高中英语 Unit3 Travel journal Period 1 Warming up and Reading优秀教师版教学案 新人教版必修1.docx

1、高中英语 Unit3 Travel journal Period 1 Warming up and Reading优秀教师版教学案 新人教版必修1Unit 3 Travel journal 单元规则本单元的中心话题是旅游(Travel)，通过旅游日记的方式描述旅行见闻。具体涉及旅游所需的准备工作（包括精神与物质准备），以及选择安排旅游时间、景点、路线、交通工具等。语言技能和语言知识等都是围绕旅游(Travel)这一中心话题展开的。为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Co

2、mprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。“热身（Warming Up）”部分让学讨论乘公交车、乘火车、乘船和乘飞机四种不同交通方式的优、缺点，并填入表格中。然后让学生想象自己计划选一个地方去度假，并就度假事宜编一段对话。与同学讨论六个问题，使学生了解旅游的必要手段和必备的费用。目的是培养学生利用网络等资源查阅信息的能力，教师可借此帮助学生掌握一些关于旅游方面的词汇和相关知识，同时提出的六个问题都涉及现在进行时表示将来的用法，为本

3、单元其余部分的学习作好了铺垫。“读前（Pre-reading）”部分提出了两个问题：沿河居住的人怎样利用河流？世界上有许多大河，如果你只能沿着其中一条河旅游，你会选哪一条？它们不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系，从而导出了话题，并为阅读作好准备。“阅读（Reading）”部分是JOURNEY DOWN THE MEKONG（湄公河旅行游记）的第一部分THE DREAM AND THE PLAN（梦想与计划），王坤用第一人称讲述了他和王薇梦想沿湄公河骑自行车旅行，并为之作准备的过程。主要目的是通过阅读培养学生略读、跳读、根据上下文猜测词义等阅读技巧，并使学生了解湄公河的地理

4、风貌，丰富他们的地理知识。“理解（Comprehending）”部分提供了五个练习。通过问答题的形式、用自己的话解释句子。让学生填写表格列举在课文中王薇和王坤对旅行的相同和不同态度并说明自己的看法、想象自己就是王坤和王薇并利用某一段落的信息编对话以及比较并解释句子的意义，加深学生对课文内容、细节以及重点句子的进一步理解。“语言学习（Learning about Language）”部分讲述了主要词汇及其运用和重点语法项目（用现在进行时表示将来）。词汇部分设计了三个练习：练习1是利用阅读文章中的单词或短语填空完成句子；练习2是从所给的单词或短语中选择正确的完成句子；练习3是从所给的单词中选择合适

5、的单词完成段落。设计这些练习的目的是帮助学生复习掌握重要词义和词语，并能在具体的语境中正确使用。在这一环节中，教师要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略。语法项目是用现在进行时表示将来，设计了3个练习：练习1是通过观察“热身”部分中的问题来了解用现在进行时表示将来的用法以及这种时态的构成，并要求从阅读文章中找出相似的句子；练习2以记者采访的形式，通过谈论制定旅游计划学习现在进行时表示将来的用法；练习3给出了表示将来的时间状语，要求仿照例句用现在进行时表示将来的句子填空。设计这些练习的目的就是让学生通过具体的语境了解、理解并正确运用现在进行时表示将来的用

6、法。“语言运用（Using Language）”部分含读和讨论(Reading and discussing)、听和说(Listening and speaking)和写(Writing)三个综合训练。读和讨论(Reading and discussing)是JOURNEY DOWN THE MEKONG（湄公河旅行游记）的第二部分A NIGHT IN THE MOUNTAINS（山中一宿），主要讲述了她们在西藏山中度过的一宿，爬山路的艰苦及乐趣；听和说(Listening and speaking)围绕中心话题，讲述王薇和王坤在去往大理与表兄弟会面的路上与一个老挝女孩的对话；写(Writin

