Unit 3 Travel-Reading A-Listening and Viewing 教案-2025-2026学年高中英语沪外版必修第一册

Unit 3 Travel-Reading A-Listening and Viewing 教学目标和重难点 教学目标 Language Ability: Master travel-related vocabulary and sentence patterns, and improve skills in reading travelogues, listening to travel dialogues and viewing travel videos. Cultural Awareness: Understand travel cultures at home and abroad, respect cultural differences and enhance cross-cultural communication awareness. Thinking Quality: Develop logical thinking by sorting out travel information and critical thinking by discussing travel significance. Learning Ability: Cultivate autonomous learning and cooperative inquiry skills in the process of completing listening, speaking, reading and viewing tasks. 教学重难点 Key Points: Grasp the main idea and details of Reading A (a travelogue), master core travel vocabulary and phrases; understand the content of Listening and Viewing materials, and improve listening and viewing comprehension skills. Difficult Points: Analyze the structure and writing features of the travelogue; flexibly use the learned vocabulary and sentence patterns to express travel experiences and feelings; understand the implied meaning in multi-modal materials. 教学过程 Lead-in The teacher starts the class by showing a series of vivid travel pictures, including famous scenic spots at home and abroad such as the Colosseum in Rome, the Great Wall of China, the Eiffel Tower in Paris and the West Lake in Hangzhou. Then the teacher asks open-ended questions to arouse students’ interest: “Have you ever traveled to any of these places? What’s your most unforgettable travel experience? What do you usually do when you travel?” After asking the questions, the teacher invites 3-4 students to share their own experiences in English. During the sharing process, the teacher listens carefully, corrects minor language mistakes gently and gives positive comments, such as “Your experience is very interesting!” “You use the word ‘unforgettable’ very appropriately.” Design Intention: The visual stimulation of travel pictures can quickly attract students’ attention and activate their prior knowledge about travel. Asking open-ended questions provides students with opportunities to express themselves, helps the teacher understand students’ existing English expression ability and travel experience, and lays a foundation for the subsequent teaching of Reading A, Listening and Viewing. Positive comments can enhance students’ confidence in speaking English and create a relaxed and active classroom atmosphere. Pre-reading (Reading A) Vocabulary Preview: The teacher presents the core vocabulary and phrases of Reading A on the screen, including “attraction, souvenir, enquiry, overcome, obstacle, maintain, decorate, tourist attraction” and so on. For each word and phrase, the teacher provides simple English definitions, example sentences related to travel and corresponding pictures if necessary. For example, for “tourist attraction”, the teacher says: “A tourist attraction is an interesting or enjoyable place to go or thing to do. The Great Wall is a famous tourist attraction in China.” Then the teacher leads students to read the words and phrases twice, paying attention to pronunciation and stress. After that, the teacher organizes a quick matching game: students are divided into groups of 4, and each group is given a set of word cards and definition cards. They need to match the words with their correct definitions within 5 minutes. The group that finishes the matching correctly and quickly wins a small reward. Predicting the Text: The teacher shows the title of Reading A and the pictures in the text, and asks students to predict the content of the text: “Look at the title and the pictures, what do you think this passage is about? Who is the writer? Where did he/she travel? What may he/she see and feel during the trip?” Students are allowed to discuss in groups for 3 minutes, and then each group sends a representative to share their predictions. The teacher writes down the key points of the predictions on the blackboard and tells students: “Let’s read the text and check whether your predictions are correct.” Design Intention: Previewing core vocabulary helps students remove language obstacles in reading, so that they can focus more on understanding the text content. The matching game makes vocabulary learning more interesting and improves students’ memory of words. Predicting the text can stimulate students’ reading desire, cultivate their ability of logical reasoning based on existing information, and help them form a good reading habit of active thinking before reading. While-reading (Reading A) Skimming: Students read the text quickly to get the main idea. After reading, the teacher asks: “What is the main idea of this passage? Is it a travelogue? Who is the writer? Where did she travel?” Students answer the questions one by one, and the teacher supplements and corrects them. Then the teacher summarizes: “This passage is a travelogue written by Eleanor. She writes about her travel experience in Rome, including what she saw, what she did and how she felt.” Scanning: Students read the text again carefully to find specific information. The teacher designs the following questions to guide students to find details: When did Eleanor go to Rome? What scenic spots did she visit in Rome? What did she buy during the trip? How did she feel about her trip to Rome? After students finish reading, they answer the questions individually first, and then discuss with their deskmates to check their answers. The teacher invites several students to share their answers and explains the difficult sentences in the text if necessary. For example, if students have difficulty understanding “I overcame the obstacle of language and made some new friends there”, the teacher parses the sentence: “‘Overcome’ means to succeed in dealing with a problem. ‘Obstacle’ means a difficulty that makes it hard to do something. So this sentence means that Eleanor solved the language problem and made new friends.” Close Reading: The teacher guides students to analyze the structure and writing features of the travelogue. First, the teacher asks students to divide the text into three parts and summarize the main content of each part. After students finish, the teacher summarizes: “The first part is the beginning, which introduces the reason for the trip to Rome. The middle part is the main body, which describes the scenic spots visited, the things done and the feelings during the trip in detail. The last part is the ending, which expresses the deep impression of Rome and the unforgettable memory of the trip.” Then the teacher asks students to find the sentences that express feelings in the text and analyze how the writer expresses her feelings. For example, the sentence “Rome is a city full of history and charm, and I will never forget this wonderful trip” directly expresses the writer’s love for Rome and the unforgettable memory of the trip. The teacher also guides students to pay attention to the use of descriptive words in the text, such as “beautiful, amazing, unforgettable”, which make the text more vivid and vivid. Design Intention: Skimming helps students grasp the main idea of the text quickly and cultivate their ability of fast reading. Scanning enables students to find specific information accurately, improve their reading efficiency and deepen their understanding of the text content. Close reading helps students analyze the structure and writing features of the travelogue, cultivate their ability of text analysis and logical thinking, and lay a foundation for their future writing of travelogues. Post-reading (Reading A) Text Retelling: Students are asked to retell the text with the help of key words and phrases provided by the teacher. The key words and phrases include “Eleanor, Rome, travel, scenic spots, souvenir, friend, unforgettable, charming”. Students can retell the text individually or in pairs. After that, the teacher invites 2-3 students to retell the text in front of the class, and gives comments and guidance, such as “You retold the main content clearly, but you can add more details about the scenic spots” “Your pronunciation is very standard, and you use the key words flexibly.” Group Discussion: The teacher puts forward a discussion topic: “What can we learn from Eleanor’s travel experience? What do you think is the significance of travel?” Students are divided into groups of 4 to discuss the topic for 5 minutes. During the discussion, the teacher walks around the classroom, guides students to express their views in English, and helps them solve language problems. After the discussion, each group sends a representative to share their views. For example, some students may say: “From Eleanor’s experience, we can learn that we should be brave to overcome difficulties during travel, such as language barriers.” Some students may say: “Travel can help us broaden our horizons, understand different cultures and make new friends.” The teacher summarizes the students’ views and emphasizes the positive significance of travel. Language Practice: The teacher designs a sentence-making exercise. Students are required to make sentences with the core vocabulary and phrases learned in Reading A, such as “attraction, overcome, souvenir, tourist attraction”. For example, students can make sentences like “The Summer Palace is a famous tourist attraction in Beijing.” “We should try our best to overcome the difficulties in our study and life.” After students finish making sentences, they exchange their sentences with their deskmates and correct each other’s mistakes. The teacher selects some typical sentences to comment on, both positive and negative, to help students master the use of vocabulary and phrases. Design Intention: Text retelling helps students consolidate the text content, improve their oral expression ability and the ability to use key words and phrases flexibly. Group discussion cultivates students’ cooperative learning ability and critical thinking ability, and enables students to have a deeper understanding of the significance of travel. Language practice helps students master the use of core vocabulary and phrases, and improve their ability of language application. Pre-listening and Pre-viewing (Listening and Viewing) Topic Lead-in: The teacher connects the content of Reading A with the Listening and Viewing part: “Eleanor had a wonderful trip in Rome. Today, we will listen to a dialogue about travel preparation and watch a video about the significance of travel. Let’s first think about a question: What do you need to prepare before traveling?” Students answer the question freely, and the teacher writes down the key points on the blackboard, such as “passport, money, clothes, map, camera”. Then the teacher says: “Now, let’s listen to a dialogue between two students. They are talking about their travel plans and preparations. Let’s see what they will prepare.” Vocabulary and Sentence Pattern Preview: The teacher presents the key vocabulary and sentence patterns related to the Listening and Viewing materials, such as “pack, reservation, destination, weather forecast, It’s necessary to... , I plan to... , What should we prepare for...?” The teacher explains the meaning and usage of these words and sentence patterns, and gives example sentences. For example, “‘Pack’ means to put your clothes, etc. into a suitcase. Before traveling, we need to pack our bags.” Then the teacher leads students to read the words and sentence patterns twice to familiarize them with the pronunciation and usage. Predicting the Listening and Viewing Content: For the listening part, the teacher shows the picture of the dialogue and asks students to predict: “Look at the picture, what do you think the two students are talking about? What travel preparations will they mention?” For the viewing part, the teacher shows the title of the video and asks students to predict: “The title of the video is ‘The Meaning