Unit 2 Travelling around Listening and Talking&Reading for Writing 听说课+写作课教案-2025-2026学年高中英语人教版必修第一册

Unit 2 Travelling around Period 2 Listening and Talking&Reading for Writing 听说课、写作课 课时 2 教材分析： (I) What – Analysis of Textbook Content Listening and Talking: Focuses on pre-travel booking scenarios, including telephone dialogues for flight reservations. Students obtain key information such as flight times and destinations through listening, learn booking-related vocabulary, sentence patterns, and polite formal expressions, and then practice speaking through role-play. Reading for Writing: Uses an email from Richard to Xia Li introducing his travel plan to Xi’an as the carrier. Students analyze the email structure, learn to express travel plan elements (destination, time, transportation, activities, etc.), and finally write an email to share their own travel plans to improve writing ability. (II) Why – Intentions of Textbook Compilation Cultivate Language Ability: Enhance listening comprehension, oral expression, reading analysis, and writing output skills; enrich travel-related vocabulary and expressions. Strengthen Cultural Awareness: Understand domestic and international travel cultures, experience characteristics of different regions, and enhance cross-cultural awareness. Develop Thinking Quality: Exercise logical, critical, and creative thinking in information extraction, integration, analysis, and writing conception. Improve Learning Ability: Master listening, reading, and writing skills; cultivate independent and cooperative learning abilities. (III) How – Organization and Presentation of Textbook Content It starts with listening to obtain information and accumulate language, then moves to reading emails to analyze structure and expressions, and finally integrates speaking and writing for output and application, progressing step by step. All modules are interrelated, building a complete language learning system around the travel theme for students, which is conducive to knowledge internalization and transfer. 学情分析 1. What I Know Language Foundation: Have mastered basic English vocabulary and grammar, possess certain daily communication skills, and are familiar with simple travel-related words such as "travel" and "hotel". Life Experience: Some students have travel experience, have a perceptual understanding of travel preparations and reservations, and can provide personal experience materials. Learning Ability: Have certain independent learning and group cooperation abilities, can complete learning tasks under teachers’ guidance, and are highly receptive to multimedia-assisted learning. 2. What I Want to Know Eager to deeply learn professional travel vocabulary and authentic expressions, and improve English communication skills in travel scenarios. Want to understand travel cultural differences between different countries and expand cross-cultural knowledge. Expect to master effective listening and writing skills, improve comprehensive English abilities, especially in the application of travel-related topics. 3. What I Learned Knowledge Level: Proficiently master travel booking and travel plan-related vocabulary and sentence patterns, such as the booking sentence pattern "I'd like to book..." and the travel plan expression "plan to go...". Ability Level: Can accurately extract key information in listening, fluently communicate about travel in speaking, and write structurally clear travel plan emails in writing. Literacy Level: Enhanced cross-cultural awareness, learned to view travel from multiple perspectives, and improved independent and cooperative learning abilities. Would you like me to sort out a comprehensive bilingual template for high school English unit teaching analysis (textbook + learning situation)? It can be directly used for lesson preparation and teaching summary. (I) Language Ability Students can understand travel booking dialogues, accurately obtain key information such as flights and hotels, and grasp the main ideas and details of the dialogues.They can proficiently use travel booking and travel plan-related vocabulary and sentence patterns (e.g., "reservation", "one-way ticket", "I'm planning to...") for oral communication and written expression.They can analyze the structure of travel emails and imitate writing travel plan emails with accurate language, clear structure, and coherent meaning. (II) Cultural Awareness Students will understand cultural differences in travel booking and travel plan formulation among different countries, such as booking time habits and travel preferences.Through learning, they will respect different cultural travel styles and enhance cross-cultural communication awareness and sensitivity. (III) Thinking Quality In listening and reading, students will exercise their abilities to extract, screen, and integrate information, fostering logical thinking.In writing, they can think independently, design travel plans, innovatively express personal ideas, and improve creative thinking.They will conduct critical thinking on travel-related information, judge its rationality, and develop critical thinking. (IV) Learning Ability Students will master listening skills such as key word capture and content prediction; learn reading and analysis methods such as text structure analysis.They will cultivate independent learning abilities by actively expanding travel English knowledge after class; improve cooperative learning abilities by effectively communicating and collaborating in group activities. (I) Key Teaching Points Learning and applying vocabulary and sentence patterns related to travel bookings and travel plans. Extracting key information in listening, expressing ideas fluently in oral dialogues, and grasping email structure and organizing content in writing. (II) Key Teaching Difficulties Flexibly using the learned language to communicate naturally in real or simulated scenarios, avoiding Chinglish. Integrating personal emotions and creativity into writing to make travel plan emails vivid, engaging, and reflective of individuality. Lsitening and talking I. Grammar Focus: Present Continuous for Future Plans Key Rule:Use am/is/are + verb-ingto talk about fixed plans or arrangements in the near future. Examples: I am taking a flight to Paris next Friday.(My flight is booked.) She is meeting a tour guide at 9 AM tomorrow.(The appointment is scheduled.) Contrast with "will": I will travel someday.(general intention) I am travelling this summer.(specific, arranged plan) II. Activity 3 Enhancement: Role-Play Scaffolding Step 1:Before the role-play, provide a short dialogue frame with key sentence starters: A: What are you doing for your upcoming trip? B: First, I am takinga train to... Then, I am visiting... Step 2:Encourage students to replace the underlined verbs/places to create their own conversations. III. Vocabulary Review (Quick Check) Matching Game:Write the target words (e.g., destination, admire, rent) on the board. Have students quickly match them with simple definitions or pictures (e.g., destination→ "the place you are going to"). IV. Homework Clarification Task 1:For the mind map/travel plan, suggest a simple structure: Center:My Trip to [Place] Branches:Transport (I am flying...), Places (I am seeing...), Activities (I am doing...) 1.Lead-in Activity 1: Brainstorming — Travel Preparation List The teacher asks: “What details do we need to consider when preparing for a trip?” (Refer to “How should we prepare for our travel?” in the PPT)Students discuss in groups and list travel preparation elements (e.g., reservation information: name, date, transportation method, payment method, etc.). The teacher sorts out details related to “making reservations” on the blackboard: one-way/return, flight class, payment methods, etc. Activity 2: Pre-listening Prediction The teacher presents a table related to the listening material and guides students: “Before you listen, make predictions.” Then the teacher prompts students to guess: “What are the two speakers talking about? What’s their relationship?”Students make judgments based on common sense (e.g., “buy a plane ticket”, “passenger and clerk”). Activity 3: Listening Task 1 (Listening for Specific Information) Play the recording of a telephone conversation (about booking a plane ticket). Students complete the multiple-choice questions (refer to Listening Task 1 in the PPT): Relationship between the speakers: A. Husband & wife. B. Salesman & customer. C. Reservation agent & customer. Conversation content: A. Booking a plane ticket. B. Booking a train ticket. C. Sharing travel plan. Payment method: A. By check. B. By credit card. C. In cash. After checking the answers, the teacher emphasizes key information (e.g., "December 23rd, 9:30 flight, business class"). Activity 4: Listening Task 2 (Listening for Functional Language) Play the recording again. Students complete the table (refer to Listening Task 2 in the PPT) and fill in the functional expressions used in the conversation: Opening How can I help you? I’d like to buy a plane ticket… Talking about time On what date are you travelling? On the 23rd of December. Talking about preference Which do you prefer? Would you like to travel business class or economy? The 9:30 flight, please. I’d like to travel business class. Activity 5: Role-play Students work in pairs and choose a scenario (booking a restaurant, flight, or hotel; refer to "Booking a table for dinner/Booking air tickets/Booking a hotel room" in the PPT). They have conversations using the details from the table (e.g., date, time, preference) and functional sentence patterns. The teacher provides a demonstration (refer to the hotel booking Sample Conversation in the PPT), such as:A: Happy Hotel. How can I help you?B: I’d like to book a room.A: On what dates would you like to stay?... Invite 2-3 groups to present. The teacher comments on the accuracy of the language and the fluency of communication. Reading for writing Acivity 6 答案：Size More than 8,000 statues. History Made in the third century BCE; discovered in 1974 by farmers. Purpose To guard the tomb of Emperor Qinshihuang. Feature Each statue has a different face (copy of a real soldier). （2） 用提供的句型表达感受（如 “What amazes me most is that…/It’s unbelievable that…”）。 Activity 7: Richard’s Email (Travel Plan Email) Students read carefully the email from Richard to Xiao Li and complete the tasks: (1) Analyze the email structure and identify the core elements: Main purpose: Visit the Terracotta Army in Xi’an; Other plans: Visit Shaanxi History Museum and Xi’an City Wall; Transport: Take the train; Final thought: Look forward to sharing photos. (2) Underline the sentences in the email that use the present continuous tense to express the future (e.g., "are planning to go", "are taking the train"), and summarize the usage: It indicates future actions that have been planned. Activity 8: Pre-writing (Writing Preparation) Sort out elements of a travel planThe teacher guides students to think: “What should a travel plan include?” Combining the “where/when/who/why/what/how” in the PPT, students list writing key points (e.g., destination, time, travel companions, activities, transportation, etc.). Accumulate functional sentence patternsThe teacher presents useful expressions for writing. Students read them in groups and make sentences: Expressing surprise: It’s amazing that…/What amazes me most is… Expressing eagerness: I can’t wait to…/I’ve always wanted to… Stating reasons for recommendation: …is not only… but also…/It’s a must-see place because… Activity 9：Writing（写作任务） 1. 任务布置 情境：假定你是李华，十月假期将和家人去海南岛旅游，请给 Richard 写回信分享计划（参考 PPT 中 Writing task），包含： 目的地：海南岛； 时间：10 月 1 日 - 6 日； 活动：岛上远足、海上冲浪、宿营； 感受：增长知识、拓宽视野。 2. 写作指导 教师提供写作框架（参考 PPT 中范文结构）： 开头：感谢 Richard 的邮件，说明写信目的（如 “Thank you for your letter about your trip to Xi’an, which is amazing. I’m writing to share my holiday plans.”）； 主体：介绍旅行时间、同行者、活动、交通； 结尾：表达期待，询问对方计划。 3. 学生写作，教师巡视指导 重点关注：现在进行时的使用；衔接词（如 “also”“besides”）的运用；句型多样性（如非限制性定语从句）。 Activity 10 ：Language Points 1.核心词汇与短语。 （1）credit n. 学分；信用 短语：credit card（信用卡）；on credit（赊购） He paid the flight ticket by credit card. We bought the dishwasher on credit. （2）detail n. 细节 短语：in detail（详细地）；go into details（详述） I will tell you about the matter in detail later. （3）check in/out 短语：check in（登记入住）；check out（结账离开） We’ve checked in at the hotel. Guests should check out by noon. （4）request v. /n. 要求 短语：request sb. to do sth.；It is requested that…（虚拟） Visitors are requested not to touch the exhibits. It is requested that he (should) hand in homework. （5）view n. 风景；观点 短语：come into view（映入眼帘）；in one’s view（在某人看来） Finally, the famous castle came into view. In my view, she is responsible. 2. 重要句型 （1）.It 作形式主语：It’s amazing that there are more than 8,000 statues. (2). 现在分词作结果状语：Each statue has a different face, leading researchers to believe… (3).非限制性定语从句：The statues fill only one part of the emperor’s huge tomb, which still has not been completely unearthed. Self-evaluation Homework 作业内容:任务：假定你是李华，英国笔友 Tom 计划来中国旅行，对西安感兴趣，请写邮件介绍你的西安旅行计划（参考 PPT 中 Homework），包含： 时间和同行人员； 参观景点（兵马俑、古城墙等）及原因； 交通与住宿； 旅行期待。 This class carried out listening, speaking, reading and writing activities around the theme of "travel". It was pleasing to see that students showed great enthusiasm for participation and a positive learning attitude. In the listening session, students could quickly capture key information in the booking conversations and responded keenly to details such as flight times and seat class choices. The group discussions in the prediction link sparked many wonderful ideas, reflecting good information prediction ability. During the role-play, everyone took the initiative to use the functional sentence patterns learned in class to simulate hotel and flight booking scenarios. The conversations were fluent and natural, and some students even spontaneously added details like special requests, demonstrating the potential to flexibly apply the language. In the reading and analysis part, students not only accurately extracted the core information from the Terracotta Army brochure but also expressed amazement with vivid and engaging sentences. They also sorted out the structure of Richard’s email in a clear and logical way, showing strong text interpretation ability. In the writing session, most students completed the travel plan email with the help of the template. Some students even creatively used the advanced sentence patterns they had learned, and their expectation for travel was evident throughout the writing. Overall, students actively absorbed and applied language knowledge in real contexts, making the class atmosphere lively and efficient. In the future, more such situational activities can be designed to further stimulate students’ internal motivation for learning. 学科网（北京）股份有限公司 $