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The teaching design of Unit 3 Travel Journal
错误!未找到引用源。. Analysis of the teaching contents(教才分析)
This unit, unit 3 travel journal, is from New Senior English for China Student’s Boo

k 1. The topic of this unit centers on travel and travel journal, including the travel plan, where to travel, how to travel and so on. Travel is very attractive to the students. But before traveling, we must do a lot of work. The reading material is about how they make their travel plan and how to carry out their plan. The students can learn how to describe their attitudes and how to make a travel plan if they want to travel. Travel is a very beneficial and attractive activity. One can gains a lot, such as, general knowledge of geography, politics, communicate skills and travel experience. In this unit, language study includes some new words and useful expressions and the present continuous tense.

错误! 未找到引用源。 Analysis of characteristics of the learners . (学 生特点分析)
Students who learn this unit are in their Senior One. They have the basic ability to read the passage and know how to make their plans and show their attitudes towards something. But they don’t have very large vocabulary. Therefore, they have some difficulties in understanding the reading material completely. So, to master the new words in this unit is very important. Students in their age are active but afraid of making mistakes and they have few chances to express themselves in English. In this case, teacher’s guidance and courage are the keys to students’ progress. Students may feel bored if there is only boring knowledge. We can combine the passage and some knowledge with their interests so that they can be more devoted in the study.

错误!未找到引用源。. Teaching aims(教学目标)
A. Knowledge 1. The students should learn how to use the key words and expressions in this unit, such as, prefer to do sth. prefer sth to sth., and so on. B. Ability

1. The students will make some team and learn to make a travel plan or a study plan together and carry out it if the condition is mature. 2. The students learn to express their attitudes to something, someone or some methods. 3. The students should know what Eco-travel is,and plan an Eco-travel for the nearest holidays. 4. The students learn to write a letter to their friends or relatives, to write a travel journal and a travel advertisement. C. Emotion and attitude 1. Develop students’ sense of Eco-travel and make them protect the environment while traveling. 2. The students will learn that travel also need courage, perseverance and some common sense. 3. They will develop students’ cooperative spirit.

错误!未找到引用源。. Teaching methodology(教学方法)
Generally, the method includes direct teaching method and task-based language teaching. Details are as follows: 1. Discussion to help the students know something about travel: the transport, the travel budget. Pictures to show the natural environment of the Mekong River. 2. Fast reading to help the students to get the general idea of the passage. 3. Careful reading to get the students to understand some detailed information. 4. Pair works to develop the students’ cooperative spirit and encourage them to speak English in class. 5. Retell to help students to review the passage.

错误!未找到引用源。. Important points of teaching(教学重点)
1. Master the new words and phrases in this unit. 2. Help the students to get a better understanding of the text. 3. Help the students to make a presentation on one’s own travel plan.

错误!未找到引用源。. Difficult point of teaching(教学难点)
1. Express fluently their travel plan and wishes. 2. Grasp the main idea of the text and how to tell the writer’s attitude. 3. Plan an eco-travel for the nearest holiday.

错误!未找到引用源。. Teaching procedures(教学过程)
Step 1. Warming up Show some beautiful pictures around the world

Goal: This step is to arouse the students’ interest in the unit. Step2. Background information Let the students’ say something about travel and the Mekong River and then, teacher will give some pictures of the Mekong River. Goal: To enrich their background knowledge. Step3: Reading A. Pre-reading B. While-reading C. Post-reading Goal: Improve the students’ ability of exchanging ideas and let them get the general idea of the given passage through skimming and scanning. And gain the knowledge of some common sense and the words, phrases and grammar points. Step4: Exercises Goal: Do some exercises to review what have learned before. Pair works to train students’ ability of speaking and cooperative spirit. Step5: Homework Goal: To let the students consolidate what they have learnt and improve their writing ability.

错误!未找到引用源。. Teaching contents(教学内容)
1. Lead-in and Warming-up Show some pictures or postcards of some places of interest and beautiful travel destinations and vocation resorts on the screen and tell them the places of interests in the world. And then ask them if they like traveling. They may answer yes or no, and I continue to ask why do you like traveling or why not. T: Ok, boys and girls, do you like traveling? Ss: Yes/no. 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 some other place. And they may find their travel is interesting, funny, impressive, unforgettable, wonderful, and comfortable and so on.)(In 3-4 minutes) With the help of multimedia, I’ll 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 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) 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? Step2 Background information With the help of multimedia, I’ll show some pictures of the Mekong River and introduce the basic information, such as the length, the countries that it flows through, where it ends, how it looks like and so on. Also, I will help the students to revise the transports and asked them if we want to travel the Mekong River, what transports should we choose. 贵阳兼职网 The Mekong is a river in Southeast Asia. It is the world's 12th-longest river and the 7th-longest in Asia. Its estimated length is 4,350 km (2,703 mi), and it drains an area of 795,000 km2 (307,000 sq mi), discharging 475 km3 (114 cu mi) of water annually. From the Tibetan Plateau this river runs through China's Yunnan province, Burma, Laos, Thailand, Cambodia and Vietnam. Laos, Thailand, Cambodia and Vietnam established the Mekong River Commission (MRC) in 1995 to assist in the management and coordinated use of the Mekong's resources. In 1996 China and Burma became "dialogue partners" of the MRC and the six countries now work together within a cooperative framework. The extreme seasonal variations in flow and the presence of rapids and waterfalls in this river have made navigation difficult. Two hundred Chinese border police and 100 policemen from Myanmar, Laos and Thailand escorted a convoy of 10 Chinese cargo ships departing Guanlei, China, recently. The river is a major trading route linking China’s southwestern province of Yunnan to the South China Sea via Myanmar, Laos, Thailand, Cambodia and Vietnam, and provides locals with an invaluable outlet to the sea and international trading. Step3 Reading 1. Pre-task

Can you guess what the names of these rivers are? (In 1 minute) Ppt 展示 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. (Review) Mekong River(图片展示) The countries that the Mekong River flows through: China's Yunnan province, Burma, Laos, Thailand, Cambodia and Vietnam 2. While-task Ask the students to scan the text and think about the following questions. A. What is the text about? B. What was Wang Kun and Wang Wei’s idea of a good trip? Their idea was to take a long bike trip. C. Who planned the trip to the Mekong? Wang Wei. Ask the students to read the text more carefully and answer more questions. D. Where the source of the Mekong River is and which sea does it enter? The source of the river is in Qinghai Province and it enters the South China Sea. E. What can you see when you travel along the Mekong River? You can see glacier, rapids, hills, valleys, waterfalls and plains. F. What difficulties did Wang Kun and Wang Wei find about their journey? The journey will begin at an altitude of more than 5,000 meters, where it is hard to breathe and very cold. G. 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. 3. Post-task

A. After they complete these questions, I’ll ask the students to read the text following the tape. And then underline the difficult sentences and some important expressions and phrases. Then I will explain then in next class. B. Ask the students to simply retell the story in their own word and then tell others Wang Kun’s and Wang Wei’s attitudes to this journey. Step 4: Exercises A. Language exercises: Discovering useful words and expressions, discovering useful structures. B. Work in pair. Imagine that you are Wang Kun or Wang Wei. Choose a paragraph from the passage and use the information to help you make up a dialogue. Wang Wei: You know, we’ve always wanted to do a long bike trip. Why don’t we go on after we graduate from college? Wang Kun: That is a good idea. … Step 5: Homework Write a short passage of your travel plan. http://www.23yyzw.com


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