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

这是一份高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language教学设计，共7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：听力、对话、图片
文本分析：
[What]本节课为听说课，学习语篇为一段谈论加拿大风景和文化的对话。文本首先设置看图预测听力内容；其次听录音回答问题；然后听录音，理解七个习语的意思；最后是听后综合表达活动，要求根据自身旅行经历和所获得的信息续编听力对话，并关注本单元的功能意念项目，学习自然地结束对话。
[Why]通过谈论中国和加拿大的风景和文化，增强学生的祖国意识和跨文化交际能力，同时激发学生对大自然的热爱。
[Hw]将英语语用目标和本单元的主题语境结合起来，设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究
课时目标
1.获取和整合听力材料中加拿大风景和文化的相关信息。
2.学习几个英语习语。
3.分享中国和加拿大的风景和文化。
重点难点
重点：
获取和整合听力材料中加拿大风景和文化的相关信息，并结合自身旅行经历续编听力对话。
难点：
在对话中恰当地使用表示惊奇与好奇、谈论空间和位置的语言，并掌握自然结束对话的口语策略。
教学准备
教师准备：
教学录音、关于加拿大风景的图片。
学生准备：
利用互联网等了解加拿大的风景和文化。
教学过程
Step I 学习理解
活动一：感知与注意
Get t knw abut the scenery and culture f Canada.
On the train，Li Daiyu and Liu Qian start talking with a lcal passenger, a yung wman named Anna. Befre students listen, ask them t lk at the pictures belw and guess what they will be talking abut.
Suggested answer:
They will prbably be talking abut a beautiful alpine lake, ging skating n a frzen lake, ging camping, and ging hiking in a frest.
【设计意图】在听力之前，根据图片讨论与听力材料有关的内容，为接下来的听力活动做准备。
活动二：获取与梳理
Listen and answer.
Listen t the cnversatin and answer the fllwing questins.
·What d peple d when Lake Luise freezes ver in winter?
·What des Anna say abut Canadian summers?
·Hw far is it frm Edmntn t Winnipeg?
·What kinds f things d peple d in Winnipeg?
·What ther lng rail jurney have Li Daiyu and Liu Qian taken?
Suggested answers:
·Peple like t g skating n the ice.
·Many areas f suth Canada have very ht summers.
·Mre than 1,300 kilmetres.
·Skiing, hiking, camping, and city things like mvies r restaurants n the weekends.
·They travelled frm Beijing t Mscw n the Trans-Siberian Railway thrugh Mnglia.
活动三：策略学习
Understand idims.
（1）策略介绍
G thrugh the sentences and make sure students understand their meanings.
Understand idims
Idims are ften used in the English language. The meanings f sme idims can be guessed. Hwever, many thers need t be studied and remembered.
（2）策略运用
Listen and match.
Play the tape fr students t listen again and match the fllwing idims and similes with their meanings.
Suggested answers:
①D ②F ③A ④C ⑤G ⑥E ⑦B
【设计意图】播放录音，让学生获取有关加拿大风景和文化的信息，并学习7个英语习语。通过活动，学生运用习语学习策略，获取和整合听力的细节内容，有助于单元主题意义的理解，也有利于口语活动的开展。
Step Ⅱ 应用实践
活动四：分析与判断
Ask students t discuss the fllwing questins in grups.
·What did they talk abut in the cnversatin?
·Where have yu travelled in China? Which place impressed yu mst?
·Hw wuld yu cntinue r end a cnversatin?
Suggested answers:
·They talked abut the climate and the gegraphy f Canada，certain places in Canada and activities there. Als Li Daiyu and Liu Qian talked abut their wn travel experiences.
·（略）
·Shwing interest is an effective way t cntinue a cnversatin. And surely we shuld end a cnversatin plitely.
【设计意图】在获取加拿大的相关信息后，让学生讲述自己去过的中国旅游景点，并描述给自己印象最深刻的景点；最后讨论如何自然地继续或结束对话。在这个过程中实现所学语言内化，提高学生语言表达能力，深化对主题的认识。
活动五：描述与阐释
Talk abut travel bth in China and Canada
（1）Learn language.
①Ask students t read the fllwing structures, and make sure they understand their meanings.
②Ask students t try t read the abve structures ver and ver again until they can speak fluently.
（2）Sample.
①Pay attentin t what they talk abut.
②Learn hw t end a cnversatin naturally.
（3）Make a cnversatin.
Ask students t cntinue the cnversatin abut Canada and China based n their wn travel experiences r the infrmatin they heard r read in this unit.
（4）Make a presentatin.
Ask sme students t make presentatins abut their cnversatins.
【设计意图】在口语对话之前，教师提供给学生一些表达吃惊和好奇、谈论空间和位置、结束对话的功能句，学生通过朗读，熟练掌握这些句型，为口语活动提供背景常识和语言结构，使得有话可说。
Step Ⅲ 迁移创新
活动六：想象与创造
Describe travel experiences.
（1）Ask students t think abut their wn travel experiences.
（2）Have sme students make a presentatin and reprt back t the class.
【设计意图】在英语课堂教学中，设定特定的场景，让学生讲述自己的旅游经历，使学生在轻松愉快的环境中学习，激发出学生主动学习的愿望，发展学生语言运用能力。
板书设计
①wrds fail me A with n muntains r hills
②as ht as an ven B all kinds f things
③as flat as a pancake C fr a lng distance
④as far as the eye can D I’m surprised
see E spend time
⑤dead centre F very warm
⑥kill time G the exact middle f
⑦yu name it smething
Expressing surprise and curisity
Oh, my gdness! /Gd heavens!
Yu’re kidding!
Are yu kidding?
Are yu serius?
It can’t be true!
Oh n! Really?
What a surprise!
I think it’s fantastic!
Ww! Hw interesting/amazing!
What was it like?
Talking abut space and psitin
It’s abut… kilmetres nrtheast f…
…is clse t…
in/n/t the nrth/suth/west/east f…
acrss the cntinent/lake
alngside the cast/river
g eastwards/westwards/nrthwards/suthwards
Ending a cnversatin naturally
I have t run. Gd talking t yu.
I’ll catch yu later.
It was gd/nice meeting yu.
I’m sure yu want t relax a bit. I’ll let yu g.
Srry, I can’t talk lnger. I’m actually n my way t…
Well, I have t g. I’ll talk t yu later.
Anna: I thught China wuld be very crwded, given its large ppulatin.
Daiyu: Well, cntrary t what many peple believe, there are a lt f vast and empty spaces in China, actually.
Anna: That’s great! There must be amazing scenery t see in China then!
…
Anna: Anyhw, the next statin is my stp! Take care and enjy the rest f yur trip!
Daiyu: Thanks, Anna!
Liu Qian: It was really great t meet yu!
Anna: And it was nice talking t yu!
Unit 4 Jurney Acrss a Vast Land
Perid Ⅳ Using Language(1)
I.学习理解
活动一：感知与注意
Get t knw abut the scenery and culture f Canada.
活动二：获取与梳理
Listen and answer.
活动三：策略学习
Understand idims.
Ⅱ.应用实践
活动四：分析与判断
活动五：描述与阐释
Talk abut travel bth in China and Canada.
Ⅲ.迁移创新
活动六：想象与创造
Describe travel experiences.