人教版必修一Unit3Traveljournal教案设计
人教版高一英语必修一Unit3Traveljournal教学设计、教案
Unit 3Travel journal学科：English 授课班级：Senior One 授课时间：10/6旁注I．Teaching aims and demands:1.Skill goals:Describe a journey.Revise means of transportation.The Present Progressive Tense expresses futurity.Keep a travel journal to show personal impressions.2.Function sentence patterns---Good wishes and farewellsHave a nice/ good time. Have a nice/good time.Tare care. Good luck on your journey.Say “ hello” to …Write to me.Give my love / best wishes to …Have fun.3.Vocabulary:journal, fare, transport, finally, cycle, persuade, stubborn, insist, proper(ly),determine(d), altitude, valley, attitude, shorts, camp, record, topic, familiar, brave, givein, change one’s mind.detail, atlas, glacier, rapids, waterfall, plain, delta, canyon, afterthought.Vientiane, Laos, Phnom Penh, Cambodia, Ho Chi Minh, Vietnam, Mekong, Tibetan.4.Grammar:The Present Continuous Tense to express future actions.II.The analysis of the teaching material:1.Warming-up and listening: Let students know that travel is very common in modernsociety. Ask them to discuss the fares to get to one place for different kinds oftransport. Do some listening practice2.Pre-reading and reading: The word has many great rivers. One of them is theMekong. Introduce a travel journal---Journey down the Mekong to students.3.Learning about language: In this part, students will discover useful words andexpressions and also learn useful structures---- the Present Continuous Tense to express future actionsing language: Present how to write a travel journal and then practise writingIII.Teaching arrangment1st Period warming-up and listening2nd-3rdPeriod Reading4th Period learn about language5th Period Using languageThe First Period warming-up and listeningTeaching aims1. To talk about things related to travel, e.g. the place the fares and transport, etc.2. To improve the Ss’ listening ability.Teaching important points1.To talk about travel.2.To tell the Ss how to catch the key points when they do listening.Emotion goals:There are so many beautiful places in China and the whole world. We should love our country, love the whole world and love nature.Teaching aidsa tape recorder, a projector and a computerStep 1. A song (歌词见后面)Step 2 Warming upShow the photos of some beautiful places on the PowerPoint. （The Great Wall; Yuanming Yuan ; Budala Palace; Venice; The Liberty Statue in New York,America; Fujiyama.）Ask students whether they know where they are.Then T ask: Do you like traveling? Ss: YesT: Why do you like traveling? (图片)：Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health…Ss may have a lot of different ideas. Give them time to talk freely.T ask: How will you prepare for traveling?(including the time, the place, the means, the cost, the things you’ll take along, … of traveling)(图片) :1. time (图片):the Spring Festival; National Day; May Day; weekend;summer( winter) vacation…2.destination(图片): Enjoy some beautiful pictures of famous places with the whole class: Huangshan黄山;; Guilin桂林;) Jiuquxi(九曲溪; Yunufeng,wuyi(武夷玉女峰); Tian’anmen Square(天安门广场);Terracotta,Xi’an(西安兵马俑); The Opera House悉尼歌剧院; Eiffel Tower艾菲尔铁塔.3.What to do(图片): Rock climbing; rafting; bengee; skiing; hikingAllow the Ss to talk more about it.4.travel cost: talk with the Ss quickly.Step 3 SpeakingT: Now, imagine that you live in Qinghai Province. You plan to spend a holiday with a friend somewhere in Southeast Asia. Choose three places to visit and find out the one –way fare to get there for different kinds of transport. Then, make up a dialogue In pairs, discuss the fares and decide where to go.Before they do that task, show a map of Southeast Asia with detailed position ofLaos; Vietnam; Ho Chi Minh City; Phnom Penh;Thailand; Cambodia; Singapore; Malaysia.Then show some pictures of the sceneries in these countries. Then give the Ss several minutes to prepare for the dialogue and then call some of them to act their dialogues out.Step 4 Listening1.Listen to Part 3 CHATTING WITH A GIRL and tick the words .2. Listen again to the tape and fill in the chart3.Listen to Part 4 of JOURNAL DOWN THE MEKONG and tick the words you hear on the tape.4.Listen to this material again and answer the questions.(1)Who is telling the story?Wang Kun(2)When did Wang Wei meet her cousins?In October in Dali(3)Why didn’t they begin the journey in Tibet with Wang Wei and Wang Kun?The story doesn’t say(4)Find a word that describe how the person telling the story feels about travelling in Laos.Afraid,alone,excited,glad…5.Listen to Part 5. Wang Kun is describing a few of the things they saw during their tour. Pick out the correct in formation and then tell about their experience in Laos.