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1、 Unit 3 Travel journal Warming up教案 Objectives of the lesson: After this lesson the students would be able to: 1. The students can have a better understanding of the main idea of the passage. 2. The students can conclude Wang Wei’s and Wang Kun’s attitudes toward the tri

2、p 3. The students can know more about how to prepare for the travel journal both on physical and material aspects. Language focus (here are some language items and structures): New words:persuade; stubborn; properly; determined；change her mind; give in. Teaching aids: Computer, recorder and pr

3、ojector Teaching procedures: PROCEDURES CONTENTS METHODS PURPOSE I. Pre-task preparation 1.The world has many great rivers. Ask the students if they could travel down only one of them, which one would they choose? Why? 2. We are going to take a trip to Mekong River and take off. (A

4、map of China and some pictures of the rivers are shown on the screen..) T: Ask the students to guess the names of the rivers. S: Try to name the rivers. 通過(guò)地圖以及河流的圖片來(lái)增長(zhǎng)學(xué)生的地理只知識(shí)，從而引發(fā)學(xué)生的興趣，從而引出課題。 II. While-task procedure: 1. After reaching the Mekong, an old man told us a story about the j

5、ourney in the Mekong of a boy and a girl . 2. Introduce the countries that the Mekong River goes through and the differences between the Mekong River and the Langcang River. 1) T: Ask the students to listen to the tape about the story. 2)S:Try to find out where is the Mekong River and the di

6、fferences between the Mekong River and the Langcang River. T: Show pictures of the countries and explain the differences 1．讓學(xué)生聽錄音帶，邊聽邊找出問(wèn)題的答案，從而鍛煉他們的聽力以及他們提取信息的能力。 2．豐富學(xué)生的地理知識(shí)，對(duì)鄰國(guó)有更好的理解。 3．充分發(fā)揮學(xué)生學(xué)習(xí)的主動(dòng)性，讓學(xué)生學(xué)會(huì)從地圖中提取和綜合信息的能力。 III. Text-task 1．Detailed reading 1. Comprehension： T：Ask th

7、e students to work in pairs and answer the following questions in 5 minutes. S: Answer the questions. 2. Fill in the blank: T: Ask the students to fill in the blank which are the lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip in 6 minutes. S: Answer the qu

8、estions. 通過(guò)這次閱讀，讓學(xué)生更加了解文章。 2. Learn the new words. S: Match the words. 幫助學(xué)生更好理解新。 Post-task activity: 1. Activities : Group Discussion (A dam) T: Encourage to think about the use of the dam. S: Work in pairs and discuss this question: What do they think a dam does to a river and the

9、 people who lives on it? And make a list of at least two good and two bad things a dam does. Represent your report to their classmates. 1． 讓學(xué)生有機(jī)會(huì)了解到水壩的作用。 2． 促使學(xué)生在自主學(xué)習(xí)的空間里，通過(guò)合作的方式，將所學(xué)語(yǔ)言合理的組合并進(jìn)行表達(dá)。 3. 使學(xué)生對(duì)旅游的必備品有更深刻的理解。 2.A game. T: Show the students some pictures and ask them to write dowen

10、the words as quickly as possible and as many as possible. S: Write down the words. IV. Assignment Written work Imagine that you and three of your classmates run a travel business that gives tours of famous places in or near your hometown. You want to make an advertisement that both foreigners and Chinese can read so that your travel agency can get more business. Your advertisement will go into a popular magazine. 鞏固課堂學(xué)習(xí)內(nèi)容，并促使孩子們根據(jù)老師給出的環(huán)境設(shè)計(jì)廣告語(yǔ)。 單位：湖北省荊門　姓名：李國(guó)　E_mail：liguo619@