中职Unit 5 Travels Broadens the Mind优质课表格教案设计

这是一份中职Unit 5 Travels Broadens the Mind优质课表格教案设计

单元名称Unit 5 Travel Broadens the Mind 课型Listening and Speaking教学目标1. 能够正确理解与旅游出行准备、旅游体验相关的词句，听懂并谈论与旅游携带物品、旅游景点相关的话题，恰当使用所学词句描述旅游经历。2. 能够分析旅游目的地与出行必备用品之间的联系，并根据实际情境，讨论所需准备的旅游携带物品，实现知识和思维能力的迁移。3. 能够了解旅游目的地的风土人情，感知大自然风貌的多样性，并能结合自身经验，有逻辑地用英语简单介绍自己的旅游经历。4. 能够运用预测、把握大意、记笔记、理解细节等听力策略，完成语言任务；采用恰当的学习方法，如使用思维导图来梳理英语表达思路；提升合作学习意识，能通过讨论、分享等方式完成有一定难度的学习任务。思政目标：能够通过为旅游做准备，增强计划意识和安全意识；能够了解旅游目的地的风土人情，培养对祖国大好河山、深厚人文底蕴的热爱。教学重点能听懂与旅游景点、旅游出行准备、旅游经历相关的词句表达，如：Travel essentials旅游必备品sunglasses, ticket, food, water, umbrella, neck pillow, portable phone charger, eye-mask, purse, ID card ...Travel destination旅游目的地Scenery风景mysterious, beautiful, incredible, pretty special, wonderful, unforgettable, attractive, charming, eye-catching, impressive ... People当地人appearance外貌:tall, handsome, sunburnt, wearing traditional clothes ...character性格:friendly, easy-going, humorous, gifted ...Special activity特色活动The Torch Festival : light torches, hold a torch ...The Beer Festival : taste the beer, dance to the music ......2. 能运用目标词句谈论旅游携带物品，描述自己的旅游经历。教学难点能结合所学知识，联系自身经验，恰当运用目标词句有逻辑地描述自己的旅游经历，表达个人旅行感受。 教学方法小组讨论法、任务教学法、情境教学法教学手段旅游照片、PPT课件、多媒体设备、语音素材等教学过程教学环节与时间分配教学活动与步骤设计意图评价要点Warm-up5’T shows Student A’s picture of his or her journey and asks Ss to guess the 6-wh questions. 从与单元主题相关的学生旅游图片入手，引导学生 去猜测图片中的旅游故事，调动学生参与课堂活动的积极性，激发学生想象力。用英语正确表述故事的各要素，如人物、旅游时间、地点等。T invites Student A to briefly introduce the journey.让学生了解故事，并输入简单的英语旅行描述。捕捉同学交流中的旅游信息。Pre-listening8’1. Ss listen to the recording and catch the words about countries and scenic spots. Match the pictures in Activity One with the country names.通过图、词、音、义的对应，帮助学生回顾常识。正确对应著名景点图片和所属国家。2. Ss match the cities with their nicknames in Activity Two, and T invites certain Ss to tell the origin of the city’s nickname.通过匹配城市名称和城市别名，并了解其缘由，激活学生与主题相关的背景知识，帮助学生感知城市特色。正确对应城市名称和城市别名。3. T or students shows some other examples of cities with nicknames. 通过补充更多城市和城市别名，让学生感受到不同的城市风貌。能够了解更多城市别名的由来。While-listening18’1. Ss brainstorm and discuss what accessories should be on a travel essentials packing list. 该步骤承上启下，学生运用头脑风暴罗列出旅行必带品，同时对听力材料进行了预测。能够掌握常见的旅游携带物品的英文表述。2. Ss listen to the dialogue between Zhou Bo and Lyn, and answer the question in Activity One. 通过听力任务，训练学生把握大意、理解细节的听力技能。准确获取听力材料的主题及大意。3. Ss listen again and choose the accessories in Activity Two. 正确捕捉听力材料中的关键信息。4. Ss turn to the dialogue text. Ss listen and underline the key words to check answers. 重复播放听力内容，夯实重点词句，加深文本理解，为后续的语言输出做铺垫。梳理对话内容，标注语言要点，理解重点词句。5. According to the dialogue text, Ss work in pairs to role-play the dialogue between Zhou Bo and Lyn with the help of key words cards. 采取角色扮演的方式，达到“以听促说”的目的，为下一阶段的产出活动奠定基础。在关键词卡片的帮助下，能大致完成对话复述，语音准确，流自然、顺畅。6. Ss work in pairs and act out a dialogue about the travel destinations and the packing lists in Activity Three with the given information. 遵循语言能力的发展规律，搭建适当的语言支架，从依托语篇的角色扮演复述活动过渡到真实语境下的交际活动，实现语言的控制性输出。根据关键词提示，重组对话文本，运用恰当的交际策略，表演对话。7. Ss listen to the dialogue, and write down the key words about the scenery, the people and the special activity in Lyn’s journey to Yunnan.在对话框架的帮助下，学生能够提前熟悉和理解对话，通过捕捉关键词，进行深度听力练习。准确捕捉听力文本中关于景色、当地人们和特色活动的关键词。8. Ss watch the video, and fill the blank in Activity Four with full sentences.结合阅读，看视频，让学生熟悉对话内容和结构。在视听的帮助下，用完整句子补全纯听所遗漏的信息。9. T introduces the Torch Festival, and Ss make notes of the special activities. 加深学生对火把节的理解，并促进学生掌握难点，即描述节日活动。能够用英语简单描述火把节活动。Post-listening12’1. Ss brainstorm and use more adjectives or expressions to describe the scenery, the people and the special activity in their journeys. T finishes the content frame on the blackboard.通过头脑风暴，发散思维，建立情境下的词汇网络，为最终语用实践奠基。形成语义网络，归纳和整理描述风景、人物和活动的英文常见表达。2. Ss review and work in groups of four to discuss their impressed travel experience with the support of the blackboard writing. Based on that, Ss finish the task in Activity Five. 学生掌握描述旅行经历的常见表达和逻辑框架，根据自身的旅游经历，通过小组合作模式，归纳和巩固所学，提升真实环境中的语用能力。调用适合的学习资源，开展符合要求的语言交际活动。在真实情景下，能够用英语自然地表述。3. T holds a sharing session on the travel experience. Some students are invited to describe or make a dialogue about their journeys and gains.搭建分层化口语输出平台，内化所学知识，提升综合运用语言的能力，培养学生对旅游体验的深入思考。Summary&Homework2’Summary: With the blackboard writing, Ss make full sentences to describe the travel experience. Homework: Ss shoot a video to show their own travel experience and send the video to their parents and friends.梳理板书内容，高效整理本课思路，归纳知识点。利用学生的信息化能力和兴趣，本堂课作业采用视频形式，夯实学生对旅游出行准备和旅游经历英语表达的知识积累，为下一阶段的阅读教学作铺垫。构建知识框架，巩固重点词句，开展语言实践，促进交流与互动。板书设计Unit 5 Travel Broadens the Mind Travel essentials旅游必备品sunglasses, ticket, food, water, umbrella, neck pillow, portable phone charger, eyemask, purse, ID card ...I had a trip to _______________(city or province)_____________(date).Travel destination旅游目的地Scenery风景mysterious, beautiful, incredible, pretty special, wonderful, unforgettable, attractive, charming, eye-catching, impressive ... People当地人appearance外貌:tall, handsome, sunburnt, wearing traditional clothes ...character性格:friendly, easy-going, humorous, gifted ...Special activity特色活动The Torch Festival : light torches, hold a torch ...The Beer Festival : taste the beer, dance to the music ......