高中英語新課標(biāo)教案

新課標(biāo)Unit 3 Travel Journal教案。

教案課件是老師工作中的一部分，大家應(yīng)該開始寫教案課件了。將教案課件的工作計劃制定好，才能使接下來的工作更加有序！那么到底適合教案課件的范文有哪些？急您所急，小編為朋友們了收集和編輯了“新課標(biāo)Unit 3 Travel Journal教案”，歡迎大家閱讀，希望對大家有所幫助。

Unit3TravelJournal

JourneydowntheMekong

MoonRiver
Moonriver,widerthanamile;
Imcrossingyouinstylesomeday;
Oh,dreammaker,youheartbreaker;
Whereveryouregoin,imgoinyourway;
Twodrifters,offtoseetheworld;
Theressuchalotofworldtosee;
Wereafterthesamerainbows;

Waitin’roundthebendmyhuckleberryfriend;

Moonriver,andme…

WarmingUp

Ifyou’regoingtotravelalongariverwithsomeone,

Whoareyougoingwith?

Howareyoutraveling?

Whichriverwillyouchoose?

Whatwillyouprepare?

Fromwherewillyoustart?

Whenareyoucomingback?

Iamgoingwith…Wearestartingfrom…

Canyouguesswhatthenamesoftheseriversare?

Howdopeoplewholivealongarivermakeuseofit?

Toirrigatethefields.

Togoswimminginitinsummer.

Tomakeelectricity.

Totravelalongit.

…

Pre-readingTheMekongRiver

ThecountriestheMekongRiverflowsthrough:

China,Myanmar,Laos,Thailand,Cambodia,Vietnam

Reading

Theyarebrotherandsister,andbotharecollegestudents.

2.WhoareDaoWeiandYuHang?

TheyareWangKun’scousinswhoareatacollegeinKunming.

3.WhereisthesourceoftheMekongRiverandwhichseadoesitenter?

ThesourceoftheriverisinQinghaiProvinceanditenterstheSouthChinaSea.

4.WhatcanyouseewhenyoutravelalongtheMekongRiver?

Youcanseeglacier,rapids,hills,valleys,waterfallsandplains.

glacier

waterfall

plain

valley

canyon

rapids

delta

5.IsitadifficultjourneyalongtheMekongRiver?

Yes.Thejourneybeginsatanaltitudeofmorethan5,000meters,whereitishardtobreatheandverycold.

CompleteForm1

Theirdream

Takingagreatbiketrip.

Theirpreparations

Theyboughtexpensivebikes,gottheircousinsinterestedintravelingandfoundanatlas.

TheMekongRiver

ItbeginsataglacieronaTibetanmountain,

Movesquicklyandpassesthroughdeepvalleys.HalfofitisinChina.ItenterstheSoutheastAsia.

Thenittravelsslowlythroughhillsandlowvalleysandplains.AtlastitenterstheSouthChinaSea.

CompleteForm2

Similarattitudesaboutthetrip

Differentattitudesaboutthetrip

BothWangWeiandWangKunthink…

WangWeibelieves

1.Takingthistripisadreamthatcomestrue

2.Thattheywillenjoythetripalot

3.TheyshouldseealotoftheMekong.

4.ThatmostoftheMekongwillbefoundintheSouth-eastAsia.

1.TheymuststartinQinghaiwheretheriverbegins/seealloftheMekong

2.Thattheydon’tneedtopreparemuch.

3.It’stoocoldandhightostartinQinghai.

4.Thatusinganatlasisveryimportant.

Discussion:

Whodoyouthinkwasrightaboutthetrip?Why

IthinkWangKunisright,becauseifitistoocoldandtoohigh,thetripwillbehard.Peoplewillhavesomedifficultyinbreathingatahighaltitude.Whereverwegoweneedanatlassothatwewillnotloseourway.

Themainideaofthetext

Thepassagetellsusthatnosuccessinlifemerelyhappensbydescribingmysister’sandmydream-takingabiketripandpreparationsforthetrip.Theauthoralsomainlydescribessister’s“stubborncharacter”,“alwaystakingherwayforaproperway”andherbeingdetermined.

RetellthetextaccordingtoForm1

WangKunandhissister…….sincemiddleschool.Aftergraduationfromcollege,theyfinallygotthechanceto…….Hissisterthoughtoftheideato……theMekongRiver.Theybothbought…….Theyalso…….WangWeistucktotheideathatthey…..WhensheheardthatthesourceoftheMekongRiverisinQinghaiProvince,shewouldn’t…….Sheeven…whensheknewthattheirjourneywould……ofmorethan5,000meters.……theyfound……inthelibrary.Fromtheatlastheyknewclearlyabout…….

Languagepoints

1.Sincemiddleschool,mysisterWangWeiandIhavedreamedabouttakingagreatbiketrip.從中學(xué)起,我姐姐王薇和我夢想作一次了不起的自行車旅行.

dreamabout=dreamof夢見,夢想

Myyoungerbrotherdreamsofbecomingaspaceman.

Myyoungerbrotherdreamsofbecomingaspaceman.

Healwaysdreamsabouttravelingaroundtheworld.

注意

Dream--dreamed/dreamt--dreamed/dreamt

2.ItwasmysisterwhofirsthadtheideatocyclealongtheMekongRiverfromwhereitbeginstowhereitends.是我姐姐首先想到騎自行車沿湄公河從它的源頭行走到入海口.

這是一個強調(diào)句。

強調(diào)句的結(jié)構(gòu)是：

Itwas/is+強調(diào)成分+that-/who-分句

如果強調(diào)的部分是人，可用who，也可用that，強調(diào)其他成分與內(nèi)容都用that。

強調(diào)時間和地點不能用when或where，只用that。

e.g.ItwasinShanghaithatIsawthefilm.

（強調(diào)地點狀語）

我看這部電影是在上海。

Allthemembersheldameetingintheclubyesterday.

根據(jù)上下文和語文意圖，說話人可以通過強調(diào)句分別強調(diào)主語，賓語，狀語，使之成為信息中心。

allthemembersthat/whoheldameetingintheclubyesterday.

(強調(diào)主語，was不能換用were)

ameetingthatallthemembersheldintheclubyesterday.

Itwas(強調(diào)賓語ameeting)

intheclubthatallthemembersheldameetingyesterday.

(強調(diào)地點狀語,that不可換用where)

yesterdaythatallthemembersheldameetingintheclub.

(強調(diào)時間狀語that不可換用where)

練一練！

把這個句子的不同成分改成強調(diào)句。

JohngaveMaryahandbagatChristmas.

高考鏈接

Wasit___thatIsawlastnightattheconcert?

A.youB.notyouC.youD.thatyourself

Itwasbecauseofbadweather___thefootballmatchhadtobeputoff.

A.soB.sothatC.whyD.that

—Whoismakingsomuchnoiseinthegarden?

—______thechildren.

A.ItisB.TheyareC.ThatisD.Thereare

Answers:ADA

3.Thenshepersuademetobuyone.

然后她動員我也買了一輛.

persuadevt.說服；勸服；vi.被說服

sb.

sb.ofsth.使某人相信某事

persuadesb.thatclause

sb.(not)todosth.

sb.into/outofdoingsth

Compare:

persuadesb.todosth.

=persuadesbintodoingsth.

persuadesb.nottodosth.

=persuadesboutofdoingsth.

eg.

Ipersuadedhimtodoit.

=persuadehimintodoingit.

我已說服他做這件事.

高考鏈接

Whileshopping,peoplesometimescan’thelp__C__intobuyingsomethingtheydon’treallyneed.topersuadeB.persuading

C.beingpersuadeD.bepersuaded

注意:

如果“勸說”不服，不能直接用persuade,而應(yīng)用trytopersuade或advise,或者用persuade的否定式。

e.g.

Someofusadvisedhimtochangehismindbutnoonecouldpersuadehimtodoso.

實例：

①I_B_____himnottosmoke,buthedidntthinkitnecessary.

A.persuadedB.advised

C.hopedD.suggested

②Iwasableatlastto__C_mymothertofollowmyadvice.

A.suggestB.advise

C.persuadeD.leaveoff

4.Althoughshedidn’tknowthebestwayofgettinggettoplaces,sheinsistedthatwefindthesourcesoftheriverandbeginourjourneythere.

盡管她不知道旅行的最佳方式,她堅決主張我們找到河流的源頭并在那里開始旅程.

insist:declarefirmly堅持認(rèn)為

堅持主張

1)insiston/uponone’sdoingsth堅持做,堅決做

e.g.Iinsistedon/uponhiscomingwithus.

2)insistthat+從句堅持說(后表示一個事實),后接的從句用陳述語氣,既按需要選擇時態(tài).

e.g.Heinsistedthathehadn’tstolenthegirl’shandbag.

3)insistthatsb(should)dosth堅決主張做某事,后接的賓語從句常用虛擬語氣,既“should+V.”

e.g.Marywasill.Herparentsinsistedthatshe(should)seeadoctor.

高考鏈接

Iinsistedthatadoctor_D_immediately.

C.willbesentforD.besentfor

5.Mysisterdoesn’tcareaboutdetails.

我姐姐是不會考慮細(xì)節(jié)的.

careabout:beworriedabout憂慮，關(guān)心

eg:

Hedoesn’tcaremuchaboutwhathappenstome.

careforsb/sth:lookafter,loveorlike希望，喜歡,照顧

eg:

1)Wouldyoucareforadrink?

2)Hecaresforherdeeply.

3)Whowillcareforyourchildifyouareout?

6.Shegavemeadeterminedlook–thekindthatshewouldn’tchangehermind.

她堅定地看了我一眼—這眼神表明她不會改變主意.

determinev.決定，下定決心,確定

1)determinetodosth

e.g.HedeterminedtolearnFrench.

2)determine+從句

e.g.Shedeterminedthatshewouldneverseehimagain.

3)determine+疑問詞+todo

e.g.Haveyoudeterminedwheretospendtheholidaynextweek?

determinedadj.堅決的，有決心的

bedeterminedtodosth.決心做

e.g.Shewasdeterminedtogotouniversity.

changeone’smind改變某人的主意

e.g.Nomatterwhatyousay,Iwon’tchangemymind.

相關(guān)詞組：

makeupone’smind下定決心

readone’smind看出某人的心思

speakone’smind直言不諱

give/putone’smind專心于

keep…inmind記住

7.WhenItoldherthatourjourneywouldbeginatanaltitudeofmorethan5000meters,sheseemedtobeexcitedaboutit.

當(dāng)我告訴她我們將在海拔5000米處開始旅程,她好像對此很興奮.

atanaltitudeof=ataheightof在海拔……米處

e.g.Theplaneisflyingataheight/altitudeof10,000feet.

注意:

at在此處表“在……處/時,以……”后接年齡,速度,長寬深高,價格費用等

attheageof

atahigh/lowprice

atadepth/widthof

atadepthof

atthecostof

atadistanceof

8.WhenItoldhertheairwouldbehardtobreathanditwouldbeverycold…

當(dāng)我告訴她將呼吸困難,天氣嚴(yán)寒……

主語+be+adj.+todosth.是一常用句式

既不定式用主動形式表達(dá)被動含義

eg:Theproblemisreallyhardtoworkout.

Mybossiseasytodealwith.

8.Finally,Ihadtogivein.最后,我只好讓步.

givein（tosb./sth.）屈服于,讓步,遞交

eg:

Hehadtogiveintomyviews.

It’stimeyougaveinyourpapers.

giveup放棄,認(rèn)輸

giveout筋疲力盡,分配

giveaway捐贈，泄露

練一練

（1）Afterthelongtrip，boththemenandthehorses________.

（2）Becauseofhissmallsalary，hehadto________hisdreamtriptoEurope.

（3）Seeingthathecouldnotpersuademe，hehadto____________myview.

（4）He__________mostofhisfortunetothepoor.

（5）Pleasekeepthesecret，don’t_______it______.

(1)gaveout(2)gaveup(3)gaveinto(4)gaveaway(5)gave…away

8.Itbecomesrapidsasitpassesthroughdeepvalleys,travelingacrosswesternYunnanProvince.

穿過深谷流經(jīng)云南省西部時它變成急流.

across

prep.穿過

through

across常表示從一定范圍的一邊到另一邊或事物交*位置,“橫穿,橫跨”表面,含義與on有關(guān).

through表達(dá)兩邊穿過或穿過空間內(nèi)部,含義與in有關(guān)

over表示“越過”是指越過較高的物體從一側(cè)到另一側(cè)

eg:

Sheswamacrosstheriver.

Theriverflowsthroughthecityfromwesttoeast.

Walkacrossthesquareandgothroughthegate,thenyou’llcometothecafe.

Thethiefclimbedoverthewallandranaway.

實例：

(C)ThenewrailwaywindsitswaytoHongKong,____mountains____tunnelsand____rivers.across;over;throughover;across;throughover;through;acrossthrough;over;across

Homework

Trytoretellthereadinginthethirdperson.

PrepareforLearningaboutlanguage

精選閱讀

Unit 3 Travel journal教案3

一名優(yōu)秀的教師在教學(xué)時都會提前最好準(zhǔn)備，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓上課時的教學(xué)氛圍非?；钴S，讓高中教師能夠快速的解決各種教學(xué)問題。那么怎么才能寫出優(yōu)秀的高中教案呢？下面是小編精心收集整理，為您帶來的《Unit 3 Travel journal教案3》，僅供參考，歡迎大家閱讀。

Unit3Traveljournal
TheFirstPeriod

●從容說課
Thisisthefirstperiodofthisunit.Thisunitisabouttravel，sotheteachercanfirstbrainstormthewordsorphrasesabouttravel.SincetherearesomenewwordsforthenamesofthecountriesandcitiesinSoutheastAsia，theteachercanfirstdealwiththemwiththehelpofamap.ThenSsaresupposedtofindouttheone-wayfaretogettothedestinationfordifferentkindsoftransportation.ThistaskgivesSsachancetopractisegettinginformationthroughtheInternet.LaterSsarerequiredtotalkinpairsaboutthefollowingsixquestions：（1）Whenareyouleaving？（2）Howareyougoingto...？（3）Whenareyouarrivingin/at...？（4）Whereareyoustaying？（5）Howlongareyoustayingin...？（6）Whenareyoucomingback？ThispartisdesignstosmoothawaySs’difficultyinunderstandingthepresentcontinuousforfutureuse.
Toleadinthetext，theteachercanaskSstodiscusswhyariverisgreatorwhatarivercanbeusedfor.ThentellSstheMekongisagreatriverliketheChangjiangRiver，anditisthebirthplaceofoldcivilizationandlifebloodoftheSoutheastAsia.
Readingskillsareveryimportantforseniorstudents.Forthefirstreading，weintendtocultivateSs’skimmingability.Theyarerequiredtolistthewordsreferringtodifferenttopographicalfeaturesinthetext.ThentheyarerequiredtomatchthesewordswiththeEnglishexplanations.ThroughthispartwecandevelopSs’abilityofguessingthemeaningsofnewwordsaccordingtothecontexts.TostimulateSstotakepartintheclassactivitymoreactively，theteachercanorganizeagroupcompetition，toseewhichgroupcanfinishthetaskfastestandbest.ToshowSsthedifferenttopography，theteachercanpresentsomepictures.Lateron，theteacherwillteachsomeothernewwordsinthetextandaskSstopronouncethesewordscorrectly.Forthesecondreading，theteacherwillpresentfivestatementsforthestudentstojudge.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole，thatis，togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.
TheteacherasksSstoreadthetitleandsubtitleinordertomakethemthinkabouttheorganizationofthewholepassage，andthismethodcanhelpthemnotonlyintheirunderstandingbutalsoinwritingapassage.TodevelopSs’scanningability，theteacherdesignsfivequestions，someofwhichareverydifficult.Sotheteacherwillhelpthemtoreadbetweenthelines，thusSscangraduallygettheabilitytounderstandthewriter’simpliedmeanings.
Toconsolidatethenewwordsinthepassage，theteacherasksSstofinishPart1andPart3onPage20afterclass.Atthesametime，theyarerequiredtofindoutwhattheyshouldpayattentiontowhengoingtraveling.ThispartisdesignedtohelpSstogetthesenseofprotectingthemselvesandnature.
●三維目標(biāo)
1.Knowledge：
（1）Learnthefollowingnewwordsandtheirpronunciation：
journal，fare，transport，Vientiane，Laos，PhnomPenh，Cambodia，HoChiMinh，Vietnam，Mekong，finally，cycle，persuade，stubborn，insist，source，proper（ly），detail，determine，determined，altitude，atlas，glacier，Tibetan，rapids，valley，waterfall，plain，delta.
（2）Gettoknowthatthepresentcontinuoustensecanbeusedforfutureuse.
（3）Gettoknowwhatarivercanbeusedfor.
2.Ability：
（1）LearntogetinformationthroughtheInternet.
（2）Graspsomereadingskills.
3.Emotion：
StimulateSs’lovefornaturebygettingthemtoknowthegreatnessofariver.
●教學(xué)重點
GetSstolearndifferentreadingskills，especiallytheabilitiesofunderstandingtheimpliedmeanings.
●教學(xué)難點
（1）Knowthemeaningsandpronunciationofthenewwords.
（2）Learndifferentreadingskillsfordifferentreadingpurposes.
●教具準(zhǔn)備
Multi-mediaclassroomandothernormalteachingtools.
●教學(xué)過程
Step1Greetings
Teacher：Hello，myfriends.
Students：Hello，MissXu.
Step2Warming-up
T：Wehaveknowneachotherfor2weeksandIthinkwehavebecomefriends.Canyoutellmewhatyourhobbiesare？
S：Ilikesinginganddancing/football/surfingontheInternet/skiing/traveling...
T：Good.Thenwhenyoucomeacrosstheword“traveling”，whatwillyouthinkof？
S：Travelcost/means/destination/plan...
T：Yes.Beforewesetoff，weshouldfirstmaketravelplan，Imeanweshouldfirstdecidethedestination，themeansoftransportanditsfare.（Writethethreewordsontheblackboard.）
Here“destination”means“aplacetowhichsb.isgoing”.
Wecangotoourdestinationbydifferentmeansoftransport，forexample，bybus，bytrain，byplaneandsoon.
“Transportfare”referstohowmuchyoupayfortheplane/trainticket.
Now，lookatthescreen，readaftermethethreewords.
SupposeyouandyourfriendaregoingtoSoutheastAsia，whichcountryorcitydoyousuggestvisiting？Hereisamaptohelpyou.
S：Thailand，Philippines，Singapore，越南，柬埔寨，老撾...
T：Good，Icanseeyouaregoodatgeography.Butyou’dbettersaythesenamesinEnglishandpronouncethemcorrectly.Pleasereadafterme：
Vientiane，Laos，PhnomPenh，Cambodia，HoChiMinh，Vietnam.
T：NowIgiveyouseveralminutestocompletethechart.
T：Pleasetellmewhatyouhavegot.
S：...
T：Then，I’llaskyouandyourpartnertoaskandanswerthefollowingsixquestions：
（1）Whenareyouleaving？
（2）Howareyougoingto...？
（3）Whenareyouarrivingin/at...？
（4）Whereareyoustaying？
（5）Howlongareyoustayingin...？
（6）Whenareyoucomingback？
T：Tellmewhattenseisusedineachsentence？
S：Thepresentcontinuoustense.
T：Doyouthinkitdescribeswhatishappeningnoworatpresent？
S：...
T：No，itdescribeswhatwillhappeninthefuture.
Question1means“Whenareyougoingtoleave/Whenwillyouleave？”Canyousaytherestfivequestionsinanothertwoways？
S：...
Step3Pre-reading
T：Nowlookatthemapagainandwecanseeagreatriverflowsthroughthecountriesmentionedabove.Doyouknowitsname？
S：眉公河。
T：Yes，theMekong.Bytheway，whatcanariverbringus？Orwhatdoweuseariverfor？
S1：Arivercanprovidesuswithdrinkingwater.
S2：Wecanusearivertowashdifferentthingslikeclothes，vegetables.
S3：Wecangetfishfromariver.
S4：Ourcropsandplantsneedtobewatered.（Wecanuseariverforirrigation.）
S5：Ariverwasandnowstillisoneofthegreatmeansoftransport.
S6：Watercanbeusedtomakeelectricity.
T：Great，sowealwayssayariveristhebirthplaceofcivilizationandlifebloodofacertainplace.AndtheMekongisonesuchriver.Todayourtextwillshowusaroundthegreatriver.
Step4Firstreading
T：AlongtheMekong，wecanseedifferenttopographicalfeatures.Gothroughthepassagequicklyandfindout7suchwords.
Haveyoufinishedthejob？Herearethesevenwords：waterfall，rapids，valley，delta，glacier，plain，canyon.
NowI’lldivideourclassintofourgroups.Eachgroupchoosesonestudenttotakepartinthecompetition.WewillseewhocanmatchthenewwordswiththeEnglishexplanationscorrectly，andusetheleasttime.
（1）waterfall
（2）rapids
（3）valley
（4）delta
（5）glacier
（6）plain
（7）canyon
a.thelowplacewhereariverentersthesea
b.alargeflatplace
c.alargebodyoficemovingslowlydownahighvalley
d.adeep，verywidevalley，usuallywithariver.
e.alonglowwideplacebetweenhills
f.afast-movingpartofariver
g.ahighplacefromwhichariversuddenlygoesdown
S1：...
S2：...
S3：...
S4：...
T：waterfall：ahighplacefromwhichariversuddenlygoesdown
rapids：afast-movingpartofariver
valley：alonglowwideplacebetweenhills
delta：thelowplacewhereariverentersthesea
glacier：alargebodyoficemovingslowlydownahighvalley
plain：alargeflatplace
canyon：adeep，verywidevalley，usuallywithariver
Tomakeyoubetterunderstandwhatdifferenttopographicalfeaturesarelike，Iwillshowyousomepictures.
Tellmewhattheyare.
Picture1
Itisaglacier.WhataboutPicture2？
Itisacanyon.（theLancangRiver）
Picture3
It’stheMekongDelta.TheMekongDeltaisthebottomhalfofVietnam’stworicebaskets.
（TheotheristheRedRiverDeltaintheNorth.）
Ofcourse，Picture4showsusawonderfulsceneofwaterfalls.
Picture5
Thepictureshowsusamanisraftingonrapids.
Therearesomeothernewwordsinthepassage：
Pleasereadafterme.（withChinesemeaningaftereachword）
finally，
cycle，
persuade，
stubborn，
insist，
source，
proper（ly），
detail，
determine，determined，
altitude，
atlas，
Tibetan，
Step5Secondreading
NowIthinkthereshouldbelittledifficultyinyourunderstandingthetext.
Pleasereadthepassageandjudgewhetherthefollowingstatementsaretrueorfalse.
1.WangKungfirsthadtheideatocyclealongtheMekong.
2.WangKungandWangWeihavehadthedreamtocyclealongtheMekongsincemiddleschool.
3.TheydecidedtobegintheirtripfromthesourceoftheMekong.
4.WangWeididn’tthinkmuchaboutthedifficultyofthetrip.
5.TheMekongflowsthroughfivecountries.
S1/S2/S3/S4/S5：...
T：Statement1isfalse.NotWangKungbutWangWeifirsthadtheidea.
Statement2isfalse.Theyhavehadtheirdreamtotakeagreatbiketripsincemiddleschool.
Statement3istrue.
Statement4istrue.
Statement5isfalse.TheMekongactuallyflowsthroughsixcountries：China，Burma，Thailand，Cambodia，LaosandVietnam.
Step6Readingaloud
T：Pleaselookatthesubtitle：TheDreamAndThePlan.Howmanypartscanthepassagebedividedinto？
S：Fromthesubtitle，weknowthepassagecanbedividedintotwoparts.Part1talksabouttheirdream，whilePart2talksabouttheirplan.
T：Youareclever.Part1isParagraphOne.Part2consistsofParagraph2andParagraph3.Nowpleasereadthesecondpartaloud.Payattentiontotheirplan.
Now，pleasediscusswithyourpartnersabouttheanswerstothequestions：
（1）WhoareDaoWeiandYuHang？
（2）WhereisthesourceoftheMekongRiver？
（3）WhichseadoestheMekongenter？
（4）IsitadifficultjourneyalongtheMekongRiver？Why？
（5）IsWangKungveryeagerforthetrip？
S1：DaoWeiandYuHangaretheircousins.
S2：ThesourceoftheMekongRiverisinQinghaiProvince.
S3：TheMekongenterstheSouthChinaSea.
S4：Yes.BecausetheMekongbeginsataglacieronaTibetanmountain，thenitbecomesrapidswhenitpassesthroughdeepvalleys，sometimesenterswidevalleysandbecomesawaterfall.
T：Yes，inshort，wemaysaythetripisdifficultbecausethetopographyalongtheriverisverycomplicated.
S5：...
T：Stilllookatthesecondparagraph，“Iknowtheproperwayisalwaysherway.”ThatmeansWangKungdoesn’tcompletelyagreewithhissisterandisnotverypleasedwithher；meanwhile，fromthesentence“Itoldhertheairwouldbehardtobreatheanditwouldbeverycold.”，wecanseethatWangKungisafraidofthedifficultythatmightmeetwith，soheisveryeagerforthetrip.
Step7Homework
FinishPart1andPart3onPage20.
●板書設(shè)計
Unit3Traveljournal
TheFirstPeriod
NewwordsDiscussion
1.fear9.PhnomPenhWhatcanariverbeusedfor？
2.stubborn10.Cambodiatransport
3.delta11.HoChiMinhdrinkingwater
4.glacier12.Vietnamwashing
5.Transport...irrigation
7.Vientianefish
8.Laos

●活動與探究
Formyourowntravelinggroup，discusswhatyoushoulddoandwhatyoushouldneverdowhentraveling.
Don’tsDos
nolitteringprotectanimals
nofeedinganimals
Ifyouhavemoretosay，youcanchangetheform.
●備課資料
1.MekongRiver—TheLifebloodofSoutheastAsia
TheMekongRiveristheheartandsoulofmainlandSoutheastAsia.The12thlongestriverintheworld，theMekongruns4800kilometersfromitsheadwatersontheTibetanPlateau（高原）throughYunnanProvinceofChina，Burma，Thailand，Cambodia，LaoPDRandVietnam.
Over60millionpeopledependontheMekonganditsbranchesforfood，water，transportandmanyotheraspectsoftheirdailylives.Itsannualflooddroughtcyclesareessentialforthesustainableproductionofriceandvegetablesonthefloodplains（洪泛區(qū)）andalongtheriverbanksduringthedryseason.KnownastheMotherofwaters，theriversupportsoneoftheworld’smostdiverse（多種經(jīng)營的）fisheries（漁場），secondonlytotheAmazon.Thisvitalecosystemandlifebloodoftheregioniscurrentlyunderthreat.Overthepasttenyears，morethan100largedamshavebeenproposedfortheMekongbasinbyinstitutionsliketheAsianDevelopmentBank（ADB）andtheMekongRiverCommission.Someoftheseprojectshavealreadybeenbuilt.
OneofthegreatestthreatsisChina’splanstoconstructeightdamsontheUpperMekongLancang.Twoofthesedamshavealreadybeencompleted，andconstructiononthethirdproject，Xiaowan，beganinJanuary2002.ThesedamswillhavewidespreadimpactsonthelivelihoodsofMekongcommunitiesandonthenaturalecologyoftheriversystem.
InLaos，IRNisworkingtostopWorldBanksupportfortheDamandensurethatcommunitiesreceivejustcompensationforlossessufferedduetotheADB-fundedNamandDams.IRNisalsomonitoringbroaderregionalwaterresourcedevelopments，particularlythosefundedbytheADB.
InThailand，IRNhasbeenworkingwithcommunitiesaffectedbythePakMunandRasiSalaidamswhoarecampaigningforthegatesofbothdamstobepermanentlyopenedandfortheMunRivertoberestored.
IRNisalsomonitoringtheimpactsoftheYaliFallsDaminVietnam，whichhasaffectedcommunitiesinbothVietnamandCambodia.
2.theMekongDelta
TheMekongDeltaisthebottomhalfofVietnam’stworicebaskets，theotherbeingtheRedRiverDeltaintheNorth.
Thisvastdeltaisformedbythedepositionofthemultipletentaclesandtributaries（支流）ofthemightyMekongRiverwhichhasitsoriginintheTibetanhighlandplateau2800milesaway.Fromitssource，therivermakesitswaythroughChina.
Myanmar（Burma），Laos，CambodiaandSouthVietnambeforeflowingoutintotheSouthChinaSea.TheMekong’s—thepeopleofSouthVietnamareoftenveryproudoftherichnessandvastnessofthisland.Whenreferringtothericefieldsinthisarea，theyoftensay，“cobaythangcanh”，meaningthelandissolargethatthecranescanstretchtheirwingsastheyfly.Today，theregionisoneofVietnam’shighestproducerofricecrops，vegetablesandfruits.

Unit 3 Travel journal教案4

一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計劃和準(zhǔn)備，作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，有效的提高課堂的教學(xué)效率。你知道如何去寫好一份優(yōu)秀的高中教案呢？下面是小編精心為您整理的“Unit 3 Travel journal教案4”，僅供您在工作和學(xué)習(xí)中參考。

TheSixthPeriod

●從容說課
Thisisthesixthperiodoftheunit.Asusual，theteacherwilldosomerevision.ForPart2onPage57，theteachercanaskindividualstudenttocometotheblackboardandwriteonesentenceeach.ThenaskseveralotherSstocorrectthemistakes，ifthereareany，andaskthemtogivereasons.Throughtheseactivities，Ssaregivennotonlytranslationexercises，butalsoproofreadingexercises，inwhichthemistakesarethetypicalonesmadebySsthemselves.Bycheckingtheexercise，theteachercanfindoutwhatSsarestillnotquitefamiliarwithandneedstobeimprovedandmakesomenecessarychangeofhis/herteachingplans.
InthisperiodstillSswillbegivensomelisteningtasks—Part4ofJournalDowntheMekongandPart5onPage58.
Sswillalsodosomeextensivereading，whichwillhelpthemgetageneralideaaboutthethreecountriesintheMekongDelta—Laos，CambodiaandVietnam.
Afterthat，theteacherwilltalkaboutafewphrasesandanimportantstructureinthispassage.
●三維目標(biāo)
1.Knowledge：
（1）Learntotranslatesentenceswithreferencewordsandstructures.
（2）Understandthelisteningandreadingpassages.
2.Ability：
Graspbasiclisteningandreadingskills.
3.Emotion：
GetSstoknowaboutthethreecountriesintheMekongDeltaregion，thusstimulateSs’lovefornature.
●教學(xué)重點
（1）Listenandunderstandthekeywordsandunderstandthespeakers’intentionandattitude.
（2）ReadandgettoknowaboutthethreecountriesintheMekongDeltaregion.
●教學(xué)難點
Expressingwaysofmultiple.
●教具準(zhǔn)備
Multi-mediaclassroomandothernormalteachingtools.
●教學(xué)過程
Step1Greetings
Step2Revision
T：FirstI’llasktenstudentstocometotheblackboardandwriteonesentenceeach.
Whowillbethevolunteers？
Tenstudentscometotheblackboardandwritedownthetensentences.
T：WewillseeifthesesentencesareOK.Let’stalkaboutthemsentencebysentence.
Ifthereareanymistakes，pleasestandupandpointthemoutandtelluswhy.
Step3Listening
T：NowpleaselookatPart4onPage55.Wewilldosomelistening.
（1）Firstlistening
T：Beforewestart，you’dbettergothroughthesewordstoseeifyoucanpronouncethemverywell.Ourfirsttaskistotickthewordsyouhearonthetape.
T：Now，whowillreadthewordsyouhear？
S1：...
T：Whatareyourwords，Tom？
S2：...
T：HerearethewordsIhear：...
（2）SecondListening
T：Thistime.You’dwritedowntheanswerstothefivequestions.Boysandgirls，howcanwewritetheanswersfastandcorrectly？
S：Weshouldgothroughthequestionsfirstandkeeptheminmind.Whenwearelistening，wejustneedtopayattentiontothesentencesrelatedtotheanswers.
S：Weneedn’twritedowneachwordoftheanswers.Wejustwritedownsomekeywords.Laterwecanwritedownthecompleteanswerswiththehelpofthesekeywords.
T：Youareclever.Nowpleasegetready.Twominuteslater，theteacherplaysthetape.ThengiveSstimetoorganizetheirsentences.
（3）Checktheanswers
Step4Listening
1.Firstlistening
T：NowtheyarrivedatLaos.PleaselistentothetapeandpickoutthecorrectanswersinExercise1onPage58.
2.Secondlistening
T：Pleaselookatthechart.Whilelisteningtothetapeforthesecondtime，trytocatchtherelatedinformationtofillinthechart.
TopicLaos
Theriver
Methodoflandtransport
Lifeinthevillages
Food
3.Thirdlistening
T：ListentothetapeforthethirdtimeandfindoutthedifferencesandsimilaritiesbetweenChinaandLaosinweather，animals，plants，andland.
（圓交叉部分呈現(xiàn)相同點，其余部分寫不同點，如下圖所示）
Step5Reading
T：Thispassageistheendoftheirjourney.IttalksaboutanothertwocountriesintheMekongDeltaregion.Bytheway，ifyouwanttotellothersaboutacountry，whatwillyoumostprobablytalkabout？
（Brainstormthetopics）
T：Pleasereadthepassage，quicklytickthetopicsmentioned.
S：...
S：...
S：...
T：Population，economy（poor），capital，farming，weather，building，animal.
T：Pleasegothroughthepassageandfindinformationtofillintheform.
TopicLaosCambodiaVietnam
population
weather
learning
farming
T：Whatimpressiondothecountriesgiveus？
S：...
S：...
Step6Languagepoints
T：Wordsandstructuresintheworkbookarealsoveryimportant.NowlookatPage59，Paragraph2，canyoufindthephrase“betiredfrom”？
“Betiredfrom”means“becometiredbecauseof”while“betiredof”means“beuninterestedin”.Lookatthetwosentences：
（1）Afterhegothome，hefelldownontothesofa，forhewastired____________aday’shardwork.
（2）Hewastired____________discomusic，foritwasnoisy.
Whocancompletethesentences？
S：Ithinkweuse“from”inSentence1anduse“of”inSentence2.
T：Youareright.NowanotherimportantsentenceinParagraphOne“Ithastwicethepopulation”.NowI’llteachyouhowtoexpressthemultipleofsomething.
Wehavethreedifferentways.
（1）Ais...timesas...asB.
（2）Ais...times+ComparativeDegreethanB.
（3）Ais...timesthe+n.ofB.
Let’stake“這個房間是那個房間的三倍”forexample.Whatcanwesay？
S1：Wecansay“Thisroomisthreetimesasbigasthatone.”
S2：Wecanalsosay“Thisroomisthreetimesbiggerthanthatone.”
T：Doyouagreewithhim，class？
S：...
T：Tellusthereason.
S：Weshouldsay“Thisroomistwicebiggerthanthatone.”
T：That’sright.Whowillsaythesentenceinanotherway？
S：Thisroomisthreetimesthesizeofthatone.
T：Good.Now，howcanwesay“我們市人口比他們多五倍”？
S：Thepopulationofourcityisfivetimesaslargeastheirs.
S：Ourcityhasfivetimesthepopulationoftheirs.
S：Thepopulationofourcityisfourtimeslargerthantheirs.
T：ThenlookatthelastsentenceonPage59.Payattentionto：
One’sdreamhascometrue.夢想成真。Wecanalsosay“One’sdreamhasbeenrealized.”
Step7Homework
1.Prepare“Readingandwriting”onPage23and“Summingup”onPage4.
2.Prepare“Speakingtaskandwritingtask”onPage60.
3.Prepare“project”onPage61.
●板書設(shè)計
Unit3Traveljournal
TheSeventhPeriod
1.populationcapitalanimalbuildingeducation
2.Languagepoints：
（1）betiredof/from
（2）Ais...timesasasB.
Ais...times+ComparativeDegreethanB.
Ais...timesthe+n.ofB.
（3）One’sdreamhascometrue.
●活動與探究
ThistaskisdesignedtoaskSstogooverwhattheyhavelearnedinthesixperiods.Eachgroupcountsthewordsorphrasestheirmemberlistedandmakesarecordintheirfiles.
Writedownwhatyouknowabouttraveling：
_______________________________________________________________________
Writedownusefulnounsornounphrasesabouttraveling：
_______________________________________________________________________
Writedownusefulverbsorverbphrasesabouttraveling：
_______________________________________________________________________
●備課資料
WhentheNguyenLordstookcontroloftheMekongDelta，aseriesofcanalswerebuiltandasystemoftransportationwasimplementedinthemazeofwaterwaysinthearea.
ThesouthwestregionofVietnamisknownforthevastricefieldsandthehugeplantationsthatmakeupthecoreofthisregion’seconomy.Theregionisalsoknownforthemanymilesofwaterwayscriss-crossingthelandmakingthisareabothfertileandunique.
ThepeopleinthisregionaremadeupofVietnameseandsomepeopleofKhmer，ChineseandChamorigin.Thisaccountsforthevarietyofreligionsthataddtotheculturaldiversityofthisarea.Amongthereligionspracticedhereare：Buddhism，Catholicism，CaoDai，HoaHaoandIslam.
Theorchardsaredividedbyamyriadofsmallirrigationcanalswithdelicatebamboobridgescalled“CauKhi”ormonkeybridgescrossingthem.
CanThoisabusyportcapableofaccommodatinglargeshipsfromneighboringcountries.HauGiangorHauRiveristhemainchannelthatpassesthroughCanTho.ThelandmasssurroundingtheriverwasdevelopedveryearlysothepopulationinthisareaisprobablythelargestinalloftheDeltaregion.Thelandhereissaidtobethemostfertilebecauseofthedepositsfromthevariousbranchesoftheriver.

Unit 3 Travel journal Period 3 Grammar? 教案

一名優(yōu)秀的教師在教學(xué)時都會提前最好準(zhǔn)備，作為教師就要好好準(zhǔn)備好一份教案課件。教案可以讓講的知識能夠輕松被學(xué)生吸收，幫助教師有計劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。那么怎么才能寫出優(yōu)秀的教案呢？小編特地為大家精心收集和整理了“Unit 3 Travel journal Period 3 Grammar? 教案”，但愿對您的學(xué)習(xí)工作帶來幫助。

Unit3TraveljournalaPeriod3Grammar?
(ThePresentContinuousTenseforFutureActions)
整體設(shè)計
從容說課
Thisisthethirdteachingperiodofthisunit.Totestwhetherthestudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thepattern“Itis...that/who...”isabitdifficult,sospecialexercisesshouldbedesigned.
Thisteachingperiodmainlydealswithgrammarandspeaking.Firstly,theteachercanenjoywiththestudentsthesong“I’mbabysittingonThursdayto”presentthePresentContinuousTense.ThestudentsareexpectedtomakeitclearthatthePresentContinuousTensemaybeusedtodenoteanactionthatcanbepre-plannedorprearrangedinsteadofthefutureindefiniteincolloquialEnglish.Butpleasenotethat,notallverbscanbeusedinthe“-ing”formtoexpressfutureactions.Suchverbsascome,go,leave,fly,walk,ride,drive,stay,meet,die,see,have,arrive,etc.aremainlyusedinthe“-ing”formtoexpressfutureactions.ThendotheexercisesinDiscoveringusefulstructuresonPage21andmoreforstudentstomasterthisusage.Lateron,askthemtomakedialoguesinpairsaccordingtosupposedsituations.Thiscanhelpthestudentsconnectgrammarruleswithproperlanguageformssoastomakegrammarruleslessabstract.Attheendoftheclass,dotheexercisesinUsingstructuresonPage57andmultiplechoicesasconsolidationexercises.
教學(xué)重點?GetthestudentstomastertheusageofthePresentContinuousTenseforfutureactions.
教學(xué)難點?EnablethestudentslearnhowtousethePresentContinuousTensetoexpressfutureactions.
教學(xué)方法?1.Task-basedteachingandlearning
2.Cooperativelearning
3.Discussionandpractice
教具準(zhǔn)備?Aprojectorandothernormalteachingtools
三維目標(biāo)
Knowledgeaims:
1.GetthestudentstolearntheusageofthePresentContinuousTenseforfutureactions.
2.Letthestudentslearnthewaystoexpressgoodwishesandfarewells,andthemeansoftransportation.
Abilityaims:
1.EnablethestudentstousethePresentContinuousTensetoexpressfutureactionsproperlyindifferentsituations.
2.Enablethestudentstoknowhowtoexpressgoodwishesandfarewells.
Emotionalaim:
Enablethestudentstocommunicatewithotherswellbyproperlyusingthepatternstoexpressgoodwishesandfarewells.
教學(xué)過程
設(shè)計方案（一）
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Emphasizeelementsofthesentence,usingthepattern“Itis...that/who...”,andthenaskquestionsaccordingtotheelementsemphasized.
→Step2Lead-in
Enjoythesong“I’mbabysittingonThursday”topresentthePresentContinuousTense.
I’mbabysittingonThursday
WouldyouliketogooutonMonday?
No,sorry,Ican’t
Whynot?
I’mbabysittingonMonday.
WouldyouliketogooutonTuesday?
No,sorry,Ican’t.
Whynot?
I’mdoingmylaundryonTuesday.
WouldyouliketogooutonWednesday?
No,sorry,Ican’t.
Whynot?
I’mworkingovertimeonWednesday.
WouldyouliketogooutonThursday?
No,sorry,Ican’t.
Whynot?
I’mworkingoutonThursday.
WouldyouliketogooutonFriday?
No,sorry,Ican’t.
Whynot?
I’mvisitingrelativesonFriday.
Wouldyouliketogooutontheweekend?
Well...maybe!
Askthestudentstoanswer:WhatisshedoingonMonday/Tuesday/...?
→Step3Summary
Showthefollowingonthescreen.
ThePresentContinuousTenseforfutureactions
ThePresentContinuousTensecanbeusedtoexpressaplanoranarrangement.
現(xiàn)在進(jìn)行時可用來表示一個在最近按計劃或打算要進(jìn)行的動作；表示將來意義的現(xiàn)在進(jìn)行時由句中表示將來時間的詞語或上下文表明。
能用進(jìn)行時表示將來的動詞（并非所有的動詞）：come,go,leave,start,arrive,give,return,sleep,stay,play,do,take,get,seeoff,travel,fly,drive,walk,reach,meet,...

→Step4Practice
1.AnewspaperreporterisinterviewingWangWeiaboutherplansforthetripalongtheMekongRiver.However,theyarenotsureaboutsomeoftheverbtenses.Canyouhelpthemcompletetheirconversation?DoExercise2onPage21.
Checktheanswerswiththewholeclass.
2.Doyouhaveanyplansforthefutureyourselves?Ifyouhaveany,pleaseusethePresentContinuousTensetoexpressyourfutureactions.DoExercise3onPage21.
Thestudents’answersvary.Discussthemwithsomestudents.
3.TurnthefollowingintoEnglish,usingthePresentContinuousTenseforfutureactions.
1)我星期五動身去北京。
2)我的朋友今晚過來。
3)我明天去參觀長城。
4)下課后我們打算在操場踢足球。
5)下周五我們乘飛機去上海。
Suggestedanswers:
1)I’mleavingforBeijingthisFriday.
2)Myfriendsarecomingoverthisevening.
3)I’mvisitingtheGreatWalltomorrowmorning.
4)Afterclassweareplayingfootballontheplayground.
5)WeareflyingtoShanghainextFriday.
→Step5Dialogue
Supposeyouareplanningaholidaytrip.Makeadialoguewithyourclassmate.Youmustpaygreatattentiontothetense.Thefollowingquestionscanhelpyou.
Whereareyougoingforyourholiday?
Whoareyougoingwith?
Howareyougettingthere?
Whatareyoudoingthere?
Whereareyoustaying?
Howlongareyoustayingthere?
Whataretakingwithyou?
Whenareyoureturning?
Sampledialogue:
A:Whereareyougoingonholiday?
B:I’mgoingtoHongKong.
A:Whenareyouleaving?
B:NextSunday.
A:Howareyougettingthere?
B:I’mtakingaplane.
A:Howlongareyoustayingthere?
B:Aboutthreeweeks.
A:Great.Haveagoodtrip.
B:Thanks.
→Step6Multiplechoices
Showthepictureonthescreenorgiveouttheexercisepapers.
1)—I’mgoingtoBritain.
—Howlong______________you______________inBritain?
A.did;stay?B.are;staying?C.have;stayed?D.are;stayed
2)WillyoutellussomethingabouttheweatherinCanada?I______________tothat.
A.come?B.amcoming?C.amgoing?D.come
3)—Whenareyouleaving?
—Theplane______________at11:05.
A.takesoff?B.willtakeoff?C.takingoff?D.tookoff
4)Ithinkifwe______________abroad,mostprobablywewillgobyCAAC.
A.weregoing?B.aregoing?C.hadbeen?D.havebeen
5)—I’mgoingtoShanghaiforafewweeks.
—______________.
A.Good-bye?B.Seeyou?C.Haveagoodtime?D.Ilikeit
6)Anewmovie______________atthetheatrethisweek.Wouldyouliketoseeit?
A.willputon
B.hasputon?
C.isbeingputon
D.hasbeenputon
7)—Whereareyougoingforyourholidays?
—______________.
A.Ihaven’tmadeupmymindyet?
B.I’mgoingtoAustraliaonbusiness
C.Whatagoodidea
D.Iwon’thavetogo
8)—I’llgocampingthisweekend.
—______________.
A.Don’tgiveupnow
B.No,I’mtoobusy
C.Haveagoodtime
D.Canyoufish?
9)I’vewonaholidayfortwotoFlorida.I______________mymum.
A.amtaking
B.havetaken?
C.take
D.willhavetaken
Firstgetthestudentstodothefollowingexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Suggestedanswers:
1)B2)B3)A4)B5)C6)C7)B8)C9)A
→Step7Workbook
DoExercise1andExercise2inUsingstructuresonPage57.
Iftimedoesn’tpermit,Exercise2canbehomework.
→Step8Homework
1.Finishofftheworkbookexercises.
2.Learntheimportantpointsbyheart.
板書設(shè)計
Unit3Traveljournal
Grammar
ThePresentContinuousTenseforFutureActions
ThePresentContinuousTensecanbeusedtoexpressaplanoranarrangement.
現(xiàn)在進(jìn)行時可用來表示一個在最近按計劃或打算要進(jìn)行的動作；表示將來意義的現(xiàn)在進(jìn)行時由句中表示將來時間的詞語或上下文表明。
能用進(jìn)行時表示將來的動詞（并非所有的動詞）：come,go,leave,start,arrive,give,return,sleep,stay,play,do,take,get,seeoff,travel,fly,drive,walk,reach,meet,...
活動與探究
Supposeyouhaveafive-dayholiday.Formyourowntravelgroupandhaveadiscussiontotalkaboutyourtravelplan.YoushoulduseThePresentContinuousTenseforfutureactions.

高中必修一Unit 3 Travel Journal教案3

一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，作為教師就要在上課前做好適合自己的教案。教案可以讓上課時的教學(xué)氛圍非?；钴S，幫助教師提前熟悉所教學(xué)的內(nèi)容。寫好一份優(yōu)質(zhì)的教案要怎么做呢？下面是小編精心為您整理的“高中必修一Unit 3 Travel Journal教案3”，但愿對您的學(xué)習(xí)工作帶來幫助。

Unit3TravelJournal
Usinglanguage(listening,readingtemples,cavesandawaterfall
（以男女生為兩個團(tuán)體，讓他們分組討論答案，然后各派代表發(fā)表意見，培養(yǎng)學(xué)生的合作精神和互助的精神）
設(shè)計意圖：第一次聽完讓學(xué)生了解文章關(guān)鍵詞語，了解大意，從而降低了聽力難度。第二次聽完以表格的形式，對比不同地區(qū)的人對湄公河的不同描述，從而讓學(xué)生了解如何描寫旅游日記。
Task3.Dialogue
Askstudentstoreadthelisteningmaterialinroles.OneistheLaosgirlandtheotherisWangKun
Ss:....
設(shè)計意圖：因為聽力材料有承上啟下的作用，聽和讀是從不同的感覺感官接受語言的輸入的習(xí)的，加深對語言運用的理解。
Step2.Reading
Task1.fast-reading
T:Doyouknowwhatarethedifferencesbetweendiaryandjournal?
Ss:(thinking)
T:Nextthepassagewilluswhattheyare.
Ss:(fast-reading)
T:diary:personalrecordhowtheyfeelsoonafterthingshappen.
journal:isn’tpersonal;hasdifferentpurpose;recordtheirexperiencesideasandafterthoughtaboutwhattheyhaveseen;betterunderstandwhathashappenedtothem;topicsincludingpeople,thingsandeventslessfamiliartothereaders.
設(shè)計意圖：通過快速閱讀，讓學(xué)生區(qū)分diary和journal不同的體裁，學(xué)習(xí)了解何為旅游日記，為將來的科學(xué)探險研究準(zhǔn)備
Task2.Comparison
T:Inthisunit,wehavelearnedthefirsttwopartsofatraveljournal.Someofthethingsdescribedinthesetravelsarerealandsomearenotreal.
Ss:Whatis“real”and“unreal”?
T:Theword"real"herereferstothingsthatexistorhavehappened．Sothethingsthatarenotrealreferstoanythingthatdoesntexistorhasnthappened．Inotherwords,thepeopleandeventsdescribedinthisjournalarefictitious．
T:Andweknowtherealandunrealthingsinatraveljournal.Nextlet’shaveagroupwork.Trytofindoutsomeofthethingsdescribedinthesetravelsarerealandsomenotreal.Compareyourlistswithgroupmatesaboutanddiscussthedifferencesinyourlist.
Ss:....(dividedintoseveralgroupswith3-4students.)
設(shè)計意圖:在討論過程中，學(xué)生運用他們已經(jīng)掌握的語言知識，通過小組合作探究，高中學(xué)生爭強好勝的心理特征得以激發(fā)，培養(yǎng)學(xué)生用英語思維和表達(dá)的方式?；钴S了課堂氣氛，進(jìn)一步深化對journal體裁的認(rèn)識和理解。
T:Answerswillvarysincelistswillvaryinlength．
RealdetailsincludeanythingaboutthegeographyofChinaandSoutheastAsia,andthepeoplewholivethere．Also,theplacesthebikersvisitarerealdetails．Forexample,ThesourceoftheMekongisinQinghaiprovince.
T:Unrealdetailsincludeanythingaboutthefourbikersandtheirpersonalexperiences．e.g.Itwassoquietinthemountainthatnight--therewasalmostnowind,onlythesoundifthefire.
設(shè)計意圖：學(xué)生通過尋找課文中的具體例子，不僅可以熟悉課文的單詞、句型，而且可以了解如何去描述旅游日記，可理解的輸入為寫作做語言上的準(zhǔn)備
Step3.Wrting
Task1.Pre-writing
T:SupposeyouareafriendofWangWei.ShewillmakeajourneydowntheMekongRiverWhatwillyousaytowishherwhensheleaves?
S1:I’llsay“Haveanice/goodtimeorHaveanice/goodtrip”.
S2:Goodluckonyourjourney.
S3:Sayhellotoyourcousins
S4:Takecare,writetome,waitingforyourearlyreply.
Ss:....
T:Yes,quiteright!
T:ImaginethatyouareafriendofWangWei.Writeashortlettertoherandaskhertodescribe:howshefeels,whatsheisdoing,andsomeplaceyouwanttoknowabout.Thenwishherwellonherjourneybyusingatleasttwooftheseexpressions:
Haveanice/goodtimeHaveanice/goodtrip
GoodluckonyourjourneySay“unreal”to...
Takecarewritetome
waitingforyourearlyreplyHavefun
Givemylove/bestwishesto....
T:Youmaybeginlikethis:
MydearbravelittleWei,
HowIworryabout_____and_______.

Yourfriendforever,
_______________
設(shè)計意圖：必要的語言輸入為學(xué)生的寫作的輸出作了充分的準(zhǔn)備。
Task2.Writing
Ss:Writingtheletteraccordingtotherequests.
Samplewriting:
MydearbravelittleWei,
HowIworryaboutyouandWangKun!Areyouenjoyingyourtrip?Ihopeso．Whatareyoudoingnow?AreyouinCambodiayet?WhenyougettoPhnomPenh,tellmeabouttheBuddhisttemplesthere．Pleasesendsomephotoswithyournextletter!Well,havefunanddontforgettowritetome!SayHello”toWangKunforme．Goodluckonyourjourney．
Takecare!
Yourfriendforever,
JuLin
Task3.production-show
設(shè)計意圖：作文展示評價（同伴評價，集體評價，教師評價）同伴評價實際上是合作形學(xué)習(xí)的一種形式，其重要理論基礎(chǔ)就是考卡夫（Kafka,K）最早提出的“群體動力理論”（groupdynamics）。
Step4.Homework
1、記本單元的單詞、句型、詞組。
2、就你寫給WangWei的信，假設(shè)你是WangWei請以她的名義寫一封回信。
設(shè)計意圖：
熟記所學(xué)語言知識，養(yǎng)成良好學(xué)習(xí)習(xí)慣。學(xué)生通過課文的學(xué)習(xí)，小組討論，相互的交流，已做出了較為深入的思考,接收了大量的信息，學(xué)生能用英語進(jìn)行一些表述。為進(jìn)一步達(dá)到語篇建構(gòu)的目的，寫是一個重要的環(huán)節(jié)。通過書面表達(dá)，學(xué)生能更好地學(xué)會整理思路、組織素材、組織語言、遣詞造句等書寫的方法和策略。同時通過對寫回信,使整個單元的教學(xué)富有整體感,使學(xué)生所學(xué)知識更有連貫性。

現(xiàn)代課程觀認(rèn)為，課程不再只是承載特定知識的文本，而是學(xué)生生活世界的經(jīng)驗；課程也不再是教學(xué)計劃和目標(biāo)，而是師生共同探求新知識的過程；課程不再只是由教材這一單因素構(gòu)成的靜態(tài)課程；而是教師、學(xué)生、教材、環(huán)境等因素相互作用形成的動態(tài)的構(gòu)建過程，而這種經(jīng)驗和體驗、探求新知識的過程離開活動是無法實現(xiàn)的。
本節(jié)課是對本單元所學(xué)知識的總結(jié)概括、延伸，并把traveling這一主題融入到生活情景當(dāng)中去，不僅使得學(xué)生能真正在生活中運用英語，同時也促進(jìn)了英語學(xué)科與地理學(xué)科的相互滲透和聯(lián)系學(xué)生能真正在生活中運用英語。整節(jié)課通過聽、說、讀、寫多種教學(xué)活動采用了探究式和合作學(xué)習(xí)教學(xué)理念、任務(wù)型教學(xué)理念、循序漸進(jìn)的分層教學(xué)和克拉申(krashen)的輸入假說等理論來指導(dǎo)課堂教學(xué)。在學(xué)習(xí)中，采用了小組合作，集體評價的學(xué)習(xí)方式．這使學(xué)生在互幫互助中共同進(jìn)步．不僅增進(jìn)了同學(xué)之間的情感，也解決了教師不能照顧到每個學(xué)生的大難題。最后作文作品的展示是本課的高潮亮點。本課設(shè)計不僅能夠很好的完成預(yù)想各項目標(biāo)，加深對語言的運用理解，而且能夠很好的促使他們學(xué)習(xí)英語的興趣，熱愛大自然、熱愛生活、熱愛科學(xué)的情懷。

附錄：板書
生詞與短語：recordtopicfamiliarbrave
句型：
Haveanice/goodtimeHaveanice/goodtrip
GoodluckonyourjourneySayhelloto...
Takecarewritetome
waitingforyourearlyreplyHavefun
Givemylove/bestwishesto....