Unit 1 Period 4 Extended reading-Assessment（表格式教学设计）英语译林版选择性必修第三册

该高中英语教学设计聚焦非洲旅行日记解读与旅游宣传册制作，通过非洲视频与地理问答导入，以“导入—阅读—探究—实践”链式活动为支架，引导学生掌握旅行日记结构（时间、地点、事件、感受）和阅读策略（略读梳理、精读细节），衔接宣传册制作指导。 特色在于主题语境引领下融合多模态资源与项目式学习，旅行日记精读提升语言能力（如resolution等词汇运用），宣传册制作实践培养文化意识（理解非洲自然人文）与思维品质（创新设计），分层作业与自评兼顾差异，助力教师高效实施“学用结合”教学，提升学生跨文化沟通与团队协作能力。

Unit 1 Wish you were here Period 4 Extended reading-Assessment教学设计 教学基本信息 单元名称 选择性必修第三册Unit 1 Extended reading-Assessment 学科 英语 学段 高中 年级 第一学期 主要教材 书名：普通高中教科书·英语选择性必修第三册 出版社：译林出版社 出版日期：2021年7月 课时安排 2课时(80min) 课型 泛读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 以非洲探险与跨文化旅行为核心主线，通过导入 — 阅读 — 探究 — 实践 — 语言点 — 总结 — 评估的链式活动，引导学生理解旅行日记的体裁特征、非洲的自然人文风貌及跨文化互动的意义，掌握旅行类文本的阅读策略（略读梳理结构、精读提取细节），提升语言运用能力、跨文化认知能力与实践创新能力，增强对 旅行与成长，文化多样性的辩证理解，培养团队协作与跨文化沟通意识。 教材分析 【What】文本包含两部分：一是两篇非洲旅行日记（摩洛哥 + 肯尼亚），记录了作者与父母的探险经历（撒哈拉沙漠见闻、肯尼亚草原陷车求助、与野生动物互动等），涵盖旅行时间、地点、事件、感受等核心要素；二是旅游宣传册制作指导，包括宣传册的定义、功能、核心要素及优秀案例，明确实践任务要求。 【Why】通过学习，学生可了解非洲独特的自然与人文景观，建立旅行即探索与成长的认知，同时提升旅行类文本的解读与写作能力，实现语言学习与跨文化实践、项目式学习的深度融合，培养对不同文化的尊重与包容。 【How】旅行日记：按时间顺序展开，结构清晰（时间 + 地点 + 经历 + 感受），语言生动形象，兼具叙事性与抒情性，富含细节描写（环境、动作、心理），适合训练略读与精读策略。宣传册指导：以案例为依托，逻辑严谨，从 是什么 — 有什么用 — 怎么做好层层递进，语言兼具说明性与感染力，为项目实践提供明确支架。 学情分析 1.What I know 高一学生对旅行话题兴趣浓厚，有自身旅行经历可分享，掌握travel, journey, adventure, culture等基础词汇，具备初步的小组合作、信息搜集能力及简单的英语叙事能力。 2.What I want to know 学生希望了解非洲的真实风貌、旅行日记的写作技巧，渴望通过实践活动（如制作宣传册）灵活运用语言，探索跨文化旅行的意义，满足对异域文化的好奇心与探索欲。 3.What I learned 学完后，学生能梳理旅行日记的核心要素，用英语描述旅行经历与跨文化互动；掌握旅游宣传册的制作方法，精准呈现目的地特色；辩证理解旅行的价值，培养跨文化沟通的敏感性与创新实践能力。 教学目标 1.语言能力 掌握旅行相关核心词汇（resolution, contrast, starve, depart, fragile等）及短语（set off, be stuck in, contrast with, in the distance等），能在口头与书面表达中准确运用。 理解旅行日记的体裁特征，能模仿其结构与语言风格描述旅行经历；掌握旅游宣传册的核心要素，能用英语撰写简洁生动的宣传文案。 2.学习能力 学会通过略读梳理旅行日记的时间线与核心事件，通过精读提取细节信息（人物、地点、感受）。 能运用思维导图整合目的地信息，提升自主探究、信息筛选与团队协作能力。 3. 文化意识 了解非洲（摩洛哥、肯尼亚）的自然景观、人文风情与当地人的性格特质，认识文化多样性。 培养跨文化包容度与尊重意识，理解跨文化互动中的互助精神与沟通技巧。 4.思维品质 通过分析作者的旅行经历与情感变化，培养批判性思维（如旅行对个人成长的意义）。 通过设计旅游宣传册，激发创新思维与问题解决能力（如何吸引目标游客、呈现文化特色）。 教学重难点 教学重点 掌握旅行日记的体裁结构与核心词汇，理解非洲探险经历中的关键事件与跨文化互动。 明确旅游宣传册的核心要素（基础信息、景点、特色美食 / 纪念品等），能完成小组宣传册制作与展示。 教学难点 准确运用生动的细节描写与抒情语言描述旅行经历，提升文案的感染力。 深入理解跨文化旅行的意义，在宣传册中平衡文化特色与受众需求，体现跨文化沟通意识。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.提问激活背景： What do you know about Africa? 2. 欣赏有关非洲的视频，提问学生相关话题： According to the video about Africa, what adjectives can you think of ? ●通过地理知识问答与视觉视频，激活学生背景知识，激发对非洲旅行的探究兴趣。。 5min Activity 2 Reading 1. Read for structure. What’s the genre of the article? 答案：A travel journal about Africa adventure 2. Read for details. Read the first entry and answer the following questions. ①Which three places did they cover in Morocco? ②How did the author and his parents come to Merzouga from Marrakesh? ③What did they firstly see when they entered the Sahara desert? ④What left a deep impression on the author? 