旅游英语教案unit2
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。
牛津译林版八年级英语下册 Unit 2 Travelling教案
火车正以每小时六十英里的速度行驶。
5. We were screaming and laughing through the ride.
1) through是介词,可它的意思不再是我们以前学过的“从……通过，穿过”,而是“从(某事)的开始到结束,从头到尾”的意思。
missvt.想念，思念
e.g. Dave misses his grandparents very much.
Dave非常想念他的爷爷奶奶。
miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。
miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。
e.g. The nurse looked after the old man through his long illness.
这个老人病了很长时间,这个护士一直在照顾他。
2) riden.
可数名词,意为“乘坐,搭乘; (乘车或骑车的)短途旅程,旅行”,有时也可指“距离”。
e.g. Can I have a ride on your bike?
Step 2 Listen and answer more questions.
1. Is Eddie happy in the first picture? Why?
2. Where is Eddie going?
3. Does Eddie want to go too?
4. What does Hobo want to bring?
2. Have you ever been toHong Kong?
【教案】Unit2Reading+for+Writing+教学设计人教版(2019)必修第一册+
学科核心素养教学设计“ Travelling Around ”学科核心素养单元教学设计【学习内容】本单元围绕旅行这一主题展开，内容涉及计划制订、行前准备、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。
引言部分主要表达的是旅行，于年轻人而言，是教育的一部分；于年长者而言，则是一种经历，想让人们认识旅行意义及其重要性。
Listening and speaking部分则谈的主要是旅行所需和如何计划，了解旅行培养学生制订计划时全面考虑、系统安排的意识与能力。
Reading and thinking部分主要讲的是南美洲国家——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，是为了增加学生了解非英语国家的机会，使其拥有更广阔的国际视野。
Listening and talking体现的是国内旅行计划及其相关注意事项，主题是熟悉电话预订的过程及需要了解的相关信息，学习相关电话用语，然后模拟生活中的场景。
Discover useful structure是为了掌握现在进行时表示将来计划的用法，并运用这一表达与同伴讨论周末计划。
Reading for writing部分是以电子邮件和宣传页的结合介绍了作者的西安旅行计划；介绍了作者的西安旅行计划，旨在认识中华文化瑰宝，探索、思考国内外有价值的旅游资源及其文化内涵。
Video time介绍了马丘比丘，旨在引导学生学习如何全面看待问题，权衡利弊，呼吁文明旅游。
基于以上内容，我们可以将本单元有机分成三个小版块：旅行前的准备、旅行中的意义、旅行后的感悟，最终让学生通过制定行前计划，提高规划能力，通过了解国内外的著名景点和文化特色，拓展国际视野，最后了解旅游业发展的利弊，树立文明游客意识。
【学习目标】1.梳理如何做好旅行前的准备1.1学生能够谈论旅行前的准备工作，并与同伴分享旅行计划。
1.2学生能够能够通过打电话预订并安排旅行中的吃、住、行等事宜。
牛津译林版英语八年级下册Unit2教案说课稿
3.听力练习：布置一些听力材料，让学生在家中练习，提高听力能力。
作业的目的是巩固学生对课堂内容的理解和记忆，同时培养他们的独立学习和语言应用能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计注重布局合理、内容清晰和风格简洁。板书布局分为三个部分：标题区、内容区和总结区。标题区位于黑板顶部，清晰地标明课程主题；内容区用于展示本节课的主要知识点，如关键词汇、句型和语法点；总结区位于黑板底部，用于概括本节课的重点和难点。
2.语法应用困难：学生可能在一般将来时态的应用上遇到困难。
3.听力挑战：听力材料中的语速、方言或背景噪音可能对学生造成理解上的挑战。
4.口语表达障碍：学生在口语表达时可能会因为紧张或缺乏自信而遇到障碍。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.真实情景模拟：通过模拟真实的旅游场景，让学生在实际语境中使用英语，提高他们的学习兴趣。
（二）学习障碍
学生在学习本节课之前可能具备以下前置知识汇，了解一般将来时态。
2.技能：学生应该具备一定的听力理解和口语表达能力，能够进行简单的英语对话。
可能存在的学习障碍包括：
1.词汇量不足：学生可能在描述旅游计划时遇到词汇量不足的问题。
1.单词拼写游戏：通过拼写比赛或单词接龙游戏，巩固新词汇的记忆。
2.对话练习：学生分组进行对话练习，模拟真实的旅游咨询场景。
3.小组讨论：让学生讨论并制定一个假的旅游计划，鼓励他们使用所学的语言知识。
4.角色扮演：学生扮演旅行社工作人员，为其他同学提供旅游咨询服务。
（四）总结反馈
在总结反馈阶段，我将采取以下方式引导学生自我评价并提供有效的反馈：
旅游英语第二版Unit-2课件-清华大学出版社
Practice Materials 实训材料
• Listening • Dialogue 1 • a. Listen to Dialogue One and decide whether each
of the following sentences is true (T) or false (F).
