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/ 教学评一体化 高效备课 | 英语学科
Unit 5 Go sightseeing第1课时 Getting ready课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we talk about travelling and sightseeing Main content: This lesson focuses on talking about ways of transport and travel activities. It begins with students looking at pictures of different places and matching them with the correct transport and sightseeing activities (Getting ready). Next, students read mini-texts about a world traveller named Jack and complete a table about places, transport, and sightseeing (A1). Then, they listen to a conversation about buying tickets for a cable car and complete the dialogue (A2). After that, they complete a passage about travelling with the correct words (A3). Finally, they work in pairs to ask and answer questions about their travel plans (A4). Why---语篇传递的主题意义 Core values conveyed: 1. Understanding different ways of travelling — Students learn about various transport methods and travel activities. 2. Developing cultural awareness — Students learn about famous places around the world and China's National Tourism Day. 3. Using language for real communication — Students learn to ask and answer questions about travel plans using the simple future tense. 4. Understanding the meaning of travelling — Students learn that travelling is a great way to learn about different cultures and ways of life. 5. Building curiosity and a sense of adventure — Students develop an interest in exploring new places and having new experiences. How---文体结构、语言特点及功能 1. Text structure The lesson uses the simple present tense to describe travel activities. It uses the simple future tense to talk about travel plans. It also uses when and if clauses to describe travel experiences. 2. Language features The lesson uses the simple present tense to describe travel activities (e.g., The ship will take you to see the Northern Lights.). It uses the simple future tense (will / be going to) to talk about travel plans (e.g., My family and I are going to Shanghai. / I'm thinking of travelling by train.). It also uses when and if clauses to describe travel experiences (e.g., If you go on a hot-air balloon ride, you'll have a bird's eye view of the landscape.). 3. Language functions Students are able to name different ways of transport and travel activities, read and complete a table about travel information, listen to a conversation about buying tickets and complete the dialogue, complete a passage about travelling with the correct words, and ask and answer questions about their travel plans using the simple future tense.
学情分析
【已知】Students have learned basic vocabulary about daily activities and travel in primary school, such as swimming, running, bus, and train. They can understand and use simple sentences to describe their daily routines and hobbies. They are familiar with the simple present tense and can talk about habits using simple sentences. They also have basic reading skills and can understand short, simple passages about travel and activities. 【未知】Students do not know how to name different ways of transport or describe travel activities. They cannot yet use the simple future tense to talk about travel plans. They may struggle to use when clauses to describe travel experiences. Additionally, they lack the ability to ask and answer questions about travel plans using target expressions, and they need practice talking about famous places around the world. 【能知】 Through picture observation, reading mini-texts, listening practice, and pair work, students will be able to name different ways of transport and travel activities. They will be able to use the simple future tense to talk about travel plans. They will also be able to use when and if clauses to describe travel experiences. Furthermore, they will be able to read and complete a table about travel information, listen to a conversation about buying tickets, complete a passage about travelling, and ask and answer questions about their travel plans in pairs.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to describe ways of transport and travel activities. Use the simple future tense to talk about travel plans. Use when and if clauses to describe travel experiences. Use target expressions to ask and answer questions about travel plans. 2.学习能力：Look at pictures and match them with the correct transport and sightseeing activities. Read mini-texts about a world traveller and complete a table about places, transport, and sightseeing (A1). Listen to a conversation about buying tickets and complete the dialogue (plete a passage about travelling with the correct words (A3). Work in pairs to ask and answer questions about travel plans (A4). 3.思维品质：Develop logical thinking by understanding cause-and-effect relationships between actions and results in pare different ways of travelling and draw conclusions about which is suitable for different places. Develop creative thinking by imagining and sharing their own travel plans. 4.文化意识：Understand the meaning of travelling and the importance of exploring different cultures. Learn about famous places around the world and China's National Tourism Day. Realize the value of sharing travel experiences and learning from each other in a supportive learning environment.
教学重难点
教学重点： 1. Master the key vocabulary for describing ways of transport and travel activities: Acquire the vocabulary to name different ways of transport and describe travel activities. 2. Understand and use the simple future tense to talk about travel plans: 3. Use target expressions to ask and answer questions about travel plans: Accurately use Where are you going... / How are you going to travel there / What are you going to do there to talk about travel plans. 教学难点： 1. Accurately using the simple future tense in different contexts: Students may confuse will and be going to, or make mistakes in the be verb. 2. Using when and if clauses correctly: Students may struggle to distinguish between time (when) and condition (if), or make mistakes in tense agreement (e.g., using will in the if clause instead of the simple present tense). 3. Organizing ideas into a clear travel plan: Students may find it difficult to organize their ideas into a well-structured travel plan with clear details (place, transport, activities). 4. Asking and answering questions about travel plans fluently: Students may feel shy or lack confidence when asking and answering questions about their travel plans in front of the class.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Play a short video about travelling and sightseeing to introduce the topic and capture students' attention. 2. Present pictures of four famous places and guide students to answer: "What can you see in these pictures " 3. Guide students to think about how people travel to these places and ask: "Where would you like to go for your winter holiday Why " 1. Watch the video and focus on the topic of travelling and sightseeing. 2. Look at the pictures and identify the places. 3. Discuss with a partner how people travel to these places and share their own travel plans and reasons. 1. To activate students' prior knowledge about travelling and sightseeing through visual aids and a video. 2. To introduce the target vocabulary and topic naturally through picture observation and guided questions. 3. To prepare students for the subsequent reading and listening tasks by helping them build a vocabulary base and personal connection to the topic.
Presentation 学习理解 1. Present the vocabulary pictures and guide students to learn the new words and phrases. 2. Present the grammar highlights and explain the key points: the simple future tense (will + 动词原形), when clauses (time), and the modal verb can (ability/possibility). 1. Look at the pictures and learn the new vocabulary, paying attention to the pronunciation and meaning. 2. Take notes on the grammar highlights, focusing on the structure of will + do, when clauses, and the use of can. 3. Work in pairs to find more examples of these grammar points in the sentences and practice making their own sentences. 1. To help students learn new vocabulary in a meaningful context related to travel and sightseeing. 2. To provide explicit grammar instruction on the simple future tense, when clauses, and the modal verb can, laying a solid foundation for students' speaking and writing. 3. To develop students' ability to observe, analyze, and summarize grammar rules through guided discovery.
Practice 探究应用 1. Guide students to read the mini-texts about Jack and complete the table with the correct transport and sightseeing activities (A1). 2. Present the Culture Link and explain the meaning of National Tourism Day and the story of Xu Xiake (Culture Link). 3. Play the recording of Jack buying tickets and guide students to complete the conversation with the missing words (A2). 4. Guide students to complete the passage about Jack's travelling experience with the correct words from the box (A3). 5. Check the answers together and clarify any remaining questions. 1. Read the mini-texts and complete the table with the correct information. 2. Read the Culture Link and learn about China's National Tourism Day and Xu Xiake's travels. 3. Listen to the conversation and fill in the blanks. 4. Complete the passage with the correct words from the box. 5. Check their answers with the teacher and correct any mistakes. 1. To develop students' reading skills by extracting specific information from mini-texts. 2. To broaden students' cultural knowledge by introducing China's National Tourism Day and Xu Xiake. 3. To improve students' listening skills by listening for specific information in a conversation. 4. To consolidate the target vocabulary and phrases through passage completion.
Production 迁移创新 1. Present the pair work task (A4) and guide students to ask and answer questions about travel plans. 2. Provide the example dialogue and useful question patterns. 3. Monitor the pair work, encourage students to use the target vocabulary and sentence patterns, and offer support where needed. 4. Invite a few pairs to act out their dialogue in front of the class. 1. Work in pairs to ask and answer questions about their travel plans, using the example dialogue as a model. 2. Use the target sentence patterns to talk about the place, transport, and activities of their trip. 3. Share their travel plans with their partner and respond to their partner's questions. 4. Act out their dialogue in front of the class. 1. To develop students' speaking skills by practicing asking and answering questions about travel plans. 2. To apply the target vocabulary and sentence patterns in a meaningful, real-life context. 3. To build students' confidence and fluency through pair work and class presentation.
