高中英语_Unit2 Travelling around教学设计学情分析教材分析课后反思

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人教版高中英语必修一Unit2Travelling Around整体教学设计的探索

人教版高中英语必修一Unit2Travelling Around整体教学设计的探索《普通高中课程标准(2017)》中提出：普通高中英语课程具有重要的育人功能，旨在发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养，落实立德树人的根本任务。

而课程内容是发展学生核心素养的基础，包含六个要素，即主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略。

人教版必修一第二单元Travelling Around以新课程标准为依据教学设计围绕旅行这一主题展开，结合单元内各板块之间的联系，在主题引导下设计层层递进的学习活动，使学生在知识的建构中形成行前攻略、制定计划及旅行意义的深层认知，在活动完成中提高综合能力，从而推动核心素养落地课堂。

一、单元教学材料内容及学情分析1、教材内容分析本单元内容是人教版必修一模块第二单元 Travelling Around，单元的主题是旅行，涉及的话题有:计划制定、行前安排、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。

语篇类型有:百科全书式的介绍文本、旅游宣传册、电子邮件、议论文、日常对话、电话交流等体裁和形式。

2、学情分析:在能力水平方面:授课对象为高一学生，他们学习热情很高，对本单元关于旅行的学习充满兴趣，所以学生能用英语提取信息、处理信息，简单表达自己的观点。

但同时学生因不熟悉国外景点和地名，运用英语连贯地描述事件，阐释意义和批判评价的能力不是很强。

在知识储备方面:本单元为旅游相关话题，贴近日常生活，学生可谈论和交流的内容较为广泛。

现在进行时表将来的用法学生在初中也已经有了解。

所以学生们能够口头叙述计划和将要发生的事情，可以利用语篇标题、关键词等获得语篇大意。

二、单元整体教学目标1.语言能力目标:通过学习，学生可以很好的掌握一些关键词和短语的意思；能正确理解和使用现在进行时态表达将要发生的事情，并能够写一封关于他们的旅行计划的电子邮件。

2.学习能力目标:学生可以抓住关键词，理解听力文本的大意，通过快速浏览标题、图片、图表和其他信息，学生能够识别文本类型并采取相应的阅读策略。

高中英语_UNIT 2 Travelling around教学设计学情分析教材分析课后反思

教学设计Step 1 Lead in❖ 教师描述秘鲁的特征让学生猜测___________---the longest mountain range, largest rainforest, oldest settlements, and great ancient civilization. What’s is this country?where can we get some information about this country?❖ 学生讨论其他信息来源的渠道,然后老师给出encyclopedia 和brochure.❖ Match the text characters with encyclopedia or brochure.EncyclopediaBrochureStep 2 ReadingFast reading 学生快速浏览两个文本的标题及图片，然后判断文本类型。

Types of text : encyclopedia or brochure?Part 1___________________; Part 2___________________Careful reading(1) Travel brochure 阅读第二个文本，完成表格信息。

A.Vivid picturesB.Simple languageC.Objective descriptionD.Powerful and expressive languageStep 3 Post- reading❖Fill in the blanks according to the textsPeru is 1._______ wonderful country located on the Pacific coast of South America with three main areas: narrow, dry, flat Land 2.______ (run) along the coast, the Andes Mountains, and the Amazon rainforest. In the 16th century and ruled until 1821 Spain 3.________ (take) control of Peru 4. ________is for this reason that Spanish is the main official language of the country.❖If you are travelling to Amazon Rainforest in Peru , you can choose a short flight from Cusco,5.________ takes you from the Andes into it. Taking a boat to your6. ________(accommodate)in the middle for the forest interesting. Besides, Machu Picchu is a popular destination where Inca builders cut stones to exact size 7.________(hold) walls together.Cusco is another popular destination for 8.________ (tourist). It was the capital city of the Inca Empire, a 9.________ (power) empire in South America until the 1 500s. There you can stay with a local Uros family on an island. Both the island and the Uros homes are made10.__________water plants from the lake.❖Find some expressive words and expressions from the brochure.____________________________________________________________________________________________________________________________❖ A foreigner who wants to visit Qufu, Please design a proper travel brochure for her.Step 4 HomeworkDesign a travel route for your friend who will come to Qufu .学情分析1、高一学生英语基础比价薄弱，单词量不多，遇到长难句子分析比较困难，所以读到第一部分第一段句子中现在分词作定语这一部分时，不能很好的分析句子结构。

Unit2TravellingAroundReadingforWriting教学设计-高中英语人教版

Unit 2 Travelling Around【教学目标与核心素养】1. Get students to have a good understanding of how to write an impressive travel plan2. Enable students to use some writing skills flexibly.3. Develop students’writing and cooperating abilities.4. Strengthen students’great interest in writing discourses5.To cultivate students’writing ability and teamwork spirit.【教学重难点】1. Guide students to write a concise, coherent and structured email, introducing their own travel plans.2. Guide students to properly convey emotions using the proper language.LeadinHow to write to your friend an impressive travel plan?Discuss in pairs:For foreign vistors, which city in China may attract them most?Discuss: What do you see in the picture?Fast reading．课文预读Read the email to Xiao Li on page 30 and then choose the best answers.1．What’s the main idea of the email？______A．A travel plan to Xi’an.B．The transport to Xi’an.C．The beautiful sights of Xi’an.D．How to make a good plan to travel to Xi’an.2．Match the main idea of each paragraph._________Para.1A．How to travel to Xi’an.Para.2B．Other plans of the trip to Xi’an.Para.3 C．Final thoughts.Para.4D．The main purpose of the trip to Xi’an.Clear structureCareful reading3．In Richard’s opinion, what is almost unbelievable？______A．The Shaanxi History Museum.B．The Xi’an City Wall.C．The Terracotta Army.D．The Dayan Pagoda.4．When did people know about the Terracotta Army in modern times？______A．In the 1970s.B．In the third century BC．C．In the 1980s.D．In Qin Dynasty.5．What’s the main purpose of the statues in the tomb？______A．To protect the tomb of the Chinese Emperor Qinshihuang.B．To keep the Chinese Emperor Qinshihuang pany.C．To clean the Chinese Emperor Qinshihuang.D．To serve the Chinese Emperor Qinshihuang.Basic information:The email is written by_____to_____________'s email address is xl@youthlife .Structure of writing a travel planSummarise the email in the table.Write a travel plane the tables above to help you write a travel plan.写法指导：旅游计划是一种常见的应用文写作。

Unit2travellingaround单元语篇分析与整体教学设计高中英语人教版

Teaching & Learning Design人教社2019年版高中英语新教材Book1Unit2 travelling around单元语篇教学设计单元语篇教学分析与整体设计单元主题名称：游览单元主题语境：人与自然单元主题内容：本单元主要以旅游为主题，制定旅游计划，预定旅游相关服务；介绍旅游景点；锻炼语言技能（现在进行时表将来）和强化语音知识。

单元主题育人功能：本单元以主要以旅游为主题，单元的主要文章包括了秘鲁的主要著名旅游景点和中国的兵马俑；帮助学生通过语篇学习引发思考，我们不仅要学习和了解国外的历史文化，更要了解和探索祖国的历史文化，向世界展示中华优秀文化，建立文化自信；实现全球文化共融共存。

