资源简介

教学设计
课程基本信息
学科 英语 年级 高二 学期 春季
课题 Unit 4 Journey across a Vast Land Reading and Thinking（第一课时）
教科书 书 名：高中英语教科书英语选择性必修第二册 出版社：人民教育出版社
教学目标
1. Find out the general information of Canada by reading the passage. 2. Grasp the structure feature of the travel journal and the usage of discourse markers. 3. Talk about your opinions about visiting Canada by rail. 4. Apply what you learned to share your travel experience and realize the significance of travel.
教学内容
教学重点： 1. Guide students to find out the general information of Canada by reading the passage. 2. Grasp the structure feature of the travel journal and the usage of discourse markers. 3. Talk about their opinions about visiting Canada by rail.
教学难点： Apply what they learned from the class to share their travel experiences and realize the significance of travel.
教学过程
本节课基于英语学科核心素养和深度学习，通过深度分析文本，设计思路清晰，层层推进的教学活动，涉及学习理解类活动，应用实践类活动和迁移创新类活动，逐步引导学生在思维上从低阶到高价渐进式的发展，使得学生认知，自我和人际方面共同发展。 Lead-in (3 mins) Students look at the pictures and think about the question: How much do you know about Canada If you have a chance to visit Canada, what transportation will you choose Why (
Vancouver
—
often rains, bay,mountains, forest
—
climate,economy,natural resources
Canadian Rockies
—
mountains and forests, blue water,many creatures
—
natural resources, wildlife
Edmonton
—
centre of oil and gas drilling industry, freezing cold in winter, home to many shopping malls
—
economy, climate
Canadian Prairie
—
open country, only over thirty-seven million, wheat-growing provinces--- size, population,agriculture
Ontario
—
a land of forests and lakes,bushes and maple trees
—
natural scenery
)[设计意图] 通过图片导入话题，从学生已了解的信息出发，旨在激活他们已有的信息，调动学生的学习兴趣，引到本节课的主题：Learn about a rail journey across Candada. Pre-reading(2mins) Students look at the title and the picture in the text and infer some information of the passage. Q: what information can you get from the title [设计意图] 通过解读文章标题，学生可以快速高效地理解文本的主旨大意。利用课文标题和图片引导学生进行推断文本的相关信息，从而发现本次游记的几个要素，如what, how and where，为下一步的理解做准备。 Read the lines(13mins) 1.Students read the text quickly and find out other information about their trip and complete the form below. 2.Students draw a mind map based on their travel route. [设计意图]学生快速阅读文本，了解游记的空间和时间线索，梳理出两姐妹游历加拿大的其他事实性信息，在理解表层信息的同时，提炼出基础信息，用关键词进行概括，在细节信息的基础上，启发学生利用思维导图把有关加拿大的结构化知识画出来，有助于学生形成系统的结构化知识。 Read between the lines(12mins) 1.Students read the passage A and passage B. Consider which one is better and why 2. Students underline relevant discourse markers from the text and classify them into several categories. Add more examples if possible. [设计意图] 此部分主要是应用实践类活动，关注文本的语言特点：语篇标记词的使用。通过对比语篇A 和B，体会巧妙运用语篇标记词可以使文本更加流畅和更有逻辑性，从而了解语篇标记词的功能和形式。再对文中其他段落进行细读，寻找更多类似的表达，并基于文本中的例子，进行整理分类，深化他们的理解。 Read beyond the lines(10mins) 1. Discuss with your partner: Do you think the thought of crossing Canada by rail is exciting Why or why not 2. In pairs share your interesting journey. Try to include the basic elements of travel journal(who,when, where,how, what, feelings) and discourse markers. [设计意图] 该部分主要是迁移创新类活动，活动一是引导学生联系自己的体会和背景知识，批判性地思考乘火车游历加拿大的好处和弊端。活动二是创造性地运用所学，结合自己的旅行经历，同伴分享自己体验过的很棒的旅程，锻炼他们的创造力和英语运用能力。 Homework: Write an email to your friend about your travel experience. Use what you learned from this class in your writing.
Blackboard design
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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