Worksheet（学生版学案）
Task 1:
Skim and check your understanding
1. Is it an email or a traditional letter
2. Is it a personal letter or an open letter
3. Is it a letter to raise a question or a reply letter
4. Is Shannon trying to discourage the young dreamer form travelling or encourage him
Task 2:
Read and think about the answers to the following questions:
1.What is the main idea of the paragraph you read
2.What is the problem proposed by the younger traveler
3.What is Shannon’s suggestion
4. What is Shannon’s attitude towards teenager’s travel dream
Finish the table of Ex1.on P 47
Task 3:
Work in groups and list factors that should be considered for a travel plan based on the information in this unit. Use the following mind map to organise your ideas.
1
Homework
1. Share your mind map with your classmates. Try to integrate proper adverbial clauses while exchanging ideas based on your mind map.
2. Analyze the factors in your mind map, and consider which factors may be a problem for you Post your problem in your Moments of WeChat. Try to offer solutions to each other’s problems by making comments.
2(共14张PPT)
《 高 中 英 语 》 ( 上 外 版 )
必修第一册第三单元 Travel
授 课 教 师 ：
课时
授课内容
1
Getting Started/ Reading A/ Vocabulary Focus
2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B/ Culture Link/ Critical Thinking
7
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第一册第三单元
understand the expectation that the writer had for the young dreamers and her advice
motivating and encouraging young travellers;
4. 整合单元信息，运用思维导图，总结如何制定好的旅行计划。
recall the information of the whole unit and make a travel plan with a mind map;
5. 对旅行各个阶段遇到的问题提出切合实际的解决方案。
give practical solutions to the problems encountered in different stages.
学习目标 Learning Objectives:
At the end of the lesson, you will be able to …
1. 抓住专栏书信的文体特征和文章结构;
grasp the structure and the features of the column letter;
2. 识别信中提出的问题和给出的解决方案;
identify the problems the young dreamer proposed and suggestions that Shannon offered;
3. 理解作者对年轻追梦人的期许和鼓励；
3. How is the letter structured
1. Is this letter similar to the one in Unit 1 written by a mother to her daughter Why or Why not
2. What is the writing purpose
Skim and think.
Is Shannon trying to discourage the young dreamer form travelling or encourage him
Is it a letter to raise a question or a reply letter
Is it a personal letter or an open letter
Is it an email or a traditional letter
Check your understanding.
2.What is the problem proposed by the younger traveler
4. What is Shannon’s attitude towards teenager’s travel dream
Read the letter again in groups.
1.What is the main idea of the paragraph you read
3.What is Shannon’ssuggestion
Complete the table with information from the text.
Famous
traveller
in
ancient
China
Problems
Solutions
A mind map
making a budget
choosing
attractions to visit deciding on hotels to stay in
mind map, and consider which factors maybe a
problem in your Moments of WeChat. Try to offer by making comments.
1. Share your mind map with your classmates. Try to integrate proper adverbial clauses while exchanging ideas based on your mind map.
2. Analyze the factors in your problem for you Post your
solutions to each other’s problems
Assignments
Thankyou!《高中英语（上外版）》必修第一册 Unit 3 Travel
课时： 课题：Travel Young ，Travel Far
课型：Reading B 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第 6 课，核心目标为引导学生意识在追求旅行梦中现实和梦 想的差距，体会作者鼓励学生立足现实，踏实追梦的期许。以及用思维导图整合 信息，提高综合考量各方面因素解决问题的能力。
2. 设计思路
本课通过旅行图片和游记分享引入，以激起学生对香农的兴趣，从而导入香 农给青年旅行者的回信。在第一次泛读之后，引导学生发现专栏书信的文体特征 和本文的语篇结构。学生第二次分组泛读每段， 归纳每段大意。全班合作完成主 要针对问题和对策的表格。在学生阅读中， 老师给予适当的句子的解释，帮助学 生理解文章。通过简单介绍徐霞客， 发展学生思维，练习发现问题和解决问题的 能力。最后整合整个单元信息， 通过思维导图完成如何制定一个好的旅行计划的 讨论。
3. 重点难点
整合信息，通过思辨提出切实可行的解决实际问题的方案。 体会作者对年轻人的期许和坚持追梦的文化价值。
Lesson Plan
By the end of the period, students are expected to:
1. grasp the structure and the features of the column letter;
2. identify the problems the young dreamer proposed and suggestions that Shannon offered;
3. understand the expectation that the writer had for the young dreamers and her advice motivating and encouraging young travellers;
4. recall the information of the whole unit and make a travel plan with a mind map;
5. give practical solutions to the problems encountered in different stages.
