Book1 Unit3 Journey down the Mekong
Focus
transport, prefer, flow, persuade, graduate, schedule, organize
Expressiever since, be fond of, change one’s mind, make up one’s ons mind, give in, as usual, at midnight
Patterns When are we leaving and when are we coming back?
Then she persuaded me to buy one.
Wang Wei soon got them interested in cycling too. She insisted that she organize the trip properly. Finally, I had to give in.
Words
The first period: Reading Part 1 the Dream and the Plan
【教学目标】
Knowledge objectives
1. By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text.
3. Learn some knowledge about the Mekong River, such as the countries that it flows through.
2. Ss will learn some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc. Ability objectives
1. Improve Ss’ reading ability.
2. Develop Ss’ reading skills as scanning, skimming,
information-gathering, summarizing and guessing the new words from the text.
3. Improve Ss’ speaking ability by role play. Moral objectives
1. Know the importance of rivers through pre-reading.
2. Learn what to do before travelling through the reading passage. 3. Raise Ss’ interest and enthusiasm by drawing a picture of the Mekong.【教学重点】
Improve Ss’ reading skills and reading comprehension
【教学方法】
Teaching: Task-based language teaching and communicative approach.
Learning: Individual work, pair work and group work. 【课前准备】 Power point
【教学过程】 设计意图 教师活动 学生活动 通过问候拉近师生关系并且使学生快Answer the question freely. 速融入到英语学习中。 课前了解 1.问题1贴近学生生 Step2: Pre-reading(5min) 活，使学生有兴趣参1. T: In our town, there’s 与进来。 1. Think over and answer. a river. What is it? 2.通过问题2发散学2. Look at the PPT and 2. T: Many people live learn more about 生思维，了解河流的beside rivers. How can we 用处。引出河流可以each question. make use of rivers? 用于旅游 Pre-reading How can we make use of rivers? fishingtraveling…washing Rivers making electricityswimming transportingirrigating 3.通过问题3让学生 了解更多河流并且引3. T: in the world, there 出文章相关河流——are many great rivers. Do 湄公河。 you know some of them? The greatest rivers in the world The Pearl RiverYangtze RiverYellow River Danube River Amazon River Nile River (Egypt) (Central Europe)(Brazil) Step1: Greetings.(1min) T: How are you today? Thames (England)Mississippi(USA)Seine ( France) Mekong 4.通过问题3激发学 生兴趣引发学生思考 并且引出课题4.T：If you could travel Journey down the along one of the greatest Mekong. rivers, which one would you choose? 5.通过地图展示，使 学生简单了解湄公河 以帮助学生理解课5. T: Today we will learn 文。 Journey down the Mekong. In order to better understand the passage, let’s first learn something about the Mekong River. China LaosMyanmar ThailandStep 3:Read and answer CambodiaViet nam1. Skimming: Individual South China Seawork. 快速阅读培养学 Step 3: Reading and Find out what the dream and the plan are. 生阅读技巧和速度，comprehending(30min) 帮助学生通过what Fast reading who when where四个1. Skimming 词学习总结文章大The title of part one of the 意。 journal is the Dream and the Plan. One minute to read and find out what the dream and the plan are. Use what, when, who, where to help you. Answer: Dream: Ever since middle school, Wangkun and his sister dreamed of taking a great bike trip. Plan: They planned to cycle along the Mekong River after graduating from college. 2. Scanning Two minutes to read and find out what they did before traveling. Answer: They bought mountain bikes. They got their cousins to join them. They made a schedule. They went to the library to search information about the Mekong River. 3. Skimming Have they got information about the Mekong? Which paragraph tells us? Mach the meaning with each paragraph. 4. Detailed reading. Para.1: Tor F Answer: F F T 2. Scanning: Pair work. Find out what preparations they made for the traveling. Retell their dream, plan and preparations according to the key words on the blackboard. 3. Skimming: Individual work. Matching. 扫读培养学生搜集信息能力。通过搜集到的信息学习在旅游前需要做充分准备。 通过根据板书关键词复述，使学生在阅读中得到的信息进行输出以提高学生的语言应用能力。 根据第二部分主人公在图书馆找到湄公河信息引出第三段*Main idea of each paragraph段意，连线题帮助学Para.1生快速把握各段主要A.Information about the Mekong River意思。并为下一环节Para.2B.They organized the journey.分段仔细阅读做好准备。 Para.3 C.Prepare to take a bike trip 4. Detailed reading: Individual work Para.1 T or F 通过判断正误锻炼学生单句分析能力和细节信息处理以及提高学生的细心程度，并且在题目里设计与长难句相关的判断以解决学生第一段 Para.2: What kind of person do you think Wang Wei is? How do you know? Answer：stubborn, careless, determined, adventurous, brave Para.3: 1. Some difficult words. T or F1.Dao Wei and Yu Hang didn’t want to join them.2.The Mekong river is called the LancangRiver in Laos.3.Wang Wei first had the idea to cycle along the Mekong River.Para.1 Para.2 What kind of person Wang Wei is? Para.3 1).Find out the changes of the Mekong river. 2).Role play glacierrapidsvalleywaterfalldeltaplainbends/meanders Draw a picture of the 2. Read and find out the Mekong River according to changes of the Mekong. the map on P18 and the third Use the following the paragraph, then be a guide and introduce the Mekong to words to help you. Begins, at first, then, the visitors. sometimes, after, as, Draw: Introduce: at last 3. Study the changes of the Mekong according to the words above together with students. For example: The Mekong River begins in a glacier. At first, it’s clear and cold. 3. Now draw a picture of the Mekong River according to the map and paragraph 3. Then be a guide and introduce the Mekong to the visitors. 中长难句的困难。 提高学生根据文章语境猜测单词的能力并且学习修饰人性格的词汇。 第三段涉及很多地理上的专业词汇，通过图片和单词展示帮助学生扫清阅读上的障碍。 通过带领学生一起学习湄公河流经过程中的改变使学生进一步理解本段。 通过画湄公河和role play扮演导游的形式增强学生的兴趣，提高学生的积极性，并且锻炼学生口语能力。因第三段偏难，设计此环节特为增强学生的成就感。 解决学生遗留问 Step 3 Difficult sentences (1min) Go through the passage quickly to see if you have questions or not. Feel free to ask. Step 4: Useful language points.(4min) Work with your groupers and pick out the useful words, expressions and sentences that you can use in your writing. Step 5: Summary (2min) Fill in the blanks and read it together. Summarydreamed•Wang Kun and Wang Wei have _______ about taking a great bike trip. After ____________ graduatingcycledecidedfrom college, They _________ to ______ along cousinsthe Mekong River with their _________. Wang Wei is very ________. Although the journey is stubborndifficult, she ________ that they should go. insistedlibraryBefore going, they went to the __________. glacierThey found that the Mekong begins in a ______ halfon a mountain. They also learnt that ______ of the river is in China. At last, the river delta enters_______ the South China sea. Step 3: Difficult sentences Read and ask.(Individual work) Step 4: Useful language points. (Group work.) Pick out the useful language points and share with the whole class. Step 5: Individual work. Fill in the blanks. Summary•Wang Kun and Wang Wei have _______ about taking a great bike trip. After ____________ from college, They _________ to ______ along the Mekong River with their _________. Wang Wei is very ________. Although the journey is difficult, she ________ that they should go. Before going, they went to the __________. They found that the Mekong begins in a ______ on a mountain. They also learnt that ______ of the river is in China. At last, the river delta _______ the South China sea. Step 6: Homework Writing If you could travel along one of the greatest rivers, which would you choose and how would you prepare for the journey? 题。 学习欣赏文章的语言，扩充学生的词汇量。并且增强学生的团队合作精神。 对文章进行总结和巩固。 通过写作巩固文章中旅游相关信息及有用词汇。
【板书设计】 Unit 3 Journey down the Mekong Pre-reading: 1. Use of rivers 2. Greatest rivers Reading: 1. dream: ever since, dreamed of, taking 2. plan: after, cycle, the Mekong 3. preparations: bought, got, made, went to library Comprehending: Para.1: T or F Para 2: adventurous Para3: changes of the Mekong (Draw a picture of the Mekong on the blackboard according to para.3 to help Ss know the changes of the Mekong.)
The 2nd period: language points
Importance:
ever since, dream of/about, persuade, graduate, insist, organize,
determine, once
Objectives:
1. 2. 3. 4.
To better understand the passage. To master the important points.
To learn to work together with others.
To know that two heads are better than one.
Difficulty:
How to be more effective.
Step 1: Greetings
Greet as usual.
Step 2: Revision
What have you learnt yesterday? ( Encourage Ss to talk.)
Step3: Listening and studying (Individual work& group work..)
Individual work: Listen to the text and pick out the new words, expressions.
Group work: Find more sentences for the new words and expressions.
There are 12 new points in all. Each group is in charge of 3 new points. Then write the sentences on the black board.
1. Ever since:
We have been friends ever since.
Ever since middle school, we have been friends. 2. dream of/about
My young brothers dreamed about becoming a teacher. I have never dreamed of meeting you here. 3. persuade/ advise
At last, I persuaded my bother to go to school. He persuaded his teacher into playing a song. 4. graduate
He graduated from high school 2 years ago. My brother is a graduate of Jilin university. He graduated from Harvard. 5. finally
She finally agreed with me. Finally, the bus came. 6. be fond of
I am fond of rock music while my sister is fond of folk songs. 7. insist
We all insist that he (should) have a rest. She insisted that she was an honest girl. She insisted on our going to Beijing by air. 8. organize, organization John organized the party.
Everything should be organized before party. 9. care about
The young should care about the old. The teacher cares about his students. 10. determine
They determined to start early.
Determined to do well, Tom studied as hard as he could. 11. once
Once you understand the rules, physics is easy to learn. Once he has made up his mind, nothing can change it. 12. give in
He never gives in to others.
Finally, I give in and accepted the jobs.
Step 4: Points learnt before. (Group work)
1 min to study the text again and find out the useful points that learnt before. Then write it on the black board to compete with other groups to see which group get the most.
Step 5: Practice.
Translation
1. 这个女孩梦想像妈妈一样当个老师。 2. 最后我们说服他们跟我们来了。 3. 我坚持要他学医，不学法律。 4. 他母亲是一个意志坚定的人。
The 3rd period: Grammar Objecvtives:
1. To master the use of the present continuous.
2. To better know the structure and tense of English. Step 1: revision.
Dictation: journal, transport, prefer, disadvantage, fare, flow, ever since, persuade, graduate, finally, schedule, organize, care about
Step 2: Grammar.
Compare the following sentences to see what they have in common. 1. She is watching TV now
2. The weathe is getting colder and colder. 3. –what are you doing recently? --- I’m writing a new book.
4. I don’t like to be disturbed when I’m sleeping. 5. you are always thinking about others.
We can see that the verbs are all used in the “-ing” form. They are “the present continuous tense”, but they express future actions or plans. The Present Continuous Tense may be used to denote an action that can be
pre-planned or prearranged instead of the future indefinite in colloquial English. But please note that, not all verbs can be used in the “-ing” form to express future actions. Such verbs as come, go, leave, fly, walk, ride, drive, stay, meet, die, see, have, arrive etc. are mainly used in the “-ing” form to express future actions.
1. 表示正在进行
She is watching TV now. I am talking now. 2. 表示发展、改变
It’s getting warmer and warmer. The weather is becoming colder. 3表示阶段
I am writing a new book recently. He is learning French recently.
4.表示赞赏厌烦生气等情绪( always, constantly, forever)
You are always being late.’
He is making the same mistake.
5. 表示将来（arrive, come, do, get, go leave…） I’m coming on Saturday.
I’m not going out this evening. Step 3. The future tense. 1. shall/will do
We will meet you at the airport. 2. be going to do
We are going to listen to a talk tonight. 3. be to do
They are to hand in their plan next week. 4. be about to do…
I was about to leave when the boss came. Step4. practice
1. The house belongs to my aunt but she_____ here any more.
A. hasn’t lived B. didn’t live C. hadn’t lived D. doesn’t live 2.John, a friend of mine, who got married only last week, spent ＄3,000 more than he _____for the wedding.
A. will plan B. has planned C. would plan D. had planned
3. The water _____ cool when I jumped into the pool for morning exercise. A. was felt B. is felt C. felt D. feels
4.Mary, _____ here—everybody else, stay where you are. A. come B. comes C. to come D. coming
5. Eliza remembers everything exactly as if it_____ yesterday. A. was happening B. happens C. has happened D. happened 6. It is often said that ______ teachers have _____ very busy life. A. /;/ B. /; a C. the ;/ D. the; a
7.—Are you still busy? —Yes, I _____ my work, and it won’t take long. A. just finish B. am just finishing C. have just finished D. am just going to finish
8. The film ___ quite early, so we ____ to the bookstore after that.
A. finished; are going B. finished; go C. finishes; are going D. finishes; go
Keys: 1-5 DDCAD;6-8 BBC Step5: Homework
Finish off the related exercise.
The 4th period: Using language
Objectives
1. To learn about Wang Kun’s travel.
2. To help students make use of what they learned in this unit in communication
3. To help students use the language by reading, listening, speaking and writing
4. To develop Ss’ skills: reading, listening, speaking and writing. Step 1: Warming up
1.In the first passage, we learned that Wang Kun and Wang Wei wanted to cycle along the Mekong River. Which cities does the River flows through? 2.What do you know about Tibet? ( Encourage Ss to talk.)
(Tibet lies on the Qinghai-Tibet Plateau of the southwest border of China. The average height of the whole region is more than 4,000 meters above sea level, for which Tibet is known as “Roof of the World”. The highest peak of Tibet, also the highest in Himalayas and in the whole world, is Everest Peak, which is as high as 8,846.27 meters above sea level.
Although a part of China, Tibet has a unique culture of all its own. It is mainly inhabited by Tibetans, a minority nationality of old and mysterious people. Tourist attractions include the Potala Palace in Lhasa, Jokhang Temple, and a number of Buddhist sacred places. )
3. What do you think they will see during the journey in Tibet? Step 2: Reading (Individual work)
1. Read the passage and find out what they saw during the journey.
( snow, children dressed in long wool coats, lakes, the setting sun, yaks…) 2. Read the passage again and find the answers to the questions:
1) How does Wang Kun feel about the trip? (He is starting to like the trip.) 2) What do you think has changed his attitude? (seeing the beautiful land) 3) Is it natural for Wang Kun not to feel lonely? (Yes. Because the scene Wang Kun saw is beautiful. The sky was clear and the stars were bright. Also their cousins are waiting for him.)
4) Would you feel the same way in this situation? Why or why not? (You may have different opinions about this. Just speak it out and let us share your idea, will you?)
Step 3: Language study ( Group work)
Read the passage quickly and underline all the useful expressions and collocations in it. Copy them to your notebook after class as homework.
(ride bicycles, climb the mountain，be great fun, reach a valley, stop to do sth., make camp, put up, after supper, go to sleep, stay awake, at midnight, become clear, so …that, the sound of the fire, travel so far, join sb., hardly wait to see, change one’s attitude.) Step4: Speaking ( Pair work)
Imagine that the dialogue happens the next morning before Wang Kun and Wang Wei leave their camp. Write a short dialogue between them with your partner. Wei: You look so tired Kun: Yes, I stayed up late last night. Wei: Really? What did you do? Kun: I watched the clear sky and the bright stars. Wei: That’s nice. They must be pretty. Kun: Yes, they were. Step 5：Listening
From this passage that we see they enjoyed their trip which was full of fun. And we also know that the Mekong River flows through many countries. Now let’s go on to know more about their journey from the listening. 1. Prediction: Which country are they in? 2. Listening:
Where is the girl from? What do people in Laos use the river for? Why do people in Laos call the river “the sea of Laos”? What is the river called in Tibet and Vietnam? What other beautiful sights along the Mekong River in Laos? Step 6: Home work
Writing a short email
Now let’s do a writing practice. Imagine that you are a friend of Wang Wei. Write a short email to her 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 at least two of these expressions: Have a nice/good time. Have a nice/good trip. Take care. Good luck on your journey. Say “Hello” to …. Write to me. Give my best/love wishes to …. Have fun.
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