Methods for Reservation 预订的方式
• 1. Telephone Reservation（电话预订） • 2. Fax Reservation（传真预订） • 3. Reservation on internet（网络预订） • 4. Mail Reservation（邮件预订） • 5. Oral Reservation（口头预订） • 6. Contract Reservation（合约预订）
Unit Two Hotel Reservation 预订客房
L/O/G/O
Unit Objectives （单元目标）
• After learning this unit, you should • ——understand what and how to reserve a hotel; • ——master the basic words and expressions
• 1. ___F___ The two people have had a reservation in Xi’an before they telephone the hotel.
• 2. ___T___ They want to book a two-room suite. • 3. ___F___ The Zhengyin hotel has some suites when they booking. • 4. ___T___ The rate for one double room is 850yuan. • 5. ___T___ They will arrive at the hotel next week.
Unit2TravellingAroundReadingforWriting教学设计-高中英语人教版
必修一Unit 2 Travelling Around Reading for Writing1. 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.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.教材分析：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达将来的计划与安排，该文本的语言轻松随意，是年轻朋友之间的交流。
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。
通过两个文本引导学生写一份语言简练，语义连贯，结构清晰的电子邮件，介绍自己的旅行计划，并能恰当的融入表达情感的语言结构。
教学过程Step 1: PrewritingThe teacher asks students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic.Q1: how to write to your friend an impressive travel plan?Q2: What kinds of aspects should be included?设计意图：通过这一步骤, 激活学生思维，避免学生在刚开始上课时疲惫或紧张。
牛津译林版英语八下Unit2《Travelling》说课稿
牛津译林版英语八下Unit 2《Travelling》说课稿一. 教材分析牛津译林版英语八下Unit 2《Travelling》主要讲述了关于旅行的相关话题。
本单元通过介绍不同类型的旅行方式、旅行计划、旅行中的注意事项等，帮助学生掌握与旅行相关的词汇和表达方式，提高学生的听说读写能力。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常生活中的基本表达已经能够熟练运用。
但是，对于一些关于旅行的专业词汇和表达方式可能较为陌生。
因此，在教学过程中，需要关注学生的个体差异，针对不同学生的学习需求进行引导和帮助。
三. 说教学目标1.知识目标：学生能够掌握与旅行相关的词汇和表达方式，如旅行方式、旅行计划、旅行注意事项等。
2.能力目标：学生能够听懂、会说、会读、会写关于旅行的句子，提高学生的听说读写能力。
3.情感目标：通过本单元的学习，学生能够培养对旅行的兴趣，提高对英语学习的热情。
四. 说教学重难点1.重点：学生能够掌握与旅行相关的词汇和表达方式。
2.难点：学生能够运用所学的词汇和表达方式进行实际交流，编写关于旅行的短文。
五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际交流中运用所学知识。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
3.多媒体辅助教学：利用多媒体课件、图片、视频等丰富教学手段，提高学生的学习兴趣。
六. 说教学过程1.导入：以一段关于旅行的视频导入，激发学生的学习兴趣。
2.新课呈现：通过展示图片、实物等，引入本节课的主题，引导学生学习相关词汇和表达方式。
3.课堂练习：设计不同类型的练习，让学生在实际交流中运用所学知识。
4.小组活动：学生分组进行讨论，分享各自的旅行经历，促进学生之间的交流。
5.课堂小结：对本节课所学内容进行总结，帮助学生巩固记忆。
6.课后作业：布置相关任务，让学生课后进行练习，巩固所学知识。
人教版九年级英语全册Unit2SectionB2a2e优秀教学案例
一、案例背景
本案例背景基于人教版九年级英语全册Unit 2 Section B 2a-2e内容，该章节以“Travelling”为主题，通过介绍不同国家的旅游景点，让学生在掌握一般过去时的基础上，学会如何表达过去的经历和感受。针对这一主题，本案例旨在通过创设真实、有趣的情境，引导学生运用所学知识进行实际交流，提高他们的语言运用能力和综合素质。
3.通过角色扮演、情景剧等形式，让学生身临其境地感受旅游景点的魅力，增强他们对英语学习的热爱。
4.设计多样化的教学活动，如猜谜语、问答游戏等，让学生在轻松愉快的氛围中学习英语，提高他们的口语表达能力。
（二）问题导向
1.引导学生提出问题，激发他们的思维能力，培养他们独立思考和解决问题的能力。
2.通过设置疑问句、悬念等，让学生主动探究教材内容，提高他们的学习积极性。
3.教师讲解一般过去时的疑问句和否定句的构成，让学生能够听懂、说出一般过去时的疑问句和否定句，并能正确回答。
4.通过大量练习，让学生熟练运用一般过去时进行日常交流，提高他们的语言运用能力。
（三）学生小组讨论
1.教师组织学生进行小组讨论，让学生在合作交流中，进一步巩固所学知识，提高口语表达能力。
2.教师提出讨论话题，如“Talk about your last vacation with your partners.”，让学生在小组内用英语进行讨论。
3.关注学生个体差异：教师在教学过程中注重关注学生的个体差异，根据学生的实际情况，给予不同的指导和帮助，使每个学生都能在课堂上充分展示自己，提高他们的自信心和自尊心。
4.评价方式多元化：本案例采用形成性评价和终结性评价相结合的方式，全面了解学生的学习情况。教师在评价过程中关注学生的进步和优点，给予适当的表扬和鼓励，使学生更加热爱英语学习，增强他们的学习动力。
《旅游英语》教学教案
《旅游英语》教学教案教学目标：1、知识目标：使学生掌握基础的旅游英语词汇和表达方式，了解如何在旅行中与外国人进行有效的沟通。
2、能力目标：培养学生运用旅游英语进行实际交流的能力，提高他们的口语表达和听力理解能力。
3、情感目标：激发学生对旅游英语的兴趣，培养他们的跨文化意识和国际视野。
教学内容：1、旅游英语的基本词汇和短语2、旅行中的日常交流用语3、旅游景点的介绍和描述4、跨文化交际技巧教学重点与难点：重点：使学生掌握旅游英语的基本词汇和短语，学会在旅行中与外国人进行日常交流。
难点：如何准确、流利地使用旅游英语进行交流，以及跨文化交际技巧的应用。
教具和多媒体资源：1、投影仪和PPT2、旅游英语视频材料3、旅游英语词汇卡片4、模拟场景道具教学方法：1、激活学生的前知：回顾已学的英语词汇和短语，与旅游英语相关的内容进行对比和。
2、教学策略：通过讲解、示范、小组讨论和角色扮演等方式，使学生掌握旅游英语的表达方式。
3、学生活动：组织学生进行模拟旅行对话，提高他们的口语表达和听力理解能力。
教学过程：1、导入（5分钟）：通过提问的方式，了解学生对旅游英语的兴趣和前期知识储备。
2、讲授新课（30分钟）：讲解旅游英语的基本词汇和短语，展示并让学生模仿实用的旅行对话。
3、巩固练习（15分钟）：学生分组进行角色扮演，模拟旅行中的各种场景进行对话。
教师进行巡视，给予必要的指导和反馈。
4、归纳小结（10分钟）：总结本节课学习的重点内容，回顾旅行英语的关键表达方式，鼓励学生进行口头总结。
评价与反馈：1、设计评价策略：组织学生进行小组角色扮演活动，观察他们的实际交流能力和口语表达水平。
结合学生的自我评价和互相评价，对学生的学习效果进行综合评估。
2、为学生提供反馈：在角色扮演活动结束后，对学生的表现给予及时的反馈，指出他们在旅游英语表达中的优点和不足之处。
引导学生反思自己的学习过程和方法，以便进一步提高学习效果。
作业布置：1、复习本节课所学的旅游英语词汇和短语。
旅游英语Unit2
Unit 2●Text A（1）What is the clear definition of tourism?Tourism is a journey in which one returns to the starting point; a circular trip usually for business pleasure or education during which various places are visited and for which an itinerary is usually planned.（2）Why have much study and research been paid attention totourism?Because in many countries, tourism has become the most important earner of foreign exchange. The significance of tourism has been recognized in both developed and developing countries.（3）What do you think of tourism as a thriving business?When one travels away from home, it is necessary for him to use a certain means of transportation and to have food and shelter if he is away for more than one day. As a result, a lot of people have developed a thriving business catering to tourists. In a word, tourism is a movement of people that gives rise to a variety of economic activities.（4）How do you consider the definition of tourism endorsed by the WTO?I think this definition is better than any other definition because it comprises all the activities of tourism.（5）Do you think there's still much room to improve the definition now? Why?Yes, I do. If we compare this definition with the earlier definition, maybe we can use those definitions and reword them. Perhaps the definition will be perfect.●Text B（1）决定的因素是人而不是物。
新教材高一英语人教版(2019)必修第一册教案：Unit 2 Travell 含答案
Unit 2 Travelling AroundReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1 课时教学目标与核心素养：知识目标：掌握与旅游相关的词汇和表达。
能力目标：学习从不同渠道搜集信息，制定旅行计划；提高思维品格和文化品格。
情感目标：增加学生了解非英语国家的机会，使其拥有更广阔的国际视野。
教学重难点：教学重点：引导学生掌握介绍性文本和旅游宣传册的结构特征，文本特征及语言特点。
教学难点：了解秘鲁旅游资源及文化特点，形成个人见解。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-in(1)教师活动：It’s a country with the world’s longest mountain range, largest rainforest,oldest settlements, and great ancient civilization. It’s a country with coasts, highlands,and jungles. You can trek through hot, humid jungles one day, and cold arid glaciers thenext. What’s this country?学生活动：带着下面两个问题观看活动1 的视频：What did you see in the video?What impresses you most in the video?(2)教师活动：We’ve just learnt about Peru by watching a video. What are some other sources from which we can find more information about this country?学生活动：讨论其他信息来源的渠道。
旅游英语Unit2 Lesson3 Talking about the Tour Plans
5. If there should be any_________, please let me know__________. 如果有变化，请提前通知我。
3. Decide whether the following statements are True (T) or False (F)
风景
scenery
游轮之旅
the cruise trip
安排
2. Complete the sentences.
1. Can you __________me some time? 你能为我抽出些时间吗？
2. Every ___________has been well planned _______________. 应您的要求精心为您设计了每一个细节。
• S: We received a copy of the itinerary from your Travel Service yesterday. I hope there haven’t been any changes.
• R: No, hardly any change at all. Every detail has been well planned at your request.
• R: Good morning, Mr. Smith.
• S: Good morning, Miss Lin. I want to talk about the arrangement. Can you spare me some time?
• R: Sure. It’s my pleasure.
• S: How long will the cruise trip take?
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。
《ESAP旅游英语教程》PPT教学课件-Unit2
2.1 Vocabulary 2.2 Reading
2.3 Extending 2.4 Extending
skills
skills
Vocabulary bank
Using your English–English dictionary
This kind of dictionary helps you actually learn English. Using headwords and parts of speech 1 Find the correct headword.
These bold words in a dictionary are in alphabetical order. Look at the words on the top left and top right of the double page. Find a word which comes just before and after your word. 2 Find the correct meaning. If there are different meanings of the word, they appear in a numbered list. Look at all the meanings before you choose the correct one in context.
Vocabulary bank
Using your English–English dictionary
Learning to pronounce words The symbols after the headword show you how to pronounce the word. Learn these symbols (the key is usually at the front or the back of the dictionary). The little line in the symbols shows you how to stress the word. Example:
Module2Unit2TheyhaveseenthePyramids教案
2.教学难点
（1）词汇记忆：对于一些不常见的词汇，如sphinx、bazaar等，学生可能难以记忆。
解决方法：通过图片、实物或情景模拟等方式帮助学生记忆词汇。
（2）语法运用：现在完成时态的构成和运用是本节课的难点，学生可能难以区分现在完成时和一般过去时。
3.重点难点解析：在讲授过程中，我会特别强调现在完成时态的构成和词汇的使用这两个重点。对于难点部分，我会通过对比一般过去时态，举例和练习来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与旅行相关的实际问题，如描述一次旅行经历。
2.实验操作：为了加深理解，我们将进行一个简单的对话练习。这个练习将演示如何使用现在完成时态描述旅行中的所见所闻。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解现在完成时态的基本概念。现在完成时态是用来描述在过去发生的，对现在有影响的动作或状态。它在日常交流中非常重要，可以帮助我们描述经历和旅行见闻。
2.案例分析：接下来，我们来看一个具体的案例。课文中的角色去了埃及，看到了金字塔等景点。这个案例展示了现在完成时态在实际中的应用，以及它如何帮助我们描述旅行经历。
五、教学反思
今天在教授《Module 2 Unit 2 They have seen the Pyramids》这一课时，我发现学生们对现在完成时态的理解和应用存在一些困难。在授课过程中，我尽量用生动的例子和实际操作来帮助他们理解，但效果似乎并不如预期。我意识到，对于这种语法点的教授，可能需要更多元化的教学方法和更充分的练习。
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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
MATERIAL : SECTIN 2:LODGINGUNIT1:MAKING A RESERV ATIONTeaching Aim:to let students grasp sentence structure of the making reservation .to let students understand the etiquette of making reservation .Teaching Focus:The world famous hotels and the famous hotel in Gansu .etiquette and the sentences of making reservation .Teaching Difficulties:etiquette and the sentences of making reservation .Teaching Methods :DiscussionIntroductionExplanationslistening and speakingDemands to students :Vocabulary preparationDiscuss with your partner and share opinions in EnglishTake notesLoud speaking in English.Feedback your understandingCollections of additional materialsExercises after class and presentation.Teaching Periods:4 periodsTeaching procedures:A:DISCUSSION AND INTRODUCTION JOB:1.Suggestions on discussion job.2.Look ar the hotel signs below .Can you name all the hotels and introduce them briefly? Ana , Carlton , Hilton , Hyatt, Imperial , Empire ,.RadissonBeijing News Plaza Hotel, The Celebrity International GrandLanzhou hotel , Dunhuang international hotel ,3.DVD show :Reservation and guest room service .Students discuss in group.Students share the opinion together with the teacherB: TEXT FAMOUS HOTELS1: Questions for students to think and talk about:What do you think about Chinese hotel ?Do you know some very famous hotels in china ?what kind hotel are suitable to young people ?2: Text presentation :Para 1.crowne plaza Beijing .Para 2:Holiday innPara 3 Jinling hotelStudents read and translate the text into Chinese paragraph by paragraph .3.Some words explaining and sentence structure :Go far back ;Roam :for some history explore reason .;take a tour .Foundations:of building an other facilities of a city ;Operate :how it work .managedMassive :huge ;Reservation record ; Overbooking ; Walk in ; CancellationArrive date ;Departure date ; Rate requested ; Reservation clerkNight auditor ; Concierge ;Stay over ;Arrival date3.Exercise on text:Questions on the text .Translation .C.LISTENING AND SPEAKING JOB:1.Dialogue : listen to the recording and finish the dialogue.2.Memorization: memorize the dialogue and practice it with your partner3.Role play:Situation 1:work in groups ,suppose you are making a reservation on the phone ,Talk about the information in the table and confirm the information and confirm the information .Situation 2:suppose you are a hotel manager ,who is going to introduce the hotel to newly arrived guests .What are going to say?Students do the role play job in pairs using the sentences in the references .D.CULTURAL NOTES ADDITIONAL KNOWLEDGE:1.The history of hotels .2.The etiquette of making reservation .3.Talk about the reference of making reservation .E. HOMEWORK:1.To recite the sentences of making reservation .2.To prepare for the new unitMATERIAL: SECTIN 2:LODGINGUNIT 2. RECEPTION DESKTeaching Aim:To let students grasp sentence structure of reception desk.To let students understand the etiquette of reception desk.To let students understand what is hotel and the importance of service in hotel.Teaching Focus:Etiquette and the sentences of reception desk.The new words of the facilities of the hotel room .Teaching Difficulties:etiquette and the sentences of reception desk.Teaching Methods :DiscussionIntroductionExplanationslistening and speakingDemands to students :V ocabulary preparationDiscuss with your partner and share opinions in EnglishTake notesLoud speaking in English.Feedback your understandingCollections of additional materialsExercises after class and presentation.Teaching Periods:4 periodsTeaching procedures:A:DISCUSSION JOB:1.Suggestions on discussion job.1.Look at the picture below and describe the position of the objects in the guest room using the given words or expressions .documentation folder ; mirror; lamp ; fridge ; soft drink ; switchStudents discuss