Unit2 Travelling Around Listening and Speaking 教案-2025-2026学年高中英语人教版必修第一

Unit 2 Travelling Around-Listening and Speaking 内容导航 This section focuses on travel plans and preparations, including listening to conversations about Meilin’s trip to Europe and Paul’s trip to Lijiang, and practicing oral communication about travel destinations, transportation and preparations, aiming to improve students’ listening and speaking skills in travel contexts. 教学目标和重难点 1. 教学目标 Linguistic Competence: Master travel-related vocabulary and sentences, and use the present continuous tense to express future plans. Cultural Awareness: Understand travel cultures at home and abroad, respect cultural diversity and enhance cross-cultural communication awareness. Thinking Quality: Develop logical thinking through analyzing listening information and critical thinking through discussing travel significance. Learning Capacity: Cultivate autonomous learning and cooperative learning abilities by participating in listening and speaking activities and summarizing learning methods. 2. 教学重难点 Key Points: Grasp key information (destinations, transportation, preparations) in listening materials; master travel-related vocabulary and sentences; use the present continuous tense to talk about travel plans; conduct simple oral communication about travel. Difficult Points: Understand the implied meaning in listening materials with different tones; flexibly use learned language to express travel plans and feelings fluently; overcome obstacles in converting listening information into oral expression and improve cross-cultural communication ability. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The lead-in aims to arouse students’ interest in the topic of travel, activate their prior knowledge and related vocabulary, and lay a solid foundation for the subsequent listening and speaking activities. First, the teacher shows pictures of famous scenic spots at home and abroad, such as the Eiffel Tower in France, Neuschwanstein Castle in Germany, Lijiang in Yunnan, China, and Tianchi in Tianshan, and asks students to look at the pictures and answer questions orally. The questions are designed as follows: “Where do you think the scenic spot in the picture is?”, “Have you ever been to these places?”, “If you have the chance to travel anywhere in the world, where will you go?”, “What do you think you need to prepare for a trip?”. When students answer the questions, the teacher guides them to use simple English expressions and records the key words and phrases they mention on the blackboard, such as “travel”, “scenic spot”, “passport”, “ticket”, “hotel” and so on. Then, the teacher quotes Francis Bacon’s famous saying: “Travel, in the younger sort, is a part of education; in the elder, a part of experience.”, and asks students to discuss the meaning of this sentence in pairs. After the discussion, invite 2-3 groups to share their views, guiding students to realize that travel can broaden their horizons, gain experience and learn about different cultures. Next, the teacher briefly introduces the main content of this lesson: in this class, we will listen to two conversations about travel plans, learn how to obtain key information from listening materials, and practice talking about our own travel plans. Finally, the teacher presents the core vocabulary and phrases of this lesson, including “apply for”, “visa”, “rent”, “pack”, “flight ticket”, “get around” and so on. For each word and phrase, the teacher explains its meaning and usage with simple sentences, and asks students to read after the teacher to ensure that they can pronounce correctly and understand the basic meaning. For example, when explaining “apply for a visa”, the teacher says: “If you want to travel abroad, you need to apply for a visa. It is a document that allows you to enter another country.” Then, let students make simple sentences with the word or phrase, such as “I need to apply for a visa before I go to Germany.” Step 2: Pre-Listening (Preparation for Listening) The pre-listening stage is designed to help students predict the content of the listening materials, master the listening skills and reduce the difficulty of listening. First, the teacher introduces the background of the listening materials: there are two conversations in the listening part. The first conversation is between Meilin and Paul, talking about Meilin’s travel plan to Europe. The second conversation is about Paul’s travel plan to Lijiang with his parents. Then, the teacher guides students to predict the possible content of the listening materials according to the background introduction. The teacher asks: “What do you think Meilin will talk about in her travel plan?”, “What about Paul’s travel plan? What may they mention?”. Students can predict from the aspects of travel destination, transportation, accommodation, travel time, preparations and so on. Then, the teacher introduces the listening skills that need to be mastered in this lesson: focusing on key information, such as place names, transportation methods, time, numbers and other nouns, verbs or adjectives; ignoring unimportant details and not being stuck on a single word or phrase; using context clues to guess the meaning of unfamiliar words. The teacher gives simple examples to help students understand these skills. For example, when listening, if you hear “France” and “Germany”, you can know that these are travel destinations; if you hear “by air” or “rent a car”, you can know the transportation method. In addition, the teacher arranges a small vocabulary review activity. Divide students into groups of 4, and each group is given a set of word cards related to travel. The group members take turns to describe the word or phrase on the card in English, and the other members guess the word or phrase. For example, if the word is “passport”, a student can describe it as “It is a small book that proves your identity when you travel abroad.” This activity not only helps students consolidate the core vocabulary, but also improves their oral expression ability and cooperation ability. After the activity, the teacher summarizes the performance of each group, affirms the advantages and points out the areas that need improvement. Finally, the teacher plays the listening material once at a slow speed, allowing students to get a general idea of the content of the conversation, and then asks students to briefly talk about what they heard, such as “Meilin is going to travel to Europe.”, “Paul is going to Lijiang with his parents.”, to lay the foundation for the detailed listening in the next stage. Step 3: While-Listening (Detailed Listening and Skill Training) The while-listening stage is the core part of this lesson, aiming to help students accurately obtain key information from the listening materials, master the listening skills and consolidate the learned vocabulary and sentences. This stage is divided into two parts: listening for specific information and listening for detailed information. First, listening for specific information. The teacher presents the questions of the first part of the listening material on the screen: 1. Circle the two places Meilin is going to for holiday. (A. Germany B. England C. Iceland D. France) 2. How is she going to get there? (A. By sea B. By air C. By train) 3. How is she planning to get around after she arrives? (A. By car B. By train C. On foot). Then, the teacher plays the first part of the listening material twice. For the first time, students listen carefully and circle the key information; for the second time, students check their answers and correct them. After listening, the teacher invites students to answer the questions one by one, and explains the key points in the listening material. For example, when answering the first question, the teacher points out that Meilin says “I’m planning to visit France and Germany.”, so the correct answers are A and D. When answering the second question, Meilin mentions “Once I get the visa, we’ll book flight tickets online.”, so the correct answer is B. When answering the third question, Meilin says “We’re renting a car and driving!”, so the correct answer is A. At the same time, the teacher emphasizes the key sentences in the listening material, such as “I’m travelling around Europe for two weeks with my aunt and uncle.”, “I am applying for my visa tomorrow.”, and guides students to pay attention to the use of the present continuous tense to express future plans. Then, listening for detailed information. The teacher presents the questions of the second part of the listening material: 1. Where is Paul’s family going over the holiday? 2. Why are they going there? 3. What’s the weather like there? 4. How long are they staying there? 5. What are they going to do there? Then, the teacher plays the second part of the listening material twice. For the first time, students listen and take notes about the key information; for the second time, students complete the answers to the questions. After listening, the teacher organizes students to exchange their answers in pairs, and then invites several students to share their answers with the whole class. The correct answers are: 1. Lijiang, Yunnan Province, China. 2. Because one of his father’s friends lives there and invited them to visit. 3. It should be pleasant during the day, but it might be cold at night. 4. For three weeks. 5. They are going to visit Dali and Kunming. After checking the answers, the teacher plays the whole listening material again, and asks students to follow the listening material to read aloud, paying attention to the pronunciation, intonation and pauses. This activity can help students improve their listening comprehension ability and oral expression fluency. At the same time, the teacher points out the difficult sentences in the listening material, such as “My parents are taking me to Yunnan Province in China to visit Lijiang!”, “It should be pleasant during the day, but it might be cold at night, so I’m taking a few warm clothes.”, and explains the meaning and structure of these sentences to help students understand. In addition, the teacher designs a filling-in-the-blank activity to further consolidate the key information and sentences in the listening material. The teacher presents the key sentences of the listening material with blanks on the screen, such as “Meilin is planning to visit ______ and ______.”, “Paul’s family is going to ______ in China.”, “They are going to get there by ______.”. Then, the teacher plays the listening material again, and students fill in the blanks while listening. After filling in, the teacher checks the answers with the whole class, and asks students to read the complete sentences aloud to strengthen their memory. Step 4: Post-Listening (Oral Practice and Language Application) The post-listening stage aims to help students apply the knowledge and skills learned in the listening part to oral communication, improve their oral expression ability and cooperative learning ability. This stage is divided into three activities: role-play, group discussion and personal presentation. First, role-play. The teacher divides students into pairs, and assigns the roles of Meilin and Paul to each pair. Students need to retell the two conversations in the listening material according to the key information and sentences they have learned. Before the role-play, the teacher gives students 5 minutes to prepare, and reminds them to pay attention to the use of the present continuous tense, pronunciation and intonation. During the preparation, the teacher walks around the classroom, answers students’ questions and provides guidance for students who have difficulties. After the preparation, invite 2-3 pairs to perform the role-play in front of the whole class. After each performance, the teacher comments on their performance, affirms their advantages, such as fluent expression and correct use of sentences, and points out the areas that need improvement, such as pronunciation errors or incomplete expression. Other students can also put forward their own suggestions. Then, group discussion. The teacher divides students into groups of 4-5, and sets the discussion topic: “Talk about your own travel plan with your group members. You should include the following points: where you are going to travel, who you are going to travel with, how you are going to get there, how long you are going to stay there, what you are going to do there and what you need to prepare for the trip.” The teacher provides some sentence patterns to help students express, such as “I’m planning to travel to...”, “I’m going to travel with...”, “We’re going to get there by...”, “We’re going to stay there for...”, “I need to apply for a visa / book tickets / pack some clothes...”. During the discussion, the teacher walks around the classroom, observes the performance of each group, guides students to use the learned vocabulary and sentences, and encourages shy students to participate in the discussion. Each group selects a recorder to record the key points of the discussion. After the discussion, the teacher invites 2-3 groups to share their group’s travel plan with the whole class. The recorder of each group reports the travel plan, and other group members can supplement it. After each group’s report, the teacher makes comments, praises the creative travel plans, and guides students to put forward questions or suggestions for the reported travel plans. For example, if a group says they are going to travel to France, the teacher can ask: “Do you need to apply for a visa to go to France?”, “What scenic spots are you going to visit in France?”, to further expand the students’ thinking and improve their oral communication ability. Finally, personal presentation. Each student thinks about their own dream travel plan, and prepares a 1-2 minute personal presentation. The presentation should include the key points of the group discussion. Students have 3 minutes to prepare. After the preparation, invite several students to give their presentations in front of the whole class. After each presentation, the teacher and other students give feedback. The teacher focuses on evaluating the students’ use of vocabulary and sentences, fluency of expression and clarity of logic, and encourages students to express their own ideas boldly. For students who have difficulties in expression, the teacher gives timely guidance and help, such as prompting them with key words or sentences. Step 5: Summary and Consolidation The summary and consolidation stage aims to help students sort out the knowledge and skills learned in this lesson, strengthen their memory and form a systematic knowledge framework. First, the teacher invites students to summarize the main content of this lesson. Students can summarize from the aspects of listening skills, key vocabulary and sentences, oral practice and so on. For example, a student may say: “In this class, we listened to two conversations about travel plans, mastered some travel-related vocabulary and sentences, and practiced talking about our own travel plans.” Then, the teacher makes a comprehensive summary: in this lesson, we focused on the topic of travel plans and preparations, listened to conversations about Meilin’s trip to Europe and Paul’s trip to Lijiang, mastered the key listening skills of grasping key information, learned travel-related vocabulary and sentences, and used the present continuous tense to express future plans. We also carried out role-play, group discussion and personal presentation activities, which improved our oral communication ability. Then, the teacher arranges a small consolidation exercise: ask students to write 5 sentences about their own travel plan using the present continuous tense and the learned vocabulary and sentences. For example, “I’m going to travel to Beijing with my parents next month.”, “We’re going to get there by train.”, “I’m applying for a passport now.”. After students finish writing, the teacher collects some students’ sentences, checks them and comments on them, correcting the wrong sentences and affirming the correct ones. In addition, the teacher guides students to reflect on their own learning process: ask students to think about what they have learned in this lesson, what they do well and what they need to improve. For example, some students may think that they are good at grasping key information in listening, but their oral expression is not fluent enough; some students may think that they have mastered the core vocabulary, but they are not flexible in using the present continuous tense. The teacher encourages students to put forward their own problems, and gives corresponding suggestions, such as practicing oral expression more after class, reciting key sentences and so on. Step 6: Extension and Homework The extension and homework stage aims to extend the classroom knowledge to after class, help students consolidate the knowledge and skills learned, and expand their vision. First, the teacher carries out a cultural extension activity: introduce the travel customs and etiquette of different countries to students, such as in France, it is polite to say “Bonjour” when greeting others; in Germany, it is important to be punctual. Then, ask students to discuss in pairs: “What travel customs and etiquette do we need to pay attention to when traveling abroad?”, “What are the differences between Chinese and foreign travel cultures?”. This activity can help students enhance their cross-cultural communication awareness and respect cultural diversity. Then, the teacher arranges the homework: 1. Listen to the listening material of this lesson again after class, and retell the two conversations to your family or friends in English. 2. Finish the oral practice task: interview your deskmate about his/her travel plan, and take notes. Next class, share the interview results with the whole class. 3. Collect information about a famous scenic spot at home or abroad, and prepare a 2-minute introduction for the next class. 4. Preview the next part of the unit, and learn the new vocabulary and sentences in advance. Before the end of the class, the teacher encourages students to actively participate in after-class activities, practice their listening and speaking skills more, and enjoy the fun of learning English through travel topics. The teacher also reminds students to pay attention to the safety of travel and establish the awareness of civilized travel. Finally, the class ends with a warm greeting: “Have a good trip and happy learning!” 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $