1、必修一 Unit 3 Travel JournalReading 1. Teaching ideology According to the National English Curriculum (NEC), the ultimate goal of English teaching is to achieve learners comprehensive language competence. All the teaching activities should be designed on the basis of the principle of learner-centeredne
2、ss. The current theory views reading as an interactive process, which involves the printed text and the learners general knowledge of the language and of the world as well. Based upon this understanding, in this class, the Interactive Reading Model is adopted to help learners to develop their readin
3、g strategies. 2. Analysis of teaching materialThe reading material is from NSEFC module 1 unit 3, of which the topic is travel journal. This passage mainly introduces Wang Kun and Wang Weis dreams and plans for the journey down the Mekong. The passage consists of three paragraphs. The first paragrap
4、h is about their dreams to take a bike trip. The second paragraph talks about Wang Kuns and Wang Weis attitude towards the trip. The last part tells about the basic information of Mekong, which may not be natural to teach according to this order. The topic travel is familiar to students, but they ha
5、ve no idea of an English travel journal.3. Analysis of learnersThe learners of this class are from grade one in Jin Hua No.2 high school. As high school students, they have achieved English level, generally at level 7 and they can use some strategies to help them understand the passage. They are eas
6、ily motivated and want to air their opinions on the topic. They are familiar with the topic of travel. But they can get easily unfocused if the activity is not students-oriented. Besides, their vocabulary is limited, which increased their difficulties in understanding some sentences. 4. Learning obj
7、ectivesBy the end of the class, ss will be able to4.1 Knowledge and skillsPredict the content of the passage based on the title.Grasp some reading skills such as scanning and skimming through different tasks.Master the key words and phrases such as determine, change ones mind, give in, ever since, p
8、ersuade, schedule, etc. to discuss how to make travel plan.Have an awareness of expressing future tense using present continuous tense through the reading of the passage.Grasp the using of method of “Comparison and Contrast”.4.2 Process and methodsCultivate their ability of individual learning and c
9、ooperative learning by doing some activities independently and some in groups.Communicate with each other in English while carrying out tasks.4.3 Affection, attitude and valuesKnow more about the Mekong River.Cultivate their awareness of loving nature and our nation.Learn the importance of corporati
10、on and mutual aid in solving the problems, such as making a good travel plan.5. Learning focuses and anticipated difficulties5.1 Learning focusesSs understand the content of the reading part.Ss cultivate students reading skills, such as predicting, skimming, scanning and summarizing.Ss master the ne
11、w words and phrases.Ss learn to talk about travel plan in English.5.2 Anticipated difficultiesSs may have difficulties in understanding and memorizing the geography terms.Ss may feel difficult to need between lines to tell the different personalities of Wang Kun and Wang Wei. Ss may get confused wit
12、h the expressing future tense using present progressive, which is new to most of them.5.3 Possible solutionsTo put more emphasis on the second paragraph, the third paragraph should just be mentioned with the aid of vivid pictures and a video clip, in order to present the geography directly.The teach
13、er makes a dialogue between Wang Kun and Wang Wei according to Paragraph 2, with whose help Ss can feel it directly through the conversation. Then, the teacher should lead Ss to find out the difference by asking them about their understanding of the “stubbornness” of Wang Wei.The grammar part is lef
14、t in a particular section, with much examples from life, Ss can have a general concept in Grade 1.6. Teaching and learning methodsTeaching methods Contents Lecturing T lectures about the background of the Mekong River make Ss have a general perception.Demonstrating T demonstrates PPT documents to st
15、imulate Ss affect for learning the topic. Performing T organizes various performances for Ss to experience the learning process. Learning methodsContents Autonomous learningSs can explore questions in real-life by thinking independently. Discussing Ss can exchange ideas in groups after discussing.Co
16、operative learningSs can complete exploratory tasks in real-life by working cooperatively. 7. Teaching aidsMulti-media devices: to arise Ss interests and present the knowledge vividly.PPT documents: to bring virtual life situation into the classroom and to improve learning efficiency.Blackboard desi
17、gn: to highlight clues and focuses.8. Teaching proceduresv Step 1: lead-in (7min) Activity 1: Self-introduction (7 min)T gives a self-introduction, using some important new words in the passage.T: Good morning, guys! Im honored to give you a lesson today; first of all, Id like to introduce myself. M
18、y name is Diane, and by the time of next year, I will graduate from ZNU. Ever since my childhood, I have dreamed to be a lawyer. But after my college-entrance examination, my parents persuaded me to be a teacher (they tried to make me get interested in teaching and finally they succeeded). They trie
19、d so hard that I had to give in. So here I am. -blackboard: graduate, ever since, persuade, give inT: Now Im a senior student in college, and I have one important wish before graduation. That is, a graduation trip. Im always fond of travelling, and during the last 3 years, I have visited some places
20、 like Suzhou, Zhangjiajie and so on. But I have never gone a bike trip. Do you know what a bike trip is?S: Travelling by bike.Purpose: By natural context, the students can get familiar with some important new words in this unit.Transition: Yes! Now there are two people who did this for me. Where did
