Unit 5 Learning Through Travel-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language competence: Master context-related words and sentences to use English flexibly in travel scenarios.

Cultural awareness: Understand cross-cultural differences in travel and respect diverse cultures.

Thinking quality: Develop logical thinking through context analysis and problem-solving.

Learning ability: Cultivate autonomous and cooperative learning skills in practical language use.

Key points: Master core vocabulary (e.g., presentation, temple, landscape) and sentence patterns in travel contexts; use English to complete basic communication tasks in travel.

Difficult points: Flexibly apply language in different travel scenarios and accurately express personal feelings about travel.

Lead-in: Activate Prior Knowledge and Arouse Interest

The teacher starts the class by showing a set of vivid travel pictures, including ancient temples, beautiful natural landscapes, and cross-cultural communication scenes during travel. Then, the teacher asks open-ended questions to guide students to think and communicate: “Have you ever traveled to other places? What did you see and experience during the trip? How did you communicate with local people if you went abroad?” After asking the questions, the teacher invites 3-4 students to share their travel experiences in simple English. During the sharing process, the teacher listens carefully, corrects minor language mistakes gently, and guides students to use simple words and sentences related to travel, such as “temple”, “scenery”, “communicate” and “experience”.

After the student sharing, the teacher summarizes: “Travel is not only a way to relax, but also a process of learning. In today’s class, we will focus on how to use English correctly and flexibly in travel contexts, so that we can better record and share our travel experiences and communicate smoothly during travel.” Then, the teacher writes the title of the lesson on the blackboard and leads students to read it twice to strengthen their memory.

Design Intention: The lead-in link uses visual pictures and real-life questions to closely connect the lesson content with students’ daily life. This not only activates students’ prior knowledge about travel and English vocabulary related to travel, but also arouses their learning interest and enthusiasm. By inviting students to share their own experiences, it reduces their anxiety about speaking English and creates a relaxed and active classroom atmosphere, laying a solid foundation for the subsequent teaching links. At the same time, it naturally leads to the theme of the lesson—using English in travel contexts, realizing the smooth transition from life to learning.

Presentation: Master Core Vocabulary and Sentence Patterns in Context

This link is divided into two parts: vocabulary presentation and sentence pattern presentation, both closely combined with travel contexts to help students understand and master knowledge in specific scenarios.

In the vocabulary presentation part, the teacher takes the travel pictures shown in the lead-in link as the carrier and presents the core vocabulary of this lesson one by one. For each word, the teacher first shows the word, reads it aloud twice (paying attention to pronunciation and stress), then explains its meaning and usage in combination with travel scenarios, and gives simple and practical example sentences. For example, when teaching the word “temple”, the teacher points to the picture of an ancient temple and says: “This is a temple. A temple is a building used for religious worship. When we travel to places with a long history, we often visit temples. For example, ‘We visited a famous ancient temple during our trip to Xi’an.’” Then, the teacher asks students to read the word and the example sentence after him, ensuring that each student can master the correct pronunciation and basic usage. In the same way, the teacher teaches other core vocabulary such as

“presentation”, “landscape”, “awesome”, “barely”, “ancestor” and “bunch”, combining each word with specific travel scenarios and example sentences related to the unit theme “Learning Through Travel” 。

After teaching all the core vocabulary, the teacher designs a quick memory game: the teacher shows the Chinese meaning of the word, and students race to say the English word and make a simple sentence related to travel. This game not only helps students consolidate the newly learned vocabulary quickly, but also improves their reaction ability and enthusiasm for participation. For students who make mistakes, the teacher corrects them patiently and encourages them to try again; for students who perform well, the teacher gives timely praise to enhance their confidence.

In the sentence pattern presentation part, the teacher first presents two typical sentence patterns in travel contexts based on the unit text: “I learned a lot from this tour. I realized that travel is a great way of learning.” and “The landscape there was awesome, and I couldn’t help taking a lot of photos.” Then, the teacher explains the structure and usage of the two sentence patterns: the first sentence pattern is used to express the gains and insights from travel, and the second sentence pattern is used to describe the scenery during travel and personal feelings. The teacher gives more example sentences combined with different travel scenarios, such as “I learned about local culture from this tour. I realized that cultural diversity is very precious.” and “The rainbow after the rain was beautiful, and I took a bunch of photos to record it.”

After explaining the sentence patterns, the teacher invites students to practice in pairs. Each pair chooses one of the sentence patterns and makes 2-3 sentences according to their own travel experiences. After the pair practice, the teacher invites several pairs to present their sentences in front of the class. The teacher comments on their sentences, affirms their advantages, and puts forward suggestions for improvement, helping students master the flexible use of sentence patterns.

Design Intention: This link adheres to the teaching principle of “contextualization”, combining vocabulary and sentence patterns with specific travel scenarios, which helps students understand the meaning and usage of knowledge in real contexts, avoiding mechanical memory. The quick memory game and pair practice make the learning process more interesting and interactive, which not only helps students consolidate the newly learned knowledge, but also improves their oral expression ability. At the same time, the example sentences designed by the teacher are closely related to the unit theme, laying a foundation for students to understand the text and use English in context in the subsequent links.

 Practice: Strengthen Language Application in Diverse Scenarios

Practice is the key link to improve students’ language application ability. This link designs three levels of practice activities from easy to difficult, focusing on training students’ ability to use the core vocabulary and sentence patterns learned in this lesson in different travel contexts, and gradually breaking through the teaching difficulties.

The first level is filling in the blanks with the correct words. The teacher designs a short passage about a student’s travel experience, which contains the core vocabulary learned in this lesson. The blanks are set at the key positions of the vocabulary. Students need to choose the correct words from the given word list and fill them in the blanks, paying attention to the form changes of the words. For example: “During my trip to Yunnan, I visited a famous ______ (temple) and saw many beautiful ______ (landscape). The trip was ______ (awesome), and I ______ (barely) wanted to leave. I learned a lot about the local culture and realized that travel is a great way of learning.” After students finish filling in the blanks, the teacher checks the answers together with the whole class, explains the reasons for the mistakes, and emphasizes the usage of key words again, helping students consolidate the vocabulary and improve their ability to use words in context.

The second level is situational dialogue practice. The teacher divides students into groups of 4, and assigns different travel scenarios to each group, such as “asking the way in a scenic spot”, “talking about travel experiences with friends”, “introducing scenic spots to foreign tourists” and “booking a hotel”. Each group needs to use the core vocabulary and sentence patterns learned in this lesson to design a 3-5 minute situational dialogue. Before the dialogue design, the teacher gives a brief prompt: for example, in the scenario of “asking the way in a scenic spot”, students need to use sentences such as “Excuse me, could you tell me how to get to the temple?” “Go straight along this road and turn left at the next corner.”; in the