【英语】2018人教版必修1一轮复习：Unit3TravelJournal教案设计（9页）

【英语】2018人教版必修1一轮复习：Unit3TravelJournal教案设计（9页）

‎ Unit 3 Travel Journal 教案设计 ‎(1) 课题：Travel journal ‎(2) 教材分析与学生分析： 本单元的中心话题是旅游，通过旅游日记的方法描述旅行见闻。Warming Up部分让学生想象自己住在青海，要去东南亚旅游。要求他们选择三个不同的地方并查出不同交通方式及所需费用。然后与同学讨论六个话题，使学生了解旅游的必要手段和必须备的费用。Pre-Reading部分的两个问题主要是引导学生向阅读部分过度； Reading部分“湄公河旅行日记（Journey Down the Mekong）”的第一部分讲述了王昆和王薇梦想往湄公河做自行车旅行，并为之做准备的过程；文章的第二部分A Night in the Mountain放在“语言运用部分”中，主要讲述了他们在西藏山中度过的一宿，爬山路的艰苦和乐趣；Comprehending部分通过回答问题、让学生填写表格在课文中找到王薇和王昆对旅行的相同和不同看法，加强学生对课文细节的进一步理解; Learning about Language 部分讲述了主要词汇及其运用和主要语法项目（用现在进行时表示将来）。 ‎ ‎(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading ‎ The second period: Reading: Journey down the Mekong ‎ The third period: Learning about Language ‎ The forth Period：Using Language (A NIGHT IN THE MOUNTAINS) The fifth period: Listening and writing ‎ ‎(4)教学目标：‎ ① 知识与技能：了解旅游所需的准备工作，其中包括精神与物质准备。选择旅游时间、景点、路线、交通工具（火车、汽车、轮船、飞机、自行车等）; 掌握旅游常识，学会解决旅游中出现的一些问题; 掌握和运用本单元出现的新词汇和短语；学会向别人告别和祝愿；掌握用现在进行时表示将来时的用法。‎ ② 过程与方法：根据课文和所提供地图的提示，给学生布置一些任务：Imagine you are planning a trip. 1. What are you planning for the trip? 2. Where are you going and what are you planning to do each day? 3. How are you getting there?‎ ‎4. When you leave home, what will your family and your friends say to you?布置这一任务的主要目的是让学生在理解课文的基础上学会如何安排旅行，知道旅游需要什么准备，采用什么方式旅游，以及离开家时家人和朋友对他们说什么。‎ ③ 情感态度与价值观：在实际生活中运用所学知识去安排旅游、选择地点和路线、选择旅游方式。学会写旅游日志。‎ ‎(5) 教学重点和难点：‎ 词汇： journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic ‎ familiar brave ‎ 短语： change one’s mind give in 重点语法项目：现在进行时表将来 When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back?‎ 难点：1. How to grasp the main idea of the text and how to tell the host’s attitude. 2. How to use the words and the Present Continuous Tense expressing futurity. 3. How describe what they see and hear. 4. How to write a short letter and how to give best wishes to sb. ‎ ‎(6) 教学策略：Reading and discussion, speaking and listening, pair work, explaining and practising ‎(7) 教学煤体设计： A projector and a tape recorder.‎ ‎(8) 教学过程：详见以下分课时教学设计。‎ ‎(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中 ‎(10) 教学反思或值得改进的地方： 见每个课时最后部分。‎ The first period: Speaking: Warming Up and Pre-Reading Aims To talk about traveling Procedures I. Warming up 1. Warming up by discussing Good morning, class. Do you like traveling? Why do you like traveling? And why not? 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? Now look at the following pictures and 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. Warming up by looking and speaking Now boys and girls, what do you need to take with you if you are preparing for a bike trip along the Changjiang River? Look at the pictures and tell the whole class which object you think is the most useful and which one is the least useful. Give a reason why you think so. ‎ ‎ 3. Warming up by asking and answering Now suppose you live in Qinghai. You plan to spend a holiday with a friend somewhere in Southeast Asia. You have been given a chance to choose three places to visit. Please find out the one-way fare to get there for different kinds of transportation. Perhaps you may not know the exact fare, but you can guess how much the fare is. Please have a short discussion with your partners and then decide where to go. Ok, now I’d like you to ask your partner the following questions. ‎ ‎ II. Pre-reading 1. Imaging and sharing Do you like traveling along a river, a great river? What role does a river play in people’s life? In other words, how do people who live along a river use it? The suggested answers: People can drink the water in a river or wash their clothes. People can swim in a river in summer. People can use a river to irrigate their fields. People can use a river to produce electricity. People can travel along a river. 2. Talking and sharing As 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. match answer Names of River Location Names of River Location Mekong India Mekong China，SE Asia Rhine France Rhine Germany Ganges Russia Ganges India Seine England Seine France Nile Central Africa Nile Egypt Thames Germany Thames England Congo Brazil Congo Central Africa Niger China, SE Asia Niger West Africa Volga US Volga Russia Danube Egypt Danube Central Europe Amazon West Africa Amazon Brazil Mississippi Central Europe Mississippi US ‎ 课后反思：此节为口语课，教学设计的任务能较地完成，学生积极参与，分工合作。