Unit 3 Travel journal Journey down the Mekong 教案
文档属性
| 名称 | Unit 3 Travel journal Journey down the Mekong 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 19.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2014-12-17 23:02:05 | ||
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文档简介
Instruction design
Module 1 Unit 3 Travel Journal
Lesson Type: Reading
Duration: 40 minutes
Students: Senior One
Teacher: 孙冰洁
Lesson Plan for
Unit 3 Travel Journal
(Reading period)
T: Teacher
Ss: Students
Teaching ideology
According to the National English Curriculum (NEC), the ultimate goal of English teaching is to achieve learners’ comprehensive language competence. All the teaching activities should be designed on the basis of the principle of learner-centeredness. The current theory views reading as an interactive process, which involves the printed text and the learners’ general knowledge of the language and of the world as well.
Based upon this understanding, in this class, the Interactive Reading Model is adopted to help learners to develop their reading strategies.
Analysis of teaching material
The reading material is from NSEFC module 1 unit 3, of which the topic is travel journal. This passage mainly introduces Wang Kun and Wang Wei’s dreams and plans for the journey down the Mekong. The passage consists of three paragraphs. The first paragraph is about their dreams to take a bike trip. The second paragraph talks about Wang Kun’s and Wang Wei’s attitude towards the trip. The last part tells about the basic information of Mekong, which may not be natural to teach according to this order. The topic travel is familiar to students, but they have no idea of an English travel journal.
Analysis of learners
The learners of this class are from grade one in Jin Hua No.2 high school. As high school students, they have achieved English level, generally at level 7 and they can use some strategies to help them understand the passage. They are easily motivated and want to air their opinions on the topic. They are familiar with the topic of travel. But they can get easily unfocused if the activity is not students-oriented. Besides, their vocabulary is limited, which increased their difficulties in understanding some sentences.
Learning objectives
By the end of the class, ss will be able to
Knowledge and skills
①Predict the content of the passage based on the title.
②Grasp some reading skills such as scanning and skimming through different tasks.
③Master the key words and phrases such as determine, change one’s mind, give in, ever since, persuade, schedule, etc. to discuss how to make travel plan.
④Have an awareness of expressing future tense using present continuous tense through the reading of the passage.
⑤Grasp the using of method of “Comparison and Contrast”.
Process and methods
①Cultivate their ability of individual learning and cooperative learning by doing some activities independently and some in groups.
②Communicate with each other in English while carrying out tasks.
Affection, attitude and values
①Know more about the Mekong River.
②Cultivate their awareness of loving nature and our nation.
③Learn the importance of corporation and mutual aid in solving the problems, such as making a good travel plan.
Learning focuses and anticipated difficulties
Learning focuses
①Ss understand the content of the reading part.
②Ss cultivate students’ reading skills, such as predicting, skimming, scanning and summarizing.
③Ss master the new words and phrases.
④Ss learn to talk about travel plan in English.
Anticipated difficulties
①Ss may have difficulties in understanding and memorizing the geography terms.
②Ss may feel difficult to need between lines to tell the different personalities of Wang Kun and Wang Wei.
③Ss may get confused with the expressing future tense using present progressive, which is new to most of them.
Possible solutions
①To put more emphasis on the second paragraph, the third paragraph should just be mentioned with the aid of vivid pictures and a video clip, in order to present the geography directly.
②The teacher makes a dialogue between Wang Kun and Wang Wei according to Paragraph 2, with whose help Ss can feel it directly through the conversation. Then, the teacher should lead Ss to find out the difference by asking them about their understanding of the “stubbornness” of Wang Wei.
③The grammar part is left in a particular section, with much examples from life, Ss can have a general concept in Grade 1.
Teaching and learning methods
Teaching methods Contents
Lecturing T lectures about the background of the Mekong River make Ss have a general perception.
Demonstrating T demonstrates PPT documents to stimulate Ss’ affect for learning the topic.
Performing T organizes various performances for Ss to experience the learning process.
Learning methods Contents
Autonomous learning Ss can explore questions in real-life by thinking independently.
Discussing Ss can exchange ideas in groups after discussing.
Cooperative learning Ss can complete exploratory tasks in real-life by working cooperatively.
