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。
教案1：Unit 3 Travel journal（写作）
Writing----travelling experienceStep1: lead inT: In the unit we have talked about the travel journal of Wang Kun and Wang Mei. They cycled along the Mekong River. So can you tell me some information about their journey. How do they go there? What do they see, do and how did they feel when they were travelling?S1:S2:S3:T: OK, you can see that Wang Kun and Wang Mei’s dream has come ture. They have a wonderful travel. How about you travel? Today , you will have a chance to show your travel journal. Write one of your travelling experience. Before writing, I want to ask you: In order to write your traveling experience. what items do you think should be conclude in the writing.S1:S2:S3:T: Ok. It seems that you already have known something about how to write such a composition. Let’s see more tips together.Step 2: The construction of the compositionT: Generally speaking, the composition should contain three parts.1.An introduction :(it’s a truth universally acknowledged that….., the father you get in yourtrip, the further you get in your book/ nature is one thing that really must be experienced.)2.when ,(in the morning/ afternoon/evening, at midnight, at dusk, at dawnIt was spring/ summer/ autumn/winterIn July/ mayLast summer/winter vocationDuring the golden weekend……..who (friends/ family members/ classmates……..)where (The Yellow Crane, West Lake……….)how (I went to ……by bus/ train/plane/…….,we cycled along…./ my parent drove to…./)3.Main body:do, (stop to do…/had a rest/ ……, walking along…./took photos )see&smell (views/ culture activities/ goods/ food/ )hear, (quiet/ silent/ noisy/whispering/laughter/ singing/ whistling/ driping )feel and thought （cold/warm/hot,…kept me spellbound, sth hold me in their power, I was surprised by…….., it was great fun to…..,I can hardly/ can’t wait to …. , I can’t help doing….,I am lost in….., it felt like…./ I felt tried……/how beautiful it was/ w hat a beautiful…….. ）4.An conclusionBoarden my mind/ increase my knowledge/ enrich my life……….Step 3: the items of the compositionFor each item, give some useful sentencesStep4: the order of the compositiontimeplaceYou should not just set down a series of facts. Step5: notes1: what kind of composition it is? Narrative 2: what’s the tense past tense。
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。
Travel Journal教案
Travel Journal教案Traveljournal教案Unit3TraveljournalPartone:TeachingDesignPeriod1:AsamplelessonplanforreadingAimsTotalkabouttravelingToreadabouttravelingProceduresI.warmingup.warmingupbydiscussingGoodmorning,class.Doyouliketraveling?whydoyouliketr aveling?Andwhynot?wherehaveyoueverbeenbefore?Howdid yougetthere?Ifyouaregivenachancetotravelaroundthewo rld,whatkindoftransportationswillyouuseandwhy?Nowlo okatthefollowingpicturesanddiscussitinpairs.NameofthetransportationsmeansoftransportationReasonsbycarbybikebyplanebytrainbybusbyshipinahotballoonbymotorbikebyjeepbytruckinaplate2.warmingupbylookingandspeakingNowboysandgirls,whatdoyouneedtotakewithyouifyouarep reparingforabiketripalongthechangjiangRiver?Lookatt hepicturesandtellthewholeclasswhichobjectyouthinkis themostusefulandwhichoneistheleastuseful.Giveareaso nwhyyouthinkso.3.warmingupbyaskingandansweringNowsupposeyouliveinQinghai.youplantospendaholidaywi thafriendsomewhereinSoutheastAsia.youhavebeengivena chancetochoosethreeplacestovisit.Pleasefindouttheon e-wayfaretogettherefordifferentkindsoftransportation.Perhapsyoumaynotknowtheexactfare,butyoucanguessho wmuchthefareis.Pleasehaveashortdiscussionwithyourpa rtnersandthendecidewheretogo.ok,nowI’dlikeyoutoaskyourpartnerthefollowingquestions.II.Pre-reading.ImagingandsharingDoyouliketravelingalongariver,agreatriver?whatroledoesariverplayinpeople’slife?Inotherwords,howdopeoplewholivealongariveruse it?Thesuggestedanswers:Peoplecandrinkthewaterinariverorwashtheirclothes.Peoplecanswiminariverinsummer.Peoplecanusearivertoirrigatetheirfields.Peoplecanusearivertoproduceelectricity.Peoplecantravelalongariver.2.TalkingandsharingAsweallknow,therearealotofriversintheworldandalsoth erearemanygreatrivers.Nowlookatthechart.Intheleftcolumnarenamesofsomegreatrivers.Intherightcolumnarelo cationswheretheriverslie.Pleasematchthem.matchanswerNamesofRiverLocationNamesofRiverLocationmekongIndiamekongchina，SEAsiaRhineFranceRhineGermanyGangesRussiaGangesIndiaSeineEnglandFranceNile centralAfrica NileEgypt Thames Germany Thames England congoBrazilcongo centralAfrica Nigerchina,SEAsia Niger westAfrica VolgaUSVolgaRussiaEgyptDanubecentralEuropeAmazonwestAfricaAmazonBrazilmississippicentralEuropemississippiUSIII.Reading.ReadingaloudtotherecordingDoyouknowwhatcountriesthemekongRiverflowsthrough?No wlookatthemapofthemekongRiverandpointoutthecountrie sitflowsthrough.ok,todaywe’regoingtoreadapassageaboutjoURNEyDowNTHEmEkoNG.Plea selistenandreadaloudabouttherecordingofthetextjoURN EyDowNTHEmEkoNG.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetap etwiceandyoushallreadaloudtwice,too.2.ReadingandunderliningNowpleasereadandunderlinealltheusefulexpressionsorc ollocationsinthepassage.copythemtoyournotebookafter classashomework.collocationsfromjoURNEyDowNTHEmEkoNGdreamabout,takeagreatbiketrip,graduatefrom,gotthech ancetodosth.,cyclealongtheriver,goforlongbikerides, mountainbike,persuadesb.todosth.,growup,getsb.inter estedinsth.,bestubborn,knowthebestwayofgettingtopla ces,thesourceoftheriver,careabout,givesb.adetermine dlook,changeone’smind,atanaltitudeof,seemtodo,theairbehardtobreathe ,aninterestingexperience,makeuponesmind,givein,alar geatlaswithgoodmaps,keepdoingsth.,atfirst,passthrou gh,besurprisedtodosth.,halfof,atlast,theSouthchinaS ea3.ReadingaloudandunderstandingNextwearegoingtoreadaloudthetextandthenanswersomequ estions.)whoarewangkunandwangwei?2)whatwastheirdream?3)whoareDaoweiandyuHang?4)whereisthesourceofthemekongRiverandwhichseadoesiten ter?5)whatcanyouseewhenyoutravelalongthemekong?6)Isitadifficultjourneytocyclealongthemekong?why?4.Discussingwehavegotthegeneralmeaningofthepassage,andweknowwan gweiandwangkunhavesomesimilaranddifferentattitudesa boutthetrip.youmayhaveashortdiscussionwithyourpartn ersandthenfillinthechart.SimilarattitudesaboutthetripDifferentattitudesaboutthetripBothwangweiandwangkunthinks:).takingthistripisadreamthatcomestrue.2).thattheywillenjoythistripalot.3).theyshouldseealotofthemekong.4).thatmostofthemekongwillbefoundinSoutheastAsia.wangweibelieves:).theymuststartinQinghaiwheretheriverbegins/see allofthemekong.2).thattheydon’tneedtopreparemuch.wangkunbelieves:).itistoocoldandhightostartinQinghai.2).thatusinganatlasisveryimportant.IV.closingdownclosingdownbyansweringquestionswhatshouldyoudobeforetraveling?whatwillyourfamilyandyourfiendssaywhenyouleavehomet otravel?closingdownbytranslatingInthelastfewminutesyouareaskedtotranslatesomediffic ultysentencesinthepassage.AssignmentRevisethecontentsofthepassagecompletethepassageonPage56inworkbookDoexercise2onpage57inyouexercisebooks.Period2:AsamplelessonplanforLearningaboutLanguage AimsTolearnaboutthePresentcontinuousTenseTodiscoverandusesomeusefulwordsandexpressionsProceduresI.warmingupwarmingupbydiscoveringusefulwordsandexpressionsHelloeveryone.Afterreadingthepassage,wehavegottokno wtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage20tofindthecorrectwordsandexp ressionsfromthepassagetofinishthesentences.youaregi ventwominutestofinishthemanddiscusswithyourpartners .Twominuteslater,checkinpairsandthencheckwiththewho leclass.II.Learningaboutlanguage.ReadingandfindingGood,youhavemasteredthesewordsandexpressions.Let’sturntopage17andlookatthequestionsinwarmingup4.Unde rlinetheverbsinthequestions,andpayattentiontothever