英语选择性必修 第一册Unit 4 Body Language教案

这是一份英语选择性必修 第一册Unit 4 Body Language教案，共12页。
主题语境：人与社会
主题群：历史、社会与文化
子主题：旅游与文化
语篇类型：游记
文本分析：
[What]以“Seeing the True Nrth via Rail: Trnt and Mntreal”为主题，通过时间和空间顺序记叙了李黛予和刘倩两姐妹自多伦多到蒙特利尔的旅程经历，包括她们沿途所看到的尼亚加拉大瀑布、摩天大楼、老式汽车、唐人街、文化、语言、餐饮、娱乐等，以及她们亲身感受到的加拿大美丽的自然风光和多元的文化。
[why]通过讲述李黛予和刘倩两姐妹乘坐火车自多伦多到蒙特利尔的经历，以游记的形式介绍加拿大的自然景观、多元文化和当地习俗。
[Hw]该游记借助旅游这一种重要的文化体验形式使语篇内容丰富。游记的形式便于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的自然风景和多元文化有了更深入的了解。文本的语言简洁明了，选词地道，适合高二学生的阅读水平，为写作提供了很好的范本。
课时目标
1.获取与梳理李黛予和刘倩自多伦多向蒙特利尔的旅行路线以及时间线等信息。
2.阐述自己对加拿大的认识，分析其自然风景、建筑多元文化等具体国情。
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的自然风景和多元文化。
重点难点
重点：
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，使用地图及旅游路线撰写游记的方法，清晰描述一个国家或地区的自然风景和多元文化。
教学准备
教师准备：
获取与加拿大多伦多和蒙特利尔相关的信息。
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、文化特点和习俗。
3.分析多伦多和蒙特利尔的多元文化。
教学过程
Step I 学习理解
活动一：感知与注意
1. Discuss in grups.
·Hw d yu understand a cuntry f diversity？
·Intrduce a city in Canada impressed yu mst.
Suggested answers:
·A cuntry f diversity refers t a cuntry which allws the cexistence f different races and cultures, and encurages them each t preserve their rigins and prmte the develpment f the races and cultures.
·Trnt is the largest city in Canada and the prvincial capital f Ontari. It is lcated in Suthern Ontari n the nrthwestern shre f the Lake Ontari. With ver 2.5 millin residents, it is the fifth mst ppulus municipality in the Nrth America.
Nw I will share sme pictures abut Trnt’s festival, university and wnderful scenery with yu.
Bxing Day
Bxing Day falls n 26 December and it is a public hliday with crwds shpping at the Trnt.
University f Trnt
The University f Trnt is a glbally tp-ranked public research university in Trnt, Ontari, Canada.
Trnt Skyline
Trnt Skyline is abut 553.34 metres high, the wrld’s tallest free-standing structure.
Hckey hall f Fame, Trnt
Hckey is ne f Canada’s fficial natinal sprts. And it is the natinal pastime and mst ppular spectatr sprt in the cuntry.
Niagara Falls
Niagara Falls cnsist f three sectins. The large Canadian falls—with their distinctive curved shape—are als knwn as the Hrseshe Falls. They are separated by Gat Island frm the American Falls, which are separated frm the narrw Bridal Veil Falls by a small island at their suth end. Each side f the falls ffers a different perspective, and it is always best t visit bth sides t maximize yur experience.
2. Read and discuss.
Ask students t read the passage Canada. Wrk in grups f fur and discuss the fllwing questin.
·Why is Canada a multicultural cuntry？
【备注】短文见“备课资料”。
Suggested answer:
（略）
3. Talk abut the title.
（1）Ask students t lk at the title n Page 44 and guess what will be intrduced in the passage?
（2）Ask students t lk at the pictures n Pages 44～45 and guess what they will see alng the rail jurney in Trnt and Mntreal?
Suggested answers:
（1）Frm the title we can guess it is a passage abut a tur via rail frm Trnt t Mntreal. And it tells us sme amazing sights abut Canada.
（2）Lake Ontari, the CN Twer, Chinatwn in Trnt, the beautiful cbblestne streets, ld brick buildings, and the red maple leaves, etc.
【设计意图】在阅读前，通过小组讨论、阅读文章及看标题和图片猜测文章内容，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. Ask students t read the passage and answer the questins.
·What did the girls see when they went up the CN Twer?
