英语Unit 4 Body Language教案及反思

这是一份英语Unit 4 Body Language教案及反思，共9页。
主题语境：人与自然
主题群：自然生态
子主题：主要国家地理概况
语篇类型：游记
文本分析：
[What]本文是一篇游记，以时间和空间为顺序记叙了李黛予和刘倩两姐妹乘坐火车横跨加拿大的旅行经历，包括她们沿途所看到的自然美景、野生动物等，她们对加拿大美丽的自然风光和丰富的自然资源发出赞叹。
[why]通过讲述李黛予和刘倩两姐妹乘坐火车横跨加拿大的经历，以游记的形式介绍加拿大的概况。加拿大是一个幅员辽阔的国家，乘坐长途火车旅行能够深度体验加拿大不同地区的自然风光和人文风情。
[Hw]旅游是一种重要的文化体验形式，该游记语篇内容丰富，将自然风光和人文风情的介绍融入个人的旅行经历和情感体验之中，十分贴近现代高中学生的生活实际，从而让学生对加拿大有了更深入的了解。文本的语言简洁明了，选词地道，文章使用了较多的连接词使得文章行文流畅且逻辑性强，适合高二学生的阅读水平。
课时目标
1.获取与梳理出李黛予和刘倩横跨加拿大旅行的路线以及时间线等信息。
2.阐释自己对加拿大的认识，分析其自然风景、野生动物、自然资源、气候变化、人口、农业生产及文化等具体国情。
3.学习和使用以时间和空间为顺序撰写游记的方式，清晰描述一个国家或地区。
重点难点
重点：
1.获取与梳理李黛予和刘倩旅行的路线以及时间线等信息，理解标记词在语篇中的作用。
2.了解加拿大的基本概况，了解世界不同国家的风土人情。
难点：
以时间和空间为顺序，撰写游记，清晰描述一个国家或地区。
教学准备
教师准备：
加拿大基本概况的相关信息。
学生准备：
1.预习本课词汇和课文内容。
2.通过多种渠道了解加拿大的基本概况、地理特点及风土人情。
3.分析各种常见交通工具的优缺点。
教学过程
Step I 学习理解
活动一：感知与注意
1. Questins fr thinking.
·What d yu knw abut rail jurneys？
·When and where are these phts taken？Guess with yur partner.
Suggested answers:
·Rail jurneys used t take a lng time—peple ften tk them because they were cheaper than flying. Hwever, nw with high speed rail, they are much shrter, but als mre expensive.
·（略）
2. Read and discuss.
Ask students t read the tw passages Canada and Flag f Canada. Wrk in grups f fur and discuss the fllwing questins.
【备注】短文见“备课资料”。
·What is the main idea f each passage?
·Which passage impresses yu mst? Why?
·What else d yu knw abut Canada? Share with yur grup members.
Suggested answers:
·The first passage gives us a brief intrductin f Canada, including the area, ppulatin, fficial languages, natural resurces, peple’s living cnditins, ecnmy. etc. The secnd passage mainly tells abut hw the maple leaf became the symbl f the Natinal Flag f Canada.
·（略）
·（略）
3. Talk abut the title.
Ask students t lk at the title n Page 38 and guess the fllwing questins.
·What is the type f the article? And what will be intrduced in the article？
·What d yu think yu will see if yu g n a rail jurney acrss Canada?
Suggested answers:
·This article is a travel jurnal. Frm the title students can find it is a article abut a rail jurney t Vancuver and the heart f Canada. And it tells us sme amazing sights abut Canada.
·I wuld expect t see beautiful muntains and lts f pretty scenery.
【设计意图】在阅读前，让学生通过看图及文章标题猜测文章题材、文章内容等，形成阅读期待，为后面的阅读奠定基础。
活动二：获取与梳理
1. Read the article and cmplete the table belw with infrmatin frm the article.
Suggested answers:
①Vancuver
②blue water f Lake Luise; spectacular muntain peaks and frests; different creatures such as deer, muntain gats, grizzly bears, and eagles
③Edmntn
④an pen cuntry; tw wheat-grwing prvinces; a bunch f farms that cvered a very large area
⑤Ontari
2. Discurse markers.
（1）Learning strategy.
G thrugh the sentences and make sure students understand their meanings.
Use discurse markers t shw relatinships
Discurse markers are als knwn as “linking wrds”. They are used t shw relatinships between ideas. Relatinships can range frm adding smething(e.g., als, besides, additinally), t shwing cntrast(e.g., hwever, n the ther hand), t explaining a reasn(e.g., because, since), r t shwing a result(e.g., therefre, as a result). withut discurse markers, the cnnectins between sentences and paragraphs wuld be less bvius.
（2）Read the article and underline the discurse markers.
Suggested answers:
then; despite; later; when; in additin t; since; in fact;
eventually; hwever; finally; rather than; befre; after; all in all
（3）Match each f these discurse markers with the crrect purpse.
①hwever A. t add smething
②since B. t shw cntrast
③when C. t explain a reasn
④in additin tD. t shw an end pint in time
⑤in fact E. t shw time
⑥later F. t emphasise
⑦eventuallyG. t describe the rder f events
Suggested answers:
①B ②C ③E ④A ⑤F ⑥G ⑦D
（4）Ask students t give mre examples f discurse markers.
Suggested answers:
·Adding smething: and, als, besides, additinally, mrever, in additin t…
·Cntrast: hwever, but, n the ther hand, by cntrast, n the cntrary, despite, althugh, thugh, rather than…
·Reasn: since, as, because, fr, thanks t, wing t, due t…
·Result: therefre, as a result, cnsequently, accrdingly, thus, s…
·Emphasis: indeed, abve all, in fact, as a matter f fact…
·Order f events: first, secnd, next…
·Time: as sn as, meanwhile, while, when, as, later, then, at first, finally, eventually…
·Giving examples: fr example, such as
·Cmparing: similarly, likewise…
·Cncluding: t cnclude, in summary, all in all, in a wrd, in the end, t sum up...
【设计意图】在阅读过程中，通过完成表格获取文章结构，了解李黛予和刘倩横跨加拿大旅行途经的地方及相关信息；再次阅读文章，感受文章中语篇标记词的功能，加深学生对课文意义的理解。通过解决这些问题，从语篇中获得新知，感知和理解语篇中语言所表达的意义。
活动三：概括与整合
1. Share feelings f reading.
（1）Ask students t share the feelings f reading by answering the e fllwing questin.
·What made the descriptin f the jurney s smth?
（2）Ask students t find evidence frm the article t supprt their pinin.
2. Write a summary.
Ask students t write a summary f the article in less than 60 wrds.
【设计意图】本活动一改平常以问题链推动学生进行概括和整合信息的方式，而是让学生以分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自己的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。然后完成概要写作，提高学生对课文结构和大意的理解。
Step Ⅱ 应用实践
活动四：描述与阐释
After reading the article, ask students t think abut the fllwing questins.
·Hw des this article develp?
·If yu write an article t describe a place f interest r a cuntry yu have visited, hw will yu arrange yur article?
Suggested answers：
·By fllwing the rder f time.
·I may arrange my article by the time when I visited.
【设计意图】游记将自然风光和人文风情的介绍融入个人的旅行经历和情感体验之中，通过再现旅游体验和经历，以读促写，促进学生对文章语篇结构的理解，更重要的是可以提高学生的语言表达能力。
活动五：分析与判断
Ask students t wrk in grups f fur and discuss the fllwing questins.
·Wuld yu be interested in taking the same trip as Li Daiyu and Liu Qian? Why r why nt？
·Hw is a rail jurney different frm ther frms f travel, such as by plane r car?
Suggested answers:
·I wuld lve t take such a jurney. It seems s wnderful and relaxing, and I wuld get t see s many beautiful sites.