Teaching aids
①Multi-media devices: to arise Ss’ interests and present the knowledge vividly.
②PPT documents: to bring virtual life situation into the classroom and to improve learning efficiency.
③Blackboard design: to highlight clues and focuses.
Teaching procedures
Step 1: lead-in (7min)
Activity 1: Self-introduction (7 min)
T gives a self-introduction, using some important new words in the passage.
T: Good morning, guys! I’m honored to give you a lesson today; first of all, I’d like to introduce myself. My name is Diane, and by the time of next year, I will graduate from ZNU. Ever since my childhood, I have dreamed to be a lawyer. But after my college-entrance examination, my parents persuaded me to be a teacher (they tried to make me get interested in teaching and finally they succeeded). They tried so hard that I had to give in. So here I am.
-->blackboard: graduate, ever since, persuade, give in
T: Now I’m a senior student in college, and I have one important wish before graduation. That is, a graduation trip. I’m always fond of travelling, and during the last 3 years, I have visited some places like Suzhou, Zhangjiajie and so on. But I have never gone a bike trip. Do you know what a bike trip is
S: Travelling by bike.
Purpose: By natural context, the students can get familiar with some important new words in this unit.
Transition: Yes! Now there are two people who did this for me. Where did they travel Please turn your book to Page 18. Read the title together.
S: Journey down the Mekong. -->T writes down the title
Step 2: Background knowledge of the Mekong River. (7min)
Activity 1: Watching video (3 min)
T: Have you ever heard the name of Mekong River How much do you know about this famous river Actually, this river is not so called in China. Do you know what we call it Can you find some clue in the passage
S: The Lancang River.
T: Good. Since we know little about this river, let’s enjoy a promo of Lancang River. (1’48’’)
T: Did you enjoy it Is it beautiful Do you want to travel along the Mekong
S: Yes. (No)
T: If yea, what landscape can you see down the Mekong River
S: ....
T: At the beginning, we can see many mountains – that’s where the Lancang River takes its source, right It implies that the river begins at a high altitude…（板书）
It originates in high mountains which are covered with ice, right (picture)
S: Yes.
T: So we can call these mountains glacier（板书）. Then we can see the river becomes wider and passes through some valleys（板书）, right A valley is a low part of land between hills, which has a river flowing through it.
And finally, it flows into the sea. Now read the 3rd paragraph in the textbook, and we can get more information about this river. (2 min)
Activity 2: Filling blanks (4 min)
T lets students fill in the blanks according to the text.
Purpose: Departing Para 3 from the rest of the text to function as background knowledge for the text, the students first have some basic information about the place. Besides, this part can solve many new words of less importance.
Transition:
T: The two people – Wang Kun and Wang Wei, have a dream of a great bike trip to travel down the Mekong River.
Step 3: analysis of Para 1 (6 min)
Activity 1: When and what (6 min)
T: The two people – Wang Kun and Wang Wei, have a dream of a great bike trip. How does this dream come true Please read aloud the 1st paragraph and find out these time points in paragraph 1.
S: Ever since middle school/Two years ago/Last year/After graduating from college…
T: Then what happened at each point
S: Ever since their middle school, the two had this dream and when they graduated from college, they got the chance to do it. First, Wang Wei bought an expensive mountain bike and she persuaded Wang Kun to buy one, too. Then she got their cousins interested in cycling.
Purpose: Circling the time points brushes the background of the text for a better understanding. Also, it trains the students reading strategy of scanning.
Transition:
T: Finally, Wang Kun and Wang Wei had the chance to take a trip without delay.
Step 4: the appreciation of description in Para 2 (17 min)
Activity 1: Role-playing (4 min)
T: Finally, Wang Kun and Wang Wei had the chance to take a trip without delay. Before a trip, what preparation would people always do
S: Looking for travel guide, prepare travelling necessities, saving up money for travelling…
T: But what did these two people do before their trip Let’s see a dialogue from the two. We’ll have a role-play, who’d like to be Wang Kun And who’d like to be Wang Wei
S:...
Purpose: To provide a chance of performing, where students can experience WK&WW’s characters directly.
Activity 2: Feel the character (9 min)
T: What kind of person do you think Wang Wei is through this dialogue
S: Stubborn.
T: In Wang Kun’s eyes, right Can you find some supporting details (key words)
S: Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.
Now, I know that the proper way is always her way. ( Explanation on this italic word.)
... my sister doesn't care about details.
She gave me a determined look—the kind that said she would not change her mind.
Once she has made up her mind, nothing can change it.
T explains the underlined words as words with strong feelings.
T: Wang Wei is stubborn, which was in her brother’s eyes. Do you also think she is so stubborn
S: (Yes)...
T: Now imagine, if two persons are together, who both can’t make decisions, can they achieve their dreams
S: No.
T: So Wang Wei is...
S: Determined.
T: Good! Any other adjectives that can describe WW What kind of person is WW
S:...optimistic, careless...brave....
T: It seems you can understand WW well. Then, how about WK What kind of person is he
Opposite to Wang Wei’s determination, Wang Kun is
S: 胆小
T; OK, he is timid, right What else
S: Careful.
T; Right, and considerate.考虑周到的
T presents a table of characteristics on PPT.
Purpose: To arouse Ss’ critical thinking and to change Ss’ ability of reading between lines.
Activity 3: Imagination (4 min)
T: Now, imagine you have a chance to be a member of the travelling group, which one would you like to join when going along the journey Please think for a while and reason it. (2 min)
T asks some students to share.
Purpose: Cultivate Ss’ tolerance towards difference in character and highlight their critical thinking.
Purpose: teaching in an order of performance-reading-analysis-discussion，interactive reading model can be really helpful to students’ thinking pattern. The analysis of words with feelings can lead students to feel the emotion of the author between lines and beyond lines.
Transition:
T leads the topic from travel journey to study in senior high school.
Step 5:Closing (2min)
T: Dear boys and girls, now Wang Kun and Wang Wei are on their way to their dreams, how about you Do you get prepared for the next 3 years’ journey
There will be challenges, annoyance, even failures.
Similar to their journey, you need considerate plans, and you are supposed to fuel yourself with your ambition and never say never.
At the end of this class, I’d like to share a proverb with all of you: What doesn’t kill you makes you stronger. Good luck, and see you!
Step 6: Homework (1min)
优效：P35-37，IV.英汉互译；I.单词拼写；II.词组应用
Module 1 Unit 3 Travel Journal
Lesson Type: Reading
Duration: 40 minutes
Students: Senior One
Teacher: 孙冰洁
Lesson Plan for
Unit 3 Travel Journal
(Reading period)
T: Teacher
Ss: Students
Teaching ideology
According to the National English Curriculum (NEC), the ultimate goal of English teaching is to achieve learners’ comprehensive language competence. All the teaching activities should be designed on the basis of the principle of learner-centeredness. The current theory views reading as an interactive process, which involves the printed text and the learners’ general knowledge of the language and of the world as well.
Based upon this understanding, in this class, the Interactive Reading Model is adopted to help learners to develop their reading strategies.
Analysis of teaching material
The reading material is from NSEFC module 1 unit 3, of which the topic is travel journal. This passage mainly introduces Wang Kun and Wang Wei’s dreams and plans for the journey down the Mekong. The passage consists of three paragraphs. The first paragraph is about their dreams to take a bike trip. The second paragraph talks about Wang Kun’s and Wang Wei’s attitude towards the trip. The last part tells about the basic information of Mekong, which may not be natural to teach according to this order. The topic travel is familiar to students, but they have no idea of an English travel journal.
Analysis of learners
The learners of this class are from grade one in Jin Hua No.2 high school. As high school students, they have achieved English level, generally at level 7 and they can use some strategies to help them understand the passage. They are easily motivated and want to air their opinions on the topic. They are familiar with the topic of travel. But they can get easily unfocused if the activity is not students-oriented. Besides, their vocabulary is limited, which increased their difficulties in understanding some sentences.
Learning objectives
By the end of the class, ss will be able to
Knowledge and skills
①Predict the content of the passage based on the title.
②Grasp some reading skills such as scanning and skimming through different tasks.
③Master the key words and phrases such as determine, change one’s mind, give in, ever since, persuade, schedule, etc. to discuss how to make travel plan.
④Have an awareness of expressing future tense using present continuous tense through the reading of the passage.
⑤Grasp the using of method of “Comparison and Contrast”.
Process and methods
①Cultivate their ability of individual learning and cooperative learning by doing some activities independently and some in groups.
②Communicate with each other in English while carrying out tasks.
Affection, attitude and values
①Know more about the Mekong River.
②Cultivate their awareness of loving nature and our nation.
③Learn the importance of corporation and mutual aid in solving the problems, such as making a good travel plan.
Learning focuses and anticipated difficulties
Learning focuses
①Ss understand the content of the reading part.
②Ss cultivate students’ reading skills, such as predicting, skimming, scanning and summarizing.
③Ss master the new words and phrases.
④Ss learn to talk about travel plan in English.
Anticipated difficulties
①Ss may have difficulties in understanding and memorizing the geography terms.
②Ss may feel difficult to need between lines to tell the different personalities of Wang Kun and Wang Wei.
③Ss may get confused with the expressing future tense using present progressive, which is new to most of them.
Possible solutions
①To put more emphasis on the second paragraph, the third paragraph should just be mentioned with the aid of vivid pictures and a video clip, in order to present the geography directly.
②The teacher makes a dialogue between Wang Kun and Wang Wei according to Paragraph 2, with whose help Ss can feel it directly through the conversation. Then, the teacher should lead Ss to find out the difference by asking them about their understanding of the “stubbornness” of Wang Wei.
③The grammar part is left in a particular section, with much examples from life, Ss can have a general concept in Grade 1.
Teaching and learning methods
Teaching methods Contents
Lecturing T lectures about the background of the Mekong River make Ss have a general perception.
Demonstrating T demonstrates PPT documents to stimulate Ss’ affect for learning the topic.
Performing T organizes various performances for Ss to experience the learning process.
Learning methods Contents
Autonomous learning Ss can explore questions in real-life by thinking independently.
Discussing Ss can exchange ideas in groups after discussing.
Cooperative learning Ss can complete exploratory tasks in real-life by working cooperatively.
Teaching aids
①Multi-media devices: to arise Ss’ interests and present the knowledge vividly.
②PPT documents: to bring virtual life situation into the classroom and to improve learning efficiency.
③Blackboard design: to highlight clues and focuses.
Teaching procedures
Step 1: lead-in (7min)
Activity 1: Self-introduction (7 min)
T gives a self-introduction, using some important new words in the passage.
T: Good morning, guys! I’m honored to give you a lesson today; first of all, I’d like to introduce myself. My name is Diane, and by the time of next year, I will graduate from ZNU. Ever since my childhood, I have dreamed to be a lawyer. But after my college-entrance examination, my parents persuaded me to be a teacher (they tried to make me get interested in teaching and finally they succeeded). They tried so hard that I had to give in. So here I am.
-->blackboard: graduate, ever since, persuade, give in
T: Now I’m a senior student in college, and I have one important wish before graduation. That is, a graduation trip. I’m always fond of travelling, and during the last 3 years, I have visited some places like Suzhou, Zhangjiajie and so on. But I have never gone a bike trip. Do you know what a bike trip is
S: Travelling by bike.
Purpose: By natural context, the students can get familiar with some important new words in this unit.
Transition: Yes! Now there are two people who did this for me. Where did they travel Please turn your book to Page 18. Read the title together.
S: Journey down the Mekong. -->T writes down the title
Step 2: Background knowledge of the Mekong River. (7min)
Activity 1: Watching video (3 min)
T: Have you ever heard the name of Mekong River How much do you know about this famous river Actually, this river is not so called in China. Do you know what we call it Can you find some clue in the passage
S: The Lancang River.
T: Good. Since we know little about this river, let’s enjoy a promo of Lancang River. (1’48’’)
T: Did you enjoy it Is it beautiful Do you want to travel along the Mekong
S: Yes. (No)
T: If yea, what landscape can you see down the Mekong River
S: ....
T: At the beginning, we can see many mountains – that’s where the Lancang River takes its source, right It implies that the river begins at a high altitude…（板书）
It originates in high mountains which are covered with ice, right (picture)
S: Yes.
T: So we can call these mountains glacier（板书）. Then we can see the river becomes wider and passes through some valleys（板书）, right A valley is a low part of land between hills, which has a river flowing through it.
And finally, it flows into the sea. Now read the 3rd paragraph in the textbook, and we can get more information about this river. (2 min)
Activity 2: Filling blanks (4 min)
T lets students fill in the blanks according to the text.
Purpose: Departing Para 3 from the rest of the text to function as background knowledge for the text, the students first have some basic information about the place. Besides, this part can solve many new words of less importance.
Transition:
T: The two people – Wang Kun and Wang Wei, have a dream of a great bike trip to travel down the Mekong River.
Step 3: analysis of Para 1 (6 min)
Activity 1: When and what (6 min)
T: The two people – Wang Kun and Wang Wei, have a dream of a great bike trip. How does this dream come true Please read aloud the 1st paragraph and find out these time points in paragraph 1.
S: Ever since middle school/Two years ago/Last year/After graduating from college…
T: Then what happened at each point
S: Ever since their middle school, the two had this dream and when they graduated from college, they got the chance to do it. First, Wang Wei bought an expensive mountain bike and she persuaded Wang Kun to buy one, too. Then she got their cousins interested in cycling.
Purpose: Circling the time points brushes the background of the text for a better understanding. Also, it trains the students reading strategy of scanning.
Transition:
T: Finally, Wang Kun and Wang Wei had the chance to take a trip without delay.
Step 4: the appreciation of description in Para 2 (17 min)
Activity 1: Role-playing (4 min)
T: Finally, Wang Kun and Wang Wei had the chance to take a trip without delay. Before a trip, what preparation would people always do
S: Looking for travel guide, prepare travelling necessities, saving up money for travelling…
T: But what did these two people do before their trip Let’s see a dialogue from the two. We’ll have a role-play, who’d like to be Wang Kun And who’d like to be Wang Wei
S:...
Purpose: To provide a chance of performing, where students can experience WK&WW’s characters directly.
Activity 2: Feel the character (9 min)
T: What kind of person do you think Wang Wei is through this dialogue
S: Stubborn.
T: In Wang Kun’s eyes, right Can you find some supporting details (key words)
S: Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.
Now, I know that the proper way is always her way. ( Explanation on this italic word.)
... my sister doesn't care about details.
She gave me a determined look—the kind that said she would not change her mind.
Once she has made up her mind, nothing can change it.
T explains the underlined words as words with strong feelings.
T: Wang Wei is stubborn, which was in her brother’s eyes. Do you also think she is so stubborn
S: (Yes)...
T: Now imagine, if two persons are together, who both can’t make decisions, can they achieve their dreams
S: No.
T: So Wang Wei is...
S: Determined.
T: Good! Any other adjectives that can describe WW What kind of person is WW
S:...optimistic, careless...brave....
T: It seems you can understand WW well. Then, how about WK What kind of person is he
Opposite to Wang Wei’s determination, Wang Kun is
S: 胆小
T; OK, he is timid, right What else
S: Careful.
T; Right, and considerate.考虑周到的
T presents a table of characteristics on PPT.
Purpose: To arouse Ss’ critical thinking and to change Ss’ ability of reading between lines.
Activity 3: Imagination (4 min)
T: Now, imagine you have a chance to be a member of the travelling group, which one would you like to join when going along the journey Please think for a while and reason it. (2 min)
T asks some students to share.
Purpose: Cultivate Ss’ tolerance towards difference in character and highlight their critical thinking.
Purpose: teaching in an order of performance-reading-analysis-discussion，interactive reading model can be really helpful to students’ thinking pattern. The analysis of words with feelings can lead students to feel the emotion of the author between lines and beyond lines.
Transition:
T leads the topic from travel journey to study in senior high school.
Step 5:Closing (2min)
T: Dear boys and girls, now Wang Kun and Wang Wei are on their way to their dreams, how about you Do you get prepared for the next 3 years’ journey
There will be challenges, annoyance, even failures.
Similar to their journey, you need considerate plans, and you are supposed to fuel yourself with your ambition and never say never.
At the end of this class, I’d like to share a proverb with all of you: What doesn’t kill you makes you stronger. Good luck, and see you!
Step 6: Homework (1min)
优效：P35-37，IV.英汉互译；I.单词拼写；II.词组应用