资源简介

Unit 2 Iconic Attractions
Reading and Thinking：A Travel Blog 教学设计
课标要求：
To improve students' language skills and cultural awareness, promote pluralistic thinking, and acquire language knowledge.
Guide students to adopt independent and cooperative learning methods. Pay attention to the exploration of the meaning of the topic.
教材分析：
The text for this unit is a travel blog, which documents the author's preparation for his trip to Australia, his observations during the trip, and his reflections before leaving. The author's academic background as a social science student led him to pay more attention to the people who lived there and their culture, food and way of life. The description of the complex ethnic and cultural integration of Australia and the frank and unfettered life attitude of the Australian people in the text left a deep impression on the readers and made them yearn to visit Australia one day.
学情分析：
The whole paper is divided into 4 items in chronological order. Item 1 records the author's preparations for the trip. In item 2, the author describes his experience of Australian cuisine from different parts of the world. Item 3 describes how the author and his friend visited Katherine Town in the Northern Territory in order to learn about the life and customs of Australian aborigines. Among them, the author recorded in detail the didgeridoo playing skills, a unique instrument of aborigines; In item 4, the author reflects on what he has seen and heard in the past few days: the complex mix of different cultures and the warm and friendly Australian people nurtured and nurtured by this unique culture. They made a deep impression on the author. The text ends with the tourism advertising slogan "There's nothing like Australia.", lamenting the trip to Australia.
教学目标：
【基础性目标】：
Activate background knowledge and brew interest in reading by discussing the topic of "Australia". By scanning the subheadings, students can understand the general idea
and framework of the text, find the main writing line of the article: Experience & Learn, and the main content of the blog: People & Culture, and clarify the main context of the article.
【拓展性目标】：
Learn the note-taking technique and use it to better comb, understand and remember text.
【挑战性目标】：
Clarify the difficulties in the text in the discussion, enhance the ability to understand the meaning of words through the context.
教学重难点：
Think more deeply about the passage.
教学方法：
TBL; cooperative learning.
教学过程设计：
教学环节 教学内容 学生活动 设计意图
明确目标 情景导入 Activity 1 : Discussion questions. 1.W hat is the first thing you think of when you think about Australia 2. What is your impression of Australia The Sydney Opera house is so impressive that it seems to be a symbol of Australia. We can say it’s an iconic site of Australia. Can you name some other iconic sites around the world Koalas and kangaroos are very cute animals. They are iconic animals in Australia. Guide the students to enter the class faster.
活动一 Activity Scanning matching 2 : and the 1. The students read the first entry and check their prediction. He wrote about his experiences and what he learnt about Australian people & their culture, food and way of life. 2. Find a proper subheading for Entry 1 and go on to find subheadings for the other 3 entries. Get the Scan the first log to find the author's focus on travel : People & Culture, and determine its subtitle, and scan the other
subheadings.
students to tell how they manage to match them quickly. Deal with two new words in the subheadings : foundation and political, using lexical knowledge. Divide the 4 entries in 3 stages : Before traveling : Entry 1 ; While traveling : Entries 2 & 3 ; Post-traveling : Entry 4 three logs for appropriate subheadings.
活动二 Detailed reading Entry Preparing travel for 1 : to Read Part 1 and answer the following questions : Qs : When was the writer traveling to Australia What preparation work did the writer do before travelling What did he learn about Australia What would he be interested in doing during the trip Collect the answering sentences for further use. Special difficulty : Located to the south of the equator, it’s often informally referred to as “down under”. Use pictures to explain the word “equator” and explain the meaning of past participle structure “Located to the south ... ” : As it is located to the south ... Extract the main factual information from the text by reading the first log in detail. Solve the difficulties in language understanding and lay a good foundation for the next teaching activity.
活动三 Note-taking skills Suggest some skills of note-taking, which helps us better remember and understand what we have learnt. 1.Use the title to predict the main idea. 2.Write down the important facts, using key words. 3. Keep the notes short. For example： “Nt Wk” for “next week”; “Aus” for “Australia” ; “ ∴ ” for “so”; “&” for “and”; “∧” for “but” “interestd2” for “more interested” 4. Organize the notes well. Good notes should have a clear organizational pattern. The ideas should relate to one another and be arranged into an appropriate form e.g. a list, a table, classification charts, mind maps, etc. In order to let the students understand the text better.
课堂小结 反馈提升 Get the groups to present the main facts of each entry according to the notes they Entry 2 : First impressions Qs : 1). What were the first impressions about Australia How did it come about 2). Why did the blogger use “ ! ” when sharing the first impressions 3). What did the blogger learn about Australian food How does it come about Entry 3 : Aborigines and didgeridoos Qs : 1. Why do you think the area is called the Northern Territory Located in the north of the country, the area is formally referred to as Northern Territory. 2. Why are the native people called the Aborigines (the Latin word ab : from; origins : the beginning. the word means being there from the beginning or the earliest ever known.) Help students to solve the difficulties in understanding, master and consolidate the language knowledge in the text.
After taken. their
presentation, raise further questions to clarify difficulties that have been missed out.
Homework：
1.Improve the notes they have taken of the entry and go on to take the notes of the other two entries.
2.Think about the identity of the blogger: Who kept the blog？Find facts to support your assumption.
