还剩6页未读，
继续阅读
高中英语外研版 (2019)必修 第二册Unit 5 On the road教案及反思
展开
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9页。
新外研社（19）高中英语必修二
Unit 5On the way-Developing ideas教案
Teaching objectives:
By the end of this term, students will be able to
1. Understand and use the relevant words,phrases,and sentence structures in real situation.
2. Sort out the relevant details,figure out the structure and the time order of the event,and understand the characteristics of the narratives.
3. Apply the reading ability to analyze other passages,and understand the author’s purpose in writing the passage.
4. Figure out the author’s opinions about writing the passage and form correct views on respecting different cultures and appreciate cultural diversity.
Evaluation objectives:
1. Ask students to talk about their own travel experience.
2. Ask students to share their opinions about how to respect different cultures and appreciate cultural diversity.
Teaching key points：
1. Lead students to understand the passage through reading.
2. Ask students to get to know the author’s intention.
3. Help students have a clear picture of the structure and inner logical relation of the passage.
4. Enable students to master the expressions related to travel, and be able to describe their own travel experience.
Teaching difficult points：
1. Help students to get to know the context structure and summarize the important information and language points.
2. Lead students to learn to respect different cultures and appreciate cultural diversity.
3. Enable students to know what a pronoun refers to in a sentence.
Teaching methods:
Cooperative Teaching Method, Task-based Approach, Communicative Approach
Teaching procedures:
Teaching contents
Leading questions and tasks
Teacher’s activities
Students’ activities
Purpose
Lead-in
1. Share a look at the words and predict what happens in the story.
2. Share a video:Introduction to Canada.
Help students know the meanings of the words.
Students memorize the meaning of the words.
1. To introduce the topic and arouse their interest.
2. To review and consolidate the related words.
Ask some pairs to know about something about the geography, history and attractions of Canada.
Students enjoy the video and know something about Canada.
Reading for details
1. Read and answer the questions of Activity1 to see how much students know about Canada.
2. Scan the email and write the places on the map.
3. Read the passage quickly and answer the question.（What’s the main idea of the passage?）
4.Match the main idea of each paragraph.
Para.1 We went on a boat trip after arriving at the destination.
Para.2 Eva’s family managed to cross the North America.
Para.3 Beautiful scenery on the journey.
Para.4 What happened after our arrival at Quebec.
5.Analyze the passage and find out what the underlined words refer to.
（1）We made it!（Paragraph 1 ）
（2）It took us where we wanted...（Paragraph2）
（3）The funniest thing happened on that day.（Paragraph3）
（4）How did that happen?（Paragraph 3）
Ask students to read the passage carefully, and find out the correct answer.
Summary:
Some students know some common sense about Canada, but the majority of students don’t know what animal the national symbol of Canada is.
Ask students to talk about their answers in their groups and ask some groups to show their answers.
Present the correct answers to the questions and summarize them.
Summary:
By summarizing the main idea of each paragraph, students can learn the order of this passage, so that they can write their own travel experience.
Summary:
These pronouns such as“it”“that”“This”“These”may refer to a word, a phrase or a sentence. They can refer back to previous information of forward to new information.
Students finish the activity by themselves
Students’ performance:So-me groups have different answers.The answers of some groups are not complete.
1. To help students understand the detailed of the passage by careful reading.
2. To raise students’ awareness of the structure and logic of the passage.
Reading for sentence structure and guessing the meanings of the words
1. Read and guess the meaning of the words in bold.
2. Analyze the sentences and translate them into Chinese.
1. Instruct the students to guess the meanings of the new words according to the context and pay attention to the speech of the word.
2. Help students to analyze the long and difficult sentences in the passage and help them understand sentences better to foster their ability to think in English.
1. We started from Vancouver, where we picked up our vehicle for the trip--a home on wheels.
2. It was then that I realized her seat was empty!
3. Well,actually, they speak Quebecois, which is a type of Canadian French.
4. I’d fallen asleep, when I heard Dad’s phone ringing.
1.a.本句中的“where we picked up our vehicle for the trip—a home on wheels”为非限制性定语从句,修饰其先行词Vancouver,where为关系副词,在从句中做状语。
eg.We reached Quebec on the eighth day,where most people speak French.
b.pick up:取下,取出,拿回
eg.I’ll pick up my things later.
我过一会儿来取我的东西。
pick up的其他常用意思:偶然学会;捡起;接某人上车;收听。
强调句的基本句型结构为:
2.It is/ was +被强调部分+ that (强调对象为物) /who (强调对象为人)+其他成分。
eg.正是她使我产生了学习英语的热情。
It was her who inspired me with a passion for learning English.
3.which引导非限制性定语,在定语从句中做主语。
同样地,课文中这句话:We had the famous “poutine”,which is a dish of French fries,...and a hot brown sauce called “gravy”.句中which的用法相同。
4.,had done...when...刚做完某事,这时……
比较:Mum was using Dad’s phone to take photos of...when we saw something amazing...句中,be doing...when...表示正在做某事,这时……
类似结构:be about to do...when...正要做某事,这时……
eg.我正要上床这时妈妈让我扫地。
I was about to go to bed when Mum asked me to sweep the floor.
Students work in groups to analyze the sentences and put them into Chinese.
To foster students’ ability to guess the meanings of the words and analyze difficult sentences, thus helping them understand the passage better and improving their reading abilities.
Consolidation
Work in groups. Talk about their own travel experience.
Instruct the students to form into groups of four or six. Direct them to talk effectively.
Students can organize their talk following the steps below.
1. Say where you went and who you went with.
2. Share what you enjoyed about the trip.
3. Describe what problems you faced.
4. End by talking about your overall feelings about the trip.
Students work together,giving their views one by one.
Students’ performance: Students can involve themselves in the group work and are able to perform in front of the class.
Some groups perform well and receive warm applause.
To help students consolidate what they have learnt in this class. Students learn how to share their own travel experience.
Exercise:
1.Stella (迫不及待地想见她的家人) after such a long and tiring journey.
2.While shopping,people sometimes (情不自禁地购买便宜货) they don’t really need.
3.I (刚想出门,这时) someone knocked at the door.
4.We (刚开始工作,这时) the machine broke down.
5.We reached Quebec, (在那里我们享受了一顿美味的饭菜).
6. (她正在用手机拍照时)my mother dropped the phone in the sea.
Suggested answers:
1.can’t wait to see her family;2.can’t help buying bargains;3.was about to go out when;4.had just begun to work when;5.where we enjoyed a delicious meal;6.It was when she was taking photos that
教学反思：
1. 通过本节课的学习，学生能进一步发展语言意识和英语语感；掌握英语语言知识并在语境中整合性运用所学知识。
2. 学生能对世界有更广泛的了解，有更开放的思想，能在尊重不同文化，欣赏文化多样性上有正确的价值观。
3. 学生能培养分析，推断信息的逻辑关系，正确评判各种思想观点，理性表达自己的观点，具备初步用英语进行多元思维的能力。学生积极运用和主动调整英语学习策略，拓宽英语学习渠道，努力提升英语学习效率的意识和能力。
4. 学生能基于课文内容联系生活实际，运用与话题相关的语言知识，介绍自己的旅游经历，提高创新思维能力和综合语言运用能力。
新外研社（19）高中英语必修二
Unit 5On the way-Developing ideas教案
Teaching objectives:
By the end of this term, students will be able to
1. Understand and use the relevant words,phrases,and sentence structures in real situation.
2. Sort out the relevant details,figure out the structure and the time order of the event,and understand the characteristics of the narratives.
3. Apply the reading ability to analyze other passages,and understand the author’s purpose in writing the passage.
4. Figure out the author’s opinions about writing the passage and form correct views on respecting different cultures and appreciate cultural diversity.
Evaluation objectives:
1. Ask students to talk about their own travel experience.
2. Ask students to share their opinions about how to respect different cultures and appreciate cultural diversity.
Teaching key points：
1. Lead students to understand the passage through reading.
2. Ask students to get to know the author’s intention.
3. Help students have a clear picture of the structure and inner logical relation of the passage.
4. Enable students to master the expressions related to travel, and be able to describe their own travel experience.
Teaching difficult points：
1. Help students to get to know the context structure and summarize the important information and language points.
2. Lead students to learn to respect different cultures and appreciate cultural diversity.
3. Enable students to know what a pronoun refers to in a sentence.
Teaching methods:
Cooperative Teaching Method, Task-based Approach, Communicative Approach
Teaching procedures:
Teaching contents
Leading questions and tasks
Teacher’s activities
Students’ activities
Purpose
Lead-in
1. Share a look at the words and predict what happens in the story.
2. Share a video:Introduction to Canada.
Help students know the meanings of the words.
Students memorize the meaning of the words.
1. To introduce the topic and arouse their interest.
2. To review and consolidate the related words.
Ask some pairs to know about something about the geography, history and attractions of Canada.
Students enjoy the video and know something about Canada.
Reading for details
1. Read and answer the questions of Activity1 to see how much students know about Canada.
2. Scan the email and write the places on the map.
3. Read the passage quickly and answer the question.（What’s the main idea of the passage?）
4.Match the main idea of each paragraph.
Para.1 We went on a boat trip after arriving at the destination.
Para.2 Eva’s family managed to cross the North America.
Para.3 Beautiful scenery on the journey.
Para.4 What happened after our arrival at Quebec.
5.Analyze the passage and find out what the underlined words refer to.
（1）We made it!（Paragraph 1 ）
（2）It took us where we wanted...（Paragraph2）
（3）The funniest thing happened on that day.（Paragraph3）
（4）How did that happen?（Paragraph 3）
Ask students to read the passage carefully, and find out the correct answer.
Summary:
Some students know some common sense about Canada, but the majority of students don’t know what animal the national symbol of Canada is.
Ask students to talk about their answers in their groups and ask some groups to show their answers.
Present the correct answers to the questions and summarize them.
Summary:
By summarizing the main idea of each paragraph, students can learn the order of this passage, so that they can write their own travel experience.
Summary:
These pronouns such as“it”“that”“This”“These”may refer to a word, a phrase or a sentence. They can refer back to previous information of forward to new information.
Students finish the activity by themselves
Students’ performance:So-me groups have different answers.The answers of some groups are not complete.
1. To help students understand the detailed of the passage by careful reading.
2. To raise students’ awareness of the structure and logic of the passage.
Reading for sentence structure and guessing the meanings of the words
1. Read and guess the meaning of the words in bold.
2. Analyze the sentences and translate them into Chinese.
1. Instruct the students to guess the meanings of the new words according to the context and pay attention to the speech of the word.
2. Help students to analyze the long and difficult sentences in the passage and help them understand sentences better to foster their ability to think in English.
1. We started from Vancouver, where we picked up our vehicle for the trip--a home on wheels.
2. It was then that I realized her seat was empty!
3. Well,actually, they speak Quebecois, which is a type of Canadian French.
4. I’d fallen asleep, when I heard Dad’s phone ringing.
1.a.本句中的“where we picked up our vehicle for the trip—a home on wheels”为非限制性定语从句,修饰其先行词Vancouver,where为关系副词,在从句中做状语。
eg.We reached Quebec on the eighth day,where most people speak French.
b.pick up:取下,取出,拿回
eg.I’ll pick up my things later.
我过一会儿来取我的东西。
pick up的其他常用意思:偶然学会;捡起;接某人上车;收听。
强调句的基本句型结构为:
2.It is/ was +被强调部分+ that (强调对象为物) /who (强调对象为人)+其他成分。
eg.正是她使我产生了学习英语的热情。
It was her who inspired me with a passion for learning English.
3.which引导非限制性定语,在定语从句中做主语。
同样地,课文中这句话:We had the famous “poutine”,which is a dish of French fries,...and a hot brown sauce called “gravy”.句中which的用法相同。
4.,had done...when...刚做完某事,这时……
比较:Mum was using Dad’s phone to take photos of...when we saw something amazing...句中,be doing...when...表示正在做某事,这时……
类似结构:be about to do...when...正要做某事,这时……
eg.我正要上床这时妈妈让我扫地。
I was about to go to bed when Mum asked me to sweep the floor.
Students work in groups to analyze the sentences and put them into Chinese.
To foster students’ ability to guess the meanings of the words and analyze difficult sentences, thus helping them understand the passage better and improving their reading abilities.
Consolidation
Work in groups. Talk about their own travel experience.
Instruct the students to form into groups of four or six. Direct them to talk effectively.
Students can organize their talk following the steps below.
1. Say where you went and who you went with.
2. Share what you enjoyed about the trip.
3. Describe what problems you faced.
4. End by talking about your overall feelings about the trip.
Students work together,giving their views one by one.
Students’ performance: Students can involve themselves in the group work and are able to perform in front of the class.
Some groups perform well and receive warm applause.
To help students consolidate what they have learnt in this class. Students learn how to share their own travel experience.
Exercise:
1.Stella (迫不及待地想见她的家人) after such a long and tiring journey.
2.While shopping,people sometimes (情不自禁地购买便宜货) they don’t really need.
3.I (刚想出门,这时) someone knocked at the door.
4.We (刚开始工作,这时) the machine broke down.
5.We reached Quebec, (在那里我们享受了一顿美味的饭菜).
6. (她正在用手机拍照时)my mother dropped the phone in the sea.
Suggested answers:
1.can’t wait to see her family;2.can’t help buying bargains;3.was about to go out when;4.had just begun to work when;5.where we enjoyed a delicious meal;6.It was when she was taking photos that
教学反思：
1. 通过本节课的学习，学生能进一步发展语言意识和英语语感；掌握英语语言知识并在语境中整合性运用所学知识。
2. 学生能对世界有更广泛的了解，有更开放的思想，能在尊重不同文化，欣赏文化多样性上有正确的价值观。
3. 学生能培养分析，推断信息的逻辑关系，正确评判各种思想观点，理性表达自己的观点，具备初步用英语进行多元思维的能力。学生积极运用和主动调整英语学习策略，拓宽英语学习渠道，努力提升英语学习效率的意识和能力。
4. 学生能基于课文内容联系生活实际，运用与话题相关的语言知识，介绍自己的旅游经历，提高创新思维能力和综合语言运用能力。
相关教案
外研版 (2019)必修 第二册Unit 5 On the road教学设计： 这是一份外研版 (2019)必修 第二册Unit 5 On the road教学设计，共3页。
高中英语外研版 (2019)必修 第二册Unit 6 Earth first教案： 这是一份高中英语外研版 (2019)必修 第二册Unit 6 Earth first教案，共10页。教案主要包含了知识链接，实战演练等内容，欢迎下载使用。
高中英语外研版 (2019)必修 第二册Unit 6 Earth first教案设计： 这是一份高中英语外研版 (2019)必修 第二册Unit 6 Earth first教案设计，共5页。
