Unit 5 On the Road Developing ideas 说课课件-2024-2025学年高一英语外研版（2019）必修第二册

教材：外研版必修二 年级：高一 课型：阅读课 Unit 5 ON THE ROAD Period 4 Developing ideas：Coast to Coast Unit Design Lesson Design Teaching Principle 2 学习理解 应用实践 迁移创新 六要素整合的英语课程内容图示 英语学科核心素养结构图 英语学习活动观 感知与注意 获取与梳理 概况与整合 描述与阐释 分析与判断 内化与应用 论证与推理 批判与评价 想象与创造 Teaching Principle Unit Design Lesson Design Unit 5 On the road Theme： Man and Nature topic： travel 子主题1 旅行的意义 子主题2 旅行体验 子主题3 旅游资源推广 Period1 Period2 Period3 Period4 Period5 Period6 Starting out & Understanding ideas Using Language (I) Developing ideas (I) Using Language (II) Developing ideas (II) Presenting ideas & Reflection & Project Teaching Principle Unit Design Lesson Design 视频：介绍世界5大热门旅行目的地 访谈：职业摄影师与西澳大利亚的渊源及其对环境的热爱与保护 记叙文：介绍贝尔尼纳快车及其沿途风光 广告：介绍夏威夷旅行 电子邮件：和朋友合作制定旅行计划 对话：宾馆前台与游客间描述位置，问路以及指路 电子邮件：描述一家人穿越加拿大的旅行见闻，沿途趣事与感受。 明信片：描述与分享在云南的旅行见闻与感受 图标：呈现三个中国旅游城市的特点 激发旅行产生兴趣 激活旅行背景知识 体验世界各地风土人情 感受自然的瑰丽神奇 提升环保意识 优化旅行行为 制定旅行计划 能够问路指路 丰富旅行体验 保持积极乐观的心态 感受和家人朋友分享旅行感受的快乐和幸福 认识中国本土旅游资源 提升文化自信心 有意识地宣传推介中国城市 Unit 5 On the road Theme： Man and Nature topic： travel 子主题1 旅行的意义 子主题2 旅行体验 子主题3 旅游资源推广 Period1 Period2 Period3 Period4 Period5 Period6 Starting out & Understanding ideas Using Language (I) Developing ideas (I) Using Language (II) Developing ideas (II) Presenting ideas & Reflection & Project Teaching Principle Unit Design Lesson Design 视频：介绍世界5大热门旅行目的地 访谈：职业摄影师与西澳大利亚的渊源及其对环境的热爱与保护 记叙文：介绍贝尔尼纳快车及其沿途风光 广告：介绍夏威夷旅行 电子邮件：和朋友合作制定旅行计划 对话：宾馆前台与游客间描述位置，问路以及指路 电子邮件：描述一家人穿越加拿大的旅行见闻，沿途趣事与感受。 明信片：描述与分享在云南的旅行见闻与感受 图标：呈现三个中国旅游城市的特点 激发旅行产生兴趣 激活旅行背景知识 体验世界各地风土人情 感受自然的瑰丽神奇 提升环保意识 优化旅行行为 制定旅行计划 能够问路指路 丰富旅行体验 保持积极乐观的心态 感受和家人朋友分享旅行感受的快乐和幸福 认识中国本土旅游资源 提升文化自信心 有意识地宣传推介中国城市 Teaching Principle Unit Design Lesson Design Text analysis Student analysis Learning objectives Learning keys and challenges Teaching procedure Assignment Assessment Reflection Reflection Text analysis Student analysis Learning objectives Learning keys and challenges Teaching procedure Assignment Assessment What Why Text type: narrative Style: e-mail Content: Eva and her family’s trip across Canada fun and trouble the family experienced geographical and cultural features Introduce characteristics of major cities and regions in Canada Explain the value of family Inspire people to be more positive in face of challenges. descriptive adjectives and expressions rhetorical devices: hypoble, metaphor punctuation marks: “!”、“--”、“...” How Reflection Text analysis Student analysis Learning objectives Learning keys and challenges Teaching procedure Assignment Assessment time and space contrast of events: fun and trouble they experienced vivid strong feelings structure two plotlines narrative method: flashback engaging langugage feature prior knowledge possible difficulties: Theme language meaning of travel common sense about Canada infer and express Eva’s feelings and attitude. solutions ： Scaffolding Reflection Text analysis Student analysis Learning objectives Learning keys and challenges Teaching procedure Assignment Assessment topic words and expressions typical structure of a narrative read for details analysing language analysing narrative method Student analysis Reflection Text analysis Learning objectives Learning keys and challenges Teaching procedure Assignment Assessment Learning Objectives be clear about the two plotlines and retell Eva’s travel infer Eva’s attitude and feelings during the travel have a proper attitude towards life and family 1 2 3 Learning objectives Student analysis Reflection Text analysis Learning keys and challenges Teaching procedure Assignment Assessment keys 1. analyse the structure of the passage 3. infer Eva’s attitude and feelings 2. extract fun and trouble to retell the story challenges infer Eva’s attitude and feelings Teaching procedure Learning objectives 学习理解活动 Student analysis Reflection Text analysis Learning keys and challenges Assignment Assessment 应用实践活动 迁移创新活动 Teaching procedure Learning objectives 学习理解活动 Warm -up 活动：课前完成有关加拿大基本常识的问卷，课上核对答案。 意图： 1. 激活学生话题背景知识，为阅读做好准备。 2. 扩展对加拿大的认识，增加人文知识，提升文化意识。 Student analysis Reflection Text analysis Learning keys and challenges Assignment Assessment 3 min 学习理解活动 活动：通过文章格式，标题，地图及图片推断文章文体和话题。 意图： 1. 依托语篇，练习读和看的技能，巩固有关电子邮件的语篇知识。 2. 对文章内容形成预期，为接下来的阅读做好准备。 pre-reading 1 min order of space and time Eva and her family took a trip across Canada. Skim the E-mail and write the places on the map. Then complete the main idea of the passage. 学习理解活动 活动：浏览文章找到地图上对应的四个地点。 意图：梳理文章结构。 概括文章大意。依托具体语篇，练习阅读技巧，提升结构意识。 while-reading 24 min 答案上设置了白色消除效果板块 应用实践活动 活动：学生带着问题阅读文章，思考Eva对于活动的整体感受。 意图： 1. 提高学生在阅读中根据作者表达方式推断作者情感的能力。 2. 体会标点符号传递强烈情绪的作用，如感叹号。 1. Generally，what do you think Eva felt about the trip? Think and Share happy and excited while-reading 应用实践活动 2. Why do you think Eva and her family chose to travel by motor home? Think and Share Convenient specific 活动：学生带着问题阅读文章，思考为什么Eva一家会选择房车旅行。 意图： 1. 通过思考因果关系提升学生思维逻辑性。 2. 赏析文章语言，作者用比喻的修辞方法和说明房车具体作用的方式表述房车的便利性。 3. 为后续的“说”做语言和思维的准备。 while-reading metaphor 3. What do you think Eva enjoyed most about the trip? Think and Share 4. What do you think was the most memorable moment of their trip? 迁移创新活动 活动：学生带着问题阅读文章，思考旅行中让Eva最高兴和最难忘的部分是什么。 背景：除了各地风貌 ，本文侧重点在旅行中一家人经历的事儿，因此，两个问题的设置基于旅行的所历所感，每个地点设置超链接，学生作答时可能不会按照旅行的时间顺序进行。 意图： 1. 提升学生根据文章内容推断作者情感，态度的能力。在实践中学习逻辑论证。 2. 在语境中学习语音，词汇，语法，语篇知识。 3. 在论证过程中体会作者的生活观和家庭观。 while-reading 3. What do you think Eva enjoyed most about the trip? Fantastic：If you say that something is fantastic, you are emphasizing that you think it is very good or that you like it a lot. Fantasy synonym：imagination；dream adjective to describe fantastic views vs disappointment 迁移创新活动 活动：学生分享他认为的旅行中最让Eva感到快乐的部分。 意图： 1. 提升学生根据文章内容推断作者情感，态度的能力。 2. 让学生在语境中学习理解描述性形容词以及比喻的修辞手法表达对事物的评价；学习单词fantastic精确的表意；学习though作副词的用法。 3. 体会Eva虽然没看到期待的动物，但依然赞叹落基山绝美风景的积极生活态度。 Think and Share while-reading hyperbole 3. What do you think Eva enjoyed most about the trip? dash to emphasize! exclamation to show a strong emotion! attributive clause to introduce something new adjective to describe 活动：学生分享他认为的旅行中最让Eva感到快乐的部分。 意图： 1. 提升学生根据文章内容推断作者情感，态度的能力。 2. 让学生在语境中学习使用定语从句用来解释陌生概念；学习使用描述性形容词对事物作出评价；体会标点符号，如感叹号和破折号，传递强烈情绪的作用。 3. 体会品尝特色美食对于提升旅行体验的作用。 迁移创新活动 Think and Share while-reading 3. What do you think Eva enjoyed most about the trip? to emphasize! strong emotion! adjective to describe 活动：学生分享他认为的旅行中最让Eva感到快乐的部分。 意图： 1. 提升学生根据文章内容推断作者情感，态度的能力。 2. 及时巩固在语境中使用描述性形容词对事物作出评价；体会标点符号，如感叹号和破折号，传递强烈情绪的作用。 3. 感受旅行中见到特别的动物时的欣喜，理解旅行对于丰富体验的价值。 迁移创新活动 Think and Share while-reading Think and Share 4. What do you think was the most memorable moment of their trip? 迁移创新活动 活动：学生带着问题阅读文章，思考旅行中让Eva最难忘的部分是什么。 背景：本文侧重点在旅行中一家人经历的事儿，并不侧重各地风貌的介绍，因此，两个问题的设置基于旅行的所历所感，每个地点设置超链接，学生作答时可能不会按照旅行的时间顺序进行。 意图： 1. 提升学生根据文章内容推断作者情感，态度的能力。 2. 在语境中学习语音，词汇，语法，语篇知识。 3. 在论证过程中体会作者的生活观和家庭观。 while-reading 迁移创新活动 意图： 学生不太可能认为落基山部分有最难忘的经历，但鉴于此题为开放题，以防有学生认为这里有最难忘的经历，落基山部分也做了超链接。 while-reading 4. What do you think was the most memorable moment of their trip? Think and Share While I was sleeping, Dad stopped for some petrol and Mum also got out to take photos. When Dad returned, we drove on and didn’t realize that mom wasn’t in her seat. Give the result first and then explain the process. Use punctuation marks like “?” “!” and“...” 迁移创新活动 活动：学生分享他认为的旅行中最让Eva难忘的部分。 意图： 1. 提升学生根据文章内容推断作者情感，态度的能力。 2. 让学生在语境中学习理解倒叙的方式设置悬念，引发读者兴趣；体会标点符号，如感叹号，问号，省略号传递强烈情绪的作用。 3. 体会一家人在旅行中吵吵闹闹又相互照顾的生活气息。 活动：学生朗读划线部分，根据标点符号调整语调。 意图：让学生在语境中学习语音知识。 while-reading Think and Share 4. What do you think was the most memorable moment of their trip? What appears to be trouble may lead to something good. 迁移创新活动 活动：学生分享他认为的旅行中最让Eva难忘的部分。 意图： 1. 提升学生根据文章内容推断作者情感，态度的能力。 2. 使学生在语境中学习理解呼应的修辞手法增强段落结构紧凑度的作用；理解话语标记语anyway的让步语气。 3. 体会生活中一些当下的烦恼日后回忆可能成为一件趣事，而难题也有可能在解决的过程中变成好事，所以要保持乐观的态度。 concessive mood echo while-reading 板书生成 Coast to Coast Vancouver Rocky Mountains Quebec Newfoundland trouble fun motor home lost ways no eagles or bears fantastic scenery “lost” mom poutine killer whale dropped the phone positive attitude company of family 迁移创新活动 活动：学生想象自己是Eva，旅行回来后和同学们分享旅行经历。结构已给出，内容可参照课堂生成的板书，注意分享中可以使用本堂课学习的表达和修辞手法。 意图： 1. 应用与内化课堂所学语言知识。在实践中提高“说”的语言技能。 2. 在理解和表达的过程中提升思维逻辑性与批判性。 3. 在语境中回顾加拿大风情，深化对旅行意义的认识；体会积极的生活态度；感受一家人相亲相爱，丰富共同经历的幸福。 post-reading 10 min Travel Homework 1. Write a composition to share your travel experience in time order or by describing joy and challenges respectively. 2. Browse website https://www.postcrossing.com/ and appreciate postcards sent from around the world. 意图： 学生结合个人生活经验，巩固内化课堂所学内容完成书面表达任务，在实践活动中内化语言知识，提高写作技能，提升思维逻辑性与批判性，深化对旅行主题意义的探究，提升文化意识，提高学习效果和效率。 Learning objectives Student analysis Reflection Text analysis Learning keys and challenges Teaching procedure Assignment Assessment 1 min 1. Are you clear about the two plotlines and can you retell Eva’s journey across Canada? 2. Can you tell what are the most enjoyable and most memorable parts of the journey and provide evidence? 3. Can you give your opinion about Eva’s attitude to her family and life? Assessment 活动：3条评价标准基于本堂课的教学目标，学生通过回答问题自评本堂课的学习效果。 意图： 教师教的、学生学的、师生评的都指向同一教学目标，关注核心素养的达成，实现教-学-评一体化。 Learning objectives Student analysis Reflection Text analysis Learning keys and challenges Teaching procedure Assignment Assessment 1 min Learning objectives Student analysis Reflection Text analysis Learning keys and challenges Teaching procedure Assignment Assessment Highlight: In the course of thematic exploration, the six components of English course content are integrated. Students have appreciated and acquired language in the real context. Students have practiced logical, critical and creative thinking. Improvement: To allocate more time for students to display their work English study is also like a journey full of fun and trouble. As a teacher to guide my students, I am and will be optimistic and inspire them to be hopeful about commanding the language to explore and communicate with the world. Thank you for your time! $$