高中英語(yǔ)Unit3-unit5教學(xué)案新人教版必修1

Unit3Traveljournal

單元規(guī)則

本單元的中心話(huà)題是旅游(Travel),通過(guò)旅游日記的方式描述旅行見(jiàn)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(xiàn)、交通工具等。

語(yǔ)言技能和語(yǔ)言知識(shí)等都是圍繞旅游(Travel)這一中心話(huà)題展開(kāi)的。

為了圍繞中心話(huà)題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)活動(dòng)，本單元安排了八個(gè)部分：“熱身(Warming

Up)”“讀前(Pre-reading)”“閱讀(Reading)"“理解(Comprehending)””語(yǔ)言學(xué)習(xí)

(LearningaboutLanguage)w"語(yǔ)言運(yùn)用(UsingLanguage)w“小結(jié)(SummingUp)n和“學(xué)

習(xí)建議(LearningTip)M。

“熱身(WarmingUp)”部分讓學(xué)討論乘公交車(chē)、乘火車(chē)、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(duì)話(huà)。與同學(xué)討論六個(gè)問(wèn)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)等資源查閱信息的能力，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(shí)，同時(shí)提出的六個(gè)問(wèn)題都涉及現(xiàn)在進(jìn)行時(shí)表示將來(lái)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)”部分提出了兩個(gè)問(wèn)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(huì)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(huà)題，并為閱讀作好準(zhǔn)備。

“閱讀(Reading)”部分是JOURNEYDOWNTHEMEKONG(湄公河旅行游記)的第一部分

THEDREAMANDTHEPLAN(夢(mèng)想與計(jì)劃)，王坤用第一人稱(chēng)講述了他和王薇夢(mèng)想沿湄公河騎自

行車(chē)旅行，并為之作準(zhǔn)備的過(guò)程。主要目的是通過(guò)閱讀培養(yǎng)學(xué)生略讀、跳讀、根據(jù)上下文猜

測(cè)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(shí)。

“理解(Comprehending)”部分提供了五個(gè)練習(xí)。通過(guò)問(wèn)答題的形式、用自己的話(huà)解釋

句子。讓學(xué)生填寫(xiě)表格列舉在課文中王薇和王坤對(duì)旅行的相同和不同態(tài)度并說(shuō)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(duì)話(huà)以及比較并解釋句子的意義，加深學(xué)

生對(duì)課文內(nèi)容、細(xì)節(jié)以及重點(diǎn)句子的進(jìn)一步理解。

“語(yǔ)言學(xué)習(xí)(LearningaboutLanguage)”部分講述了主要詞匯及其運(yùn)用和重點(diǎn)語(yǔ)法項(xiàng)

目(用現(xiàn)在進(jìn)行時(shí)表示將來(lái))。詞匯部分設(shè)計(jì)了三個(gè)練習(xí)：練習(xí)1是利用閱讀文章中的單詞或

短語(yǔ)填空完成句子；練習(xí)2是從所給的單詞或短語(yǔ)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(yǔ)，并能在具體的語(yǔ)境中正確使用。在這一環(huán)節(jié)中，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(shí)，掌握合適的學(xué)習(xí)策略。語(yǔ)法項(xiàng)目是用現(xiàn)在進(jìn)行時(shí)表示將

來(lái)，設(shè)計(jì)了3個(gè)練習(xí)：練習(xí)1是通過(guò)觀察“熱身”部分中的問(wèn)題來(lái)了解用現(xiàn)在進(jìn)行時(shí)表示將

來(lái)的用法以及這種時(shí)態(tài)的構(gòu)成，并要求從閱讀文章中找出相似的句子；練習(xí)2以記者采訪(fǎng)的

形式，通過(guò)談?wù)撝贫糜斡?jì)劃學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法；練習(xí)3給出了表示將來(lái)的時(shí)

間狀語(yǔ)，要求仿照例句用現(xiàn)在進(jìn)行時(shí)表示將來(lái)的句子填空。設(shè)計(jì)這些練習(xí)的H的就是讓學(xué)生

通過(guò)具體的語(yǔ)境了解、理解并正確運(yùn)用現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法。

“語(yǔ)言運(yùn)用(UsingLanguage)”部分含讀和討論(Readinganddiscussing)、聽(tīng)和說(shuō)

(Listeningandspeaking)和寫(xiě)(Writing)三個(gè)綜合訓(xùn)練。讀和討論(Readinganddiscussing)

是JOURNEYDOWNTHEMEKONG(湄公河旅行游記)的第二部分ANIGHTINTHEMOUNTAINS(山

中一宿)，主要講述了她們?cè)谖鞑厣街卸冗^(guò)的一宿，爬山路的艱苦及樂(lè)趣；聽(tīng)和說(shuō)(Listening

andspeaking)圍繞中心話(huà)題，講述王薇和王坤在去往大理與表兄弟會(huì)面的路上與一個(gè)老撾女

孩的對(duì)話(huà)；寫(xiě)(Writing)要求學(xué)生把自己想象成王坤的朋友圍繞話(huà)題給他寫(xiě)一封短信詢(xún)問(wèn)老撾

的情況。練習(xí)冊(cè)中與之對(duì)應(yīng)的Listening>Listeningtask和Readingtask中的語(yǔ)篇分別

是JOURNEYDOWNTHEMEKONG(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(guò)閱讀、聽(tīng)力等各種途徑獲取信息的能力，以及通過(guò)小組討論、說(shuō)、寫(xiě)等手

段培養(yǎng)學(xué)生用英語(yǔ)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(shù)立為建立人與自

然和諧發(fā)展的環(huán)境而努力的意識(shí)。

“小結(jié)(SummingUp)”部分設(shè)計(jì)了一個(gè)表格，引導(dǎo)學(xué)生從本單元的話(huà)題、詞匯和語(yǔ)法

等方面對(duì)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。

“學(xué)習(xí)建議(LeamingTip)”部分鼓勵(lì)學(xué)生外出旅行時(shí)寫(xiě)旅游日記(traveljournal)。

這無(wú)論對(duì)于提高自己的英語(yǔ)水平，還是滿(mǎn)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(shí)目標(biāo)：

本單元需要學(xué)習(xí)的重點(diǎn)單詞為：journalfaretransportVietnamfinallycycle

persuadestubborninsistproperproperlydeterminedeterminedaltitude

valley

attitudeshortscamprecordtopicfamiliarbrave

本單元需要學(xué)習(xí)的重點(diǎn)詞組為：one-wayfaredreamof/aboutpersuadesomebodyto

dosomethingbedeterminedtodosomethingasusualchangeone'smindgivein

befamiliarwithsomethingbefamiliartosomebody

本單元需要學(xué)習(xí)的重點(diǎn)句型為：

1.ItwasmysisterwhofirsthadtheideatocyclealongtheMekongRiverfrom

whereitbeginstowhereitends.(Itis/was...who/that...)

2.Althoughshedidn'tknowthebestwayofgettingtoplaces,sheinsistedthat

wefindthesourceoftheriverandbeginourjourneythere,(insistthatsb.

<should>do...)

3.Shegavemeadeterminedlook—thekindthatsaidshewouldn,tchangeher

mind,(theAttributiveClause)

4.Onceshehasmadeuphermind,nothingcanchangeit.(Once...)

5.Itbecomesrapidsasitpassesthroughdeepvalleys,travelingacrosswestirn

YunnanProvince,(thepresentparticipleusedasadverbial)

6.AsitentersSoutheastAsia,ittravelsslowlythroughhillsandlowvalleys,

andtheplainswherericegrows,(theAttributiveClause)

7.Itwassoquietinthemountainsthatnightthattherewasalmostnowind,

onlythesoundofthefire,(sothat...)

8.Thetopicsofatraveljournalcanbedifferentfromadiary,oftenincluding

people,things,andeventslessfamiliartoreaders,(including...)