bformsanddosomeexplanationsbyyourselves.2.LearningGrammarwecanseethattheverbsareallusedinthe“-ing”form.Theyare“thepresentcontinuoustense”,buttheyexpressfuturea ctionsorplans.ThePresentcontinuousTensemaybeusedtod enoteanactionthatcanbepre-plannedorprearrangedinste adofthefutureindefiniteincolloquialEnglish.Butpleas enotethat,notallverbscanbeusedinthe“-ing”formtoexpressfutureactions.Suchverbsascome,go,leave ,fly,walk,ride,drive,stay,meet,die,see,have,arriveetc.aremainlyusedinthe“-ing”formtoexpressfutureactions.3.DoingexercisesNo.2and3onpage21Nowturntopage21anddoexercise2.Inthedialogueanewspap erreporterisinterviewingwangweiaboutherplansforthet ripalongthemekongRiver.However,theyarenotsureabouts omeoftheverbtenses.canyouhelpthemcompletetheirconve rsation?Let’scontinuetodoexercise3.Doyouhaveanyplansforthefutur eyourselves?Ifyouhaveany,pleaseusethePresentcontinu ousTensetoexpressyourfutureactions.Giveasmuchinform ationasyoucan.III.Readyusedmaterialsforthepresentcontinuoustensef orfutureactionsorplansbe+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。
Unit 3 Travel journal教案
Unit 3 Travel journalThe first period——ReadingT eaching goals1 T arget languageA.key wordsdream about, finally,persuade, stubborn, insist, properly, determined, attitude, change one's mid, give inB. Sentence structuresIt is /was +that/ who+clause2 Ability goalsGet the students familiar with the geographic terms that go through the unit;By reading the text, the students can conclude Wang Wei's and Wang Kun's attitudes about the trip.3.Learning ability goalsDevelop the students' ability and let them learn to use some reading strategies such as skimming, scanning,and so on.4.Emotional goalsStimulate the students' love for nature by getting them to know the greatness of a river, and to encourage them to fight against difficulties.T eaching important pointsTo comprehend the text is very important;Get the students to express their plans and wishes;Help them learn that travelling is a good way to widen one's view and add to one's knowledge.T eaching difficult pointsHow to grasp the main idea of the text and how to tell the writer's attitude.T eaching methodsTask-based teaching and learningTalking, discussing, and readingT eaching aidsLoud-speaker, MP3 and other normal teaching toolsT eaching procedures and waysStep 1 Greeting and leading in(1) Listen to a song-- Moon River(2) Play a game to guess the names of the rivers1.This river is called our mother river. The water in the river looks yellow._________2.This river is the longest one in China.________3.This river begins at the Jifu mountains in Zaduo County, Y ushu Tibet Autonomous Region of Qinghai province._________Sep 3 pre-reading"where there is a river, there is a city."the relationship between people and river is really close.Q1 How do people make use of the river?______ the fields; go________; make ___________; _________ along the riverA. swimmingB. Irrigate(灌溉）C. travelD. electricityQ2 If you plan to travel along a river,Which river will you choose? How are you traveling?What will you prepare? Who are you going with?Q3 Look at the map on page18, Which countries does the Mekong River flow through?_______________________________________________________________Step 3 While-reading1.SkimmingQ1 What is their dream?Q2 Who are Dao Wei and Y u Hang?Q3 Match each paragraph with their topic sentence.Para.1 We found a large atlas with good maps showed the details of the worldgeography.Para.2 It was my sister who first had the idea to cycle along the Mekong River.Para.3 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.2.Scanning ----Choose the best answers according to the passage.(1). The source of the Mekong River is in _____ Province.A. QinghaiB. Y unnanC. Sichuan(2). The river’s delta enters _____ .A. the East China SeaB. the Y ellow SeaC. the South China Sea3.Read the text again, and fill in the blankets.Dream Taking a great trip by ____Plan Cycling along the entire _______________ Team Members Wang Kun, ________ and Y u HangPreparations ①Buying expensive mountain bikes②Finding a large ____ with good maps that shows details of world geographyInformation about the River①The Mekong River which is called the Lancang River in China begins in a ______ on a Tibetan mountain and enters the ________________ at last.②At first the river is small and the water is ______ and cold. Then it begins to move ______. After it leaves China and high altitude, it becomes wide, brown and warm. As it enters Southeast Asia, its pace slows.③Sometimes it becomes ______, sometimes it becomes a waterfall.Step 4 After-readingFinish Exercise 1 on page 19Step 5 Compare WangW ei and Wang Kun's different towards the trip.Homework1.Write a travel plan for your winter holiday, containing the following aspect:(1)Destination (place that you are going, background information, purpose......)(2)Time(3)Means of transport(4)Fare(5)Things to take(6)Notice2.Retell the passage in your own words .Blackboard DesignUnit 3 travel journalJourney down the Mekong"Where there is a river, Wang Wei vs. Wang Kun Moral education there is a city. " Stubborn Using an atlasWhich? Don't need is very importantHow? to prepare much it's too cold and highWhat? Must start in Qinghai to start in QinghaiWho? where it begins教学反思：。
Unit 3 Travel journal教案
Unit 3 Travel journalThe First Period ------warming up, pre-readingTeaching aims:1.To talk about the advantages and disadvantages of transports.2.To talk about future plans about holidays.3.To talk about something about rivers.Teaching important and difficult points:To help students talk in English about traveling.Teaching proceduresStep1. Lead-in:Hello everyone. Do you like traveling? Where have you ever been before? How did you get there? If you are given a chance to travel around the world, what kind of transportations will you use?Step2. Warming up:1.Yes. There are so many kinds of transports we can choose to travel, but why do you choose this one not the others. Think about the advantages and disadvantages of each form of transport and fill in the following chart. Suggested answers to Exercise:2. Imagine that you plan to spend a holiday. Choose a place you want to visit. Think about the fare for different kinds of transport and decide how to get there. Then, get into pairs. Use these questions on P17 to make a dialogue about your holidays.Sample dialogue:S1: I’ve planned a trip for my holiday.S2: OK. Where are you going?S1: Lijiang and Dali in Y unnan.S2: Lovely. How are you getting there?S1: As I haven’t much time I think I need to travel by air.S2: That’s going to be very expensive. How much is the fare?S1: About 1,500 yuan.S2:When are you leaving?S1: One week after school finishes for this year.S2: Sounds good to me. Where are you staying?S1: I’d like to stay in local homes.S2: That sounds fun. How long are you staying in Lijiang and how long in Dali?S1: I’m thinking of staying two nights at each place.S2: That’s good. When are you coming back?S1: Five days after I get off.S2: Great. Good luck on your journey!Step3. Pre-reading:1. Imaging and sharingDo you like traveling along a river, ? What role does a river play in2. Talking and sharingAs we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them.Step4. Language points:1.one-way fare / single-way fare (单程票价), round-way fare (往返/双程票价)2. different kinds of transport (Br.E) / transportation(Am.E)3. prefer v.（preferred/preferring）更喜欢，选择某事物（而不选择其他事物）e.g.1). I prefer dogs to cats. 猫狗之中我更喜欢狗。
Unit 3 Travel journal 阅读教学设计
Is it easy to travel along the Mekong river? Why?
Source of the river
altitude
air
weather
Para.3
How does the scenery change when you travel along the Mekong?
