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Unit 2 Iconic Attractions 教案设计
单元主题 本单元主题语境是和“人与社会”涉及的主题语境内容标志性景点：包括澳大利亚的标志性景点(Opera House等)；法国的埃菲尔铁塔；新西兰的标志性景点。旨在让学生能熟悉本单元中的标志性风物；能够从不同的角度探究标志性风物的文化内涵。本单元的另一个主题语境“人与自然”，旨在让学生在国际视野下，对比了解自己的家乡，城市和祖国有代表性风物，如音乐、景观、民俗、建筑、风味等。听说读写等活动主要是描述标志性动物，了解自然环境，自然遗产的保护。第二篇阅读是通过作者描述的4种动物：kangaroo; koala; Tasmanian devil和duck-billed 学生从文章中了解描述动物是从动物的居住环境，吃的食物，长相，与其他动物的区别等方面来描述。使学生掌握如何写“描述中国的标志性动物”。启发学生对家乡风物的观察，增强对祖国，对自己故乡风物的认同感，增强文化自信；增强对事物的认知，鉴赏能力。
单元目标 1.语言能力目标 能够理解什么是标志性风物，理解文章的大概内容和运用描述动物的句型，运用take notes提高阅读能力；用不同的语言和句型描述国家的标志性风物。 2.文化意识目标 了解自己的家乡，城市和祖国有代表性风物，如音乐、景观、民俗、建筑、风味。增强对祖国，对自己故乡风物的认同感，增强文化自信；增强对事物的认知，鉴赏能力。 3.思维品质目标 能够通过比较、分析，准确获取自己故乡城市和祖国和澳大利亚，法国和新西兰等国家的标志性风物的区别。 4.学习能力目标 能够通过自主学习和合作学习，从文本中了解自己故乡城市和祖国都江堰和澳大利亚，法国和新西兰等国家的标志性风物的区别。启发学生对家乡食物的观察，增强对祖国，对自己故乡风物的认同感，增强文化自信；增强对事物的认知，鉴赏能力。
Reading and thinking板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 reading+ thinking
主题语境 人与社会---澳大利亚
内容分析 本部分是一篇阅读文本Experience the iconic features of Australia是作者的4篇blog entries，主要介绍的是澳大利亚的标志性风物：iconic sites(Sydney Opera House and the Great Ocean Road)同时也写了澳大利亚的其他地方的典型性的食物和城镇。让学生了解澳大利亚的标志性风物并且学会探究标志性风物背后的文化内涵。阅读部分的技巧是要求学生运用记笔记的技巧，边读文本，利用关键词边记住文本的关键信息，这对阅读很重要。
教学目标 1.通过学习语篇关于澳大利亚标志性风物的内容，学生了解澳大利亚标志性风物； 2.讨论你喜欢的中国的标志性风物，并且陈述原因，培养学生的思维。
教学重点 1.理解语篇内容和梳理文本内容； 2.理解澳大利亚标志性风物。
教学难点 1.理解语篇内容和梳理文本内容； 2.理解澳大利亚标志性风物传递的文化内涵。
教学策略 略读，快速读，take notes
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 （Before reading I） 1.T asks Ss to look at the map of Australia and point out the famous city. 2. T asks Ss to view the animals in the pictures and tell which animals are they. 1.Ss look at the map of Australia and point out the famous city in the map. 2. Ss view animals in the pictures and say they are kangaroos and Koalas. 1.Understand the famous city of Australia. 2.Understanding the information on the map and the pictures
Activity 2 ( Before reading II) 1. T asks Ss to work in groups and discuss the questions. 1) What is the first thing you think of when you think about Australia 2) What is your impression of Australia based on your experience and/or what you have seen in the media 2. T asks Ss to think about the questions and share their opinions. 1.Ss answer the questions. 1) What is the first thing you think of when you think about Australia 2) What is your impression of Australia based on your experience and/or what you have seen in the media 2.Ss share their answers. 1.Train comprehensive language application ability to express ideas . 2. Understand the article content preliminary.
Activity 3 （While reading ） 1.T asks Ss what the type of the passage is and tell the Ss the meaning of blog. 2. T asks Ss to give the teacher their answer. 1.Ss read the text and give the teacher the answer what the type of the passage . 2.Ss give the teacher the answer. Understand the type of blog entries.
Activity 3 （ While reading ） 1.T asks Ss to skim the text and match the blog entries to the subheadings. Write the blog entry numbers in the blanks. 2. T asks Ss to skim quickly and speak out the answer. Ss skim the text ,match the blog entries to the subheadings and write the blog entry numbers in the blanks and then give the answer to the teacher. Grasp the information of each subheadings and know something about the main details.
Activity 3 （While reading） 1.T asks Ss to read the blog entry-- preparing to travel.(25 Sep.) Question: Find the sentence referring to preparing to travel. 2. T asks Ss to read blog entry--first impressions(1 Oct.） Question: Draw a mind map of first impressions. 3. T asks Ss to read the blog entry-- Aborigines and the didgeridoo (3 Oct.). Question: Fill in the blanks. 4. T asks Ss to read the blog entry-- reflections on multiculturalism . Question: Read reflections on multiculturalism carefully and decide whether the following true(T) or false(F). 5. T asks Ss to answer the questions and finish the tasks and then share their opinions. 1.Ss read the 4 blog entries and finish the tasks on the blackboard. 2.Ss choose true or false based on the information of the blog entry-- reflections on multiculturalism . 3.Ss share their answers. Grasp the information of 4 blog entries. Each blog entry explores the iconic features of Australia.
Activity 3 （While reading） 1.T asks Ss which of the following can best describe the attitude of the author 2. T asks Ss to identify the author’s attitude. Ss think it over and give the answer to the teacher. Grasp the the attitude of the author in the text.
Activity 3 （While reading） 1.T asks Ss to read the text again and take notes. Then use your notes to answer the following questions. Questions: 1)What does "down under" mean 2)How has Australian cuisine been influenced by different cultures Give two examples. 3) What is the main theme reflected in Aboriginal music and why 4)What are the writer's first and biggest impressions of Australia Why 2. T asks to share their opinions to the questions. Ss answer the questions based on the information the text and then share their opinions. 1.Grasp the information of detail. 2. Develop students' ability to integrate information.
Activity 4 （After reading） 1.T asks Ss to work in groups. Discuss what iconic Chinese attractions you would like to introduce to a foreigner and explain why. 2. T asks Ss to look at the pictures and introduce to a foreigner and explain the reasons. 1.Ss describe the pictures and tell the teacher the Chinese attractions belong to. 2. Ss write down the answer and then give the answer to the teacher. 1.Feel proud of the iconic Chinese attractions. 2. Developing students' language ability.
Language points 板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Language points
主题语境 人与社会——学习语言点
内容分析 本部分是语言点的学习，学习重点词汇的用法。 1.Experience the iconic features of Australia. 2. Located to the south of the equator. below many other countries on the globe, ... 3. Bakeries ,fast-food joints ,butcher shops, cafe, and restaurant everywhere some of premier food experience in the world. 4. To play the didgeridoo, you put your mouth on one end and blow while vibrating your lips. 5. They have a straightforward and free-and-easy attitude towards life. 6. I can’t wait to see all them! 在语境中学习词汇，能够在语境中运用。
教学目标 1.通过语境中学习重点词汇并且能在语境中运用，用自己的话进行简单的描述中国的标志性风物。 2. 运用话题相关词汇、句型，讲述澳大利亚风物的特点和描述中国的标志性风物。
教学重点 引导学生语境中学习重点词汇并且能运用，用自己的话讲述澳大利亚风物的特点和描述中国的标志性风物。
教学难点 语境中学习重点词汇并且能运用，用自己的话讲述澳大利亚风物的特点和描述中国的标志性风物，理解背后的文化内涵。
教学策略 讲授法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to learn language point： 1. Experience the iconic features of Australia. iconic ① Language is not in general an iconic sign system.. ②The ads helped Nike to achieve iconic status. Ss write down the usage of the word: iconic Learn key vocabulary and use it.
Activity 2 2.T asks Ss to learn language point： Located to the south of the equator. below many other countries on the globe, ... located adj. ①Schools were located in the same campus to facilitate the sharing of resources. ② Greece is located in the south of Europe. locate vt. ①They decided to locate a branch in Paris. ②We located Nottingham on the map. ③They hoped to locate in Chicago. Ss write down the usage of the word: located. . Learn key vocabulary and use it.
Activity 3 3. T asks Ss to learn language point： Bakeries ,fast-food joints ,butcher shops, cafe, and restaurant everywhere some of premier food experience in the world. Joint n. ①The two parts of the pipe have separated at the joint. ② The doctor put his bone into the joint again. premier adj. ① His work on the cause of the diseases is of premier importance to the whole world. ② Premier Zhou is a distinguished politician. 1.Ss write down the usage of the word: facilitate. 2.Ss do the exercise and then give the answer to the teacher. 1). Could you tell me the _________ (locate) of No. one Hospital 2). _______the area where you can go rabbitting . 3). _________on the top of the mountain, His house looks like a tower. Learn key vocabulary and use it.
Activity 4 4. T asks Ss to learn language point： To play the didgeridoo, you put your mouth on one end and blow while vibrating your lips. vibrate v. ①In addition, it must not continue moving and must not vibrate. ②The rough road made the car vibrate . Ss do the exercise. Ss write down the usage of the word: vibrate. Ss complete the sentences. Learn key vocabulary and use it.
Activity 5 5. T asks Ss to learn language point： They have a straightforward and free-and-easy attitude towards life. straightforward adj. ① She is very blunt, very straightforward, and very honest. ②The question seemed straightforward enough. Ss write down the usage of the word: straightforward. Learn key vocabulary and use it.
Activity 6 6. T asks Ss to learn language point： I can’t wait to see all them! can’t wait to see ① I can’t wait to see how you all turn out. ② I can’t wait to see you all soon! Ss write down the usage of the phrase: can’t wait to see. Learn key vocabulary and use it.
Build up your vocabulary板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 vocabuary
主题语境 人与社会——词汇的学习
内容分析 本板块包括三部分的学习：练习一，写出正确的单词与所给的词义匹配，引导学生知记单词，并在不同的语境中使用；练习二，给出两组句子，找出划线部分的单词与文本的意思是一样，激发学生的思维能力；练习三，读一篇标志性风物的广告，修正错误，加强巩固词汇的运用能力。
教学目标 1.能够在教师的引导下，复习并运用课文所学的生词； 2. 学习并运用话题词汇了解更多的标志性风物；
教学重点 1. 引导学生熟悉并运用课文所学生词； 2.引导学生通过识别单词词义和修正词汇，复习所学课文的词汇。
教学难点 引导学生通过所学生词，在短文语篇中运用词汇。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1.T asks Ss to write down the word that matches each definition and make a sentence with each word. 2. T helps Ss the word they learnt in the text. 3. T asks Ss to make a sentence with the word. 1. Ss review the words they learnt in the text. 2. Ss finish Activity 1 on page 17. Understand the new words and review the text.
Activity 2 1.T asks Ss to read the following pairs of sentences and find out which underlined word has the same meaning as the one used in the reading text. 2 T gives the task in Activity 2 and offers help. 1. Ss find out the underlined words in the text. 2. Ss show their opinions. Understand the meaning of the word in the text.
Activity 3 1. T asks Ss read an advertisement on Thailand's iconic attractions. Fill in the blanks using the correct forms of the words in brackets. 2. T asks Ss to complete the passage in Activity 3. Complete the passage using the correct forms of the words in the blanks. 1.Use the topic-related words in the context. 2.Cultivate students' ability of thinking
Review useful structures板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与社会——澳大利亚
内容分析 Review useful structures版块活动的主题是“复习过去分词”（ Review the Past Participle ），目的是让学生复习过去分词的用法和在语篇中理解和使用动词ed形式做句子的定语，状语和补语和表语。动词ed形式是高考的重要内容之一。
教学目标 1.通过本单元的语法，理解动词ed形式做句子的定语，状语和补语和表语的用法； 2.运用所学语法知识，运用在语篇中； 3.会运用动词ed形式分析题目。
教学重点 1.引导学生掌握动词ed形式的用法； 2.引导学生从语言能力、思维品质等方面对自己在本单元学习过程中掌握动词ed形式。
教学难点 1. 引导学生掌握动词ed形式的用法 2. 引导学生在语篇中理解和使用动词ed形式。
教学策略 情景法、交际策略和讲授法、归纳法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1.T asks Ss to pay attention to the circle words. Question:What functions are the past participle 2.T invites Ss to give the answer to the teacher. 1. Ss think about the circle words. 2. Ss share their opinions. Brainstorm and prepare for the grammar-- the infinitive as the subject.
