高中英语牛津译林版 (2019)选择性必修 第三册Unit 1 Wish you were hereReading教学设计

这是一份高中英语牛津译林版 (2019)选择性必修 第三册Unit 1 Wish you were hereReading教学设计，共2页。
Canada—a land f diversity
教学目标
By the end f this sectin, students will be able t:
1. identify the textual structure f the website article;
2. tell Canada’s diversity in gegraphy, race and culture;
3. explain China’s diversity and embrace diversity.
教学重难点
1. T illustrate the effects f the use f rhetrical devices;
2. T strengthen their wn desire t explre a new land.
教学过程
步 骤
Pre-reading
Step 1 ：
The teacher has students wrk in pairs t answer the fllwing questins.
1. What d yu knw abut the natinal symbls f Canada?
2. What turist attractins are there in Canada?
（激活学生已有的关于加拿大的认知和经验，引出主题；提醒学生阅读有关国家介绍的网站文章时需要关注的要点。）（5’ Pair Wrk）
Step 2 ：The teacher has students predict the cntents f the article accrding t the title and the picture.
1. Hw much d yu knw abut the maple leaf in Canada?
2. Can yu give sme examples shwing the diversity f Canada?
（培养学生根据语篇标题、插图等信息来预测语篇主题与内容的理解性技能。）（4’
Individual Wrk）
While reading
Step 3 ：1. The teacher has students skim the website article t finish A1 n Page 4.
What is the utline f the website article?
2. The teacher has students scan the website article carefully t finish A2 n Page 4.
(1) Where are the grand Rcky Muntains?
(2) What can reflect the diversity f Canada’s residents?
(3) In what ways can yu feel the subcultures there?
(4) What can yu d n Cape Bretn Island?
(5) What makes Canada a unique place t live and visit?
（提取网站文章中的主要内容，梳理文本结构，理清文章是如何对加拿大的多样性进行关联性描述的。）（8’ Individual Wrk）
Step 4：1. The teacher has students read Paragraph 2 and answer the fllwing questins:
(1) Hw des the authr describe grand Rcky Muntains? What effect is achieved in this way?
(2) What’s yur understanding f the fllwing sentence “The establishment f natinal parks makes many f these beautiful places prtected areas fr the public t visit and enjy, such as Banff and Jasper Natinal Parks” in Lines 9–11?
2. The teacher has students read Paragraph 3 and answer the fllwing questin.
What can we knw frm the sentence “Abut ne ut f five peple in Canada’s ppulatin is freign-brn” in Lines 20–21?
3. The teacher has students read Paragraph 4 and answer the fllwing questin.
Hw can yu understand the sentence “Shuld yu find yurself in ne f these subcultures, languages, cuisine, architecture, art and music will define yur encunter” in Lines 24–25?
（通过阅读对加拿大美景的进一步描绘，让学生感知加拿大之美，了解加拿大在保护自然方面做出的努力；通过分析文章中运用的列数字、举例子等方法，让学生更直观地体会加拿大种族的多样性和文化的多样性。）（8’Pair Wrk）
Pst-reading：
Step 5 ：1. The teacher has students finish B1 n Page 5 and discuss in grups t answer the fllwing questins.
(1) Why did Lisa cme t Calgary?
(2)What has Lisa experienced in Calgary?
(3)What will Lisa experience in Calgary?
2. The teacher has students finish B2 n Page 5 and translate the fllwing sentences using descriptive adjectives.
(1) 安徽省的黄山是壮观的中国十大风景名胜之一，且被联合国教科文组织列入世界文化和自然遗产名录。
(2) 黄山素以奇松、怪石、云海、温泉著称。黄山松生长在岩石之上，形态各异，被视为顽强生命力的典范。
(3) 云海是因在山上看云形似浩瀚的大海而得名。如果等待日出的游客运气好的话，他们还可以看到令人叹为观止的佛光。
（引导学生完成B1部分一个交换生的一封邮件，跟随Lisa从历史、发展、景点等层面了解加拿大城市卡尔加里；然后完成B2部分描述性形容词在具体语境中的使用，并通过对黄山美景的描述，增强民族自豪感。）（10’ Grup Wrk）
Step 6：The teacher has students answer the secnd questin f A3 n Page 4.
Canada is a land f diversity, and s is China. What aspects can reflect China’s diversity?
（引导学生在深度了解加拿大多样性的同时，类比本文，思考中国的多样性体现在哪些方面，进行知识迁移，增强学生对多元文化的包容与文化自信。）（8’ Grup Wrk Class Wrk）
Hmewrk
1. Finish B3 n Page 5.
2. Finish Part A1 n Page 59.