Step 2: Careful reading
Para.1
1 What did Wang Kun and his sister dream about ?
2 When did they finally get the chance to do it?
3 What idea did Wang Wei have?
At first…
Then…
Sometimes…
After…
As…
At last…
【当堂达标】
Summary：
Wang Kun and Wang Wei have _________ about taking a great bike trip. when they __________ from college, they _______ to _____ along the Mekong River with their ________. Wang Wei is very _________. Once she is __________ to do something she will never _______ her mind. Although it is difficult to travel along the Mekong River by bike, she ________ that they find the ________ of the river and begin their journey there.
Unit 3 Travel Journal教案
Unit 3 Travel JournalReading and Comprehending高一年级李辉军教学目标： 1.使学生学习阅读理解几种方法。
2．通过阅读课文，理解掌握语言知识。
教学重点：进一步掌握Skimming 、Scanning和Careful Reading三种阅读技能，教学难点：灵活运用学习过的英语词汇句型知识解决实际问题。
学习形式：小组合作探究学习学生为主教学过程：一、课前预习、学案导学Fast-reading Match the paragraph and the main idea.二、创设情境、提出问题Careful Reading1.What was Wang Kun and Wang Wei’s idea of a good trip?2.Who Planned the trip to the Mekong?3.Where is the source of the Mekong and which sea does it enter?4.What can you see when you travel along the Mekong?You can see the source glacier ,rapids, hills,valleys, waterfalls and plains.5.What difficulties did Wang Kun and Wang Wei find about their journey?The journey will begin at an altitude of more than 5,000 metres, where it is hard to breathe and very cold.三、自主学习、合作探究Key words and phrases词汇要点梳理与学习四、师生互动、引导点拨Deal with some difficult sentences in the text.五、巩固练习、拓展提高1、重点词汇再现2、重点句型再现3、高考连接4、词组识记/英汉互译。
高中英语(unit3Travel journal)教案
Lesson Plan of Unit3 Book1Travel journal（Period 2）三、教学过程although, ride bicycles, in front of, as usual, need to do sth., to climb the mountain road was hard , be great fun, reach a valley, much warmer, change… into, T-shirts, shorts, in the early evening, stop to do sth., make camp, put up, after supper, go to sleep, stay awake, at midnight, bee clear, so …that, the sound of the fire, travel so far, join sb., hardly wait to see, change one’s attitude.3.SpeakingRead the passage again and find the answers to the questions:1) How does Wang Kun feel about the trip? (He is starting to like the trip.)2) What do you think has changed his attitude? (seeing the beautiful land)3) Is it natural for Wang Kun not to feel lonely? (Yes. Because the scene WangKun saw is beautiful. The sky was clear and the stars were bright. Also their cousins are waiting for him.)4) Would you feel the same way in this situation? Why or why not? (You may havedifferent opinions about this. Just speak it out and let us share your idea, will you?)Imagine that the dialogue happens the next morning before Wang Kun and Wang Wei leave their