Unit 　Travel journal單元規(guī)則與Period 　Warming up and Reading

1、Unit 3Travel journal單元規(guī)則與Period 1Warming up and Reading Unit 3Travel urnal單元規(guī)則本單元的中心話題是旅游(Travel)，通過旅游日記的方式描述旅行見聞。具體涉及旅游所需的準(zhǔn)備工作（包括精神與物質(zhì)準(zhǔn)備），以及選擇安排旅游時(shí)間、景點(diǎn)、路線、交通工具等。語言技能和語言知識等都是圍繞旅游(Travel)這一中心話題展開的。為了圍繞中心話題開展聽、說、讀、寫活動，本單元安排了八個(gè)部分：“熱身(aring Up)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(prehending)”“語言學(xué)習(xí)(Learnin

2、g abut Language)”“語言運(yùn)用(Using Language)”“小結(jié)(Suing Up)”和“學(xué)習(xí)建議(Learning Tip)”?！盁嵘恚╝ring Up）”部分讓學(xué)討論乘公交車、乘火車、乘船和乘飛機(jī)四種不同交通方式的優(yōu)、缺點(diǎn)，并填入表格中。然后讓學(xué)生想象自己計(jì)劃選一個(gè)地方去度假，并就度假事宜編一段對話。與同學(xué)討論六個(gè)問題，使學(xué)生了解旅游的必要手段和必備的費(fèi)用。目的是培養(yǎng)學(xué)生利用網(wǎng)絡(luò)等資查閱信息的能力，教師可借此幫助學(xué)生掌握一些關(guān)于旅游方面的詞匯和相關(guān)知識，同時(shí)提出的六個(gè)問題都涉及現(xiàn)在進(jìn)行時(shí)表示將的用法，為本單元其余部分的學(xué)習(xí)作好了鋪墊。“讀前（Pre-reading）”部

3、分提出了兩個(gè)問題：沿河居住的人怎樣利用河流？世界上有許多大河，如果你只能沿著其中一條河旅游，你會選哪一條？它們不僅與單元主題有關(guān)，而且與下一部分的閱讀材料內(nèi)容緊密聯(lián)系，從而導(dǎo)出了話題，并為閱讀作好準(zhǔn)備。“閱讀（Reading）”部分是URNE DN THE ENG（湄公河旅行游記）的第一部分THE DREA AND THE PLAN（夢想與計(jì)劃），王坤用第一人稱講述了他和王薇夢想沿湄公河騎自行車旅行，并為之作準(zhǔn)備的過程。主要目的是通過閱讀培養(yǎng)學(xué)生略讀、跳讀、根據(jù)上下猜測詞義等閱讀技巧，并使學(xué)生了解湄公河的地理風(fēng)貌，豐富他們的地理知識?！袄斫猓╬rehending）”部分提供了五個(gè)練習(xí)。通過問答

4、題的形式、用自己的話解釋句子。讓學(xué)生填寫表格列舉在中王薇和王坤對旅行的相同和不同態(tài)度并說明自己的看法、想象自己就是王坤和王薇并利用某一段落的信息編對話以及比較并解釋句子的意義，加深學(xué)生對內(nèi)容、細(xì)節(jié)以及重點(diǎn)句子的進(jìn)一步理解?！罢Z言學(xué)習(xí)（Learning abut Language）”部分講述了主要詞匯及其運(yùn)用和重點(diǎn)語法項(xiàng)目（用現(xiàn)在進(jìn)行時(shí)表示將）。詞匯部分設(shè)計(jì)了三個(gè)練習(xí)：練習(xí)1是利用閱讀中的單詞或短語填空完成句子；練習(xí)2是從所給的單詞或短語中選擇正確的完成句子；練習(xí)3是從所給的單詞中選擇合適的單詞完成段落。設(shè)計(jì)這些練習(xí)的目的是幫助學(xué)生復(fù)習(xí)掌握重要詞義和詞語，并能在具體的語境中正確使用。在這一環(huán)節(jié)中