单元板块与课程内容要素分析：单元教学核心素养目标与要求：单元教学重点：1. 思考单元主题图和单元引言的意义；2. 通过听力练习学会表达旅游计划（主要是用现在进行时结构表将来）；学会表达为旅游做好准备的相关内容；练习和强化语音知识；3.在语篇语境中学习、理解单元主要单词、词块和现在进行时特殊用法，并能正确使用单元主要单词、词块和句式结构进行口头和书面表达；4. 阅读旅游手册获取旅游信息，并学会正确使用关键词；5. 学习旅游预定服务的相关对话套用模式以及关键词汇的表达；6. 正确表达旅游计划，主要用现在进行时；思考和总结旅游计划的语言特点以及要具备的要素；7.通过语篇学习，记忆几个套用句式和词汇学会表达游玩感受；反思本单元的学习内容和学习效果单元教学难点：1. 学会区分现在进行时结构在不同语境中的意义；2. 怎样写好一个完整的旅游计划，需要具备哪些要素，用什么时态表达最恰当；4.在旅游计划和游记中怎样表达人物感受，有哪些常用词汇短语和固定句式5.学会为旅游做准备和预定服务；单元语篇教学整体设想：单元语篇教学课时规划：。

【高一英语新教材】Unit2TravellingAround单元内容分析与教学目标

【高一英语新教材】Unit2TravellingAround单元内容分析与教学目标Unit 2 Travelling Around 单元内容分析与教学目标一、单元课程内容整体分析与教学目标整体解读1 本单元教学内容和教学目的概览本单元涉及的具体学习内容有：（1）谈论旅游计划；（2）了解秘鲁的地理概况、历史和旅游资源；（3）学习现在进行时表将来；（4）为出行做预定安排；（5）写邮件告知旅游计划；（6）设计旅游手册；（7）看视频了解Machu Picchu。

通过以上内容的学习旨在提升学生对旅游计划、旅游目的、出行安排、旅游资源现状等方面的认知和思考，从而引导学生更深刻地认识到世界旅游资源的丰富性和保护旅游资源的重要性。

2 指向核心素养的单元整体教学目标在本单元学习结束后，学生能够：1.在日常生活中，谈论旅游计划和为出行做预定安排；2.根据语篇类型运用适当的阅读技巧和阅读策略，快速获取有效信息；3.用E-mail写作旅游计划；4.在口头和书面语中正确使用现在进行时描述未来的计划；5.开展合作学习和探究式学习，有针对性地提供个性化旅游建议并设计旅游手册。

二、分课时教学目标第一课时：听说导入课（P24-25）【教学目标】在本课时学习结束后，学生能够：1.听懂一个有关旅游计划的对话并完成信息定位、回答相关问题等听后任务；2.基于听的任务基础上，完成说的输出性任务，和同伴分享旅游计划；3.掌握部分辅音和辅音组合的发音规则。

第二课时：阅读课（P26-27）【教学目标】在本课时学习结束后，学生能够：1. 读地图、看图片，辨别语篇类型；2. 用图表和思维导图的方式列出关键信息，再根据关键信息读懂语篇；3. 基于阅读和理解，归纳整理相关信息，根据具体需求提供可行性旅游建议。

第三课时：语法课（Ｐ28）【教学目标】在本课时学习结束后，学生能够：1. 掌握现在进行时表示将来的结构和用法；2. 结合已给的天气预报信息，和班级同学讨论“我的周末计划”，其中用到3-5句现在进行时表示将来的句式。

travellingaround说课稿

travellingaround说课稿尊敬的各位评委老师：大家好！今天我说课的内容是“Travelling Around”。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析“Travelling Around”这一课题通常出现在英语教材中关于旅游或出行的单元。

通过这一主题的学习，学生能够接触到与旅行相关的词汇、句型和文化知识，不仅有助于提高他们的语言运用能力，还能拓宽他们的视野，激发对不同地域和文化的兴趣。

本课题所涵盖的内容通常包括常见的旅游目的地、交通工具、旅行准备、旅行中的经历和感受等方面。

教材中的文本、对话、练习等形式多样，为学生提供了丰富的语言输入和输出的机会。

二、学情分析我所面对的学生是具体年级的学生，他们已经具备了一定的英语基础，掌握了一些基本的词汇和语法知识，能够进行简单的日常交流。

然而，在关于旅行的话题上，他们可能缺乏足够的词汇量和实际的表达经验。

此外，这个年龄段的学生好奇心强，对新鲜事物充满兴趣，喜欢参与互动和交流。

因此，在教学过程中，我将充分利用学生的这些特点，设计生动有趣的教学活动，激发他们的学习积极性。

三、教学目标1、知识目标（1）学生能够掌握与旅行相关的重点词汇，如 destination（目的地）、transportation（交通工具）、sightseeing（观光）等。

（2）学生能够熟练运用常见的句型来描述旅行计划和经历，如“I'm planning to travel to” “I prefer to takefor my trip”2、技能目标（1）通过听、说、读、写的综合训练，提高学生的英语语言综合运用能力。

（2）培养学生的阅读理解能力，能够从相关文本中获取关键信息。

（3）提升学生的口语表达能力，使他们能够流利地谈论旅行话题。

3、情感目标（1）激发学生对旅行的热爱，培养他们探索世界的欲望。

Unit 2 Traveling Around 教案

Unit 2 Traveling Around 教案一、单元主题分析本单元主题主要是人与自我，其中部分也涉及人与社会。

本单元围绕旅行这一主题展开，要求学生们在课本及以外的生活常识中，学会自我管理、自我认识，了解货币常识，树立理财意识，理性消费，能够丰富充实、积极向上的生活。

同时也要了解世界各国的文化景观，建筑等，并学会与人在旅行中进行跨文化沟通交流。

二、单元内容本单元内容是人教版必修一模块第二单元Travelling Around,单元的主题是旅行，涉及的话题有：计划制定、行前安排、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。

语篇类型有：百科全书式的介绍文本、旅游宣传册、电子邮件、议论文、日常对话、电话交流等体裁和形式。

语篇类型：第一部分是介绍性文本，第二部分是旅游宣传册，第三部分是电子邮件说明旅行计划和日程的文体结构。

三、单元目标通过本单元的学习，学生需要达到以下能力：1.语言知识能力：掌握语音,词汇,语法,表达和语篇等方面的内容。

掌握本单元核心词汇、词块，理解并掌握本单元语法及长难句；在语境中理解所学词汇和语法知识，学会运用现在进行时态表达个人想法，进行人际交流。

2.语言技能能力：锻炼听、说、读、写的能力学习.能够抓住关键词，理解听力文本大意，通过快速浏览标题，图片和图表等能够识别文本类型并采取相对应阅读策略。

3.文化意识能力：了解中国和秘鲁等国家的著名景点和文化特色，培养爱国情怀，拓展国际视野，树立文明旅游意识；使学生获得文化知识，理解文化内涵，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力。

4.思维品质能力：能够合理对音频和文本中的旅游利弊进行分析判断，找到解决途径，从而培养批判性思维能力;能够结合实际生活，利用旅游资源及文化特色，形成个人见解并学会制定切实可行的旅游计划；明白旅行的意义，不仅开拓了学生的国际视野，而且还在一定程度上培养了学生的爱国情怀和树立文明的游客意识。

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。

《Unit 2 Travelling around》课堂教学教案教学设计(统编人教版)

Unit2 Travelling AroundPeriod 4 Reading For Writing教学设计The theme of this section is how to write to a friend about a travel plan". This section introduces the most fascinating place in China, Xi'an, from the perspective of Richard, a foreign student. The terracotta warriors and horses hereIt is a treasure of Chinese culture, known as the "Eight Wonders of the World". It is loved and respected by the people of the world. Students in China shouldAt the same time, through writing activities, students explore and think about valuable tourism resources at home and abroad, and its cultural connotation. :The first text introduces the author's travel plan for Xi'an in the form of e-mail. The author uses the present Progressive tense to express future plans and arrangements, such as the main purpose of travel, key landscapes, other scenic spots and travel safety.The language of this text is relaxed and casual, and it is the communication between young friends, and it is used some impressive expressions as follows:“It is an amazing sight, and I can't wait to go.”“Terracotta Army is almost unbelievable. ""It's amazing to think of that. ""The second text is a propaganda page about Terracotta Warriors and Horses, introducing the basic situation of Terracotta Warriors and Horses, in order to provide students with information about the brigade.1. Get students to have a good understanding of how to write an impressive travel plan2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.1.Guide students to write a concise, coherent and structured e-mail, introducing their own travel plans2.Guide students to properly convey emotions using the proper language.Step 1: Lead inBegin the class with the lead-in questions: how to write to your friend an impressive travel plan? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover detailsThe teacher is expected to ask students to read Richard’s email to his friend and the brochure that he found silently and then request students to solve the task below.Study the organization and language features by summarizing the email:Paragraph 1: main purpose for the tripParagraph 2:other plans for the tripParagraph 3: transportParagraph 4: final thoughtsTip: In this step, what should be highlighted is that the teacher ought to give students proper time to read individually, silently and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.Step 3: Read to f ind out the words and phrases used to express emotion in the emailAfter finishing the task above, the teacher move on the following task:Underline the words and phrases used to express emotion in the email. Then complete the sentences below. It is amazing sight. It is ____________ I am amazed.It's almost unbelievable.I can’t _______________.It's hard_________________It's an _____________________ story.Step 4: Use what you have learnt to write a travel plan.1. Pretend you are Xiao Li and reply to Richard's email.2. Exchange drafts.Assess each other's work according to the checklist.Is there a clear purpose for the trip? :Does each paragraph have a clear main idea?Does the writer use the present continuous tense for future plans?Does the writer use commas, stops, and question marks correctly?Are all the words spelt correctly?Are all the proper nouns capitalized?Revise your draft according to your partner's comments.______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Step 5:The summary of how to write a travel plan.旅游计划是一种常见的应用文写作。

Unit2TravellingAroundReadingandThinking教学设计高中英语人教版

《Travelling Around Reading and Thinking》教学设计方案（第一课时）一、教学目标1. 学生能够理解并描述不同国家和地区的文化特色。

2. 学生能够运用所学词汇和表达方式进行简单的旅游计划描述。

3. 培养学生的跨文化交流认识和能力。

二、教学重难点1. 引导学生关注不同国家和地区的文化特色，培养其跨文化交流认识。

2. 提高学生运用所学词汇和表达方式进行旅游计划描述的能力。

3. 引导学生进行小组讨论，分享各自旅游经历，培养其合作与沟通能力。

三、教学准备1. 准备相关国家和地区的文化特色图片和视频。

2. 准备旅游计划描述的词汇和表达方式。

3. 制作小组讨论的引导问题和讨论话题。

4. 准备教学课件和相关音频、视频资料。

四、教学过程：1. 导入（5分钟）教师可以通过展示一些世界各地的风景图片或视频，引导学生谈论他们所知道的国家和城市。

教师也可以提出一些开放性问题，如：“你最喜欢的旅游目标地是哪里？为什么？”来鼓励学生表达自己的想法，为接下来的课文学习做铺垫。

2. 阅读理解（15分钟）教师让学生快速阅读课文，并回答一些与课文内容相关的问题。

这些问题可以是关于文章主旨的，也可以是关于具体细节的。

教师还可以设计一些选择题或判断题，让学生进一步理解课文内容。

3. 词汇学习（10分钟）教师指挥学生学习课文中的新单词和短语，可以通过图片、视频或语境来帮助学生理解记忆。

教师也可以设计一些词汇游戏或小组活动，帮助学生稳固词汇。

4. 听力训练（10分钟）教师播放课文录音，让学生跟读并模仿语音、语调和语速。

听完录音后，教师可以提出一些问题，让学生回答，检验他们的听力理解水平。

5. 口语表达（10分钟）教师让学生分组讨论他们最喜欢的旅游目标地，并分享他们的旅游经历和感受。

教师可以提供一些引导性问题，如：“你在旅游中遇到过什么有趣的事情？” “你在旅游中学习到了什么？”来帮助学生展开讨论。

6. 写作练习（15分钟）教师让学生根据课文内容，写一篇关于他们最喜欢的旅游目标地的短文。

Unit2TravellingAroundListeningandSpeaking教案高中英语人教版

人教版（2019）必修第一册Unit 2 Travelling AroundListening and SpeakingTeaching Plans教材分析：《人教版（2019）必修第一册Unit 2 Travelling Around Listening and Speaking》是高一英语教材中的一节课，主要内容为旅行相关信息的听力和口语训练。

教材包括一篇听力材料和相关练习题。

教学目标：1. 学会关注对话中的关键信息，了解对话大意。

2. 分析对话及所运用的表达用语，学习关于行前准备的常用表达方式。

3. 运用所学知识讨论并制定旅行计划。

教学重点：学会使用找关键词的听力策略迅速获取文章细节信息。

教学难点：归纳和总结旅行前的准备活动并根据这一主题编一段对话。

学情分析：学生是高一的英语学习者，已经掌握了一定的英语基础知识。

他们对于旅行这一话题可能有一定的了解，但在欣赏听力材料和进行口语表达时可能存在一些困难。

因此，在教学过程中应该将学生的兴趣和实际情况融入到讲解和练习中，激发他们的学习热情。

教学策略：1. 创设情景：通过创造旅行准备的实际情境，激发学生的学习兴趣。

2. 合作学习：鼓励学生进行交流和合作，提高口语表达能力。

3. 多媒体辅助：使用多媒体工具呈现听力材料和相关图片，增加学生的视听体验。

教学方法：1. 情境导入法：通过问题或图片引入话题，激活学生的相关知识和经验。

2. 听力训练法：通过听力材料进行听力训练，培养学生获取关键信息的能力。

3. 对话练习法：设计针对旅行准备话题的对话练习，提高学生的口语表达能力。

4. 小组讨论法：组织学生在小组内进行讨论，共同制定旅行计划，培养合作和团队意识。

在教学过程中，可以采用以下步骤进行教学：1. 导入：通过问题或图片引入话题，激发学生的学习兴趣。

2. 听力训练：播放听力材料，明确学生任务，引导学生使用找关键词的听力策略迅速获取文章细节信息。

3. 分析对话及表达用语：引导学生分析对话内容并掌握常用的行前准备表达方式。

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。

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,,includin.reducin.stress.broadenin.o u.horizons,enric.ou.knowledg.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'v.alway.wante.t.g.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:.alread.hav.m.passport,an..a.applyin.fo.m.vis.tomorrow.Onc..ge.th.visa.we'l.bo o.fligh.ticket.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,.kno.I'.definitel.goin.t.se.th.Ol.Tow.o.Lijian.an.Yulon.Sno.Mountain.Othe.tha.that.I’.no.sure..a.buyin..Lijian.guideboo.today.actually.Step3 Speaking(free talk)Choos..trave.destinatio.an.thin.abou.wha.yo.woul.d.t.prepar.t.trave.there.The.shar.yo u.trave.plan.wit.you.partner.(th.exampl.i.o.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: Th.secon.tex.i..brochure.Becaus.th.titl.o.th.secon.tex.is “Trave.Peru”nguag.i.mor.vivid.W.ca.als.fin.th parison.th.firs.tex.i.a.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:Boy.an.girls.pleas.loo.a.th.fou.picture.o.P26-2.an.write1,2,3,.o.eac.piec.o.pape.t.sta n.fo.eac.o.th.picture.An.no.suppos.yo.ar..loca.guide.describ.th.on.t.you.partne.b.casti n.lots（抓阄）rmation(nam.o.th.place.time.activities. ..)nguage.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:I.thi.clas.w.wil.lear.th.importan.word.an.expression.i.thi.unit.First.it’.sel.stud.time. ag.o.th.underli ne.word.o.phrase.b.referrin.t.th.dictionar.o.referenc.books.Mak..mar.wher.yo.can’. understand.Then,ter,we’l.se.wh.i.th.bes.self-learner.Pleas.begi.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。

