【公开课】Unit+4+Reading+and+thinking+说课比赛教学设计人教版（2019）选择性必修第二册.docx

Unit4Period1ReadingandthinkingGoodevening,dearjudges.It'smygreathonortobeheretopresentmyteachingdesign.ThecontentofmylessonisSeniorEnglishrequiredelectivecourseBook2Unit4ReadingandThinkingJourneyacrossavastland-seeingthetruenorthviarail:VancouverandtheheartofCanada.Tobeginwith,Iwillintroducemybasicteachingelementsfromfiveperspectives.1.Analysisofthebasicteachingelements©AnalysisoftheteachingmaterialThetopicisabout“thejourneyacrossCanadabytrain,whichintroducesthetwosisters'longjoumeyfromVancouvertotheAtlanticcoastfromwesttoEast.Theyhavelearnedaboutthegeography,population,maincities,naturalbeautyandresourcesofCanadathroughtheirjourney.Itsthemebelongstopeopleandsociety.Throughthetrainingoftheunit,italsorequiresstudentstoIeamsomeLanguageskillssuchastheexpressionsofpositionandemotions.SoitplaysanimportantpartintheEnglishteachinginthisbook.©AnalysisoftargetstudentsThestudentsofseniortwohavemasteredbasicreadingskills.However,infaceofcomplexvocabularyandinshortageofcross-culturalawareness,theymayfinditdifficulttohaveagoodcommandofthepassage,whichmeansteacher'sguidanceisextremelyimportant.MostofmystudentscannotexpressIhemselvesappropriatelybecausetheirvocabularyisquitelimited.SoIwillencouragethemtousesimpleEnglishtotalkandwritetheirtraveljournal.©AnalysisoftheteachingobjectivesInordertopromotethedevelopmentofeverystudent,theteachingobjectivesarelistedinthefollowingparts.1. Guidethestudentstostudythetext,sortoutandintegratetheinformation,andanalyzethestructureofthetext2. Guidestudentstounderstandtheroleofdiscoursemarkersintextssuchasinadditionto,infact,eventually,later,since,howeverandsoon3. GuidestudentstounderstandthegeneralsituationofnatureandhumanitiesinCanada,andperceiveandthinkabouttheconvenienceanduniqueexperienceoflong-distancetravelbytrain.©analysisofteachingimportantanddifficultpoints1. EnablestudentstounderstandCanada'snaturalandhumangeography,historyandculture,andimproveculturalunderstandingandcommunicationskills.2. Guidestudentstoreadthetext,sortoutandintegrateinformation,analyzethestructureofthetext.©AnalysisoftheteachingmethodsandlearningmethodsToachievetheteachingobjectives,therearethreeteachingmethodsusedinthislesson.Theyaresituationalteachingmethod,task-basedlanguageleachingmethodandcommunicativeteachingmethod.Asforthelearningmethod,studentswillbeencouragedtoadoptcooperativelearningmethodtoenhancetheircooperativeawareness.3. PresentationofthetheoriesThedesignofthisclassisbasedontwoteachingtheories:Product-orientedapproachThecurriculumstandard4. AnalysisoftheteachingproceduresSteplLead-inTobeginwith,IwillplayavideoaboutCanadatoleadthenewlesson.Inthisway,itcanarousestudents*interestandstimulatetheirbackgroundinformation.Step2Pre-readingBeforereadingthepassage,askstudentstopredictthestyleofthepassage(traveljournal),destination(VancouverandotherplacesofCanada)andthetransportation(byrail/train)basedonthetitleandpictures,whichcanhelpstudentspredictthetextquicklyandmakeapredictionforthereadingactivities.Step3While-readingTask1askstudentstoreadthepassagequicklytounderstandthemainideaandstructurel)Readthetextandsumupthemainideaofeachparagraph1. Para.1TheofcrossingCanadabyrail.2. Para.2Theirstayinbeforethejourney.3. Para.3Theirvisitto4. Para.4Introductionof.5. Para.5Joumeyacrossthegreat.6. Para.6Onthewaytokeys:excitingthought;Vancouver;LakeLouiseandJasper;Edmonton;CanadianPrairie2).Dividethepassageintothreepartsandsumupthemainideaofeachpart.Part 1 para(s)IBrieftotheirtripalongtheway.Part 2 para(s)2Beforestartingout,thetheysawinVancouverPart 3 para(s)3-6Whattheyreallysawandfeltthetrainoratsomestops,keys:introduction;sights;aboardThepurposeofthisactivityistograspthemainideaofthetextandsortoutthestructureofthepassage.Task2Drawtherouteofthegirls,tripVancouver-lakeLouiseJasper-Edmonton-Winnipeg-ToronoSecond,studentsarerequiredtoreadthepassagecarefullytosortoutthespecificinformationguidedbytheformandthequestionchainsTask3detailedreadingReadparagraph1andfindout:who;why;how;wherePara2-3:Readthemcarefullyandfindout:1. Findoutthemainscenerytheysawwhilegoingeastwardinparagraph3.Thebeautifulmountains;Forest;Bluewater;creatures2. WhatistheweatherusuallylikeinVancouver?Itisrainy.3. WhatdidLiDaiyuandLiuQianlikemostaboutthetrip?Witnessingmanydifferentkindsofwildlife.Para4-6:Readthemcarefullyandfindout:1. WhalisEdmontonmostfamousfor?Itsshoppingmalls.2. WhatmadeLiDaiyuandLiuQiansurprisedonthetrainacrossthegreatCanadianPrairie?ThesizeofCanada.3. WhatdidtheylearnaboutOntario?Alandofforests,lakesandrollinghills;fourgreatlakesonitssouthernborder,capitalisTorontoTask4:Readitagainandfinishthechartbelow:TimePlaceInformationBeforestartingoutThenextmorningAftertheyleftJasperAftertheyleftEdmontonAfteranotherdayThenextmorningtheCanadianRockiesMountains;forests;LakeLouiseAftertheyleftJasperEdmontoncentreofCanada'shugeoilandgasindustry;coldinwinter,withdailytemperaturesaveraging-10"C;hometooneof(helargestshoppingmallsinNorthAmericaAftertheyleftEdmontontheCanadianPrairieAnopencountry;wheat-growingprovinces,abunchoffarmsAfteranotherdayOntarioalandofforests,lakes,androllinghills;fburGreatLakesonitssouthernborder;capitalisTorontoTask5:Readandcirclethediscoursemarkers.Thediscoursemarkersalsomean“linkingwords''.Theyarcusedtoshowrelationshipsbetweenideas.Suchas:1. addingsth.(e.g.,also,besides,additionally),2. showingcontrast(e.g.,however,ontheotherhand),3. explainingareason(e.g.,because,since),4.showingaresult(e.g.,therefore,asaresult).Withoutdiscoursemarkers,theconnectionsbetweensentencesandparagraphsinatextwouldbelessobvious.Step4Post-reading:retellthejournalBeforestartingout,.Duringthefirstday,.Thenextday,.1.ater,Thenextmorning,Whenthetrainarrivedatthestation,.Afteranight,.Inadditiontoseeing.FromJasper,they.Oneofthefirststopswas.FromEdmonton,thetrain.DaiyuandLiuQiandidnotanticipate.Latertheysaw.Afteranotherday,eventually.Then,theyspentthenight.Nightcameagain,thetrain.Whentheywokeupthenextmorning,.At9:30,theyfinally.Allinall,.4. BlackboarddesignTheblackboarddesignisoneofthehighlightofthewholeclass.Byexperiencingthatchangefromnothingtoawholeone,studentscanhaveabetterunderstandingofthetextandinternalizetheinformationactively.