Unit2IconicAttractionsReadingandThinking教学设计高中英语人教版选择性

选择性必修四Unit2IconicAttractionsReadingandThinking教学设计教学目标1.DiscussandexpressyourimpressionsoftheiconicattractionsinAustralia.2.Readandunderstandthewriter’simpressionsandcultureofAustraliabyapplyingstrategyoftakingnotes.3.KnowabouticonicattractionsofChina.重点难点2.Studentscanlearntotakenotestobetterunderstandandrememberwhattheyhavelearned.2.StudentscanintroduceiconicattractionsofChina.教学策略1.Taskbasedteachingmethod.2.GroupdiscussionTeachingprocedureStep1.Leadin1.Whichcountrydoesthisphotoshowus?2.WhatareyourimpressionsofSydneyOperaHouse?3.Doyouknowanyother“iconicattractions”intheworld?Step2.DiscussionWhatisthefirstthingyouthinkofwhenyouthinkaboutAustralia?Avideoforyou.2.Ifyouwanttorecordyourexperiencesofjourneyorwhathaveyoulearnedinyourtravelling,whichwaywillyouchoose?Step3.Fastreading1.Whattypeoftextisit?text.encyclopediablogguidebook2.Findthemainideaforeachtextandmatchthem.Twoareextra.______ThefoundationofAustralia______Reflectionsonmulticulturalism______Politicaldivisions_____Firstimpressions_____Preparingtotravel_____AboriginesandthedidgeridooStep4.DetailedreadingReadthetext13,pleaseunderlinethekeyinformationanddrawyourownnotesforeachblogentry.Wewillfinishblog1together,andblog2andblog3willbeshowedbysomeofyou.Readblog1forkeyinformation:NextweekI’mtravellingtoAustraliatovisitafriendthereovertheschoolholidays.IplantokeepthisblogtorecordmyexperiencesandwhatIlearn.Ihavealready___________onthecountry.______tothesouthoftheequator,belowmanyothercountriesontheglobe,it’softeninformally_________“__________”.Ihavealsoreadaboutsome________,suchasthe___________________andthe____________________,andanimalslikethecute_____and__________.Ican’twaittoseeallofthem!However,asImajorinsocialstudies,I’mmoreinterestedinmeetingpeopleinAustraliaandexperiencingtheirculture,food,andwayoflife.Yournotesforblog1:Readblog2forkeyinformation:I’mhereinSydney!SinceIarrived,myfriendhasbroughtmetomyfirst______________andhasalsosharedmanydifferentbut___________withme,somyfirstimpressionsofAustraliahavebeenallaboutfood!Alotof__________________,suchastheSundayroast,isoriginallyBritish.Bakeries,_____________,____________,cafes,andrestaurantseverywhereprovidesomeofthe______________________intheworld.TheinfluenceofAsiancultures,_______________,ledtotheintroductionof____________and____________,alongwithAustralianversionsoffoodslikethe_________________dimsim.Yournotesforblog2:(students’workisbeingshownhere)Readblog3forkeyinformation:MyfriendandIhavearrivedinKatherine,atowninAustralia’sNorthernTerritory.We’reheretolearnaboutthe_____________oftheAborigines,who___________Australia.TheAboriginalpopulationmightbesmall,butits_________isstillvisible.Forexample,“Bondi”in“BondiBeach”isanAboriginalwordmeaning“_____________________”._________inthisvastlandontheocean,theAborigineshadto___________________nature.Thisshowsintheir____,too,whichcelebratesthe__________andthe_____________aroundthem.Mostoftheirmusicalinstrumentsarereallyjuststicksfoundontheground,amongwhichthereisanamazinginstrumentcalledthe_____________.Yournotesforblog3:(students’workisbeingshownhere)Readblog4andanswerquestions:WhydoestheauthorlikeAustraliapeoplethemselvesbest?Whichpartsofblog4isfactslearnedbyauthorduringthejourney?whichisauthor’sfeelings?Facts:mixofpeople:________arebornoverseas;mixofculture:Western+___________+_____________Feelings:Reasonsforlikepeoplemost:Step5Afterreading:Discussion:Workingroups.DiscusswhaticonicChineseattractionsyouwouldliketointroducetoaforeignerandexplainwhy.Importantphrasesyoucollect:DiscoverUsefulStructures教学设计教学目标Bytheendofthisperiod,studentswillbeableto1.find,observeandanalysetheexamplesofpastparticiplesinthetext.2.bettermastertheusagesofpastparticiplesservingasanattribute,adverbial,predicative,orobjectplement.3.rewritethesentencesusingpastparticiplesandrecognisethedifference.4.applypastparticiplesinyourwriting.重点难点1.Instructstudentstodiffertheusagesofpastparticiplesservingasanattribute,adverbial,predicative,orobjectplement.2.Helpstudentstoimprovetheirexpressionsbyusingpastparticiple.3.Instructstudentstousepastparticiplescorrectlyintherealcontext.教学策略DiscoveringlearningmethodTeachingprocedureLeadinWorkingroupsandreadthetextagaintofindasmanyexamplesofpastparticiplesaspossible.(P17E1)1.Locatedtothesouthoftheequator,belowmanyothercountriesontheglobe,it’softeninformallyreferredtoas“downunder”.(Para.1)2.I’mmoreinterestedinmeetingpeopleinAustraliaandexperiencingtheirculture,food,andwayoflife.(Para.2)3.TheinfluenceofAsiancultures,ontheotherhand,ledtotheintroductionofbeancurdandAsianherbs,alongwithAustralianversionsoffoodsliketheChineseinspireddimsim.(Para.3)4.Mostoftheirmusicalinstrumentsarereallyjuststicksfoundontheground,amongwhichthereisanamazinginstrumentcalledthedidgeridoo.(Para.5)5.Askilledplayercanplayforalongtimewithoutstoppingtobreathe.(Para.6)6.Itriedtolearnhowtoplayit,butaftertryingforhours,IwasconvincedthatIcouldnevermakeamusicalsoundwiththisinstrument!(Para.6)7.Afterbeinghereforawhile,mybiggestimpressionistheplicatedmixofpeoplesandculturesthatmakeupthenation.(Para.7)8.Althoughthemainculturalinfluencesince1788hasbeenWesternculture,minoritycultureshavealsoplayedapartinshapingtheuniqueAustralianculture,withmanyofthenewculturalinfluencescontributedbyimmigrants.(Para.7)9.ItissaidthatnownearlyhalfofallAustraliancitizenswereeitherbornoverseasorhaveparentswhowerebornoverseas.(Para.7)Thinking:Whatisthefunctionofeachredwordinthesesentence?Step2:Thereviewofthepastparticiples一、过去分词作定语意义：及物动词的过去分词作定语往往表示被动和完成；不及物动词的过去分词作定语不表示被动，只表示完成。(1)表示被动和完成一条被污染的河流_______________浇过水的花__________________(2)只表示完成，不表示被动落叶____________升起的太阳____________位置：单个的过去分词作定语时，通常放在被修饰词的前面；过去分词短语作定语时，通常放在被修饰词的后面，其作用相当于一个定语从句。Thestudentdressedinwhiteismydaughter.＝Thestudent______________________ismydaughter.二、过去分词作表语意义：用在系动词后面，构成系表结构，表示主语所处的状态。(1)Shelooked______________(disappoint).(2)Wewere____________(encourage)atthenews.过去分词作表语表示主语所处的状态。这一结构从形式上与被动语态相同，但被动语态强调主语所承受的动作。试比较：(1)这本书写得好。____________________________(2)这本书是由一位士兵写的。______________________________三、过去分词作状语意义：过去分词作状语，修饰谓语动词，进一步说明谓语动词的动作和状态，其逻辑主语通常就是句子的主语，且主语是过去分词动作的承受者。过去分词作状语时，可单独使用，也可以在其前面加上适当的连词，可表示时间、原因、条件、伴随、方式等。Greatly___________(interest),Iaskedhowheplayedthesenewworks.ThescientistTuYouyoucamein,__________(follow)byherassistant.When________(see)fromthetopofthehill,theparklooksmorebeautiful.功能：过去分词作状语，在意义上相当于一个状语从句。它可以表示时间、原因、条件、让步、方式或伴随等。(1)AcceptedbytheParty,hedecidedtodevotehislifetothecauseoftheParty.＝______________________________,hedecidedtodevotehislifetothecauseoftheParty.(2)Deeplymovedbythestory,theexcitedpeoplestoppedquarrellingwitheachother.＝________________________________________,theexcitedpeoplestoppedquarrellingwitheachother.(3)Ifheated,watercanbeturnedintovapour.＝______________,watercanbeturnedintovapour.(4)Exhaustedbytherunning,theywentonrunningaftertherobber.＝_______________________________________,theywentonrunningaftertherobber.四、过去分词作宾语补足语意义：过去分词作宾补，说明宾语的状态或性质，其前面的宾语就是其逻辑主语。过去分词所表示的动作和宾语为被动关系。作宾补的多是及物动词。能够接过去分词作宾补的动词有以下三类：(1)表示感觉或心理状态的动词。如see,watch,observe,find,hear,feel,notice,think等。Iheardthesong_______(sing)inEnglish.Hefoundhispurse_______(lose).(2)表示“致使”意义的动词。如have,make,get,keep,leave等。I’llhavemyhair_____(cut)tomorrow.Hegothistooth________(pull)outyesterday.(3)表示“希望”“要求”意义的动词。如like,order,want,wish,expect等，其结构为“vt.＋宾语＋(tobe)p.p.”。Iwouldlikethismatter(tobe)________(settle)atonce.Iwishmyhomework(tobe)________(finish)beforefiveo’clock.Step3:PractiseandapplyFillintheblankswiththehelpofthebeginningletters.Thenrewritethesentenceswithoutusingpastparticiplesandrecognisethedifference.(P17E2)Rewritethesentenceswithoutusingpastparticiplesandrecognisethedifference.(P17E2)Whatinformationcanyougetfromeachsentence?BelowisapassageaboutthehistoryoftheEiffelTowerbeforeitwasconsideredaniconicattraction.Thetextcontainsquiteafewverbformmistakes.Correctthemistakesonyourown.Thenpareyourcorrectionswithapartner.(P17E3)UsinglanguageReadingforwriting教学设计教学目标Bytheendofthisperiod,studentswillbeableto:1.TolearnsomeamazinganimalsofAustralia;learnhowtodescribeaniconicanimal.3.Tolearntouserhetoricaldevicestoarousereaders’interestinyourwriting.4.TowriteadescriptionofaniconicanimalinChina.重点难点Helpstudentslearnhowtodescribeaniconicanimal.Cultivatestudentstowriteadescriptionofaniconicanimalbasedonwhathasbeenlearnt.教学策略municativeapproach,TaskbasedApproach,CooperativeLearningmethodTeachingprocedures:Step1ReadingActivity1Readingforthegeneralinformation.Readthetitle,theq