Unit 2 Iconic Attractions Reading and Thinking教学设计 2023-2024学年高中英语人教版选择性必修第四册

Unit2 Reading and Thinking 课时内容 Experience the iconic features of Australia 主题语境：人与自然 主题群：自然生态 子主题：标志性风物 语篇类型：旅行博客 文本分析： 【What】阅读语篇为四篇旅行博客文章：首先，介绍作者前往澳大利亚旅行前做的准备；然后，介绍作者初到澳大利亚，在悉尼与朋友体验当地饮食；接着，介绍了为了解当地土著人的生活习俗，作者与朋友一同探访澳大利亚北领地的凯瑟琳小镇的经历；最后，作者描述了在澳大利亚印象最深刻的是不同种族与文化的交融孕育了简单直率、随性洒脱的澳大利亚人。同时，作者深切地感受到当地人的热情好客，更欣赏他们怡然自得的生活态度。 【Why】通过对该语篇的学习，学生能够了解博客文章的文体特征和语篇特点；能够抓住每篇博客的信息要点，匹配对应小标题；通过思考作者介绍澳大利亚的角度，探究澳大利亚的多元文化，体会和感受标志性特征的历史积淀、特殊意义和现代特征；能够在拓宽国际视野的同时，落脚于介绍中国的风物特征；培养审美情趣和人文情怀。 【How】文章以时间为主线展开，分别呈现了四篇不同日期的博客文章。四篇博客文章的写作角度别具一格，作者并没有描写大众眼中的澳大利亚标志性风景名胜，而是从其个人专业视角和个人的兴趣出发呈现自己眼中的澳大利亚。其中美食、土著人、乐器是该语篇写作的一条明线，而对当地文化和人的描述以及体会则是另外一条暗线。本文配图呈现了生词的作用，各种时态的使用使表达的意义层次丰富。用现在进行时表示即将发生的旅行计划；用现在完成时介绍行前准备；用一般现在时描述客观事实和作者写作时的心情；用一般过去时介绍历史和行程中的故事。 课时目标 学完本课后，学生能够： 1．感知语篇特征、判断语篇体裁、获取语篇信息、梳理语篇结构、体会作者的写作目的和态度。 2．了解澳大利亚的基本概况、饮食特色、文化特点和生活方式，理解文化内涵，拓宽国际视野。 3．迁移运用所学知识介绍我国的标志性风物、地方特色和文化，增强文化自信。 重点难点 重点 1．引导学生了解博客文章的写作特征和写作目的。 2．了解澳大利亚的基本概况、饮食特色、文化特点及生活方式。 难点 1．从不同角度思考如何选择并介绍一个国家或地区的标志性风物。 2．采用记笔记的方式获取博客文章的主要信息和结构特点。 教学准备 教师准备 搜索、归类澳大利亚的标志性风物（如美食和风俗等）的背景知识。 学生准备 1．预习本课相关词汇。 2．利用网络查找有关澳大利亚的标志性风物、文化特征等相关资料。 精彩课堂 Step I 学习理解 活动一：感知与注意 Ask students to look at the title and the photo on the Opening Page. Have them answer the questions below. ·What does "Iconic Attractions" mean? ·What do you know about the place in the photo? Which country does this photo show us? ·What is the first thing you think of when you think about Australia? Suggested answers: ·"Iconic Attractions” means symbols of a place that are attractive and wel1 known. ·It is the Sydney Opera House which is one of the world's most famous buildings.Australia. ·The first things that I think of are kangaroos, beaches, and deserts. 【设计意图】通过单元主题图上的澳大利亚著名的标志性建筑--悉尼歌剧院，帮助学生理解单元主题词汇iconic attractions的含义。学生通过讨论互相启发，构建对澳大利亚的背景知识，唤起学生的阅读兴趣，为阅读作准备。 活动二：获取与梳理 1. Ask students to discuss the followving questions. ·If you were a tourist, what aspects of Australia would you like to know about? ·If you want to record the wonderful travel experience, which kind of social media will you choose to use? Suggested answers: ·Architecture; clothes; food; musical instrument and so on. ·（略） 【设计意图】通过该活动，引导学生以游客的角度思考自己想了解澳大利亚的哪些方面，让学生形成阅读期待。 2. Ask students to identify the tex type and the writer's purpose of writing. ·What type of text is it? A.A report. B. A travel blog. C. An advertisement. D.A poster. ·Why does the writer write these blog entries? Suggested answers: ·B ·The writer writes these blog entries to record her journey and share her travel experience. 3. Ask students to skim the text and finish the following tasks. (1)The text is mainly about the writer's travelling to Australia. The writer met ① and experienced ② (2)Match the blog entries to the subheadings. Blog entry 1 A. First impressions Blog entry 2 B. Reflections on multiculturalism Blog entry 3 C. Preparing to travel Blog entry 4 D. Aborigines and the didgeridoo Suggested answers: (1)①people in Australia ②their culture, food and way of life (2)Blog entry 1: C; Blog entry 2: A; Blog entry 3: D; Blog entry 4:B 【设计意图】通过归纳文章主题和概括四篇博客的大意的活动，让学生了解语篇特征，捕捉文章的主要信息。 活动三：概括与整合 1. Ask students to go through the text and finish the mind map. 2. Ask students to learn strategies for taking notes. (1)Go through the sentences with students and make sure tey understand their meanings. Take notes When you read a passage, sometimes it helps to take notes so that you can better remember and understand what you have learnt. When you take notes, it is good to write down the important facts just using key words and ignore many of the small words. You can also use abbreviations, such as “Aus” for “Australia” and“N”for “north”, and use symbols such as “&” for “and”. (2)Instruct students to know another way for taking notes (Cornel Note Taking). Cue Column Note-taking Column -Key words -Key ideas -Important dates, people, places -Key questions -Diagrams and pictures -Formulas -Repeated (stressed) information Summary -Summary of your notes in your own words 3. Ask students to read the first blog entry carefully and take some notes. Then have them think of the question below and answer it. ·Before travelling to Australia, what information has the writer got? 4. Ask students to read the second blog entry and take some notes. Then have them think of the questions below and answer them. ·Who did the writer meet? ·What did the writer experience? ·How has Australian cuisine been influenced by different cultures? A lot of typical Australian food, such as the ,is originally .The influence of ,on the other hand, led to the introduction of and ,along with Australian versions of foods like the Chinese-inspired dim sim. ·The writer met her friend. ·The writer cxperienced the first open-air barbecuc and had also enjoyed many different but yummy meals. ·Sunday roast; British; Asian cultures; bean curd; Asian herbs 5. Ask students to read the third blog entry and take some notes. Then have them think of the question below and answer it. ·What is the main theme reflected in Aboriginal music? Why? 6. Ask students to read the fourth blog entry and take some notes. Then have them think of the question below and answer it. ·What are the writer's biggest impressions of Australia? Biggest impression: 【设计意图】通过阅读策略的学习，明确记笔记的方法（使用关键词、缩写和速记符号），教师引入分区记笔记的方法，提升记笔记的功用。通过思维导图，让学生从整体过渡到重要细节部分。引导学生逐层递进地了解作者眼中的澳大利亚。通过记笔记的方式，获取博客的主要信息和结构特点。鼓励学生通过记笔记梳理信息，让学生可以观察规律，自创速记的方法。 Step II 应用实践 活动四：描述与阐释 1. Ask students to discuss the following questions. ·What details should a blog include? ·Can you find out the different tenses in the text? Suggested answers: ·（略） ·Different tenses ①Next week I＇m travelling to Australia...（用现在进行时表示即将发生的旅行计划。） ②I＇m here in Sydney！（用一般现在时描述一系列的客观事实以及作者写作时的心情。） ③I have already done some research on the country. I have also read about some iconic sites，...（用现在完成时陈述旅行前的准备。） ④My friend and I have arrived in Katherine，...（用现在完成时拉近与读者的距离，让读者有一种身临其境的感觉。） ⑤To survive...， the Aborigines had to be in close contact with nature.（使用了一般过去时，介绍当地民族的历史。） 【设计意图】引导学生思考博客写作应注意的方面。通过让学生找出文章使用的不同时态，引导学生关注如何使用不同的时态来表达层次丰富的意义。 2. Ask students to fill in the blanks to summarise the text. I am going to visit my friend in Australia over the school holidays. Having already done some research on the country, I know Australia ① (locate) to thesouth of the equator. There are some iconic sites and unique animals,② what interests me most is meeting people there and experiencing ③ (they) culture,food,and way of life. Since I arrived, I have tasted many ④ (difference) kinds of food with my friend,so my first ⑤ (impress) of Australia have been all about food! In Katherine, a town in Australia's Northern Territory, I have learnt about the life and customs of the Aborigines,⑥ are native to Australia and witnessed their influence on the country's culture. After ⑦ (stay) here for some time, the complicated mix of peoples and cultures that make up the nation leaves the ⑧ (big)impression on me. Immigrants contributed a lot to the new cultural influences.