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高中英语人教版 (2019)选择性必修 第四册Unit 2 Iconic Attractions教案
展开选择性必修四 Unit 2 Using Language
课 题 | UNIT 2 ICONIC ATTRACTIONS Period 4 Listening and Speaking | 学 科 | 英语 | 班 级 |
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教 学目 标 | By the end of this section, students will be able to:
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教 学 主 题 | 该部分的活动主题是“讨论什么最能代表一个地方”(Discuss what best represents a place)。先通过一段介绍新西兰标志性的景观和风情的电台访谈,拓展学生的文化视野,再启发学生结合自己的生活实际讨论中国标志性的风物。整个部分相互呼应,构成完整的活动主题。 | ||||||||||||
教 学 重 点 | 1. 引导学生了解新西兰的特色; 2. 引导学生听三位受访者谈论他们认为最能代表新西兰的事物以及原因; 3. 引导学生理解对话中的人物是如何总结他们的观点的; 4. 引导学生掌握一些描述地方特色的表达。 | ||||||||||||
教 学难 点 | 引导学生运用所学内容,谈谈什么最能代表中国,并给出原因。 | ||||||||||||
教 学 内 容 与 过 程 | Step 1 Lead-in 通过回顾之前所学,引入本节课的话题。 Which do you think best represent Australia? And why? Step 2 Pre-listening
What do you know about New Zealand? What do you see in these pictures? Which attracts you the most? Which picture would you like to know more about?
Step 3 While-listening
Step 4 Post-listening
Are the three people taking about New Zealand from the same perspective? Find examples in your notes. How do careers affect our thinking and talking? Which recommendation do you prefer and why?
(1)先让学生进行头脑风暴,列出几种职业,如radio host、tour guide、teacher、cleaner、security guard等。 (2)将学生按照职业进行分组,围绕活动5中提供的关于中国的主题,讨论“What best represents China?”。 (3)让学生结合活动6完成下表。提示学生回顾听力活动中不同职业的访谈者描述事物使用的特定视角和用词差异。根据表格内容,学生小组合作起草海报。
(4)小组合作展示海报初稿,师生就如何完善共同发表意见。学生课后完善海报中的文字,增加图片,进行美术装帧设计。 Step 5 Homework Read the conversation aloud. Polish your posters based on suggestions from your teacher and classmates. | 备注 |
课 题 | UNIT 2 ICONIC ATTRACTIONS Period 5 Reading for Writing | 学 科 | 英语 | 班 级 |
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教 学 目 标 | By the end of this section, students will be able to:
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教 学 主 题 | 该部分的活动主题是“描述标志性的动物”(Describe an iconic animal)。学生通过阅读问答式的专栏文章了解澳大利亚有代表性的动物的特征和习性,学习语篇的写作手法,并选取我国有特色的动物进行描写,联系实际,亲近自然,增强中国情怀。 | ||||||
教 学 重 点 |
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教 学 难 点 |
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教 学 内 容 与 过 程 | Step 1 Lead-in 呈现语篇中的四幅图片,导入本节课的主题,激活学生的相关背景知识。 What are the amazing animals of Australia? What do you know about these animals? What do you want to know about these animals? Step 2 Pre-writing
What is the type of the text? How does the writer organise this text?
When do baby kangaroos begin to spend less time with their mothers? Why shouldn’t you try to pet a wild kangaroo? What do koalas spend most of their time doing? Why has the government made it against the law to handle koalas? What two things about Tasmanian devils can bother people most? What do Tasmanian devils like to eat? What makes the way duck-billed platypuses give birth so different from other mammals? What is the unique way used by duck-billed platypuses to find food?
What are the unusual aspects of the animals that the writer mentions in each part? Why does he focus on those aspects?
How does the writer describe these animals? What rhetorical devices does the writer use to arouse the readers interest? Besides rhetorical devices, what other techniques does the writer use? Step 3 While-writing 让学生分组讨论,按照活动3的步骤,梳理写作思路,完成初稿。
Step 4 Post-writing
Step 5 Homework Polish your description with the advice from your classmates and your teacher. Read your classmates’ descriptions and recommend one you prefer. | 备注 |
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