Unit 3 Travel journal课程目标与教材处理

Unit 3Travel Journal一、教材分析：1. 教材所处的地位和作用：本案例是人教版《普通高中课程标准实验教科书·英语（必修）1》第三单元第一课时的Reading部分，中心话题是“Travel”涵盖了听、说、读、写几个部分。

根据新课程标倡导创导新的理念，本案例结合教材，将这一课时内容重新改编，，使之更加适合我校学生的实际情况。

教师在开课之前，借助图片、视频等材料帮助学生掌握了一些关于旅游方面的知识和单词，再通过学生对自己的旅行经历的描述，了解各地或各国的风土人情、风俗习惯。

作为教学导入，以此扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，使学生掌握现在进行时表示将来的计划、安排的用法以及向别人告别与表达祝愿时的语句，为下一课时的学习做好铺垫。

根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：2. 教育教学目标：知识目标：掌握和运用一下的单词和句子New words：journal, fare, transportFunctional sentences：Have a good day / time ! Good luck! Enjoy yourself !Best wishes to you.（2）能力目标：通过设计的各种活动，学会用英语交流旅游计划，谈论旅游的行为规范、旅游工具、旅游必备品及相关旅游注意事项。

使学生从所提供的各种材料里获取信息，运用语言组织能力来表达自己的观点并正确使用现在进行时表示将来的用法。

（3）情感目标：了解旅游时的交通工具、旅游必备以及相关的旅游注意事项，激发学生对大自然的热爱和旅游的兴趣。

3. 教学重点、难点：本着课程标准，在吃透教材基础上，我确立了如下的教学重点、难点（1）重点：掌握现在进行时表示将来的用法以及一些表示祝愿的句型.学习一些功能句，应用于实际生活中。

（2）难点：进一步巩固现在进行时表示将来的用法，学习灵活运用表示祝愿的句型。

Travel Journal教案文章一、课程目标1. 让学生了解并掌握旅游日记的基本结构和写作技巧。

2. 培养学生观察、思考、表达和创造的能力。

3. 提高学生对旅游文化的认识，培养他们的跨文化交际意识。

4. 提升学生的写作兴趣和自信心。

二、教学内容1. 旅游日记的基本结构2. 旅游日记的写作技巧3. 旅游文化的介绍4. 跨文化交际意识的培养三、教学方法1. 任务驱动法：通过设定具体的写作任务，引导学生进行思考和表达。

2. 案例分析法：通过分析典型的旅游日记案例，让学生了解和掌握写作技巧。

3. 小组讨论法：通过小组讨论，培养学生的合作精神和批判性思维。

4. 跨文化交际法：通过介绍旅游文化，提高学生的跨文化交际意识。

四、教学步骤1. 引入：引导学生谈论自己或他人的旅游经历，激发学生的兴趣。

2. 讲解：介绍旅游日记的基本结构和写作技巧。

3. 案例分析：分析典型的旅游日记案例，让学生了解和掌握写作技巧。

5. 小组讨论：学生互相交换作品，进行小组讨论，提出修改意见。

6. 总结：对学生的作品进行点评，总结旅游日记的写作要点。

五、教学评价1. 学生旅游日记的完成情况。

2. 学生参与小组讨论的积极程度。

3. 学生对旅游文化的理解和跨文化交际能力的提升。

4. 学生对写作的自信心和兴趣的提高。

六、教学资源1. 旅游日记案例：收集一些典型的旅游日记案例，用于分析和讨论。

2. 旅游文化资料：提供一些关于不同地区和国家的旅游文化资料，用于学生了解和参考。

3. 写作指导资料：提供一些关于旅游日记写作的指导资料，如写作技巧、结构等。

4. 评价标准：制定旅游日记的评价标准，以便学生了解要求和进行自我评价。

七、教学环境1. 教室：提供足够的空间供学生进行讨论和写作。

2. 电脑和投影仪：用于展示案例和资料。

3. 白板或黑板：用于板书和展示评价标准。

八、教学拓展活动1. 组织一次旅游体验活动，让学生亲身体验旅游的乐趣和感受。

2. 举办一次旅游日记展览，让学生展示自己的作品，并互相学习和交流。

高一英语必修一 Unit3 Travel Journal 说课稿1. 教材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游见闻。

