Unit2 Describe an Iconic Animal写作导学案（武汉本土情境·长江江豚）2026-2027学年高中英语教版选择性必修第四册

Unit 2 Iconic Attractions Period 4 Describe an Iconic Animal

标志性动物写作 · 武汉本土情境+修辞训练 · 人教版2019选择性必修第四册（学生版）

学情分析

学生已经学完本单元前几课时的内容，读过关于澳大利亚标志性动物的课文，认识一些描述动物的词汇，也学会了从外形、食物、独特性等角度了解一种动物。

但学生大多没写过动物说明文，不知道描写一个“标志性动物”该怎么组织——外形写多少、习性写什么、独特性怎么突出；对拟人、明喻、夸张、重复这些修辞只认得名字，自己写的时候基本用不上，作文容易写成“宠物介绍”式的流水账。

学生就在武汉生活，长江江豚、武昌鱼、江滩的白鹭这些家乡名片天天见，写“武汉的标志性动物”时可以信手拈来，关键是要把素材用得自然，而不是硬贴上去。

学习目标

1. 语言能力：读懂课文，说出“外形→栖息与习性→独特性→与人类的关系与保护”四步支架；能从范文中找出四种修辞，写描写时至少用上两种。

2. 思维品质：比较不同动物的写法，明白“标志性”不只是好看，更在独特和生态价值。

3. 文化意识：从江豚的故事里感受保护长江的意义，写出对家乡“微笑天使”的自豪。

4. 学习能力：借助学案上的四步支架图和同伴互评清单，自己起草、自己改稿。

学习重难点

学习重点

① 掌握“外形→栖息与习性→独特性→与人类的关系与保护”四步支架；（对应Part Ⅱ）

② 用拟人、明喻、夸张把动物写得生动，至少用上两种。（对应Part Ⅲ）

学习难点

① “独特性”要用具体细节（数字、行为、事实）撑起来，不能空泛；（对应Part Ⅳ-Ⅴ）

② 把武汉素材（长江、江豚）自然写进文章，让描写有感情、有呼吁。（对应Lead-in、Part Ⅳ-Ⅴ）

任务说明

本课任务基于教材 “Describe an iconic animal in China” 本土化重构：写作对象是武汉的标志性动物——长江江豚。

课堂探究

Lead-in: An Iconic Animal Map of Wuhan（铺垫难点②）

Look at the pictures and talk about the KWL table. Fill in the “What I know” and “What I want to know” columns.

Animal	What I know	What I want to know	What I have learnt
the Yangtze finless porpoise
the Wuchang bream
the egret on the Yangtze riverbank

Part Ⅰ　Reading for general information（铺垫重点①）

Read the title, the questions and the first sentences of each part, and then answer the following questions.

1. What is the type of the text?

A. Narration.　B. Argumentation.　C. Exposition.　D. Practical writing.

 

2. What’s the main idea of this text?

 

 

3. Fill in the blanks: Australian animals are unique — some are sensitive, some are ________, and some ________ eggs.

 

Part Ⅱ　Reading for detailed information（突破重点①）

Read the four parts one by one, finish the tasks and answer the questions.

※ Part 1: 1. When do baby kangaroos begin to spend less time with their mothers? 2. Why shouldn’t you try to pet a wild kangaroo?

 

 

※ Part 2: 1. What do koalas spend most of their time doing? 2. Why has the government made it against the law to handle koalas?

 

 

※ Part 3: 1. What two things about Tasmanian devils can bother people most? 2. What do Tasmanian devils like to eat?

 

 

※ Part 4: 1. What makes the way duck-billed platypuses give birth so different from other mammals? 2. What is the unique way used by duck-billed platypuses to find food?

 

 

Four-step framework:

Step	What to write
① Appearance
② Habitat & Habits
③ Uniqueness
④ Relationship with Humans & Protection

Part Ⅲ　Reading for language features（突破重点②）

Activity 1　Find the rhetorical devices in the sentences.

① It’s a tough animal that has to survive in a difficult environment. (P1)

② Koalas are very sensitive creatures who can easily panic because of even small changes in their environment. (P2)

③ They are about the size of small dogs and look like rather large black rats. (P3)

④ Its nose looks like a duck’s bill, and it has feet like a duck’s so it can dive under the water. (P4)

⑤ ...they are handled for only a limited time and on a limited frequency of occasions. (P3)

⑥ The noise they make could wake the dead. (P3)

personification / simile / repetition / hyperbole

 

Activity 2　Further learn about rhetorical devices.

(1) 　　　　　　　: gives human features to a thing, an idea or an animal. E.g. The Yangtze finless porpoise is the smiling angel of the Yangtze River.

(2) 　　　　　　　: compares two things by using words such as “like” or “as”. E.g. They look like rather large black rats.

(3) 　　　　　　　: deliberately exaggerates to make a stronger point. E.g. A porpoise’s smile can melt the coldest heart.