Activity 2 1. T asks Ss to work in groups and read the text again to find as many examples of past participles as possible. Then discuss what functions they are. 1) .Located to the south of the equator. below many other countries on the globe, it's often informally referred to as "down under". 2). I’m more interested in meeting people in Australia and experiencing their culture, food and way of life. 3).My biggest impression is the complicated mix of peoples and cultures ... 4)...minority cultures have also played a part in...with many of the cultural influences contributed by immigrants. 2. T asks Ss to fill in the blanks and work in groups, share their ideas and summarize the sentences. 1.Ss share their ideas from the sentences from the text. 2.Prepare the grammar. Organize presentation in groups.
Activity 3 T asks Ss to look at grammar learning: 一构成: v +ed 或不规则的变化动词 二过去分词本身的含义: 被动或完成 现在分词: 表示动作是主动的和正在进行 过去分词: 表示动作是被动的和完成 分词在句中可以作表语、定语、宾语补足语和状语。 1.Ss review the grammar--the Past Participle. 2.Ss take notes. Review the grammar and learn from each other.
Activity 4 T asks Ss to review the Past participle used as attributes/ predictive/the Object Complement / adverbial 1.Ss review the grammar--the Past Participle . 2. Ss take notes. A general understanding of the Past Participle. Know the grammatical structure.
Activity 5 T asks Ss to review : 1. 分词作定语的区别 现在分词强调动作正在进行，侧重于主动。 过去分词强调动作已经完成，侧重于被动； 2.分词作表语的区别 -ing表示令人…., -ed表示感到…, 3.分词作宾补的区别 接现在分词时，表示动作正在发生或进行，或正要做分词表示的动作； 接过去分词时，表被动或完成。 4 .pp与 be+pp分词作宾补的区别 done 是非谓语动词， be done是谓语动词，有自己的独立主语。 1.Ss review the grammar--the Past Participle . 2.Take notes. A general understanding of the Past Participle. Know the grammatical the usage.
Activity 6 1.T asks Ss to fill in the blanks, rewrite the sentences without using past participles and recognize the difference. 2. T asks Ss to correct the mistakes. 3. T asks Ss to finish the exercises using the past participle. 4.summary. 1. Ss review the grammar--the Past Participle .and then practise the grammar. 2.Take notes Know the grammatical usage.
Using Language 1板块教学设计 （此部分建议总时长40分钟， 教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会——New Zealand
内容分析 本板块包括语法部分listening and speaking。听前是让学生看有关New Zealand的图片，学生调查，去发现更多有关New Zealand信息，8幅图最吸引你的那一副图；听中，听懂New Zealand国家岛屿的相关信息，并完成相关练习；听后，先讨论中国的风物的相关内容，然后让学生根据提供的短语选择一个有特殊的风物的地点进行描述。目的是让学生了解不同的文化习俗和文化渊源。
教学目标 1.能够在教师的引导下，听懂听力文本内容； 2.学习并运用话题词汇介绍中国的风物； 3.学会描述一个有特殊的风物的地点。
教学重点 1. 引导学生听懂听力文本内容； 2. 引导学生学习并运用话题词汇描述中国的风物和选择一个有特殊的风物的地点进行描述。
教学难点 1. 引导学生听懂听力文本内容； 2. 引导学生学习并运用话题词汇描述中国的风物和选择一个有特殊的风物的地点进行描述。
教学策略 交际教学法、边听边记
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 (Before listening) 1. T asks Ss to look at the picture. 2. T asks Ss to choose one of the pictures attract Ss.. 1. Ss look at the pictures and discuss the pictures. 2 Ss one of the pictures attract them. . Lead to hearing topic content.