1
Procedures:
I. Warm-up
*Teacher: Introduce travel blogs and Shannon by showing pictures and asking questions *Students: Observe the given picture in detail, with the help of the guided questions, students start to think about travel related issues Purpose: to arouse students’ interest in Shannon,familiarize students with today’s topic and prepare them for the task
Guided questions:
1. Have you ever read travel blogs
2. What is your impression on Shannon’stravelogue
II. Fast reading
*Teacher: Let the students skim the letter quickly for the writing purpose and structure. *Students: Finish reading in 90 seconds and looking for answers to the guided questions. Purpose: to familiarize students with the passage and guide students to the genre features and passage structures
Guided questions:
1. Is this letter similar to the one in Unit 1 written by a mother to her daughter Why or why not
2. What is the writing purpose
3. How is the letter structured
III. Close reading
*Teacher: Organize students into three groups and assign each group to read only one paragraph and prepare for the questions. *Students: Read the assigned paragraph carefully and find the answers to the guided questions and ready to share and finish the table collaboratively. Purpose: to instruct students to read for detailed information.
Guided questions:
1.What is the main idea of the paragraph you read
2.What is the problem proposed by the younger traveler 3.What is Shannon’s suggestion
4. What is Shannon’s attitude towards teenager’s travel dream
2
IV. Relating to Xu Xiake
*Teacher: Guide students to the Culture Link, and give a brief introduction to Xu Xiake *Students: Get familiar to Xu Xiake and imagine the difficulties and dangers he might have met during his travel Purpose: to raise students culture awareness and develop abilities to find problems and give practical suggestions
Guided questions:
1. What difficulties and dangers he might have met during his travel Do you have any solutions
2. What factors caused the limitations of his travel diaries
V. Critical Thinking: Lists factors that determine a good travel plan
*Teacher: Review the whole unit briefly *Students: Recall the information of the whole unit and finish the mind map Purpose: to integrate the whole unit and develop students thinking ability
Guided questions:
1. Can you recall the information of the materials we covered in the whole unit
2. Are there any factors that affect a travel plan
VI. Homework
1. Share your mind map with your classmates. Try to integrate proper adverbial clauses while exchanging ideas based on your mind map.
2. Analyze the factors in your mind map, and consider which factor may be a problem for you Post your problem in your Moments of WeChat. Try to offer solutions to each other’s problems by making comments.
3Worksheet（教师版学案）
Task 1:
Skim and check your understanding
1. Is it an email or a traditional letter
2. Is it a personal letter or an open letter
3. Is it a letter to raise a question or a reply letter
4. Is Shannon trying to discourage the young dreamer form travelling or encourage him
Task 2:
Read and think about the answers to the following questions:
1.What is the main idea of the paragraph you read
2.What is the problem proposed by the younger traveler
3.What is Shannon’s suggestion
4. What is Shannon’s attitude towards teenager’s travel dream
Finish the table of Ex1.on P 47
Task 3:
Work in groups and list factors that should be considered for a travel plan based on the information in this unit. Use the following mind map to organise your ideas.
1
Homework
1. Share your mind map with your classmates. Try to integrate proper adverbial clauses while exchanging ideas based on your mind map.
2. Analyze the factors in your mind map, and consider which factors may be a problem for you Post your problem in your Moments of WeChat. Try to offer solutions to each other’s problems by making comments.
2
