Unit 3 Travel journal--Reading

Good morning/afternoon, everyone! I'm very glad to stand here to interpret my lesson. Today, my topic is Travel journal and the reading part. My lesson consists of the following aspects: the analysis of teaching material and students, teaching aims, key points and difficult points, teaching and studying method, teaching procedures and blackboard design

Ⅰ. Analysis of the teaching material

First of all, I’d like to talk about the analysis of teaching material. The lesson I am going to talk about is from New Senior English for China Book 1 Unit 3, the reading part. The main topic of this passage is about a travel along the Mekong River. After this lesson, students will learn more information about traveling, especially how to plan a trip and make a connection between geography and the customs of the people who live there. Students’ logical thinking will be developed when planning for a trip and solving problems.

Ⅱ. Analysis of the students

Next, it is about students. My students are in senior 1. On one hand, they are active, curious about topics like traveling, so their attention will be easy to be attracted. On the o ther hand, even though they are senior high school students, their logical thinking ability still needs to be improved, and their abilities of solving problems and expressing ideas still needs to be cultivated. So in this period, I would arrange a variety of situations to help them participate in my class.

Ⅲ. Analysis of the teaching aims

Based on the syllabus and the analysis, combined with the teaching material and my students, I set the teaching aims as follows:

Knowledge aim:

Students will get the story about traveling along the Mekong River and draw their traveling map.

Ability aims:

1.Students’ reading ability can be improved by reading the passage in different ways

2.Students can make some inferences while reading.

Emotional aims:

1.After this lesson, students will learn to plan a trip, and try to solve problems.

2.Students will have much wider horizon.

Ⅳ. Analysis of the key and difficult points

Key point: students can get the story about traveling along the Mekong River and draw their traveling map.

Difficult point: how to make some inferences according to the passage

Ⅴ. Analysis of teaching and study methods

To help students achieve the teaching aims much easier, I will mainly use task-based teaching method, multimedia method and so on. For students, they will be encouraged to study by themselves, and they will learn to communicate with people, and become the real host of the class.

Ⅵ. Analysis of the teaching procedures

Next, let’s come to the most important part--the teaching procedures. It includes five parts warming up, pre-reading, while-reading, post-reading, summary and homework.

Step 1 Warming up

First of all, I will ask students a question : “Many people live besides a river. How do they make use of it in their daily life? ” Students may answer like: “supply water for daily life and industry; transport, fishing...”and I will give them a clue that rivers can be a travel resource. Then give them one more question: If you could follow the route of one river, which one would you choose?

Through this free talk, students will be encouraged to think and express themselves, and their interest of this class will also be aroused.

Step 2 Pre-reading

Then I will show students the map on the textbook, and ask students to make a prediction, draw a traveling map by themselves. Later, we will modify their drawing according to the passage.

Step 3 While-reading

Then we will begin to analyze the passage together. There are two sections in this step. Section 1, global reading. Students will read the whole passage quickly and answer the questions on the PowerPoint:

(1)Who planned the trip to the Mekong?【Suggested answer: Wang Wei planned the trip.】

(2)Where is the source of the Mekong and which sea does it enter?【Suggested answer: The source of the river is in Qinghai Province and it enters the South China Sea.】

By answering and checking the questions, students will have a brief understanding of the passage.

Next, section 2, detailed reading. Ask students to read the passage carefully and try to modify the map of the route they draw at the beginning of the class. They will finish the task by themselves first, and then they can discuss with their partner. Then we will systematically know the route and scenes alongside the river.

Then I will show students a chart on the blackboard and they can work in groups to finish the chart. The chart is to infer Wang Kun’s and Wang Hui’s attitude to the trip from the passage.For an attitude is what a person thinks about something, they imply something in their words, we need to get the information for better communication. After filling in their attitude, students should also express their own attitude.

In this step, students’ logical thinking and their inferring ability will be improved. And they also learn to express themselves.

Step 4 Post-reading

To ensure students comprehend the passage well, and encourage them to speak in English, I will ask them to work in pairs and imagine that they are Wang Kun and Wang Hui, choose a paragraph from the passage and use the information to help you make up a dialogue.

Then students will work in groups and make a list about “What do you observe during a trip?”, try to recall the latest trip and introduce it. Then share with other groups.

In this step, students will be encouraged to take part in the class activities, and be willing to communicate with others in English.

Step 5 Summary & Homework

By the end of the class I will make a summary together with my students and tell them the importance of making a plan before traveling and try to solve the problems in different ways. And after this lesson they need to retell the story. And then choose a travel destination, search for related inform