Activity 2 (While listening) T asks Ss to listen to a radio programme. Match the speakers with their jobs and their choices. 1.Ss listen to the radio programme and match them. 2. Ss share their opinions. Understand the listening text information.
Activity 3 (While listening) 1.T asks Ss to listen again and list the reasons given by the speakers. 2. T asks Ss to complete their sentences with the words they hear. 3. T asks Ss to finish it. 1.Ss listen again and explain the reason. 2.Ss sum up their opinions. Understand the listening text information
Activity 4 (After listening) 1.T asks Ss to discuss what best represents China and brainstorm the following topics and take notes. 2. T asks Ss to think it over and show their opinions Ss discuss best represents in b the listening text information and integration of listening text information
Activity 4 （ After listening ） 1.T asks Ss to choose one place to give a presentation on: Describing special features of a place. 2.T asks Ss to discuss with their partner. 3.T asks Ss to share their opinions. 1.Ss choose one place to describe. 2.Ss show the answer to the class. Train students’ language ability.
Using Language 2板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然——iconic animals
内容分析 本文是一篇描述4种creatures的记叙文，主题是“Creature unique in China”,作者运用了修辞手法对这4种动物进行描述，目的是吸引读者，让学生了解自然环境，自然遗产保护和人与动植物的关系，让人们要爱护大自然，保护动物。 读写部分要求在读完语篇内容的基础上，做研究和做笔记，用笔记内容描述中国的标志性动物。让学生了解中国的自然环境，自然遗产保护和人与动植物的关系，让人们要爱护大自然，保护动物。
教学目标 1. 读懂4种动物的相关信息，并理解作者运用的修辞手法。 2. 会描述中国的标志性动物； 3. 进一步加深理解4种动物的相关信息，了解自然环境，自然遗产保护和人与动植物的关系。
教学重点 1. 引导学生读懂文章，理解如何描述动物； 2. 引导学生理解运用的修辞手法。
教学难点 1. 引导学生读懂文章，理解如何描述动物； 2. 引导学生描述中国的标志性动物。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 (Before reading) 1. T asks Ss to discuss and share. 2.T writes down the names of the animals. 3. T asks Ss to enjoy and view. Ss talk about the pictures. 1.Lead to the topic, activate the Ss’ background knowledge. 2.Brainstorm the knowledge.
Activity 2 (While reading) 1. T asks the Ss what the main ideas of the text 2. T asks Ss to read the photos. 3.T asks Ss to fill in the blanks according to the pictures. 4. T asks Ss to share their answers. 1.Ss read the photos and fill in the blanks according to the text. 2. Ss share the answers in class. Predict the topic of the letters through tips and pictures.
Activity3 (While reading) 1.T asks Ss to read the text and then answer the questions on page 21. 2.T asks Ss to think about the questions. Ss answer the three questions in Activity 3 based on the information from the text. Understand the information intended to convey to Ss in the text.
Activity 4 (While reading) 1. T asks Ss to read the text again. How does the writer describe these animals Find at least three rhetorical devices the writer uses to arouse the readers' interest. 2. T asks Ss to discuss. 3. T invites some Ss to share their opinions. 1. Ss understand how to locate specific information in a passage. 2. Ss discuss the questions in groups and then share with the other Ss in class. Dig the corresponding information according to their own understanding and relate the advice to Ss themselves
Activity 5 (Post reading) 1.T asks Ss to write a description of an iconic animal in China. 1).In groups, brainstorm a list of four iconic animals.
2).Do some research and make notes 1.Ss voice their opinions. 2.Think about their description of one of these animals. 3. Ss complete the notes with their own aspect. Know the thinking behind the animals.
Activity7 (Writing) T asks Ss to choose one of the following animals to describe. Dolphin/Panda/ Hippopotamus/snake 2.T guides Ss to describe the animals. Ss choose one of the animals to describe. Read exactly and describe the animals carefully.
Activity8 (Writing) T asks Ss to write a description of dolphin. 1. Ss write the description according to the notes. Practise writing with the help of the given sentences.
Activity9 (Writing) 1.T shows the criteria of a good composition and demonstrates how to judge a composition. 2.T asks some Ss to show their letters to the class, and invites other Ss to judge. Ss show their letters to the class, and do their evaluation. Improve writing through their evaluation.

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