Unit2IconicAttractions单元教案设计-高中英语人教版选择性必修第四册

选修四Unit2IconicAttractions教案设计单元主题本单元主题语境是和“人与社会”涉及的主题语境内容标志性景点：包括澳大利亚的标志性景点(OperaHouse等)；法国的埃菲尔铁塔；新西兰的标志性景点。旨在让学生能熟悉本单元中的标志性风物；能够从不同的角度探究标志性风物的文化内涵。本单元的另一个主题语境“人与自然”，旨在让学生在国际视野下，对比了解自己的家乡，城市和祖国有代表性风物，如音乐、景观、民俗、建筑、风味等。听说读写等活动主要是描述标志性动物，了解自然环境，自然遗产的保护。第二篇阅读是通过作者描述的4种动物：kangaroo;koala;Tasmaniandevil和duck-billed学生从文章中了解描述动物是从动物的居住环境，吃的食物，长相，与其他动物的区别等方面来描述。使学生掌握如何写“描述中国的标志性动物”。启发学生对家乡风物的观察，增强对祖国，对自己故乡风物的认同感，增强文化自信；增强对事物的认知，鉴赏能力。单元目标1.语言能力目标能够理解什么是标志性风物，理解文章的大概内容和运用描述动物的句型，运用takenotes提高阅读能力；用不同的语言和句型描述国家的标志性风物。2.文化意识目标了解自己的家乡，城市和祖国有代表性风物，如音乐、景观、民俗、建筑、风味。增强对祖国，对自己故乡风物的认同感，增强文化自信；增强对事物的认知，鉴赏能力。3.思维品质目标能够通过比较、分析，准确获取自己故乡城市和祖国和澳大利亚，法国和新西兰等国家的标志性风物的区别。4.学习能力目标能够通过自主学习和合作学习，从文本中了解自己故乡城市和祖国都江堰和澳大利亚，法国和新西兰等国家的标志性风物的区别。启发学生对家乡食物的观察，增强对祖国，对自己故乡风物的认同感，增强文化自信；增强对事物的认知，鉴赏能力。

Readingandthinking板块教学设计（建议时长40分钟，教师可根据教学实际酌情调整。）课型reading+thinking主题语境人与社会澳大利亚内容分析本部分是一篇阅读文本ExperiencetheiconicfeaturesofAustralia是作者的4篇blogentries，主要介绍的是澳大利亚的标志性风物：iconicsites(SydneyOperaHouseandtheGreatOceanRoad)同时也写了澳大利亚的其他地方的典型性的食物和城镇。让学生了解澳大利亚的标志性风物并且学会探究标志性风物背后的文化内涵。阅读部分的技巧是要求学生运用记笔记的技巧，边读文本，利用关键词边记住文本的关键信息，这对阅读很重要。教学目标1.通过学习语篇关于澳大利亚标志性风物的内容，学生了解澳大利亚标志性风物；2.讨论你喜欢的中国的标志性风物，并且陈述原因，培养学生的思维。教学重点1.理解语篇内容和梳理文本内容；2.理解澳大利亚标志性风物。教学难点1.理解语篇内容和梳理文本内容；2.理解澳大利亚标志性风物传递的文化内涵。教学策略略读，快速读，takenotesTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1（BeforereadingI）1.TasksSstolookatthemapofAustraliaandpointoutthefamouscity.2.TasksSstoviewtheanimalsinthepicturesandtellwhichanimalsarethey.1.SslookatthemapofAustraliaandpointoutthefamouscityinthemap.2.SsviewanimalsinthepicturesandsaytheyarekangaroosandKoalas.1.UnderstandthefamouscityofAustralia.2.UnderstandingtheinformationonthemapandthepicturesActivity2(BeforereadingII)1.TasksSstoworkingroupsanddiscussthequestions.1)WhatisthefirstthingyouthinkofwhenyouthinkaboutAustralia?2)WhatisyourimpressionofAustraliabasedonyourexperienceand/orwhatyouhaveseeninthemedia?2.TasksSstothinkaboutthequestionsandsharetheiropinions.1.Ssanswerthequestions.1)WhatisthefirstthingyouthinkofwhenyouthinkaboutAustralia?2)WhatisyourimpressionofAustraliabasedonyourexperienceand/orwhatyouhaveseeninthemedia?2.Sssharetheiranswers.1.Traincomprehensivelanguageapplicationabilitytoexpressideas.2.Understandthearticlecontentpreliminary.Activity3（Whilereading）1.TasksSswhatthetypeofthepassageisandtelltheSsthemeaningofblog.2.TasksSstogivetheteachertheiranswer.1.Ssreadthetextandgivetheteachertheanswerwhatthetypeofthepassage.2.Ssgivetheteachertheanswer.Understandthetypeofblogentries.Activity3（Whilereading）1.TasksSstoskimthetextandmatchtheblogentriestothesubheadings.Writetheblogentrynumbersintheblanks.2.TasksSstoskimquicklyandspeakouttheanswer.Ssskimthetext,matchtheblogentriestothesubheadingsandwritetheblogentrynumbersintheblanksandthengivetheanswertotheteacher.Grasptheinformationofeachsubheadingsandknowsomethingaboutthemaindetails.Activity3（Whilereading）1.TasksSstoreadtheblogentry--preparingtotravel.(25Sep.)Question:Findthesentencereferringtopreparingtotravel.2.TasksSstoreadblogentry--firstimpressions(1Oct.）Question:Drawamindmapoffirstimpressions.3.TasksSstoreadtheblogentry--Aboriginesandthedidgeridoo(3Oct.).Question:Fillintheblanks.4.TasksSstoreadtheblogentry--reflectionsonmulticulturalism.Question:Readreflectionsonmulticulturalismcarefullyanddecidewhetherthefollowingtrue(T)orfalse(F).5.TasksSstoanswerthequestionsandfinishthetasksandthensharetheiropinions.1.Ssreadthe4blogentriesandfinishthetasksontheblackboard.2.Sschoosetrueorfalsebasedontheinformationoftheblogentry--reflectionsonmulticulturalism.3.Sssharetheiranswers.Grasptheinformationof4blogentries.EachblogentryexplorestheiconicfeaturesofAustralia.Activity3（Whilereading）1.TasksSswhichofthefollowingcanbestdescribetheattitudeoftheauthor?2.TasksSstoidentifytheauthor’sattitude.Ssthinkitoverandgivetheanswertotheteacher.Graspthetheattitudeoftheauthorinthetext.Activity3（Whilereading）1.TasksSstoreadthetextagainandtakenotes.Thenuseyournotestoanswerthefollowingquestions.Questions:1)Whatdoes"downunder"mean?2)HowhasAustraliancuisinebeeninfluencedbydifferentcultures?Givetwoexamples.3)WhatisthemainthemereflectedinAboriginalmusicandwhy?4)Whatarethewriter'sfirstandbiggestimpressionsofAustralia?Why?2.Taskstosharetheiropinionstothequestions.Ssanswerthequestionsbasedontheinformationthetextandthensharetheiropinions.1.Grasptheinformationofdetail.2.Developstudents'abilitytointegrateinformation.Activity4（Afterreading）1.TasksSstoworkingroups.DiscusswhaticonicChineseattractionsyouwouldliketointroducetoaforeignerandexplainwhy.2.TasksSstolookatthepicturesandintroducetoaforeignerandexplainthereasons.1.SsdescribethepicturesandtelltheteachertheChineseattractionsbelongto.2.Sswritedowntheanswerandthengivetheanswertotheteacher.1.FeelproudoftheiconicChineseattractions.2.Developingstudents'languageability.

