Unit4JourneyacrossavastlandLearningAboutLanguageVocabulary教学设计-高中英语人教版选择性

教学设计

课程基本信息学科英语年级高二学期春季课题Unit4JourneyAcrossAVastLandlearningaboutlanguage(1):Vocabulary教科书书名：英语选择性必修第二册教材出版社：人民教育出版社教学目标learnsomekeywordsandexpressionsinthisunit;useamindmaptobuildupthevocabularyrelatedtothetopic.教学内容教学重点：掌握本课中重点词汇的含义及用法；借助单元词汇构建和本单元话题相关思维导图。教学难点：1.引导学生在合适的语境中使用正确的词汇及用法搭配。教学过程Activity1:Learningsomekeywordsinthisunit.ariseIwastoarisefromthechairtoanswerthedoorbellwhenthephonerang.Unexpecteddifficultiesaroseinthecourseoftheirexperiment.Youcan’tbetoocarefulwhiledriving.Accidentsoftenarisefromcarelessness.arisefrom/outof由...引起breathThebluewaterinLakeLouisewasbreathtakingwithitsexceptionalbeauty.屏住呼吸:holdone’sbreath;恢复正常呼吸:catchone’sbreath;上气不接下气：loseone’sbreath/beoutofbreath;白费口舌：wasteone’sbreath深呼吸：takeadeepbreath/breathedeeplyv.breatheboundtakeacoachboundnorthorboardtheplaneboundforParisYouareboundtosucceedsinceyouhavemadesomuchprogress.beboundtodosth.一定会...;有义务...漫步于宏伟的长城之上，你一定会对中国历史有更加深刻的见解。_______________________________________________________________________________Heistooboundupinhisworktohavemuchtimeforhischildren.beboundupinsth.忙于...;热衷于...highlight除了激烈的比赛之外，本次活动的一大亮点是夜幕降临时一场盛大的派对。_______________________________________________________________________________Thereporthighlightsthemajorproblemsfacingsocietytoday.v.highlight强调freezev.freezefrozefrozen结冰；(使)冻死；惊呆；吓呆Itwasfreezingcoldoutsideandtheriverbegantofreeze.Iwasalmostfrozentodeathinmythinclothes.befrozentodeath冻死Ifrozewithterror/fear/frightasthedoorslowlyopened.Thesmilefrozeonherlips.___________(freeze)foodisconvenienttocook,soit’spopularwithpeople.adj.frozen结冰的；冷冻的；冷藏的anticipate我们没有预料到会在这里体验到如此独一无二的文化。____________________________________________________________________________________________thattheresearchwillhavemanydifferentpracticalapplications.itisanticipatedthat...据预测...Heboughtextrafoodin___________(anticipate)ofmorepeopleingthanhehadinvited.n.anticipation预料；期盼【教学意图】本活动主要探讨了本单元中重点词汇，通过课本和所给语境，帮助学生掌握该词汇的不同含义及用法，并通过填空，句子翻译等形式帮助学生巩固，做到“从语境中来，到语境中去。”Activity2:pletethesentencesusingsuitablenounsintheircorrectforms.1.Afterarisinginthemorning,thefirstthinghedoesistodrawthe____________.2.Hewasimpressedbyher____________andcharm.3.Thevisitorswereadmiringthe____________datingbacktothe17thcentury.4.Weallrememberthe____________ofthetripvisitingtheHuangguoshuWaterfall.5.Protectthe____________whichareuniquetoAustraliaandtheirnaturalhabitats.6.What____________didyoufly?7.Itisoneofthemostdifficult____________toclimbintheRockyMountains.8.ThebeautyofQinghaiLaketookthevisitors’____________away.9.Infreezingcoldwinter,windowsareoftencoveredwith____________.10.Wesailedintoabeautiful____________inthesouthwestofCanada.11.Judyenrolledinaprogrammeofstudythatwaseightmonthsin____________,butshepleteditinonlysixmonths.【教学意图】本活动重点围绕本单元中的重点名词，教师首先通过领读确保学生发音，然后让学生根据不同的语境选择合适的词汇，让学生了解所给名词的常用语境，并理解该句子的整体含义。Activity3:pletethesentenceswiththecorrectphrases.1.InCanada,____________________________hasbeenspentonpreservingtheforest,andthecountry’sdeforestationrateisamongtheworld’slowest.2.Agrowingnumberofwoodworkershavedecidedtomovetothe_____________forbetterjobs.3.Aboardthplane__________Toronto,Samuel,ayoungwoodworker,beganimaginingawholenewlifeinthebigcity.4.However,healsohadsomeworries.Indeally,hewantedtomakealivinginthearts,buthealsoknewwellthatitwassomewhata___________________.【教学意图】学生通过预习和前面两个活动的学习后，能够对词汇有基本的了解，本活动主要探讨了本单元中重点词汇搭配，教师引导学生自己完成相关练习并核对答案。Activity4:pletetheconversationswithsuitableadjectives.1.Jane:ThewelepartyattheUniversityofOxfordhelpedmanystudentstomakenewfriends.You:Theymusthavespenta(n)__________eveningtogether.2.Jane:We’resurprisedtofindthatitiswarmerthanusualthiswinterinLondon.You:You’resoluckytohavea(n)_________winterhere.3.Jane:WevisitedafamoustouristsiteinScotland;thebeautifulcoastlineandbreathtakinglandscapeofStAndrews.You:Howwonderful!Youmusthavehada(n)__________experience.【教学意图】本活动主要探讨了本单元中的三个形容词pleasant,mild,awesome,通过三个对话辨析这三个形容词在语境中使用的不同。此外，教师还可引导学生了解和这三个形容词搭配的不同名词，做好归纳总结。Activity5:Useamindmaptobuildupyourvocabularyrelatedtojourney.【教学意图】本活动在课文内容学习和词汇学习的基础上，帮助学生以单元主题的视角，更高度的思维，通过使用本单元的词汇，构建和主题意义相关联的词汇思维导图，并鼓励学生结合之前所学，将所知内容继续添加到已有的思维导图中，有方向性