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高中英语 Unit3 Travel journal Period 1 Warming up and Reading 优质教学案 新人教版必修1

[09-28 20:38:17]   来源：http://www.5ijcw.com  高一英语教学设计   阅读：8307次

概要：“小结（Summing Up）”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方面对所学内容进行归纳总结。这样做的目的是便于学生复习掌握本单元的要点内容，更重要的是使学生养成良好的学习习惯，从而提高学习效率，同时也锻炼了学生的归纳总结的能力。“学习建议（Learning Tip）”部分鼓励学生外出旅行时写旅游日记（travel journal）。这无论对于提高自己的英语水平，还是满足许多人喜欢看游记的愿望，都是极为有益的，教师应该督促学生养成这个好习惯。知识目标：本单元需要学习的重点单词为：journalfaretransportVie
高中英语 Unit3 Travel journal Period 1 Warming up and Reading 优质教学案 新人教版必修1,标签：高一英语教学设计案例,http://www.5ijcw.com
“小结（Summing Up）”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方面对所学内容进行归纳总结。这样做的目的是便于学生复习掌握本单元的要点内容，更重要的是使学生养成良好的学习习惯，从而提高学习效率，同时也锻炼了学生的归纳总结的能力。
“学习建议（Learning Tip）”部分鼓励学生外出旅行时写旅游日记（travel journal）。这无论对于提高自己的英语水平，还是满足许多人喜欢看游记的愿望，都是极为有益的，教师应该督促学生养成这个好习惯。
知识目标：
本单元需要学习的重点单词为：journal　fare　transport　Vietnam　finally　cycle　persuade　stubborn　insist　proper　properly　determine　determined　altitude　valley
attitude　shorts　camp　record　topic　familiar　brave
本单元需要学习的重点词组为：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
本单元需要学习的重点句型为：
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)


www.5ijcw.com 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. . . )
本单元需要掌握的交际功能用语为：祝愿和告别(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.
本单元需要掌握的语法为：现在进行时表示将来(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?
能力目标：
1. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。
2. 能运用所学语言表达将来的计划，并学会向别人告别和表达祝愿。
3. 学会用英语交流旅游计划，谈论旅游话题。
4. 掌握理解本单元旅游日记的内容和阅读技巧。
5. 学会写书信谈论旅游感受、描写旅游景观等。
情感目标：
1. 运用所学知识在实际生活中安排旅游, 包括选择地点、选择路线、选择旅游方式、查询费用等。
2. 掌握旅游常识，学会解决旅游中出现的一些问题。
3. 养成外出旅游时写旅游日记的习惯。
4. 了解生态旅游的概念和意义，帮助学生树立为建立人与自然和谐发展的环境而努力的意识。
课时安排
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:

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