外研版（2019） 必修第二册 Unit 5 On the Road Developing Ideas 教案
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| 名称 | 外研版（2019） 必修第二册 Unit 5 On the Road Developing Ideas 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 360.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-10-23 23:16:42 | ||
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外研版必修二 Unit 5 On the road Developing Ideas板块教学设计
Learning material
本单元的主题语境是“人与自然”，涉及的话题内容是通过旅行来了解世界主要国家的地理概况和自然环境，学会尊重和欣赏文化的多样性。Developing ideas：Coast to Coast通过电子邮件的形式，讲述了Eva和她的家人横穿北美大陆在加拿大的旅行经历。学生通过学习学生能够深入理解单元主题并学习旅行见闻的表达，了解加拿大的地理知识、风土人情，培养跨文化意识，为Writing和Presenting ideas做好铺垫。
Learning objectives
1. 通过快速阅读获取信息，理解文章内容，能够简单复述Eva和家人的旅行经历，联系实际描述某次旅行的经历；
2. 感知加拿大的地理特征和风土人情，找出课文中的文化信息，加深对文化多样性的理解和尊重，初步形成跨文化意识；
3. 提取课文中有关旅行游记的相关信息，对旅行的意义有自己的思考。
Focal points
了解加拿大国家概况，理解课文内容，理解并掌握与旅行相关的表达，能够描述自己的某次旅行经历。
Difficult points
联系实际描述某次旅行；在学习过程中感知人文知识，形成跨文化意识。
Teaching process
Step 1 Lead in
Activity 1 Have a guessing game.
1. Many Chinese students choose to study there.
2. It is located in North America.
3. Its typical food is maple syrup. (Canada)
Activity 2 Do Task 1 in P56 and learn some more knowledge about
Canada.
More questions：
What places of interest are popular in Canada？
Read the map and speak out the names of the places in Canada you know.
suggested answers
Suggested answers:
BCBCB；
the Rocky Mountains, Stanley Park;
Vancouver/Quebec/Ottawa/Toronto/Montreal...
设计意图：这是感知和注意活动。通过课本活动和补充知识激活学生学习英语的兴趣，激活有关加拿大概况的知识，了解文化常识，为阅读理解和思维拓展做好铺垫。
Step 2 Fast-reading
Activity 1 Read the title and pictures and share your understanding.
(Who What When How Where )
Activity 2 Skim the e-mail and improve the topic.
Activity 3 Scan the e-mail and draw the route of the family on the map.
suggested answers
1. A family travel in summer by motor home from coast to coast.
2. Eva’s family have had a two-week’s travel by motor home from western coast to eastern coast in the North America.
3. Vancouver-Rocky Mountains-Quebec-Newfoundland
Notes: “We made it! We managed to cross the North American continent...”
“make it” means to be successful at something.
What were they successful at
“manage to do something” means to succeed in doing something.
设计意图：这是感知和注意信息。学生通过阅读题目和图片等信息理解语篇；学生学习理解与旅行有关的表达；学生运用skimming 和scanning 的阅读技巧获取信息——文章主旨和旅行的线路。
Step 3 Detailed-reading
Read the passage carefully and grasp the detailed information related to the trip.
Activity 1 Answer questions.
In Vancouver:
1.Why did Eva and her family picked up motor home for the trip
Notes: “We picked up our vehicle for the trip... ”
“pick up” means to collect something that has been left.
2.Did they have a smooth trip along the way
suggested answers
1. Because it took them where they wanted when they wanted. They can decide the destination freely as they like.
2. No. They got lost several times because of his father’s poor sense of direction.
Conclusion:
Though they got lost some times, they still went wherever they liked.
设计意图：这是获取和梳理信息活动。学生学习理解与旅行有关的表达，理解文章内容即Eva一家在温哥华旅游的经历，理解旅游给人自由的意义。
Activity 2 Choose the correct answer.
Across the Rocky Mountains:
What can we learn from the trip across the Rocky Mountains
A. The Mountains are home to a variety of wildlife.
B. Unexpectedly, I saw a big number of deer there.
C. I was a little disappointed at the scenery there.
D. We got lost when crossing the Mountains.
suggested answers
A
Conclusion:
Though they failed to see a bear and an eagle, they enjoyed some other fantastic views.
设计意图：这是分析和判断活动。学生理解文章内容即Eva一家在落基山脉旅游的经历，理解旅游中欣赏自然风光的意义。
Activity 3
In Quebec:
1. Complete the passage.
On the eighth day we reached Quebec. The ________ thing happened on that day. I had fallen asleep ______ Dad’s phone rang. I answered it. It was Mum. Suddenly I _______ my mum’s seat was ________. We were surprised how that happened. Dad stopped for some petrol when I was sleeping. Mum got out to take ________. So... To comfort her, we tried typical Canadian food--poutine ______ by pancakes with maple syrup.
suggested answers
funniest; when; realised; empty;
pictures; followed.
2. Find out what the bold words refer to.
suggested answers
that — the eighth day；
it — the phone；
that — My mum’s seat was empty.
3 Get to know “poutine” by watching a video.
Conclusion:
Though Mum was left behind carelessly, delicious food cheered her up.
设计意图：通过获取和梳理信息，学生可以理解文章内容即Eva一家在魁北克旅游的经历，运用视频帮助学生更好地理解旅游中了解风土人情，体验多元文化的意义。带领学生学习代词的用法，并检验学生对课文的理解。
Activity 4 Answer questions.
In Newfoundland:
What do you think of the Quebec family that Eva’s family met
suggested answers
They are friendly and kind because they have agreed to send photos to Eva’s family and help Eva practice French.
Conclusion:
Though they dropped the phone into the sea and lost the pictures, they met some friendly people.
设计意图：通过分析和判断，学生可以理解文章内容即Eva一家在纽芬兰旅游的经历，理解旅游中遇到不同的人，培养友谊的意义。
Activity 5
Summarise the trip and retell the trip of Eva’s family with the help of the blackboard design.
设计意图：这是内化与运用的活动。学生在理解文章的基础上，复述Eva一家旅游过程，加深对主题意义的理解。
Step 4. Post-reading
Think and share
1. What do you think Eva enjoyed most about the trip
2. What do you think was the most memorable moment of their trip
Eva's trip tells us that....
Conclusion：Travel is a practice in life.
设计意图：这是批判与评价活动。学生先对问题进行思考，思考Eva旅行中的得失，认识旅游就是人生的一场修行，培养学生的辩证思维。
Step 5 Presentation
What is your most memorable family trip And share your experience with the class.
设计意图：这是迁移和创新活动。学生基于本节课所学再联系自身实际对某次旅游进行描述。
Step 6 Homework
1. Talk Eva’s travel experience with the help of the table.
2. Choose several sites you have been to from the map of XXXX Province, draw one travel route and write an e-mail about your family trip to your best friend.
板书设计
Learning material
本单元的主题语境是“人与自然”，涉及的话题内容是通过旅行来了解世界主要国家的地理概况和自然环境，学会尊重和欣赏文化的多样性。Developing ideas：Coast to Coast通过电子邮件的形式，讲述了Eva和她的家人横穿北美大陆在加拿大的旅行经历。学生通过学习学生能够深入理解单元主题并学习旅行见闻的表达，了解加拿大的地理知识、风土人情，培养跨文化意识，为Writing和Presenting ideas做好铺垫。
Learning objectives
1. 通过快速阅读获取信息，理解文章内容，能够简单复述Eva和家人的旅行经历，联系实际描述某次旅行的经历；
2. 感知加拿大的地理特征和风土人情，找出课文中的文化信息，加深对文化多样性的理解和尊重，初步形成跨文化意识；
3. 提取课文中有关旅行游记的相关信息，对旅行的意义有自己的思考。
Focal points
了解加拿大国家概况，理解课文内容，理解并掌握与旅行相关的表达，能够描述自己的某次旅行经历。
Difficult points
联系实际描述某次旅行；在学习过程中感知人文知识，形成跨文化意识。
Teaching process
Step 1 Lead in
Activity 1 Have a guessing game.
1. Many Chinese students choose to study there.
2. It is located in North America.
3. Its typical food is maple syrup. (Canada)
Activity 2 Do Task 1 in P56 and learn some more knowledge about
Canada.
More questions：
What places of interest are popular in Canada？
Read the map and speak out the names of the places in Canada you know.
suggested answers
Suggested answers:
BCBCB；
the Rocky Mountains, Stanley Park;
Vancouver/Quebec/Ottawa/Toronto/Montreal...
设计意图：这是感知和注意活动。通过课本活动和补充知识激活学生学习英语的兴趣，激活有关加拿大概况的知识，了解文化常识，为阅读理解和思维拓展做好铺垫。
Step 2 Fast-reading
Activity 1 Read the title and pictures and share your understanding.
(Who What When How Where )
Activity 2 Skim the e-mail and improve the topic.
Activity 3 Scan the e-mail and draw the route of the family on the map.
suggested answers
1. A family travel in summer by motor home from coast to coast.
2. Eva’s family have had a two-week’s travel by motor home from western coast to eastern coast in the North America.
3. Vancouver-Rocky Mountains-Quebec-Newfoundland
Notes: “We made it! We managed to cross the North American continent...”
“make it” means to be successful at something.
What were they successful at
“manage to do something” means to succeed in doing something.
设计意图：这是感知和注意信息。学生通过阅读题目和图片等信息理解语篇；学生学习理解与旅行有关的表达；学生运用skimming 和scanning 的阅读技巧获取信息——文章主旨和旅行的线路。
Step 3 Detailed-reading
Read the passage carefully and grasp the detailed information related to the trip.
Activity 1 Answer questions.
In Vancouver:
1.Why did Eva and her family picked up motor home for the trip
Notes: “We picked up our vehicle for the trip... ”
“pick up” means to collect something that has been left.
2.Did they have a smooth trip along the way
suggested answers
1. Because it took them where they wanted when they wanted. They can decide the destination freely as they like.
2. No. They got lost several times because of his father’s poor sense of direction.
Conclusion:
Though they got lost some times, they still went wherever they liked.
设计意图：这是获取和梳理信息活动。学生学习理解与旅行有关的表达，理解文章内容即Eva一家在温哥华旅游的经历，理解旅游给人自由的意义。
Activity 2 Choose the correct answer.
Across the Rocky Mountains:
What can we learn from the trip across the Rocky Mountains
A. The Mountains are home to a variety of wildlife.
B. Unexpectedly, I saw a big number of deer there.
C. I was a little disappointed at the scenery there.
D. We got lost when crossing the Mountains.
suggested answers
A
Conclusion:
Though they failed to see a bear and an eagle, they enjoyed some other fantastic views.
设计意图：这是分析和判断活动。学生理解文章内容即Eva一家在落基山脉旅游的经历，理解旅游中欣赏自然风光的意义。
Activity 3
In Quebec:
1. Complete the passage.
On the eighth day we reached Quebec. The ________ thing happened on that day. I had fallen asleep ______ Dad’s phone rang. I answered it. It was Mum. Suddenly I _______ my mum’s seat was ________. We were surprised how that happened. Dad stopped for some petrol when I was sleeping. Mum got out to take ________. So... To comfort her, we tried typical Canadian food--poutine ______ by pancakes with maple syrup.
suggested answers
funniest; when; realised; empty;
pictures; followed.
2. Find out what the bold words refer to.
suggested answers
that — the eighth day；
it — the phone；
that — My mum’s seat was empty.
3 Get to know “poutine” by watching a video.
Conclusion:
Though Mum was left behind carelessly, delicious food cheered her up.
设计意图：通过获取和梳理信息，学生可以理解文章内容即Eva一家在魁北克旅游的经历，运用视频帮助学生更好地理解旅游中了解风土人情，体验多元文化的意义。带领学生学习代词的用法，并检验学生对课文的理解。
Activity 4 Answer questions.
In Newfoundland:
What do you think of the Quebec family that Eva’s family met
suggested answers
They are friendly and kind because they have agreed to send photos to Eva’s family and help Eva practice French.
Conclusion:
Though they dropped the phone into the sea and lost the pictures, they met some friendly people.
设计意图：通过分析和判断，学生可以理解文章内容即Eva一家在纽芬兰旅游的经历，理解旅游中遇到不同的人，培养友谊的意义。
Activity 5
Summarise the trip and retell the trip of Eva’s family with the help of the blackboard design.
设计意图：这是内化与运用的活动。学生在理解文章的基础上，复述Eva一家旅游过程，加深对主题意义的理解。
Step 4. Post-reading
Think and share
1. What do you think Eva enjoyed most about the trip
2. What do you think was the most memorable moment of their trip
Eva's trip tells us that....
Conclusion：Travel is a practice in life.
设计意图：这是批判与评价活动。学生先对问题进行思考，思考Eva旅行中的得失，认识旅游就是人生的一场修行，培养学生的辩证思维。
Step 5 Presentation
What is your most memorable family trip And share your experience with the class.
设计意图：这是迁移和创新活动。学生基于本节课所学再联系自身实际对某次旅游进行描述。
Step 6 Homework
1. Talk Eva’s travel experience with the help of the table.
2. Choose several sites you have been to from the map of XXXX Province, draw one travel route and write an e-mail about your family trip to your best friend.
板书设计