Unit 5 Travel-Lesson 1 Always Travelling, Always Learning 教学设计 2025-2026学年北师大版英语八年级上册

Unit 5 Travel-Lesson 1 Always Travelling, Always Learning 1. Content Overview This lesson, "Always Travelling, Always Learning" from Unit 5 Travel in the 2024 Beijing Normal University Edition English textbook for Grade 8, focuses on the theme of travel. It presents various travel experiences and the knowledge one can gain from traveling. The lesson includes reading materials that describe different travel scenarios, new vocabulary related to travel, and grammar points relevant to expressing travel plans and experiences. Through this lesson, students will be exposed to real - life travel stories, which not only enriches their vocabulary but also broadens their horizons and understanding of different cultures and ways of traveling. 教学目标 2.1 Knowledge Objectives Students will be able to master key vocabulary related to travel, such as "destination", "journey", "sightseeing", "experience", etc. They can understand and use the target grammar, including the present continuous tense for future arrangements and simple past tense for describing past travel experiences. Comprehend the main ideas and details of the reading passages about travel. 2.2 Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. Develop students' oral communication skills by enabling them to talk about their own travel plans and experiences. Enhance students' writing ability to describe a past trip or make a simple travel plan. 2.3 Emotional Objectives Cultivate students' interest in traveling and exploring different cultures. Encourage students to learn from travel experiences and develop an open - minded attitude towards different ways of life. 教学重难点 3.1 Teaching Key Points The acquisition and application of travel - related vocabulary. The correct usage of the present continuous tense for future travel arrangements and the simple past tense for past travel events. Extracting relevant information from reading materials about travel. 3.2 Teaching Difficult Points Distinguishing the subtle differences between the present continuous tense for future and the simple future tense, and using them correctly. Helping students to express their unique travel experiences and feelings vividly and accurately in English. Guiding students to understand the cultural connotations and implications behind different travel descriptions. 4.1 Vocabulary Travel destinations: "mountain", "beach", "city", "desert", "forest", "island" Travel - related activities: "sightseeing", "hiking", "swimming", "shopping", "exploring", "camping" Transportation: "plane", "train", "bus", "car", "ship", "bike" Other key words: "destination", "journey", "experience", "culture", "tradition", "memory" 4.2 Grammar Present continuous tense for future arrangements: Structure: Subject + am/is/are + verb - ing + other components. For example, "I am going to Beijing next week." This tense is used when the future plan is already decided and there is a certain degree of preparation. Simple past tense for past experiences: Structure: Subject + verb - ed (regular verbs) / irregular verb past form + other components. For example, "I visited the Great Wall last year." It is used to talk about actions that happened and were completed in the past. 教学过程 5.1 Lead - in (5 minutes) Show students some beautiful pictures of famous travel destinations around the world, such as the Eiffel Tower in France, the Great Wall in China, the Sydney Opera House in Australia, etc. Ask students: "Have you ever been to any of these places? If yes, share your experiences briefly. If not, which one do you want to visit the most and why?" Encourage several students to share their ideas, and this can quickly arouse students' interest in the topic of travel and create a relaxed classroom atmosphere. 5.2 Vocabulary Presentation (10 minutes) Present the new travel - related vocabulary on the PPT one by one. For each word, show a corresponding picture and give an example sentence. For example, when presenting the word "sightseeing", show a picture of tourists visiting a famous landmark and say, "We went sightseeing in New York and saw many amazing buildings." After presenting all the words, ask students to read the words aloud several times to familiarize themselves with the pronunciation. Then, play a vocabulary - matching game. Divide the class into two groups. Show words on one side of the PPT and their definitions or pictures on the other side. The two groups compete to match them correctly as quickly as possible. This can help students remember the new words better. 5.3 Reading Comprehension (15 minutes) Hand out the reading passage about travel to the students. First, ask them to skim the passage quickly within 2 minutes and answer the question: "What is the main idea of this passage? Is it about a past trip, a future travel plan, or something else?" Then, let students read the passage carefully for the second time. During this reading, they need to underline the key information, such as the travel destinations, the activities they did, and the feelings they had. After they finish reading, organize a group discussion. Divide the students into groups of four. Each group discusses the following questions: Where did the writer travel? What transportation did the writer take? What interesting things did the writer do during the trip? How did the writer feel about the trip? Each group selects a representative to report their discussion results to the whole class. The teacher gives appropriate guidance and corrections during the reporting process. 5.4 Grammar Explanation (10 minutes) Write two sentences on the blackboard: "I am going to Shanghai tomorrow." (present continuous for future) and "I went to Shanghai last month." (simple past). Explain the usage and differences between the two tenses. For the present continuous tense for future, emphasize that it is used for planned actions in the near future, usually with a specific time indication. And for the simple past tense, it is used for actions that have already happened and are completed in the past. Give more examples for students to distinguish and understand, such as "She is flying to London next week." and "He visited his grandparents yesterday." Then, ask students to do some grammar exercises on the PPT. The exercises include filling in the blanks with the correct form of the verb (choosing between present continuous for future and simple past). Walk around the classroom to check students' work and help those who have difficulties. 5.5 Summary and Homework Assignment (5 minutes) Summarize the key points of this lesson, including the new vocabulary, the grammar usage of present continuous for future and simple past, and the main content of the reading passage. For homework, ask students to write a short passage about their own travel plan or a past travel experience. They need to use at least five new words and two sentences in the present continuous tense for future or simple past tense. They can also draw a picture related to their writing if they like. 教学反思 In this lesson, the use of pictures in the lead - in and vocabulary presentation stages was effective in attracting students' attention and helping them understand the new words. However, in the future, more real - life videos could be added to make the introduction more vivid. During the reading comprehension part, most students were able to understand the main idea of the passage, but some students had difficulties in extracting detailed information. In the following classes, more reading strategies training, such as how to find key sentences and make inferences, should be strengthened. The grammar explanation might be a bit abstract for some students. Although examples and exercises were provided, more interactive activities, like creating short dialogues with the correct tenses, could be designed to help students better master the usage of present continuous for future and simple past tenses. The group discussion in the reading part promoted students' communication skills, but some groups had unequal participation. In the future, specific group roles could be assigned to ensure every student gets involved in the discussion. Overall, this lesson laid a foundation for students to further explore the topic of travel in English, and the teaching methods need to be continuously adjusted and improved according to students' learning situations. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $