教學準備
教學目標
1. 通過學生分享自己的旅遊經歷，用英語進行交流與表達。
2. 通過略讀與找讀，使學生獲取文章主要信息，練習閱讀技巧。
3. 通過小組討論為旅遊準備的物品，使學生用英語簡單的語言實踐活動。
教學重難點
教學重點：利用閱讀技巧，獲取文章大意及細節
教學難點：用英語交流並進行簡單實踐活動?旅遊需要準備的物品
教學過程
I、Warming Up:
1. I?d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
設計意圖：大部分學生都喜歡旅遊，老師談談自己旅遊的經歷,詢問學生的旅遊經歷。列舉世界上著名的河流圖片，讓學生來欣賞認識美好的河流。能有效地調動學生的學習積極性。河流圖片的展示，學生猜測河流的名字，喚起學生的學習興趣以及對大自然的熱愛。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
設計意圖：展示沿湄公河的地圖，引起學生的興趣，讓學生觀察地圖，說出湄公河流經的國家，為隨後的閱讀做好了內容和詞匯上的鋪墊。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
設計意圖： 略讀：學生快速瀏覽課文，尋找相關信息並搭配段落大意。點撥閱讀技巧：註意每段開頭及結尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
設計意圖：1.尋找who，what，where，how，why and when等關鍵信息,讓學生把握這類記敘文的閱讀要點。2. 根據圖表復述，練習學生語言整合與連貫的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
設計意圖：研讀課文第二段，思考至少3個形容詞來描寫王薇，並利用文章說出依據，目的是讓學生研讀，並挖掘支持自己觀點的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
設計意圖：先讓學生從文中找到表示地貌的地理術語，利用形象生動的幻燈片，為學生掃清生詞及讀音障礙，然後讓學生扮演導遊的角色，結合示意圖向遊客介紹湄公河，從而達到復述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
設計思路：讀後討論，學生想象去湄公河前必備的5件物品，並說明選擇的理由。為學生準備地圖，收音機，毯子，水杯，救生圈，雨傘，火柴，手機，照相機，藥物，防曬霜等，學生小組討論，並用英語表達個人看法與觀點。
V. Summary
What have we learned in this class?
設計思路：引導學生反思本節課主要內容及重難點。
課後習題
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板書
板書設計：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
人教版高中英語必修1《Unit 3 Travel journal》教案二教學準備
教學目標
知識目標:
復習兩個閱讀技能---scanning, skimming;
學習本單元的部分生詞。
能力目標:
能形成文章的圖式,在圖式的幫助下自主地復述本課的主要內容,在此過程中實現生詞的重現。
情感目標:
學生在教師的啟發下,通過師生互動和生生互動,進壹步探究知識。在這壹過程中,學生可以不斷地實現互相教育和自我教育,並能尋求自我發展;
學生能明白計劃的重要性,並能收獲壹些與之相關的諺語。
教學重難點
形成文章的圖式,並在圖式的幫助下復述文章的主要內容。
教學工具
課件
教學過程
Steps
Teacher?s activity
Students? activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel I dream about traveling?
1.) Students appreciate those pictures
2) Students answer teacher?s questions and practice the sentence pattern ?I dream about traveling in/to?
1). To arouse students? interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more?to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class