Unit 2 Iconic Attractions Using Language(1)教学设计-2023-2024学年高中英语人教版（2019）选择性必修第四册

Unit2 Using Languange(1) 课时内容 Discuss what best represents a place 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：图片、听力、文字 文本分析：本节课为听说课，学习内容为一段介绍新西兰标志性的景观和风情的电台访谈。首先通过图片，激活学生的背景知识，引导学生讨论哪些景观能代表新西兰；然后，听录音获取节目中三位嘉宾的身份和推荐的标志性风物，以及他们的理由等，三位嘉宾分别从当地旅游价值、地热公园、文化体验的特定视角来发表意见；最后，引导学生关注口语表达中的总结性标识语，让学生运用表示提示的语言功能项目讨论中国标志性的风物。 课时目标 学完本课后，学生能够： 1．通过听关于什么最能代表新西兰的对话，抓取关键信息，理解不同的观点与其人物设定之间的关联。 2．通过注意一些总结性标识语，学会理解听力文本的结构。 3．用学到的结构和表达提示的语言功能项目介绍和展示最能代表中国的东西。 重点难点 重点 1．引导学生了解新西兰的特色，开阔文化视野。 2．关注说话人的身份特征与其观点之间的关系。 难点 学习并能运用重点句式选择、介绍中国的标志性风物。 教学准备 教师准备 相关的教学图片和音频，以及有关新西兰特色的信息资料。 学生准备 通过网络搜索有关新西兰的介绍，提前预习相关词汇。 精彩课堂 Step I 学习理解 活动一：感知与注意 1. Show the pictures in Activity 1 to students and ask them to try to talk about what they see in the pictures. 2. Ask students to read some details about these iconic attractions and answer the question. Iconic Attraction Feature The Bay of Islands One of New Zealand's favourite travel destinations ·plenty to see and do: cruises, sailing, swimming, diving, deep sea fishing,hiking,camping ·variety of marine life, including dolphins, whales, and penguins ·early European settlement and Maori culture The haka A ceremonial dance performed by the Maori people ·can be performed by both men and women ·to get ready for war and to develop team spirit Kiwi bird An icon of New Zealand ·nearly blind, flightless bird ·usually comes out only at night ·endangered species, vulnerable and threatened Geyser A natural hot spring ·forms when pressure builds up beneath the ground, causing an eruption of hot water and steam ·known as a geothermal system (near volcanoes) Sulphuric pool Sometimes found in the same area as geysers ·a landscape bathed in steam, with powerful geysers shooting steam into the air, vividly coloured sulphuric pools, and bubbling mud Manuka honey Made from the manuka plant ·quite thick and dark, and slightly bitter Bungee jumping Originated with an ancient adult initiation ceremony ·people jumped off a high platform with vines attached to their feet as a test for their courage and passage ito manhood Sheep First introduced to New Zealand in the late 18th century ·sheep farming became the main industry in New Zealand ·Which attracts you the most, and why do you choose this iconic attraction? Suggested answer: ·Bungee jumping.Bungee jumping is a great way to overcome fears. For many people, the thought of jumping from a high bridge or cliff can be terrifying.However, by overcoming the fear and taking the leap, you can gain a sense of accomplishment and confidence that can be applied to other aspects of life, 【设计意图】通过图片，引导学生关注新西兰的一些特色，激活学生的已有知识，让学生熟悉话题和相关词汇。通过新西兰标志性风物的文字介绍，补充听力材料中涉及的信息，为接下来的听力练习作铺垫。 活动二：获取与梳理 1. First listening. Ask students to listen to a radio programme called Amazing New Zealand. Then have students match the speakers with their jobs and their choices.(Activity 2) Suggested answers: Dave Edmonds-business journalist-the Bay of Islands; Felicity James-editor of World Nature magazine-the geothermal parks; Jane Smith-writer of the Fantastic Life blog-the New Zealand experience 2. Second listening. Ask students to listen to the programme and take notes. What best represents New Zealand? Speaker 1:Dave Edmonds (business journalist) Choice: the Bay of Islands Reasons:· cruises or tours to the and their ,as well as tours to and Maori ·be astonished to the haka on site and activities make it a popular tourist destination ·plenty of great Speaker 2: Felicity James (editor of World Nature magazine) Choice: the geothermal parks Reasons: ·hot ·geysers ·bubbling ·sulphuric Speaker 3: Jane Smith (writer of the Fantastic Life blog) Choice: the New Zealand experience Reasons: ·experience ·see a kiwi or a flock of ·try manuka ·see the haka ·go bungee 【设计意图】通过相互关联的听力活动，引导学生逐步获取不同的重要信息。第一次听关键信息，匹配人物姓名、职业和推荐的新西兰的标志性风物；第二次听细节，获取语篇的细节信息，采用填空的方式降低活动难度。 活动三：概括与整合 1. Third listening. Ask students to listen again and list the reasons given by the speakers why these three things best represent New Zealand. 2. Fourth listening.(Activity 4) (1)Ask students to focus on how the speakers sum up their opinions. Have them learn this listening strategy. (2)Ask students to complete the sentences with the words they hear. 【设计意图】第三次听具体理由，建议通过思维导图记录关键词，再进一步训练复述。最后一次听，关注说话人如何有逻辑地总结陈述他们的想法。 Step II 应用实践 活动四：描述与阐释 1. Ask students to work in groups and discuss what best represents China. Have them brainstorm the following topics. 【设计意图】通过给出提示，让学生有目的地讨论体现中国文化、经济、美食、历史、音乐等特征的内容，提高学生对单元主题的认识，有助于深化对主题意义的理解。 2. Let students learn about more information of China's iconic attractions. Related information: The cultural centre Here are some cultural centres in China that you may be interested in: Confucius Institute: This is a non-profit public institution dedicated to promoting Chinese language and culture globally. With branches in over 100 countries and regions,the Confucius Institute provides various cultural and educational programmes to promote cultural exchange and understanding between China and the rest of the world. The Palace Museum: Also known as the Forbidden City, the Palace Museum is located in Beijing and was once the residence of the Emperor of China. It is now a museum that preserves and showcases the cultural relics and artworks of the imperial court. Visitors can explore the rich history and culture of the Chinese royal family through a variety of exhibitions and tours. The Guangdong Museum: Located in Guangdong Province, the Guangdong Museum is one of the largest provincial museums in China. It has a collection of over 160,000 cultural relics, including prehistoric artifacts, ceramics, calligraphy,painting, and other artworks. The museum showcases the history and culture of Guangdong Province and also hosts special exhibitions on traditional craftsmanship and local folk culture. The best place to experience history When it comes to experiencing China's rich history, there are several excellent places to visit. Here are some of the best places to experience history in China: The Terracotta Warriors, Shaanxi: This is an underground army of terracotta statues, discovered in 1974 near Xi'an. They are believed to be guardians of the tomb of Emperor Qinshihuang, and they are a testament to the ancient Chinese sculpture and funeral practices. The Great Wall, Beijing: This is a series of fortifications built in the northern and central China to protect against invasions. It is one of the most iconic symbols of China and a World Heritage site. Visitors can hike or take a cable car to different sections of it to experience its grandeur. 【设计意图】拓展更多介绍中国风物和特色的知识，特别是语言上的表达，为知识的迁移运用和后面的口语表达做好准备。 活动五：内化与运用 Make an interview. Ask students to role-play the reporter and the speakers of different jobs to share the opinions on what best represents China. 【设计意图】鼓励学生围绕已创设的情境和熟悉的话题进行交际，让学生能在语境中有效运用合适的语言介绍中国的标志性风物。 Step III 迁移创新 活动六：想象与创造 1. Ask students to choose one place and discuss it in groups, and then have them introduce the place with the help of the cxpressions below. 2. Ask students to give a presentation on the place which best represents China. 【设计意图】学生通过小组讨论，合作探究，从各自的不同角度互相补充、完善信息。学生在交流的过程中运用和巩固了所学知识，提升了语言综合运用能力。 学科网（北京）股份有限公司 $$