Unit3 Travel Journal 教案
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”。
教案2：Unit 3 Travel journal（写作）
Today, my topic is “Journey down the Mekong——Part 2 A night in the mountains”. This lesson will be divided into five parts: Analyzing of materials, analyzing of teaching methods, analyzing of learning methods, and an overview of teaching process as well as writing design on the blackboard.First, analyzing of materialsin this section I will analyze my lesson from teaching content, teaching aims, important and difficult pointTeaching contentthe central topic of this unit is traveling with friends on bike. The content reflects Wang Wei and Wang Kun’s joy for their trip and reflects the importance and value of the determination. Reading the article can lead students to get the resonance of traveling dream, and to stimulate their interest in learning. So this chapter is the highlights.Teaching aims1, the knowledge and skills aims: to develop students' reading skills, learn to appreciate literature, to help students master the article.2, process and method aims: to enable students to learn through analyzing the topic sentence of each paragraph, then grasp the entire article meaning.3, attitudes and values aims: to enable students to experience the beauty of nature and to help students develop interest in reading and experience the scenery which they have seen in the mountains.Important points: Student's reading skills, mastering the articleDifficult points: to understand the text, summarizing topic sentencein this lesson, I will let the students approach the focus of this article by asking questions and using multi-media. I will help them get over the difficult points by group discussion and the writing on the blackboardSecond Analyzing of teaching methodsNew curriculum requires students being the subject of learning, teachers should be fully stimulate students to learn and to develop students' potential and creativity.In this lesson, I will use the heuristic teaching, task teaching, group discussion and questioning methods to enhance students' interest in learning. Intuitive knowledge of the using of multimedia will be presented to the students. The use of writing on the blackboard is to compensate for the shortcomings of multimedia.Third Analyzing of the learning methods1, task learning:2, cooperative learning: helping students to build self-confidence, stimulate curiosity and desire for learningFourth,an overview of the teaching processMy teaching program will be divided into eight partsStep1 leadingShow some pictures of snow mountains, Ask some students to introduce the scenery of that place. Enable students to understand the content of the article by understanding the background,Step2 DiscussionAsk students to form discussion groups, train students in language skills.The question is: how does Wang Kun feel about the trip now? What do you think changed hismind?Step3 speed readingTeachers show the questions associated with the article in the multimedia, ask students to read the text quickly with the questions and find the answersStep4 new words and phrasesStep5 second speed readingto summarize each paragraph and identify topic sentences by group discussion.Step6 carefully readingTeacher ask some questions and let students find out the correct answers .To help students get a better understanding of this central idea.Step7 conclusionTeachers ask students to summarize the article with questions, help students to exercise the ability to summarize the knowledge and the ability to express their opinion.Step8 Homework1, ask the students to repeat the text in their own words, and write it down.2, ask the students to identify new words and phrases in the text, and be ready for the next lesson. Fifth, writing design on the blackboardwool, reliable, view, as usual, pillow, midnight, flames.the above is my Lesson of this content, thank you.。
人教版高中英语Unit 3 Travel journal教案2023
人教版高中英语Unit 3 Travel journal教案2023人教版高中英语Unit 3 Travel journal教案Ⅰ. 教学目标1. 让学生了解旅行日记的写作特点并学会撰写旅行日记。
2. 培养学生独立思考和表达能力。
3. 提高学生对英语听、说、读、写能力的综合运用。
Ⅱ. 教学重点1. 学习旅行日记的写作技巧和格式。
2. 掌握描述旅行经历的词汇和句型。
Ⅲ. 教学难点1. 运用英语描述旅行中的景点和人物。
2. 根据提供的素材写出完整的旅行日记。
Ⅳ. 教学准备1. 多媒体设备2. 学生练习册3. 板书Ⅴ. 教学过程Step 1. 导入新课1. 向学生介绍旅行日记的概念和重要性。
提问：你们曾经写过旅行日记吗？为什么要写旅行日记？2. 呈现一份标准的旅行日记，并让学生观察其中的格式和写作技巧。
Step 2. 学习旅行日记的格式和写作技巧1. 提示学生观察旅行日记的格式，包括日期、地点、时间、内容等。
2. 引导学生观察旅行日记的语言风格，如使用第一人称、过去时态等。
3. 教授一些描述旅行经历的词汇和句型，如visit, explore, enjoy, beautiful scenery等。
Step 3. 练习写作1. 分发学生练习册，并让学生完成练习册上的相关写作练习。
2. 引导学生分享自己的旅行经历并写成日记。
学生可以根据提供的素材写，也可以自由发挥。
3. 让学生交换日记，互相阅读并提供建议和修改意见。
Step 4. 总结和拓展1. 让学生总结本节课学到的旅行日记的写作技巧和格式。
2. 提供更多的写作素材和练习，让学生进一步拓展写作能力。
Ⅵ. 作业布置1. 练习册上的写作练习。
2. 要求学生继续写作旅行日记，并根据教师的要求反馈修改。
3. 准备下节课的教材和学习资料。
以上就是针对人教版高中英语Unit 3 Travel journal教案的教学内容和流程安排。
希望学生们通过本节课的学习能够熟悉旅行日记的写作特点，掌握相关的词汇和句型，并能够在实际写作中灵活运用。
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。
人教版选修一英语unit3教案
人教版选修一英语unit3教案Unit 3 Travel journal【Introduction】In this unit, we will read a travel journal written by a young backpacker named Joe. Through Joe's vivid and detailed descriptions, we will learn about his unforgettable adventures and experiences during his solo trip around Southeast Asia. This travel journal not only introduces us to the diverse cultures and breathtaking landscapes of this region but also provides us with valuable insights into the challenges and rewards of independent travel.【Tasks and Goals】1. Develop students' reading comprehension skills.2. Improve students' ability to analyze and interpret the author's point of view.3. Enhance students' vocabulary and language skills related to travel and cultural exploration.4. Encourage students to reflect on the importance of stepping out of their comfort zones and embracing new experiences.【Teaching Procedures】Step 1: Pre-reading (15 minutes)- Introduce the topic of the travel journal to capture students' interest.- Activate students' background knowledge by asking them about their travel experiences or dreams.- Show some pictures of famous landmarks in Southeast Asia to generate discussion and engage students.Step 2: Reading (30 minutes)- Distribute copies of the travel journal to each student.- Ask students to read the journal silently and underline any unknown words or phrases.- Conduct a guided reading session, focusing on comprehension and analysis of the text.- Encourage students to discuss their interpretations and impressions of the journal with their peers.Step 3: Vocabulary and Language Focus (20 minutes)- Select key vocabulary words from the journal andpresent them to the students.- Engage students in various vocabulary activities suchas matching exercises and context-based sentence completion.- Teach idiomatic expressions and collocations related to travel.- Provide opportunities for students to practice usingthe new vocabulary in oral and written activities.Step 4: Post-reading and Discussion (25 minutes)- Facilitate a class discussion on the themes and messages conveyed in the travel journal.- Encourage students to share their own travelexperiences or aspirations, and how they relate to the ideas presented in the journal.- Challenge students to reflect on the importance of cultural understanding and empathy when embarking on new adventures.- Conduct a group activity where students work togetherto create their own travel journals, using Joe's journal as a model.Step 5: Consolidation and Assessment (15 minutes)- Assign a writing task where students need to summarize their favorite part of Joe's travel journal and explain whyit resonated with them.- Evaluate students' comprehension and analysis skills through written or oral assessments.- Provide individual feedback and guidance for improvement.【Conclusion】Through studying Joe's travel journal, students will gain valuable insights into the world of independent travel and broaden their horizons. This unit aims to foster a sense of curiosity, empathy, and cultural awareness among students, while improving their English language skills. By the end of the unit, students should be able to appreciate the transformative power of travel and understand the importance of embracing new experiences.。
教学设计：Unit 3 Travel journal
Unit 3 Travel JournalI. Analysis of the teaching contentsThis unit, unit 3 travel journal, is from New Senior English for China Student’s Book 1. The topic of this unit centers on travel and travel journal, including the travel plan, where to travel, how to travel and so on. Travel is very attractive to the students. But before traveling, we must do a lot of work. The reading material is about how they make their travel plan and how to carry out their plan. The students can learn how to describe their attitudes and how to make a travel plan if they want to travel. Travel is a very beneficial and attractive activity. One can gains a lot, such as, general knowledge of geography, politics, communicate skills and travel experience. In this unit, language study includes some new words and useful expressions and the present continuous tense.II. Analysis of characteristics of the learnersStudents who learn this unit are in their Senior One. They have the basic ability to read the passage and know how to make their plans and show their attitudes towards something. But they don’t have very large vocabulary. Therefore, they have some difficulties in understanding the reading material completely. So, to master the new words in this unit is very important. Students in their age are active but afraid of making mistakes and they have few chances to express themselves in English. In this case, teac her’s guidance and courage are the keys to students’ progress. Students may feel bored if there is only boring knowledge. We can combine the passage and some knowledge with their interests so that they can be more devoted in the study.III. Teaching aimsA.Knowledge1.The students should learn how to use the key words and expressions in this unit, such as, prefer todo sth. prefer sth to sth., be fond of, attitude and so on.2.The students learn to use the present continuous tense to express future actions.B.Ability1.The students will make some team and learn to make a travel plan or a study plan together and carryout it if the condition is mature.2.The Ss learn to express their attitudes to something, someone or some methods.3.The students should know what eco-travel is，and plan an eco-travel for the nearest holidays.4.The students learn to write a letter to their friends or relatives, to write a travel journal and atravel advertisement.C.Emotion and attitude1.Develop Ss’ sense of eco-travel and make them protect the environment while traveling.2.The students will learn that travel also need courage, perseverance and some common sense.3.They will develop students’ cooperative spirit.IV. Teaching methodologyGenerally, the method is task-based language teaching. Details are as follows:1.Discussion to help the students know something about travel: the transport, the travel budget. Picturesto show the natural environment of the Mekong river.2.Fast reading to help the students to get the general idea of the passage.3.Careful reading to get the students to understand some detailed information.4.Pair work to develop the students’ cooperative spirit and encourage them to speak English in class.5.Retell to help students to review the passage .V. Learning strategyVI. Important points of teaching1.Master the new words and phrases in this unit.2.Help the students to get a better understanding of the text.3.Help the students to make a prese ntation on one’s own travel plan.VII. Difficult point of teaching1.Express fluently their travel plan and wishes.2.Grasp the main idea of the text and how to tell the writer’s attitude.3.Plan an eco-travel for the nearest holiday.VIII. Teaching proceduresStep 1. Warming upShow some beautiful pictures around the worldGoal: This step is to arouse the students’ interest in the unit.Step2. Background informationLet the students’ say something about travel and the Mekong River and then, teacher will give some pictures of the Mekong River.Goal: To enrich their background knowledge.Step3: ReadingA.Pre-readingB.While-readingC.Post-readingGoal: Improve the students’ ability of exchanging ideas and let them get the general idea of the given passage through skimming and scanning. And gain the knowledge of some common sense and the words, phrases and grammar points.Step4: ExercisesGoal: Do some exercises to review what have learned before. Pair work to tr ain students’ ability of speaking and cooperative spirit.Step5: HomeworkGoal: To let the students consolidate what they have learnt and improve their writing ability.Step6: SummaryIX. Teaching contents1.Lead-in and Warming-upShow some pictures or postcards of some places of interest and beautiful travel destinations and vocation resorts on the screen and tell them the places of interests in the world. And then ask them if they like traveling. They may answer yes, and I continue to ask where they have been.T: Ok, boys and girls, do you like traveling?Ss: Yes.T: Where have you been before? And how did you find your travel?Possible answers:(Here the students’ answers are probably different. They may answer that they have been to Beijing, Shanghai, Guangzhou, Qingdao, Fuzhou, Xiamen and some other place. And they may find their travel is interesting, funny, impressive, unforgettable, wonderful, comfortable and so on.)(In 3-4 minutes)Then I tell them that on this National Day I paid a visit on Shanghai with my friends. We visited Oriental Pearl，which is the nickname of Shanghai. It took me 10 hours to get there by train. What’s more, I spent a lot of money for this travel. Then show the pictures of Oriental Pearl and Huangpu River to the students on the screen. And present a table about the fare, the transport, the date, and the destination on the screen.However, what’s more important, I learned a lot from this travel. Not only could I enjoy the places of interest, but also I could learn about many local customs, cultures and the history of some places of interest. So I think it is very interesting and helpful.Meanwhile, with the help of multimedia, I’ll also show some pictures of different kinds of transports and help the students to revise them, including by car, by bus, by ship, by train, by air etc. However, each transport has its own advantages and disadvantages. Now please list some advantages and disadvantages of each transport after discussion with your partners. (In3 minutes or so)Then I will ask some of them to show their answers. At last, I summarize and present the main answers on the screen. (In 4 minutes or so)Who are you going with?How are you traveling?Which river will you choose?What will you prepare?From where will you start?When are you coming back?Step2 Background informationWith the help of multimedia, I’ll show some pictures of the Mekong River and introduce the basic information, such as the length, the countries that it flows through, where it ends, how it looks like and so on. Also, I will help the students to revise the transports and asked them if we want to travel the Mekong River, what transports should we choose.The Mekong is a river in Southeast Asia. It is the world's 12th-longest river and the 7th-longest in Asia. Its estimated length is 4,350 km (2,703 mi),and it drains an area of 795,000 km2(307,000 sq mi), discharging 475 km3 (114 cu mi) of water annually.From the Tibetan Plateau this river runs through China's Yunnan province, Burma, Laos, Thailand, Cambodia and Vietnam. Laos, Thailand, Cambodia and Vietnam established the Mekong River Commission (MRC) in 1995 to assist in the management and coordinated use of the Mekong's resources. In 1996 China and Burma became "dialogue partners" of the MRC and the six countries now work together within a cooperative framework.The extreme seasonal variations in flow and the presence of rapids and waterfalls in this river have made navigation difficult. Two hundred Chinese border police and 100 policemen from Myanmar, Laos and Thailand escorted a convoy of 10 Chinese cargo ships departing Guanlei, China, recently. The river is a major trading route linking China’s southwestern province of Yunnan to the South China Sea via Myanmar, Laos, Thailand, Cambodia and Vietnam, and provides locals with an invaluable outlet to the sea and international trading.Step3 Reading1.Pre-readingCan you guess what the names of these rivers are? (In 1 minute)Changjiang (Yangtze) Yellow2.3.4.5.6.7.8.9.Nile AmazonHow do people living along a river make use of it? (Individual work in this part)To irrigate the fieldsTo go swimming in it in summerTo make electricityTo travel along itOk, now please look at the map on page 18 and list the countries that the Mekong River flows through. (review)Mekong RiverThe countries that the Mekong River flows through: China's Yunnan province, Burma, Laos, Thailand,Cambodia and Vietnam2.While-readingAsk the students to scan the text and think about the following questions.A.What Is the text about?B.What was Wang Kun and Wang Wei’s idea of a good trip?Their idea was to take a long bike trip.C.Who planned the trip to the Mekong?Wang Wei.Ask the students to read the text more carefully and answer more questions.D.Where is the source of the Mekong River and which sea does it enter?The source of the river is in Qinghai Province and it enters the South China Sea.E.What can you see when you travel along the Mekong River?You can see glacier, rapids, hills, valleys, waterfalls and plains.F.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.G.What do you think about Wang Kun and Wang Wei?Wang Kun is enthusiastic, critical, and sensible, while Wang Wei is imaginative, organized, eager, persistent, stubborn and risk-taking.3.Post-readingA.After they complete these questions, I’ll ask the students to read the text following the tape. And thenunderline the difficult sentences and some important expressions and phrases. Then I will explain then in next class.B.Ask the students to simply retell the story in their own word and then tell others Wang Kun’s and WangWei’s attitudes to this journey.Step 4: Exercisesnguage exercises: Discovering useful words and expressions, Discovering useful structures.B.Work in pair. Imagine that you are Wang Kun or Wang Wei. Choose a paragraph from the passage anduse the information to help you make up a dialogue.Wang Wei: You know, we’ve always wanted to do a long bike trip. Why don’t we go on after we graduate from college?Wang Kun: That is a good idea. …Step 5: HomeworkWrite a short passage of your travel plan.Step6. SummaryNow, let’s sum up what you have learnt about traveling.From this unit, you have also learned:Useful words:Useful phrases:A new grammar item:Other ability that you have gained:。
Unit 3 Travel Journal 教案
Unit 3 Travel Journal 单元教学目标Target language目标语言Ⅲ教材分析与组合1 教材分析本单元以travel为主题，使学生通过travel了解他们所去国家或地区的风土人情，地理地貌及气候特征。
让学生体会英语作为工具给他们带来的乐趣。
学生可以利用英语扩大自己的视野，获取知识,了解世界。
学生可以通过相互讨论和相互交流以丰富各自的地理知识。
进一步扩大学生的词汇量。
能正确使用现在进行时的形式表达将来的计划和安排。
本单元把Travel Down the Mekong分成六部分，其中三部分作为阅读材料而另三部分作为听力材料。
通过本单元的学习使学生掌握一些重要词汇及词组，并能够写出自己的旅行日志来提高自己的写作水平。
1.1 Warming-up 让学生想象去旅游并选择一个地方为题，讨论所需费用，并决定四种交通方式，使学生了解旅行前的准备及计划。
1.2 Pre-reading 部分的三个问题是通过讨论河流在人民生活中的作用以及看图回答问题，让学生找到湄公河流域的国家，作为阅读的“热身”1.3 Reading 是日志的第一部分，它讲述了王坤和王薇的骑车旅行梦想和计划，描述了他们为这次旅游所做的准备，对旅游路线的选定以及他们通过查阅地图对湄公河情况的了解。
文章用第一人称的方式，通过对王薇做事的方式的介绍，让大家了解了她的性格特点，使人倍感亲切，给人留下深刻的印象。
日志的第二部分放在workbook 中，主要讲述他们在西藏山中度过的一宿，以及旅行中的苦与乐。
1.4 Comprehending第一题是信息题，通过问答使学生进一步理解课文以训练学生获取信息的能力。
第二题是理解题，让学生用自己的话解释课文中的句子。
第三题是推断题，让学生通过主人公的行为来推断他们对旅行的态度。
第四、五题是语言运用题，用以提高学生运用语言的能力。
1.5 Learning about language分两部分，第一部分是旨在通过三个题型的练习使学生掌握目标语言。
Unit 3Travel Journal教案
Unit 3 Travel Journal 教案教学目标【知识目标】To learn about the words and phrases about geographyTo know about the Mekong RiverTo understand the character of Wang Kun and Wang Wei【能力目标】Learn to read a mapImprove Ss’ reading skills (skimming and scanning)【情感目标】Know to respect and communicate with others when having different opinions Know to love and protect the rivers in the world教学重难点【教学重点】Help Ss to improve their reading skillsH elp Ss to understand the author’s trip down the Mekong River【教学难点】Help Ss to understand Wang Kun’s and Wang Wei’s attitudes to the trip Help Ss to analyze the characters of Wang Kun and Wang Wei【考点同步解读】一、重点短语1. travel----泛指旅行journey----指长时间长距离的陆上旅行voyage----指长距离的水上旅行，也可以指乘飞机旅行trip----常指短时间短距离的旅行tour----指周游，巡回旅游，2. prefer to 更加喜欢，宁愿 prefer A to B 比起B，更喜欢Aprefer doing to doing 比起做…，宁愿做…prefer to do rather than do 与其做…, 不如…3. flow through 流过，流经4. ever since 自从5. persuade sb. to do sth. 说服某人做某事6. be fond of 喜欢7. insist on doing 坚持做某事 insist + that 从句（用should+ V原）8. care about 关心. change one’s mind 改变想法10. altitude 高度attitude 态度，看法11. make up one’s mind to do下定决心做某事 = decide to do = make a decision to do12. give in 让步，屈服give up 放弃13. be surprised to …对…感到惊奇to one’s surprise 令某人惊讶的是…14. at last = finally = in the end 最终15. stop to do 停下来去做某事stop doing 停止做某事16. as usual 像往常一样17. so…that如此…以至于… So + adj + a/an + n. + thatSuch + a/an +adj. + n. + that18. be familiar with 对…熟悉（人作主语）be familiar to 为…所熟悉（物作主语）二、语法:现在进行时表将来现在进行时表将来，表示最近按计划或安排要进行的动作，常见的现在进行时表将来的动词有：come/ go / leave/ arrive / travel / take / stay/ do等.【核心素养聚焦】1. Encourage students to learn more about traveling and tourist culture2. Enable students to become more interested in traveling and experience the beauty of nature so as to be fond of nature.3. Train the students’ ability to cooperate with others4. Try to make the students to use some useful words and expressions correctly5. Try to make the students to review the useful sentence patterns6. Train the students to interest in learning English课前准备Tape recorder, Multimedia教学过程Step1. Warm-upA competition between groups:1)Which country is Mississippi River located in?2)Which country is Thames River located in?3)Which river is the longest river in the world?4)Which river is the second longest river in the world?5)Which river is the longest river in China?6)Which river is the most important river in Southeast Asia?【设计意图】通过小组竞赛激发学生参与课堂的积极性，并让学生了解和积累世界河流的知识，为进一步阅读理解文章做准备。
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Unit3 Travel journal英语0907 江莉婕Ⅰ.Teaching aimsWarming-up and pre-reading1. Skill goalsDescribe a journey.Master means of transportation.The Present Progressive Tense expresses futurity.Borden students’ horizon.2. SentencesHave a nice/ good time Good luck on your journeyTare care Have funSay “hello” to … Write to meBest wishes Give my love/best wishes to……3. VocabulariesJournal, transport, prefer, disadvantage, shortcoming, fare, route, cycle, schedule, detail, organize, care about, determine, change one’s mind, altitude, pace, parcel, view, temple, cave4. GrammarThe Present Continuous Tense to express future actions5. MotionsIncrease Ss’ confidences and interests of learning English grammarOpen Ss’ eyes to the world’s interesting placesⅡ. Teaching important and difficult points1.Talk about the travel2.Try to master the useful new words & expressions3.How to use the Present Continuous Tense to express a plan orsomething to be done according to planⅢ.Teaching aidsA projector and a computerⅣ.Teaching Procedures1.Lead-in(7 minutes)T: Do you like traveling? Ss: YesT: Why do you like traveling? What are the advantages of traveling?Ss：Enjoy beautiful scenery; Broaden our mind; Make friends; Be good for health; Contact with different cultures; Bring enjoyment and good memories…(Ss may have a lot of different ideas. Give them time to talk freely)T: If you have a chance to travel, where are you going? Please choosea place on the map. Show them a world map with some interestplaces and some photos of beautiful places on the PowerPoint. （The Great Wall; The Bird’s Nest; Tibet; The Yellow Mountain; Fuji Mountain; Eiffel Tower; Venice; The Liberty Statue in New York; Los Angles;The Pyramids…）2.Presentation(15 minutes)Ⅰ.FactorsT: Now, let us talk about following questions. When are youleaving? How are you going to …? When are you arrivingat/in…? Where are you staying? How long are you staying in…?When are you coming back?Ss: I am leaving in winter vacation. I am arriving at EiffelTower in Paris by air. I am staying in 7 days… (Five students)Then give them an example to summarize following factors.1). Time: The Spring Festival; National Day; May Day; weekends;Summer (winter) vacation…2).destination:Enjoy some beautiful pictures of famous placeswith the whole class: Yellow Mountain黄山; Jiuzhaigou九寨沟;Guilin桂林; Tian’an men Square(天安门广场); Terracotta warrior, Xi’an(西安兵马俑); Summer Palace(颐和园); London Bridge;The Opera House悉尼歌剧院; Eiffel Tower艾菲尔铁塔3). What to do: Rock climbing; rafting; bungee jumping; skiing;hikingAllow Ss to talk more about it.4). Travel cost: talk with the Ss quickly.5). things to take: ID cards; passports; Money (cash); a book ofmaps…6). Means of transportation: on foot; by bike; by bus; by car; byplane/by air; by boat/by ship/by seaⅡ.Advantages and disadvantages of several typical means of transportBus: cheap, efficient for short journeys; take longer time than train or plane, no meals, uncomfortableTrain: faster than bus, cheaper than plane, safe; take longer time than plane, no meals, crowdedShip: cheaper than plane, romantic, comfortable, accommodation and meals, entertainment; more expensive than train, not convenient for visiting inland placesAirplane: quick, efficient, provides meals, comfortable; expensiveHigh-speed train/express train/bullet train: quick, cheap; unsafe3.Discussion(13 minutes)Speaking:T: OK, you plan to spend a holiday with a friend somewhere in Southeast Asia. Choose three places to visit and find out the one way to get there for different kinds of transport.Then, make up a dialogue in pairs with these questions (where are you going to? How are you going to……? when are you arriving in/at……? Where are you staying? How long are you staying in……? When are you coming back?)Introducing:Before they do that task, show a map of Southeast Asia with detailed position of Laos; Vietnam; Thailand; Cambodia（柬埔寨）;Myanmar; Ho Chi Minh City(胡志明市); Phnom Penh（金边柬埔寨首都）. Then show some pictures of the sceneries in these countries with short introductions.[Southeast countries: China, Myanmar, Laos, Thailand, Cambodia, and VietnamMyanmar/Burma (before 1989) is one of the largest countries in Southeast Asia population: 52.17 million (2003) capital: YangonLaos is a country in SA between China and Cambodia population: 5.9 million (2005) capital: VientianeThailand is the only SA country never to have been taken over by a European power population:63.36 million(2003) capital: Bangkok (人妖Thai shemale)Cambodia is a country in SA between Thailand and Vietnam population: 13.4 million (2003) capital: Phnom PenhVietnam is a country in SA next to Cambodia and China (2003) Population: 81.4 million (2003) capital: Hanoi]4.Pre-reading(9 minutes)1) T: can you speak some names of famous rivers in China or theworld?Ss: The Yellow river, The Yangtze River, The Pearl River, The Nile River, The Thames River, The Rhine River, The Danube River, The Amazon River, The Mekong River…Show students some pictures of the rivers and give them introductions.ⅰThe longest river in the world: Nile (Egypt)ⅱThe largest river in the world: Amazon (Brazil)ⅲThe longest river in China: The Yangtze RiverⅳThe largest river in China: Yellow River2) T: Can you list the countries that Mekong flows through?Ss: China, Myanmar, Laos, Thailand, Cambodia, and VietnamIntroduce the Mekong River on the mapThe Mekong flows from South-West China through the entire mainland Southeast Asian5. Homework (1 minute)P21. Reading task1) How do people who live along a river make use of it? (To irrigate the fields, to go swimming in it in summer, to make electricity, to follow the route of it)2) Where is the Mekong River?3) Can you tell the differences between the Mekong River and the Lancang River?4) Remember the new words5) Preview the reading passage and find out the topic sentences of each paragraph。