Unit 3 Travel journal
Period 2 Important Language Points
整体设计
从容说课
This is the second teaching period of this unit. We first check the students’ homework and offer chances for the students to review what they learned during the first period.
The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up and Reading. In order to make the students understand these points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, later offer some practices to make the students master their usages. Some words and expressions, such as persuade, insist, care about, give in, are very useful and important. So is the sentence pattern “It is . . . that/who. . . ”. We ought to pay more attention to them and design special exercises.
At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.
教学重点?1. Enable the students to grasp the usages of such important new words and expressions as persuade, insist, care about, give in, etc.
2. Get the students to master the usage of the pattern “It is. . . that/who. . . ”
教学难点?1. Let the students learn the usage of the word “insist”.
2. Enable the students to master the usage of the pattern “It is. . . that/who. . . ” and understand some difficult and long sentences.
教学方法?1. Discussing, summarizing and practicing
2. Cooperative learning
教具准备?The multimedia and other normal teaching tools
Knowledge aims:
1. Get the students to learn and grasp some important new words and expressions:journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude change one’s mind care about give in
2. Get the students to learn some useful sentence patterns:
1)It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . )
2)Although she didn’t 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 look—the kind that said she wouldn’t 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 travels slowly through hills and low valleys,
and the plains where rice grows. (the Attributive Clause)
Ability aims:
1. Enable the students to use some useful words and expressions correctly.
2. Enable the students to make sentences after the useful sentence patterns.
Emotional aims:
1. Stimulate the students’ interest in learning English.
2. Develop the students’ spirit of cooperation and teamwork.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell something about Wang Kun and Wang Wei’s bike trip or the Mekong River.
→Step 2 Reading and practice
1. Get the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.
Collocations:dream about, take a great bike trip, graduate from, get 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. , 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, an interesting experience, make up one’s mind, give in, a large atlas with good maps, keep doing sth. , pass through, be surprised to do sth. , half of, at last, the South China Sea
2. Do the exercises in Discovering useful words and expressions on Page 20.
→Step 3 Checking
Explain the problems the students meet while checking the answers.
→Step 4 Language Points
1. one-way fare single-way fare单程票价
round-way fare往返/双程票价
one-way ticket单程票
round-way ticket往返/双程票
2. dream about dream of 梦想，梦见（后接名词、代词或动名词）
What a small world! I wouldn’t dream about/of meeting you here.
世界真小，想不到会在这儿遇见你。
The young soldier sometimes dreams about/of his hometown.
这名年轻的士兵有时会梦到自己的家乡。
3. persuade vt. to cause to do something by reasoning, arguing, begging, etc. 说服；劝服
Try to persuade him to let us go with him.
尽量说服他让我们和他一起去。
Nothing would persuade him.
什么也说服不了他。
He persuaded her to go to school, even though she did not want to.
尽管她不想去上学，他还是说服她去了。
1)persuade sb. into/out of sth. /doing sth. to cause sb. (not)to do sth. by arguing or reasoning 说服或劝说某人（不）做某事
Wang Kun couldn’t persuade his sister into changing her mind.
王昆说服不了他姐姐改变主意。
The old man finally persuaded the little boy out of stealing.
老人最终说服小男孩不偷东西了。
2)persuade sb. +that clause to cause sb. to believe sth. ; convince sb. 使某人信服
How can I persuade you that I am telling the truth
我怎样才能使你相信我说的是实话呢？
advise&persuade:
advise vt. to tell (somebody)what one thinks should be done; give advice to somebody 建议；忠告
I advised waiting until the proper time.
我建议等到适当的时候。
I advised her that she should wait.
我建议她应该等下去。
He will advise you what to do.
他会建议你们怎么办。
The doctor advised me to take more exercise.
医生嘱咐我多加锻炼。
Note:“说而不服或说而无果”应该使用advise sb. to do sth. /try to persuade sb. to do sth. 。
I advised/tried to persuade her not to go out alone at night, but she didn’t listen to me.
我劝她晚上不要一个人出去，但她不听我的。
I had advised/tried to persuade him not to stay up late, but he still didn’t go to bed until midnight.
我劝他不要熬到太晚，但是他仍旧到午夜才去睡觉。
4. insist vi. & vt. to demand (sth. )forcefully, not accepting a refusal 坚持或坚决要求
Since he insisted, I had to stay.
既然他坚持，我只好留了下来。
I insist on your being there.
我坚持要你在那里。
Mary insisted that she was right.
玛丽坚持说她是对的。
We all insist that we (should)not rest until we finish the work.
我们大家都坚决要求不完工就不休息。
1)insist on (upon)sth. /doing sth. to require or demand (the specified thing); refuse to accept an alternative 一定要（某事物），坚决主张
She insists on getting up early and playing her radio loud.
她老是一大早起来把收音机音量开得很大。
She decided to insist upon the itinerary that would include Thailand instead of just going to China.
她决定坚持包括泰国在内的路线而不是只去中国。
2)insist+that clause
The man insisted that he didn’t steal anything and he (should)be set free at once.
那个男子坚持说他没有偷东西，应该立刻被释放。
He insisted that he______________ really very tired and that he______________ to have a rest.
A. was; be allowed
B. was; must be allowed
C. should be; must be allowed
D. should be; be allowed
答案：A
5. care about to be worried (about), concerned (with)or interested (in)忧虑；关心；惦念
Don’t you care about anybody
你难道谁也不关心吗？
I don’t much care about going to the party.
我不太想去参加晚会。
1)care for sth. /care to do sth. to be willing or agree to do sth. ; wish or like to do sth. 愿意或同意做某事；希望或喜欢做某事，多用于否定句或疑问句，尤与would连用。
My wife doesn’t really care for tea; she likes coffee better.
我妻子其实不喜欢喝茶，她喜欢喝咖啡。
Would you care to visit us this weekend
你愿意本周末来我们这儿玩玩吗
I couldn’t care for him to join the club, because he is sort of mischievous.
我不愿让他参加俱乐部，因为他有几分淘气。
2)care for sb.
(1)to like or love sb. 喜欢或爱某人
She cares for him very much.
她非常喜欢他。
(2)to look after sb. ; to take care of sb. ; to be responsible for sb. 照看某人；照顾某人；对某人负责
Uncle Dick is very good at caring for sick animals.
狄克大叔照管生病的动物很在行。
Who will care for your child if you are out
如果你外出了，谁来照顾你的孩子？
6. determine vt. & vi.
1)to decide决定；确定
The size of your feet determines the size of your shoes.
脚的尺寸决定着鞋子的大小。
Let’s determine a date for the class meeting.
咱们来定一下开班会的日期吧。
His future has not been determined, but he may study physics.
他将来何去何从尚未决定，但有可能学医。
2)cause to decide使（某人）决定
What determined you to accept the offer
什么原因使你接受此项提议？
The news determined him against further delay.
此消息使他决定不再拖延。
determine on/upon (doing)sth. =make up one’s mind to do sth.
determine to do sth.
determine+clause
determine+what/where/. . . + to do;
be determined to do sth.
He determined on going to collage. =He was determined to go to collage.
他决心上大学。
We determined on an early start. =We determined to start early.
我们决定早开始。
He firmly determined to learn Greek.
他下决心学习希腊文。
Have you determined where you are going to spend your holidays =Have you determined where to spend your holidays
你已决定将到何处度假了吗？
determined adj. determination n.
7. change one’s mind to form a new and different intention, opinion, or desire改变主意
Once he has made up his mind, nothing can be done to change his mind.
他一旦下定决心，什么也改变不了他的主意。
Note:change one’s mind和make up one’s mind中的mind是可数名词，意思是“想法；主意”，单复数随one’s变化。
Once we have made up our minds, nothing can be done to change our minds.
我们一旦下定决心，什么也改变不了我们的主意。
8. give in v. adv. (to)
1)to yield 屈服；投降；让步
He would die than give in.
他宁死不屈。
Don’t give in to him/his opinion.
不要向他屈服。
The mother gave in and bought a toy for her child.
妈妈做出让步，给孩子买了个玩具。
2)to deliver; hand in 宣布；上交
Give in your examination papers (to your teacher) when you’ve finished.
做完后把试卷交上。
give in & give up:
give up 放弃
give up sth. /doing sth. 放弃某物；停止做某事
Don’t give up. You still have chances to win in the match.
不要放弃，你还有机会赢得这场比赛。
All the girls swam across the lake except 2, who gave up halfway.
除了两个中途放弃外，所有女孩都游过湖去。
The doctor told him to give up sugar and smoking.
医生叫他戒糖戒烟。
give about散布；传播
give away泄露；赠送；放弃
give back归还；送回
give off发出（气味、光、热、声音等）
give out用完；用尽；发出（光、热、气体、声音）
(1)He didn’t______________ the enemy even______________ torture.
A. give in; under
B. give in to; below
C. give up; over
D. give in to; under
(2)Don’t mention that at the beginning of the story, or it may______________ the shocking ending.
A. give away
B. give out
C. give up
D. give off
答案：(1)D (2)A
9. honor
1)vt. to show sb. respect for sb. /sth. ; give public praise and distinction to sb. 向某人或某事物致敬；表扬某人；给某人荣誉
I feel highly honored by your trust.
我得到您的信任，感到十分荣幸。
Will you honor me with a visit
如蒙造访则荣幸之至。
Teachers are honored by all in this country.
在这个国度里教师受到所有人的尊重。
2)n. source of pride and pleasure; privilege; reputation for greatness, good behaviour, truthfulness; great respect; high public reward光荣；荣幸；荣誉；名誉；信誉；崇敬；敬意
It is a great honor to be invited.
承蒙邀请，十分荣幸。
The athletes competed for the honor of their country.
运动员们为了祖国的荣誉而相互竞争。
They stood in silence as a mark of honor to her.
他们肃立向她致敬。
add honor to为……增添荣誉
do honor to 向……表示敬意
in honor of 为纪念……
on one’s honor以名誉担保
be honored with给……荣誉
have the honor of doing向……表示敬意
(1)I feel highly______________ the kind things you say about me.
A. honored for B. honor for C. honored by D. honor by
(2)Washington, a state in the United States, was named______________ one of the greatest American president.
A. in honor of B. instead of C. in case of D. in need of
答案：(1)C (2)A
→Step 5 Sentence focus
1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends.
这是一个复合句，主句“It was my sister who first had the idea. . . ”是强调句型，
强调的是句子的主语my sister；where it begins和where it ends都是宾语从句，分
别作介词from和to的宾语。整个句子可以翻译成“首先想到要沿湄公河从源头
到终点骑自行车旅游的就是我的姐姐。”
这里需要注意的是，强调句型可以用来强调除谓语以外的任何成分，如果被
强调部分是表示人的名词或代词，可用that，也可以用who，其他情况下一律用
that。
It was I who/that saw Mary in the street this afternoon. （强调主语）
It was Mary that/whom I saw in the street this afternoon. （强调宾语）
It was in the street that I saw Mary this afternoon. （强调地点状语）
It was this afternoon that I saw Mary in the street. （强调时间状语）
下面几点供老师参考去延伸讲解：
1)强调句的一般疑问句
Was it your brother that/whom you met at McDonald （强调宾语）
Is it Tom that has borrowed your money recently （强调主语）
2)强调句的特殊疑问句
Where was it that you saw her mobile phone yesterday （强调地点状语）
How is it that you will go to visit her tomorrow （强调方式状语）
3)强调从句
It was because it was raining hard that I came home late. （强调状语从句）
It was what you said that really made us excited. （强调主语从句）
4)not until结构的强调
It was not until it stopped that we got off the bus. （注意：强调该结构时not until不能分开）
5)强调时间状语和地点状语时与定语从句的区别
It was in 1921 that our Party was founded. （强调句）
It was 1921 when our Party was founded. （定语从句）
It was on the farm that we practiced planting crops. （强调句）
It was the farm where we learned a lot. （定语从句）
表示时间或地点的名词前有介词时，一般为强调句型；前面没有介词时，多为定语从句。但应注意，有些表示时间的名词或短语在作状语时本身不需要加介词，也应视为强调句型。
It was yesterday/last week that we chatted a lot on line.
昨天/上周我们在网上聊了许多。
It was not until she got home______________ Jennifer realized she had lost her keys.
A. when B. that C. where D. before
答案：B
2. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there.
这里的Although she didn’t know the best way of getting to places是让步状语
从句；that we find the source of the river and begin our journey there是宾语从句，
用的是虚拟语气。整个句子可以翻译成“尽管她对到某些地方的最佳路线并不清
楚，她却坚持我们要找到河的源头，并从那里开始我们的行程。”
动词insist在表示“坚持某人应该……”时，后面的宾语从句应该使用虚
拟语气，即should+动词原形或省略should直接用动词原形。
They insisted that he (should)be present at the ceremony.
他们坚持认为他应该出席庆典仪式。
Mother insisted that a girl (should)not go out alone at night.
妈妈坚持认为女孩子不应该晚上一个人出去。
3. She gave me a determined look—the kind that said she wouldn’t change her mind.
这里的the kind是a look的同位语，that said she wouldn’t change her mind 是that引导的定语从句。determined在句中的意思是“坚决的，坚定的”；say的意思是“指明，表明”。整个句子可以翻译成“她给了我一个坚定的眼神——这种眼神表明她是不会改变主意的”。
She is a very determined woman who always gets what she wants.
她是一名意志非常坚定的妇女，总是会得到她想要的东西。
The clock on the wall said a quarter to ten.
墙上的钟表明差一刻十点。
4. Once she has made up her mind, nothing can change it.
这里的Once she has made up her mind是状语从句，相当于When she has made up her mind。once在这里用作连词，表示as soon as一旦；一……就……。整个句子可以翻译成“她一旦下了决心，什么也不能使她改变。”
Once you understand the rule, you will have no difficulty.
一旦明白了这条规则，你就再也没有困难了。
What will we do once the money is used up
钱一旦用完，我们该怎么办？
Once printed, this dictionary will be very popular!
一旦出版，这本词典将会非常畅销！
once adv.
1)(for)one time一次
2)at some time in the past一度；曾经
3)all at once:suddenly突然
Once a year, a race is held for old cars.
每年举行一次旧式小汽车比赛。
It once seemed inconceivable to everyone that men should travel to the moon.
人们一度认为，人飞上月球似乎是不可想象的。
All at once the door opened.
门突然开了。
______________ environmental damage is done, it takes many years for the ecosystem (生态系统)to recover.
A. Even if B. If only C. While D. Once
答案：D
5. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province.
这里的as it passes through deep valleys是时间状语从句，traveling across western Yunnan Province是现在分词作伴随状语，整个句子可以翻译成“它穿过深谷时就变成了激流，流经云南西部。”
They came to the street, looking for the lost dog.
他们来到街上，寻找丢失的狗。
The boys and girls went to school, singing and dancing all the way.
孩子们走在上学的路上，载歌载舞。
through&across:
through和across都有“经过”“穿过”的意思，但二者又有区别。through是指在物体内部穿过，它的含义和in有关；across是指在物体表面上经过，它的含义和on有关。
We walked through the market to the truck park.
我们穿过市场来到了卡车停车场。
They walked across the playground and disappeared in the dark.
他们穿过操场，消失在黑暗中。
→Step 6 Consolidation
Test for important language points. Show the following on the screen.
Translate the following sentences.
1. 去北京的单程火车票价是多少？
2. 我怎么才能使你相信我的诚实？
3. 他坚定的表情告诉我们，谁都无法改变他的想法。
4. 妈妈坚持说我累了，应该在10:00前上床睡觉。
5. 小英雄刘胡兰宁死不屈。
6. It was only when I reread these poems recently that I began to appreciate their beauty.
7. Was it Tom who helped you with your homework
8. The old man died, leaving his wife and children a lot of money.
9. Once you talk to her, you’ll know she is a warm-hearted person.
10. His advice determined me to delay no more.
Several minutes later, check the answers with the whole class. Deal with any problems students meet if necessary.
Suggested answers:
1. What’s the one-way train fare to Beijing
2. How can I persuade you that I am honest/of my honesty
3. His determined look told us that no one could make him change his mind at all.
4. Mother insisted that I was tired and that I should go to bed before 10:00 o’clock.
5. The little heroine, Liu Hulan would rather die than give in.
6. 我是最近重读这些诗时，才欣赏到它们的美。
7. 是汤姆帮你完成家庭作业的吗？
8. 老人过世了，留给他妻子和孩子们一大笔钱。
9. 一旦你和她谈谈，你就知道她是一个热心人。
10. 他的劝告使我决定不再拖延。
→Step 7 Workbook
Do the exercises in Using words and expressions on Page 56.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 3 in the exercise book.
2. Learn the new words and expressions by heart.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell something about Wang Kun and Wang Wei’s bike trip or the Mekong River.
→Step 2 Reading and practice
1. Get the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.
2. Do the exercises in Discovering useful words and expressions on Page 20.
→Step 3 Checking
Deal with the problems the students meet while checking the answers.
→Step 4 Language Points
Explain and practice some important new words and expressions.
→Step 5 Sentence focus
Analyze some difficult long sentences and practice some important language points in them.
→Step 6 Consolidation
Test for important language points.
→Step 7 Workbook
Do the exercises in Using words and expressions on Page 56.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 3 in the exercise book.
2. Learn the new words and expressions by heart.
板书设计
Unit 3 Travel journal
Important Language Points
Words and expressions Usages Examples
persuade persuade sb. into/out of sth. /doing sth. Wang Kun couldn’t persuade his sister into changing her mind.
persuade sb. +that clause How can I persuade you that I am telling the truth
insist insist on (upon)sth. /doing sth. She insists on getting up early and playing her radio loud.
insist+that clause We all insist that we (should)not rest until we finish the work.The man insisted that he didn’t steal anything and he (should)be set free at once.
. . . . . . . . .
活动与探究
Check yourself out of class by filling in the chart to see how you have grasped the important points you have learned. If the number of “no” you tick reaches 2, you’d better go over the notes and study harder.
Questions Yes No
Can you read the new words
Can you spell the new words
Can you make sentences using the new words
Can you learn the phrases in Warming up and Reading by heart
Can you make sentences using these phrases
Can you remember the patterns in Warming up and Reading
Can you make sentences using these patterns Unit 3 Travel journal
Period 5 Extensive Reading
整体设计
从容说课
This is the fifth teaching period of this unit. The teacher should first check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.
In this period, the teaching emphasis will be put on developing the students’ reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those the students feel most difficult and help them to understand. Some important points should be explained and practiced.
We will deal with two reading passages. The first one is the second part of JOURNEY DOWN THE MEKONG:A NIGHT IN THE MOUNTAINS. Part of the purpose of this entry is to reach students in the affective domain. It tells us what Wang Wei and Wang Kun saw, heard and did, also how they felt in Tibet. In order to lead in the topic of this part, the teacher can first show the students a picture about the Tibetan mountains and ask some questions about Tibet. Then ask the students to fill in the chart designed according to this part by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with any language problems the students can’t work out by themselves. Later on, ask the students to listen to the tape, mark the rising and falling tone of each sense group and sentence and practice reading aloud. The second passage is still part of the travel journal that makes up the whole of this unit. Actually it is about the end of the journey. So this reading assumes information from other parts of the unit. The cyclists began their journey in Qinghai province and passed through Tibet, Laos, Cambodia and Vietnam. Then there is the exercise which requires the students to use information not only from this reading passage but also from other parts of the journal. So encourage them to discuss the topics in the chart and look elsewhere in the unit for the answers.
During the course of reading teaching, the teacher can not only develop students’ reading ability, but also get the students to learn about common knowledge about Tibet, Laos, Cambodia and Vietnam.
To consolidate the contents of the reading passages, the students should be required to retell the two parts. In order to arouse the students’ interest, the teacher can hold a competition between groups.
教学重点?Develop the students’ reading skills by extensive reading.
教学难点?Enable the students to learn to use reading strategies such as skimming, scanning, and so on.
教学方法?1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备?A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the new words and expressions:shorts, camp, as usual, so far, put up
2. Get the students to know about Tibet, Laos, Cambodia and Vietnam.
Ability aims:
1. Develop the students’ reading skills by extensive reading.
2. Enable the students to learn to use different reading strategies.
Emotional aims:
1. Enable the students to love and enjoy nature.
2. Develop the students’ sense of group cooperation.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell Part 1 THE DREAM AND THE PLAN.
→Step 2 Lead-in
Show the students the picture:The Tibetan Mountains. Brainstorm the following questions:Have you ever been to Tibet Do you want to travel in Tibet Can you tell me something about Tibet
After talking about Tibet, tell the students:Wang Wei and Wang Kun are going on with their Journey Down The Mekong. They are in Tibet now. Turn to Page 22. Read Part 2 A NIGHT IN THE MOUNTAINS quickly and then answer me several questions.
→Step 3 Reading
1. Get the students thinking about the picture and the topic of the passage, then discussing in pairs to predict what it says.
2. Skimming
Get the students to read quickly and fill in the chart.
see
hear
do
feel
Suggested answers:
see snowfall
clear sky
bright stars
hear almost no sound but that of the fire
do ride bicycle in the snow
change autumn clothes to winter clothes
change winter clothes back to autumn clothes
put up tents to make camp
feel (legs)heavy and cold
To climb the mountain was hard work, but to go down the hills was great fun.
can hardly wait to see their cousins
3. Scanning
Work in pairs. Read the passage again to locate particular information.
1)How does Wang Kun feel about the trip
2)What do you think has changed his attitude
3)Is it natural for Wang Kun not to feel lonely
4)Would you feel the same way in this situation Why or why not
Suggested answers:
1)She is starting to like the trip.
2)Seeing the beautiful land.
3)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)You may have different opinions about this. Just speak it out and let us share your idea, will you
4. Language Points
While checking the students’ answers, deal with any language problems to see if the students can guess the meanings of the new words and expressions.
5. Reading and underlining
Read the passage quickly again and underline all the useful expressions and collocations in it.
Collocations:
although, ride bicycles, in front of, as usual, need to do sth. , 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, so far, join sb. , hardly wait to see, change one’s attitude
6. Reading aloud
Play the tape for the students to listen and mark the rising and falling tone of each sense group and sentence. Then practice reading aloud.
→Step 4 Dialogue
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.
Several minutes later, ask some students to show their dialogue to the class.
Sample dialogue:
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 have been pretty.
Kun:Yes, they were.
→Step 5 Reading task(on Pages 58-59)
1. Ask the students to turn to Page 59 and read the passage:The End of Our Journey. Then fill in the form with the information from the travel journal.
Topic Laos Cambodia Vietnam
Population
Weather
Learning
Farming
2. Check the answers with the whole class. Deal with any language problems.
Suggested answers:
Topic Laos Cambodia Vietnam
Population half the population of Cambodia twice the population of Laos almost seven times the population of Cambodia
Weather cool and dry in autumn cooler in the north and much warmer in the south
Learning half of its people couldn’t read or write
Farming rice and fish rice and fish rice, fish and fruit
→Step 6 Consolidation
Retell each part of JOURNEY DOWN THE MEKONG. Work in groups.
1. Fill in the chart.
JOURNEY DOWN THE MEKONG
Part 1
Part 2 A night in the mountains
Part 3
Part 4
Part 5
Part 6
2. Choose one for each group to report their retelling.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Write a summary for each part of
JOURNEY DOWN THE MEKONG.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell Part 1 THE DREAM AND THE PLAN.
