新人教版必修一Unit3　Traveljournal-ImportantLanguagePoints[优秀教案]..docVIP

Unit 3　Travel journal Period 2　Important Language Points 整体设计 从容说课 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. 教学重点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. . . ” 教学难点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. 教学方法1. Discussing, summarizing and practicing 2. Cooperative learning 教具准备The multimedia and other normal teaching tools Knowledge aims: 1. Get the students to learn and grasp some important new words and expressions:journal　fare　transport　Vperly　determine　determined　altitude　valley　attitude　change one’s mind　care about　give in 2. 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.