面试 试讲稿3篇 招教 试讲 英语 高中 写作课 travel journal.docx

1、M1 U3 Travel Journal教学目标：知识与技能：知识与技能目标：After learning the reading of “travel journal”, students can achieve the basic skills of writing English travel journal.在学习模块 “travel journal”之后，学生通过理解与把握 “Journal down the Mekong” 这篇游记，掌握英文写游记体裁文章的基本技能。过程与方法：a. Students may learn to appreciate travel journal a

2、nd be able to imitate the passage to write their own travelling experience.a.学会欣赏游记，并能模仿写出自己的旅游经历与体会；b. Students may improve their writing ability by choosing reference books to use.b.通过提高利用工具书的技能，促进写作水平的提高。情感态度与价值观：a. Improve the living qualities, and love our nation and nature through appreciating

3、 beautiful scenery, meanwhile, students can communicate more with their classmates.提高学生业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。教学重难点：Key points: know how to write a travel journal, and use the linking words to make the writing more logical.教学重点：掌握游记的写法并能够在写作过程中加入连接词使文章更加连贯。Difficult points: ss can evaluate o

4、thers travel journal, and give proper suggestions to their partners.教学难点：学生能够学会合理评价他人的作品并给出合理的改进意见和建议。教学方法：Communicative teaching method, Task-based language teaching method, direct method教学过程1：Leading inShow the students pictures of special cuisine and scenic spots of different places, and let them

5、 guess what places these special food are from.T：Boys and girls, at the beginning of this class I will show you some beautiful pictures, and you can guess where the things in the pictures from. Ok?T: ok, all of you are so clever. It really surprised me! Have you been to those places? Who can tell me

6、? Pre-writing:Activity 1 show the students some sentences from the reading in this module to remind them of the travel experience of Wang Wei and Wang Kun.(1) I had dreamed about taking a great bike trip.(2) She loves to go for long bike rides in the countryside.(3) She gave a determined lookthe kin

7、d that said she wouldnt change her mind.(4) When are we leaving and when are we coming back?(5) At first the river is small, clear and cold. Then it begins to move quickly. It becomes as rapid as it passes through deep valleys At last, the rivers delta enters the South China Sea.At the same time, th

8、e teacher asks the students to pay attention to the underlined words, from which they could learn how to describe their trips and share their afterthoughts with us.While-writing 1:Activity 3 talk about the writing topic (handout)假设你是李华，今年五一节，你们班组织了集体登泰山活动，请你根据当时场景写一篇游记。记述你们班为什么选择登泰山？在泰山前做了哪些准备工作？如何到

9、达山顶？途中观察到什么？有什么感受？1. Do you want to go traveling around these places? (Yes.) So do I. If we had enough time and enough money, we would go there some day. By the way, I was told that your class went to Mount Tai during the Labor Day. Would some of you share the ideas with me?2. Brainstorming:Get the

10、students to ask and answer the question:Why did you choose to go to Mount Tai?The students may give some answers as follows:a. Mount Tai is quite beautiful/famous/close to nature. b. We want to have an interesting trip there.c. During the climb, we can help each other. That will strengthen the frien

11、dship between us.d. We had dreamed about climbing Mount Tai together for long.e. Its in our province, and we feel proud of it.f. We want to make a study of the wildlife there.(For the above questions the teacher asks the students to give as much information as possible, and do the same with the foll

12、owing ones.)(1) What did you do before your trip？(2) How did you get to the top of the mountainActivity 4 put the ideas into sentences and then into passages1. Ask the students to write down some sentences about their climbing. Ask them to make out an outline, topic sentences of the paragraphs, and

13、some key words and phrases. They can also combine the answers to the above questions and then revise them with the advice from others.2. Get the students to put their sentences in order. And share their writing with their partners.(Before getting the students to start, remind them of the differences

14、 between a diary and a journal.)3. Ask the students to write the travel journey, using linking words and relative pronouns.While carrying out this work, the teacher may walk around the students to give some help when necessary.Post-writingActivity 5 Get the students to evaluate their compositions in

15、 groups.1. Exchange their writing with other members in the groups (two or four students in a group), and ask the students to give some comments on the one he or she has read.2. The teacher should get the students to pay attention to the following points to make necessary corrections while reading t

16、heir partners writing.(1) Basic skills (spelling, capitalization, punctuation);(2) Key points;(3) Suitable words and expressions;(4) Grammar (tense, voice, sentence structures);(5) Logical problems (conjunctions, orders)3. Get each group to recommend one or two passages and share it with the rest of

17、 the class. And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4. Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.Summary:Ss summarize the language point

18、s and words they used while writing.Teacher makes supplements.Tell the Ss that they can travel in spare time to broaden their horizon.Homework:Find pictures of a travel before and add English explanation for the pictures, present the pictures and make a speech next class.教学过程2：Leading in:Show the wo

