Unit 5 Learning Through Travel-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language Ability: Master core vocabularies and sentence patterns about travel and practice.

Cultural Awareness: Understand cross-cultural differences in travel learning.

Thinking Quality: Develop logical and critical thinking through practical activities.

Learning Ability: Cultivate autonomous and cooperative learning skills in travel-related practice.

Key Points: Grasp core words (e.g., temple, landscape, adapt) and sentence patterns about travel experience; understand the connection between travel and learning.

Difficult Points: Apply learned language to describe travel practice and express personal views on learning through travel.

Lead-in

The teacher starts the class by showing a series of vivid travel pictures, including ancient temples, beautiful natural landscapes, and people communicating with local residents during travel. Then the teacher asks two guiding questions: “Have you ever had a travel experience? What did you learn from it?” After asking the questions, the teacher invites 2-3 students to share their own travel stories and the gains from their travels. During the sharing process, the teacher listens carefully, gives positive feedback in time, and guides students to use simple English to express their ideas. For example, if a student says he learned about the history of the Forbidden City during his trip to Beijing, the teacher can respond: “That’s a wonderful experience! You not only enjoyed the beautiful scenery but also learned historical knowledge. That’s exactly learning through travel.”

Design Intention: The lead-in link uses intuitive travel pictures to arouse students’ interest in the topic, shorten the distance between students and the teaching content, and activate students’ prior knowledge and life experience. By asking guiding questions and inviting students to share, it can not only exercise students’ oral expression ability but also naturally lead to the theme of “Learning Through Travel”, laying a good foundation for the smooth development of the subsequent teaching process.

Presentation of New Knowledge

Vocabulary Presentation

Combined with the travel pictures shown in the lead-in link, the teacher presents the core vocabularies of this section one by one, including nouns such as temple, landscape, ancestor, bunch, rainbow, and verbs such as dive, adapt, tackle. For each word, the teacher first pronounces it clearly and standardly, and asks students to follow along to ensure that students master the correct pronunciation. Then, the teacher explains the meaning of the word with simple English and combines it with specific travel scenarios to help students understand. For example, when teaching the word “temple”, the teacher can point to the picture of an ancient temple and say: “This is a temple, a building used for religious worship. Many people visit temples during travel to learn about local culture and history.” When teaching the word “adapt”, the teacher can give an example related to travel: “When we travel to a new place with different customs, we need to adapt to the local life, such as the local food and living habits.”

After explaining the words, the teacher designs a quick memory game: show the words and their corresponding pictures randomly, and ask students to match them quickly. The students who answer correctly in the shortest time will get verbal praise. In addition, the teacher also lists some common collocations of the words, such as “a bunch of flowers”, “natural landscape”, “adapt to the environment”, and asks students to make simple sentences with these collocations. For example, ask

students to make a sentence with “adapt to”, and guide students to say: “When traveling to a foreign country, we must adapt to the local language and culture.”

Design Intention: Combining pictures and specific scenarios to present new words can make abstract vocabulary concrete and vivid, helping students understand and remember the words better. The quick memory game and sentence-making practice can not only consolidate students’ mastery of vocabulary but also mobilize students’ learning enthusiasm and make the vocabulary learning link more interesting. At the same time, it lays a solid language foundation for students to understand the text and carry out subsequent practical activities.

Sentence Pattern Presentation

On the basis of vocabulary teaching, the teacher presents the core sentence patterns of this section, focusing on the sentence patterns related to describing travel experience and learning gains, such as “During my trip to..., I learned that...”, “It was through traveling that I realized...”, “We can gain a lot by visiting...”. The teacher first explains the structure and usage of each sentence pattern with simple English, and gives typical examples combined with travel scenarios. For example, for the sentence pattern “During my trip to..., I learned that...”, the teacher can give an example: “During my trip to Chengdu, I learned that pandas are the national treasure of China and they mainly feed on bamboo.” For the sentence pattern “It was through traveling that I realized...”, the teacher can say: “It was through traveling that I realized the world is so big and there are many different cultures.”

After explaining the sentence patterns, the teacher organizes students to carry out pair work: students work in pairs to make sentences with the learned sentence patterns, combined with their own travel experience or the travel scenarios shown in the pictures. After the pair work, the teacher invites several pairs to present their sentences to the whole class, and corrects the mistakes in the sentences in time, guiding students to use the sentence patterns correctly and flexibly. For example, if a student says “During my trip to Shanghai, I learned that the Oriental Pearl Tower is very tall”, the teacher can affirm the student’s sentence and guide the student to enrich it: “During my trip to Shanghai, I learned that the Oriental Pearl Tower is one of the landmark buildings in Shanghai and it attracts millions of visitors every year.”

Design Intention: The presentation of sentence patterns is closely combined with the theme of travel, which is in line with the teaching content of this section. Pair work can provide students with more opportunities to practice oral English, help students master the usage of sentence patterns in practice, and lay a foundation for students to express their views on learning through travel in the subsequent links.

Text Understanding

Fast Reading

The teacher distributes the text materials of Section 2 to the students, and asks the students to read the text quickly, and complete two tasks: first, find out the main idea of the text; second, underline the core vocabularies and sentence patterns learned in the previous link. After the students finish reading, the teacher invites students to share their answers. For the main idea of the text, the teacher guides students to summarize: The text mainly tells about the author’s travel experience and the knowledge and insights gained from the travel, emphasizing that travel is an important way of learning. For the core vocabularies and sentence patterns underlined by students, the teacher checks them one by one, supplements and corrects them, and helps students further consolidate the new knowledge learned.

Design Intention: Fast reading can train students’ ability to grasp the main idea of the text quickly, help students form a general understanding of the text content, and at the same time review the new words and sentence patterns learned in the previous link, realizing the connection between vocabulary, sentence pattern teaching and text reading.

Careful Reading

After fast reading, the teacher guides students to read the text carefully, and designs detailed reading tasks to help students understand the details of the text. The tasks are as follows:  What places did the author visit during the trip?  What