课标内容：语言技能：学习用英语表达祝愿和告别以及交通方式；学会在准备出行之前与同学用英语讨论、制定旅游计划，通过上网查阅相关资料以及写信向朋友或知情人作一些必要的咨询，以了解旅游常识以及旅游必备的手段和必备的费用等；学会在旅游期间或旅游结束后用英语写游记供自己欣赏和他人参考，养成用英语写游记或日记、学会思考和倾诉的良好习惯，从而提升用英语与人沟通、思考问题和解决问题的能力以及写作能力。

听：准确掌握听力材料中的升调和降调，迅速获取文章中的旅行方式、旅行路线以及时间、地点、人物等重要信息。

说：用地道、规范的句子向别人告别或表达祝愿；能够熟练使用现在进行时表述自己对未来的打算。

读：阅读本单元课文及相关旅游文章，能够从文章中获取主要信息，克服像地点名、民族名，民族特点的节日名称的障碍。

写：能够写一篇游记，要求做到：思路清晰，语言简练，并能正确表达自己所做之事、所到之处以及自己的感受。

语言知识：学习本单元22个新单词、2个新短语以及用现在进行时表示将来含义的用法。

话题：Travelling; describing a journey词汇：见教材词汇表功能：1.祝愿和告别(Good wishes and farewells)1).Have a good day/ time/journey/rip!Good luck! Enjoy yourself! Best wishes to you!Happy New Year! Merry Christmas! Happy Birthday!2). Thank you. You, too. The same to you.2.交通方式 (Means of transportation)walking, cycling, horse riding, taking buses/trains/boats/plane语法：现在进行时表示将来When are you leaving?How are you going there?Where are you staying?How long are you staying there?When are you coming back?情感态度和价值观：通过课文的学习，要求同学们能够积极参与关于旅行准备、旅游见闻、旅游感受等方面的交流活动，用准确的英语描述国内外的重要景观、名胜古迹以及一些当地的旅游文化节日。

人教版高中英语Unit 3 Travel journal教案2023人教版高中英语Unit 3 Travel journal教案Ⅰ. 教学目标1. 让学生了解旅行日记的写作特点并学会撰写旅行日记。

