Travel_journal教案.doc

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Travel journal
Date: September 26, 2012 The 2nd period Class One Grade One
Ⅰ. Teaching materials
A. Textbook
The textbook is New Senior English for China, Book 2 by People’s Education Presents.
B. Function and status
The function of Unit 3 is talking about travel journey. This unit is the succeeding part of the previous units in terms of grammar---the future passive voice . In this unit, we will learn more about it.
Ⅱ. Teaching aims
A. Knowledge aims
1. Words and expression
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

2. Structures
change one’s mind, give in

3. Grammar现在进行表将来
Where are you going on holiday?
I am going to Hawaii on holiday.
When are we coming back?

B. Ability aims
To talk about beautiful place
C. Emotion aims
Students should realize the importance of travelling, and know some common sense of tips about journey.
Ⅲ. Key and difficult points
A. Key points
1 New words: journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave
2 Grammar 现在进行表将来
B. Difficult points
1. To use English to talk about travel journey。
2. Develop students’ reading skills of skimming and scanning.
Ⅳ. Analysis of students
A. Age
The students are in Grade 1 in Senior Middle.
B. Characteristics
Their concrete thinking ability is very high, They have a certain level of abstract thinking.
C. language level
They have learned the present tense, the past tense, the future tense, the present progressive tense, the present perfect tense…
Ⅴ.Teaching and learning methods
A. Teaching methods
1. Task-based Language Teaching
2. Situational Approach
3. Communicative Approach
B. Learning methods
1. Cooperative learning
2. Autonomous learning

Ⅵ. Teaching Procedure
Period 1.
Step 1 . Warming up
1. Ask some questions:
Do you often travel? Where have you been?
2. Following the steps of the warm-up on page 17.
Step 2. Pre-reading
1. Show some traveling pictures of the teacher’s.
2. Ask Students : which river is the longest one in the world and which is the largest one; which river is the longest one in China.
3. Ask Students: how people who live along a river use it.
Step3. While-reading
1. Scanning: Students read quickly and answer:
What are they going to do?
2. Skimming: Students read again and finish comprehending 1 on page 19.
3. Students read and get the main ideas of each paragraph.
4. Students list the countries that the Mekong River flows through.
Step 4. After-reading
Students in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.
Similar attitudes about the trip
Different attitudes about the trip
Both Wang Wei and Wang Kun think…

1. taking this trip is a dream come true.
2. that they will enjoy this trip a lot.
3. they should see a lot of the Mekong.
4. that most of the Mekong will be found in Southeast Asia.
Wang Wei believes…

1. they must start in Qinghai where the river begins /see all of the Mekong.
2. that they don’t need to prepare much
Wang Kun believes…

1. it is too cold and high to start in Qinghai.
2. that using an atlas is very important.

Period 2.

Step 1. Warming up
Ask some Students to retell the passage that they have learnt last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 18.
1. persuade sb. into /out of sth.: cause sb (not) to do sth by arguing or reasoning with him 说服或劝说某人（不）做某事
He is easily persuaded.
Wang Kun couldn’t persuade his sister to change her mind.
persuade sb (that clause): cause sb to believe sth; convince sb. 使某人信服
How can I persuade you that I am telling the truth?
2. insist(v. ): demand (sth) forcefully, not accepting a refusal 坚持或坚决要求；
Since he insisted, I had to stay.
insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），坚决主张
She insists on getting up early and playing her radio loud.
3. care about: be worried, concerned or interested 忧虑，关心，惦念
don’t you care about anybody?
I don’t care about what happens to him.
care for /to do: be willing or agree to do sth.; wish or like to do sth.
Would you care a drink?
Would you care to go for a walk?
care for sb.
1). Like or love sb.
He cares for her deeply.
2). Look after sb; take care of sb; be responsible for sb
Who will care for your child if you are out?
4. Once she has made up her mind, nothing can change it. 她一旦下了决心，什么也不能使她改变。
once: adv.
1). for one time 一次
I have only been here once.
2). at some time in the past 一度；曾经
He once lived in Zambia.
3). all at once: suddenly 突然
All at once the door opened.
conj. = as soon as 一旦；一…就…
Once you understand this rule, you’ll have no further difficulty.
Step 3. Practice
1. Students finish Excerise 1 and 2 on page 20 by themselves.
2. check the answer.
3. Students do Excerise 3. on page 20.
4. Teacher gives Students suggested answer and tell them why if the Students have any problem.
Period 3.

Step 1. Revision
Check the answers of Workbook Ex cerise1 and 2 on page 56 and 57.
Step 2. Discoverig useful structures
1. Students look at the following sentences and underline the verbs.
Are you working this evening?
We’re having an English party this weekend.
He is leaving tomorrow.
Let Students themselves find the rules and tell what tense they are used.
2. Students finish the dialogue on page 21 and pay attention to the tense.
Suggested answers:
are going, going, going/traveling, staying, are coming, coming, are going,
3. Students finish part 3 on page 21.
Step 3. Talking
1. Students four in one group and have a discussion about the topic on page 55.
2. Students make a list about the objects: which is the most useful and which is the least useful and why.
the most useful objects the least useful objects
3. Students show their result to the class.
Step 4. Speaking
1. Students work in pairs and discuss: what do you think a dam does to a river and the people who live on it?
2. Make a list of some good and bad things a dam does.
3. Discuss your report with your classmates and then show it in class.
Period 4.

Step 1. Warming up
Ask Students some questions about Journey Down The Mekong (I).
1. What was Wang Kun and Wang Wei’s dream?
2. What can they see when they travel along the Mekong?
3. Will they have some difficulties in their journey? What are they?
Step 2. Reading
1. Students read the passage : a night in the mountains and answer the following questions:
How does Wang Kun feel about the trip now?
What do you think has changed his attitude?
2. Students make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.
3. show the dialogue to the class.
Step 3. Reading
1. Students read the passage: The End Of Our Journey on page 59
2. Students fill in the form with the information from the travel journal.
Topic
Laos
Cambodia
Vietnam
Population

Weather

Learning

Farming

Period 5. (Listening)

Step 1. Listening
1. Students listen to part 3 and tick the words they hear on page 23.
2. Students listen to the tape again and fill in the chart.

Topic
Southwest China
Laos
Local name of the river

Uses of the river

What to see

Scenery

Step 2. Listening
Students listen to part 4 and finish Ex1 and 2 on Workbook, page 55.
Step 3. Listening task
1. Students listen to part 5 and finish Workbook. Ex 1 on page 58.
2. Students listen to the tape again and fill in the information on the chart.
Topic
Laos
The river

Methods of land transport

Life in the villages

Food

Period 6. (Writing )

Step 1. Pre-writing
1. Students read the passage and get the general idea about it.
2. Students make a list of details from the travel journal that you believe are real and you don’t believe are real.
Step 2. While-writing
1. Students write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using some of the following expression:
Have a nice/good time.
Have a nice/good trip.
Good luck on your journey.
Say “Hello” to …
Give my love/best wishes to…
Have fun.
Take care.
Write to me.
2. Students read their writing and check the mistakes by themselves.
3. Students exchange their writing and correct the mistakes.
4. Students rewrite the letter again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of writing a letter.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Homework
Write an article bout a place you had went。