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：。

Unit2 Travelling around Listening and Speaking 教案

人教高中英语必修一Unit2Listening and Speaking教学设计1.教学内容What:本课材料主题为“准备好去旅行”（Get ready to travel）。

听力文本由两段对话构成。

第一段对话中Meilin向Paul介绍自己的叔叔与婶婶要去欧洲自由行的计划，谈到目的地国家、出行方式、以及出国旅行的必要准备工作。

第二段对话中Paul向Meilin 介绍自己与父母去云南丽江旅行的计划，谈到了去丽江的原因、当地天气、计划参观的景点，以及准备的衣物等。

Why: 学生通过听两段对话了解旅行前要做哪些准备，最终能与同伴分享自己的旅行计划。

此外该板块选取了国内和国外不同景点，既能增强学生爱国情怀，又能开阔学生的国际视野。

How: 活动1是听前活动，激活学生关于旅行的相关背景知识，列出的八个短语是精选出的有关行前准备的常用搭配，学生在语境中学习并体会这些短语，以备口语输出之用。

活动2-4是听力活动，检测学生捕捉细节信息与获取主旨大意的能力，同时渗透听关键词的策略。

活动5是听后的口语表达，与同伴分享自己的旅行计划和行前准备，培养其制定计划的能力和语言表达的能力。

2.学情分析高一学生英语听力在初中已有一定经验，具备一定能力，但在具体听的微技能上缺乏系统训练，听的有效性有待进一步提高，此外由于中考没有口语考查，因此口头表达相对较弱。

但是处于青少年期的学生，思维活跃，活泼好动，喜欢交流和表达，好奇心强，乐于接受新鲜事物，相信通过系统练习，学生的听说能力会逐步提高。

3.课时目标（1）在语境中学习理解词块并能简单应用。

（2）通过听力练习，能抓住关键词，理解听力文本大意。

（3）使用本单元所学词汇和结构表达将来的计划，并能与同伴分享旅行计划。

（4）了解一些有关旅行前要准备的东西，形成制定计划时全面考虑、系统安排的意识。

4.教学重点难点听出关键词并根据关键词抓住材料的主旨大意；掌握有关行前准备的常用表达。

5.教学过程6.板书设计。

高中英语_Unit 2 Travelling around教学设计学情分析教材分析课后反思

Unit 2 Travelling AroundTravel Peru导学案1.To acquire the basic usage of the new words and learn to use them flexibly.2. To have a good understanding of the features and organization of the reading and talk about the related information about the passage.3. To develop emotion of patriotism.1. To learn to use different reading strategies such as skimming, scanning and summarizing.2.To talk about tours to Peru.Step 1 Warming up1. Review words2. Watch the video and answer the questions.What did you see in the video?Where are we going today?Step2 Prediction1.What types of the two texts are?2.What is the second text mainly about?The text is mainly about four_______________________________. Step3 Read and thinkRead text 1 to find the following information.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.three main areas:____________________________________________ Read text 2 and do the following tasks.(1) Amazon RainforestMake a conversation with your partner to introduce the place.（Show Time）(2) Machu PicchuIf you want to enjoy stone buildings, which tour should you take?A. Amazon Rainforest TourB. Machu Picchu TourC. Cusco Tour D Lake Titicaca Tour(3) CuscoWhat can you do on Cusco Tour?A. admire —————————B. enjoy —————————C. go shopping —————————(4) Lake TiticacaWhere is your accommodation while visiting Lake Titicaca?A. Local hotel.B. Visitor center.C. Stone building.D. Local home. Step4:Work in groupsDiscuss in groups about which destination you will recommend to each person.1．Kate likes life in the forests. She likes going hiking in the forests.2. Jim studies architecture in a university. He is curious about the walls of the ancient cities.3. Mr. Li is a history teacher. He wants to know more about the history of the Inca Empire.4. Amy, 15 years old, she travels alone. Her parents hope she can live with a local family.Step5:Sum upnatureWriting给你的朋友Richard写一封信, 向他介绍一下你的家乡曹县的著名景点和人文历史。

