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高中英语必修1 Unit3教案设计


Teaching Plan: Unit 3 Travel Journal
By 李洁莹 12 级英语 1 班 47 号 学号:12106014047 Background information Teaching contents Description of students Time Teaching objectives Main structure Main v

ocabulary Students: 50 high school students, Grade 1 Language knowledge,Language skills,Cultural conscious -ness,Affect& Attitude,Learning strategies Averaged 5 Period. Lesson Duration 45 minutes each period. Students will be able to learn things related to travel. be going to do (the present continuous tense for future) journal, transport, prefer, disadvantage, fare, flow, persuade, cycle, graduate, finally, schedule, fond, shortcoming, stubborn, organize, determine, determined, journey, altitude, valley, pace, bend, attitude, boil, forecast, parcel, insurance, wool, reliable, view, pillow, midnight, flame, beneath, temple, cave...... ①Asking for clarification; ②Group cooperation in the role play; ③Building up confidence in presentation; ④ Learning more informationg essentially though searching online. computer, screen, PPT, listening tapes, video

Learning strategies

Teaching aids Notes

Period 1 Lead in
Teaching procedures: Step1 Warming up Discussion in groups, and make a presentation. T: Do you like traveling? T: Why do you like traveling? (Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health…) T :How will you prepare for traveling? (including the time, the place, the means, the cost, the things you’ll take along, … of traveling) (things to take: ID cards,passports; money (cash); a book of maps) T: Where do you want to travel? (the Great Wall, Yangzi River, Danxia Mountain...) T:What to do? (climbing; rafting, skiing, hiking)

T:What do you have to consider before you decide which means of transportation you will use? means of transportation(on foot; by bike; by bus; by car; by plane/by air; by boat/by ship/by sea) T: Talk about advantages and disadvantages.(background information: history; customs; culture; language; religion; politics; weather) Step2 Practice (p 17) While you are discussing with your partner , ask each other the following questions: When are you leaving? Where are you going? How are you going to…? How long are you staying in…? When are you arriving in/at…? When are you coming back? Step3 Vocabulary & Pre-reading Look at the key words on the PPT and write down, let students enjoy pictures of Mekong river; Let students finish the exercise on p 17 Pre-reading. Step4 Homework 1. Preview the text JOURNEY DOWN THE MEKONG: ? find the main idea of each paragraph; ? underline the words and sentences that students consider them difficult or important. 2. Search more information on the Mekong through the internet, and make presentation next time;

Period 2 Pre-reading & Reading
Teaching aims: 1. To learn about something about Wang Kun and Wang Wei’s attitudes about the trip. 2. To develop some basic reading skills. 3. To develop student’s ability to talk about traveling and describe a journey in English. Step1 Free talk & Presentation ?Let students talk with partners about information on the Mekong through the

internet; ?Representative in each group to show what they learn from the internet about the Mekong. ?Show the PPT on background information on the Mekong. Step2 Skimming ? Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.
1.Wang kun is a high school student. 2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province 3.The source of Mekong is in Qinghai province . 4.Finally Wang Kun agreed with his sister to cycle with her. 5.They found few atlas and books about Mekong River in library. 6. Mekong river begins at glacier on a Tibet mountain. the water there is clear but not cold. 7. Only a small part of the river is in China. 8.As it enters Southeast Asia, it moves slowly.

? Let students read text fluently together and choose several students to read the text paragraph by paragraph and correct their pronunciation. ? Skimming: catch the main idea of each paragraph Paragraph 1: Paragraph 2: Paragraph 3: Step3 Scanning Task: ?Read the text quickly and finish Exercise 1 on page 19. ?Read the text and the notes p80-82 No.1-9 carefully, and find some difficult sentences in the text. ?Discuss Wang Kun’s and Wang Wei’s attitude to the trip in groups, and finish Exercise 3 on page 19. Step4 Homework 1. Finish the following exercise: The plan: (1) Who :____________________________________ (2) Where: the entire Mekong River from where it ________ to where it ________.

(3) When: after _____________ from college. (4) How: ____________________ (5) Why: they have _______________taking a bike trip _____________ middle school. A stubborn sister: (1) Wang Kun is a _________ boy . He is ______ of his sister Wang Wei. He always __________ to her (2) Wang Wei is a __________ girl with a serious __________. She doesn’t ___________ details and never changes her ________easily. The preparation: (1) The Mekong River begins in________________________________________ (2) Sometimes the river becomes________________________________________ After it leaves China________________________________________ (3) At last, ________________________________________ 2. Read the the text fluently

Period 3 Careful Reading & Conclusion
Teaching aims: 1. Let students master the language points; 2. Improve the skills of reading; 3. Improve the skills of collecting information. Step1 Analysis ?Read the text and try to complete a form. Their dream Their journey Their preparation ?The details of the Mekong River ? ? ? ? ? 1.It begins … 2.As it passes through valleys… 3. It enters… 4.After it leaves… 5. As it enters..

?

6. Its...

?Comprehensive reading Answer the following questions : (1) What difficulties did Wang Kun and Wang Wei find about their journey? (2) What can you see when you travel along the Mekong? Step2 Language points Each group is supposed to read through each Paragraph, and then show their homework of finding difficult or important words and sentences. e.g. (1) words: transport, persuade, proper, determine, make up one’s mind, give in (2) Expressions: Make sentences with the underlined expressions. ① It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. ② I know my sister well. Once she has made up her mind, nothing can change it. Finally, I had to give in. ③Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly. ④ I kept asking her,“ When are we leaving and when are we coming back? Show the PPT about the language points of the text and let students underline the key words and sentences for dictation next time. Step3 Practice Consolidation Wang Kun and his sister had _____ about taking a great bike trip ever ______ middle school. After _____ from college, they _____ got the chance to make their dream come true. His sister thought of the idea to ___ along the Kekong River. They both bought expensive bikes. They also got their cousins _____ in cycling. Wang Wei _____ to the idea that they should find the source and begin their journey there. When she heard that the _____ of the Mekong River is in Qinghai Province, she wouldn’t _____ her mind. She even felt excited when she knew that their journey would begin at an _______ of more than 5,000 metres. Before the trip they found a large atlas in the library. From the atlas they knew clearly about the Mekong River. Language points Present Continuous Tense

1.Ask students to read the dialogue (P21) and underline the verbs that express future actions. Let students study the example. Make sure they understand what to do. 2. Ask the students to check in pairs. Write two of the sentences on the blackboard: ▲ Are you working this evening? ▲ I’m singing songs with my classmates. Step 4 Homework 1. Revise the grammar and finish Ex1-3 on P57; 2. Write a passage using the present continuous tense for future actions; 3. Prepare for p22; 4. Review the key words and sentences underlined.

Vocabulary and Useful Expressions
Language points 1. Ss give the phrases and expressions according to the Chinese T gives 2. Ss raise Qs on some difficult points they found while reading the text Warming up: 1. one-way fare / single-way fare (单程票价), round-way fare (往返/双程票价) 2. different kinds of transport (Br.E) / transportation(Am.E) Reading text: 3. journey down the Mekong 湄公河之旅 有 “沿着”之意,相当于 “along”, 1) 由北向南,由西向东用 down, 反之用 up; 2) 由城镇向农村时用 down, 反之用 up; 3) 依门牌号码,由大数字向小数字行进时,应用 down ,反之用 up; 4) 由上而下,如:沿着山坡而下,沿着江河顺流而下,从楼上到楼下由住宅 街上,应用 down, 反之用 up Para.1: 4. dream of / about doing 梦想,梦见(后接名词,代词,动名词) e.g. What a small world! I wouldn’t dream of meeting you here. The young soldier sometimes dreams of his hometown. dream n. have/dream a dream, realize a dream 5. take a bike trip * 6. get a chance to do * 7. finally, adv. 最后,终于 final adj. 最后的,n (常用复数)决赛,期末考试 e.g. We waited and waited, and the train finally arrived. What is the final score of the table tennis single for men? How are you prepared for your finals? 8. cycle along * 9. go for bike rides * 10. in the countryside * 11. persuade sb (not) to do, 说服某人(不)做… persuade sb that + clause 使某人相信 Then she persuaded me to buy one.=Then she succeeded in asking me to buy

