Unit 2 Iconic Attractions Reading and Thinking教学设计 -2024-2025学年高中英语人教版（2019）选择性必修第四册

选择性必修第四册 Unit 2 Iconic Attractions Period 1 Reading and Thinking 年 级 Senior Grade 2 授 课 教 师 学 科 English 授 课 日 期 课 题 A Travel Blog 课时 安排 1 课 型 新授课 文本分析 本单元的主题是标志性风物，在reading and thinking环节阅读的是一则旅游博客，记载了作者前往澳大利亚旅游之前的准备、旅游期间的些许见闻以及行将离开之际的反思。本文以时间为主线展开，条目一记录了作者为旅游所做的一些准备工作；在条目二中作者记叙了其对澳州的各种来自全球不同地区美食的体验；条目三记叙了作者和朋友为了解澳洲土著居民的生活与风俗而探访北领地凯瑟琳镇的经过。其中，作者以详细的笔墨记载了所观察到的一种土著居民独特的乐器—迪吉里杜管的演奏技巧；在条目四中，作者反思了几天中的所见所闻：不同文化的复杂融合以及这种独特文化所熏陶、孕育的热情、友好的澳洲人民。他们给作者留下了深刻的印象。文本以澳大利亚推出的旅游宣传广告语“There is nothing like Australia.”结束，感叹不虚此次澳大利亚之行。 学情分析 1.授课对象是 学生，这个班级的平均成绩大约在 分左右。学生思维深度不够，英语口语表达能力有一定缺欠，部分学生很活跃，也很合作。 2.学生们已经提前学习了这个单元的新单词。 Ⅰ. Teaching objectives: At the end of this class, students will be able to: 1. Master the words and phrases of the text. 2. Learn about iconic attractions in Australia. 3.Take notes by using key words，abbreviations and symbols as well as make a mindmap. 4. Introduce to a foreigner the iconic attraction of our city in English. Ⅱ. Key points: Take notes by using key words，abbreviations and symbols as well as make a mindmap. To experience and learn about the food, culture and way of life of Australia. Ⅲ. Difficult points: How to encourage students to introduce the iconic attractions based on the mindmap made in class. How to encourage students to introduce to a foreigner the iconic attraction of our city in English. IV. Teaching methods: 1. Task-based approach 2. Cooperative teaching method V.Teaching Procedures Step 1.Before-reading Activity 1. Lead-in 1. Guessing T: Today, I’m a guide to guide you to explore a foreign country, do you know where we’ll go? Now, Let’s play a guessing game. Guess where we will go according to the rap I sing. 设计意图：This activity aims to arouse students’ interest in the topic by asking them to guess the foreign country the teacher will guide them to explore. 2.The definition of “Iconic Attraction. This activity aims to clarify the concept of “Iconic Attraction” and provide students with a clear definition. Activity 2. Pre-reading 1. Where is the text most probably from? 设计意图：This activity aims to help students understand the context of the reading and make predictions about the source of the text. Step 2.While-reading Activity3: Match the blog entries to the subheadings.(2 extra) 设计意图：This activity aims to help students understand the structure of the text and organize the information in their minds. Activity 4. Detailed Reading (一）Read the first blog entry , underline the key information and follow the teacher to make a mindmap . The teacher will write on the blackboard to demonstrate how to make a mindmap based on the key information, then summarize the criteria of what is a good mindmap. This activity aims to teach students to learn to organize their notes in a logical order with a visual format. (二)Read the second blog entry, take notes and finish making the mindmap of Blog entry2. Some parts of the mindmap of Blog entry2 is given, the teacher asks students to try finish the rest parts of the mindmap with the knowledge they have just learnt in Blog entry1. 设计意图：This activity aims to encourage students to try finish making the mindmap of Blog entry2 and build up their confidence. (三)Groupwork: Draw your mindmap on Blog entry3 in group.Then Present your mindmap to the whole class. The students will be given 8 minutes to draw the mindmap in groups Then Present their mindmap to the whole class. The rest of the students evaluate the presentation. 设计意图：This activity aims to encourage collaboration and communication among students, and help them consolidate their understanding of the text through peer evaluation. (四)Read the fourth blog entry and judge. 设计意图：This activity aims to help students understand the author’s reflection on muticulturalism by designing easy task through a game. (五)Critical Thinking Q： How do you understand the sentence “There is nothing like Australia” ? 设计意图：This activity aims to stimulate students’ critical thinking and encourage them to express their own opinions and interpretations based on the key information they’ve learnt in the four blogs entries. Step 3. Post-reading: Discussion Activity 5: Work in groups. Discuss what iconic attractions in Qingyuan city you would like to introduce to a foreigner and explain why. The teacher will showcase Presentation Models for the students to give presentation in the next period. 设计意图：This activity aims to encourage students to apply the knowledge and skills they have learned in the reading to a real-life situation and develop their communication and presentation skills as well as build up their cultural confidence in their hometown and China. Step 4. Homework Assignment for the whole class 1. Improve your notes, and make a mindmap of the whole text. This activity aims to help students consolidate their understanding of the text and further reinforce their note-taking and mind-mapping skills. 2. Assignment for option Shoot a video of your introduction to the iconic attraction of our city in English and upload it to the media like Bilibili. 设计意图：This activity aims to provide students with an opportunity to practice their English speaking skills and creativity. Step5 Self-evaluation 设计意图：This activity aims to encourage students to reflect on their learning process and identify areas for improvement. ( 第 1 页 共 3 页 ) 学科网（北京）股份有限公司 $$