(1)In the village the cyclists saw ____B___.A. electric lightsB. candle lightsC. kerosene lights(2)After lunch they went to Vientiane ,the capital city of Laos by B.A. bikeB. busC. truck(3)They greeted an old man by ____A____.A. putting their hands togetherB. moving their headsC. waving their arms.(4) In Vientiane, they saw _____C_____A. trucks, buses and bicyclesB. cars, motorbikes and busesC. trucks, buses, jeeps and motorbikes(5) The Mekong River is very rich in ____C__.A. goldB. pearsC. fishStep 5 HomeworkMake up a dialogue .P57. Using structuresP59. Reading taskThe Second Period and the Third PeriodReadingTeaching goals1.Learn something about the Mekong River through reading.2.Students can use what they have learned to describe a trip.3.Students should realize if they want to be successful, what personalities they shouldhave.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching aids: a computer & a projectorTeaching proceduresStep 1 Warming UpT: Do you like travelling?Present some pictures of beautiful places to arouse their interest of travelling. Meanwhile,the teacher can also ask some more questions to make the students say something about their journey, such as their plans of trips, the difficulties they met in their journey and so on.Step2 Lead InT: Q1:Have you visited any river? Q2: How many great rivers do you know?Q3 : If you could travel down only one of them, which one would you choose? Why?Ask the students the locations of some famous rivers in the world .(Mekong, Rhein, Seine, Nile, Thames, Congo, Amazon, Mississippi, Volg)Step 3 Pre-readingT: Have you visited the Mekong River? If no, let’s learn something about it.1. Show a picture of the Mekong River and the brief introduction of it. Ask them:Can you list the countries that the Mekong River flows through?3.Enjoy the beautiful sights along the Mekong River to arouse their interest of it.Step 4 ReadingIn this step, get the students to read the text and finish some tasks.Task1: Scan the text quickly, then answer some questionsQ1. Who are Wang kun and Wang Wei?Q2.What are their dreams?Q3.Who are Dao Wei and Yu Hang?Q4. Is it a difficult journey to cycle along the Mekong? Why?Q5.What can you see when you travel along the Mekong River?Task2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.1.Wang kun is a high school student.2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province3.The source of Mekong is in Qinghai province .4.Finally Wang Kun agreed with his sister to cycle with her.5.They found few atlas and books about Mekong River in library.6. Mekong river beginsat glacier on a Tibet mountain. the water there is clear but not cold.7. Only a small part of the river is in China.8.As it enters Southeast Asia, it moves slowly.Task3: Careful readingRead the text again and try to complete a form.their dreamTheir journeyTheir preparationTask4: ConsolidationFill in the blanksMekong River begins ___ a glacier on a Tibetan mountain. At first ,The river is small andthe water begins to move_______. It becomes ______as it passes ______ deep valleys.Traveling ______western Yunnan Province. Sometimes The River ______ wide Valley and becomes a_________. W e were both surprised to learn that half of the river is in China .After it leaves china and the high altitudes, 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 delta enters the South China Sea.Step 5 Language pointsReading text:Para.1: 1. dream of / about doing 梦想，梦见（后接名词，代词，动名词）e.g. What a small world! I wou ldn’t dream of meeting you here. 、2 finally, adv.最后，终于final adj. 最后的，n （常用复数）决赛，期末考试e.g. We waited and waited, and the train finally arrived.3．persuade sb (not) to do, 说服某人（不）做…persuade sb that + clause 使某人相信Then she persuaded me to buy one.=Then she succeeded in asking me to buy one.e.g. The salesman persuaded us to buy his product.persuade sb to do sth 指成功地说服,“说而不服, 或说而无果”应用advise sb to do sth / try to persuade sb to do4．get / make sb interested in = interest sb, show interest in sth/ sbget+ n./pron.+adj.=make + n./pron.+adj.e.g. They didn’t get home after school as usual, which got/ made mother worried.虽然,但是”，引导让步状语从句, Para.2: 5. Although she didn’t know the best way of… although “不与but连用通常放于句尾,一般可与although互用，引导的让步状语从句有时用倒装语序.作副词时, “然而,可是”，并用逗号与句子隔开e.g. Young though he is, he is very rich.He said he would come; he didn’t, though.6．a way of doing/ to do *get to places.e.g. She didn’t know the best way of getting to places.= She didn’t know the best way to7．insist (若insist后面宾语从句的主语与主句的主语不一致,谓语由加动词原形构成,其中should可省略)insist that sb (should)do 坚持认为，坚持说insist on/upon sth/ doing 坚持做，坚决做e.g. We insisted that father (should) give up smoking.She insisted on/upon going to Beijing by air.8．care about, care for, care to docare about关心,忧虑care for喜欢,照顾care to do愿意/同意做某事e.g. I don’t care (about) what happens to him.Would you care for a drink?Would you care to go for a walk?9．give sb a determined look, determined坚定的,坚决的e.g. They were determined to drive the enemy away from their country.=They determined to drive… determine to do= make up one’s mind to do, decide to do10. change one’s mind, mind此处解“意见，想法”，[C]下定决心,拿好主意make up one’s minde.g. Once he has made up his mind, nothing can be done to change his mind.在海拔…米处at a altitude of 10,000 feet11. at a altitude of…*12. experience [U] “经验，感受” have experience in/at doing[C]“经历，体验”e.g. I’d prefer a lady with rich experience in/ at looking after babies.His experiences in Africa are interesting.13 give in 屈服，投降，让步give in to sb 向某人让步，屈服于某人give up 放弃give up doing/sthe.g. The mother gave in and bought a toy for her child.Don’t give up. You still have chances to win in the match.Para.3: 14. pass through through指从两边穿过或穿过空间内部, across指从一定范围的一边到另一边“横跨”表面Step 6 Sentence focus:1. It was my sister who first had the idea…强调句型：It is / was+被强调部分+ that/ who+其余部分注意：强调句中it不能更换，is/was与“其余部分”的时态一致，数不受被强调部分单复数的影响，被强调部分可以是除谓语以外的任何成分，被强调部分是人可用that/who，其它一律用that.被强调若是原句的主语，who/that之后的谓语动词在人称和数上与该主语一致。
人教版新课标英语必修一Unit3 Travel Journal reading 课程教学设计
Unit3 Travel Journal教学设计教学目标1. 知识目标:复习两个阅读技能---scanning, skimming;学习本单元的部分生词。
2.能力目标:能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
3.情感目标:学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。
在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;学生能明白计划的重要性,并能收获一些与之相关的谚语。
学情分析任教班高一7,8班是一个普通班,同学们刚进入高中的学习不久,属于适应期,但同学们学习英语的热情还比较高,也愿意积极参与课堂活动。
不过老师发现,由于高一词汇量增加不少,很多同学记单词缺乏语境,不会充分利用课文帮助自己加强对词汇的学习。
重点难点1. 形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学过程【导入】教学活动【导入】Journey down the MekongStepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possible explanationsStudents listen to the teacher and have an idea of what they are going to learn in this class.To make the students know what they are to learn in this classStep 21). Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? –I dream about traveling…1.) Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”1). To arouse students’ interest2) To practice a sentence patternStep 31). Show the title of the reading passage2). Ask the students whether this passage is about the whole process of the journey.3). Ask the students how to skim.4) Tell the students the skill of skimming on the screen1) Students answer the question after they read the subtitle of this part.2). Students tell how to skim.1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.2) To review how to skimStep 41)Ask the students to skim more—to find out the main idea of each2)paragraph.1) Students tell the main idea of each paragraph1) To practice how to skimStep 5With four questions, teacher asks the students to scan paragraph 1Ask students how the scanShow the skills of scanning on the screenStudents scan paragraph 1, and answer the four questionsStudents tell how to scanTo review how to scanTo practice how to scanStep 61)Ask the students to scan paragraph 2 and find out what different2)attitudes Wang Kun and Wang Wei have, and then finish the table1) Students scan paragraph 2 and finish the table1) To practice how to scanStep 71)Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each 2)slide and ask them to read the sentences.2) Ask the students to match each geographic word to the proper meaning s1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.2) Students do the matching work1) To better know how the Mekong river flows2) To help the students better learn the geographic words which are new to them3) To check how the students understand the new wordsStep 8Review the structure of the passage together with the students and show some key words on the screenProvide the students with some words and phrases which are the new words in this unitAsk them to retell the main content of the passage in groupsWith the teacher, students review the structure of the passageRetell the main content of the passage in groupsTo help students form the schema of the passage by reviewing the structure of itTo know the content of the passage better as well as to create more chances for the students to use the new wordsStep 91) Ask the students what they learn from the story2) Give the students some useful and related proverbs1) Students share their opinions with the group members what they have learned from the story.2) Students read the proverbs loudly together.1) To encourage students to form their own views and share them with others2) To learn some useful proverbsStep 101) Summarize this class by showing the learning goals。
新人教版必修一unit3《travel journal》the 2nd period优秀教案(重点资料).doc
英语：Unit3《Travel journal》the 2nd period教案（1）（新人教版必修1）The Second Period●从容说课This is the second period of this unit.First we will do some revision to test how much Ss have grasped during the first period，and it is the time to check the homework on Page 20.To make Ss know exactly how to use these words properly，the teacher will explain some useful phrases and structures to the Ss.To improve Ss’ability of using the language，the teacher supplements more explanation and exercises and gives them some related homework as consolidation.To prepare for the teaching of the next period，the teacher can also regards Part 2 and Part3 on Page 21 as homework.●三维目标1.Knowledge：（1）Learn the following phrases：dream of，persuade sb. （not）to do，cycle along the river，do sth.properly，care about details，change one’s mind，a determined look，be determined to do sth.，at an altitude of，give in.（2）Learn sentence patterns：a.It is ...that...b.Once...c.Wang Wei can be really stubborn.d.insist that2.Ability：Learn to make sentences，using these phrases and patterns.3.Emotion：Stimulate Ss’interest in learning English.（1）the difference between “persuade to do”and “try to persuade to do”. （2）It is ...that...（1）句型It is...that...（2）insist 的用法。
高中英语人教版必修1教案： Unit 3 Travel Journal Reading 教案1
必修一Unit 3 Travel JournalReadingTeaching goals教学目标1.Target language目标语言a. 重点词汇和词组dream about, finall y, persuade, stubborn, insist, properly, determined, attitude, change one’s mind, give in.b. 重要句式Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip.Two years ago she bought an expensive mountain bike and then she persuaded me to buy one.It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.She gave me a determined look – the kind that said that she would not change her mind.Once she has made up her mind, nothing can change it.We were both surprised to learn that half of the river is in China.2. Ability target 能力目标Enable the students to conclude Wang Wei’s and Wang Kun’s attitude to the trip and then add their own opinion with the target language.3. Learning ability goals学能目标Enable the students to learn how to conclude Wang Wei’s and Wang Kun’s attitudes about trip.Teaching important points 教学重点To comprehend the text is very important. Get Ss to express their plans and wishes. Help them learn that traveling is a good way to widen one view and add to one knowledge.Teaching difficult points 教学难点How to grasp the ma in idea of the text and how to tell the writer’s attitudeTeaching methods 教学方法Talking, discussing, readingTeaching aids教学工具a tape recorder, a projector and a computerTeaching procedures & ways 教学过程和方法Step 1 Greeting and leading-inT: Good morning / afternoon.S: Good morning / afternoon, Sir / Madam.T: Boys and girls, Do you like traveling?Ss: Yes.T: Where have you been before?S1: I’ve been to Beijing, and Huangshan.T: How did you find your travel to Beijing?S1: Very interesting. It helped me learn about the history of Beijing. As the capital of our motherland, it is really beautiful. The deepest impression on me is the visit to the Great Wall and the Forbidden City. But it was a pity that time was too short. We had no chance to go sightseeing in other places of interest.S2: I went to Xiameng last year. I think the travel to Xiameng was busy. We visited many places, such as Wuyi Mountain, Putuo Temple, Ningbo and so on. Though we had a good time, in fact, most of the time was spent on trains. That was boring and tiring. I felt a bit sorry.T: It’s a pity. If you had made a proper plan before traveling, your journey would have been much more comfortable and interesting. Do you think so?S2: I agree with you.T: How do you like travel?S3: In my opinion, travel is interesting and helpful. When I travel I can learn a lot. I can enjoy local customs, cultures and beautiful scenery.T: I also think so. Well, after we choose a place to travel, we must choose a kind of transport which kind of transport do you prefer to use: bus or train? Now, please work with your partners and think about the advantages and disadvantages of each form of transport and fill in the chart on page 17.Five minutes later, check the Ss’ answersT: Ok. We’ve w eighed the advantages and disadvantages of each form of transport. Now, imagine that you plan tospend a holiday. Choose a place you want to visit. Think about the fare for different kinds of transport and decide how to get there. You may not know the exact fare, but you can guess how much the fare is. Please have a discussion with your partners and then decide how to get there.Two minutes later, ask a pair of students to report their decisions.T: Since yo u’ve decided how to get there, I’d like you to talk more about your holidays. Then use these questions on the screen to make a dialogue about your holidays with your partners.Show the screen.Ss are given one minute to practice. Then ask some pairs to act out their conversationsSa: Tom, where are you going on holiday?Sb: I’m going to Laos.Sa: When are you leaving?Sb: Next Sunday.Sa: How are you going to Laos?Sb: I’m taking a plane.Sa: How long are you staying there?Sb: About two weeks.Sa: Great. Have a good trip.Sb: Thanks.Step 2 Pre-readingT: Well done! Do you like traveling along a river, a great river?Ss: Yes.T: By the way, what role does a river play in people’s life? In other words, how do people who live along a river use it?S1: People use a river to irrigate their fields.S2: People use a river to make electricity.S3: People go swimming in the river in summer. They can float wood down a river.S4: They can travel along a river.T: You are right. As we know the world has many rivers. It even has many great rivers. What makes a river great, in your opinion?S4: A great river is very important.S5: A great river is very large and longTeacher shows a chart with some great rivers in the worldT: Now please look at the chart. In the left column are names of some great rivers. In the right column are the locations where the rivers lie. Please match them.After Ss complete the chart, Teacher can show the correct answers in another chart. Then Teacher should ask Ss some more questions about the rivers.T: Does anyone know anything else about the rivers?S6: The Seine River. I t locates in France. It’s the mother river of France.S7: I know som ething about the Nile. It’s the world’s longest rive r. It flows through Egypt.S8: I have some idea about the Amazon. It’s the world’s largest river. It’s in Brazil.The correct answers:T: OK, if you could travel down only one of them, which one would you choose, and why?S9: I’d like to travel down the Seine. So I can see much beautiful scenery in Europe. I can enjoy the Eiffel Tower. S10: I’d ra ther go along the Nile, where I can see many wild animals. I can learn about customs and cultures in Africa. I can also see the great dam, Aswan.T: Do you know the Mekong River?S11: Yes. But I only know it locates in Southeast Asia.T: It does n’t matter. Now let’s look at t he map on Page 18. Will you please find out the countries that the Mekong River flows through?Ss: China, Vietnam and Laos.Step 3 Reading and comprehendingT: Great. Now let’s read a passage about a journey down the Mekong River.Please read the p assage and get a main idea of the text. Let’s learn more about the Mekong River. Then I’d like to ask you some questions on the text.Show the questions on the screen. Give the Ss five minutes to read the passage and then check their answersT: You know Wang Kun and Wang Wei are brother and sister. What was their idea of a good trip?S1: They have dreamed about taking a great bike trip.T: Who planned the trip to the Mekong?S2: Wang Wei.T: What about Question 3?S3 The source of the Mekong River is in Qinghai Province and it enters the South China Sea.T: How about Question 4?S4: We can see a glacier, deep valleys, waterfalls, hills and plains.T: What difficulties did Wang Kun and Wang Wei find about their journey?S5: We know that the travelers had to climb over a Tibetan mountain and pass through deep valleys.T: You are right. Have you ever thought of traveling by bike?Ss: Yes/no.T: What do you think about Wang Kun and Wang Wei?S6: I think they are energetic and determined.T: Quite right. N ow I’d like you to tell Wang Wei’s and Wang Kun’s similar and different attitudes about the trip. You can have a discussion with your partners. And then fill in the chart. By the way, do you know the word “attitude”? An attitude is what a person thinks about something. Let’s start.Two minutes is enough. Teacher checks the answers and writes them down on the blackboard while the students are telling their answers.T: Do you agree with them? S: Yes.T: OK. Another question. Who do you think was right about the trip? Why?S: I think Wang Kun was right, because if it is too cold and too high, the trip will be hard. People will have some difficulty in breathing at a high altitude. Wherever we go we need an atlas so that we will not lose our way. Step 4 ExplanationDuring the procedure Teacher will ask Ss to read the text carefully and pay attention to the words in bold in the text and underline the sentences they don’t understand. Then Teacherwill do some explanations, deal with language problems in the text, and at the same time mention Ss to refer to Notes 5 to10 on P 81. Next Teacher plays the tape.T: Well, everyone. Let’s read the text again. Please read carefully and focus our attention on the details and the sen tences you don’t understand. Underline the sentences you don’t understand. Please go ahead. Five minutes later.T: Finished? Do you have any problems?S1: Yes. In