Unit 3 Journey down the Mekong阅读课 教学设计
Unit 3 The Journey down the Mekong River 教案
Unit 3 The Journey down the Mekong River 教案Listening and speakingi Teaching aims1.Knowledge aims: Students will be able to use the keys words of this unit to talkabout their own hometown.2.Ability aims: Students will develop their listening and speaking skills byperforming a dialogue as well as a report about their hometown.3.Emotional aims: Students will be inspired to deepen their love to the homelandand learn to behave well as a traveler.Teaching important points1.Catch the important information of the listening tape.2.Talk something about the hometown.Teaching difficult pointThe difficult point is how to help students catch the information according to the listening and voices their opinions logically in English.Teaching methods1.Task-based teaching method enables the Ss to listen and learn more efficientlyand with more curiosity.2.Situational approach enables the Ss to be active and creative.3.Multi-media assistance arouses the Ss’ interest, curiosity and desire for lear ning. Teaching proceduresStep one Lead-in1. Greet the whole class.2. Show Ss a clip of Laos and get Ss talk about the usage of a river.Step two Listening1. Present some new words about listening tape.2. Have Ss listen to the tape once and finish task one.①What is the relationship between the speakers?②Where does the girl come from?③What do the Laotian call the Mekong?3. Play the tape again and Ss complete the short passage.The Mekong is the most important river in Laos. It even appears on the _______ flag of the country. Laotian people use the river for washing, _______ and __________ goods and people around the country. If you follow the river in Laos, you can visit temples, caves and a __________. At night, you can sleep in some small ________ by the river.4. Ask Ss check their answers with desk mates and then invite some of them to report the result.Step three Speaking1. [Activity 1]✧Get Ss to think about the question: if Wang Kun comes to your hometown, howdo you introduce it to him?✧Tell Ss work in pairs and perform their dialogue.2. [Activity 2] Have Ss choose one place to design a poster and report it.Step four Summary1.Sum up what we have learned this lesson.2.[Homework]Write an article about your hometown within 100 words. Blackboard design:Travel Journal。
人教版英语必修一Unit 3(Reading：Journey down the Mekong)教案
Unit 3 Travel JournalReadingJOURNEY DOWN THE MEKONG▲三维目标Knowledge Aims:1. Get students to summarize and remember the main idea of thepassage — Journey down the Mekong.2. Let students know more about the Mekong River.Ability Aims:1. Enable students to learn to talk about trip.2. Develop students’ reading ability and let them learn different.reading skills.Emotional Aims:1. Arouse students’ great interest in the Mekong River.2. Develop students’ sense of cooperative learning.▲Teaching Important Points1. Let students learn more about the Mekong River.2. Get students to learn different reading skills.▲Teaching Difficult Points1. Develop students’ reading ability.2. Enable students to learn more about the Mekong River. ▲Teaching Methods1. Task-based teaching and learning2. Cooperative learning.3. Discussion.4. Skimming5. Scanning▲Teaching AidsMulti-media and other normal teaching tools.▲Teaching ProceduresStep I: Revision1.Words Reviewvt. 说服；劝说persuadevi. 骑自行车cyclevi. 毕业n. 大学毕业生graduateadv. 最后；终于finallyn. 时间表；进度表schedulevt. 为某事安排时间adj. 喜爱的；慈爱的；宠爱的fondn. 缺点shortcoming stubborn adj. 顽固的；固执的organize vt. 组织；成立detail n. 细节；详情source n. 来源；水源determine vt. 决定；确定；下定决心determined adj. 坚决的；有决心的\ journey n. 旅行；旅程altitude n. 海拔高度；高处n. 地图；地图集atlasn. 冰河；冰川glaciern. 急流rapidsn.（山）谷；流域valleyn. 瀑布waterfallvi. 缓慢而行；踱步pacen. 一步；速度；步调n. 弯；拐角bendvt. 使弯曲vi. 弯身；弯腰2.Match 改变主意ever since 下决心; 决定be fond of 投降; 屈服; 让步care about 从那以后change one’s mind喜爱; 喜欢give in 关心; 忧虑; 惦念make up one’s mind照顾; 照看Step II. Pre-readingWhere is the Mekong River? Find the countries that the Mekong River flows through.The Mekong RiverChinaMyanmar LaosVietnamThailand Cambodia Step III. Reading1.Scanning (for specific information)(1) Read paragraph 1 quickly and finish the exercise (Fast reading)How will Wang Kun and Wang Wei travel along the Mekong River?A. On foot.B. By car.C. By bicycle.D. By ship.(2) Read paragraph 2 carefully and finish the exercise (Pair work)Which sentence is NOT true according to the text?A. Wang Wei advised Wang Kun to buy a mountain bike and he agreed.B. Wang Wei seldom listened to others.C. Before their trip they went to the library.D. Wang Wei knew the best way of getting to places.(3) Read paragraph 3 carefully and finish the exercise (Discuss the question in groups)True or false and give a reason.1. They couldn’t find any information about the Mekong River in the library.2. The Mekong river begins in a glacier on a Tibetan mountain, the water there is clear and warm.3. The river delta enters the South China Sea.2.Skimming( for general idea)(1) Match the main ideas with the paragraphs.Para. 1: Wang Wei insisted on finding the sourceof river and beginning their journey there. Para. 2: From the atlas, they learned a lotabout the Mekong River.Para. 3: The writer and his sister finallygot a chance to take a great trip.(2)What is the main idea of the text?A. A brief introduction to the Mekong River.B. Some tips on how to travel along the Mekong River.C. Wang Kun and Wang Wei’s plan for their summer holidays.D. Wang Kun and Wang Wei’s plan and preparations for their trip along the Mekong River.(3)Try to retell the passage (try to fill in the blank and retell the passage)Step Ⅳ. Homework1.Write a travel journal or plan in about 100 words.2.发挥想象，连词成文(50-100字)。
Unit3Journey Down the Mekong-reading省优质课公开课教学设计一等奖
Journey down the MekongReadingI.Analysis of the teaching material:The selected teaching material is adapted from Reading part of Unit 3 Travel Journal of New Senior English for China Students Book 1, in which the author narrated the dream of traveling down the Mekong by bike and the plan they made for it. It is the process of pursuing the dream and the way they dealt with different attitudes that reflect the significant role of persistence and teamwork in realizing a travel dream. After reading this passage and learning some knowledge about tourism, the students9love for our native land will be inspired naturally and their awareness of intercultural communication will be effectively strengthened as well.IL Analysis of the students:It's only one month since the students stepped into Senior High School. With so many new words to recite and so complex sentences to analyze, maybe they haven't adapted themselves to the tough English learning. So some basic reading skills should be presented to help them locate information and summarize the main idea. Undoubtedly, they will have difficulty in understanding the structure of the passage and the purpose of the writing. Aiming at solving the predictable problems, the teacher should lay emphasis on guiding students to understand the structure and the purpose, especially the deep meaning between the lines.III. Teaching objectives:At the end of the period, the students will be able to:Language competence:①know the specific details of the journey;②talk about their own travel plan.Learning capacity:①be curious and active in learning English;②raise their own awareness of cooperation.Thinking character:(Danalyze the personal characteristics of the main features based on details;②have a critical thinking towards opinions.Cultural consciousness:CDknow the real meaning of traveling: the tough or smooth experiences and good or bad feelings shared with partners;②express their opinions on main aspects contributing to realizing a travel dream better;③have an active attitude towards intercultural communication.IV Teaching important and difficult points:Teaching important points:①to guide the students to understand the plot and specific details of the journey;②to instruct them to analyze the character image of Wang Wei;③to guide the students to understand the main aspects contributing to realizing a travel dream better.Teaching difficult points:①to instruct them to analyze the character image of the sister;②to guide the students to understand the main aspects contributing to realizing a travel dream better.V.Teaching approaches and aids:Heuristic Teaching MethodSituational Teaching MethodTask-based Teaching MethodTeaching Aids: multimedia, and our blackboardVI.Teaching procedures and blackboard design:Step I • Lead-in1.Can you tell me some places worth visiting in Ma'anshan?2.Could you help me make a travel plan in Ma'anshan?Design purpose: I want to use it to shorten the distance between the students and the teacher and draw their attention to the topic.Step II. Pre-reading(Write the title on the blackboard and analyze it.)Prediction:1.What kind of people will take the journey? How will they take it?2.What will they see?Design purpose: These questions about the journey will inspire their interest in reading the passage.Step IH. While readingSkimming:Skim the passage to get the main idea of each paragraph and then summarize the main idea of the whole passage.