Unit 2 Travelling Around Listening and Speaking（教学设计）-人教版（2019）高中英语必修一
文档属性
| 名称 | Unit 2 Travelling Around Listening and Speaking（教学设计）-人教版（2019）高中英语必修一 |  | |
| 格式 | doc | ||
| 文件大小 | 294.0KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-06-20 09:14:14 | ||
图片预览
文档简介
/ 让教学更有效 高效备课 | 英语学科
Unit 2 Travelling Around Listening and Speaking（教学设计和教学反思）
Listening and Speaking (Get ready to travel)
Teaching objectives
Language proficiency
Master the core vocabulary of travel themes (such as scenic spot names, transportation modes, itinerary arrangements) and functional sentence patterns (such as describing plans, asking for advice).
Capture key information (such as destination, activity schedule, travel experience) through listening training, and be able to use the target language for oral expression.
Cultural awareness
Understand the cultural differences in tourism among different countries/regions, and enhance cross-cultural understanding and inclusiveness.
Thinking quality
Analyze information logic in listening (such as itinerary sequence, causal relationships), organize coherent content in oral expression, and cultivate logical and critical thinking.
Use listening skills (predicting content, grasping keywords) to enhance learning ability, and improve self-directed learning ability through cooperative learning (group discussions, role-playing).
Teaching key and difficult points
Teaching focus
1. Listening comprehension of the core information of travel conversations (destination, activity arrangements, scenic features, etc.) 13.
2. Use tourism themed vocabulary and sentence structures (such as "I plan to...", "The most interesting part is...") for fluent oral communication.
3. Practice cooperative learning in group activities, complete travel plan discussions or experience sharing.
Teaching difficulties
1. In terms of listening:
Coping with listening materials with different accents and speech rates, quickly capturing detailed information (such as changes in time and location), and understanding complex tourism information (such as multi attraction route planning)
2. In terms of oral communication:
Consistently and systematically describe travel experiences or plans, avoiding stuttering and grammar errors, flexibly using language in real-life situations, and engaging in natural interaction and communication.
Teaching procedures
Lead in
Travel, in the younger sort, is a part of education; in the elder, a part of experience.
——Francis Bacon
设计意图：主题页是父与子在美国山中远行的一幅图片，父亲代表的是 the elder sort，
对于父亲来说 travel is a part of experience; 儿子代表的是the younger sort, 对于儿子
来说，travel is a part of education。Travel，education，experience这正好与Listening and Speaking的主题相呼应。
Activity 1 Enjoy the global tourist attractions
设计意图：欣赏国内外的旅游美景，着重介绍了丽江和新天鹅城堡。在展示丽江图片时介绍了已经成为世界文化遗产的丽江古镇；在展示新天鹅城堡时让学生了解城堡建立的背景，知道迪士尼的灰姑娘和睡美人城堡是以此为灵感建造的。这样学生不仅能感受旅游的景美，同时能有意识的发掘一个旅游地背后的历史和文化，同时为下面的thinking活动做好铺垫。
Activity 2 Thinking
If given a chance to travel anywhere in the world, where would you go （Give the reasons.)
I’d like to _____, because___________.
设计意图：与上一活动紧密衔接，学生说出想去的目的地并给出原因。给学生更多的机会表达自己的想法。至此形成板书的第一部分：destinations。
Activity 3 Group Discussion
Since we have chosen a place to travel, what do you need to prepare for the trip
设计意图：在选好目的地以后，小组讨论出行需要带的物品。提醒学生别忘了带上自己的父母，因为他们是最爱你的。这样一来这节课就有了温度。至此形成板书的第二部分：preparations。Activity 2，3 一方面是旅行想去的地方，另一方面是为旅行所做的准备，听力也是关于这两方面的内容，正好与听力相衔接，引出听力。
Activity 4 Paul and Meilin are talking about the coming holiday. Listen to the first part of the conversation and choose the correct answers.
1.Circle the two places Meilin is going to for holiday.
A. Germany. B. England. C. Iceland D.France.
2. How is she going to get there
A. By sea. B. By air. C.By train.
3. How is she planning to get around after she arrives.
A. By car B. By train C. On foot
Tip 1: Predict content: before you listen, you can read the questions and the choices. It will help you to predict what you will hear.
设计意图：听力的第一部分是关于Meilin的假期，涉及到旅行的目的地和方式。通过听力的问题和选项引导学生对每道题的答案和听力内容有一个预测。借此向学生介绍听力的tip1： predict content。学生有了切身的感受，下一次遇到类似的问题可能自己也想试一试对听力内容进行预测。
Activity 5 Listen to Part 1 again and fill in the blanks.
Paul: Hey, Meilin! So what ___________for the coming holiday
Meilin: I am travelling around Europe for two weeks with my aunt and uncle.
Paul: Europe Oh, I've always wanted to go there!
Meilin: Yes, me too. I'm so excited. I___________ to visit France and Germany.
Paul: That's wonderful! Do you have your passport and visa already
Meilin: I already have my passport, and I ___________for my visa tomorrow . Once I get the visa, we'll book flight tickets online.
Paul: So how do you plan to travel around
Meilin: We ___________（rent）a car and driving! My uncle has always wanted to drive around Europe!
Summary: We could use the present continuous tense（现在进行时）to express future plans.
设计意图：对听力文本的进一步挖掘，让学生发现总结现在进行时表将来的用法。这为本单元语法部分做铺垫，体现单元整体教学的大观念。
Activity 6 Listen to the second part of the conversation and answer the questions.
1. Where is Paul’s family going over the holidays
2. Why are they going there
Tip 2: Focus on keywords: Don't try to catch every word in a conversation. Instead, listen for key words and phrases. You should focus on getting the main idea, not on the single words or grammar.
设计意图：听力的第二部分是关于Paul的假期。这部分听力内容对学生来说有一定难度，正好向学生介绍tip2：focus on keywords。在听的过程中重点听第二个问题Why are they going there，在第二遍听的时候重点把握听力材料对原因部分的陈述。
Activity 7 Choose a place you like to go and share your travel plans with a partner.
Example:
A: Hi, Julie! Do you have any plans for the holiday
B: Hi, Wang Lei! Yes, I'm planning to travel to Jiuzhaigou. Actually, I've just finished the travel arrangements!
A: Oh, good idea! Jiuzhaigou is an extremely beautiful place.
B. Yes, I’m looking forward to seeing the colourful lakes, amazing waterfalls…How are you getting ready for your trip
I’m…
Create a conversation similar to the example on page 25.
Use present continuous tense
Include travel destination, preparations in your travel plans
State your reasons
virtual tourism: people travel around only online instead of going out.
Travel is more than the seeing of sights, it is a change that goes on, goes deep and goes permanent in the ideas of living.
——Miriam Bread, American writer
let's enjoy the happiness of traveling with your loved ones.
I believe there will be more touching stories happening on the way.
设计意图：学生在对旅行目的地，旅行方式进行把握后，也了解Paul和Meilin的假期，现在让学生设计自己的假期。在设计前给学生一个example，对涉及到的词汇和表达进行了讲解，也给学生补充了口语表达会用到的句子。邀请2-3组进行展示。
在全民防疫，全民抗疫的国家大背景之下，出门旅行不方便，也不安全，于是向学生介绍了另外一种旅行方式—云旅游，进行升华主题。最后让学生明白：旅行不仅仅是看风景，更重要的是一种对自己认知，生活方式的更深远的，持久的影响。
Homework
Review what you have learned in class.
Read the sentences related to travel on page 25.
教学反思：
本堂课从Lead in开始，然后是Activity 1-8, 整体思路清晰，环环相扣，学生能明白每一步和下一步要进行什么活动。本堂课让学生在听力中感受听力技巧，在欣赏美景同时挖掘其背后的历史和文化；对学生的口语表达有所指导，在一定程度上锻炼了学生的口语交际能力，具有实际指导意义。
如何充分考虑单元整体观念，调动学生的积极性，在规定时间内更科学设计教学任务，组织教学内容，在教学环节更加注重学生思维能力、知识迁移能力的培养和文化意识的提升是本节课需要再提升与探讨的地方
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)
Unit 2 Travelling Around Listening and Speaking（教学设计和教学反思）
Listening and Speaking (Get ready to travel)
Teaching objectives
Language proficiency
Master the core vocabulary of travel themes (such as scenic spot names, transportation modes, itinerary arrangements) and functional sentence patterns (such as describing plans, asking for advice).
Capture key information (such as destination, activity schedule, travel experience) through listening training, and be able to use the target language for oral expression.
Cultural awareness
Understand the cultural differences in tourism among different countries/regions, and enhance cross-cultural understanding and inclusiveness.
Thinking quality
Analyze information logic in listening (such as itinerary sequence, causal relationships), organize coherent content in oral expression, and cultivate logical and critical thinking.
Use listening skills (predicting content, grasping keywords) to enhance learning ability, and improve self-directed learning ability through cooperative learning (group discussions, role-playing).
Teaching key and difficult points
Teaching focus
1. Listening comprehension of the core information of travel conversations (destination, activity arrangements, scenic features, etc.) 13.
2. Use tourism themed vocabulary and sentence structures (such as "I plan to...", "The most interesting part is...") for fluent oral communication.
3. Practice cooperative learning in group activities, complete travel plan discussions or experience sharing.
Teaching difficulties
1. In terms of listening:
Coping with listening materials with different accents and speech rates, quickly capturing detailed information (such as changes in time and location), and understanding complex tourism information (such as multi attraction route planning)
2. In terms of oral communication:
Consistently and systematically describe travel experiences or plans, avoiding stuttering and grammar errors, flexibly using language in real-life situations, and engaging in natural interaction and communication.
Teaching procedures
Lead in
Travel, in the younger sort, is a part of education; in the elder, a part of experience.
——Francis Bacon
设计意图：主题页是父与子在美国山中远行的一幅图片，父亲代表的是 the elder sort，
对于父亲来说 travel is a part of experience; 儿子代表的是the younger sort, 对于儿子
来说，travel is a part of education。Travel，education，experience这正好与Listening and Speaking的主题相呼应。
Activity 1 Enjoy the global tourist attractions
设计意图：欣赏国内外的旅游美景，着重介绍了丽江和新天鹅城堡。在展示丽江图片时介绍了已经成为世界文化遗产的丽江古镇；在展示新天鹅城堡时让学生了解城堡建立的背景，知道迪士尼的灰姑娘和睡美人城堡是以此为灵感建造的。这样学生不仅能感受旅游的景美，同时能有意识的发掘一个旅游地背后的历史和文化，同时为下面的thinking活动做好铺垫。
Activity 2 Thinking
If given a chance to travel anywhere in the world, where would you go （Give the reasons.)
I’d like to _____, because___________.
设计意图：与上一活动紧密衔接，学生说出想去的目的地并给出原因。给学生更多的机会表达自己的想法。至此形成板书的第一部分：destinations。
Activity 3 Group Discussion
Since we have chosen a place to travel, what do you need to prepare for the trip
设计意图：在选好目的地以后，小组讨论出行需要带的物品。提醒学生别忘了带上自己的父母，因为他们是最爱你的。这样一来这节课就有了温度。至此形成板书的第二部分：preparations。Activity 2，3 一方面是旅行想去的地方，另一方面是为旅行所做的准备，听力也是关于这两方面的内容，正好与听力相衔接，引出听力。
Activity 4 Paul and Meilin are talking about the coming holiday. Listen to the first part of the conversation and choose the correct answers.
1.Circle the two places Meilin is going to for holiday.
A. Germany. B. England. C. Iceland D.France.
2. How is she going to get there
A. By sea. B. By air. C.By train.
3. How is she planning to get around after she arrives.
A. By car B. By train C. On foot
Tip 1: Predict content: before you listen, you can read the questions and the choices. It will help you to predict what you will hear.
设计意图：听力的第一部分是关于Meilin的假期，涉及到旅行的目的地和方式。通过听力的问题和选项引导学生对每道题的答案和听力内容有一个预测。借此向学生介绍听力的tip1： predict content。学生有了切身的感受，下一次遇到类似的问题可能自己也想试一试对听力内容进行预测。
Activity 5 Listen to Part 1 again and fill in the blanks.
Paul: Hey, Meilin! So what ___________for the coming holiday
Meilin: I am travelling around Europe for two weeks with my aunt and uncle.
Paul: Europe Oh, I've always wanted to go there!
Meilin: Yes, me too. I'm so excited. I___________ to visit France and Germany.
Paul: That's wonderful! Do you have your passport and visa already
Meilin: I already have my passport, and I ___________for my visa tomorrow . Once I get the visa, we'll book flight tickets online.
Paul: So how do you plan to travel around
Meilin: We ___________（rent）a car and driving! My uncle has always wanted to drive around Europe!
Summary: We could use the present continuous tense（现在进行时）to express future plans.
设计意图：对听力文本的进一步挖掘，让学生发现总结现在进行时表将来的用法。这为本单元语法部分做铺垫，体现单元整体教学的大观念。
Activity 6 Listen to the second part of the conversation and answer the questions.
1. Where is Paul’s family going over the holidays
2. Why are they going there
Tip 2: Focus on keywords: Don't try to catch every word in a conversation. Instead, listen for key words and phrases. You should focus on getting the main idea, not on the single words or grammar.
设计意图：听力的第二部分是关于Paul的假期。这部分听力内容对学生来说有一定难度，正好向学生介绍tip2：focus on keywords。在听的过程中重点听第二个问题Why are they going there，在第二遍听的时候重点把握听力材料对原因部分的陈述。
Activity 7 Choose a place you like to go and share your travel plans with a partner.
Example:
A: Hi, Julie! Do you have any plans for the holiday
B: Hi, Wang Lei! Yes, I'm planning to travel to Jiuzhaigou. Actually, I've just finished the travel arrangements!
A: Oh, good idea! Jiuzhaigou is an extremely beautiful place.
B. Yes, I’m looking forward to seeing the colourful lakes, amazing waterfalls…How are you getting ready for your trip
I’m…
Create a conversation similar to the example on page 25.
Use present continuous tense
Include travel destination, preparations in your travel plans
State your reasons
virtual tourism: people travel around only online instead of going out.
Travel is more than the seeing of sights, it is a change that goes on, goes deep and goes permanent in the ideas of living.
——Miriam Bread, American writer
let's enjoy the happiness of traveling with your loved ones.
I believe there will be more touching stories happening on the way.
设计意图：学生在对旅行目的地，旅行方式进行把握后，也了解Paul和Meilin的假期，现在让学生设计自己的假期。在设计前给学生一个example，对涉及到的词汇和表达进行了讲解，也给学生补充了口语表达会用到的句子。邀请2-3组进行展示。
在全民防疫，全民抗疫的国家大背景之下，出门旅行不方便，也不安全，于是向学生介绍了另外一种旅行方式—云旅游，进行升华主题。最后让学生明白：旅行不仅仅是看风景，更重要的是一种对自己认知，生活方式的更深远的，持久的影响。
Homework
Review what you have learned in class.
Read the sentences related to travel on page 25.
教学反思：
本堂课从Lead in开始，然后是Activity 1-8, 整体思路清晰，环环相扣，学生能明白每一步和下一步要进行什么活动。本堂课让学生在听力中感受听力技巧，在欣赏美景同时挖掘其背后的历史和文化；对学生的口语表达有所指导，在一定程度上锻炼了学生的口语交际能力，具有实际指导意义。
如何充分考虑单元整体观念，调动学生的积极性，在规定时间内更科学设计教学任务，组织教学内容，在教学环节更加注重学生思维能力、知识迁移能力的培养和文化意识的提升是本节课需要再提升与探讨的地方
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)