Languagepoints板块教学设计（建议时长40分钟，教师可根据教学实际酌情调整。）课型Languagepoints主题语境人与社会——学习语言点内容分析本部分是语言点的学习，学习重点词汇的用法。1.ExperiencetheiconicfeaturesofAustralia.2.Located...thesouthoftheequator.belowmanyothercountriesontheglobe,...3.Bakeries,fast-foodjoints,butchershops,cafe,andrestauranteverywheresomeofpremierfoodexperienceintheworld.4.Toplaythedidgeridoo,youputyourmouthononeendandblowwhilevibratingyourlips.5.Theyhaveastraightforwardandfree-and-easyattitudetowardslife.6.Ican’twaittoseeallthem!在语境中学习词汇，能够在语境中运用。教学目标1.通过语境中学习重点词汇并且能在语境中运用，用自己的话进行简单的描述中国的标志性风物。2.运用话题相关词汇、句型，讲述澳大利亚风物的特点和描述中国的标志性风物。教学重点引导学生语境中学习重点词汇并且能运用，用自己的话讲述澳大利亚风物的特点和描述中国的标志性风物。教学难点语境中学习重点词汇并且能运用，用自己的话讲述澳大利亚风物的特点和描述中国的标志性风物，理解背后的文化内涵。教学策略讲授法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstolearnlanguagepoint：1.ExperiencetheiconicfeaturesofAustralia.iconic①Languageisnotingeneralaniconicsignsystem..②TheadshelpedNiketoachieveiconicstatus.Sswritedowntheusageoftheword:iconicLearnkeyvocabularyanduseit.Activity22.TasksSstolearnlanguagepoint：Locatedtothesouthoftheequator.belowmanyothercountriesontheglobe,...locatedadj.①Schoolswerelocatedinthesamecampustofacilitatethesharingofresources.②GreeceislocatedinthesouthofEurope.locatevt.①TheydecidedtolocateabranchinParis.②WelocatedNottinghamonthemap.③TheyhopedtolocateinChicago.Sswritedowntheusageoftheword:located..Learnkeyvocabularyanduseit.Activity33.TasksSstolearnlanguagepoint：Bakeries,fast-foodjoints,butchershops,cafe,andrestauranteverywheresomeofpremierfoodexperienceintheworld.Jointn.①Thetwopartsofthepipehaveseparatedatthejoint.②Thedoctorputhisboneintothejointagain.premieradj.①Hisworkonthecauseofthediseasesisofpremierimportancetothewholeworld.②PremierZhouisadistinguishedpolitician.1.Sswritedowntheusageoftheword:facilitate.2.Ssdotheexerciseandthengivetheanswertotheteacher.1).Couldyoutellmethe_________(locate)ofNo.oneHospital?2)._______theareawhereyoucangorabbitting.3)._________onthetopofthemountain,Hishouselookslikeatower.Learnkeyvocabularyanduseit.Activity44.TasksSstolearnlanguagepoint：Toplaythedidgeridoo,youputyourmouthononeendandblowwhilevibratingyourlips.vibratev.①Inaddition,itmustnotcontinuemovingandmustnotvibrate.②Theroughroadmadethecarvibrate.Ssdotheexercise.Sswritedowntheusageoftheword:vibrate.Sscompletethesentences.Learnkeyvocabularyanduseit.Activity55.TasksSstolearnlanguagepoint：Theyhaveastraightforwardandfree-and-easyattitudetowardslife.straightforwardadj.①Sheisveryblunt,verystraightforward,andveryhonest.②Thequestionseemedstraightforwardenough.Sswritedowntheusageoftheword:straightforward.Learnkeyvocabularyanduseit.Activity66.TasksSstolearnlanguagepoint：Ican’twaittoseeallthem!can’twaittosee①Ican’twaittoseehowyouallturnout.②Ican’twaittoseeyouallsoon!Sswritedowntheusageofthephrase:can’twaittosee.Learnkeyvocabularyanduseit.Buildupyourvocabulary板块教学设计（建议时长40分钟，教师可根据教学实际酌情调整。）课型vocabuary主题语境人与社会——词汇的学习内容分析本板块包括三部分的学习：练习一，写出正确的单词与所给的词义匹配，引导学生知记单词，并在不同的语境中使用；练习二，给出两组句子，找出划线部分的单词与文本的意思是一样，激发学生的思维能力；练习三，读一篇标志性风物的广告，修正错误，加强巩固词汇的运用能力。教学目标1.能够在教师的引导下，复习并运用课文所学的生词；2.学习并运用话题词汇了解更多的标志性风物；教学重点1.引导学生熟悉并运用课文所学生词；2.引导学生通过识别单词词义和修正词汇，复习所学课文的词汇。教学难点引导学生通过所学生词，在短文语篇中运用词汇。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstowritedownthewordthatmatcheseachdefinitionandmakeasentencewitheachword.2.ThelpsSsthewordtheylearntinthetext.3.TasksSstomakeasentencewiththeword.1.Ssreviewthewordstheylearntinthetext.2.SsfinishActivity1onpage17.Understandthenewwordsandreviewthetext.Activity21.TasksSstoreadthefollowingpairsofsentencesandfindoutwhichunderlinedwordhasthesamemeaningastheoneusedinthereadingtext.2TgivesthetaskinActivity2andoffershelp.1.Ssfindouttheunderlinedwordsinthetext.2.Ssshowtheiropinions.Understandthemeaningofthewordinthetext.Activity31.TasksSsreadanadvertisementonThailand'siconicattractions.Fillintheblanksusingthecorrectformsofthewordsinbrackets.2.TasksSstocompletethepassageinActivity3.Completethepassageusingthecorrectformsofthewordsintheblanks.1.Usethetopic-relatedwordsinthecontext.2.Cultivatestudents'abilityofthinkingReviewusefulstructures板块教学设计（建议时长40分钟，教师可根据教学实际酌情调整。）课型Grammar主题语境人与社会——澳大利亚内容分析Reviewusefulstructures版块活动的主题是“复习过去分词”（ReviewthePastParticiple），目的是让学生复习过去分词的用法和在语篇中理解和使用动词ed形式做句子的定语，状语和补语和表语。动词ed形式是高考的重要内容之一。教学目标1.通过本单元的语法，理解动词ed形式做句子的定语，状语和补语和表语的用法；2.运用所学语法知识，运用在语篇中；3.会运用动词ed形式分析题目。教学重点1.引导学生掌握动词ed形式的用法；2.引导学生从语言能力、思维品质等方面对自己在本单元学习过程中掌握动词ed形式。教学难点1.引导学生掌握动词ed形式的用法2.引导学生在语篇中理解和使用动词ed形式。教学策略情景法、交际策略和讲授法、归纳法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstopayattentiontothecirclewords.Question:Whatfunctionsarethepastparticiple?2.TinvitesSstogivetheanswertotheteacher.1.Ssthinkaboutthecirclewords.2.Sssharetheiropinions.Brainstormandprepareforthegrammar--theinfinitiveasthesubject.Activity21.TasksSstoworkingroupsandreadthetextagaintofindasmanyexamplesofpastparticiplesaspossible.Thendiscusswhatfunctionstheyare.1).Locatedtothesouthoftheequator.belowmanyothercountriesontheglobe,it'softeninformallyreferredtoas"downunder".2).I’mmoreinterestedinmeetingpeopleinAustraliaandexperiencingtheirculture,foodandwayoflife.3).Mybiggestimpressionisthecomplicatedmixofpeoplesandcultures...4)...minoritycultureshavealsoplayedapartin...withmanyoftheculturalinfluencescontributedbyimmigrants.2.TasksSstofillintheblanksandworkingroups,sharetheirideasandsummarizethesentences.1.Sssharetheirideasfromthesentencesfromthetext.2.Preparethegrammar.Organizepresentationingroups.Activity3TasksSstolookatgrammarlearning:一构成:v+ed或不规则的变化动词二过去分词本身的含义:被动或完成现在分词:表示动作是主动的和正在进行过去分词:表示动作是被动的和完成分词在句中可以作表语、定语、宾语补足语和状语。1.Ssreviewthegrammar--thePastParticiple.2.Sstakenotes.Reviewthegrammarandlearnfromeachother.Activity4TasksSstoreviewthePastparticipleusedasattributes/predictive/theObjectComplement/adverbial1.Ssreviewthegrammar--thePastParticiple.2.Sstakenotes.AgeneralunderstandingofthePastParticiple.Knowthegrammaticalstructure.Activity5TasksSstoreview:1.分词作定语的区别现在分词强调动作正在进行，侧重于主动。过去分词强调动作已经完成，侧重于被动；2.分词作表语的区别-ing表示令人….,-ed表示感到…,3.分词作宾补的区别接现在分词时，表示动作正在发生或进行，或正要做分词表示的动作；接过去分词时，表被动或完成。4.pp与be+pp分词作宾补的区别done是非谓语动词，bedone是谓语动词，有自己的独立主语。1.Ssreviewthegrammar--thePastParticiple.2.Takenotes.AgeneralunderstandingofthePastParticiple.Knowthegrammaticaltheusage.Activity61.TasksSstofillintheblanks,rewritethesentenceswithoutusingpastparticiplesandrecognizethedifference.2.TasksSstocorrectthemistakes.3.TasksSstofinishtheexercisesusingthepastparticiple.4.summary.1.Ssreviewthegrammar--thePastParticiple.andthenpractisethegrammar.2.TakenotesKnowthegrammaticalusage.UsingLanguage1板块教学设计（此部分建议总时长40分钟，教师可根据教学实际酌情调整。）课型Listening+Speaking主题语境人与社会——NewZealand内容分析本板块包括语法部分listeningandspeaking。听前是让学生看有关NewZealand的图片，学生调查，去发现更多有关NewZealand信息，8幅图最吸引你的那一副图；听中，听懂NewZealand国家岛屿的相关信息，并完成相关练习；听后，先讨论中国的风物的相关内容，然后让学生根据提供的短语选择一个有特殊的风物的地点进行描述。目的是让学生了解不同的文化习俗和文化渊源。教学目标1.能够在教师的引导下，听懂听力文本内容；2.学习并运用话题词汇介绍中国的风物；3.学会描述一个有特殊的风物的地点。教学重点1.引导学生听懂听力文本内容；2.引导学生学习并运用话题词汇描述中国的风物和选择一个有特殊的风物的地点进行描述。教学难点1.引导学生听懂听力文本内容；2.引导学生学习并运用话题词汇描述中国的风物和选择一个有特殊的风物的地点进行描述。教学策略交际教学法、边听边记TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1(Beforelistening)1.TasksSstolookatthepicture.2.TasksSstochooseoneofthepicturesattractSs..1.Sslookatthepicturesanddiscussthepictures.2Ssoneofthepicturesattractthem..Leadtohearingtopiccontent.Activity2(Whilelistening)TasksSstolistentoaradioprogramme.Matchthespeakerswiththeirjobsandtheirchoices.1.Sslistentotheradioprogrammeandmatchthem.2.Sssharetheiropinions.Understandthelisteningtextinformation.Activity3(Whilelistening)1.TasksSstolistenagainandlistthereasonsgivenbythespeakers.2.TasksSstocompletetheirsentenceswiththewordstheyhear.3.TasksSstofinishit.1.Sslistenagainandexplainthereason.2.Sssumuptheiropinions.UnderstandthelisteningtextinformationActivity4(Afterlistening)1.TasksSstodiscusswhatbestrepresentsChinaandbrainstormthefollowingtopicsandtakenotes.2.TasksSstothinkitoverandshowtheiropinionsSsdiscussbestrepresentsinChina.CombthelisteningtextinformationandintegrationoflisteningtextinformationActivity4（Afterlistening）1.TasksSstochooseoneplacetogiveapresentationon:Describingspecialfeaturesofaplace.2.TasksSstodiscusswiththeirpartner.3.TasksSstosharetheiropinions.1.Sschooseoneplacetodescribe.2.Ssshowtheanswertotheclass.Trainstudents’languageability.UsingLanguage2板块教学设计（建议时长40分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与自然——iconicanimals内容分析本文是一篇描述4种creatures的记叙文，主题是“CreatureuniqueinChina”,作者运用了修辞手法对这4种动物进行描述，目的是吸引读者，让学生了解自然环境，自然遗产保护和人与动植物的关系，让人们要爱护大自然，保护动物。读写部分要求在读完语篇内容的基础上，做研究和做笔记，用笔记内容描述中国的标志性动物。让学生了解中国的自然环境，自然遗产保护和人与动植物的关系，让人们要爱护大自然，保护动物。教学目标1.读懂4种动物的相关信息，并理解作者运用的修辞手法。2.会描述中国的标志性动物；3.进一步加深理解4种动物的相关信息，了解自然环境，自然遗产保护和人与动植物的关系。教学重点1.引导学生读懂文章，理解如何描述动物；2.引导学生理解运用的修辞手法。教学难点1.引导学生读懂文章，理解如何描述动物；2.引导学生描述中国的标志性动物。教学策略交际教学法、任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1(Beforereading)1.TasksSstodiscussandshare.2.Twritesdownthenamesoftheanimals.3.TasksSstoenjoyandview.Sstalkaboutthepictures.1.Leadtothetopic,activatetheSs’backgroundknowledge.2.Brainstormtheknowledge.Activity2(Whilereading)1.TaskstheSswhatthemainideasofthetext?2.TasksSstoreadthephotos.3.TasksSstofillintheblanksaccordingtothepictures.4.TasksSstosharetheiranswers.1.Ssreadthephotosandfillintheblanksaccordingtothetext.2.Sssharetheanswersinclass.Predictthetopicofthelettersthroughtipsandpictures.Activity3(Whilereading)1.TasksSstoreadt