of Travel’. What do you think the video will talk about? What aspects of travel significance will it mention?” Students discuss in pairs for 2 minutes and share their predictions. Design Intention: Connecting the previous content with the current part helps students form a coherent learning context and reduce the difficulty of learning. Previewing the key vocabulary and sentence patterns helps students understand the listening and viewing materials better. Predicting the content can stimulate students’ interest in listening and viewing, and help them focus on the key points during the listening and viewing process. While-listening and While-viewing (Listening and Viewing) Listening Part First Listening: Students listen to the dialogue once to get the main idea. After listening, the teacher asks: “What is the main content of the dialogue? What is the destination of their trip?” Students answer the questions, and the teacher confirms the correct answers. Second Listening: Students listen to the dialogue again carefully to get specific information. The teacher designs a fill-in-the-blank exercise to guide students to capture details. The blanks include: They plan to travel to ______. They need to pack ______ and ______. They should check the ______ before traveling. They will make a ______ for the hotel. After listening, students fill in the blanks individually, and then check the answers with their deskmates. The teacher plays the dialogue again if necessary to help students confirm the answers. Then the teacher explains the difficult parts in the dialogue, such as “make a reservation” means to book a room, a ticket, etc. in advance. Third Listening: Students listen to the dialogue for the third time, and try to repeat the key sentences while listening. The teacher pauses the audio at appropriate positions to let students repeat, such as “I plan to travel to Chengdu with my friend next weekend.” “What should we prepare for the trip?” This helps students familiarize themselves with the pronunciation and intonation of the dialogue, and master the key sentence patterns. Viewing Part First Viewing: Students watch the video once to get the main idea. After watching, the teacher asks: “What is the main topic of the video? What does the speaker think is the significance of travel?” Students share their views, and the teacher summarizes the main idea of the video: “The video talks about the significance of travel. The speaker thinks that travel can help us broaden our horizons, experience different cultures, relax ourselves and know ourselves better.” Second Viewing: Students watch the video again, and take notes on the key points about the significance of travel. The teacher guides students to take notes from the following aspects: Broadening horizons Experiencing different cultures Relaxing themselves Knowing themselves better. After watching, students exchange their notes with their groups and supplement each other’s key points. The teacher invites a student to share his/her notes and checks whether the key points are complete. Third Viewing: Students watch the video for the third time, and pay attention to the speaker’s tone, expression and body language. The teacher asks: “What is the speaker’s tone when talking about travel? Is he/she passionate or indifferent? How does his/her expression and body language show his/her feelings about travel?” Students discuss in pairs and share their views. The teacher summarizes: “The speaker’s tone is passionate and sincere. His/her smiling expression and vivid body language show that he/she loves travel deeply and has a deep understanding of the significance of travel.” Design Intention: Listening three times with different focuses (main idea, specific information, key sentences) helps students gradually deepen their understanding of the listening material, improve their listening comprehension ability and the ability to capture key information. Viewing three times also follows the principle of gradual deepening, which helps students grasp the main content, key points and emotional connotation of the video, and cultivate their ability of “viewing” and understanding multi-modal materials. Taking notes and repeating key sentences help students consolidate the learned content and improve their language application ability. Summary and Extension Summary: The teacher summarizes the content of this class with the help of a mind map. The mind map includes three parts: Reading A (travelogue about Eleanor’s trip to Rome, core vocabulary and phrases, text structure), Listening (dialogue about travel preparation, key information and sentence patterns), Viewing (video about the significance of travel, key points and emotional connotation). The teacher leads students to review the key content of this class, and emphasizes the importance of mastering travel-related vocabulary and sentence patterns, and improving listening, reading and viewing skills. Extension: The teacher assigns after-class tasks: Read Reading A again and recite the key sentences. Listen to the listening dialogue and watch the video again, and write a short passage (80-100 words) about your own travel plan, including travel destination, travel preparations and the expected significance of the trip. Collect 5 more travel-related vocabulary and phrases, and make sentences with them. The teacher also recommends some English travel blogs and videos for students to watch after class, so as to expand their knowledge and improve their English ability. Design Intention: Summarizing with a mind map helps students sort out the knowledge system of this class, deepen their memory of the key content and form a coherent knowledge framework. After-class tasks consolidate the knowledge and skills learned in class, and extend students’ learning beyond the classroom. Recommending English travel blogs and videos helps students create a good English learning environment and improve their comprehensive English 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 $