当前位置:首页 >> 英语 >>

Unit 3 Travel journal 教案

Unit 3 Travel Journal
I. 单元教学目标 技能目标 Goals Talk about traveling How to make preparations for traveling Use the present continuous tense for future use Be able to write a travel journal T

ell the difference between a diary and a journal II. Target language 目标语言 1. Talk about plans

How much money will you pay for the fare? When are you leaving? Where are you staying?

How are you going to …? How long are you staying at …? When are you arriving at/ in …?

When are you coming back? 2. Good wishes

Have a good day / time! Have a good journey / trip! Good luck! Enjoy yourself! Best wishes to you. Have fun! Take care



journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, determined, valley, waterfall, plain, attitude, shorts, camp, record,

afterthought, topic, familiar. 2 认读词汇:

Vientiane, Laos, Phnom Penh, Cambodia, Ho Chi Minh, Vietnam, Mekong, Source, detail, atlas, glacier, Tibetan, rapids, delta, canyon 3 词组:

Change one’s mind, give in, pass through.

句 型 语

It is / was + 强调部分 + that (who) + 句子

The The present continuous tense for future use 法 Ⅲ 教材分析与组合 1. 教材分析 本单元以 travel 为主题, 使学生通过 travel 了解他们所去国家或地区的风土 人情,地理地貌及气候特征。让学生体会英语作为工具给他们带来的乐趣。 学 生可以利用英语扩大自己的视野,获取知识,了解世界。学生可以通过相互讨论 和相互交流以丰富各自的地理知识。进一步扩大学生的词汇量。能正确使用现在 进行时的形式表达将来的计划和安排。 本单元把 Travel Down the Mekong 分成六 部分, 其中三部分作为阅读材料而另三部分作为听力材料。通过本单元的学习使 学生掌握一些重要词汇及词组, 并能够写出自己的旅行日志来提高自己的写作水 平。 1.1 Warming-up 让学生想象去旅游并选择一个地方为题,讨论所需费用, 并决定四种交通方式,使学生了解旅行前的准备及计划。 1.2 Pre-reading 部分的三个问题是通过讨论河流在人民生活中的作用以及

看图回答问题,让学生找到湄公河流域的国家,作为阅读的―热身‖ 1.3 Reading 是日志的第一部分,它讲述了王坤和王薇的骑车旅行梦想和计 划, 描述了他们为这次旅游所做的准备,对旅游路线的选定以及他们通过查阅地 图对湄公河情况的了解。 文章用第一人称的方式, 通过对王薇做事的方式的介绍, 让大家了解了她的性格特点,使人倍感亲切,给人留下深刻的印象。日志的第二 部分放在 workbook 中, 主要讲述他们在西藏山中度过的一宿, 以及旅行中的苦 与乐。 1.4 Comprehending 第一题是信息题,通过问答使学生进一步理解课文以训 练学生获取信息的能力。 第二题是理解题, 让学生用自己的话解释课文中的句子。 第三题是推断题,让学生通过主人公的行为来推断他们对旅行的态度。第四、五 题是语言运用题,用以提高学生运用语言的能力。 1.5 Learning about language 分两部分,第一部分是旨在通过三个题型的练习 使学生掌握目标语言。第一题,让学生通过词义来推断正确的词,其实也是训练 学生熟悉英文解释。 第二小题, 让学生在理解句意的基础上正确使用所学词或词 组完成句子,训练学生能够灵活应用词和词组。第三题,则训练学生在实际中灵 活运用所学词汇。 而第二部分是语法项目, 即在 Warming-up 中提到的现在进行 时表示将来的用法。第一小题,让学生注意句子中的动词形式,进一步让学生体 会进行时的将来用法。 第二小题,通过补全对话让学生在实际中能够灵活运用 所学语法。第三小题,则让学生在没有规定内容的情况下自由应用,以精通此语 法。 1.6 Using language 部分分成三部分,第一部分是 Reading and discussing,它 旨在让学生阅读 Part 2 A Night in the Mountains 后通过问题的形式来提高学生 的说的能力。 第二部分是 Listening and speaking, 该部分是骑车旅游的第三部分, 它讲述王薇等人在离开老挝首都路上遇到俩女孩时所进行的一段对话, 并通过填 表格的方式检验学生对段落的理解并提高学生的听的能力。 第三部分是 Writing, 该部分要求学生掌握 E-mail 的写作,要求学生围绕旅游话题写一封 E-mail,以 锻炼学生写作能力。 1.7 Summing up 师生共同总结所学的词和短语及语法项目。 1.8 Learning tips 建议学生旅行后写旅行日志,提高写作能力。

2 教材重组 2.1 将 Warming up 和 Pre-reading 作为 Reading 的导入内容 , 将三者与 Comprehending 整合成一节阅读课。 2.2 将 Learning about Language 及 Using Structures 课。 2.3 将 Using language 中的 Reading and discussing 与 Talking in workbook 设 计成一节听说课。 2.4 将 Using Language 中的 Listening 和 Listening in workbook 设计成一节 听力课。 2.5 将 Writing 和 Writing task 设计成一节写作课。 2.6 将 Reading (Part 6 The End of our Journey) in workbook 和 Summing up , 设计成一节词汇及语法

设计成一节综合课。 3 设计与课时分配(经教材分析,本单元可以用六课时教完) 1st period Reading 2nd period Grammar 3rd period Speaking 4th period Listening 5th period Writing 6th period Summing up 分课时教案 The first Period Reading Teaching goals 教学目标 1.Target language 目标语言 a. 重点词汇和词组 dream about, finally, persuade, stubborn, insist, properly, determined, attitude, change one’s mind, give in. b. 重要句式 Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. Two years ago she bought an expensive mountain bike and then she persuaded me

to buy one. It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly. She gave me a determined look – the kind that said that she would not change her mind. Once she has made up her mind, nothing can change it. We were both surprised to learn that half of the river is in China. 2. Ability target 能力目标

Enable the students to conclude Wang Wei’s and Wang Kun’s attitude to the trip and then add their own opinion with the target language. 3. Learning ability goals 学能目标 Enable the students to learn how to conclude Wang Wei’s and Wang Kun’s attitudes about trip. Teaching important points 教学重点 To comprehend the text is very important. Get Ss to express their plans and wishes. Help them learn that traveling is a good way to widen one view and add to one knowledge. Teaching difficult points 教学难点 How to grasp the main idea of the text and how to tell the writer’s attitude Teaching methods 教学方法 Talking, discussing, reading Teaching aids: 教学工具 a tape recorder, a projector and a computer Teaching procedures & ways 教学过程和方法 Step 1 Greeting and leading-in T: Good morning / afternoon. S: Good morning / afternoon, Sir / Madam. T: Boys and girls, Do you like traveling?

Ss: Yes. T: Where have you been before? S1: I’ve been to Beijing, and Huangshan. T: How did you find your travel to Beijing? S1: Very interesting. It helped me learn about the history of Beijing. As the capital of our motherland, it is really beautiful. The deepest impression on me is the visit to the Great Wall and the Forbidden City. But it was a pity that time was too short. We had no chance to go sightseeing in other places of interest. S2: I went to Xiameng last year. I think the travel to Xiameng was busy. We visited many places, such as Wuyi Mountain, Putuo Temple, Ningbo and so on. Though we had a good time, in fact, most of the time was spent on trains. That was boring and tiring. I felt a bit sorry. T: It’s a pity. If you had made a proper plan before traveling, your journey would have been much more comfortable and interesting. Do you think so? S2: I agree with you. T: How do you like travel? S3: In my opinion, travel is interesting and helpful. When I travel I can learn a lot. I can enjoy local customs, cultures and beautiful scenery. T: I also think so. Well, after we choose a place to travel, we must choose a kind of transport which kind of transport do you prefer to use: bus or train? Now, please work with your partners and think about the advantages and disadvantages of each form of transport and fill in the chart on page 17. Five minutes later, check the Ss’ answers T: Ok. We’ve weighed the advantages and disadvantages of each form of transport. Now, imagine that you plan to spend a holiday. Choose a place you want to visit. Think about the fare for different kinds of transport and decide how to get there. You may not know the exact fare, but you can guess how much the fare is. Please have a discussion with your partners and then decide how to get there. Two minutes later, ask a pair of students to report their decisions. T: Since you’ve decided how to get there, I’d like you to talk more about your

holidays. Then use these questions on the screen to make a dialogue about your holidays with your partners. Show the screen. 1. Where are you going on holiday? 2. When are you leaving? 3. How are you going to …? 4. How long are you staying in……? 5. When are you arriving in/at? 6. Where are you staying? 7. When are you coming back? Ss are given one minute to practice. Then ask some pairs to act out their conversations Sa: Tom, where are you going on holiday? Sb: I’m going to Laos. Sa: When are you leaving? Sb: Next Sunday. Sa: How are you going to Laos? Sb: I’m taking a plane. Sa: How long are you staying there? Sb: About two weeks. Sa: Great. Have a good trip. Sb: Thanks. Step 2 Pre-reading T: Well done! Do you like traveling along a river, a great river? Ss: Yes. T: By the way, what role does a river play in people’s life? In other words, how do people who live along a river use it? S1: People use a river to irrigate their fields. S2: People use a river to make electricity. S3: People go swimming in the river in summer. They can float wood down a river.

S4: They can travel along a river. T: You are right. As we know the world has many rivers. It even has many great rivers. What makes a river great, in your opinion? S4: A great river is very important. S5: A great river is very large and long Teacher shows a chart with some great rivers in the world Names of River Mekong Rhein Ganges Seine Nile Thames Gongo Niger Volga Danube Amazon Mississippi England Egypt India Central Africa Russia West Africa Brazil US France Germany China, SE Asia Central Europe Location

T: Now please look at the chart. In the left column are names of some great rivers. In the right column are the locations where the rivers lie. Please match them. After Ss complete the chart, Teacher can show the correct answers in another chart. Then Teacher should ask Ss some more questions about the rivers. T: Does anyone know anything else about the rivers? S6: The Seine River. It locates in France. It’s the mother river of France. S7: I know something about the Nile. It’s the world’s longest river. It flows through Egypt. S8: I have some idea about the Amazon. It’s the world’s largest river. It’s in Brazil.

The correct answers: Name of River Mekong Rhein Ganges Seine Nile Thames Congo Niger Volga Danube Amazon Mississippi China, SE Asia Germany India France Egypt England Central Africa West Africa Russia Central Europe Brazil US Location

T: OK, if you could travel down only one of them, which one would you choose, and why? S9: I’d like to travel down the Seine. So I can see much beautiful scenery in Europe. I can enjoy the Eiffel Tower. S10: I’d rather go along the Nile, where I can see many wild animals. I can learn about customs and cultures in Africa. I can also see the great dam, Aswan. T: Do you know the Mekong River? S11: Yes. But I only know it locates in Southeast Asia. T: It doesn’t matter. Now let’s look at the map on Page 18. Will you please find out the countries that the Mekong River flows through? Ss: China, Vietnam and Laos. Step 3 Reading and comprehending T: Great. Now let’s read a passage about a journey down the Mekong River. Please read the passage and get a main idea of the text. Let’s learn more about the Mekong River. Then I’d like to ask you some questions on the text.

Show the questions on the screen. Give the Ss five minutes to read the passage and then check their answers Questions: 1. What was Wang Kun and Wang Wei’s idea of a good trip? 2. Who planned the trip to the Mekong? 3. Where is the source of the Mekong River and which sea does it enter? 4. What can you see when you travel along the Mekong River? 5. What difficulties did Wang Kun and Wang Wei find about their journey? 6. What do you think about Wang Kun and Wang Wei? T: You know Wang Kun and Wang Wei are brother and sister. What was their idea of a good trip? S1: They have dreamed about taking a great bike trip. T: Who planned the trip to the Mekong? S2: Wang Wei. T: What about Question 3? S3 The source of the Mekong River is in Qinghai Province and it enters the South China Sea. T: How about Question 4? S4: We can see a glacier, deep valleys, waterfalls, hills and plains. T: What difficulties did Wang Kun and Wang Wei find about their journey? S5: We know that the travelers had to climb over a Tibetan mountain and pass through deep valleys. T: You are right. Have you ever thought of traveling by bike? Ss: Yes/no. T: What do you think about Wang Kun and Wang Wei? S6: I think they are energetic and determined. T: Quite right. Now I’d like you to tell Wang Wei’s and Wang Kun’s similar and different attitudes about the trip. You can have a discussion with your partners. And then fill in the chart. By the way, do you know the word ―attitude‖? An attitude is

what a person thinks about something. Let’s start. Two minutes is enough. Teacher checks the answers and writes them down on the blackboard while the students are telling their answers. Similar attitudes about the trip Both think Different attitudes about the trip Wang Wei believes

1. taking this trip is a dream that comes 1. they must start in Qinghai where the true. 2. that they will enjoy the trip a lot. 3. they should see a lot of the Mekong. 4. that most of the Mekong will be found in Southeast Asia. river begins / see all of the Mekong 2. that they don’t need to prepare much. Wang Kun believes 1. it is too cold and high to start in Qinghai. 2. that using an atlas is very important. T: Do you agree with them? S: Yes. T: OK. Another question. Who do you think was right about the trip? Why? S: I think Wang Kun was right, because if it is too cold and too high, the trip will be hard. People will have some difficulty in breathing at a high altitude. Wherever we go we need an atlas so that we will not lose our way. Step 4 Explanation During the procedure Teacher will ask Ss to read the text carefully and pay attention to the words in bold in the text and underline the sentences they don’t understand. Then Teacher will do some explanations, deal with language problems in the text, and at the same time mention Ss to refer to Notes 5 to10 on P 81. Next Teacher plays the tape. T: Well, everyone. Let’s read the text again. Please read carefully and focus our attention on the details and the sentences you don’t understand. Underline the sentences you don’t understand. Please go ahead. Five minutes later. T: Finished? Do you have any problems?

S1: Yes. In the sentence ―She insisted that we find the source of the river and begin our journey there.‖ the verb ―insist‖ is used in the past definite tense, while ―find‖ is in the original form of a verb. It seems that they don’t agree with each other. S2: I don’t understand the sentence ―She gave me a determined look – the kind that said she wouldn’t change her mind.‖ What’s the meaning of ―the kind‖? T: O K. let me do some explanations and deal with the difficult language points. 1. insist vt. to declare that a purpose can not be changed. In this case the clause is often used in the so-called subjunctive mood to express one’s strong suggestion. The verb is often used in the form of ―should + do‖ or ―do‖. e.g. I insisted that he should come with us. The teacher insisted that a meeting be held immediately. 2. In the sentence ― the Kind ― means ― the kind of the face‖ 3. dream about to see in a dream

e.g. The soldier often dreamt about home. 4. It was my sister who had the idea … This is an emphatic drill. Its pattern drill goes like this: It is / was + the emphatic part + that/ who + clause. e.g. It is light that travels faster than sound. It was the headmaster who gave us a talk on how to learn a foreign language well. 5. persuade vt. to cause sb. by reasoning (to do sth.)

e.g. The doctor has persuaded him to give up smoking. 6. cycle vi to ride a bike difficult to deal with; not easily giving way to persuasion

7. stubborn adj.

e.g. The girl is so stubborn that nobody can persuade her to change her mind. 8. properly adv 9. care about in a suitable manner be interested or be concerned

10. It makes wide bends or meanders through low valleys to the plains where rice grows. In the sentence, make means become.

11. once conj.

even for one time, as soon as

e.g. Once you understand this rule you will have no further difficulty. Once you show any fear the dog will attack you. 12. give in to surrender e.g. Liu Hulan would rather die than give in. T: Well, anything else? Ss: No. T: It’s time to do practice. Work in pairs. Imagine that you are Wang Kun and Wang Wei. Choose a paragraph from the passage and use the information to help you make up a dialogue. Two minutes later, I’ll ask a pair of students to act out your dialogue. A sample: Wang Wei: You know, we’ve always wanted to do a long bike trip. Why don’t we go on one after we graduate from college? Wang Kun: That’s a good idea. Where are we going? Wang Wei: Why not cycle along the entire Mekong River from where it begins to where it ends? Wang Kun: Well. We should plan it well. Wang Wei: Let me plan our schedule. I can organize the trip properly. T: Good. Sit down, please. Now it’s time to deal with Exercise 5 on page 19. Compare the following sentences with different stresses and explain the meaning. Follow the example. Two minutes later. T: Now, who’d like to explain the first sentence? Volunteer! S1: I think it says: It’s a surprise to learn that half the river is in China. T: Quite right. Sentence Two? S2: We were both surprised to learn that the Chinese part of the river forms a half of the river. T: Ok. The last sentence.

S3: We were both surprised to learn that it is in china that half the river is. T: Good. We can see that different stresses express different meanings of the narrator. Step 5 Summing up and homework T: This class we have grasped the main idea of the text, the usage of some words and phrases. We’ve also learned about traveling. That is: before traveling we should make good preparations—making a plan, decide the place to visit and get enough information about the place. With full preparations we’ll have a good time during the trip. Here is your homework. Please go over the text after class, and complete the exercise on P 56 in workbook. All right, boys and girls, that’s all for today. 篇章分析: 一 课文图解 Read the text, and then fill in the chart. Journey down the Mekong River Their dream Wang Wei’s suggestion Their preparations Taking a great bike trip Finding the source and beginning there Both of them bought expensive bikes, got their cousins interested in traveling and turned to the atlas in the library Why excited Their journey would begin at an altitude of more than 5ooo meters The Mekong River It begins at a glacier on a Tibetan mountain, moves quickly and passes through deep valleys. Half of it is in China. It enters the Southeast Asia. Then it travels slowly through hills and low valleys and plains, at last it enters the South China Sea. 二 课文复述 Retell the text in about 100 words.

Notes: 1. Ask Ss to retell the story in the third person; 2. Try to use proper conjunctions; 3. Refer to the chart while retelling 4. The possible version below can be used as a material for both retelling and dictation. One possible version: Wang Kun and his sister dreamed about taking a great bike trip since middle school. After graduation from college, they finally got the chance to make their dream come true. His sister thought of the idea to cycle along the Mekong River. They both bought expensive bikes. They also got their cousins interested in cycling. Wang Wei stuck to the idea that they found the source and began their journey there. When she heard that the source of the Mekong River is in Qinghai Province, she wouldn’t change her mind. She even felt excited when she knew that their journey would begin at an altitude of more than 5,000 meters. Before the trip they found a large atlas in the library. From the atlas they knew clearly about the Mekong River. 三 德育渗透 Life is just a series of trying to make up your mind. 生活是由一系列下决心的努 力所构成的。 Hitch your wagon to a star. 树雄心,立大志。 Success belongs to the persevering. 胜利属于有毅力者。 No success in life merely happens. 人生中没有什么成功是纯粹偶然得来的。 四 文章体裁及写作技巧 This is a travel journal. The author begins with his dream in his childhood and talks about the main topic: a bike trip. In the order of occurrence of events, the author describes their preparations before their journey: thinking of the idea of taking a trip down the Mekong River, buying bikes, getting their cousins interested in bike travel and turning to an atlas in the library for information about the river. The author also shows us a stubborn and determined sister, who always regarded her way as a proper way. That the author describes what has happened and what he experienced as the first

person makes the passage real, natural and vivid. His description about his sister shows his love to his sister and arouses readers’ interest to her. 五 中心思想: The passage tells us a main idea that no success in life merely happens by describing my sister and my dream-taking a bike trip and preparations for the trip. The author also mainly describes Sister’s ―stubborn character‖ , ―always taking her way for a proper way‖ and her being determined. The Second Period Learning about language Teaching Goals 教学目标 1. Target language 目标语言 a. 词汇 stubborn, determined, persuade, cycle, waterfall, valley, rapids, plain, glacier, canyon b. 语法 the present continuous tense for future use 2. Ability goals 能力目标 Enable the students to master the present continuous tense: expressing futurity. 3. Learning Ability goals 学能目标 Students can use the words freely and express their plans and arrangements in the present continuous tense. Students should do the practice actively and earnestly so as to fulfill the teaching task the unit sets. Teaching important points 教学重点 The usage of the important words and the present continuous tense for future use Teaching difficult points 教学难点 How to use the words and the present continuous tense for future use Teaching methods 教学方法 Explaining, discussing and practicing Teaching aids 教学工具 A projector and a computer Teaching procedures & ways 教学过程和方法 Step 1 Greeting and Revision Check the Ss’ homework. Let some Ss tell their answers orally and the whole class

corrects them if necessary. As for Ex 3 on page 56, the teacher can ask the students to translate them one by one orally. If any of them has any mistakes, the teacher can write down their sentences on the blackboard and ask other students to correct them. T: Hello, boys and girls. S: Hello, sir / madam. T: Isn’t it a fine day, is it? Have you finished your homework? Would you please tell me your answers? Ss: Yes. Check the answers together. Step 2 Learning about language T: Well done! After we read the passage and did the exercise we have learned about the usage of some words and expressions. But to master them more exactly, we should do more practice. Now look at Ex.1 in Part 1 on P 20. You are asked to complete the sentences by finding the correct words and expressions in the reading passage. Please start. Of course you can discuss with your partners. Ss are given two minutes to do it. T: Finished? Will you please tell us your answers? S1: My answers are: 1 persuade 2 determined 5 prefer 6 organized 7 fares… gave in 8 cycle T: Good. We have also learned some new words and expressions. Now let’s do the Ex 2 together. Suggested answers: 1 give in 2 liked…better 3 determined 4 item 5 voyage 6 journal 7 3 is fond of 4 care about

