1、Book One Unit 3 Travel journal Period 1 Reading 主备人: 平凉二中 苏小宁 修订人: 魏小刚 审核人: 王中正 编制时间：2010-9-14 内容简析 本单元主题是旅游，通过旅游日记的方式描述旅游见闻。此 节课是单元的阅读课，讲述了一段沿湄 公河而下 的自行车旅行，主人公王坤以 旅游日记的形式详细地记录了这一过程。教师可在充分利用教材 资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习 方法和阅读策略，同时了解记叙文篇章结构和写作特点，为下一步进行旅行日志的写作教学做好准备。 目标聚焦 一、知识目标 1、
2、初步理解、掌握课文中关于旅游方面的词语，学习分析课文中的长难句子，初步感知课文中出现 的的本单元要学的语法现象。 2、了解一些关于地理风貌的词，列举湄公河流经的国家名称。 3、探讨与旅游相关的各种话题，包括旅游的益处，如何为旅游做准备，在旅游期间应注意的事项等。 二、技能目标 1、通过阅读篇章的主要内容，使学生形成概括归纳能力，猜测能力和细节辨认能力。 2、形成分析篇章结构的能力，提升逻辑思维能力 3、学会文章主题的方法。 三、策略目标 1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分 析信息。 2、能利用上下文猜测生词词义。 （四）情感态度目标 了解
3、湄公河的特点以及湄公河流域的地理风貌，增强对祖国大好河山的热爱和国际意识，加强对世界 文化的了解。 方法运用 1、任务型教学 2、导、读、练的教学模式来源: 学习流程 Before class (课前自主学习，合作探究) Task 1 Vocabulary（词汇预习） Preview the new words of this text. 【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。 Task 2 Warming up（热身） Please look at the pictures above, and think about some questions : 1. Do you kn
4、ow where they are ? And do you like travelling? 2. What should we do to prepare for a travelling? 3. What kind of transport would you choose to go there? 【设计意图】通过图片激发学生兴趣，引出本单元的话题旅游，并且引导学生思考旅行及旅行需要注 意的问题。如：交通工具，交通路线等等。 Task 3 Do the Exx in Fast reading Task 4 Read the text and try to find out the di
5、fficult and charming sentences and then try to analyze or memorize them. 【设计意图】通过让学生课前自己找出难句、经典句并试着分析和欣赏，培养学生主动发现问题问题 和解决问题的能力，同时为课上的研读环节作了充分的铺垫。 In class（课上交流展示、研讨提升） Step 1 Check-up and lead in（展示预习成果和导入新课） 1) Divide the students into two groups. Le t two groups compete to read the new words. from
6、 journal to bend. 2) Students report their prevision of the warming-up part.来源: 【设计意图】该环节的设计意图是检查学生对前两个课前预习任务的完成情况。 3) Get the Ss to look at the pictures and the title of the reading passage and predict the content and then lead into the new lesson. 【设计意图】通过看图片和标题对课文内容进行预测，培养学生预测阅读内容的能力。同时通过预测 激起进一步
7、探究的好奇心，顺理成章的引入新课。 Step 2 Fast reading（速读） 1. Read the passage quickly and find out the answers of these questions, using skimming and scanning skills. 1) Who are Wang Kun and Wang Wei? 来源: 2) What are their dreams? 3) Who are Dao Wei and Yu Hang? 来源: 4) Is it a difficult journey to cycle along the M
8、ekong? Why? 5) What can you see when you travel along the Mekong River? 2. Then guide the students to conclude the main idea of this passage: Para 1 Wang Kun and Wang Weis _. Para 2 Wang Wei is _. Para 3 _ for their trip. Tips for summing up the main idea of a story Who? What happened? What are thei
9、r feelings? 3. True or False. a) Wang Wei and Wang Kun were going to have a travel along the Mekong by boat. _ b) Wang Wei thought it was no need to prepare much for the travel. _ c) Wang Wei was a stubborn and careful girl. _ d) The journey would begin at an altitude of more than 5000 meters, where
10、 it is hard to breathe and very cold. _ e) Wang Kun thought that it would be easy to start in Qinghai. _ 【设计意图】通过设计几个简单的问题引导学生运用略读策略快速了解课文的主要内容，并检查读前 预测是否正确；考虑到学生归纳概括的能力比较薄弱，采用提问和填空的形式给予学生帮助，可以降低难 度，同时也教给学生如何总结主题；True or False 旨在教给学生进一步了解课文具体内容，通过对课文主 要信息的寻找，可以培养学生迅速搜索信息的能力。 Step 3 Careful reading （
11、细读） Read the passage carefully and find the details in the correct boxes. Route of Mekong In China Out of China Begins in a _1_ on a Tibetan mountain. it passes through _5_travling across Yunnan Province. Enters wide _8_。 As it enters Southeast Asia, its pace is_10_. At la st, the river delta enters
12、 the _12_. The river is _2_ and the water is _3_and _4_. It begins to move _6_. It becomes _7_. The river becomes _9_. The Mekong becomes _11_. 【设计意图】让学生归纳每段段意，提供具体信息，旨在帮助学生把握课文要点，学会总结和归纳课 文内容。让学生在完全掌握课文内容和结构的基础上，可以顺利进行下一步的研读。 Step 4 Study-reading 1. Deal with Task 4 in Before class 2. Read the text
13、 again, find out the sentences and analyse them. 1）They are Dai and grew up in western Yunnan Province near the Lancang River, the Chinese part of the river that is called the Mekong River in other countries. 译：_. 本句中的 the Chinese part of the river that is called the Mekong River in other countrie s
14、 作 Lancang River 的_, 另外，同位语中有一个 that 引导的_从句，修饰前面的名词_.来源: 2) It was my s ister who first had the idea to cycle along the Mekong River from where it begins to where it ends. 译：_. 本句是一个_句式，it wasthat (who) ，强调 my sister。from where it begins to where it ends 还含有两个_引导的_从句. 3) Although she didnt know the
15、best way of getting to places, she insisted that she organize the trip properly. 译：_. 本句中 that she organize the trip properly 为_从句，作动词 insist 的宾语，使用了“should+ 动 词原形”形式的虚拟语气，其中省略了 _。 4) (1) It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. 译：_. (2) she gave
16、 me a determined look - the kind that said she would not change her mind. 译：_. (3) Once she has made up her mind, nothing can change it. Finally, I had to give in. 译：_ _. 5）Find out the sentences in the text which have similar meanings with the following ones. My sister Wang Wei first put up the ide
17、a that we could travel along the Mekong River from its source to its ends. _. 【设计意图】通过研读，让学生学会分析相关的长难句，彻底扫清所有的语言障碍，完成相关的知识 目标，同时也是为下一步的读后任务做好必要的语言知识积累和语言障碍清除。 Step 5 Post-reading 1. Retelling: Fill in the blanks and try to retell the reading. Wang Wei and Wang Kun have _1_ taking a great bike trip,
18、_2_ middle school. After_3_ college, they and their cousins finally got the chance to _4_. Wang Wei has one serious _5_. She can be really _6_. Although she didnt know the best way of getting to places, she insisted that she _7_ the trip properly. I kept asking her some questions and whether she had
19、 looked a t a map yet. She doesnt _ 8 details. Although I am worried about her plans, she gave me a _ 9 look - the kind that said she would not _10_. Once she has _11_, nothing can change it. Finally, I had to _12_. Before our trip, Wang Wei and I get more information about th e River. Mekong River
20、begins in a _13_ on a Tibetan mountain. At first the river is _14_ and the water is _15_ and_16_. Then it begins to move _17_. It becomes rapids as it passes through deep _18_, travelling across western Yunnan Province. Sometimes the river becomes a _19_ and enters _20_. After it leaves China, the M
21、ekong becomes _21_, _22_ and _23_. As it enters Southeast Asia, its pace _24_. It makes wide bends or meanders through low_25_ to the plains where rice grows. At last, the river delta enters the South China Sea. 2. Make comparison An attitude is what a person thinks about something. Make lists of Wa
22、ng Weis and Wang Kuns similar and different attitudes about the trip. After the comparison, students have a debate. Which character do you like, Wang Kun or Wang Wei? Why? 【设计意图】复述旨在让学生进一步熟悉文章内容及写作手法，练习口头表达能力；学生对信息进行 再整合，形成对文章的理解概括能力。通过 comparison 和 deba te 进一步加深了学生对人物和湄公河的了 解，引发学生从文章表面的学习到更深的思考，从而实
23、现了本节课的情感态度目标。 After class（课后巩固提高、预习准备） 1. Pair work Find a partner and ask your partner about these questions. 1) Where are you going on holiday? 2) How are you going there? 3) How much money will you spend? 4) How long are you staying there? 5) What will you prepare for the travel? Make use the information above to write down a travel plan. 2. Read the reading passage carefully and try to find the new grammatical structure in it. 【设计意图】课后的写作属于任务拓展的较高层次，可以进一步训练学生运用本节课掌握的语言知识 和相关信息发表自己看法、实现语言输出、解决实际问题的能力，找出新的语法现象是预习作业，旨在为 下节语法课做好准备。
