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必修一Unit 3 Travel JournalReadingIntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the role of river in life. They will then be helped to read a narration entitled JOURNEY DOWN THE MEKONG. It’s about two students taking a trip down a river.Examples of “Warming Up”designs are presented in this book for teachers’reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students read a travel journal■To help students better understand “traveling down a river”■To help students understand and use some important words and expressions■To help students identify examples of the present progressive tense: expressing futurity in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedure1. Warming up⑴Warming up by discussingGood morning, class. Do you like traveling? Why do you like traveling? And why don’t you like traveling? Where have you ever been before? How did you get there? If you are given a chance to travel around the world, what kind of transportations will you use and why? Now look at the following pictures and discuss it in pairs.⑵Warming up by looking and speakingNow boys and girls, what do you need to take with you if you are preparing for a bike trip along the Changjiang River? Look at the pictures and tell the whole class which object you think is the most useful and which one is the least useful. Give a reason why you think so.⑶Warming up by asking and answeringNow suppose you live in Qinghai. You plan to take a holiday with a friend somewhere in Southeast Asia. You have been given a chance to choose three places to visit. Please find out the one-way fare to get there for different kinds of transportation. Perhaps you may not know the exact fare, but you can guess how much the fare is. Please have a short discussion with your partners and then decide where to go.Ok, now I’d like you to ask your partner the following questions.2. Pre-reading by talking and sharingAs we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them.3. Reading aloud to the recordingToday we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud about the recording of the text JOURNEY DOWN THE MEKONG on page 18. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 4. Reading and underliningNow please read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading aloud once again and understandingNext we are going to read aloud the text once again and then answer some questions.1)Who are Wang Kun and Wang Wei? (They are brother and sister, and both are college students.)2)What was their dream? (Their dream was to take a great bike trip.)3)Who are Dao Wei and Yu Hang? (They are Wang Kun’s cousins who are at a college in Kunmi ng.)4)Where is the source of the Mekong River and which sea does it enter? (The source of the river is in QinghaiProvince and it enters the South China Sea.)5)What can you see when you travel along the Mekong? (You can see glacier, rapids, hill, valleys,waterfalls and plains.)6)Is it a difficult journey to cycle along the Mekong? Why? (Yes. The journey begins at an altitude of more than5,000 meters, where it is hard to breathe and very cold.)6. Reading and summing upWe shall go over the text once more to complete the chart below.Type of writing and summary of the idea7. Making a diagram of the textNext try to turn out a diagram of the text to see its organization.8. Retelling the text with the help of the diagram in about 200 wordsRetelling can be fun and useful. Next we are to retell the story in the third person. And we shall make use of the diagram above.9. Discussing in groupsWe have got the general meaning of the passage, and we know Wang Wei and Wang Kun have some similar and different attitudes about the trip. You may have a short discussion with your partners and then fill in the chart.10. Closing down by taking a quiz。
必修一Unit 3 Travel JournalReadingIntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the role of river in life. They will then be helped to read a narration entitled JOURNEY DOWN THE MEKONG. It’s about two students taking a trip down a river.Examples of “Warming Up”designs are presented in this book for teachers’reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students read a travel journal■To help students better understand “traveling down a river”■To help students understand and use some important words and expressions■To help students identify examples of the present progressive tense: expressing futurity in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedure1. Warming up⑴Warming up by discussingGood morning, class. Do you like traveling? Why do you like traveling? And why don’t you like traveling? Where have you ever been before? How did you get there? If you are given a chance to travel around the world, what kind of transportations will you use and why? Now look at the following pictures and discuss it in pairs.⑵Warming up by looking and speakingNow boys and girls, what do you need to take with you if you are preparing for a bike trip along the Changjiang River? Look at the pictures and tell the whole class which object you think is the most useful and which one is the least useful. Give a reason why you think so.⑶Warming up by asking and answeringNow suppose you live in Qinghai. You plan to take a holiday with a friend somewhere in Southeast Asia. You have been given a chance to choose three places to visit. Please find out the one-way fare to get there for different kinds of transportation. Perhaps you may not know the exact fare, but you can guess how much the fare is. Please have a short discussion with your partners and then decide where to go.Ok, now I’d like you to ask your partner the following questions.2. Pre-reading by talking and sharingAs we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them.3. Reading aloud to the recordingToday we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud about the recording of the text JOURNEY DOWN THE MEKONG on page 18. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 4. Reading and underliningNow please read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading aloud once again and understandingNext we are going to read aloud the text once again and then answer some questions.1)Who are Wang Kun and Wang Wei? (They are brother and sister, and both are college students.)2)What was their dream? (Their dream was to take a great bike trip.)3)Who are Dao Wei and Yu Hang? (They are Wang Kun’s cousins who are at a college in Kunming.)4)Where is the source of the Mekong River and which sea does it enter? (The source of the river is in QinghaiProvince and it enters the South China Sea.)5)What can you see when you travel along the Mekong? (You can see glacier, rapids, hill, valleys,waterfalls and plains.)6)Is it a difficult journey to cycle along the Mekong? Why? (Yes. The journey begins at an altitude of more than5,000 meters, where it is hard to breathe and very cold.)6. Reading and summing upWe shall go over the text once more to complete the chart below.Type of writing and summary of the idea7. Making a diagram of the textNext try to turn out a diagram of the text to see its organization.8. Retelling the text with the help of the diagram in about 200 wordsRetelling can be fun and useful. Next we are to retell the story in the third person. And we shall make use of the diagram above.9. Discussing in groupsWe have got the general meaning of the passage, and we know Wang Wei and Wang Kun have some similar and different attitudes about the trip. You may have a short discussion with your partners and then fill in the chart.10. Closing down by taking a quiz。
必修一Unit 3 Travel JournalReadingIntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the role of river in life. They will then be helped to read a narration entitled JOURNEY DOWN THE MEKONG. It’s about two students taking a trip down a river.Examples of “Warming Up”designs are presented in this book for teachers’reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students read a travel journal■To help students better understand “traveling down a river”■To help students understand and use some important words and expressions■To help students identify examples of the present progressive tense: expressing futurity in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedure1. Warming up⑴Warming up by discussingGood morning, class. Do you like traveling? Why do you like traveling? And why don’t you like traveling? Where have you ever been before? How did you get there? If you are given a chance to travel around the world, what kind of transportations will you use and why? Now look at the following pictures and discuss it in pairs.⑵Warming up by looking and speakingNow boys and girls, what do you need to take with you if you are preparing for a bike trip along the Changjiang River? Look at the pictures and tell the whole class which object you think is the most useful and which one is the least useful. Give a reason why you think so.⑶Warming up by asking and answeringNow suppose you live in Qinghai. You plan to take a holiday with a friend somewhere in Southeast Asia. You have been given a chance to choose three places to visit. Please find out the one-way fare to get there for different kinds of transportation. Perhaps you may not know the exact fare, but you can guess how much the fare is. Please have a short discussion with your partners and then decide where to go.Ok, now I’d like you to ask your partner the following questions.2. Pre-reading by talking and sharingAs we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them.3. Reading aloud to the recordingToday we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud about the recording of the text JOURNEY DOWN THE MEKONG on page 18. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 4. Reading and underliningNow please read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading aloud once again and understandingNext we are going to read aloud the text once again and then answer some questions.1)Who are Wang Kun and Wang Wei? (They are brother and sister, and both are college students.)2)What was their dream? (Their dream was to take a great bike trip.)3)Who are Dao Wei and Yu Hang? (They are Wang Kun’s cousins who are at a college in Kunming.)4)Where is the source of the Mekong River and which sea does it enter? (The source of the river is in QinghaiProvince and it enters the South China Sea.)5)What can you see when you travel along the Mekong? (You can see glacier, rapids, hill, valleys,waterfalls and plains.)6)Is it a difficult journey to cycle along the Mekong? Why? (Yes. The journey begins at an altitude of more than5,000 meters, where it is hard to breathe and very cold.)6. Reading and summing upWe shall go over the text once more to complete the chart below.Type of writing and summary of the idea7. Making a diagram of the textNext try to turn out a diagram of the text to see its organization.8. Retelling the text with the help of the diagram in about 200 wordsRetelling can be fun and useful. Next we are to retell the story in the third person. And we shall make use of the diagram above.9. Discussing in groupsWe have got the general meaning of the passage, and we know Wang Wei and Wang Kun have some similar and different attitudes about the trip. You may have a short discussion with your partners and then fill in the chart.10. Closing down by taking a quiz。
