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課 時 教 學 設 計
第8課時 人教版必修一Unit 2 Travelling Around Assessing Your Progress & Project
1.教材分析 This period is made up of three sections. The first section involves unit content evaluation and self-reflection. The questions set can not only help students understand their own learning situation, but also help teachers timely understand students’ interests and difficulties, and teach students according to their aptitude. The second section is language knowledge detection, including vocabulary and grammar. The design of these activities has two main features: one is to examine students’ use of vocabulary and grammar in the unit through the context of the text; second, the context of the two discourses echoes Meilin’s trip to Europe and Paul’s trip to Lijiang, China in the Listening and Speaking part respectively, which makes the context of the whole unit interconnected and makes the communication more authentic. In addition, the ways of writing postcards and telephone conversations further enrich the discourse types of the unit, so that the discourse types of this unit include encyclopedic introductory texts, travel brochures, E-mail, argumentative essays, daily conversations, telephone exchanges, postcards and other genres and forms. Section 3 is a project activity: design a travel brochure. After learning this unit, students will have more and deeper understanding of the way and meaning of travel. They can put their knowledge into practice in this section and design an attractive travel brochure.
2.學情分析 Senior one students have not been equipped with speaking techniques and rich knowledge on a travel brochure. So it is necessary for the teacher to familiarize them with the structure and language features of a travel brochure according to the idea “input promotes output”. Most students have limited vocabulary and grammar skills in language output, so they need support both on language and content knowledge.
3.設計理念 This period is a unit review lesson and also tests students’ practical competence. In order to combine the important language points in this unit and the design of a travel brochure teaching skillfully, much attention will be paid to not only the input of information, but also the selection, organization and application of input information. The implementation of the teaching process: summarize and reflect—perceive the context—comprehend questions—inquire autonomously—interact collaboratively—apply and transfer, which aims to develop students’ critical and creative thinking.
4.教學目標 Upon completion of the lesson, students are expected to be able to: (Language Competence) Master the structure and language features of a travel prehend and use the present continuous tense to express future plans with personal emotions. (Learning Ability) Apply what they have learned in class to designing a travel brochure. (Cultural Awareness) Explore valuable tourism resources at home and abroad, and its cultural connotation. Cultivate the patriotism as well as their cultural confidence. (Thinking Quality) Compare and analyze the information obtained and make reasonable judgments. Develop critical and creative thinking quality through acquiring, sorting, integrating and analyzing.
5.教學重點 教學難點 Teaching Key Points: Figure out the basic elements and design a travel brochure autonomously. Use the present continuous tense to express future plans with feelings. Teaching Difficulties: Sort out the basic elements of a travel brochure from the samples and present their own brochures using what they have learnt in this unit.
6.教學&學習方法 TBLT Communicative Teaching Cooperative Learning Autonomous Inquiry Learning
7.教學用具 Pad Travel brochures
8.教學過程 教學目標教學活動與步驟評價要點時間與互動模式 1.導入，引出單元主題。I. Lead in Guided Questions: Did you travel on your summer holiday Where did you go Why do we travel What benefits can travel bring us Travel can make us Touch the world Relax ourselves Acquire knowledge Value human connection Enjoy scenery Learn about cultures The first letters can form the theme word “Travel” and lead in the unit’s big idea “Traveling Around”.學生就暑期旅游體驗得出旅游給人們帶來的好處。CW 2' 30''設計意圖：利用生活化經歷引發學生思考，激活學生已有背景圖示，激發學生的學習興趣和積極性，促使其思維活躍起來，產生學習內驅力。 2.單元內容回顧評價& 自我反思。 II. Reflecting Guided Questions: Overall, what do you think of this unit —Useful Cool Just OK Difficult What have you got from the unit What about language points on travel Can you list some expressions of emotion on travel —amazing, unbelievable, incredible, can’t wait to do, one’s dream destination... Are there any verbs used to express future action in the form of “be doing” —be going, be visiting, be taking, be checking in, be leaving for home... 學生整體評價本單元學習收獲頗多、單元實用性很強。 學生能夠回顧本單元重點詞匯、語法，為后續項目活動設下語言鋪墊。CW 4' 30''設計意圖：單元評價幫助學生回顧本單元的學習掌握情況，幫助教師及時了解學生的興趣點和困難，因材施教。同時，學生再現單元重點詞匯、語法，為后續項目活動埋下語言伏筆。 3.單元重點詞匯、語法檢測。III. Self-assessing Guided Instructions: T: Class, there are two persons Meilin & Paul in the unit. Do you remember them It has mentioned their travel stories in the Listening and Speaking section, let’s pay attention to the following stories of Meilin and Paul right now. T: Before class, you have finished two exercises about the following travel stories of Meilin & Paul, related to important language points in the unit. From the data, it is clear that you have worked well. Let’s share their stories together. Activity1: Complete the postcard with the correct forms of the words below. destination sight pack credit detail amazing rent admire Activity2: Read the conversation and mark the phrases expressing future plans. 學生課前完成教師線上發布的練習活動，通過完成情況的數據顯示，可知學生對于本單元重點詞匯、語法掌握較好，再次夯實語言知識，為后續項目活動設下語言鋪墊。IW 2'設計意圖：語言知識檢測部分的設計兩個用意：一是通過語篇語境考查學生對本單元詞匯和語法的使用情況；二是兩個語篇的語境分別呼應了單元Listening and Speaking板塊中Meilin去歐洲旅行和Paul去中國麗江旅行的情況，使整個單元的語境相互聯系，語言交際更具真實性。同時，呼應英語學科核心素養中學生語言能力的夯實提高。 4.項目活動：設計旅游宣傳冊。 通過本單元的學習，學以致用，設計一份具有吸引力的旅游宣傳冊。Ⅳ. Project: Design a travel brochure Activity 1: Brainstorm Guided Instructions: T: After knowing Meilin & Paul’s trips, what other types of tours do you know Let’s watch a video to brainstorm different kinds of tours you know. —Travel for education, history, adventure, culture, business, weekend getaway, honeymoon, sightseeing, cuisine, study...學生通過觀看關于旅行類別的視頻，頭腦風暴列舉不同種類的旅游類型，引出Project中的posts。CW/PW 3' 05''Guided Questions: Among these different kinds of trips, what about them There are three foreign students(Fraser, Anthony, Anna) who will come to our China to travel or study. Activity2: Read the posts and find out what each student’s reason is for travelling. Guided Questions: Can you offer them some further information about what they favourite just like a travel agent Activity3: Work in groups of 6 and choose one person (Fraser, Anthony, Anna). Work out a one-week travel plan for him / her. 學生閱讀posts提煉關鍵信息，明確設計方向；小組合作討論為文本中人物制定一周旅行計劃，通過“智慧課堂”信息技術平臺展示學生work，層層遞進、循序漸進，為后續項目輸出鋪路。IW/GW 7' 45''Guided Questions: Can you turn your travel plan into a travel brochure to make it more vivid and attractive What is a travel brochure How do we design a good brochure Instruct students to get what elements a good travel brochure should have by observing several travel brochures. Activity4: On the basis of activity 3, each group designs a travel brochure for the tour. Make your brochure as attractive as possible. 學生通過觀察旅游宣傳冊實物，自主發現旅游宣傳冊具備要素，小組合作將制定得旅行計劃豐富化、形象生動化，設計一份具有吸引力的旅游宣傳冊。CW/GW 8'Activity5: Present your work using the unit’s language points. Role-play a travel agent and one of the people (Fraser, Anthony, or Anna). The travel agent should explain the tour to the customer and try to sell it by explaining how wonderful the tour is. The customer should feel free to offer objections and ask questions. 學生通過角色扮演展示小組合作成果，學生的設計和呈現展示各具特色，緊扣主題。將本單元重點詞匯、語法學以致用。GW 10' 50''設計意圖：本環節的項目活動旨在考查學生是否可以將本單元所學在單元主題引領下學以致用。發揮學生的主體意識、主動探究意識和創造性，能夠提高學生的課堂參與程度。注重培養學生分析問題、解決問題的能力以及創造性思維的培養，培養學生的高階思維能力，以提升學科核心素養。 此活動不僅可以激發學生的學習熱情和興趣，更重要的是為學生提供運用語言的機會。讓學生參與展示，發揮學生的主體性，不僅增強了學生的合作意識，還突出了英語學科的人文性。本環節將學生邏輯思維能力和創新思維能力相結合，培養學生的高階思維能力。 5.課堂總結& 情感升華T: All of us should inherit and promote our Chinese culture. We should be extremely confident about our nation’s culture! Just as president Xi has said: Cultural confidence represents a fundamental and profound force that sustains the development of a country and a nation. 引用習近平總書記在二十大中對“文化自信”的闡述，對學生進行情感升華，培養文化自信，弘揚中國文化。注重學生文化意識的樹立。CW 1'設計意圖：面對學生們的作品展示和語言交流，字里行間流露出學生們對我們中國文化的自信與驕傲，對學生進行情感升華、文化意識的培養，加深文化自信。
9.板書設計 Unit 2 Travelling around Assessing Your Progress & Project Expressions on travel feelings amazing unbelievable incredible can’t wait to do ...is one’s dream destination. “be doing” expressing future be going be visiting be taking be checking in be leaving for home...
10.作業布置 Review the important language and grammar points on travelling in the unit. (15min) 進一步鞏固復習本單元重點詞匯、語法等語言知識，培養提高學生的語言能力和學習能力，以契合學科核心素養。 Polish the brochure and share it with your classmates. (20min) 完善作品成果，介紹給同學，鍛煉提高語言綜合運用能力，提升文化自信。
11.教學反思 作為整個單元最后一課時的單元復習&項目活動課，借助智慧課堂信息技術平臺引導學生從單元反思—語言知識回顧—項目活動產出層層遞進，逐個環節過渡。既對學生整個單元的學習情況有所掌握，又通過核心詞匯、語法復現為后續項目活動輸出掃除語言障礙、埋下伏筆，同時注重對學生文化自信的培養熏陶，增強文化意識。設置半開放性活動，將課堂留給學生，以供學生獨立思考和自由表達，充分實踐學生的自主學習、合作式探究學習，既有歸納總結，也有發散創造。有意識地設計兼具趣味性和挑戰性的學習活動來培養學生的語言能力和思維能力，提高學生的語言綜合運用能力。 本節課活動設計遵循英語學習活動觀中所倡導的課堂模式：學習理解—應用實踐—遷移創新。利用智慧課堂信息技術平臺進行層層遞進、環環相扣的學習活動設置，關注課堂的自然生成以及學生語言能力、學習能力、文化意識、思維品質四大核心素養的真正提升。 借助智慧課堂信息技術平臺，實現教學決策數據化、評價反饋及時化、交流互動立體化、資源推送智能化。提升教師課堂教學機智，展現教師課堂教學藝術，使得師生互動、生生互動更加智能化、個性化，體現了課堂教學動態生成的特點，真正落實了培養學生學科核心素養的理念。 不足： 每個學生在項目活動環節頭腦風暴、集思廣益、認真準備，都想將自己的作品展示給大家，弘揚中國文化，展現文化自信。但由于課堂時間限制，未能實現全員呈現，可利用課余時間進行本節課的連載活動—旅游宣傳冊PK賽（角色扮演介紹作品，學生評定），給學生們提供語言表達的機會和平臺，考查學生語言綜合運用能力。另外，部分學生在此環節進行角色扮演展示作品的過程中，缺乏場景真實性，略顯僵硬、不夠自然，與學生口語表達能力欠佳有關，故在平日教學中，需注重多途徑進行語言的輸入積累，促進語言的有效輸出，并加強練習，提高學生的語言綜合運用能力。

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