[高中英语]高中英语必修一Unit+3+Travel+journal+教案+
《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1教案： Unit 3 Travel Journal Grammar 教案5 Word版
必修一Unit 3 Travel JournalGrammarTeaching aims1.Ss will be able to use the Present Continuous Tense to express future actions.2.Ss will be able to discover and use some useful words and expressionsTeaching important pointsthe Present Continuous Tense to express future actions.Teaching difficult pointsHow to use the Present Continuous Tense to express a plan or something to be done according to plan.. Teaching aidsa projector and a computerTeaching procedures:Step 1 RevisionRevise the words and phrases learnt last period.Step 2 Lead-inWhat are you going to do this weekend?I’m doingWe can see that the verbs are all used in the “-ing” form. They are “the present continuous tense”, but 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 as 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.Step 3 Practice1.Look at the following dialogue and underline the verbs in this tense.A: Are you working this evening?B: No. We’re having an English party, don’t you know?A: Yes, I do. And we’re giving some performance at the party. What are you going to do? B: I’m singing song wit h my classmates. 2. Doing exercises No. 2 and 3 on page 21Now turn to page 21 and do exercise 2. In the dialogue a newspaper reporter is interviewing Wang Wei about her plans 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?Let’s continue to do exercise 3. Do you have any plans for the future yourselves? If you have any, please use the P resent Continuous Tense to express your future actions. Give as much information as you can.Step4 Dialogue1. First show an example: Where you going on holiday?A: Yanzi, where you going on holiday? B: I’ m going to Laos. A: When are you leaving? B: Next Sund ay. A: How are you going to Laos? B: I’m taking a plane. A: How long are you staying there? B: About two weeks. A: Great. Have a good trip. B: Thanks. Farewells:Have a good trip/ journey; Have a good day/ time; Enjoy yourself; Best wishes; Have fun; Good luck; Take care!Step5 HOMEWORKDo exercises on Page 56, 57。
Unit3_travel_journal_教案
人教版高中英语必修１Unit3 Travel journal河北乐亭新寨高级中学徐艳芹一、教材的地位和作用本单元讲述了主人公以旅行日志的形式详细地记录一段沿湄公河而下的自行车旅行经历。
学生通过追随这一段旅程，探讨与“旅游”相关的各种话题。
通过本单元的学习，不仅可以使学生学到与旅游有关的语言知识和技能，还会使学生对旅游产生浓厚的兴趣，通过旅行了解世界各地的文化，增加对祖国大好河山的热爱和国际意识，进而培养学生的跨文化际能力。
二、学情分析高中一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。
英语作为一门语言，其最基本的作用就是人际交流。
但是中国学生普遍的情况是不愿开口说英语。
因此我在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的。
三．教学目标根据《新课程标准》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材四．教学重点和难点１.重点：学会制作旅行计划；学会用现在进行时表将来的方法。
２.难点：提高学生口语运用能力和合作学习的能力。
五．教学策略教学方法根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式，激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。
因此我采用了以下几种教学法。
(１)任务型教学法(２)合作学习法六．教学用具的设计和准备制作与阅读课文相关的多媒体课件七．教学过程Step1 Lead in 导入学习这节课时，学生们不久前正好从国庆节休假回来，可以充分利用这个机会，以两人对话或小组的形式来讲述每个人旅行经历，有条件的话可以和大家分享照片和视频，让他们也可以感受其中的乐趣并了解更多的旅游知识，从而引入本节课的主题：旅行计划以及旅行前的准备。
设计意图：旅游是学生比较感兴趣的话题，用这个和学生生活密切相关的话题和经历来引起学生的学习兴趣和热情。
高中英语必修一unit3+Travel+Journal(4课时)+教案
有效练习
Exercise on xinxinxuean 39-41
作业布置
1.Finish xinxinxuean on page 42
2.Learn the new words and expressions by hear
板书设计
Unit3 Language Points
1.atlas with good maps地图集
2.Keep asking
3.pass through通过，经过，经历
4.be surprised to do sth做某事感到惊讶
5.at last最后，最终
教学反思
本节课是继续讲解上周课文剩下的语言知识点，以掌握文章中出现的重要单词、词组和各种表达方式为重点。在梳理课文语言知识点的时候加深学生对课文内容的理解。在新课程的理念下，教学不应以知识的讲解为主，而应该着重培养学生的综合语言运用能力。具体而言，就是要发展学生用英语进行交流的能力，用英语获取信息、处理信息的能力，用英语进行思维的能力。在语言知识点教学过程中，呈现方式单一，在以后的教学中可以让学生在具体情境中体验它们的意义和用法。较好的是课堂练习较多可以很好巩固知识点。在课堂中，老师灌输的过多，所以应该注意教学内容合理适度。但问题是自己在学情把握上做的不够，设置的问题以及部分知识点对于他们还是有点难度，所以在以后应该适当降低难度，让每个学生能学到东西，而不是一味注重内容的丰富全面。
江南中学英语学科教学设计
课题
Unit3 travel journey
授课人
课时安排
Unit3 4课时
课型
新授课
授课时间
10.29-11.2
课标依据
新课标要求，在高中英语学习中，要进一步增强学生的英语学习动机，有较强的自主学习意识。能理解口头或书面材料中表达的观点，并简单发表自己的见解。能有效地使用口头或书面语言描述个人经历。能在教师的帮助下策划、组织和实施英语学习活动。能主动利用多种教育资源进行学习。能初步对学习过程和结果进行自我评价，调整学习目标和策略。能体会交际中所使用语言的文化内涵和背景。有明确和持续的学习动机和自主学习意识。能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议。
高中英语人教版必修1教案-Unit_3_Travel_journal_教学设计_教案_3
教学准备1. 教学目标Linguistic objective:keywords:persuade, cycle,graduate,schedule, shortcoming, stubborn, organize,care about,determined,altitude,give in,valley,pace, bendphrases: be fond of, change one\'s mind, make up one\'s mindSkill objective:enable the students to talk about travelling with some expressions and phrases.enable the students to understand the dream and the plan fully.enable the students to plan a great trip.Affection objective:develop the students\' interest in travelling2. 教学重点/难点enable the students to talk about travelling with some expressions and phrases.enable the students to understand the dream and the plan fully.3. 教学用具课件4. 标签Unit 3 Travel journal教学过程Step1.leading-in &warming-up&pre-readingLead-into begin the class with the theme song of 'journey to the west' to arouse the students' interest in travelling and ask the student whether they like travelling and why.Lead the students to realizethat they may suffer, get injured or enjoy a lot while travelling and help them build up an idea that it is necessary to make a plan before starting a trip.Warming-upquestion:Why do you like travelling?Task:answer teacher' question with the help of Chinese hint(提示)Because travelling can help me________发展友谊_________开拓眼________增长知识Because i can _________________in the travelling(享受美景)_________________享受生活———————获得乐趣What else?_________________了解风俗文化Pre-readingfinish the exercise about the Mekong river's background on P34 of the book《名师伴你行》Step2 Fast-readingto get the main idea of the passage and each paragraph and tell howfinish the exercise of the choice and matching line on P35(选择和连线)step3 Careful-readingPara1. main idea: the dream of taking a great bike triptask: in order to make the dream come true, what did we do ?list outa series of facts according to the ____clue(线索)。
高一英语必修一unit3教案
高一英语必修一unit3教案第一篇：高一英语必修一unit3教案Unit 3 Travel Journal Period1.Step 1.Warming up 1.Ask some questions:2.Do you often travel? Where have you been?3.2.Following the steps of the warm-up on page 17.Step2.Pre-reading1.Show some traveling pictures of the teacher’s.2.Ask Ss : which river is the longest one in the world and which is the largest one;which river is the longest one in China.3.Ask Ss: how people who live along a river use it.Step3.While-reading1.Scanning: Ss read quickly and answer: What are they going to do?2.Skimming: Ss read again and finish comprehending 1 on page 19.Ss read and get the main ideas of each paragraph.Ss list the countries that the Mekong River flows through.Step4.After-readingSs in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1.Taking this trip is a dreamcome 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 /see all of the Mekong.2.That they don’t 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.Step5.Assignment 1.Surf the internet and get more information about the Mekong River.2.Retell the passage use your own words.Period2.Step1.Warming upAsk some Ss to retell the passage that they have learnt last period.Step2.Learning about the languageTeacher explains some language points in the text on page 18.1.Persuade sb.into /out of sth.: cause sb.(not)to do sth.by arguing or reasoning with him 说服或劝说某人（不）做某事He is easily persuaded.Wang Kun couldn’t persuade his sister to change her mind.persuade sb.(that clause): cause sb.to believe sth.;convince sb.使某人信服How can I persuade you that I am telling the truth?2.insist(v.): demand(sth)forcefully, not accepting a refusal 坚持或坚决要求；eg.Since he insisted, I had to stay.insist on sth/doing sth: require or demand;refuse to accept an alternative 一定要（某事物），坚决主张She insists on getting up early and playing her radio loud.3.care about: be worried, concerned or interested 忧虑，关心，惦念don’t you care about anybody? I don’t care about what happens to him.care for /to do: be willing or agree to do sth.;wish or like to do sth.Would you care a drink? Would you care to go for a walk? care for sb.1).Like or love sb.He cares for her deeply.2).Look after sb;take care of sb;be responsible for sb Who will care for your child if you are out?4.Once she has made up her mind, nothing can change it.她一旦下了决心，什么也不能使她改变。
高中英语必修一Unit3TravelJournal教案
3.Teaching Process Analysis
在warming up 部分和Pre-reading部分，让学生从他们所熟悉的旅行常识入手，引导学生对旅行的话题进行思考，并引入河流这个旅游资源概念。要求学生通过看地图查看湄公河流向，列举流经的国家，让学生对主人公旅行路线有个大致了解。
(2).Enable the students to master the usage of the sentence pattern“it is/was...that/who...”and understand some difficult and long sentences.
