Unit 5 Period 3 Developing ideas and Presenting ideas（教学设计）英语外研版2019必修第二册

Unit 5 On the road Period 3 Developing ideas and Presenting ideas教学设计 教学基本信息 单元名称 必修第二册Unit5 On the road 学科 英语 学段 高中 年级 高一 主要教材 书名：普通高中教科书·英语必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读写课 教学设计理念 本课时以 “旅行” 为核心主题，遵循 “以学生为中心” 的教学理念，融合 “输入 - 内化 - 输出” 的语言学习逻辑。通过真实的旅行语境（Eva 一家的跨加拿大旅行），引导学生在阅读、讨论、写作、展示等实践活动中提升语言能力；注重培养学生的跨文化意识（如了解加拿大地理与文化）、积极思维品质（如辩证看待旅行中的得失）及自主学习能力；通过分层任务设计，兼顾不同水平学生的学习需求，实现 “语言学习与生活实践、文化理解与思维发展” 的有机结合。 教材分析 【What】本课时核心文本为 Eva 一家的旅行邮件（游记），记录了从加拿大西部到东部的跨海岸旅行经历，包括旅行路线（温哥华、落基山脉、魁北克、纽芬兰等）、所见所闻（自然景观、人文场景）、遇到的问题（迷路、遗落物品等）及积极感受。文本还包含加拿大相关文化知识（首都、语言、国旗等）和明信片写作范例。 【Why】通过旅行主题，引导学生感受自然与人文之美，理解 “过程中的不完美与收获” 的辩证关系，培养乐观心态；同时，借助跨文化内容，拓宽国际视野，增强文化包容性。 【How】文本为邮件体游记，结构清晰（按时间 / 地点顺序展开），语言兼具叙事性（过去经历）和描述性（感受与景观），包含丰富的情感词汇（如 excited、cheerful）和动作短语（如 went on a boat trip、got lost），适合作为读写课的范本，为学生的写作输出提供支架。 学情分析 1. What I know 词汇方面：已掌握部分旅行相关基础词汇（如 trip, travel, visit 等），但对情感类词汇（如 amazed, disappointed）和具体动作短语（如 pick up, drop into）的运用不够熟练。 语法方面：已学习一般过去时、现在完成时等时态，能基本描述过去的经历，但在复杂语境中（如叙事逻辑衔接）的运用需加强。 背景知识方面：对 “旅行” 主题有生活体验，对加拿大有初步认知（如知道枫叶国旗），但缺乏系统的地理与文化知识。 2. What I want to know ①希望了解游记 / 明信片的写作结构与技巧； ②想掌握更多描述旅行经历、感受的实用表达； ③好奇加拿大的具体文化特色及旅行中的跨文化细节。 3. What I learned 主题内容方面：理解 “旅行中的得失”，形成积极的生活态度； 语言知识方面：掌握旅行相关词汇与句式，能写出结构完整的游记或明信片。 教学目标 1. 语言能力 ①掌握旅行主题核心词汇（如 amazed, cheerful, get lost, pick up 等）及游记 / 明信片的结构（时间、地点、事件、感受）； ②能读懂旅行类文本（如邮件游记），提炼主旨与细节；能运用所学词汇和结构完成 100 词左右的旅行明信片写作。 2. 学习能力 ①学会快速阅读（抓体裁、主旨）和精读（析细节、逻辑）的技巧； ②能通过小组合作完成任务（如分享旅行经历、设计城市 logo），提升合作与表达能力。 3. 文化意识 ①了解加拿大的地理（东西海岸）、文化（官方语言、象征物等）及旅行特色； ②对比中西方旅行习惯，增强跨文化交际的敏感性。 4. 思维品质 ①辩证分析旅行中的 “问题与收获”，培养积极乐观的心态； ②通过 “描述 - 总结 - 创造”（如设计 logo、写明信片），提升逻辑思维与创新思维。 教学重难点 教学重点 ①理解游记文本（Eva 的邮件）的结构（时间顺序、事件展开）和语言特点（情感词汇、叙事时态）； ②掌握明信片的写作格式（日期、问候、正文、结尾、署名）及旅行经历的描述逻辑（地点 - 事件 - 感受 - 后续计划）。 教学难点 ①在写作中清晰衔接旅行中的 “问题” 与 “收获”，体现积极心态； ②准确运用跨文化元素（如加拿大或中国城市特色）丰富表达，避免文化误读。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. What place do the picture refer to? 2.Do you want to take a trip to Canada? 3.Where do you want to start? 4.And where is your destination? ●通过视觉刺激（图片）和生活化问题，激活学生对 “旅行” 的已有经验，激发对加拿大旅行的兴趣，自然引入单元主题，为后续阅读铺垫。 5min Activity 2 Pre-reading Read and answer the questions to see how much you know about Canada. 1. What’s the capital of Canada? a. Toronto. b. Ottawa. c. Montreal. 2. Which is not an official language in Canada? a. French. b. English. c. Spanish. 3. What’s on the Canadian national flag? a. An oak leaf. b. A maple leaf. c. A laurel leaf. 4. What’s the most popular sport in Canada? a. Baseball b. Soccer c. Ice hockey 5. What animal is a national symbol of Canada? a. Moose b. Beaver c. Polar bear 【答案】b;c;b;c;b ●补充加拿大基础文化知识（首都、语言、国旗等），填补学生背景信息空白，降低阅读文本的理解障碍，同时培养跨文化意识。 6min Activity 3 While-reading 1.Fast reading ①What is the genre of the passage? ②Why the title is called “coast to coast” ? ③What’s the main idea of the passage? ④What is the structure of the passage? Paragraphs Main idea  Para.1 Para.2  Para.3  Para.4  【答案】 ①Email: travel journal ③Eva and her family’s travel from western to eastern Canada ④We went on a boat trip after arriving at the destination.；Beautiful scenery on the journey.；What happened after our arrival at Quebec.；We went on a boat trip after arriving at the destination. 2.Careful reading ①Read paragraph 1-2 carefully and finish the table. Who: . When: . What: . How: . Where: . 【答案】 ①Eva’s family；In summer；Travel；By motor home Canada；fantastic and excited ②Find out the things Eva’s family enjoyed and problems they faced in each place. Places Things they enjoyed Problems they faced Summary Feeling Vancouver Rocky Mountains Quebec Newfoundland 【答案】 Places Things they enjoyed Problems they faced Summary Feeling Vancouver They picked up the vehicle for the trip Father has a poor sense of direction They got lost a few times Though they got lost sometimes, they still went wherever they liked. Tough Excited Rocky Mountains The views were fantastic. It’s like another world Eva had hoped to see the bear or eagle, but all she saw was a group of deer. Though they failed to see a bear and an eagle, they enjoyed some other fantastic views. disappointed amazed satisfied Quebec We went to a typical Quebec restaurant Mum got out to take photos but Dad left her behind. Though they let mother behind carelessly, delicious food cheered her up mad cheerful Newfoundland They went on a boat trip.They saw little houses and the killer whale.They got to know another friendly family Mum was so excited that she dropped Dad’s phone into the sea. Though mum dropped dad’s phone into the sea and lost the pictures, they met some friendly people. mad Amazed lucky ③Find out what the underlined words refer to. Para. Underlined word What it refers to Para1. We made it! Para2. It took us where we wanted, when we wanted. Para3. The funniest thing happened on that day. He was driving, so I answered it. It was then that I realized her seat was empty! How did that happen? 【答案】 “It” refers to“My family and I have managed to cross the North American continent,from western to eastern Canada, in two weeks!”. “It”refers to“our vehicle”. “That”（day）refers to “the eighth day of our trip”. “That” refers to “ the reason why Mum’s seat was empty”. ●通过速读任务（体裁、主旨、结构）培养学生抓取关键信息的能力；通过精读任务（人物、时间、事件、指代关系）引导学生深入理解文本细节与逻辑，为后续写作积累素材和结构范例。 25min Activity 4 Post-reading ①Think and share. Though they got lost sometimes, they still went wherever they liked. Though they failed to see a bear and an eagle, they enjoyed some other fantastic views. Though they let mother behind car elessly, delicious food cheered her up. Though they dropped the phone into the sea and lost the pictures, they met some friendly people. 【答案】 ①We should focus on the things we enjoyed instead of the problems we faced. ②Keep positive and optimistic ②Work in groups. Share your travel experience. Places Things you enjoyed Problems you faced Feeling 2. Organize your talk following the steps below. · Say where you went and who you went with. · Share what you enjoyed about the trip. · Describe what problems you faced. · End by talking about your overall feelings about the trip. ●通过分析 Eva 一家旅行中的 “问题与收获”，引导学生提炼 “积极心态” 的主题；通过分享个人经历，实现文本知识与生活实践的联结，提升语言表达的真实性和灵活性。 