高中英语Unit 4 Body Language教学设计及反思

这是一份高中英语Unit 4 Body Language教学设计及反思，共5页。教案主要包含了教学设计等内容，欢迎下载使用。
学习目标
After this class, students will be able t:
predict the main idea f the cnversatin;
get t knw the gegraphy, climate, scenery and human activities during this trip;
understand the idims and similes mentined in the cnversatin;
cntinue the cnversatin t describe the scenery and culture during the trip.
学习重难点
1. learn t understand the meaning f the idims and similes mentined in the cnversatin;
2. learn hw t describe the scenery and culture during the trip in a cnversatin.
三、教学设计
Teaching prcedures:
Activity I. Revisin
Q: What did Daiyu and Liu Qian learn abut Canada?
【设计意图】通过复习上节课的主要内容：加拿大的气候、地形、人们的日常活动和人文地理特征等，激活学生的背景知识，为完成听说任务作铺垫。
Activity II. Viewing and speaking
本活动为落实课时目标1.
Predict the main idea based n mind map and the pictures and raise their wn questins abut the main idea. They may want t knw:
What d peple d when Lake Luise freezes ver in winter?
D yu knw smething abut Canadian climate?
Is it far frm Edmntn t Winnipeg?
What kind f place is Winnipeg?
【设计意图】依据前面阅读文本中对加拿大的了解和图片提出自己想从对话中了解的内容，激活学生的背景知识，为完成听说任务作铺垫。
Activity III. Listening and checking
本活动为落实课时目标2.
1、Listen t the cnversatin and check the answers t the their questins.
Q1: What d peple d when Lake Luise freezes ver in winter?
Q2: What des Anna say abut Canadian summers?
Q3: Hw far is it frm Edmntn t Winnipeg?
Q4: What kinds f things d peple d in Winnipeg?
Q5: What ther lng rail jurney have Li Daiyu and Liu Qian taken?
【设计意图】通过听录音，旨在训练学生自己获取细节信息的能力，对加拿大的气候、地形和人们的日常活动有了了解。
Activity IV. Listening and language learning
本活动为落实课时目标3.
Idims are ften used in the English language. The meanings f sme idims can be guessed.
Learning and matching
Try t match the fllwing idims and similes with their meanings.
(1) wrds fail me A. with n muntains r hills
(2) as ht as an ven B. all kinds f things
(3) as plat as a pancake C. fr a lng distance
(4) as far as the eye can see D. I’m surprised
(5) dead centre E. spend time
(6) kill time F. very warm
(7) yu name it G. the exact middle f smething
【设计意图】在学生了解对话的主要内容后，对对话中出现的习语和比喻进行猜测。旨在训练学生在根据语境猜测英语习语。
Listening fr details
（1）Listen t the cnversatin and fill in the blanks. In the meantime, get the meanings f the idims and similes based n the cntext.
【设计意图】将对话根据谈论主要内容气候、风景、地貌特征和人们活动分成三部分，让学生通过对话中的上下文理解其中运用的习语和比喻，同时也能关注感知表示吃惊好奇、谈论空间位置的语言, 并为后面的续编对话积累语言。
（2）Q1: What is talked abut in this part? (Gegraphy thrugh Mnglia)
Q2: What have yu learnt frm the cnversatin? (scenery and culture in Canada )
Q3: D yu think they have finished their cnversatin ?
【设计意图】对话的第三部分是介绍Liu Qian和Daiyuyan的其他旅行来谈论加拿大之外的风景和文化。此外引导学生关注这个变化，为下面的续编对话做好铺垫。
Listening and predicting
Read the fllwing part f the cnversatin and predict what will be talked abut next.
【设计意图】为下文续编对话做好铺垫: a vast and empty place in China, its amazing scenery and culture.
Activity V. Speaking
本活动为落实课时目标3.
Brainstrm the scenery and culture in Tibet.
【设计意图】运用图片介绍西藏作示范，激活续编对话的积极性。
Rle play the sample. Nte the expressins abut surprise, space and psitin, scenery and culture. Learn t end the cnversatin naturally.
Language learning
Q: Hw can we end ur cnversatin naturally?
【设计意图】分角色sample，让学生感知关于吃惊好奇、方位、风景文化的表达，自然结束对话的表达。
Make a cnversatin abut the travel yu’ve taken in China. （grup wrk）
Fcus n the scenery and culture there.
Try t use the useful expressins learnt in the cnversatin.
【设计意图】通过小组讨论，激活学生旅行经历，引导学生使用听力中积累的关于吃惊好奇、方位、风景文化和自然结束对话的表达。
Activity VI. Assignment:
Make sentences with the idims learnt tday.
Build the wrd bank based n the mind map.
【设计意图】让学生创设情境使用本课中习得的习语和比喻等表达，并根据话题构建词汇语义网。为下个课时描写一次旅行经历做好铺垫。