
After talking about Tibet, tell the students:Wang Wei and Wang Kun are going on with their Journey Down The Mekong. They are in Tibet now. Turn to Page 22. Read Part 2 A NIGHT IN THE MOUNTAINS quickly and then answer me several questions.
→Step 3 Reading
1. Get the students thinking about the picture and the topic of the passage, then discussing in pairs to predict what it says.
2. Skimming
Get the students to read quickly and fill in the chart.
see
hear
do
feel
Suggested answers:
see snowfall
clear sky
bright stars
hear almost no sound but that of the fire
do ride bicycle in the snow
change autumn clothes to winter clothes
change winter clothes back to autumn clothes
put up tents to make camp
feel (legs)heavy and cold
To climb the mountain was hard work, but to go down the hills was great fun.
can hardly wait to see their cousins
3. Scanning
Work in pairs. Read the passage again to locate particular information.
1)How does Wang Kun feel about the trip?
2)What do you think has changed his attitude?
3)Is it natural for Wang Kun not to feel lonely?
4)Would you feel the same way in this situation? Why or why not?
Suggested answers:
1)She is starting to like the trip.
2)Seeing the beautiful land.
3)Yes. Because the scene Wang Kun saw is beautiful. The sky was clear and the stars were bright. Also their cousins are waiting for him.
4)You may have different opinions about this. Just speak it out and let us share your idea, will you?
4. Language Points
While checking the students’ answers, deal with any language problems to see if the students can guess the meanings of the new words and expressions.
5. Reading and underlining
Read the passage quickly again and underline all the useful expressions and collocations in it.
Collocations:
although, ride bicycles, in front of, as usual, need to do sth. , be great fun, reach a valley, much warmer, change. . . into. . . , T-shirts, shorts, in the early evening, stop to do sth. , make camp, put up, after supper, go to sleep, stay awake, at midnight, become clear, so. . . that. . . , the sound of the fire, so far, join sb. , hardly wait to see, change one’s attitude
6. Reading aloud
Play the tape for the students to listen and mark the rising and falling tone of each sense group and sentence. Then practice reading aloud.
→Step 4 Dialogue
Imagine 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.
Several minutes later, ask some students to show their dialogue to the class.
Sample dialogue:
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:That’s nice. They must have been pretty.
Kun:Yes, they were.
→Step 5 Reading task(on Pages 58-59)
1. Ask the students to turn to Page 59 and read the passage:The End of Our Journey. Then fill in the form with the information from the travel journal.
Topic Laos Cambodia Vietnam Population
Weather
Learning
Farming
2. Check the answers with the whole class. Deal with any language problems.
Suggested answers:
Topic Laos Cambodia Vietnam
Population half the population of
Cambodia twice the population
of Laos
almost seven times the
population of
Cambodia
Weather cool and dry in
autumn cooler in the north and much warmer in the south
Learning half of its people
couldn’t read or write
Farming rice and fish rice and fish rice, fish and fruit →Step 6 Consolidation
Retell each part of JOURNEY DOWN THE MEKONG. Work in groups.
1. Fill in the chart.
JOURNEY DOWN THE MEKONG
Part 1
Part 2 A night in the mountains
Part 3
Part 4
Part 5
Part 6
2. Choose one for each group to report their retelling.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Write a summary for each part of
JOURNEY DOWN THE MEKONG.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell Part 1 THE DREAM AND THE PLAN.
→Step 2 Lead-in
Show the students the picture:The Tibetan Mountains. Brainstorm some questions about Tibet.
→St ep 3 Reading
1. Get the students thinking about the picture and the topic of the passage, then discussing in pairs to predict what it says.
2. Skimming
Get the students to read quickly and fill in the chart.
see
hear
do
feel
3. Scanning
Work in pairs. Read the passage again to locate particular information.
4. Language Points
While checking the students’ answers, deal with any language problems.
5. Reading and underlining
Read the passage quickly again and underline all the useful expressions and collocations in it.
6. Reading aloud
Play the tape for the students to listen and mark the rising and falling tone of each sense group and sentence. Then practice reading aloud.
→Step 4 Dialogue
Imagine 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.
→Step 5 Reading task
1. Ask the students to turn to Page 59 and read the passage:The End of Our Journey. Then fill in the form with the information from the travel journal.
2. Check the answers with the whole class. Deal with any language problems.
→Step 6 Consolidation
Retell each part of JOURNEY DOWN THE MEKONG. Work in groups.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Write a summary for each part of JOURNEY DOWN THE MEKONG.
板书设计
Unit 3Travel journal
Extensive reading
JOURNEY DOWN THE MEKONG
Part 1
Part 2 A night in the mountains
Part 3
Part 4
Part 5
Part 6
活动与探究
Go to your school library or surf in the Internet to collect information about Tibet in order to make preparations for your travel journey.
Sample passage:
Tibet lies on the Qinghai-Tibet Plateau of the southwest border of China. The average height of the whole region is more than 4000 meters above 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 8846. 27 meters above sea level.
Although it is a part of China, Tibet has a unique culture of all its own. It is mainly inhabited 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 is to the south of Xinjiang Uygur Autonomous Region and Qing Hai Province, to the west of Sichuan, 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 animals. Across the northern expanse of Tibet, you can see vast grasslands where horses, yaks and sheep roam freely. The world’s 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 seasons, June, July, August and early September.
Unit 3Travel journal
Period 6Speaking and Writing
整体设计
从容说课
This is the sixth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson.
The emphasis of this period is laid on developing the students’ speaking and writing ability. First show the students the pictures of the Aswan Sam, the Hoover Dam and the Three Gorges Dam. Discuss and talk about the question:What do you think a dam does to a river and the people who live on it? Then go through the part Writing on Page 23 and let the students know what to do. Later on, get them to begin to write a short email to Wang Kun as a friend of his asking about Laos. This email is a type of writing that students will be very familiar with. Tell the students they can follow the steps:1. In pairs choose the details about Laos that are most interesting. Think of what else you would like to know about Laos. Write these ideas down as questions. 2. Now choose two or three of the best questions for your email. Each question should have another sentence explaining why you want to know this information. 3. Put them in an order that makes sense. 4. Begin your email as shown on Page 24 in the textbook and add your questions for Wang Kun. Your writing should not be more than one paragraph. 5. Finish your email.
As for Writing task on Page 60 in the workbook, it gives students practice in persuasive writing. They must persuade or convince their classmates to use their travel agency because it offers the best services for the price. This task involves teamwork and group planning of the kind students will need to do after they finish their education and enter the workforce. To make the
poster more attractive to readers, the teacher should encourage students to choose their words carefully and use sensory detail when possible. The prices they list should be realistic for the services tourists are offered. Encourage the students to consider their audience. In other words, ask them:For whom are you making this poster? or what kind of tourist do you hope to attract? Ask the students to make a poster after the model on Page 60. If time doesn’t permit, this task can be homework. Make sure students work in groups to finish it.
教学重点 1. Develop the students’ speaking ability.
2. Get the students to learn to write an email and a travel poster.
教学难点 Get the students to make an advertisement or a brochure.
教学方法 Discussing and cooperative-learning
教具准备 The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn some useful new words and expressions.
2. Get the students to know about what a dam does to a river and the people who live on it.
3. Get the students to learn the form of an email and the ways to express good wishes.
Ability aims:
1. Deve lop the students’ speaking ability.
2. Get the students to learn how to write an email and how to express good wishes in it.
3. Get the students to learn how to make a travel poster.
Emotional aims:
Enable the students to master writing skills and write excellent emails and make wonderful posters.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to summarize JOURNEY DOWN THE MEKONG.
→Step 2 Speaking
1. Show students the pictures of the Aswan Dam, the Hoover Dam and the Three Gorges Dam and talk about them.
2. Work in pairs and discuss the question:What do you think a dam does to a river and the people who live on it?
3. Make a list of good and bad things a dam does.
Good things:
1)control floods
2)make electricity
3)The raised water level makes it possible for heavy-loaded ships to pass.
4)bring new scenery
Bad things:
1)force the people to move from their land and homes
2)The Three Gorges Dam has forever changed some of the most historically celebrated scenery in the area.
3)Refugees are economically, culturally and psychologically devastated.
4)People in the Mekong Delta suffer from diseases dams and large irrigation projects in the tropics bring.
5)The construction of dams in Southeast Asia has brought some of the countries into heavy debts.
4. Discuss your report with your classmates.
→Step 3 Writing
1. Pre-writing
1)Talk about what is the difference between a diary and a travel journey.
Show the two passages on the screen.
Passage 1:
It is the most beautiful spot I have visited in the world to date. It has delicious air, sparkling lakes, and stunning scooped-out vistas from a bygone age. I have heard others speak effusively about its jaw-dropping beauty. But after seeing Glacier for myself, I can honestly say that prior descriptions did not do it justice. It exceeded my expectations. It’s spectacular.
Passage 2:
At 6:00 am, my classmates and I met at the school gate. Then we went to the Xihu Park by bus. In the morning, we went to the zoo, where we saw many different animals. Of all the animals, I like monkeys best. At noon we had a picnic lunch on the grassland. After a short rest, we went boating on the Yingshan Lake. We held a boat race and our team won. At about 4:00 in the afternoon, we went home.
Ask the students to decide which a diary is and which a travel journal is. (Passage 1 is a travel journal while Passage 2 is a diary. )
2)Make a list of details from the travel journal that you believe are real and you don’t believe are real.
Real details Unreal details
1.
2.
3. 1.
2.
2. While-writing
1)Write a short email to Wang Kun as a friend of his and ask him something about Laos.
2)Read your writing and check the mistakes by yourselves.
3)Exchange your writing and correct the mistakes.
4)Rewrite the email again.
3. After-writing
1)Choose some samples and show them in class.
2)Tips on writing:
Pay attention to the form of an email.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
→Step 4 Language Points
1. record
1) vt. 记录，记载；录音，录制
This volume records the history of the city.
这部书记录了该城市的历史。
The songs were recorded by the radio company.
这些歌曲是由广播公司录制的。
2)vi. 进行录音；被录音
Her voice records well. 她的声音录下来很好听。
3)n. 记录，记载；唱片
The doctor keeps a record of all the serious illnesses in the village.
医生保存了这个村庄所有严重疾病的记录。
The young singer is very popular and has made a lot of records by far.
这位年轻的歌手很受欢迎，目前已录制了很多唱片。
make a record录制唱片
set a record创记录
break a record 打破记录
keep a record保持记录
keep a record of 把……记录下来
for the record正式记录在案
off the record非正式的
on record记录下来的
2. familiar adj. 熟悉的
This song sounds familiar.
这首歌听起来很熟悉。
I could hear Mary playing a familiar tune.
我能听到玛丽正在弹奏一首熟悉的曲子。
be familiar to & be familiar with:
1)be familiar to sb. 意思是“为某人所熟悉”，主语可以是sb. 或sth. 。
The city is familiar to me.
这座城市对我来说很熟悉。
He was familiar to me but I couldn’t think of his name at once.
他对我很熟悉，但我一时想不起他的名字。
2)be familiar with sth. 意思是“对某事熟悉”，主语通常是sb. 。
Are you familiar with the rules of baseball?
你熟悉棒球规则吗?
He is familiar with Chinese ancient history.
他通晓中国古代史。
be familiar to和be familiar with的转换
That man is not familiar to me. → I am not familiar with that man.
我对那个人不熟悉。
3. For one thing. . . (for another. . . )一方面……，另一方面……；一则……，再则……
For one thing, a journal isn’t as personal as a diary. For another, a travel j ournal has a different purpose.
一方面，旅行日志不像日记那样涉及私事；另一方面，它也有不同的目的。
For one thing, I haven’t any money; for another, I don’t like the style.
一则，我没有钱；再则，我也不喜欢那款式。
→Step 5 Consolidation
Translate the following sentences into English.
1. 在这次运动会上，没有人打破记录。
2. 这是有记录以来最冷的冬天。
3. 你熟悉棒球规则吗?
4. 这首歌听起来我很熟悉。
5. 她一来很漂亮，二来又聪明。
Suggested answers:
1. During this sports meet no one broke any record.
2. This was the coldest winter on record.
3. Are you familiar with the rules of baseball?
4. This song sounds familiar to me.
5. For one thing, she is pretty; for another, she is clever.
→Step 6 Workbook
Work in groups of four and make a poster on Page 60 or finish the project on Page 61.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Write down the letter to Wang Wei in the exercise book.
板书设计
Unit 3Travel journal
Speaking and writing
Real details Unreal details Tips on writing
1. anything about the geography of China
and
3. the places the bikers visit 1. anything about the four
bikers
2. their personal experiences
1. the form of writing
a
3. the structures of the
sentences
活动与探究
Imagine you are planning a bike trip with your partner. Hold a discussion to talk about what you should do before traveling and what is the most useful and least useful object you need to take.
Sample dialogue:
A:What do you think we should do before traveling?
B:In my opinion, we should make good preparations, that is, to make a plan, decide the place to visit an d get enough information about the place. With full preparations we’ll have a good time during the trip.
A:Well, I’m not sure about what are the most useful objects we need to take, but I know a can/tin opener is not very useful.
B:Why not?
A:Think about it:cans/tins are heavy to carry on a bike. So no cans/tins means no can/tin openers.
B:Yes, you’re right. And I’m not sure about the need for an umbrella.
A:But certainly it will rain on their trip. So it is useful.
B:I disagree. How can you hold an umbrella and ride a bike?
A:Oh, yeah, I see what you mean. So they should have raincoats.
B:Yes, and raincoats are not as heavy.
A:How about the radio? I mean, can we really use it?
B:Maybe in China to get the weather.
A:Yes, sure, but most of the trip is not in China. We don’t know the languages.
B:Right. OK, so we agree that a can/tin opener, umbrellas and a radio are useless.
Unit 3Travel journal
Period 7
整体设计
从容说课
This is the seventh (also the last)teaching period of this unit. The emphasis should be placed on going over what has been learned in this unit. It mainly includes two parts:Summing up and Learning tip.
Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents. Learning tip encourages students to keep a travel journal when they go on a journey. Not only does it make for developing students’ writing ability, but also many people enjoy reading about journey a nd seeing the world through somebody else’s eyes. So, make sure that the students have a try.
In this period, the teacher can also add more practices to consolidate what the students have learned in this unit. Finally, ask the students to finish Checking yourself on Page 61 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.
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.
教学方法Summarizing, discussing and practicing
教具准备 A projector and other normal teaching tools
三维目标
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.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and useful expressions.
→Step 2 Lead-in
Tell 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 Up
Five 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 learned
useful verbs:transport, cycle, persuade, insist, determine, camp, record
useful nouns:journal, fare, transport, Vietnam, altitude, valley, attitude, shorts, camp, record, topic
useful adjectives:stubborn, proper, determined, familiar, brave
other expressions:change one’s mind, give in
new grammar item:the Present Continuous Tense for future actions
→Step 4 Word and expression exercises
1. 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 one can______________ (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 and they____________ _____________ (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 the high______________, 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/to
2)at; small; clear and cold; quickly; rapids; through; valleys; across; enters; waterfall; altitudes; wide; through; plains; delta
→Step 5 Grammar exercises
Show the following exercises on the screen or give out the test papers.
1. It is your duty to check when he______________ for New York.
2. Selecting a mobile phone for personal use is no easy task, because technology______________ so rapidly.
A. is changing
C. will have changed
D. will change
3. —Is everybody here?
—No, the speaker______________ soon.
4. —Is this raincoat yours?
—No, mine______________ there behind the door.
5. I don’t really work here; I______________ until the new secretary arrives.
A. just help out
B. have just helped out
C. am just helping out
D. will just help out
6. —Hi, Tom. What’s up?
—I______________ for someone to go to the movies with me.
A. look
C. looked
D. am looking
7. Since I won the big prize, my telephone hasn’t stopped ringing. People______________ to ask how I am going to spend the money.
A. phone
C. were phoning
D. are phoning
8. The old professor has such a bad memory that he looks for the watch while he is______________.
A. having it on
C. wearing it
D. putting it on
9. —Are you still busy?
—Yes, I______________ my work, and it won’t take long.
A. just finish
B. am just finishing
C. have just finished
D. am just going to finish
10. —What’s that unpleasant noise?
—Oh, the road before the main gate______________.
A. is repairing
B. is being repaired
C. is repaired
D. has been repaired
Ask the students to do the exercises. Several minutes later, check the answers and deal with any problems where necessary.
Suggested answers:
1. B
2. A
3. D
4. A
5. C
6. D
7. D
8. C
9. B10. B
→Step 6 Discussion and talk
Imagine 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 tip
Go through the passage on Page 24. Encourage students to keep a travel journal when they go on a journey.
→Step 8 Assessment
1. 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 assessment
Show 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)attitude
Where to travel for the winter holiday has been the only______________ of conversation for weeks. All of us want to go to the beach in Hainan, but Xiaogang______________ on going to______________. He said he wants to know how he will feel at an______________ of 4000 meters in______________ plateau! We have been trying to______________ him, however, he is as______________ as a 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; camping
2)topic; insists; Tibet; altitude; Tibetan; persuade; stubborn
→Step 9 Homework
1. Review and summarize what you have learned in Unit 3.
2. Preview the next unit.
板书设计
Unit 3Travel journey
Unit Revision
Write down what you have learned about traveling.
We have mainly learned about planning for a trip and solving problems after the trip has begun.
From this unit you have also learned
useful verbs:transport, cycle, persuade, insist, determine, camp, record
useful nouns:journal, fare, transport, Vietnam, altitude, valley, attitude, shorts, camp, record, topic
useful adjectives:stubborn, proper, determined, familiar, brave
other expressions:change one’s mind, give in
new grammar item:the Present Continuous Tense for future actions
活动与探究
Work in groups of three. Imagine you and two of your classmates run a travel agency. Make a travel brochure and share your brochure with other classmates and decide which the best one is. The following evaluation table can give you a reference. The one that gets the highest mark will certainly be the winner.
item score
Did the group use correct sentences? 5 4 3 2 1 Did the group organize information logically? 5 4 3 2 1 Did the group make the handwriting easy to read? 5 4 3 2 1 Did the group use proper colors? 5 4 3 2 1 Was the description attractive and interesting? 5 4 3 2 1 Was the description clear enough for readers? 5 4 3 2 1 Did you like the general design of the brochure? 5 4 3 2 1 What do you think should be improved? 5 4 3 2 1
Unit 3Travel journal
单元规则
本单元的中心话题是旅游(Travel)，通过旅游日记的方式描述旅行见闻。具体涉及旅游所需的准备工作（包括精神与物质准备），以及选择安排旅游时间、景点、路线、交通工具等。语言技能和语言知识等都是围绕旅游(Travel)这一中心话题展开的。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。“热身（Warming Up）”部分让学讨论乘公交车、乘火车、乘船和乘飞机四种不同交通方式的优、缺点，并填入表格中。然后让学生想象自己计划选一个地方去度假，并就度假事宜编一段对话。与同学讨论六个问题，使学生了解旅游的必要手段和必备的费用。目的是培养学生利用网络等资源查阅信息的能力，教师可借此帮助学生掌握一些关于旅游方面的词汇和相关知识，同时提出的六个问题都涉及现在进行时表示将来的用法，为本单元其余部分的学习作好了铺垫。
“读前（Pre-reading）”部分提出了两个问题：沿河居住的人怎样利用河流？世界上有许多大河，如果你只能沿着其中一条河旅游，你会选哪一条？它们不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系，从而导出了话题，并为阅读作好准备。
“阅读（Reading）”部分是JOURNEY DOWN THE MEKONG（湄公河旅行游记）的第一部分THE DREAM AND THE PLAN（梦想与计划），王坤用第一人称讲述了他和王薇梦想沿湄公河骑自行车旅行，并为之作准备的过程。主要目的是通过阅读培养学生略读、跳读、根据上下文猜测词义等阅读技巧，并使学生了解湄公河的地理风貌，丰富他们的地理知识。“理解（Comprehending）”部分提供了五个练习。通过问答题的形式、用自己的话解释句子。让学生填写表格列举在课文中王薇和王坤对旅行的相同和不同态度并说明自己的看法、想象自己就是王坤和王薇并利用某一段落的信息编对话以及比较并解释句子的意义，加深学生对课文内容、细节以及重点句子的进一步理解。
“语言学习（Learning about Language）”部分讲述了主要词汇及其运用和重点语法项目（用现在进行时表示将来）。词汇部分设计了三个练习：练习1是利用阅读文章中的单词或短语填空完成句子；练习2是从所给的单词或短语中选择正确的完成句子；练习3是从所给的单词中选择合适的单词完成段落。设计这些练习的目的是帮助学生复习掌握重要词义和词语，并能在具体的语境中正确使用。在这一环节中，教师要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略。语法项目是用现在进行时表示将来，设计了3个练习：练习1是通过观察“热身”部分中的问题来了解用现在进行时表示将来的用法以及这种时态的构成，并要求从阅读文章中找出相似的句子；练习2以记者采访的形式，通过谈论制定旅游计划学习现在进行时表示将来的用法；练习3给出了表示将来的时间状语，要求仿照例句用现在进行时表示将来的句子填空。设计这些练习的目的就是让学生通过具体的语境了解、理解并正确运用现在进行时表示将来的用法。
“语言运用（Using Language）”部分含读和讨论(Reading and discussing)、听和说(Listening and speaking)和写(Writing)三个综合训练。读和讨论(Reading and discussing)是JOURNEY DOWN THE MEKONG（湄公河旅行游记）的第二部分A NIGHT IN THE MOUNTAINS（山中一宿），主要讲述了她们在西藏山中度过的一宿，爬山路的艰苦及乐趣；听和说(Listening and speaking)围绕中心话题，讲述王薇和王坤在去往大理与表兄弟会面的路上与一个老挝女孩的对话；写(Writing)要求学生把自己想象成王坤的朋友围绕话题给他写一封短信询问老挝的情况。练习册中与之对应的Listening、Listening task 和Reading task中的语篇分别是JOURNEY DOWN THE MEKONG（湄公河旅行游记）的第四、五、六部分。这一部分的主要目的就是培养学生通过阅读、听力等各种途径获取信息的能力，以及通过小组讨论、说、写等手段培养学生用英语进行交际的能力，使学生了解生态旅游的概念和意义，树立为建立人与自然和谐发展的环境而努力的意识。
“小结（Summing Up）”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方面对所学内容进行归纳总结。这样做的目的是便于学生复习掌握本单元的要点内容，更重要的是使学生养成良好的学习习惯，从而提高学习效率，同时也锻炼了学生的归纳总结的能力。“学习建议（Learning Tip）”部分鼓励学生外出旅行时写旅游日记（travel journal）。这无论对于提高自己的英语水平，还是满足许多人喜欢看游记的愿望，都是极为有益的，教师应该督促学生养成这个好习惯。
知识目标：
本单元需要学习的重点单词为：journal fare transport Vietnam finally cycle persuade
stubborn insist proper properly determine determined altitude valley
attitude shorts camp record topic familiar brave
本单元需要学习的重点词组为：one-way fare dream of/about persuade somebody to do