Unit 1 Travel单元学历案2023-2024学年高一下学期 中职英语高教版（2023修订版）基础模块2

Unit 1 Travel 单元学习目标 1.通过观察图片，了解不同国家及其代表性的旅游景点； 2.通过阅读听力已有信息和选项，预测听力内容；听懂预定酒店需要填写的关键信息，同时提高提高语言沟通素养和语言交互能力； 3.通过角色扮演，知道如何根据别人的需要向别人介绍他/她所想要参观的景点，从而提高语言交互能力和思维能力； 4.通过阅读人物传记，了解用记叙文来介绍人物，并完成主题游记展的宣传海报。 5.通过总结旅游者和游客的区别，思考自己属于游客还是旅游者。 6.通过展示例句，总结用法以及练习，掌握一般过去时的用法。 7.根据不同人的需求，为其指定一个简要的旅行计划。 单元整体学习思路 主题语境 人与自然 旅游与安排 主题游记 Warming Up Listening Speaking Reading Writing Culture Understanding Language Practice Group Work 语篇内容 旅游景点 酒店预订 旅游推荐 人物传记 旅游主题人物海报 游客与旅游者 一般过去时 旅行计划 课时安排 第1课时 第2课时 第3课时 第4课时 第5课时 第6课时 第7课时 1 学科网（北京）股份有限公司 第1课时Warming up & Listening 学习目标 ①.通过图片匹配，知道不同国家及其特色景点的英文表达。 ②讨论旅行前要做哪些准备，并清楚其表达方式。 ③记录酒店预订的关键信息。 学习过程 教师活动 学生活动 环节一：Warming up 1.Q: ①Do you like traveling? ②Where have you been? How about foreign countries? 2.Show the pictures of national flags of the four countries, students guess what countries they are, then show the pictures of the countries’ famous scenic spots, students match them. 3.Set a situation. Your pen pal Jenny, from the US wants to come to China to visit the great wall, please tell her what she should do before traveling, especially how to book a hotel room. 1.Students recall where they have travelled and what is the most impressive scenic spot? 2.Students guess what the countries are according to the national flags and the match the countries and their famous scenic spots. 3.Students think about how to help their foreign pen pal Jenny get prepared before she travels to China. 环节二: Listening 1.Q: ①--What will you prepare before traveling? --I will/usually… 2.Students discuss with partners and then share with us. ①--Where do you usually live when you travel around and how to book a hotel room？ 3.Listen and tick. Finish activity 3 on page 3. 4.Listen and choose. Finish activity 4 on page 3. 5.Listen and complete. Finish activity on page 3 1.Students think about what they should do before traveling and then discuss with partners. 2.Students think about where they live when they travel and how to book a hotel. 3.Listen and tick. Finish activity 3 on page 3. 4.Listen and choose. Finish activity 4 on page 3. 5.Listen and complete. Finish activity 5 on page 3 环节三：Post-listening 1.Role play One acts as the clerk, another acts as the guest and make a dialogue about booking a hotel room. 2.Tell Jenny what she should prepare, especially about booking a hotel room before she travels to China. 1.Students make a dialogue about booking a hotel room. 2. Tell Jenny what she should prepare, especially about booking a hotel room before she travels to China. 环节四：Summary Make a short summary about words and phrases. The Great Wall, Pyramids, snow mountains, sushi, local scenic spots, travel agents, pack things, book tickets, travel products 板书设计 作业 A: Write an E-mail to Jenny about what she should prepare before she travels to China. B: Review what we should prepare before traveling. 第2课时Speaking 学习目标 ①学生能够根据出行需求，推荐合理的出行旅游产品； ②学生能够了解和进行国内外一些著名旅游目的地的概况描述。 学习过程 教师活动 学生活动 环节一：Warming 1.Q: Which place is the most impressive scenic spot for you and why, discuss with partner. 2. Students watch the pictures of Shangri-La, and guess which place we will talk about today? 3.Think about how to introduce another famous scenic spot to the pen pal Jenny. 1.Students talk about the most impressive scenic spot they think and discuss with partners. 2.Students enjoy the pictures of Shangri-La and guess where it is. 3.Think about how to introduce another famous scenic spot to the pen pal, Jenny. 环节二: Pre-speaking 1.Students read by themselves. 2.Listen to the audio and imitate the pronunciation. 3.Read together. 4.Students conclude the sentences which can introduce scenic spots. 1.Students read by themselves. 2.Listen to the audio and imitate the pronunciation. 3.Read together. 4.Students conclude the sentences which can introduce scenic spots. 环节三：While-Speaking 1.Practice with partners to introduce the following scenic spots with the key sentences. Key sentences: We are now in the … In front of us is … What is the most famous scenic spot here? Shangri-La is famous for … It’s really worth visiting. Could you tell us more about … ? I can’t wait to get there. Destination Scenic Spot Shanghai Disneyland, Shanghai Oriental Pearl Tower Nanjing Road Shopping Street Yu Garden The Bund 1.Practice with partners to introduce the following scenic spots. Destination Scenic Spot Shanghai Disneyland, Shanghai Oriental Pearl Tower Nanjing Road Shopping Street Yu Garden The Bund Students enjoy the pictures of Jiuzhaigou Vally and Eiffel Tower, practice how to introduce them with partner, then share with classmates. 环节四: Post-speaking 1.Students enjoy the pictures of Jiuzhaigou Vally and Eiffel Tower. Q: ①Where is it? ②What can you see from the picture? ③Do you know any information else about this place? 2. Practice with partner and share with classmates. 3.Choose the most impressive scenic spot to introduce to Jenny. 1.Students enjoy the pictures of Jiuzhaigou Vally and Eiffel Tower, practice how to introduce them with partners, then share with classmates. 2.Choose the most impressive scenic spot to introduce to Jenny. 环节五：Summary Make a short summary about how to introduce scenic spots. 板书设计 ①We are now in the … In front of us is … ②What is the most famous scenic spot here? ③Shangri-La is famous for … ④It’s really worth visiting. ⑤Could you tell us more about … ? ⑥I can’t wait to get there. 作业 A: Write an E-mail to Jenny to introduce the most impressive scenic spot for you. B: Review the sentences to introduce scenic spots. 第3课时Reading 学习目标 ①学生能读懂人物生平的传记类文章，能通过观察、分析、比较，了解关于人物生平介绍的传记类文章的写作特点。 ②学习使用Skimming 阅读策略，借助时间轴，从介绍徐霞客生平经历的文本中提取关键信息。 ③学生能从人物介绍的文本中提取信息，完成宣传海报。 ④了解徐霞客和马可·波罗对于人类文明的助推作用，通过了解两位不同国籍的旅行家的旅行经历，不屈的意志及对后世的贡献等增强关于不同国家之间跨文化交流重要性的认识。 学习过程 教师活动 学生活动 环节一：Warming Up 1 1. Students discuss with their partners about the stories of famous explorers in the group, then choose the one they like best to share in front of the class. 1.Students discuss the stories of famous explorers they find and share with the class. 环节二：Pre-reading 1.Show clues like foot, geographer, the travel notes and the picture of Xu Xiake to help students figure out the hero we learn today. 2.Read and choose. Students skim the passage and choose the title of it. Students figure out the hero We learn today according to the clues the teacher gives. 环节三：While-reading 1.Read and complete. Students skim the passage and complete the timeline of Xu Xiake. 2.Choose and Talk. Student scan the passage and choose the aspects that make Xu Xiake successful. 1.Read and complete. Students skim the passage and complete the timeline of Xu Xiake. 2.Choose and Talk. Student scan the passage and choose the aspects that make Xu Xiake successful. 环节四：Post-reading 1.Read and match. Match Marco Polo’s information according to the way of introducing Xu Xiake. 2.Discuss with partners in groups and think about what we can learn from Xu Xiake and make a poster of it. 3.Share with classmates group by group and select out the best one. 1.Students match Marco Polo’s information according to the way of introducing Xu Xiake. 2.Students discuss with partners on what we can learn from Xu Xiake and make a poster of it, then share with classmates. after that, students select out the best group. 环节五：Summary Make a short summary about Xu Xiake. 板书设计 作业 A: Make a poster about what we can do to broadcast Chinese culture. B: Finish Xu Xiake’s timeline. 第4课时Writing 学习目标 ①学生能从人物介绍的文本中提取信息，完成宣传海报。 ②了解徐霞客和马可·波罗对于人类文明的助推作用，通过了解两位不同国籍的旅行家的旅行经历，不屈的意志及对后世的贡献等增强关于不同国家之间跨文化交流重要性的认识。 学习过程 教师活动 学生活动 环节一：Warming Up & Lead-in 1.Read the passage and activity 13 on page 7 again. 1.Read the passage and activity 13 on page 7 again to find out the keys words and phrases described Xu Xiake and Marco Polo 环节二:Pre-writing Show following questions: 1.Who was Xu xiake/Marco Polo? 2.At what age did he set off on his first trip? 3. What’s his chief achievements? Students discuss with partners about the following question, then share with classmates 1.--Who was Xu xiake/Marco Polo ? -- Xu Xiake was a geographer in Ming Dynasty. --Marco Polo was a famous traveler in Italy. 2.--At what age did he set off for his first trip? --At the age of 22, Xu set off for the first time. -- At the age of 7, Marco set off for his first trip. 3.-- What’s his chief achievements? --He spent over 30 years traveling throughout the country, carefully studying the places he passed through. --Most of his experiences were recorded in the Travels of Marco Polo. 环节三: While-writing 1.Students fill in the blanks 1.Students fill in the blanks with the answers they discuss according to text on page 8. 环节四：Post-writing 1.Evaluate the writing in the group and then share in the class according to the criteria. 2.Discussion on what can we do to broadcast our culture. 项目 标准 评价依据 内容 30 完整并且清楚、合理、逻辑性强 30 词汇语法 40 词汇使用准确、恰当；多样 单词拼写正确 20 语法结构 20 使用准确、恰当10 多样 10 篇章结构 30 整体结构清晰 10 句间和段间衔接有效 10 意义连贯10 1.Students share their passages in the group, partners help to evaluate them and select out the best one to share in front of the class. 2.Discuss with partners about what we can do to broadcast our culture. 环节五：Summary Make a short summary about phrases of describing Xu Xiake’s and Marco Polo’s lifetime. 板书设计 第5课时Culture Understanding 学习目标 1.能够通过阅读，理解旅行者和游客的差别。 2.感知不同的人在旅行时的不同需求，进而剖析自身的旅行偏好和对待旅行的态度 学习过程： 教师活动 学生活动 环节一: Warming up & Lead-in 1.Students read the title of the passage and think about what a traveler is and what a tourist is 1 1. Students read the title of the passage and think about what a traveler is and what a tourist is 环节二：Pre-reading Q: What is Xu Xiake, a traveler or a tourist, why? 1. Students think about Xu Xiake is a traveler or a tourist. 环节三：While-reading 1.Skim the passage and figure out Xu Xiake is a traveler or a tourist. 2.Scan the passage and fill in the blank. Differences between a traveler and a tourist Traveler Tourist Aims for travel Activities during travel 1.Students skim the passage to find out Xu Xiake is a traveler or a tourist. 2.Students scan the passage and fill in the blanks. Traveler Tourist Aims for travel Activities during travel 环节四：Post-reading 1.Discuss with partners in the group about you want to be a traveler or a tourist, then share with classmates. 1.Students discuss with partners about they want to be a tourist or a traveler and then share with classmates 环节五：Summary Make a short summary about words and phrases to describe a traveler and a tourist. 板书设计 Differences between a traveler and a tourist Traveler Tourist Aims for travel Activities during travel 第6课时Language practice 学习目标 ①学生能通过观察例句归纳总结一般过去时的基本用法。 ②学生能在教师的引导下，回忆出常用不规则动词的过去式及句型变化规则。 ③学生通过补全句子等练习，在具体语境中准确应用一般过去时态。 ④通过语法知识的学习与实际运用，学生能养成良好的学习习惯，提高语用能力。 学习过程 教师活动 学生活动 环节一: Warming up 活动1 Students look through the following sentences and recall the usage of the Simple Past Tense. 1.Who was Xu Xiake? 2.What happened to Xu Xiake when he was 19 ? 3.When did Xu Xiake set off for his journey for the first time ? 4.How long did he spend traveling? 5.What is the book Xu Xiake wrote? 定义：一般过去时是描述过去发生的动作或状态的时态。 活动1 Students read the following sentences and recall the usage of the Simple Past Tense. 环节三：Presentation 活动2 1.Students conclude the words transformation of the verb in the Simple past Tense. ①Xu Xiake wanted to travel at an early age. ②He experienced all sorts of difficulties last year. ③He carried his luggage and traveled around China five years ago. ④Xu spent over 30 years traveling throughout the country and never stopped. ⑤How long did he spend traveling? spend→spent have→had come→came 2.Students transfer those sentences into negative sentences and question sentences. 活动2 1.Students conclude the words transformation of the verb in the Simple past Tense. ①+ed ②以e结尾+d ③辅音字母+y结尾的变y为i+ed ④重读闭音节结尾的双写最后一个字母+ed ⑤特殊疑问句: 疑问词+did+主语+v原型 特殊变形： become→became take→took give→gave spend→spent think→thought choose→chose set→set 2.Students conclude the rules of transferring those sentences into negative sentences and question sentences. 变化规则： ①含be动词 疑问句：be动词+主语+其他 否定句：主语+be+其他 ②含实意动词 疑问句：Did+主语+v原型+其他 否定句：主语+did+not+v原型+其他 环节四：Practice 活动3 1.Fill in the blanks. ①When ______ Xu Xiake______ （出发）for the first time? ②______ Xu never_____ _____(放弃) his dream of traveling although his father died? ③_____ Xu interested in books about different places at an early age? 2.Read and complete. Finish activity 15, activity 16 and activity 17 on page 10. 活动3 1.Fill in the blanks. 2.Students read and complete activity 15, activity 16 and activity 17 on page 10. 环节五：Summary Make a short summary about the simple past tense. 板书设计 含be动词 肯定句：主语+was/were+其他 否定句：主语+was/were+not+其他 疑问句：was/were+主语+其他 含实意v. 肯定句：主语+实意V过去式+其他 否定句：主语+did+not+v.原 疑问句：Did+主语+实意V原+其他 特殊疑问句 特殊疑问词+did+主语+V原+其他 作业与拓展学习设计 A: Make a mind map of the Simple Past Tense B: Make five sentences of the Simple Past Tense. 第7课时Group Work 学习目标 ①能够通过阅读获取三位外国学生的旅游意愿。 ②能运用已有生活知识结合文本和图示对北京景点进行分类。 ③能根据三位学生的旅行偏好，挑选合适的景点为其制定简要的旅行计划。 ④通过自我评价，总结反思本单元学习方法和学习策略，养成良好的学习习惯，提高语言学习和应用能力。 学习过程 教师活动 学生活动 环节一：Warming up 1.Students share the famous scenic spots in Beijing with classmates, then they think about whether they want to visit Beijing and why. 2.Set a situation: You are an employee in an international travel agency, your customers are three foreign students who want to visit Beijing, please set travel plans for them according to their reasons for traveling to Beijing. . 1.Students share the famous scenic spots in Beijing and think about whether they want to visit it and why 2.Students set travel plans for three foreign students according to their reasons for traveling to Beijing. 环节二：Before- 1.Read the information of the three students and find out the reasons for students to visit Beijing. 1.Read the information of the three students and fill in the blanks. Name Nationality Interested in 环节三：While- 1.Work in groups and classify the pictures according to their features. 2.Choose one student from the three students and design a travel plan with your partners for her/him. then fill in the blanks. 1.Students discuss with partners and classify the pictures according to their features. 2.Students work in groups to choose a student from the three students to design a travel plan with your partners for him/her, then fill in the blank. 环节四：Post- 1.Share with classmates group by group, then select out the best one to introduce it to the foreign student, that is, the customer. 2. Self-assessment Rate your performance based on what you have learned. 1.Students share with classmates group by group and select out the best one to introduce it to the foreign student. 2.Self-assessment 1.Rate your performance based on what you have learned. 环节五：Summary Make a short summary about the phrases and sentences of describing travel plan. 板书设计 作业 A: Write an e-mail to the foreign student to introduce your plan you make for him/her. B: Review what we learned in this unit. $$