资源简介

U2 Travelling around
Listening and Speaking 教案
教材分析：
本课时通过Meilin和Paul的一段对话，介绍了两人的旅游计划。重点表达主要涉及地理信息描述、旅行准备等话题，如amazing, rent a car, apply for a visa等。重点句式主要涉及描述与选择景点、询问计划、展示计划等话题。本文的价值取向在于学生通过学习，理解旅游景点特色与旅行准备流程，梳理旅游景点选择与具体准备过程，了解旅行计划的形成与实施。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
采用情境教学法(Situational teaching method), 借助多媒体设备，创设主题情境，引导学生进入情境，意识到问题并解决问题，达成教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，学习掌握/k/的发音技巧与常见字母组合，习得涉及景点、旅行准备等话题的词汇与表达，如amazing, arrangement, research the local weather，习得涉及描述与选择景点、询问计划、展示计划等话题的句式，如I’m going to…, How are you getting ready for…。能听懂课文对话，组成自己的旅行计划，并学会展示自己的计划，表达预计实施方案。
思维品质上，梳理对话发展脉络，归纳Meilin和Paul的旅行计划，列举实施旅行计划的具体方法，并形成自己的旅行计划与准备步骤，意识到计划可操作性的重要性。
文化意识上，了解国内外不同地方的地理文化特点，感悟自然人文景观的壮美。
学习能力上，形成听前预测意识，掌握提取关键词技巧，灵活结合精听策略，且学会利用关键词形成旅行计划图表。
教学重点：
学生通过听力练习，获取Meilin和Paul的旅行计划。
学生能根据具体情况，判断如何进行旅行准备工作。
教学难点：
学生整理旅行计划的主要组成部分与各部分逻辑关系；
学生模仿旅行计划样例，独立清晰的形成自己的旅行计划表。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Warm-up for unit (Activity 1): Ss read the saying on the PPT together and learn some basic information about Francis Bacon. 学习主题相关名言，了解名言背景知识，拓宽视野，导入主题。 2’ CW
Step 2 Warm-up for unit (Activity 2): Ss look at the picture and discuss the following questions: Where do you think the travelers in the photo are Do you like travelling Who do you like to travel with What places have you travelled to What words can you use to describe your trips？ Suggested answers: They are in a mountain area/ in a camp event/ by the river. (T could help Ss to judge from the environment, people’s outfit, their actions, their facial expressions) Yes---I like travelling with my friends/ my parents/ my sisters/ my brothers because I feel relaxed when I am with them. OR No--- because it is very tiring. (T could share his or her own example first. T could ask Ss’ reasons for why they think so.) I went to Zhangjiajie last summer with my older brother. The air was fresh and the food was very delicious. I think it is a relaxing trip and I like it a lot. 观察图片，创设情境，引出主题，激活学生已有知识与经验。 5’ GW
Step 3 Lead-in: Ss discuss the following questions before they listen: If you have the chance to travel anywhere in the world, where will you go Suggested answers: I would like to go to Beijing to try the famous Beijing duck and visit the amazing the Forbidden City. (T could give some cities or scenic spots as hints on the PPT such as “Paris (romance, fashion, exotic food…)”) 创设主题，引导学生个性化思考。 2’ CW/IW
Step 4 Look and guess: T poses the question “Where is it ” on the screen to ask Ss to look at the picture and guess the name of the place and its location as fast as possible. Suggested answers: the Eiffel Tower, France Lijiang, China ... 组织热身游戏，活跃课堂气氛，导入主题。 2’ CW
Step 5 Discuss in groups: Ss discuss in groups for 2 minutes to think about the question “What do you need to do to prepare for a trip ”. Ss are invited to share their ideas and learn some key expressions. Suggested answers: I might need to buy a guidebook/ search for the local food online/ find a hotel room online. (T can ask Ss to think about the things they might need first such as “Where will you stay for the night(s) during the trip ” T can give some examples or hints if necessary.) Key words： apply: application-app-appliance pack: package (n.); backpack (n.) 利用前期铺设，加深主题，为之后听力练习做准备。 5’ GW/CW
Step 6 Listen and choose: Ss are asked to read the questions quickly and think about what they should listen for during listening. Suggested answers: I should focus on the name of some countries, scenic spots. / I should listen for how Meilin is going to travel. 形成听前预测意识，提高学生策略意识。 3’ IW
Step 7 Listening strategy: Ss learn the skill of listening for key words. They will learn what are key words and how to locate the key words. T explains how to locate the key words by analyzing the questions. 引导学生总结提取关键词策略，以文本题目为例，进一步例举说明，提升学生学习能力。 3’ CW
Step 8 Listen and choose: Ss are asked to listen to the tape and choose the correct answer for each question. T guide Ss to check the answer of the questions one by one. Ss will also learn some key words. 5’ IW
Step 9 Listen and answer: Ss are divided into girls group and boys group. They asked to read the questions, listen to the tape together. In answering the questions, each group will answer a question and compete with each other to see which group has a more accurate and well-organized answer. 创设小组活动，形成竞争环境，提高学生听力参与度。 4’ GW
Step 10 Listen and fill in the blanks: Ss are asked to listen to the whole conversation, fill in the blanks and check the answers one by one. 第二遍听力练习，巩固所学语言与内容，锻炼所学听力技巧，并归纳旅行计划表，提升学生学习能力。 5’ IW/CW
Step 11 Think about the reasons: Ss then are asked to think about the question “Why would Meilin and Paul make such preparations ” in groups. Suggested answers: Meilin is getting her passport and applying for visa because she is going to France and Germany. These countries are foreign countries. You can’t travel there without a passport and visa. The Europe countries are quite far away from us. Taking a plane is the most convenient way for Meilin to get there. The public transportation like bus might not be very convenient in some countries. It is necessary to drive a car when Meilin need to move from one place to another. The weather in Lijiang during the day should be pleasant, but it might be cold at night. It is necessary for Paul to keep warm and take a few light sweaters and a coat. Paul is not sure of what to visit in Lijiang. It is better for him to read a guidebook to know more about the city. 高效利用听力材料，引导学生思考为什么要做准备，提高辩证思维能力，提升学生思维品质。 5’ GW
Step 12 Get ready to travel: Ss watch the video clip. They are asked to answer the following questions in groups: What are the special things about Harbin Ice World What preparations should we make Why Suggested answer: The weather could be extremely cold during winter. /The ice statues are amazing. We should take a scarf and a pair of gloves to keep us warm because the weather could be very cold. 利用多媒体资源导入情境，引导学生应用所学语言与思维，根据具体情况进行可操作的准备活动，提高学生解决问题的能力，提升学生核心素养。 7’ CW/GW
Step 13 My travel plan: T introduces two of his or her travel plans with four parts: where, why famous, best time to visit and preparation. 巩固所学语言与内容，进行相关主题类表格阅读，为下一步任务提供示范。 3’ CW
Step 14 Your travel plan: T lead Ss to summarize how to write a travel plan after reading T’s travel plans. Ss could write down the name of some scenic spots, cities, provinces/states, countries; the reasons for being famous such as the natural beauty, amusement park and cultural or historical sites; the best time to visit such as the best season or month; the preparations should be made such as the things to take, the things to wear. 引导归纳梳理所读内容，整合所学语言和内容，锻炼写作技能，进行第一步输出，实践整合性教学。 5’ CW/IW
Step 15 Discuss in pairs: Ss are asked to share their travel plans with a partner. They are going to read an example about introducing travel plan and learn some new expressions. Then they are asked to share their own travel plan. Key words: arrangement: arrange (v.) extremely: extreme 整合所学语言和内容，锻炼口语技能，应用所学知识进行第二步输出。 7’ GW
Step 16 Pronunciation: Ss are asked to listen to the tape and repeat after with it. 3’ CW
Step 17 Homework: Ss are asked to think about the last trip they took, and what they would do or prepare to make it a better trip if they are going to the same place again. 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否理解和掌握听力文本中的新词汇与词组的意义与用法；
通过本节内容学习，学生能否掌握旅行计划中关于旅游景点特征和旅游准备的内容要素；
通过本节内容学习，学生能否根据对话发展来深入理解，从而了解询问旅游计划、展示旅游计划的层次结构；
深入探讨和反思具体情况变化对旅游及其准备的影响，能够根据听力理解练习对听力文本进行分析，从内容构思、框架搭建和文本撰写上做准备，完成一篇旅游计划表格。

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