★ Main idea of the whole passage:Wang Kun and Wang Wei's dream of ______________ down the Mekong and their__________ f or it.★Match the main idea with each paragraph:Paragraph 1: the information about the MekongParagraph 2: their different attitudes towards the travel planParagraph 3: the travel dream of Wang Wei and Wang KunDesign purpose: These steps are designed to practice their skill of summarizing the main idea and develop their logical thinking, according to the scaffold principle, which will make the difficult task easier tofinish.Scanning:Scan the first paragraph for detailed information of the journey.The dream: to take a bike tripThe participants: Wang Kun, Wang Wei, Dao Wei, and Yu HangThe transportation: mountain bikesThe route: from where the Mekong begins to where it ends★ Why did she persuade Dao Wei and Yu Hang to join them?Design purpose: In order to encourage students to think about the motivation of Wang Wei's action and inspire intercultural awareness in them.Careful reading：1.Scan the second paragraph to find out the difficulties Wang Kun put forward and the responses of Wang Wei.The source: (too far) gave me a determined lookThe altitude: (too high) seemed to be excitedThe air: (too thin) said it would be an interesting experience The weather: (too cold)★ Wang Kun took a _ _____ attitude to the trip and he is a_____ ___ boy .Wang Wei held a _________ a ttitude to the trip and she is a _____________ girl.Design purpose: This task is designed to help students understand the different attitudes towards the trip and the way they deal with the disagreement.2.Try to describe the Mekong according to the timeline.At first,...Then,...Sometimes,...After …，...2^^S・・・，• • •At last,...Design purpose: This task is designed to improve their ability to use English as well as broaden their horizons. Meanwhile, the love to our motherland will be inspired and their intercultural awareness will be raised.Step IV. Post-reading (Activity)1.Choose a destination and make a mind map for your travel plan in groups.2.Think about the meaning of your journey.Design purpose: I design this activity with the expectation that they may put what they have learned in class into practice and also I want them to think about the real meaning of travelling. Of course, it will be an activator of their emotion and encourage them to express their ideas in group.A self-made video will be shown to help them summarize the necessary aspects of a detailed travel plan and have a better understanding of the meaning of a travel.Step V ・ Assignments1.(Compulsory) Write down your detailed travel plan.2.(Optional) Find a chance to carry it out with your group members.Design purpose: Having learned this period, students are likely to have understood the internal qualities, teamwork as well as enough preparations which should be considered while making a travel plan. The task can help them consolidate what they have learned in class and the practical meaning will be well fulfilled after they carry out the plan.Blackboard designDesign purpose: The design is clear and easy with the hope of getting my students to understand and recall the story easily according to it. And the design is unique and meaningful because I want them to know life is like a travel to pursue a dream. Whatever you dream, take action now; wherever you go, make preparations now.。
高中英语必修一：Uint3+Journey+Down+The+Mekong+教学设计
五、课堂教学过程：Step 1: Warming up (2mins) Brainstorming:T: Today is 25th, September As we all know, the National Day is coming. We will have a very long holiday. Ask Ss the following Qs:Q1: What are you going to do during the holiday?Q2: How about traveling?Q3: Do you like traveling?Q4: where do you want to go?Present two pictures of the Mekong River to arouse their interest of traveling. Meanwhile, the teacher can also ask some questions to make the students say something about the pictures. For example,what‘‘s the name of the place? Or do you like to travel to this place?[ 设计意图]教师呈现湄公河的ppt，提出一些具有趣味性和导向性的问题，培养学生的问题意识，使其产生明确而强烈的学习期待心理，这种心理会促使学生带着浓厚的兴趣学习，创设轻松的课堂氛围。
Step 2 Lead- in (5mins)1)Present some pictures of great rivers and ask Ss to guess their names. Meanwhile, the teacher can also ask Ss to say something about the pictures. (The former ones are great rivers in China; the latter ones are ones in other countries.)[ 设计意图 ]教师呈现一些国内外著名河流的图片，提出一些相关知识的问题，使学生带着问题温习并学习新的知识。
高中英语Unit 3 Travel journal Reading Journey down the Mekong学案人教版必修
Unit 3 Travel journal Reading: Journey down the Mekong一、教学内容本课时讲述了一段沿湄公河而下的自行车旅行，主人公王坤以旅游日记的形式详细的记录了这一过程。
二．教学目标1.能力目标：●探讨与旅游相关的各种话题，包括旅游的益处，如何为旅游做准备，在旅游期间应注意的事项等。
●说出一些关于地形地貌的名词，列举湄公河流经的国家名称。
●通过阅读篇章的主要内容，使学生形成概括归纳能力，猜词能力和细节辨认能力。
3．文化目标了解湄公河的特点以及湄公河流域的地理风貌,增强对祖国大好河山的热爱和国际意识，加强对世界文化的了解。
三．教学重点与难点重点：掌握理解本单元旅游日记的内容。
重/难点：如何培养学生的概括归纳能力，猜词能力和细节辨认能力。
四．教学方法任务型教学五、Learning procedures.Step1 Warming up(8’)Step 2 skimming: (5’)Main idea of each paragraph:Para 1: ____________________________________________________________________ Para 2: ____________________________________________________________________ Para 3: ____________________________________________________________________ Step 3: scanning: Choose the right answer: (5’)1.The source of the Mekong River is in _______________.A. YunnanB. QinghaiC. TibetD. Western Yunnan2. What does the word “stubborn” in the second paragraph mean?A. very strong and determined oppositionB. difficult to deal withC. difficult to useD. determined not to change one’s mind, even when people think you are being unreasonable.3. Which of the following is true?A.Dao Wei and Wang Kun have dreamed about taking a great bike trip since middleschool.B.Once Wang Kun has made up her mind, nothing can change it.C.Several months before the trip, Wang Wei and I went to the library to look for details ofworld geography.D.The Mekong River enters the South China Sea from Thailand.4. We can know from the passage that ________________.E.Wang Wei was so stubborn that Wang Kun gave in to her at last.F.They got the chance to take the bike trip after senior middle school.G.The trip will not be so difficult as Wang Kun imagines.H.Wang Wei’s proper way to do the trip is to care about details.Step 4: careful reading: (15’)Para 1:A.Answer the following questions and then put all the answers into them.1. Who were persuade to go withy them?_______________________________________________________________________2. How are they going to make the journey?_______________________________________________________________________3. When did they get the chance to go?_______________________________________________________________________Para 2A. Finish the following formB. use some adjectives to describe each character of Wang Kun and Wang Wei.C. Sentence translation:1. Although she didn ’t know the best way of getting to places, she insisted that she organizethe trip properly._______________________________________________________________________2. She gave me a determined look – the kind that said she would not change her mind._______________________________________________________________________3. Once she has made up her mind, nothing can change it. Finally, I had to give in._______________________________________________________________________ Para 3: the route that Mekong River flows:A. match the words to correct meaning1.rapids A. a high place from which a river suddenly goes down2.waterfall B. a large flat place3.glacier C. a fast-moving part of a river4.delter D. a large body of ice moving slowly down a high valley5.plain E. the low place where a river enters the seaB. Fill in the blanks according to the textC. Fill in the following blanks: (grammar cloze选用)In order to learn about our trip, we went to the library and found __ 1__ large atlas with good maps that showed details of world geography, from ___2___ we could see the Mekong River begins in a glacier on a Tibetan mountain. Then it begins to move ___3___ and it becomes rapids as it passes ____4___ deep valleys, ___5___ (travel) across western Yunnan Province. Meanwhile we were very surprised to learn that half of the river is in China. As it enters Southeast Asia, ___6____ pace slows. It makes wide bends or meanders through low valleys to the plains ___7__ rice grows. At last, the river delta enters the South China Sea.Step5 self-evaluation. (7’)1. write down new words and expressions you don’t understand this class.