外研版 (2019)必修 第二册Unit 5 On the road教学设计及反思

这是一份外研版 (2019)必修 第二册Unit 5 On the road教学设计及反思，共6页。
【新教材】必修第二册 Unit 5 On the road （外研版）教学设计Period 1 Starting out & Understanding ideas本单元的主题语境是“人与自然”——旅行Starting out部分：活动1呈现一段与旅行话题相关的视频，介绍了世界五大热门旅行目的地。活动2请学生结合自身经历思考并回答旅行调查问卷中的问题，引发学生对自己的旅行习惯和适合自己的旅行目的地的思考。本板块旨在激活学生已有的语言、背景知识，激发对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。Understanding ideas部分：本文以访谈的形式，一问一答，介绍了一位职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对环保的看法。课前导入活动请学生根据已有的背景知识思考“Travel broadens the mind.”的含义并分享旅行的好处。这个活动帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章的理解。读后活动则通过细节理解和开放性问答等环节，启发学生深入思考和探究主题意义。1. Guide students to perceive the differences between Chinese and foreign cultures and form cross-cultural consciousness;2. Lead students into the context of travel-related topics and guide them to think about their own travel habits and suitable destinations;3. Lead the students to obtain cultural information about western Australia from the text through skimming, and master the language knowledge related to the topic;4. Guide the students to talk about the influence of travel on Lauren based on the content of the article and the reality of life, and express their own views on tourism-related work;5. Guide students to carry out independent learning and cooperative learning, reflect on the learning effect, and optimize learning strategies and methods accordingly, so as to better communicate and express in English.Key points:1. Help students understand the content of the video, get into the context of the theme of the trip, and arouse students' interest in travel-related topics.2. On the basis of accurate understanding of the author's views, students' own views are gradually formed to trigger students' thinking on the relationship between human beings and the natural environment.Difficult points:1. Inspire students to think about their own travel habits and suitable destinations.2. Guide students to form their own views and think about the relationship between man and nature.1. Let the students preview the contents of this section according to the guide plan, find out the new vocabulary, and understand the new vocabulary according to the context or consult the dictionary.2. Search the world's five popular travel destinations online to get a preliminary understanding of the geographical situation and natural environment of these countries;3. Read the text ahead of time and think about the meaning of "Travel broadens the mind."Step 1 Lead-in1.Talk about travelling with students.Do you like travelling? What places of interest have you ever been to?What is your feeling of travelling?Where would you like to travel if you have a chance?2.Ss share their ideas freely with class.Step 2 Watching and thinkingActivity 11.Play the video and show the subtitles to students.2. Let students discuss the two questions in Activity 1.3. Invite some students to share their answers to the two questions.Q1:What are the top five tourist destinations?Q2:Which country do you want to visit most? Why?Answers:Q1:Italy, Spain, the United States of America, France and China.Step 3 D the quiz Activity 2 1. Explain the content in the travel quiz to students and let students choose their answers.2. Ask students to discuss their answers with others.3. Encourage some students to share their opinions in class.4.T asks Ss to turn to Page 87 to find out their result.Step 4 Pre-readingActivity 31. Explain the literal meaning of the saying “Travel broadens the mind”.2. Ask students to discuss the meaning of the saying in groups and give some examples to support their opinions, and note down some main points.3. Invite some students to share their opinions in class.4. Show the map of Australia and introduce Western Australia to students.Step 5 Careful-readingActivity 4 1. Ask some students to explain the five questions in Activity 2.2. Ask students to read the text and choose the correct question for each paragraph.3. Ask students to share their answers in class.Activity 5 1. Ask students to choose the best description of the interview.2. Ask students to share answers and explain their choices. Explain some difficult points if necessary.Activity 6 1. Ask students to read the text again and complete the blogger profile.2. Encourage students to share answers in class. Step 6 ComprehendingActivity 7 (Think & Share)1. Ask students to discuss the three questions in groups.2. Give some explanations about the three questions.3. Encourage students to share their opinions in class.Answers:Q1: Because she wanted more out of life and wanted to travel. She also found that she could take pretty good pictures and get paid for that.Q2: Her travel experiences enable her to know more about the country and its people. She also uses her photography to make an impact on people, especially when it comes to environmental issues.4.T asks Ss to read the passage again and finish the following Exx.①What does the author mainly do now?A．Protecting environment in Australia.B．Taking pictures of animals in Australia.C．Sharing on­line pictures about Australia.D．Doing nothing but travel all over the world.②What made the author become a professional photo blogger?A．Taking pictures of people.B．Liking writing blogs.C．Wanting to challenge herself.D．Being rewarded for her pictures.③Why does the author like northern WA especially? A．She has been there six times.B．She has worked there for many years.C．She can experience its unique culture.D．The scenery is more beautiful than anywhere else.④To photograph the rising sun，the author has to         ．A．be close to the natureB．get up early in the morningC．stay outside all the nightD．climb onto the top of mountain ⑤The author wants to influence people by         ．A．reminding people to love natureB．posting pictures with warnings on them C．commenting about how people actD．giving some negative examples Answers: 1－5　CDCBBStep 7 Homework1)        Read the passage again and understand it better,pay attention to the usage of the key words and the expressions in the passage.2)        Understand some long and difficult sentences.3)        Complete the Exx. in the learning plan.1、通过本节内容学习和观看视频，学生是否引趣了对人与自然环境关系的思考；2、通过语篇学习，学生能否理解文章内容，是否了解了文章的主旨大意；3、通过本节内容学习，学生是否掌握了阅读的方法——find out the main idea.