高一英语《 unit 3　travel journal period 1　warming up and reading》学案

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四川省射洪县射洪中学高一英语《Unit3　TraveljournalPeriod1　WarmingupandReading》学案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(WarmingUp)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(LearningaboutLanguage)”“语言运用(UsingLanguage)”“小结(SummingUp)”和“学习建议(LearningTip)”。“热身（WarmingUp）”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JOURNEYDOWNTHEMEKONG（湄公河旅行游记）的第一部分THEDREAMANDTHEPLAN（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（LearningaboutLanguage）”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法。“语言运用（UsingLanguage）”部分含读和讨论(Readinganddiscussing)、听和说(Listeningandspeaking)和写(Writing)三个综合训练。读和讨论(Readinganddiscussing)是JOURNEYDOWNTHEMEKONG（湄公河旅行游记）的第二部分ANIGHTINTHEMOUNTAINS（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(Listeningand 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(Writing)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、Listeningtask和Readingtask中的语篇分别是JOURNEYDOWNTHEMEKONG（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（SummingUp）”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（LearningTip）”部分鼓励学生外出旅行时写旅游日记（traveljournal）。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：journal　fare　transport　Vietnam　finally　cycle　persuade　stubborn　insist　proper　properly　determine　determined　altitude　valleyattitude　shorts　camp　record　topic　familiar　brave本单元需要学习的重点词组为：one-wayfare　dreamof/about　persuadesomebodytodosomething　bedeterminedtodosomething　asusual　changeone’smind　givein　befamiliarwithsomething　befamiliartosomebody本单元需要学习的重点句型为：1.ItwasmysisterwhofirsthadtheideatocyclealongtheMekongRiverfromwhereitbeginstowhereitends.(Itis/was...who/that...)2.Althoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthatwefindthesourceoftheriverandbeginourjourneythere.(insistthatsb.do...)3.Shegavemeadeterminedlook—thekindthatsaidshewouldn’tchangehermind.(theAttributiveClause)4.Onceshehasmadeuphermind,nothingcanchangeit.(Once...)5.Itbecomesrapidsasitpassesthroughdeepvalleys,travelingacrosswesternYunnanProvince.(thepresentparticipleusedasadverbial)6.AsitentersSoutheastAsia,ittravelsslowlythroughhillsandlowvalleys,andtheplainswherericegrows.(theAttributiveClause)7.Itwassoquietinthemountainsthatnightthattherewasalmostnowind,onlythesoundofthefire.(sothat...)8.Thetopicsofatraveljournalcanbedifferentfromadiary,oftenincludingpeople,things,andeventslessfamiliartoreaders.(including...)本单元需要掌握的交际功能用语为：祝愿和告别(Goodwishesandfarewells)1.Haveanice/goodday/time.Haveanice/goodjourney/trip.Goodluck!Enjoyyourself!Bestwishestoyou.HappyNewYear!MerryChristmas!Happybirthday!2.Thankyou.You,too.Thesametoyou.本单元需要掌握的语法为：现在进行时表示将来(ThePresentContinuousTenseto expressfutureactions)Whenareyouleaving?Howareyougoingthere?Whereareyoustaying?Howlongareyoustayingthere?Whenareyoucomingback?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Thisunithelpsstudentsmakeaconnectionbetweengeography,orthe“layoftheland”,andthecustomsandtraditionsofthepeoplewholivethere.Theplacesvisitedinthisunitareclosetohome:inChinaandSoutheastAsia.Criticalthinkingskillsdevelopedinthisunitwillincludeplanningforatripandsolvingproblemsafterthetriphasbegun.Theskillsstudentsareaskedtousearesetinrealisticsituationsandareintendedtomakestudentsmoreresourceful.Thefocusinthisunitisonhowtoreadanatlastomaketravelplansandhowtofindwaystotravel.Anatlasoffersawealthofinformationaboutgeographyandisonewaytoincreasestudents’awarenessoftheirglobalenvironment.Useofanatlasespeciallyaddressestheneedsofstudentswithvisualandspatiallearningstyles.Ofcourse,thephotosandmapsincludedinthisunitaddtotheskillstaught.Practicewithcreativewritingiscontinuedinthisunit.Studentslearnaboutthepurposeofthejournalandhowitcompareswiththediary.Studentsarealsogivenpracticeinreadingjournalentriesandwritingtheirown.Intheprocess,theyareintroducedtotheroleofsensorydetailindescriptivewriting.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:Period1:WarmingupandReadingPeriod2:ImportantlanguagepointsPeriod3:Grammar:ThePresentContinuousTenseforFutureActionsPeriod4:ListeningPeriod5:ExtensiveReadingPeriod6:SpeakingandWritingPeriod7:Revision(SummingupandLearningtip) Period1　WarmingupandReading整体设计从容说课Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicofthisunitbybrainstormingsomequestions,suchas:Doyouliketraveling?Whydoyouliketraveling?Wherehaveyoueverbeenbefore?AstoWarmingup,theteachercanfollowthestepsonPage17.Itspurposeistogetstudentstalkingaboutthesixquestionpromptsandthetopicofthisunit.Soitdoesnotmatterwhethertheycanfindthecorrectfares.Theycanestimate,orgiveagoodguessabouthowmuchitwillcost.TheimportantthingistogetstudentstocarryonconversationsinpairsusingthePresentContinuousTensetoexpressplannedactionsintheimmediatefuture.ThisparthelpstomakethestudentsreadyforReading.Beforereadingthepassage,thestudentsshoulddiscussthetwoquestionsinthepartPre-readinginpairs.Thismakesforgettingthestudentsthinkingaboutthegeneraltopicofthereadingpassage.ThereadingpassageisthefirstpartofJOURNEYDOWNTHEMEKONG.Itgivesstudentsthebackgroundaboutthebiketrip,especiallytheplanningthatwentintoit.Thispartalsointroducesstudentstothefouryoungpeoplewhomadethetrip:WangKun,thewriterofthejournalandhissister,WangWei,andtheircousinsDaoWeiandYuHang.ThissectionalsointroducesstudentstomanyofthegeographicaltermstheywillusethroughouttheStudents’BookandWorkbookparts.So,theteachercanaskthestudentsfirsttoreadquicklytogetthemainideaofthepassageandtopicsentenceofeachparagraph,thenreadcarefullytolocateparticularinformationforExercise1inComprehending(onPage19),andfinallydoExercise2:ListthecountriesthattheMekongRiverflowsthrough.Duringthecourseofreadingteaching,theteachercannotonlydevelopstudents’readingability,includingskimming,scanningandfurtherunderstanding,butalsogetthestudentstolearnthecommonknowledgeabouttravelandtheMekongRiver.Becausetherearetoomanynewwordsinthereadingpassage,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreadingthepassage,thestudentsshoulddiscussinpairs:WangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip.Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretellthestoryattheendoftheclass.Inordertoarousethestudents’interest,theteachercanholdacompetitionbetweengroups.教学重点Getthestudentstolearndifferentreadingskills.教学难点Developthestudents’readingability,especiallytheabilityofunderstandingimpliedmeanings.教学方法1.Task-basedteachingandlearning2.Cooperativelearning 3.Discussion教具准备Themultimediaandothernormalteachingtools三维目标Knowledgeaims:1.Getthestudents’tolearnthefollowingusefulnewwordsandexpressionsinthispassage:journal　fare　transport　Vietnam　finally　cycle　persuade　stubborn　insist　proper　properly　determine　determined　altitude　valley　attitude　changeone’smindgivein2.GetthestudentstolearnabouttheusageofThePresentContinuousTensetoexpressfutureactions.Abilityaims:Developthestudentsreadingabilityandletthemlearntousesomereadingstrategiessuchasskimming,scanning,andsoon.Emotionalaims:Stimulatethestudents’lovefornaturebygettingthemtoknowthegreatnessofariver.教学过程设计方案（一）→Step1Lead-inandWarmingup1.BrainstormingsomequestionsDoyouliketraveling?Whydoyouliketraveling?Wherehaveyoueverbeenbefore?Howdidyougetthere?Ifyouaregivenachancetotravelaroundtheworld,whatkindoftransportationswillyouuseandwhy?Showthechartandaskstudentstodiscussitinpairs.NameofthetransportationsMeansoftransportationReasonsbycar(inacar)bybikebyplane(byair)bytrain(onatrain)bybus(onabus) byship(bywaterorbyboat)inahotballoonbymotorbike(onamotorbike)byjeepbytruckinaplate2.FollowingthestepsoftheWarmuponPage17.→Step2Pre-reading1.ImagingandsharingDoyouliketravelingalongariver?Whatroledoesariverplayinpeople’sdailylife?Thatis,howdopeoplewholivealongariveruseit?Suggestedanswers:Peoplecandrinkthewaterinariver.Peoplecanwashtheirclothesinariver.Peoplecanswiminsummerandskateinwinter.Peoplecanirrigatetheirfields.Peoplecanusearivertoproduceelectricity.Peoplecantravelalongariver....2.TalkingandsharingAsisknown,theworldhasmanygreatrivers.Ontheleftarenamesofsomegreatriversandtherightlocationswheretheriverslie.Pleasematchthem.NamesofRiverLocationsMekongGermanyRhineChina，SEAsiaNileEgypt CongoEnglandThamesCentralAfricaAmazonUSMississippiBrazilAskthestudents:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyouchoose?Why?→Step3While-reading1.Skimming1)Thestudentsreadthepassagequicklyandanswerthequestion:WhatareWangKunandWangWeigoingtodo?2)Fillinthetable:TypeofwritingMainideaofthepassageTopicsentenceofthe1stparagraphTopicsentenceofthe2ndparagraphTopicsentenceofthe3rdparagraphSuggestedanswers:TypeofwritingThisisatraveljournal.MainideaofthepassageWangKunandWangWei’sdreamoftakingagreatbiketrip,theirdifferentattitudes,WangWei’sdetermination,andtheirpreparationsforthetrip.Topicsentenceofthe1stparagraphItwasmysisterwhofirsthadtheideatocyclealongtheMekongRiver.Topicsentenceofthe2ndparagraphAlthoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthatwefindthesourceoftheriverandbeginourjourneythere.Topicsentenceofthe3rdparagraphWefoundalargeatlaswithgoodmapsthatshowedthedetailsoftheworldgeography.2.Scanning1)GothroughComprehendingExercise1andmakesurethestudentsknowwhattodo.LetthemreadthewholepassageagaintolocateparticularinformationandanswereachquestiononPage19.2)Choosethebestanswersaccordingtothepassage.(1)What’stheauthor’sattitudetowardshissister,WangWei?A.Hedoesn’tlikeheratall.B.Heisabitproudofherandadmiresher.C.Hehastoobeyherbecausesheishissister.D.Hethinksthatherknowledgeofgeographyisverypoor. (2)Altogetherthereare______________peoplewhohavetotakethegreatbiketrip.A.one　B.twoC.three　D.four(3)Accordingtothetext,whichofthefollowingstatementsisnottrue?A.WangKunthinksthatitistoocoldandtoohightostarttheirtripinQinghai.B.Theyfoundalargeatlaswithgoodmapsinthelibrary.C.Atfirst,theMekongRiverissmall,andthewaterisclearandwarm.D.TheMekongRiverfinallyflowsintotheSouthChinaSea.(4)Whichistheproperorderaccordingtothetext?a.TheMekongRiverenterstheSouthChinaSea.b.TheMekongRiverbeginsataglacieronaTibetanmountain.c.Atfirst,theMekongRiverissmall,andthewaterisclearandcold.d.TheMekongRiverentersSoutheastAsia.e.TheMekongRivertravelsacrosswesternYunnanProvince.f.TheMekongRiverleavesChina.A.b,c,e,f,a,dB.b,c,e,f,d,aC.c,b,e,f,d,aD.c,b,f,e,a,d(5)ItcanbeinferredfromthepassagethatWangKunisa______________person.A.braveB.kindC.timidD.carefulSuggestedanswers:(1)B　(2)D　(3)C　(3)C　(4)B　(5)D3.LanguageproblemsWhilecheckingtheanswerswiththewholeclass,dealwithanylanguageproblemstoseewhetherthestudentscanguessthemeaningsofnewvocabularysuchaspersuade,determined,altitude,etc.4.ReadingaloudtotherecordingPlaythetapeofthepassageforthestudentstolistenandfollow.5.ListingthecountriesthattheMekongRiverflowsthrough.ThestudentsreadthemapandthethirdparagraphtolistthecountriesthattheMekongRiverflowsthrough.Suggestedanswer:China,Laos,Thailand,Cambodia,Burma,Vietnam.→Step4After-readingThestudentsdiscussinpairs:WangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip(ComprehendingExercise3onPage19),thenfillinthe chart.SimilarattitudesaboutthetripDifferentattitudesaboutthetripBothWangWeiandWangKunthink...1.2.3.4.WangWeibelieves...1.2.WangKunbelieves...1.2.→Step5ConsolidationAsksomestudentstoretellthepassageinthethirdpersonreferringtothechart.OnepossibleversionWangKunandhissisterWangWeidreamedabouttakingagreatbiketripeversincetheirmiddleschooldays.Aftergraduatedfromcollege,theygotachancetodoit.ItwasWangWeiwhofirsthadtheideastocyclealongtheMekongRiverfromitssource.Theybothboughtexpensivemountainbikes.TheyalsogottheircousinsDaoWeiandYuHangtogowhowereinterestedincycling,too.WangWeiwasastubborngirl.Althoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthattheyshouldfindthesourceoftheriverandbegantheirjourneythere.WhensheheardthesourceoftheMekongRiverwasinQinghai,shewouldn’tchangehermind.Shewasevenexcitedwhensheknewthattheirjourneywouldbeginatanaltitudeofmorethan5000meters.Shealsothoughtthatitwouldbeaninterestingexperience.Beforethetrip,theywenttothelibrary,wheretheyfoundalargeatlaswithgoodmaps.Fromtheatlas,theylearntmoreinformationabouttheMekongRiver.→Step6Homework1.Finishofftheworkbookexercises.2.Retellthepassageinyourownwordswithin200hundredwords.设计方案（二）→Step1Lead-inandWarmingup1.Brainstormingsomequestions2.FollowingthestepsoftheWarmuponPage17.→Step2Pre-reading1.Imagingandsharing Doyouliketravelingalongariver?Whatroledoesariverplayinpeople’sdailylife?Thatis,howdopeoplewholivealongariveruseit?2.TalkingandsharingAsisknown,theworldhasmanygreatrivers.Matchnamesofsomegreatriverswiththeirlocationswheretheriverslie.Askthestudents:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyouchoose?Why?→Step3While-reading1.ScanningThestudentsreadthepassagequicklyandgetthetopicsentenceofeachparagraph.2.SkimmingReadthewholepassageagaintolocateparticularinformationandanswereachquestion(ComprehendingExercise1onPage19).3.LanguageproblemsWhilecheckingtheanswerswiththewholeclass,dealwithlanguageproblems.4.Readingaloudtotherecording5.ListingthecountriesthattheMekongRiverflowsthrough.→Step4After-readingThestudentsdiscussinpairs:WangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip(ComprehendingExercise3onPage19).→Step5ConsolidationAsksomestudentstoretellthepassageinthethirdperson.→Step6Homework1.Finishofftheworkbookexercises.2.Retellthepassageinyourownwordswithin200hundredwords.TypeofwritingThisisatraveljournal.MainideaofthepassageWangKunandWangWei’sdreamoftakingagreatbiketrip,theirdifferentattitudes,WangWei’sdetermination,andtheirpreparationsforthetrip.Topicsentenceofthe1stparagraphItwasmysisterwhofirsthadtheideatocyclealongtheMekongRiver.Topicsentenceofthe2ndparagraphAlthoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthatwefindthesourceoftheriverandbeginourjourneythere.Topicsentenceofthe3rdparagraphWefoundalargeatlaswithgoodmapsthatshowedthedetailsoftheworldgeography. 活动与探究SurftheInternetandgetmoreinformationabouttheMekongRiver.Samplepassage:MekongRiver—TheLifebloodofSoutheastAsiaTheMekongRiveristheheartandsoulofmainlandSoutheastAsia.The12thlongestriverintheworld,theMekongruns4800kilometersfromitsheadwatersontheTibetanPlateauthroughYunnanProvinceofChina,Burma,Thailand,Cambodia,LaoPDRandVietnam.Over60millionpeopledependontheMekonganditsbranchesforfood,water,transportandmanyotheraspectsoftheirdailylives.Itsannualflooddroughtcyclesareessentialforthesustainableproductionofriceandvegetablesonthefloodplainsandalongtheriverbanksduringthedryseasons.KnownastheMotherofwaters,theriversupportsoneoftheworld’smostdiversefisheries,secondonlytotheAmazon.Thisvitalecosystemandlifebloodoftheregioniscurrentlyunderthreat.Overthepasttenyears,morethan100largedamshavebeenproposedfortheMekongbasinbyinstitutionsliketheAsianDevelopmentBank(ADB)andtheMekongRiverCommission.Someoftheseprojectshavealreadybeenbuilt.OneofthegreatestthreatsisChina’splanstoconstructeightdamsontheUpperMekongLancang.Twoofthesedamshavealreadybeencompleted,andconstructiononthethirdproject,Xiaowan,beganinJanuary2002.ThesedamswillhavewidespreadimpactsonthelivelihoodsofMekongcommunitiesandonthenaturalecologyoftheriversystem.InLaos,IRNisworkingtostopWorldBanksupportfortheDamandensurethatcommunitiesreceivejustcompensationforlossessufferedduetotheADB-fundedNamandDams.IRNisalsomonitoringbroaderregionalwaterresourcedevelopments,particularlythosefundedbytheADB.InThailand,IRNhasbeenworkingwithcommunitiesaffectedbythePakMunandRasiSalaidamswhoarecampaigningforthegatesofbothdamstobepermanentlyopenedandfortheMunRivertoberestored.IRNisalsomonitoringtheimpactsoftheYaliFallsDaminVietnam,whichhasaffectedcommunitiesinbothVietnamandCambodia.