Unit 4 单元整体教学设计说课课件(梁士红)

高中英语人教版（2019）选修第二册

UNIT4JOURNEYACROSSAVASTLAND

单元整体教学设计

Part1:RelatedtheoryPart2:AnalysisofthethemePart3:AnalysisofthestudentsPart4:TeachingdesignPart5:HighlightsofthedesignPart6:ConfusionsCONTENTSPart1:Relatedtheory1.高中英语课程标准（2020修订版）2.单元整体教学设计3.逆向设计理论Part2:Analysisofthetheme主题语境本单元由名人名言、游记、加拿大风景人文介绍、古今中外旅游介绍、视频等多模态语篇构成。本单元围绕“广袤的异国探索旅行”这一主题展开，属于《课标》明确的课程内容中“人与自然”这一主题群中“自然生态”这一主题语境内容中的“主要国家地理概况”。同时也涵盖了“人与社会”中的跨文化沟通；“人与自我”中的认识自我，丰富自我，完善自我。主题探究方向

通过本单元的学习，作为青少年，学生明白不仅要读万卷书还要行万里路。学生增强了解社会和自然，走进社会和自然的意识。学生对于古今中外的旅游和与旅游相关的话题有深入的了解和体验。学生通过对该主题意义的探究，能够获得关于加拿大国家的概况和结构化知识。更进一步，学生能够学会在旅途中探求自我价值和人生意义。Part2:AnalysisofthethemePart3:Analysisofthestudents学生已有经验，知识及能力储备：学生在初中阶段和高一阶段已经储备了相对于同龄人较为扎实的英语学科基础知识和技能。用英语获取信息、处理信息、分析问题和解决问题的能力较为出众。对于本单元的主题——长途旅行学生们很感兴趣。根据学情调查，了解到学生们对于加拿大的风土人情一直都是非常感兴趣的，学生有着强烈的愿望探索长途旅行这一主题。Part3:Analysisofthestudents问题与不足及发展路径：问题与不足：学生对于语篇衔接词意识淡薄。

发展路径：培养学生在阅读篇章中辨识语篇衔接词，并且分清不同语篇衔接词的功能。

并且在单元的口头和书面输出中使用一定的语篇衔接词。2.问题与不足：学生对于本单元的语法现在分词和过去分词学起来感觉难度较大。

发展路径：在本单元阅读课及读写课中引导学生观察多模态语篇中现在分词和过去分词

的使用方法，从而进行归纳和总结。并且在主题意义引领下，创设输出活动，不断引导

学生巩固及运用现在分词和过去分词。3.问题与不足：学生个体发展差异较大，听说读写各项技能发展不均衡。

发展路径：提炼学生长途旅行主题意义下的共同点：strongdesire。以此为出发点通过多

种活动引领学生在听说读写四个方面加强训练，提升技能，争取在学生的薄弱环节逐渐

突破取得长足的发展。Part4:Teachingdesign：单元语篇主题语篇语篇类型（技能）语篇内容语篇主题QuotefromDavidMitchell名人名言（阅读）长途旅行遇见自我长途旅行Seeingthe

True

North

Via

Rail:Vancouver

and

the

Heart

of

Canada加拿大游记（阅读）介绍LiDaiyu和LiuQian在加拿大的旅游所见广袤的异国长途旅行探索Talkaboutsceneryandculturealongajourney旅游见闻（听力）LiDaiyu和LiuQian在加拿大旅游中所见所闻旅游中不同景色及文化碰撞SeeingTrueNorthViaRai：TorontoandMontreal加拿大游记（读写）介绍LiDaiyu和LiuQian在多伦多和蒙特利尔的旅游。广袤的异国长途旅行探索XuXiake’sGulin人物故事（读写）与旅游话题相关的古代名人及故事古代名人旅游Part4:Teachingdesign：单元内容整合关联图JourneyAcrossaVastLandOpeningpage+ReadingandthinkingSeeingtheTrueNorthViaRail:VancouverandtheHeartofCanadaBuildupvocabulary小单元一加拿大旅游之所见小单元输出任务：RetelltheirjourneyMakeadialogueUsingLanguage:

TalkaboutsceneryandculturealongajourneyWorkbook:XuXiake’sGuilinDiscoverusefulstructure小单元二加拿大旅游之所感:古今中外旅游对比小单元输出任务：ComparethescenerybetweenChina(ancientandmodern)andCanadaUsingLanguage:

Seeingthe

TrueNorthViaRail:TorontoandMontreal小单元三加拿大旅游之所思小单元输出任务：Writean

email

to

introduce

the

whole

journeyinCanada（themostimpressivepart)Project:DesignajourneyrouteacrossCanada

参加最美加拿大靓丽风景线设计展示比赛Part4:Teachingdesign：主题相关表达导图SeeingtheTrueNorthViaRail:VancouverandtheHeartofCanadavariousplacesscenerydiscoursemarkersdescriptivewordsSceneryandculturealongajourneyXuXiake’sGuilinidiomsexpresssurpriseandcuriosity-edand-ingSeeingtheTrueNorthViaRail：TorontoandMontrealdrawasimpleroutelanguagefeaturesofjourneystructurefeaturesofjourneyDesignyourjourneyrouteacrossavastlandharbour,mountains,forest,lake,creatures…however,since,when,inadditionto,infact,later,eventuallydescriptivewords,discoursemarkers…what,who,when,where,how,timeorderVancouverTheCanadianRockiesEdmontonTheCanadianPrairieOntariopleasant,massive,awesome…Part4:Teachingdesign：单元学习目标长途旅行贴近学生的生活。通过多模态语篇的学习，学生能够：获取、梳理、整合长途旅行主题相关的信息。巩固提高听、说、读、写技能。观察文本，辨别现在分词和过去分词，理解其功能和意义，并在主题语境下运用到口头和笔头表达中。理解长途旅游在一个人生活中的重要意义。5.根据本单元所学设计一个自己喜爱的横跨加拿大的长途旅游路线。Part4:Teachingdesign：课时安排：小单元一课时内容语篇课型学习目标与主题相关的表达（单词+词块）语法结构-ed/-ing第1课时OpeningPageSeeingtheTrueNorthViaRail:VancouverandtheHeartofCanada读思1.locatedetailsabouttherailjourneybyskimmingandscanningthepassage;2.finddiscoursemarkersandunderstandthefunctionofthem;3.retellthefour-dayjourneyandhaveevaluation;4.comparedifferenttravelforms.airline,bay,antique,pleasant,arise,massive,literally,bound,awesome,peak,highlight,goat,grizzlybear,drill,anticipate,bunch,thunder,frost,curtain,border,durationtakesb’sbreathaway,freezingcold,abunchof,boundnorth,wheat-growingcountries,widestretchof,allinall,drawthecurtain,beautyandcharm,admiretheantique,boundfor,urbanareas,commercialworld,amassiveamountofmoney,

a

pleasantevening,amildwinter,anawesomeexperienceexciting,seeing,selling,pleased,looking,passing,seen,amazed,rolling,confirmingReadingandThinking（1）第2课时ReadingandThinking（2）SeeingtheTrueNorthViaRail:VancouverandtheHeartofCanadaBuildupyourvocabulary读思1.improvetheawarenessofcollocationbyreviewingthetextandfinishingsomerelevantexercises;2.focusonfourchunksandcompleteashortstorywithnecessarydiscoursemarkers;3.findsomedescriptivewordsfromthetextandusesomeofthemtomakeadialogue.theuniverse,launchsatellite,orbitaroundtheEarth,onboard,despitehugerisks,theirdreamtoexplorespace,figureoutawaytodo,soastohelpmakerockets,escapeEarth’sgravity,vehicle,beyondthesolarsystem,sufficientfoodandwaterPart4:Teachingdesign：课时安排：小单元二课时内容语篇课型学习目标与主题相关的表达（单词+词块）语法结构-ed/-ing第3课时ListeningandTalkingTalkaboutsceneryandculturealongajourney听说1.predictwhatwillbeheardinreferencetopictures;2.learntogetsomevitalinformationwhilelistening;3.understandsomeidiomswhilecommunicatingwithforeigners;4.talkaboutone’sowntravelingexperienceandendtheconservationnaturally.freeze,idiom,contrary,anyhow,alongsidewordsfailme,ashotasanoven,asflatasapancake,asfarastheeyecansee,deadcentre,killtime,younameit,contraryto第4课时DiscoverusefulstructuresXuXiake’sGuilin读思微写作1.deducetherulesof–edand–ingformsincontext;2.comparethedifferencebetween–edand–ingforms;3.use–edand–ingformsappropriatelyinlanguageoutput.burninghot,reachfullstrength,havefun,flowdown,stickupintothesky,exploretheworld,restrict…to,agoldenageoftourism,visittemplestraveling,surrounded,sticking,formed,leaving,giving,related,fascinating,golden,climbingPart4:Teachingdesign：课时安排：小单元三课时内容语篇课型学习目标与主题相关的表达（拼写+认识）语法结构–ed/-ing第5课时ReadingforWriting

SeeingtheTrueNorthViaRail：Toronto

and

Montreal读写1.predictcontentbyreferringtopicturesandtitle;2.drawasimplerouteonthemapbyscanning;3.identifythefeaturesoftraveljournalbyreviewingtworeadingpassages;4.writeanemailtointroducethecousins’trip.proceed,shore,astonish,mist,steel,advertisement,accent,photographer,owe,toastproceedto,incontrastto,owesthto,withwonderfulsightsandsounds,Astonished,old-fashioned,rollingby,hearpeopletalking,spend…visiting,第6课时VideoTimeWatchavideoandthengiveapresentationoncompetitionforthebestjourneyroute展示1.watchavideoaboutQuebecandcomparewithonesimilarplaceinChina;2.havetheawarenessofteamspiritsbypreparingforacompetition;3.practisespokenEnglishbygivingapresentation;4.reflectonwhathavebeenlearned.byrail,onfoot,byair,byboat,onabicycle,suppliesandequipment,anamazingjourney,maintenancekit,agoodbackpack,bicyclehelmetPart4:Teachingdesign：问题链设计：Whatisjourney?Whatisavastland?WhatdoyouknowaboutCanada?Whatisyourunderstandingoftravellingfar?Whatbenefitscanjourneybringtous?Asforthesceneryandculture,whatare

the

differencesbetweenancienttimesandmoderntimes?Homeandabroad?countries?比较与论证6获取、梳理、内化3、4、5感知与注意1、2Part4:Teachingdesign：作业设计每个单元的常规作业：Toaccumulateandconsolidatewhattheyhavelearned,studentsneedtodrawmindmapsforthetheme-relatedexpressions(words,chunks,sentencesetc.)bytheendofperiod1,period2,period4,period5respectively.Topromotestudents’readingabilities,studentshaveSSR(sustainedsilentreading持续默读)inthemorningclasseveryotherday.(Somereadingmaterialsinworkbookandsomesupplementswhicharerelatedtothethemeofthisunit—

Journeyacrossavastlandareprovided.)Tofurtherstudents’oralEnglish,theme-relateddailyreportisinvolved.Part4:Teachingdesign：作业设计：小单元一1.Writeashortpassagetovoiceyouropiniononrailjourneyinavastland.2.TointroduceoneofyourrailjourneysinavastlandbyusingtwonouncollocationsfromE1,twochunksfromE2andallthethreedescriptivewordsfromE3.Tomakeyourstorygologically,somediscoursemarkersareneeded.由加拿大旅游之所见联想自己的经力，并简单谈论相关经历和看法Part4:Teachingdesign：作业设计：小单元二通过加拿大旅游之所闻，对比自己的经历和主人公的经历；对比中国和加拿大景色的异同。3.TosummarizewhatyouhavereadandlistenedaboutCanada,writeashortpassagetocompareyourownexperienceoftravellingwithLiDaiyuandLiuQian’sjourneyinCanada.4.Amongthefourpictures,chooseoneofyourfavoriteplacetointroduceinbriefEnglish.Asforthescenery,pleasecomparethedifferencebetweenChinaandCanada.Youmaysurftheinternettofindnecessaryinformation.(atleastfive–edor–ingshouldbeincludedinyourpresentation)Part4:Teachingdesign：作业设计：小单元三以小组为单位准备汇报自己喜爱的旅游路线5.Polishyoure-mailandprepareforhandwritingshow;6.Surftheinternetandfindmoreinformationaboutyourfavoritevastlandtoprepareforapresentation.Part4:Teachingdesign：作业设计：单元整体输出以小组为单位展示旅游设计，做中学，深化对单元主题的理解Project：Giveapresentationto

show

yourjourneyrouteacrossavastland.Afterclass:dosomeextensivereadingsto

broaden

your

horizon

on

vast

land

journey.Part5:Highlightsofthedesign单元主题引领下阅读的设计由浅入深，逐级搭建台阶，支架充分：与单元主题相关的语篇信息知识结构化。突出了游记的语言特征和文本特征。课堂活动设计符合英语学习活动观。教学评一体化，通过观察，自评，互评等多手段展开评价。What

本节课话题属于主题语境——人与自然，旅游。通过长途旅行发现自我，探求自我价值和人生意义。主人公是LiDaiyu和LiuQian,两姐妹从温哥华到大西洋沿岸自西向东的长途旅行经历。文章共有6个段落。每段具体内容如下：第一段：介绍了此次旅行的起点。第二段：介绍了她们乘火车去哈利法克斯之前的活动。第三段：描述她们开始了兴奋的旅行。第四段：介绍了她们结束了在贾斯珀的游览后，继续乘火车前

往多伦多并且途径蒙特利尔。第五段：介绍了火车从途径加拿大草原的惊叹景色。第六段：讲述火车重新回到城市地带的一段旅程。Why

本篇文章加拿大旅游贴合学生生活，能够激发学对于异国风土人情了解的阅读兴趣和探究愿望。文章向学生展示了加拿大这个广袤土地上的自然风光和人文风情。这有助于开阔学生的视野，增长文化知识、提升人文素养。学生通过学习本单元能够将个人的旅行经历和情感体验融入其中，从而进一步探讨长途旅行对于人们发现自我，超越自我的意义。并且通过联系自我增加思辨意识。How本文是一篇游记，从内容上讲，本文贯穿了时间和空间线索。时间上作者运用Beforestartingout,Duringtheirfirstday,The

next

day,

Later,

The

next

morning,spent

the

nightandthen,Afteranotherday,eventually,Nightcameagain,Thenextmorning,finally这些词来描述本次旅行时间上的推进。空间上作者介绍了LiDaiyu和LiuQian两姐妹途径的Vancouver,LakeLouise,CanadianRockiestoJasper,Edmonton,Winnipeg,Ontario,Toronto,Huron等城市和景点。为使行文更加连贯，作者运用了discoursemarkers。例如：since,however,when,inadditionto,infact,later,eventually等。

在词汇使用上，作者使用了大量描述性的词语和词块，例如：exciting,pleased,wonderful,clearandmild,massive,bluewater,beautiful,awesomejourney,spectularmountainpeaks,freezingcold,anopencountry,trulyamazed,red,goldandorange,widestretch等

这些语言的运用给读者勾勒出了一个形象生动的旅游画面，同时也展示了姐妹俩旅途中的惊喜，意外，兴奋等多种多样的情感变化。凸显了旅游的重大意义。这些描述性词语也包含了本单元的语法重点，-ing和-ed的用法。

时态上作者主要运用了一般过去时，例如decided，spent，arose，caught，went,saw,travelled,wokeup,couldsee,reached等，这符合游记的特点。对于一些景点和事实的介绍作者运用了一般现在时。例如Edmontonisfreezingcold.Edmontonishometo,Canada’spopulationisonlyslightelyoverthirty-sevenmillion。ReadingandThinking(I)Bytheendoftheclass,studentswillbeableto：1.Locatedetailsabouttherailjourneybyskimmingandscanningthepassage;2.Finddiscoursemarkersandunderstandthefunctionofthem;3.Retellthefour-dayjourneyandhaveevaluation；4.Comparedifferenttravelforms.LearningObjectives

JourneyAcrossAVastLand1.Whatisjourney?2.Whatisvastland?3.Wheredoes“vastland”remindyouof?4.Haveyoueverbeentoanyvastland?

How?Travelfarenough,youmeetyourself.

DavidMitchellDoyouhavetheexperienceoftravellingfar?Whatisyourinterpretationofthequote?DoyouthinkCanadaisavastland?WhatisyouroverallimpressionofCanada?WhatdoestheTrueNorth

referto?Whatcanweseebytaking

arailjourneyinthecountry?While-reading(I)Whatkindofarticleisit?2.Whatisincludedinthepassage?

traveljournalwhowhenwherewhathowLiDaiyu;LiuQianfourdaysfromVancouvertoTorontovisitingtheircousinsbyrailexcitingChinaVancouverLakeLouiseJasperEdmontonTheGreatCanadianPrairieWinnipegOntarioTorontotrainandtaxicoachtraintraintraintraintrainFinish

themindmap:Howdidtheygothere?What’stheirfeeling？

happyexcitedastonished,taketheirbreathaway,anawesomejourneyamazedpleasedWhile-reading(II)ReadcarefullyandfinishExercise3onP39InformationbluewaterofLakeLouise,spectacularmountainpeaksandforests,differentcreaturessuchasdeer,mountaingoats,grizzlybearandeagleanopencountry;twowheatgrowingprovinces,abunchoffarmsthatcoveredaverylargeareaPlaceVancouverEdmontonOntarioWhile-reading(III)Usediscoursemarkerstoshowrelationships.Discoursemarkersarealsoknownas“linkingwords”.Theyareusedtoshowrelationshipsbetweenideas.Adding:moreover,tooContrast:while,bycontrastReason:as,becauseResult:consequently,accordinglyEmphasis:indeed,aboveallOrderofevents:first,second,next