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Unit 5 Go sightseeing第4课时 Listening and Speaking课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we understand different travel styles (slow travel vs. regular travel) and make a travel plan Main content: This lesson focuses on listening and speaking about travel. It begins with students comparing two travel plans (D1) to understand the meaning of "slow travel". Next, students listen to a dialogue about Ellie's trip to Brighton and complete tasks such as ticking the meaning of slow travel (D2), completing a table (D3), ordering places on a map (D6), and judging true/false statements (D7). Finally, students discuss travel preferences (D4, D8) and work in pairs to help Ellie make a travel plan for China (D9). Why---语篇传递的主题意义 Core values conveyed: 1. Understanding different travel styles — Students learn the difference between slow travel and regular travel, and realize that both have their own value. 2. Developing listening and speaking skills — Students learn to extract key information from listening materials and express their own travel preferences and plans. 3. Using language for real communication — Students learn to recommend cities, places, and activities, and to make a travel plan for a visitor, which is a practical life skill. 4. Building cultural awareness — By learning about Hangzhou, Brighton, and China's famous places (Tian'anmen Square, the Palace Museum), students develop an interest in exploring different places and cultures. 5. Understanding the meaning of travel — Students learn that travel is not just about ticking off landmarks, but about experiencing local life and enjoying the journey. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear "Input → Practice → Output" structure: D1: Input — Comparing two travel plans to understand "slow travel". D2-D3: Listening practice — Extracting key information about slow travel and regular travel. D4: Pair discussion — Talking about travel preferences. D5-D8: Listening and speaking — Learning about Ellie's trip to Brighton and discussing holiday choices. D9: Output — Role-playing to help Ellie make a travel plan for China. 2. Language features Target vocabulary: slow travel, regular travel, local, landmark, recommend, experience, postcard, cafe, etc. Target sentences: "What does slow travel mean ", "I prefer... because...", "Which cities and places would you recommend ", "You can start your first day in...", "Don't forget to try..." Authentic context: The language is embedded in real-life travel scenarios, making it practical and meaningful. 3. Language functions Describing and comparing: Students learn to describe and compare different travel styles (slow travel vs. regular travel). Listening for specific information: Students learn to extract key details from listening materials. Listening for concepts: Students learn to listen for phrases that introduce a concept (e.g., "What does it mean by... "). Recommending and planning: Students learn to recommend cities, places, and activities, and to make a travel plan for a visitor. Role-playing: Students practice acting out a conversation in a real-life context.
学情分析
【已知】Students have learned basic vocabulary about travel and sightseeing in primary school, such as places (zoo, park, city), transport (bus, train, on foot), and simple activities (take photos, go boating, visit markets). They can understand and use simple sentences with the simple present tense to describe facts and travel plans. They are also familiar with basic listening skills, such as listening for specific information (time, place, name). 【未知】Students do not know how to distinguish between "slow travel" and "regular travel," nor can they clearly express their travel preferences and give reasons. They may struggle to extract key information from a listening passage about a specific trip (e.g., ordering places on a map, completing a table). Additionally, they lack the ability to listen for phrases that introduce a concept (e.g., "What does it mean by... ") and to use full sentences to recommend cities, places, and activities when making a travel plan. 【能知】 Through comparing two travel plans (D1), listening to a dialogue about Ellie's trip (D2-D3, D6-D7), and discussing travel preferences and holiday plans (D4, D8), students will be able to: 1. Explain the meaning of "slow travel" and "regular travel." 2. Extract key information (places, activities, travel types) from listening materials. 3. Use phrases like "What does it mean by... " to understand a concept while listening. 4. Express their travel preferences and give reasons using target expressions (e.g., "I prefer... because..."). 5. Recommend cities, places, and activities, and make a travel plan for a visitor (D9).
