Unit 3　Travel journal Period 2　Important Language Points��

unit 3　travel journal period 2　important language points��

整體設計從容說課this is the second teaching period of this unit. we first check the students’ homework and offer chances for the students to review what they learned during the first period.the emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts warming up and reading. in order to make the students understand these points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, later offer some practices to make the students master their usages. some words and expressions, such as persuade, insist, care about, give in, are very useful and important. so is the sentence pattern “it is . . . that/who. . . ”. we ought to pay more attention to them and design special exercises.at the end of the class, the teacher can make the students do more exercises for consolidation. in doing so, they can learn, grasp and use these important language points well.教學重點��1. enable the students to grasp the usages of such important new words and expressions as persuade, insist, care about, give in, etc. 2. get the students to master the usage of the pattern “it is. . . that/who. . . ”教學難點��1. let the students learn the usage of the word “insist”.2. enable the students to master the usage of the pattern “it is. . . that/who. . . ” and understand some difficult and long sentences.教學方法��1. discussing, summarizing and practicing2. cooperative learning教具準備��the multimedia and other normal teaching toolsknowledge aims:1. get the students to learn and grasp some important new words and expressions:journal　fare　transport　vietnam　finally　cycle　persuade　stubborn　insist　proper　properly　determine　determined　altitude　valley　attitude　change one’s mind　care about　give in2. get the students to learn some useful sentence patterns: 1)it was my sister who first had the idea to cycle along the mekong river from where it begins to where it ends. (it is/was. . . who/that. . . )2)although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb. <should> do. . . )3)she gave me a determined look—the kind that said she wouldn’t change her mind. (the attributive clause)4)once she has made up her mind, nothing can change it. (once. . . )5)it becomes rapids as it passes through deep valleys, traveling across western yunnan province. (the present participle used as adverbial)