新人教版高一英語必修1unit3Traveljournal.doc

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Unit 3 Travel journal 1. 教材分析 本單元的中心話題是“旅游”，通過旅游日記的方法描述旅游見聞。 課標內容： 語言技能：學習用英語表達祝愿和告別以及交通方式；學會在準備出行之前與同學用英語討論、制定旅游計劃，通過上網(wǎng)查閱相關資料以及寫信向朋友或知情人作一些必要的咨詢，以了解旅游常識以及旅游必備的手段和必備的費用等；學會在旅游期間或旅游結束后用英語寫游記供自己欣賞和他人參考，養(yǎng)成用英語寫游記或日記、學會思考和傾訴的良好習慣，從而提升用英語與人溝通、思考問題和解決問題的能力以及寫作能力。 聽：準確掌握聽力材料中的升調和降調，迅速獲取文章中的旅行方式、旅行路線以及時間、地點、人物等重要信息。 說：用地道、規(guī)范的句子向別人告別或表達祝愿；能夠熟練使用現(xiàn)在進行時表述自己對未來的打算。 讀：閱讀本單元課文及相關旅游文章，能夠從文章中獲取主要信息，克服像地點名、民族名，民族特點的節(jié)日名稱的障礙。 寫：能夠寫一篇游記，要求做到：思路清晰，語言簡練，并能正確表達自己所做之事、所到之處以及自己的感受。 語言知識：學習本單元22個新單詞、2個新短語以及用現(xiàn)在進行時表示將來含義的用法。 話題：Travelling; describing a journey 詞匯：見教材詞匯表 功能：1.祝愿和告別(Good wishes and farewells) 1).Have a good day/ time/journey/rip! Good luck! Enjoy yourself! Best wishes to you! Happy New Year! Merry Christmas! Happy Birthday! 2). Thank you. You, too. The same to you. 2.交通方式 (Means of transportation) walking, cycling, horse riding, taking buses/trains/boats/plane 語法：現(xiàn)在進行時表示將來 When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back? 情感態(tài)度和價值觀：通過課文的學習，要求同學們能夠積極參與關于旅行準備、旅游見聞、旅游感受等方面的交流活動，用準確的英語描述國內外的重要景觀、名勝古跡以及一些當?shù)氐穆糜挝幕?jié)日。 學習策略：１、資源和交際策略。通過多種渠道獲取更多的與旅游相關的語言信息，從而擴大語言輸入量，形成語言運用能力。 ２、借助聯(lián)想，建立相關知識間的聯(lián)系。 文化意識：體會“讀萬卷書，行萬里路”的旅游文化效益。 教材結構： 1.1 “熱身”（Warming up）部分讓學生想象自己住在青海，要去東南亞旅游。要求他們選擇三個不同的地方并查出不同交通方式及所需費用。然后與同學討論六個問題，使學生了解旅游的必要手段和必備的費用。 1.2 “讀前”（Pre-reading）部分的兩個問題主要是引導學生向閱讀部分過渡。 “閱讀”（Reading）部分“湄公河旅行游記”（JOURNEY DOWN THE MEKONG）的第一部分講述了王坤和王薇夢想沿湄公河做自行車旅行,并為之做準備的過程;文章的第二部分A NIGHT IN THE MOUNTAINS 放在“語言運用部分”中，主要講述了他們在西藏山中度過的一宿，爬山路的艱苦及樂趣。 “理解”（Comprehending）部分通過回答問題、讓學生填寫表格在課文中找到王坤和王薇對旅行的相同和不同看法，加強學生對課文細節(jié)的進一步理解。 1.3 “語言學習”（Learning about Language）部分講述了主要詞匯極其運用主要語法項目（用現(xiàn)在進行時表示將來）。 1.4 “語言運用”（Using Language）部分含四個方面綜合訓練部分。Reading and speaking 是“湄公河旅行游記”的第二部分?！癓istening “圍繞中心話題，講述王薇和王坤在去往大理與表兄弟會面的路上與一個老撾女孩的對話。Reading and writing 先讓學生了解diary 和journal 的區(qū)別，通過找出課文中的“real”和“unreal” things, 加深對可課文的理解，然后要求學生圍繞話題寫一封短信。練習冊第三單元Listening, Listening task 和Reading task 中的語篇分別是“湄公河旅行游記”的第四、五、六部分。 1.5 “小結”(Summing Up) 學生采用歸納、調整和補救等方法對本單元的學習進行反思和總結，以得到及時反饋和強化鞏固。這是運用反思學習和調控策略，學會學習的重要過程。 1.6 “學習建議”（Learning Tip）部分鼓勵學生外出旅行時寫旅游日志（travel journal） 3. 課型設計與課時分配（經(jīng)教材分析，根據(jù)學情，本單元可以用7課時教完。） 1st Period Warming up & listening & speaking 2nd Period Reading 3rd Period using languages 4th Period Summing Up 4. 教學方法：任務型教學法；小組合作學習；演繹法；反思性學習等。 5．分課時教案 Period1 Warming up & listening & speaking Teaching goals: 1. To talk about things related to travel, e.g. the place the fares and transport, etc. 2. To improve the Ss’ listening and speaking ability. Teaching important points 1. To talk about travel. 2. To tell the Ss how to catch the key points when they do listening. Emotion goals: There are so many beautiful places in China and the whole world. We should love our country, love the whole world and love nature. 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 projector Teaching procedures: Step 1. A song (歌詞見后面) Step 2 Warming up Show the photos of some beautiful places on the PowerPoint. （The Great Wall; Yuan Ming Yuan ; Budala Palace; Venice; The Liberty Statue in New York, America; Fujiyama.）Ask students whether they know where they are. Then T asks: Do you like traveling? Ss: Yes T: Why do you like traveling? (超級鏈接)：Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health… Ss may have a lot of different ideas. Give them time to talk freely. T asks: How will you prepare for traveling? (Including the time, the place, the means, the cost, and the things you’ll take along … of traveling) (超級鏈接) : 1. time (超級鏈接): the Spring Festival; National Day; May Day; weekend; Summer (winter) vacation… 2.destination(超級鏈接): Enjoy some beautiful pictures of famous places with the whole class: Huangshan黃山; Jiuzhaigou九寨溝; Guilin桂林; Stone Forest (石林); Jiuquxi(九曲溪; Yunufeng,wuyi(武夷玉女峰); Sanqing Mountain三清山; Hangzhou; Longmen Caves (龍門石窟); Tian’anmen Square(天安門廣場); Terracotta,Xi’an(西安兵馬俑); Summer Palace(頤和園); London Bridge; The Opera House悉尼歌劇院; Eiffel Tower艾菲爾鐵塔. 