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 travel styles and plans (e.g., slow travel, regular travel, local, landmark, recommend, experience). Understand and use target expressions to express travel preferences (e.g., "I prefer... because...", "What does it mean by... "). Extract key information (places, activities, travel types) from listening materials about a specific trip. Use full sentences to recommend cities, places, and activities, and to make a travel plan for a visitor. 2.学习能力：Compare two travel plans to discover the meaning of "slow travel" (D1). Listen for phrases that introduce a concept (e.g., "What is...", "What does it mean by... ") to better understand the listening material (plete listening tasks such as ticking the meaning, completing a table, ordering places on a map, and judging true/false statements (D2-D3, D6-D7). Work in pairs and groups to discuss travel preferences and holiday plans (D4, D8). Apply the target language to role-play a conversation and make a travel plan for a visitor (D9). 3.思维品质：Develop logical thinking by comparing slow travel and regular travel, and drawing conclusions about their differences. Enhance analytical skills by extracting key information from listening materials and identifying specific details. Improve problem-solving skills by making a travel plan that matches a visitor's interests and pace. Foster critical thinking by discussing the advantages and disadvantages of different travel styles. 4.文化意识：Understand the meaning of travel — it is not just about ticking off landmarks, but about experiencing local life and enjoying the journey. Learn about famous places in China (Tian'anmen Square, the Palace Museum) and the UK (Brighton), and develop an interest in exploring different cultures. Realize the importance of respecting local culture and being a responsible traveler. Develop an awareness of the value of slow travel and the importance of balancing sightseeing with relaxation.
教学重难点
教学重点： 1. Master the key vocabulary for describing travel styles and plans: Acquire the vocabulary to describe different travel styles (slow travel, regular travel), places (town, market, cafe, landmark), and travel experiences (experience, recommend, postcard). 2. Understand and use target expressions to talk about travel preferences: Recognize and apply useful expressions such as "I prefer... because...", "What does it mean by... ", and "Which cities and places would you recommend " to express personal travel preferences and plans. 3. Extract key information from listening materials: Accurately tick the meaning of "slow travel" (D2), complete the table comparing slow travel and regular travel (D3), order the places Ellie visits on the map (D6), and judge true/false statements (D7). 4. Make a travel plan for a visitor: Use the target language to recommend cities, places, and activities, and act out a conversation to help a visitor make a travel plan (D9). 教学难点： 1. Accurately distinguishing between slow travel and regular travel: Students may struggle to understand the concept of "slow travel" and differentiate it from "regular travel" in terms of transport, places to visit, and purpose of travel. 2. Listening for phrases that introduce a concept: Students may find it difficult to catch the phrases that introduce a concept (e.g., "What does it mean by... ") and understand the explanation that follows (D2 Subskill). 3. Using full sentences to express preferences and make recommendations: Students may lack the ability to organize their thoughts logically and use complete sentences to express their travel preferences and give reasons (D4, D8, D9).
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. The teacher plays a short video about travel to introduce the topic. 2. The teacher presents the "Look and think" questions and the two contrasting pictures (a busy tour vs. a relaxing café scene), guiding students to reflect on their own travel styles. 3. The teacher invites several students to share their answers and briefly introduces the concepts of "regular travel" and "slow travel." 1. Students watch the video and think about the feeling of needing a break from everyday routines. 2. Students look at the two pictures and answer the questions: "What kind of traveller are you " "Do you visit as many places as possible, or do you take your time to enjoy one place " 3. Students share their personal travel preferences with the class and listen to their classmates' different choices. 1. To capture students' attention and activate their background knowledge about travel through an engaging video. 2. To create a real-life context that naturally leads to the comparison between "regular travel" and "slow travel" (D1). 3. To arouse students' curiosity about different travel styles and prepare them for the listening and speaking tasks in the following sections.
Presentation 学习理解 1. The teacher presents the two travel plans (Plan A and Plan B) and introduces the key vocabulary (e.g., town, return, meal, local, market), guiding students to guess which plan shows "slow travel." 2. The teacher plays the listening audio for D2 and D3, instructing students to tick the correct meaning of slow travel and complete the comparison table between slow travel and regular travel. 3. The teacher explains the listening subskill: paying attention to phrases that introduce a concept (e.g., "What is...", "What does it mean by... "). 4. The teacher organizes a pair work activity for D4, asking students to discuss their travel preferences and how to get a more enjoyable travel experience, and provides an example for reference. 1. Students read the two travel plans, learn the new vocabulary, and discuss with their partner to guess which plan represents "slow travel." 2. Students listen to the recording carefully, tick the correct meaning of slow travel, and complete the table by filling in the missing information about transport, places, and purpose. 3. Students learn and practice the subskill of listening for concept-introducing phrases. 4. Students work in pairs to answer the questions in D4, sharing their own travel preferences and ideas for a more enjoyable travel experience, using the example as a scaffold. 1. To introduce the topic of "slow travel" through visual comparison and vocabulary learning, activating students' prior knowledge. 2. To develop students' listening skills by extracting key information and understanding the concept of slow travel through guided listening tasks. 3. To equip students with a practical listening subskill that helps them better understand abstract concepts in listening materials. 4. To encourage students to apply the target language in real communication, expressing personal preferences and sharing travel experiences with their peers.
Practice 探究应用 1. The teacher presents the map of Brighton and asks students to look at it and answer the question: "What places can you see on the map " 2. The teacher plays the listening audio and instructs students to order the places that Ellie visits on the map, noting that there is one extra place they do not need. 3. The teacher plays the recording again and guides students to complete the true/false exercise, asking them to correct the false statements. 1. Students observe the map carefully and share the names of the places they can see. 2. Students listen to the dialogue and number the places on the map in the correct order that Ellie visits them, ignoring the extra place. 3. Students listen again, write "T" or "F" for each statement, and correct the false sentences based on what they hear. 1. To develop students' visual literacy and activate their prior knowledge of places in a town before listening. 2. To practice listening for specific information through a map-ordering task in a real-life context. 3. To check students' detailed listening comprehension and their ability to identify and correct false information, while expanding their vocabulary.
Production 迁移创新 1. The teacher organizes a group discussion (D8), asking students to share their opinions on Ellie's trip and discuss whether they prefer staying at home or going somewhere else for a holiday. 2. The teacher assigns a pair interview task (D9), explaining that students need to help Ellie make a travel plan for China by recommending cities, places, and activities, and then act out the conversation. 3. The teacher provides an example dialogue and highlights key vocabulary to support students' output. 4. The teacher guides students to listen and imitate the pronunciation of specific letter combinations (e.g., /pl/, /bl/, /kl/, /gl/, /fl/, /e /, / /, / /) and asks them to write down the corresponding phonetic symbols. 5. The teacher plays the recording and instructs students to read the words aloud, paying close attention to the syllable stress (marked with a dot ). 1. Students work in groups to discuss the two questions in D8, sharing their thoughts on Ellie's trip and their own holiday preferences. 2. Students work in pairs to create a travel plan for Ellie, using the guiding questions to recommend cities, places, and activities, and deciding whether it is a slow travel or regular travel plan. 3. Students act out their conversation based on the example, using the target vocabulary and sentence structures. 4. Students listen to the recording, imitate the pronunciation, and write down the correct phonetic symbols for each group of words. 5. Students read the words after the recording, focusing on the syllable division and stress patterns. 1. To develop students' speaking skills by encouraging them to express personal opinions and preferences in a group discussion. 2. To consolidate the target vocabulary and sentence patterns through meaningful communication. 3. To apply the learned language in a real-life context to improve students' communicative competence. 4. To foster students' ability to recommend and plan, which is a practical life skill, while building their confidence in speaking English. 5. To develop students' phonetic awareness and improve their pronunciation of specific consonant clusters and diphthongs.
Summary 归纳总结 1. The teacher presents the key vocabulary, target sentences, listening and speaking skills, as well as the topic and feelings, guiding students to review the core content of this lesson. 2. The teacher explains the listening subskill and the speaking skill, emphasizing their practical use. 3. The teacher encourages students to reflect on the topic and feelings, helping them understand that a good travel plan should match personal interests and pace. 1. Students recall and review the key vocabulary and target sentences learned in this lesson. 2. Students consolidate their understanding of the listening and speaking skills by reviewing the specific strategies. 3. Students reflect on the topic and feelings, sharing their understanding of different travel styles and the value of slow travel. 1. To consolidate students' memory of the core vocabulary and sentence patterns through a systematic summary. 2. To help students internalize the listening and speaking skills, enabling them to apply these strategies in future learning. 3. To guide students to reflect on the topic and develop a deeper understanding of travel, fostering a positive attitude toward exploring different cultures and lifestyles.
Language points 知识梳理 1. The teacher presents the blackboard summary, guiding students to review the key concept of "slow travel vs. regular travel" and the listening strategy for identifying concepts. 2. The teacher explains the useful expressions for speaking, such as expressing preferences, planning holidays, and making recommendations. 3. The teacher checks students' understanding by asking them to provide examples or use the expressions to make sentences. 1. Students observe the blackboard summary and recall the listening and speaking skills learned in this lesson. 2. Students review the useful expressions and practice using them to talk about their own travel preferences and plans. 3. Students actively respond to the teacher's questions by giving examples or making sentences with the target expressions. 1. To provide a clear and systematic framework that helps students review and consolidate the key listening and speaking skills of this lesson. 2. To transform scattered knowledge into structured understanding, making it easier for students to remember and apply the target language. 3. To check students' mastery of the target language and prepare them for further practice and real-life communication.
Exercises 练习巩固 1. The teacher assigns the tiered homework, explaining the specific requirements for the Basic, Improving, and Extending levels. 2. The teacher clarifies the tasks: recording vocabulary and sentences, having an English conversation with family members and writing a short passage, and designing a "One-Day Trip in China" plan for a foreign friend. 3. The teacher encourages students to choose the tasks based on their proficiency and reminds them to apply the target language and sentence patterns learned in this lesson. 1. Students listen to the instructions and choose the homework tasks that match their learning level. 2. For the Basic task, students follow the recording to practice vocabulary and sentences, and write three sentences about their preferred travel style. 3. For the Improving task, students talk with their family members in English about travel preferences and holiday plans, then write a 5-8 sentence passage to record the conversation. 4. For the Extending task, students design a "One-Day Trip in China" plan for a foreign friend, including at least two recommended places, two activities, and one mode of transport. 1. To cater to different learning levels by providing tiered homework options that suit various student abilities. 2. To consolidate the target vocabulary and sentence patterns through focused listening, speaking, and writing practice. 3. To develop students' ability to apply the learned language in real-life contexts, such as having a family conversation and designing a practical travel plan. 4. To foster students' creativity and problem-solving skills by encouraging them to create a meaningful travel plan for a foreign visitor.
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：1. The lead-in activities effectively aroused students' interest through a video about travel and contrasting pictures, naturally introducing the concepts of "slow travel" and "regular travel." 2. Through comparing the two travel plans in D1, students intuitively understood the meaning of "slow travel," which provided a solid background for the subsequent listening tasks. 3. The listening subskill in D2 was very successful. Students learned to catch signal phrases like "What is...", "What does it mean by... " to understand abstract concepts. 4. The speaking output tasks in D8 and D9 worked well. Students actively shared their opinions on Ellie's trip and their holiday preferences in group discussions. In the pair role-play, students were able to use the target expressions to recommend Chinese cities, places, and activities for Ellie, achieving real communication. 不足：1. Some weaker students still had difficulty capturing the details of "ways of transport" and "purpose of travel" in the D3 listening table, and confused information between slow travel and regular travel. 2. Due to limited class time, some groups did not have enough time to fully present their role-plays in D9, which affected the speaking practice. 3. In the D9 travel plan task, although some students could use the target sentence patterns, their reasons for recommendations were not detailed enough and lacked logical organization. 改进：1. Provide more listening strategy guidance before the table-completion task, such as predicting the content of the blanks and focusing on key words, to help weaker students capture information more effectively. 2. Optimize class time management by simplifying the D9 role-play task or assigning it as extended homework, ensuring sufficient time for presentation and feedback in class. 3. Provide more sentence frames and logical structures (e.g., First... Second... Finally...) before the speaking output, guiding students to produce richer and more logical recommendations.
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