→Step 2 Lead-in
Show the students the picture:The Tibetan Mountains. Brainstorm some questions about Tibet.
→Step 3 Reading
1. Get the students thinking about the picture and the topic of the passage, then discussing in pairs to predict what it says.
2. Skimming
Get the students to read quickly and fill in the chart.
see
hear
do
feel
3. Scanning
Work in pairs. Read the passage again to locate particular information.
4. Language Points
While checking the students’ answers, deal with any language problems.
5. Reading and underlining
Read the passage quickly again and underline all the useful expressions and collocations in it.
6. Reading aloud
Play the tape for the students to listen and mark the rising and falling tone of each sense group and sentence. Then practice reading aloud.
→Step 4 Dialogue
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.
→Step 5 Reading task
1. Ask the students to turn to Page 59 and read the passage:The End of Our Journey. Then fill in the form with the information from the travel journal.
2. Check the answers with the whole class. Deal with any language problems.
→Step 6 Consolidation
Retell each part of JOURNEY DOWN THE MEKONG. Work in groups.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Write a summary for each part of JOURNEY DOWN THE MEKONG.
板书设计
Unit 3 Travel journal
Extensive reading
JOURNEY DOWN THE MEKONG
Part 1
Part 2 A night in the mountains
Part 3
Part 4
Part 5
Part 6
活动与探究
Go to your school library or surf in the Internet to collect information about Tibet in order to make preparations for your travel journey.
Sample passage:
Tibet lies on the Qinghai-Tibet Plateau of the southwest border of China. The average height of the whole region is more than 4000 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 8846. 27 meters above sea level.
Although it is 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 is to the south of Xinjiang 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, yaks 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.Unit 3 Travel journal
Period 3 Grammar
(The Present Continuous Tense for Future Actions)
整体设计
从容说课
This is the third teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. The pattern “It is. . . that/who. . . ” is a bit difficult, so special exercises should be designed.
This teaching period mainly deals with grammar and speaking. Firstly, the teacher can enjoy with the students the song “I’m babysitting on Thursday to ”present the Present Continuous Tense. The students are expected to make it clear that 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. Then do the exercises in Discovering useful structures on Page 21 and more for students to master this usage. Later on, ask them to make dialogues in pairs according to supposed situations. This can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract. At the end of the class, do the exercises in Using structures on Page 57 and multiple choices as consolidation exercises.
教学重点?Get the students to master the usage of the Present Continuous Tense for future actions.
教学难点?Enable the students learn how to use the Present Continuous Tense to express future actions.
教学方法?1. Task-based teaching and learning
2. Cooperative learning
3. Discussion and practice
教具准备?A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the usage of the Present Continuous Tense for future actions.
2. Let the students learn the ways to express good wishes and farewells, and the means of transportation.
Ability aims:
1. Enable the students to use the Present Continuous Tense to express future actions properly in different situations.
2. Enable the students to know how to express good wishes and farewells.
Emotional aim:
Enable the students to communicate with others well by properly using the patterns to express good wishes and farewells.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
3. Emphasize elements of the sentence, using the pattern “It is. . . that/who. . . ”, and then ask questions according to the elements emphasized.
→Step 2 Lead-in
Enjoy the song “I’m babysitting on Thursday” to present the Present Continuous Tense.
I’m babysitting on Thursday
Would you like to go out on Monday
No, sorry, I can’t
Why not
I’m babysitting on Monday.
Would you like to go out on Tuesday
No, sorry, I can’t.
Why not
I’m doing my laundry on Tuesday.
Would you like to go out on Wednesday
No, sorry, I can’t.
Why not
I’m working overtime on Wednesday.
Would you like to go out on Thursday
No, sorry, I can’t.
Why not
I’m working out on Thursday.
Would you like to go out on Friday
No, sorry, I can’t.
Why not
I’m visiting relatives on Friday.
Would you like to go out on the weekend
Well. . . maybe!
Ask the students to answer:What is she doing on Monday/Tuesday/. . .
→Step 3 Summary
Show the following on the screen.
The Present Continuous Tense for future actions
The Present Continuous Tense can be used to express a plan or an arrangement.
现在进行时可用来表示一个在最近按计划或打算要进行的动作；表示将来意义的现在进行时由句中表示将来时间的词语或上下文表明。
能用进行时表示将来的动词（并非所有的动词）：come, go, leave, start, arrive, give, return, sleep, stay, play, do, take, get, see off, travel, fly, drive, walk, reach, meet, . . .
→Step 4 Practice
1. 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 Do Exercise 2 on Page 21.
Check the answers with the whole class.
2. Do you have any plans for the future yourselves If you have any, please use the Present Continuous Tense to express your future actions. Do Exercise 3 on Page 21.
The students’ answers vary. Discuss them with some students.
3. Turn the following into English, using the Present Continuous Tense for future actions.
1)我星期五动身去北京。
2)我的朋友今晚过来。
3)我明天去参观长城。
4)下课后我们打算在操场踢足球。
5)下周五我们乘飞机去上海。
Suggested answers:
1)I’m leaving for Beijing this Friday.
2)My friends are coming over this evening.
3)I’m visiting the Great Wall tomorrow morning.
4)After class we are playing football on the playground.
5)We are flying to Shanghai next Friday.
→Step 5 Dialogue
Suppose you are planning a holiday trip. Make a dialogue with your classmate. 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
How long are you staying there
What are taking with you
When are you returning
Sample dialogue:
A:Where are you going on holiday
B:I’ m going to Hong Kong.
A:When are you leaving
B:Next Sunday.
A:How are you getting there
B:I’m taking a plane.
A:How long are you staying there
B:About three weeks.
A:Great. Have a good trip.
B:Thanks.
→Step 6 Multiple choices
Show the picture on the screen or give out the exercise papers.
1)—I’m going to Britain.
—How long______________ you______________ in Britain
A. did; stay B. are; staying C. have; stayed D. are; stayed
2)Will you tell us something about the weather in Canada I______________ to that.
A. come B. am coming C. am going D. come
3)—When are you leaving
—The plane______________ at 11:05.
A. takes off B. will take off C. taking off D. took off
4)I think if we______________ abroad, most probably we will go by CAAC.
A. were going B. are going C. had been D. have been
5)—I’m going to Shanghai for a few weeks.
—______________.
A. Good-bye B. See you C. Have a good time D. I like it
6)A new movie______________ at the theatre this week. Would you like to see it
A. will put on
B. has put on
C. is being put on
D. has been put on
7)—Where are you going for your holidays
—______________.
A. I haven’t made up my mind yet
B. I’m going to Australia on business
C. What a good idea
D. I won’t have to go
8)—I’ll go camping this weekend.
—______________.
A. Don’t give up now
B. No, I’m too busy
C. Have a good time
D. Can you fish
9)I’ve won a holiday for two to Florida. I______________ my mum.
A. am taking
B. have taken
C. take
D. will have taken
First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1)B 2)B 3)A 4)B 5)C 6)C 7)B 8)C 9)A
→Step 7 Workbook
Do Exercise 1 and Exercise 2 in Using structures on Page 57.
If time doesn’t permit, Exercise 2 can be homework.
→Step 8 Homework
1. Finish off the workbook exercises.
2. Learn the important points by heart.
板书设计
Unit 3 Travel journal
Grammar
The Present Continuous Tense for Future Actions
The Present Continuous Tense can be used to express a plan or an arrangement.现在进行时可用来表示一个在最近按计划或打算要进行的动作；表示将来意义的现在进行时由句中表示将来时间的词语或上下文表明。
能用进行时表示将来的动词（并非所有的动词）：come, go, leave, start, arrive, give, return, sleep, stay, play, do, take, get, see off, travel, fly, drive, walk, reach, meet, . . .
活动与探究
Suppose you have a five-day holiday. Form your own travel group and have a discussion to talk about your travel plan. You should use The Present Continuous Tense for future actions.Unit 3 Travel journal
Period 6 Speaking and Writing
整体设计
从容说课
This is the sixth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson.
The emphasis of this period is laid on developing the students’ speaking and writing ability. First show the students the pictures of the Aswan Sam, the Hoover Dam and the Three Gorges Dam. Discuss and talk about the question:What do you think a dam does to a river and the people who live on it Then go through the part Writing on Page 23 and let the students know what to do. Later on, get them to begin to write a short email to Wang Kun as a friend of his asking about Laos. This email is a type of writing that students will be very familiar with. Tell the students they can follow the steps:1. In pairs choose the details about Laos that are most interesting. Think of what else you would like to know about Laos. Write these ideas down as questions. 2. Now choose two or three of the best questions for your email. Each question should have another sentence explaining why you want to know this information. 3. Put them in an order that makes sense. 4. Begin your email as shown on Page 24 in the textbook and add your questions for Wang Kun. Your writing should not be more than one paragraph. 5. Finish your email.
As for Writing task on Page 60 in the workbook, it gives students practice in persuasive writing. They must persuade or convince their classmates to use their travel agency because it offers the best services for the price. This task involves teamwork and group planning of the kind students will need to do after they finish their education and enter the workforce. To make the poster more attractive to readers, the teacher should encourage students to choose their words carefully and use sensory detail when possible. The prices they list should be realistic for the services tourists are offered. Encourage the students to consider their audience. In other words, ask them:For whom are you making this poster or what kind of tourist do you hope to attract Ask the students to make a poster after the model on Page 60. If time doesn’t permit, this task can be homework. Make sure students work in groups to finish it.
教学重点? 1. Develop the students’ speaking ability.
2. Get the students to learn to write an email and a travel poster.
教学难点? Get the students to make an advertisement or a brochure.
教学方法? Discussing and cooperative-learning
教具准备? The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn some useful new words and expressions.
2. Get the students to know about what a dam does to a river and the people who live on it.
3. Get the students to learn the form of an email and the ways to express good wishes.
Ability aims:
1. Develop the students’ speaking ability.
2. Get the students to learn how to write an email and how to express good wishes in it.
3. Get the students to learn how to make a travel poster.
Emotional aims:
Enable the students to master writing skills and write excellent emails and make wonderful posters.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to summarize JOURNEY DOWN THE MEKONG.
→Step 2 Speaking
1. Show students the pictures of the Aswan Dam, the Hoover Dam and the Three Gorges Dam and talk about them.
2. Work in pairs and discuss the question:What do you think a dam does to a river and the people who live on it
3. Make a list of good and bad things a dam does.
Good things:
1)control floods
2)make electricity
3)The raised water level makes it possible for heavy-loaded ships to pass.
4)bring new scenery
Bad things:
1)force the people to move from their land and homes
2)The Three Gorges Dam has forever changed some of the most historically celebrated scenery in the area.
3)Refugees are economically, culturally and psychologically devastated.
4)People in the Mekong Delta suffer from diseases dams and large irrigation projects in the tropics bring.
5)The construction of dams in Southeast Asia has brought some of the countries into heavy debts.
4. Discuss your report with your classmates.
→Step 3 Writing
1. Pre-writing
1)Talk about what is the difference between a diary and a travel journey.
Show the two passages on the screen.
Passage 1:
It is the most beautiful spot I have visited in the world to date. It has delicious air, sparkling lakes, and stunning scooped-out vistas from a bygone age. I have heard others speak effusively about its jaw-dropping beauty. But after seeing Glacier for myself, I can honestly say that prior descriptions did not do it justice. It exceeded my expectations. It’s spectacular.
Passage 2:
At 6:00 am, my classmates and I met at the school gate. Then we went to the Xihu Park by bus. In the morning, we went to the zoo, where we saw many different animals. Of all the animals, I like monkeys best. At noon we had a picnic lunch on the grassland. After a short rest, we went boating on the Yingshan Lake. We held a boat race and our team won. At about 4:00 in the afternoon, we went home.
Ask the students to decide which a diary is and which a travel journal is. (Passage 1 is a travel journal while Passage 2 is a diary. )
2)Make a list of details from the travel journal that you believe are real and you don’t believe are real.
Real details Unreal details
1.2.3. 1.2.
2. While-writing
1)Write a short email to Wang Kun as a friend of his and ask him something about Laos.
2)Read your writing and check the mistakes by yourselves.
3)Exchange your writing and correct the mistakes.
4)Rewrite the email again.
3. After-writing
1)Choose some samples and show them in class.
2)Tips on writing:
Pay attention to the form of an email.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
→Step 4 Language Points
1. record
1) vt. 记录，记载；录音，录制
This volume records the history of the city.
这部书记录了该城市的历史。
The songs were recorded by the radio company.
这些歌曲是由广播公司录制的。
2)vi. 进行录音；被录音
Her voice records well. 她的声音录下来很好听。
3)n. 记录，记载；唱片
The doctor keeps a record of all the serious illnesses in the village.
医生保存了这个村庄所有严重疾病的记录。
The young singer is very popular and has made a lot of records by far.
这位年轻的歌手很受欢迎，目前已录制了很多唱片。
make a record录制唱片
set a record创记录
break a record 打破记录
keep a record保持记录
keep a record of 把……记录下来
for the record正式记录在案
off the record非正式的
on record记录下来的
2. familiar adj. 熟悉的
This song sounds familiar.
这首歌听起来很熟悉。
I could hear Mary playing a familiar tune.
我能听到玛丽正在弹奏一首熟悉的曲子。
be familiar to & be familiar with:
1)be familiar to sb. 意思是“为某人所熟悉”，主语可以是sb. 或sth. 。
The city is familiar to me.
这座城市对我来说很熟悉。
He was familiar to me but I couldn’t think of his name at once.
他对我很熟悉，但我一时想不起他的名字。
2)be familiar with sth. 意思是“对某事熟悉”，主语通常是sb. 。
Are you familiar with the rules of baseball
你熟悉棒球规则吗
He is familiar with Chinese ancient history.
他通晓中国古代史。
be familiar to和be familiar with的转换
That man is not familiar to me. → I am not familiar with that man.
我对那个人不熟悉。
3. For one thing. . . (for another. . . )一方面……，另一方面……；一则……，再则……
For one thing, a journal isn’t as personal as a diary. For another, a travel journal has a different purpose.
一方面，旅行日志不像日记那样涉及私事；另一方面，它也有不同的目的。
For one thing, I haven’t any money; for another, I don’t like the style.
一则，我没有钱；再则，我也不喜欢那款式。
→Step 5 Consolidation
Translate the following sentences into English.
1. 在这次运动会上，没有人打破记录。
2. 这是有记录以来最冷的冬天。
3. 你熟悉棒球规则吗
4. 这首歌听起来我很熟悉。
5. 她一来很漂亮，二来又聪明。
Suggested answers:
1. During this sports meet no one broke any record.
2. This was the coldest winter on record.
3. Are you familiar with the rules of baseball
4. This song sounds familiar to me.
5. For one thing, she is pretty; for another, she is clever.
→Step 6 Workbook
Work in groups of four and make a poster on Page 60 or finish the project on Page 61.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Write down the letter to Wang Wei in the exercise book.
板书设计
Unit 3 Travel journal
Speaking and writing
Real details Unreal details Tips on writing
1. anything about the geography of China and Southeast Asia 2. the people who live there 3. the places the bikers visit 1. anything about the four bikers2. their personal experiences 1. the form of writing a letter 2. the tense while writing 3. the structures of the sentences
活动与探究
Imagine you are planning a bike trip with your partner. Hold a discussion to talk about what you should do before traveling and what is the most useful and least useful object you need to take.
Sample dialogue:
A:What do you think we should do before traveling
B:In my opinion, 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.
A:Well, I’m not sure about what are the most useful objects we need to take, but I know a can/tin opener is not very useful.
B:Why not
A:Think about it:cans/tins are heavy to carry on a bike. So no cans/tins means no can/tin openers.
B:Yes, you’re right. And I’m not sure about the need for an umbrella.
A:But certainly it will rain on their trip. So it is useful.
B:I disagree. How can you hold an umbrella and ride a bike
A:Oh, yeah, I see what you mean. So they should have raincoats.
B:Yes, and raincoats are not as heavy.
A:How about the radio I mean, can we really use it
B:Maybe in China to get the weather.
A:Yes, sure, but most of the trip is not in China. We don’t know the languages.
B:Right. OK, so we agree that a can/tin opener, umbrellas and a radio are useless.
A:Yes. So which is the most useless
. . .Unit 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(Comprehending)”“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（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(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、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：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-way fare dream of/about persuade somebody to do something be determined to do something as usual change one’s mind give in be familiar with something be 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 Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . )
2. Although she didn’t 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 look—the kind that said she wouldn’t 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 travels 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 including 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. The 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 traditions 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 realistic 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. 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 compares 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 seven periods as follows:
Period 1:Warming up and Reading
Period 2:Important language points
Period 3:Grammar:The Present Continuous Tense for Future Actions
Period 4:Listening
Period 5:Extensive Reading
Period 6:Speaking and Writing
Period 7:Revision (Summing up and Learning tip)
Period 1 Warming up and Reading
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 follow 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 carry 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 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 made 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 quickly 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, 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 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 Wei’s and Wang Kun’s similar and different attitudes about the trip.
To consolidate the contents of the reading passage, the students should be 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 meanings.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. 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:journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude change one’s mind
give in
2. 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, 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 up
1. Brainstorming some questions
Do 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.
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. Following the steps of the Warm up on Page 17.
→Step 2 Pre-reading
1. Imaging and sharing
Do you like traveling along a river What role does a river play in people’s daily life That is, how do people who live along a river use it
Suggested answers:
People can drink the water in a river.
People can wash their clothes in a river.
People can swim in summer and skate in winter.
People can irrigate their fields.
People can use a river to produce electricity.
People can travel along a river.
. . .
2. Talking and sharing
As is known, the world has many great rivers. On the left are names of some great rivers and the right locations where the rivers lie. Please match them.
Names of River Locations
Mekong Germany
Rhine China，SE Asia
Nile Egypt
Congo England
Thames Central Africa
Amazon US
Mississippi Brazil
Ask the students:If you could travel down only one of them, which one would you choose Why
→Step 3 While-reading
1. Skimming
1)The students read the passage quickly and answer the question:What are Wang Kun and Wang Wei going to do
2)Fill in the table:
Type of writing
Main idea of the passage
Topic sentence of the 1st paragraph
Topic sentence of the 2nd paragraph
Topic sentence of the 3rd paragraph
Suggested answers:
Type of writing This is a travel journal.
Main idea of the passage Wang Kun and Wang Wei’s dream of taking a great bike trip, their different attitudes, Wang Wei’s determination, and their preparations for the trip.
Topic sentence of the 1st paragraph It was my sister who first had the idea to cycle along the Mekong River.
Topic sentence of the 2nd paragraph Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there.
Topic sentence of the 3rd paragraph We found a large atlas with good maps that showed the details of the world geography.
2. Scanning
1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage again to locate particular information and answer each question on Page 19.
2)Choose the best answers according to the passage.
(1)What’s the author’s attitude towards his sister, Wang Wei
A. He doesn’t like her at all.
B. He is a bit proud of her and admires her.
C. He has to obey her because she is his sister.
D. He thinks that her knowledge of geography is very poor.
(2)Altogether there are______________ people who have to take the great bike trip.
A. one B. two C. three D. four
(3)According to the text, which of the following statements is not true
A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai.
B. They found a large atlas with good maps in the library.
C. At first, the Mekong River is small, and the water is clear and warm.
D. The Mekong River finally flows into the South China Sea.
(4)Which is the proper order according to the text
a. The Mekong River enters the South China Sea.
b. The Mekong River begins at a glacier on a Tibetan mountain.
c. At first, the Mekong River is small, and the water is clear and cold.
d. The Mekong River enters Southeast Asia.
e. The Mekong River travels across western Yunnan Province.
f. The Mekong River leaves China.
A. b, c, e, f, a, d
B. b, c, e, f, d, a
C. c, b, e, f, d, a
D. c, b, f, e, a, d
(5)It can be inferred from the passage that Wang Kun is a______________ person.
A. brave B. kind C. timid D. careful
Suggested answers:
(1)B (2)D (3)C (3)C (4)B (5)D
3. Language problems
While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as persuade, determined, altitude, etc.
4. Reading aloud to the recording
Play the tape of the passage for the students to listen and follow.
5. Listing the countries that the Mekong River flows through.
The students read the map and the third paragraph to list the countries that the Mekong River flows through.
Suggested answer:China, Laos, Thailand, Cambodia, Burma, Vietnam.
→Step 4 After-reading
The students discuss in pairs:Wang Wei’s and Wang Kun’s similar and different attitudes about the trip (Comprehending Exercise 3 on Page 19), then fill in the chart.
Similar attitudes about the trip Different attitudes about the trip
Both Wang Wei and Wang Kun think. . .1.2.3.4. Wang Wei believes. . .1.2.Wang Kun believes. . .1.2.
→Step 5 Consolidation
Ask some students to retell the passage in the third person referring to the chart.
One possible version
Wang Kun and his sister Wang Wei dreamed about taking a great bike trip ever since their middle school days. After graduated from college, they got a chance to do it. It was Wang Wei who first had the ideas to cycle along the Mekong River from its source. They both bought expensive mountain bikes. They also got their cousins Dao Wei and Yu Hang to go who were interested in cycling, too.
Wang Wei was a stubborn girl. Although she didn’t know the best way of getting to places, she insisted that they should find the source of the river and began their journey there. When she heard the source of the Mekong River was in Qinghai, she wouldn’t change her mind. She was even excited when she knew that their journey would begin at an altitude of more than 5000 meters. She also thought that it would be an interesting experience.
Before the trip, they went to the library, where they found a large atlas with good maps. From the atlas, they learnt more information about the Mekong River.
→Step 6 Homework
1. Finish off the workbook exercises.
2. Retell the passage in your own words within 200 hundred words.
设计方案（二）
→Step 1 Lead-in and Warming up
1. Brainstorming some questions
2. Following the steps of the Warm up on Page 17.
→Step 2 Pre-reading
1. Imaging and sharing
Do you like traveling along a river What role does a river play in people’s daily life That is, how do people who live along a river use it
2. Talking and sharing
As is known, the world has many great rivers. Match names of some great rivers with their locations where the rivers lie.
Ask the students:If you could travel down only one of them, which one would you choose Why
→Step 3 While-reading
1. Scanning
The students read the passage quickly and get the topic sentence of each paragraph.
2. Skimming
Read the whole passage again to locate particular information and answer each question (Comprehending Exercise 1 on Page 19).
3. Language problems
While checking the answers with the whole class, deal with language problems.
4. Reading aloud to the recording
5. Listing the countries that the Mekong River flows through.
→Step 4 After-reading
The students discuss in pairs:Wang Wei’s and Wang Kun’s similar and different attitudes about the trip (Comprehending Exercise 3 on Page 19).
→Step 5 Consolidation
Ask some students to retell the passage in the third person.
→Step 6 Homework
1. Finish off the workbook exercises.
2. Retell the passage in your own words within 200 hundred words.
板书设计
Unit 3 Travel journal
PART 1 THE DREAM AND THE PLAN
Type of writing This is a travel journal.
Main idea of the passage Wang Kun and Wang Wei’s dream of taking a great bike trip, their different attitudes, Wang Wei’s determination, and their preparations for the trip.
Topic sentence of the 1st paragraph It was my sister who first had the idea to cycle along the Mekong River.
Topic sentence of the 2nd paragraph Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there.
Topic sentence of the 3rd paragraph We found a large atlas with good maps that showed the details of the world geography.
活动与探究
Surf the Internet and get more information about the Mekong River.
