Unit4JourneyAcrossaVastLandReadingandThinking说课课件-高中英语人教版选择性

教学内容:人教版2019选择性必修第二册

Unit4:JourneyacrossavastlandPeriod2:ReadingandThinking01

TextbookAnalysis03

TeachingObjectives04

TeachingFocus&Difficulty05TeachingMethodsCONTENTS目录06

TeachingProcedures02

StudentsAnalysis01TextbookAnalysis

consistsofcelebrityquotes,travelnotes,Canadianlandscapeandhumanitiesintroductions,ancientandmodernChineseandforeigntourismintroductions,videosandothermulti-modalarticles.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。fallsunderthethemeof"HumansandNature"andisrelatedtotravel.Throughlong-distancetravel,thecharactersdiscoverthemselves,exploringtheirownvaluesandthemeaningoflife.ThemaincharactersareLiDaiyuandLiuQian,twosisterswhoembarkedonalongjourneyfromVancouvertotheAtlanticcoast,travelingfromwesttoeast.本节课话题属于主题语境“人与自然”中的旅游。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，讲述了两姐妹从温哥华到大西洋沿岸自西向东的长途旅行经历ThisunitThislesson02StudentsAnalysisReluctanttospeakEnglish;Notsoconfident.SeniorTwostudents;Havesomecognitiveability.EagertolearnaboutCanadaandrailjourney.03TeachingObjectivesInthisclass,studentsareexpectedto...1.learnaboutthegeography,historyandcultureof

Canada

byreadingthepassage.2.focusondiscoursemarkersandunderstandtheirfunctions.3.realizethepositiveimpactofjourneybydiscussingrelatedtopic.04TeachingFocus&Difficultyo1TeachingFocusTohelpstudentsanalyzeandunderstandthetextbyfinishingthetableanddrawingatravelroute.Toinstructstudentstotalkaboutthepositiveeffectsofthejourneyonone’slife.04TeachingFocus&Difficultyo2TeachingDifficultyTohelpstudentsrecognizeandunderstandthemeaningofdiscoursemarkers.Toenablestudentstosortoutandintegratetheinformationofthetext.05TeachingMethodsTask-basedLanguageTeachingGroupDiscussionMutimediaAssistantTeaching06TeachingProceduresStep1Lead-inStep2Pre-readingStep3While-readingStep4Post-readingSummaryandHomeworkStep5激发学生兴趣，引出主题06TeachingProceduresStep1Lead-inActivity1WatchavideoaboutCanadaTravelGuideActivity2Quiztime：WhatdoyouknowaboutCanada?设计意图:让学生了解加拿大的基本知识1.Whichcontinent(州)isCanadaon?2.Canadaisthe______largestcountryintheworld.3.WhatisthecapitalofCanada?4.Whatlanguage(s)doCanadiansspeak?5.WhatisthenationalanimalofCanada?06TeachingProceduresStep2Pre-reading设计意图:训练预测能力，帮助学生做好读前的充分准备

Lookatthepictureandtitleandpredict:1.WhereisThetruenorth?2.Whatisthemeansoftransport?3.Whattypeofthetextitis?A.ExpositionB.TraveljournalC.FeatureD.Argumentation06TeachingProceduresStep3While-readingTask1：Readforthemainidea1.Readthepassageandmatchthemainideaofeachparagraph.2.Dividethepassageintothreeparts.设计意图:学生快速阅读，将段落与主旨句配对，并根据文章的结构划分段落

06TeachingProceduresStep3While-ReadingTask2：Readfordetails1.Readparagraph1andfillintheblanks.2.Readparagraph2-6andfindtheinformation.3.Drawthemindmapofthetravelroute设计意图:1.填写表格，梳理各活动的地点、景观及情感，了解文章主要内容2.通过路线图串联文章主要内容，学生对文章有一个更清晰的整体把握Para.2(group1-2)Para.3(group3-4)Para.4&5(group5-6)Para.6(group7-9)06TeachingProceduresStep3While-ReadingTask3：Learnaboutdiscoursemarkers1.Readthearticleagainandunderlinethediscoursemarkers.2.Matcheachofthesediscoursemarkerswiththecorrectpurpose.设计意图:学生能够识别语篇中的标志词，并了解它们在文本中的意义和作用06TeachingProceduresStep4Post-readingWhatcantravelbringtous?(Makealistofpossiblebenefits.)

Groupdiscussion设计意图:引导学生结合自己的生活经验，升华对主题意义

的认识06TeachingProceduresStep5HomeworkandSummarySummary:Reviewwhatwehavelearned