19、rd of travelling, and let students think out as many words as possible.T: (write a “travelling” on the blackboard) well, class. At the very beginning of this lesson, Id like you to do a brainstorming. Now you can see the word travelling here, right? Now you can think as many words related to this wo

20、rd as possible in your group, and then I will choose some students to report the result of your groups. Get it? Go ahead!Pre-writing:Travel around our country T: do you remember the passage we learnt last time? Do Wang Wei and Wang Kun enjoy their bike trip? (s: yes.)And have you made a trip somewhe

21、re in our country/our city/our area? Or “Have you ever had such experiences as Wang Wei and Wang Kun?” (For students living in big cities, most of them will say “Yes”, for others the teacher may choose the one the students are familiar with.)For me, traveling around is exciting and there are a lot o

22、f places of interest to see in our motherland. Look at the pictures and guess where it is.(Show some slides or pictures.)Hainan Island, Hongkong, Tiananmen Square, the Great Wall, Mount Tai, Qing dao, Huanghe, etc.) (Or local places of interest.)While-writing:Divide students into groups of 3, and le

23、t them discuss in groups. Ask them to write down their ideas in sentences, and then they should combine the sentences into a passage. Give them a suggestion that they can write the passage in an order of before, while, and after. And the major focus should lie on while. Whats more, while writing, th

24、ey should pay attention to the cohesion. And each paragraph should have a topic sentence.Post-writing:Get the students check their group members writing, and correct their mistakes. The teacher should remind them that they should pay attention to the topic sentences, the grammar mistakes and applica

25、tion of linking words and relative pronoun. During their correction, the teacher should walk around the classroom and observe their mistakes. Then the teacher explain their common mistakes on the blackboard to call students attention. After the correction, each group should elect a best work and sho

26、w it to the whole class.Summary:Students summarize what they learnt in this lesson, including the structure of a travel journal, the linking words they can use in the writing and the key words and phrases that they can use .Then the teacher give some supplement and remind students that they should l

27、ove the beautiful nature and protect it.Homework:Ask others travelling experience and write another composition according to your survey.教学过程3：Leading in:Show a short video clip of various scenic spots in china.T: just now we watched a video clip, what can you see in the video?Ss: I saw some beautif

28、ul mountains, flowers and lakes.T: yeah, you really have smart eyes. Then, do you know the names of these beautiful places and the location of them? Yes, good! All of these are famous scenic spots in china. Have you ever been to these place?T: ok, from your answer I know that most of you have been t

29、o some places or one place in the video. Do you remember how you get there, before setting off what you did for the trip, and during your travelling there what you saw and did? You can think these questions in mind. And this is also our todays writing topic: travel journal.Pre-writing: Retell the pa

30、ssageT: Boys and girls, last time we have learnt the passage “Journey down the Mekong”, right? Now, who can retell the whole story for us? Any volunteers? Ok, you please!Ss: .T: quite good, sit down please. Have you heard his answer? Yeah. The passage tells us the story of Wang Kun and Wang Wei. The

31、y decided to take a great bike trip along the Mekong River, but during their preparation for the travelling, they have different attitude toward the trip.Then they found a great atlas in library and got many detailed information about Mekong River. This actually is the first part of Wang Kuns travel

32、 journal. Who can tell me what he will write in the next part? em, yeah. So clever you are. The next part must be their experience during the travel, right? What they saw there, and what they felt there, isnt it?So who can conclude the major parts of a whole travel journal? Ok, that boy! Em, much cl

33、ose! Anyone else? Ok, you please. Good! You are right! A whole travel journal should include the three part of before, while and after, which is also what we should learnt to write in this lesson.While-writing:Show some pictures of some students do preparations for their travelling, and let students

34、 describe the pictures. Then show some other pictures about travelling and let students describe. And during their description, others can help them to correct their errors, or improve. Then the teacher write down those sentences on the blackboard and give them some key words for reference, after wh

35、ich the students should write their own trip to Mount Tai in groups.Post-writing:Exchange the writing of each group with each other. And every group should check one writing for other groups. When they are checking, the teacher should give them some criteria, for example: pay attention to the spelli

36、ng, capitalization, grammar, and linking words between two sentences, and the most important one is that they should find out the topic sentences of the writing. After their checking, the teacher will choose some good works and state their advantages to the whole class, and the let others follow it.

37、Summary:Students summarize what they learnt in this lesson, including the structure of a travel journal, the linking words they can use in the writing and the key words and phrases that they can use .Then the teacher give some supplement and remind students that they should love the beautiful nature and protect it.Homework:Find out another excellent travel journal on the internet or in books and share it with the whole class next time, meanwhile, you should state why you think it is excellent.