Sample passage:
Mekong River—The Lifeblood of Southeast Asia
The Mekong River is the heart and soul of mainland Southeast Asia. The 12th longest river in the world, the Mekong runs 4800 kilometers from its headwaters on the Tibetan Plateau through Yunnan Province of China, Burma, Thailand, Cambodia, Lao PDR and Vietnam.
Over 60 million people depend on the Mekong and its branches for food, water, transport and many other aspects of their daily lives. Its annual flood drought cycles are essential for the sustainable production of rice and vegetables on the floodplains and along the riverbanks during the dry seasons. Known as the Mother of waters, the river supports one of the world’s most diverse fisheries, second only to the Amazon. This vital ecosystem and lifeblood of the region is currently under threat. Over the past ten years, more than 100 large dams have been proposed for the Mekong basin by institutions like the Asian Development Bank (ADB)and the Mekong River Commission. Some of these projects have already been built.
One of the greatest threats is China’s plans to construct eight dams on the Upper Mekong Lancang. Two of these dams have already been completed, and construction on the third project, Xiaowan, began in January 2002. These dams will have widespread impacts on the livelihoods of Mekong communities and on the natural ecology of the river system.
In Laos, IRN is working to stop World Bank support for the Dam and ensure that communities receive just compensation for losses suffered due to the ADB-funded Nam and Dams. IRN is also monitoring broader regional water resource developments, particularly those funded by the ADB.
In Thailand, IRN has been working with communities affected by the Pak Mun and Rasi Salai dams who are campaigning for the gates of both dams to be permanently opened and for the Mun River to be restored.
IRN is also monitoring the impacts of the Yali Falls Dam in Vietnam, which has affected communities in both Vietnam and Cambodia.Unit 3 Travel journal
Period 4 Listening
整体设计
从容说课
This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.
The emphasis of this period should be placed on developing students’ listening ability. Listening and speaking on Page 23 in the textbook is the third part of JOURNEY DOWN THE MEKONG:CHATING WITH A GIRL. The teacher can first lead in the topic by talking about the first part of JOURNEY DOWN THE MEKONG:THE DREAM AND THE PLAN. Tell the students on the way to meet their cousins, the two travelers Wang Wei and Wang Kun see a girl walking along the road. Wan Kun stops to chat with her. Then ask the students to turn to Page 23 and play the tape for them to do each exercise in turn. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary.
As to the parts Listening on Page 55 and Listening task on Page 58 in the Workbook, the teaching procedure can be approximately the same as the above.
Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
教学重点?Develop the students’ listening ability.
教学难点?Get the students to listen and understand different listening materials.
教学方法?1. Task-based listening
2. Cooperative learning
教具准备?A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn some useful new words and expressions.
2. Get the students to know about the simile.
Ability aims:
1. Enable students to catch and understand the listening materials.
2. Develop the students’ ability to get special information and take notes while listening.
Emotional aims:
Get the students to know more about the Mekong Delta region by listening to and understand listening materials, thus stimulate the students’ love for nature.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to make a dialogue, using the Present Continuous Tense for future actions.
→Step 2 Warming up
1. Ask some students to talk about Part 1 THE DREAM AND THE PLAN.
2. Tell the students:We are going to listen to Part 3 CHATING WITH A GIRL. On the way to meet their cousins, the two travelers Wang Wei and Wang Kun see a girl walking along the road. Wan Kun stops to speak to her.
→Step 3 Listening
Turn to Page 23 and do each exercise in turn. Before listening, read aloud the tasks and make sure the students understand what to do. Try to guess what the listening is about.
1. Play the tape, then let the students do Exercise 2:Listen to Part 3 CHATING WITH A GIRL and tick the statement which tells main idea of the dialogue.
Check the answer with the whole class.
2. Play the tape again for the students to answer the following questions:
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
3. Play the tape for the third time for students to finish the passage in Exercise 3.
Several minutes later, check the answers with the whole class. Play the tape again if necessary.
4. Get into pairs and continue the dialogue between Wang Kun and the girl, using the expressions for good wishes and farewells.
→Step 4 Listening (on Page 55 in the Workbook)
Tell the students:Turn to Page 55. We are going to listen to Part 4 OCTOBER IN LAOS. Go through the tasks first and make sure you understand what to do.
1. Play the tape for the students to do Exercise 2:Listen to Part 4 of JOURNAL DOWN THE MEKONG and tick the words you hear on the tape.
2. Play the tape again for the students to do Exercise 3:Listen to this material again and answer the questions.
3. In groups make a list of adjectives to describe the countryside in Laos.
4. Check the answers with the whole class. Play the tape again if necessary.
→Step 5 Listening task (on Page 58 in the Workbook)
Tell the students:We are going to listen to Part 5 ON THE ROAD IN LAOS. In this part, Wang Kun is describing a few of the things they saw during their tour.
1. Before listening, look at the picture and discuss the questions.
1)Is this photo a modern one or was it take many years ago How do you know
2)What information can you get from the picture
2. Play the tape for the students to write the main idea in one sentence.
3. Play the tape again for the students to fill in the information on the chart.
Life along the river in the past Life along the river now
1 2 3 1 2 3
4. Discuss the questions.
1)How did Wang Kun and Wang Wei greet the old man
2)What did they talk about
3)Do people like the change of lifestyle What about the old man’s attitude
4)Why does the man prefer the old day of life
Several minutes later, check the answers with the whole class. Play the tape again if necessary.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Try to retell Part 3 CHATING WITH A GIRL, Part 4 OCTOBER IN LAOS and Part 5 ON THE ROAD IN LAOS.
板书设计
Unit 3 Travel journey
Listening
Part 3 CHATING WITH A GIRL On the way to meet their cousins, the two travelers see a girl walking along the road. Wan Kun stops to chat with her. . .
Part 4 OCTOBER IN LAOS . . .
Part 5 ON THE ROAD IN LAOS . . .
活动与探究
Go to the library to read or get online to search in order to find some places of interest in China and in the world. Take notes of your findings and tell the class which place you want to visit most.
Sample notes:
Of all the notable mountains in China, Mount Huangshan, to be found in the south of Anhui Province, is probably the most famous. Originally known as Mt. Yishan it was renamed Mt. Huangshan in 747 AD in recognition of the legendary Huang Di, who was the reputed ancestor of the Chinese people and who made magic pills for immortality here.
Wu yue is the collective name given to China’s most important mountains, namely Mt. Taishan in Shandong Province, Mt. Huashan in Shaanxi Province, Mt. Hengshan in Shanxi Province, Mt. Songshan in Henan Province and Mt. Hengshan in Hunan Province. It is said that you won’t want to visit any other mountains after seeing wu yue but you won’t wish to see even wu yue after returning from Mt. Huangshan. This saying may give you some idea of the beauty and uniqueness of Mt. Huangshan. Together with the Yellow River, the Yangtze River and the Great Wall, Mt. Huangshan has become one of the great symbols of China.
Mt. Huangshan can boast not only of its magnificence but also its abundant resources and great variety of zoological species, for which it has been listed as a World Natural and Cultural Heritage Site.Unit 3 Travel journal
Period 7 Revision
(Summing up and Learning tip)
整体设计
从容说课
This is the seventh (also the last)teaching period of this unit. The emphasis should be placed on going over what has been learned in this unit. It mainly includes two parts:Summing up and Learning tip.
Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents. Learning tip encourages students to keep a travel journal when they go on a journey. Not only does it make for developing students’ writing ability, but also many people enjoy reading about journey and seeing the world through somebody else’s eyes. So, make sure that the students have a try.
In this period, the teacher can also add more practices to consolidate what the students have learned in this unit. Finally, ask the students to finish Checking yourself on Page 61 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.
教学重点?Get the students to review and consolidate what they have learned in
this unit.
教学难点?Get the students to turn what they have learned into their ability.
教学方法?Summarizing, discussing and practicing
教具准备?A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to go over useful new words and expressions.
2. Have the students review the grammar:the Present Continuous Tense for future actions.
Ability aims:
1. Develop the students’ ability to use the important language points.
2. Enable the students to learn to express good wishes and farewells.
Emotional aims:
1. Get the students to keep a travel journal when they go on a journey.
2. Enable the students learn to make a trip plan and find a place to travel.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and useful expressions.
→Step 2 Lead-in
Tell the students:Up to now, we have finished Unit 3. Have you learned and grasped all in this unit Turn to Page 24. You can check yourself by filling in the blanks in the part Summing Up.
→Step 3 Summing Up
Five minutes for the students to sum up by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about traveling.
(The students’ answer may vary. )We have mainly learned about planning for a trip and solving problems after the trip has begun.
From this unit you have also learned
useful verbs:transport, cycle, persuade, insist, determine, camp, record
useful nouns:journal, fare, transport, Vietnam, altitude, valley, attitude, shorts, camp, record, topic
useful adjectives:stubborn, proper, determined, familiar, brave
other expressions:change one’s mind, give in
new grammar item:the Present Continuous Tense for future actions
→Step 4 Word and expression exercises
1. Show the following exercises on the screen or give out the exercise papers.
1)Fill in the blanks to complete the following sentences.
(1)Mary is such a______________ (固执的)girl that no one can______________ (说服)her to do anything.
(2)He______________ (坚持)that she be invited to the party.
(3)I want you to tell me the main points now; leave the______________ (详情)till later.
(4)When I told her that our journey would begin at an______________ (海拔)of more than 4500 meters, she seemed to be excited.
(5)He______________ (记录)the important events and his afterthoughts in his travel journey.
(6)Once she___________ ___________ ___________ ____________ (拿定主意), she’ll never_________ ____________ ____________ (改变主意).
(7)The enemy is surrounded, and must soon______________ (投降).
(8)The people in that country fought bravely for freedom and they____________ _____________ (决心)to drive the enemy out of their land.
(9)The topic of a travel journal can__________ _____________ ____________ (与……不同)a diary, often including people, things, and events less__________ ___________ (为……所熟悉)the readers.
(10)_________ _________ (与……比起来)what she had already, the new stamps were not very interesting.
2）Fill in the blanks to complete the passage.
Mekong River begins______________ a glacier on a Tibetan mountain. At first, the river is______________ and the water is______________. Then it begins to move______________. It becomes __________as it passes ______________deep______________, 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______________, 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______________ enters the South China Sea.
2. Ask the students to do the exercises. Several minutes later, check the answers and deal with any problems where necessary.
Suggested answers:
1)(1)stubborn; persuade (2)insisted (3)details (4)altitude (5)recorded (6)makes up her mind; change her mind (7)give in (8)were determined (9)be different from; familiar to (10)Compared with/to
2)at; small; clear and cold; quickly; rapids; through; valleys; across; enters; waterfall; altitudes; wide; through; plains; delta
→Step 5 Grammar exercises
Show the following exercises on the screen or give out the test papers.
1. It is your duty to check when he______________ for New York.
A. has left B. is leaving C. had left D. would leave
2. Selecting a mobile phone for personal use is no easy task, because technology______________ so rapidly.
A. is changing
B. has changed
C. will have changed
D. will change
3. —Is everybody here
—No, the speaker______________ soon.
A. came B. has come C. comes D. is coming
4. —Is this raincoat yours
—No, mine______________ there behind the door.
A. is hanging B. has hung C. hangs D. hung
5. I don’t really work here; I______________ until the new secretary arrives.
A. just help out
B. have just helped out
C. am just helping out
D. will just help out
6. —Hi, Tom. What’s up
—I______________ for someone to go to the movies with me.
A. look
B. have looked
C. looked
D. am looking
7. Since I won the big prize, my telephone hasn’t stopped ringing. People______________ to ask how I am going to spend the money.
A. phone
B. will phone
C. were phoning
D. are phoning
8. The old professor has such a bad memory that he looks for the watch while he is______________ .
A. having it on
B. having on it
C. wearing it
D. putting it on
9. —Are you still busy
—Yes, I______________ my work, and it won’t take long.
A. just finish
B. am just finishing
C. have just finished
D. am just going to finish
10. —What’s that unpleasant noise
—Oh, the road before the main gate______________.
A. is repairing
B. is being repaired
C. is repaired
D. has been repaired
Ask the students to do the exercises. Several minutes later, check the answers and deal with any problems where necessary.
Suggested answers:
1. B 2. A 3. D 4. A 5. C 6. D 7. D 8. C 9. B 10. B
→Step 6 Discussion and talk
Imagine you are planning your trip with your classmates. Have a group discussion to discuss the following questions:1. What are you preparing for the trip 2. Where are you going 3. What are you planning to do each day 4. How are you getting there 5. When you leave home, what will your family and your friends say to you
Sample sentences:
1. I am taking a big bag.
I am putting some clothes in it.
I am taking an umbrella.
I am buying a mountain bike.
I am taking a map.
. . .
2. We are going to Laos, Thailand. . .
3. On the first day we are setting off early from home.
We are spending every night in a village on the way.
We are setting out early the next morning.
We are writing our journal every evening after supper.
. . .
4. We are flying/going by plane/going by air.
We are taking a train/going by train.
We are cycling/going by bike.
We are walking/going on foot.
We are going by boat/ship.
. . .
5. When we leave home, my family and my friends will say, “Have a good trip. /Have a good journey. /Have a good time. ”
→Step 7 Learning tip
Go through the passage on Page 24. Encourage students to keep a travel journal when they go on a journey.
→Step 8 Assessment
1. Checking yourself (on Page 61 in the Workbook)
First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. Testing assessment
Show the exercises on the screen or give out test papers.
1)Choose words in the brackets to fill in the blanks.
(1)They bought the truck for______________ illegal arms.
It is easier to go hiking if we have our own______________ . (transport, transporting)
(2)People here only drink locally______________ beer.
For Anne, talking to Kitty is a great______________ of enjoyment. (source, sourced)
(3)Let’s set up our______________ near the small brook!
Every summer, our family go______________ in the Alps mountains. (camp, camping)
2)Choose suitable words below in their proper forms to complete the short passage.
source persuade topic stubborn insist altitude Vietnam (Vietnam’s) Tibet (Tibetan) attitude
Where to travel for the winter holiday has been the only______________ of conversation for weeks. All of us want to go to the beach in Hainan, but Xiaogang______________ on going to______________ . He said he wants to know how he will feel at an______________ of 4000 meters in______________ plateau! We have been trying to______________ him, however, he is as______________ as a mule. I think we will be soon persuaded by him.
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1)(1)transporting; transport
(2)sourced; source
(3)camp; camping
2)topic; insists; Tibet; altitude; Tibetan; persuade; stubborn
→Step 9 Homework
1. Review and summarize what you have learned in Unit 3.
2. Preview the next unit.
板书设计
Unit 3 Travel journeyUnit RevisionWrite down what you have learned about traveling.We have mainly learned about planning for a trip and solving problems after the trip has begun.From this unit you have also learneduseful verbs:transport, cycle, persuade, insist, determine, camp, recorduseful nouns:journal, fare, transport, Vietnam, altitude, valley, attitude, shorts, camp, record, topicuseful adjectives:stubborn, proper, determined, familiar, braveother expressions:change one’s mind, give innew grammar item:the Present Continuous Tense for future actions
活动与探究
Work in groups of three. Imagine you and two of your classmates run a travel agency. Make a travel brochure and share your brochure with other classmates and decide which the best one is. The following evaluation table can give you a reference. The one that gets the highest mark will certainly be the winner.
item score
Did the group use correct sentences 5 4 3 2 1
Did the group organize information logically 5 4 3 2 1
Did the group make the handwriting easy to read 5 4 3 2 1
Did the group use proper colors 5 4 3 2 1
Was the description attractive and interesting 5 4 3 2 1
Was the description clear enough for readers 5 4 3 2 1
Did you like the general design of the brochure 5 4 3 2 1
What do you think should be improved 5 4 3 2 1
