人教版高一教案Unit 3 Going places
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Period 1
I. Teaching Aims:
1. Learn and master the following words: traveling, transportation, consider, boarding call, destination.
2. Do some listening.
3. Do some speaking and talk about traveling to the past or future.
II. Important Points:
1. Improve the students' listening ability.
2. Improve the students' speaking ability by discussion, talks and making some dialogues.
III. Difficult Points:
How to finish the task of speaking and how to make dialogues correctly.
IV. Teaching methods
1. Warming up to arouse the students’ interest in traveling.
2. Listening activity to improve the students’ listening ability.
3. Get as many activities as possible for the students to get more chances to practice.
V. Teaching Procedures:
Step Ⅰ. Greetings
Greet the class as usual.
Step 2 Lead in
T: With the development of society, we are changing our way of life. More and more people like to travel. Do you often travel? Where have you been?
What should you do when you are traveling? Collect the answers:
bring the things we need think about our safety
travel with other people in the mountain or in the forest
throw waste things in the dustbins park cars in parking plots
Step 2 Warming up
Ask the students to open their books at Page 15 and look at the four pictures in it. Discuss in pairs and see if the people in the pictures are doing anything wrong. After a while, teacher asks at least four students to talk about the pictures before the class.
(Picture 1) The man is driving too fast. He should drive at the speed of 30 km an hour, but he is driving at 60 km per hour.
(Picture 2) The woman is littering waste things. She is going outing in the mountain. She shouldn't throw rubbish where there is a sign, saying "No littering!".
(Picture 3) The man is in the park. He shouldn't be smoking in the place where there is a sign, saying "No Smoking!".
(Picture 4) The car is stopping at the wrong place. There is a sign, saying "No parking!"
For Ex. 2, tell the students that "Means of transportation" refers to the ways of carrying people or goods from one place to another and "consider" means "think about".
Ask: Who can give us the names of the transportation?
By bike, by bus, by train, by car, by boat, by plane or on foot.(Write them on the Bb.)
Then get some students to answer the question. Possible answer: We must consider time and money we have to spend, and whether we'll feel comfortable and safe during our travels.
Look at Ex. 3 and answer it after a short discussion:
Situation 1: from Shanghai to London
Situation 2: from Chongqing to Chengdu
Situation 3: from Beijing to Guangzhou
Situation 4: from Dalian to Qingdao
Situation 1: By air. It’s a long way from Shanghai to London. It’s the better and faster way to get there by air than by ship.
Situation 2: By bus, Chongqing is not far from Chengdu. It takes us only several hours to get there by bus. It’s faster by bus than by train.
Situation 3: By train. Beijing is far from Guangzhou. We can get there by train or by plane. It’s faster by plane, but it’s much more expensive. I think it’s better to go there by train. On the train we can be comfortable and enjoy the beautiful scenes on the way there.
Situation 4: By boat / ship. It’s shorter by ship than by bus or train. Meanwhile, we can enjoy the beautiful scene on the sea.
Step Ⅳ. Listening
P15, Part 1. Listen three times and fill in the form. Then check the answers together.
Teach “Destination”.

Step Ⅴ.Speaking
Ask the students to look at the speaking part on P16 and think about the places
you'd like to visit best, the years when you would go there and the reasons. Write them on a piece of paper.
After three minutes, teacher asks three students to give the answers and fill in the form on the screen.
Name Where would your prefer going In which years would you like to go there Why



Then look at the dialogue between two students in the book. They are talking about traveling to the future. Ask the students read it first, and then make up a new one, using the information in the form.
Homework
Write down the dialogue made up in your exercise books and preview the reading text.

Period 2
I. Teaching Aims:
1. Learn and master the following words and expressions: adventure, experience(v.), simply, rafting, vacation, basic, equipment. spider, paddle, poisonous, get away from, instead of, get close to, watch out for, protect … from …, be careful (not) to do sth.
2. Train the students' reading ability.
II. Important Points:
1. Improve the students' reading ability.
2. Master the following phrases:
get away from, instead of, get close to, watch out of, protect … from …, take exercise, be careful (not) to do sth.
III. Difficult Points:
Master the following sentence structures:
1. Yet there are other reasons why people travel.
2. It is done on rivers and streams where the water moves quickly.
3. …comes from the fact that the water in these streams and rivers looks white when in moves quickly.
IV. Teaching methods:
1. Arouse the students’ interest by talking about sth. they may interested in.
2. Mixed use of fast reading and careful reading to help the students
Teaching Procedures:
Step1 Revision
Go over yesterday's words with the students.
Step2 Pre-reading
Group work to discuss these three questions. Then collect answers.
1. Do you like travel? Why / Why not?
2. Where would you most like to travel? Why?
3. Have you ever tried any adventure travel?
Step 3 Reading
Books open at Page 17. Read the passage quickly to get the general idea and answer the questions on the screen.
1. Why do people travel?
2. How many kinds of adventure travel are mentioned in the passage?
3. What are hiking and rafting?
Teacher gives students enough time to read the text and collects their answers.
Suggested answers:
1. There are many reasons. Many people travel to see some beautiful or famous places. Some people travel to meet friends to experience life in other parts or simply to get away from cold weather. Many of today's travelers want to have a new experience from their travels or wish to have an adventure.
2. Two kinds. They are hiking and rafting.
3. Hiking is going for a long walk in the mountain, in the forest or in the country. Rafting is traveling on a small flat floating boat made of wood down rivers and streams.
T: Now read the passage again and try to get as much information as you can. After a while, we'll do an exercise on P18.
Step 5 Language points
Listen to the tape paragraph by paragraph. Meanwhile, find out the important phrases and difficult sentences.
get away from, instead of, get close to, take exercise, go for a hike, watch out for, protect … from …, be careful (not) to do sth.
(1) Yet there are other reasons why people travel.
(2) It is done on rivers and streams where the water moves quickly.
(3) The name "whitewater" comes from the fact that the water in these…
Step 6 Listening and Consolidation
Listen to the tape again. Ask the students to pay attention to their pronunciation and intonation.
Fill in the chart in your books. Compare hiking and rafting and write their similarities and differences. Please prepare it in pairs. Then I'll check the answers.
(After a few minutes, teacher asks some students to give their answers and shows them on the screen.)
Hiking Rafting
Similarities 1) They are adventure travel.
2) They are good ways to experience nature.
3) They are fun and exciting but dangerous.
Differences Places close to home
in the mountain
in a forest
along the river
in the city on the rivers
on the streams
Equipment good shoes
clothes, a backpack good clothes
a life jacket
Cost little money much money
Skills
needed watch out for dangers, such as spiders, snakes or poisonous plants how to handle the raft; how to paddle, how to get in or out of the raft
Benefits get close to nature, take exercise experience nature
Homework
Read some passages about other adventure travel to know something about them.

Period 3
I. Teaching Aims:
1. Review the words learnt in the last two periods and the tenses learnt before.
2. Learn the Present Continuous Tense for plans in the near future.
II. Important Points:
1. Master the usage of the Present Continuous Tense for future actions.
III. Difficult Points:
1. Master the verbs whose present continuous tense for future actions.
2. Sum up and master the sentence structures for future actions.
IV. Teaching methods:
1. Review method to consolidate the words leart.
2. Fast reading to improve the students’ intergrating skills.
3. Many activities for students to practice.
V. Teaching Procedures:
Step 1 Revision
Revise the words.
Open your books on Page 19. On the top there are some words and phrases in the form. Match them with the right expressions.
Check the answers.
Read them aloud.
Pair work to practice these words, one for explanations, one for the words.
Step 2 Grammar
1. Times change and so does the way we life. Many things we often do become easier and faster, such as writing, reading, shopping and so on. Do you know the ways of doing things in the past? Can you imagine the ways in the future? I think you have good imaginations. OK. Now talk about the ways of doing things in the past, today or in the future in four groups. Fill in the list on Page 19.
Six minutes later, ask two students of two groups to go give the answers, and then check the answers with the students:
Action Past Present Future
Travel horse car / plane spaceship
Reading reading
few books
at home in the library or in the bookstore computer
writing brush pen / ball pen computer
Shopping (go shopping)
with metal coin (go shopping)
with paper money credit card or internet
Working by hand or
man power machine computer
2. Ask the students to write sentences about the items on the list, using the correct tense. First look at the example. Finish the task according to the sentences. One group, one item.
A few minutes later, teacher asks four students to read their sentences to class.
Step 3 Dialogue
1. As we know, the future indefinite tense expresses the action which happens in the future, for example, "In the future people will travel by spaceship." But other tenses also express future. Now read the dialogue quickly and underline the verbs that express future. Three minutes later, teacher asks some students to read the sentences and writes some of them on the blackboard.
2. Generally speaking the present continuous tense expresses an action going on at this moment or in the present period.
e.g. Someone is knocking at the door. I came to Beijing last week. I am attending a conference here.
T: But in the first sentence on the blackboard, the present continuous tense "is going" expresses plans in the near future. Do you know other verbs like "go"?
//come, leave, start, arrive, stay, return,// …
e.g. It's seven o'clock. The film begins at 8. The train to Beijing leaves at 8:40 p.m. 3. Also we can use other structures to express future, such as, be going to+ v.; be about to + v. and be to + v.
I'm going to see a film this evening = I'm going to the cinema this evening.
I was about to go out when he came in. You are to go out when he came in.
You are to gather at the school gate at 6 o'clock tomorrow morning.
In the dialogue, there are many important phrases to master. Ask the students to read the dialogue again and find them out.
Homework
1. Go over the Present continuous Tense, the Present Indefinite Tense and other structures express future.
2. Prepare the content for the next period.
Period 4
I. Teaching Aims:
1. Do some reading and learn about eco-travel.
2. Do some writing and learn to write travel letters.
II. Teaching Important points:
1. Get Ss to understand the importance of eco-travel and improve the reading ability.
2. How to train the students’ writing ability.
III. Teaching Difficult Points:
Improve the students’ integrating skills-reading skill and writing skill.
IV. Teaching methods:
1. Review method to revise different tenses.
2. Discussion method and comparative method to master important and difficult points.
V. Teaching Procedures:
Step 1 Revision
Check how much the students have known about the grammar we learned the last day.
Step 2 Reading and Talking
1. Open the books at Page 20. Read the short passage quickly on the top. Then answer the questions on the screen.
1. What’s eco-travel?
2. What’s the difference between normal travel and eco-travel?
2. In the passage there is an important phrase “as well as”. It means “besides, in addition to”. e.g. The boy is lively as well as healthy.
He knows French as well as English.
3. First, read the information on the card carefully, then complete the form concerned.
A few minutes later, teacher checks the answers with the class and shows the suggested answers on the screen.
Red River Village
I think we should go to the Red River Village, because we can.
Swim in the river; go boating on it; look at the birds; go for walks along it; plant trees near it and we can learn about water and the fish in the river; the birds by it; how to keep the water clean.
If we visit the Red River Village we can help the villagers make money so that they can take care of the river and the birds.
Snow Mountain
I think we should go to the Snow Mountain, because we can go hiking in the mountain; go skiing in the winter; look at birds and other animals; plant trees on the mountain and we can learn about nature; the birds and other animals; the old trees in the mountain.
If we visit the Snow Mountain we can help the people there to keep the mountain clean and to take good care of the birds and other animals.
Step 3 Writing
Look at the schedule for Sue’s trip. Imagine that you are sue. Write two letters in which you describe what you are doing, what you will do what you have done. Give students a few minutes to read the tips.
Ask the students to begin to write the two letters in pairs. The first letter should be written on Friday and the second one should be written on Sunday. The beginnings of the letters given can help you.
Teacher gives students enough time to finish the task and then asks two students to read their letters to the whole class.
Homework
Review the content in this unit including words and expressions.

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