21、 they travel? Please turn your book to Page 18. Read the title together.S: Journey down the Mekong. -T writes down the titlev Step 2: Background knowledge of the Mekong River. (7min) Activity 1: Watching video (3 min)T: Have you ever heard the name of Mekong River? How much do you know about this fa
22、mous river? Actually, this river is not so called in China. Do you know what we call it? Can you find some clue in the passage?S: The Lancang River.T: Good. Since we know little about this river, lets enjoy a promo of Lancang River. (148) T: Did you enjoy it? Is it beautiful? Do you want to travel a
23、long the Mekong?S: Yes. (No)T: If yea, what landscape can you see down the Mekong River?S: .T: At the beginning, we can see many mountains thats where the Lancang River takes its source, right? It implies that the river begins at a high altitude（板书）It originates in high mountains which are covered w
24、ith ice, right? (picture)S: Yes.T: So we can call these mountains glacier（板书）. Then we can see the river becomes wider and passes through some valleys（板书）, right? A valley is a low part of land between hills, which has a river flowing through it.And finally, it flows into the sea. Now read the 3rd p
25、aragraph in the textbook, and we can get more information about this river. (2 min) Activity 2: Filling blanks (4 min)T lets students fill in the blanks according to the text.Purpose: Departing Para 3 from the rest of the text to function as background knowledge for the text, the students first have
26、 some basic information about the place. Besides, this part can solve many new words of less importance.Transition:T: The two people Wang Kun and Wang Wei, have a dream of a great bike trip to travel down the Mekong River. v Step 3: analysis of Para 1 (6 min) Activity 1: When and what (6 min)T: The
27、two people Wang Kun and Wang Wei, have a dream of a great bike trip. How does this dream come true? Please read aloud the 1st paragraph and find out these time points in paragraph 1.S: Ever since middle school/Two years ago/Last year/After graduating from collegeT: Then what happened at each point?S
28、: Ever since their middle school, the two had this dream and when they graduated from college, they got the chance to do it. First, Wang Wei bought an expensive mountain bike and she persuaded Wang Kun to buy one, too. Then she got their cousins interested in cycling. Purpose: Circling the time poin
29、ts brushes the background of the text for a better understanding. Also, it trains the students reading strategy of scanning.Transition:T: Finally, Wang Kun and Wang Wei had the chance to take a trip without delay.Step 4: the appreciation of description in Para 2 (17 min) Activity 1: Role-playing (4
30、min)T: Finally, Wang Kun and Wang Wei had the chance to take a trip without delay. Before a trip, what preparation would people always do?S: Looking for travel guide, prepare travelling necessities, saving up money for travellingT: But what did these two people do before their trip? Lets see a dialo
31、gue from the two. Well have a role-play, whod like to be Wang Kun? And whod like to be Wang Wei?S:.Purpose: To provide a chance of performing, where students can experience WK&WWs characters directly. Activity 2: Feel the character (9 min)T: What kind of person do you think Wang Wei is through this
32、dialogue?S: Stubborn.T: In Wang Kuns eyes, right? Can you find some supporting details? (key words)S: Although she didnt know the best way of getting to places, she insisted that she organize the trip properly.Now, I know that the proper way is always her way. ( Explanation on this italic word.). my
33、 sister doesnt care about details. She gave me a determined lookthe kind that said she would not change her mind.Once she has made up her mind, nothing can change it.T explains the underlined words as words with strong feelings.T: Wang Wei is stubborn, which was in her brothers eyes. Do you also thi
34、nk she is so stubborn?S: (Yes).T: Now imagine, if two persons are together, who both cant make decisions, can they achieve their dreams?S: No. T: So Wang Wei is.S: Determined.T: Good! Any other adjectives that can describe WW? What kind of person is WW?S:.optimistic, careless.brave.T: It seems you c
35、an understand WW well. Then, how about WK? What kind of person is he?Opposite to Wang Weis determination, Wang Kun is?S: 胆小T; OK, he is timid, right? What else?S: Careful.T; Right, and considerate.考虑周到的T presents a table of characteristics on PPT.Purpose: To arouse Ss critical thinking and to change
36、 Ss ability of reading between lines. Activity 3: Imagination (4 min)T: Now, imagine you have a chance to be a member of the travelling group, which one would you like to join when going along the journey? Please think for a while and reason it. (2 min)T asks some students to share.Purpose: Cultivat
37、e Ss tolerance towards difference in character and highlight their critical thinking.Purpose: teaching in an order of performance-reading-analysis-discussion，interactive reading model can be really helpful to students thinking pattern. The analysis of words with feelings can lead students to feel th
38、e emotion of the author between lines and beyond lines.Transition:T leads the topic from travel journey to study in senior high school.Step 5:Closing (2min)T: Dear boys and girls, now Wang Kun and Wang Wei are on their way to their dreams, how about you? Do you get prepared for the next 3 years jour
39、ney?There will be challenges, annoyance, even failures.Similar to their journey, you need considerate plans, and you are supposed to fuel yourself with your ambition and never say never.At the end of this class, Id like to share a proverb with all of you: What doesnt kill you makes you stronger. Good luck, and see you! Step 6: Homework (1min)英汉互译；I.单词拼写；II.词组应用Unit3 Travel Journal Dreamto take a great bike
