Unit2 Travelling Around Listening and Talking 教学设计-2025-2026学年高中英语人教版必修第一册

Unit 2 Travelling Around-Listening and Talking 内容导航 This section focuses on travel reservations and travel plans, including listening to conversations about flight bookings and travel arrangements, and practicing oral communication in scenarios like making reservations and sharing travel plans, helping students master relevant vocabulary and expressions. 教学目标和重难点 1. 教学目标 Linguistic Competence: Master travel-related vocabulary and expressions for reservations, and improve listening comprehension and oral expression skills. Cultural Awareness: Understand etiquette in travel reservations and cultural differences in travel customs at home and abroad, fostering cultural tolerance. Thinking Quality: Develop the ability to analyze listening materials, sort out key information, and conduct logical thinking in oral communication. Learning Capacity: Cultivate listening strategies like pre-listening prediction and in-listening key information capture, and form the habit of cooperative learning in oral practice. 2. 教学重难点 Key Points: Master core vocabulary and expressions for travel reservations (such as reservation, flight, date, payment) and sentence patterns (like “I’d like to book...”, “What date are you travelling?”). Understand the main idea and key details of listening materials. Difficult Points: Apply relevant vocabulary and sentence patterns flexibly to make travel reservations and share travel plans in real scenarios. Overcome the fear of speaking and achieve fluent and polite oral communication. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the topic of travel, activate their existing knowledge about travel, and lay a foundation for the subsequent listening and speaking activities. First, the teacher greets the students in English and starts with a free talk: “Good morning, everyone. Do you like travelling? Where have you travelled before? What preparations did you make before your trip?” The teacher invites 2-3 students to share their travel experiences and preparations, encouraging them to express freely in simple English. After the free talk, the teacher shows some pictures on the screen, including flight tickets, hotel reservation confirmations, scenic spot tickets, and travel suitcases. Then the teacher asks questions: “Look at these pictures. What do they have to do with travelling? When we plan a trip, what do we need to book in advance?” Guide students to think and answer, such as flight tickets, hotel rooms, scenic spot tickets, etc. Then the teacher summarizes: “Today we will learn how to make travel reservations and talk about travel plans through listening and speaking activities. Let’s start our class with some new words and expressions.” Next, the teacher introduces core vocabulary and expressions related to travel reservations. The teacher writes the new words on the blackboard or shows them on the screen, including reservation, book (v.), flight, departure, arrival, date, one-way ticket, return ticket, economy class, business class, payment, credit card, check-in, check-out, prefer, request. For each word, the teacher pronounces it clearly, asks students to follow, and explains the meaning and usage with simple sentences. For example, “Reservation means an arrangement to have something (such as a seat on a plane) kept for you. We can say ‘I need to make a reservation for a flight.’” “Book (v.) means to arrange to have a seat, room, etc. We can say ‘She booked a hotel room online.’” After teaching the new words, the teacher organizes a quick memory game. The teacher says a word in Chinese, and students respond with the English word and a simple sentence; or the teacher shows the English word, and students read it and explain its meaning. This activity helps students consolidate the new vocabulary quickly and improve their learning enthusiasm. Step 2: Pre-Listening (Prediction and Preparation) Pre-listening activities are designed to help students predict the content of the listening materials, familiarize themselves with the listening context, and reduce the difficulty of listening comprehension. First, the teacher tells students that they will listen to a telephone conversation between a customer and an airline reservation agent. The conversation is about booking a flight. The teacher asks students to look at the questions in Part 1 of the listening material (or the questions designed by the teacher) and guide them to predict the content of the listening. The questions can be: “1. What are the two speakers talking about? 2. What is the relationship between the two speakers?” The teacher invites students to discuss in pairs for 1-2 minutes and share their predictions. For example, students may predict that the speakers are talking about booking a flight, and their relationship is customer and reservation agent. Then, the teacher reminds students of listening strategies: before listening, pay attention to the key words in the questions, such as “talking about”, “relationship”; during listening, focus on capturing key information, such as time, date, place, and the main purpose of the conversation. At the same time, the teacher reviews the new words and expressions related to flight booking, such as “flight”, “date”, “one-way ticket”, “return ticket”, to help students avoid vocabulary obstacles during listening. In addition, the teacher can briefly introduce the background of the listening material: in daily life, when we want to travel by plane, we usually need to book a flight in advance. The telephone conversation between the customer and the reservation agent is a common way of booking. This helps students understand the context of the listening material better and improve their listening comprehension. Step 3: While-Listening (Comprehension and Practice) While-listening activities are the core part of this lesson, aiming to help students understand the main idea and key details of the listening material, and improve their listening comprehension ability. The listening activity is carried out in three steps: listening for the main idea, listening for key details, and listening for specific information. First, the teacher plays the listening material for the first time. After listening, the teacher asks students to answer the two prediction questions: “What are the two speakers talking about?” and “What is the relationship between the two speakers?” The teacher invites several students to answer, and then corrects the answers. The correct answers are: They are talking about booking a flight. The relationship is customer and airline reservation agent. This step helps students grasp the main idea of the listening material quickly. Second, the teacher plays the listening material for the second time. This time, students need to listen for key details and fill in the blanks or answer detailed questions. The questions can be designed according to the listening material, such as: “1. On what date is the customer travelling? 2. Does the customer want a one-way ticket or a return ticket? 3. Which flight does the customer choose? 4. How will the customer pay?” The teacher distributes the listening task sheets to students, and students fill in the blanks while listening. After listening, the teacher checks the answers with students, and explains the key sentences and difficult points in the listening material. For example, if the listening material has the sentence “I’d like to book a flight to Beijing on December 23rd.”, the teacher can explain the sentence pattern “I’d like to do sth.”, which is a polite way to express a request. If there are some difficult words or sentences, such as “departure time” or “economy class”, the teacher can explain them again to ensure that students understand. Third, the teacher plays the listening material for the third time. This time, students need to listen for specific information, such as the customer’s name, telephone number, flight number, and special requests. The teacher can ask students to take notes while listening, and then invite students to share the specific information they captured. This step helps students improve their ability to capture detailed information and train their note-taking skills. During the listening process, the teacher should pay attention to the students’ performance. If most students have difficulty understanding a certain part of the listening material, the teacher can play that part again and give appropriate hints. For students who have poor listening ability, the teacher can guide them to focus on the key words and sentences, and encourage them to participate in the listening activities actively. Step 4: Post-Listening (Consolidation and Extension) Post-listening activities aim to help students consolidate the knowledge and skills learned in the listening part, and connect listening with speaking, so as to improve their oral expression ability. The post-listening activities include two parts: language consolidation and oral practice. First, language consolidation. The teacher summarizes the key vocabulary and sentence patterns in the listening material, and organizes students to practice them. For example, the teacher writes the key sentence patterns on the blackboard: “I’d like to book a flight to...”, “On what date are you travelling?”, “Do you want a one-way ticket or a return ticket?”, “Which flight would you prefer?”, “How would you like to pay?”. The teacher asks students to read these sentence patterns aloud, and then practice them in pairs. One student acts as the customer, and the other acts as the reservation agent, using the sentence patterns to make a simple conversation about booking a flight. After practicing in pairs, the teacher invites 2-3 pairs to perform their conversations in front of the class, and gives comments and corrections. This helps students consolidate the key sentence patterns and improve their ability to use them flexibly. Second, oral practice. The teacher expands the scenario on the basis of the listening material, and organizes students to carry out role-play activities. The scenario can be: “Suppose you are going to travel to a city you like during the holiday. You need to call the airline to book a flight, and then call a hotel to book a room. Work in groups of three: one is the customer, one is the airline reservation agent, and one is the hotel reservation agent. Make a conversation according to the scenario.” Before the role-play, the teacher gives students some tips: 1. Use the key vocabulary and sentence patterns learned in this lesson. 2. Pay attention to the politeness of the conversation. 3. The conversation should be logical and fluent. Then, students work in groups to prepare for the role-play. During the preparation process, the teacher walks around the classroom, provides help to students who have difficulties, and guides them to design the conversation reasonably. After the preparation, each group sends a representative to perform their conversation in front of the class. The teacher evaluates each group’s performance from the aspects of vocabulary and sentence pattern usage, fluency, politeness, and logic, and gives positive comments and suggestions for improvement. For example, if a group uses the sentence patterns correctly and the conversation is fluent, the teacher can say: “Your conversation is very good! You used the key sentence patterns correctly and spoke fluently. Well done!” If a group has some mistakes in vocabulary or grammar, the teacher can point out the mistakes gently and guide them to correct them. In addition, the teacher can organize a group discussion activity. The topic is: “What other preparations do we need to make before a trip besides booking flights and hotels?” Students discuss in groups, and then share their opinions. For example, students may say that they need to check the weather of the destination, prepare clothes and daily necessities, apply for a visa (if going abroad), and buy travel insurance. This activity not only expands students’ knowledge about travel, but also improves their oral expression ability and cooperative learning ability. Step 5: Summary and Reflection The summary and reflection link aims to help students sort out the knowledge and skills learned in this lesson, and cultivate their ability to reflect on their own learning. First, the teacher invites students to summarize what they have learned in this lesson. Students can share the new vocabulary, sentence patterns, listening strategies, and oral communication skills they have mastered. The teacher supplements and summarizes on the basis of students’ answers, emphasizing the key points and difficult points of this lesson: mastering the core vocabulary and sentence patterns for travel reservations, improving listening comprehension and oral expression ability, and being able to use relevant knowledge to make travel reservations and share travel plans. Then, the teacher guides students to reflect on their own learning. The teacher asks questions: “Did you understand the listening material clearly? Which part of the listening was difficult for you? Did you use the key sentence patterns correctly in the oral practice? What problems did you encounter in the role-play? How can you improve next time?” Students think about these questions independently, and then share their reflections with their deskmates. This helps students find their own problems in learning and put forward corresponding improvement measures. Finally, the teacher gives a brief comment on the students’ performance in this lesson, affirming their efforts and progress, and encouraging them to practice more in daily life. The teacher can say: “Today, everyone performed very well! You actively participated in the listening and speaking activities, mastered the key knowledge, and made great progress in oral expression. I hope you can practice the sentence patterns we learned today in your daily life, and apply what you have learned to real scenarios.” Step 6: Homework Arrangement Homework is designed to consolidate the knowledge and skills learned in class and extend the learning content. The homework includes three parts: 1. Listen to the listening material again after class, and read the conversation aloud for at least 5 times, trying to memorize the key sentences. This helps students consolidate the listening content and improve their pronunciation and intonation. 2. Make a travel plan for your next holiday, including the destination, travel date, transportation, accommodation, and activities. Then, write a short conversation (8-10 sentences) about booking a flight or hotel for this travel plan, using the key vocabulary and sentence patterns learned in this lesson. This helps students apply the knowledge learned in class to practical writing and oral expression. 3. Work with a partner to practice the conversation you wrote, and prepare to present it in the next class. This encourages students to practice oral English after class and improve their cooperative learning ability. Before the end of the class, the teacher reminds students to finish their homework on time and preview the next part of the unit. Step 7: Blackboard Design The blackboard design is clear and concise, focusing on the key points of the lesson, helping students review and consolidate the knowledge learned. The blackboard is divided into three parts: Left part: Key Vocabulary. reservation, book (v.), flight, departure, arrival, date, one-way ticket, return ticket, economy class, business class, payment, credit card. Middle part: Key Sentence Patterns. 1. I’d like to book a flight to... 2. On what date are you travelling? 3. Do you want a one-way ticket or a return ticket? 4. Which flight would you prefer? 5. How would you like to pay? 6. I have a special request... Right part: Teaching Focus. 1. Listen for main idea and key details. 2. Master travel reservation expressions. 3. Practice role-play for travel reservations. Through the above teaching process, students can not only master the core vocabulary and sentence patterns related to travel reservations, improve their listening comprehension and oral expression ability, but also cultivate their cultural awareness, thinking quality and learning capacity, which is in line with the requirements of the new curriculum standard for senior high school English teaching. In the teaching process, the teacher adheres to the student-centered teaching concept, organizes various interactive activities, and stimulates students’ learning enthusiasm and initiative, making the English class more vivid and effective. 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 $