Unit 5 On the Road-Understanding ideas 教案-2025-2026学年高中英语外研版必修第二册

Unit 5 On the Road-Understanding ideas 内容导航 This part mainly includes two texts: Silk Road: Threads of Civilization and Backpacker Diaries: Europe on a Budget. It shows historical and contemporary travel experiences, guides students to understand the significance of travel, and helps them master related vocabulary and reading strategies. 教学目标和重难点 1. 教学目标 Language Ability: Master travel-related vocabulary and sentence patterns, and improve reading and expression skills. Cultural Awareness: Understand the diversity of world cultures through travel texts, respect cultural differences, and establish cross-cultural communication awareness. Thinking Quality: Cultivate logical and critical thinking by analyzing text structure and comparing travel experiences. Learning Ability: Develop autonomous and cooperative learning habits, and master effective reading and learning strategies to lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master core vocabulary such as caravan, oasis, hitchhike and phrases like be determined to do, keep in touch; understand the structure and main ideas of interview and diary texts; grasp reading strategies of skimming and scanning. Difficult Points: Understand the implied meaning of the texts and the author’s attitude; correctly use present participles as attributes; express personal views on travel meaning logically and fluently in English. 教学过程 Step 1: Warming-up and Lead-in Activity 1: Video Appreciation and Free Discussion The teacher plays a short video about different travel experiences, including historical silk road caravans, modern backpackers’ trips and natural scenery of various countries. After watching the video, the teacher asks students to discuss the following questions in groups: “What kind of travel experience have you had?”, “What do you think is the meaning of travel?” and “If you have a chance to travel, where would you go and why?”. Each group selects one representative to share their views with the whole class. Design Intention: The video can quickly attract students’ attention and arouse their interest in the topic of “travel”. By sharing personal travel experiences, students can activate their existing knowledge and language reserve related to travel, lay a good foundation for the subsequent text learning. At the same time, group discussion can cultivate students’ cooperative learning ability and oral expression ability, making them quickly enter the English learning state. Activity 2: Vocabulary Preview The teacher presents the core vocabulary of this lesson on the blackboard or multimedia, including nouns (caravan, oasis, backpacker, budget, continent), verbs (blog, quit, hitchhike, engage), adjectives (professional, remote, dramatic) and phrases (be determined to do, make one’s dream come true, keep in touch, on a budget). The teacher explains the pronunciation and meaning of the words with simple English and related pictures, and asks students to make simple sentences with the words, such as “She is determined to become a professional backpacker.” and “We traveled on a tight budget last summer.”. Design Intention: Previewing core vocabulary in advance can help students reduce difficulties in reading texts. Using simple English and pictures to explain words conforms to the cognitive level of senior high school students, which can help them understand and remember words better. Making sentences can consolidate the use of words and lay a foundation for the understanding and expression of the following texts. Step 2: Pre-reading Activity 1: Title and Picture Analysis The teacher shows the titles and pictures of the two texts (Silk Road: Threads of Civilization and Backpacker Diaries: Europe on a Budget) to the students. Ask students to observe the titles and pictures carefully and predict the main contents of the two texts. For example, ask: “What do you think the text Silk Road: Threads of Civilization will talk about?” “What kind of person do you think the backpacker in the picture is?” “What difficulties may a backpacker encounter during the trip?”. Students can express their predictions freely, and the teacher will not judge right or wrong temporarily, but guide them to record their predictions and verify them in the process of reading. Design Intention: Analyzing titles and pictures is an important reading strategy. It can help students predict the main content of the text, improve their reading initiative and pertinence. At the same time, it can cultivate students’ observation ability and logical reasoning ability, making them form the habit of thinking actively before reading. Activity 2: Background Introduction The teacher briefly introduces the background of the two texts in English. For Silk Road: Threads of Civilization, the teacher introduces the basic situation of the Silk Road, including its historical origin, geographical scope and the role of promoting cultural exchanges. For Backpacker Diaries: Europe on a Budget, the teacher introduces the backpacker culture in Europe, including the characteristics of backpackers and common travel ways such as hitchhiking and couchsurfing. The introduction should be concise and easy to understand, avoiding too many difficult words and complex sentences. Design Intention: The proper background introduction can help students better understand the cultural connotation and ideological content of the texts, narrow the distance between students and the texts, and lay a foundation for in-depth understanding of the texts. At the same time, it can enrich students’ cultural knowledge and improve their cultural literacy. Step 3: While-reading Part 1: Reading Silk Road: Threads of Civilization Activity 1: Skimming for Main Idea Ask students to read the text quickly (skimming) and answer the following questions: 1. What is the main topic of this text? 2. What role did the Silk Road play in history? After students finish reading, ask them to answer the questions independently, and then check the answers with the whole class. The teacher summarizes the main idea of the text: This text introduces the historical background, main routes and important role of the Silk Road in promoting cultural and economic exchanges between the East and the West. Design Intention: Skimming is a basic reading skill. Through this activity, students can quickly grasp the main idea of the text, improve their reading speed and ability to grasp key information. Answering questions independently can cultivate students’ autonomous learning ability, and collective check can help students find their own mistakes and deepen their understanding of the main idea. Activity 2: Scanning for Specific Information Ask students to read the text again carefully (scanning) and complete the following table. The table includes three columns: Key Time, Key Events and Key Roles. Students need to find relevant information from the text and fill in the table. After finishing, students exchange their tables in groups and check each other’s answers. The teacher selects several groups to show their tables and comments on them, correcting wrong information and supplementing missing content. Design Intention: Scanning is an important skill to find specific information quickly. Completing the table can make students focus on the key information in the text, improve their ability to extract and sort out information. Group exchange and mutual check can not only help students find their own mistakes, but also cultivate their cooperative learning ability and communication ability. Activity 3: Text Structure Analysis The teacher guides students to analyze the structure of the text. Ask students to divide the text into several parts and summarize the main content of each part. Through discussion, students can conclude that the text is divided into three parts: The first part (Paragraph 1) introduces the origin of the Silk Road; The second part (Paragraphs 2-3) introduces the main routes and characteristics of the Silk Road; The third part (Paragraph 4) introduces the important role of the Silk Road in cultural and economic exchanges. The teacher helps students sort out the logical relationship of the text and draws a simple structure diagram on the blackboard. Design Intention: Analyzing the text structure can help students understand the logical relationship of the text more clearly, improve their ability to analyze and organize texts. Drawing a structure diagram can make the text structure more intuitive, which is conducive to students’ memory and understanding of the text. Part 2: Reading Backpacker Diaries: Europe on a Budget Activity 1: Skimming for Main Idea Ask students to read the diary text quickly and answer the following questions: 1. Who is the writer of the diary? 2. What is the writer’s travel plan? 3. What feelings does the writer express in the diary? After students finish reading, invite several students to answer the questions, and the teacher makes appropriate comments and supplements. The main idea of the text is summarized: The writer is a backpacker who travels around Europe on a budget, records his travel experiences and feelings in the diary, and shows his love for travel and life. Design Intention: Similar to the skimming activity of the first text, this activity can help students quickly grasp the main content of the diary text, consolidate the skimming skill, and at the same time let students understand the characteristics of the diary genre, such as the use of first person and the expression of personal feelings. Activity 2: Scanning for Specific Information Ask students to read the diary again and find the following specific information: 1. The countries and cities the writer has visited or plans to visit. 2. The way the writer travels and accommodates. 3. The interesting things or difficulties the writer encountered during the trip. Students can underline the relevant information in the text, and then share their findings with the classmates next to them. The teacher randomly asks students to share their findings and checks whether they have found all the key information. Design Intention: This activity can further exercise students’ scanning ability, let them be familiar with the content of the diary text, and at the same time help students understand the real life of backpackers, lay a foundation for the subsequent discussion of the meaning of travel. Activity 3: Language Point Analysis The teacher focuses on analyzing the key language points in the two texts, focusing on the present participle as attribute, which is the key and difficult point of this lesson. The teacher finds out the sentences with present participles as attributes from the texts, such as “There are some young people in the world having courage to quit their jobs and go abroad with little luggage.” and “Fans following me online are more and more.”. The teacher explains the usage of present participles as attributes: when the participle has an active or ongoing relationship with the modified noun, the present participle is used; single present participle is placed before the noun, and the participle phrase is placed after the noun. Then, the teacher asks students to find other sentences with present participles as attributes in the texts and analyze them, and asks students to make sentences with present participles as attributes by themselves. Design Intention: Focusing on the key language points can help students master the key knowledge of this lesson, break through the teaching difficulties. Analyzing the sentences in the texts can make students understand the usage of language points in the specific context, which is conducive to their flexible application. Making sentences by themselves can consolidate the mastery of language points and improve students’ language application ability. Activity 4: Author’s Attitude and Implied Meaning Analysis The teacher asks students to read the two texts again and discuss the following questions in groups: 1. What is the author’s attitude towards the Silk Road in Silk Road: Threads of Civilization? (Respect and praise) 2. What implied meaning does the author want to express through the backpacker’s diary? (Encourage people to pursue their dreams, experience life and embrace the world with an open mind) 3. What are the similarities and differences between the two texts in terms of theme and expression? After the group discussion, each group selects a representative to share their views, and the teacher makes comments and summaries, guiding students to in-depth understand the implied meaning of the texts and the author’s emotional attitude. Design Intention: Analyzing the author’s attitude and implied meaning is the key to in-depth understanding of the text, which can help students improve their reading comprehension ability and critical thinking ability. Group discussion can stimulate students’ thinking, let them express their views freely, and at the same time cultivate their cooperative learning ability and language expression ability. Step 4: Post-reading Activity 1: Text Retelling Ask students to retell one of the two texts in their own words. They can choose the text they are more familiar with. The teacher gives some key prompts, such as core vocabulary and key sentences. Students can retell independently first, and then invite several students to retell in front of the whole class. The teacher makes comments on their retelling, affirming their advantages and pointing out the deficiencies, such as the lack of key information or incorrect use of language points. Design Intention: Text retelling can help students consolidate the understanding of the text content, improve their oral expression ability and language organization ability. Key prompts can help students overcome the difficulty of retelling and enhance their confidence in expression. Teacher’s comments can help students find their own problems and improve their oral expression level. Activity 2: Group Discussion The teacher puts forward the discussion topic: “What can we learn from the two texts? What is the real meaning of travel for us?”. Ask students to discuss this topic in groups. During the discussion, students can combine their own travel experiences and the content of the texts to express their views. The discussion points can include: expanding horizons, understanding different cultures, exercising their abilities, pursuing dreams, cherishing life, etc. Each group records the key points of the discussion and selects a representative to make a group report. Design Intention: This discussion topic is closely related to the theme of the texts and students’ real life, which can stimulate students’ thinking and let them have in-depth understanding of the meaning of travel. Group discussion can cultivate students’ cooperative learning ability, critical thinking ability and language expression ability. The group report can let students share their views and learn from each other, which is conducive to the formation of correct values. Activity 3: Writing Practice Ask students to write a short passage about “My Dream Trip” with 80-100 words. The requirements are: 1. Clearly state the destination of the dream trip. 2. Briefly introduce the reasons for choosing this destination. 3. Express their expectations for the trip. Students can use the vocabulary and sentence patterns learned in this lesson, especially the present participle as attribute. After students finish writing, they exchange their passages in groups and make comments on each other’s passages, such as whether the content is complete, whether the language is correct and whether the expression is fluent. The teacher selects several excellent passages and common wrong passages to comment on in class. Design Intention: Writing practice is an important way to consolidate the knowledge learned and improve students’ writing ability. Combining the theme of the lesson to design the writing topic can make students apply the learned vocabulary and sentence patterns flexibly. Group mutual evaluation can help students find their own mistakes and learn from each other’s advantages. Teacher’s comment can focus on the key and difficult points, help students improve their writing level. Step 5: Summary and Homework Activity 1: Lesson Summary The teacher summarizes the content of this lesson with the students. First, review the main contents of the two texts, including the main ideas, key information and text structure. Then, review the core vocabulary and key language points learned in this lesson, especially the usage of present participles as attributes. Finally, summarize the four-dimensional core literacy goals achieved in this lesson, emphasizing the understanding of travel meaning, the mastery of reading skills and the improvement of language application ability. Design Intention: Lesson summary can help students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and deepen their memory and understanding of the knowledge. At the same time, it can help students clarify the learning goals and harvest of this lesson, and enhance their sense of accomplishment in learning. Activity 2: Homework Arrangement 1. Read the two texts again and recite the core vocabulary and key sentences. 2. Revise the writing practice in class and improve the passage. 3. Search for more information about the Silk Road or backpacker culture after class, and write a short English report (about 100 words) to share in the next class. 4. Preview the Using Language part of this unit, focusing on the dialogue about travel and the related grammar points. Design Intention: The homework arrangement is closely related to the content of this lesson, which can help students consolidate the knowledge learned, expand their learning scope and prepare for the next lesson. Reciting vocabulary and sentences can consolidate the basic knowledge; revising the writing can improve the writing ability; searching for information can enrich students’ cultural knowledge and improve their autonomous learning ability; previewing can help students better adapt to the next lesson and improve the learning efficiency. Step 6: Blackboard Design Unit 5 On the Road-Understanding ideas 1. Core Vocabulary: n. caravan, oasis, backpacker, budget, continent v. blog, quit, hitchhike, engage adj. professional, remote, dramatic phrases: be determined to do, make one’s dream come true, keep in touch, on a budget 2. Key Language Point: Present Participle as Attribute e.g. Fans following me online are more and more. 3. Text Structure: Silk Road: Origin → Routes → Role Backpacker Diaries: Experience → Feelings → Meaning 4. Theme: The Meaning of Travel Expand horizons, Understand cultures, Pursue dreams, Experience life 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 $