教学设计Module-7-Unit-5-Travelling-Abroad

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Travelling Abroad案例展示-华师附中

案例展示【案例信息】案例名称：Module7 Unit5 Travelling Abroad授课教师：陈向丽（华南师范大学附属中学）【教学设计】一、教材分析目前，随着基础教育改革的推进和新课标的实施根据，词汇教学取得了一定的进步，但是当中仍然面临着以下的一些困难和问题：1.新课标词汇教学任务重。

根据《普通高中英语课程标准（实验）》（以下简称《课标》）的要求，高中生在毕业时要掌握3300个左右的单词和400—500个习惯用语或固定搭配。

翻开新课标的课本，会发现每篇课文的新词量大。

以模块7第5单元为例，整个单元新词量68个，要求掌握的达到49个，其中课文Reading 中含新词（包括短语）23个。

但是，由于高中英语教学内容多，除了词汇教学外，语法知识讲解、文化意识渗透、阅读技能和听说技能的培养等都覆盖其中，因此词汇教学存在着课时有限的问题。

教师需要在有限的教学时间内，指导学生进行自主高效的词汇学习。

2.教参、教材对词汇教学策略的指导不够。

教参中虽然对词汇教学有一定的指导，但是指导非常有限。

理想的英语学习，应该是小班教学。

但是当前的国情，决定了中学小班教学无法开展。

因此，在大班教学的情况下，很多教师只能采用“解释词义——说明词性——呈现搭配——词汇拓展/辨析——教师举例——学生翻译/练习”的词汇教学模式。

课堂上多为呈现老师在争分夺秒地讲解，学生或者在忙着记笔记，或者根据教师要求进行翻译或练习的景象。

同时，由于教材、教师对学生词汇学习策略的指导较少，学生课后仍然停留在记忆单词及其中文释义的阶段。

因此，如何在课堂词汇教学中把老师从满堂灌的角色解放出来，同时又培养学生的自主学习能力，值得在教学中进行尝试。

当前的电子辞典功能丰富，包含多本词典，且使用方便，如有条件，教师可以在词汇课堂教学中充分利用起来。

《课标》在资源策略目标中也鼓励学生“有效地使用词典等工具书”。

因此，作者联系了电子辞典公司，为班里的每位学生提供一本电子辞典试用，进行为期两个月的教学实验。

英语7Unit5Travellingabroad(Listening)教学设计

Unit 5 Traveling AbroadThe third period listeningTeaching Goals：Teaching important and difficult pointsTalk about tours and preparations for travel.Teaching methodTask—based teaching，cooperative learning。

Teaching AidA multi-media computerTeaching Procedures:Step 1 Warming upStudents watch a short clip of a travel video and have a free talk about travel。

1.Why do people travel？2.How do you plan your trip？3.What do you take?4.Do you prefer to travel at home or abroad？Why?Step 2 pre-listeningGive students some beautiful pictures to appreciate and test how many places the students have remembered。

Ask the students which country you would like to visit and why?Step 3 ListeningMei Jie has been on the Internet for some time and her friend Tim asks her what she is doing。

Listen to their conversation and answer the questions.1.What has Mei Jie been doing on the Internet？2.Where is Mei Jie planning to go for her holiday?3.When is she planning to go？4.Has she finished all her preparations for the holiday？Listen again and find the answers to these questions.1.Why does Mei Jie want to stay in youth hostels? Give threereasons。

高中英语新人教版精品教案《travelling abroad》

人教版高中英语选修七Unit5 Traveing Abroad词汇学习教学设计一、教材分析目前，随着英语高考改革的推进和新课标的实施，词汇教学与以往相比有所不同并且取得了一定的进步，但是在高中英语的词汇教学中中仍然面临着一些困难和问题。

根据?普通高中英语课程标准〔实验〕?〔以下简称?课标?〕的要求，高中生在毕业时要掌握大约3500个单词和400—500个习惯用语或固定搭配。

翻开新课标的课本，会发现每篇课文的单词词量很大，尤其是新词占据了一定的数量，这些新词里面也包括时下流行的新词汇。

以选修七7第5 单元Traveing Abroad 为例，整个单元的新词汇有68个，要求掌握的有49个，在课文Reading 中包含的新词及短语有23个。

然而，在高中阶段英语的教学中教学内容比拟多，尤其是还面对着高考的巨大压力，除了词汇的教学，还有语法知识的讲解，阅读技能和听说技能的培养，文化意识的渗透，口语水平的训练与提升等等。

因此，能够分配给词汇教学的时间是很有限的。

这就需要教师在有限的教学时间内，提高课堂的教学效率，引导学生进行自主高效的词汇学习。

本节课是该教学实验中的其中一个课例。

教学内容是人教版高中英语选修七七第五单元Traveing Abroad中的第一篇阅读课文Kee mend、queue、idiom、ubtitute、numb、acnowedge、contradict、a far a one i concerned、autonomou、be occufort to have a ______ fami to be with when he fee homeic She wrote her firt ____, in which he wrote what other e a more _______ earner and he trie to have a ______ between tud and a ocia ife We wih Xie ei a the bet with her______〔3〕翻译练习——掌握词的用法often ____________________ 占去我大局部的闲暇时间doctor trong ________________________ 劝他去休假_______________ 用红皮球换下了蓝皮球to ee if the bab woud notice就内容而言, the boo i worth reading__________________ 忙于the wor of ceaning her houei a man ________________ 事业心很强的人dare not _____________________ 〔在公众场合顶撞他的父亲〕refue to ____________________________ 成认他被打败了〕设计意图：通过四个练习题，对所学的词汇进行稳固复习。

英语7Unit5Travellingabroad(Writing)教学设计

Unit 5 Traveling AbroadThe fourth period WritingTeaching Goals：Teaching important and difficult pointsHelp Ss to memorize the important standards of Basic Writing Teaching methodPictures-leading，discussion，comparison, simple-difficult points Teaching AidcomputerTeaching Procedures：Step 1 Lead-in1）。

Talk about questions below:Do you want to be a better writer？Do you know how to write nice sentences?What are the most important ways for you to communicate with your pen-pal abroad？Most of us would like to prefer blog as our way to communicate our feelings。

Do you have any penfriend？Have you ever written a letter to him or her？Step2. Structure of writing a letterAsk some of the Ss to talk about the structure of a letter.List out the structure of writing a letterShow the students a model of a letter to explain what has already been taught。

人教版选修七Unit5《Travellingabroad》word教案4

Period 4Listening教学目标语言技能目标：教给学生在听力开始前进行预测，或激活头脑中相关的背景知识，能够帮助自己更好地完成听力训练的听力技巧。

语言能力目标：训练学生在听的过程中注意细节信息的能力。

情感态度和文化目标：学生了解了一些独自旅行的注意事项，这对于他们将来独自旅行很有益处，同时对在秘鲁旅行有所了解。

重点难点教学重点：进行由泛听到精听的听力训练。

教学难点：教学生掌握一些听力技巧，例如在听力训练前，激活背景知识；在听力训练时以抓住大意为主要目标，尤其在第一二遍时，不拘泥于个别没有听懂的单词。

教学过程1DiscussionQ：Have you ever been to other countries？If you travel abroad alone，will you feel afraid？Do you know how to predict a possible dangerous situation and prevent it happening？What advice can you give for safe traveling?T：Four students a group，discuss them with your partners.(Collect the students' advice about safe traveling.)[设计说明]在进行听力之前，先让学生讨论安全旅行并给出一些建议。

因为这是听力材料里即将要听到的内容。

这一方面可以使学生对于即将要听到的材料做好思想准备，另一方面也降低了听力材料的难度。

2Listening task(Page 82)1．T：Now let's listen to a conversation between Sandra，whose daughter wants to travel，and Brian. Sandra voices her concerns as a parent and Brian does his best to reassure her about her daughter's ability to act sensibly.Listen to their talk and guess what you think Sandra's relationship to Brian is. Give reasons.Suggested answer：They are probably work colleagues who know each other reasonably well.Reasons：They greet each other with “Morning”，a common greeting at the beginning of a workday. They call each other by their first names. Brian knows the daughter's name and also something about what kind of person she is so he has met her more than once. Brian may be older than Sandra or have a higher status in the company or it may just be that Sandra often asks Brian for advice. Sandra listens to Brian's advice carefully and appears to value it.2．Listen to the talk again and answer the following questions.(1)What does Tina want to do?(2)Why is Sandra worried about this?(3)What does Brian think about Tina's plans?(4)What does Brian suggest Tina should do until she has more experience of traveling?Suggested answers：(1)She wants to travel around the world for a year.(2)Sandra thinks traveling is dangerous.(3)Brian thinks it is good that Tina wants to travel as she will learn a lot that will help her in later life.(4)Brian suggests Tina should travel with a companion，preferably with someone who is moreexperienced than her.3．Listen again，paying attention to what Brian says. Then list the things he says a traveler should do to keep safe. Compare Brian's rules with the ones the students get from their discussion.Brian's rules for safe traveling________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Suggested answers：*Research the places you are going to visit.*Pay attention to what is happening around you.*Ask the locals for advice and follow it.*Observe how the people around you behave towards you.*Learn how to tell who you can and can't trust.*At first travel with a more experienced companion.[设计说明]听完第一遍对话后，要求学生推测对话的两个人的关系，然后再注意细节问题的答案，还是体现了由大到小、由粗到细的原则，也符合人们的感知规律。

高中英语选修7 Unit5 Travelling Abroad教案

高中英语选修7 Unit5 Travelling Abroad一.教学内容人教版高中英语选修7 第五单元（Travelling Abroad)二. 教材分析本单元以Travelling abroad and studying abroad为话题，旨在通过单元教学，使学生获得旅游、旅居国外方面的通用知识，开阔眼界，以及旅游方面的英语表达。

使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这些问题的发生。

学会表达个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况。

本节课主要是通过“warming-up & pre-reading”部分的学习，使学生了解了在国外学习生活时可能面临的困难以及怎样解决这些困难。

Warming Up让学生说说想去哪个国家去旅游或学习并用已有的知识和经验讨论在国外学习或旅行会遇到什么问题。

Pre-reading是Reading 的热身活动，要求学生采用与同学讨论交流的方式谈论在国外学习的利与弊，为正文的阅读做好知识上和心理上的铺垫。

Reading是一篇介绍中国女孩谢蕾在伦敦学习和生活的情况，让学生通过实例对比在国内学习生活与在国外学习生活的不同，从而培养他们的国际视眼。

三、学情分析1.情感和认知方面：学生对国外的学习生活情况了解是很感兴趣的。

在以往的学习阅读中对国外的生活学习也有所了解，但不是很具体。

这篇关于中国女孩在伦敦学习和生活情况的介绍和他们的生活比较贴近，在在预读，学习，讨论时会觉得比较亲近熟悉。

2.语言技能方面：我校大部分学生英语语言能力比较若，在思维上相对有较强的独立性，通过老师的引导和提示，一般能够从的文字资料中获取主要信息和基本的内容，能根据阅读目的运用适当的阅读策略完成阅读任务。

但一些学生的分析信息和处理信息的能力还欠缺，尤其是归纳总结能力。

四、教学目标1. Knowledge aims: Duide the students to master the first part of the words and phrases related to the topic, including "lecture, qualification, recommend, comfort, substitute, acknowledge, as far as one is concerned, be occupied with, keep it up, fit in ... and etc.2. Ability aims: Enable the students to learn about the information of travelling abroad, working or studying abroad by using different reading skills. Enable the students to summarize the advantages and the disadvantages of living or studying in a foreign country.3. Emotional aims: Help the students learn about the differences and difficulties of living and studying in a foreign country and learn how to deal with the problems that they would face when studying in a foreign country.五、教学重点及难点1. Widen the vocabulary range. Develop the students’reading skills namely skimming and scanning and so on.2. Guide the students to summarize the benefits and difficulties of living in a foreign country.六. 教学方法1．演示法：通过相关的图片、PPT等网络多媒体辅助显示给学生看，便于学生对基础知识和背景知识的把握，并从旧知识中获得启迪，从而达到解决问题的目的。

人教版选修7 unit 5 Travelling abroad P1 教学设计

人教版选修7 unit 5 Travelling abroad P1 教学设计Unit 5 Traveling abroad第一部分教学设计说明About the topic and the structures 单元话题和结构Period 1 Reading阅读课Period 2 Learning about language 知识课Learning about Language部分共有词汇和语法两部分，词汇部分第一题要求学生用课文中的词语填空。

第二题要求学生学习和运用同根词。

语法部分是复习非限制性定语从句的用法。

语法教学应该抓住形式、意义和用法三个环节，正确处理三者之间的关系。

明确让学生掌握语言形式是基础、了解其意义是关键、学会使用才是真正的目的。

Period 3 Using Using Language部分共设计了“听力”、“读和说”和“写”三大块。

“听language 运用课力”部分共有四题，而且由浅入深，层层深入。

实际教学过程课时划分建议Period 1 将Warming Up、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。

Period 2 将Learning about language 和Workbook中的USING WORDSAND EXPRESSIONS、USINGSTRUCTURES 整合在一起上一节“语言知识课”。

Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。

Period 4 将Workbook 的READING ANDLISTENING和TALKING整合在一起上一节“听说课”。

Period 5 将Workbook 的LISTENINGTASK、READING ANDWRITING TASK和SPEAKING TASK整合为一节“综合技能课（二）”。

第二部分教学资源说明Section 1 Background 背景围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。

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Module 7 Unit 5 Travelling AbroadTeaching Class: Class Two Senior Two.Textbook version：People's Education PressTeaching content: Module 7 Unit 5 Travelling Abroad --- Keep It Up, Xie Lei, Chinese Student Fitting in Well.Teaching type: ReadingTeaching arrangement: The 2n d period.Teaching Time: 40 minutesAnalyses of the Students:1) This is the key chemistry class that consists of 34 girls and 32 boys. Most of them are from the urban district. Besides, their overall qualities are better.2) The students have the specific motivation to learn English and proactive learning attitude. What’s more, they are willing to co-operate with each other and finish their learning tasks together.3）The students can have abilities of previewing, reviewing, teaching themselves and summarizing. They have previewed the new words and expressions before class. Analyses of the textbook:The Reading passage is written and set out to resemble an article in a new spaper.It describes the first few months of a Chinese student’s time at an English Univ ersity.Some of the differences she experienced are described. Some of the difficulties s he facedand how she soloved these difficulties are also mentioned. As well as di fferences ineveryday things like getting on a bus or buying things in shops, the articles me ntionsdifferences in esay writing at an English university. This could lead on to a disc ussionof other differences between university life in Western countries and China, such as the English expectation that students will discuss and argue about topics in t utorials and the lack of supervision of attendance etc in Western university. Teaching aims:1. Knowledge aims: 1) Help the Ss master the key words, phrases and sentences of the passage. 2) Enable the Ss to summarize the main ideas of each paragraph and the passage. 3) Help the Ss to summarize the benefits and difficulties of living in a foreign country.2. Ability aim: Enable the Ss to learn about Xie Lei’s school life in London.3. Emotional aim: Further develop the Ss’ strong will of overcoming difficulties that they would face and the Ss’ determination of meeting the challenges.Teaching important & difficult points: Help the Ss to summarize the benefits and difficulties of living in a foreign country.Teaching methods: Task-based teaching method, Skimming, Scanning and Groupdiscussion.Teaching aids: A multi-media classroom.Teaching procedures & ways:Step 1Greeting, our slogan, and two key sentence patterns every day.(1 minute) 【设计说明】充分利用师生问候的时间，除了像往常一样打招呼外，我增加了一个口号“I want to struggle! I want to succeed!(我要拼搏，我要成功)”，师生一起自信地大声地喊出我们的口号，目的是最大程度地激发学生学习英语的动力和兴趣，树立起学好英语必胜的信念；同时我们备课组5个英语老师坚持每天和学生一起背诵两个经典句型，材料来源于高三的《名师领航》一书，我们从上个学期就开始了，上个学期我们推广了李阳疯狂英语中“大思密码”记忆方法，总共有一百个漂亮的英语句子，本学期完成179个经典句型，目的帮助学生积累写作素材，提高写作能力，实践证明效果比较明显，学生在写作中能活学活用，达到了我们预期的目的。

Step 2 Lead-in(4 minutes)1.Let’s sing an English song together---It’s a small world.【设计说明】视听法是学生最感兴趣，也最能吸引学生注意力的教学手段之一。

播放电影片断或英文原版歌曲能够激发学生的兴趣，从而调动他们学习的积极性。

所以本堂课我选用了一首学生非常熟悉的英文儿歌“It’s a small world”，它是一首迪斯尼乐园的主题曲。

此歌曲节奏感强，旋律优美。

通过师生一起唱歌，不仅使课堂充满轻松和愉悦的气氛，而且有助于集中学生的注意力，使其自然地进入主题学习。

2.Brainstorming: What should we take into account before we decide to travel orstudy abroad?Get the Ss to brainstorm as much information on travelling and studying abroad as possible.【设计说明】接着运用“头脑风暴”进一步营造宽松和活跃的课堂气氛，充分调动学生的学习积极性，激活学生的思维，培养他们的发散思维能力。

四人小组讨论将答案尽可能多地写在纸条上，然后交流汇报，实现资源共享，同时自然过渡到下一个内容。

Step 3 Pre-reading(7 minutes )1. Watch a short video about a Chinese student studying in a foreign country.【设计说明】通过前面的引入，在激活学生原有的知识的基础上，欣赏一小段电影片断，将学生置身于电影情节中，使学生有一种身临其境的感觉，为下面的讨论做好了铺垫。

2. What are advantages and disadvantages of studying in a foreign country?( Group work )【设计说明】欣赏了一小段电影片断后，学生们应该都会有一种身临其境的感觉，老师提出问题：如果你是这个在国外学习的学生，你认为会学到什么，同时会遇到什么困难？通过分组两人讨论的形式进行，第一组和第二组讨论在国外学习的优点，第三组和第四组讨论在国外学习的缺点，然后交流及老师给出可能的答案。

通过分组两人讨论的方式谈论在国外学习的利与弊，进一步激发同学们的学习兴趣。

为理解课文做好铺垫。

3.Get familiar with the new words.【设计说明】由于第一个课时已对本单元的词汇进行了单词拓展并做了大量的词汇练习，学生利用早读的时间也认真去读和记过单词，所以在阅读课文前通过大声齐读的方式再熟悉阅读中的生词，尽量帮助学生扫清影响其在阅读理解的生词，以使学生在阅读过程中能够顺利捕捉信息。

Step 4 While-reading(12 minutes )1. Fast-reading (4 minutes )Task 1 Skim the text fast and match the main idea to each paragraph.Task 2 Summarize the main idea of the whole passage. (Use only one sentence to describe it.)【设计说明】让学生通过skimming了解文章各段及整个文章的大意。

任务1旨在培养学生快速阅读完文章后迅速匹配各段大意的能力，同时使学生注意各段的第一句或每段的关键词，以帮助学生快速匹配各段大意，此设计与高考题信息匹配接近。

任务2要求学生用自己的话用一个句子概括全文大意或填关键词的方式，考虑到不同层次的学生，概括能力强的学生可以用自己的话来概括，差一点的学生通过模仿填关键词的方式慢慢地掌握归纳概括的能力。