高中英语《Travel Journal》教学设计
一．教学内容
本单元的中心话题是旅游（travel），通过旅游日记的方式描述旅游见闻。本篇教学设计主要是针对warming up 和reading部分进行设计。Warming up 部分让学生讨论乘公交车、乘火车、乘船和乘飞机四种不同的交通工具的优、缺点，并填入表格中。然后让学生想象自己计划选一个地方去度假，并就度假事宜编一段对话。由学生的讨论引出reading部分Journey Down the Mekong的第一部分
The dream and the plan。王坤用第一人称讲述了他和王薇梦想沿湄公河骑自行车旅行，并为之作准备。本单元主要通过阅读培养学生的略懂、跳读、根据上下文猜测词义等阅读技巧，并使学生了解湄公河的地理风貌，丰富他们的地理知识以及使学生了解生态旅游的慨念和意义，树立为建立人和自然和谐发展的环境而努力的意识。 二．学情分析
1. “旅游”可以说是一个世界性的时尚话题，随着经济发展，社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，被越来越多的人们所接受与喜欢。学生大多喜欢旅游，但出去旅游的机会很少，本课的内容能引起学生的兴趣，激发学生的探究心理。
2. 刚进入高中，大部分学生的英语语言表达能力较差，在本课的教学中提供了多种机会让学生用英语进行真实交际，以此增强学生的自信心，丰富学生的想象力，培养学生的逻辑思维能力。 三．教学目标 Knowledge aims:
1. Get the students to learn the useful new words and expressions in this passage.
2. Get the students to learn about the usage of The Present Continuous Tense to express future actions. Ability aims:
Develop the students’ reading ability and let them learn to sue some
reading strategies such as skimming,scanning, and so on. Emotional aim:
Stimulate the students’ love for nature by getting them to know a great river. 四．教学重点
Get the students to master different reading skills. 五．教学难点
Develop the students’ reading ability, especially the ability of understanding implied meanings. 六．教学方法
Task-based teaching and learning; cooperative learning and discussion. 七．教学设备
The multimedia and other normal teaching tools. 八．教学过程
Step 1. warming --up and lead-- in
Teacher: Good morning, boys and girls. Summer vocation is coming, do you have any plans? (Students will have many plans and want to share with us. we will have a free talk.) Thanks for your sharing .I would like to talk about one of my holiday plans-- go traveling. (Then I will use the multimedia to show some pictures, which I took in different cities of China, such as Beijing, Shanghai, Hangzhou and so on. I think that they can stimulate students interests in traveling.) If you are given a chance to travel around the world, what kind of transportations will you use and why?
向学生展示不同城市的美丽风景，引起学生对旅游的兴趣。同时带入不同的交通工具，谈论它们的优缺点。通过询问学生为何喜欢旅游，启发学生思维，使学生了解旅游的意义；通过师生述说各自的旅游经历及发表对旅游的看法，活跃学生用英语交流的思维，激发学生的兴趣，活跃课堂气氛，发挥学生的主体作用。 Step 2. pre-reading
1. Imaging and sharing
Teacher: Do you like traveling along a river? What role does a river play in people’s daily life? 2. Talking and sharing
Teacher: As we all know ,the world has many great rivers. Do you know their names and locations? Please discuss with your classmate and match them.
Names of river 1. Mekong 2. Rhine 3. Congo 4. Thames 5. Amazon 6. Nile 7. Mississippi Locations A. Germany B. China, SE Asia C. Egypt D. England E. Central Africa F. US G. Brazil 通过表格中河流的名称和起源地，帮助学生巩固世界地理知识。为阅读部分打好铺垫。同学之间相互讨论，充分发挥合作精神，增强学生的自信心，真正发挥学生的主体作用。 Step 3. while-reading 1. Skimming
Teacher: Open your books and turn to page 18. Read the passage in 3 minutes and answer the question: what are Wang Kun and Wang Wei going to do? 要求学生以最快的速度在文章中找关键词，并找出答案。旨在培养学生的快速阅读能力。
2. Fill in the table. Type of writing Main idea of the passage Topic sentence of the first paragraph Topic sentence of the second paragraph Topic sentence of the third paragraph 要求学生快速阅读文章，并通过回答问题来理解课文段落大意，用简要的英语来进行填空，旨在培养学生的综合理解和表达能力。 3. Scanning
Teacher: please read the passage again to answer the questions on page 19 and choose the best answers according to the passage. 1).Questions:
1. What was Wang Kun and Wang Wei’s idea of a good trip? 2. Who planned the trip to the Mekong?
3. Where is the source of the Mekong and which sea does it enter? 4. What can you see when you travel along the Mekong?
5. What difficulties did Wang Kun and Wang Wei find about their journey? 6. What do you think about Wang Kun and Wang Wei? 2) . Choose the best answers according to the passage.
1. Altogether there are people who have to take the great bike trip. A. one B. two C. three D. four
2. According to the text, which of the following statements is not true? A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai.
B. They found a large atlas with good maps in the library.
C. At first, the Mekong river is small, and the water is clear and warm. D. The Mekong river finally flows into the South China Sea. 3. It can be inferred from the passage that Wang Kun is a person.
A. brave B. kind C. timid D. careful
通过此任务，让学生再次阅读文章，对文章细节有更好的理解。同时对一些特定的句子进行设题，加强了学生的理解能力，为以后的写作积累词汇和表达句式。 Step 4. Discussion
Teacher: Boys and girls, after learning his passage, we know that Wang
Kun and Wang Wei have different and similar attitudes about the trip. You can discuss with your group and fill the chart. Similar attitudes about the trip 1. 2. ....... different attitudes about the trip 1. 2. ...... 以小组讨论的方式充分调动学生的积极性，培养学生传递信息和发表看法的能力，活跃课堂气氛，培养学生的探究能力，同时也培养学生的团队精神。加强了学生“说”的能力。 Step 5. summary
Teacher: Students can you use your own words to retell the passage? I will give you 4 minutes to prepare and I will ask one student to do it. 通过让学生复述文章大意，目的在于让学生复习和掌握本单元的重要词汇和句型，养成良好的学习习惯，锻炼学生的归纳和总结能力。 Step 6. homework
Teacher：please finish off the workbook exercises and write a passage about your nice trip within 200 hundred words.
通过让学生自己写一篇旅游日记，使学生对本节课所学的知识有所延伸，将课文内容和实际相结合。培养学生“写”的能力。 九. 板书设计
1. What kind of transportation will you use and why?
2. Do you like traveling along a river? What role does a river play in people’s daily life?
3. What are Wang Kun and Wang Wei going to do? 4. Fill in the table. 5. Discussion 6. Homework 十．教学反思
本节课是阅读课，根据自己对教材的理解，紧扣主题设计了导入、快速阅读、细
高中英语《Travel Journal》教学设计
