2023学年完整公开课版Unit3Traveljournal

Unit3TraveljournalPeriod1WarmingupandReading整体设计从容说课Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicofthisunitbybrainstormingsomequestions,suchas:Doyouliketraveling?Whydoyouliketraveling?Wherehaveyoueverbeenbefore?AstoWarmingup,theteachercanfollowthestepsonPage17.Itspurposeistogetstudentstalkingaboutthesixquestionpromptsandthetopicofthisunit.Soitdoesnotmatterwhethertheycanfindthecorrectfares.Theycanestimate,orgiveagoodguessabouthowmuchitwillcost.TheimportantthingistogetstudentstocarryonconversationsinpairsusingthePresentContinuousTensetoexpressplannedactionsintheimmediatefuture.ThisparthelpstomakethestudentsreadyforReading.Beforereadingthepassage,thestudentsshoulddiscussthetwoquestionsinthepartPre-readinginpairs.Thismakesforgettingthestudentsthinkingaboutthegeneraltopicofthereadingpassage.ThereadingpassageisthefirstpartofJOURNEYDOWNTHEMEKONG.Itgivesstudentsthebackgroundaboutthebiketrip,especiallytheplanningthatwentintoit.Thispartalsointroducesstudentstothefouryoungpeoplewhomadethetrip:WangKun,thewriterofthejournalandhissister,WangWei,andtheircousinsDaoWeiandYuHang.ThissectionalsointroducesstudentstomanyofthegeographicaltermstheywillusethroughouttheStudents’BookandWorkbookparts.So,theteachercanaskthestudentsfirsttoreadquicklytogetthemainideaofthepassageandtopicsentenceofeachparagraph,thenreadcarefullytolocateparticularinformationforExercise1inComprehending(onPage19),andfinallydoExercise2:ListthecountriesthattheMekongRiverflowsthrough.Duringthecourseofreadingteaching,theteachercannotonlydevelopstudents’readingability,includingskimming,scanningandfurtherunderstanding,butalsogetthestudentstolearnthecommonknowledgeabouttravelandtheMekongAfterreadingthepassage,thestudentsshoulddiscussinpairs:WangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip.Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretellthestoryattheendoftheclass.Inordertoarousethestudents’interest,theteachercanholdacompetitionbetweengroups.教学重点Getthestudentstolearndifferentreadingskills.教学难点Developthestudents’readingability,especiallytheabilityofunderstandingimpliedmeanings.教学方法1.Task-basedteachingandlearning2.Cooperativelearning3.Discussion教具准备Themultimediaandothernormalteachingtools三维目标Knowledgeaims:1.Getthestudents’tolearnthefollowingusefulnewwordsandexpressionsinthispassage:journalfaretransportVietnamfinallycyclepersuadestubborninsistproperproperlydeterminedeterminedaltitudevalleyattitudechangeone’smindgivein2.GetthestudentstolearnabouttheusageofThePresentContinuousTensetoexpressfutureactions.Abilityaims:Developthestudentsreadingabilityandletthemlearntousesomereadingstrategiessuchasskimming,scanning,andsoon.Emotionalaims:Stimulatethestudents’lovefornaturebygettingthemtoknowthegreatnessofariver.教学过程设计方案（一）→Step1Lead-inandWarmingup1.BrainstormingsomequestionsDoyouliketraveling?Whydoyouliketraveling?Wherehaveyoueverbeenbefore?Howdidyougetthere?Ifyouaregivenachancetotravelaroundtheworld,whatkindoftransportationswillyouuseandwhy?Showthechartandaskstudentstodiscussitinpairs.NameofthetransportationsMeansoftransportationReasonsbycar(inacar)bybikebyplane(byair)bytrain(onatrain)bybus(onabus)byship(bywaterorbyboat)inahotballoonbymotorbike(onamotorbike)byjeepbytruckinaplate2.FollowingthestepsoftheWarmuponPage17.→Step2Pre-reading1.ImagingandsharingDoyouliketravelingalongariver?Whatroledoesariverplayinpeople’sdailylife?Thatis,howdopeoplewholivealongariveruseit?Suggestedanswers:Peoplecandrinkthewaterinariver.Peoplecanwashtheirclothesinariver.Peoplecanswiminsummerandskateinwinter.Peoplecanirrigatetheirfields.Peoplecanusearivertoproduceelectricity.Peoplecantravelalongariver....2.TalkingandsharingAsisknown,theworldhasmanygreatrivers.Ontheleftarenamesofsomegreatriversandtherightlocationswheretheriverslie.Pleasematchthem.NamesofRiverLocationsMekong GermanyRhine China，SEAsiaNile EgyptCongo EnglandThames CentralAfricaAmazon USMississippi BrazilAskthestudents:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyouchoose?Why?→Step3While-reading1.Skimming1)Thestudentsreadthepassagequicklyandanswerthequestion:WhatareWangKunandWangWeigoingtodo?2)Fillinthetable:TypeofwritingMainideaofthepassageTopicsentenceofthe1stparagraphTopicsentenceofthe2ndparagraphTopicsentenceofthe3rdparagraphSuggestedanswers:TypeofwritingThisisatraveljournal.MainideaofthepassageWangKunandWangWei’sdreamoftakingagreatbiketrip,theirdifferentattitudes,WangWei’sdetermination,andtheirpreparationsforthetrip.Topicsentenceofthe1stparagraphItwasmysisterwhofirsthadtheideatocyclealongtheMekongTopicsentenceofthe2ndparagraphAlthoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthatwefindthesourceoftheriverandbeginourjourneythere.Topicsentenceofthe3rdparagraphWefoundalargeatlaswithgoodmapsthatshowedthedetailsoftheworldgeography.2.Scanning1)GothroughComprehendingExercise1andmakesurethestudentsknowwhattodo.LetthemreadthewholepassageagaintolocateparticularinformationandanswereachquestiononPage19.2)Choosethebestanswersaccordingtothepassage.(1)What’stheauthor’sattitudetowardshissister,WangWei?A.Hedoesn’tlikeheratall.B.Heisabitproudofherandadmiresher.C.Hehastoobeyherbecausesheishissister.D.Hethinksthatherknowledgeofgeographyisverypoor.(2)Altogetherthereare______________peoplewhohavetotakethegreatbiketrip.A.oneB.twoC.threeD.four(3)Accordingtothetext,whichofthefollowingstatementsisnottrue?A.WangKunthinksthatitistoocoldandtoohightostarttheirtripinQinghai.B.Theyfoundalargeatlaswithgoodmapsinthelibrary.C.Atfirst,theMekongD.TheMekongRiverfinallyflowsintotheSouthChinaSea.(4)Whichistheproperorderaccordingtothetext?a.TheMekongRiverenterstheSouthChinaSea.b.TheMekongRiverbeginsataglacieronaTibetanmountain.c.Atfirst,theMekongd.TheMekongRiverentersSoutheastAsia.e.TheMekongRivertravelsacrosswesternYunnanf.TheMekongRiverleavesChina.A.b,c,e,f,a,dB.b,c,e,f,d,aC.c,b,e,f,d,aD.c,b,f,e,a,d(5)ItcanbeinferredfromthepassagethatWangKunisa______________person.A.braveB.kindC.timidD.carefulSuggestedanswers:(1)B(2)D(3)C(3)C(4)B(5)D3.LanguageproblemsWhilecheckingtheanswerswiththewholeclass,dealwithanylanguageproblemstoseewhetherthestudentscanguessthemeaningsofnewvocabularysuchaspersuade,determined,altitude,etc.4.ReadingaloudtotherecordingPlaythetapeofthepassageforthestudentstolistenandfollow.5.ListingthecountriesthattheMekongThestudentsreadthemapandthethirdparagraphtolistthecountriesthattheMekongSuggestedanswer:China,Laos,Thailand,Cambodia,Burma,Vietnam→Step4After-readingThestudentsdiscussinpairs:WangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip(ComprehendingExercise3onPage19),thenfillinthechart.SimilarattitudesaboutthetripDifferentattitudesaboutthetripBothWangWeiandWangKunthink....WangWeibelieves...1.2.WangKunbelieves...1.2.→Step5ConsolidationAsksomestudentstoretellthepassageinthethirdpersonreferringtothechart.OnepossibleversionWangKunandhissisterWangWeidreamedabouttakingagreatbiketripeversincetheirmiddleschooldays.Aftergraduatedfromcollege,theygotachancetodoit.ItwasWangWeiwhofirsthadtheideastocyclealongtheMekongWangWeiwasastubborngirl.Althoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthattheyshouldfindthesourceoftheriverandbegantheirjourneythere.WhensheheardthesourceoftheMekongRiverwasinQinghai,shewouldn’tchangehermind.Shewasevenexcitedwhensheknewthattheirjourneywouldbeginatanaltitudeofmorethan5000meters.Shealsothoughtthatitwouldbeaninterestingexperience.Beforethetrip,theywenttothelibrary,wheretheyfoundalargeatlaswithgoodmaps.Fromtheatlas,theylearntmoreinformationabouttheMekong→Step6Homework1.Finishofftheworkbookexercises.2.Retellthepassageinyourownwordswithin200hundredwords.设计方案（二）→Step1Lead-inandWarmingup1.Brainstormingsomequestions2.FollowingthestepsoftheWarmuponPage17.→Step2Pre-reading1.ImagingandsharingDoyouliketravelingalongariver?Whatroledoesariverplayinpeople’sdailylife?Thatis,howdopeoplewholivealongariveruseit?2.TalkingandsharingAsisknown,theworldhasmanygreatrivers.Matchnamesofsomegreatriverswiththeirlocationswheretheriverslie.Askthestudents:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyouchoose?Why?→Step3While-reading1.ScanningThestudentsreadthepassagequicklyandgetthetopicsentenceofeachparagraph.2.SkimmingReadthewholepassageagaintolocateparticularinformationandanswereachquestion(ComprehendingExercise1onPage19).3.LanguageproblemsWhilecheckingtheanswerswiththewholeclass,dealwithlanguageproblems.4.Readingaloudtotherecording5.ListingthecountriesthattheMekong→Step4After-readingThestudentsdiscussinpairs:WangWei’sandWangKun’ssimilaranddifferentattitudesaboutthetrip(ComprehendingExercise3onPage19).→Step5ConsolidationAsksomestudentstoretellthepassageinthethirdperson.→Step6Homework1.Finishofftheworkbookexercises.2.Retellthepassageinyourownwordswithin200hundredwords.板书设计Unit3TraveljournalPART1THEDREAMANDTHEPLANTypeofwritingThisisatraveljournal.MainideaofthepassageWangKunandWangWei’sdreamoftakingagreatbiketrip,theirdifferentattitudes,WangWei’sdetermination,andtheirpreparationsforthetrip.Topicsentenceofthe1stparagraphItwasmysisterwhofirsthadtheideatocyclealongtheMekongTopicsentenceofthe2ndparagraphAlthoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthatwefindthesourceoftheriverandbeginourjourneythere.Topicsentenceofthe3rdparagraphWefoundalargeatlaswithgoodmapsthatshowedthedetailsoftheworldgeography.活动与探究SurftheInternetandgetmoreinformationabouttheMekongSamplepassage:MekongRiver—TheLifebloodofSoutheastAsiaTheMekongRiveristheheartandsoulofmainlandSoutheastAsia.The12thlongestriverintheworld,theMekongruns4800kilometersfromitsheadwatersontheTibetanPlateauthroughYunnanProvinceofChina,Burma,Thailand,Cambodia,LaoPDRandVietnam.Over60millionpeopledependontheMekonganditsbranchesforfood,water,transportandmanyotheraspectsoftheirdailylives.Itsannualflooddroughtcyclesareessentialforthesustainableproductionofriceandvegetablesonthefloodplainsandalongtheriverbanksduringthedryseasons.KnownastheMotherofwaters,theriversupportsoneofth