Unit4JourneyAcrossaVastLandListeningandspeaking说课稿高中英语人教版选择性

Unit4JOURNEYACROSSAVASTLANDListeningandSpeaking教学目标：Attheendofthissection,studentswillbeableto:predictthemainideaoftheconversationaccordingtothepictures;obtainmoreinformationaboutCanadafromtheconversation;expresssurpriseandcuriosityandendaconversationnaturally;developabetterawarenessofintroducinggeographyandcultureofChina.教学重点：Tocatchtheinformationneededtoanswerthequestions;Tolearnhowtoexpresssurpriseandcuriosityandendaconversationnaturally.

教学难点：StudentscantalkaboutsceneryandcultureofPuningappropriately.教学过程：Step1:Leadin①Topresentsomepicturesofmapleleavesstepbysteponthescreenandthenaskstudentsthefollowingquestions:Q1:Whatcouldyoufindinthefirstpic?Q2:Couldyoutellmethedifferencesbetweenthefirstpicandthesecondone?Q3:What’sthenameoftheleaves?Couldyouguess?Q4:IfIturnthethirdpictureupsidedown,whatdoyouthinkof?②Aftersharingthepictures,askstudents:WhatdoyouknowaboutCanada?【设计意图：通过对比图片，引导学生认出“枫叶”，再由“枫叶”联想到加拿大国旗，进而引出话题核心“加拿大”。以推理的方式，激发学生学习兴趣；由于学生已学完该单元“ReadingandThinking”，对加拿大有一定了解，通过回忆先前所学文章及调动学生原有知识储备，能较好让学生对听力内容做好准备。】Step2:PrelisteningActivity1PredictwhatLiDaiyu,LiuQianandAnnawillbetalkingaboutaccordingtothefollowingpicture.【设计意图：帮助学生复习听力技能：Predictbyusingpictures，并通过图片预测文本内容，有助于学生提高听取信息的效率。】Step3:WhileListeningActivity2Listentotheconversationandtickthekeywordsthattheymention.Furthermore,thinkaboutthewordsandthendescribethemainideaoftheconversation.Activity3Listenfordetails.Listenagainandanswerthequestions.1.WhatdopeopledowhenLakeLouisefreezesoverinwinter?2.whatdoesAnnasayaboutCanadiansummers?3.HowfarisitfromEdmontontoWinnipeg?4.WhatkindsofthingsdopeopledoinWinnipeg?5.WhatotherlongrailjourneyhaveLiDaiyuandLiuQiantaken?Suggestedanswers：Peopleliketogoskatingontheice.ManyareasofsouthCanadahaveveryhotsummers.Morethan1,300kilometers.Skiing,hiking,camping,andcitythingslikemoviesorrestaurantsontheweekends.TheytravelledfromBeijingtoMoscowontheTransSiberianRailwaythroughMongolia.【设计意图：活动2中，教师选择听力文本中的关键词，同时根据这些关键词的类别及发音，添加其它词语。学生需在听第一遍录音时，勾选听力文本提及的关键词，并且在听后能串联选中的关键词复述文本主旨。该活动有助于学生快速抓取关键词，理解文本大意。活动3旨在找到问题答案，确定文中的特定信息。考虑到学生当前的英语水平，教师根据各个问题分解音频，同时对较长的答案进行挖空，学生只需填出关键信息即可。】Step4:PostListeningActivity4Askstudentstotakeoutthelisteningtextsfromtheenvelopethatisonthedesk.Amissionisgiventothestudents:tofindoutthephrasesorsentencesthatexpresssurpriseandcuriosity.Studentswillfinishthetaskwhileplayingthetape.【设计意图：活动4中，由于文本过长，无法完全呈现在白板上，教师先将文本准备好，并按照小组人数做好分类，装入信封，并于课前放置学生桌面。一来学生不会在做听力时接触到文本，二来可以提高学生的兴奋度。】Activity5

Summarizewhatstudentsfoundinthelisteningtexts.Tohelpstudentsacplishtheactivity6,then,presentsomeexpressionsthatendaconversationnaturallytostudents.【设计意图：整合文本中表达惊讶和好奇的句式，同时向学生提供自然结束对话的表达，助力完成活动6。】Activity6

AskstudentstoroleplaytakinginternationalfriendstovisitXXXcity.Duringtheconversation,studentshavetousetheexpressionsonthescreentointroduceonecertainsceneryorcultureofthecity.Threecharactersareneededintheroleplay:aguideandtwointernationalvisitors.【设计意图：学生对加拿大了解甚少，因此教师将应用场景更改为某市。由于大部分学生从小生活在某市，对普宁较为熟悉，能在口语表达中尽可能地多说。活动以某国际旅游团到某市参观为背景，增强活动地趣味性。】Step5:SummaryandHomeworkSummary:Attheendofthelesson,thestudentshavelearned:1.aconversationaboutthesceneryofCanada;2.toreviewaskillforlistening:predictbyusingpictures;3.expresssurpriseandcuriosityandendaconversationnaturally.Themostimportantlesson:TointroduceChinesesceneryandculturetotheWorld!!!Homework:Askstudentstoreadthelisteningtextagainandcircletheidiomsinit;TrytounderstandtheidiomsinthetextandmatchtheirmeaningsinPart3;Makesomesentencesbyusingtheidiomsandsharethemwithclassmate