Unit3Traveljournal

單元規則

本單元的中心話題是旅游(Travel),通過旅游日記的方式描述旅行見聞。具體涉及旅游

所需的準備工作(包括精神與物質準備)，以及選擇安排旅游時間、景點、路線、交通工具等。

語言技能和語言知識等都是圍繞旅游(Travel)這一中心話題展開的。

為了圍繞中心話題開展聽、說、讀、寫活動，本單元安排了八個部分：“熱身(Warming

Up)”“讀前(Pre-reading)”“閱讀(Reading)"“理解(Comprehending)””語言學習

(LearningaboutLanguage)w"語言運用(UsingLanguage)w“小結(SummingUp)n和“學

習建議(LearningTip)M。

“熱身(WarmingUp)”部分讓學討論乘公交車、乘火車、乘船和乘飛機四種不同交通

方式的優、缺點，并填入表格中。然后讓學生想象自己計劃選一個地方去度假，并就度假事

宜編一段對話。與同學討論六個問題，使學生了解旅游的必要手段和必備的費用。目的是培

養學生利用網絡等資源查閱信息的能力，教師可借此幫助學生掌握一些關于旅游方面的詞匯

和相關知識，同時提出的六個問題都涉及現在進行時表示將來的用法，為本單元其余部分的

學習作好了鋪墊。

“讀前(Pre-reading)”部分提出了兩個問題：沿河居住的人怎樣利用河流？世界上有

許多大河，如果你只能沿著其中一條河旅游，你會選哪一條？它們不僅與單元主題有關，而

且與下一部分的閱讀材料內容緊密聯系，從而導出了話題，并為閱讀作好準備。

“閱讀(Reading)”部分是JOURNEYDOWNTHEMEKONG(湄公河旅行游記)的第一部分

THEDREAMANDTHEPLAN(夢想與計劃)，王坤用第一人稱講述了他和王薇夢想沿湄公河騎自

行車旅行，并為之作準備的過程。主要目的是通過閱讀培養學生略讀、跳讀、根據上下文猜

測詞義等閱讀技巧，并使學生了解湄公河的地理風貌，豐富他們的地理知識。

“理解(Comprehending)”部分提供了五個練習。通過問答題的形式、用自己的話解釋

句子。讓學生填寫表格列舉在課文中王薇和王坤對旅行的相同和不同態度并說明自己的看法、

想象自己就是王坤和王薇并利用某一段落的信息編對話以及比較并解釋句子的意義，加深學

生對課文內容、細節以及重點句子的進一步理解。

“語言學習(LearningaboutLanguage)”部分講述了主要詞匯及其運用和重點語法項

目(用現在進行時表示將來)。詞匯部分設計了三個練習：練習1是利用閱讀文章中的單詞或

短語填空完成句子；練習2是從所給的單詞或短語中選擇正確的完成句子；練習3是從所給

的單詞中選擇合適的單詞完成段落。設計這些練習的目的是幫助學生復習掌握重要詞義和詞

語，并能在具體的語境中正確使用。在這一環節中，教師要引導學生自學、自做、自助、自

悟，即指導學生形成自主學習意識，掌握合適的學習策略。語法項目是用現在進行時表示將

來，設計了3個練習：練習1是通過觀察“熱身”部分中的問題來了解用現在進行時表示將

來的用法以及這種時態的構成，并要求從閱讀文章中找出相似的句子；練習2以記者采訪的

形式，通過談論制定旅游計劃學習現在進行時表示將來的用法；練習3給出了表示將來的時

間狀語，要求仿照例句用現在進行時表示將來的句子填空。設計這些練習的H的就是讓學生

通過具體的語境了解、理解并正確運用現在進行時表示將來的用法。

“語言運用(UsingLanguage)”部分含讀和討論(Readinganddiscussing)、聽和說

(Listeningandspeaking)和寫(Writing)三個綜合訓練。讀和討論(Readinganddiscussing)

是JOURNEYDOWNTHEMEKONG(湄公河旅行游記)的第二部分ANIGHTINTHEMOUNTAINS(山

中一宿)，主要講述了她們在西藏山中度過的一宿，爬山路的艱苦及樂趣；聽和說(Listening

andspeaking)圍繞中心話題，講述王薇和王坤在去往大理與表兄弟會面的路上與一個老撾女

孩的對話；寫(Writing)要求學生把自己想象成王坤的朋友圍繞話題給他寫一封短信詢問老撾

的情況。練習冊中與之對應的Listening>Listeningtask和Readingtask中的語篇分別

是JOURNEYDOWNTHEMEKONG(湄公河旅行游記)的第四、五、六部分。這一部分的主要目的

就是培養學生通過閱讀、聽力等各種途徑獲取信息的能力，以及通過小組討論、說、寫等手

段培養學生用英語進行交際的能力，使學生了解生態旅游的概念和意義，樹立為建立人與自

然和諧發展的環境而努力的意識。

“小結(SummingUp)”部分設計了一個表格，引導學生從本單元的話題、詞匯和語法

等方面對所學內容進行歸納總結。這樣做的目的是便于學生復習掌握本單元的要點內容，更

重要的是使學生養成良好的學習習慣，從而提高學習效率，同時也鍛煉了學生的歸納總結的

能力。

“學習建議(LeamingTip)”部分鼓勵學生外出旅行時寫旅游日記(traveljournal)。

這無論對于提高自己的英語水平，還是滿足許多人喜歡看游記的愿望，都是極為有益的，教

師應該督促學生養成這個好習慣。

知識目標：

本單元需要學習的重點單詞為：journalfaretransportVietnamfinallycycle

persuadestubborninsistproperproperlydeterminedeterminedaltitude

valley

attitudeshortscamprecordtopicfamiliarbrave

本單元需要學習的重點詞組為：one-wayfaredreamof/aboutpersuadesomebodyto

dosomethingbedeterminedtodosomethingasusualchangeone'smindgivein

befamiliarwithsomethingbefamiliartosomebody

本單元需要學習的重點句型為：

1.ItwasmysisterwhofirsthadtheideatocyclealongtheMekongRiverfrom

whereitbeginstowhereitends.(Itis/was...who/that...)

2.Althoughshedidn'tknowthebestwayofgettingtoplaces,sheinsistedthat

wefindthesourceoftheriverandbeginourjourneythere,(insistthatsb.

<should>do...)

3.Shegavemeadeterminedlook—thekindthatsaidshewouldn,tchangeher

mind,(theAttributiveClause)

4.Onceshehasmadeuphermind,nothingcanchangeit.(Once...)

5.Itbecomesrapidsasitpassesthroughdeepvalleys,travelingacrosswestirn

YunnanProvince,(thepresentparticipleusedasadverbial)

6.AsitentersSoutheastAsia,ittravelsslowlythroughhillsandlowvalleys,

andtheplainswherericegrows,(theAttributiveClause)

7.Itwassoquietinthemountainsthatnightthattherewasalmostnowind,

onlythesoundofthefire,(sothat...)

8.Thetopicsofatraveljournalcanbedifferentfromadiary,oftenincluding

people,things,andeventslessfamiliartoreaders,(including...)

本單元需要掌握的交際功能用語為：祝愿和告別(Goodwishesandfarewells)

1.Haveanice/goodday/time.Haveanice/goodjourney/trip.

Goodluck!Enjoyyourself!Bestwishestoyou.

HappyNewYear!MerryChristmas!Happybirthday!

2.Thankyou.You,too.Thesametoyou.

本單元需要掌握的語法為：現在進行時表示將來(ThePresentContinuousTenseto

expressfutureactions)

Whenareyouleaving?

Howareyougoingthere?

Whereareyoustaying?

Howlongareyoustayingthere?

Whenareyoucomingback?

能力目標：

1.能根據已知信息推測所聽材料的內容以及拼寫所聽有關單詞。

2.能運用所學語言表達將來的計劃，并學會向別人告別和表達祝愿。

3.學會用英語交流旅游計劃，談論旅游話題。

4.掌握理解本單元旅游日記的內容和閱讀技巧。

5.學會寫書信談論旅游感受、描寫旅游景觀等。

情感目標：

1.運用所學知識在實際生活中安排旅游，包括選擇地點、選擇路線、選擇旅游方式、查

詢費用等。

2.掌握旅游常識，學會解決旅游中出現的一些問題。

3.養成外出旅游時寫旅游日記的習慣。

4.了解生態旅游的概念和意義，幫助學生樹立為建立人與自然和諧發展的環境而努力的

意識。

課時安排

Thisunithelpsstudentsmakeaconnectionbetweengeography,orthe“layof

theland”,andthecustomsandtraditionsofthepeoplewholivethere.Theplaces

visitedinthisunitareclosetohome:inChinaandSoutheastAsia.Criticalthinking

skillsdevelopedinthisunitwillincludeplanningforatripandsolvingproblems

afterthetriphasbegun.Theskillsstudentsareaskedtousearesetinrealistic

situationsandareintendedtomakestudentsmoreresourceful.Thefocusinthisunit

isonhowtoreadanatlastomaketravelplansandhowtofindwaystotravel.An

atlasoffersawealthofinformationaboutgeographyandisonewaytoincrease

students'awarenessoftheirglobalenvironment.Useofanatlasespeciallyaddresses

theneedsofstudentswithvisualandspatiallearningstyles.Ofcourse,thephotos

andmapsincludedinthisunitaddtotheskillstaught.Practicewithcreativewriting

iscontinuedinthisunit.Studentslearnaboutthepurposeofthejournalandhow

itcompareswiththediary.Studentsarealsogivenpracticeinreadingjournalentries

andwritingtheirown.Intheprocess,theyareintroducedtotheroleofsensory

detailindescriptivewriting.Thus,basedonthetheme,contentsandteaching

objectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:

Period1:WarmingupandReading

Period2:Importantlanguagepoints

Period3:Grammar:ThePresentContinuousTenseforFutureActions

Period4:Listening

Period5:ExtensiveReading

Period6:SpeakingandWriting

Period7:Revision(SummingupandLearningtip)

Period1WarmingupandReading

整體設計

從容說課

Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,

theteachercanleadinthetopicofthisunitbybrainstormingsomequestions,such

as:Doyouliketraveling?Whydoyouliketraveling?Wherehaveyoueverbeenbefore?

AstoWarmingup,theteachercanfollowthestepsonPage17.Itspurposeis

togetstudentstalkingaboutthesixquestionpromptsandthetopicofthisunit.

Soitdoesnotmatterwhethertheycanfindthecorrectfares.Theycanestimate,

orgiveagoodguessabouthowmuchitwillcost.Theimportantthingistogetstudents

tocarryonconversationsinpairsusingthePresentContinuousTensetoexpress

plannedactionsintheimmediatefuture.Thisparthelpstomakethestudentsready

forReading.

Beforereadingthepassage,thestudentsshoulddiscussthetwoquestionsinthe

partPre-readinginpairs.Thismakesforgettingthestudentsthinkingaboutthe

generaltopicofthereadingpassage.

ThereadingpassageisthefirstpartofJOURNEYDOWNTHEMEKONG.Itgivesstudents

thebackgroundaboutthebiketrip,especiallytheplanningthatwentintoit.This

partalsointroducesstudentstothefouryoungpeoplewhomadethetrip:WangKun,

thewriterofthejournalandhissister,WangWei,andtheircousinsDaoWeiand

YuHang.Thissectionalsointroducesstudentstomanyofthegeographicaltermsthey

willusethroughouttheStudents'BookandWorkbookparts.So,theteachercanask

thestudentsfirsttoreadquicklytogetthemainideaofthepassageandtopic

sentenceofeachparagraph,thenreadcarefullytolocateparticularinformationfor

Exercise1inComprehending(onPage19),andfinallydoExercise2:Listthecountries

thattheMekongRiverflowsthrough.Duringthecourseofreadingteaching,theteacher

cannotonlydevelopstudents,readingability,includingskimming,scanningand

furtherunderstanding,butalsogetthestudentstolearnthecommonknowledgeabout

travelandtheMekongRiver.Becausetherearetoomanynewwordsinthereadingpassage,

inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithany

languageproblemswhiletheyarereading.

Afterreadingthepassage,thestudentsshoulddiscussinpairs:WangWei'sand

WangKun,ssimilaranddifferentattitudesaboutthetrip.

Toconsolidatethecontentsofthereadingpassage,thestudentsshouldbe

requiredtoretellthestoryattheendoftheclass.Inordertoarousethestudents,

interest,theteachercanholdacompetitionbetweengroups.

教學重點Getthestudentstolearndifferentreadingskills.

教學難點Developthestudents'readingability,especiallytheabilityof

understandingimpliedmeanings.

教學方法

1.Task-basedteachingandlearning

2.Cooperativelearning

3.Discussion

教具準備

Themultimediaandothernormalteachingtools

三維目標

Knowledgeaims:

1.Getthestudents'tolearnthefollowingusefulnewwordsandexpressions

inthispassage:journalfaretransportVietnamfinallycyclepersuade

stubborninsistproperproperlydeterminedeterminedaltitudevalley

attitudechangeone'smind

givein

2.GetthestudentstolearnabouttheusageofThePresentContinuousTenseto

expressfutureactions.

Abilityaims:

Developthestudentsreadingabilityandletthemlearntousesomereading

strategiessuchasskimming,scanning,andsoon.

Emotionalaims:

Stimulatethestudents'lovefornaturebygettingthemtoknowthegreatness

ofariver.

教學過程

設計方案(一)

fStep1Lead-inandWarmingup

1.Brainstormingsomequestions

Doyouliketraveling?Whydoyouliketraveling?Wherehaveyoueverbeenbefore?

Howdidyougetthere?Ifyouaregivenachancetotravelaroundtheworld,what

kindoftransportationswillyouuseandwhy?

Showthechartandaskstudentstodiscussitinpairs.

NameoftheMeansoftransportationReasons

transportations

bycar(inacar)

（5^）bybike

byplane(byair)

bytrain(onatrain)

bybus(onabus)

byship(bywaterorby

boat)

inahotballoon

bymotorbike(ona

motorbike)

byjeep

bytruck

inaplate

2.FollowingthestepsoftheWarmuponPage17.

fStep2Pre-reading

1.Imagingandsharing

Doyouliketravelingalongariver?Whatroledoesariverplayinpeople's

dailylife?Thatis,howdopeoplewholivealongariveruseit?

Suggestedanswers:

Peoplecandrinkthewaterinariver.

Peoplecanwashtheirclothesinariver.

Peoplecanswiminsummerandskateinwinter.

Peoplecanirrigatetheirfields.

Peoplecanusearivertoproduceelectricity.

Peoplecantravelalongariver.

2.Talkingandsharing

Asisknown,theworldhasmanygreatrivers.Ontheleftarenamesofsomegreat

riversandtherightlocationswheretheriverslie.Pleasematchthem.

NamesofRiverLocations

MekongGermany

RhineChina,SEAsia

NileEgypt

CongoEngland

ThamesCentralAfrica

AmazonUS

MississippiBrazil

Askthestudents:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyou

choose?Why?

fStep3While-reading

1.Skimming

l)Thestudentsreadthepassagequicklyandanswerthequestion:WhatareWang

KunandWangWeigoingtodo?

2)Fillinthetable:

Typeofwriting

Mainideaofthepassage

Topicsentenceofthe1stparagraph

Topicsentenceofthe2ndparagraph

Topicsentenceofthe3rdparagraph

Suggestedanswers:

TypeofwritingThisisatraveljournal.

MainideaofthepassageWangKunandWangWei'sdreamoftaking

agreatbiketrip,theirdifferent

attitudes,WangWei'sdetermination,

andtheirpreparationsforthetrip.

Topicsentenceofthe1stparagraphItwasmysisterwhofirsthadtheidea

tocyclealongtheMekongRiver.

Topicsentenceofthe2ndparagraphAlthoughshedidn,tknowthebestwayof

gettingtoplaces,sheinsistedthatwe

findthesourceoftheriverandbeginour

journeythere.

Topicsentenceofthe3rdparagraphWefoundalargeatlaswithgoodmapsthat

showedthedetailsoftheworld

geography.

2.Scanning

l)GothroughComprehendingExercise1andmakesurethestudentsknowwhatto

do.Letthemreadthewholepassageagaintolocateparticularinformationandanswer

eachquestiononPage19.

2)Choosethebestanswersaccordingtothepassage.

⑴What'stheauthor?sattitudetowardshissister,WangWei?

A.Hedoesn,tlikeheratall.

B.Heisabitproudofherandadmiresher.

C.Hehastoobeyherbecausesheishissister.

D.Hethinksthatherknowledgeofgeographyisverypoor.

(2)Altogethertherearepeoplewhohavetotakethegreatbiketrip.

A.oneB.twoC.threeD.four

(3)Accordingtothetext,whichofthefollowingstatementsisnottrue?

A.WangKunthinksthatitistoocoldandtoohightostarttheirtripinQinghai.

B.Theyfoundalargeatlaswithgoodmapsinthelibrary.

C.Atfirst,theMekongRiverissmall,andthewaterisclearandwarm.

D.TheMekongRiverfinallyflowsintotheSouthChinaSea.

(4)Whichistheproperorderaccordingtothetext?

a.TheMekongRiverenterstheSouthChinaSea.

b.TheMekongRiverbeginsataglacieronaTibetanmountain.

c.Atfirst,theMekongRiverissmall,andthewaterisclearandcold.

d.TheMekongRiverentersSoutheastAsia.

e.TheMekongRivertravelsacrosswesternYunnanProvince.

f.TheMekongRiverleavesChina.

A.b,c,e,f,a,d

B.b,c,e,f,d,a

C.c,b,e,f,d,a

D.c,b,f,e,a,d

(5)ItcanbeinferredfromthepassagethatWangKunisaperson.

A.braveB.kindC.timidD.careful

Suggestedanswers:

(1)B(2)D(3)C(3)C(4)B(5)D

3.Languageproblems

Whilecheckingtheanswerswiththewholeclass,dealwithanylanguageproblems

toseewhetherthestudentscanguessthemeaningsofnewvocabularysuchaspersuade,

determined,altitude,etc.

4.Readingaloudtotherecording

Playthetapeofthepassageforthestudentstolistenandfollow.

5.ListingthecountriesthattheMekongRiverflowsthrough.

Thestudentsreadthemapandthethirdparagraphtolistthecountriesthatthe

MekongRiverflowsthrough.

Suggestedanswer:China,Laos,Thailand,Cambodia,Burma,Vietnam.

fStep4After-reading

Thestudentsdiscussinpairs:WangWei'sandWangKun'ssimilaranddifferent

attitudesaboutthetrip(ComprehendingExercise3onPage19),thenfillinthechart.

SimilarattitudesaboutthetripDifferentattitudesaboutthetrip

BothWangWeiandWangKunthink...WangWeibelieves...

1.1.

2.2.

3.WangKunbelieves...

4.1.

2.

fStep5Consolidation

Asksomestudentstoretellthepassageinthethirdpersonreferringtothechart.

Whytotravel

Theirdrcam-takingabiketrip

Theirpreparations

Bothofthemboughtexpensivebikes.

...gottheircousinsinterestedintraveling

...wenttothelibraryandfoundalargeatlaswith

...goodmapsthatshowdetailsoftheMekongRiver

Onepossibleversion

WangKunandhissisterWangWeidreamedabouttakingagreatbiketripeversince

theirmiddleschooldays.Aftergraduatedfromcollege,theygotachancetodoit.

ItwasWangWeiwhofirsthadtheideastocyclealongtheMekongRiverfromitssource.

Theybothboughtexpensivemountainbikes.TheyalsogottheircousinsDaoWeiand

YuHangtogowhowereinterestedincycling,too.

WangWeiwasastubborngirl.Althoughshedidn,tknowthebestwayofgetting

toplaces,sheinsistedthattheyshouldfindthesourceoftheriverandbegantheir

journeythere.WhensheheardthesourceoftheMekongRiverwasinQinghai,she

wouldn,tchangehermind.Shewasevenexcitedwhensheknewthattheirjourneywould

beginatanaltitudeofmorethan5000meters.Shealsothoughtthatitwouldbean

interestingexperience.

Beforethetrip,theywenttothelibrary,wheretheyfoundalargeatlaswith

goodmaps.Fromtheatlas,theylearntmoreinformationabouttheMekongRiver.

fStep6Homework

1.Finishofftheworkbookexercises.

2.Retellthepassageinyourownwordswithin200hundredwords.

設計方案（二）

fStep1Lead-inandWarmingup

1.Brainstormingsomequestions

2.FollowingthestepsoftheWarmuponPage17.

fStep2Pre-reading

1.Imagingandsharing

Doyouliketravelingalongariver?Whatroledoesariverplayinpeople's

dailylife?Thatis,howdopeoplewholivealongariveruseit?

2.Talkingandsharing

Asisknown,theworldhasmanygreatrivers.Matchnamesofsomegreatrivers

withtheirlocationswheretheriverslie.

Askthestudents:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyou

choose?Why?

fStep3While-reading

1.Scanning

Thestudentsreadthepassagequicklyandgetthetopicsentenceofeachparagraph.

2.Skimming

Readthewholepassageagaintolocateparticularinformationandanswereach

question(ComprehendingExercise1onPage19).

3.Languageproblems

Whilecheckingtheanswerswiththewholeclass,dealwithlanguageproblems.

4.Readingaloudtotherecording

5.ListingthecountriesthattheMekongRiverflowsthrough.

fStep4After-reading

Thestudentsdiscussinpairs:WangWei'sandWangKun'ssimilaranddifferent

attitudesaboutthetrip(ComprehendingExercise3onPage19).

fStep5Consolidation

Asksomestudentstoretellthepassageinthethirdperson.