(3).Develop the students’reading ability, especially the ability of understanding.
PPT/
a tape recorder
Step4: retelling
编号13
Teaching Design
Item : Unit 3 Travel Journal- JOURNEY DOWN THEMEKONG
1. Teaching Content Analysis
本模块是人教版必修1的第三单元的阅读部分，文章讲述了一段沿湄公河而下的自行车旅行，主人公“王坤”以旅行日记的形式详细记录这一过程。
All thestudents have a careful thinking about these questions and discuss with their partners.
新编人教版高中英语必修1教案： Unit 3 Travel Journal Reading 教案5 Word版
必修一Unit 3 Travel JournalReadingTeaching goals1. To have a better understanding of the main idea of the passage.2. To conclude Wang Wei’s and Wang Kun’s attitudes toward the trip3. To talk about how to prepare for the travel journal both on physical and material aspects.Language focus (here are some language items and structures)New words: persuade; stubborn; properly; determined；change her mind; give in.Teaching aidsComputer, recorder and projectorTeaching proceduresStep 1. I.Pre-reading1. The world has many great rivers. Ask the students if they could travel down only one of them, which one would they choose? Why?通过多媒体向学生提供一些风景名胜的图片引导其进行热烈地讨论。
T: Ask the students to guess the names of the rivers.S: Try to name the rivers.(A map of China and some pictures of the rivers are shown on the screen..)(通过地图以及河流的图片来增长学生的地理知识，从而引发学生的兴趣，从而引出课题。
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教学准备1. 教学目标根据英语课程标准对该年级学生的要求,结合本单元的实际教学,本课时的教学目标如下：1、语言知识目标1）. 单词record topic familiar brave2）．祝愿和告别（Good wishes and farewells）a）Have a good day / time! Have a good journey / trip! Good luck! Enjoy yourself! Best wishes to you．Happy New Year! Merry Christmas! Happy birthday!b）Thank you．You, too．The same to you．2、语言技能要求1）、学生能听懂就话题而展开的问答,和同伴展开讨论.2）、学生学会阅读文章,了解大意并就问题和同伴展开讨论,了解和传递信息.3）、在理解文章的基础上,运用所学的语言,围绕话题,完成写作任务.3、情感目标1）激发学生的想象能力,培养他们的事实求是以及科学探索冒险精神.2）培养小组合作精神.3）培养学生的写旅游日记的方法描述旅行见闻意识.4）培养学生乐观、积极、向上的人生态度2. 教学重点/难点重点：1、指导学生掌握并巩固好课文的生词、短语、句型.2、指导学生培养他们的想象力发散性思维和事实求是以及科学探索冒险精神.3、了解diary和journal的区别难点：1、了解diary和journal的区别并且找出课文中的“real”和“unreal” things.2、培养学生的写旅游日记的方法描述旅行见闻意识,提高语言应用能力.3. 教学用具课件4. 标签高中英语教学过程Step1 ListeningTask1.Leading-in and pre-listeningT: Last class we learned part 2. A night in the mountain .and we know Wang Kun and his sister Wang Wei stayed in the Tibetan mountains for a night .T : Are they eager to see their cousins Dao Wei and Yu Hang ?Ss: Yes ....T: Can you guess what they will do the next morning ?S1: They will still stay in the mountain .S2: They will travel along the Mekong River .Ss: ....T: Who are right ? Let’s listen to part 3(page23) Chatting with a girl . On the way to meet their cousins, the two travelers see a girl （G）walking along the road．Wang Kun （WK）stops to speak to her．Please tick the words you hear on the tape.Ss: ....设计意图：采用简单的提问式展开师生对话,利用图片复习课文内容、同时提出新的问题形象的导入,激发了学生的学习兴趣与好奇心,活跃他们的思维,以利于有效地组织教学.Task2.post-listeningT : What have you got from it ?Ss: A girl from Laos is talking with them about the Mekong River such as forests, mountains, Laos, Tibet, fish and waterfalls etc.T: let’s listen for a second time .T: Who can fill in the chart on the blackboard ?Ss: (cheering up ……)Topic Southwest China LaosLocal name of the river The water of the rocks The sea of LaosUses of the river washing, fishing and transportWhat to see Many different animal. plants and bird species small villages along the riverScenery waterfalls and rapids river passes through mountains and forests; temples, caves and a waterfall（以男女生为两个团体,让他们分组讨论答案,然后各派代表发表意见,培养学生的合作精神和互助的精神）设计意图：第一次听完让学生了解文章关键词语,了解大意,从而降低了听力难度.第二次听完以表格的形式,对比不同地区的人对湄公河的不同描述,从而让学生了解如何描写旅游日记.Task3.DialogueAsk students to read the listening material in roles .One is the Laos girl and the other is Wang KunSs: ....设计意图：因为听力材料有承上启下的作用,听和读是从不同的感觉感官接受语言的输入的习的,加深对语言运用的理解.Step2.ReadingTask1.fast-readingT: Do you know what are the differences between diary and journal ? Ss: (thinking)T: Next the passage will us what they are .Ss: (fast-reading)T: diary : personal record how they feel soon after things happen .journal : isn’t personal ; has different purpose ; record their experiences ideas and afterthought about what they have seen ;better understand what has happened to them ;topics including people ,things and events less familiar to the readers .设计意图：通过快速阅读,让学生区分diary 和journal 不同的体裁,学习了解何为旅游日记,为将来的科学探险研究准备Task2. ComparisonT : In this unit ,we have learned the first two parts of a travel journal .Some of the things described in these travels are real and some are not real .Ss: What is“ real ”and“ unreal ”?T: The word "real" here refers to things that exist or have happened．So the things that are not real refers to anything that doesn't exist or hasn't happened．In other words, the people and events described in this journal are fictitious．T: And we know the real and unreal things in a travel journal .Next let’s have a group work .Try to find out some of the things described in these travels are real and some not real .Compare your lists with group mates about and discuss the differences in your list.Ss: .... (divided into several groups with 3-4 students.)设计意图:在讨论过程中,学生运用他们已经掌握的语言知识,通过小组合作探究,高中学生争强好胜的心理特征得以激发,培养学生用英语思维和表达的方式.活跃了课堂气氛,进一步深化对journal体裁的认识和理解.T: Answers will vary since lists will vary in length．Real details include anything about the geography of China and Southeast Asia, and the people who live there．Also, the places the bikers visit are real details．For example ,The source of the Mekong is in Qinghai province.T: Unreal details include anything about the four bikers and their personal experiences．e.g. It was so quiet in the mountain that night --there was almost no wind ,only the sound if the fire .设计意图：学生通过寻找课文中的具体例子,不仅可以熟悉课文的单词、句型,而且可以了解如何去描述旅游日记,可理解的输入为写作做语言上的准备Step3.WrtingTask1.Pre-writingT: Suppose you are a friend of Wang Wei .She will make a journey down the Mekong River What will you say to wish her when she leaves ?S1: I’ll say “Have a nice /good time or Have a nice /good trip ”.S2: Good luck on your journey .S3: Say hello to your cousinsS4: Take care ,write to me , waiting for your early reply .Ss: ....T: Yes ,quite right!T: Imagine that you are a friend of Wang Wei .Write a short letter to her and ask her to describe : how she feels , what she is doing ,and some place you want to know about .Then wish her well on her journey by using at least two of these expressions:Have a nice /good time Have a nice /good tripGood luck on your journey Say “unreal” to ...Take care write to mewaiting for your early reply Have funGive my love /best wishes to ....T: You may begin like this:My dear brave little Wei,How I worry about _____ and _______.Your friend forever,_______________设计意图：必要的语言输入为学生的写作的输出作了充分的准备.Task2.WritingSs: Writing the letter according to the requests.Sample writing:My dear brave little Wei,How I worry about you and Wang Kun! Are you enjoying your trip? I hope so．What are you doing now? Are you in Cambodia yet? When you get to Phnom Penh, tell me about the Buddhist temples there．Please send some photos with your next letter! Well, have fun and don't forget to write to me! Say Hello” to Wang Kun for me．Good luck on your journey．Take care!Y our friend forever,Ju LinTask3.production-show设计意图：作文展示评价（同伴评价,集体评价,教师评价）同伴评价实际上是合作形学习的一种形式,其重要理论基础就是考卡夫（Kafka, K）最早提出的“群体动力理论”（group dynamics）.Step4.Homework1、记本单元的单词、句型、词组.2、就你写给WangWei 的信,假设你是WangWei请以她的名义写一封回信.板书生词与短语：record topic familiar brave句型：Have a nice /good time Have a nice /good tripGood luck on your journey Say hello to ...Takecare write to mewaiting for your early reply Have funGive my love /best wishes to ....。