教学过程很自然，鼓励学生开口说英语，帮助他们建立使用英语的自信。对于错误，采用跟进一个正确表达方式的办法，既提点了学生，有保护了他们的积极性。找教案 The second period: Reading: Journey down the Mekong ‎ Aim: To read about traveling ‎ ‎ To understand the text Step 1. Reading aloud to the recording Do you know what countries the Mekong River flows through? Now look at the map of the Mekong River and point out the countries it flows through. ‎ ‎(China, Laos, Thailand, Cambodia, Burma Vietnam) Ok, today we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud about the recording of the text JOURNEY DOWN THE MEKONG. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. Step 2. Reading and underlining Now please read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Collocations from JOURNEY DOWN THE MEKONG dream about, take a great bike trip, graduate from, got the chance to do sth., cycle along the river, go for long bike rides, mountain bike, persuade sb. to do sth., grow up, get sb. interested in sth., be stubborn, know the best way of getting to places, the source of the river, care about, give sb. a determined look, change one’s mind, at an altitude of, seem to do, the air be hard to breathe, an interesting experience, make up ones mind, give in, a large atlas with good maps, keep doing sth., at first, pass through, be surprised to do sth., half of, at last, the South China Sea Step 3. Reading aloud and understanding Next we are going to read aloud the text and then answer some questions. 1) Who are Wang Kun and Wang Wei? (They are brother and sister, and both are college students.) 2) What was their dream? (Their dream was to take a great bike trip.) 3) Who are Dao Wei and Yu Hang? (They are Wang Kun’s cousins who are at a college in Kunming.) 4) 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.) 5) What can you see when you travel along the Mekong?(You can see glacier, rapids, hill, valleys, waterfalls and plains.) 6) Is it a difficult journey to cycle along the Mekong? Why? (Yes. The journey begins at an altitude of more than 5,000 meters, where it is hard to breathe and very cold.) step 4. Discussing We have got the general meaning of the passage, and we know Wang Wei and Wang Kun have some similar and different attitudes about the trip. You may have a short discussion with your partners and then fill in the chart. Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun thinks: 1). taking this trip is a dream that comes true. ‎ ‎2). that they will enjoy this trip a lot. 3). they should see a lot of the Mekong. 4). that most of the Mekong will be found in Southeast Asia. Wang Wei believes: 1). they must start in Qinghai where the river begins/see all of the Mekong. 2). that they don’t need to prepare much. Wang Kun believes: 1). it is too cold and high to start in Qinghai. 2). that using an atlas is very important. step 5. Closing down Closing down by answering questions What should you do before traveling? (Before traveling, we should make good preparations, that is, to make a plan, decide the place to visit and get enough information about the place. With full preparations we’ll have a good time during the trip.) What will your family and your fiends say when you leave home to travel? (When we leave home, my family and my friends will say, “Have a good trip. /Have a good journey. /Have a good time.”) Closing down by translating In the last few minutes you are asked to translate some difficulty sentences in the passage. Step 6. Assignment Revise the contents of the passage Complete the passage on Page 56 in Workbook Do exercise 2 on page 57 in you exercise books. ‎ ‎ 课后反思：本节课能根据《英语课程标准》的精神进行教学设计，并采用任务型教学法进行教学。在教学过程中注意“教”与“学”的关系，各个教学环节的设计都考虑到让学生在活动中发挥其主题地位，让他们去发现问题，分析问题和解决问题。在设计活动时，能充分考虑到学生的情感态度，使学生在快乐的学习气氛中得到能力的培养。‎ The third period: Learning about Language Aims To learn about the Present Continuous Tense To discover and use some useful words and expressions Procedures I. Warming up Warming up by discovering useful words and expressions Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 20 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them and discuss with your partners. Two minutes later, check in pairs and then check with the whole class. II. Learning about language 1. Reading and finding ‎ Good, you have mastered these words and expressions. Let’s turn to page 17 and look at the questions in Warming up 4. Underline the verbs in the questions, and pay attention to the verb forms and do some explanations by yourselves. 