2019-2020年高二英語 Unit15 Destinations 教案（大綱人教版高二下）.doc

《2019-2020年高二英語 Unit15 Destinations 教案（大綱人教版高二下）.doc》由會員分享，可在線閱讀，更多相關《2019-2020年高二英語 Unit15 Destinations 教案（大綱人教版高二下）.doc（3頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年高二英語 Unit15 Destinations 教案（大綱人教版高二下）Teaching Aims:1. Language knowledge & skill a) to read a text about tourist cities that is likely to be seen in a tourist brochure. b) to train reading skills, such as skimming for the source of the writing; scanning for details; note-making in key words and inferring in the context.c) to give opportunities for expressions of opinions about traveling. d) to give opportunities to appreciate and learn to describe sceneries in beautiful language.2. Learning strategies and process a) select & take notes of the key points; arrange and sum up the key points. b) select, prehend, appreciate the beauty of language; put them into use. c) focus on the main tasks and plete tasks. d) state and support ones own opinions by explaining, repeating, giving examples, etc.e) listen and let heard. 3. Moral value and attitude: a) “All work and no play makes Jack a dull boy.” b) Enjoy life & explore the world for different cultural experiences.New Lexis: a) from text: get the itch to; stretch; lifestyle; paradise; feast; etc. b) additional vocabulary: brochure; infer; sportingStructure/grammar: not specifically focused. Key points: reading skills, such us note-taking in key words; prehend in contextDifficult points: reading skill-infer information from context.Teaching methods: task-based reading; municative approach Aids: blackboard; puterProcedure Warm-up Show pictures and ask Ss to talk about their traveling experiences or dreams of traveling. Stage 1-pre-reading 1) Skimming: Look at the title, the subtitles and the pictures in the text; go through the text as quickly as possible and decide: Where do you most likely find a passage as the one in our textbook? A. a geography book B. a tourist brochure Ss are expected to explain for their choice in a few words. 2) Scanning: Use key words to help find the answers to the questions about these two places. Scanning 1-Text about Rio de Janeiro(1) What country is Rio de Janeiro in? (2) What are the people of Rio known as and for? (3) Whats Copacabana? Whats it also known as? Is it far away from downtown Rio? (4) When is the best time to visit Rio? Whats the biggest tourism season in Rio? Scanning 2-Text about Kitzbuhel(1) What country is Kitzbuhel in? (2) Whats Kitzbuhel famous for? (3) What makes Kitzbuhel a world-class ski resort? (4) What other things can one do besides skiing in Kitzbuhel? Ss are expected to read for specific information and prepare for the further reading. Stage 2-While reading 1. Table-filling, note-making, and inferring answers.Ss are encouraged to prehend and infer in the context. Topics of informationRio de Janeiro Kitzbuhel _Brazil; _Southern Austria _big heart; friendly; happy_; _Attractions (scenery, entertainment, etc.) theme parks, malls, etc.beach of Capacabana; _; _; _ski slopes_Shops, cafes; a variety of entertainment: walk; take a dip; work out; go dancing Time to visit June or July; March _2. Briefly introduce the two cities according to your notes. Ss are expected to grasp the basic topics for describing destinations. Stage 3-Post reading 1. Refer back to Paragraph 1.Discuss in a group of 4 about the meaning or value of traveling. Can we simply “travel” in books, with TV and on the Internet? Ss are encouraged to express different ideas. 2. Review the text, find out beautiful sentences and use them to describe different sceneries. Ss are encouraged to discover beautiful sentences, express their feelings and describe sceneries in them. Stage 4-Homework 1. Review the text. 2. Make a picture book about a place that you know well. Include information about its location, people, attractions, history, culture, time to visit, etc. Hand in on Monday. Blackboard design: Unit 15 Destinations Location brochureHistorical sites Culture inferCultural relics Attractions Destination People Lifestyle .Sceneries FoodEntertainment Time to visit