2. 培养学生独立思考和表达能力。

3. 提高学生对英语听、说、读、写能力的综合运用。

Ⅱ. 教学重点1. 学习旅行日记的写作技巧和格式。

2. 掌握描述旅行经历的词汇和句型。

Ⅲ. 教学难点1. 运用英语描述旅行中的景点和人物。

2. 根据提供的素材写出完整的旅行日记。

Ⅳ. 教学准备1. 多媒体设备2. 学生练习册3. 板书Ⅴ. 教学过程Step 1. 导入新课1. 向学生介绍旅行日记的概念和重要性。

提问：你们曾经写过旅行日记吗？为什么要写旅行日记？2. 呈现一份标准的旅行日记，并让学生观察其中的格式和写作技巧。

Step 2. 学习旅行日记的格式和写作技巧1. 提示学生观察旅行日记的格式，包括日期、地点、时间、内容等。

2. 引导学生观察旅行日记的语言风格，如使用第一人称、过去时态等。

3. 教授一些描述旅行经历的词汇和句型，如visit, explore, enjoy, beautiful scenery等。

Step 3. 练习写作1. 分发学生练习册，并让学生完成练习册上的相关写作练习。

2. 引导学生分享自己的旅行经历并写成日记。

学生可以根据提供的素材写，也可以自由发挥。

3. 让学生交换日记，互相阅读并提供建议和修改意见。

Step 4. 总结和拓展1. 让学生总结本节课学到的旅行日记的写作技巧和格式。

2. 提供更多的写作素材和练习，让学生进一步拓展写作能力。

Ⅵ. 作业布置1. 练习册上的写作练习。

2. 要求学生继续写作旅行日记，并根据教师的要求反馈修改。

3. 准备下节课的教材和学习资料。

以上就是针对人教版高中英语Unit 3 Travel journal教案的教学内容和流程安排。

希望学生们通过本节课的学习能够熟悉旅行日记的写作特点，掌握相关的词汇和句型，并能够在实际写作中灵活运用。

Unit 3 Travel JournalI. Analysis of the teaching contentsThis unit, unit 3 travel journal, is from New Senior English for China Student’s Book 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.II. Analysis of characteristics of the learnersStudents 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, teac her’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.III. Teaching aimsA.Knowledge1.The students should learn how to use the key words and expressions in this unit, such as, prefer todo sth. prefer sth to sth., be fond of, attitude and so on.2.The students learn to use the present continuous tense to express future actions.B.Ability1.The students will make some team and learn to make a travel plan or a study plan together and carryout it if the condition is mature.2.The Ss 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 atravel advertisement.C.Emotion and attitude1.Develop Ss’ 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.IV. Teaching methodologyGenerally, the method is task-based language teaching. Details are as follows:1.Discussion to help the students know something about travel: the transport, the travel budget. Picturesto 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 work to develop the students’ cooperative spirit and encourage them to speak English in class.5.Retell to help students to review the passage .V. Learning strategyVI. Important points of teaching1.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 prese ntation on one’s own travel plan.VII. Difficult point of teaching1.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.VIII. Teaching proceduresStep 1. Warming upShow some beautiful pictures around the worldGoal: This step is to arouse the students’ interest in the unit.Step2. Background informationLet 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: ReadingA.Pre-readingB.While-readingC.Post-readingGoal: 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: ExercisesGoal: Do some exercises to review what have learned before. Pair work to tr ain students’ ability of speaking and cooperative spirit.Step5: HomeworkGoal: To let the students consolidate what they have learnt and improve their writing ability.Step6: SummaryIX. Teaching contents1.Lead-in and Warming-upShow 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, and I continue to ask where they have been.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 some other place. 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.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.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 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 informationWith 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.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 Reading1.Pre-readingCan you guess what the names of these rivers are? (In 1 minute)Changjiang (Yangtze) Yellow2.3.4.5.6.7.8.9.Nile AmazonHow do people living along a river make use of it? (Individual work in this part)To irrigate the fieldsTo go swimming in it in summerTo make electricityTo travel along itOk, now please look at the map on page 18 and list the countries that the Mekong River flows through. (review)Mekong RiverThe countries that the Mekong River flows through: China's Yunnan province, Burma, Laos, Thailand,Cambodia and Vietnam2.While-readingAsk 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 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.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 metres, 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-readingA.After they complete these questions, I’ll ask the students to read the text following the tape. And thenunderline 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 WangWei’s attitudes to this journey.Step 4: Exercisesnguage 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 anduse 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: HomeworkWrite a short passage of your travel plan.Step6. SummaryNow, let’s sum up what you have learnt about traveling.From this unit, you have also learned:Useful words:Useful phrases:A new grammar item:Other ability that you have gained:。

Unit 3 Travel Journal 单元教学目标I.Target language目标语言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。

教学设计Step 1 pre-reading1.Before -class and leading-in1. Present a fantastic video about a river to arouse their interest of traveling.2. After the video，ask them a question: How do you feel about the video？3. Let them guess the name of the river with some tips.设计意图：通过展示一段美丽风景的视频，采用直观的视角，消除学生的紧张情绪，营造宽松的学习气氛，并给他们视觉冲击。