板书设计：
Unit 2 Iconic Attractions
Reading and Thinking：A Travel Blog
教学反思：
Entry 1
Entry2
Entry3
Entry4
Unit 2 Iconic Attractions Review useful structures-Teaching design
课标要求：1.复习过去分词作表语、状语、定语和宾补的用法
2.复习过去分词作非谓语时与被动语态中的区别。
Teaching content:Review past participle used as adverbial, attributive, predicative and object complement.
教材分析：
Textbook analysis ：This part mainly reviews past participle used as adverbial, attributive, predicative and object complement.
活动 1 使让学生找出Reading and Thinking 板块的阅读语篇中含有过去分词的句子并按照 句法功能归类；活动 2 让学生用过去分词填空；
活动 3 改错练习过去分词。
学情分析：
For high students in Grade two. In fact, many people do not have their own independent learning methods.For the difficult subjects. They have no way to start and cannot solve them. And many people do not have a healthy mentality ,such as competitive enterprising mentality,strong will ，perseverance in difficulties and setbacks.There are correct learning methods for each subject to ensure that the subject score reaches a high score. Have good habits, good attitude to ensure that in the usual study.
教学目标：
Teaching aims：
Basic objective：review the usage of past participle and use it in the sentences properly.
Expansionary objective：be able to use the past participle in the context correctly. Challenging objective：enable to use past participle to write correct sentences
教学重难点：1、Be able to use the past participle in the context correctly
2、Enable to use past participle to write correct sentences
教学方法：Multi-media，blackboard，chalk；task-based,work in groups
教学过程：
教学环节 教学内容 学生活动 设计意图
明确目标 情景导入 帮助学生复习过去分 词所充当的成分及使 用原因 浏览句子，从中提取 过去分词并说出它 所作的成分 让学生初步回忆过去分词的用法
活动一 分析语篇中含有过去 分词的句子并归类 小组合作找出语篇 中含有过去分词的 句子分析并归类 在语境中熟悉过去分词的成分
活动二 填空并用过去分词重 写句子 根据首字母填空并 分析句中过去分词 的不同用法 在语境中区分过去分词的不同用 法
活动三 找出语篇中错误的动 词形式并改正 阅读语篇找出错误 并改正 在语篇中识别过去分词的用法
课堂小结 反馈提升 核对答案并作解释 随机抽取学生说出 他们的答案 有利于了解学生对过去分词掌握 情况
作业布置：
Read the sentences in the passage that are used past participles as adverbial, attributive, predicative and object complement. Analyze the use of the verbs and make up sentences with past participles after the examples in the passage.
板书设计：
Unit 2 Iconic Attractions Review useful structures-Teaching design
1、作表语，置于系动词 (be,become,get,feel,look,seem 等) 之后，表示主语的特征和形 状。
2、作定语，一般位于所修饰的名词之前，而过去分词短语通常位于所修饰的名词之后。
3、作宾补，过去分词常用语使役动词 have，get,make,keep 和感官动词 see,watch,hear 等 动词的宾语后
面，表达谓语动词引起的宾语的变化，或者补充宾语的形状。
4 、作状语，过去分词修饰谓语，说明动作发生的时间，原因，条件和方式等。
教学反思：
本节课内容由易到难层层推进，小组合作与个别回答相结合，80%的同学能掌握，少数同需多 加练习。
Unit 2 Iconic Attraction
Writing 教学设计
课程标准：
《英语课程标准》对于表达性技能提出了具体要求:以口头或书面形式描述、概进行对 括 经历和事实;通过重复、举例和解释等范式澄清意思;运用语篇衔接手段，提高学生表达的连 贯性;根据表达的需要，设计合理的语篇。
教材简析：
Read the passage to learn how to write about an animal with local characteristics
and to think about its significance for human survival.
学情分析：
Students are not familiar with the iconic animals, so they need to collect information. Meanwhile, students are not proficient in rhetoric.
教学目标：
【基础性目标】：
Know about the common form and the basic framework of the article by observing
and reading.
【拓展性目标】：
Learn to apply the figures of speech to describe the animals.
【挑战性目标】：
Think of the relationship between animals and humans.
教学重难点：Be able to write an article to describe an iconic animal.
学法指导：Teaching methods: Double activities teaching method;Question and answer teaching method;Free discussion method;Pair work and individual work method;brainstorm.
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead in(3mins) Review Review the article we learned last reading class. Q1.What is basic framework of the article Prepare writing for
Q2.What rhetorical devices are used in the text
Activity 1 (7mins) Brainsto rming Q3.What are the iconic animals in China Q4.What are their characteristics Students identify the animals described.
Activity 2(10mins) Rese arch and make notes Choose an iconic animal in China and do some research and make notes about it. For example : Q5.Where do they live Q6.What do they eat Q7.What do they like Q8.How are they different from other animals Q9.How do they interact with people Q10.Any other unusual or interesting facts about them. Determine supporting sentence
Activity 3(10mins) Organiza tion statemen t Q11.Can you take the panda as an example and write a sentence 1.As is known to all, panda is a national treasure of our country. 2.Giant pandas are black and white and loved all over the world. 3.They are live in Sichuan, China. 4.The panda's natural habitat is the bamboo forest. 5.Pandas enjoy playing on the floor, dust will inevitably be coated with mud. Students can write specific example sentences.
Activity 4 (15mins) Homework Write the article according to the information of this above. Pay attention to the use of tenses and rhetorical
板书设计： 教学反思： Unit 2 Iconic Attraction Writing 教学设计 Features Babies Uniqueness Relation with human

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