UNIT 1 WELCOME TO THE UNIT AND READING I 教案-2021-2022学年高中英语牛津译林版（2020）选择性必修第三册.docx

1、英语（选择性必修第三册）Unit 1 Wish you were here Welcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. talk about traveling and some well-known attractions ;2. know the main idea and details of the website article;3. appreciate the diversity of Canada;4. a

2、nalyze what can reflect the diversity of China .II. Key competence focus1. Get to know the main idea and details of the website article.2. Better understand the diversity of Canada.3. Illustrate the effects of rhetorical devices and descriptive adjectives.III. Predicted area of difficultyExplore the

3、 diversity of China. IV. Teaching proceduresStep 1 Lead-in1. T plays the music related to traveling and shows some attractive pictures of well-known attractions.2. T leads Ss to talk about traveling by answering the following questions:What words, expressions or saying can you think of when we talk

4、about travelling?relaxed,exciting, discovery, beautiful, splendid, amazing, breathtaking, tower over the land, get close to nature, leave sb at a loss for words. You can either travel or read, and either your body or soul must be on the way.Look at the pictures, do you know these well-known attracti

5、ons? How would you describe them?Have you ever been to any well-known attractions or popular places of interest? If so, share your experience.3. T leads Ss to appreciate the quote from Marcel Proust and asks them to translate it into Chinese.【设计意图】：紧扣主题的音乐和丰富的图片，营造好的课堂氛围，有效地激起学生对该单元话题的兴趣，调动他们的积极性。激活

6、学生已有的知识，联系亲身经历进行讨论。在学生头脑风暴与旅行相关的单词短语时，因为话题范围比较大，教师可以给些提示，例如：Howdo you feel when you go on a trip? What do you usually do while traveling? What attracts you most when you travel?.Step 2 Pre-reading1. T guides Ss to play a guessing game about Canada, a land of diversity.2. T asks Ss to tell more infor

7、mation that they know about Canada.2. T leads Ss to focus on the title and encourages them to express their understanding of “diversity”.【设计意图】：从旅行的话题自然过渡到加拿大旅游。本文重点就是了解加拿大的多元化，教师通过一些加拿大多元化相关的背景知识让学生猜测这是哪个国家，然后根据标题猜测文章主要大意，为后续理解多元化以及阅读文章做好铺垫。Step 3 Global reading1. T asks Ss to read the website arti

8、cle and complete the outline of the article in A1 on page 4.2. T leads Ss to analyze what aspects can reflect Canadas diversity: In paragraphs 2, the writer analyzes its geographical diversity. In paragraph 3, the writer talks about the diversity of its residents. In paragraph 4, the writer states c

9、ultural diversity.【设计意图】：学生根据信息结构图从宏观上梳理语篇信息，把握语篇脉络、逻辑关系以及每段段落大意，有助于学生对整体信息的把握。Step 4 Detailed reading1. T asks Ss to focus on paragraph2 and answer the following questions.Where are the grand Rocky Mountains? Is there great diversity in geography ? Find the details.2. T asks Ss to focus on paragrap

10、h3 and figure out how many ethnic groups are mentioned.3. T asks Ss to focus on paragraph4 and fill in the blanks about the cultural diversity from the following aspects: city name, whats special about it? What can we do there?4. T asks Ss to focus on paragraph5 and answer the following question. Wh

11、at makes Canada a unique place to live and visit?【设计意图】：这部分内容较为复杂，主要通过梳理、分析、提炼总结等高阶思维活动，提升学生思维品质。从内容上让学生更好地了解加拿大的多元化。Step 5 Further thinking1. T asks Ss to discuss the purpose of this article and the rhetorical devices and descriptive adjectives used in it.2. T asks Ss to think about the aspects tha

12、t can reflect Chinas diversity.【设计意图】：迁移创新阶段，第一个任务设置是为了让学生更清晰了解作者使用的写作手法，有助于学生模仿运用相关的词汇，表达以及修辞手法来介绍中国或者其他地方。第二个任务首先帮助学生梳理归纳加拿大多元化主要体现在哪几个方面，为后续做好铺垫，并引导学生思考我们中国地大物博，文化璀璨，在多元化体现上只有更甚，引发学生深层思考并在讨论过程中建立民族自豪感。V. Homework1.Finish exercise B1 on page5.2.Write a summary of the website article based on the structure(within 80 words).【设计意图：课后在写作中再次梳理与复习本课词汇，学会自主根据文章结构，最后通过概要写作内化课堂学习内容。】