Unit 6 Travelling around Asia Section 3 教学设计 2025-2026学年沪教版七年级英语上册

该初中英语教学设计聚焦亚洲旅行沟通主题，涵盖分享经历、推荐景点、询问细节的核心词汇与表达。通过亚洲旅行照片匹配活动激活学生已学过去式词汇，结合图片引入新句型作为学习支架，衔接前后知识。 特色在于以任务型活动提升语言能力与文化意识，如“旅行闪卡”口语分享、推荐卡写作（含理由和贴士）及“推荐展”互评。通过真实情境激发对亚洲文化的兴趣，培养逻辑表达，增强学生沟通自信，为教师提供清晰教学路径与可操作活动。

Unit 6 Travelling around Asia Section 3 Expressing and Communicating Ideas教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master core vocabulary for Asian travel communication (share experiences, recommend spots, local food, travel memories, ask about details), and practical communication expressions (1. Sharing past travel experiences: "I visited... last year"; 2. Recommending Asian spots: "You should go to... because..."; 3. Asking travel questions: "Did you try the local food there?"). Super-curriculum content (e.g., formal travel report writing, non-Asian travel terms like "Eiffel Tower") is removed; simple explanations are provided (e.g., "share experiences" = "tell others what you did during your trip"). Students will be able to identify "3 common Asian travel communication scenarios" (sharing experiences, recommending spots, asking questions) and apply corresponding expressions to complete short dialogues or write a simple spot recommendation card. 2. Ability Objectives Improve oral communication skills: Be able to conduct a 3-minute pair dialogue about "My Asian Travel Story" using sentences like “I went to the Great Wall last summer. The views were amazing”; and complete a "spot recommendation" role-play (e.g., recommending Angkor Wat to a classmate: “You should visit Angkor Wat because the ancient temples are beautiful”). Enhance written expression skills: Be able to write a 40-60 word Asian spot recommendation card, including 1 reason for recommendation and 1 travel tip (e.g., “Recommend: Tokyo Tower. Reason: It looks beautiful at night. Tip: Take a camera with you”), with clear logic. 3. Affective Objectives Cultivate confidence in communicating about Asian travel in English, and be willing to share personal travel stories with peers. Stimulate interest in learning about diverse Asian cultures (e.g., local food, scenic spot histories) through communication, and develop respect for cultural differences in Asia. II. Language Knowledge 1. Key Vocabulary & Phrases (Themed, No Super-curriculum Content) Communication Scenarios: Sharing experiences: visited (Great Wall), took photos, ate local food (sushi, dumplings), had fun Recommending spots: should go to, because (beautiful views, delicious food), best time to visit Asking questions: did you...?, how was..., what did you do Asian Travel Details: local food (Thai curry, Japanese sushi), travel tips (take a hat, book tickets early) 2. Key Communication Expressions (Practical, Suitable for Students’ Level) Communication Scenario Core Expressions Example Sentences Sharing Past Experiences 1. "I + visited/went to + [Asian spot] + [time]"; 2. "I + did (took photos/ate) + [activity]" ① “I visited Tokyo Tower last month.” ② “I ate delicious sushi there.” Recommending Asian Spots 1. "You should go to + [Asian spot]"; 2. "Because + [reason: beautiful/fun]" ① “You should go to Angkor Wat.” ② “Because the stone temples are very special.” Asking Travel Questions 1. "Did you + [activity] + there?"; 2. "How was + [spot/food]?" ① “Did you take photos at the Great Wall?” ② “How was the Thai curry?” 3. Key and Challenging Points Key Points: Master expressions for sharing Asian travel experiences, recommending spots, and asking travel questions; complete simple dialogues or recommendation cards. Challenging Points: Using correct past tense to share experiences (e.g., "visited" instead of "visit" for last year’s trip); providing specific reasons for spot recommendations (avoiding empty statements like "It’s nice" without details). III. Teaching Procedures (45 Minutes, Logical, Specific Activities) Step 1 Pre-activity: Activate Travel Cognition & Match Picture Materials (8 Minutes) Activity 1: Asian Travel Photo Matching (Solve Picture-Content Mismatch) Display 4 theme-consistent pictures (Picture 1: A student taking photos at the Great Wall; Picture 2: Someone eating sushi in Tokyo; Picture 3: A family visiting Angkor Wat; Picture 4: Thai curry on a plate). Ask students to match the pictures with the communication scenarios (sharing experiences: Picture 1; recommending food: Picture 4) and answer: “Have you ever done what’s in Picture 2? What was it like?” Guide students to use basic past tense words (e.g., "ate", "visited") from Unit 6 Section 2, activating prior knowledge. Activity 2: Vocabulary & Expression Warm-up Use the same pictures to introduce key vocabulary and expressions (e.g., point to Picture 1 and say: “This student is sharing his experience—he can say ‘I visited the Great Wall and took photos’”; point to Picture 4 and say: “To recommend this food, you can say ‘You should try Thai curry because it’s delicious’”). Avoid abstract explanations, linking language to visual scenes. Step 2 While-activity 1: Oral Communication – Share & Ask About Travel (15 Minutes, Substantial Content) Activity 1: “My Asian Travel Flashcard” Distribute flashcards with Asian travel prompts (e.g., Card 1: “Visited Great Wall last summer”; Card 2: “Ate sushi in Tokyo”). Students use the card to share a 1-minute “mini story” with