资源简介

Unit 5 Travel-Lesson 2 Preparing for a Trip
1. Content Overview
This lesson, “Preparing for a Trip,” is from Unit 5 Travel in the 2024 edition of the Beijing Normal University English textbook for Grade 8. It focuses on the essential aspects of getting ready for a trip. Students will learn vocabulary related to travel preparations, such as “landmark,” “nest,” “province,” “ceremony,” and phrases like “national flag - raising ceremony,” “lie in,” “be made of.” They will also study sentences for expressing travel plans, like “Which place do you plan to visit during your holiday ” Through various activities, students will enhance their reading, writing, listening, and speaking skills in the context of trip preparation.
教学目标 2.1 Knowledge Objectives Students should be able to master the new words and phrases related to trip preparation. Learn to use proper sentence structures to talk about travel plans and describe destinations. Understand the usage of prepositions in indicating locations. 2.2 Ability Objectives Develop students' reading ability to extract key information from travel - related texts. Improve students' writing skills by composing simple travel plans. Enhance students' oral communication skills to discuss travel ideas fluently. Train students' listening skills to catch important details about trip arrangements. 2.3 Emotional Objectives Foster students' interest in traveling and exploring different places. Cultivate students' awareness of different cultures through learning about various travel destinations. Encourage students to cooperate with each other in group work and share their travel experiences.
教学重难点 3.1 Teaching Key Points The acquisition and correct usage of new words and phrases. Mastering sentence patterns for expressing travel plans and describing places. Reading comprehension of texts about trip preparations. 3.2 Teaching Difficult Points Distinguishing and correctly using similar prepositions for location, such as “in,” “on,” “to.” Guiding students to express their own travel plans in rich and accurate English. Helping students understand the cultural connotations behind different travel destinations.
4.1 New Words
landmark / l ndmɑ k/n. 地标；里程碑
nest /nest/n. 巢；窝
Mount /ma nt/n. 山；山峰（用于山名前）
lie /la /v. 位于；躺；撒谎（过去式 lay，过去分词 lain，现在分词 lying）
province / pr v ns/n. 省
east /i st/n. 东方；东部 adj. 东方的；东部的 adv. 向东方
ceremony / ser m ni/n. 仪式；典礼
Olympics / l mp ks/n. 奥林匹克运动会
central / sentr l/adj. 中心的；中央的
square /skwe (r)/n. 广场；正方形 adj. 正方形的；平方的
4.2 Phrases
national flag - raising ceremony 升旗仪式
lie in 位于；在于
be made of 由…… 制成（能看出原材料）
cover an area of 占地面积
plan to visit 计划参观
4.3 Key Sentences
Which place do you plan to visit during your holiday 你假期计划参观哪个地方？
I plan to visit Mount Huangshan. It lies in the south of Anhui Province. 我计划参观黄山。它位于安徽省南部。
The Palace Museum covers a very large area, more than 720,000 square meters. 故宫占地面积非常大，超过 72 万平方米。
教学过程
5.1 Lead - in (5 minutes)
Greet the students and show them some beautiful pictures of famous travel destinations around the world, such as the Eiffel Tower in France, the Great Wall in China, and the Sydney Opera House in Australia.
Ask the students: “Do you like traveling Have you ever been to any of these places If you could travel anywhere in the world, where would you go ” Encourage several students to share their thoughts. This activity aims to arouse students' interest in the topic of travel and create a relaxed atmosphere for the class.
5.2 New Words and Phrases Teaching (10 minutes)
Present the new words and phrases on the PPT one by one. For each word, show relevant pictures or short video clips to help students understand its meaning. For example, when teaching “landmark,” show pictures of well - known landmarks like the Statue of Liberty and the Pyramids.
Teach the pronunciation of each word and phrase. Let students listen carefully and imitate. Then, conduct individual and group readings to ensure students can pronounce them correctly.
Explain the usage and some collocations of the key words and phrases. For instance, for “lie in,” give more examples like “The city lies in the north of the country.”
Use flashcards for quick review. Show the English side of the flashcard and ask students to quickly say the Chinese meaning, and vice versa.
5.3 Reading Comprehension (15 minutes)
Hand out a short passage about a person's travel plan to Beijing. The passage should include information about the places to visit, such as the Forbidden City, Tiananmen Square, and the reasons for choosing these places.
Ask students to read the passage quickly for the first time and answer the general question: “Where is the person going to travel ” This helps train their skimming skills.
Then, ask students to read the passage carefully the second time and complete a table with details like the places to visit, the features of these places, and the planned activities. While they are reading, walk around the classroom to offer help if needed.
After students finish, check the answers together. Explain some difficult sentences and new language points in the passage, such as new words used in context, special sentence structures.
Divide students into groups of four to discuss the following question: “If you were the traveler, what else would you like to do in Beijing ” Encourage each group member to share their ideas.
5.4 Writing (10 minutes)
Based on the reading passage and the group discussion, guide students to start writing their own travel plans. First, show them an outline on the PPT:
Introduction: State where you plan to travel.
Body: List the places you want to visit, describe these places briefly, and mention what you plan to do there.
Conclusion: Express your expectations for the trip.
Ask students to start writing. Walk around the classroom to monitor their progress, offer writing tips, and correct grammar and spelling mistakes on the spot.
After students finish writing, ask several students to read their travel plans aloud. Give positive feedback and constructive suggestions for improvement.
5.5 Summary and Homework (5 minutes)
Summarize the key points of this lesson, including the new words, phrases, sentence patterns, and the main idea of the reading passage.
Assign homework:
Ask students to rewrite their travel plans according to the suggestions in class and make it more perfect.
Require students to search for more information about their dream travel destinations on the Internet and make a simple poster, which should include pictures and a brief introduction of the place.
教学反思
After teaching this lesson, I found that students showed great enthusiasm for the topic of travel. The use of pictures and real - life examples in the lead - in and new words teaching stage effectively attracted their attention and helped them understand new knowledge better. In the reading comprehension part, most students were able to grasp the main idea and key details of the passage, but some students still had difficulties in understanding long and complex sentences. In the future, more reading practice and sentence - analyzing exercises should be provided. During the writing process, some students had problems with grammar and vocabulary usage. This indicates that more writing guidance and grammar reviews are needed. Overall, group work and individual sharing activities in class actively promoted students' communication and cooperation skills. However, there is still room for improvement in terms of ensuring that every student participates fully in class activities. I will adjust my teaching methods and strategies accordingly to better meet the needs of all students.

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