·A rail jurney is different frm a car jurney in that with a car jurney, if yu see smething interesting, yu can stp and take a lk. A jurney by plane will get yu t yur destinatin much faster than a trip by train r car. Hwever, usually yu cannt see much interesting frm a plane windw, and a plane gives much less space and fewer pprtunities t get up and walk arund than n a train.
【设计意图】课文中李黛予和刘倩乘坐火车横跨加拿大，由于乘坐火车，让李黛予和刘倩有机会更清楚、直观地感受加拿大的文化、地理概貌、野生动植物等。通过阅读，让学生了解加拿大的基本情况。同时，因为李黛予和刘倩与学生们年龄相仿，能引起学生的兴趣，更有利于将学生带入文章情景。从而加深学生对文本内容的理解，也可以培养学生分析、综合等思维能力，促进语言运用的自动化。
活动六：内化与运用
Cmplete the passage belw with crrect discurse markers.
Suggested answers:
①Befre ②and/ as well as ③Then/ Later
④fr/ because f/ wing t/ due t/as a result f
⑤Finally/ Eventually/ In the end/ At last
【设计意图】在学习理解类活动的基础上，教师引导学生完成与主题相关的语篇连接词的练习，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动七：推理与论证
Ask students t wrk in grups and explre the fllwing.
·What is the purpse f the article?
·Hw des the authr make the article clear?
Suggested answers:
·The authr aimed t intrduce Canada t us by the rail jurney made by Li Daiyu and Liu Qian.
·The authr makes the article clear by using prper discurse markers, withut which the cnnectins between sentences and paragraphs wuld be less bvius.
【设计意图】教师引导学生了解作者的写作目的，告诉学生不仅要读万卷书，还要行万里路，加深学生对文本的深层理解，并借助对写作手法的论证，帮助学生提高写作能力。
活动八：想象与创造
Ask students t write a shrt passage t intrduce a tur by using prper discurse markers t make the cnnectins between sentences and paragraphs mre bvius.
【设计意图】学生利用所学语言、语篇和文化知识，进行写作练习，使用恰当的语篇标志词使得文章句与句，段与段的连接更加紧密，合乎逻辑。这个活动把学生置于新的情境中，分析问题和解决问题，以此达到学以致用的目的，实现深度学习，促进能力向素养的转化，实现学科育人。
板书设计
Place
Infrmatin
①________
ften rains; a harbur; beautiful muntains lking ut ver the city; a frest just a shrt distance away
the Canadian Rckies
②____________________________________
③________
centre f Canada’s huge il and gas industry; cld in winter, with daily temperatures averaging -10℃; hme ne f the largest shpping malls in Nrth America
the Canadian Prairie
④____________________________________
⑤________
a land f frests, lakes, and rlling hills; fur Great Lakes n its suthern brder; capital is Trnt
In rder t visit their cusins in Halifax, Li Daiyu and Liu Qian went t Canada. ①________ starting ut, they spent a cuple f days in Vancuver. When passing thrugh the Canadian Rckies, they were amazed at its exceptinal natural scenery ②________ diverse lvely animals. ③________, the train gt t Edmntn which is hme t many shpping malls ④________ its freezing cld weather. When crssing the great Canadian Prairie, they were impressed by the extremely vast land. ⑤________, they reached Trnt after the 4-day rail trip.
Unit 4 Jurney Acrss a Vast Land
Perid I Reading and Thinking
Ⅰ.学习理解
活动一：感知与注意
1. Questins fr thinking.
2. Read and discuss.
3. Talk abut the title.
活动二：获取与梳理
1. Read the article and cmplete the table.
2. Discurse markers.
活动三：概括与整合
1. Share feelings f reading.
2. Write a summary.
Ⅱ.应用实践
活动四：描述与阐释
活动五：分析与判断
活动六：内化与运用
Ⅲ.迁移创新
活动七：推理与论证
活动八：想象与创造