and come to the blackboard to write the sentences on the blackboard .2.What facilities are in a standard hotel room ?Students discuss in group.Students share the opinion together with the teacher and write their conclusion on the blackboard . B: TEXT FAMOUS HOTELS1: Questions for students to think and talk about:What is a qualified employment should be in a hotel ?What do you think about the hotel management ?What are good ways to manage the hotel?2: Text presentation :The main idea of the text: How to be a good hotel through some ideal way of treating employment.Students read and translate the text into Chinese paragraph by paragraph .3.Some words explaining and sentence structure :Refine :purify improve by removing defects and attending to detail make more cultured and Elegant.;Make :contribute to .Cross –culture :combine feature together with western culture and eastern culture .Make a point :emphasize / pay attention to .Concept :ideas of /attention ;Depend upon ;Carried out ;Carry out ;Staff : daily life Maintenance :cause the to continue ;keep the in existence at the same level .standard.Make for sth ;Day to day living ;Registration ;Deluxe ;Confirmation3.Exercise on text:Questions on the text .Translation .C.LISTENING AND SPEAKING JOB:1.Dialogue : listen to the recording and finish the dialogue.2.Memorization: memorize the dialogue and practice it with your partner3.Role play:Situation 1:look at the form below .suppose you are a receptionist and guest ,and complete it bySituation 2.:The hotel is having a picnic at the beautiful lakeside this weekend to extend thanks to the VIPs here .You are inviting a family to join this activity.Students do the role play job in pairs using the sentences in the references .D.CULTURAL NOTES ADDITIONAL KNOWLEDGE:1.Motels ;The history of motels2.The most famous hotels in Gansu provincesE. HOMEWORK:1.To recite the sentences of reception desk.2.To prepare for the new unit .MATERIAL: SECTIN 2:LODGINGUNIT3: ROOM SERVICETeaching Aim:To let students grasp sentence structure of room serviceTo let students understand the etiquette of room serviceTo let students understand the sentences of handling the matters in a hotel .Teaching Focus:Sentence structure of room serviceEtiquette of room serviceTeaching Difficulties:Etiquette and the sentences structure of reception desk.Teaching Methods :DiscussionIntroductionExplanationsListening and speakingRole playDemands to students :V ocabulary preparationDiscuss with your partner and share opinions in EnglishTake notesLoud speaking in English.Feedback your understandingCollections of additional materialsExercises after class and presentation.Teaching Periods:4 periodsTeaching procedures:A:DISCUSSION JOB:1.Suggestions on discussion job.Give the memorandum below proper attention .Have you ever complaints about some matters of service in a restaurant , hotel o travel agency?If yes , please tell the class about it.Students collect information .Students discuss and then share their opinion together with the tea.cherB:. TEXT :SPECIAL FEATURES OF HOTEL.1: Questions for students to think and talk about:List some important features of the hotel.Have you any idea about a grant hotel .2: Text presentation :Main idea of the text: Hotels are now highly developed ,service is the keynotes of any hotel.3.Some words explaining and sentence structure :For the most partMake certain of that :can you draw a map just to make certain that he will find the hotel ?If I were better qualified ,I would apply for the job.With his clothes wrinkledRecreation ;Display; Keynote ;At the head of ; Turn out the light; Call for3.Exercise on text:Questions on the text .Translation .C.LISTENING AND SPEAKING JOB:1.Dialogue : listen to the recording and finish the dialogue.2.Memorization: memorize the dialogue and practice it with your partner3.Role play:Situation 1:Look at the menu below ,students in group make dialoguesabout the room service unsing the following dishes and beverages.Situation 2:You are working on a guestroom and the guest who booked this room will be arriving at your hotel in 20 minutes .At this time ,another guest comes to you and asks you to order the lunch for him/her .What can you do ?Students do the role play job in pairs using the sentences in the references .D.CULTURAL NOTES ADDITIONAL KNOWLEDGE:1.Deveplopment of multinational hotels .2.Some other useful expression of hotel and hotel service.E. HOMEWORK:1.To recite the useful words and sentences .2.To prepare for the new unit.MATERIAL: SECTIN 2:LODGINGUNIT4:HOUSE KEEPING SERVICETeaching Aim:To let students grasp sentence structure of room serviceTo let students understand the etiquette of room serviceTo let students understand the sentences of handling the matters in a hotel .Teaching Focus:Sentence structure of room serviceEtiquette of room serviceTeaching Difficulties:Etiquette and the sentences structure of reception desk.Teaching Methods :DiscussionIntroductionExplanationslistening and speakingRole