Unit 5 Travel Broadens the Mind-Listening & Speaking（教学设计）——2025-2026学年高二年级英语基础模块二（外研社版2021）

中职英语基础模块二 Unit 5 Travel broadens the mind (Listening & Speaking)(听说课) ——祁阳市职业中等专业学校 奉雪梅 一、教学基本信息 课程名称 Unit 5 Travel broadens the mind (Listening & Speaking)(听说课) 教学内容 旅行准备和经历描述的听说训练 课程类型 公共基础课程 专业基础课程 专业核心课程 专业拓展课程 课程性质 必修 选修 授课班级所属专业 (专业代码) 电子商务 授课年级 高二年级 学生人数 54 授课时间 2025年4月25日 授课学时 2学时 使用教材的名称和出版单位 《外研社(2021)中职英语基础模块二》 外语教学与研究出版社 教学方式 线下 线下 线上线下混合式 学情分析 1.学生基础: 英语基础较薄弱,听力与口语表达能力需强化。对文化类话题兴趣较高,但缺乏系统性语言训练。 2.学习特点: 偏好实践性任务(如角色扮演、视频制作),对传统讲授接受度低。需通过多媒体工具(如视频、图片)增强学习兴趣。 3.潜在难点: 复杂句型(如感叹句、with复合结构)的理解与应用。 结合文化元素(如永州女书)进行英语表达。 教学目标 语言能力目标: 1、能听懂并运用旅行相关词汇(sneakers, sunscreen, scenery, local customs...)以及熟练运用建议与询问句型(How about...? / What do I need to prepare?) 2、通过小组讨论和角色扮演,完成旅行方案的英文设计与展示 能力目标: 1. 能听懂旅行对话并提取关键信息(景点、活动、物品)。 2. 能用英语简单介绍旅游景点,设计旅行计划。 素养目标: 1. 培养跨文化意识(如理解火把节文化意义)。 2. 提升团队协作与创意表达能力(视频制作)。 教学重点 1. 旅行词汇与句型在真实场景中的应用。 2. 听力技巧训练(捕捉细节信息)。 教学难点 1. 复杂句型的灵活使用(如感叹句、with复合结构)。 2. 结合地方文化(永州)进行英语表达。 教学环境设计与资源准备 多谋体设备,剪映 二、教学设计思想 1.核心理念 (1) “文化浸润,语言为桥”:以对话入手,最终落实到本土文化(永州女书、盘王节)上,通过英语传递地方特色,实现“用英语讲好家乡故事”,增强学生文化认同感与跨文化交际能力。 (2) “做中学,学中用”:依托中职学生动手能力强的特点,以职业场景(旅行社规划师)为任务驱动,通过角色扮演、视频制作等实操任务,实现语言技能与职业能力的融合。 2.设计原则 (1) 实用性导向:语言学习紧扣真实旅行场景(如询问天气、准备物品),选取高频词汇(sunscreen, backpack)与实用句型(How about...?),确保学生“学得会、用得上”。 (2) 职业关联:模拟旅行社员工工作流程(推荐景点 规划行程 文化讲解),贴近电子商务专业“网络营销”技能需求。 (3) 课程思政融合:在文化模块中渗透“文化自信”教育(如女书的历史意义),在小组任务中培养团队协作与责任意识,在视频创作中倡导“讲好中国故事”。 三、教学环节与教学活动安排 Lesson 1 教学环节 教学内容 学生活动 设计意图 Warming up 2’ 1.Teacher introduces a friend named Susan and says: "Class, I just got a call from Susan. She needs our help! Let’s say hello to her and see what her problem is !" 2.Then Teacher shows a WeChat call screen on the screen and leads ss to greet Susan and understand the request of Susan.Teacher asks: "Susan needs a world travel helper. Can we help her? "Guide students to respond: "Yes, we are ready!" 1.Students wave hands and greet Susan together: "Hi Susan! " 2.Repeat the key phrase: "Yes, we are ready!" 使用学生熟悉的微信来电画面和“旅行策划师”职业身份,贴近中职学生生活场景和未来职业方向,降低学习陌生感。 通过“获得证书”的设定激发学生成就感,快速调动课堂参与积极性。 Pre - listening 8’ 1. Teacher shows a message from Susan: "The first step to become a great planner: know some famous global tourist attractions!" Then, Show a world map animation: A plane flies over 5 countries (the US, Australia, China, France, the UK) and asks Ss to guess their iconic landmarks (e.g., Golden Gate Bridge, Sydney Opera House, Eiffel Tower, Big Ben). Students watch the map animation and shout out country names when the plane passes and its iconic landmarks.(e.g., "China! The Great Wall!"). 通过动画地图和Susan的角色设定,将“旅行策划师”职业目标与学习内容结合,调动学生已经掌握的景点知识,同时为后续听力匹配任务做铺垫。 2.Ss listen to the recording and catch the words about countries and scenic spots. Match the pictures in Activity One with the country names. Listen to audio clips describing landmarks and finish the match task. 通过图、词、音、义的对应,帮助学生回顾常识。 3. Ss match the cities with their nicknames in Activity Two, and T invites certain Ss to tell the origin of the city’s nickname, especially introduces the origin of New York’s nickname. Then, through Susan’s messages, conclude that when we introduce a place, we are not only learn about its tourist attractions, but also its culture. In groups, discuss city nicknames (e.g., "Why is Chongqing called Mountain City?") and share guesses. 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文化知识,帮助学生感知城市特色。 4. T asks Ss to discuss some other examples of cities with nicknames, then shows the nickname of Yongzhou, and explains the origins. In groups, discuss more city nicknames 通过讨论,引出永州的别称,为后续永州的设计旅游计划铺垫。 While-listening 18’ 1.Teacher plays Susan’s voice: "Congratulations, you did a good job. Now, Now let’s listen to Zhou Bo and Lyn’s dialogue, and finds out what the second step for planning is " Ss listen to the tape and answer the question: What is the dialogue about? After Ss’ answer, T summarizes that "Yes, the second step is to list the things for the trip." Listen to the dialogue once and answer: "What is the dialogue about?" 通过听力任务,训练学生把握大意的听力技能,同时引出称为旅游规划师的第二步:列出顾客应该准备的物品 2.T shows pictures of item with accessories for trip, and leads Ss to discuss these accessories. Brainstorm and discuss what accessories should be on a travel essentials packing list. 学生运用头脑风暴罗列出旅行必带品,同时预习了听力材料里面的词汇。 3.Listen again and choose items Zhou Bo suggests packing. Listen again and Zhou Bo’s suggestions on a worksheet. 训练学生正确捕捉听力材料中的关键信息的能力。 4.Discuss: "Why do we need these items?" And then T concludes that "We should prepare our luggage based on the place and weather." Discuss and share: "Why do we need these items?" 通过“选择物品”和“讨论原因”活动,将听力内容与真实旅行准备场景结合,提升学生解决实际问题的能力。 5.T introduces the knowledge points in the dialogue and plays the video again. Ss turn to the dialogue text. Ss listen and underline the key words. 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。 6.Teacher plays the dialogue 1-2 times,and asks Ss fill in the missing words in the sentences." Students listen and write the missing words in the blanks 通过填空练习精准训练学生对关键词(物品名称、原因短语)的捕捉能力,巩固核心词汇拼写与应用。 Post-listening 12’ 1. T presents the information of Tai’an and Sanya and asks Ss work in pairs and act out a dialogue about the travel destinations and the packing lists of Tai’an and Sanya Ss work in pairs and act out a dialogue 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 2.T introduce a task:"Now, we got a traveler, can you recommend a place for him and list the things for this place?" And then presents the information about QiYang, asks Ss act out a dialogue between the Travel Planner and Traveler Ss work in pairs and act out a dialogue 结合本地特色祁阳浯溪碑林来练习对话内容,让学生更能有体验感 Summary & Homework 5’ Summary: With the blackboard writing, Ss make full sentences to describe the things for trip. Homework: "Research famous tourist attractions and weather conditions in Yongzhou (Hunan Province), then create a packing list in English based on your findings." Ss use the key words and sentences to write down the things for trip. 