Unit 1 Wish You were Here-Integrated skills 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 1 Wish You were Here-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on language competence, cultivating students’ ability to use travel-related words and skills in listening, speaking, reading and writing. It develops cultural awareness, thinking quality and learning ability by integrating travel scenarios, guiding cross-cultural understanding and independent cooperative learning. 2. 教学重难点 Key points: Master travel-related vocabulary and sentence patterns, and use integrated skills to obtain, sort out and express travel information. Difficult points: Use appropriate language in cross-cultural communication and write a logical travel plan email. 教学过程 1. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video of famous scenic spots around the world, including natural landscapes like mountains and lakes and cultural sites with distinct regional characteristics. After playing the video, the teacher asks students two questions in English: “Which scenic spot in the video impresses you most? What do you usually prepare before a trip?” Then, invite 3-4 students to share their answers in front of the class. After the sharing, the teacher summarizes and leads to the topic of this lesson: “Today, we will learn to use integrated English skills to deal with travel-related affairs, such as understanding travel information, discussing travel plans and writing travel-related emails.” Design Intention: The short video can quickly attract students’ attention and stimulate their interest in the travel topic, which is closely related to the theme of Unit 1 “Wish You were Here”. Asking questions and inviting students to share can activate their prior knowledge about travel, help them recall travel-related words and experiences, and lay a solid foundation for the subsequent learning of listening, speaking, reading and writing skills. At the same time, it can create a relaxed and active classroom atmosphere, encouraging students to participate in classroom activities actively. 2. Listening: Obtain and Sort Out Travel Information First, the teacher presents new vocabulary and phrases related to the listening material on the blackboard, including “travel itinerary, scenic spot, transportation, accommodation, local cuisine, souvenir” and so on. The teacher reads the words and phrases twice, and asks students to read after them to ensure that students can pronounce them correctly and understand their meanings. Then, the teacher introduces the background of the listening material briefly: “This listening material is a dialogue between two students, Li Hua and Tom. They are discussing Tom’s two-day travel plan in Li Hua’s hometown. Please listen carefully and finish the following tasks.” The first listening task: Let students listen to the recording once and choose the main idea of the dialogue from three options. The options are: A. Tom introduces his travel experience in his hometown. B. Li Hua helps Tom make a two-day travel plan in her hometown. C. Li Hua and Tom discuss the differences between Chinese and foreign travel cultures. After students finish choosing, the teacher checks the answers and explains the reasons briefly, helping students grasp the core of the listening material. The second listening task: Let students listen to the recording again and fill in the blanks in the itinerary table. The table includes columns such as “Time, Morning, Afternoon, Evening, Activities, Transportation”. During the listening process, the teacher reminds students to focus on key information such as time, places and activities, and take simple notes if necessary. After the listening, the teacher invites students to share their answers, corrects the mistakes and explains the key listening skills: “When listening to travel-related dialogues, we should pay attention to signal words such as ‘first, then, in the afternoon, finally’ to sort out the logical order of the itinerary. At the same time, we should distinguish between key information and redundant information to improve listening efficiency.” The third listening task: Let students listen to the recording for the third time and answer the following detailed questions: ① Where will Tom go on the first morning? ② What local cuisine will they try on the first evening? ③ How will they go to the scenic spot on the second day? After students answer the questions, the teacher organizes a group discussion: “Do you think Tom’s travel plan is reasonable? If you were Li Hua, what suggestions would you give to Tom to improve the plan?” Each group discusses for 3 minutes, and then invites one representative from each group to share their opinions. Design Intention: The new vocabulary preview before listening can help students eliminate language barriers and improve their listening comprehension. Setting three levels of listening tasks (grasping the main idea, filling in the blanks, answering detailed questions) conforms to the law of students’ listening comprehension, from overall to partial, from simple to difficult, which can effectively improve students’ listening ability. The group discussion after listening not only helps students deepen their understanding of the listening material, but also cultivates their cooperative learning ability and critical thinking ability, laying a foundation for the subsequent speaking and writing links. 