《高中英語 Unit3《Travel journal》 Period 1 Warming up and Reading 優(yōu)質(zhì)教學(xué)案 新人教版必修1》由會(huì)員分享，可在線閱讀，更多相關(guān)《高中英語 Unit3《Travel journal》 Period 1 Warming up and Reading 優(yōu)質(zhì)教學(xué)案 新人教版必修1（11頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

111 Unit 3　Travel journal 單元規(guī)則 本單元的中心話題是旅游(Travel)，通過旅游日記的方式描述旅行見聞。具體涉及旅游所需的準(zhǔn)備工作（包括精神與物質(zhì)準(zhǔn)備），以及選擇安排旅游時(shí)間、景點(diǎn)、路線、交通工具等。語言技能和語言知識等都是圍繞旅游(Travel)這一中心話題展開的。 為了圍繞中心話題開展聽、說、讀、寫活動(dòng)，本單元安排了八個(gè)部分：“熱身(Warming Up)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehending)”“語言學(xué)習(xí)(Learning about Language)”“語言運(yùn)用(Using Language)”“小結(jié)(Summing Up)”和“學(xué)習(xí)建議(Learning Tip)”。 “熱身（Warming Up）”部分讓學(xué)討論乘公交車、乘火車、乘船和乘飛機(jī)四種不同交通方式的優(yōu)、缺點(diǎn)，并填入表格中。然后讓學(xué)生想象自己計(jì)劃選一個(gè)地方去度假，并就度假事宜編一段對話。與同學(xué)討論六個(gè)問題，使學(xué)生了解旅游的必要手段和必備的費(fèi)用。目的是培養(yǎng)學(xué)生利用網(wǎng)絡(luò)等資源查閱信息的能力，教師可借此幫助學(xué)生掌握一些關(guān)于旅游方面的詞匯和相關(guān)知識，同時(shí)提出的六個(gè)問題都涉及現(xiàn)在進(jìn)行時(shí)表示將來的用法，為本單元其余部分的學(xué)習(xí)作好了鋪墊。 “讀前（Pre-reading）”部分提出了兩個(gè)問題：沿河居住的人怎樣利用河流？世界上有許多大河，如果你只能沿著其中一條河旅游，你會(huì)選哪一條？它們不僅與單元主題有關(guān)，而且與下一部分的閱讀材料內(nèi)容緊密聯(lián)系，從而導(dǎo)出了話題，并為閱讀作好準(zhǔn)備。 “閱讀（Reading）”部分是JOURNEY DOWN THE MEKONG（湄公河旅行游記）的第一部分THE DREAM AND THE PLAN（夢想與計(jì)劃），王坤用第一人稱講述了他和王薇夢想沿湄公河騎自行車旅行，并為之作準(zhǔn)備的過程。主要目的是通過閱讀培養(yǎng)學(xué)生略讀、跳讀、根據(jù)上下文猜測詞義等閱讀技巧，并使學(xué)生了解湄公河的地理風(fēng)貌，豐富他們的地理知識。 “理解（Comprehending）”部分提供了五個(gè)練習(xí)。通過問答題的形式、用自己的話解釋句子。讓學(xué)生填寫表格列舉在課文中王薇和王坤對旅行的相同和不同態(tài)度并說明自己的看法、想象自己就是王坤和王薇并利用某一段落的信息編對話以及比較并解釋句子的意義，加深學(xué)生對課文內(nèi)容、細(xì)節(jié)以及重點(diǎn)句子的進(jìn)一步理解。 “語言學(xué)習(xí)（Learning about Language）”部分講述了主要詞匯及其運(yùn)用和重點(diǎn)語法項(xiàng)目（用現(xiàn)在進(jìn)行時(shí)表示將來）。詞匯部分設(shè)計(jì)了三個(gè)練習(xí)：練習(xí)1是利用閱讀文章中的單詞或短語填空完成句子；練習(xí)2是從所給的單詞或短語中選擇正確的完成句子；練習(xí)3是從所給的單詞中選擇合適的單詞完成段落。設(shè)計(jì)這些練習(xí)的目的是幫助學(xué)生復(fù)習(xí)掌握重要詞義和詞語，并能在具體的語境中正確使用。在這一環(huán)節(jié)中，教師要引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟，即指導(dǎo)學(xué)生形成自主學(xué)習(xí)意識，掌握合適的學(xué)習(xí)策略。語法項(xiàng)目是用現(xiàn)在進(jìn)行時(shí)表示將來，設(shè)計(jì)了3個(gè)練習(xí)：練習(xí)1是通過觀察“熱身”部分中的問題來了解用現(xiàn)在進(jìn)行時(shí)表示將來的用法以及這種時(shí)態(tài)的構(gòu)成，并要求從閱讀文章中找出相似的句子；練習(xí)2以記者采訪的形式，通過談?wù)撝贫糜斡?jì)劃學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)表示將來的用法；練習(xí)3給出了表示將來的時(shí)間狀語，要求仿照例句用現(xiàn)在進(jìn)行時(shí)表示將來的句子填空。設(shè)計(jì)這些練習(xí)的目的就是讓學(xué)生通過具體的語境了解、理解并正確運(yùn)用現(xiàn)在進(jìn)行時(shí)表示將來的用法。 “語言運(yùn)用（Using Language）”部分含讀和討論(Reading and discussing)、聽和說(Listening and speaking)和寫(Writing)三個(gè)綜合訓(xùn)練。讀和討論(Reading and discussing)是JOURNEY DOWN THE MEKONG（湄公河旅行游記）的第二部分A NIGHT IN THE MOUNTAINS（山中一宿），主要講述了她們在西藏山中度過的一宿，爬山路的艱苦及樂趣；聽和說(Listening and speaking)圍繞中心話題，講述王薇和王坤在去往大理與表兄弟會(huì)面的路上與一個(gè)老撾女孩的對話；寫(Writing)要求學(xué)生把自己想象成王坤的朋友圍繞話題給他寫一封短信詢問老撾的情況。練習(xí)冊中與之對應(yīng)的Listening、Listening task 和 Reading task中的語篇分別是JOURNEY DOWN THE MEKONG（湄公河旅行游記）的第四、五、六部分。這一部分的主要目的就是培養(yǎng)學(xué)生通過閱讀、聽力等各種途徑獲取信息的能力，以及通過小組討論、說、寫等手段培養(yǎng)學(xué)生用英語進(jìn)行交際的能力，使學(xué)生了解生態(tài)旅游的概念和意義，樹立為建立人與自然和諧發(fā)展的環(huán)境而努力的意識。 “小結(jié)（Summing Up）”部分設(shè)計(jì)了一個(gè)表格，引導(dǎo)學(xué)生從本單元的話題、詞匯和語法等方面對所學(xué)內(nèi)容進(jìn)行歸納總結(jié)。這樣做的目的是便于學(xué)生復(fù)習(xí)掌握本單元的要點(diǎn)內(nèi)容，更重要的是使學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，從而提高學(xué)習(xí)效率，同時(shí)也鍛煉了學(xué)生的歸納總結(jié)的能力。 “學(xué)習(xí)建議（Learning Tip）”部分鼓勵(lì)學(xué)生外出旅行時(shí)寫旅游日記（travel journal）。這無論對于提高自己的英語水平，還是滿足許多人喜歡看游記的愿望，都是極為有益的，教師應(yīng)該督促學(xué)生養(yǎng)成這個(gè)好習(xí)慣。 知識目標(biāo)： 本單元需要學(xué)習(xí)的重點(diǎn)單詞為：journal　fare　transport　Vietnam　finally　cycle　persuade　stubborn　insist　proper　properly　determine　determined　altitude　valley attitude　shorts　camp　record　topic　familiar　brave 本單元需要學(xué)習(xí)的重點(diǎn)詞組為：one-way fare　dream of/about　persuade somebody to do something　be determined to do something　as usual　change one’s mind　give in　be familiar with something　be familiar to somebody 本單元需要學(xué)習(xí)的重點(diǎn)句型為： 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. do. . . ) 3. She gave me a determined look—the kind that said she wouldn’t change her mind. (the Attributive Clause) 4. Once she has made up her mind, nothing can change it. (Once. . . ) 5. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the present participle used as adverbial) 6. As it enters Southeast Asia, it travels slowly through hills and low valleys, and the plains where rice grows. (the Attributive Clause) 7. It was so quiet in the mountains that night that there was almost no wind, only the sound of the fire. (so that. . . ) 8. The topics of a travel journal can be different from a diary, often including people, things, and events less familiar to readers. (including. . . ) 本單元需要掌握的交際功能用語為：祝愿和告別(Good wishes and farewells) 1. Have a nice/good day/time. Have a nice/good journey/trip. Good luck! Enjoy yourself! Best wishes to you. Happy New Year! Merry Christmas! Happy birthday! 2. Thank you. You, too. The same to you. 本單元需要掌握的語法為：現(xiàn)在進(jìn)行時(shí)表示將來(The Present Continuous Tense to express future actions) When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back? 能力目標(biāo)： 1. 能根據(jù)已知信息推測所聽材料的內(nèi)容以及拼寫所聽有關(guān)單詞。 2. 能運(yùn)用所學(xué)語言表達(dá)將來的計(jì)劃，并學(xué)會(huì)向別人告別和表達(dá)祝愿。 3. 學(xué)會(huì)用英語交流旅游計(jì)劃，談?wù)撀糜卧掝}。 4. 掌握理解本單元旅游日記的內(nèi)容和閱讀技巧。 5. 學(xué)會(huì)寫書信談?wù)撀糜胃惺?、描寫旅游景觀等。 情感目標(biāo)： 1. 運(yùn)用所學(xué)知識在實(shí)際生活中安排旅游, 包括選擇地點(diǎn)、選擇路線、選擇旅游方式、查詢費(fèi)用等。 2. 掌握旅游常識，學(xué)會(huì)解決旅游中出現(xiàn)的一些問題。 3. 養(yǎng)成外出旅游時(shí)寫旅游日記的習(xí)慣。 4. 了解生態(tài)旅游的概念和意義，幫助學(xué)生樹立為建立人與自然和諧發(fā)展的環(huán)境而努力的意識。 課時(shí)安排 This unit helps students make a connection between geography, or the “l(fā)ay of the land”, and the customs and traditions of the people who live there. The places visited in this unit are close to home:in China and Southeast Asia. Critical thinking skills developed in this unit will include planning for a trip and solving problems after the trip has begun. The skills students are asked to use are set in realistic situations and are intended to make students more resourceful. The focus in this unit is on how to read an atlas to make travel plans and how to find ways to travel. An atlas offers a wealth of information about geography and is one way to increase students’ awareness of their global environment. Use of an atlas especially addresses the needs of students with visual and spatial learning styles. Of course, the photos and maps included in this unit add to the skills taught. Practice with creative writing is continued in this unit. Students learn about the purpose of the journal and how it compares with the diary. Students are also given practice in reading journal entries and writing their own. In the process, they are introduced to the role of sensory detail in descriptive writing. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows: Period 1:Warming up and Reading Period 2:Important language points Period 3:Grammar:The Present Continuous Tense for Future Actions Period 4:Listening Period 5:Extensive Reading Period 6:Speaking and Writing Period 7:Revision (Summing up and Learning tip) Period 1　Warming up and Reading 整體設(shè)計(jì) 從容說課 This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of this unit by brainstorming some questions, such as:Do you like traveling? Why do you like traveling? Where have you ever been before? As to Warming up, the teacher can follow the steps on Page 17. Its purpose is to get students talking about the six question prompts and the topic of this unit. So it does