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Unit3 Travel Journal(教学设计)2


Unit3 Travel Journal(教学设计)
柘荣一中 陆乃平 The first period (warming up, pre-reading, reading)(注: 《教学内容为
普通高中课程标准实验教科书·英语 1》 (人民教育出版社)高一第三单元。 )

1.

The analysis of the

teaching material

(This period comes from Unit3 Travel Journal, New Senior English for China Student’s Book 1) This unit can be divided into 6 periods. Here I’m going to talk something about the first period. First of all, I’ll say something about my understanding of the teaching material. Travel is a topic that is very attractive to the students. The first lesson of this unit will be designed with the purpose of arousing students’ interest in this topic and help them to develop the ability to present their travel plan in English. There are a warming up, pre-reading and a passage of reading in this part.

2.

Something about students

Here I want to make some presumption on the difficulties or problems of my students. First, they may have a quite small vocabulary. Therefore, what I should do is to make sure they have learned all the new words in this unit. It will remove some barriers of understanding to the text. Second, it is quite difficult for them to participate in practicing English in class, either because they seldom have the chance to express themselves in English, or they are afraid of making mistakes. So I will design some pair work or group free discussion according to this aim. And I’ll encourage and make sure that the students are communicating in English instead of Chinese, because this is an English class not a Chinese class.

3.

The ideas about teaching theories and practices

Generally speaking, my teaching idea is based on the theories as follows: Do carry

out “ make the students the real master while the teacher is guide.” Combine the theory with the practice. Carry out the task-based teaching and learning method.

4.

Teaching aims (knowledge aim, ability aim, emotional aim)

Knowledge aim: master the usages of new words and prepare for the learning of this unit. Ability aim: make a travel plan of their own and learn to retell the text. Emotional aim: arouse their curiosity to know more about travel and inspire them to express what they want to say.

5.

Teaching important points:

First, master the new words and phrases in this unit. Second, make a presentation on one’s own travel plan. Third, help them learn that traveling is a good way to widen one’s view and add to one’s knowledge.

Teaching difficulties:
First, how to get the students to express their travel plans and wishes. Second, how to grasp the main idea of the text and how to tell the writer’s attitude.

6.

The teaching procedures of this lesson.

Step One: Greeting Greet students as usual. Step Two: Lead-in Show some pictures or postcards of some places of interest and beautiful travel destinations and vocation resorts on the screen. And then ask then if they like

traveling. They may answer yes, and I continue to ask where they are going. T: Ok, boys and girls, do you like traveling? Ss: Yes. T: Where have you been before? And how did you find your travel? Possible answers: (Here the students’ answers are probably different. They may answer that they have been to Beijing, Shanghai, Guangzhou, Qingdao, Fuzhou, Xiamen and the like. And they may find their travel is interesting, funny, impressive, unforgettable, wonderful, comfortable and so on.)(In 3-4 minutes) Then I tell them that on this National Day I paid a visit on Shanghai with my friends. We visited Oriental Pearl,which is the nickname of Shanghai. It took me 10 hours to get there by train. What’s more, I spent a lot of money for this travel. Then show the pictures of Oriental Pearl and Huangpu River to the students on the screen. And present a table about the fare, the transport, the date, and the destination on the screen. The date 10.1.200710.4.2007 The fare 200+300+200 +200+200=1100 The transport The destination By train, bus, Oriental Pearl boat Huangpu river, Pudong area However, what’s more important, I learned a lot from this travel. Not only could I enjoy the places of interest, but also I could learn about many local customs, cultures and the history of some places of interest. So I think it is very interesting and helpful. (In 5 minutes or so) Step Three Warming up Meanwhile, with the help of multimedia, I’ll also show some pictures of different kinds of transports and help the students to revise them, including by car, by bus, by ship, by train, by air etc. However, each transport has its own advantages and Preparation for travel Others

disadvantages. Now please list some advantages and disadvantages of each transport after discussion with your partners. (In3 minutes or so) Then I will ask some of them to show their answers. At last, I summarize and present the main answers on the screen. (In 4 minutes or so) Ok, what I want to tell you again about travel in Shanghai is that the deepest impression on me is the visit to the Huangpu River, because I didn’t have enough time to travel along the Huangpu River. If you’re going to travel along a river with someone, Who are you going with? How are you traveling? Which river will you choose? What will you prepare? From where will you start? When are you coming back?
I am going with… We are starting from…

Step Four Pre-reading Can you guess what the names of these rivers are? (In 1 minute) Changjiang (Yangtze) Yellow

Nile

Amazon

(Show the pictures on the screen and then ask ss to guess the names of these rivers.) Then ask ss such a question:(in 2-3 minutes) How do people living along a river make use of it? (Individual work in this part) To irrigate the fields. To go swimming in it in summer. To make electricity. To travel along it. Ok, now please look at the map on page 18 and list the countries that the Mekong River flows through. (In 1-2 minutes) Mekong River

(The countries the Mekong River flows through: China, Myanmar, Laos, Thailand, Cambodia, Vietnam) Step Five Reading and comprehending T: Ok. Now let’s read a passage about a journey down the Mekong River. Turn to page 18 and get a main idea of the text. Let’s learn more about the Mekong River. Then I will ask you some questions on the text. (Show the questions in Ex 1 in Comprehending on the screen. Give ss 6 minutes or so to read the passage and check the answers in 6 minutes or so.) 1. What was Wang Kun and Wang Wei’s idea of a good trip? Their idea was to take a long bike trip. 2. Who planned the trip to the Mekong? Wang Wei. 3. Where is the source of the Mekong River and which sea does it enter? The source of the river is in Qinghai Province and it enters the South China Sea. 4. What can you see when you travel along the Mekong River? You can see glacier, rapids, hills, valleys, waterfalls and plains.

5. What difficulties did Wang Kun and Wang Wei find about their journey? The journey will begin at an altitude of more than 5,000 metres, where it is hard to breathe and very cold.6. What do you think about Wang Kun and Wang Wei? Wang Kun is enthusiastic, critical, and sensible. While Wang Wei is imaginative, organized, eager, persistent, stubborn and risk-taking. After they complete these questions, I’ll ask ss to read the text following the tape. And then underline the difficult sentences and some important expressions and phrases.(In 6 minutes or so) Then explain then in next class. Step Six Homework 1. Ask ss to write down the main idea of the text and then according to the main idea retell the text. 2. Ask ss to make a travel plan by themselves.. Step Seven Blackboard design Q: How do people living along a river make use of it? To irrigate the fields. To go swimming in it in summer. To make electricity. To travel along it.

7.Instruction of my design

1. Make full use of our Internet source and multimedia source. 2. Make good use of my National Day’s travel to Shanghai, especially travel along the Huangpu River, which will lead in period fluently. 3. Meanwhile, by asking the students where have they been before, many students can remember a lot about their travel during this National Day.

4. Through showing the pictures of the places of interest, students’ interest and curiosity will be aroused quickly. 5. By asking the questions “Can you guess what the names of these rivers are?” and How do people living along a river make use of it? The teacher soon will draw the students’ attention and make them think carefully. 6. By reading the passage, asking ss to discuss the writer’s character and his sister’s can impress them deeply. 7. By listening to the tape and underline the important expressions and phrases and difficult sentences can cultivate ss’ listening and awareness of important points by themselves.


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