高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language教案设计

这是一份高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language教案设计，共2页。

课题
OCB2U4 Jurney Acrss a Vast Land
课时
第一课时
课型
Reading and Thinking
班级
人数
36 人
教材分析
本单元的主题是长途旅行，本课的活动主题是“了解乘坐火车横跨加拿大的旅行”，阅读文本的体裁是游记，以时间和空间的顺序记述了Li Daiyu 和 Liu Qian 两姐妹自西向东横跨加拿大的旅行经历，包括两人在此过程中的所见所闻、所思所想等。在 discurse markers 的引导下，文章总分结构清晰，第 1 段介绍了此次旅行的目的、起点和终点，第 2 段叙述了他们乘火车去 Halifax 之前在温哥华的活动，3-6 段则分别介绍了乘坐火车沿途地区的风景及感想。结合单元主题，本课阅读的重点在归纳概括加拿大不同地区的自然风光和人文风情上，最
终落脚于探索长途旅行对个人成长的意义。
学情分析
本次授课对象是区龙头学校的学生，英语水平普遍较好，学习英语兴趣浓厚，但本次是借班上课，教师对学生的详细情况不熟悉。基于学生的语言能力，本课在聚焦对文本信息的理解、梳理、分析、整合的基础上，希望引导学生结合自身经历和知识储备，将阅读文本与生活经历、现实世界联系在一起，综合思考、分析、评判乘火
车长途旅行对个人成长的意义。
教学目标
By the end f the class, students will be able t
srt ut the travel experience in a rail jurney acrss Canada;
identify the discurse markers and their functins;
figure ut the significance f a lng jurney.
教学重点
Wrking ut the rute and experience alng the jurney
教学难点
Understanding the significance f a lng jurney
教学方法
Task-based apprach;
Cperative teaching methd；
Multi-mdal teaching.
教学工具
Blackbard, prjectr and handut
教学过程
教学步骤
学生课堂活动
设计意图
核心素养提升点
Step 1 Lead-in (2 mins)
Lk at the tpic and answer:
Hw much d yu knw abut Canada?
What d yu knw abut rail
jurneys?
T familiarize students with Canada and bring up the tpic f a rail jurney acrss a vast
land
文化意识：增加对 Canada 和 rail jurney 的了解
Step 2 Predict (2 mins)
Answer:
Based n the picture and the title, what can yu knw abut the jurney?
T practice Ss’ predictin skill and raise their interest in
the travel experience
语言能力：培养主动思考、合理
猜测能力
Step 3 Read fr main idea (3 mins)
Read the 1st paragraph. Find ut the basic infrmatin abut the trip. Use ne sentence t summarize the main idea.
Answer:
What is the genre f the text?
Hw is the text rganized?
T practice Ss’ ability f extracting key wrds and summarizing main ideas
学习能力：培养学生通过识别关键词归纳主要内容的能力
Step 4
Read fr the travel rute (1+1+1
mins)
Understand discurse markers.
Based n discurse markers, scan the text and find ut the travel rute.
Understand “the heart f Canada
based n the title.
T practice Ss’ ability f scanning fr the travel rute based n discurse markers
学习能力：根据语篇标记词整理文章结构的能力
Step 5 Read fr travel experience
(2+5+3mins)
Task 1 Draw a mind map abut their travel experience including:
hat they did/saw/learnt;
hw they felt (if any).
Use para. 2 as a demnstratin.
Read para. 3-6 and cntinue drawing the travel map.
【G1-3: para. 3-4; G4-6: para. 5-6】
Intrduce his/her mind map.
T help Ss srt ut the travel experience f the jurney
T practice they ability f summarizing and retelling
学习能力：
提升分析梳理信息的能力;
提升根据现有信息概括复述的能力
Step 6 Discuss in grups (2+5mins)
Task 2 Discuss in grups abut what they have gained frm the rail jurney.
T guide Ss t draw the significance f a jurney frm what
they saw and what they learnt
思维品质：提升学生分析、综合和评价的能力
Step 7 Share in pairs
(3+5 mins)
Share yur wn travel experience f a lng jurney with yur partner, including the fllwing infrmatin:
The places yu visited
What yu saw and learnt
Hw yu felt
What yu have gained
T encurage Ss t relate what they read t their real life
思维品质：将课堂所学、生活经验迁移到日常情境中并表达出来
Step 8 Summary (3 mins)
Understand the qute in the theme picture: “travel far enugh, yu meet yurself”
T encurage Ss t g n a lng jurney and
find the meaning f self and life
文化意识：鼓励学生深入思考旅行的意义
Assignment (2 mins)
Write dwn yur travel experience abut a lng jurney and talk abut what yu gain frm it.
T encurage Ss t rerganize and transfrm the ideas int writing.
语言能力：将课堂迁移到生活实际，提高学生的
书面表达能力
板书设计
Genre:
travel jurnal Order:
time & space rder discurse markers Travel rute:
China-Vancuver-Lake Luise- Jasper-Edmntn-Canadian Prairie-Winnipeg-Ontari-Trnt
What they saw:
shps selling crafts and antiques
hme t shpping malls
beautiful muntains & peaks & frest &lakes &blue water &creatures & rlling hills & range bushes and male trees…
il and gas drilling industry
2 wheat-grwing prvinces; farms
Hw they felt: excited, pleased, awesme, amazed…
What they gain: (现场生成):