高中英语外研版 (2019)必修 第二册Unit 5 On the road教案及反思

这是一份高中英语外研版 (2019)必修 第二册Unit 5 On the road教案及反思，共18页。


单元主题
本单元的主题语境是“人与自然”，涉及的话题内容是通过旅行来了解世界主要国家的地理概况和自然环境，学会尊重和欣赏文化的多样性。第一篇课文Blgging Australia通过访谈的形式介绍了一个职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对自然环境保护的看法。第二篇课文Cast t Cast通过电子邮件的形式，讲述了Eva和她的家人横穿北美大陆的旅行经历。
本单元从旅行调查问卷开始，引出本单元的话题，再进一步使用多模态语篇（采访、广告、邮件、明信片和图标设计）和相关的话题内容（旅行的感受、旅行的好处、旅行前的准备、旅行中问路和指路、旅行的见闻和城市介绍）来丰富和加深学生对旅行意义的思考。整个单元的教学应该牢牢把握“人与自然”的主题语境，帮助学生深度理解语篇内容和主题意义，了解不同国家和地区的风土人情，加深对英美主要国家地理知识的了解，引领学生的语言能力、文化意识、思维品质和学习能力的融合发展。
单元目标
1. 语言能力目标：能够读懂与旅行相关的多模态语篇，理解与旅行有关的文章内容，听懂并谈论与旅行有关的话题；能够用所学的语言知识介绍旅行经历，恰当地使用现在分词作定语，学会如何问路、指路，学会制作旅行手册；能够看懂有关旅游城市的图标和设计体现某个城市特色的图标。
2. 文化意识目标：能够了解不同国家和地区的自然环境、风土人情，加深对世界的了解；能够尊重和欣赏文化的多样性；能够感知中外文化的差异，初步形成跨文化意识，并通过中外文化对比，加深对中国文化的理解，坚定文化自信。
3. 思维品质目标：能够在阅读多模态语篇时观察语言特点，通过比较不同的语篇类型，识别信息的异同；能够根据语篇的特点，客观分析信息之间的关联和差异，发现产生差异的基本原因；能够正确判断文章中人物的观点或态度，并提出自己的看法，避免盲目接受或否定文中人物的观点。
4. 学习能力目标：能够通过了解不同国家和地区的风土人情，激发英语学习的兴趣；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Starting ut板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing + Speaking
主题语境
人与自然—旅行
内容分析
活动1呈现一段与旅行话题相关的视频，介绍了世界五大热门旅行目的地。活动2请学生结合自身经历思考并回答旅行调查问卷中的问题，引发学生对自己的旅行习惯和适合自己的旅行目的地的思考。本板块旨在激活学生已有的语言、背景知识，激发对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。
教学目标
1. 带领学生走进与旅行相关的主题语境中，激活与旅行相关的知识；
2. 引导学生初步感知中外文化的差异，初步形成跨文化意识；
3. 引导学生通过观看短片注意观察文化现象，比较与识别各种信息的异同；
4. 引导学生对自己的旅行习惯和适合自己的旅行目的地进行思考。
教学重点
帮助学生看懂视频内容，进入到旅行的主题语境中，引发学生对旅行相关话题的兴趣。
教学难点
启发学生对自己的旅行习惯和适合自己的旅行目的地进行思考。
教学策略
视听教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Play the vide and shw the subtitles t students.
2. Let students discuss the tw questins in Activity 1.
3. Invite sme students t share their answers t the tw questins.
1. Watch the vide and read the subtitles.
2. Discuss the tw questins in Activity 1.
3 Answer the tw questins.
By watching the vide and discussing the tw questins, students have a sense f the theme in this unit.
Activity 2
1. Explain the cntent in the travel quiz t students and let students chse their answers.
2. Ask students t discuss their answers with thers.
3. Encurage sme students t share their pinins in class.
1. Understand the cntent in
the travel quiz and chse
their answers.
2. Discuss their answers with ther classmates.
3. Share their pinins
in class.
Lead students t think abut transprtatin, accmmdatin, lcal culture and fd during their travel, and guide students t recall sme experiences and knwledge abut travelling.
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
主题语境为“人与自然”，涉及的话题是旅行。本篇课文讲述了一位职业摄影博主与西澳大利亚州的渊源，以及她的摄影经历引发了她对人与自然环境关系的思考。
内容分析
本文以访谈的形式，一问一答，介绍了一位职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对环保的看法。课前导入活动请学生根据已有的背景知识思考“Travel bradens the mind.”的含义并分享旅行的好处。这个活动帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章的理解。读后活动则通过细节理解和开放性问答等环节，启发学生深入思考和探究主题意义。
教学目标
1. 带领学生通过略读，掌握与话题相关的语言知识；
2. 引导学生从课文中获取有关西澳大利亚州的文化信息，欣赏文化的多样性；
3. 引导学生基于文章内容并联系生活实际，谈论旅行给Lauren带来的影响，并就与旅游相关的工作发表自己的观点；
4. 引导学生开展自主学习和合作学习，反思学习效果，并据此优化学习策略和方法，更好地用英语进行交流和表达。
教学重点
在准确理解作者观点的基础上，逐渐形成学生自己的观点，引发学生对人与自然环境关系的思考。
教学难点
引导学生形成自己的观点，对人与自然的关系进行思考。
教学策略
任务型教学法、P-W-P阅读模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Explain the literal meaning f the saying “Travel bradens the mind”.
2. Ask students t discuss the meaning f the saying in grups and give sme examples t supprt their pinins, and nte dwn sme main pints.
3. Invite sme students t share their pinins in class.
4. Shw the map f Australia and intrduce Western Australia t students.
1. Figure ut the literal meaning f the saying “Travel bradens the mind”.
2. Discuss the meaning f the saying in grups and give sme examples t supprt their pinins, and nte dwn sme main pints.
3. Share pinins in class.
4. Lk at the map f Australia and read the intrductin t Western Australia.
By discussing the meaning f the saying, students will get a sense f tpic.
Students will get sme basic infrmatin n Western Australia.
Activity 2
1. Ask sme students t explain the five questins in
Activity 2.
2. Ask students t read the text and chse the crrect questin fr each paragraph.
3. Ask students t share their answers
in class.
1. Understand the five questins in Activity 2.
2. Read the text and chse the crrect questin fr each paragraph.
3. Share their answers in class.
Develp students’ reading skill f lcating certain infrmatin.
Activity 3
1. Ask students t chse the best descriptin f the interview.
2. Ask students t share answers and explain their chices. Explain sme difficult pints if necessary.
1. Chse the best descriptin f the interview.
2. Share answers and explain their chices. Listen t the teacher’s explanatins f sme difficult pints.

Develp students’ reading skill f getting the main idea.
Activity 4
1. Ask students t read the text again and cmplete the blgger prfile.
2. Encurage students t share answers
in class.
1. Read the text again and cmplete the blgger prfile.
2. Share and check answers in class.
Develp students’ reading skill f getting specific infrmatin and help students have a better understanding f the language in the text.
Think & Share
1. Ask students t discuss the three questins in grups.
2. Give sme explanatins abut the three questins.
3. Encurage students t share their pinins in class.
1. Discuss the three questins
in grups.
2. Listen t the teacher’s explanatins abut the
three questins.
3. Share pinins in class.
Students express their ideas in a lgical way.
Using Language板块教学设计
（建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与自然—旅行
内容分析
语法部分的两个语篇介绍了贝尔尼纳快车的沿线风景以及夏威夷度假的广告；词汇部分通过制订旅行计划和做好旅行前的准备工作，帮助学生学习与旅行准备工作相关的词汇和表达；听说部分的材料是宾馆接待员与游客间的一段对话。
教学目标
1.引导学生在语篇中发现和理解现在分词作定语的使用规则，学习并运用和旅行相关的词汇与表达；
2. 引导学生发现并理解语篇中包含的文化元素；
3. 引导学生通过观察现在分词作定语的例句，归纳与概括现在分词作定语的内在规律，并在真实语境中进行运用；
4. 帮助学生掌握英语语法、词汇和听力学习的常用方法和策略。
教学重点
引导学生学会现在分词作定语的用法，掌握并运用与旅行相关的用语。
教学难点
引导学生用英语交流与解决在旅行前和旅行中遇到的问题。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Ask students t read sentences (a) and (b).
2. Let students discuss the relatinship between -ing frm and the nun it mdifies.
3. Ask students t read sentences (c) and (d), and answer Questin 4 by cmparing these tw grups f sentences.
4. Let students discuss Questin 5. Help students summarize the usage f -ing as attributive and the differences between -ing as attributive and attributive clauses.