7、g)要求学生把自己想象成王坤的朋友围绕话题给他写一封短信询问老挝的情况。练习册中与之对应的Listening、Listening task 和 Reading task中的语篇分别是JOURNEY DOWN THE MEKONG（湄公河旅行游记）的第四、五、六部分。这一部分的主要目的就是培养学生通过阅读、听力等各种途径获取信息的能力，以及通过小组讨论、说、写等手段培养学生用英语进行交际的能力，使学生了解生态旅游的概念和意义，树立为建立人与自然和谐发展的环境而努力的意识。“小结（Summing Up）”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方面对所学内容进行归纳总结。这样做的目

8、的是便于学生复习掌握本单元的要点内容，更重要的是使学生养成良好的学习习惯，从而提高学习效率，同时也锻炼了学生的归纳总结的能力。“学习建议（Learning Tip）”部分鼓励学生外出旅行时写旅游日记（travel journal）。这无论对于提高自己的英语水平，还是满足许多人喜欢看游记的愿望，都是极为有益的，教师应该督促学生养成这个好习惯。知识目标：本单元需要学习的重点单词为：journalfaretransportVietnamfinallycyclepersuadestubborninsistproperproperlydeterminedeterminedaltitudevalley a

9、ttitudeshortscamprecordtopicfamiliarbrave本单元需要学习的重点词组为：one-way faredream of/aboutpersuade somebody to do somethingbe determined to do somethingas usualchange ones mindgive inbe familiar with somethingbe familiar to somebody本单元需要学习的重点句型为：1. It was my sister who first had the idea to cycle along the M

10、ekong River from where it begins to where it ends. (It is/was. . . who/that. . . )2. Although she didnt 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 lookthe kind that said

11、she wouldnt 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 tra

12、vels 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 includin

13、g people, things, and events less familiar to readers. (including. . . )本单元需要掌握的交际功能用语为：祝愿和告别(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. Th

14、e same to you.本单元需要掌握的语法为：现在进行时表示将来(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?能力目标：1. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。2. 能运用所学语言表达将来的计划，并学会向别人告别和表达祝愿。3. 学会用英语交流旅游计划，谈论旅游

15、话题。4. 掌握理解本单元旅游日记的内容和阅读技巧。5. 学会写书信谈论旅游感受、描写旅游景观等。情感目标：1. 运用所学知识在实际生活中安排旅游, 包括选择地点、选择路线、选择旅游方式、查询费用等。2. 掌握旅游常识，学会解决旅游中出现的一些问题。3. 养成外出旅游时写旅游日记的习惯。4. 了解生态旅游的概念和意义，帮助学生树立为建立人与自然和谐发展的环境而努力的意识。课时安排This unit helps students make a connection between geography, or the “lay of the land”, and the customs and t

16、raditions 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 reali

17、stic 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

18、. 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 co

19、mpares 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

20、seven periods as follows:Period 1:Warming up and ReadingPeriod 2:Important language pointsPeriod 3:Grammar:The Present Continuous Tense for Future ActionsPeriod 4:ListeningPeriod 5:Extensive ReadingPeriod 6:Speaking and WritingPeriod 7:Revision (Summing up and Learning tip)Period 1Warming up and Rea

21、ding整体设计从容说课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 follo

22、w 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 carr

23、y 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

24、 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 mad

25、e 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 qu

26、ickly 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,

27、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

28、 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 Weis and Wang Kuns similar and different attitudes about the trip.To consolidate the contents of the reading passage, the students should be

29、 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.教学重点 Get the students to learn different reading skills.教学难点 Develop the students reading ability, especially the ability of understanding implied meanin

30、gs.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage:journalfaretransportVietnamfinallycyclepersuadestubborninsist

31、properproperlydeterminedeterminedaltitudevalleyattitudechange ones mind give in2. 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,

32、scanning, and so on.Emotional aims:Stimulate the students love for nature by getting them to know the greatness of a river.教学过程设计方案（一）Step 1 Lead-in and Warming up1. Brainstorming some questionsDo 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