10min 应用实践 Activity 5 Presenting ideas 1.What’s the structure of a postcard? 【答案】Date (16 May)；Greeting ( Hi, Emma )；Main body ( message)；Close；Signature (Alice)；Stamp 2. Read the message and write a postcard to Sam. Use the expressions in the box to help you. Hey! I haven’t heard from you since you left. You must be having a great time! How’s your trip been so far? What have you seen? Have you met anybody interesting? Hope to hear from you soon. Please send me a postcard ! Useful expressions · I’ve been in ...for... · At the moment, I’m at... · The weather is... · I’m going to... · Bye for now. · Take care. 3.Show your postcard to the class. 【答案】 4.Work in groups. Look at the logos and decide which Chinese cities they represent. Find out what each city is best known for. 5.Choose a different place you know well and talk about why it is worth visiting. Design a logo to represent it. 6.Prepare a short presentation for tourists about the place you’ve Chosen, following the steps below. 7.Give your presentation to the class，showing your logo. Use the expressions in the box to help you. · Useful expressions · I’m going to introduce... · It’s famous for... · The best part of it is... · The logo represents... ●从 “输入” 转向 “输出”：分析明信片结构为写作提供支架；写作任务强化语言运用能力；logo 设计与展示则结合创新思维与文化理解，提升学生的综合表达与合作能力。 15min Activity 6 Summary 以思维导图的形式，分别整理和归纳本篇文章的结构和要点。 ●通过可视化工具（思维导图）帮助学生系统化梳理文本逻辑 4min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价. ●通过自我评价，提高学习的积极性和主动性。 3min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 Compulsory(必做) Write around 100 words about the trip; 假定你是李华，寒假期间你出门旅游，旅途中你给你的英国笔友Chris发明信片，内容包括: 1.你所在的景点; 2.你的旅游经历和感受; 3.你的下一个目的地。 Optional (选做) Make a mind map of Eva’s journey. 【参考范文】 Dear Chris, I’m writing to you from Huangshan Mountain, a UNESCO World Heritage site renowned for its breathtaking waters and caves. We started from Anshan, where we picked up our vehicle for the trip – a home on wheels. It took us where we wanted, when we wanted. Dad did the driving but he has a poor sense of direction. We got lost a few times even with the help of GPS, but eventually we managed to cross the mountains. I was hoping to see a bear or even an eagle, but all I saw was a small group of birds. The views were fantastic, though. There were forests, mountains with snowy tops and masses of ice. It’s like another world. I try to take every opportunity to get outside and admire the natural world.So, my next destination is Fnjingshan,where I’m excited to walk along the beautiful scenery. Yours LiHua ●分层任务兼顾不同水平学生：必做任务巩固基础写作能力；选做任务深化对文本结构的理解，实现 “基础巩固与能力提升” 的双重目标。 板书设计 必修二 Unit 5 On the road Period 3 Developing ideas and Presenting ideas 教学反思 优点： 教学活动紧扣 “旅行” 主题，从输入（阅读 Eva 的游记）到输出（写明信片、分享经历）逻辑连贯，符合语言学习规律；多样化活动（问答、讨论、设计、写作）激发了学生的参与兴趣，兼顾了语言能力与思维品质的培养。 缺点： 跨文化元素（如加拿大与中国城市特色对比）的挖掘不够充分，部分学生在展示时难以准确表达文化内涵。 改进： 补充中加旅行文化对比素材（如旅行方式、饮食差异），在小组讨论中设置 “文化对比” 子话题，深化跨文化理解。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$