Unit 4 Journey Across a Vast Land Reading and Thinking 说课课件-2024-2025学年高中英语人教版（2019）选择性必修第二册

教学内容: 人教版2019选择性必修第二册 Unit 4 : Journey across a vast land Period 2 : Reading and Thinking 1 01 Textbook Analysis 03 Teaching Objectives 04 Teaching Focus & Difficulty 05 Teaching Methods CONTENTS 目录 06 Teaching Procedures 02 Students Analysis 01 Textbook Analysis consists of celebrity quotes, travel notes, Canadian landscape and humanities introductions, ancient and modern Chinese and foreign tourism introductions, videos and other multi-modal articles. 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。 falls under the theme of "Humans and Nature" and is related to travel. Through long-distance travel, the characters discover themselves, exploring their own values and the meaning of life. The main characters are Li Daiyu and Liu Qian, two sisters who embarked on a long journey from Vancouver to the Atlantic coast, traveling from west to east. 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Li Daiyu和 Liu Qian，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 This unit This lesson 02 Students Analysis Reluctant to speak English; Not so confident. Senior Two students; Have some cognitive ability. Eager to learn about Canada and rail journey. 03 Teaching Objectives In this class, students are expected to... 1. learn about the geography, history and culture of Canada by reading the passage . 2. focus on discourse markers and understand their functions. 3. realize the positive impact of journey by discussing related topic . 04 Teaching Focus & Difficulty o1 Teaching Focus To help students analyze and understand the text by finishing the table and drawing a travel route. To instruct students to talk about the positive effects of the journey on one’s life. 04 Teaching Focus & Difficulty o2 Teaching Difficulty To help students recognize and understand the meaning of discourse markers. To enable students to sort out and integrate the information of the text. 05 Teaching Methods Task-based Language Teaching Group Discussion Mutimedia Assistant Teaching 06 Teaching Procedures Step 1 Lead-in Step 2 Pre-reading Step 3 While-reading Step 4 Post-reading Summary and Homework Step 5 激发学生兴趣，引出主题 06 Teaching Procedures Step 1 Lead-in Activity 1 Watch a video about Canada Travel Guide Activity 2 Quiz time：What do you know about Canada? 设计意图: 让学生了解加拿大的基本知识 1. Which continent(州) is Canada on? 2. Canada is the ______ largest country in the world. 3. What is the capital of Canada? 4. What language(s) do Canadians speak? 5. What is the national animal of Canada? 06 Teaching Procedures Step 2 Pre-reading 设计意图:训练预测能力，帮助学生做好读前的充分准备 Look at the picture and title and predict: 1. Where is The true north? 2. What is the means of transport? 3. What type of the text it is? A. Exposition B. Travel journal C. Feature D. Argumentation 06 Teaching Procedures Step 3 While-reading Task1：Read for the main idea 1. Read the passage and match the main idea of each paragraph. 2. Divide the passage into three parts. 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 06 Teaching Procedures Step 3 While-Reading Task2：Read for details 1. Read paragraph 1 and fill in the blanks. 2. Read paragraph 2-6 and find the information. 3. Draw the mind map of the travel route 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 (group 1-2) Para.3 (group 3-4) Para.4&5 (group 5-6) Para.6 (group 7-9) 06 Teaching Procedures Step 3 While-Reading Task3：Learn about discourse markers 1. Read the article again and underline the discourse markers. 2. Match each of these discourse markers with the correct purpose. 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 06 Teaching Procedures Step 4 Post-reading What can travel bring to us? (Make a list of possible benefits.) Group discussion 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 06 Teaching Procedures Step 5 Homework and Summary Summary: Review what we have learned today. Homework: 1.Retell the passage using as many as discourse markers. 2.Search the Internet for rail journeys of China. Thank you！ $$