3.What to do(超級鏈接): Rock climbing; rafting; bengee; skiing; hiking Allow the Ss to talk more about it. 4. Travel cost: talk with the Ss quickly. 5.things to take(超級鏈接): ID cards(身份證) passports; money (cash); a book of maps; 等。 6.means of transportation(超級鏈接): on foot; by bike; by bus; by car; by plane/by air; by boat/by ship/by sea 7. background information(超級鏈接): history; customs; culture; language; religion; politics; weather; … 8. Points for attention(超級鏈接): Don’t throw away waste; Don’t park your bike or car in the wrong parking lot; Don’t make a fire freely; Don’t feed animal; Protect animals and plants; Do as the guide tells you do; …. Step 3 Listening Task1.Leading-in and pre-listening T: Last class we learned part 2. A night in the mountain .and we know Wang Kun and his sister Wang Wei stayed in the Tibetan mountains for a night .(展示圖片) T : Are they eager to see their cousins Dao Wei and Yu Hang ? Ss: Yes .... T: Can you guess what they will do the next morning ? S1: They will still stay in the mountain . S2: They will travel along the Mekong River . Ss: .... T: Who are right ? Let’s listen to part 3(page23) Chatting with a girl . On the way to meet their cousins, the two travelers see a girl （G）walking along the road．Wang Kun （WK）stops to speak to her．Please tick the words you hear on the tape. Ss: .... 設計意圖：采用簡單的提問式展開師生對話，利用圖片復習課文內容、同時提出新的問題形象的導入，激發(fā)了學生的學習興趣與好奇心，活躍他們的思維，以利于有效地組織教學。 Task2.post-listening T : What have you got from it ? Ss: A girl from Laos is talking with them about the Mekong River such as forests, mountains, Laos, Tibet, fish and waterfalls etc. T: let’s listen for a second time . T: Who can fill in the chart on the blackboard ? Ss: (cheering up ……) Topic Southwest China Laos Local name of the river The water of the rocks The sea of Laos Uses of the river washing, fishing and transport What to see Many different animal. plants and bird species small villages along the river Scenery waterfalls and rapids river passes through mountains and forests; temples, caves and a waterfall （以男女生為兩個團體，讓他們分組討論答案，然后各派代表發(fā)表意見，培養(yǎng)學生的合作精神和互助的精神） 設計意圖：第一次聽完 讓學生了解文章關鍵詞語，了解大意，從而降低了聽力難度。第二次聽完以表格的形式，對比不同地區(qū)的人對湄公河的不同描述，從而讓學生了解如何描寫旅游日記。 Task3.Dialogue Ask students to read the listening material in roles .One is the Laos girl and the other is Wang Kun Ss: .... 設計意圖：因為聽力材料有承上啟下的作用，聽和讀是從不同的感覺感官接受語言的輸入的習的，加深對語言運用的理解。 Step 4 Speaking T: Now, imagine that you live in Qinghai Province. You plan to spend a holiday with a friend somewhere in Southeast Asia. Choose three places to visit and find out the one –way fare to get there for different kinds of transport. Then, make up a dialogue In pairs, discuss the fares and decide where to go. Before they do that task, show a map of Southeast Asia with detailed position of Laos; Vietnam; Ho Chi Minh City; Phnom Penh; Thailand; Cambodia; Singapore; Malaysia. Then show some pictures of the sceneries in these countries. Then give the Ss several minutes to prepare for the dialogue and then call some of them to act their dialogues out. Step 5. Summary In the last minutes, the students are asked to review the knowledge learned. Step 6 Homework n Make up a dialogue. n P57. Using structures n P59. Reading task Period 2 Reading Teaching goals 1. Learn something about the Mekong River through reading. 2. Students can use what they have learned to describe a trip. 3. Students should realize if they want to be successful, what personalities they should have. Teaching important and difficult points: 1. Understand the text well. 2. Try to master the useful new words & expressions in this period. Teaching aids: a computer & a projector Teaching procedures Step 1 Warming Up T: Do you like travelling? Present some pictures of beautiful places to arouse their interest of travelling. Meanwhile, the teacher can also ask some more questions to make the students say something about their journey , such as their plans of trips, the difficulties they met in their journey and so on. Step 2 Lead In T: Q1: Have you visited any river? Q2: How many great rivers do you know? Q3: If you could travel down only one of them, which one would you choose? Why? Ask the students the locations of some famous rivers in the world. (Mekong, Rhein, Seine, Nile, Thames, Congo, Amazon, Mississippi, Volg) Step 3 Pre-reading T: Have you visited the Mekong River? If no, let’s learn something about it. 1. Show a picture of the Mekong River and the brief introduction of it. Ask them: Can you list the countries that the Mekong River flows through? 3. Enjoy the beautiful sights along the Mekong River to arouse their interest of it. Step 4 Reading In this step, get the students to read the text and finish some tasks. Task1: Scan the text quickly, then answer some questions Q1. Who are Wang Kun and Wang Wei? Q2.What are their dreams? Q3.Who is Dao Wei and Yu Hang? Q4. Is it a difficult journey to cycle along the Mekong? Why? Q5. What can you see when you travel along the Mekong River? Task2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise. 1. Wang Kun is a high school student. 2. Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province 3. The source of Mekong is in Qinghai province. 4. Finally Wang Kun agreed with his sister to cycle with her. 5. They found few atlas and books about Mekong River in library. 6. Mekong river begins at glacier on a Tibet mountain. The water there is clear but not cold. 7. Only a small part of the river is in China. 8. As it enters Southeast Asia, it moves slowly. Task3: Careful reading Read the text again and try to complete a form. their dream Their journey Their preparation Task4: Consolidation Fill in the blanks Mekong River begins ___ a glacier on a Tibetan mountain. At first, The River is small and the water begins to move_______. It becomes ______as it passes ______ deep valleys. Traveling ______western Yunnan Province. Sometimes the River ______ wide Valley and becomes a_________. We were both surprised to learn that half of the river is in China. After it leaves china and the high altitudes, the Mekong becomes _____ , brown and warm. As it enters Southeast Asia, it travels slowly _________hills and low valleys, and the _____ where rice grows. at last the river’s delta enters the South China Sea. Step 5 Post-reading Task1: Make comparison An attitude is what a person thinks about something. Make lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip. Task2: Debate Which character does you like, Wang Kun or Wang Wei? Why? Task3: Understand two mottos Life is just a series of trying to make up your mind. Success belongs to the persevering Step 6 Homework 1． Read the text again. 2． Write a passage about their journey. Period 3 using languages Teaching goals: 1). To read the passage A NIGHT IN THE MOUNTAINS 2). To use the language by reading, listening, speaking and writing. Teaching important and difficult points: 1).Improve the students’ writing ability. 2).Enable the students to understand the passage better. Step 1 Lead-in 1. Enjoy the music “青藏高原” 2. Appreciate the beauty of Tibet. 3. Ask students several questions about the pictures, e.g. What do you think of these pictures? What’s the weather like there? Do you want to go there? etc. 4. Talking about Tibet. Have you ever been to Tibet? Do you want to travel in Tibet? Can you tell me something about Tibet? Tibet lies on the Qinghai-Tibet Plateau of the southwest border of China. The average height of the whole region is more than 4,000 meters above sea level, for which Tibet is known as “Roof of the World”. The highest peak of Tibet, also the highest in Himalayas and in the whole world, is Everest Peak, which is as high as 8,846.27 meters above sea level. Although a part of China, Tibet has a unique culture of all its own. It is mainly inhabited by Tibetans, a minority nationality of old and mysterious people. Tourist attractions include the Potala Palace in Lhasa, Jokhang Temple, and a number of Buddhist sacred places. Tibet (Xi Zang in Chinese) is to the south of Xin Jiang Uygur Autonomous Region and Qing Hai Province, to the west of Sichuan, to the northwest of Yunnan and to the north of India and Nepal. Its population of 2.3 million people come from a variety of ethnic groups including Tibetan, Han, Monba and Lhota. Its capital city is Lhasa. Northwest Tibet, mainly Qing Hai plateau, is home to a variety of unusual and unique animals. Across the northern expanse of Tibet, you can see vast grasslands where horses, yak and sheep roam freely. The worlds lowest valley, the Grand Yarlun-tzanpo River Valley lies in east Tibet. It is freezing cold in most time of the year. Most tourists come to visit Tibet only in the warmest seasons, June, July, August and early September. Step2.Reading Task1.fast-reading T: Do you know what are the differences between diary and journal ? Ss: (thinking) T: Next the passage will us what they are . Ss: (fast-reading) T: diary : personal record how they feel soon after things happen . journal : isn’t personal ; has different purpose ; record their experiences ideas and afterthought about what they have seen ;better understand what has happened to them ;topics including people ,things and events less familiar to the readers . 設計意圖：通過快速閱讀，讓學生區(qū)分diary 和journal 不同的體裁，學習了解何為旅游日記，為將來的科學探險研究準備 Task2. Comparison T : In this unit ,we have learned the first two parts of a travel journal .Some of the things described in these travels are real and some are not real . Ss: What is“ real ”and“ unreal ”? T: The word "real" here refers to things that exist or have happened．So the things that are not real refers to anything that doesnt exist or hasnt happened．In other words, the people and events described in this journal are fictitious． T: And we know the real and unreal things in a travel journal .Next let’s have a group work .Try to find out some of the things described in these travels are real and some not real .Compare your lists with group mates about and discuss the differences in your list. Ss: .... (divided into several groups with 3-4 students.) 設計意圖:在討論過程中，學生運用他們已經(jīng)掌握的語言知識，通過小組合作探究，高中學生爭強好勝的心理特征得以激發(fā)，培養(yǎng)學生用英語思維和表達的方式?；钴S了課堂氣氛，進一步深化對journal體裁 的認識和理解。 T: Answers will vary since lists will vary in length． Real details include anything about the geography of China and Southeast Asia, and the people who live there．Also, the places the bikers visit are real details．For example ,The source of the Mekong is in Qinghai province. T: Unreal details include anything about the four bikers and their personal experiences．e.g. It was so quiet in the mountain that night --there was almost no wind ,only the sound if the fire . 設計意圖：學生通過尋找課文中的具體例子，不僅可以熟悉課文的單詞、句型，而且可以了解如何去描述旅游日記，可理解的輸入為寫作做語言上的準備 Step3.Wrting Task1.Pre-writing T: Suppose you are a friend of Wang Wei .She will make a journey down the Mekong River What will you say to wish her when she leaves ? S1: I’ll say “Have a nice /good time or Have a nice /good trip ”. S2: Good luck on your journey . S3: Say hello to your cousins S4: Take care ,write to me , waiting for your early reply . Ss: .... T: Yes ,quite right! T: Imagine that you are a friend of Wang Wei .Write a short letter to her and ask her to describe : how she feels , what she is doing ,and some place you want to know about .Then wish her well on her journey by using at least two of these expressions: Have a nice /good time Have a nice /good trip Good luck on your journey Say “unreal” to ... Take care write to me waiting for your early reply Have fun Give my love /best wishes to .... T: You may begin like this: My dear brave little Wei, How I worry about _____ and _______. Your friend forever, _______________ 設計意圖：必要的語言輸入為學生的寫作的輸出作了充分的準備。 Task2.Writing Ss: Writing the letter according to the requests. Sample writing: My dear brave little Wei, How I worry about you and Wang Kun! Are you enjoying your trip? I hope so．What are you doing now? Are you in Cambodia yet? When you get to Phnom Penh, tell me about the Buddhist temples there．Please send some photos with your next letter! Well, have fun and dont forget to write to me! Say Hello” to Wang Kun for me．Good luck on your journey． Take care! Your friend forever, Ju Lin Task3.production-show 設計意圖：作文展示評價（同伴評價，集體評價，教師評價 ） 同伴評價實際上是合作形學習的一種形式，其重要理論基礎就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。 Step4.Homework 1、記本單元的單詞、句型、詞組。 2、就你寫給WangWei 的信，假設你是WangWei請以她的名義寫一封回信。 設計意圖： 熟記所學語言知識，養(yǎng)成良好學習習慣。學生通過課文的學習，小組討論，相互的交流，已做出了較為深入的思考, 接收了大量的信息， 學生能用英語進行一些表述。為進一步達到語篇建構的目的，寫是一個重要的環(huán)節(jié)。通過書面表達，學生能更好地學會整理思路、組織素材、組織語言、遣詞造句等書寫的方法和策略。同時通過對寫回信,使整個單元的教學富有整體感,使學生所學知識更有連貫性。 Period 4 Summing up Teaching goals: 1.To read “ The End of the Journey”. 2. To make a summary of the unit. Step 1. Led-in Show the map of the Mekong River. They started from Qinghai Province, and now they will end their journal down the Mekong River. Now let’s have a quick look at the last part of their journey. Step 2. Extensive reading 1. Skimming Skim the passage and try to find the answers to the questions: 1.Do children in Cambodia have a good education? 2.Why did Wang Kun say that he felt lucky? 3.What’s the difference between Vientiane and Phnom? 4.Why did Wang Wei’s cousins make jokes about them? 5.Which country is larger, Cambodia or Vietnam? 6.How many times did the farmer grow a new rice crop? 2. Detail reading Read the text again and fill in the chart. Topic Laos Cambodia Vietnam Population The smallest number of people in Southeast Asia Twice of population of Laos Seven times of Cambodia Weather Dry and cool in autumn warm Warm in the south, cool in The north Learning poor poor poor Farming rice Rice, fishing rice ﹡學生分組學習，解決問題。如：找出各自然段的中心句、文中難理解的詞匯和句子，以四人小組為單位討論學習等。學生通過自主和探究性學習，形成一種在日常學習與生活中樂于互助、交流并解決問題的習慣 Step 3. Summary What have you learned about traveling in this unit? Discussion: Q1. Do you like traveling? Q2. Why do you like traveling? Q3. How will you prepare for traveling ? A travel plan: Time Destination travel cost Means of transport What to do while traveling Background information Points for attention What to take ﹡(Step 4. Discussion ) ﹡Suggestion 1: Group Activity: Form groups of four. Now your group win a prize to go to Tibet. Discuss different ways of going there and your reasons. You should make clear about the time, the cost, what to take, points of attention, means of transport (by train/car/plane/bike, and each member choose one means), and what to do while travelling, etc. ﹡Suggestion 2: Show pictures of Chen Liangquan. Introduction: Since 24, he spent 13 and a half years traveling all parts of China except Taiwan by bike. Since 2003, he has visited 47 countries and areas around the world by motorcycle. Now is enlisting ten volunteers to join him. Would you like to apply for the task? Suppose your good friend has passed the tests and will start their journey next week, would you like to give him some suggestions? Discuss in groups of four and choose a reporter to report the result of your discussion. ﹡Suggestion 3: More and more people like to take photos or use video recorders while traveling, and they think