one. e.g. The salesman persuaded us to buy his product. He tried to persuade me that he was honest. persuade sb to do sth 指成功地说服, “说而不服, 或说而无果”应用 advise sb to do sth / try to persuade sb to do 12. at the college/ university * 13. get / make sb interested in = interest sb, show interest in sth/ sb get+ n./pron.+adj.=make + n./pron.+adj. e.g. They didn’t get home after school as usual, which got/ made mother worried. Para.2: 14. Although she didn’t know the best way of… although “虽然,但是”,引导让步 状语从句,不与 but 连用 though 一般可与 although 互用,引导的让步状语从句有时用倒装语序.作 副词时, “然而,可是”,通常放于句尾,并用逗号与句子隔开 e.g. Young though he is, he is very rich. He said he would come; he didn’t, though. 15. a way of doing/ to do * e.g. She didn’t know the best way of getting to places.= She didn’t know the best way to get to places. 16. insist (若 insist 后面宾语从句的主语与主句的主语不一致,谓语由加动词原形构成, 其中 should 可省略) insist that sb (should)do 坚持认为,坚持说 insist on/upon sth/ doing 坚持做,坚决做 e.g. We insisted that father (should) give up smoking. She insisted on/upon going to Beijing by air. 17. care about, care for, care to do care about 关心,忧虑 care for 喜欢,照顾 care to do 愿意/同意做某事 e.g. I don’t care (about) what happens to him. Would you care for a drink? Would you care to go for a walk? 18. give sb a determined look, determined 坚定的,坚决的 e.g. They were determined to drive the enemy away from their country.=They determined to drive… determine to do= make up one’s mind to do, decide to do 19. change one’s mind, mind 此处解“意见,想法”,[C] make up one’s mind 下定决心,拿好主意 e.g. Once he has made up his mind, nothing can be done to change his mind. 20. at a altitude of…* 在海拔…米处 at a altitude of 10,000 feet 21. be excited about * 22. breathe the air, take a breath 23. experience [U] “经验,感受” have experience in/at doing [C]“经历,体验” e.g. I’d prefer a lady with rich experience in/ at looking after babies. His experiences in Africa are interesting. 24. give in 屈服,投降,让步 give in to sb 向某人让步,屈服于某人

give up 放弃 give up doing/sth e.g. The mother gave in and bought a toy for her child. Don’t give up. You still have chances to win in the match. Para.3: 25. pass through through 指从两边穿过或穿过空间内部, across 指从一定范围 的一边到另一边 “横跨”表面 26. be surprised to do * Sentence focus: 1. It was my sister who first had the idea… 强调句型:It is / was+被强调部分+ that/ who+其余部分 注意:强调句中 it 不能更换,is/was 与“其余部分”的时态一致,数不受被强调部分单复数的 影响,被强调部分可以是除谓语以外的任何成分,被强调部分是人可用 that/who,其它一律 用 that.被强调若是原句的主语,who/that 之后的谓语动词在人称和数上与该主语一致。 e.g. I saw John in the street this morning. ---- It was I who/that saw John in the street this morning. (强调主语) ---- It was John that/ whom I saw in the street this morning. (强调宾语) ---- It was in the street that I saw John this morning. (强调地点状语) ---- It was this morning that I I saw John in the street. (强调时间状语) 2. She gave me a determined look---the kind that said…, the kind=the kind of look the kind 是 a look 的同位语,后面是 that 引导的定语从句, 其中 say 指 “指明,表明” e.g The clock on the wall said a quarter to ten. 3. Once she has made up her mind, nothing can change it.=When she has made up her mind, nothing can change it. once conj.一旦……(就), 一经……便……,相当于 as soon as e.g. Once you understand the rule, you will have no difficulty. Translation: 钱一旦用完,我们该怎么办? What will we do once the money is gone/ used up? 一旦做了,就要把事情做得最好. Once you do it, you should do it best. 4. It becomes rapids as it passes through deep valleys, traveling across…traveling 是现在分词作 伴随状语 e.g. One big change in English…..American Dictionary of the English Language, giving American English its own identity.

Period 4 Using Language

Listening, Speaking and Writing
Teaching ams: 1. To read the passage A NIGHT IN THE MOUNTAINS 2. To use the language by reading, listening, speaking and writing. Step1 Lead-in 1. Enjoy the video of Tibet.