本單元需要掌握的交際功能用語(yǔ)為：祝愿和告別(Goodwishesandfarewells)

1.Haveanice/goodday/time.Haveanice/goodjourney/trip.

Goodluck!Enjoyyourself!Bestwishestoyou.

HappyNewYear!MerryChristmas!Happybirthday!

2.Thankyou.You,too.Thesametoyou.

本單元需要掌握的語(yǔ)法為：現(xiàn)在進(jìn)行時(shí)表示將來(lái)(ThePresentContinuousTenseto

expressfutureactions)

Whenareyouleaving?

Howareyougoingthere?

Whereareyoustaying?

Howlongareyoustayingthere?

Whenareyoucomingback?

能力目標(biāo)：

1.能根據(jù)已知信息推測(cè)所聽(tīng)材料的內(nèi)容以及拼寫(xiě)所聽(tīng)有關(guān)單詞。

2.能運(yùn)用所學(xué)語(yǔ)言表達(dá)將來(lái)的計(jì)劃，并學(xué)會(huì)向別人告別和表達(dá)祝愿。

3.學(xué)會(huì)用英語(yǔ)交流旅游計(jì)劃，談?wù)撀糜卧?huà)題。

4.掌握理解本單元旅游日記的內(nèi)容和閱讀技巧。

5.學(xué)會(huì)寫(xiě)書(shū)信談?wù)撀糜胃惺堋⒚鑼?xiě)旅游景觀等。

情感目標(biāo)：

1.運(yùn)用所學(xué)知識(shí)在實(shí)際生活中安排旅游，包括選擇地點(diǎn)、選擇路線(xiàn)、選擇旅游方式、查

詢(xún)費(fèi)用等。

2.掌握旅游常識(shí)，學(xué)會(huì)解決旅游中出現(xiàn)的一些問(wèn)題。

3.養(yǎng)成外出旅游時(shí)寫(xiě)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(shù)立為建立人與自然和諧發(fā)展的環(huán)境而努力的

意識(shí)。

課時(shí)安排

Thisunithelpsstudentsmakeaconnectionbetweengeography,orthe“l(fā)ayof

theland”,andthecustomsandtraditionsofthepeoplewholivethere.Theplaces

visitedinthisunitareclosetohome:inChinaandSoutheastAsia.Criticalthinking

skillsdevelopedinthisunitwillincludeplanningforatripandsolvingproblems

afterthetriphasbegun.Theskillsstudentsareaskedtousearesetinrealistic

situationsandareintendedtomakestudentsmoreresourceful.Thefocusinthisunit

isonhowtoreadanatlastomaketravelplansandhowtofindwaystotravel.An

atlasoffersawealthofinformationaboutgeographyandisonewaytoincrease

students'awarenessoftheirglobalenvironment.Useofanatlasespeciallyaddresses

theneedsofstudentswithvisualandspatiallearningstyles.Ofcourse,thephotos

andmapsincludedinthisunitaddtotheskillstaught.Practicewithcreativewriting

iscontinuedinthisunit.Studentslearnaboutthepurposeofthejournalandhow

itcompareswiththediary.Studentsarealsogivenpracticeinreadingjournalentries

andwritingtheirown.Intheprocess,theyareintroducedtotheroleofsensory

detailindescriptivewriting.Thus,basedonthetheme,contentsandteaching

objectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:

Period1:WarmingupandReading

Period2:Importantlanguagepoints

Period3:Grammar:ThePresentContinuousTenseforFutureActions

Period4:Listening

Period5:ExtensiveReading

Period6:SpeakingandWriting

Period7:Revision(SummingupandLearningtip)

Period1WarmingupandReading

整體設(shè)計(jì)

從容說(shuō)課

Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,

theteachercanleadinthetopicofthisunitbybrainstormingsomequestions,such

as:Doyouliketraveling?Whydoyouliketraveling?Wherehaveyoueverbeenbefore?

AstoWarmingup,theteachercanfollowthestepsonPage17.Itspurposeis

togetstudentstalkingaboutthesixquestionpromptsandthetopicofthisunit.

Soitdoesnotmatterwhethertheycanfindthecorrectfares.Theycanestimate,

orgiveagoodguessabouthowmuchitwillcost.Theimportantthingistogetstudents

tocarryonconversationsinpairsusingthePresentContinuousTensetoexpress

plannedactionsintheimmediatefuture.Thisparthelpstomakethestudentsready

forReading.

Beforereadingthepassage,thestudentsshoulddiscussthetwoquestionsinthe

partPre-readinginpairs.Thismakesforgettingthestudentsthinkingaboutthe

generaltopicofthereadingpassage.

ThereadingpassageisthefirstpartofJOURNEYDOWNTHEMEKONG.Itgivesstudents

thebackgroundaboutthebiketrip,especiallytheplanningthatwentintoit.This

partalsointroducesstudentstothefouryoungpeoplewhomadethetrip:WangKun,

thewriterofthejournalandhissister,WangWei,andtheircousinsDaoWeiand

YuHang.Thissectionalsointroducesstudentstomanyofthegeographicaltermsthey

willusethroughouttheStudents'BookandWorkbookparts.So,theteachercanask

thestudentsfirsttoreadquicklytogetthemainideaofthepassageandtopic

sentenceofeachparagraph,thenreadcarefullytolocateparticularinformationfor

Exercise1inComprehending(onPage19),andfinallydoExercise2:Listthecountries

thattheMekongRiverflowsthrough.Duringthecourseofreadingteaching,theteacher

cannotonlydevelopstudents,readingability,includingskimming,scanningand

furtherunderstanding,butalsogetthestudentstolearnthecommonknowledgeabout

travelandtheMekongRiver.Becausetherearetoomanynewwordsinthereadingpassage,

inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithany

languageproblemswhiletheyarereading.

Afterreadingthepassage,thestudentsshoulddiscussinpairs:WangWei'sand

WangKun,ssimilaranddifferentattitudesaboutthetrip.

Toconsolidatethecontentsofthereadingpassage,thestudentsshouldbe

requiredtoretellthestoryattheendoftheclass.Inordertoarousethestudents,

interest,theteachercanholdacompetitionbetweengroups.

教學(xué)重點(diǎn)Getthestudentstolearndifferentreadingskills.

教學(xué)難點(diǎn)Developthestudents'readingability,especiallytheabilityof

understandingimpliedmeanings.

教學(xué)方法

1.Task-basedteachingandlearning

2.Cooperativelearning

3.Discussion

教具準(zhǔn)備

Themultimediaandothernormalteachingtools

三維目標(biāo)

Knowledgeaims:

1.Getthestudents'tolearnthefollowingusefulnewwordsandexpressions

inthispassage:journalfaretransportVietnamfinallycyclepersuade

stubborninsistproperproperlydeterminedeterminedaltitudevalley

attitudechangeone'smind

givein

2.GetthestudentstolearnabouttheusageofThePresentContinuousTenseto

expressfutureactions.

Abilityaims:

Developthestudentsreadingabilityandletthemlearntousesomereading

strategiessuchasskimming,scanning,andsoon.

Emotionalaims:

Stimulatethestudents'lovefornaturebygettingthemtoknowthegreatness

ofariver.

教學(xué)過(guò)程

設(shè)計(jì)方案(一)

fStep1Lead-inandWarmingup

1.Brainstormingsomequestions

Doyouliketraveling?Whydoyouliketraveling?Wherehaveyoueverbeenbefore?

Howdidyougetthere?Ifyouaregivenachancetotravelaroundtheworld,what

kindoftransportationswillyouuseandwhy?

Showthechartandaskstudentstodiscussitinpairs.

NameoftheMeansoftransportationReasons

transportations

bycar(inacar)

（5^）bybike

byplane(byair)

bytrain(onatrain)

bybus(onabus)

byship(bywaterorby

boat)

inahotballoon

bymotorbike(ona

motorbike)

byjeep

bytruck

inaplate

2.FollowingthestepsoftheWarmuponPage17.

fStep2Pre-reading

1.Imagingandsharing

Doyouliketravelingalongariver?Whatroledoesariverplayinpeople's

dailylife?Thatis,howdopeoplewholivealongariveruseit?

Suggestedanswers:

Peoplecandrinkthewaterinariver.

Peoplecanwashtheirclothesinariver.

Peoplecanswiminsummerandskateinwinter.

Peoplecanirrigatetheirfields.

Peoplecanusearivertoproduceelectricity.

Peoplecantravelalongariver.

2.Talkingandsharing

Asisknown,theworldhasmanygreatrivers.Ontheleftarenamesofsomegreat

riversandtherightlocationswheretheriverslie.Pleasematchthem.

NamesofRiverLocations

MekongGermany

RhineChina,SEAsia

NileEgypt

CongoEngland

ThamesCentralAfrica

AmazonUS

MississippiBrazil

Askthestudents:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyou

choose?Why?

fStep3While-reading

1.Skimming

l)Thestudentsreadthepassagequicklyandanswerthequestion:WhatareWang

KunandWangWeigoingtodo?

2)Fillinthetable:

Typeofwriting

Mainideaofthepassage

Topicsentenceofthe1stparagraph

Topicsentenceofthe2ndparagraph

Topicsentenceofthe3rdparagraph

Suggestedanswers:

TypeofwritingThisisatraveljournal.

MainideaofthepassageWangKunandWangWei'sdreamoftaking

agreatbiketrip,theirdifferent

attitudes,WangWei'sdetermination,

andtheirpreparationsforthetrip.

Topicsentenceofthe1stparagraphItwasmysisterwhofirsthadtheidea

tocyclealongtheMekongRiver.

Topicsentenceofthe2ndparagraphAlthoughshedidn,tknowthebestwayof

gettingtoplaces,sheinsistedthatwe

findthesourceoftheriverandbeginour

journeythere.

Topicsentenceofthe3rdparagraphWefoundalargeatlaswithgoodmapsthat

showedthedetailsoftheworld

geography.

2.Scanning

l)GothroughComprehendingExercise1andmakesurethestudentsknowwhatto

do.Letthemreadthewholepassageagaintolocateparticularinformationandanswer

eachquestiononPage19.

2)Choosethebestanswersaccordingtothepassage.

⑴What'stheauthor?sattitudetowardshissister,WangWei?

A.Hedoesn,tlikeheratall.

B.Heisabitproudofherandadmiresher.

C.Hehastoobeyherbecausesheishissister.

D.Hethinksthatherknowledgeofgeographyisverypoor.

(2)Altogethertherearepeoplewhohavetotakethegreatbiketrip.

A.oneB.twoC.threeD.four

(3)Accordingtothetext,whichofthefollowingstatementsisnottrue?

A.WangKunthinksthatitistoocoldandtoohightostarttheirtripinQinghai.

B.Theyfoundalargeatlaswithgoodmapsinthelibrary.

C.Atfirst,theMekongRiverissmall,andthewaterisclearandwarm.

D.TheMekongRiverfinallyflowsintotheSouthChinaSea.

(4)Whichistheproperorderaccordingtothetext?

a.TheMekongRiverenterstheSouthChinaSea.

b.TheMekongRiverbeginsataglacieronaTibetanmountain.

c.Atfirst,theMekongRiverissmall,andthewaterisclearandcold.

d.TheMekongRiverentersSoutheastAsia.

e.TheMekongRivertravelsacrosswesternYunnanProvince.

f.TheMekongRiverleavesChina.

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)ItcanbeinferredfromthepassagethatWangKunisaperson.

A.braveB.kindC.timidD.careful

Suggestedanswers:

(1)B(2)D(3)C(3)C(4)B(5)D

3.Languageproblems

Whilecheckingtheanswerswiththewholeclass,dealwithanylanguageproblems

toseewhetherthestudentscanguessthemeaningsofnewvocabularysuchaspersuade,

determined,altitude,etc.

4.Readingaloudtotherecording

Playthetapeofthepassageforthestudentstolistenandfollow.

5.ListingthecountriesthattheMekongRiverflowsthrough.

Thestudentsreadthemapandthethirdparagraphtolistthecountriesthatthe

MekongRiverflowsthrough.

Suggestedanswer:China,Laos,Thailand,Cambodia,Burma,Vietnam.

fStep4After-reading

Thestudentsdiscussinpairs:WangWei'sandWangKun'ssimilaranddifferent

attitudesaboutthetrip(ComprehendingExercise3onPage19),thenfillinthechart.

SimilarattitudesaboutthetripDifferentattitudesaboutthetrip

BothWangWeiandWangKunthink...WangWeibelieves...

1.1.

2.2.

3.WangKunbelieves...

4.1.

2.

fStep5Consolidation

Asksomestudentstoretellthepassageinthethirdpersonreferringtothechart.

Whytotravel

Theirdrcam-takingabiketrip

Theirpreparations

Bothofthemboughtexpensivebikes.

...gottheircousinsinterestedintraveling

...wenttothelibraryandfoundalargeatlaswith

...goodmapsthatshowdetailsoftheMekongRiver

Onepossibleversion

WangKunandhissisterWangWeidreamedabouttakingagreatbiketripeversince

theirmiddleschooldays.Aftergraduatedfromcollege,theygotachancetodoit.

ItwasWangWeiwhofirsthadtheideastocyclealongtheMekongRiverfromitssource.

Theybothboughtexpensivemountainbikes.TheyalsogottheircousinsDaoWeiand

YuHangtogowhowereinterestedincycling,too.

WangWeiwasastubborngirl.Althoughshedidn,tknowthebestwayofgetting

toplaces,sheinsistedthattheyshouldfindthesourceoftheriverandbegantheir

journeythere.WhensheheardthesourceoftheMekongRiverwasinQinghai,she

wouldn,tchangehermind.Shewasevenexcitedwhensheknewthattheirjourneywould

beginatanaltitudeofmorethan5000meters.Shealsothoughtthatitwouldbean

interestingexperience.

Beforethetrip,theywenttothelibrary,wheretheyfoundalargeatlaswith

goodmaps.Fromtheatlas,theylearntmoreinformationabouttheMekongRiver.

fStep6Homework

1.Finishofftheworkbookexercises.

2.Retellthepassageinyourownwordswithin200hundredwords.

設(shè)計(jì)方案（二）

fStep1Lead-inandWarmingup

1.Brainstormingsomequestions

2.FollowingthestepsoftheWarmuponPage17.

fStep2Pre-reading

1.Imagingandsharing

Doyouliketravelingalongariver?Whatroledoesariverplayinpeople's

dailylife?Thatis,howdopeoplewholivealongariveruseit?

2.Talkingandsharing

Asisknown,theworldhasmanygreatrivers.Matchnamesofsomegreatrivers

withtheirlocationswheretheriverslie.

Askthestudents:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyou

choose?Why?

fStep3While-reading

1.Scanning

Thestudentsreadthepassagequicklyandgetthetopicsentenceofeachparagraph.

2.Skimming

Readthewholepassageagaintolocateparticularinformationandanswereach

question(ComprehendingExercise1onPage19).

3.Languageproblems

Whilecheckingtheanswerswiththewholeclass,dealwithlanguageproblems.

4.Readingaloudtotherecording

5.ListingthecountriesthattheMekongRiverflowsthrough.

fStep4After-reading

Thestudentsdiscussinpairs:WangWei'sandWangKun'ssimilaranddifferent

attitudesaboutthetrip(ComprehendingExercise3onPage19).

fStep5Consolidation

Asksomestudentstoretellthepassageinthethirdperson.

—Step6Homework

1.Finishofftheworkbookexercises.

2.Retellthepassageinyourownwordswithin200hundredwords.

板書(shū)設(shè)計(jì)

Unit3Traveljournal

PART1THEDREAMANDTHEPLAN

TypeofwritingThisisatraveljournal.

MainideaofthepassageWangKunandWangWei'sdreamoftaking

agreatbiketrip,theirdifferent

attitudes,WangWei'sdetermination,

andtheirpreparationsforthetrip.

Topicsentenceofthe1stparagraphItwasmysisterwhofirsthadtheidea

tocyclealongtheMekongRiver.

Topicsentenceofthe2ndparagraphAlthoughshedidn*tknowthebestwayof

gettingtoplaces,sheinsistedthatwe

findthesourceoftheriverandbeginour

journeythere.

Topicsentenceofthe3rdparagraphWefoundalargeatlaswithgoodmapsthat

showedthedetailsoftheworld

geography.

活動(dòng)與探究

SurftheInternetandgetmoreinformationabouttheMekongRiver.

Samplepassage:

MekongRiver-TheLifebloodofSoutheastAsia

TheMekongRiveristheheartandsoulofmainlandSoutheastAsia.The12thlongest

riverintheworld,theMekongruns4800kilometersfromitsheadwatersontheTibetan

PlateauthroughYunnanProvinceofChina,Burma,Thailand,Cambodia,LaoPDRand

Vietnam.

Over60millionpeopledependontheMekonganditsbranchesforfood,water,

transportandmanyotheraspectsoftheirdailylives.Itsannualflooddroughtcycles

areessentialforthesustainableproductionofriceandvegetablesonthefloodplains

andalongtheriverbanksduringthedryseasons.KnownastheMotherofwaters,the

riversupportsoneoftheworldJsmostdiversefisheries,secondonlytotheAmazon.

Thisvitalecosystemandlifebloodoftheregioniscurrentlyunderthreat.Overthe

pasttenyears,morethan100largedamshavebeenproposedfortheMekongbasinby

institutionsliketheAsianDevelopmentBank(ADB)andtheMekongRiverCommission.

Someoftheseprojectshavealreadybeenbuilt.

OneofthegreatestthreatsisChina'splanstoconstructeightdamsontheUpper

MekongLancang.Twoofthesedamshavealreadybeencompleted,andconstructionon

thethirdproject,Xiaowan,beganinJanuary2002.Thesedamswillhavewidespread

impactsonthelivelihoodsofMekongcommunitiesandonthenaturalecologyofthe

riversystem.

InLaos,IRNisworkingtostopWorldBanksupportfortheDamandensurethat

communitiesreceivejustcompensationforlossessufferedduetotheADB-fundedNam

andDams.IRNisalsomonitoringbroaderregionalwaterresourcedevelopments,

particularlythosefundedbytheADB.

InThailand,IRNhasbeenworkingwithcommunitiesaffectedbythePakMunand

RasiSalaidamswhoarecampaigningforthegatesofbothdamstobepermanentlyopened

andfortheMunRivertoberestored.

IRNisalsomonitoringtheimpactsoftheYaliFallsDaminVietnam,whichhas

affectedcommunitiesinbothVietnamandCambodia.

Unit3Traveljournal

Period2ImportantLanguagePoints

整體設(shè)計(jì)

從容說(shuō)課

Thisisthesecondteachingperiodofthisunit.Wefirstcheckthestudents'

homeworkandofferchancesforthestudentstoreviewwhattheylearnedduringthe

firstperiod.

Theemphasisinthisperiodwillbeplacedontheimportantnewwords,expressions

andsentencepatternsinthepartsWarmingupandReading.Inordertomakethestudents

understandthesepointsthoroughly,wecanfirstgetthestudentstounderstandtheir

meaningsinthecontext,thengivesomeexplanationsaboutthem,lateroffersome

practicestomakethestudentsmastertheirusages.Somewordsandexpressions,such

aspersuade,insist,careabout,givein,areveryusefulandimportant.Soisthe

sentencepattern“Itis?..that/who...”?Weoughttopaymoreattentionto

themanddesignspecialexercises.

Attheendoftheclass,theteachercanmakethestudentsdomoreexercisesfor

consolidation.Indoingso,theycanlearn,graspandusetheseimpor