给出一些小提示，让学生猜测河流名称，引出湄公河这一主题，让学生看地图，并介绍湄公河的基本知识，激发学生的兴趣和好奇心，为全面的课堂参与作有力的铺垫。

2. Prediction学生预测课文内容，教讲解预测策略。

设计意图：有意识地培养学生的预测能力，增加阅读的兴趣，提高阅读的效率。

Step 2 while-readingTask1 fast reading快速阅读文章，帮助学生归纳文章大意，体裁和文章脉络结构。

简单讲解略读策略。

Fast reading—First Impression1. Read the title and predict the main idea of the article.A. The author and her sister are planning for the winter holiday.B. They experienced something during their trip in QinghaiC. Something unusual happened to them during the tripD. They planned and made preparations for the trip2. What is the writing style of this passage?A. Narration (记叙文)B. Science fiction (科幻小说)C. Argumentative writing (议论文)D. Expository writing (说明文)3. Match each paragraph with its main idea and get the structure.Para.1 A. details about Mekong river found in the libraryPara. 2 B.Wang Wei’s attitude (personality)Para.3 C. The dream to take a bike tripTask 2 detail readingPara. 1: The dream to take a bike tripRead Para. 1 carefully to find 4Ws（设计意图让学生注意记叙文的几个重素）1.Who would travel in the text? What are their relationships?2.What was their dream?3.Where were they going? Who planned the trip?(Try to find one sentence in the text to answer and analyze it)设计意图：突显文中强调句型4.What did Wang Wei prepare for the trip?(Pay attention to some timelines&verbs)设计意图：突显英语单词中动词和名词的重要性，另一方面，突显记叙文的时间线索。

Microteaching Planning Design (微格教案设计）Topic: Travel JournalPlanner:刘丹Date: 2013-4-25Training skills: The skill of introductionCharacteristic of students: They are very interesting in travel and want to learnmore about the travel journal.Teaching aims: To excite t he students’ interest and develop their imagination, and to teach them more knowledge about the travel journal.Learning tasks: Thought the study, students can introduce some famous attractions in English and make a travel plan.Teaching strategy: Lead the students into the study of the new lesson--Unit 3 travel journal.Teaching media: the computer, the television, the blackboardTeaching procedure:1、Asking a question about traveling, catch the students’ attention.2、Let the students talk about somewhere they have been before.3、Through showing some pictures, tell students some famous sites around the world.4、Through showing some pictures, tell students some knowledge about the transport.5、Introducing some famous rivers around the world.6、Let the students do a match about the famous rivers.7、Trough showing the picture, let students know the Mekong River.8、Introducing the Mekong River, and lead the students into the reading part in unit 3.Microteaching Planning (微格教学教案)Subject: EnglishTopic: Travel JournalPlanner:刘丹Date: 2013-4-25Teaching aims: To excite the students’ interest and develop their imagination, and to teach them more knowledge about the travel journal.Time Teaching behavior Teachingskills Learning activities Teaching media30s Good morning, boys and girls.How are you today?I’ m fine, thanks.Today,we will learn the unit 3 traveljournal.Let students beready for newlesson.Good morning, Miss Liu.I’ m fine, and you?OK.1m 1、Before the class, i have two questionsfor you.2、Do you like traveling?3、Where have you been before?Any volunteers? OK, you please.4、That is wonderful! If I have a chance,I want to go there, too. Any othervolunteers? #, please.5、I think you have been many beautifulplaces before, right?To excite thestudents’interest aboutthe newlesson.1、Yes, I do.2、#Beijing, Tianjin#Yunnan, XiamenComputerandtelevision1、And now, i want to show you morefamous tourist attractions around theworld.1、Yes.3m Let’ s guest where is it.Are you ready?2、No.1, where is it?3、Yes. It is the Tienanmen Square inBeijing. And next one? Any one knowabout that?4、It is the Victoria Harbour in HongKong. It is the important part of HongK ong’ s economic. And next one. What isit?5、Yeah, it is the Eiffel Tower. ThanChinese people called it 巴黎铁塔or埃菲尔铁塔.6、I would like to travel there becausethey are so great! Do you?To tell studentssome famoussites around theworld and holdthe students’attention aboutthe travel. 2、Tienanmen Square.3、Hong Kong.4、巴黎铁塔。