资源简介

B1U2Listening&Speaking—Get ready to travel课时教学设计
本单元第2课时 Listening& Speaking 课型 听说课
教师 段梦利 时间 2025年10月14
语篇研读
Text Analysis Centered on the real-life theme of travel, this unit integrates language learning with practical scenarios. It covers travel-related vocabulary (e.g., transport modes, accommodation), focuses on the grammar of "present continuous for future plans", and develops skills like listening to booking dialogues and writing travel itineraries. The unit links to students’ daily experiences, enhancing learning interest. It also introduces global travel cultures, cultivating cross-cultural awareness. With a balanced design of input (reading/listening) and output (speaking/writing) activities, it effectively builds students’ ability to use English in actual travel situations.
学情分析
本节课的授课对象是高一年级14班学生，大部分学生已掌握初中基础词汇与语法，但存在差异：部分学生能流畅读写简单文本，少数学生词汇量不足、语法运用不熟练。课堂参与度中等，对贴近生活的话题（如旅行、校园）兴趣较高，但在听力技巧方面、复杂句式理解和书面表达逻辑性上需加强。
核心素养教学目标
At the end of this lesson, students are able to: 1.Language Competence: Master 30+ travel-related words (e.g., accommodation, itinerary) and the "present continuous for future" structure; skillfully conduct travel-related dialogues and write simple itineraries. 2.Cultural Awareness: Understand travel customs in different countries, respect cultural differences, and build a global perspective through cross-cultural travel materials. 3.Thinking Quality: Analyze travel plans logically, solve practical travel problems (e.g., booking issues) using English, and develop critical thinking. 4.Learning Ability: Independently summarize travel vocabulary and grammar rules, and use online resources to collect travel information, improving autonomous learning skills.
教学重难点
Help students master the skill of obtaining key information by listening for key words, understand the linguistic structure of the present continuous tense used to express future plans, and grasp common expressions related to pre-travel preparations.
教学方法
英语教学活动观，情境式教学，小组合作教学，讨论法，讲授法
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学活动 学习活动 2mins 效果评价
Leading-in What benefits do you think we can get from travelling Activity 1：Have a brainstorm to discuss about the benefits of travelling from different aspects. 预计2分钟，大约6名学生参与课堂互动；如果输出有困难，可以小组讨论。
Purpose Stimulate the ss’ interest in travelling and speaking English.
教学活动 学习活动 效果评价
Pre-Listening Activity2: If we’re going to travel, what should we think about in advance While-Listening Activity 3: Read the questions and answers. Circle the key words in each question and predict. Q1What does “2 places” refer to Q2: What’s the difference between the two “how” Activity 4: Listen for the details (1) Listen for the first time(first part) and listen for the details and then check their answers. (2) Take notes some key information while listening (part 2 Lead the ss to listen for key information and words. (3) Hollow the key information in the dialogue for the students to fill while listening. Make a summary Make a brief summary of what they have learnt in this period from the three aspects. Speaking Suppose you'll have a 5-day holiday, choose a travel destination and share your travel plans with a partner. Activity 2: The students work in groups to discuss the following questions: Activity 3: Read through the sentences and circle and predict. Activity5: Make a dialogue introducing your travel plans. 活动2大部分同学都能考虑到旅行前的准备工作并能展开积极的讨论。 活动3 大部分同学都能圈出关键词和关键短语，听前能够聚焦主要听力信息，个别同学有点困难。 活动4: 听力材料本身的语速稍微有点快，有弱读连读等现象，部分同学get不到信息点，需要多加练习（速记）。 Be doing 句型表示将来学生之前接触过，理解没有难度，但输出有一些困难。 Review the useful expressions and phrases when making travel arrangements.
设计意图 To encourage the students to participate in the class activities actively.
设计意图 To cultivate the students’ ability of speaking.
课时教学板书设计
Teaching Reflection This lesson focused on developing students’ listening skills for key information, mastery of the present continuous tense for future plans, and pre-travel expressions. Overall, most students met the basic objectives: in the listening activity, over 70% could identify key details (e.g., travel time, destination) by catching keywords like "booking" or "leaving"; and they used the target grammar correctly in simple dialogues about weekend trips. However, there were two areas for improvement. First, a small group of students struggled with distinguishing the present continuous tense for "current action" vs. "future plan" when contexts were similar—more contrastive examples (e.g., "She is packing now" vs. "She is packing tomorrow") are needed next time. Second, the pre-travel expression practice was slightly rigid; using real-life scenarios (e.g., role-playing a conversation with a travel agent) would boost engagement. Student feedback also noted that the listening material’s speed was appropriate, but more opportunities for peer discussion would help deepen understanding. In future lessons, I will adjust grammar explanation methods and design more interactive tasks to better cater to diverse learning needs.

展开更多......

收起↑