playDemands to students :V ocabulary preparationDiscuss with your partner and share opinions in EnglishTake notesLoud speaking in English.Feedback your understandingCollections of additional materialsExercises after class and presentation.Teaching Periods:2 periodsTeaching procedures:A:DISCUSSION JOB:1.Plesase find 15 words in the puzzle table below ,which describe the objects in the guest room. They are in different order ,including normal order ,diagonal order or invert order.The teacher introduce related knowledge .Students collect information .Students discuss and then share their opinion together with the teacherB.TEXT: TEMPORARY HOMES1.Some questions for students to think about.How important do you think the hotel to a tourist ?Do service very important to a hotel ? why?What are the four categories of hotel?Why is the housekeeping service regarded as the backbone of a hotel?What is the most outstanding characteristic in the housekeeping service2: Text presentation :Para 1:The categories of hotel .Para 2-4:house keeping is the backbone of a hotel3.Some words explaining and sentence structure :In a senseCategory n; consist of; in additionwhich must offer the facilities and services .personalized thoughtful service can go a long way toward forming good hotel-guest relation.a high repeat business ; spiritual; dispense; stationary; matchbook ; iron n;willingness3.Exercise on text:Questions on the textTranslation jobC.LISTENING AND SPEAKING JOB:1.Dialogue : listen to the recording and finish the dialogue.2.Memorization: memorize the dialogue and practice it with your partner3.Role play:Situation 1:You are a staff in the hotel . A guest in the hotel is not satisfied with the breakfast provided by you .Suppose how to deal with this kind of matters .Situation 2:You and your partner are the staff in the hotel .Sum up the experience of the fire and how to perform your duties .Students do the role play job in group using the sentences in the references .D.CULTURAL NOTES ADDITIONAL KNOWLEDGE:1.What is Hotel . chains ( 1 )ful expression :the list of the facilities in the hotel room .E. HOMEWORK:1.To recite the useful words and the names of the Hotel chins .2.To prepare for the new unit.MATERIAL: SECTIN 2:LODGINGUNIT5:CHENDING OUTTeaching Aim:To let students grasp sentence structure of checking out.To let students understand the etiquette of checking out.To let students understand modern hotelsTeaching Focus:Eentence structure of checking out.Etiquette of checking out.Teaching Difficulties:Etiquette and the sentences structure of checking out.Teaching Methods :DiscussionIntroductionExplanationslistening and speakingRole playDemands to students :V ocabulary preparationDiscuss with your partner and share opinions in EnglishTake notesLoud speaking in English.Feedback your understandingCollections of additional materialsExercises after class and presentation.Teaching Periods:4 periodsTeaching procedures:A:DISCUSSION JOB:1.the chart in the book is a questionnaire about the service in a hotel .Please ask the guests to fill it our before they leave the hotel .Could you discuss it with the guests and help them complete it?(1=excellent ,2=good,3=poor)The teacher introduce related knowledge .Students collect information .Students discuss in group and then share their opinion together with the teacher .B.TEXT:HOTELS TODAY .1.Some questions for students to think about and discuss :The location of the different hotel ?How are hotel rated ?What else are some four and five –star hotels equipped with ?2: Text presentation :Para 1:Hotels are different from past.Para 2 Transient hotelsPara 3: Inn hotels .Para 4:Hotels range from the very luxurious .Para 5:Equipment of five star hotels .3.Some words explaining and sentence structure :Transient a ; Section n; Residential a; Population n; Bear the brunt of ; Conversion nChess n; Billiards n4.Exercise on text:Questions on the textTranslation jobC.LISTENING AND SPEAKING JOB:1.Dialogue : listen to the recording and finish the dialogue.2.Memorization: memorize the dialogue and practice it with your partner3.Role play:Situation 1:The guest does not understand the bill below .You are a cashier ,in charge of explaining the items on the bill.Students read the bill of a five star hotel and discuss the topic.Situation 2:Read the following job advertisement .Tell you partner which job you would like to apply for and give your reasons .Why aren’t you interested in the other jobs ?Work in pair to act out the interview.Students do the role play job in group using the collection of the material after class and sentences in the references .D.CULTURAL NOTES ADDITIONAL KNOWLEDGE:1.What is Hotel chains (2)ful expression :the list of fee of the hotels ,the kinds of credit card and some other useful expression of account .E. HOMEWORK:1.To recite the new words and sentences structure .2.To recite the useful words and the names of the Hotel chins .3.To prepare for the new unit4.To collect the additional materials。