高中英語(yǔ)必修1 Travel Journal（Period 1 Warming up and Reading）說(shuō)課稿

Unit 3　Travel journal

單元規(guī)則

本單元的中心話題是旅游(Travel)，通過(guò)旅游日記的方式描述旅行見(jiàn)聞。具體涉及旅游所需的準(zhǔn)備工作(包括精神與物質(zhì)準(zhǔn)備)，以及選擇安排旅游時(shí)間、景點(diǎn)、路線、交通工具等。語(yǔ)言技能和語(yǔ)言知識(shí)等都是圍繞旅游(Travel)這一中心話題展開(kāi)的。

為了圍繞中心話題開(kāi)展聽(tīng)、說(shuō)、讀、寫活動(dòng)，本單元安排了八個(gè)部分：“熱身(Warming Up)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehending)”“語(yǔ)言學(xué)習(xí)(Learning about Language)”“語(yǔ)言運(yùn)用(Using Language)”“小結(jié)(Summing Up)”和“學(xué)習(xí)建議(Learning Tip)”。

“熱身(Warming Up)”部分讓學(xué)討論乘公交車、乘火車、乘船和乘飛機(jī)四種不同交通方式的優(yōu)、缺點(diǎn)，并填入表格中。然后讓學(xué)生想象自己計(jì)劃選一個(gè)地方去度假，并就度假事宜編一段對(duì)話。與同學(xué)討論六個(gè)問(wèn)題，使學(xué)生了解旅游的必要手段和必備的費(fèi)用。目的是培養(yǎng)學(xué)生利用網(wǎng)絡(luò)等資源查閱信息的能力，教師可借此幫助學(xué)生掌握一些關(guān)于旅游方面的詞匯和相關(guān)知識(shí)，同時(shí)提出的六個(gè)問(wèn)題都涉及現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法，為本單元其余部分的學(xué)習(xí)作好了鋪墊。

“讀前(Pre-reading)”部分提出了兩個(gè)問(wèn)題：沿河居住的人怎樣利用河流?世界上有許多大河，如果你只能沿著其中一條河旅游，你會(huì)選哪一條?它們不僅與單元主題有關(guān)，而且與下一部分的閱讀材料內(nèi)容緊密聯(lián)系，從而導(dǎo)出了話題，并為閱讀作好準(zhǔn)備。

“閱讀(Reading)”部分是JOURNEY DOWN THE MEKONG(湄公河旅行游記)的第一部分THE DREAM AND THE PLAN(夢(mèng)想與計(jì)劃)，王坤用第一人稱講述了他和王薇夢(mèng)想沿湄公河騎自行車旅行，并為之作準(zhǔn)備的過(guò)程。主要目的是通過(guò)閱讀培養(yǎng)學(xué)生略讀、跳讀、根據(jù)上下文猜測(cè)詞義等閱讀技巧，并使學(xué)生了解湄公河的地理風(fēng)貌，豐富他們的地理知識(shí)。

“理解(Comprehending)”部分提供了五個(gè)練習(xí)。通過(guò)問(wèn)答題的形式、用自己的話解釋句子。讓學(xué)生填寫表格列舉在課文中王薇和王坤對(duì)旅行的相同和不同態(tài)度并說(shuō)明自己的看法、想象自己就是王坤和王薇并利用某一段落的信息編對(duì)話以及比較并解釋句子的意義，加深學(xué)生對(duì)課文內(nèi)容、細(xì)節(jié)以及重點(diǎn)句子的進(jìn)一步理解。淘_課件網(wǎng) wWw.taoKEJIan.com

“語(yǔ)言學(xué)習(xí)(Learning about Language)”部分講述了主要詞匯及其運(yùn)用和重點(diǎn)語(yǔ)法項(xiàng)目(用現(xiàn)在進(jìn)行時(shí)表示將來(lái))。詞匯部分設(shè)計(jì)了三個(gè)練習(xí)：練習(xí)1是利用閱讀文章中的單詞或短語(yǔ)填空完成句子;練習(xí)2是從所給的單詞或短語(yǔ)中選擇正確的完成句子;練習(xí)3是從所給的單詞中選擇合適的單詞完成段落。設(shè)計(jì)這些練習(xí)的目的是幫助學(xué)生復(fù)習(xí)掌握重要詞義和詞語(yǔ)，并能在具體的語(yǔ)境中正確使用。在這一環(huán)節(jié)中，教師要引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟，即指導(dǎo)學(xué)生形成自主學(xué)習(xí)意識(shí)，掌握合適的學(xué)習(xí)策略。語(yǔ)法項(xiàng)目是用現(xiàn)在進(jìn)行時(shí)表示將來(lái)，設(shè)計(jì)了3個(gè)練習(xí)：練習(xí)1是通過(guò)觀察“熱身”部分中的問(wèn)題來(lái)了解用現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法以及這種時(shí)態(tài)的構(gòu)成，并要求從閱讀文章中找出相似的句子;練習(xí)2以記者采訪的形式，通過(guò)談?wù)撝贫糜斡?jì)劃學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法;練習(xí)3給出了表示將來(lái)的時(shí)間狀語(yǔ)，要求仿照例句用現(xiàn)在進(jìn)行時(shí)表示將來(lái)的句子填空。設(shè)計(jì)這些練習(xí)的目的就是讓學(xué)生通過(guò)具體的語(yǔ)境了解、理解并正確運(yùn)用現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法。

“語(yǔ)言運(yùn)用(Using Language)”部分含讀和討論(Reading and discussing)、聽(tīng)和說(shuō)(Listening and speaking)和寫(Writing)三個(gè)綜合訓(xùn)練。讀和討論(Reading and discussing)是JOURNEY DOWN THE MEKONG(湄公河旅行游記)的第二部分A NIGHT IN THE MOUNTAINS(山中一宿)，主要講述了她們?cè)谖鞑厣街卸冗^(guò)的一宿，爬山路的艱苦及樂(lè)趣;聽(tīng)和說(shuō)(Listening and speaking)圍繞中心話題，講述王薇和王坤在去往大理與表兄弟會(huì)面的路上與一個(gè)老撾女孩的對(duì)話;寫(Writing)要求學(xué)生把自己想象成王坤的朋友圍繞話題給他寫一封短信詢問(wèn)老撾的情況。練習(xí)冊(cè)中與之對(duì)應(yīng)的Listening、Listening task 和 Reading task中的語(yǔ)篇分別是JOURNEY DOWN THE MEKONG(湄公河旅行游記)的第四、五、六部分。這一部分的主要目的就是培養(yǎng)學(xué)生通過(guò)閱讀、聽(tīng)力等各種途徑獲取信息的能力，以及通過(guò)小組討論、說(shuō)、寫等手段培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行交際的能力，使學(xué)生了解生態(tài)旅游的概念和意義，樹(shù)立為建立人與自然和諧發(fā)展的環(huán)境而努力的意識(shí)。

“小結(jié)(Summing Up)”部分設(shè)計(jì)了一個(gè)表格，引導(dǎo)學(xué)生從本單元的話題、詞匯和語(yǔ)法等方面對(duì)所學(xué)內(nèi)容進(jìn)行歸納總結(jié)。這樣做的目的是便于學(xué)生復(fù)習(xí)掌握本單元的要點(diǎn)內(nèi)容，更重要的是使學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，從而提高學(xué)習(xí)效率，同時(shí)也鍛煉了學(xué)生的歸納總結(jié)的能力。

“學(xué)習(xí)建議(Learning Tip)”部分鼓勵(lì)學(xué)生外出旅行時(shí)寫旅游日記(travel journal)。這無(wú)論對(duì)于提高自己的英語(yǔ)水平，還是滿足許多人喜歡看游記的愿望，都是極為有益的，教師應(yīng)該督促學(xué)生養(yǎng)成這個(gè)好習(xí)慣。

知識(shí)目標(biāo)：

本單元需要學(xué)習(xí)的重點(diǎn)單詞為：journal　fare　transport　Vietnam　finally　cycle　persuade　stubborn　insist　proper　properly　determine　determined　altitude　valley

attitude　shorts　camp　record　topic　familiar　brave

本單元需要學(xué)習(xí)的重點(diǎn)詞組為：one-way fare　dream of/about　persuade somebody to do something　be determined to do something　as usual　change one’s mind　give in　be familiar with something　be familiar to somebody

本單元需要學(xué)習(xí)的重點(diǎn)句型為：

1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . )

2. 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 that sb. do. . . )

3. She gave me a determined look—the kind that said she wouldn’t change her mind. (the Attributive Clause)

4. Once she has made up her mind, nothing can change it. (Once. . . )

5. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the present participle used as adverbial)

6. As it enters Southeast Asia, it travels slowly through hills and low valleys, and the plains where rice grows. (the Attributive Clause)

7. It was so quiet in the mountains that night that there was almost no wind, only the sound of the fire. (so that. . . )

8. The topics of a travel journal can be different from a diary, often including people, things, and events less familiar to readers. (including. . . )

本單元需要掌握的交際功能用語(yǔ)為：祝愿和告別(Good wishes and farewells)

1. Have a nice/good day/time. Have a nice/good journey/trip.

Good luck! Enjoy yourself! Best wishes to you.

Happy New Year! Merry Christmas! Happy birthday!

2. Thank you. You, too. The same to you.

本單元需要掌握的語(yǔ)法為：現(xiàn)在進(jìn)行時(shí)表示將來(lái)(The Present Continuous Tense to express future actions)

When are you leaving?

How are you going there?

Where are you staying?

How long are you staying there?

When are you coming back?

能力目標(biāo)：

1. 能根據(jù)已知信息推測(cè)所聽(tīng)材料的內(nèi)容以及拼寫所聽(tīng)有關(guān)單詞。

2. 能運(yùn)用所學(xué)語(yǔ)言表達(dá)將來(lái)的計(jì)劃，并學(xué)會(huì)向別人告別和表達(dá)祝愿。

3. 學(xué)會(huì)用英語(yǔ)交流旅游計(jì)劃，談?wù)撀糜卧掝}。

4. 掌握理解本單元旅游日記的內(nèi)容和閱讀技巧。

5. 學(xué)會(huì)寫書信談?wù)撀糜胃惺?、描寫旅游景觀等。

情感目標(biāo)：

1. 運(yùn)用所學(xué)知識(shí)在實(shí)際生活中安排旅游, 包括選擇地點(diǎn)、選擇路線、選擇旅游方式、查詢費(fèi)用等。

2. 掌握旅游常識(shí)，學(xué)會(huì)解決旅游中出現(xiàn)的一些問(wèn)題。

3. 養(yǎng)成外出旅游時(shí)寫旅游日記的習(xí)慣。

4. 了解生態(tài)旅游的概念和意義，幫助學(xué)生樹(shù)立為建立人與自然和諧發(fā)展的環(huán)境而努力的意識(shí)。

課時(shí)安排

This unit helps students make a connection between geography, or the “lay of the land”, and the customs and traditions of the people who live there. The places visited in this unit are close to home:in China and Southeast Asia. Critical thinking skills developed in this unit will include planning for a trip and solving problems after the trip has begun. The skills students are asked to use are set in realistic situations and are intended to make students more resourceful. The focus in this unit is on how to read an atlas to make travel plans and how to find ways to travel. An atlas offers a wealth of information about geography and is one way to increase students’ awareness of their global environment. Use of an atlas especially addresses the needs of students with visual and spatial learning styles. Of course, the photos and maps included in this unit add to the skills taught. Practice with creative writing is continued in this unit. Students learn about the purpose of the journal and how it compares with the diary. Students are also given practice in reading journal entries and writing their own. In the process, they are introduced to the role of sensory detail in descriptive writing. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:

Period 1:Warming up and Reading

Period 2:Important language points

Period 3:Grammar:The Present Continuous Tense for Future Actions

Period 4:Listening

Period 5:Extensive Readi《Travel Journal》Period 1 Warming up and Reading說(shuō)課稿1(人教版必修1)