Unit2Travellingaround单元活动设计高中英语人教版

Unit 2 单元活动设计参考案例一活动方式：Group Work（SB，P25）活动内容：Discussion：Prepare and share your travel plans with a partner学情分析：该活动中，学生首先要选择自己要去旅行的目的地，然后从不同的方面准备自己的旅行计划，最后和小组成员分享自己的旅行计划。

教学目标：1.通过看、读、想获取和梳理制定旅行计划的信息。

2.使用恰当的语言介绍自己的旅行计划，进而使学生在新的语境中建构新的知识结构。

活动过程：1.活动准备：德国新天鹅堡和中国九寨沟两幅图片，以及这两个景点的相关信息。

2.活动过程：（1）Ask students to look at the pictures and read the Information（2）Choose a travel destination and think about what you would do to prepare to travel there（3）Supporting sentencesA：Hi，Julie！Do you have any plans for the holiday？B：Hi，Wang Lei！Yes，I'm planning to travel to Jiuzhai-gou. Actually，I've just finished the travel arrangementsA：Oh，good idea！Jiuzhaigou is an extremely beautiful place.B：Yes，I'm looking forward to seeing the colourful lakes，amazing waterfalls...（4）Then share your travel plans with a partner活动评价：1.语言是否得体、恰当。

Unit2TravellingAround大单元整体教学设计高中英语人教版(2)

Unit 2 整体单元设计及嵌入型评价一、单元主题Travelling Around二、课标分析（1）新课标要求理解语篇标题，插图的意义，在本单元，为了落实，我们将教会学生快速浏览文章标题、图片等信息，识别并判断出文本的类型；（2）新课表要求在语境中，进行记忆和运用词汇。

本单元的主题是旅行，学生通过话题累计词汇，能够调动相关词汇完成预定和安排旅行中的吃、住、行等事宜，制作旅行计划；（3）新课标要求学生了解英美等国家地理概况，旅游资源，加深对人与自然关系的理解，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解。

三、单元分析本单元围绕着“人与自然”这一主题，主要是以旅行这一话题展开讨论，探讨了旅行安排、旅行前准备、景点介绍、未来旅行计划等方面的内容。

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。

四、单元学情学生优势：学生对旅行这一话题比较熟悉同时也有着较大的兴趣，对本单元涉及到的旅行安排和旅行意义这些方面的内容容易产生共鸣。

学生劣势：（1）学生对现在进行时可以表示将来的特殊用法不够了解；（2）有些学生缺乏真实旅行经历，对话题缺乏真实情景；（3）学生不能够针对一次旅行做出详尽的安排与计划。

五、学习目标（1）通过积累旅行相关的话题词汇，识别并掌握apply for, destination, hike等单词词意；（2）通过复习辅音字母c, g, x及辅音字母ck,ch,tch等的发音规律，准确发音，有效记忆单词；（3）通过归纳分析，理解并正确运用现在进行时表示将来的计划；（4）通过听取关键词，理解听力文本的大意；（5）通过快速浏览文章标题、图片等信息，识别并判断出文本的类型，从而使用合适的阅读策略；（6）通过选择情景和角色扮演，能够预定和安排旅行中的吃、住、行等事宜；（7）通过阅读关于旅行计划的范文，仿写出一篇表达自己旅行计划的电子邮件。