外研版（2019） 选择性必修第二册 Unit 4 Breaking Boundaries 单元教案 、
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| 名称 | 外研版（2019） 选择性必修第二册 Unit 4 Breaking Boundaries 单元教案 、 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-10-23 23:14:34 | ||
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Book 2 Unit 5 On the road 教学设计
单元主题 本单元的主题语境是“人与自然”，涉及的话题内容是通过旅行来了解世界主要国家的地理概况和自然环境，学会尊重和欣赏文化的多样性。第一篇课文Blogging Australia通过访谈的形式介绍了一个职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对自然环境保护的看法。第二篇课文Coast to Coast通过电子邮件的形式，讲述了Eva和她的家人横穿北美大陆的旅行经历。 本单元从旅行调查问卷开始，引出本单元的话题，再进一步使用多模态语篇（采访、广告、邮件、明信片和图标设计）和相关的话题内容（旅行的感受、旅行的好处、旅行前的准备、旅行中问路和指路、旅行的见闻和城市介绍）来丰富和加深学生对旅行意义的思考。整个单元的教学应该牢牢把握“人与自然”的主题语境，帮助学生深度理解语篇内容和主题意义，了解不同国家和地区的风土人情，加深对英美主要国家地理知识的了解，引领学生的语言能力、文化意识、思维品质和学习能力的融合发展。
单元目标 1. 语言能力目标：能够读懂与旅行相关的多模态语篇，理解与旅行有关的文章内容，听懂并谈论与旅行有关的话题；能够用所学的语言知识介绍旅行经历，恰当地使用现在分词作定语，学会如何问路、指路，学会制作旅行手册；能够看懂有关旅游城市的图标和设计体现某个城市特色的图标。 2. 文化意识目标：能够了解不同国家和地区的自然环境、风土人情，加深对世界的了解；能够尊重和欣赏文化的多样性；能够感知中外文化的差异，初步形成跨文化意识，并通过中外文化对比，加深对中国文化的理解，坚定文化自信。 3. 思维品质目标：能够在阅读多模态语篇时观察语言特点，通过比较不同的语篇类型，识别信息的异同；能够根据语篇的特点，客观分析信息之间的关联和差异，发现产生差异的基本原因；能够正确判断文章中人物的观点或态度，并提出自己的看法，避免盲目接受或否定文中人物的观点。 4. 学习能力目标：能够通过了解不同国家和地区的风土人情，激发英语学习的兴趣；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自然—旅行
内容分析 活动1呈现一段与旅行话题相关的视频，介绍了世界五大热门旅行目的地。活动2请学生结合自身经历思考并回答旅行调查问卷中的问题，引发学生对自己的旅行习惯和适合自己的旅行目的地的思考。本板块旨在激活学生已有的语言、背景知识，激发对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。
教学目标 1. 带领学生走进与旅行相关的主题语境中，激活与旅行相关的知识； 2. 引导学生初步感知中外文化的差异，初步形成跨文化意识； 3. 引导学生通过观看短片注意观察文化现象，比较与识别各种信息的异同； 4. 引导学生对自己的旅行习惯和适合自己的旅行目的地进行思考。
教学重点 帮助学生看懂视频内容，进入到旅行的主题语境中，引发学生对旅行相关话题的兴趣。
教学难点 启发学生对自己的旅行习惯和适合自己的旅行目的地进行思考。
教学策略 视听教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Play the video and show the subtitles to students. 2. Let students discuss the two questions in Activity 1. 3. Invite some students to share their answers to the two questions. 1. Watch the video and read the subtitles. 2. Discuss the two questions in Activity 1. 3 Answer the two questions. By watching the video and discussing the two questions, students have a sense of the theme in this unit.
Activity 2 1. Explain the content in the travel quiz to students and let students choose their answers. 2. Ask students to discuss their answers with others. 3. Encourage some students to share their opinions in class. 1. Understand the content in the travel quiz and choose their answers. 2. Discuss their answers with other classmates. 3. Share their opinions in class. Lead students to think about transportation, accommodation, local culture and food during their travel, and guide students to recall some experiences and knowledge about travelling.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 主题语境为“人与自然”，涉及的话题是旅行。本篇课文讲述了一位职业摄影博主与西澳大利亚州的渊源，以及她的摄影经历引发了她对人与自然环境关系的思考。
内容分析 本文以访谈的形式，一问一答，介绍了一位职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对环保的看法。课前导入活动请学生根据已有的背景知识思考“Travel broadens the mind.”的含义并分享旅行的好处。这个活动帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章的理解。读后活动则通过细节理解和开放性问答等环节，启发学生深入思考和探究主题意义。
教学目标 1. 带领学生通过略读，掌握与话题相关的语言知识； 2. 引导学生从课文中获取有关西澳大利亚州的文化信息，欣赏文化的多样性； 3. 引导学生基于文章内容并联系生活实际，谈论旅行给Lauren带来的影响，并就与旅游相关的工作发表自己的观点； 4. 引导学生开展自主学习和合作学习，反思学习效果，并据此优化学习策略和方法，更好地用英语进行交流和表达。
教学重点 在准确理解作者观点的基础上，逐渐形成学生自己的观点，引发学生对人与自然环境关系的思考。
教学难点 引导学生形成自己的观点，对人与自然的关系进行思考。
教学策略 任务型教学法、P-W-P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Explain the literal meaning of the saying “Travel broadens the mind”. 2. Ask students to discuss the meaning of the saying in groups and give some examples to support their opinions, and note down some main points. 3. Invite some students to share their opinions in class. 4. Show the map of Australia and introduce Western Australia to students. 1. Figure out the literal meaning of the saying “Travel broadens the mind”. 2. Discuss the meaning of the saying in groups and give some examples to support their opinions, and note down some main points. 3. Share opinions in class. 4. Look at the map of Australia and read the introduction to Western Australia. By discussing the meaning of the saying, students will get a sense of topic. Students will get some basic information on Western Australia.
Activity 2 1. Ask some students to explain the five questions in Activity 2. 2. Ask students to read the text and choose the correct question for each paragraph. 3. Ask students to share their answers in class. 1. Understand the five questions in Activity 2. 2. Read the text and choose the correct question for each paragraph. 3. Share their answers in class. Develop students’ reading skill of locating certain information.
Activity 3 1. Ask students to choose the best description of the interview. 2. Ask students to share answers and explain their choices. Explain some difficult points if necessary. 1. Choose the best description of the interview. 2. Share answers and explain their choices. Listen to the teacher’s explanations of some difficult points. Develop students’ reading skill of getting the main idea.
Activity 4 1. Ask students to read the text again and complete the blogger profile. 2. Encourage students to share answers in class. 1. Read the text again and complete the blogger profile. 2. Share and check answers in class. Develop students’ reading skill of getting specific information and help students have a better understanding of the language in the text.
Think & Share 1. Ask students to discuss the three questions in groups. 2. Give some explanations about the three questions. 3. Encourage students to share their opinions in class. 1. Discuss the three questions in groups. 2. Listen to the teacher’s explanations about the three questions. 3. Share opinions in class. Students express their ideas in a logical way.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自然—旅行
内容分析 语法部分的两个语篇介绍了贝尔尼纳快车的沿线风景以及夏威夷度假的广告；词汇部分通过制订旅行计划和做好旅行前的准备工作，帮助学生学习与旅行准备工作相关的词汇和表达；听说部分的材料是宾馆接待员与游客间的一段对话。
教学目标 1.引导学生在语篇中发现和理解现在分词作定语的使用规则，学习并运用和旅行相关的词汇与表达； 2. 引导学生发现并理解语篇中包含的文化元素； 3. 引导学生通过观察现在分词作定语的例句，归纳与概括现在分词作定语的内在规律，并在真实语境中进行运用； 4. 帮助学生掌握英语语法、词汇和听力学习的常用方法和策略。
教学重点 引导学生学会现在分词作定语的用法，掌握并运用与旅行相关的用语。
教学难点 引导学生用英语交流与解决在旅行前和旅行中遇到的问题。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Ask students to read sentences (a) and (b). 2. Let students discuss the relationship between -ing form and the noun it modifies. 3. Ask students to read sentences (c) and (d), and answer Question 4 by comparing these two groups of sentences. 4. Let students discuss Question 5. Help students summarize the usage of -ing as attributive and the differences between -ing as attributive and attributive clauses. 5. Ask students to look for more sentences with -ing as attributive in the text. 6. Ask students to rewrite the sentences they have found in the text into attributive clauses. 1. Read sentences (a) and (b). 2. Discuss the relationship between -ing form and the noun it modifies. 3. Read sentences (c) and (d), and answer Question 4 by comparing these two groups of sentences. 4. Discuss Question 5 and try to summarize the usage of -ing as attributive and the differences between -ing as attributive and attributive clauses. 5. Look for more sentences with -ing as attributive in the text. 6. Rewrite the sentences they have found in the text into attributive clauses. Let students discover the usage of -ing as attributive by analyzing sentences in the text.
Activity 2 1. Ask students to do Activity 2 and have a discussion in groups. 2. Let students share answers. 3. Ask students to translate the sentences with -ing as attributive into Chinese. 1. Do Activity 2 and have a discussion in groups. 2. Share answers in class. 3. Translate the sentences with -ing as attributive into Chinese. Learn how to use -ing as attributive in real situation.
Activity 3 1. Ask students to read the passage in Activity 3. 2. Ask students to explain the main idea of the passage. 3. Ask students to underline the attributive clauses and check answers. 4. Ask students to rewrite the passage using -ing as attributive. 1. Read the passage in Activity 3. 2. Explain the main idea of the passage. 3. Underline the attributive clauses and check answers. 4. Rewrite the passage using -ing as attributive. Learn how to use -ing as attributive in real situation.
Activity 4 1. Ask students to read these two emails and explain some difficult points for students. 2. Ask students to underline the tasks before going on a trip. 3. Let students share answers. 1. Read these two emails and figure out some difficult points. 2. Underline the tasks before going on a trip. 3. Share and check answers. Learn the topic-related words and expressions.
Activity 5 1. Ask students to read the emails again and complete the chart. 2. Ask students to share and check answers. 3. Ask students to think about more tasks they may have to do before a trip. 4. Give students some destinations to choose from. 5. Organize students to discuss what they need to do before a trip. 6. Let students create their own charts in class. 1. Read the emails again and complete the chart. 2. Share and check answers. 3. Think about more tasks they may have to do before a trip. 4. Choose a destination. 5. Discuss what they need to do before a trip. 6. Create their own charts in class. Learn how to use the topic-related words and expressions. Practice oral English in topic-related context.
Did You Know Ask students to read the short passage in “Did You Know ” and explain different types of tourism. Read the short passage in “Did You Know ” and learn about different types of tourism. Learn some culture knowledge.
Activity 7 1. Ask students to look at the pictures in Activity 7 and predict what the conversation is about. 2. Invite three students to talk about what they can see in the three pictures. 3. Play the audio and let students choose their answers. 4. Invite students to share answers and play it again if necessary. 1. Look at the pictures in Activity 7 and predict what the conversation is about. 2. Talk about what they can see in the three pictures. 3. Listen to the conversation and choose answers. 4. Check answers and listen again if necessary. Develop the listening skill of getting the main idea in a quick way.
Activity 8 1. Ask students to look at the map. 2. Play the audio and ask students to complete the map and the information in Activity 8. 3. Play it again to check answers. 4. Invite students to share answers in class. 5. Ask students to recall how the speakers ask for and give information. 1. Look at the map. 2. Listen to the conversation and complete the map and the information in Activity 8. 3. Listen again and check answers. 4. Share answers in class. 5. Try to recall how the speakers ask for and give information. Understand the details of the listening material and summarize how the speakers ask for and give information.
Activity 9 1. Ask students to read the content on Page 83 and Page 86. 2. Organize students to act out asking for and giving information. 3. Ask some students to present their conversations. 1. Read the content on Page 83 and Page 86. 2. Work in pairs. Act out asking for and giving information. 3. Present their conversations. Use the useful expressions learned in the previous activities to have a new conversation
Activity 10 1. Let students draw their own maps. 2. Ask students to have a similar conversation. 3. Choose some students to present their conversations in class. 1. Draw a map. 2. Have a similar conversation. 3. Present their conversations in class. Practice how to ask for and give information in specific context.
Developing ideas板块教学设计 （建议时长80-90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然—旅行
内容分析 本篇课文用电子邮件的方式展示了Eva和家人的一次穿越北美大陆之旅；读写部分的语篇是Alice在云南旅行时寄给Emma的一张明信片，表达了自己云南之旅的感受。
教学目标 1. 引导学生通过快速阅读获取信息，并与图片信息相匹配，理解文章内容，能够简单复述Eva和家人的旅行经历； 2. 引导学生找出课文中的文化信息，感知中国和加拿大的文化差异，初步形成跨文化意识； 3. 思维品质目标：提取课文中有关旅行游记的相关信息，对旅行的意义有自己的思考。
教学重点 引导学生理解课文内容，简单复述Eva和家人的旅行经历，理解并掌握与旅行相关的表达，能够描述自己的某次旅行经历。
教学难点 引导学生基于范文写一张明信片。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students to finish Activity 1 and check their knowledge about Canada. Do Activity 1 and learn some knowledge about Canada. Activate students’ knowledge about Canada.
Activity 2 1. Ask students to scan the text and write the places on the map. 2. Ask students to share answers. 3. Help students learn how to scan a text. 1. Scan the text and write the places on the map. 2. Share and check answers. 3. Learn how to scan a text. Learn how to scan a text.
Activity 3 1. Explain the content in “Learning to learn” to students. 2. Ask students to underline the four sentences in the text, and think about what the underlined words refer to. 3. Ask students to share answers and give some explanations if necessary. 3. Help students summarize the usage of pronouns. 1. Understand the content in “Learning to learn”. 2. Underline the four sentences in the text, and think about what the underlined words refer to. 3. Share answers in class. 4. Summarize the usage of pronouns. Learn how to use pronouns.
Think & Share 1. Ask students to read the text and think about the four questions. 2. Ask students to have a discussion in a group of 4 and note down the important points. 3. Choose some students to present their ideas. 1. Read the text and think about the four questions. 2. Have a discussion in a group of 4 and note down the important points. 3. Present ideas in class. Students express their ideas in a logical way.
Activity 4 1. Ask students to read the text again and complete the table. 2. Help students with their talks. 3. Ask students to share their talks in a group of 4. 4. Ask some students to give their talks in class. 1. Read the text again and complete the table. 2. Organize the talk following the steps in the textbook. 3. Share their talks in a group of 4. 4. Give a talk to the class. Learn how to give a talk about travel experience.
Activity 5 1. Ask students to read the postcard and pay attention to the format. 2. Ask students to answer the questions. 3. Ask students to retell the content of the postcard and illustrate the format of it. 1. Read the postcard and pay attention to the format. 2. Answer the questions in Activity 5. 3. Retell the content of this postcard and illustrate the format of it. Learn how to write a postcard.
Activity 6 1. Ask students to read the message and underline the questions Sam has asked in this message. 2. Explain the usage of the expressions in the box. 3. Ask students to write a postcard to Sam. 1. Read the message and underline the questions Sam has asked in this message. 2. Learn the usage of the expressions in the box. 3. Write a postcard to Sam. Practice how to write a postcard.
Activity 7 1. Ask students to exchange postcards and correct any mistakes for each other. 2. Ask students to turn in their postcards. 1. Exchange postcards and correct any mistakes for each other. 2. Turn in their postcards. Improve students’ writing skills.
Presenting ideas板块教学设计 （Presenting ideas部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然—旅行
内容分析 本课为Presenting ideas环节。要求学生先看图标，判断图标代表的中国城市，并自行设计一个能够体现城市特色的图标，并向他人介绍该城市的著名景点。通过简短的城市介绍，促进学生对所学内容的复习与掌握，并在真实的情境下加以运用和实践。
教学目标 1. 引导学生看懂这三个城市图标中的设计元素，并能够有条理地、较全面地介绍一个城市； 2. 引导通过中外文化对比，加深对中国文化的理解，坚定文化自信；了解中外优秀文化，形成正确的价值观； 3. 引导学生识别出城市图标所代表的城市，学会设计城市图标，而不是单纯的模仿。
教学重点 引导学生恰当地表达自己的观点，与小组成员合作完成学习任务，并完成汇报。
教学难点 启发学生的文化传播意识，使学生能够从更多角度向世界展示中国。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Ask students to look at the logos and describe what they see. 2. Ask students to guess which cities the logos represent. 1. Look at the logos and describe what they see. 2. Guess which cities the logos represent. Improve students’ ability to acquire information from pictures.
Activity 2 1. Group students by 4 and ask them to choose one place they all know well. 2. Ask students to list some reasons why it is worth visiting. 3. Ask students to work together to design a logo for this place. 1. Work in groups. Choose one place all group members know well. 2. List some reasons why it is worth visiting. 3. Work together to design a logo to represent it. Teach students how to cooperate with each other and practice oral English in real situation.
Activity 3 1. Ask students to prepare a short presentation and follow the steps in Activity 3. 2. Ask students to brainstorm what needs to be included in the presentation. 1. Prepare a short presentation and follow the steps in Activity 3. 2. Brainstorm what needs to be included in the presentation. Learn how to present ideas.
Activity 4 1. Give every group a chance to show their logo and give their presentation. 2. Give some comments on students’ presentations. 1. Show their logo and give their presentation. 2. Listen to the comments on their presentations. Practice skills in giving a presentation.
Reflection & Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Writing + Speaking
主题语境 人与自然
内容分析 本单元的项目实践活动要求学生自制某一个国家的旅行手册，介绍该国的风土人情。学生在教师的指导下自主合作，总结旅行手册的编写结构和主要内容，并探究旅行的意义，深入理解世界文化和地理的多样性。
教学目标 1. 引导学生通过阅读课前收集的旅行手册，了解旅行手册的基本内容和编写结构，并制作出自己的旅行手册； 2. 引导学生运用多种方式获取文化信息，领悟世界文化的多样性和丰富性； 3. 思维品质目标：建构旅游手册的概念，归纳与总结旅行手册的编写结构和主要内容，并设计出自己的旅行手册。 4. 引导学生开展自主学习和合作学习，反思学习效果，并据此优化学习策略和方法；
教学重点 引导学生通过课前所做的研究和小组讨论意见，制作出本小组的旅行手册。
教学难点 引导学生设计出自己的旅行手册
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Reflection
1. Ask students to do the activities in “Reflection”. 2. Organize students to have a discussion about what they have learned in this unit. 3. Ask students to write down what they need to improve. 1. Do the activities in “Reflection”. 2. Have a discussion about what they have learned in this unit. 3. Write down what they need to improve. Unit review
Project
Investigate 1. Offer students some travel brochures to choose from. 2. Group students by the brochure they have chosen. 3. Ask students to read the brochures and find out the layout of them and what information they include. 1. Choose a travel brochure. 2. Read the brochures and find out the layout of them and what information they include. Develop students’ skill of searching for information.
Plan 1. Ask students to discuss what information and pictures they are going to include in their brochures. 2. Ask students to work with their group members to draft the layout of a brochure and think about how to organize information, write headings and insert pictures. 1. Discuss what information and pictures they are going to include in their brochures. 2. Work with group members to draft the layout of a brochure and think about how to organize information, write headings and insert pictures. Master the structure of a travel brochure.
Create 1. Ask students to write the content for their travel brochures. 2. Ask students to work together to arrange the written content and pictures together to form the finished brochure. 1. Write the content for their travel brochures. 2. Work together to arrange the written content and pictures together to form the finished brochure. Teach students how to cooperate with each other.
Present 1. Ask students to prepare a presentation about their brochures. 2. Give every group five minutes to present their brochure. 3. Ask students to choose the top five brochures. 1. Prepare a presentation about their brochures. 2. Present their brochures to the class. 3. Choose the top five brochures. Practice skills in giving a presentation
单元主题 本单元的主题语境是“人与自然”，涉及的话题内容是通过旅行来了解世界主要国家的地理概况和自然环境，学会尊重和欣赏文化的多样性。第一篇课文Blogging Australia通过访谈的形式介绍了一个职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对自然环境保护的看法。第二篇课文Coast to Coast通过电子邮件的形式，讲述了Eva和她的家人横穿北美大陆的旅行经历。 本单元从旅行调查问卷开始，引出本单元的话题，再进一步使用多模态语篇（采访、广告、邮件、明信片和图标设计）和相关的话题内容（旅行的感受、旅行的好处、旅行前的准备、旅行中问路和指路、旅行的见闻和城市介绍）来丰富和加深学生对旅行意义的思考。整个单元的教学应该牢牢把握“人与自然”的主题语境，帮助学生深度理解语篇内容和主题意义，了解不同国家和地区的风土人情，加深对英美主要国家地理知识的了解，引领学生的语言能力、文化意识、思维品质和学习能力的融合发展。
单元目标 1. 语言能力目标：能够读懂与旅行相关的多模态语篇，理解与旅行有关的文章内容，听懂并谈论与旅行有关的话题；能够用所学的语言知识介绍旅行经历，恰当地使用现在分词作定语，学会如何问路、指路，学会制作旅行手册；能够看懂有关旅游城市的图标和设计体现某个城市特色的图标。 2. 文化意识目标：能够了解不同国家和地区的自然环境、风土人情，加深对世界的了解；能够尊重和欣赏文化的多样性；能够感知中外文化的差异，初步形成跨文化意识，并通过中外文化对比，加深对中国文化的理解，坚定文化自信。 3. 思维品质目标：能够在阅读多模态语篇时观察语言特点，通过比较不同的语篇类型，识别信息的异同；能够根据语篇的特点，客观分析信息之间的关联和差异，发现产生差异的基本原因；能够正确判断文章中人物的观点或态度，并提出自己的看法，避免盲目接受或否定文中人物的观点。 4. 学习能力目标：能够通过了解不同国家和地区的风土人情，激发英语学习的兴趣；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自然—旅行
内容分析 活动1呈现一段与旅行话题相关的视频，介绍了世界五大热门旅行目的地。活动2请学生结合自身经历思考并回答旅行调查问卷中的问题，引发学生对自己的旅行习惯和适合自己的旅行目的地的思考。本板块旨在激活学生已有的语言、背景知识，激发对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。
教学目标 1. 带领学生走进与旅行相关的主题语境中，激活与旅行相关的知识； 2. 引导学生初步感知中外文化的差异，初步形成跨文化意识； 3. 引导学生通过观看短片注意观察文化现象，比较与识别各种信息的异同； 4. 引导学生对自己的旅行习惯和适合自己的旅行目的地进行思考。
教学重点 帮助学生看懂视频内容，进入到旅行的主题语境中，引发学生对旅行相关话题的兴趣。
教学难点 启发学生对自己的旅行习惯和适合自己的旅行目的地进行思考。
教学策略 视听教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Play the video and show the subtitles to students. 2. Let students discuss the two questions in Activity 1. 3. Invite some students to share their answers to the two questions. 1. Watch the video and read the subtitles. 2. Discuss the two questions in Activity 1. 3 Answer the two questions. By watching the video and discussing the two questions, students have a sense of the theme in this unit.
Activity 2 1. Explain the content in the travel quiz to students and let students choose their answers. 2. Ask students to discuss their answers with others. 3. Encourage some students to share their opinions in class. 1. Understand the content in the travel quiz and choose their answers. 2. Discuss their answers with other classmates. 3. Share their opinions in class. Lead students to think about transportation, accommodation, local culture and food during their travel, and guide students to recall some experiences and knowledge about travelling.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 主题语境为“人与自然”，涉及的话题是旅行。本篇课文讲述了一位职业摄影博主与西澳大利亚州的渊源，以及她的摄影经历引发了她对人与自然环境关系的思考。
内容分析 本文以访谈的形式，一问一答，介绍了一位职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对环保的看法。课前导入活动请学生根据已有的背景知识思考“Travel broadens the mind.”的含义并分享旅行的好处。这个活动帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章的理解。读后活动则通过细节理解和开放性问答等环节，启发学生深入思考和探究主题意义。
教学目标 1. 带领学生通过略读，掌握与话题相关的语言知识； 2. 引导学生从课文中获取有关西澳大利亚州的文化信息，欣赏文化的多样性； 3. 引导学生基于文章内容并联系生活实际，谈论旅行给Lauren带来的影响，并就与旅游相关的工作发表自己的观点； 4. 引导学生开展自主学习和合作学习，反思学习效果，并据此优化学习策略和方法，更好地用英语进行交流和表达。
教学重点 在准确理解作者观点的基础上，逐渐形成学生自己的观点，引发学生对人与自然环境关系的思考。
教学难点 引导学生形成自己的观点，对人与自然的关系进行思考。
教学策略 任务型教学法、P-W-P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Explain the literal meaning of the saying “Travel broadens the mind”. 2. Ask students to discuss the meaning of the saying in groups and give some examples to support their opinions, and note down some main points. 3. Invite some students to share their opinions in class. 4. Show the map of Australia and introduce Western Australia to students. 1. Figure out the literal meaning of the saying “Travel broadens the mind”. 2. Discuss the meaning of the saying in groups and give some examples to support their opinions, and note down some main points. 3. Share opinions in class. 4. Look at the map of Australia and read the introduction to Western Australia. By discussing the meaning of the saying, students will get a sense of topic. Students will get some basic information on Western Australia.
Activity 2 1. Ask some students to explain the five questions in Activity 2. 2. Ask students to read the text and choose the correct question for each paragraph. 3. Ask students to share their answers in class. 1. Understand the five questions in Activity 2. 2. Read the text and choose the correct question for each paragraph. 3. Share their answers in class. Develop students’ reading skill of locating certain information.
Activity 3 1. Ask students to choose the best description of the interview. 2. Ask students to share answers and explain their choices. Explain some difficult points if necessary. 1. Choose the best description of the interview. 2. Share answers and explain their choices. Listen to the teacher’s explanations of some difficult points. Develop students’ reading skill of getting the main idea.
Activity 4 1. Ask students to read the text again and complete the blogger profile. 2. Encourage students to share answers in class. 1. Read the text again and complete the blogger profile. 2. Share and check answers in class. Develop students’ reading skill of getting specific information and help students have a better understanding of the language in the text.
Think & Share 1. Ask students to discuss the three questions in groups. 2. Give some explanations about the three questions. 3. Encourage students to share their opinions in class. 1. Discuss the three questions in groups. 2. Listen to the teacher’s explanations about the three questions. 3. Share opinions in class. Students express their ideas in a logical way.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自然—旅行
内容分析 语法部分的两个语篇介绍了贝尔尼纳快车的沿线风景以及夏威夷度假的广告；词汇部分通过制订旅行计划和做好旅行前的准备工作，帮助学生学习与旅行准备工作相关的词汇和表达；听说部分的材料是宾馆接待员与游客间的一段对话。
教学目标 1.引导学生在语篇中发现和理解现在分词作定语的使用规则，学习并运用和旅行相关的词汇与表达； 2. 引导学生发现并理解语篇中包含的文化元素； 3. 引导学生通过观察现在分词作定语的例句，归纳与概括现在分词作定语的内在规律，并在真实语境中进行运用； 4. 帮助学生掌握英语语法、词汇和听力学习的常用方法和策略。
教学重点 引导学生学会现在分词作定语的用法，掌握并运用与旅行相关的用语。
教学难点 引导学生用英语交流与解决在旅行前和旅行中遇到的问题。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Ask students to read sentences (a) and (b). 2. Let students discuss the relationship between -ing form and the noun it modifies. 3. Ask students to read sentences (c) and (d), and answer Question 4 by comparing these two groups of sentences. 4. Let students discuss Question 5. Help students summarize the usage of -ing as attributive and the differences between -ing as attributive and attributive clauses. 5. Ask students to look for more sentences with -ing as attributive in the text. 6. Ask students to rewrite the sentences they have found in the text into attributive clauses. 1. Read sentences (a) and (b). 2. Discuss the relationship between -ing form and the noun it modifies. 3. Read sentences (c) and (d), and answer Question 4 by comparing these two groups of sentences. 4. Discuss Question 5 and try to summarize the usage of -ing as attributive and the differences between -ing as attributive and attributive clauses. 5. Look for more sentences with -ing as attributive in the text. 6. Rewrite the sentences they have found in the text into attributive clauses. Let students discover the usage of -ing as attributive by analyzing sentences in the text.
Activity 2 1. Ask students to do Activity 2 and have a discussion in groups. 2. Let students share answers. 3. Ask students to translate the sentences with -ing as attributive into Chinese. 1. Do Activity 2 and have a discussion in groups. 2. Share answers in class. 3. Translate the sentences with -ing as attributive into Chinese. Learn how to use -ing as attributive in real situation.
Activity 3 1. Ask students to read the passage in Activity 3. 2. Ask students to explain the main idea of the passage. 3. Ask students to underline the attributive clauses and check answers. 4. Ask students to rewrite the passage using -ing as attributive. 1. Read the passage in Activity 3. 2. Explain the main idea of the passage. 3. Underline the attributive clauses and check answers. 4. Rewrite the passage using -ing as attributive. Learn how to use -ing as attributive in real situation.
Activity 4 1. Ask students to read these two emails and explain some difficult points for students. 2. Ask students to underline the tasks before going on a trip. 3. Let students share answers. 1. Read these two emails and figure out some difficult points. 2. Underline the tasks before going on a trip. 3. Share and check answers. Learn the topic-related words and expressions.
Activity 5 1. Ask students to read the emails again and complete the chart. 2. Ask students to share and check answers. 3. Ask students to think about more tasks they may have to do before a trip. 4. Give students some destinations to choose from. 5. Organize students to discuss what they need to do before a trip. 6. Let students create their own charts in class. 1. Read the emails again and complete the chart. 2. Share and check answers. 3. Think about more tasks they may have to do before a trip. 4. Choose a destination. 5. Discuss what they need to do before a trip. 6. Create their own charts in class. Learn how to use the topic-related words and expressions. Practice oral English in topic-related context.
Did You Know Ask students to read the short passage in “Did You Know ” and explain different types of tourism. Read the short passage in “Did You Know ” and learn about different types of tourism. Learn some culture knowledge.
Activity 7 1. Ask students to look at the pictures in Activity 7 and predict what the conversation is about. 2. Invite three students to talk about what they can see in the three pictures. 3. Play the audio and let students choose their answers. 4. Invite students to share answers and play it again if necessary. 1. Look at the pictures in Activity 7 and predict what the conversation is about. 2. Talk about what they can see in the three pictures. 3. Listen to the conversation and choose answers. 4. Check answers and listen again if necessary. Develop the listening skill of getting the main idea in a quick way.
Activity 8 1. Ask students to look at the map. 2. Play the audio and ask students to complete the map and the information in Activity 8. 3. Play it again to check answers. 4. Invite students to share answers in class. 5. Ask students to recall how the speakers ask for and give information. 1. Look at the map. 2. Listen to the conversation and complete the map and the information in Activity 8. 3. Listen again and check answers. 4. Share answers in class. 5. Try to recall how the speakers ask for and give information. Understand the details of the listening material and summarize how the speakers ask for and give information.
Activity 9 1. Ask students to read the content on Page 83 and Page 86. 2. Organize students to act out asking for and giving information. 3. Ask some students to present their conversations. 1. Read the content on Page 83 and Page 86. 2. Work in pairs. Act out asking for and giving information. 3. Present their conversations. Use the useful expressions learned in the previous activities to have a new conversation
Activity 10 1. Let students draw their own maps. 2. Ask students to have a similar conversation. 3. Choose some students to present their conversations in class. 1. Draw a map. 2. Have a similar conversation. 3. Present their conversations in class. Practice how to ask for and give information in specific context.
Developing ideas板块教学设计 （建议时长80-90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然—旅行
内容分析 本篇课文用电子邮件的方式展示了Eva和家人的一次穿越北美大陆之旅；读写部分的语篇是Alice在云南旅行时寄给Emma的一张明信片，表达了自己云南之旅的感受。
教学目标 1. 引导学生通过快速阅读获取信息，并与图片信息相匹配，理解文章内容，能够简单复述Eva和家人的旅行经历； 2. 引导学生找出课文中的文化信息，感知中国和加拿大的文化差异，初步形成跨文化意识； 3. 思维品质目标：提取课文中有关旅行游记的相关信息，对旅行的意义有自己的思考。
教学重点 引导学生理解课文内容，简单复述Eva和家人的旅行经历，理解并掌握与旅行相关的表达，能够描述自己的某次旅行经历。
教学难点 引导学生基于范文写一张明信片。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students to finish Activity 1 and check their knowledge about Canada. Do Activity 1 and learn some knowledge about Canada. Activate students’ knowledge about Canada.
Activity 2 1. Ask students to scan the text and write the places on the map. 2. Ask students to share answers. 3. Help students learn how to scan a text. 1. Scan the text and write the places on the map. 2. Share and check answers. 3. Learn how to scan a text. Learn how to scan a text.
Activity 3 1. Explain the content in “Learning to learn” to students. 2. Ask students to underline the four sentences in the text, and think about what the underlined words refer to. 3. Ask students to share answers and give some explanations if necessary. 3. Help students summarize the usage of pronouns. 1. Understand the content in “Learning to learn”. 2. Underline the four sentences in the text, and think about what the underlined words refer to. 3. Share answers in class. 4. Summarize the usage of pronouns. Learn how to use pronouns.
Think & Share 1. Ask students to read the text and think about the four questions. 2. Ask students to have a discussion in a group of 4 and note down the important points. 3. Choose some students to present their ideas. 1. Read the text and think about the four questions. 2. Have a discussion in a group of 4 and note down the important points. 3. Present ideas in class. Students express their ideas in a logical way.
Activity 4 1. Ask students to read the text again and complete the table. 2. Help students with their talks. 3. Ask students to share their talks in a group of 4. 4. Ask some students to give their talks in class. 1. Read the text again and complete the table. 2. Organize the talk following the steps in the textbook. 3. Share their talks in a group of 4. 4. Give a talk to the class. Learn how to give a talk about travel experience.
Activity 5 1. Ask students to read the postcard and pay attention to the format. 2. Ask students to answer the questions. 3. Ask students to retell the content of the postcard and illustrate the format of it. 1. Read the postcard and pay attention to the format. 2. Answer the questions in Activity 5. 3. Retell the content of this postcard and illustrate the format of it. Learn how to write a postcard.
Activity 6 1. Ask students to read the message and underline the questions Sam has asked in this message. 2. Explain the usage of the expressions in the box. 3. Ask students to write a postcard to Sam. 1. Read the message and underline the questions Sam has asked in this message. 2. Learn the usage of the expressions in the box. 3. Write a postcard to Sam. Practice how to write a postcard.
Activity 7 1. Ask students to exchange postcards and correct any mistakes for each other. 2. Ask students to turn in their postcards. 1. Exchange postcards and correct any mistakes for each other. 2. Turn in their postcards. Improve students’ writing skills.
Presenting ideas板块教学设计 （Presenting ideas部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然—旅行
内容分析 本课为Presenting ideas环节。要求学生先看图标，判断图标代表的中国城市，并自行设计一个能够体现城市特色的图标，并向他人介绍该城市的著名景点。通过简短的城市介绍，促进学生对所学内容的复习与掌握，并在真实的情境下加以运用和实践。
教学目标 1. 引导学生看懂这三个城市图标中的设计元素，并能够有条理地、较全面地介绍一个城市； 2. 引导通过中外文化对比，加深对中国文化的理解，坚定文化自信；了解中外优秀文化，形成正确的价值观； 3. 引导学生识别出城市图标所代表的城市，学会设计城市图标，而不是单纯的模仿。
教学重点 引导学生恰当地表达自己的观点，与小组成员合作完成学习任务，并完成汇报。
教学难点 启发学生的文化传播意识，使学生能够从更多角度向世界展示中国。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Ask students to look at the logos and describe what they see. 2. Ask students to guess which cities the logos represent. 1. Look at the logos and describe what they see. 2. Guess which cities the logos represent. Improve students’ ability to acquire information from pictures.
Activity 2 1. Group students by 4 and ask them to choose one place they all know well. 2. Ask students to list some reasons why it is worth visiting. 3. Ask students to work together to design a logo for this place. 1. Work in groups. Choose one place all group members know well. 2. List some reasons why it is worth visiting. 3. Work together to design a logo to represent it. Teach students how to cooperate with each other and practice oral English in real situation.
Activity 3 1. Ask students to prepare a short presentation and follow the steps in Activity 3. 2. Ask students to brainstorm what needs to be included in the presentation. 1. Prepare a short presentation and follow the steps in Activity 3. 2. Brainstorm what needs to be included in the presentation. Learn how to present ideas.
Activity 4 1. Give every group a chance to show their logo and give their presentation. 2. Give some comments on students’ presentations. 1. Show their logo and give their presentation. 2. Listen to the comments on their presentations. Practice skills in giving a presentation.
Reflection & Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Writing + Speaking
主题语境 人与自然
内容分析 本单元的项目实践活动要求学生自制某一个国家的旅行手册，介绍该国的风土人情。学生在教师的指导下自主合作，总结旅行手册的编写结构和主要内容，并探究旅行的意义，深入理解世界文化和地理的多样性。
教学目标 1. 引导学生通过阅读课前收集的旅行手册，了解旅行手册的基本内容和编写结构，并制作出自己的旅行手册； 2. 引导学生运用多种方式获取文化信息，领悟世界文化的多样性和丰富性； 3. 思维品质目标：建构旅游手册的概念，归纳与总结旅行手册的编写结构和主要内容，并设计出自己的旅行手册。 4. 引导学生开展自主学习和合作学习，反思学习效果，并据此优化学习策略和方法；
教学重点 引导学生通过课前所做的研究和小组讨论意见，制作出本小组的旅行手册。
教学难点 引导学生设计出自己的旅行手册
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Reflection
1. Ask students to do the activities in “Reflection”. 2. Organize students to have a discussion about what they have learned in this unit. 3. Ask students to write down what they need to improve. 1. Do the activities in “Reflection”. 2. Have a discussion about what they have learned in this unit. 3. Write down what they need to improve. Unit review
Project
Investigate 1. Offer students some travel brochures to choose from. 2. Group students by the brochure they have chosen. 3. Ask students to read the brochures and find out the layout of them and what information they include. 1. Choose a travel brochure. 2. Read the brochures and find out the layout of them and what information they include. Develop students’ skill of searching for information.
Plan 1. Ask students to discuss what information and pictures they are going to include in their brochures. 2. Ask students to work with their group members to draft the layout of a brochure and think about how to organize information, write headings and insert pictures. 1. Discuss what information and pictures they are going to include in their brochures. 2. Work with group members to draft the layout of a brochure and think about how to organize information, write headings and insert pictures. Master the structure of a travel brochure.
Create 1. Ask students to write the content for their travel brochures. 2. Ask students to work together to arrange the written content and pictures together to form the finished brochure. 1. Write the content for their travel brochures. 2. Work together to arrange the written content and pictures together to form the finished brochure. Teach students how to cooperate with each other.
Present 1. Ask students to prepare a presentation about their brochures. 2. Give every group five minutes to present their brochure. 3. Ask students to choose the top five brochures. 1. Prepare a presentation about their brochures. 2. Present their brochures to the class. 3. Choose the top five brochures. Practice skills in giving a presentation