人教版（2019）选择性必修 第二册Unit 4 Journey Across a Vast Land Reading and Thinking 说课课件（36张ppt）
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| 名称 | 人教版（2019）选择性必修 第二册Unit 4 Journey Across a Vast Land Reading and Thinking 说课课件（36张ppt） |  | |
| 格式 | pptx | ||
| 文件大小 | 106.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-10-29 21:36:57 | ||
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(共36张PPT)
人教版 2019 Optional Compulsory Book2
Unit 4 Journey Across A Vast Land
Reading and Thinking
Contents
Contents
Teaching Background
Teaching Objectives
Key and Difficult Points
Teaching and Learning Methods
Teaching Procedures
Blackboard Design
Teaching Reflection
Part 1 Teaching background
Theoretical basis
Analysis of material
Analysis of students
1.Theoretical basis
New general senior high school curriculum standards
Cultural awareness
Language ability
Thinking capacity
Learning ability
1.Theoretical basis
The activity-based approach to English learning
英语学习活动观
integrated, relevant and practical theme-based activities
学习理解类
Learning and understanding
感知与注意
获取与梳理
概括与整合
应用实践类
Applying and practicing
描述与阐述
分析与判断
内化与应用
迁移创新类
Transferring and creating
推理与论证
批判与评价
想象与创造
基于语篇
构建知识
深入语篇
转化能力
超越语篇
生成素养
2.Analysis of teaching material
People’s education press(pep) Book 2
Unit 4 Journey Across A Vast Land
2.Analysis of material
5.Reading for
Writing
1.Reading and
Thinking
6.Assessing Your
Progress
3.Listening
and Talking
2.Discovering Useful Structures
7.Video Time
Seeing The True North Via Rail:
From Vancouver to Montreal
Grade：Senior 2 students
3.Analysis of target students
已有基础
预估困难
Highly motivated, cheerful and hard-working.
Having mastered some reading techniques: basic ability of skimming and scanning ; Able to extract the main information from the text.
Know little about Canada.
Short of vocabularies related to the topic.
Unfamiliar with reading a travel journey.
Teaching Objectives
PART 02
By the end of the class, students should be able to:
Teaching objectives
Language ability
Master some good expressions of introducing a journey.
Write a short composition to introduce his/her own journey plan
Acquire some basic information of the Canada
Analyze the structure of the text and pay attention to the discourse markers during reading.
Thinking capacity
Learning ability
Cultural awareness
Have a deeper understanding of Canada.
Cultivate their love for travel.
Infer the theme and the intention of writer’s writing such a passage, improving their critical thinking
Key and Difficult points
PART 03
Key and Difficult points
Sort out the information of the text and analyze the structure of the passage.
Key Points
Write a short composition to introduce his/her own journey comprehensively and logically.
Difficult Points
PART 04
Teaching and Learning Methods
Teaching Methodologies
Activity-based Teaching Method
Scaffolding Instruction(支架式教学)
Situational Teaching Method
Communicative teaching method
Learning Strategies
Activity-based approach to English learning
Autonomous Learning
Cooperative Learning Method
Teaching and learning methods
PART 05
Teaching Procedures
Teaching Procedures
1. Lead in
2. Overall reading
3. Detailed reading
4. Mind map
5. Retell the text
6.Writing
学习理解类
Learning and understanding
感知与注意
获取与梳理
概括与整合
应用实践类
Applying and practicing
描述与阐述
分析与判断
内化与应用
迁移创新类
Transferring and creating
推理与论证
批判与评价
想象与创造
Before reading
After reading
While reading
Step 1 Lead-in 5m
Activity 1: watch a video
How would you like to describe the video
Activity1 : 快速阅读全文，把握文章大意。8分钟
Before reading
After reading
While reading
Step1: Look at the title, and ask students to talk about their understanding of the title and rename it.
Step2: let students go though the text within fixed time, and draw the main idea of the text according to the following questions:
who are the main characters
where did they go How did they go there What did the see/do
how was their journey like
Activity2 : 细读文章，梳理Li Daiyu 和 Liu Qian 的行程 10分
Before reading
After reading
While reading
Day(s) Place Transportation
1 China-Vancouver by air
2 Vancouver(bay) by boat
3 Vancouver(forest) on foot
4 Vancouver-Lake Louise by train, by taxi
5-7 Lake-Louise-Jasper by coach
Jasper-Edmonton-Canadian Prairie-Winnipeg-Ontario-Lake Huron-Toronto by train
Activity 3: 再读全文，完成文章的思维导图。10分
Before reading
After reading
While reading
把学生分成小组梳理文章脉络，整理Li Daiyu 和Liu Qian的旅游路线、交通方式、旅行中的感受等信息，并制作文章的
思维导图。
步骤一：Which places have the two girls travelled to during the journey ，如：
China、Vancouver、Lake Louise 等
步骤二：What is the girls’ purpose of visiting Canada
How did they get to Vancouver
How did they feel
Before reading
After reading
While reading
Activity4 : Presentation 10分
Activity6 : 选择一个自己最感兴趣的城市作为旅游目的地，写一篇旅游攻略，介绍往返交通方式、城市信息等。
Before reading
After reading
While reading
Blackboard Design
PART 06
Blackboard Design
Teaching Reflection
PART 07
Highlights
Improvements
A clear logic line.
Students get interested.
Students learn in real situations.
Diversified homework.
Teaching Reflection
Time allocation is uneven.
Teacher’s comments should be more specific.
Thank you for Listening.
人教版 2019 Optional Compulsory Book2
Unit 4 Journey Across A Vast Land
Reading and Thinking
Contents
Contents
Teaching Background
Teaching Objectives
Key and Difficult Points
Teaching and Learning Methods
Teaching Procedures
Blackboard Design
Teaching Reflection
Part 1 Teaching background
Theoretical basis
Analysis of material
Analysis of students
1.Theoretical basis
New general senior high school curriculum standards
Cultural awareness
Language ability
Thinking capacity
Learning ability
1.Theoretical basis
The activity-based approach to English learning
英语学习活动观
integrated, relevant and practical theme-based activities
学习理解类
Learning and understanding
感知与注意
获取与梳理
概括与整合
应用实践类
Applying and practicing
描述与阐述
分析与判断
内化与应用
迁移创新类
Transferring and creating
推理与论证
批判与评价
想象与创造
基于语篇
构建知识
深入语篇
转化能力
超越语篇
生成素养
2.Analysis of teaching material
People’s education press(pep) Book 2
Unit 4 Journey Across A Vast Land
2.Analysis of material
5.Reading for
Writing
1.Reading and
Thinking
6.Assessing Your
Progress
3.Listening
and Talking
2.Discovering Useful Structures
7.Video Time
Seeing The True North Via Rail:
From Vancouver to Montreal
Grade：Senior 2 students
3.Analysis of target students
已有基础
预估困难
Highly motivated, cheerful and hard-working.
Having mastered some reading techniques: basic ability of skimming and scanning ; Able to extract the main information from the text.
Know little about Canada.
Short of vocabularies related to the topic.
Unfamiliar with reading a travel journey.
Teaching Objectives
PART 02
By the end of the class, students should be able to:
Teaching objectives
Language ability
Master some good expressions of introducing a journey.
Write a short composition to introduce his/her own journey plan
Acquire some basic information of the Canada
Analyze the structure of the text and pay attention to the discourse markers during reading.
Thinking capacity
Learning ability
Cultural awareness
Have a deeper understanding of Canada.
Cultivate their love for travel.
Infer the theme and the intention of writer’s writing such a passage, improving their critical thinking
Key and Difficult points
PART 03
Key and Difficult points
Sort out the information of the text and analyze the structure of the passage.
Key Points
Write a short composition to introduce his/her own journey comprehensively and logically.
Difficult Points
PART 04
Teaching and Learning Methods
Teaching Methodologies
Activity-based Teaching Method
Scaffolding Instruction(支架式教学)
Situational Teaching Method
Communicative teaching method
Learning Strategies
Activity-based approach to English learning
Autonomous Learning
Cooperative Learning Method
Teaching and learning methods
PART 05
Teaching Procedures
Teaching Procedures
1. Lead in
2. Overall reading
3. Detailed reading
4. Mind map
5. Retell the text
6.Writing
学习理解类
Learning and understanding
感知与注意
获取与梳理
概括与整合
应用实践类
Applying and practicing
描述与阐述
分析与判断
内化与应用
迁移创新类
Transferring and creating
推理与论证
批判与评价
想象与创造
Before reading
After reading
While reading
Step 1 Lead-in 5m
Activity 1: watch a video
How would you like to describe the video
Activity1 : 快速阅读全文，把握文章大意。8分钟
Before reading
After reading
While reading
Step1: Look at the title, and ask students to talk about their understanding of the title and rename it.
Step2: let students go though the text within fixed time, and draw the main idea of the text according to the following questions:
who are the main characters
where did they go How did they go there What did the see/do
how was their journey like
Activity2 : 细读文章，梳理Li Daiyu 和 Liu Qian 的行程 10分
Before reading
After reading
While reading
Day(s) Place Transportation
1 China-Vancouver by air
2 Vancouver(bay) by boat
3 Vancouver(forest) on foot
4 Vancouver-Lake Louise by train, by taxi
5-7 Lake-Louise-Jasper by coach
Jasper-Edmonton-Canadian Prairie-Winnipeg-Ontario-Lake Huron-Toronto by train
Activity 3: 再读全文，完成文章的思维导图。10分
Before reading
After reading
While reading
把学生分成小组梳理文章脉络，整理Li Daiyu 和Liu Qian的旅游路线、交通方式、旅行中的感受等信息，并制作文章的
思维导图。
步骤一：Which places have the two girls travelled to during the journey ，如：
China、Vancouver、Lake Louise 等
步骤二：What is the girls’ purpose of visiting Canada
How did they get to Vancouver
How did they feel
Before reading
After reading
While reading
Activity4 : Presentation 10分
Activity6 : 选择一个自己最感兴趣的城市作为旅游目的地，写一篇旅游攻略，介绍往返交通方式、城市信息等。
Before reading
After reading
While reading
Blackboard Design
PART 06
Blackboard Design
Teaching Reflection
PART 07
Highlights
Improvements
A clear logic line.
Students get interested.
Students learn in real situations.
Diversified homework.
Teaching Reflection
Time allocation is uneven.
Teacher’s comments should be more specific.
Thank you for Listening.