⑨ (personal) speaking, the straightforward and free-and-easy attitude towards life of Australians, and their friendliness and warmth are ⑩ I like most. 【设计意图】以时间为线索，梳理和概括文章的内容要点：澳大利亚的食物、土著文化、生活态度和方式。 活动五：分析与判断 Ask students to conclude the introduction of Australia's iconic features from the text with the help of the mind map and the following questions. ·How did the writer organise the four blog entries? Reread the blog entries and fillin the blanks. Theme: Experience the iconic features of Australia (Examples of travel routes and perspectives) Step III 迁移创新 活动六：批判与评价 1. Ask students to discuss what iconic Chinese attractions they would like to introduce to a foreigner and explain why. Suggested answer: Tourist sites, food and drinks, ethnic minority groups, musical instruments,clothes,... 2. Have students think critically and then apply what they have learnt from the text to life from the following tips. Tourist sites: The Temple of Heaven and the Forbidden City, because these are iconic places that tell a lot about the Chinese culture. Food and drinks: Jiaozi, because it is the most representative food for many Chinese people, especially in the north. Tea, as an old Chinese saying goes, "Firewood,rice,cooking oil, salt, sauce, vinegar, and tea are the seven necessities to begin a day." Ethnic minority groups: The Miao people love singing about their life aloud. The Dai people sing and dance to celebrate their Water-Sprinkling Festival. Musical instruments: The pipa is one of the most popular Chinese instruments with over two thousand years of history. Guzheng is one of the oldest folk musical instruments in China. Clothes: The qipao, because it is such a beautiful dress, and so representative of the Chinese culture as a whole. Hanfu clothing is the traditional clothing of the Han nationality. 【设计意图】学生思考、讨论并分享自己对中国标志性风物的体会，为后面的“写”搭建内容和语言的支架，将知识迁移运用到熟悉的语境中，关联实际生活，从探究澳大利亚的多元文化特征过渡到中国文化，弘扬学生的文化自信。 活动七：推理与论证 Ask students to discuss the question below. ·What does "Iconic Attractions” mean? Suggested answer: ·"Iconic Attractions" would often be interpreted as a place, in this context it can be anything which someone might find attractive, including tourist sites, food and drinks, ethnic minority groups, musical instruments, clothes and so on. 【设计意图】将主题进一步深化，让学生意识到标志性风物不一定是介绍一个地点，还可以是任何可以吸引你的东西，如旅游景点、饮食、少数民族、乐器和服饰等。 活动八：想象与创造 Writing. (not more than 50 words) (1) Ask students to write a micro-blog about the iconic attractions of their hometown from the following categories or other categories as they like. (2)Ask students to exchange their draft with a partner. Then have them take their draft back and revise it using their partner's comments. And let them give a presentation to the rest of the class. 【设计意图】鼓励学生描述最为熟悉的家乡的标志性风物，使知识联系实际生活。让学生写一小段微博，写作中体现博客写作的特点，形成完整的教学闭环。 学科网（北京）股份有限公司 $$