—Step6Homework

1.Finishofftheworkbookexercises.

2.Retellthepassageinyourownwordswithin200hundredwords.

板書設計

Unit3Traveljournal

PART1THEDREAMANDTHEPLAN

TypeofwritingThisisatraveljournal.

MainideaofthepassageWangKunandWangWei'sdreamoftaking

agreatbiketrip,theirdifferent

attitudes,WangWei'sdetermination,

andtheirpreparationsforthetrip.

Topicsentenceofthe1stparagraphItwasmysisterwhofirsthadtheidea

tocyclealongtheMekongRiver.

Topicsentenceofthe2ndparagraphAlthoughshedidn*tknowthebestwayof

gettingtoplaces,sheinsistedthatwe

findthesourceoftheriverandbeginour

journeythere.

Topicsentenceofthe3rdparagraphWefoundalargeatlaswithgoodmapsthat

showedthedetailsoftheworld

geography.

活動與探究

SurftheInternetandgetmoreinformationabouttheMekongRiver.

Samplepassage:

MekongRiver-TheLifebloodofSoutheastAsia

TheMekongRiveristheheartandsoulofmainlandSoutheastAsia.The12thlongest

riverintheworld,theMekongruns4800kilometersfromitsheadwatersontheTibetan

PlateauthroughYunnanProvinceofChina,Burma,Thailand,Cambodia,LaoPDRand

Vietnam.

Over60millionpeopledependontheMekonganditsbranchesforfood,water,

transportandmanyotheraspectsoftheirdailylives.Itsannualflooddroughtcycles

areessentialforthesustainableproductionofriceandvegetablesonthefloodplains

andalongtheriverbanksduringthedryseasons.KnownastheMotherofwaters,the

riversupportsoneoftheworldJsmostdiversefisheries,secondonlytotheAmazon.

Thisvitalecosystemandlifebloodoftheregioniscurrentlyunderthreat.Overthe

pasttenyears,morethan100largedamshavebeenproposedfortheMekongbasinby

institutionsliketheAsianDevelopmentBank(ADB)andtheMekongRiverCommission.

Someoftheseprojectshavealreadybeenbuilt.

OneofthegreatestthreatsisChina'splanstoconstructeightdamsontheUpper

MekongLancang.Twoofthesedamshavealreadybeencompleted,andconstructionon

thethirdproject,Xiaowan,beganinJanuary2002.Thesedamswillhavewidespread

impactsonthelivelihoodsofMekongcommunitiesandonthenaturalecologyofthe

riversystem.

InLaos,IRNisworkingtostopWorldBanksupportfortheDamandensurethat

communitiesreceivejustcompensationforlossessufferedduetotheADB-fundedNam

andDams.IRNisalsomonitoringbroaderregionalwaterresourcedevelopments,

particularlythosefundedbytheADB.

InThailand,IRNhasbeenworkingwithcommunitiesaffectedbythePakMunand

RasiSalaidamswhoarecampaigningforthegatesofbothdamstobepermanentlyopened

andfortheMunRivertoberestored.

IRNisalsomonitoringtheimpactsoftheYaliFallsDaminVietnam,whichhas

affectedcommunitiesinbothVietnamandCambodia.

Unit3Traveljournal

Period2ImportantLanguagePoints

整體設計

從容說課

Thisisthesecondteachingperiodofthisunit.Wefirstcheckthestudents'

homeworkandofferchancesforthestudentstoreviewwhattheylearnedduringthe

firstperiod.

Theemphasisinthisperiodwillbeplacedontheimportantnewwords,expressions

andsentencepatternsinthepartsWarmingupandReading.Inordertomakethestudents

understandthesepointsthoroughly,wecanfirstgetthestudentstounderstandtheir

meaningsinthecontext,thengivesomeexplanationsaboutthem,lateroffersome

practicestomakethestudentsmastertheirusages.Somewordsandexpressions,such

aspersuade,insist,careabout,givein,areveryusefulandimportant.Soisthe

sentencepattern“Itis?..that/who...”?Weoughttopaymoreattentionto

themanddesignspecialexercises.

Attheendoftheclass,theteachercanmakethestudentsdomoreexercisesfor

consolidation.Indoingso,theycanlearn,graspandusetheseimpor