Unit 2 Travelling Integrated skills 教学设计-2024-2025学年译林版八年级英语下册

Unit 2 Travelling Integrated skills 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will identify travel preferences (Chinese gardens, museums, natural beauty, seaside cities, theme parks) and best visiting seasons for Chinese destinations. Students will learn to give travel advice, using information from listening tasks. 2. Ability Objectives Improve listening skills by extracting preferences and seasonal details. Enhance speaking skills through discussing holiday plans and giving travel advice. 3. Affective Objectives Foster appreciation for China’s diverse travel destinations, encouraging exploration. Encourage collaboration in planning trips, building teamwork and cultural curiosity. II. Language Knowledge 1. Key Words & Phrases Travel preferences: Chinese gardens, museums, natural beauty, seaside cities, theme parks; Seasonal advice: spring, summer, autumn, winter; Expressions: “best time to visit,” “give advice on travelling” 2. Key Sentences “The Class 1, Grade 8 students are talking about the kinds of places they like best. Listen to their conversation and match the students with the places.” “Do you have any plans for the May Day holiday, Amy? Yes. I’m going to visit Chengdu with my mum.” 3. Key and Challenging Points Key Points: Extract travel preferences and seasonal details from listening; structure travel advice. Challenging Points: Accurately recalling seasonal recommendations; giving concise, helpful advice. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - listening (8 Minutes) Show travel destination categories (gardens, museums, etc.) and ask: “Which place would you choose? Why?” Introduce the task: “Today, we’ll explore Chinese travel destinations, learn best visiting times, and practice planning trips—becoming travel advisors!” Step 2 Listening—Activity A (12 Minutes) Activity A1: Play audio about students’ travel preferences. Students match Kitty/Simon/Sandy/Daniel/Millie to places (theme parks, seaside cities, etc.). Activity A2: Play audio about best visiting seasons. Students tick seasons for each destination. Check answers together, discussing why each season is best (e.g., “mountains in autumn—cool weather”). Step 3 Writing—Activity A3 (10 Minutes) Task: Students complete Amy’s travel advice notes (Activity A3), using A1/A2 details. Discuss advice structure: Preference → Destination Example → Best Season. Step 4 Speaking—Activity B (10 Minutes) Model Conversation: Read Simon & Amy’s dialogue, highlighting “holiday plans,” “how to get there,” “stay duration”. Pair Task: Students discuss holiday plans, using the model. Prompts: “Where are you going? Best season? How will you travel?” Share - out: Invite pairs to share, focusing on clear advice and plan details. Step 5 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap travel preferences, seasonal advice, and planning expressions. Homework (2 Minutes): Writing: Write a short travel advice note for a Chinese destination. Research: Find one more Chinese travel spot and its best visiting season. IV. Assessment of Teaching Effectiveness Check Activity A1/A2 answers for accurate preference and season extraction. Evaluate Activity A3 notes for structured travel advice. Observe speaking (Activity B) for clear holiday plan discussions. V. Design Purpose Pre - listening: Activate travel interest, building relevance to destination categories. Listening/Writing: Develop extraction and writing skills, linking to real - life travel advice. Speaking: Practice collaborative planning, fostering cultural sharing. VI. Blackboard Design Unit 2 Integrated skills—Chinese Travel Destinations Travel Preferences: Kitty → theme parks; Simon → seaside cities; Sandy → natural beauty; Daniel → Chinese gardens; Millie → museums Best Seasons: - Gardens: spring/autumn - Museums: any season - Natural beauty: avoid winter (dangerous) - Seaside: summer - Theme parks: all year Homework: Write travel advice! VII. Teaching Reflection Strengths: Integrates listening, writing, speaking around Chinese travel, inspiring exploration. Weaknesses: Some students may struggle to recall seasonal details. Improvements: Add a “travel poster” activity: Create a poster for a destination, including preference, season, and advice. This visualizes learning and creativity. 学科网（北京）股份有限公司 $$