the sentence “She insisted that we find the source of the river and begin our journey there.” the verb “insist” is used in the past definite tense, while “find” is in the original form of a verb. It seems that they don’t agree with each other.S2: I don’t understand the sentence “She gave me a determined look – the kind that said she wouldn’t change her mind.” What’s the meaning of “the kind”?T: O K. let me do some explanations and deal with the difficult language points.T: Well, anything else?Ss: No.T: It’s time to do practice. Work in pairs. Imagine that you are Wang Kun and Wang Wei. Choose a paragraph from the passage and use the information to help you make up a dialogue. Two minutes later, I’ll ask a pair of students to act out your dialogue.A sample:Wang Wei: You know, w e’ve always wanted to do a long bike trip. Why don’t we go on one after we graduatefrom college?Wang Kun: That’s a good idea. Where are we going?Wang Wei: Why not cycle along the entire Mekong River from where it begins to where it ends?Wang Kun: Well. We should plan it well.Wang Wei: Let me plan our schedule. I can organize the trip properly.T: Good. Sit do wn, please. Now it’s time to deal with Exercise 5 on page 19. Compare the following sentences with different stresses and explain the meaning. Follow the example.Two minutes later.T: Now, who’d like to explain the first sentence? Volunteer!S1: I think it says: I t’s a surprise to learn that half the river is in China.T: Quite right. Sentence Two?S2: We were both surprised to learn that the Chinese part of the river forms a half of the river.T: Ok. The last sentence.S3: We were both surprised to learn that it is in china that half the river is.T: Good. We can see that different stresses express different meanings of the narrator.Step 5 Summing up and homeworkT: This class we hav e grasped the main idea of the text, the usage of some words and phrases. We’ve also learned about traveling. That is: before traveling we should make good preparations—making a plan, decide the place to visit and get enough information about the place. With full preparations we’ll have a good time during the trip. Here is your homework. Please go over the text after class, and complete the exercise on P 56 in workbook. All right, boys and girls, that’s all for today.。
高中英语新课标(人教版必修一) 教案 Unit3 Travel journal (The Third Period)
必修一Unit 3 TraveljournalThe Third Period●从容说课This is the third period of this unit.To test if Ss have understood the phrases and patterns they learned during the second period，the teacher can first give them some revision exercises.“It is ...that”is a very difficult structure，so the teacher can design some exercises for Ss.Ss have got some idea about the present continuous tense for future use in the first period，to make them more familiar with its function，the teacher can give them more practice，both oral and written.Meanwhile，the teacher will help them go over another two ways of expressing future actions.These tasks are designed to improve their ability of using language.To make Ss well prepared for the reading of the fourth period，the teacher can deal with the rest few new words in this class.As to the homework，the teacher will ask Ss to preview Part 3 on Page 19 after class.Because this work is a bit difficult，tell Ss any group work is welcome.Since the five-day National holidays are coming.Suppose that one student and his friends will go for a trip.Ask them to go to a nearby travel agency and find a schedule for their ter they are required to talk about what they will do on their travel，using present continuous tense.Through this activity，Ss can get to know what a travel plan is like，and consolidate what they have learned，which is correspondent to the teaching method “Learn through doing”.●三维目标1.Knowledge：（1）Learn the present continuous tense for future use.（2）Go over the other two ways of expressing future actions.2.Ability：Learn to make sentences，using the above three ways.3.Emotion：Develop Ss’ sense of group cooperation.●教学重点The present continuous tense for future use.●教学难点（1）It is ...that...（2）The present continuous tense for future use.●教具准备Multi-media classroom and other normal teaching tools.●教学过程Step 1 GreetingStep 2 RevisionT：First I will test how well you understand what you learned yesterday.Please judge whether the following sentences are right.If they are not right，please correct them.（1）It is with the help of the teacher that I passed the exam.（2）It is I who is wrong.（3）It was she that he helped with her homework yesterday.（4）It was at the post-office where we met each other.（5）It was yesterday afternoon when they played a close basketball game.（6）Who was it that discovered the secret？S：I think it’s right.T：Do you agree with him？S2：No，I think it is not right.But I don’t know why.T：Does any one know the reason？S3：In that cause，the past tense is used，so I think we should change “is”to “was”.T：Quite Good.That is to say：当原句的时态为表示现在的各种时态时，用It is...；当原句的时态为表示过去的各种时态时，则用It was...。
人教新课标必修1全册教案 Unit 3 Travel Journal
人教新课标必修1全册精品教案( Unit 3Travel Journal)Unit 3 Travel JournalPart One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plaading(JOURNEY DOWN THE )AimsTo talk about travelingTo read about travelingProceduresI. Warming up1. Warming up by discussingGood morning, class. Do you like traveling? Why do you like traveling? And why not? Where have you ever been before? How did you g? If you are given a chaavel around the world, what kind of transportations will you use and why? Now look allowing pictures and discuairs.NaansportaaansportationReasons. You plad a holiday with a friend somew. You havebeen given a chalaces to visit. Please find ou-way fare to gdds of transportation. Perhaps you maw the exact fare, but you can guess how muare is. Please have a short discussion with your partners and then decide wgw I’d like you to ask your pallowing qu 1. Where are you going on holiday? 2. When are you leaving? 3. How are you going to…? 4. When are you arriving in/at…? 5. Where are you staying? 6. How long are you staying there? 7. When are you coming back?II. Pre-reading1. Imaging and sharingDo you like traveling along a river, a great river? What role does a river plale’s life? Iwo rds, how do people who live along a river use it?The suggested answers:People can dwater in a river or walothes.People can swim in a river in summer.People can use a rivgalds.People can use a rivduce elPeople can travel along a river.2. Talking and sharingAs we all knoware a lvworld and alare many great rivers. Now look aart. In the left column are nagreat rivers. Ight column are locations wvers lie. Please maatchanswerNames of RiverLocationNames of RiverLocationRhineIndiaThamesSE AsiaAmazonUSIII. Reading1. Reading alouddingDo you know what cou anduulows through., Vietnam)Ok, today we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud aboudingxt JOURNEY DOWN THE MEKONG. Pay aunciaachword and the pauses within eaI will play the tape twice and you shall read aloud tw2.dream about, take a great bgraduagance to dle along the river, go for long bike rides, mountain buade sb. to dgrow up, get sbdbe stubbw the best way of getting to plauver, care about, give sb. a dd look, change one’s mind, at an altituddo, the air be hard to breathe, ag exake ud, give in, a large atlas with good madoing sth., aass through, be surprised to dalf of, at lauth China Sea3. Reading aloud and understandingNext we are going to read aloud the text and then answqu) Who are Wang Kun and Wang Wei? (They are brother andand both are college students.)2) What wadream? (Their dream was to take a great b)3) Who are Dao Wei and Yu Hang? (They are Wang Kun’s cousins who are at a college in Province?(You can see glacier, rapids, hill, valleys, waterfalls and plains.)6) Is it a difficult joule along the ? Why? (Yes. The journey begins at an altitudan 5,000ward to breathe and very cold.)4. DiscussingWe have got the general meaningassage, and we know Wang Wei and Wang Kun havlar and dattitudes abouu may have a short discussion with your partners andllalar attitudes abouDattitudes abouBoth Wang Wei and Wang Ku:1). takinga dream thaue.2). that they willa lot.3)uld see a l.2). that they don’t needare much.Wang Kun believes:1)ld and high to start in .2). that using an atlas is vant.IV. Closing downClosing down by answering quWhat should you do baveling? (Baveling, we should make good preparaaake a plan, decide the place to visit and get enougation about the place. With full preparations we’ll have a good time during)What will your family and your fiends say when you leavavel? (When we leavamily andds will say, “Have a good trip. /Have a good journey. /Have a goodtime.”)Closing down by translatingIn the last few minutes you are asked to transladifficulassage.AssignmentRevassageComplassage on PagWorkbookDo exercise 2 on pagu exercise books.Period 2: A sample lesson plan for Learning about Language(The Puous Tuture action)AimsTo learn about the Puous TenseTo discover and uuseful words and exProceduresI. Warming upWarming up by discovering useful words and exHello evAfter reading the passage, we have gw the usagwords and exbut we should dactice. Now turn to page 20 to findwords and exassagu are given two minuand discuss with your paTwo minutes laairs andwwhole class. II. Learning about language1. and findingGood, you have mastered these words and exLet’s turn to page 17 and look at the quWarming up 4. Underlverbquand pay averb forms and dxplanations by yourselves.2. Learning GrammarWe caat the verbs are all used“-ing” form. They are “uous tense”, buxpress future alans. The Puous Tense may be used to denote an aat can be pre-planned or prearranged insteaduture indlloquial English. But pleaat, not all verbs can be used“-ing”xpress future auch verbs ago, leave, fly, walk, ride, drive, stadave, arrive etc. are mainly used“-ing”xpress future aDoing exNo. 2 and 3 on page 21Now turn to page 21 and do exercise 2. In the dialogue a newspaviewing Wang Wei about her plaalong the . Howevaure abouverban you hellversation?Let’ue to do exDo you have any plauture yourselves? If you have any, please use the Puous Txur future aGive as muation as you can.III. Ready used materialuouuture alansbe + v.-ing与表示将来的时间连用，表示不久的将来，含义是“预定要做”。
人教版必修1 unit3 Travel journal period1教学设计
Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(JOURNEY DOWN THE MEKONG <PART 1>) IntroductionIn this period，after the warming up，students will first be guided to imagine andshare their views about the role of river in life.They will then be helped to read a narrationentitled JOURNEY DOWN THE MEKONG.It’s about two students taking a trip down ariver.Examples of “Warming Up”designs are presented in this book for teachers’reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students read a travel journal■To help students better understand “traveling down a river”■To help students understand and use some important words and expressions■To help students identify examples of the present progressive tense: expressing futurity in the textFocusWords transport，prefer，flow，persuade，graduate，schedule，organize Expressions ever 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.后来她说服我买了一个。
必修一Unit-3-Travel-Journal教学设计
必修一 Unit ３Traｖｅｌ JournａlＲｅading 教学设计一、教材分析 :本单元围绕tｒaveliｎｇ这一主题开展听、说、读、写各种教学活动。
这一话题能激发学生热爱旅游、热爱生活、热爱大自然；同时培养他们的想象力、发散性思维和实事求是以及科学探索冒险精神。
经过前一个课时“Warming”、“Pre－ｒeａding”等的预热与酝酿，学生对本单元的话题已有了初步的接触和期待，在好奇心的驱使下，正满怀激动兴奋的热情地要与老师和同学们一同领略和探讨本课时将呈现给大家的是怎样的一篇全新天地呢！本课时Rｅading主要介绍了姐弟俩的美好旅游梦想与计划的整个前后过程和经历感受,颇令人兴奋感动而极具鼓动性,的确是一篇好游记。
通过本课时的学习，学生将学到本单元的精髓,即本单元主题下的相关重要词汇、重要句型、重要语法项目——定语从句以及相关的用语,从中感受英语语言的魅力并在接下来真正学习领会化为己有,真正让“语言输入”转为“语言输出”。
二、学生分析 :学生的发展是英语课程的出发点和归宿,我们教师在教学设计以及教学过程等方面应突出以学生为主体的思想。
高中生学习基础、学习能力参差不齐,两极分化严重。
因此需要多层次、多方位的教学。
本课时的教学活动是要先让学生学了ＴraveｌJouｒnal为主题的相关词汇、重要的短语和句子、定语从句的运用、在其中感受英语文化以及进一步对相关英语语言的运用。
本课时的话题贴近学生的生活实际、以一定的生活常识为背景和一定的知识为基础，因刺激教师可利用学生已有的生活经验,及所学的语言知识，使学生对语言学习感兴趣。
三、教学目标：1、语言知识目标：Nｅｗworｄs：journal,fａｒe，trａnｓpoｒt等。
Functiｏnaｌsentences:Have a good day/ time ！Good luck！Eｎjｏyｙourself !Best wisheｓtｏyou．等。
2、语言技能目标: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。
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全国中小学“教学中的互联网搜索”优秀教学案例评选
教案设计
A. He doesn’t li ke her at all.
B. He is a bit proud of her and admires her.
C. He has to obey her because she is his sister.
D. He thinks that her knowledge of geography is very poor.
(2)Altogether there are______________ people who have to take the great bike trip.
A. one
B. two
C. three
D. four
(3)According to the text, which of the following statements is not true?
A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai.
B. They found a large atlas with good maps in the library.
C. At first, the Mekong River is small, and the water is clear and warm.
D. The Mekong River finally flows into the South China Sea.
(4)Which is the proper order according to the text?
a. The Mekong River enters the South China Sea.
b. The Mekong River begins at a glacier on a Tibetan mountain.
c. At first, the Mekong River is small, and the water is clear and col
d.
d. The Mekong River enters Southeast Asia.
e. The Mekong River travels across western Y unnan Province.
f. The Mekong River leaves China.
A. b, c, e, f, a, d
B. b, c, e, f, d, a
C. c, b, e, f, d, a
D. c, b, f, e, a, d
(5)It can be inferred from the passage that Wang Kun is a______________ person.
A. brave
B. kind
C. timid
D. careful
3. Language problems（猜测词义、分析长难句）
While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as persuade, determined, altitude, etc.
1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . )
2. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb. <should>do. . . )
3. She gave me a determined look—the kind that said she wouldn’t change her mind. (the Attributive Clause)
4. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the present participle used as adverbial)
4.Retell the text.
5.小组讨论、模拟采访：The students discuss in pairs: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip (Comprehending Exercise 3 on Page 19).Then suppose you are a reporter and give an interview to your partner.
Similar attitudes about the trip Different attitudes about the trip
Both Wang Wei and Wang Kun think. . .
1.
2. Wang Wei believes. . .
1.
2.。