·Why was it pssible t get all kinds f gd Chinese fd in Trnt？
·What did Jean-Philippe tell the girls abut Mntreal and the peple there？
Suggested answers:
·They saw misty cluds rising frm the Niagara Falls.
·Because there are a lt f Chinese peple there.
·Mntreal is a city with wnderful sights and sunds. Mst peple speak bth English and French, and the city has unique Quebec culture and traditins. There are fantastic restaurants and clubs arund. There, peple lve gd cffee, tast, cheese, and gd music.
2. Ask students t read the passage again and draw n the map a simple rute f the girls’ trip acrss Canada n Page 45. Then have them make ntes abut what the girls did at each place.
Suggested answers:
①Vancuver:
During their first day, they tk a bat ride ut int the bay and later visited an island that had wnderful shps selling crafts and antiques. The next day, they saw the beautiful muntains lking ut ver the city. Later, they tk a pleasant hike in a frest just a shrt distance away.
②Lake Luise:
They saw the blue water with exceptinal beauty.
③Jasper:
They saw spectacular muntain peaks and frests and many different creatures, including deer, muntain gats, and even a grizzly bear and an eagle.
④Edmntn
⑤Winnipeg:
They travelled thrugh the night.
⑥Trnt:
They went n a tur f the city. They went up the CN Twer and lked acrss the shres f Lake Ontari, seeing misty cluds rising frm the great Niagara Falls. They saw hundreds f skyscrapers f glass and steel, and ld-fashined cars rlling by. They had dinner at a restaurant in dwntwn Chinatwn. the largest Chinatwn in Trnt.
⑦Mntreal:
At the statin, they heard peple talking in French and saw that all the signs and advertisements were in French and many peple spke English with an accent. They spent the afternn in lvely shps and visiting artists in their wrkplaces alng St Paul Street. They sat in a restaurant alngside the brad St Lawrence River and talked with a yung man.
⑧Halifax
【设计意图】在阅读过程中，通过回答问题及梳理李黛予和刘倩横穿加拿大的路线图，及在沿途的所见所闻等信息，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.
Ask students t share the feelings f reading by answering the fllwing questin.
·Hw des the authr shw “large” and “diversity” by the descriptin f the jurney? Find evidence frm the passage t supprt yur pinin.
2. Write a summary.
Ask students t write a summary f the passage 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 passage, ask students t think abut the fllwing questins.
·Hw des this passage develp?
·If yu write a passage t describe a place with special cultures and gegraphy yu have visited，hw will yu arrange yur passage?
Suggested answers:
·By fllwing the prcess f travelling.
·Maybe I will put the name, the main characteristics in the beginning, and then I will intrduce detailed infrmatin.
【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.
·D yu agree Canada is a cuntry f diversity? Why r why nt?
·Cmpared with Canada, d yu think China is a cuntry f diversity?
Suggested answers:
·Canada is a cuntry f diversity. Because the custms and languages f the immigrants live n in their new hme.
·China is a cuntry f diversity. In fact, China is a cmbinatin f different ethnic grups and its culture is a cmbinatin f its wn diverse cultures and intrductin f different cultures frm the wrld.
【设计意图】通过阅读，加深学生对加拿大的认识，以及其多元文化的思考，然后讨论中国是否是一个多样性的国家，加深学生对文本的深层理解。同时培养学生分析、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
1. Imagine that yu are Li Daiyu. Using the map and yur ntes, write an email t yur parents telling them abut yur trip.
2. Exchange yur draft with a partner. Use this checklist t help yu assess yur partner’s draft. Then take yur draft back and revise it accrding t yur partner’s cmments.
√ Des the writer start the email with an apprpriate greeting?
√ Is the email well-rganised and cherent?
√ Des the writer make use f discurse markers t express different relatinships between ideas?
√ Are the descriptins f peple and places interesting?
√ Des the writer end the email in a natural way?
3. Put up yur email in the classrm r read it t yur class.
Suggested answer:
Dear dad and mum,
Hw is everything ging thse days? I’m excited t tell yu what Liu Qian and I have experienced during ur rail jurney acrss Canada. We spent tw days in Vancuver, then we began ur fur-day trip frm Vancuver t Trnt, and tw-day trip frm Trnt t Mntreal.
After we flew t Vancuver, we spent tw days there. Althugh it rained n the first day, we tk a bat trip int a bay, and visited an island which had wnderful shps selling crafts and antiques. The next day was clear and mild, and we saw beautiful muntains lking ut ver the city. Later, we tk a pleasant hike in a frest just a shrt distance away.
【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写作练习，相互交换习作，给出自己的评价，再根据同伴的评价做出适当的修改，从而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 fllwings.
·What is the purpse f the passage?
·Hw des the authr make the passage clear?
Suggested answers:
·The authr aimed t intrduce Trnt and Mntreal, Canada t us by the jurney made by Li Daiyu and Liu Qian via rail.
·The authr wrte the passage by shwing what they saw during the rail jurney with the prper discurse wrds.
【设计意图】通过小组讨论文章的写作意图、作者的写作手法，帮助学生提高对文章的语篇理解能力。
活动八：想象与创造
1. Learning strategy.
G thrugh the strategy with students and make sure they understand its meaning:
2. Writing.
Ask students t write a shrt passage t intrduce a place by shwing their travel experience.
【设计意图】学生利用所学语言、语篇和文化知识，在学习策略的指导下，自己独立完成一篇介绍某个地方的短文，提高学生语言运用能力，尤其是语言的表达能力。同时也能加深学生对主题意义的理解，促进能力向素养的转化，实现学科育人。
板书设计
In the early mrning f the third day, we tk the train t Lake Luise, passing thrugh the Canadian Rckies. The scenery was spectacular—massive muntains and frests, beautiful blue lakes and all kinds f animals. After arriving at the statin， we tk a taxi t Lake Luise, where the blue water with its exceptinal beauty literally tk ur breath away.
We spent the night and n the furth day, we tk a cach bund nrth thrugh the Canadian Rckies t Jasper. Nt nly did we see spectacular muntain peaks and frests, we als saw many different creatures, including deer, muntain gats, and even a grizzly bear and an eagle. Frm Jasper, we caught the train t Trnt. We nce stpped in Edmntn, the prvincial capital f Alberta, which is hme t many shpping malls. It can be t cld t g utdrs. Then the train headed sutheast acrss the great Canadian Prairie, and we went thrugh tw wheat-grwing prvinces seeing a bunch f farms that cvered a very large area.
On the fifth day, we just stayed n the train all the day and finally came t the city f Winnipeg and spent the night n the thundering train.
On the sixth day, we wke up in Ontari. The bushes and maple trees utside the windws were red, gld, and range, and there was frst n the grund.
In the mrning f the seventh day, we saw the wide stretch f Lake Hurn n the Ontari’s suthern brder. Nt until 9:30 a.m. did we reached the capital f Ontari, Trnt. Then, we went up the CN Twer and lked acrss the shres f Lake Ontari. We als saw hundreds f skyscrapers f glass and steel, and ld-fashined cars rlling by. At dusk, we had dinner with Lin Fei in dwntwn Chinatwn, which is the largest in Trnt. There are a lt f Chinese peple, wh have been cming here fr mre than a hundred years. S we can get all kinds f great fd here frm all ver China.
In the early mrning f the eighth day, the mment we arrived at the statin, we heard peple here talking in French and saw all the signs and advertisements in French and many peple spke English with an accent. In the afternn, we visited lvely shps and artists in their wrkplaces alng St Paul Street. During the dinner time, we met a yung man and had a sweet talk abut the great features f the city.
Thrugh this rail trip, which had taken a duratin f eight days, we experienced the true Canada. It is really a large and diverse land with splendid scenery and frests. It is a natin with clurful life and diverse cultures.
I will share mre with yu tw, when I cme back. Wish yu all the best! Lve yu tw!
Yurs belved,
Li daiyu
When yu write a passage t describe a place with special cultural features, yu can give yur pinin by shwing the scenery, peple and activities with the prper discurse markers t make the passage smth. By shwing what yu experienced during the tur, the special cultural features will be mre likely t be accepted by the reader.
Unit 4 Jurney Acrss a Vast Land
Perid Ⅴ Using Language(2)
I.学习理解
活动一：感知与注意
1. Discuss in grups.
2. Read and discuss.
3. Talk abut the title.
活动二：获取与梳理
1. Read and answer.
2. Draw the rute f the trip and make ntes f their activities.
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
1. Learning strategy.
2. Writing.