__________________________________________________________________________ __________________________________________________________________________2. appreciate this article by reading it aloud, then write down the sentences which you thinkare difficult.___________________________________________________________________________ ___________________________________________________________________________Step6: post-reading/homework:Wang Kun and Wang Wei ______________________________________________________ down the Mekong River from __________________________________________. Before the trip, ___________________________________________________________ about the river and they also got _________________________ to go with them too.。
journey down the mekong unit3教案
Book1 Unit3 Journey down the MekongFocusWords transport, prefer, flow, persuade, graduate, schedule, organizeExpressi onsever since, be fond of, change one’s mind, make up one’s mind, give in, as usual, at midnightPatterns When are we leaving and when are we coming back?Then she persuaded me to buy one.Wang Wei soon got them interested in cycling too.She insisted that she organize the trip properly.Finally, I had to give in.The first period: ReadingPart 1 the Dream and the Plan【教学目标】Knowledge objectives1. By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text.3. Learn some knowledge about the Mekong River, such as the countries that it flows through.2. Ss will learn some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc. Ability objectives1. Improve Ss’ reading ability.2. Develop Ss’ reading skills as scanning, skimming,information-gathering, summarizing and guessing the new words from the text.3. Improve Ss’ speaking ability by role play.Moral objectives1. Know the importance of rivers through pre-reading.2. Learn what to do before travelling through the reading passage.3. Raise Ss’interest and enthusiasm by drawing a picture of the Mekong.【教学重点】Improve Ss’ reading skills and reading comprehension【教学方法】Teaching: T ask-based language teaching and communicative approach.Learning: Individual work, pair work and group work. 【课前准备】Power pointPre-readingHow can we make use of rivers?fishingwashingtraveling…Yangtze River Yellow RiverDanube River (Central Europe)Amazon River(Brazil)Nile River (Egypt)The Pearl RiverThe greatest rivers in the worldMississippi(USA)Thames (England)Mekong Seine ( France)Laos ThailandVietnamMyanmarCambodia ChinaSouth China SeaStep 3: Reading and comprehending(30min)Fast readingSkimmingtitle of part one of the journal is the Dream andglacierrapidsvalleywaterfallbends/meandersplaindelta2.Read and find out thechanges of the Mekong.t want to join•Wang Kun and Wang Wei have _______ abouttaking a great bike trip. After ____________ from college, They _________ to ______ along the Mekong River with their _________. WangWei is very ________. Although the journey is difficult, she ________ that they should go. Before going, they went to the __________.They found that the Mekong begins in a ______ on a mountain. They also learnt that ______ ofthe river is in China. At last, the river delta _______ the South China sea.Summarydecided graduatingdreamed cycle cousins stubborninsistedlibrary glacier half entersStep 6: Homework WritingIf you could travel along one of the greatest rivers, which would you choose and how would you prepare for the journey? •Wang Kun and Wang Wei have _______ about taking a great bike trip. After ____________ from college, They _________ to ______ along the Mekong River with their _________. Wang Wei is very ________. Although the journey is difficult, she ________ that they should go. Before going, they went to the __________. They found that the Mekong begins in a ______ on a mountain. They also learnt that ______ of the river is in China. At last, the river delta _______ the South China sea.Summary【板书设计】Unit 3 Journey down the MekongPre-reading:1. Use of rivers2. Greatest riversReading:1. dream: ever since, dreamed of, taking2. plan: after, cycle, the Mekong3. preparations:bought, got, made, went to library Comprehending:Para.1: T or FPara 2: adventurousPara3: changes of the Mekong(Draw a picture of the Mekong on the blackboard according to para.3 to help Ss know the changes of the Mekong.)The 2nd period: language points Importance:ever since, dream of/about, persuade, graduate, insist, organize, determine, onceObjectives:1. To better understand the passage.2. To master the important points.3. To learn to work together with others.4. To know that two heads are better than one.Difficulty:How to be more effective.Step 1: GreetingsGreet as usual.Step 2: RevisionWhat have you learnt yesterday? ( Encourage Ss to talk.)Step3: Listening and studying (Individual work& group work..)Individual work: Listen to the text and pick out the new words, expressions.Group work: Find more sentences for the new words and expressions.There are 12 new points in all. Each group is in charge of 3new points. Then write the sentences on the black board.1. Ever since:We have been friends ever since.Ever since middle school, we have been friends.2. dream of/aboutMy young brothers dreamed about becoming a teacher.I have never dreamed of meeting you here.3. persuade/ adviseAt last, I persuaded my bother to go to school.He persuaded his teacher into playing a song.4. graduateHe graduated from high school 2 years ago.My brother is a graduate of Jilin university.He graduated from Harvard.5. finallyShe finally agreed with me.Finally, the bus came.6. be fond ofI am fond of rock music while my sister is fond of folk songs.7. insistWe all insist that he (should) have a rest.She insisted that she was an honest girl.She insisted on our going to Beijing by air.8. organize, organizationJohn organized the party.Everything should be organized before party.9. care aboutThe young should care about the old.The teacher cares about his students.10. determineThey determined to start early.Determined to do well, Tom studied as hard as he could.11. onceOnce you understand the rules, physics is easy to learn.Once he has made up his mind, nothing can change it.12. give inHe never gives in to others.Finally, I give in and accepted the jobs.Step 4: Points learnt before. (Group work)1 min to study the text again and find out the useful points that learnt before. Then write it on the black board to compete with other groups to see which group get the most.Step 5: Practice.Translation1.这个女孩梦想像妈妈一样当个老师。
JourneydowntheMekong教学设计与反思
Journey down the Mekong 教学设计与反思一、教学过程１．对教材的理解和处理教材来自New Senior English for China Student's Book 1 中的第三单元：travel journal．本单元讲述了一段沿湄公河而下的自行车旅行，主人公＂王坤＂以旅行日志的形式详细地记录了这一过程。
２．课前预习及指导1)采用小组合作学习小组合作学习是指学生在小组或团队中为了完成共同的任务，有明确的责任分工的互助性学习。
2)加强对学生预习方法和能力的指导预习是英语课文阅读教学中的一个十分重要的环节。
Step错误！未找到引用源。
：要求每一位学生做到，错误！未找到引用源。
就文章中的信息点（包括故事的时间、地点、人物、事情等），自己进行设计问题，并提供问题答案；错误！未找到引用源。
要求每一位学生就这三篇文章进行归纳，写出每篇文章的主要内容。
Step错误！未找到引用源。
：要求根据每一位同学自己所提的问题和归纳的主要内容，进行小组讨论，做到错误！未找到引用源。
经过讨论，制定出全组每一位同学都认可的提问，及答案，问题数量的下限为小组的人员数；要求问题的设计要有一定的层次，每一位同学至少能回答一个问题；错误！未找到引用源。
经过讨论，归纳出全组同学认为最佳的主要内容；错误！未找到引用源。
要求小组全体成员对自己小组所设计的问题和归纳的主要内容中英语的表达，尽可能少的出现语法错误。
Questions:1)When I told my sister how difficult the journey was, what did she do?2)Before the journey, what did Wang Wei and Wang Kun do?3)Where will Wang Kun and Wang Wei go on for a trip?4)Who plans their schedule for the trip?5)Where is the source of the Mekong?6)What do you think about this trip?7)When did Wang Wei buy an expensive mountain bike?8)Where did they plan to go?9)How will they go to the Mekong?10)When have they dreamed about taking a great bike trip?Answers:1)She seemed to be excited about it, said it would be an interesting experience. She neverchange her plan.2)Wang Wei is planning our schedule for the trip, and then we went to the library to know theMekong River.3)They will go to Mekong River.4)Wang Wei does.5)It is in Qinghai province.6)I think this trip will have some changes because they didn’t make a list about this trip.(自行发挥)7)She bought the expensive mountain bike two years ago.8)The Mekong.9)By bike.10)Ever since middle school. ３．课堂教学过程二、教学反思1.学生的积极性空前高涨，对英语学习的兴趣有了很大的提高由于预习阶段采取了小组内部的讨论，以及同学之间相互评价和老师的检测评价，使得小组成员能更好的理解和掌握了课文的内容，因此，面对课堂上的提问，显示出了更多的自信。
高中英语《JourneydowntheMEKONG》优质课教案、教学设计
高中英语《JourneydowntheMEKONG》优质课教案、教学设计Unit 3 Journey down the MEKONG 教学设计Leading in :In one's life, there should be at least two times of impulses( 冲动).One is to forget oneself for love.The other is to go for a journey without delay.Learning aims:1), Review( 复习) the words and expressions by youselves and keepthem in mind2), Try to have a good command of some key sentences in the text3), Apply （应用）what you have learnt to practice by writinga smallpassage.基础知识复习自测一，Sentence Translation1，我宁愿读书而不愿看电视。
2，我说服我的学生学好英语。
3，会议安排在明天。
4，我决心学好英语。
弐，情景应用Enjoy the words and phrases in JOURNEY TO THE WEST.?Tangsanzang is d but sometimes really s .Zhu Bajie has some serious ( 缺点).Zhu Bajie to difficulties easily .Zhu Bajie beautiful women.选词填空ever since , prefer… to… ,persuade , stubborn,change one’s mind make up one’s mindZhu Bajie : Master （师傅）, the demon( 妖怪) is too powerful. We can’t defeat( 战胜) him. It’s time for usto to say good-bye.Tang Sanzang : No. I won’t do that. I determined to make the trip,I have never thought about .Zhu Bajie : Don’t be so . We can’t do anything about it. TangSanzang:I dying giving in. We shouldWukong to come back.Zhu Bajie : Maybe you are right. I will have a try.新知讲解Key sentences1.It is my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.首先想到要沿湄公河从源头到终点骑车旅游的是我的姐姐。
人教版英语必修一Unit 3(Reading：Journey down the Mekong)教学设计
人教版Unit3 Reading Journey down the Mekong教学设计辽宁师大附中庞春艳一、教材分析本课是人教版必修一第三单元的一篇阅读课。
文章是一篇记叙文，主人公王坤以旅行日志的形式讲述了和姐姐王薇想骑山地车旅行，并为这次旅行查阅资料做准备的过程。
文中的湄公河在中国境内被叫做澜沧江，是一条跨越六个国家的国际性河流。
湄公河海拔5000多米，空气稀薄，他们所选择的旅行路线注定是一次非常刺激的旅行经历。
本篇文章为后面的游记提供了背景知识，是本单元的重点文章，属精读内容。
二、学情分析我所授课的年级为高一学生，他们在经过了将近一个月的高中生活后基本适应了高中的英语教学模式。
另外，人们对于旅游这个话题都非常感兴趣，尤其是他们这个年龄段的孩子，有热情，敢于冒险。
但是高一学生对阅读技能的掌握需要一点点培养，所以在设计课的过程中，要考虑阅读技能的训练。
三、教学目标Teaching objectives1.Knowledge and skills:Students will be able to1)pick out useful information and get the main idea of the reading passage.2)develop their reading ability by skimming, scanning and so on.3)understand and master some words and expressions related to geography.4)give a description of the Mekong River and know how to make a plan for a trip2.Emotional attitude and valueStudents will be able to1）have a basic knowledge of the background of the Mekong River and develop an interest in traveling.2）get into a good habit of being prepared and persistent.四、教学重点The training of the reading skills and the full understanding of the text五、教学难点The analysis of the characters of Wang Kun and Wang Wei and how to give a description of the Mekong River六、教学方法Communicative strategy, task-based strategy, cooperative learning七、教学过程【体现教学目标达成、教学重难点突破、教法学法说明】八、 板书设计。
高一英语教案（说课稿）：人教版必修一Unit3JourneydowntheMekong（共5篇）
高一英语教案（说课稿）：人教版必修一Unit3JourneydowntheMekong（共5篇）第一篇：高一英语教案(说课稿)：人教版必修一Unit3 Journey down the MekongModule1 Unit3Journey down the Mekong英语组：XXX一、教材的分析与处理1、课型：阅读课2、教材分析：地位：本文是该单元“旅行日志”的重点文章，属精读材料。
内容：讲述了主人公与姐姐想骑山地车沿湄公河沿线旅行，并为此查阅资料做准备。
体裁：旅行日记3、学生分析：学生已经学了warming-up与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。
4、教学目的要求：①语言知识：理解与旅游有关的知识并掌握文中的一些词汇短语。
②语言技能：培养阅读策略（跳读、寻读、略读等）；了解旅游前的准备。
③情感态度：学习王薇敢于冒险的精神；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。
④学习策略：学会出行之前讨论、制定计划、查阅旅游资料等能力。
⑤文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。
5、教学重点：提升学生篇章的整体理解能力，让学生理解本课旅游日记的内容。
6、教学难点：（1）利用跳读、寻读等策略来找出关键词或主题句。
（2）以阅读课为依托，训练学生听、说、读、写及小组合作的能力。
二、教学方法与手段1、教学方法与手段：任务型教学法，情景教学法，讲授法。
（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信息，激发学生的兴趣,为学习课文做铺垫。
（2）运用任务型教学法，通过读前、读中、读后的任务设计，引导学生理解文章的内容。
2、教学辅助：多媒体三、教学过程Step1: Lead in Ask some students to present their dialogue.(The homework of last class)【设计说明】采用对话形式导入，营造出宽松的学习气氛，为学生全面的课堂参与作了铺垫。
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采用多种形式重点处理。让学生有个直观的印象
让学生形象化记忆。
课堂小结
3分钟
总结深化，对全篇重点再现，对全文思路梳理
做练习summary
领会内涵学生在运用重点词汇的同时，对全文有一个整体的理解。
布置作业
1分钟
1.课下阅读课文
4、培养学生的英语表达能力。
过程与方法目标
以教师为主导，学生为主体。
情感态度与价值观目标
培养学生对祖国的热爱及环保意识。
教学重难点
重点
1.让学生掌握一些常见的地理名词，并且能够利用这些词汇来描述湄公河的流向及地理地貌。
2、通读课文，找出本次的旅行计划以及姐姐王薇的性格特点。
3、掌握湄公河的相关知识。
⑤总结深化，领会内涵。
最后的总结，是对全篇重点的再现，也是对全文思路的梳理，让学生在运用重点词汇的同时，对全文有一个整体的理解。
教学过程
教学环节（注明每个环节预设的时间）
教师活动
学生活动
设计意图
Step1（导入）
2分钟
导入主题，直观引出.展示地图
观看地图。了解湄公河的位置，流向，所流经的国家。
让学生对湄公河有一个整体感知，激发学生想去旅游的兴趣。
4、通过读课文和小组活动，掌握如何为旅游做准备。
难点
提高学生阅读理解能力。
教学策略与设计说明
课文整体思路是总分总。
1导入主题，直观引出（导入）
通过地图直观形象的让学生了解湄公河的位置，流向，所流经的国家，对湄公河有一个整体感知。激发学生想去旅游的兴趣。
2速读课文，整体感知。
通过速读，让学生把握文章的主旨大意。
travelling across_____ ______ province. Sometimes the river enters__________ and becomes a _______..
3)It becomes warm and it travelsslowly through _______ and _______ and _______ where rice grows.
Step4(重点阅读)
7分钟
重点点拨。
Paragraph three: Fill in the blanks
1)TheMekongbegins at a _____ on a _______.
2)At first, the river is cold. Then it becomes _____ as it passed through ______
教学反思
教学反思
通过这次汇报课，结合老师们给出的指导意见，认识到自己教学环节中存在着很多问题亟待改进，反思如下：
1.没有注意对学生动手能力的培养，以后的教学中应该多让学生动笔练习。课上多设置一些小练习，当堂课的内容当堂反馈。了解学生的掌握情况。
2.对教材的整体把握和驾驭能力有待提高，在学生和教材之间，往往顾此失彼，不能很好的融合起来，课上的比较生硬。
Their prepartions
Both of them bought _______________, got their cousins_________in cycling too.
Paragraph two:
Q:What kind of girl is wang wei?why?
前两段比较简单，目的在于让学生了解段落大意即可。第三段是本文的重点，也是难点。
③细读课文，分清层次。
细读每一段，前两段比较简单，目的在于让学生了解段落大意即可。第二段是本文的重点，也是难点，采用填空 选择 回答问题多种形式重点处理。
④重点点拨，理解内容。
针对第三段的难点，主要是一些地理词汇的把握，采用挖空的形式结合直观的地图让学生有个直观的印象，又通过一些图片，让学生形象化记忆。
Step2（第一次阅读）
11分钟
问题导入阅读
初读课文，整体感知
速读，把握文章的主旨
Step3（第二次阅读）
16分钟
指导学生仔细阅读
Paragraph one :Fill in the form
Theirdream_________________
Wang Wei’s idea
Cycling along theMekongfrom___________to____________
教学设计
基本信息
名称
Journey down theMekong
执教者
佟迎春
课时
1
所属教材目录
人教版新教材高一英语第三单元
教材分析
《Journey down the Mekong》本课选于新教材高一英语第三单元阅读部分，讲述了一段沿湄公河而下的自行车旅行，主人公“Wang Kun”以旅行日志的形式详细记录了他和姐姐还有表兄弟旅行的这一过程。通过查阅资料，他们知道了河流的特点和流向，增长了地理地貌方面的知识，开阔了眼界。
2.P201--3
巩固加深
板书设计
Journey down theMekong
I.Lead in
II.Paragraph 1Dream
Paragraph 2A stubborn girl
Pragraph 3Preparations
III. Summary.
Wang Kun and Wang Wei have ________ about taking a great bike trip. After _________ from college, they decided to cycle along the entire________River, which begins at an altitude of more than _______ meters where it is hard to ______ and very cold. However, Wang Wei is __________ to take the journey. From the passage we learn that before a journey we should refer to the _____ and surf the ________ for necessary information.
总之，以后一定加强对阅读理解能力的培养。除了课下给学生留阅读理解题去做外，如果时间允许利用课上时间和作业课时间强化阅读理解的训练。同时在课上对学生多进行阅读方法和技巧的指导。每天要求学生自觉完成一篇阅读理解自助餐，老师抽时间讲解。以后要努力完善自己的教学，让自己能够更好的驾驭课堂，提高课堂效率。
学情分析
高一学生刚刚接触高中教材，他们词汇量较少，高中课文难，生词较多，学生阅读起来难度较大。因此在设计问题时应简单易懂，由浅入深，提高学生学习的积极性。
教学目标
知识与能力目标
1、通过读课文学习湄公河的背景知识。
2.让学生掌握一些阅读方法，如Skimming ,scanning3.让学生了解湄公河的地理地貌，流向等特征。
3.教学过程不够流畅，衔接过渡处理的不好，语言的启发性不够，不能很好的调动学生的积极性。
4.涉及到学生活动时，给学生动脑讨论的时间不够，不能让学生充分思考，让学生回答问题时，自己不是很好的去启发引导学生，而是代替学生去回答，从而不能很好锻炼学生自主学习的能力。
5.在重难点的把握处理还是不够到位，反映形式太单一，以后要利用多种形式，通过听说读写等练习，把重难点落到实处。