not matter whether they can find the correct fares. They can estimate, or give a good guess about how much it will cost. The important thing is to get students to carry on conversations in pairs using the Present Continuous Tense to express planned actions in the immediate future. This part helps to make the students ready for Reading. Before reading the passage, the students should discuss the two questions in the part Pre-reading in pairs. This makes for getting the students thinking about the general topic of the reading passage. The reading passage is the first part of JOURNEY DOWN THE MEKONG. It gives students the background about the bike trip, especially the planning that went into it. This part also introduces students to the four young people who made the trip:Wang Kun, the writer of the journal and his sister, Wang Wei, and their cousins Dao Wei and Yu Hang. This section also introduces students to many of the geographical terms they will use throughout the Students’ Book and Workbook parts. So, the teacher can ask the students first to read quickly to get the main idea of the passage and topic sentence of each paragraph, then read carefully to locate particular information for Exercise 1 in Comprehending (on Page 19), and finally do Exercise 2:List the countries that the Mekong River flows through. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and further understanding, but also get the students to learn the common knowledge about travel and the Mekong River. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading the passage, the students should discuss in pairs:Wang Wei’s and Wang Kun’s similar and different attitudes about the trip. To consolidate the contents of the reading passage, the students should be required to retell the story at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups. 教學(xué)重點(diǎn)Get the students to learn different reading skills. 教學(xué)難點(diǎn)Develop the students’ reading ability, especially the ability of understanding implied meanings. 教學(xué)方法 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具準(zhǔn)備 The multimedia and other normal teaching tools 三維目標(biāo) Knowledge aims: 1. Get the students’ to learn the following useful new words and expressions in this passage:journal　fare　transport　Vietnam　finally　cycle　persuade　stubborn　insist　proper　properly　determine　determined　altitude　valley　attitude　change one’s mind give in 2. Get the students to learn about the usage of The Present Continuous Tense to express future actions. Ability aims: Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on. Emotional aims: Stimulate the students’ love for nature by getting them to know the greatness of a river. 教學(xué)過程 設(shè)計(jì)方案（一） →Step 1 Lead-in and Warming up 1. Brainstorming some questions Do you like traveling? Why 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 and why? Show the chart and ask students to discuss it in pairs. Name of the transportations Means of transportation Reasons by car (in a car) by bike by plane (by air) by train ( on a train) by bus ( on a bus) by ship (by water or by boat) in a hot balloon by motorbike (on a motorbike) by jeep by truck in a plate 2. Following the steps of the Warm up on Page 17. →Step 2 Pre-reading 1. Imaging and sharing Do you like traveling along a river? What role does a river play in people’s daily life? That is, how do people who live along a river use it? Suggested answers: People can drink the water in a river. People can wash their clothes in a river. People can swim in summer and skate in winter. People can irrigate their fields. People can use a river to produce electricity. People can travel along a river. . . . 2. Talking and sharing As is known, the world has many great rivers. On the left are names of some great rivers and the right locations where the rivers lie. Please match them. Names of River Locations MekongGermany RhineChina，SE Asia NileEgypt CongoEngland ThamesCentral Africa AmazonUS MississippiBrazil Ask the students:If you could travel down only one of them, which one would you choose? Why? →Step 3 While-reading 1. Skimming 1)The students read the passage quickly and answer the question:What are Wang Kun and Wang Wei going to do? 2)Fill in the table: Type of writing Main idea of the passage Topic sentence of the 1st paragraph Topic sentence of the 2nd paragraph Topic sentence of the 3rd paragraph Suggested answers: Type of writing This is a travel journal. Main idea of the passage Wang Kun and Wang Wei’s dream of taking a great bike trip, their different attitudes, Wang Wei’s determination, and their preparations for the trip. Topic sentence of the 1st paragraph It was my sister who first had the idea to cycle along the Mekong River. Topic sentence of the 2nd paragraph 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. Topic sentence of the 3rd paragraph We found a large atlas with good maps that showed the details of the world geography. 2. Scanning 1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage again to locate particular information and answer each question on Page 19. 2)Choose the best answers according to the passage. (1)What’s the author’s attitude towards his sister, Wang Wei? A. He doesn’t like 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 cold. d. The Mekong River enters Southeast Asia. e. The Mekong River travels across western Yunnan 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 Suggested answers: (1)B　(2)D　(3)C　(3)C　(4)B　(5)D 3. Language problems 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. 4. Reading aloud to the recording Play the tape of the passage for the students to listen and follow. 5. Listing the countries that the Mekong River flows through. The students read the map and the third paragraph to list the countries that the Mekong River flows through. Suggested answer:China, Laos, Thailand, Cambodia, Burma, Vietnam. →Step 4 After-reading 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 fill in the chart. Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think. . . 1. 2. 3. 4. Wang Wei believes. . . 1. 2. Wang Kun believes. . . 1. 2. →Step 5 Consolidation Ask some students to retell the passage in the third person referring to the chart. One possible version Wang Kun and his sister Wang Wei dreamed about taking a great bike trip ever since their middle school days. After graduated from college, they got a chance to do it. It was Wang Wei who first had the ideas to cycle along the Mekong River from its source. They both bought expensive mountain bikes. They also got their cousins Dao Wei and Yu Hang to go who were interested in cycling, too. Wang Wei was a stubborn girl. Although she didn’t know the best way of getting to places, she insisted that they should find the source of the river and began their journey there. When she heard the source of the Mekong River was in Qinghai, she wouldn’t change her mind. She was even excited when she knew that their journey would begin at an altitude of more than 5000 meters. She also thought that it would be an interesting experience. Before the trip, they went to the library, where they found a large atlas with good maps. From the atlas, they learnt more information about the Mekong River. →Step 6 Homework 1. Finish off the workbook exercises. 2. Retell the passage in your own words within 200 hundred words. 