2. Appreciate the beauty of Tibet. 3. Ask students several questions about the pictures, e.g. What do you think of these pictures? What’s the weather like there? Do you want to go there? etc. 4. Talking about Tibet. Have you ever been to Tibet? Do you want to travel in Tibet? Can you tell me something about Tibet? Tibet lies on the Qinghai-Tibet Plateau of the southwest border of China. The average height of the whole region is more than 4,000 meters above sea level, for which Tibet is known as “Roof of the World”. The highest peak of Tibet, also the highest in Himalayas and in the whole world, is Everest Peak, which is as high as 8,846.27 meters above sea level. Although a part of China, Tibet has a unique culture of all its own. It is mainly inhabited by Tibetans, a minority nationality of old and mysterious people. Tourist attractions include the Potala Palace in Lhasa, Jokhang Temple, and a number of Buddhist sacred places. Tibet (Xi Zang in Chinese) is to the south of Xin Jiang Uygur Autonomous Region and Qing Hai Province, to the west of Sichuan, to the northwest of Yunnan and to the north of India and Nepal. Its population of 2.3 million people come from a variety of ethnic groups including Tibetan, Han, Monba and Lhota. Its capital city is Lhasa. Northwest Tibet, mainly Qing Hai plateau, is home to a variety of unusual and unique animals. Across the northern expanse of Tibet, you can see vast grasslands where horses, yak and sheep roam freely. The world's lowest valley, the Grand Yarlun-tzanpo River Valley lies in east Tibet. It is freezing cold in most time of the year. Most tourists come to visit Tibet only in the warmest seasons, June, July, August and early September. Step2 Reading We know Wang Wei and Wang Kun have traveled down the Mekong. Today they have reached the Tibetan Mountains. They will stay there for a night. Now let’s look at the

passage “A night in the mountains” on page 22. Read it quickly to find the main idea. Show some questions. 1) How does Wang Kun feel about the trip? (He is starting to like the trip.) 2) What do you think has changed his attitude? (seeing the beautiful land) 3) Is it natural for Wang Kun not to feel lonely? (Yes. Because the scene Wang Kun saw is beautiful. The sky was clear and the stars were bright. Also their cousins are waiting for him.) 4) Would you feel the same way in this situation? Why or why not? (You may have different opinions about this. Just speak it out and let us share your idea, will you?)

Step3 Summary & Dictation & Check ?Let students write down the summaries of the two passages.(JOURNEY DOWN THE MEKONG & A NIGHT IN THE MOUNTAINS) ?Polish the writing skills though check the reference version. ?Let students have dictation and check the answer and do some expanding of the language points. Step4 Homework
1. Reading exercise read the passage: The End Of Our Journey on page 59 Task 1 fast reading 1. Do children in Cambodia have a good education? 2. Why did Wang Kun say that he felt lucky? 3. What’s the difference between Vientiane and Phnom Penh? 4. Which country is larger, Cambodia or Vietnam? 5. How many times did the farmer grow a new rice crop every year? Task 2 fill in the form with the information from the travel journal.

Topic Population Half

Laos

Cambodia the Twice the Seven

Vietnam times the

population of population

of population

Cambodia

Laos

Cambodia

Weather

Dry and cool in autumn

Warmer

in

the

south, cooler in the north

Learning

Half of its people can’t write read or

Farming

Rice and fish

Rice and fish

Rice, fish and fruit

Period 4 Writing and Learning the structure
Teaching aims: 1. Improve the skill of writing; 2. Review the language points. Step1 Comparison ?Passage: What are you going to do this weekend? I’m doing...... We can see that the verbs are all used in the “-ing” form. They are “the present continuous tense”, but they express future actions or plans. The Present Continuous Tense may be used to denote an action that can be pre-planned or prearranged instead of the future indefinite in colloquial English. But please note that, not all verbs can be used in the “-ing” form to express future actions. Such verbs as come, go, leave, fly, walk, ride, drive, stay, meet, die, see, have, arrive etc. are mainly used in the “-ing” form to express future actions. ?Let students point out the features of the present continuous tense and make comparison.

Step2 Practice 1.Look at the following dialogue and underline the verbs in this tense. A: Are you working this evening? B: No. We’re having an English party, don’t you know? A: Yes, I do. And we’re giving some performance at the party. What are you going to do? B: I’m singing song with my classmates.

Step3 Speaking Doing exercises No. 2 and 3 on page 21 Now turn to page 21 and do exercise 2. In the dialogue a newspaper reporter is interviewing Wang Wei about her plans for the trip along the Mekong River. However, they are not sure about some of the verb tenses. Can you help them complete their conversation? Let’s continue to do exercise 3. Do you have any plans for the future yourselves? If you have any, please use the Present Continuous Tense to express your future actions. Give as much information as you can. Dialogue 1. First show an example: Where you going on holiday? A: Yanzi, where you going on holiday? A: When are you leaving? A: How are you going to Laos? A: How long are you staying there? A: Great. Have a good trip. Farewells: Have a good trip/ journey; Have a good day/ time; Have fun; Good luck; Take care! B: I’ m going to Laos. B: Next Sunday. B: I’m taking a plane. B: About two weeks. B: Thanks.

Enjoy yourself; Best wishes;

Step4 Homework Review


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