Unit 3　Travel journal單元規則與Period 1　Warming up and Reading

7. it was so quiet in the mountains that night that there was almost no wind, only the sound of the fire. (so that. . . )8. the topics of a travel journal can be different from a diary, often including people, things, and events less familiar to readers. (including. . . )本單元需要掌握的交際功能用語為：祝愿和告別(good wishes and farewells)1. have a nice/good day/time. have a nice/good journey/trip.good luck! enjoy yourself! best wishes to you.happy new year! merry christmas! happy birthday!2. thank you. you, too. the same to you.本單元需要掌握的語法為：現在進行時表示將來(the present continuous tense to express future actions)when are you leaving?how are you going there?where are you staying?how long are you staying there?when are you coming back?能力目標：1. 能根據已知信息推測所聽材料的內容以及拼寫所聽有關單詞。2. 能運用所學語言表達將來的計劃，并學會向別人告別和表達祝愿。3. 學會用英語交流旅游計劃，談論旅游話題。4. 掌握理解本單元旅游日記的內容和閱讀技巧。5. 學會寫書信談論旅游感受、描寫旅游景觀等。情感目標：1. 運用所學知識在實際生活中安排旅游, 包括選擇地點、選擇路線、選擇旅游方式、查詢費用等。2. 掌握旅游常識，學會解決旅游中出現的一些問題。3. 養成外出旅游時寫旅游日記的習慣。4. 了解生態旅游的概念和意義，幫助學生樹立為建立人與自然和諧發展的環境而努力的意識。課時安排this unit helps students make a connection between geography, or the “lay of the land”, and the customs and traditions of the people who live there. the places visited in this unit are close to home:in china and southeast asia. critical thinking skills developed in this unit will include planning for a trip and solving problems after the trip has begun. the skills students are asked to use are set in realistic situations and are intended to make students more resourceful. the focus in this unit is on how to read an atlas to make travel plans and how to find ways to travel. an atlas offers a wealth of information about geography and is one way to increase students’ awareness of their global environment. use of an atlas especially addresses the needs of students with visual and spatial learning styles. of course, the photos and maps included in this unit add to the skills taught. practice with creative writing is continued in this unit. students learn about the purpose of the journal and how it compares with the diary. students are also given practice in reading journal entries and writing their own. in the process, they are introduced to the role of sensory detail in descriptive writing. thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows: