英语：Unit2《Travelling around the world》教案(上海新世纪版S1B)

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七年级下册英语Unit-2-Travelling-Around-The-World

一、重点单词讲解。

1、French adj。

法国的；France n.法国；Frenchman(pl. Frenchmen)n。

法国人2、tick v. 标记号，打上钩n. 对钩，对号Eg：Read the passage and tick the right answer.阅读文章并给出正确的答案.3、possible adj.可能的，反义词：impossible adj.不可能的possibly adv.可能,也许.Eg:I’ll phone you as soon as possible。

我尽快给你打电话。

4、south n.南部，南方Eg：Have you ever been to the South of France？你去过法国南部吗？5、lie(Lay, lain）v。

位于，坐落于Eg：Shanghai lies at the mouth of the Yangtze River.上海位于长江的入海口。

lie（lay，lain）躺Alice is lying under an umbrella。

爱丽丝正躺在太阳伞下.lie（lied， lied）说谎You lied again。

Why can’t you tell me the truth？你又说谎了，为什么你不说实话呢？6、prefer v。

更喜欢（1）prefer+名词.Eg:—-—Would you like meat or fish? ———I’d prefer meat, please.(2) prefer+动词-ing形式.Eg： Do you prefer cooking for yourself or eating in a restaurant？（3） prefer+ to do sth。

eg： I prefer to spend the weekend at home。

（4) prefer A or B。

本句型中，A与B 是平行结构,可以是名词,也可以是动词—ing形式。

2020年新人教版高中英语必修一《Unit 2 Travelling Around》单元教案(附导学案)2

《Unit 2 Travelling Around》单元教案Unit 2 Travelling AroundListening and Speaking & Listening and Talking【教学目标与核心素养】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.【教学重难点】1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.【教学过程】Step 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play Conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the students need to solve the following task.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.Listening tip:After finishing the task above, the teacher is expected to play Conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1. Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play Conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Choose a travel destination and discuss how to prepare for the trip.PronunciationHave the Ss listen and repeat. Then try to add more words to each group.Then listen to the sentences below. Let the Ss notice the pronunciation of the letters in bold.Step 2: Listening and TalkingTeacher talks with their students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1. What are the two speakers talking about?2. What is the relationship between the two speakers?Listen again and complete the table with the words you hear.Making reservationsTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Unit 2 Travelling Around–Listening and SpeakingUnit 2 Travelling Around-Reading and Thinking【教材分析】The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of travelling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Devel op students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.【教学过程】Step 1 Warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on thescreen.Step 2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 While-reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4 Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. In my opinion, you could/might choose…, because you prefer to…2. …could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. …would probably suit you, because you enjoy/love/hate doing…Step 5 Passage ConsolidationLanguage appreciation:1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。

2019统编人教版高中英语必修第一册unit 2《Travelling around》全单元教案教学设计

【2019统编版】人教版高中英语必修第一册Unit 2全单元备课教案教学设计Period 1 Listening Speaking＆Talking教学目标与核心素养：1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperativ e learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.教学重难点：1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.教学过程：Part 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the studentsneed to solve the following task.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.Listening tip:After finishing the task above, the teacher is expected to play conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1.Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project: Speaking ProjectWork In pairs. Choose a travel destination and discuss how to prepare for the tripPart 2: Listening and Talking:The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1．What are the two speakers talking about?2．What is the relationship between the two speakers?2 Listen again and complete the table with the words you hear.Making reservationsOpening:Talking about timeTalking about what you prefer:Other informationPaymentTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Booking air tickets Booking a hotel room Booking a table for dinnerPeriod 2 Reading and Thinking教学目标与核心素养：1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.教学重难点：1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.教学过程：1. Before readingStep 1 warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.Step2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.1. Peru lies on the _________ coast of South America.A. PacificB. AtlanticC. ArcticD. India2. How many years did Spain control Peru about?_________A.1400.B.1500.C.300.D.100.3. How will you get the center of forest if you visit Amazon Rainforest?A. By air.B. By seaC. On foot.D. By car.4. If you want to enjoy stone buildings, which tour should you take?A. Amazon Rainforest TourB. Machu Picchu TourC. Cusco Tour D Lake Titicaca Tour5. Where is your accommodation while visiting Lake Titicaca?A. Local hotel.B. Visitor center.C. Stone building.D. Local home.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. Mike, a well -paid photographer, who has great interest in adventuring and exploration. He hopes to have an active holiday and shoot some pictures of different kinds of animals. He doesn’t need first class accommodation.2. Bill is a reporter, who not only enjoys learning about the culture and lifestyle of the country, but also likes admiring beautiful scenery. He needs to make a report about the local people’s life of this country.3. Tom, a hiking lover, hopes to spend some days hiking while enjoying the beautiful natural scenery.4. Mary, a designer, is planning to make a trip to a place, where she can enjoy the different architecture of this country and some excellent food. She also likes going shopping.1.In my opinion, you could/might choose…, because you prefer to…2.Could be a perfect choice for you, for…3.As far as I am concerned, you would enjoy…, for…4.Would probably suit you, because you enjoys/ love/hate doing…Step 5: Passage ConsolidationLanguage appreciation:• 1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest.•[句式分析] 本句主体结构为spend some time doing sth.•exploring the rainforest 与_____________________为并列结构;____________作方式状语; unique to the rainforest为形容词短语作定语修饰____________•[尝试翻译]在接下来的三天里，您可以在当地导游的陪同下,深人雨林进行探索,欣赏雨林特有的动植物。

Unit2pptx 【教学课件】英语七年级下册配沪教牛津版同步教学课件第1-4单元

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Here is the structure of the article.
Paragraph 1: Location(地理位置) of
France
where: in Western Europe how: beautiful
Paragraph 2: Capital of France
Paragraph 3: The centre of France
2.What can tourists do there? Tourists can spend summer holidays in a French town by the sea; they can also enjoy skiing on the mountains in the French Alps if they prefer to visit France in winter.
Unit 2 Travelling around the world
Period 1
Reading
Objectives：
1. To learn about France 2. To learn some key words and useful
expressions 3. To learn about some famous places in
D3 Read the article again and answer question 1 and 2 in complete sentences Then discuss and answer questions 3 and 4 with your classmates.
1. Which place in Paris should a person visit if he or she likes shopping?

高中英语人教版必修第一册Unit 2 Travelling Around 教案

Unit 2 Travelling AroundSection A Reading and Thinking教学设计科目：英语课题：Section A Reading and Thinking课时：1课时教学目标与核心素养：知识目标：Know more about Peru in geography, history and famous travel destinations.能力目标：Master the features of the encyclopedia and the travel brochure.情感目标：Express your own ideas on the given topics by critical thinking.教学重难点教学重点：Master the features of the encyclopedia and the travel brochure.教学难点：Express your own ideas on the given topics by critical thinking.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：活动目的：二、While-class教师活动：观察PPT并回答上面的问题：1. Which is the capital of Peru?2. Which of these is the flag of Peru?3. Which is the currency of Peru?教师活动：Read the text on page 26 and guess: What types is it: encyclopedia or brochure? Complete the notes based on the above text.Read the and pictures about the text TRA VEL PERU and try to answer the following questions:1. What types is it: encyclopedia or brochure?2. What kind of information does it provide for tourists?答案：1.It is a brochure.2.(1) How to get to the destination.(2) Hotel information.(3) Introduction about tourist attraction and local specialty.3. Read the text and fill in the table. Then discuss the questions below with a partner.Read the text again and decide whether the statements are true (T) or False (F).1. People can explore the rainforest and enjoy some rare and unusual plants and animals in Amazon Rainforest.2. Tourist will drive cars to go through the Andes Mountains on the way to the city of Machu Picchu.3. Inca builders cut stones to exact sizes so that these perfect fit of stones can hold walls together.4. Uros usually use water plants to make their homes.5. In Cusco, people will visit the museums, admire the architecture, stay with a local Uros family, enjoy the excellent local food, and go shopping at the local markets.答案：TFTTFComplete the passage with the correct forms of the new words from the two texts.Cusco is a popoular d_________ for tourists, because of its u_______ place in the history of South America. Cusco was the capital city of the Inca E________ which was the most powerful in South America until the 1500s. There are two especially interesting things to a________ about the Inca civilisation. The first is the roads and p______ they built to connect their important cities. These Inca roads were made up of two north-south highways and many small roads crossing the mountains east to west. The roads were for Inca soldiers and their o________. Second, the Incas built wonderful cities full of amazing architecture—but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!三、After-classImagine one of you works in a travel agency, please recommend your favorite tour(s) to your customers who would like to travel Peru for their holiday.作业布置：完成同步课时作业。

上海新世纪版高一下册英语Unit2Travelling around the world教案S1B

Module 1 Unit 2 Traveling Around the World一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1. 本课为游记散文，着重描写旅游者心理活动的变化。

教师可以围绕“环球旅游”这一主题，让学生根据世界地图自行设计旅游线路和目的地，并讨论去国外旅游应做好哪些方面的准备。

也可以结合第一单元“国内旅游”的话题，鼓励学生回想自己的旅游经历，讲述自己的旅游故事。

也可以激发学生的想象力，比较“环球旅游”和“国内旅游”的异同。

2. 围绕话题“世界旅游”，设计一个小竞赛。

教师说出国家或城市名，学生列举出该国家或城市的旅游胜地。

也可以让学生在课余自己查找资料，在课堂上分享有关世界名胜的知识。

或者针对某一特定的主题，如“世界自然遗产”，激发学生课后学习的兴趣。

3. 本课涉及的语法现象是表语从句。

教师可以先帮助学生复习系动词和表语，加强学生对表语的理解，然后逐步过渡到表语从句。

结合第一单元学习的主语从句和宾语从句，即时进行综合、对比。

教师可以提供若干含有上述从句的复合句，让学生辨认，并尽可能翻译成汉语。

为了及时做好巩固工作，可以让学生在课后从学过的课文中查找含有名词性从句特别是表语从句的复合句。

（二）单元目标（Unit Target）1. 理解课文，理解作者的写作意图。

2. 学会描述一段旅游经历，学会描写旅途中的心理感受。

培养了解世界各地旅游胜地的兴趣。

3. 学习表语从句，了解表语从句的构成、意义，学会辨认，并会区别主语从句、宾语从句和表语从句。

会将含有表语从句的复合句翻译成汉语，会用表语从句翻译简单的汉语。

（三）单元重点（Unit Points）1关键词：◆语言知识类pull into, unload from, check into, forgot about, be amazed at, dream of,before sunrise, turn around, can’t do anything but…until, as, what, It seemed that…◆交际功能类1）世界名胜：London Bridge, Big Ben, Madame Tussaud, the Eiffel Tower, La Seine, the Sydney Opera House, Great Barrier Reef, Goldcoast, Statue of Liberty, Mount Fuji,the Alps, …2）与“环球旅游”相关的词或短语：destinations, airports, hotels, transportations, visa, currency, customs, weather, maps, souvenirs, passport, cultural shock, travel agency, …2 功能：1）Describing the scene（描述风景）参考课本第34页 Useful Language2) Planning a trip abroad●Destination●Time●Transportation●Passport●Accommodation●Equipment●Expectation / Aim●Cultural study3 语法点：学习表语从句。

Unit2Travelling around the world【课件】七年级英语下册(牛津深圳版)

Many interesting things have happened to the tower in the past. In 1948, an elephant walked up to the first floor. In 1983, two men went down the stairs on bicycles.
Then he went to the beach to enjoy a bottle of French wine. 2 We have cats and rabbits as pets. They are our friends. They like lying on our beds. 3 Andrew drove a car on a trip to the countryside with Tracy,
/t∫/ catch cheese choice choose church
/dʒ/ bridge charge ginger join juice
Read the words with /ts/ and /dz/ loud.
ants invites birds brides
lots gates friends decides
4 课堂小结
1. We have listened to an introduction to the Eiffel Tower. 2. We have learned to say /tʃ/ /dʒ/ /ts/ /dz/ /tr/ and /dr/ sounds. 3. We have learned to talk about your holiday plan.
/dr/
dragon dream
drink

Unit2TravellingAround大单元整体教学设计-2024-2025学年高中英语人教版

单元整体教学设计四Reading for writing 书信、说明书旅游假话、兵马俑介绍读、写——以电子邮为方式的旅游计划的输入和输出五Discovering Useful Structures 对话讨论将来的活动以旅游计划为主要语境，学会正确使用现在进行时结构表达将来的活动；表二：单元大观念主题大观念小观念1：初步介绍旅游的点，方式，交通工具以及个人对景点的简单评价。

构建旅游相关小观念2: 了解秘鲁的旅游资源，开阔视野小观念3：介绍自己的旅行计划，发现生活中的美地。

单元大观念：本单元通过了解世界各地的旅游资源等，让学生把旅行当做人生历练和学习的一部分，加深对人与自然关系的理输出：用学到的关于旅游计划的语言知识和相关要点写一篇旅游计划输出：讨论自己旅行计划，用英语分享给同学。

输出：用英语向同学介绍秘鲁旅行，和同学合作完成一个travel brochure输出：写信介绍自己的旅游计划Listening and speaking：口语对话讨论自己自己旅行计划，为旅行做准备，用英语分享给同学。

Reading and thinking: 首先百科知识介绍秘鲁的地理位置和历史文化。

杂志介绍四个它的景点。

Reading for writing：写信介绍自己的旅游计划，目的,交通工具等，阐明原因，表达期望。

核心素养的综合表现：旅行不仅可以拓宽人的视野，陶冶品性，还能够增添人生阅历，在旅行中学习。

本单元旨在帮助学生制定旅行安排，做好旅行准备，同时要求他们把旅行当做人生历练和学习的一部分，感受并体会旅行的意义，能够通过旅行开阔自己的视野，历练精神和意志。

学情分析语言大观念小观念1：围绕语义整合性学习词汇和表达方式小观念2：围绕本单元所学目标语言点，写一篇旅行计划。

谈论旅行计划，为旅行做准备描述方式语篇结构介绍秘鲁旅行词汇短语：rent, passport, visa，make travel arrangements, have a plan for the ing holiday, look forward to sth./ doing sth.句型：词汇短语：transport,contact, source,unique, admire,flight, emperor,destination, official,narrow，recognisesb. /sth. as/to be，arrange sb’sacmodation，admiresb. for sth.，make1.应用文：旅行计划2.文章以一般现在时、一般将来时为主3.用计划句型4.使用过渡词语篇结构：总分总1. The beginning（I’m writing to sharemy travel plan withyou.）2. The body(Overthe holiday, myparents and I areplanning to go to ....)3.The ending(In a。

新人教必修一Unit 2 Travelling around全单元教学设计4份教案高中英语

Unit 2 Travelling Around Period 1Listening and Speaking 教案教材分析：This teaching period mainly deals with listening and speaking. Students are expected to learn how to listen to people who discuss their plans and know some pronunciation skills. The teachers are expected to enable students to master some listening and speaking skills.教学目标：Knowledge objectives: Enable students to acquire the basic usage of some words and phrases.Skill objectives: Enable students to have a good understanding of listening skills. Emotional objectives: Develop students’sense of cooperative learning and individual capability.Thinking quality objectives: Inspire students’ spirit of patriotism.教学重难点：Listen to people who discuss their travel plans.Grasp some listening skills and the rules of pronunciation.Unit1 2 Travelling AroundPeriod 2 Reading and Thinking教学设计The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.1. Before readingStep 1 warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.Step2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.1. Peru lies on the _________ coast of South America.A. PacificB. AtlanticC. ArcticD. India2. How many years did Spain control Peru about?_________A.1400.B.1500.C.300.D.100.3. How will you get the center of forest if you visit Amazon Rainforest?A. By air.B. By seaC. On foot.D. By car.4. If you want to enjoy stone buildings, which tour should you take?A. Amazon Rainforest TourB. Machu Picchu TourC. Cusco Tour D Lake Titicaca Tour5. Where is your accommodation while visiting Lake Titicaca?A. Local hotel.B. Visitor center.C. Stone building.D. Local home.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take 1. In my opinion, you could/might choose…, because you prefer to… 2. Could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. Would probably suit you, because you enjoys/ love/hate doing… Step 5: Passage Consolidation Language appreciation:•1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. • [句式分析] 本句主体结构为spend some time doing sth.•exploring the rainforest 与 _____________________为并列结构; ____________作方式状语; unique to the rainforest 为形容词短语作定语修饰____________ •[尝试翻译]在接下来的三天里，您可以在当地导游的陪同下,深人雨林进行探索,欣赏雨林特有的动植物。

Unit 2 Travelling Around 第2课时示范教案

Unit 2 Travelling AroundPeriod 2 Reading and Thinking教材分析该板块的活动主题是“探索秘鲁”（Explore Peru）。

学生通过观看视频、阅读有关南美洲国家——秘鲁的介绍和旅游宣传册，了解秘鲁的旅游资源，同时了解这个国家的地理、历史、文化及景观等内容，最后完成根据游客的兴趣爱好推荐合适的旅行路线的任务。

该板块的活动模拟现实生活中人们通过阅读旅游宣传册或其他如百科全书式的介绍性文本来了解旅行目的地的过程，让学生学会从不同渠道搜寻信息，为制定旅行计划做好准备。

选择具有南美风情和特色的国家——秘鲁作为目的地，增加了学生了解非英语国家的机会，使其拥有更广阔的国际视野。

该部分除了文字以外，还提供了图片、地图、视频等多模态语篇，培养学生看的能力。

该板块文本包括两部分。

第一部分是介绍性文本，介绍了秘鲁的地理位置、地貌特征及历史文化。

该文本常见于百科全书，以条目释文为主，或配以插图；内容简要并具有权威性；语言平实、简洁、严谨，客观陈述事实，不带有感情色彩。

第二部分是旅游宣传册，介绍了秘鲁四条不同特色的旅行路线。

该文本结构清晰，主干部分由小标题引领四条路线，配有丰富的图片和精美的设计，在视觉上给人很强的冲击。

旅游宣传册是日常生活中的常见材料，主要有三种功能。

第一是信息功能，向读者介绍目的地的基本信息，描述其基本特点。

第二是表现功能，使用富有感染力的语言表现作者的态度、观点等，例如：文本中用admire the architecture、enjoy the excellent local food 等语言所描述的事物会给读者留下深刻的印象。

第三是感染和共鸣功能，这是旅游宣传册的最终目的，即通过拉近与读者的关系，激发读者的共鸣，吸引读者加入旅行。

文本中的“So come and experience what Peru has to offer: ...”就是典型的例子。

2019新人教必修1unit2Travelling-Around整单元完整教案

2019新人教必修1Unit2 Travelling around整单元教案教学设计单元内容分析：本单元围绕旅行这一主题展开，内容涉及计划制订、旅行前的准备、景点介绍、旅游文明行为以及旅游业发展利弊的讨论等内容。

旅游不仅是欣赏风景，还可以让人开阔视野、陶冶性情、锻炼身体、磨炼意志等，是人生历练和学习的一部分。

本单元旨在引导学生了解中国和秘鲁等国家的著名景点和文化特色，拓展学生的国际视野，培养学生的爱国情怀。

Period1 Listening and speakingTeaching objectives:1.Enable students know how to get ready for a travel and grasp the tip of listening2.Develop students’ sense of cooperative learning and individual thinking capability.3.By the end of this period, students will be able to talk about the plans using“be doing”and know how to prepare for a travel.Teaching key points:1.Help the students to grasp the key words in the tape.2.Teach the students to use“be doing”to express their future plans.Teaching difficult points:1.Enable the students to use“be doing”to express their future plans2.Enable the students to talk freely using what they have learned in the listening text.Teaching methods● Task-based language teaching ● Audio Lingual Method● Communicative ApproachLearning methodsIndependent study, Cooperative learning and Inquiry-based learningTeaching procedures:Step1 Lead-inAsk students to look at the picture on P23 and discuss the following questions.T:What can you see in the picture?S:The picture is of a father and his son hiking in the mountain.T:Do you think the trip is good for us?S:Yes,it is good for us. Getting close to nature can do good to us,including reducing stress, broadening our horizons,enrich our knowledge and....Step2 Listening:Get ready to travelActivity1:Warming upBefore listening, show the four pictures to the students to arouse their interest.T:Do you want to go to the places?S:YesT:What do you need to do to prepare for the trip?S:We need to book tickets,hotel rooms, buy a guidebook, do some research about the places to visit,pack some clothes, get a passport ,apply for a visa....(students’ answers are various)Activity2:First ListeningListen to the first part of the conversation and finish Ex.2 on page24.Suggested answer:(1)AD (2)B (3)AAnd then listen to the second part of the conversation and finish Ex.3 on page 24. Suggested answer:(1)Lijiang in Yunnan, China.(2)One of his father’s friends lives there and he invited them to visit.Activity3:Second listeningListen to the whole conversation again and finish Ex4 on page24Activity4 Third ListeningListen to the whole conversation again and fill in the blanks below.(pay attention to the “be doing” structure)Conversation 1Paul:Hey,Meilin !So what are you doing 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 am planning 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 am applying 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 are renting a car and driving!My uncle has always wanted to drive around Europe!Conversation 2Meilin: So what about you,Paul?Do you have any travel plans?Paul:Yes,actually!My parents are taking me to Yunnan Province in China to visit Lijiang!····Meilin: Oh, that's nice! So what's the weather like there?Paul:It should be pleasant during the day,but it might be cold at night,so I am taking a few light sweaters and a coat.Meilin:What are you planning to see therePaul:Well,I know I'm definitely going to see the Old Town of Lijiang and Yulong Snow Mountain. Other than that, I’m not sure. I am buying a Lijiang guidebook today, actually.Step3 Speaking(free talk)Choose a travel destination and think about what you would do to prepare to travel there. Then share your travel plans with your partner.(the example is on p25)Step4 HomeworkUse the “ be doing” structure to describe your weekend plan with your partner.Period2 Reading and ThinkingExplore PeruTeaching objectives:1.Students will be able to learn something about the tourist attractions in Peru and learn something about Peru in geography, history and culture.2.Figure out the purpose and main structure of the passage.3.Grasp and use some words and expressions describing a tourist attraction. Teaching key points:1.Explore and understand the basic information about Peru in geography,history and famous travel destinations.2.Help students identify the text type and its language features.3.Enable students grasp and use some words and phrases describing a tourist attraction.Teaching difficult points:1.Enable students to identify the text type and its language features and apply different approaches to deepen the understanding of the text and language use.2.Guide students to put the language features into use.Teaching methods● Task-based language teaching ● Communicative ApproachLearning methodsCooperative learning and Inquiry-based learningTeaching procedures:Step1 Lead-inAsk students a few questions.T:If you want to have a good trip to Peru, what information do you need to know? S:I would like to know the travelling routes and the destination spots.T:How can you know it?S:We can surf the Internet looking for information; we can also go to the travel agency to find out some travelling brochures to collect more information ......Step2 Scanning for the right text type.T: Boys and girls,please scan the two texts about Peru and tell me which text is a travelling brochure and why.S：The second text is a brochure.Because the title of the second text is“Travel Peru”, and there are four beautiful pictures and its language is more vivid. We can also find the words that persuade us to travel Peru. So the second text is a brochure. By comparison, the first text is an encyclopedia.Step3Scanning for detailsActivity1 Read the first text and fill in the table.（红色为学生填写部分）Activity2 Read the second text and fill in the table.（红色为学生填写部分）Step4:Topic related lexis（词汇）Ask students to read the second text again and try to find out the following topic lexis:1.Words and phrases used for transportation:flight, by boat, walking, driving...2.Words and phrases used for activity:explore, enjoy, visit, admire...3.Words and phrases used for emotions or evaluation:enjoy, unique, amazed, amazing, perfect, admire, excellent, beautiful...4.Words and phrases used for destination spots:rainforest, plants and animals, ancient city, building, museum, food, architecture, island, water plants....5.Verbs used for both actions and emotions:enjoy, admireStep 5 Language use（team-work）T:Boys and girls, please look at the four pictures on P26-27 and write1,2,3,4 on each piece of paper to stand for each of the picture. And now suppose you are a local guide, describe the one to your partner by casting lots（抓阄）.Please pay attention toproviding necessary information(name of the place, time, activities...)and using inviting language.Step6 Homework1.Review the whole text and find out all the imperative sentences in it.2.Find out more information about Peru and make a different travelling brochure.Period 3 Language Focus/PointsTeaching objectives:By the end of the period, students will be able to1.Master the usage of such important words and expressions as narrow,unique,other than, besides,contact etc;learn to express themselves by using them.2.Enjoy the fun of expressing themselves using English and participate in class with passion.Teaching key points:1.Help students to master the usage of important words, phrases and sentence patterns and check.2.Exercises are expected to assist students to express themselves freely in English. Teaching difficult points:1.How to use the words and phrases in real situations.Teaching methods● Task-based language teaching ● Communicative ApproachLearning methodsself-study&cooperative explorationTeaching procedures:Stpe1: Self-directed studyT:In this class we will learn the important words and expressions in this unit. First, it’s self study time. Please observe the example sentences in the sheet and try to find out the meaning or usage of the underlined words or phrases by referring to the dictionary or reference books. Make a mark where you can’t understand.Then,15minutes later,we’ll see who is the best self-learner. Please begin now.（15minutes）Step2:Presentation:T:Time is up.Let’s see how to learn the words , expressions and sentence patterns one by one.1.narrow①adj.狭窄的；勉强的；狭隘的The gate is too narrow for a car.门太窄了，汽车进不去。

Travelling around the world教案

个性化教学辅导教案学科: 英语任课教师：授课时间：2014年月日（星期）姓名年级性别上课时段教学课题七下Unit 2 Travelling around the world(1)教学目标知识点：本单元重点单词以及短语，专有名词的用法考点：考查lie, south等词的用法，“why not”句型的巩固，专有名词的运用能力：理解课文，会在写作中运用本课几个重点词组方法：讲练法重点难点重点：本课单词意思及读音，词组，专有名词难点：双元音的判断，专有名词跟普通名词区别教学过程一、作业与练习检查（□完成，□未完成，□学案未带）二、知识回顾（一）上次学案知识点考查：□无，□有，见以下1. make fun of 意思是近义词组有2.“对某事很严格”英语中的词组是，但不是要做的。

be strict 对做的某事很严格(强调是在做的)be strict 对某人很严厉,严格例：Mr Li ___ _________ ______our studies,but he always encourages us and give us support.She ____ _______ _______her daughter.They ______very_______ _________ their work.3.give up意为，一般接做宾语。

例：We did n‘t the chance.A.give inB.give awayC.give upD.give outgive up 是“动词+副词”构成的短语，当宾语是代词时，只能放在。

判断：Don‘t give it up还是Give up it.4. go to work 上班上学是下班是翻译：我通常18点下班。

5. all day and all night的意思是翻译：她夜以继日地学习。

6. support (及物动词)意思是。

He needs our support, let‘s give her a hand.支持某人的事业，怎么翻译经典句型知识点7 . She is good at Maths.be good at 意为，at后跟动词时用。

牛津英语7七下第二单元 Travelling around the world(2)

例：He triedtofinish the work ahead of time.
他设法提前完成这件工作。
在语境中，区别于try doing：
-I usually go there by train.
-Why nottrygoing by boat for a change?
--我通常乘火车去那儿。--为什么不换乘船呢?
国旗是
翻译：国旗在风中飞扬。
3.知识点3.Wine跟beer的区别是
4.知识点4.tick作动词时是（近义词是）作名词讲时是
例：Read the passage and/the right answer.阅读文章并给出正确的答案。
5.知识点5.possible adj.可能的，反义词：possibly adv.可能，也许。
The united Nationsafter the whole world.联合国要守护全世界。
（结论：□无复习任务或有任务复习合格，□没复习或有复习但不合格）
（二）上次学案有无订正：□无订正任务或有订正任务并完成，□有但未完成（也要保留）
三、新课教学
1.知识点1.coast海岸，海滨
注意“oa”发双元音[əu]
In the center of在……中心，在……中部。七年级上册已经学过
例：People’s Square is in the centre of Shanghai。
Grow在这里面是及物动Байду номын сангаас，意思是“种植”
We should grow more trees in our city.我们应该在城市中种植更多的树
Lean to“倾向于”
例：After the earthquake, all the houses in town leant to the east.

Unit 2 Travelling Around (教学设计)

高一—人教版—英语—第二单元TRAVELLING AROUND
Reading and Thinking 教学设计
教学目标：
通过本节课的学习，学生能够：
1.了解目标词汇（admire, official, amazing, accommodation, other than,
economy, view, sight）的读音、词义、词性和搭配用法；
2.通过创设语境与习题练习相结合的方法掌握目标词汇的含义以及在语境
中的运用。

3.从三个方面：decide a destination, collect information, make arrangements 来
介绍如何为一次旅行做准备。

