Unit 2 Iconic Attractions Reading and Thinking 教案 -2025-2026学年高中英语人教版选择性必修第四册

Unit 2 Iconic Attractions Reading and Thinking Experience the Iconic Features of Australia 人教版高中英语选择性必修第四册 · 高二下学期 一、教材分析 This unit is about Iconic Attractions. The Reading and Thinking text is a travel blog with four entries, dated from 25 September to 6 October. Written in the first person, the blogger records her preparation before the trip, what she learns about Australia's geography and politics, her experience of Aboriginal culture, and her first impressions after arrival. Although the entries seem scattered, they follow a clear time line, making the text suitable for teaching blog-style reading and information organisation. 二、教学目标 ① Students can identify the features of a blog text and organise information along the time line. ② Students can extract key information about Australia from four dimensions: geography, history, Aboriginal culture, and food. ③ Students can understand the meaning of the tourism slogan "There's nothing like Australia" and give their own opinion. ④ Students can write a 100-word blog entry about Wuhan, following the structure of the text. 三、教学重难点 【重点】Organise the four blog entries along the time line; extract key information about Australia from four dimensions. 【难点】Understand what multiculturalism means in the Australian context, with text evidence; interpret the tourism slogan. 四、教学过程 Step 1 Lead-in (5 min) Set the scene: a foreign teacher is coming to our school next term. Ask students what they would show him in Wuhan. Then zoom out: if we wanted to introduce all of China to him, what "iconic features" would we talk about? This leads naturally to the text — the blogger is doing exactly the same thing, but for Australia. Students: (1) Where will you take the foreign teacher in Wuhan? List three places or foods. (2) What is the one thing that most represents Wuhan? (3) If we wanted to introduce all of China, what iconic features would we talk about? 【设计说明】从武汉本地切入，学生有话说。再放大到国家层面，自然过渡到课文——作者写澳大利亚就是在做这件事。 Step 2 Pre-reading (5 min) ▶ 对应重点1 Write the six subheadings on the board. Tell students two are fake. Ask them to guess the correct order based on the dates. Call on students to explain their reasoning. Also deal with two new words: foundation and political — guess from context. Students: Four blog entries, 25 Sep to 6 Oct. Six subheadings, two are extra. Guess the order. ① The foundation ② First impressions ③ Reflections on multiculturalism ④ Preparing to travel ⑤ Political divisions ⑥ Aborigines and the didgeridoo 25 Sep → ______ → 1 Oct → ______ → 3 Oct → ______ → 6 Oct 【设计说明】先猜后读，训练预测能力和词汇猜测。 Step 3 While-reading (20 min) Stage 1 Blog 1 (25 Sep) — Before the trip (4 min) Students read individually. Answer three questions: why go, what is she curious about, what has she prepared. Check answers quickly. Students: (1) Why go to Australia? A. Research B. Visit a friend C. Opera House D. Study (2) Most curious about? A. Wildlife B. Landmarks C. People and food D. Schools (3) What has she already done to prepare? Stage 2 Blog 2 (1 Oct) — The land (4 min) ▶ 对应重点2 Students read and fill in the blanks. Walk around to check. Emphasise the contrast: big country, small population, coastal cities. Students: Australia is big, but split into ______ states and ______ territories. Most people live in ______ coastal cities. Stage 3 Blog 3 (3 Oct) — Aboriginal culture (6 min) ▶ 对应难点1 Play a 30-second audio clip of the didgeridoo. Ask students to describe the sound. Then read Blog 3 and answer three questions. This is the hardest part — give extra time. Students: (1) What is a didgeridoo? How to play? Why no finger holes? (2) What is the main theme of Aboriginal music? (3) Why is it so tied to nature? Find text evidence. Stage 4 Blog 4 (6 Oct) — First impressions (4 min) ▶ 对应难点1 Ask students to find two impressions: food and multiculturalism. Call on students to read the original sentences aloud. Students: (1) Food impression? Give two examples. (2) Where did Australian food come from? Which groups brought it? (3) Biggest impression of the nation? Why? Stage 5 Summarise (2 min) Students complete the table individually, then check together as a class. Students: Geography / History & politics / Aboriginal culture / Food & people — four rows of keywords. 【设计说明】分四个阶段读，每篇抓一个点，避免读碎。原住民那篇难，多给时间。→ 对应重点1、2、难点1 Step 4 Post-reading (10 min) ▶ 对应难点2 Two tasks. First, deep thinking: what does "There's nothing like Australia" mean? Do you agree? Then pivot back to Wuhan — the blogger introduced Australia, now it's students' turn to introduce Wuhan, following the same blog structure. Students: (1) Deep thinking: What does the tourism slogan mean? Do you agree? (2) Discuss with a partner: what are Wuhan's iconic features? Think food, places, people, history. (3) Write a 100-word blog about Wuhan. Start with a date. At least two places or foods. End with your feeling. 【设计说明】从澳大利亚自然拉回武汉——作者写澳大利亚标志性特征，学生照着写武汉。结构一致，衔接紧密。 五、家庭作业 1. Read the four blogs aloud and retell the story in your own words (about 80 words). 2. Polish the Wuhan blog you wrote in class. Add one more detail about a place or food. 3. Find one photo of an iconic Wuhan landmark and write three English sentences to describe it. 六、板书设计 Unit 2 — Australia 25 Sep Preparing → visit friend, experience culture 1 Oct Land → 6 states, 2 territories, coastal cities 3 Oct Aborigines → didgeridoo, nature music, thousands of years 6 Oct First → food mix + multiculturalism ★ Slogan: "There's nothing like Australia" ★ Write: Wuhan blog (100 words) 参考答案 Step 1: Students' own answers. Step 2: 25 Sep→④; 1 Oct→①; 3 Oct→⑥; 6 Oct→②. Extra: ③, ⑤. Step 3: Stage 1: (1) B (2) C (3) She has read about iconic sites and animals. Stage 2: six; two; coastal. Stage 3: (1) Long wooden wind instrument. Blow into one end, vibrate lips. No finger holes — shape mouth for pitch. (2) Natural and spiritual world. (3) Because Aborigines had to survive in the outback, living close to nature. Stage 4: (1) Impressed by the food mix. Examples: British food, Asian herbs, dim sim. (2) Brought by settlers — first British, then immigrants from around the world, especially Asia. (3) Multicultural mix of peoples and cultures. Met people from different backgrounds. Step 4 sample: Oct 12 — Wuhan, My City Located where the Yangtze and Han rivers meet, Wuhan is a city of water, bridges and food. The Yellow Crane Tower, known for a thousand years, sits on Snake Hill. Every morning, locals queue up for hot dry noodles tossed in sesame paste. At night, the river light show turns the bridges gold. Wuhan is not just a city — it tastes, it looks, it feels like home. 学科网（北京）股份有限公司 $