Unit 2 Iconic Attractions Video Time&Accessing Your Progress教学设计 2023-2024学年高中英语人教版选择性必修第四册

Unit2 Video Time&Accessing Your Progress 课时内容 主题语境：人与自然 主题群：自然生态 子主题：主要国家地理概况 语篇类型：练习、文字、视频 文本分析：本节课分为两部分：第一部分为Video Time，介绍了澳大利亚土著人的节日-The Mbantua Festival。第二部分为Assessing Your Progress，其中活动1不仅检测了本单元部分生词在具体语境中的运用，还介绍了一些标志性的风物，比如：中国被称为“鸟巢”的北京国家体育场、澳大利亚的鸸鹋等；活动2考查本单元目标语法结构在语篇中的运用，语篇简要介绍了丝绸之路上一个重要的历史与现代商贸文化的标志-土耳其的大巴扎集市。最后，让学生对本单元进行总的反思和评价。 课时目标 学完本课后，学生能够： 1．通过练习复习关键词汇和单元目标语法结构，并对动词-ing与-ed形式的功能进行对比复习。 2．通过观看短视频，了解澳大利亚沙漠中心的不同土著人和非土著人的文化活动和传统。 重点难点 重点：能够理解单词的意义并运用单词的正确形式完成练习。 难点：动词-ing与-ed 形式在语境中的运用。 教学准备 教师准备 一段有关澳大利亚土著人的节日-The Mbantua Festival的视频和播放设备。 学生准备 复习本单元的词汇和语法。 精彩课堂 Step I 学习理解 活动一：感知与注意 Short videos made by students were shown to the class as leading in. Ask students to discuss the following questions. ·What were introduced in these short videos? ·What aspects did you choose when introducing your city? ·What expressions did you use in these videos? 【设计意图】在上一个课时布置了视频作业，巧妙地运用学生制作的视频作为本节课的引入，充分调动学生学习的兴趣。同时，学生也会有意识地将自己的视频与有关澳大利亚土著人的节日 The Mbantua Festival的视频进行对比。 活动二：获取与梳理 1. Ask students to read the brief introduction of the Mbantua Festival and predict what will be introduced in this video before watching the video. And then have them match the things to arouse their interest. (Before You Watch) 2. Ask students to watch the video and take notes. Have them circle the best words to complete the sentences.(While You Watch) 【设计意图】通过观看视频，让学生了解来自澳大利亚沙漠中心的不同土著人与非土著人聚集在一起的文化活动与传统，有助于学生了解澳大利亚的标志性风物，提高其文化意识. Step II 应用实践 活动三：分析与判断 Ask students to discuss the following questions in pairs. (After You Watch) ·Why do you think this festival is important to Aborigines? What about non-indigenous people? ·What interested you most in the video? Why? ·What opportunities do you have to experience and learn about different cultures in China? Suggested answers: ·It is important to the Aborigines because until very recently they were very much an oppressed group, and this festival allows them to celebrate and show off their culture. It is important to the non-indigenous people because it gives them a rare chance to meet and learn about the Aboriginal people of Australia. ·I am interested in the food because I like to eat. I wish that the video had showed more about it. ·There are many opportunities. For example, you can go to the Longji Rice Terraces in northern Guangxi, and share in the lives of the Zhuang and Yao ethnic groups. Or, you can go to Lijiang in Yunan and learn about the Naxi. 【设计意图】在观看视频后，根据所获取的信息进行简单讨论，促使学生自主地学习，让学生与他人互相合作，发挥同学间相互鼓励、相互启发的作用，让学生在主动参与的活动中完成合作意识的内化与协作能力的提高。 Accessing Your Progress 活动四：内化与运用 1. Ask students to complete the sentences using the correct forms of the words in the box. (Activity 1) 2. Ask students to fill in the blanks using the appropriate forms of the verbs in brackets.Then let them reorder these sentences to make a passage. Have them find out the link between the Grand Bazaar and the Silk Road. (Activity 2) 【设计意图】通过词汇复习，引导学生在语境中使用话题词汇的正确形式，巩固已经学习过的知识。把语法复习恰当地置于本单元的主题语境中，学生在语境中复习和运用语法项目，提高语法使用的实践性和应用性。 Step III 迁移创新 活动五：批判与评价 Reflecting. (1)Let students do the self-reflection. Which iconic attractions in this unit have you heard about before? Which are new to you? Which impressed you the most? Do you think you are becoming more confident in dealing with longer reading and listening passages by learning to take notes? What do you think you are supposed to share when asked to describe a place you know well? What rhetorical devices did you learn to use in your writing? Overall, I thought this unit was Ointeresting Ouseful Oso-so Odifficult. (2)Ask students to work in groups and share their answers. The answers may vary from one student to another. 【设计意图】通过完成与单元有关的问题，实现对单元所学内容的反思，帮助学生检测自已对本单元的理解和认识情况，也有助于学生正确评价自己的学习状况。 学科网（北京）股份有限公司 $$