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1、travel journal教案 教案设计 一、 教案背景 Let the students collect some information about the great rivers in the world, including some pictures. Preview the text. 二、 教学课题 Unit 3 travel journal Journey Down the Mekong 三、 教材分析 In this period, the teaching emphasis will be put on developing the students reading a
2、bility by dealing with the parts Reading task . The reading passage is the first part of JOURNEY DOWN THE MEKONG. It gives students the background about the bike trip, especially the planning that went into it. This part also introduces students to the four young people who made the trip:Wang Kun, t
3、he writer of the journal and his sister, Wang Wei, and their cousins Dao Wei and Yu Hang. This section also introduces students to many of the geographical terms they will use throughout the Students Book and Workbook parts. 1. Develop the students reading ability by reading and comparing different
4、styles of passages. 2. Develop the students reading ability especially the abitity of understanding implied meanings. 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion Knowledge aims: 1. Get the students learn new words and expressions in this passage 2. Get the students to l
5、earnThe Present Continuos Tense to express future actions. 1 Ability aims: Develop the students reading ability and learn to use some reading strategies such as skimming ,scanning,and so on . Emotional aims: 1. .stimulat the students love for nature by getting them to know the greatness of a river.
6、2. Develop the students sense of cooperation. 四教学过程 Step 1：Lead in Brainstorming some questions： Do you like traveling? why do you like traveling? Where have you ever been before? 2 Show the chart and ask students to discuss it in pairs. 设计意图：利用图片导入，能激发学生的学习兴趣和背景知识，而且也激发学生的阅读动机。 Step2 pre-reading 3
7、Do you any famous rivers in the world? Can you guess what the names of these rivers are ? Nile Amazon Yangtze River Yellow River According to these pictures, if you could follow the route of only one of them, which one would you choose? 设计意图：展示几张河流图片让学生猜测，选择两个学生回答问题“what river is it ？”学生对中国的河流比较熟悉，能
8、快速调动课堂气氛，并为引入课文创造创造时机。 Step 3 Reading Task1. Skimming The students read the passage quickly and answer the question: (1).What are Wang Kun and Wang Wei going to do? (2).What are the main idea of the passage. 设计意图：梳理清楚课文线索,为各个环节的理解和开展做铺垫。整体粗读，领略内容大意。 Task2. Scanning Go through Comprehending Exercise
9、1 and make sure the students know what to do. Let them read the whole passage again to locate particular information and answer each question on Page 19. 4 Step 4 Reading for comprehending Task 1 True or false 1.Dao Wei and Yu Huang belong to the Han nationality. 2. Some of the Dai live in Western Y
10、unnan. 3. The Mekong River is in China and it includes the Lancang River. 4. Although it is not easy to travel along the Mekong River, Wang Wei insisted on doing so. 5. The Tibetan Mountain where the Mekong River begins is 5,000 meters high. 设计意图：分段阅读课文，由整体向部分进行阅读，以捕捉具体的细节信息，这就加深学生对文章的整体脉络与重要细节的把握，以
11、达到全面深刻理解文章的目的. Task2 Summary Wang Kun and Wang Wei have _ about taking a great bike trip. when they _ from college. They _ to _ along the Mekong River with their _. Wang Wei is very _. Once she is _ to do something she will never _ her mind. Although it is difficult to travel along the Mekong River
12、by bike, she _ that they find the _ of the river and begin their journey there. 设计意图：让学生自选以王坤或王薇的身份向全班复述旅行的梦想和计划，也可以结合自身实际，讲述曾经或将来的旅行梦想和计划。通过假设情境引发思考，让学生能通过体验学习，感悟语境，实践语言，以达到强化学生语言意识，积累语言经验的目的。 Step 5 Discussion Have you ever been to any places of interest? What is the most exciting place you have e
13、ver been to? Try to describe the place for us. 设计意图：将学生学的知识从课本引申到现实，从抽象过渡到具体，让学生学会介绍自己曾经去旅游过的景点，学以致用。 Step 6 Assignment ( homework ) : 1. Review the text again and find the useful words and expressions. 2. Retell the text using your own words 五 Teaching reflection From learning the text Journey down the Mekong, Let the students know something about the river . After learning ,students will be stimulated to love the nature.Finally, students can use the words and expressions learned from the text to tell a place of interest they have been to . 5