教学重点与难点：
1.通过对本课的学习，学生能够了解并掌握目标词汇的用法，能在特定的
语境中使用目标词汇和表达。

2.学生能够使用相关话题词汇介绍旅行前的准备工作。

教学资源：
教材、多媒体课件
教学过程：。

英语七年级下-Unit2教案(完整版)

要点2 Europe
【思维导图】
要点2 Europe
【举例】
All Europe was then embroiled in the war. 当时整个欧洲都被卷入了战争。
France is a European country. 法国是一个欧洲国家。
People use “Eurasia” to refer to Europe and Asia. 人们用“欧亚大陆”来指代欧洲和亚洲。
关键词汇
11. 位于；坐落在 (v.)_____li_e____ 12. 完美的 (adj.) __p_e__rf_e_c_t__ 13. 更喜欢 (v.) ___p_r_e_fe__r__ 14. 滑雪 (v.)____s_k_i____ 15. 完成 (v.)___f_in_i_s_h___ 16. 接收者(n.)__r_e_c_e_i_v_e_r_
We can only finish half of the work this afternoon. 今天下午我们只能完成一半工作。 They couldn't finish doing the work well. 他们没能很好地完成这项工作。
要点7 finish
【应用】
(1) I just finished __p_l_a_y_i_n_g__(play) basketball.
要点3 excellent
【应用】(1)( B ) Tom is an excellent student in our class.(选出可以替换画线部分的最佳选项) A. a bad B. a very good C. a beautiful
(2)My brother _e_x_c_e_l_s____ (excellent) at English speaking.

牛津深圳版英语七下Unit 2《Travelling around the world》(writi

牛津深圳版英语七下Unit 2《Travelling around the world》（writing）说课稿一. 教材分析牛津深圳版英语七下Unit 2《Travelling around the world》主要介绍了世界各地的名胜古迹和风土人情。

本单元通过讲述不同国家的旅游景点和美食，引导学生了解世界各地的文化差异，培养他们的跨文化交际能力。

本节课的主要内容是写一篇关于旅行的作文，要求学生运用本单元所学知识，描述一次自己的旅行经历。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够理解和运用简单的英语进行交流。

但部分学生对英语写作仍然存在恐惧心理，觉得无话可说。

因此，在教学过程中，教师需要关注学生的个体差异，激发他们的学习兴趣，帮助他们克服写作障碍。

三. 说教学目标1.知识目标：学生能够掌握本单元所学词汇和句型，运用所学知识进行写作。

2.能力目标：学生能够运用英语描述自己的旅行经历，提高写作能力。

3.情感目标：通过旅行主题的学习，学生能够培养对不同文化的尊重和兴趣。

四. 说教学重难点1.重点：学生能够运用本单元所学词汇和句型进行写作。

2.难点：学生能够合理文章结构，使作文内容丰富、条理清晰。

五. 说教学方法与手段1.任务驱动法：通过设定旅行主题的任务，激发学生的学习兴趣，引导他们主动参与课堂活动。

2.合作学习法：学生分组进行讨论和写作，培养他们的团队协作能力和沟通能力。

3.支架式教学法：教师为学生提供写作框架和提示，帮助他们逐步完成作文。

六. 说教学过程1.导入：教师通过展示世界各地的旅行图片，引导学生谈论旅行话题，激发他们的学习兴趣。

2.呈现：教师展示一篇关于旅行经历的范文，让学生了解文章结构和常用表达。

3.实践：学生分组讨论，分享自己的旅行经历，互相提供写作素材。

4.指导：教师为学生提供写作框架和提示，引导学生逐步完成作文。

5.展示：学生展示自己的作品，大家共同欣赏和评价。

6.总结：教师对本节课的内容进行总结，强调写作技巧和注意事项。

新人教版必修一Unit 2 Travelling Around reading精品教案

Unit
Unit 2 English around the world
Type
Reading in the part of Using Language
Title
Standard English and Dialects
Students Analysis
1.Students have less knowledge on how to read an expository text.
Assignment:Please sort out the discussion and write a passage about “Standard Chinese andDialects” using whatyouhave learnedabout.
To make students extend the discussion and apply what they learned about expository texts to writing
4.To guide students tomaster how to draw a mind map
Step 5

The teacher provides students with the third reading strategy about how to choose linking words. Next, students fill in the blanks of the passage by using linking words according to the reading strategy above.
2.Students are interested in different English dialects and are familiar with mandarin.