Period 1 Warming up and reading 教学目标分析 知识与技能目标： 1. 通过阅读，能够从篇章中获取主要信息，掌握旅行日志文体的结构特点。 2. 根据对时间的关键词的查找，学会有条理的介绍事情发展经过。 3．通过查找关键信息，能够准确分析人物性格。 4. 能够使用有关地理的名词和短语，并能够模仿阅读篇章结构介绍一处旅游景点。 过程与方法目标： 1. 通过教师引导，运用略读、寻读、细读和查找关键词技能获取信息。 2.通过小组讨论, 生生合作方式进行学习。 情感态度和价值观目标： 1. 通过学习培养学生对旅游的浓厚的兴趣，。 2. 通过旅行了解世界各地的文化，增强对祖国大好河山的热爱和国际意识，进而培养学生的跨文化交际能力。 3. 通过参与小组活动提高团队意识，能积极与他人共同合作解决问题，交流思想。 教学重点、难点分析 教学重点： 1.通过语篇学习掌握旅行日志的文章结构，培养学生分析文章，获取信息的能力。 2.培养学生的阅读微技能，尤其是略读，查读等以及信息重组与信息转换的能力。 教学难点： 1．对于高一学生来说，本篇课文较长，且含有较多生词，可能对学生的阅读理解造成一些影响，通过整体和分段阅读相结合，化难为易，帮助学生扫除阅读中的障碍。 2.高一学生对于skimming 和scanning这些阅读技能还不太熟悉，通过相关阅读活动设计，引导学生正确运用这两项阅读微技能。 教学过程设计 步骤1：Lead-in (10分钟)： Lead in the new lesson with two pictures of the golden week of this year. And ask students why people like travelling? Q1: What can you see in the pictures? Q2: Why do people like travelling? Group Discussion Ask the presenter of each group to present their reasons. (In order to make friends, broaden horizon, enrich stories, gain more knowledge, to stay away from troubles, to get relaxed, experience cultures and customs, and admire the scenery…) 设计意图：通过国庆黄金周的出行图片，引发学生对为什么越来越多的人喜欢旅游的思考。 在学生的小组讨论中激活了旅游的相关话题知识、语言知识，为下面的学习活动进行铺垫。 步骤2： Pre-reading（2分钟）： Lead students to look at the map of the Mekong River and learn to find out the key information from the map. Q: Where is the river? Which countries does the river flow through? The Mekong River flows through _____ countries. （six） China(中国)，Laos(老挝)，Myanmar(缅甸)，Thailand(泰国)，Cambodia(柬埔寨)，Vietnam(越南) 设计意图：培养学生从地图上查找关键信息的能力，并使得学生对于湄公河的地理位置有宏观的了解。 步骤3：Fast Reading（5分钟）： Let students to look through the whole passage and find out the main idea of each paragraph. Task1: Which is the main idea of the passage？(C) A. The author and his sister’s plan about their winter holiday. B. The experience during the author and his sister’s trip in Qinghai. C. The author and his sister’s plan and preparations for their trip. D. Stories that happened during their trip. Task2: Please find out the main idea of each paragraph. Para 1: _____________ ( B. dream ) Para 2: _____________ (C. a stubborn sister ) Para 3: _____________ (A. preparation ) A. preparation B. dream C. a stubborn sister 设计意图：引导学生通过速读掌握文章主旨，培养学生skimming这项基本的阅读技巧。 步骤4：Careful Reading（13分钟）： Guide students to catch the detailed information through reading tasks and share the answers. Task1: Para1 Q1: Who will travel in the text? Q2: Where are they going? Q3: How are they getting there? Q4: What happened at the different time? Since middle school… Two years ago Last year When we graduated from college…
now Task2: Para2 Q1: Did his sister look at the map? (No, she didn’t.) Q2: What did she do when I told her that the source of the Mekong? () Q3: What did she do when I told her that our journey would begin at an altitude She seemed to be excited about it Q4: What did she do when I told her the air would be hard to breathe? She said it would be an interesting experience Q5: Use some adjectives to summarize Wang Wei’s Characters: ______________________________________ (stubborn, careless, confident, brave…) Task3: Paragraph 3 Let students review the geographical terms according to some pictures: (glacier, waterfall, valley, plain, rapids, meander, delta, bend) Fill in the blanks (1) The Mekong begins in a __________ on a Tibetan Mountain. (2) Then, it becomes _____ as it passes through deep _____, sometimes it becomes ____. (3) As it enters Southeast Asia, it runs slowly. It makes _____ or _____ to the _____. (4) At last ,the river _____ enters the ______． 设计意图：培养学生带着阅读任务快速寻找关键词的能力，并通过课件图片展示，帮助学生培养从语篇中分析人物性格和有条理介绍地理景色的能力。同时在小组活动中培养与人交流合作的能力。 步骤5：A Challenging Game（8分钟）： There are six questions for students. Each group can choose the different question and get different scores. 1. 1. Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province. （F） 2. 2. The Mekong River begins in a glacier on a Tibetan mountain, and the water there is clear but not cold. （F） 3. Which provinces does the Mekong flow through in China? （Qinghai and Yunnan） 4. Find a sentence to replace the following one. The Mekong flows slowly and gently through the valleys and reaches the farming plains. （It makes wide bends or meanders through low valleys to the plains where rice grows）. 5. What difficulties did Wang Kun and Wang Wei find about their journey? The journey would begin at an altitude of more than 5000 meters, where it is hard to breathe and very cold. 4. 6. Match the great rivers with their countries. The Mekong (Southeast Asia), Seine (France), Nile (Egypt), Yellow River (China), Amazon (Brazil ), Mississippi (US), Thames (England).. 设计意图：使学生在竞赛抢答中，能够更好的理解文章内容，同时拓展课外知识，培养组内合作的意识。 步骤6： Summary（1分钟）