2. Learning Grammar We can see that the verbs are all used in the “-ing” form. They are “the present continuous tense”, but they express future actions or plans. The Present Continuous Tense may be used to denote an action that can be pre-planned or prearranged instead of the future indefinite in colloquial English. But please note that, not all verbs can be used in the “-ing” form to express future actions. Such verbs as come, go, leave, fly, walk, ride, drive, stay, meet, die, see, have, arrive etc. are mainly used in the “-ing” form to express future actions. 3. Doing exercises No. 2 and 3 on page 21 Now turn to page 21 and do exercise 2. In the dialogue a newspaper reporter is interviewing Wang Wei about her plans for the trip along the Mekong River. However, they are not sure about some of the verb tenses. Can you help them complete their conversation? Let’s continue to do exercise 3. Do you have any plans for the future yourselves? If you have any, please use the Present Continuous Tense to express your future actions. Give as much information as you can. III. Ready used materials for the present continuous tense for future actions or plans be + 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”。（这种结构中常用动作动词或去向动词：go, come, leave, start, arrive, travel, fly等，不适用于状态动词）找教案 I’m leaving for Beijing this Friday. My friends came over last night, and they are coming over this evening, too. We are going to Laoshan this May Day holiday. We had an English class this morning, and we are having another English class tomorrow. We took six subjects last term, and we are taking seven subjects next term. I have arrived in Beijing. I’m visiting the Great Wall tomorrow morning. After class we are playing football on the playground. We are flying to Shanghai next Friday. IV. Closing down Closing down by making a dialogue To end the period you are going to make a dialogue in pairs to tell the whole class your plan on this Sunday. Closing down by writing Suppose you are planning a holiday trip. Write a short passage about your plan. You must pay great attention to the tense. The following questions can help you. Where are you going for your holiday? Who are you going with? How are you getting there? What are you doing there? Where are you staying? What are taking with you? When are you returning? ‎ 课后反思：本节着重传授用现在进行时表将来的意义。能比较顺利的完成教学任务，学生能积极参与。不足之处是练习过少。‎ The forth Period：Using Language (A NIGHT IN THE MOUNTAINS) Aims To read the passage A NIGHT IN THE MOUNTAINS To use the language by reading, listening, speaking and writing Procedures I. Warming up by 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 world's 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. ‎ II. Reading 1. Reading and underlining Now let’s go on with Journey Down The Mekong with Wang Wei and Wang Kun. They are in Tibet now. Please turn to Page 22. Read the passage quickly and underline all the useful expressions and collocations in it. Copy them to your notebook after class as homework. Collocations from JOURNEY DOWN THE MEKONG (II) although, ride bicycles, in front of, as usual, need to do sth., to climb the mountain road was hard , be great fun, reach a valley, much warmer, change… into, T-shirts, shorts, in the early evening, stop to do sth., make camp, put up, after supper, go to sleep, stay awake, at midnight, become clear, so …that, the sound of the fire, travel so far, join sb., hardly wait to see, change one’s attitude. 