camp. Write a short dialogue between them with your partner.Wei: You look so tired Kun: Yes, I stayed up late last night.Wei: Really? What did you do? Kun: I watched the clear sky and the bright stars.Wei: That’s nice. They must be pretty. Kun: Yes, they were.4.ConsolidationUsing the key words to retell the passage: ride bicycle; in front of; as usual; need to do sth.; be great f un; reach a valley; change… into; in the early evening; stop to do sth.; make a camp; put up; after supper; go to sleep; stay awake; at midnight; bee clear; join sb.; can hardly wait to see; change one’s attitude. Step 3. Listening （12’）Let’s go on with Journey Down The Mekong River (part 3) with Wang Wei. Turn to page 23 and do the listening text. Before listening to the tape, please read the words fast, then tick the words you hear on the tape. After that I’ll play the tape for the second time and then finish the chart. You should look through the chart and find out the listening points. The following questions can help you understand the listening text.Where is the girl from?What do people in Laos use the river for?Why do people in Laos call the river “the sea of Laos”?What is the river called in Tibet and Vietnam?What other beautiful sights along the Mekong River in Laos?Fill in the chart:Step 4 .Homework:（2’）1. Follow the tape t o read the passages (Part1 & 2 of “Journey Down The Mekong River”) again and pay attention to the rising and falling tone of each sense group and sentence.2. Try to memorize the useful words and expressions.。
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Unit 3 Travel journal 教案
一、[教学目标]
（一）知识目标：1. 使学生学到与旅游有关的语言知识，如著名旅游景点的英文表达法，如：the Summer Palace，the Great Wall, British Museum等；
2. 读准、掌握本单元的重点生词和短语，如transport，determine，schedule，
be fond of，make up one's mind等，以及现在时表达将来计划、安排的语
法要点，即be going to的用法
（二）技能目标：使学生能够根据已知信息推测将要学习的课文内容，根据所学单词和短语描述自己的旅游经历，在掌握现在进行时表示将来的语法
知识的基础上能灵活运用，用英语交流旅游计划，形成用英语获得信息，
分析处理信息的能力。
（三）情感目标：1. 激发学生对大自然的热爱和旅游的兴趣，通过旅行了解世界各地的文化，增强对祖国大好河山的热爱之情，培养学生的生活情怀。
2. 培养学生的团队合作精神。
二、[教学重点]
（一）教会学生掌握与旅游有关的语言知识，使学生对旅行前的计划有所认识。
（二）学习、掌握本单元相关的一些重点单词、短语，如travel , journal，disadvantage，change one’s mind, be fond of等，以及现在时表将来的
语法功能。
（三）加深学生对文章主要内容的理解，教会学生掌握各种阅读技巧。
三、[教学难点]
（一）培养阅读技能，提高学生的阅读速度，加深学生对文章核心内容、细节问题的理解，以及对阅读技巧的掌握。
（二）能够灵活运用现在时表将来的用法，有创造性地设计并展示出自己的旅行计划，提高学生的口头表达的能力。
四、[教学方法]
（一）教法：新课标倡导教师地位转变，是课程的引导者和参与者。
新的课程标准强调了以学生为主体，教师作为引导者和参与者的角色。
因此，就
本课的学习，可以灵活运用多种教学方法，例如问答法、讨论法和情景
创设法等，逐步引导，层层深入，尽可能多挖掘学生潜力。
鉴于本文内
容会涉及大量的图文信息，本节课时将安排在多媒体教室上课，借助多
媒体的直观教学手段和传统教学方式相结合，上一堂富于趣味性、知识
性的导读课，充分调动学生的积极性和好奇心，开发其学习潜能。
整个
教学过程安排紧凑，作为教师将层层引导学生，把课堂的主动权交给学
生。
（二）学法：由于本单元渗透了一些跨学科、跨文化的语言信息，可能会引起学生的畏难情绪，教师可在上一课时提出问题，鼓励学生带着问题完成
预习任务，标记不懂的知识点，发挥学生的自学能力，便于课堂集中精
神听课；课中，学生应充分利用预习成果，开发创造性思维，完成对课
堂知识的吸收及扩展，在此过程中教师应该引导学生多听多说，并回答
学生疑难问题，帮助学生大胆地说出自己的想法，深入理解教材。
五、[教具准备]
多媒体辅助：将本课所需要的录音、图片、文字、图表等制成PPT，为学生创设课题情景。
六、[教学过程]
（一）导入新课
用约10分钟左右时间进入导入部分。
这一部分在于检测学生课后的预习、复习效果，以及激发学生对本节课的兴趣。
1. 让学生将课本翻至书后面的单词表，播放录音，让学生跟读单词，接着让学生自己尝试在音标的辅助下朗读一遍单词。
这一过程能使学生了解本单元即将接触到的新单词，以便更容易理解之后的学习内容。
2. 通过多媒体展示一些著名的中外景点及名胜古迹的相关图片，让学生来猜并用英语回答景点名称，让学生领略世界各地的风景，拓展学生的视野及知识面，并且活跃课堂气氛，初步进入本课时的主题。
3.创设问题情境。
让学生分组讨论如下几个问题：a. Where have you been to? b. what did you see there? c. How did you plan your trip? For example, how did you plan to go there? 然后请学生起立回答，每组派出代表回答完以上问题，训练学生的听说能力和团队沟通能力，提高学生学习兴趣。
（二）新课讲解
1．讲解新单词和短语。
重点讲解课文中出现的词汇transport，determine，schedule，be fond of，make up one's mind，care about等。
对于较课文中难掌握的单词，通
过词汇辨析来帮助学生认知。
在讲解tour时，我将把它与意思相接近的单词journey，trip，travel进行比较。
这四个单词都有旅行的含义，但又各有区别。
Tour指途中在许多地方作短
暂停留的观光游览；在现代英语中，Trip和Journey常可通用，“make/take/go on a trip/journey to...到...旅游”，其中，Journey指陆地上的远程旅行，Trip指短距离旅行,强调在路上所花的时间和所走的路程；而Travel常用作抽象名词，泛指“旅游、旅行”，指具体旅行时常用复数，但前面不用many或数词。
在学生了解它们各自的含义和区别后，我将用多媒体呈现几个句子，让学生用这几个单词来填空。
例：a. She will go on a long train ____. (Key: journey)
b. I go to work by train, and the____ takes 40 minutes. (Key: trip)
c. He came back home after years of foreign ____. (Key: travel)
d. My mother has gone down-town on a shopping ____. (Key: tour)
2．讲解情态动词的语法功能
向学生们详细讲解：现在进行时除了表示正在进行的目前的或暂时的情况外，还可以表示将来时态，由am/is/are + doing构成。
本课用现在进行时表示将来的语法点, 指的是近期的，按计划或安排要发生的动作，含义是“预定要...”,谓语通常为瞬间性的动词如：come，go，arrive，leave，return，start等。
在向学生们讲解完用法后进行及时巩固，PPT呈现一些现在时表将来的例句，让学生自己分析句中成分。
例：My father is coming to see me this Saturday.这个星期六我爸爸要来看我。
（is coming to see me 即表示“即将打算来看我”的意思。
）通过学生自主分析例句后，能够加深对本课语法点的了解。
最后，老师用PPT呈现几道练习题，让学生用“现在进行时表将来”的语法知识填空。
例：a. It’s really time I went home but I’m enjoying myself so I ________ here a bit longer.
A. stay
B. have stayed
C. stayed
D. am staying
b. My plane is ____at 9:20, so I must be at the airport by 8:30.
A. taking off
B. taken off
C. taken
D. taking
根据学生们在做题过程中出现的错误进行最后针对性的讲解，查漏补缺。
3.老师根据学生对文章的理解及预习情况，让学生对于预习过程中找出的难句长句进行主动提问，老师进行详细讲解，如学生可能会提问“It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to
where it ends.”的分析（本局用了强调句型结构，被强调部分为my sister,句意为首先想到要沿湄公河从源头到终点骑车旅行的是我的姐姐）。
（三）巩固阅读
老师在PPT上呈现出以下几个问题，问题包含了文章的主题和主要线索，例如：①Is it a difficult journey to cycle along the Mekong River? Why?
②What difficulties did Wang Kun and Wang Wei find about their journey?
③What was Wang Kun and Wang Wei’s idea of a good trip?
然后让学生有针对性、有目的性地阅读课文。
阅读完毕后，分别请三位英语成绩不等的同学回答以上三个问题。
通过阅读前设置提问，让学生带着问题阅读材料，提高学生快速查找所需信息和有针对性阅读的能力，提高阅读的速度和准确性。
（四）口语训练
让学生用第三人称的方式复述课文，尽量运用课文所学的知识点。
老师将采用分组讨论法，学生有5分钟的准备时间，然后各组派个代表来复述。
（五）课堂小结
对本课时学习进行小结，把本课时知识内容进行梳理，加强原有知识与新知识之间的联系，如重点单词，词组，句式。
七、[布置作业]
（一）复习本课时所提到的新单词，短语和句型，预习下一课时的内容。
（二）写一篇有关旅行的日志，并且运用现在时表将来的用法，字数为150～200。
八、[板书设计]。