3. Reading: Analyze and Learn from Travel Plan Models The teacher distributes a reading material to students, which is a sample of a two-day travel plan in Shanghai, including the itinerary, precautions and cultural tips. First, the teacher asks students to read the material quickly and answer the question: “What are the main parts of the travel plan?” After students finish reading, the teacher summarizes the main parts of the travel plan: itinerary arrangement, transportation, accommodation, local cuisine, precautions and cultural tips. Then, the teacher asks students to read the material carefully and complete two tasks: Task 1: Underline the travel-related vocabulary and sentence patterns in the material, and compare them with the vocabulary and sentences learned in the listening link. Task 2: Analyze the logical structure of the travel plan and discuss with their deskmates: “Why is this travel plan reasonable? What are its advantages?” After the discussion, the teacher invites several students to share the underlined vocabulary and sentence patterns, and writes the key ones on the blackboard, such as “I suggest visiting...”, “It is convenient to take... to get there”, “You’d better pay attention to...”, “The local people are very friendly and you can try...”. Then, the teacher analyzes the logical structure of the travel plan with students: the beginning briefly introduces the purpose of the travel plan, the main body details the daily itinerary and related arrangements, and the end puts forward precautions and good wishes. The teacher emphasizes: “A good travel plan should be logical, detailed and practical, which can help travelers arrange their time reasonably and have a pleasant trip.” Finally, the teacher leads students to pay attention to the cultural tips in the reading material, such as “When visiting the Bund in Shanghai, you should respect the local cultural customs and avoid making loud noises”, and asks students: “What cultural differences should we pay attention to when traveling in foreign countries?” Guide students to think about cross-cultural communication issues, such as greeting etiquette, table manners and dress codes in different countries. Design Intention: The reading material selects a practical travel plan sample, which is closely related to the listening link and the theme of the unit, helping students connect listening and reading skills. Letting students underline vocabulary and sentence patterns can consolidate their language knowledge and lay a foundation for their subsequent speaking and writing. Analyzing the logical structure of the travel plan can cultivate students’ logical thinking ability and help them learn how to write a standard travel plan. Guiding students to pay attention to cross-cultural communication issues can effectively cultivate their cultural awareness and help them establish a correct attitude of respecting cultural differences. 4. Speaking: Discuss and Design a Travel Plan Based on the listening and reading links, the teacher puts forward the speaking task: “Suppose your foreign friend is going to visit your hometown for two days. Work in groups of four to design a two-day travel plan for him/her, and then introduce your plan to the class.” Before the group discussion, the teacher gives some tips: ① Determine the key scenic spots and arrange the itinerary reasonably, ensuring that the time is not too tight. ② Consider transportation, accommodation and local cuisine, and make specific arrangements. ③ Put forward some cross-cultural tips to help your foreign friend adapt to the local life. ④ Use the vocabulary and sentence patterns learned in this lesson as much as possible. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for students who have difficulties. For example, if some students lack vocabulary to describe scenic spots, the teacher can remind them of the words learned in the listening and reading links; if some groups have unreasonable itinerary arrangements, the teacher can give suggestions to help them adjust. After the discussion (about 8 minutes), each group selects one representative to introduce their travel plan to the class. The introduction time is about 2-3 minutes per group. After each group’s introduction, the teacher and other students make comments. The comments focus on three aspects: ① Whether the itinerary is reasonable and practical. ② Whether the vocabulary and sentence patterns are used correctly and flexibly. ③ Whether the cross-cultural tips are appropriate and helpful. The teacher gives positive affirmation to the advantages of each group, and puts forward targeted suggestions for the deficiencies. For example, if a group’s introduction is too simple, the teacher can say: “Your travel plan is very creative, but you can add more details about local cuisine and cultural customs to make it more attractive.” Design Intention: The speaking task is closely connected with the previous listening and reading links, realizing the integration of listening, speaking, reading and writing skills. Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students learn from each other. Letting students introduce the travel plan can exercise their oral expression ability and improve their ability to use language comprehensively. The comment link can help students find their own deficiencies, learn from others’ advantages, and further improve their oral expression level. At the same time, the task of designing a travel plan for foreign friends can deepen students’ understanding of their hometown culture and enhance their cultural confidence. 5. Writing: Write a Travel Plan Email On the basis of the speaking link, the teacher leads students to enter the writing link. The teacher says: “Now, please write an email to your foreign friend, introducing the two-day travel plan you designed in the speaking link. The email should include the following contents: ① Greet your friend and express your welcome. ② Introduce the detailed two-day travel plan (itinerary, transportation, cuisine, etc.). ③ Put forward some cross-cultural precautions and good wishes.” Before writing, the teacher gives a writing outline and some key sentence patterns to help students sort out their ideas. The writing outline is: ① Opening: Greeting and welcome (e.g., “Dear Tom, I’m glad to hear that you are going to visit my hometown. I have prepared a two-day travel plan for you.”). ② Body: Detailed travel plan (divided into two days, introducing morning, afternoon and evening activities, transportation and cuisine respectively); cross-cultural precautions (e.g., “You’d better take some light clothes, because the weather here is warm these days. When visiting the ancient town, please don’t touch the cultural relics.”). ③ Closing: Good wishes (e.g., “I hope you will have a wonderful trip in my hometown. I’m looking forward to your arrival.”). The key sentence patterns provided by the teacher include: ① I’m writing to introduce the two-day travel plan I prepared for you. ② On the first day, we will go to... in the morning. It is one of the most famous scenic spots in my hometown, where you can... ③ In the afternoon, we will take... to... to try local cuisine such as... ④ You should pay attention to... because it is a local cultural custom. ⑤ I believe you will have a great time here. During the writing process, the teacher walks around the classroom, answers students’ questions in time, and corrects the mistakes in students’ writing (such as vocabulary, grammar, sentence structure, etc.). For students who have difficulty in writing, the teacher can guide them to use the writing outline and key sentence patterns, and help them sort out their ideas. After students finish writing (about 15 minutes), the teacher collects some students’ works (including excellent works and works with common problems), displays them on the blackboard, and comments on them with the whole class. For excellent works, the teacher emphasizes their advantages, such as clear structure, correct use of vocabulary and sentence patterns, and detailed content, and encourages other students to learn from them. For works with common problems, the teacher points out the mistakes and explains how to correct them, such as incorrect tense use, improper collocation of words, and illogical structure. After the comment, the teacher asks students to revise their own works according to the comments, and then exchange their works with their deskmates for mutual revision, helping each other improve their writing level. Design Intention: The writing task is a further extension of the listening, speaking and reading links, realizing the output of language knowledge and skills. Providing a writing outline and key sentence patterns can help students sort out their writing ideas, reduce their writing difficulties, and ensure that students can complete the writing task smoothly. The teacher’s on-site guidance and post-writing comments can help students find their own deficiencies in writing, correct mistakes in time, and improve their writing ability. Mutual revision between deskmates can cultivate students’ ability to evaluate and revise their works, and enhance their cooperative learning awareness. At the same time, writing an email to a foreign friend can help students apply the cross-cultural communication knowledge learned in this lesson to practice, and further improve their cross-cultural communication ability. 6. Summary and Extension First, the teacher summarizes the content of this lesson with students: “In this lesson, we have learned a lot of travel-related vocabulary and sentence patterns, and mastered the integrated skills of listening, speaking, reading and writing in travel scenarios. We can obtain travel information through listening, analyze travel plans through reading, discuss travel plans through speaking, and write travel-related emails through writing. At the same time, we have also learned some cross-cultural communication tips, which can help us communicate better with foreign friends when traveling.” Then, the teacher puts forward the extension task: ① After class, revise the email you wrote in class and send it to your foreign friend (if you don’t have a foreign friend, you can send it to your teacher or classmate). ② Collect information about a foreign scenic spot you are interested in, design a three-day travel plan for it, and write a short introduction (about 100 words). ③ Preview the next lesson and collect more travel-related vocabulary and sentence patterns. Design Intention: The summary link can help students sort out the knowledge and skills learned in this lesson, consolidate their learning achievements, and form a systematic knowledge framework. The extension task can extend the classroom learning to after-class, let students apply the knowledge and skills learned in class to practice, further improve their comprehensive language application ability. Collecting information about foreign scenic spots and designing travel plans can stimulate students’ interest in learning, broaden their horizons, and further cultivate their cultural awareness and independent learning ability. 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 $