牛津译林版 (2019)选择性必修 第三册Welcome to the unit教案

这是一份牛津译林版 (2019)选择性必修 第三册Welcome to the unit教案，共3页。教案主要包含了设计意图等内容，欢迎下载使用。
Welcme t the unit & Reading (I)

I. Learning bjectives
By the end f the lessn, students will be able t:
1. talk abut traveling and sme well-knwn attractins ;
2. knw the main idea and details f the website article;
3. appreciate the diversity f Canada;
4. analyze what can reflect the diversity f China .
II. Key cmpetence fcus
1. Get t knw the main idea and details f the website article.
2. Better understand the diversity f Canada.
3. Illustrate the effects f rhetrical devices and descriptive adjectives.
III. Predicted area f difficulty
Explre the diversity f China.

IV. Teaching prcedures
Step 1 Lead-in
T plays the music related t traveling and shws sme attractive pictures f well-knwn attractins.
T leads Ss t talk abut traveling by answering the fllwing questins:
•What wrds, expressins r saying can yu think f when we talk abut travelling?
relaxed,exciting, discvery, beautiful, splendid, amazing, breathtaking, twer ver the land, get clse t nature, leave sb at a lss fr wrds...
Yu can either travel r read, and either yur bdy r sul must be n the way.
•Lk at the pictures, d yu knw these well-knwn attractins? Hw wuld yu describe them?
•Have yu ever been t any well-knwn attractins r ppular places f interest? If s, share yur experience.
T leads Ss t appreciate the qute frm Marcel Prust and asks them t translate it int 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：Hw
d yu feel when yu g n a trip? What d yu usually d while traveling? What attracts yu mst when yu travel?...
Step 2 Pre-reading
T guides Ss t play a guessing game abut Canada, a land f diversity.
T asks Ss t tell mre infrmatin that they knw abut Canada.
2. T leads Ss t fcus n the title and encurages them t express their understanding f “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 Glbal reading
T asks Ss t read the website article and cmplete the utline f the article in A1 n page 4.
2. T leads Ss t analyze what aspects can reflect Canada’s diversity:
In paragraphs 2, the writer analyzes its gegraphical diversity.
In paragraph 3, the writer talks abut the diversity f its residents.
In paragraph 4, the writer states cultural 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 reading
T asks Ss t fcus n paragraph2 and answer the fllwing questins.
•Where are the grand Rcky Muntains?
• Is there great diversity in gegraphy ? Find the details.
T asks Ss t fcus n paragraph3 and figure ut hw many ethnic grups are mentined.
T asks Ss t fcus n paragraph4 and fill in the blanks abut the cultural diversity frm the fllwing aspects: city name, what’s special abut it? What can we d there?
T asks Ss t fcus n paragraph5 and answer the fllwing questin.
• What makes Canada a unique place t 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 thinking
T asks Ss t discuss the purpse f this article and the rhetrical devices and descriptive adjectives used in it.
T asks Ss t think abut the aspects that can reflect China’s 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. Hmewrk
1.Finish exercise B1 n page5.
2.Write a summary f the website article based n the structure(within 80 wrds).
【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。】