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Unit 3¡¡Travel journal

Period 2¡¡Important Language Pointsª¤
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This is the second teaching period of this unit. We first check the students’ homework and offer chances for the students to review what they learned during the first period.
The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up and Reading. In order to make the students understand these points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, later offer some practices to make the students master their usages. Some words and expressions, such as persuade, insist, care about, give in, are very useful and important. So is the sentence pattern “It is . . . that/who. . . ”. We ought to pay more attention to them and design special exercises.
At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.
½ÌѧÖص㪥1. Enable the students to grasp the usages of such important new words and expressions as persuade, insist, care about, give in, etc.
2. Get the students to master the usage of the pattern “It is. . . that/who. . . ”
½ÌѧÄѵ㪥1. Let the students learn the usage of the word “insist”.
2. Enable the students to master the usage of the pattern “It is. . . that/who. . . ” and understand some difficult and long sentences.
½Ìѧ·½·¨ª¥1. Discussing, summarizing and practicing
2. Cooperative learning
½Ì¾ß×¼±¸ª¥The multimedia and other normal teaching tools
Knowledge aims:
1. Get the students to learn and grasp some important new words and expressions:journal¡¡fare¡¡transport¡¡Vietnam¡¡finally¡¡cycle¡¡persuade¡¡stubborn¡¡insist¡¡proper¡¡properly¡¡determine¡¡determined¡¡altitude¡¡valley¡¡attitude¡¡change one’s mind¡¡care about¡¡give in
2. Get the students to learn some useful sentence patterns:
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. <should> 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)
Ability aims:
1. Enable the students to use some useful words and expressions correctly.
2. Enable the students to make sentences after the useful sentence patterns.
Emotional aims:
1. Stimulate the students’ interest in learning English.
2. Develop the students’ spirit of cooperation and teamwork.
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→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell something about Wang Kun and Wang Wei’s bike trip or the Mekong River.

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