答案：①Marrakesh, Merzouga and the Sahara. ②They drove down the narrow mountain road with all its sharp bends. ③Unending sand dunes. He made a resolution to respect and protect the unique landscape because it was very fragile. ④He was deeply impressed with the sand dunes, the sun, the sky and stars. 3. Read for details. Read the second entry and answer the following questions. ①What happened to them when they were very near to their rest camp in Amboseli National Park? Why did the author’s father smile weakly? ②What personalities did the two local people show? ③What on the plains impressed the author most? 答案：①Their car got completely stuck in the mud and two locals pushed them free. The author’s father smiled weakly, because he felt sorry for the trouble he brought to the two local people. ②They were simple, helpful and warm-hearted. At first, they were happy to stand by and watch the author and his parents. But when the local people realized their helplessness, they offered help. ③Mount Kilimanjaro, tall grasses and trees, giraffes and elephants. 4. Describe the author’s interaction with the animals and infer what kind of person he is. 答案：The author talked with the camels and a small grey monkey in the way he talked with friends. He must love animals very much. Maybe he wants to convey to us that human beings should live in harmony with animals on the Earth. ●通过深度提问，培养学生的文本分析能力与批判性思维。 25min Activity 3 Discussion In pairs, discuss the following questions. What is the most memorable travel experience you have had? What was special about it? ●深化对 旅行意义的理解，锻炼口头表达能力，分享个性化经历。 10min Activity 4 Project 1.As a class, discuss different foreign countries that you are interested in. Then in groups, choose one country to research. 2.As a group, research your chosen country. Use the ideas below to help you. 3.As a class, put together your information to make your travel brochure. Use the example below, which is part of a travel brochure, to help you. 4.Organize the information you have collected and make a travel brochure. 5.Present your travel brochure to the class. ●将语言学习与实践结合，提升信息整合、创新设计与团队协作能力。 15min 应用实践 Activity 5 Language points 详解文章中的重点单词和短语。 ●梳理核心语言知识，强化词汇与短语的运用能力。 10min Activity 6 Summary An adventure in Africa My parents and I finally arrived at Merzouga, 1._____ I made a resolution to respect and protect this unique landscape because of a sign 2.______(say) “fragile natural environment”. It wasn't long 3.______ we were surrounded by enormous sand dunes towering above us on all sides. The colors of the dunes contrasted strikingly 4.____ the blue sky. Eventually, with the last rays of sunlight 5.______(fall) on the sand, we arrived at our desert camp. A few days after our 6._________(depart) from the camp, our car was stuck in the mud. Two tall slim local people, 7.____ were wandering over, helped us. In the distance, elephants were eating grass, ears 8.