Unit 2 Travelling Around Reading for Writing 教学设计（表格式） -2024-2025学年高中英语人教版（2019）必修第一册
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| 名称 | Unit 2 Travelling Around Reading for Writing 教学设计（表格式） -2024-2025学年高中英语人教版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 22.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-01 22:23:03 | ||
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Unit 2 Travelling Around Reading for Writing
教材分析
一、活动主题
该板块的活动主题是“写信告诉朋友旅行计划”(Write to a friend about a travel plan)。该板块是从外国学生Richard的视角介绍中国最令他着迷的地方一西安。这里的兵马俑是中华文化的瑰宝，被称为“世界八大奇迹之一”，受到世界人民的喜爱与推崇。我国学生应该有更深刻的认识，并引以为豪。同时，学生通过写作活动，探索、思考国内外有价值的旅游资源及其文化内涵。
二、文本分析
文本分析:第一个文本以电子邮件的形式介绍了作者的西安旅行计划。作者运用了现在进行时来表示将来的计划与安排，内容包括旅行的主要目的、重点景观、其他景点和旅行安排(出发时间、出行方式等)。该文本的语言轻松随意，是年轻朋友之间的交流，并且使用了富有情感的表达，例如:“... it is an amazing sight, and I can't wait to go.”“To me, the story of the Terracotta Army is almost unbelievable.” “It's amazing to think that ...”，以此突出作者对此次旅行的无限期待。第二个文本是关于兵马俑的宣传页，介绍了兵马俑的基本情况，以此为学生提供有关这个旅行计划的背景知识。
学情分析
学生在学完前面的听说、阅读、语法、口语课后，已经掌握了有关旅行准备的相关表达，且能够运用现在进行时谈论自己的旅行计划和安排，能掌握介绍性文本和旅游宣传册两
种文体的结构特征、文体特征和语言特点。
经过前面听、说、读的学习后，学生想要了解要从哪些方面介绍自己的旅行计划；英语
电子邮件的基础格式是什么。了解秦始皇兵马俑的相关背景知识；掌握用电子邮件介绍旅行计划的基本结构；运用四宫格写作法梳理文章结构，并介绍自己的旅行计划。
课时目标
1. 语言能力：找出陈述旅行计划的文体结构和表达情感的语言结构。
2. 学习能力：在四宫格写作结构的帮助下，对写作要点进行整合归纳，并能罗列介绍自己旅行计划的内容纲要；
3. 文化意识：了解秦始皇兵马俑是中华文化的瑰宝，培养文化自信；
4. 思维品质：能够对所获信息进行比较和分析，并作出合理的判断；
教学重难点：
1.引导学生梳理写作结构及相关句式表达，最后完成写作任务，帮助 Xiao Li 解决问题
2.让学生能够通过阅读材料，学习并掌握与旅行相关的词汇和表达方式；
3.通过写作练习，提升学生描述旅行计划的能力。这些目标旨在增强学生的阅读理解能力和写作技巧。
评价任务
1. 根据学生回答问题的具体情况，判断是否能找出旅行计划的语篇结构、表达情感的语言结构。（指向并检测目标 1）
2. 观察学生创编的旅行计划，判断是否能能正确使用 be doing 结构。（指向并检测目标 1）评价任务
3. 审查学生旅行计划的内容纲要，判断是否包含文本关键信息。（指向并检测目标 2 与目标检测 4）
4. 引导学生结合回信语境，在四宫格初稿的帮助下，利用互评表完成短文的质量评价。（指向目标检测 3 与目标检测 4）
Stage Teacher’s activities Students’ activities Purpose
Lead- in Lead-in Play Xiao Li’s voice message and create the situation: Xiao Li doesn’t know how to write her travel plan to Richard. Listen to Xiao Li’s voice message and get ready to help Xiao Li to deal with her trouble. To lead to the topic. To inspire students’ interest in the topic
Reading Read Para.2 and answer. 1. What does Richard plan to do in Xi’an 2. Whom will Richard go with Read Para.3 and answer. 1. How does Richard get to Xi’an 2. How does Richard arrange his time Read Para.4 and answer. 1. What is Richard’s final thought 2. How does Richard end his e-mail Guide students underline the useful expressions to describe the details. Get students summarize the structure of a travel. Look through Para.2, then summarize the key point: Plans. Look through Para.3, then summarize the key points: Transport and Time arrangement. Look through Para.4, then summarize the key points: Transport and Time arrangement. Read the text carefully and underline the useful expressions to describe the specific details: where to go, when to go, with whom, why to do, what to do, how to arrive and how to arrange. Summarize the structure of a travel. To help student be more familiar with the sentence patterns and get ready to write their own travel plan. To lay the foundation for completing students’ own travel plans. To practice summarizing ability
Writing Present more useful expressions and sentences and ask students to write an email to Richard to introduce your travel plan in Beijing for the National Day. Write the draft with the help of Four-Square Writing Form then complete their e-mails to introduce their travel plans. To enlarge their word bank in order to finish their writing easily. To help students write their travel plans logically.
Sharing Ask students evaluate their group Members’ writings by using the Assessment checklists. Present the sample writing. Present Xiao Li’s voice message and the situation: Xiao Li’s problem has been solved and she wishes wonderful holiday for students. Evaluate their group members’ writings by using the Assessment checklists. Read and appreciate the sample aloud. Listen to Xiao Li’s voice message. To improve cooperative learning ability and assessment ability. To raise awareness of patriotism and expand international horizons. To respond to the opening situation.
Reflection Guide student to know: Life is a journey and everywhere is filled with beautiful scenery. What we should do is to find the beauty around us. Learn to find the beauty around us. To find and enjoy the beauty around them and learn to have positive attitude towards life
作业设计 Basic Writing: Revise your draft according to the sample and the checklists. Extending Writing: Invite Richard to travel to Jining, and write a travel plan for him. To consolidate what has been learned today. To build up their culture confidence
教材分析
一、活动主题
该板块的活动主题是“写信告诉朋友旅行计划”(Write to a friend about a travel plan)。该板块是从外国学生Richard的视角介绍中国最令他着迷的地方一西安。这里的兵马俑是中华文化的瑰宝，被称为“世界八大奇迹之一”，受到世界人民的喜爱与推崇。我国学生应该有更深刻的认识，并引以为豪。同时，学生通过写作活动，探索、思考国内外有价值的旅游资源及其文化内涵。
二、文本分析
文本分析:第一个文本以电子邮件的形式介绍了作者的西安旅行计划。作者运用了现在进行时来表示将来的计划与安排，内容包括旅行的主要目的、重点景观、其他景点和旅行安排(出发时间、出行方式等)。该文本的语言轻松随意，是年轻朋友之间的交流，并且使用了富有情感的表达，例如:“... it is an amazing sight, and I can't wait to go.”“To me, the story of the Terracotta Army is almost unbelievable.” “It's amazing to think that ...”，以此突出作者对此次旅行的无限期待。第二个文本是关于兵马俑的宣传页，介绍了兵马俑的基本情况，以此为学生提供有关这个旅行计划的背景知识。
学情分析
学生在学完前面的听说、阅读、语法、口语课后，已经掌握了有关旅行准备的相关表达，且能够运用现在进行时谈论自己的旅行计划和安排，能掌握介绍性文本和旅游宣传册两
种文体的结构特征、文体特征和语言特点。
经过前面听、说、读的学习后，学生想要了解要从哪些方面介绍自己的旅行计划；英语
电子邮件的基础格式是什么。了解秦始皇兵马俑的相关背景知识；掌握用电子邮件介绍旅行计划的基本结构；运用四宫格写作法梳理文章结构，并介绍自己的旅行计划。
课时目标
1. 语言能力：找出陈述旅行计划的文体结构和表达情感的语言结构。
2. 学习能力：在四宫格写作结构的帮助下，对写作要点进行整合归纳，并能罗列介绍自己旅行计划的内容纲要；
3. 文化意识：了解秦始皇兵马俑是中华文化的瑰宝，培养文化自信；
4. 思维品质：能够对所获信息进行比较和分析，并作出合理的判断；
教学重难点：
1.引导学生梳理写作结构及相关句式表达，最后完成写作任务，帮助 Xiao Li 解决问题
2.让学生能够通过阅读材料，学习并掌握与旅行相关的词汇和表达方式；
3.通过写作练习，提升学生描述旅行计划的能力。这些目标旨在增强学生的阅读理解能力和写作技巧。
评价任务
1. 根据学生回答问题的具体情况，判断是否能找出旅行计划的语篇结构、表达情感的语言结构。（指向并检测目标 1）
2. 观察学生创编的旅行计划，判断是否能能正确使用 be doing 结构。（指向并检测目标 1）评价任务
3. 审查学生旅行计划的内容纲要，判断是否包含文本关键信息。（指向并检测目标 2 与目标检测 4）
4. 引导学生结合回信语境，在四宫格初稿的帮助下，利用互评表完成短文的质量评价。（指向目标检测 3 与目标检测 4）
Stage Teacher’s activities Students’ activities Purpose
Lead- in Lead-in Play Xiao Li’s voice message and create the situation: Xiao Li doesn’t know how to write her travel plan to Richard. Listen to Xiao Li’s voice message and get ready to help Xiao Li to deal with her trouble. To lead to the topic. To inspire students’ interest in the topic
Reading Read Para.2 and answer. 1. What does Richard plan to do in Xi’an 2. Whom will Richard go with Read Para.3 and answer. 1. How does Richard get to Xi’an 2. How does Richard arrange his time Read Para.4 and answer. 1. What is Richard’s final thought 2. How does Richard end his e-mail Guide students underline the useful expressions to describe the details. Get students summarize the structure of a travel. Look through Para.2, then summarize the key point: Plans. Look through Para.3, then summarize the key points: Transport and Time arrangement. Look through Para.4, then summarize the key points: Transport and Time arrangement. Read the text carefully and underline the useful expressions to describe the specific details: where to go, when to go, with whom, why to do, what to do, how to arrive and how to arrange. Summarize the structure of a travel. To help student be more familiar with the sentence patterns and get ready to write their own travel plan. To lay the foundation for completing students’ own travel plans. To practice summarizing ability
Writing Present more useful expressions and sentences and ask students to write an email to Richard to introduce your travel plan in Beijing for the National Day. Write the draft with the help of Four-Square Writing Form then complete their e-mails to introduce their travel plans. To enlarge their word bank in order to finish their writing easily. To help students write their travel plans logically.
Sharing Ask students evaluate their group Members’ writings by using the Assessment checklists. Present the sample writing. Present Xiao Li’s voice message and the situation: Xiao Li’s problem has been solved and she wishes wonderful holiday for students. Evaluate their group members’ writings by using the Assessment checklists. Read and appreciate the sample aloud. Listen to Xiao Li’s voice message. To improve cooperative learning ability and assessment ability. To raise awareness of patriotism and expand international horizons. To respond to the opening situation.
Reflection Guide student to know: Life is a journey and everywhere is filled with beautiful scenery. What we should do is to find the beauty around us. Learn to find the beauty around us. To find and enjoy the beauty around them and learn to have positive attitude towards life
作业设计 Basic Writing: Revise your draft according to the sample and the checklists. Extending Writing: Invite Richard to travel to Jining, and write a travel plan for him. To consolidate what has been learned today. To build up their culture confidence