Unit4JourneyacrossavastlandUsingLanguage(1)教学设计-高中英语人教版(2019)选择性

Unit4JOURNEYACROSSAVASTLANDPeriod3UsingLanguage（一）Talkaboutsceneryandculturealongajourney教学设计教学分析教学目标Bytheendofthisperiod,studentswillbeableto:1.getthemainideaandthekeydetailsbylisteningtotheconversation;2.understandthemeaningoftheidiomsinthelisteningtext;3.talkabouttheirowntravelexperiencesbyusingwhattheyhavelearnt;4pareCanadawithChinaandenjoythepleasureofalongjourney.教学重点1.Helpstudentstounderstandthemeaningoftheidiomsinthelisteningtext.2.HelpstudentstolearnsomesimilaritiesanddifferencesbetweenCanadaandChinaandenjoythepleasureofalongjourney.教学难点Instructstudentstocultivatelisteningstrategiesbyfocusingontheidiomsinthelisteningtext.教学资源教材、多媒体课件、学案、黑板和粉笔。教学过程设计StepILeadinOnthetrain,LiDaiyuandLiuQianstarttalkingwithalocalpassenger,ayoungwomannamedAnna.Lookatthepicturesonpage42ofthetextbookanddiscussthefollowingquestions.1.Whatcanyouseeinthephotos?2.WhatdoyouthinktheywilltalkaboutwithAnna?（设计意图：引导学生通过观察图片预测听力内容，考查学生利用图片信息进行预测的能力，同时也可以激活学生的相关背景知识和旅行体验，为接下来的听力理解做准备。）Suggestedanswers:1.Inthetoprightphotoareamanandawomanskatingonalake.Inthemiddlerightphotoarethreeyoungladiesplayingtheukuleleoveracampfire.Inthebottomrightphotoisawomanhikinginaforest.2.Theywillprobablytalkaboutabeautifullake,goingskatingonafrozenlake,goingcamping,andgoinghikinginaforest.StepIIListenforthemainideaAskstudentstolistentotheconversationandanswerthefollowingquestion.Whatarementionedinthelistening?Pleaselistsomekeywords.（设计意图：考查学生对听力文本内容的整体认知与把握，学会抓取主要信息。）Suggestedanswer:LakeLouise,theclimateofCanada(inwinterandsummer),thegeographyofCanada(mountains,thegreatCanadianPrairie,lakes,forests),Winnipeg,activitiesinWinnipeg,LiDaiyuandLiuQian'sfirstlongtrainjourney.StepIIIListenfordetailsListentotheconversationagainandanswerthefollowingquestions.1.WhatdopeopledowhenLakeLouisefreezesoverinwinter?2.WhatdoesAnnasayaboutCanadiansummers?3.WhatkindsofthingsdopeopledoinWinnipeg?4.WhatotherlongrailjourneyhaveLiDaiyuandLiuQiantaken?5.WhatcanyouseewhilesittingonthetraininMongolia?（设计意图：让学生听取特定细节并回答问题，考查学生获取关键信息的能力。教师应培养学生边听边记笔记的习惯。）Suggestedanswers11.Peopleliketogoskatingontheice.2.ManyareasofsouthCanadahaveveryhotsummers.3.Skiing,hiking,campingandcitythingslikemoviesorrestaurantsontheweekends.4.TheytravelledfromBeijingtoMoscowontheTransSiberianRailwaythroughMongolia.5.Thegrasslandswithrollinghills,afewsmalltownsandafewhorsesorsheep.StepIVListenforidiomsActivity1Askthestudentstolistentotheconversationagainandfillintheblanks.Daiyu:Lookthere,LiuQian!Whatabeautifullake!LiuQian:Oh,mygoodness!ThatmustbeLakeLouise!It'ssobeautiful!Anna:Yes,that'sLakeLouise.Daiyu:It'spretty!Anna:It'sevenprettierinwinter,afterthelakefreezesover.Peopleliketogoskatingontheice.LiuQian:DoesallofCanadagetsocoldinwinter?Anna:Alotofitdoes.Daiyu:Sothen,Canadamusthavecoolsummersaswell.Anna:That'scertainlytrueofmanyplaces.However,manyareasofsouthCanadahaveacontinentalclimate,withveryhotsummersandverycoldwinters,sosomedaysLiuQian:IsalIofCanadafullofmountainslikehere?Anna:Oh,no.Infact,bythetimewegettoEdmonton,we'llbeinthePrairie.Thisisandstretchesformorethan1,300kilometresuntilwereachWinnipeg.Afterthat,therearelakesandforests.Daiyu:WhatkindofplaceisWinnipeg?Anna:It'sasmallcityalmostinofNorthAmerica,fromeasttowest.LiuQian:Whatdoyoudotothere?Anna:Oh,...skiing,hiking,camping.Butalsocitythings,moviesorrestaurantsontheweekends,forexample.Soisthisyourfirstlongtrainjourney?Daiyu:Oh,no.Lastautumn,wetravelledfromBeijingtoMoscowontheTransSiberianRailwaythroughMongolia.Activity2Instructstudentstoreadthelisteningstrategiescarefully,andthenaskthestudentstoguessthemeaningsoftheidioms.Matchthefollowingidiomsandsimileswiththeirmeanings.1.wordsfailmeA.withnomountainsorhills2.ashotasanovenB.allkindsofthings3.asflatasapancakeC.foralongdistance4.asfarastheeyecanseeD.I'msurprised5.deadcentreE.spendtime6.killtimeF.verywarm7.younameitG.theexactmiddleofsomethingUnderstandidiomsIdiomsareoftenusedintheEnglishlanguage.Themeaningsofsomeidiomscanbeguessed.However,manyothersneedtobestudiedandremembered.（设计意图：通过听力策略指导，引导学生关注英语语盲中的习语，准确把握它们在不同语境中的文体意义。）Suggestedanswers:Activity1Wordsfailme;itgetsashotasanoven;asflatasapancake;asfarastheeyecansee;deadcentre;killtime;younameitActivity21D2F3A4C5G6E7BStepVSpeakingActivity1Brainstormusefulexpressionsinthespeaking.Expressingsurpriseandcuriosity:Talkingaboutspaceandposition:Endingaconversationnaturally:Activity2Askstudentstoworkingroupsofthreetoroleplayadialogue.ContinuetheconversationaboutCanadaandChinabasedontheirowntravelexperiencesortheinformationtheyheardorreadinthisunit.Endtheconversationnaturally.EXAMPLEAnna:IthoughtChinawouldbeverycrowded,givenitslargepopulation.Daiyu:Well,contrarytowhatmanypeoplebelieve,therearealotofvastandemptyspacesinChina,actually.Anna:That'sgreat!TheremustbeamazingscenerytoseeinChinathen!Anna:Anyhow,thenextstationismystop!Takecareandenjoytherestofyourtrip!Daiyu:Thanks,Anna!LiuQian:Itwasreallygreattomeetyou!Anna:Anditwasnicetalkingtoyou!Activity3Chooseonegrouptopresentthedaloguetothewholeclass.（设计意图：让学生通过头脑风暴，分享对话中将要用到的句式，结合本单元有关加拿大的信息，联系自己的旅行经历完成一个三人对话，目的是培养学生的口语表达能力，提高他们的创造性思维能力。）Suggestedanswers:Activity1Expressingsurpriseandcuriosity:Oh,mygoodness!/Goodheavens!You'rekidding!Areyoukidding?Areyouserious?Itcan'tbetrue!Ohno!Really?Whatasurprise!Ithinkit'sfantastic!Wow!Howinteresting/amazing!Whatwasitlike?Talkingaboutspaceandposition:It'sabout...kilometresnortheastofiscloseto...in/on/tothenorth/south/west/eastof...acrossthecontinent/lakealongsidethecoast/rivergoeastwards/westwards/northwards/southwardsEndingaconversationnaturally:Ihavetorun.Goodtalkingtoyou.I'llcatchyoulater.Itwasgood/nicemeetingyou.I'msureyouwanttorelaxabit.I'llletyougo.Sorry,Ican'ttalklonger.I'mactuallyonmywayto...Well,Ihavetogo.I'lltalktoyoulater.Activity2Theanswermayvary.StepVI核心素养专练1.Reviewtheexpressionsabouthowtotalkaboutspaceandposition,howtoendaconversationandhowtoexpresssurpriseandcuriosityinthelisteningtext.2.Writedownoneofyourrailjourneys.Suggestedanswer:Theanswermayvary.教学反思本节是一节听说课，主题是“谈论旅行中的风景和文化”。整个授课流程贯彻了听说一体的课堂教学思路，充分体现了新教材的编写理念和英语教学改革的方向。从导入部分就有意识地帮助学生构建本单元的主题知识框架，课堂活动层层推进，最终实现了语言输出的目的。听力环节实现了基本的教学目标，引导学生关注对话中的习语，合理猜测其意义，同时通过设置问题，提高学生捕捉主旨大意和有效信息的能力。在口语输出环节中，大多数同学能够积极思考相关的句式，并适当运用听力中学到的句型，进行三人对话，积极参与。通过对话，对比加拿大和中国在自然地理和人文方面的不同，提高跨文化理解的能力。本节课的不足之处：在口语输出环节中，有些同学不敢开口表达，有的同学表达没有逻辑，语言组织能力不强，语言输出能力还有待提高。改进措施：对听力环节的处理要更加优化，尽可能地给学生的口语输入构建框架。把握好各个环节的时间，鼓励学生积极表达，并留出足够的课堂时间让学生展示。板书设计TalkaboutsceneryandculturealongajourneyExpressingsurpriseandcuriosity:Oh,mygoodness!/Good