Summary 归纳总结 1. Guide students to review the key words by matching English words with the correct Chinese meanings. 2. Lead students to complete the sentences with the correct fixed phrases from the box. 3. Ask students to translate the target sentences into English using the fixed phrases from the passage. 4. Present the grammar exercise and guide students to complete the dialogue with the correct options, focusing on by + transport, when/if clauses, and the simple future tense. 5. Check the answers together and clarify any remaining questions. 1. Review the key words by matching them with the correct Chinese meanings. 2. Complete the sentences by choosing the correct fixed phrases from the box. 3. Translate the Chinese sentences into English using the target phrases. 4. Complete the dialogue by choosing the correct options for prepositions, conjunctions, and verb tenses. 5. Check their answers with the teacher and correct any mistakes. 1. To consolidate the key vocabulary, phrases, and sentence patterns learned in this lesson through systematic review. 2. To check students' mastery of the target grammar, including by + transport, when/if clauses, and the simple future tense. 3. To help students build a clear knowledge framework and prepare for future learning and real-life application.
Language points 知识梳理 1. Present a summary chart on the blackboard covering the grammar focus (simple future tense and time clauses), key words, and useful phrases. 2. Guide students to review the grammar rules: will + 动词原形 for the future, and when clauses for time. 3. Review the key words and useful phrases. 4. Encourage students to make sentences using the target grammar and phrases. 1. Review the grammar focus and recall the rules for will + do and when clauses. 2. Review the key words and useful phrases by reading them aloud and making sentences. 3. Work in pairs to practice using the target grammar and phrases to describe travel plans and experiences. 4. Share their sentences with the class. 1. To provide a clear and structured visual summary of the key grammar, words, and phrases, helping students build a systematic knowledge framework. 2. To reinforce students' understanding of the simple future tense and time clauses through review and practice. 3. To prepare students for applying the target language in real-life communication about travel and sightseeing.
Exercises 练习巩固 1. Assign differentiated homework tasks: Basic, Improving, and Extending, to meet the needs of students at different levels. 2. Explain the requirements clearly: Basic tasks focus on making sentences with the given words; Improving tasks require translating Chinese sentences into English; Extending tasks involve writing a short passage using target phrases. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary and sentence patterns accurately. 1. Complete the Basic task by making sentences with the given words. 2. For the Improving task, translate the Chinese sentences into English. 3. For the Extending task, write 3 sentences to introduce their travel plan, using at least two of the given phrases. 1. To consolidate the target vocabulary and sentence patterns through varied and leveled practice tasks. 2. To encourage students to apply the target language to describe their own travel plans and experiences. 3. To develop students' comprehensive language skills, including sentence writing, translation, and creative expression.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：The lead-in activities effectively aroused students' interest in the topic of travelling and sightseeing through the video and picture observation. Most students could understand and use the target vocabulary to describe different ways of transport and travel activities. The step-by-step lesson design provided solid support for students' learning. The model table about Jack's travels helped students understand the structure of a travel description. Students learned to use the simple future tense to talk about travel plans and when clauses to describe travel experiences. The pair discussion and role-play activities successfully integrated speaking practice with real-life communication, helping students learn to ask and answer questions about travel plans. 不足：Some weak students could not use the simple future tense flexibly and made mistakes such as using is instead of are with you. Limited class time left insufficient time for students to present their travel plans and share their group results. A few students failed to organize their ideas into clear elements (place, transport, activities). Individual students made mistakes in spelling and sentence structure when writing about their travel plans. 改进：Offer more sentence frames and visual aids as learning support for low-level students before the speaking and writing tasks. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice exercises to help students use the simple future tense and when clauses correctly. Provide more opportunities for students to practice asking and answering questions about travel plans in real-life situations.
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