Unit4JourneyAcrossaVastLandListeningandspeaking說課稿高中英語人教版選擇性

Unit4JOURNEYACROSSAVASTLANDListeningandSpeaking教學目標：Attheendofthissection,studentswillbeableto:predictthemainideaoftheconversationaccordingtothepictures;obtainmoreinformationaboutCanadafromtheconversation;expresssurpriseandcuriosityandendaconversationnaturally;developabetterawarenessofintroducinggeographyandcultureofChina.教學重點：Tocatchtheinformationneededtoanswerthequestions;Tolearnhowtoexpresssurpriseandcuriosityandendaconversationnaturally.

教學難點：StudentscantalkaboutsceneryandcultureofPuningappropriately.教學過程：Step1:Leadin①Topresentsomepicturesofmapleleavesstepbysteponthescreenandthenaskstudentsthefollowingquestions:Q1:Whatcouldyoufindinthefirstpic?Q2:Couldyoutellmethedifferencesbetweenthefirstpicandthesecondone?Q3:What’sthenameoftheleaves?Couldyouguess?Q4:IfIturnthethirdpictureupsidedown,whatdoyouthinkof?②Aftersharingthepictures,askstudents:WhatdoyouknowaboutCanada?【設計意圖：通過對比圖片，引導學生認出“楓葉”，再由“楓葉”聯(lián)想到加拿大國旗，進而引出話題核心“加拿大”。以推理的方式，激發(fā)學生學習興趣；由于學生已學完該單元“ReadingandThinking”，對加拿大有一定了解，通過回憶先前所學文章及調動學生原有知識儲備，能較好讓學生對聽力內容做好準備。】Step2:PrelisteningActivity1PredictwhatLiDaiyu,LiuQianandAnnawillbetalkingaboutaccordingtothefollowingpicture.【設計意圖：幫助學生復習聽力技能：Predictbyusingpictures，并通過圖片預測文本內容，有助于學生提高聽取信息的效率?！縎tep3:WhileListeningActivity2Listentotheconversationandtickthekeywordsthattheymention.Furthermore,thinkaboutthewordsandthendescribethemainideaoftheconversation.Activity3Listenfordetails.Listenagainandanswerthequestions.1.WhatdopeopledowhenLakeLouisefreezesoverinwinter?2.whatdoesAnnasayaboutCanadiansummers?3.HowfarisitfromEdmontontoWinnipeg?4.WhatkindsofthingsdopeopledoinWinnipeg?5.WhatotherlongrailjourneyhaveLiDaiyuandLiuQiantaken?Suggestedanswers：Peopleliketogoskatingontheice.ManyareasofsouthCanadahaveveryhotsummers.Morethan1,300kilometers.Skiing,hiking,camping,andcitythingslikemoviesorrestaurantsontheweekends.TheytravelledfromBeijingtoMoscowontheTransSiberianRailwaythroughMongolia.【設計意圖：活動2中，教師選擇聽力文本中的關鍵詞，同時根據(jù)這些關鍵詞的類別及發(fā)音，添加其它詞語。學生需在聽第一遍錄音時，勾選聽力文本提及的關鍵詞，并且在聽后能串聯(lián)選中的關鍵詞復述文本主旨。該活動有助于學生快速抓取關鍵詞，理解文本大意?；顒?旨在找到問題答案，確定文中的特定信息?？紤]到學生當前的英語水平，教師根據(jù)各個問題分解音頻，同時對較長的答案進行挖空，學生只需填出關鍵信息即可?！縎tep4:PostListeningActivity4Askstudentstotakeoutthelisteningtextsfromtheenvelopethatisonthedesk.Amissionisgiventothestudents:tofindoutthephrasesorsentencesthatexpresssurpriseandcuriosity.Studentswillfinishthetaskwhileplayingthetape.【設計意圖：活動4中，由于文本過長，無法完全呈現(xiàn)在白板上，教師先將文本準備好，并按照小組人數(shù)做好分類，裝入信封，并于課前放置學生桌面。一來學生不會在做聽力時接觸到文本，二來可以提高學生的興奮度?！緼ctivity5

Summarizewhatstudentsfoundinthelisteningtexts.Tohelpstudentsacplishtheactivity6,then,presentsomeexpressionsthatendaconversationnaturallytostudents.【設計意圖：整合文本中表達驚訝和好奇的句式，同時向學生提供自然結束對話的表達，助力完成活動6。】Activity6

AskstudentstoroleplaytakinginternationalfriendstovisitXXXcity.Duringtheconversation,studentshavetousetheexpressionsonthescreentointroduceonecertainsceneryorcultureofthecity.Threecharactersareneededintheroleplay:aguideandtwointernationalvisitors.【設計意圖：學生對加拿大了解甚少，因此教師將應用場景更改為某市。由于大部分學生從小生活在某市，對普寧較為熟悉，能在口語表達中盡可能地多說。活動以某國際旅游團到某市參觀為背景，增強活動地趣味性?！縎tep5:SummaryandHomeworkSummary:Attheendofthelesson,thestudentshavelearned:1.aconversationaboutthesceneryofCanada;2.toreviewaskillforlistening:predictbyusingpictures;3.expresssurpriseandcuriosityandendaconversationnaturally.Themostimportantlesson:TointroduceChinesesceneryandculturetotheWorld!!!Homework:Askstudentstoreadthelisteningtextagainandcircletheidiomsinit;TrytounderstandtheidiomsinthetextandmatchtheirmeaningsinPart3;Makesomesentencesbyusingtheidiomsandsharethemwithclassmate