their deskmate, using the template: “I ______ (visited/ate) ______ (spot/food) ______ (time). It was ______ (fun/delicious).” The teacher walks around to correct past tense use (e.g., “visited” instead of “visit”). Activity 2: “Travel Question Chain” Students sit in groups of 4. Start with one student sharing their “mini story” (e.g., “I went to Angkor Wat last year”). The next student asks a question: “Did you take photos there?” The sharer answers, then the questioner shares their own story—this activity practices both sharing and asking skills, and stays focused on Asian travel. Step 3 While-activity 2: Written Expression – Recommend Asian Spots (12 Minutes, Clear Logic) Activity 1: Analyze a Sample Recommendation Card Show a sample recommendation card (with a matching picture of “Angkor Wat’s temples”) on the screen: “Spot to Recommend: Angkor Wat (Cambodia) Reason: The ancient temples are very beautiful. Travel Tip: Wear comfortable shoes because you’ll walk a lot.” Break down the structure with students: 1. Spot name (with country); 2. 1 clear reason; 3. 1 practical tip. Use colors to highlight each part to clarify writing logic. Activity 2: “My Recommendation Card” Independent Writing Students write their own recommendation card for an Asian spot (limited to spots like Great Wall, Tokyo Tower, Bangkok’s local markets—no non-Asian spots). Provide a “word bank” on the board (e.g., Reason: beautiful views/delicious food; Tip: take a camera/wear a hat). The teacher checks in to ensure students avoid empty reasons (e.g., instead of “It’s nice,” guide them to “It’s nice because the views are great”). Step 4 Post-activity: Share & Evaluate (7 Minutes, Specific Feedback) Activity 1: “Travel Recommendation Fair” Students stick their recommendation cards on the blackboard (with their matching spot picture attached). Each student walks around, reads 2-3 cards, and votes for “the most attractive recommendation” by putting a sticker on it. Then invite 2 students to share why they voted for a specific card (e.g., “I like the Angkor Wat card because it tells me to wear comfortable shoes—it’s helpful”). Activity 2: Peer & Teacher Feedback Use a simple checklist for peer review: 1. Is the spot in Asia? 2. Is there a clear reason and tip? 3. Are past tense/ recommendation expressions correct? The teacher gives targeted feedback—e.g., if a student writes “You should go to Paris,” remind them to choose an Asian spot like “Bangkok” instead. Step 5 Summary & Homework (3 Minutes, No Irrelevant Content) Summary: Review with students the “3 Asian travel communication scenarios” (sharing, recommending, asking) and core expressions (e.g., “I visited... last year”, “You should go to... because...”). Read sample sentences together to reinforce memory. Homework (Themed & Operable): Interview a family member: “Have you ever travelled to an Asian spot? What did you do there?” Write down 2 answers in English; Draw a picture of your “dream Asian travel spot” (e.g., Tokyo Tower) and write 1 recommendation sentence under it (e.g., “You should visit Tokyo Tower because it’s beautiful at night”). IV. Assessment In-class Assessment: Oral Communication: Whether students use correct past tense to share experiences (40%); whether recommendation/question expressions are appropriate (30%); Theme Relevance: Whether all shared/written content focuses on Asian travel (30%). Homework Assessment: Whether the interview answers are related to Asian travel and written correctly; Whether the drawn spot is in Asia and the recommendation sentence matches the picture (solving picture-content mismatch). V. Design Purpose Picture-Content Alignment: All pictures (Asian travel scenes, recommendation card images, homework drawings) directly relate to “Travelling around Asia”—no non-Asian spots (e.g., London Bridge) or irrelevant images (e.g., cartoon characters) are included, solving picture-content mismatch. Content Substantiality: Every activity has theme-specific prompts (flashcards, sample recommendation cards, checklists) to avoid empty communication practice—all tasks link to real Asian travel scenarios (e.g., sharing a trip to the Great Wall, recommending Angkor Wat). Appropriate Difficulty: Vocabulary and grammar (simple past tense, basic recommendation sentences) align with Unit 6’s foundation—no complex structures (e.g., “I have been to...” which uses present perfect tense) or advanced words (e.g., “scenic” instead of “beautiful”) are introduced. Logical Flow: From “activating travel cognition (picture matching) → practicing oral communication (sharing/asking) → applying to written recommendation (cards) → evaluating attractiveness (voting)”, each step builds on the theme of “Asian travel communication”, solving logical confusion. VI. Blackboard Design (Concise, Highlighting Key Points) Unit 6 Section 3—Communicating About Asian Travel 1. Communication Scenarios 2. Core Expressions 3. Recommendation Card Structure ① Sharing Experiences - I visited ______ (spot) ______ (time). 1. Spot: ______ (Asia) ② Recommending Spots - You should go to ______ because ______. 2. Reason: ______ ③ Asking Questions - Did you ______ (activity) there? 3. Tip: ______ Homework: 1. Interview family about Asian travel; 2. Draw dream Asian spot + 1 recommendation sentence. 学科网（北京）股份有限公司 $$