設(shè)計(jì)方案（二） →Step 1 Lead-in and Warming up 1. Brainstorming some questions 2. Following the steps of the Warm up on Page 17. →Step 2 Pre-reading 1. Imaging and sharing Do you like traveling along a river? What role does a river play in people’s daily life? That is, how do people who live along a river use it? 2. Talking and sharing As is known, the world has many great rivers. Match names of some great rivers with their locations where the rivers lie. Ask the students:If you could travel down only one of them, which one would you choose? Why? →Step 3 While-reading 1. Scanning The students read the passage quickly and get the topic sentence of each paragraph. 2. Skimming Read the whole passage again to locate particular information and answer each question (Comprehending Exercise 1 on Page 19). 3. Language problems While checking the answers with the whole class, deal with language problems. 4. Reading aloud to the recording 5. Listing the countries that the Mekong River flows through. →Step 4 After-reading 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). →Step 5 Consolidation Ask some students to retell the passage in the third person. →Step 6 Homework 1. Finish off the workbook exercises. 2. Retell the passage in your own words within 200 hundred words. 板書設(shè)計(jì) Unit 3　Travel journal PART 1　THE DREAM AND THE PLAN Type of writing This is a travel journal. Main idea of the passage Wang Kun and Wang Wei’s dream of taking a great bike trip, their different attitudes, Wang Wei’s determination, and their preparations for the trip. Topic sentence of the 1st paragraph It was my sister who first had the idea to cycle along the Mekong River. Topic sentence of the 2nd paragraph 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. Topic sentence of the 3rd paragraph We found a large atlas with good maps that showed the details of the world geography. 活動(dòng)與探究 Surf the Internet and get more information about the Mekong River. Sample passage: Mekong River—The Lifeblood of Southeast Asia The Mekong River is the heart and soul of mainland Southeast Asia. The 12th longest river in the world, the Mekong runs 4800 kilometers from its headwaters on the Tibetan Plateau through Yunnan Province of China, Burma, Thailand, Cambodia, Lao PDR and Vietnam. Over 60 million people depend on the Mekong and its branches for food, water, transport and many other aspects of their daily lives. Its annual flood drought cycles are essential for the sustainable production of rice and vegetables on the floodplains and along the riverbanks during the dry seasons. Known as the Mother of waters, the river supports one of the world’s most diverse fisheries, second only to the Amazon. This vital ecosystem and lifeblood of the region is currently under threat. Over the past ten years, more than 100 large dams have been proposed for the Mekong basin by institutions like the Asian Development Bank (ADB)and the Mekong River Commission. Some of these projects have already been built. One of the greatest threats is China’s plans to construct eight dams on the Upper Mekong Lancang. Two of these dams have already been completed, and construction on the third project, Xiaowan, began in January 2002. These dams will have widespread impacts on the livelihoods of Mekong communities and on the natural ecology of the river system. In Laos, IRN is working to stop World Bank support for the Dam and ensure that communities receive just compensation for losses suffered due to the ADB-funded Nam and Dams. IRN is also monitoring broader regional water resource developments, particularly those funded by the ADB. In Thailand, IRN has been working with communities affected by the Pak Mun and Rasi Salai dams who are campaigning for the gates of both dams to be permanently opened and for th