高中人教版 (2019)Unit 2 Iconic Attractions教案

这是一份高中人教版 (2019)Unit 2 Iconic Attractions教案，共3页。
年 级
Senir Grade 3
授 课
教 师
学 科
English
授 课
日 期
课 题
A Travel Blg
课时
安排
2
课 型
新授课
文本分析
本单元的主题是标志性景点，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 nthing like Australia.”结束，感叹不虚此次澳大利亚之行。
Ⅰ. Instructinal bjectives:
At the end f this class, students will be able t:
1. identify essay types;
2. summarize the main idea f each blg by skimming and matching subheadings;
3. master skills f nte-taking t understand and remember the writer’s impressin f Australia;
4. write a travel jurnal and intrduce the icnic attractins f China.
Ⅱ. Key pints:
T understand the language features f blgs and the writing target;
T experience and learn abut the fd, culture and way f life f Australia.
Ⅳ. Difficult pints:
Hw t encurage students t intrduce the icnic attractins
Ⅲ. Teaching prcedures:
1. Task-based apprach 2. Cperative teaching methd
Ⅴ. Teaching prcedures:
Step1 Befre-Reading
Activity 1. Lead-in
Students enjy the picture f the Sydney Opera Huse and think abut the fllwing questin. They talk abut the icnic attractins f Australia.
Q1. What d yu knw abut the place in the pht?
Q2. What are yur impressins f Australia based n yur persnal experience/ what yu have seen in the media?
Q3. What d yu knw abut sea explratin?
Justificatin: T intrduce the tpic f Australia and activate students’ prir knwledge f Australia in preparatin fr the reading.
Activity 2. Predictin
Students skim the title and pictures t predict the cntent and the text type. The teacher leads them t identify essay types.
Q1. What type f text is it? Hw can yu make yur judgment?
Q2. What icnic features f Australia d yu think the writer has experienced?
Justificatin: t practice students’ predictin skills and prepare fr reading.
Step2 While-reading
Activity 3. Fast Reading
After predictin, students are asked t skim a blg t find the main idea fr each blg entry.
Entry 1: Preparing t travel (befre traveling)
Entry 2: First impressins (while traveling)
Entry 3: Abrigines and the didgerid (while traveling)
Entry 4: Reflectins n multiculturalism (pst traveling))
Justificatin: t train students’ ability t summarize the main idea and extract keywrds.
Activity 4. Detailed Reading
Students read the text carefully t think abut sme related questins in each blg and take ntes using abbreviatins and symbls creatively.
Q 1. By preparing t travel t Australia, what infrmatin has the writer gt?
Q 2. What is the writer interested in and why?
The teacher presents skills f nte-taking and rganizes the ntes with students. Then, students read the rest f the blgs and rganize their ntes.
Students reread the blg entries and fill in the blanks t experience the icnic features f Australia (Example f travel rutes and perspectives).
Justificatin: t practice reading a passage fr details and keywrds. Help students t fully understand the text t supprt Step 4.
Step 3. Pst-reading
Activity 4. Grup Discussin
After reading the whle passage and summarizing it, the teacher asks the students t discuss the fllwing questins with their partners.
Q1. Why was Australian cuisine influenced by different cultures?
Q2. Hw des multiculturalism reflect in Australia?
Q3. Hw d yu understand the sentence “There is nthing like Australia” ?
Q4. What’s the authr’s feeling after experiencing Australia?
Justificatin: t fster students’ critical thinking and their ability t identify the facts & pinins.
Ⅵ. Hmewrk
The students discuss what icnic Chinese attractins yu wuld like t intrduce t a freigner and explain why. Then, write what yu discuss within 100 wrds..
Justificatin: T inspire students t think and express themselves.