Unit1 Welcome to the uint and ReadingI 公开课教案-龙薇

2/2Unit1WelcometotheuintandReadingI公开课教案湖南省株洲市第二中学龙薇I.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.talkabouttravelingandsomewell-knownattractions;2.knowthemainideaanddetailsofthewebsitearticle;3.appreciatethediversityofCanada;4.analyzewhatcanreflectthediversityofChina.II.Keycompetencefocus1.Gettoknowthemainideaanddetailsofthewebsitearticle.2.BetterunderstandthediversityofCanada.3.Illustratetheeffectsofrhetoricaldevicesanddescriptiveadjectives.III.PredictedareaofdifficultyExplorethediversityofChina.IV.TeachingproceduresStep1Lead-inTplaysthemusicrelatedtotravelingandshowssomeattractivepicturesofwell-knownattractions.TleadsSstotalkabouttravelingbyansweringthefollowingquestions:•Whatwords,expressionsorsayingcanyouthinkofwhenwetalkabouttravelling?relaxed,exciting,discovery,beautiful,splendid,amazing,breathtaking,towerovertheland,getclosetonature,leavesbatalossforwords...Youcaneithertravelorread,andeitheryourbodyorsoulmustbeontheway.•Lookatthepictures,doyouknowthesewell-knownattractions?Howwouldyoudescribethem?•Haveyoueverbeentoanywell-knownattractionsorpopularplacesofinterest?Ifso,shareyourexperience.TleadsSstoappreciatethequotefromMarcelProustandasksthemtotranslateitintoChinese.【设计意图】：紧扣主题的音乐和丰富的图片，营造好的课堂氛围，有效地激起学生对该单元话题的兴趣，调动他们的积极性。激活学生已有的知识，联系亲身经历进行讨论。在学生头脑风暴与旅行相关的单词短语时，因为话题范围比较大，教师可以给些提示，例如：Howdoyoufeelwhenyougoonatrip?Whatdoyouusuallydowhiletraveling?Whatattractsyoumostwhenyoutravel?...Step2Pre-readingTguidesSstoplayaguessinggameaboutCanada,alandofdiversity.TasksSstotellmoreinformationthattheyknowaboutCanada.2.TleadsSstofocusonthetitleandencouragesthemtoexpresstheirunderstandingof“diversity”.【设计意图】：从旅行的话题自然过渡到加拿大旅游。本文重点就是了解加拿大的多元化，教师通过一些加拿大多元化相关的背景知识让学生猜测这是哪个国家，然后根据标题猜测文章主要大意，为后续理解多元化以及阅读文章做好铺垫。Step3GlobalreadingTasksSstoreadthewebsitearticleandcompletetheoutlineofthearticleinA1onpage4.2.TleadsSstoanalyzewhataspectscanreflectCanada’sdiversity:Inparagraphs2,thewriteranalyzesitsgeographicaldiversity.Inparagraph3,thewritertalksaboutthediversityofitsresidents.Inparagraph4,thewriterstatesculturaldiversity.【设计意图】：学生根据信息结构图从宏观上梳理语篇信息，把握语篇脉络、逻辑关系以及每段段落大意，有助于学生对整体信息的把握。Step4DetailedreadingTasksSstofocusonparagraph2andanswerthefollowingquestions.•WherearethegrandRockyMountains?•Istheregreatdiversityingeography?Findthedetails.TasksSstofocusonparagraph3andfigureouthowmanyethnicgroupsarementioned.TasksSstofocusonparagraph4andfillintheblanksabouttheculturaldiversityfromthefollowingaspects:cityname,what’sspecialaboutit?Whatcanwedothere?TasksSstofocusonparagraph5andanswerthefollowingquestion.•WhatmakesCanadaauniqueplacetoliveandvisit?【设计意图】：这部分内容较为复杂，主要通过梳理、分析、提炼总结等高阶思维活动，提升学生思维品质。从内容上让学生更好地了解加拿大的多元化。Step5FurtherthinkingTasksSstodiscussthepurposeofthisarticleandtherhetoricaldevicesanddescriptiveadjectivesusedinit.TasksSstothinkabouttheaspectsthatcanreflectChina’sdiversity.【设计意图】：迁移创新阶段，第一个任务设置是为了让学生更清晰了解作者使用的写作手法，有助于学生模仿运用相关的词汇，表达以及修辞手法来介绍中国或者其他地方。第二个任务首先帮助学生梳理归纳加拿大多元化主要体现在哪几个方面，为后续做好铺垫，并引导学生思考我们中国地大物博，文化璀璨，在多元化体现上只有更甚，引发学生深层思考并在讨论过程中建