英语第二册（五年制高职） 教案 Unit8 Responsible Travel

Unit8教案撰写：张茜 审核：张俊单元名称Unit8ResponsibleTravel授课内容Warm-UpReading授课课时2教学目标1.能够熟悉并说出常见的交通出行方式的相关表达；结合自身对旅行的认识，思考并表达旅行的好处，激发对旅行的向往。2.能够读懂关于生态旅游的内容，获取生态旅游的含义、受欢迎的原因和如何成为一名生态旅游者的关键信息；了解生态旅游相关知识，感知生态旅游对人和自然和谐发展的必要性和重要性。3.能够识别说明文语篇的段落主题句，掌握说明文围绕段落主题句展开说明的文体特征，理解“是什么—为什么—怎么办”的说明的逻辑顺序，并能判断、区分现象、原因和行动举措。4.能够通过讨论列举出实践生态旅游的行为，树立保护生态环境、维护当地文化与生活的可持续发展理念。5.能够运用略读的阅读策略，识别与提炼段落主题句，运用扫读的阅读策略，获取如何成为一名生态旅游者的相关信息。6.能够掌握语篇中的重要语言点，在具体语境中运用单词和短语表达意义。教学重点1.阅读并理解关于生态旅游的含义、受欢迎的原因和如何成为一名生态旅游者的内容。2.阅读并理解说明的逻辑顺序，掌握文体特征。3.阅读重点语句，理解掌握重要的语言点并能够在具体语境中运用。教学难点能够列举出实践生态旅游的行为，树立保护生态环境、维护当地文化与生活的可持续发展理念。教学过程教学环节时间分配主要内容教学活动设计意图Step1

Warm-Up10’TransportationDescribing(1)Tshowspicturesanddescriptionsofdifferentkindsoftransportation.(2)Ssmatchthepictureswiththedescriptionsaccordingly.(3)SstellanswersandTprovidesguidanceandassistancewhenneeded.Sstrytointroducemorekindsoftransportationifpossible.从谈论出行方式出发，借助图文理解不同类型交通出行方式的英文表达，通过讨论掌握表达旅行的好处的相关词汇。2.Tickingthebenefitsoftravel(1)TasksSstoworkinpairstodiscussthebenefitsoftravel.(2)SstellanswersandTprovidesguidanceandassistancewhenneeded.(3)Ssareencouragedtogivemoreexpressionstodescribethebenefitsoftravel.Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading3’IntroductionandPredictionSituation:Ahottopicnowadaysishowtomakesurewedon’tharmtheenvironmentwhenwetravel.Thearticlebelow,fromatravelwebsite,sharessomehelpfulideasonthis.TasksSstoreadthesituationandtitleofthetexttomakeaprediction—whatcanwedotohelpstopharmingtheenvironmentwhenwetravel?引导学生通过已有信息和标题预测什么是生态旅游，引出课文主题，为课文阅读做好铺垫。Step3While-reading36’SkimmingandPredictionCheckingSsskimthetextandcheckifthey’vemadetherightprediction.1.通过略读的阅读策略，检测读前预测。2.通过扫读的阅读策略，获取生态旅游的含义、受欢迎的原因和如何成为一名生态旅游者的相关信息。3.通过精读的阅读策略，抓取细节信息。4.通过头脑风暴，引发学生思考作为一名生态旅行者的具体行为方式。5.通过鼓励学生观察和总结，梳理“是什么—为什么—怎么办”的说明逻辑顺序，熟悉说明文的语篇结构及文体特征。ScanningandTableFilling(1)TasksSstoscanthetextandfinishactivity1byfindingoutkeyinformationonmeaning,causeandhowtobeanecotourist.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.CarefulReadingandTrueStatementsTickingTasksSstoreadthetextcarefullyandfinishactivity2bytickingthetruestatementsaboutecotourism.(2)TaskssomeSstogivetheanswersandmakesadiscussionandgivesexplanationswhenneeded.BrainstormandDiscussion(1)TencouragesSstobrainstormtobeanecotourist,whatsouvenirstheywouldbuy,whatactivitiestheywouldparticipateinandwritedowntheirideas.(2)TinvitessomeSstosharetheirideas.5.TextAnalysis—StructureandFeatures(1)TasksSstofindoutthestructureofthetextwiththehelpofthechartinactivity1,“definition–reason–measures”.Tgivesexplanationwhenneeded.(2)Tintroducescommonfeaturesofexpositorywriting.(3)TencouragesSstosumupthefeaturesofthetextandprovidesnecessaryguidancewhenneeded.Step4Post-reading26’1.Retelling(1)TencouragesSstoretellthetexttotheirpartnersbyreferringtothetableinactivity1andthestatementsinactivity2.(2)Tinvitesavolunteertoretellthetexttothewholeclass.(3)Tevaluatesthevolunteerstudent’sretellingandasksSstomakecommentsonhis/herperformance.1.通过文章复述，检验学生对语篇结构和内容的掌握程度。2.通过教授语篇中的语言点，提高学生对语言知识的掌握和运用能力。3.通过选词填空，在语境中学习单词的含义。4.通过选词填空，在语境中掌握短语搭配的用法。5.通过举例，学习“eco-”前缀构成表示“与环境有关”的构词法。2.LanguageFocusesTexplainstheimportantwords,expressionsandgrammarfocusesinthetext.3.WordsChoosing(1)TasksSstochoosetherightwordtocompleteeachsentence,changingtheformifnecessary.Tips:TcanaskSstolookforthekeywordsorphrasesinthesentence,whichwillhelpthemgettheanswer.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.4.WordsCircling(1)TasksSstocircletherightverborprepositiontoformaphraseandcompleteeachsentence.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.5.WordFormation(1)Tintroducesbasicrulesofaddingtheprefix“eco-”toawordwhichmeans“connectedwiththeenvironment”.(2)Sscompleteeachsentencewiththecorrectwordgiveninthebrackets.(3)TasksSstothinkofotherwordsbyadding“eco-”whichmeansrelatingtotheenvironment.Step5Summary3’Whatecotourismis,whyitispopular,andhowyoucanbecomeanecotourist.2.Languagefocusesinthetext.Step6Homework2’1.Copyandrecitethenewwordsandexpressions.2.Writeashortreporttointroducethatasanecotourist,whatyouwilldointhefuture.Uploaditontotheplatform.单元名称Unit8ResponsibleTravel授课内容GrammarandUsageIntegratedSkills授课课时2教学目标1.能够在具体语境中识别过去完成时，理解过去完成时所表达的时间意义，正确、恰当地使用过去完成时。2.能够运用观察、归纳等学习策略，总结过去完成时的肯定、否定和疑问形式，掌握谓语动词变化规则。3.能够听懂谈论Lily九寨沟旅行经历的对话大意，并获取关键信息；能够听懂询问和提供交通出行建议对话，在听的过程中提取关键信息，并能边听边记，填写信息。4.能够掌握询问和提供交通出行建议以及问路与指路的表达方式，并在相关场景中恰当应用，交流相关交通出行信息。5.能够通过讨论交流，运用互动式地图APP，规划最佳出行方案。6.能够通过阅读Lily旅行手账，理解信息，使用恰当词汇和句型转换文本信息，完成旅游日记的写作。教学重点1.观察并归纳过去完成时的形式、所表达的实践意义及其用法。2.听懂并掌握表示询问和提供交通出行建议以及问路与指路的表达方式，在相关场景中恰当应用相关表达方式进行交际。3.读懂并获取旅行手账信息，掌握旅行日记的内容要点，转换文本信息补充完成旅行日记。教学难点能在相关场景中得体地询问和提供交通出行建议。能在相关场景中，运用互动式地图APP，讨论制定最佳出行方案。教学过程教学环节时间分配主要内容教学活动设计意图Step1GrammarinUse25’1.IntroductiontothePastPerfectTense(1)TliststheexamplesentencesandhelpsSsobservethepastperfecttense.(2)Tintroducesthemeaningofthepastperfecttensewhichistotalkabouttimeuptoacertainpointinthepastorshowtheorderoftwopastevents.Thepastperfectshowstheearlieractionandthepastsimpleshowsthelateraction.(3)TlistssomemoresentencesandasksSstoobservepredicateverbandidentifyitsforminaffirmative,negativeandinterrogative.Sstrytosummarizetherules.引导学生运用观察、归纳等学习策略，思考和掌握过去完成时的形式、意义和用法，学会将动词原形变为助动词had+过去分词，以及肯定、否定和疑问形式，并在情境中运用。2.ObservationandIdentification(1)Tshows5sentencesindifferenttenses.(2)Sstickthesentencesthatusethepastperfecttenseandtrytoidentifytensesofothersentences.(3)TaskssomeSstogivetheanswersandprovidesguidanceandassistancewhenneeded.3.BlankFilling(1)Tshows5sentenceswithblanks.(2)TasksSstocompleteeachsentencewiththecorrectformoftheverbsgiveninthebrackets.(3)Sschangethegivenverbsintothepastperfecttenseandcompletethesentences.(4)TasksSstogivetheanswersandprovidesguidanceandassistancewhenneeded.Step2Listening(Conversation1)18’1.ListeningforMainIdea(1)TasksSstolookatthepicturesofthreetouristdestinationsandpredictwhatplaceLilyvisited.(2)SslistentotheconversationbetweenLilyandAndy,checktheirpredictionandtickthedestinationtheymentioned.(3)Taskssomestudentstogivetheanswersandmakesexplanationswhenneeded.从简单的听力语篇入手，步步深入，引导学生理解对话的大意与关键信息，引导学生学习介绍旅游经历，为后续话题做好铺垫。2.ListeningforDetails(1)TasksSstolistentotherecordingagainandchoosethecorrectanswertoeachquestion.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.Step3Listening&Speaking(Conversation2)25’1.ListeningforDetails(1)Ssreadtheconversationbetweenavisitorandataxidriver.(2)TasksSstolistentoaconversationandfillintheblanks.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.通过对话语篇引出选择合理的交通出行方式问题，学习并运用询问和提供交通出行建议以及问路与指路的语言表达进行交流。2.ListeningforUsefulExpressions(1)TasksSstolistentotherecordingagainandwritedownthesentencesthevisitorandthetaxidriverhaveusedtotalkaboutthewaysoftransportationintheconversationabove.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.LearningUsefulExpressions(1)TleadsSstolearntheusefulexpressionsforaskingaboutthetransportationandprovidingsuggestionandaskingforandgivingdirections.(2)ThelpsSstofindoutmoreexpressionstoprepareforthespeakingtask.4.Roleplay(1)TasksSstoreadthegivenmapanddiscusswithpartnershowtogettoaspecificplace.(2)TasksSstoworkinpairsandtaketurnsinaskingandansweringquestions.(3)Somepairsperformtheirconversationsinfrontoftheclass.(4)TandSsevaluatetheperformances.5.PlanDiscussion(1)Ssworkwithapartnerandusetheinteractivemapapptofindoutthespecificroutesandtimesofthethreemodesoftransportationfromcampustothecitycenterandchoosethebestoption.(2)TaskssomeSstogivetheanswersandconcludetheformatandlanguagestyleofintroduction.通过讨论和使用互动地图APP，获取从校园到市中心的不同交通出行方式的具体信息并选择出最佳方案，使学生在真实情境中运用语言解决问题。Step4Writing8’1.TravelExperienceCompleting(1)TasksSstoreadLily’sscrapbookandgettheinformationofherthree-daytripinSanya.(2)Ssreadthetravelexperienceandmakeapredictionofthemissinginformation.(3)SscompletethetravelexperiencewiththeinformationfromLily’sscrapbook.(4)TaskssomeSstogivetheanswers.阅读旅行手账，充分理解其相关信息，转换手账中的信息的表达方式，填写补全旅游日记。Step5Summary2’1.Meanings,formsandusagesofthepastperfecttense;therulesofpastparticipleformsforverbs.2.Usefulexpressionsforaskingaboutandprovidingthetransportationsuggestionsandaskingforandgivingdirections.3.Thenecessaryfactorsneededinantravelexperience.Step6Homework2’1.Pairwork.Polishin-classrole-playwithpartners,shootavideoanduploaditontotheplatform.2.Writeatravelexperience.单元名称Unit8ResponsibleTravel授课内容ExtendedReadingReal-LifeActivity授课课时2教学目标1.能够了解规划旅行五步骤的具体建议及理由的关键信息。2.能够了解建议类说明文的语篇结构特征，能够理解如何规划旅行的逻辑顺序，判断和区分具体建议和支撑理由。3.能够运用速读策略迅速确定说明文的内容要点，运用流程图整理所获信息。4.能够深入理解生态旅游并思考如何规划生态旅游，加深对生态旅游的认知。5.能够梳理、分析Smith夫妇的旅游兴趣和需求，填写需求表；能够根据对其需求的理解，推荐美食与景点，并给出理由；能够综合运用本单元所学关于生态旅游和规划旅行的语言知识和技能，为Smith夫妇设计南京两日游方案。6.能够通过结合地方生态环境以及文化与生活特色设计生态旅游方案，加深对生态旅游对人与自然和谐发展的深远意义的理解，践行保护生态环境、维护地方文化与生活的生态旅游方式。教学重点1.阅读并了解规划旅行五步骤的具体建议和支撑理由。2.阅读并分析介绍类建议类说明文的语篇结构和文体特征。3.梳理和分析旅游兴趣和需求，根据需求推荐美食和景点，为Smith夫妇设计南京两日游旅行方案。教学难点1.根据需求推荐美食和景点并说出理由。2.综合运用关于生态旅游和规划旅行的相关知识，完成设计南京两日游的旅行方案的仿真任务。教学过程教学环节时间分配主要内容教学活动设计意图Step1Pre-reading4’PredictionSituation:Withabetterunderstandingofhowtoorganizeatrip,youcanenjoyyourtravelbetter.Susan,anoutstandingtourguide,givessomevaluableadviceonplanningyourtrips.Traisesquestionslike:Whatwillyoudobeforetraveling?Haveyoueverhadanunpleasanttripduetoinadequatetravelpreparation?Ssdiscussandexpresstheirviewpointsfreely.导入阅读语篇，引导学生思考如何合理规划旅行。Step2While-reading20’1.SkimmingandPredictionChecking(1)Ssreadthetextquicklyandfindoutthe5stepsaboutplanningajourney.(2)TasksSsgivetheanswersandmakesexplanationswhenneeded.1.训练速读的阅读策略，获取篇章主旨大意。2.训练扫读的阅读策略和运用思维导图梳理信息的策略，理解规划旅行各步骤的具体建议和支撑理由。3.通过延伸思考，提出规划生态旅行的建议。4.通过课文梳理建议类说明文语篇结构，总结文体特征。2.ScanningandDetailsFinding(1)TasksSstoreadthetextcarefully,findoutthespecificinformationandfillintheblankswithproperwordsinactivity1.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.BrainStormingTencourageSstobrainstormmoretipstoplananeco-tour.Ssdiscusswiththepartnersandfillinthetable.(3)TaskssomeSstogivetheanswersandmakesexplanationwhenneeded.TextAnalysis—StructureandFeatures(1)TasksSstothinkabout:Whatisthegoalofanexpositorywritingaboutadvice?–Togivepeoplesomeadvice.Whatisthestructureofthetext?–Fivesubtitlesoffivebodyparagraphs:Fivestepsofplanningajourney(first,also,moreover...)Whatarethefeaturesofanexpositorywritingaboutadvice?–Tobeobjective,toexpresssupportingreasonsoranalysisaboutgivenadvice.(2)Sstrytoconcludethestructureandfeaturesofanexpositorywriting.Step3Post-reading13’Retelling(1)TencouragesSstoretellthetexttotheirpartnersbyreferringtothestatementsinactivity1.(2)Tinvitesavolunteertoretellthetexttothewholeclass.(3)Tevaluatesthevolunteerstudent’sretellingandasksSstomakecommentonhis/herperformance.通过文章复述，检验学生对语篇结构和内容的掌握程度，强化合理规划旅行的意识。Step4RealLifeActivity39’1.IdentifyingInterestsandneedsTask:Mr.andMrs.SmithareyourEnglishteachersfromCanada.Theyaregettingreadyforatwo-daytriptoNanjingduringtheNationalDayholiday.Coul