2. Reading and translating Next you are going to read the text JOURNEY DOWN THE MEKONG and translate it into Chinese. ‎ ‎3. Speaking Read the passage again and find the answers to the questions: 1) How does Wang Kun feel about the trip? (He is starting to like the trip.) 2) What do you think has changed his attitude? (seeing the beautiful land) 3) Is it natural for Wang Kun not to feel lonely? (Yes. Because the scene Wang Kun saw is beautiful. The sky was clear and the stars were bright. Also their cousins are waiting for him.) 4) Would you feel the same way in this situation? Why or why not? (You may have different opinions about this. Just speak it out and let us share your idea, will you?) Imagine that the dialogue happens the next morning before Wang Kun and Wang Wei leave their camp. Write a short dialogue between them with your partner. Wei: You look so tired Kun: Yes, I stayed up late last night. Wei: Really? What did you do? Kun: I watched the clear sky and the bright stars. Wei: That’s nice. They must be pretty. Kun: Yes, they were. ‎ 课后反思：本节课的设计与实施以《英语课程标准》的理念为指导，注重培养学生“优化学习方式，提高自主学习能力”。在教学过程中，能引导学生通过观察、体验、探究等积极主动的的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。‎ The fifth period: Listening and writing ‎ Aim:‎ Grasp the main idea of the passage and get to know what the author saw and heard To write a letter Procedures Step 1 Listening 找教案 Let’s go on with Journey Down The Mekong River (part 3) with Wang Wei. Turn to page 23 and do the listening text. Before listening to the tape, please read the words fast, then tick the words you hear on the tape. After that I’ll play the tape for the second time and then finish the chart. You should look through the chart and find out the listening points. The following questions can help you understand the listening text. Where is the girl from? What do people in Laos use the river for? Why do people in Laos call the river “the sea of Laos”? What is the river called in Tibet and Vietnam? What other beautiful sights along the Mekong River in Laos? Step 2 Guided writing 1. Reading and underlining In this unit, we have read the first two parts of a travel journal and have listened to the third part of the travel journal. What is the difference between a journal and a diary? Let’ read the passage on page 23 and find out the difference between the two. Underline all the useful expressions and collocations in it. Copy them in your notebook after class as homework. Collocations from Reading and Writing ‎ put one’s thoughts into a diary, travel journey, the difference between, for on thing… for another, record one’s experiences, soon after, be familiar to, make a list of, compare…with, agree to. Read the passage quickly and then fill in the information on the chart. A diary A travel journal 1). Personal; 2). To try to record how the writers feel very soon after things happen 1). Isn’t as personal as a diary 2). To record the writers experiences, ideas and afterthought about what they have seen 3). Is written for a lot of readers 4). It’s topics includes people, things, and events less familiar to readers. Step 3 Writing a letter Now let’s do a writing practice. 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. Take care. Good luck on your journey. Say “Hello” to …. Write to me. Give my best/love wishes to …. Have fun. You can refer to the following steps. In pairs choose the details from the journey that are most interesting. Think of what else you would like to know about the journey. Write these ideas down as questions. Now choose two or three of the best questions for your letter.l Each question should have another sentence explaining why you want to know this information. Put them in an order that makes sense. Begin yourl letter as shown in the textbook and add your questions for Wang Wei. Your writing should not be more than one paragraph. Finish your letter as shown in the textbook. A sample writing: Hi, brave little Wei, How I worry about you and Wang Kun! Do you have a good time now? I hope so. What are you doing now? Are you still in Laos? Can you tell me something about people’s life there? When are you leaving for Cambodia? When you get there, tell me about the Buddhist temples there. Please send some photos with your next letter! Well, Have a good trip and don’t forget to write to me! Give my best wishes to Wang Kun. Good luck on your journey. Take care! Yours, Wang Lin step 4. Homework: write a travel journal ‎ 课后反思：本节是听力加写作课，能按照《英语课程标准》的理念进行教学设计。旨在训练学生的听和写能力。体现了以教师为主导，学生为主体的原则。教师的指导主要帮助学生如何去取材，让学生进行布局谋篇，组织语言完成写作任务。还从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。提高学生的听力能力。‎