Unit 5 On the Road Developing ideas Coast to Coast 教学设计 2025-2026学年高一英语外研版必修第二册

该高中英语课件聚焦游记关键要素及旅行邮件写作，以“猜加拿大”quiz导入激活背景知识，结合标题图片分析文本类型，通过扫描文本提取行程、事件等信息，搭建从输入到输出的学习支架。 其亮点在于运用AI视频创设语境，小组合作探究旅行意义提升思维品质，分层作业兼顾差异培养学习能力，邮件写作实践强化语言运用。学生提升综合语言能力与思维，教师可高效落实教学目标。

教学设计 课程基本信息 课题 Unit 5 Coast to coast 课型 新授课 学科  英语 年级  高一 学段  高中 版本章节 外研版必修一Book 2 教学目标 1.用至少8个新学词汇描述Eva的旅行路线及关键事件使用 2种以上复合句型分析作者的情感变化 3.撰写80词旅行邮件，需包含：行程路线,遭遇挑战和感受。   教学重难点 重点：学生熟知并掌握游记的关键要素并能通过把课堂习得的重要句型应用作文中。 难点：学生能够根据已掌握知识，在实际语境中灵活有效地介绍一个地方及分享旅行中的感受。     学情分析  作为高一学生，已经具备了一定的英语基础和学习能力，关于旅行的话题也比较轻松有趣，可以帮助学生迅速迁移到本节课内容。学生已掌握电子邮件基本格式，但对旅行日志类邮件的叙事逻辑缺乏系统认知。     教学准备    黑板，ppt, 豆包软件制作的与课文教学相关的拓展AI视频   教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Students guess and learn some knowledge about Canada. Students analyze information given in the title and pictures. 1. Scan paragraph 1 and write information and share their answers. 2. Learn how to scan a text. 3.Students think and give answers. 4.Students read and find out key information(what and how). 1.Lead students to think about the significance of travelling through cooperative learning. 2. Present ideas and put on the stickers on blackboard. 1.Write an E-mail and apply knowledge learned in this class into the writing. 2.Present writing. 3.Give marks to classmates according to given standard. Summarize what they have learned today and finish the chosen assignment. (choose one to finish)                   Activity 1 Warming up. Quiz: can you guess what this country is? Activity 2 Observe and identify: Teacher asks Students What is the genre of this text? Activity 3 Scan and identify: 1. Ask students to find key information from paragraph 1 and share answers. 2. Help students learn how to scan a text. 3.Ask students what else they might write in their Email if they are going to write one ? 4.Ask students to read the following paragraphs and find out key information. Activity 4 Think and cooperate: 1.Ask students to have a discussion in groups of 4-6: Despite so many difficulties and bad emotions in traveling, people still travel, why? 2.Choose some students to present their ideas . Activity 5 Writing: 1.Watch a video that is made by AI and ask students to write an E-mail to Christa using what was learned in this class. 2.Teacher ask students to present their writing. 3.Ask students to conduct Peer evaluation. Activity 6 Summary and Assignment 1.Summarize what was learned in this class. 2.Assignment: 1.Polish your travel journal and send Email to me.requirements as follows: (1).Illustrate when,where and who you you went with. (2).Introduce what events you enjoyed and what problems you had. (3).Share your feelings about your travel.(photos could be included） 2.Retell the passage with the help of travel. To get familiar with the topic and activate background knowledge about Canada. To elevate their reading ability by drawing key information from given material. Learn how to scan a text and improve their critical thinking. Improve students’ thinking quality. Practice how to write a travel journal in a real scenario, improve their ability to cooperate with each other and learn to evaluate a writing. Assignment is designed to assess their understanding of the text and guide them to express feelings by using highlight sentences in the text.Optional homework is suitable for large capacity class: students of different levels can pick tailored one to finish.  在呈现图片方面运用了软件制作的图片并且呈现方式很直观生动。 通过地图辅助理解信息。让学生更直观深入理解课文内容。 引发学生的深度思考旅行背后的意义。对学生的人生态度价值观进行了正面的引导。 作业分层设计，让学生根据自己的水平选择相应的作业，满足了不同层次学生的学习需求。并且对作业的要求进行了详细说明，保证了学生完成作业的质量。 作业设计   1.Polish your travel journal and send Email to me.requirements as follows: (1).Illustrate when,where and who you went with in 80 words. (2).Introduce what events you enjoyed and what problems you had. (3).Share your feelings in your travel.(photos and videos could be included） 2.Retell the passage with the help of travel map.         板书设计/课堂小结   Unit 5  Coast to Coast Who 1.We made it. When 2.I can’t wait to share... Where 3.I was hoping to see...,but all I saw was... 4.It's like another world. What-activities 5.so...that... How -feelings Why-solve problems/experience 课堂小结 通过引导式探究方法 （The Guided Inquiry Approach）鼓励学生进行理性思考。通过小组合作的头脑风暴与现实世界进行连接，理解复杂话题并进一步提高提高问题解决能力及口头表达能力。最后的总结巩固并内化本节课所学技能。 教学反思  本节课采用引导式探究方法 （The Guided Inquiry Approach）鼓励学生进行理性思考。环环相扣，层层递进的问题帮助学生完成探究过程，帮助他们提出问题并找到解决现实问题的方法。 本科教学目标的设立依据引导式探究方法进行逆向设计，即在课堂初始提出需要解决的真实问题，鼓励并引导学生运用本节课所学去解决该问题，鼓励引导学生运用本节课所学去解决这个问题的设计理念，在之前磨课过程中也忍痛割舍掉了部分内容，虽有所不舍怕学生学得不够充分，但结果却突出了本节课教学重点，更好地达成了本节课的教学任务。 作为课堂的延展，作业部分尝试运用了AI融合技术，创设了语境，较有效地兼顾学生个体差异，促使学生的知识与能力的巩固和内化，实践与运用。         学科网（北京）股份有限公司 $