shortcoming 8 make up his mind T: Well done! In the passage we have also learned some geographical terms. Here is a passage on the screen. Can you complete it with some of the following words? Ask one student to do it and the other students watch. If there is any mistake, Teacher can ask Ss to correct it together Answers: glacier, valley, waterfall, rapids, plain, delta. T: Good. You have mastered these words and expressions. Let’s turn to another

subject ―Discovering useful structures‖. In fact, that’s the p resent continuous tense for future use. Do you remember we have mentioned it in the Warming up? Let’s do more practice to see if we can use it freely. Look at Ex.1. Please find out similar sentences from the reading passage. Underline the verbs in the sentences, pay attention to the verb forms and do some explanations yourselves. Show the sentences on the screen: Where are we going? When we are leaving and when are we coming back? S: We can see that the verbs are all used in the ―-ing‖ form. They express future actions or plans. T: Quite right. Here is another dialogue on page 21. 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? Give the Ss two minutes to do it. Then ask a pair of Ss to act out this dialogue. Sr: Miss Wang, I hear that you are going to travel along the Mekong River. That’s really exciting. Have you got everything ready? Sw: Almost. Sr: When are you leaving? Sw: Next Monday. Sr: How far are you cycling each day? Sw It’s hard to say. If the weather is fine, I think we’ll be able to ride 75 km a day. Sr: What about the weather in Qinghai Province? Sw: The weather forecast is not good so we will /are going to take a large parcel of warm clothes with us. Sr: Where are you staying at night? Sw: Usually in our tent, but sometimes in the villages along the river bank. Sr: What happens if you have an accident? Sw: Don’t worry. I had some medical training at my college. Besides, we are taking/will take/have taken out insurance to cover any problems.

Sr: Well, it sounds fun. I hope you’ll have a pleasant journey. Thank you for your time. (Sr: Do you think you are coming back here soon? Sw: Oh, we aren’t coming back to this place. We are going home. That’ll be a month later. Sr: Thank you for your time, Miss Wang. Good luck on your journey! Sw: Thank you.) T: Wonderful! You have grasped how to express a plan using the present continuous tense. Do you have any plans for the future yourselves? If any, please use the present continuous tense to express your future actions. You can give as much information as you can. Please go ahead. Three minutes later T: What’s your plan? S4: I am going to the zoo tomorrow morning. In the evening I am watching TV. S5: I am traveling along the Huanghe River next month. I’m staying in my tent for the night. I’m writing a travel journal about the trip. T: Well. Please turn to P 57. Look at exercise one of Using Structures in workbook. Let’s have a competition. Whoever fulfils the exercise first will be the winner. Of course your answers must be correct. See who is the first to finish it correctly, and praise him or her. Teacher can ask three or four students to tell their answers. Then Teacher decides who the winner is. T: Great! All of them are right. But Li Pin is the first to finish. So the winner is Li Pin. Congratulations! By the way, we can also use ―be going to‖ to express future plans. For example, I’ll go nowhere. I am going to stay home this afternoon. Got it? Step 3 Summing up T: Today we have mastered the usage of some words and some geographical terms. We have also grasped the usage of the present continuous tense for future use. But please pay attention. Not all verbs can be used in the ―-ing‖ form to express future actions. Such verbs as come, go, leave, fly, stay, meet, die , see etc. are mainly used

in the ―-ing‖ form to express plans. After class you must remember the words we have learned and practice more about the present continuous tense. Here is your homework. Do Ex 1 and 2 in the Using structures on page 57 -- page 58. You are asked to write your plan for a trip by discussing with your partners. O K. Class is over. You are dismissed. The Third Period Speaking Teaching Goals 教学目标 1. Target Language 目标语言 a. 词汇和短语 shorts b. 重点句子 Our legs felt so heavy and cold. We can hardly wait to see them! 2. Ability Target 能力目标 While improving Ss’ reading ability we train Ss how to describe what they see during their trip so as to improve Ss’ writing ability. 3. Learning Ability 学能目标 After reading Ss are requested to infer the heroes’ feelings and they can talk freely about trips so as to improve their speaking ability. Teaching important points and difficult points 教学重点和难点 1 How to describe what they see and hear 2 How to infer how the author feelings 3 Make up a dialogue according to a certain situation Teaching methods 教学方法 Reading, speaking and listening Teaching aids 教学工具 a recorder and a projector Teaching procedures & ways 教学过程与方法 Step 1 Greeting and revision Check the homework. Ask some Ss to tell their plans for holidays. Then ask a pair of Ss to act out a conversation about their holiday plans. altitude as usual make camp

A possible sample Sa: Hi. Wang Bin. Sb: Hi. Zhang Wei. Sa: Where are you going for your holiday? Sb: I’m going to Shanghai. Sa: Whom are you going with? Sb: My father. Sa: How are you getting there? Sb: By train. I can enjoy the window scenery. Sa: What are doing there? Sb: I am going to the Waitan. I am going to play on the sands. I’m going to see the TV Tower. Sa: Where are you staying? Sb: I’m staying at my Aunt’s. Sa: When are you returning? Sb: A week later. Sa: Have a good trip! Sb: Thank you. Step 2 Reading T: Wonderful! Homework check is over. Please turn to page 22. Now let go on with the journey down the Mekong with Wang Wei and Wang Kun. They are in Tibet at present. Now please read the passage quickly and quietly and get the main idea of it. Then I’ll ask you the questions on the screen. Show the questions on the screen. 1. What items are Wang Wei and Wang Kun carrying with them? What do you think they will have to leave behind in Dali? What they should take instead? 2. How does Wang Kun feel about the trip now? 3. What do you think has changed his attitude? 4. Is it natural for Wang Kun not to feel lonely? 5. Would you feel the same way in this situation? Why or why not?

6. Do Chinese like to be around with others more than westerners? Three minutes later, Teacher asks Ss those questions. T: Who volunteers to answer the first questions? S1: They are carrying water bottles, cups, coats, gloves, T-shirts, shorts, tent, pillow. I think they should leave cups, gloves, coats behind and take raincoats instead. T: The second? S2: He is starting to enjoy the trip. T: What about the second? S3: Seeing the beautiful land has changed Wang Kun’s attitude. T: Is it natural for Wang Kun not to feel lonely? S4: Yes, We can see that the scene Wang Kun saw is beautiful. The clear sky , the bright stars and the fire accompany him. Besides, their cousins are waiting for him. They will meet soon. So he doesn’t feel lonely. T: What’s your answer to the fourth question? S5: Yes, because beautiful scenery will make people happy. Especially when his best friend is waiting for him somewhere. T: What’s your opinion about the last one? S6: Yes, Chinese prefer to be around others while Westerners want to spend some time alone. This is because of different cultures. Step 3 Speaking T: Great. Imagine Wang Wei and Wang Kun have a talk the next morning before they leave their camp. Can you make up a short dialogue between them with your partner? Two minutes later, ask two pairs of Ss to act out. S7: Oh, up so early? S8: Early? It’s nearly 9 o’clock! S7: Oops. (Look at his watch). I guess you’re right. S8: Why were you so tired? S7: Well, I stayed up late last night to watch the stars. S8: That’s nice. They must be pretty.

S7: Yes, they were. Another pair. S9: You look tired. S10: Yes, I stayed up the whole night. S9: Really? S10: Yes, I watched the stars and the clear sky. S9: Great! That must be pretty. S10: Yes, they were. Look at the sun and the clouds. S9: How nice! T: Wonderful! Now let’s listen to the tape and do a listening practice. Mark the rising and falling tone of each sense group and sentence. Then practice reading aloud. Let the Ss do the practice for a few minutes. Step 4 Listening and Explanation Listen to the tape and do Ex 3, then do the explanation. T: Now listen to the tape and please finish Ex3 on page 22. Minutes later, T: OK. we have read the passage and understood it. Does anyone have any problem? S11: Would you please explain the sentence Our legs felt so heavy and cold ? T: It means we were tired and felt very cold. S12: What’s the meaning of We can hardly wait to see them? T: They are eager to see their cousins. T: No other problems? Well, have you noticed that Wang Kun and Wang Wei take many things during their travel? You see they change their clothes in different weather. Now boys and girls, let’s turn to a relaxing topic. If you are helping the cyclists to prepare for their trip down the Mekong, what do you think you need to choose to take? Look at the talking part on P 55. You are asked to circle five that you think are the most useful and then compare your list with your partner. And then tell the reasons. Here are some more items on the blackboard: backpack, cash, first aid kit, boots, suitcases, passports and CD card. Five minutes later, ask two pairs of Ss to act out their dialogues.

Sample dialogue: Sa: Well, I’m not sure about some of these things but I think a can/tin opener is not very useful. Sb: Why not? Sa: Just think: cans / tins are heavy to carry on a bike. So no cans means no can / tin opener. Sb: Yes, you’re right. And I’m not sure about the need for an umbrella either. Sa: But certainly it will rain on their trip. So it is useful. Sb: I disagree. How can you hold an umbrella and ride a bike? Sa: Oh yeah, I see what you mean. So they should have raincoats. Sb: Yes, and raincoats are not heavy. Sa: How about the radio? I mean, can we really use it? Sb: Maybe in China they can get the weather report on the radio. Sa: Yes, sure, but most of the trip is not in China. They don’t know the languages. Sb: Right. OK. So we agree that a can / tin opener, umbrella and a radio are useless. Another sample: Sc: I think a tent and a blanket are the most useful. Sd: I agree, they need them to spend night. And I am sure of the need of a compass. Sc: I don’t think so. As long as they travel down the river, they’ll never lose their way. Sd: Yes, How about a water bottle? Sc: In my opinion, it’s the most useful. They need water all the way. Sd: Right. I am sure they need a map. Sc: Yes. If they have a map, they will know where they are. Sd: Now, a tent, a blanket and a map are the most useful. Step 5 summing up and homework T: OK. Everyone. Today we have read a passage and practiced speaking. We have known what we will take when we take a bike trip. Please go on practice talking

about the subject after class. Next class, I will ask some of you to act out your dialogues. This is your homework. Pease do the SPEAKING TASK on page 59 in your Workbook. Imagine that you and three of your classmates run a travel business that gives tours of famous places in or near your hometown. You want to make a poster advertising a tour so that your travel agency can get more business. That’s all for today. Bye. The Forth Period Listening Teaching Goals 教学目标 1. Target language 目标语言 a. 词汇 Thailand, Tibet, Laos, canyons, floods, valleys b. 重点句子 The lakes shone like glass in the moonlight. 2. Ability goals 能力目标 Students can grasp the main idea of the passage and get to know what the author saw and heard. Students can pick out the key words in each paragraph. 3. Learning ability goals 学能目标 Help the students learn how to grasp the main idea during listening through picking out the key words. Teaching important points 教学重点 Listen to the two parts about the journey down the Mekong, and get the main idea and choose the correct answers. Teaching difficult points 教学难点 Work together with partners and describe what the characters see. Teaching methods 教学方法 Listening and discussing Teaching aid 用具准备 A recorder

Teaching procedures & ways 教学过程 Step I Revision Ask some students to talk about which subjects they will take. T: Good Morning / afternoon! Ss: Good morning, Sir / Madam! T: First I’d like to check your homework. I’ll ask you one question: what will you take when you go on a trip? S1: I’ll take a tent, a water bottle, a raincoat and a map. So I can make camp at any place. The raincoat will protect me from rain. T: What about you, Liu Jing? S2: I decide to take a map, a radio, a raincoat and a flashlight. With a map I’ll know where I am and in which direction I should go. The radio will give the latest news and weather report. T: I think so. Step II Listening

Students are asked to read the sentences and then listen to the tape only once to choose the right sentences telling the main idea of the dialogue they hear on the tape. T: Good, our homework check is over. Today let’s go on with the trip down the Mekong River with Wang Wei. Please open your books at Page 23. Before listening to the tape, please read the sentences fast and as usual try to predict what the listening is about.. Then tick the right sentence. Let’s start. Students can check their answers with their partners. T: Now, we can see a passage in Ex 3. Please look through the passage and find out the listening points. One moment later, I’ll play the tape for the second time. Please listen carefully and pay attention to the important points. You may make notes while listening. Notes-making is helpful for you to remember the important points. After listening twice, check the answers and explain some difficult listening points if necessary. T: What else would you expect Wang Kun and the girl to talk about? Get into pairs and continue the dialogue between them. Use the expressions in the box of Ex 4 to

end your conversation. Step III Explanations

T: Do you have any problem? Ss: No. T: OK. I’d like to introduce a sentence to you. “The lakes shone like glass in the moonlight.” This is a common literary device, the simile. A simile is a comparison between two things using “like or “as”. In the sentence the lakes are compared to glass. The reader can imagine a calm, silver-colored lake that resembles glass in a mirror. It is a vivid image using the sense of sight. For example, coal is like black gold. Step IV Asking more questions T: Now, let’s listen to the tape for the third time. Please check your answers again and I’ll ask you more questions on the passage. T: Who stopped to look at them? S1: Children dressed in long wool coats. T: How did they know they were very high in the mountain? S2: Because they cycled through clouds. T: What joke did Wang Wei play on his cousins? S3: He said his cousins were not strong enough to finish the journey. T: When was the best time to be traveling in Laos? S4: Autumn. T: Is Laos a large country? S5: No. It has the smallest population among the countries in Southeast Asia. Step V Listening T: Let’s go with another listening on Page 55 in workbook. Look at Part 2 in the listening. Please listen to the tape and tick the words you hear on the tape. Let the students check their answers with each other after listening the first. T: Now look at Part Three. There are five questions. You should form the habit of going through the questions and answers to get the important listening points. Yes? Please listen. I’ll play the tape twice.

Check the answers together. T: Now, in groups make a list of adjectives to describe the countryside in Laos. Minutes later ask students to tell out their answers. Step VI Assignments T: Boys and girls, today we have listened to two parts of Wang Kun’s journal. I do hope you can listen to the materials again after class so that you can get very familiar with them. Besides, please LISTENING TASK and READING TASK in workbook on page58 as your homework after class. Now class is over. See you. Ss: See you tomorrow, sir / madam. The Fifth Period Writing Teaching Goals 教学目标 1.Target language 目标语言 a. 词汇 record, familiar, topics, afterthought, event 2. Ability goals 能力目标 Enable the students to write a short email and a poster. 3. Learning ability goals 学能目标 Students are requested to know how to write an e-mail and a poster. Teaching important points and difficult points 教学重点和教学难点 How to write an e-mail and how to give best wishes to somebody. Teaching methods 教学方法 Reading and discussing Teaching aids 教具准备 A recorder, a projector and a computer Teaching procedures & ways 教学过程与方式 Step I Revision Check the homework. The teacher shows the chart on page58 on the projector. One student will be asked to fill in the information in the chart. The whole class will check the answers together and give correct information. Step II Lead-in T: I’d like to ask you a question. What is the difference between a diary and a

travel journal? Perhaps this is a difficult question to you. Let students discuss this question. S: Many people put their thoughts into a diary but others write about their travels in what is called a travel journal. For one thing, a journal isn’t as personal as a diary. For another, a travel journal has a different purpose. In a journal, writers also record their experiences, ideas and afterthoughts about what they have seen. While diary writers try to record how they feel very soon after things happen, journal writers try to better understand what has happened to them much later. Unlike a diary, a travel journal is written for lots of readers. Its topics can be different from a diary, often including people, things, and events less familiar to the readers. T: Very good. In this unit, you have read the first two parts a travel journal. Some of the things described in these travels are real and some are not. By the way, another word for ―afterthoughts‖ is ―reflections‖. The word ―real‖ here refers to things that exist or have happened. So the things that are not real refer to anything that doesn’t exist or hasn’t happened. In other words, the people and events described in this journal are fictitious. Now please make a list of details from the travel journal that you believe are real and make another list of details that you don’t believe are real. Then compare your lists with those of your classmates. Are you clear? Answer keys 1. Answers will vary since lists will vary in length. Real details include anything about the geography of China and Southeast Asia, and the people who live there. Also, the places the bikers visit are real details. 2. Answers will vary since lists will vary in length. Unreal details include anything about the four bikers and their personal experiences. T: Finished? Now make another list with your partner, keeping only those details you can agree to. Then I will ask one of you to share your new list with the class. After two minutes, ask one student to write his / her list down on the blackboard. Step III Writing T: Today let’s do a writing practice. Imagine that you are a friend of Wang Wei. You will write an e-mail to her. You can start your e-mail like the one on page 24. In

your e-mail you will ask her to describe how she feels, what she is doing, and some things you want to know about. Finally you wish her well on her journey by using at least two of these expressions on Page 23. Give the students some time to do it. Show on the slide a possible sample My dear brave Wang Kun, How are you these days? How I worry about you and Wang Wei. Are you enjoying your trip? I hope so. What are doing now? Are you in Cambodia yet? When you get to Phnom Penh, tell me about the Buddhist temples there. Please send some photos with your next letter! Well, have fun and don’t forget to write to me! Say ―Hello‖ to Wei for me. Good luck on your journey. Your friend forever, Ju Lin. T: Who is the volunteer to read aloud your e-mail to the class. S: Let me try. My dear Brave Wang Kun, How I worry about you and Wang Wei. Are you having a good time? Where are you now? Are you still in Laos? Can you tell me something about people’s life there? When are you getting to Vietnam? Please send me some photos with your next letter! Well, have a nice trip and take care. Don’t forget to write to me! Give my best wishes to Wang Wei and your cousins. Good luck on your journey. Your close friend, Li Pin Step IV Practice T: Great! OK, everyone, it’s time to do the Writing task on Page 60. You are asked to write an advertisement that both foreigners and Chinese can read. This is a persuasive writing practice. You must persuade or convince your classmates to use

your travel agency with this advertisement. So you must make your advertisement attractive to readers. You must choose words carefully and offer the best services for the reasonable price. Perhaps you should consider in the position of your guests. First think of a name for your travel agency. Then choose a famous place near your hometown and list its attractions. Finally discuss what you need to put into your poster, including the pictures and words with your group members. A sample discussion. S1: I think we can call it “Hope travel”. Hearing it, we can always think of hope. S2: I agree. Our province is full of attractions, such as Wutai Mountain, Heng Mountain. And Shanxi noodles are well known. S3: Yes. We can use beautiful pictures and words. T: I’m glad you’ve had a heated discussion. Now use your ideas to make the poster. Be sure to include all the information that visitors may need, the price and the details of the tour, contact number, etc. A sample has been given on Page 60. Write one carefully. Step V Home work T: After class show your poster to another group. Ask them to give you some advice on improving it. Revise it and put it on the wall for others to see and value. Class is over. Bye. The Sixth Period Summing up Teaching Goals 教学目标 1. Target language 目标语言 a. 重点词汇 Cambodia, Laos, inn, Phnom Penh, Vietnam, Vientiane, Ho Chi Minh City, atlas, delta b. 重点句子: It also had wide streets with trees in rows and old French houses. We went to see a great temple with floors made of silver. 2. Ability goals 能力目标 After learning the text, students are requested to learn more about the customs

and landscape in the countries that lie along the Mekong River in Southeast Asia. Students can also do a summary about the unit. 3. Learning Ability 学能目标 Help the students learn how to sum up what they have learned Teaching important points 教学重点 How to sum up what they have learned Teaching methods 教学方法 Listening and fast reading and discussing Teaching aids 教具准备 A recorder, a projector and a computer Teaching procedures & ways 教学过程与方法 Step I Revision

Check homework. Show some students’ homework on the screen. Let the whole class have a discussion and try to improve it. T: Please look at the screen. Here is an advertisement by Wang Hong. What do you think of it? With Hope Travel Agency you can Hope Travel Agency offers chances to visit famous places of interest in Shanxi 2 days 2 nights ENJOY Buddhism holy place: Wutai mountain Daojiao Holy place: North Wudang TASTE Shanxi noodles LEARN Jin business culture Ss: Wonderful! T: Do you think if there is anything else to improve? S1: Let me try. I think he should make the ad more attractive. For example, the forms of the characters should be more colorful. T: A good idea. Do you have any other opinion?

BMB 680 Any places you want to go in Shanxi

S2: I think everyone should have his own style. This ad seems to copy the example. T: You are right. Every one should try to have his or her peculiar design, his or her special idea, to make his or her ad more attractive and more beautiful. In this case you will attract more people’s attention. O K. Boys and girls, try to improve your ads after class. We’ll select the best one to show on the classroom wall. Ss: We’ll do our best. T: Attention please! This is our first task in persuasive writing. That is, you will persuade more people to join you in traveling by showing them your ad. It is very helpful after you finish your education and enter the workforce. Practice more after class. Step II Reading

T: OK. Now let’s turn to Page 59. We’ll go on with the journey down the Mekong with Wang Kun and Wang Wei. This is the end of their journey. Please go through the passage quickly and quietly and get a general idea. Then I’ll ask you some questions about it. Students read the passage for a few minutes. Then the teacher shows the questions on the screen. Questions 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 Why did Wang Wei’s cousins make jokes about them? 5 Which country is larger, Cambodia or Vietnam? 6 How many times did the farmer grow a new rice crop? T: (Five minutes later) All right, let’s start our questions. Who is the first to answer Question One? S1: No. Half of the people in the country can’t read or write. T: What about the second one? S2: He felt lucky to have had a good education.

T: What’s your opinion about the third one? S3: Unlike Vientiane, ships could travel the Mekong River in Phnom Penh. T: Can you tell the answer to the fourth one? S4: Because they made jokes about their cousins before. They said their cousins were not strong enough. This time they were not strong enough themselves. T: The fifth One? S5: Vietnam is larger. Vietnam has almost seven times the population of Cambodia. T: How about the last one? S6: Four times. T: Well done. Here is a form for us to complete. Please fill it yourselves. Topic Population Laos The smallest number of people in Southeast Asia Weather Dry and cool in autumn Learning Farming Step III Poor Rice Poor Rice, fishing Warm Warm in the south, cool in the north Poor Rice Cambodia Twice of Population of Laos Vietnam Seven times of Cambodia

Careful reading and explanation

T: Well done. Read the passage for the second time carefully and see if you have any problems. You can underline the sentences you don’t understand. Students read for another three minutes. T: OK. Do you have any problem? S1: The sentence “We ate an early supper and went to see a great temple with floors made of silver.” What’s the function of “made of silver”? T: We can say “made of silver” is used to modify “floors” as attribute. We can also say that “with floors made of silver” is a phrase. The structure is: with + a noun + the past participle / prepositional phrase / the present participle / adj. / adv. etc. Additional examples

1. The children are having a class in the classroom with all the windows broken. 2. The girl arrived at a river with red flowers and green grass on both side of it. 3. They went asleep, with the light on. 4. The old man left, with the door open. T: Do you understand the phrase? S: Yes. T: All right. Since we have understood the whole massage let’s listen to the passage together. Please pay attention to pronunciation and intonation while listening. After listening, students should be asked to read the first two paragraphs after the tape. Step IV Summing up and learning tip Summing up Write down what you have learned about traveling custom in local places, landscape, life of the people, how to make preparations for traveling. From this unit you have also learned Useful verbs: cycle, persuade, insist, determine, record Useful nouns: journal, fare, transportation, altitude, topic, valley, shorts, camp Other expressions: change one’s mind; give in, stubborn, familiar, finally New grammar item: the Present Continuous Tense expressing futurity. T: Now let’s turn back to the textbook. We have learned the whole unit. We’ll do a summary practice. Let’s go through what we have learned in this unit. Please fill in the chart on Page 24. T: Nice. That’s all what we have learned in this unit. But if you want to know what you really mastered, you can look at Page 61. Here is a form for you to check yourself. Please complete it yourselves after class. You must hand it in before next class. Step V Homework T: Now let’s look at the Learning tip. Look through it. It advises you to write a travel journal when you go on a journey. Please try to do this later. In this unit we have also learned some useful words and expressions. We have also learned the usage of

the present continuous tense for future use. Please do more practice after class to grasp them. That’s all for today. Now your homework is the Project on Page 61 in workbook. Do you remember the homework we did last class? We were asked to write a poster. This project is an extension of the writing task. You can do it according to the questions in it by discussing with the same classmates with whom you made a poster. Perhaps this task is a bit difficult. But try your best. Please read the information carefully before you write one brochure. You can do this within a week. OK. Class is over. Good-bye. 附件一 Notes to some difficult language points 1. Sinc e middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. dream (of ) about doming 梦想做某事。 e.g. Tom has been dreaming of becoming a doctor since childhood. The boy dreams about being a superman. 2. It was my sister who first had the idea to cycle along the Mekong River from where it belongs to where it ends. 首先想到要沿湄公河从源头到终点骑车旅游的是我的姐姐。 It was …that (who) …是个强调句式,用来强调句子里的各种成分,以引起听 者的注意。 e.g. It is the Earth that moves around the Sun. It was what Tom said that made his mother sad. When was it that he told the bad news to his grandfather? 3. Then she persuaded me to buy one. Persuade …to do to succeed in advising sb to do

e.g. The doctor has persuaded Li Pin’s father to give up smoking. The teacher persuaded Tom to join the army. 4. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there.

Insist 后面的从句中经常用虚拟语气,动词由 should 加动词原形构成,其中 的 should 可以省略。 e.g. I insist that he (should) study medicine instead of law. 我坚持要他学医, 学法律。 Jack insisted that we (should) put our tent on the big rock. 杰克坚持我们把帐篷搭在那块大岩石上。 类似的动词还有 determine, order, request, suggest 等 e.g. The headmaster requested that every boy and every girl obey the school rules. 5. She gave me a determined look- the kind that said she wouldn’t change her mind. determined 在句中是个形容词,意为 ―坚定的,坚决的‖ His mother is s determined woman who always gets what she wants. 他母亲是一个坚定的女人,她总能达到自己的目的。 They were determined to drive the enemy out of their land. 他们决心把敌人赶出他们的领土。 6. Once she has made up her mind, nothing can change it. Once conj. as soon as ―一旦‖。 e.g. Once you show fear, he will attack you. 你一旦显出害怕,他就会攻击你。 Once you make a promise, you should keep it. 你一旦许诺,就要兑现。 Make up one’s mind to decide 下定决心;拿好主意。如: I haven’t made up my mind yet. 我还没打定主意呢。 He has made up his mind to go into business when he leaves college. 他下决心大 学毕业后经商。 附件二 Taking Your Journal on Vacation I think I must be part gypsy because I love to take trips. My eyes love taking in new

sights, whether it is landscapes, or cultural events, or sometimes even just a new store. Even driving down a new country road makes my heart flutter. Because of this, I take small trips as often as possible. Day trips have become the mainstay of my travels. I drive up to four hours in a direction, stop and visit something, and turn around and come home. The only real cost is gas. Whenever

possible, I pack the truck with my tent and sleeping bag, and make it an overnighter. Sometimes, I just go to a county park about 15 miles from home to camp, just to get out. I have found that keeping a journal on a trip or vacation provides some of the richest journaling entries. Maybe it’s because I’ve stepped outside my normal life and have the chance to view my own life from a new vista. Maybe it’s because traveling releases me from whatever ruts I was in at home. Maybe it’s just because I feel more

motivated to write, to capture the feeling and experience of the trip. I often take a day trip on the weekend when my personal life is getting intense. There is something magical for me about literally turning my back on the intense issues at home (or work) and putting some physical distance between me and them. No matter how upset I am, I find that after a few minutes of driving away from home, my focus changes away from my problems to the excitement of the trip. What I find is that when I return, I’m stronger and I have a different perspective on my life. While I may not come home with the solutions to my problems, I arrive feeling refreshed and with new enthusiasm to face them. Let me share some of my tips and techniques for keeping a travel journal so you can experiment with this on your next trip. This exercise consists of four parts Tips & Tricks for Recording Short Trips When I take a short trip, I bring along my current journal. I write before the first entry that I’m traveling and my destination. This heading creates a sort of visual interruption in the journal, much like the changes in my life from taking a trip. I usually record the mundane details of the trip as part of my journal entries. Starting mileage, ending mileage, and details from each time I may stop for gas. Sometimes I note the time when I reach a visual milestone in the trip, such as a city limits, or passing a mountain, or reaching a highway exit. I find that after a time of driving, I’m ready to reflect on my recent experience. I’ve pulled into a McDonalds many times to get a coke and write a quick journal entry. Typically, these are about what I’ve seen, or what I’m feeling about my journey at this

point, or how it feels to be away from home.

A ten minute timed writing works

really well here... bring along your kitchen timer if you really want to lose yourself in the writing and yet keep on schedule for your trip. Tips & Tricks for Recording Long Trips On longer trips, I may decide that it is time to start in a new journal. And I generally make many more mundane comments about where I stop to eat, things I see, the times and mileage for just about every milestone of the trip. I have found these details help me to reconnect with what I was feeling at each point along the trip, and let me relive the trip with more clarity. I write more on long trips, but much of it is quick words or phrases quickly scribbled. Because of that, I find I take time to write at least one long entry each day. With the mundane details already in place, I can reflect on my experience in the longer entries, or use this time to jump into a deeper discussion of any topic on my mind. When the trip is more than a few days, or when I experience a significant shift in my awareness or position on things, I find that writing in my journal can become tedious. When that happens, I stop writing except for the mundane details. Then, when I get home, I will immediately sit down with my tape recorder and dictate my journal entry. I just talk about things as I remember them. No editing, no thoughts about organizing information, just an audio brain dump of the trip. I have several of these tapes in my stereo cabinet, labeled with the trip dates and destination. I have never really transcribed the tapes, although I suppose it could be done. Once I find I’m out of things to say for the tape, my need to journal on the topic is gone. I’m content just to have the information on tape. In fact, I very seldom review these tapes although I frequently reread my journals. Practical Ideas for Keeping a Travel Journal One nice idea I have found is to keep a special travel journal of destinations. This journal has about a page for each place I’ve been. A place could be a trip destination, or just a place I passed or visited along the way. These are the places that I want to tell other people about, or places I want to visit again. For these, I write the destination name at the top of the page, followed by a street

address and a phone number when appropriate. If it is a museum or park, I may also list information about its hours. Next is a general description of the place. I may list what I did there, or list things to do next time, or things not to miss. It depends on the place. The last part of the page is detailed directions to this destination. These have been invaluable when I have made return trips to places, or have wanted to tell other people about special places to visit. When possible, I give mileage along roads and may actually draw a map. Depending on my mood and other circumstances, I may take this travel journal with me on the trip, or fill in the information later, after getting home. This journal has a place on honor in my bookshelf next to the travel related books. Suggestions for Keeping Your Travel Journal Fun Here are some suggestions for keeping your travel journals. Pack your journal and pens so they are within reach while you are driving. I keep a basket in the front seat with me that includes my journal, several pens, my camera, any maps I’m bringing, and my wallet. Don’t write while you are driving. It might seem like I don’t need to say this, but sometimes I am really tempted to try this. It is much safer to pull off the road, even just for a minute, so you can focus on the writing and not put yourself (or anyone else) at risk. Take advantage of little minutes to write. I often start journal entries while waiting in the drive through lanes of fast food restaurants. Or, write when you pull into a gas station, or before you pull out. Focus on the events of the journey. When you head out on any trip, leave your worries and concerns behind you. If you problems are at home, you can also focus

on your destination. Become an observer, noticing the details of the land and scenery around you. Pick up brochures. These are a great way to remember the places you visit, especially ones that you want to include in your special travel journal of destinations. If you have a camera, take pictures along the way. You can insert these into your

journal after you get back. I generally paste an envelope on a journal page and insert the pictures in the envelope. That way, they stay with the correct pages, and they are not likely to fall out each time you open the journal. Think about bringing a timer. I generally bring my kitchen timer along so I can do 10 minute timed writings at each stop. This lets me focus on the writing while the clock keeps my on schedule. Read more about this writing technique. Put these guidelines to work the next time you decide to take a day trip or a vacation.

Unit 3 Travel Journal教学设计比赛教案 - 最新
2014 年贵阳市教师教学设计评比活动推荐表 单位 贵阳乐湾国际实验学校 Unit 3 Travel Journal ---Warming up and speaking 邓蓉蓉 职称 中教高级 稿件名称 作者...
Unit 3 Travel journal教学设计
Unit 3 Travel journal教学设计_高一英语_英语_高中教育_教育专区。Unit 3 Travel journal教学设计Unit 3 Travel journal 教学设计 (1) 课题:Travel journal (2)...
人教版必修一Unit3Travel journal教案设计
人教版必修一Unit3Travel journal教案设计_高一英语_英语_高中教育_教育专区。人教版高一英语一册unit3Travel journal》。这篇课文向同学们介绍了王坤用第一人称...
Unit_3_Travel_journal_教学设计_教案_英语_高中教育_教育专区。教学准备 1. 教学目标 根据英语课程标准对该年级学生的要求,结合本单元的实际教学,本课时的教学...
新人教版高一英语必修1Unit3 Travel journal 全单元教案
新人教版高一英语必修1Unit3 Travel journal 全单元教案_英语_高中教育_教育专区。Unit 3 Travel Journal的单元教案,希望对你有帮助 ~!...
Unit 3 Travel journal教学设计与反思
Unit 3 Travel journal 教学设计与 反思 (1) 课题:Travel journal (2) 教材分析与学生分析: 本单元的中心话题是旅游,通过旅 游日记的方法描述旅行见闻。Warming...
unit 3 travel journal 教学设计 教学比赛第一名作品_...
unit 3 travel journal 教学设计 教学比赛第一名作品_英语_高中教育_教育专区。此教学设计为教学比赛第一名作品 Instructional Design New Senior English For China...
Unit 3 Travel journal 教案
Unit 3 Travel journal 教案_英语_高中教育_教育专区。Unit 3 Travel Journal I. 单元教学目标 技能目标 Goals Talk about traveling How to make preparations for...
修订Unit 3 Travel journal 教案
修订Unit 3 Travel journal 教案_文学_高等教育_教育专区。Unit 3 Travel Journal I. 单元教学目标 技能目标 Goals Talk about traveling How to make preparations...
Unit 3 Travel journal 教学设计二-公开课-优质课(人教...
Unit 3 Travel journal 教学设计二-公开课-优质课(人教必修1精品)_高一英语_英语_高中教育_教育专区。Unit 3 Travel journal 教学案(二) 重难点精讲 现在进行...
unit3 travel journal | travel journal教案 | unit3 travel journey | travel journal | travel journal ppt | travel journal 课件 | travel journal作文 | travel journal说课稿 |