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

Unit 5 On the Road-Developing ideas 内容导航 This part includes an email about a cross-Canadian road trip and a postcard sample. It presents travel experiences, natural scenery and cross-cultural communication, guiding students to describe journeys and express personal feelings. 教学目标和重难点 1. 教学目标 Students master travel vocabulary and sentence patterns to improve reading and writing abilities in language competence. They understand Canadian culture and cross-cultural communication in cultural awareness. They analyze travel stories and form critical thinking in thinking quality. They develop autonomous and cooperative learning strategies to process information efficiently in learning ability. 2. 教学重难点 Key points: Grasp travel text structure, extract route, scenery and feelings; use past tense and participles correctly. Difficult points: Express travel experience logically in English; connect personal feelings with cultural connotations and complete coherent writing. 教学过程 Step 1 Lead-in Teacher shows pictures of Canadian landscapes, including the Rocky Mountains, forests and ice fields. Teacher asks students to share their own travel experiences or dream destinations in English. Students volunteer to talk about places they have visited or plan to visit, using simple words to describe scenery and feelings. Design intent: Arouse students’ interest in the topic of travel, activate their existing vocabulary and life experience related to journeys, and create a relaxed English communication atmosphere to lay a foundation for text learning. Step 2 Pre-reading Teacher presents new words and phrases related to the text, such as continent, vehicle, cross, fantastic, eagle, deer, etc. Teacher explains the meanings and usage of key words with example sentences. Teacher guides students to predict the content of the email according to the title “On the Road” and the sender-receiver information. Students guess where the trip is, what means of transportation are used and what interesting things may happen. Design intent: Help students clear vocabulary obstacles in advance, improve their prediction ability based on clues, and cultivate the habit of thinking before reading to enhance reading efficiency. Step 3 While-reading Activity 1 Skimming Students read the email quickly to find out basic information: who takes the trip, where they go, how long it lasts and what vehicle they use. Students underline key sentences and answer questions orally. Teacher checks answers and guides students to summarize the main idea of the email. Design intent: Train students’ skimming ability to grasp the general idea and core information of the text quickly, forming a macro understanding of the passage. Activity 2 Scanning Students read carefully to complete a chart about the trip route, scenery, animals seen and unexpected things. Students find detailed information in paragraphs, such as starting from Vancouver, crossing the Rocky Mountains, seeing deer, losing the way, dropping the phone into the sea and making a French-speaking friend. Teacher walks around to offer help and then organizes students to check answers in pairs. Design intent: Develop students’ scanning ability to locate specific details accurately, deepen their understanding of the story development and enrich their information input. Activity 3 Close reading Students analyze each paragraph to understand the author’s feelings. They discuss why the author thinks the views are fantastic, how the family solved problems when getting lost and how they felt when making a new friend. Teacher guides students to identify emotional words and sentences, and explains long and difficult sentences, such as complex clauses and present participle structures. Design intent: Enhance students’ comprehension of deep information and emotional connotations, master key sentence patterns and grammatical structures, and improve their ability to analyze text details. Activity 4 Text structure Students work in groups to divide the email into several parts and summarize the main idea of each part. They find that the text begins with the achievement of the trip, then describes the route, scenery and troubles, and ends with new friendship and harvest. Teacher sums up the structure of travel emails: opening – journey details – feelings and harvest. Design intent: Help students sort out the logical structure of the text, master the writing framework of travel stories, and prepare for subsequent writing output. Step 4 Post-reading Activity 1 Language focus Teacher highlights key phrases and sentence patterns from the text, such as pick up, manage to do, get lost, be excited that, keep in touch. Students make new sentences with these expressions individually or in pairs. Teacher selects some sentences to share and correct mistakes timely. Design intent: Consolidate the use of key language points, transform input into output, and improve students’ ability to use vocabulary and sentence patterns flexibly. Activity 2 Cultural discussion Teacher asks students to compare the Canadian road trip in the text with travel experiences in China. Students talk about differences in transportation, scenery and communication ways between Chinese and Western travels. They discuss how travel promotes cross-cultural understanding and friendship. Design intent: Cultivate students’ cultural awareness, guide them to compare Chinese and foreign cultures objectively, and enhance their cross-cultural communication ability. Activity 3 Critical thinking Students debate whether travel is more about enjoying scenery or meeting people and overcoming difficulties. They express their opinions with reasons and examples from the text or real life. Teacher encourages everyone to participate and guides them to think deeply about the meaning of travel. Design intent: Develop students’ critical thinking and logical expression ability, encourage them to express unique views and form independent thinking. Step 5 Postcard Learning Activity 1 Read and analyze Students read the postcard sample to find its format, including date, greeting, body, closing and signature. They extract travel content, feelings and interactive experiences with locals from the body. Teacher summarizes the characteristics of postcard language: concise, friendly and emotional. Design intent: Let students master the format and language features of postcards, a common travel text, and expand their knowledge of practical writing. Activity 2 Imitation practice Students imitate the postcard sample to write a short passage about a memorable trip. They use the structure and expressions learned. Teacher provides guidance for students with difficulties. Design intent: Conduct shallow writing output through imitation, help students apply what they have learned and build confidence in English writing. Step 6 Writing Task Activity 1 Task assignment Teacher assigns the writing task: write a postcard to a friend about a trip, including route, scenery, interesting things and personal feelings. Teacher lists a writing checklist: clear format, complete information, correct tense, logical expression and proper emotions. Design intent: Put forward clear writing requirements, provide a checklist to guide students to write standardly and comprehensively. Activity 2 Draft writing Students write their postcards independently. They organize language with the words, sentence patterns and structures learned. Teacher monitors the whole process, answers questions and helps students adjust their writing ideas. Design intent: Give students independent thinking and writing time, improve their autonomous writing ability, and test their mastery of knowledge. Activity 3 Peer editing Students exchange drafts with partners. They use the checklist to check each other’s papers, mark advantages and point out areas for improvement in grammar, vocabulary and logic. Students discuss and revise drafts together. Design intent: Cultivate students’ cooperative learning ability, let them learn from each other, improve their ability to revise articles and optimize writing quality. Activity 4 Display and evaluation Teacher selects several revised postcards to read in class. Students comment on them combined with the checklist. Teacher makes overall evaluation, affirms students’ progress and gives targeted suggestions for common problems. Design intent: Provide a platform for students to show their works, enhance their sense of achievement, conduct targeted feedback and help them improve writing skills continuously. Step 7 Summary and Homework Activity 1 Class summary Teacher leads students to review the content of the email and postcard, key vocabulary, sentence patterns, text structure and writing methods. Students recall what they have learned about travel expression and cultural connotations. Design intent: Help students sort out knowledge points systematically, form a complete knowledge framework and consolidate what they have learned in class. Activity 2 Homework assignment Read the email and postcard fluently and recite key sentences. Polish the postcard written in class and copy it neatly. Search for more travel stories in English and write a short comment. Design intent: Assign hierarchical homework to consolidate classroom knowledge, expand extracurricular reading, improve students’ autonomous learning ability and maintain their interest in English 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 $