Unit3 Travel Journal 说课稿
《Unit3Traveljournal》教案高中必修1英语
《Unit3Traveljournal》教案高中必修1英语初高中英语衔接问题一直是困扰中学英语教学的一大难题，因为高中英语教学目标教学要求和教学内容与初中英语教学目标。
下面是小偏整理的《Unit3Traveljournal》教案高中必修1英语，感谢您的每一次阅读。
《Unit3Traveljournal》教案高中必修1英语教学准备教学目标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、WarmingUp:1.I’dliketosharemytravellingexperiencewithyou,andwouldyouliketos hareyourtravellingexperience?2.Theworldhasmanygreatrivers.Haveyoubeentotheserivers?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-readingHaveyoubeentotheMekongRiver?WhatcountriesdoestheMe kongRiverflowthrough?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.SkimmingSkimthepassageandfindthemainideaforeachparagraphPara1:DreamPara2:AstubbornsisterPara3: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一 Unit3 travel journal 说课稿 全英文
高中英语必修１Unit3 Travel journal说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《Unit3 Travel journal》。
我主要从教材分析、学情分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。
一．教材分析Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. All young people dream of traveling the world. They are restless and very eager to see new sights. This unit should help students plan a trip and make a connection between geography. So the students may interest in this lesson.二．说教学目标三．教学重点和难点(1)Key point: how to make a travel plan?(2)Difficult point: improve the SS the information processing capability, problem solving ability and self-learning ability as well as the students oral English.四．学情分析My students are first-grade students of senior high school. They have been learning English in junior high school and have accumulated a certain number of vocabularies. They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing. However, the differences in students' personality and English proficiency are very large. So my teaching design should have gradient to meet the need of different student. Travel is an intresting topic. I will seize the student's psychological characteristics and stimulate students' interest, so that they will learn to participate in the study, and learn to study in the participation五．教学方法和教学工具As is known to us all, a good teaching method requires that the teacher should help the Ss develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories.(１) Cooperative learning-for example: Group discussion(２)Task-Based Language Teaching:六．Teaching procedureStep1 Lead in 导入Duty Report （3 mins）When we learn this lesson, students just came back from the National Day not long before. I will take advantage of this opportunity to let the students share their travel experience in class. So they will enjoy the fun of traveling. An then I will introduce the topic of this lesson to the SS: that is how to make plan and preparation for a travel.Purpose: Let the Ss talk about their travel experience will greatly stimulate their interest in participating in the class.Step2 Warming Up(1)List some common transportation means and let the students to discuss theadvantages and disadvantages in groups.Transport Speed Time Needed Safety Coziness PollutionBusCarShipTrainAirplane(2) Let the Ss make a travel plan for themselves. I will guide them in language and content. I will take this opportunity to introduce the present progressive tense to the students.Ｔravel plan●Where are youtraveling to?●How much are youspending on it?●How are yougetting there?●What are youtaking with you for yourtrip?Purpose: Let the SS to know to make a plan. The Ss will learn the Grammar in activity. So they won’t feel it boring.Step3 Pre-reading1.Show the SS a picture of river, ask the SS to guess what the story of this unit mayabout? The students will come to the right answer immediately. They I will aska)Why would people want to see rivers? What do rivers provide?b)How do people make use of rivers in their daily life?2. Show the picture of Mekong to see the courtiers the Mekong River flows through. Then I will list them on the blackboard. Then I will introduce some background information of Mekong to the students.中国、缅甸、老挝、泰国、柬埔寨和越南Purpose: to arouse the Ss interest in learning. Improve the SS language expressing ability.Step４While-reading(1)New wordsConsidering that the new words may affect the understanding of the text, so I will teach the new words to the SS first.Ever since, persuaded, cycling, graduating, finally, schedule, fond of , shortcoming, stubborn, organize. Care about, determined, change her mind, journey, altitude, made up her mind, give in, valleys, pace, bends(2)SkimmingRead the text quickly to get the main idea of this text.(３) Scanning(a)Read the passage again to find the answers：●What was Wang Kun and Wang Wei’s dream?(梦想)●What can they see when they travel along the Mekong?（看到什么）●Will they have some difficulties in their journey? What are they?（遇到的困难）(b). Find some difficult sentences in the text.(4) Group discussionDiscuss Ｗangwei’s and Ｗangkun’s attitude on the trip then list you own opinion on exercise.2Purpose: To develop students’ basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passageStep５Post-reading1. Retell the text using the words you have just learned.2. Work in pairs to make up a dialogue using the information from the passage.Purpose: To develop the Ss language express ability.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.Purpose: The SS will review what we have learned in this lesson. And it is will also be a preparation for next class. It will help the SS form the habit of self learning and independent thinking.。
教学设计21：Unit 3 Travel journal
Unit 3Travel Journal一、教材分析：1. 教材所处的地位和作用：本案例是人教版《普通高中课程标准实验教科书·英语（必修）1》第三单元第一课时的Reading部分，中心话题是“Travel”涵盖了听、说、读、写几个部分。
根据新课程标倡导创导新的理念，本案例结合教材，将这一课时内容重新改编，，使之更加适合我校学生的实际情况。
教师在开课之前，借助图片、视频等材料帮助学生掌握了一些关于旅游方面的知识和单词，再通过学生对自己的旅行经历的描述，了解各地或各国的风土人情、风俗习惯。
作为教学导入，以此扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，使学生掌握现在进行时表示将来的计划、安排的用法以及向别人告别与表达祝愿时的语句，为下一课时的学习做好铺垫。
根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：2. 教育教学目标：知识目标：掌握和运用一下的单词和句子New words：journal, fare, transportFunctional sentences：Have a good day / time ! Good luck! Enjoy yourself !Best wishes to you.（2）能力目标：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。
3. 教学重点、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。
说课稿：Unit 3 Travel journal
Unit 3 Reading Journey Down the MekongPart 1 The Dream and the Plan一.Analysis of the teaching material1.Status and main idea of the passageThe passage is the highlight of this unit. It is a piece of travel journal written by Wang Kun. It mainly talks about Wan Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparations for the trip and some more details of the Mekong River.2.Teaching aims1)Knowledge aims: To get students to know how to prepare for a trip and some geographical knowledge about the Mekong River; Guide students to grasp the usage of some important words and phrases such as persuade, insist, be fond of, determine, give in, etc. .2) Ability aims: To develop students’ reading skills like s kimming, scanning and concluding; Guide them to use these reading skills to collect and deal with information. Meanwhile encourage them to express their own travel plans using the language they have learned in the class and cultivate their ability to cooperate with others.3)Emotional aims: To learn to enjoy the fun of traveling and appreciate thebeautiful sceneries in China and the whole world, thus making them love our country, love the world and love nature. Meanwhile raise their awareness of protecting our environment.2.Key points and difficult points1)The key points are how to get students to understand the text better and master the reading skills such as skimming, scanning and so on.2)The difficult points are how to get students to master the important words and expressions in the unit and how to help students to express themselves using what they have learned in this passage.二．Analysis of the studentsMost people are interested in traveling, and our students are no exception. So the topic can generally arouse their interest. Generally speaking, it is not difficult for the high school students to understand the text, but there are still some new phrases and sentences that may be a little bit difficult.三．Teaching methods and aids1.Teaching methods: brainstorming, task-based teaching and learning, situational approach, multimedia assistance, cooperative learning, discussion2.Teaching aids: a projector, a multimedia computer system and other normal teaching tools四．Learning methodsAs is described in modern educational theory, “T he process of obtaining knowledge is more important than obtaining knowledge itself”, so I will try to arouse students’ potential and make them obtain knowledge by self-learning and cooperation, and at the same time form good learning methods to improve their listening, reading, speaking and writing abilities.五．Teaching proceduresStep 1 Lead-in and pre-readingTask 1 Show students some pictures of great rivers and ask them what their names are.Task 2 Require students to discuss the questions below and report their answers to the whole class.Q1: Many people live beside a river. How do they make use of it in their daily life?Q2: The world has many great rivers. If you could follow the route of only one of them, which one would you choose? And how are you traveling?Q3: Look at the map below and list the countries that the Mekong River flows through.Purpose: (1) lead up to the topic naturally and arouse their interest in learning the passage.(2)Check students’ preparations before class and their a bility to searchinformation.Step 2 While-readingTask 1 SkimmingAsk students to read the passage quickly and answer the following questions.Q1: What were Wang Kun and Wang Wei going to do? And who come up with the idea?Q2: Who planned the trip to the trip to the Mekong?Q3: What did they do before the tip?Purpose: Enable students to find out the clue of the text quickly and get them to understand the general idea of the passage as quickly as possible.Task 2 ScanningEncourage students to read the passage carefully and finish the two tasks.Task1 Know better about the tripQ1: What preparations did Wang Kun and Wang Wei do?Q2: What difficulties did Wang Kun and Wang Wei find about their journey?Task 2 Know better about the riverQ1: Where is the source of the river and which sea does it enter?Q2:What can you see when you travel along the Mekong?Purpose: Enable students to find out the exact information about the text and have a better understanding of the trip and the Mekong River.Task 3 Study readingGet students to listen to the tape and find out some important words and phrases.Then encourage them to analyze and memorize them.1.Words and phrases that indicate people’s attitud e and personality:dream about , be fond of, care about, determined, stubborn, insist, shortcoming,make up her mind, change her mind, give in, reliable2.Words and phrases that relate to a trip planever since, persuade, graduate, cycle, organize, schedule, journeys of certain placesglacier, rapids, valley, waterfall, deltaPurpose: to guide students to grasp the usage of some important words and phrases. Encourage them to express their own travel plans using the language they learned in the class.Task 4 consolidationAsk students to use their own words to rewrite the passage of the reading.Purpose: Cultivate students’ ability to summarize and consolidate what they have learnt in the class.Step 3 Post-readingAsk students to brainstorm some adjectives to describe the characteristics of Wang Kun and Wang Wei.Wang Kun’s characteristic ___________________Wang Wei’s characteristic ____________________Purpose: Develop students’ ability to analyze and summarize using what they have learnt.Step 4 SpeakingWith your partner discuss the following question and make a dialogue. Then Act it out before the whole class.Q: Assume that you are going to travel abroad with your friends, what will you do before your trip?Trip: ( schedule, route, budget, transport, …)Step5 HomeworkFinish off the reading task on workbook and preview the tasks in learning about language.六．Blackboard design and time division1.Blackboard designUnit 3 Reading Journey Down the MekongPart1 The Dream and the PlanI. Lead-in; pre-readingII. SkimmingIII. ScanningIV. Study readingV. ConsolidationVI. Post-readingVII. SpeakingVIII. Homework2.Time divisionLead-in and pre-reading (8’)While-reading (23’)Post-reading (3’)Speaking (5’)Homewo rk (1’)。
Unit 3 travel journey 说课稿
Unit 3 Travel journal 说课稿尊敬的老师，各位同学：大家下午好。
今天我说课的内容是人教版新课标高中英语必修一Unit 3 Travel journal 第一课时。
我将从学情分析，教材分析，教学目标，教学重难点，教学方法&教学用具，教学过程五方面来进行我的说课。
学生在日常生活中已经或多或少了解一些旅游的相关知识，但是并不系统，可他们对于旅游这个话题必然是非常感兴趣的。
所以本课将在他们已有的生活储备和英语基础上，提高他们对于语言运用和话题讨论的能力以及相关语言知识和语言技能。
本单元选自人教版高一英语必修一第三单元，本单元的中心话题是“旅游”，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,既包括物质准备，如：选择安排旅游时间、景点、路线、交通工具等。
又包括精神准备，如：让学生了解河流对人类生活的作用与保护环境的重要性。
根据本教材的知识结构和内容分析，以及学生们的心理特征和认知结构，本课时制定了三个教学目标。
【1】语言知识目标学习在本篇课文中出现的新词汇，并理解课文【2】语言技能目标在听中获得信、处理信息，掌握几个阅读技巧【3】情感态度目标形成良好的生活态度，培养学生的合作意识。
根据学生的学龄特点，在吃透教材的基础上，本课时还制定了以下的重难点：重点教授新单词，理解课文。
难点掌握几个阅读技巧。
结合所学的内容，以及本课的安排，本课所采取任务型教学法，视听教学法，所使用的教学辅助是多媒体。
为了突出重点，突破难点，并达到教学目标，我制定了以下的教学过程：1,导入部分在导入部分，我会使用学生熟知的拉丁神灯作为本课的切入点，在拥有一次旅游机会后，让学生根据问题，对自己的旅游做一个简单的规划。
学生回答完问题后，我会说出我的想法，并根据介绍细节。
然后展开讨论2，读前在学生展开阅读之前，让学生带着问题去阅读。
这样能有效的提高阅读质量。
3，读中在昨天对本课的生词学习以后第一遍阅读的基础上，让学生听句子写出文中的生词。
高一英语Book1 Unit3 Travel Journal 获奖说课稿
高一英语Book1 Unit3 Travel Journal说课稿教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
文中涵盖了有关这一话题的许多内容，如:“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。
而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。
而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成:第一部分通过图例可以看出人们旅游过程中发生的不文明行为;第二、三部分要求讨论有哪些交通方式。
主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。
比如:第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课(第六课时)的导入。
Listening提供了两部分听力资料。
前面为三则飞机起飞前的广播通知;后面是写在五张明信片上的旅游者的自叙。
目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。
这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。
整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分:pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容;reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖;post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
人教版高中英语Unit 3 Travel Journal教案教学设计
人教版高中英语Unit 3 Travel Journal优秀教案教学设计人教版高中英语Unit 3 Travel Journal优秀教案教学设计教学内容：人教2022版一般高中课程标准实验教科书第—册第三单元教学目标：1.学生能说出世界上主要河流的名称及其发源地和入海口(如：Changjiang River,Huanghe,Nile,Amazon,Mississippi,Thames；Mekong)2. 学生学到一些有关地理的单词和短语(journey down ; cycle along; from where it begins to where it ends;bike rides; river;valley; camp; altitude; waterfall; travel across;pass through ; plain; enter)3. 学生通过阅读训练，提高对文章信息的理解能力；4. 学生懂得如何做好旅游前的打算工作并能够把自己旅游中的见闻介绍给大家。
教学重点 1. 谈论世界大河，学会有关地理的单词和短语journey down ; cycle along; from where it begins to where it ends;bike rides; river;valley; camp; altitude; waterfall; travel across;pass through ; plain; enter2. 通过阅读课文，学会运用推理，迁移等能力完成对课文的理解。
教学难点：谈论旅游前的打算工作及教学方法：通过合作、探究、互动、商量等教学方法，培养学生自主学习的能力，与人合作、沟通的能力及获得和处理信息的能力教学过程：一、创设情境二、1找到自己手中的世界地图说出世界上比拟有名的河流〔Changjiang River,Huanghe,Nile,Amazon,Mississippi,Thames；Mekong〕，设置问题，引发学生想象并谈论。
高一英语必修一 Unit3 Travel Journal 说课稿
高一英语必修一 Unit3 Travel Journal 说课稿1. 教材分析本单元的中心话题是“旅游”，通过旅游日记的方法描述旅游见闻。
课标内容：语言技能：学习用英语表达祝愿和告别以及交通方式；学会在准备出行之前与同学用英语讨论、制定旅游计划，通过上网查阅相关资料以及写信向朋友或知情人作一些必要的咨询，以了解旅游常识以及旅游必备的手段和必备的费用等；学会在旅游期间或旅游结束后用英语写游记供自己欣赏和他人参考，养成用英语写游记或日记、学会思考和倾诉的良好习惯，从而提升用英语与人沟通、思考问题和解决问题的能力以及写作能力。
听：准确掌握听力材料中的升调和降调，迅速获取文章中的旅行方式、旅行路线以及时间、地点、人物等重要信息。
说：用地道、规范的句子向别人告别或表达祝愿；能够熟练使用现在进行时表述自己对未来的打算。
读：阅读本单元课文及相关旅游文章，能够从文章中获取主要信息，克服像地点名、民族名，民族特点的节日名称的障碍。
写：能够写一篇游记，要求做到：思路清晰，语言简练，并能正确表达自己所做之事、所到之处以及自己的感受。
语言知识：学习本单元22个新单词、2个新短语以及用现在进行时表示将来含义的用法。
话题：Travelling; describing a journey词汇：见教材词汇表功能：1.祝愿和告别(Good wishes and farewells)1).Have a good day/ time/journey/rip!Good luck! Enjoy yourself! Best wishes to you!Happy New Year! Merry Christmas! Happy Birthday!2). Thank you. You, too. The same to you.2.交通方式 (Means of transportation)walking, cycling, horse riding, taking buses/trains/boats/plane语法：现在进行时表示将来When are you leaving?How are you going there?Where are you staying?How long are you staying there?When are you coming back?情感态度和价值观：通过课文的学习，要求同学们能够积极参与关于旅行准备、旅游见闻、旅游感受等方面的交流活动，用准确的英语描述国内外的重要景观、名胜古迹以及一些当地的旅游文化节日。
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Unit3 Travel Journal说课稿及教学设计中宁一中何辉Unit3 Travel Journal 说课稿教学课题新课标人教版高中英语必修一第三单元Unit 3 Travel journal Reading: Journey down the Mekong教案背景1、面向学生：高一2、学科：英语3、课时：14、学生课前准备：1）预习生词，了解单词的意思2）预习课文，了解课文的大意3）网络搜索关于湄公河的背景知识教材分析本课是新课标人教版高一必修一第三单元的阅读课，本课是阅读课，文章讲到了主人公王坤和姐姐王蔚想骑山地车旅行，于是选定了湄公河作为旅游路线，他们选择海拔5000多米，空气非常稀薄的高山作为旅行的起点，这注定是一次非常刺激的旅游经历。
通过查阅资料，他们知道了河流的特点和流向，沿途所要经过的地形等等，增长了地理方面的知识，开阔了视野。
通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生懂得如何做好旅行前的准备工作，例如选择自己感兴趣的旅行地点，确定旅行路线，通过查地图等了解沿途的相关信息，激发学生旅游的兴趣。
教学重点：1、提升学生篇章的整体理解能力。
2、有机整合文本信息，提高运用英语的综合能力。
3、通过课程资源的挖掘，丰富学生的文化内涵，开拓国际视野教学难点：1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成阅读策略。
2、如何帮助学生运用阅读策略，促进学生自主学习。
3、怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
4、如何帮助学生以教材为资源，实现语言与文化的对接，形成语言输出的语言应用综合能力教学之前用百度在网上搜索关于The Mekong的文字资料和图片资料，给学生了解湄公河提供直观感受。
让学生了湄公河流经的国家，并对主人公旅行的路线以及见闻有一个大致的了解，从而更好地理解课文，也能启发学生关注途经国家的文化信息教学目标:1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文。
2、技能目标：提升阅读能力，培养学生提取、加工信息和分析问题的能力；提升表达能力，学会用英语来表达设计旅游文化的相关话题；学会用英语设计旅游计划。
3、情感目标：学生通过文本学习丰富对湄公河背景文化的了解，开拓国际视野，增强学生在旅游中接受异国文化的能力，并让学生感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。
教学方法情景教学法、讲授法、任务型教学法、分组讨论法1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。
2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。
3、结合所给信息和图片，让学生分组讨论，在学生用英语进行表达及思维碰撞的同时，让学会合作学习、自主探究。
教学理论依据英语教学是一种教与学的双边活动，教学的实质是交际。
只有从组织教学活动入手，使学生得到充分的语言锻炼，才能有效地培养学生运用英语进行交际的能力。
新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。
”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，我结合新课标和本班学生的实际，对教材进行了有效整合，以任务型教学模式贯穿始终，每一部分都设有一定的任务，引导学生自主或者合作完成。
阅读活动由整体入手，由易到难，步步推进，层层深入。
过程中，发挥网络搜索在教学中应用优势，图文并茂让学生对主题信息有一个直观的了解。
整个教学活动以教材为载体，以学生为中心。
学生参与活动贯穿始终。
学生既有个人活动，又有小组活动和班级活动。
在课堂教学中，学生应该紧跟老师的领导，积极用心的投入到讨论，表演等小组活动中来，以培养自己依托阅读课来提高听、说、读、写的能力。
教学过程:Step 1：Lead inT: Do you like traveling? Why?Because I want :To increase knowledgeTo make new friendsTo try new kinds of foodTo experience life in different placesTo have fun / enjoy oneselfTo keep fit…More questionsQ1: Have you visited any river?Q2: How many great rivers do you know? (Mekong, Seine, Nile, Thames, Congo, Amazon, Mississippi, )Step 2:Pre-readingT: Have you visited the Mekong River? If no, let’s learn something about it.①Enjoy a video of the Mekong River from the internet②Show a picture of the Mekong River from the internetQuestion: Can you list the countries that the Mekong River flows through?Answer: China→Myanmar→Laos→Thailand→Cambodia→Vietnam→South China SeaStep 3 ReadingTask1 Fast reading:1.Decide which is the main idea of the passageA. The author(作者) and his sister’s plan about their winter holiday.B. The experience during the author and his sister’s trip in Qinghai.C. The author and his sister’s plan and preparations(准备) for their trip.D. anecdotes(轶事）that happened during their trip.2.How many people are mentioned in the passage?What’s the relationship between them?Task2 Careful Reading1 Read Paragraph1 quickly and answer the following questions①.What is the dream of Wang Kun and Wang Wei?Their dream was to take a great bike trip.②Who are Dao Wei and Yu Hang?They are Wang Kun’s cousins who are at a college in Kunming.2.Read Para.2 quickly and answer the following question:What difficulties did Wang Kun and Wang Wei find about their journey?The journey will begin at _________________________meters, where it would be hard _________and _________ .3.Read Paragraph 3:What can they see along the Mekong?It begins in a ______ on a mountain in Qinghai Province.The river is small and the water is clear and cold.Then, it______ quickly. It becomes______ as it passes through deep _____It travels across western Yunnan Province.Sometimes, the river becomes a _______ and enters ____ _____ .It becomes wide, brown and warm. .Entering Southeast Asia, its ______ slows.It makes wide ______or meanders through ____ _____ .It flows to the ______ where rice grows.At last, the river ____ enters _________________.Match the main idea with each paragraphPara.1 1. The preparation before the trip and detailsabout Mekong RiverPara.2 2. Different attitudes between them.Para.3 3. Decide to take a great bike trip along theMekong RiverTask3.Post-readingRead the text again and fill in the blanks.My name is Wang Wei. My brother Wang Kun and I have ______________ taking a great bike trip. When we ________ from college, we decided to cycle along the entire Mekong River from where it begins to where it ends. I don’t _____ _____details. Although I didn’t know the best way of getting to places, I ______ I organize the trip properly.When I was told that the ________ would begin at an altitude of more than 5,000 meters, I was excited about it. When he told me the difficulties we would come across during the journey, I gave him a _________ look--the kind that said I would not _____ _____ _____. Wang Kun knows once I have made up my mind, nothing can change it, so he had to _____ ____.Step 4: Discussion1. If you and your friends want to go for a travel,what will you prepare? Why?2. Different travelers may have different pueposes to travel,what about you when you plan to travel?Step 5：Homework1.Find more information about the Mekong River.2. Review the passage after class and pay attention to new words and phrases.教学反思本节课我根据《英语课程标准》的精神进行教学设计，并采用任务型教学法进行教学。