人教版（新课程标准）必修一Unit 3 Travel Journal Reading教案

eaching Design
Unit 3 Travel journal
【Reading】
高一英语组
Analysis of learners
On one hand, senior high school students are particularly sensitive to the things around them, having their own ideas and views. They prefer to acquire more knowledge and information. While on the other hand, students now have more chances to travel around, and they are fond of it. Therefore, they may have great interest in learning this unit---travel journal.
Analysis of Teaching Material
Knowledge background: The topic of this unit is travel. The focus in this unit is on how to make travel plans and how to find ways to travel. By studying this unit, students can not only obtain much language knowledge and learn many language skills, but also be more and more interested in travelling. Teacher should make students strengthen their love to beautiful rivers and mountains of our country and enhance their international cultural consciousness. And thereby it is important to fosterstudents’ competence of intercultural communication. Therefore, the teacher not only pay attention to teach students exercising and applying on language knowledge and language skills, but also should lead students to enhance their understanding of cultural content in the meantime.
Important points of teaching:
1. Have students learn and master the new words and expressions inthis period.
2. Have students know the basic knowledge of a river.
3. Have students know how to express their plans and ideas.
4. Have students know how to search for information of travelling.
5. Guide students to read the text by using skimming and intensive reading skill.
Difficult points of teaching
1. Have students master the whole—part—whole oriented learning method.
2. Train the students’ ability to grasp key information and comprehend the text while reading
Teaching aims and demands
Knowledge
Some useful new words.
Commonly used structures to express future plans and ideas.
Some information about Mekong River.
Ability
Improve their ability to search for some useful information.
Improve their listening ability.
Let students learn how to generalize and compare the differences.
Let students master skills of skimming reading and intensive/careful reading and improve their reading ability and comprehensive ability by learning text.
Develop students’ abilities to observe, to memorize, to think, to imagine and to create.
Feelings and attitudes
Students should have the thought to get close to the nature.
Enlarge students’ vision.
Cultivate their love to beautiful rivers and mountains.
Enhance their international environmental and cultural consciousness.
Teaching aids：
1. Multi-media
2. Pictures
3. Audio
Teaching techniques
Questioning: to inspire students to predict the content of the text;
Discussion: to draw students’ attention to the topic;
Group work: to help students develop the team spirit and encourage students to think independently.
Teaching procedures 45’
Step1 ：Warming up 3’
Purposes: 1) Provide students an opportunity to practice oral English;
2) To arouse Ss’ interest in learning about Travel journal.
Brainstorming: let students talk about what comes to their minds when mentioning “travel”.
Step2: Pre-reading 5’
Purposes: 1) Let students have a general idea about the text Journey down the Mekong;
2) Let students share their opinions.
1. Show a map of a river and ask students to guess which river it is. (Lancang River)
2. Ask students the name of the Chinese part of the river.
3. Let students think about the meaning of “down” in the title Journey down the Mekong. (It means the direction of their journey, that is, from where the river begins to where it ends.)
Step3: Reading 27’
Fast reading3’
Let students go through the whole text in 2 minutes and find out what the dream is as well as the plan. Remind them to pay attention to the key words.
Suggested answers: Dream: take a great bike trip. Plan:
Para 1 (5W+1H): 8’
1. Review the reading method “5W+1H”.
2. Let students read paragraph 1 and find the detailed information.
Suggested answers: What: take a great bike trip;
Who: Wang Kun and Wang Wei;
When: after graduating from college;
Where: along the entire Mekong river
Why: dream;
How: by mountain bike.
3. Lead students to conclude the main idea of paragraph one according to 5W+1H information.
Para 2 (T/F) : 8’
1. Let students read paragraph 2 and judge whether the following statements are true or false.
1) Wang Wei insisted she organize the trip, because she knows the proper way to get to the places.
2) Once Wang Wei has decided something, nothing will change her mind.
3) Wang Wei feels worried when she learns about the difficulties of the trip
Suggested answers: F T F
2. Ask students to correct them and find the supporting sentences.
3. Ask students to look at the three statements again and find their similarities.
4. Ask students to find the expressions that describe Wang Kun and Wang Wei, and conclude the differences between the two people.
5. Explain the stubbornness of Wang Wei and lead students to summarize the main idea of paragraph 2.
Para 3 (listening and answering): 8’
1. Ask students to listen to the tape of paragraph 3 and answer the following questions.
1) Where does the Mekong River begin
2) What is the river and the water like at first
3) How does the river change after leaving China and high altitude
4) Where does the river enter at last
Suggested answers:
1) It begins in a glacier on mountain in Qinghai Province.
2) The river is small and the water is clear and cold.
3) It becomes wide, brown and warm.
4) It enters the South China Sea.
2. Let students look at the 6 pictures of 6 geographical terms, and ask them to tell how the river changes. They may refer to the pictures.
3. Ask students to close their eyes to think how the river changes and then retell it.
4. Let students conclude the main idea of paragraph 3.
Step 4 Discussion 10’
Purpose: train students’ skill of reading, thinking, analyzing and concluding.
Let students create their own travel dream and travel plan. (It should include the place they are going, the people they are going with, the time they are going, the reason they are going to that place and the ways they are going to that place.)
Homework:
Purposes: 1) Cultivate students’ imagination and creativity;
2) Knowledge consolidation
1. Write down their travel dream and travel plan.
2. Review the passage we’ve learned today.
Teaching reflection
Have a good command of the teaching material;
Should have explained some difficult words and expressions in Chinese;
Should have explained the four questions before listening to the tape of paragraph three;
Should have let students read paragraph three before retelling according to the pictures;
Should have managed the teaching time better;
Should have given students more chances to talk and discuss