5、，教師要引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟，即指導(dǎo)學(xué)生形成自主學(xué)習(xí)意識，掌握合適的學(xué)習(xí)策略。語法項(xiàng)目是用現(xiàn)在進(jìn)行時(shí)表示將，設(shè)計(jì)了3個(gè)練習(xí)：練習(xí)1是通過觀察“熱身”部分中的問題了解用現(xiàn)在進(jìn)行時(shí)表示將的用法以及這種時(shí)態(tài)的構(gòu)成，并要求從閱讀中找出相似的句子；練習(xí)2以記者采訪的形式，通過談?wù)撝贫糜斡?jì)劃學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)表示將的用法；練習(xí)3給出了表示將的時(shí)間狀語，要求仿照例句用現(xiàn)在進(jìn)行時(shí)表示將的句子填空。設(shè)計(jì)這些練習(xí)的目的就是讓學(xué)生通過具體的語境了解、理解并正確運(yùn)用現(xiàn)在進(jìn)行時(shí)表示將的用法?！罢Z言運(yùn)用（Using Language）”部分含讀和討論(Reading and disussing)、聽和說(List

6、ening and speaing)和寫(riting)三個(gè)綜合訓(xùn)練。讀和討論(Reading and disussing)是URNE DN THE ENG（湄公河旅行游記）的第二部分A NIGHT IN THE UNTAINS（中一宿），主要講述了她們在x藏中度過的一宿，爬路的艱苦及樂趣；聽和說(Listening and speaing)圍繞中心話題，講述王薇和王坤在去往大理與表兄弟會面的路上與一個(gè)老撾女孩的對話；寫(riting)要求學(xué)生把自己想象成王坤的朋友圍繞話題給他寫一封短信詢問老撾的情況。練習(xí)冊中與之對應(yīng)的Listening、Listening tas 和 Reading tas

7、中的語篇分別是URNE DN THE ENG（湄公河旅行游記）的第四、五、六部分。這一部分的主要目的就是培養(yǎng)學(xué)生通過閱讀、聽力等各種途徑獲取信息的能力，以及通過小組討論、說、寫等手段培養(yǎng)學(xué)生用英語進(jìn)行交際的能力，使學(xué)生了解生態(tài)旅游的概念和意義，樹立為建立人與自然和諧發(fā)展的環(huán)境而努力的意識?！靶〗Y(jié)（Suing Up）”部分設(shè)計(jì)了一個(gè)表格，引導(dǎo)學(xué)生從本單元的話題、詞匯和語法等方面對所學(xué)內(nèi)容進(jìn)行歸納總結(jié)。這樣做的目的是便于學(xué)生復(fù)習(xí)掌握本單元的要點(diǎn)內(nèi)容，更重要的是使學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，從而提高學(xué)習(xí)效率，同時(shí)也鍛煉了學(xué)生的歸納總結(jié)的能力?！皩W(xué)習(xí)建議（Learning Tip）”部分鼓勵(lì)學(xué)生外出旅行時(shí)

8、寫旅游日記（travel urnal）。這無論對于提高自己的英語水平，還是滿足許多人喜歡看游記的愿望，都是極為有益的，教師應(yīng)該督促學(xué)生養(yǎng)成這個(gè)好習(xí)慣。知識目標(biāo)：本單元需要學(xué)習(xí)的重點(diǎn)單詞為：urnalfaretransprtVietnafinalllepersuadestubbrninsistprperprperldeterinedeterinedaltitudevalleattitudeshrtsaprerdtpifailiarbrave本單元需要學(xué)習(xí)的重點(diǎn)詞組為：ne-a faredrea f/abutpersuade sebd t d sethingbe deterined t d set

9、hingas usualhange nes indgive inbe failiar ith sethingbe failiar t sebd本單元需要學(xué)習(xí)的重點(diǎn)句型為：1 It as sister h first had the idea t le alng the eng River fr here it begins t here it ends (It is/as h/that )2 Althugh she didnt n the best a f getting t plaes, she insisted that e find the sure f the river and be

10、gin ur urne there (insist that sb <shuld>d )3 She gave e a deterined lthe ind that said she uldnt hange her ind (the Attributive lause)4 ne she has ade up her ind, nthing an hange it (ne ) It bees rapids as it passes thrugh deep valles, traveling arss estern unnan Prvine (the present partiiple

11、 used as adverbial)6 As it enters Sutheast Asia, it travels sll thrugh hills and l valles, and the plains here rie grs (the Attributive lause)7 It as s quiet in the untains that night that there as alst n ind, nl the sund f the fire (s that )8 The tpis f a travel urnal an be different fr a diar, fte

12、n inluding peple, things, and events less failiar t readers (inluding )本單元需要掌握的交際功能用語為：祝愿和告別(Gd ishes and fareells)1 Have a nie/gd da/tie Have a nie/gd urne/tripGd lu! En urself! Best ishes t uHapp Ne ear! err hristas! Happ birthda!2 Than u u, t The sae t u本單元需要掌握的語法為：現(xiàn)在進(jìn)行時(shí)表示將(The Present ntinuus Te

13、nse t express future atins)hen are u leaving?H are u ging there?here are u staing?H lng are u staing there?hen are u ing ba?能力目標(biāo)：1 能根據(jù)已知信息推測所聽材料的內(nèi)容以及拼寫所聽有關(guān)單詞。2 能運(yùn)用所學(xué)語言表達(dá)將的計(jì)劃，并學(xué)會向別人告別和表達(dá)祝愿。3 學(xué)會用英語交流旅游計(jì)劃，談?wù)撀糜卧掝}。4 掌握理解本單元旅游日記的內(nèi)容和閱讀技巧。 學(xué)會寫書信談?wù)撀糜胃惺?、描寫旅游景觀等。情感目標(biāo)：1 運(yùn)用所學(xué)知識在實(shí)際生活中安排旅游, 包括選擇地點(diǎn)、選擇路線、選擇旅游方式、查詢費(fèi)用

14、等。2 掌握旅游常識，學(xué)會解決旅游中出現(xiàn)的一些問題。3 養(yǎng)成外出旅游時(shí)寫旅游日記的習(xí)慣。4 了解生態(tài)旅游的概念和意義，幫助學(xué)生樹立為建立人與自然和諧發(fā)展的環(huán)境而努力的意識。時(shí)安排This unit helps students ae a nnetin beteen gegraph, r the “l(fā)a f the land”, and the usts and traditins f the peple h live there The plaes visited in this unit are lse t he:in hina and Sutheast Asia ritial thinin

15、g sills develped in this unit ill inlude planning fr a trip and slving prbles after the trip has begun The sills students are ased t use are set in realisti situatins and are intended t ae students re resureful The fus in this unit is n h t read an atlas t ae travel plans and h t find as t travel An

16、 atlas ffers a ealth f infratin abut gegraph and is ne a t inrease students aareness f their glbal envirnent Use f an atlas espeiall addresses the needs f students ith visual and spatial learning stles f urse, the phts and aps inluded in this unit add t the sills taught Pratie ith reative riting is

17、ntinued in this unit Students learn abut the purpse f the urnal and h it pares ith the diar Students are als given pratie in reading urnal entries and riting their n In the press, the are intrdued t the rle f sensr detail in desriptive riting Thus, based n the thee, ntents and teahing betives, the h

18、le teahing predures an fall int seven perids as flls:Perid 1:aring up and ReadingPerid 2:Iprtant language pintsPerid 3:Graar:The Present ntinuus Tense fr Future AtinsPerid 4:ListeningPerid :Extensive ReadingPerid 6:Speaing and ritingPerid 7:Revisin (Suing up and Learning tip)Perid 1aring up and Read

19、ing整體設(shè)計(jì)從容說This is the first teahing perid f this unit At the beginning f the lass, the teaher an lead in the tpi f this unit b brainstring se questins, suh as:D u lie traveling? h d u lie traveling? here have u ever been befre?As t aring up, the teaher an fll the steps n Page 17 Its purpse is t get

20、students taling abut the six questin prpts and the tpi f this unit S it des nt atter hether the an find the rret fares The an estiate, r give a gd guess abut h uh it ill st The iprtant thing is t get students t arr n nversatins in pairs using the Present ntinuus Tense t express planned atins in the

21、iediate future This part helps t ae the students read fr ReadingBefre reading the passage, the students shuld disuss the t questins in the part Pre-reading in pairs This aes fr getting the students thining abut the general tpi f the reading passageThe reading passage is the first part f URNE DN THE

22、ENG It gives students the bagrund abut the bie trip, espeiall the planning that ent int it This part als intrdues students t the fur ung peple h ade the trip:ang un, the riter f the urnal and his sister, ang ei, and their usins Da ei and u Hang This setin als intrdues students t an f the gegraphial

23、ters the ill use thrughut the Students B and rb parts S, the teaher an as the students first t read quil t get the ain idea f the passage and tpi sentene f eah paragraph, then read arefull t late partiular infratin fr Exerise 1 in prehending (n Page 19), and finall d Exerise 2:List the untries that

24、the eng River fls thrugh During the urse f reading teahing, the teaher an nt nl develp students reading abilit, inluding siing, sanning and further understanding, but als get the students t learn the n nledge abut travel and the eng River Beause there are t an ne rds in the reading passage, in rder

25、nt t let students feel uh diffiult, the teaher shuld deal ith an language prbles hile the are readingAfter reading the passage, the students shuld disuss in pairs:ang eis and ang uns siilar and different attitudes abut the tripT nslidate the ntents f the reading passage, the students shuld be requir

26、ed t retell the str at the end f the lass In rder t aruse the students interest, the teaher an hld a petitin beteen grups教學(xué)重點(diǎn)Get the students t learn different reading sills教學(xué)難點(diǎn)Develp the students reading abilit, espeiall the abilit f understanding iplied eanings教學(xué)方法1 Tas-based teahing and learning2

27、 perative learning3 Disussin教具準(zhǔn)備The ultiedia and ther nral teahing tls三維目標(biāo)nledge ais:1 Get the students t learn the flling useful ne rds and expressins in this passage:urnalfaretransprtVietnafinalllepersuadestubbrninsistprperprperldeterinedeterinedaltitudevalleattitudehange nes indgive in2 Get the s

28、tudents t learn abut the usage f The Present ntinuus Tense t express future atinsAbilit ais:Develp the students reading abilit and let the learn t use se reading strategies suh as siing, sanning, and s nEtinal ais:Stiulate the students lve fr nature b getting the t n the greatness f a river教學(xué)過程設(shè)計(jì)方案（

29、一）Step 1 Lead-in and aring up1 Brainstring se questinsD u lie traveling? h d u lie traveling? here have u ever been befre? H did u get there? If u are given a hane t travel arund the rld, hat ind f transprtatins ill u use and h?Sh the hart and as students t disuss it in pairsNae f the transprtatinse

30、ans f transprtatinReasnsb ar (in a ar)b bieb plane (b air)b train ( n a train)b bus ( n a bus)b ship (b ater r b bat)in a ht ballnb trbie (n a trbie)b eepb truin a plate2 Flling the steps f the ar up n Page 17Step 2 Pre-reading1 Iaging and sharingD u lie traveling alng a river? hat rle des a river p

31、la in peples dail life? That is, h d peple h live alng a river use it?Suggested ansers:Peple an drin the ater in a riverPeple an ash their lthes in a riverPeple an si in suer and sate in interPeple an irrigate their fieldsPeple an use a river t prdue eletriitPeple an travel alng a river 2 Taling and

32、 sharingAs is nn, the rld has an great rivers n the left are naes f se great rivers and the right latins here the rivers lie Please ath theNaes f River LatinsengGeranRhinehina，SE AsiaNileEgptngEnglandThaesentral AfriaAaznUSississippiBrazilAs the students:If u uld travel dn nl ne f the, hih ne uld u

33、hse? h?Step 3 hile-reading1 Siing1)The students read the passage quil and anser the questin:hat are ang un and ang ei ging t d?2)Fill in the table:Tpe f ritingain idea f the passageTpi sentene f the 1st paragraphTpi sentene f the 2nd paragraphTpi sentene f the 3rd paragraphSuggested ansers:Tpe f rit

34、ingThis is a travel urnalain idea f the passageang un and ang eis drea f taing a great bie trip, their different attitudes, ang eis deterinatin, and their preparatins fr the tripTpi sentene f the 1st paragraphIt as sister h first had the idea t le alng the eng RiverTpi sentene f the 2nd paragraphAlt

35、hugh she didnt n the best a f getting t plaes, she insisted that e find the sure f the river and begin ur urne thereTpi sentene f the 3rd paragraphe fund a large atlas ith gd aps that shed the details f the rld gegraph2 Sanning1)G thrugh prehending Exerise 1 and ae sure the students n hat t d Let th

36、e read the hle passage again t late partiular infratin and anser eah questin n Page 192)hse the best ansers arding t the passage(1)hats the authrs attitude tards his sister, ang ei?A He desnt lie her at allB He is a bit prud f her and adires her He has t be her beause she is his sisterD He thins tha

37、t her nledge f gegraph is ver pr(2)Altgether there are_ peple h have t tae the great bie tripA ne B t three D fur(3)Arding t the text, hih f the flling stateents is nt true?A ang un thins that it is t ld and t high t start their trip in QinghaiB The fund a large atlas ith gd aps in the librar At fir

38、st, the eng River is sall, and the ater is lear and arD The eng River finall fls int the Suth hina Sea(4)hih is the prper rder arding t the text?a The eng River enters the Suth hina Seab The eng River begins at a glaier n a Tibetan untain At first, the eng River is sall, and the ater is lear and ldd

39、 The eng River enters Sutheast Asiae The eng River travels arss estern unnan Prvinef The eng River leaves hinaA b, , e, f, a, dB b, , e, f, d, a , b, e, f, d, aD , b, f, e, a, d()It an be inferred fr the passage that ang un is a_ persnA braveB ind tiidD arefulSuggested ansers:(1)B(2)D(3)(3)(4)B()D3

40、Language prbleshile heing the ansers ith the hle lass, deal ith an language prbles t see hether the students an guess the eanings f ne vabular suh as persuade, deterined, altitude, et4 Reading alud t the rerdingPla the tape f the passage fr the students t listen and fll Listing the untries that the

41、eng River fls thrughThe students read the ap and the third paragraph t list the untries that the eng River fls thrughSuggested anser:hina, Las, Thailand, abdia, Bura, VietnaStep 4 After-readingThe students disuss in pairs:ang eis and ang uns siilar and different attitudes abut the trip (prehending E

42、xerise 3 n Page 19), then fill in the hartSiilar attitudes abut the tripDifferent attitudes abut the tripBth ang ei and ang un thin 1234ang ei believes 12ang un believes 12Step nslidatinAs se students t retell the passage in the third persn referring t the hartne pssible versinang un and his sister

43、ang ei dreaed abut taing a great bie trip ever sine their iddle shl das After graduated fr llege, the gt a hane t d it It as ang ei h first had the ideas t le alng the eng River fr its sure The bth bught expensive untain bies The als gt their usins Da ei and u Hang t g h ere interested in ling, tang

44、 ei as a stubbrn girl Althugh she didnt n the best a f getting t plaes, she insisted that the shuld find the sure f the river and began their urne there hen she heard the sure f the eng River as in Qinghai, she uldnt hange her ind She as even exited hen she ne that their urne uld begin at an altitud

45、e f re than 000 eters She als thught that it uld be an interesting experieneBefre the trip, the ent t the librar, here the fund a large atlas ith gd aps Fr the atlas, the learnt re infratin abut the eng RiverStep 6 Her1 Finish ff the rb exerises2 Retell the passage in ur n rds ithin 200 hundred rds設(shè)

46、計(jì)方案（二）Step 1 Lead-in and aring up1 Brainstring se questins2 Flling the steps f the ar up n Page 17Step 2 Pre-reading1 Iaging and sharingD u lie traveling alng a river? hat rle des a river pla in peples dail life? That is, h d peple h live alng a river use it?2 Taling and sharingAs is nn, the rld has

47、 an great rivers ath naes f se great rivers ith their latins here the rivers lieAs the students:If u uld travel dn nl ne f the, hih ne uld u hse? h?Step 3 hile-reading1 SanningThe students read the passage quil and get the tpi sentene f eah paragraph2 SiingRead the hle passage again t late partiular

48、 infratin and anser eah questin (prehending Exerise 1 n Page 19)3 Language prbleshile heing the ansers ith the hle lass, deal ith language prbles4 Reading alud t the rerding Listing the untries that the eng River fls thrughStep 4 After-readingThe students disuss in pairs:ang eis and ang uns siilar a

49、nd different attitudes abut the trip (prehending Exerise 3 n Page 19)Step nslidatinAs se students t retell the passage in the third persnStep 6 Her1 Finish ff the rb exerises2 Retell the passage in ur n rds ithin 200 hundred rds板書設(shè)計(jì)Unit 3Travel urnalPART 1THE DREA AND THE PLANTpe f ritingThis is a t

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