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,让学生了解永州的其他景点,为下一课的听说教学作铺垫。 板书设计 Unit 5 Travel Broadens the Mind Items: sunglasses, ticket, water, sunscreen, sun hat, backpack, umbrella,climbing boots Weather: sunny, hot, nice Key Sentences: "How about...?" "You need..." The step to become a world travel helper: Step 1:know some famous global tourist attractions Step 2:to list the things for the trip Lesson 2 教学环节 教学内容 学生活动 设计意图 Review 2’ T presents some pictures to review the knowledge points and the first two steps of become a world travel helper, then introduces the third step: identify the highlight of the trip and use it to attract potential travelers Ss speak out some places and its tourist attractions, some items for trip, and the first two steps to become a world travel helper 通过图片复习前两步知识点,激活学生已有语言储备;自然过渡到第三步“挖掘旅行亮点”,为后续语言输出与视频任务奠定基础 Pre - listening 8’ T asks: "What do you know about Yunnan?" then share a video about Yunnan to help Ss learn about the tourist attractions and special activities. After that, T introduces Lyn’s trip: "Lyn is back from Yunnan! Let’s listen to her experience and discover the highlight of her trip. " Watch the video and speak out several words/phrases about Yunnan 播放云南宣传视频,以生动的画面和声音呈现当地文化特色,帮助学生直观理解“旅行亮点”的概念(如自然景观、节日活动),同时训练学生捕捉关键信息的能力。 While-listening 18’ 1.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. Listen to the dialogue and write down 2-3 keywords for each category 通过记录关键词(风景、人物、活动),训练学生从对话中提取核心信息的能力,为后续任务提供内容基础。 2.Ss watch the video, and fill the blank with full sentences. Watch the video and complete sentences using context clues 结合阅读,看视频,让学生熟悉对话内容和结构。 3.T introduces the knowledge points(especially the structure of exclamatory sentence) in the dialogue and plays the video again. Ss turn to the dialogue text. Ss listen and underline the key words. 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。 4.Teacher plays the dialogue 1-2 times,and asks Ss fill in the missing words in the sentences. Students listen and write the missing words in the blanks 通过填空练习精准训练学生对关键词的捕捉能力,巩固核心词汇拼写与应用。 Post-listening 12’ 1.Teacher guides students to think beyond scenery, people, activity by adding food and culture. Discuss and share what other aspects can we use to describe a place. 通过“五大维度”(风景、人文、活动、美食、文化)引导学生全面挖掘旅游亮点,打破单一视角,训练逻辑分类与整合信息的能力,为后续推广任务奠定基础。 2.T asks Ss to discuss the features of Yongzhou based on the five aspects: scenery, people, special activity, food and culture. T shows some pictures and words to describe them. Scenery:beautiful mountains (Yangmingshan National Forest Park in ShuangPai) clean water(Xiaoshui River) People:people wearing traditional clothes friendly, warm and kind good at dancing and singing Special activity: Watch dragon boat races on the Dragon Boat Festival The Panwang Festival (瑶族(the Yao nationality) 用来祭祀祖先盘王(worship the ancestor,King Pan)的节日 Food:spicy Yongzhou Blood Duck(cooked with its own blood) sour Dong’an Chicken Culture:Liuzi Temple(to learn about the famous poet, Liu ZhongYuan) Jianghua N shu(a secret language for female communication) Then T asks Ss to use some sentences to introduce the features of tourist attractions in Yongzhou. "You can visit _ to see _." "Don’t miss _ because _." In groups, discuss Yongzhou’s features using the five aspects and share ideas 使用永州真实案例(如女书、盘王节),将抽象的文化概念转化为具体词汇和句子,增强学生家乡文化认同感,同时帮助其掌握“用英语讲文化”的实用表达。 3.Teacher presents "World Travel Helper" certificates to students and remind them to focus on the culture behind the places. Students receive certificates, and cheer for each other. 通过颁发证书和讨论旅行意义,引导学生反思“旅行不仅是观景,更是文化故事的探索”,深化对单元主题“Travel Broadens the Mind”的理解,培养文化敏感度。 Summary & Homework 5’ Summary: With the blackboard writing, Ss make full sentences to describe the features for trip. Homework: "Based on the knowledge about Yongzhou, please shoot a video to introduce Yongzhou.(about 2 to 3 minutes)" Draft a simple script for the video using the words and sentences 视频作业将语言输出(介绍永州)与信息技术(拍摄剪辑)结合,模拟旅游策划师推广任务,培养“英语+职业技能”的综合应用能力,同时深化家乡文化认同。 板书设计 Unit 5 Travel Broadens the Mind Scenery: fresh air, clear streams, beautiful mountains People: people wearing traditional clothes, friendly, warm and kind,good at dancing and singing Special activity: Torch Festival, dragon boat races Food: spicy Blood Duck, sour Dong’an Chicken Culture:Liuzi Temple,Jianghua N shu Sentences: "What an incredible place!" "Thank you for helping me!" "I’m glad I could help!" The step to become a world travel helper: Step 1:know some famous global tourist attractions Step 2:to list the things for the trip Step 3:identify the highlight of the trip and use it to attract potential travelers 4、 教学效果和教学反思 (一)教学效果 1.语言能力提升 通过角色扮演、小组讨论和视频制作等活动,学生能够熟练运用旅行相关词汇(如sunscreen, backpack)及句型(How about...? / You need...),部分学生能结合永州文化特色(如女书、盘王节)进行简单英语表达。 听力训练中,80%的学生能捕捉对话中的关键信息(如景点名称、物品清单),但在复杂句型(如感叹句)的理解上仍需加强。 2.职业能力与素养发展 模拟“旅行社规划师”职业场景的任务(如设计旅行计划、推荐景点)有效激发了学生的参与热情,团队协作能力显著提升,部分小组制作的永州推广视频创意突出。 通过云南、永州等文化案例的学习,学生对跨文化交际的兴趣增强,能初步用英语描述地方文化特色(如“You can visit Yangmingshan to see beautiful mountains”)。 3.课堂反馈 学生普遍对多媒体互动(如微信来电模拟、视频播放)和实践性任务(角色扮演、视频作业)表现出较高兴趣,课堂参与度达90%以上。 课后作业(永州旅行清单设计)显示,学生能结合天气、文化需求合理选择物品,但个别学生存在词汇拼写错误。 (二)教学反思 1.成功经验 (1) 情境化设计:以“旅行策划师”职业身份贯穿课堂,贴近中职学生未来职业需求,任务驱动(如证书颁发、视频作业)有效提升学习动机。 (2) 文化浸润:将永州地方文化(女书、盘王节)融入语言训练,既强化了“用英语讲家乡故事”的能力,也增强了学生的文化自信。 (3) 分层任务:从听力输入(捕捉关键词)到口语输出(对话设计),再到综合应用(视频制作),任务难度梯度合理,符合学生认知规律。 2.存在问题 (1) 语言难点未完全突破:部分学生对复合句型的应用(如“What an incredible place!”)不够熟练,课堂练习时间不足。 (2) 时间分配需优化:Lesson 1的听力任务耗时较长,导致永州文化讨论环节稍显仓促。 (3) 差异化教学不足:基础薄弱学生在小组活动中依赖组员,个体语言输出机会较少。 3.改进方向 (1) 优化课堂节奏:精简听力重复环节,预留更多时间用于文化讨论和个性化反馈。 (2) 分层任务设计:根据学生水平分配角色(如基础生负责物品清单,优生设计文化讲解),确保全员参与。 (3) 技术融合:利用在线平台(如班级群)展示学生视频作业,鼓励互评互学,深化“英语+技能”的应用场景。 学科网(北京)股份有限公司 $$