5. Ask students t lk fr mre sentences with -ing as attributive in the text.
6. Ask students t rewrite the sentences they have fund in the text int attributive clauses.
1. Read sentences (a) and (b).
2. Discuss the relatinship between -ing frm and the nun it mdifies.
3. Read sentences (c) and (d), and answer Questin 4 by cmparing these tw grups f sentences.
4. Discuss Questin 5 and try t summarize the usage f -ing as attributive and the differences between -ing as attributive and attributive clauses.
5. Lk fr mre sentences with -ing as attributive in the text.
6. Rewrite the sentences they have fund in the text int attributive clauses.
Let students discver the usage f -ing as attributive by analyzing sentences in
the text.
Activity 2
1. Ask students t d Activity 2 and have a discussin in grups.
2. Let students share answers.
3. Ask students t translate the sentences with -ing as attributive int Chinese.
1. D Activity 2 and have a discussin in grups.
2. Share answers in class.
3. Translate the sentences with -ing as attributive int Chinese.
Learn hw t use -ing as attributive in real situatin.
Activity 3
1. Ask students t read the passage in
Activity 3.
2. Ask students t explain the main idea f the passage.
3. Ask students t underline the attributive clauses and check answers.
4. Ask students t rewrite the passage using -ing as attributive.
1. Read the passage in Activity 3.
2. Explain the main idea f the passage.
3. Underline the attributive clauses and check answers.
4. Rewrite the passage using -ing as attributive.
Learn hw t use -ing as attributive in real situatin.
Activity 4
1. Ask students t read these tw emails and explain sme difficult pints fr students.
2. Ask students t underline the tasks befre ging n a trip.
3. Let students share answers.
1. Read these tw emails and figure ut sme difficult pints.
2. Underline the tasks befre ging n a trip.
3. Share and check answers.
Learn the tpic-related wrds and expressins.
Activity 5
1. Ask students t read the emails again and cmplete the chart.
2. Ask students t share and check answers.
3. Ask students t think abut mre tasks they may have t d befre
a trip.
4. Give students sme destinatins t chse frm.
5. Organize students t discuss what they need t d befre a trip.
6. Let students create their wn charts in class.
1. Read the emails again and cmplete the chart.
2. Share and check answers.
3. Think abut mre tasks they may have t d befre
a trip.
4. Chse a destinatin.
5. Discuss what they need t d befre a trip.
6. Create their wn charts
in class.
Learn hw t use the tpic-related wrds and
expressins. Practice ral English in tpic-related cntext.
Did Yu Knw
Ask students t read the shrt passage in “Did Yu Knw?” and explain different types f turism.
Read the shrt passage in “Did Yu Knw?” and learn abut different types f turism.
Learn sme culture knwledge.
Activity 7
1. Ask students t lk at the pictures in Activity 7 and predict what the cnversatin
is abut.
2. Invite three students t talk abut what they can see in the three pictures.
3. Play the audi and let students chse their answers.
4. Invite students t share answers and play it again if necessary.
1. Lk at the pictures in
Activity 7 and predict what the cnversatin is abut.
2. Talk abut what they can see in the three pictures.
3. Listen t the cnversatin and chse answers.
4. Check answers and listen again if necessary.
Develp the listening skill f getting the main idea in a
quick way.
Activity 8
1. Ask students t lk at the map.
2. Play the audi and ask students t cmplete the map and the infrmatin in Activity 8.
3. Play it again t check answers.
4. Invite students t share answers in class.
5. Ask students t recall hw the speakers ask fr and give infrmatin.
1. Lk at the map.
2. Listen t the cnversatin and cmplete the map and the infrmatin in Activity 8.
3. Listen again and check answers.
4. Share answers in class.
5. Try t recall hw the speakers ask fr and give infrmatin.
Understand the details f the listening material and summarize hw the speakers ask fr and give infrmatin.
Activity 9
1. Ask students t read the cntent n Page 83 and Page 86.
2. Organize students t act ut asking fr and giving infrmatin.
3. Ask sme students t present their cnversatins.
1. Read the cntent n
Page 83 and Page 86.
2. Wrk in pairs. Act ut asking fr and giving infrmatin.
3. Present their cnversatins.
Use the useful expressins learned in the previus activities t have a new cnversatin
Activity 10
1. Let students draw their wn maps.
2. Ask students t have a similar cnversatin.
3. Chse sme students t present their cnversatins in class.
1. Draw a map.
2. Have a similar cnversatin.
3. Present their cnversatins in class.
Practice hw t ask fr and give infrmatin in specific cntext.
Develping ideas板块教学设计
（建议时长80-90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自然—旅行
内容分析
本篇课文用电子邮件的方式展示了Eva和家人的一次穿越北美大陆之旅；读写部分的语篇是Alice在云南旅行时寄给Emma的一张明信片，表达了自己云南之旅的感受。
教学目标
1. 引导学生通过快速阅读获取信息，并与图片信息相匹配，理解文章内容，能够简单复述Eva和家人的旅行经历；
2. 引导学生找出课文中的文化信息，感知中国和加拿大的文化差异，初步形成跨文化意识；
3. 思维品质目标：提取课文中有关旅行游记的相关信息，对旅行的意义有自己的思考。
教学重点
引导学生理解课文内容，简单复述Eva和家人的旅行经历，理解并掌握与旅行相关的表达，能够描述自己的某次旅行经历。
教学难点
引导学生基于范文写一张明信片。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Ask students t finish Activity 1 and check their knwledge abut Canada.
D Activity 1 and learn sme knwledge abut Canada.
Activate students’ knwledge abut Canada.
Activity 2
1. Ask students t scan the text and write the places n the map.
2. Ask students t share answers.
3. Help students learn hw t scan a text.
1. Scan the text and write the places n the map.
2. Share and check answers.
3. Learn hw t scan a text.
Learn hw t scan a text.
Activity 3
1. Explain the cntent in “Learning t learn” t students.
2. Ask students t underline the fur sentences in the text, and think abut what the underlined wrds
refer t.
3. Ask students t share answers and give sme explanatins if necessary.
3. Help students summarize the usage f prnuns.
1. Understand the cntent in “Learning t learn”.
2. Underline the fur sentences in the text, and think abut what the underlined wrds refer t.
3. Share answers in class.
4. Summarize the usage f prnuns.
Learn hw
t use prnuns.
Think & Share
1. Ask students t read the text and think abut the fur questins.
2. Ask students t have a discussin in a grup
f 4 and nte dwn the imprtant pints.
3. Chse sme students t present their ideas.
1. Read the text and think abut the fur questins.
2. Have a discussin in a grup f 4 and nte dwn the imprtant pints.
3. Present ideas in class.
Students express their ideas in a lgical way.
Activity 4
1. Ask students t read the text again and cmplete the table.
2. Help students with their talks.
3. Ask students t share their talks in a grup
f 4.
4. Ask sme students t give their talks in class.
1. Read the text again and cmplete the table.
2. Organize the talk fllwing the steps in the textbk.
3. Share their talks in a grup f 4.
4. Give a talk t the class.
Learn hw t give a talk
abut travel experience.
Activity 5
1. Ask students t read the pstcard and pay attentin t the frmat.
2. Ask students t answer the questins.
3. Ask students t retell the cntent f the pstcard and illustrate the frmat f it.
1. Read the pstcard and pay attentin t the frmat.
2. Answer the questins in Activity 5.
3. Retell the cntent f this pstcard and illustrate the frmat f it.
Learn hw t write a pstcard.
Activity 6
1. Ask students t read the message and underline the questins Sam has asked in this message.
2. Explain the usage f the expressins
in the bx.
3. Ask students t write a pstcard t Sam.
1. Read the message and underline the questins Sam has asked in this message.
2. Learn the usage f the expressins in the bx.
3. Write a pstcard t Sam.
Practice hw t write a pstcard.
Activity 7
1. Ask students t exchange pstcards and crrect any mistakes fr
each ther.
2. Ask students t turn in their pstcards.
1. Exchange pstcards and crrect any mistakes fr
each ther.
2. Turn in their pstcards.
Imprve students’ writing skills.
Presenting ideas板块教学设计
（Presenting ideas部分建议总时长40–45分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自然—旅行
内容分析
本课为Presenting ideas环节。要求学生先看图标，判断图标代表的中国城市，并自行设计一个能够体现城市特色的图标，并向他人介绍该城市的著名景点。通过简短的城市介绍，促进学生对所学内容的复习与掌握，并在真实的情境下加以运用和实践。
教学目标
1. 引导学生看懂这三个城市图标中的设计元素，并能够有条理地、较全面地介绍一个城市；
2. 引导通过中外文化对比，加深对中国文化的理解，坚定文化自信；了解中外优秀文化，形成正确的价值观；
3. 引导学生识别出城市图标所代表的城市，学会设计城市图标，而不是单纯的模仿。
教学重点
引导学生恰当地表达自己的观点，与小组成员合作完成学习任务，并完成汇报。
教学难点
启发学生的文化传播意识，使学生能够从更多角度向世界展示中国。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Ask students t lk at the lgs and describe what they see.
2. Ask students t guess which cities the lgs represent.
1. Lk at the lgs and describe what they see.
2. Guess which cities the lgs represent.
Imprve students’ ability t acquire infrmatin frm pictures.
Activity 2
1. Grup students by 4 and ask them t chse ne place they all knw well.
2. Ask students t list sme reasns why it is wrth visiting.
3. Ask students t wrk tgether t design a lg fr this place.
1. Wrk in grups. Chse ne place all grup members knw well.
2. List sme reasns why it is wrth visiting.
3. Wrk tgether t design a lg t represent it.
Teach students hw t cperate with each ther and practice ral English in real situatin.
Activity 3
1. Ask students t prepare a shrt presentatin and fllw the steps in Activity 3.
2. Ask students t brainstrm what needs t be included in
the presentatin.
1. Prepare a shrt presentatin and fllw the steps in Activity 3.
2. Brainstrm what needs t be included in the presentatin.
Learn hw t present ideas.
Activity 4
1. Give every grup a chance t shw their lg and give their presentatin.
2. Give sme cmments n students’ presentatins.
1. Shw their lg and give their presentatin.
2. Listen t the cmments n their presentatins.
Practice skills in giving a presentatin.
Reflectin & Prject板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Writing + Speaking
主题语境
人与自然
内容分析
本单元的项目实践活动要求学生自制某一个国家的旅行手册，介绍该国的风土人情。学生在教师的指导下自主合作，总结旅行手册的编写结构和主要内容，并探究旅行的意义，深入理解世界文化和地理的多样性。
教学目标
1. 引导学生通过阅读课前收集的旅行手册，了解旅行手册的基本内容和编写结构，并制作出自己的旅行手册；
2. 引导学生运用多种方式获取文化信息，领悟世界文化的多样性和丰富性；
3. 思维品质目标：建构旅游手册的概念，归纳与总结旅行手册的编写结构和主要内容，并设计出自己的旅行手册。
4. 引导学生开展自主学习和合作学习，反思学习效果，并据此优化学习策略和方法；
教学重点
引导学生通过课前所做的研究和小组讨论意见，制作出本小组的旅行手册。
教学难点
引导学生设计出自己的旅行手册
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Reflectin
1. Ask students t d the activities in “Reflectin”.
2. Organize students t have a discussin abut what they have learned in this unit.
3. Ask students t write dwn what they need t imprve.
1. D the activities in “Reflectin”.
2. Have a discussin abut what they have learned in this unit.
3. Write dwn what they need t imprve.
Unit review
Prject
Investigate
1. Offer students sme travel brchures t
chse frm.
2. Grup students by the brchure they have chsen.
3. Ask students t read the brchures and find ut the layut f them and what infrmatin they include.
1. Chse a travel brchure.
2. Read the brchures and find ut the layut f them and what infrmatin they include.
Develp students’
skill f
searching fr infrmatin.
Plan
1. Ask students t discuss what infrmatin and pictures they are ging t include in their brchures.
2. Ask students t wrk with their grup members t draft the layut f a brchure and think abut hw t rganize infrmatin, write headings and insert pictures.
1. Discuss what infrmatin and pictures they are ging t include in their brchures.
2. Wrk with grup members t draft the layut f a brchure and think abut hw t rganize infrmatin, write headings and insert pictures.
Master the structure f
a travel brchure.
Create
1. Ask students t write the cntent fr their travel brchures.
2. Ask students t wrk tgether t arrange the written cntent and pictures tgether t frm the finished brchure.
1. Write the cntent fr their travel brchures.
2. Wrk tgether t arrange the written cntent and pictures tgether t frm the finished brchure.
Teach students hw t cperate with each ther.
Present
1. Ask students t prepare a presentatin abut their brchures.
2. Give every grup five minutes t present their brchure.
3. Ask students t chse the tp five brchures.
1. Prepare a presentatin abut their brchures.
2. Present their brchures t the class.
3. Chse the tp five brchures.
Practice skills in giving a presentatin