________(flap) lazily when moving slowly over the plains. It was indeed the 9. _______(great) show on the Earth. I returned to the car and fetched more possessions. 10. __ was then that I noticed a small grey monkey sitting on a tree a few meters away and eating a banana. 答案：1. where 2. saying 3. before 4. with 5. falling 6. departure 7.who 8. flapping 9. greatest 10. It ●系统回顾语法知识，强化学生记忆，形成完整的知识框架。 8 min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自评让学生认知学习效果，为课后针对性复习指明方向。 4min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择第一项和第二项，基础较好的同学可以选择第二项和第三项。 假设你所在的城市杭州为吸引国外游客，拟制作英文版旅游宣传手册，并公开征稿，请用英语写一篇短文应征，征文包含以下信息： 1. 介绍你所在的城市（历史、自然、美食)。 2. 欢迎游客前来参观。 二选一 1. 介绍你所在的城市。 2. 欢迎游客前来参观。 注意：1. 要求80词左右。 2. 可适当加入细节，使内容充实、行文连贯。 ____________________________________________ ____________________________________________ 参考范文一： Welcome to Hangzhou! Hangzhou is a beautiful city in China. It has a long history of over 2,000 years. Many old temples and gardens are here, like Lingyin Temple and West Lake. West Lake is the most famous place in Hangzhou. It is very quiet and peaceful, with green trees, small bridges, and clear water. Hangzhou also has nice food. You can try Dongpo Pork, Longjing Tea, and West Lake Fish. They are delicious! We welcome visitors from all over the world. Come and see the beauty of Hangzhou. You will love it! 参考范文二： Welcome to my city, Hangzhou, a place renowned for its enchanting beauty. Nestled by the picturesque West Lake, the city offers a harmonious blend of natural splendor and rich cultural heritage. Ancient pagodas stand tall, echoing with stories of bygone eras, while the surrounding gardens are a riot of colors. Hangzhou is also a food lover’s paradise, with local delicacies like West Lake Fish in Vinegar Gravy. We warmly invite you to come and explore this magical city. It promises an unforgettable journey! ●巩固课堂知识，兼顾不同水平学生需求，强化书面表达能力与跨文化宣传意识。 板书设计 Unit 1 Wish you were here Extended reading-Assessment 1. Travel Journal Structure: Time → Place → Event → Feeling Key points: Morocco（Sahara, fragile, resolution） Kenya（locals’ help, wildlife, amazement） 2. Travel Brochure Elements: Basic info → Attractions → Specialties Language: Descriptive, vivid, attractive 3. Core Vocab & Phrases: resolution, set off, contrast with, be stuck in, fragile 教学反思 优点： 多模态资源（视频、宣传册样本）有效激发学生兴趣，降低跨文化内容与实践任务的难度。 项目式学习（制作宣传册）实现 “学用结合”，既锻炼语言运用能力，又提升团队协作与创新思维。 分层作业与多样化活动（讨论、展示、自评）满足不同学生的学习需求，兼顾听说读写综合能力。 缺点： 部分学生对非洲文化背景了解较少，影响对文本细节的深度理解。 宣传册制作时间较紧张，个别小组的文案打磨与排版不够精致。 跨文化词汇的运用准确性不足，口头表达中存在简单化、中式英语问题 改进： 课前发放非洲文化与旅行相关词汇表，推荐简短纪录片（如《非洲简史》片段），提前铺垫背景知识。 优化时间分配：将宣传册信息搜集环节部分前置（课前预习），课堂聚焦文案撰写与排版优化。 增加 “跨文化表达小贴士” 环节，提供旅行相关地道句型（如描述景点、推荐美食），并在小组展示后针对性点评语言问题。 利用班级在线平台分享所有小组的宣传册作品，鼓励学生课后互评与修改，拓展交流空间。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $