1.4 Travel-Culture Understanding & Group Work（教学设计）-《英语 基础模块2》（高教版2023修订版）《上好课》

课 题 《英语 基础模块2》 （高教版2023修订版） Unit1 Travel (Culture Understanding & Group Work ) 课 型 Culture Understanding & Group Work 课 时 2 授课班级 授课时间 90mins 授课教师 教材分析 （Textbook Analysis） 本节课的主要内容为第一单元文化理解（Culture Understanding）和小组活动（Group Work）。文化理解活动是一篇说明文，介绍了游客和旅行者的区别。文章结构清晰，包含大量的对比性介绍。从两者的身份区别、两者出行目的和两者不同的旅行态度，全方位介绍了何为游客和旅行者。Group Work要求学生在掌握本单元所学的基础上，综合运用语言知识根据游客旅行意愿以及课本提供的景点信息为其制定旅行计划，锻炼思维差异感知能力。 学情分析 （Study situation analysis） 通过前五课时的学习，学生对旅行，景点介绍，旅行探险家生平等话题有了深刻认识。他们已经掌握与旅行相关的词汇、句型。能听懂客房预订的对话，能根据提示介绍相应景点，能读懂介绍人物生平的传记类文章，了解其文体特征及语言特点。但还不能综合使用本单元所学语言知识，解决职业场景中旅行相关的具体问题。 教学目标 （Learning objectives） By the end of this class, students are able to: 1. Understand the differences between travelers and tourists through reading, perceive the different needs of different people during travel, and then analyze one's own travel preferences and attitudes towards travel. 2. Obtain the travel intentions of three foreign students through reading, and then select suitable scenic spots based on the travel preferences of three students and make brief travel plans for them. 3. Classify Beijing's scenic spots by applying existing life knowledge in combination with text and illustrations. 4.Summarize and reflect on the learning methods and strategies of this unit through self-evaluation, develop good learning habits, and improve language learning and application abilities. 教学重难点 (Teaching key and difficult points) 1.Based on the travel preferences of three students, select appropriate scenic spots and make a brief travel plan for them. 2.Based on the travel preferences of three students, select appropriate scenic spots and make a brief travel plan for them. 教学方法 (Teaching methods) 小组讨论法、任务教学法、情境教学法 课前准备(Preparation before class) PPT课件，语音素材，图片 教学媒体 (Teaching media) PPT课件、多媒体设备、拓展资源包等 教学过程 (Teaching process) 教学环节（Teaching） 教师活动设计 （Teacher Activity） 学生活动设计（Student Activity) 设计意图 (Design Purpose) Step 1: Warming up 1.Culture Understanding (1)Read the title and, in combination with the dialogue about travel in this unit and the introduction of Xu Xiake in the text, briefly explain the differences between a traveler and a tourist. (2) Read the text, compare and analyze to summarize the differences between tourists and travelers, and fill in the following table. (3) Based on the information in the table, discuss in groups: Are you a tourist or a traveler? Why? 2.Exercise 1.Read the title and express your personal opinions. 2.Read the text and summarize the differences between tourists and tourists through comparative analysis 3.Group activity. exchange and discuss: Do you choose to be a tourist or a traveler? Why? 通过阅读文章深入了解两者不同的旅行态度和目的，感知不同的人在旅行时的不同需求，归纳总结游客和旅行者的不同。结合自身情况剖析自己的旅行偏好和对待旅行的态度。 Step 2: Group work 1.Design a travel plan 1.1Create a scenario. 假设你是一家国际旅行社的工作人员，有三位来自不同国家的学生想要到北京游玩，请根据他们各自的喜好为他们设计一份北京五日游旅行计划。 2.1 Activity 1 (1)Read the personal introductions of three foreign students and find out their travel preferences. Summarize the key information and fill in the travel intention form. Name Nationality Interested in (2) The whole class checks the answers and the teacher gives comments and feedback. 2.2 Activity 2 (1) Understand the scenic spot information provided in the table. (2) Carefully observe the pictures and match them with the types of information about the scenic spots. (3) Teachers take roll call for inspection and provide feedback. 2.3 Activity 3 (1) Select a tourist based on the travel intention form and scenic spot information, and make a travel plan for them. (2) Group discussion: Select scenic spots for tourists based on their travel preferences and briefly explain the reasons. (3) Fill in the travel plan form for Activity 3. Each group takes turns to present, and the whole class evaluates. 1.Read the information of the foreign students and find out the reasons they visit Beijing. 2.Understand the scenic spot information provided in the table and confirm their types. 3.Select a foreign student, make a brief travel plan for him/her based on his/her travel preferences and give the reasons. 创设情境。学生在真实职业场景下用英语解决实际问题，锻炼职场语言沟通能力。 归纳总结三名外国学生的基本信息及旅游偏好，锻炼归纳总结能力同时为设计旅行计划书做好准备。 了解景点信息，为设计旅行计划书做好准备。 巩固本单元所学知识，综合运用本单元所学完成真实任务，检验学习成果。小组讨论培养学生团队合作能力和创新能力。 Step 3: Summary 1.Self-assessment (1) Look at the Vocabulary cloud and review the vocabulary related to travel. Check your mastery of the words and phrases in this unit. (2) Based on what has been learned in this unit, fill in the self-evaluation form on page 14 of the textbook. Conduct self-evaluation, summary and reflection. 1.Use the word cloud to check the words and expressions you have learned. 2.Rate performance based on what they have learned. 学生借助词汇云，对照检测对本单元单词及词组等语言知识的掌握情况，通过自我评价找出存在的不足，强化自主学习意识，养成良好的学习习惯，促进语言学习与学习能力的可持续发展。 Step 4: Homework Must do 1. Review the knowledge of this unit in combination with the vocabulary cloud. Choose to do 2.Write an email to a foreign student and give him a detailed introduction to the five-day tour plan in Beijing. 板书设计 教学反思 （留白） 原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $$