人教版（2019)选择性必修第四册Unit 2 Iconic Attractions Reading for writing教学设计(表格式）
文档属性
| 名称 | 人教版（2019)选择性必修第四册Unit 2 Iconic Attractions Reading for writing教学设计(表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 939.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-17 17:45:18 | ||
图片预览
文档简介
高二英语
大单元整体教学设计
选择性必修第四册
Unit 2 Iconic Attractions
Using Language (2)
Describe an iconic animal
教 师：
年 级： 高 二
学 校：
教学目标与要求
核心素养 课标要求
语言能力 语言知识 语音 运用重音、语调、节奏等比较连贯和清晰地介绍中国的标志性风物。
词汇 能正确使用与“标志性风物”主题相关的词和词块来理解和表达。
语法 能够理解并正确运用过去分词。
语篇 1.阅读博客，体会博客的写作风格和主要语言特征。 2.阅读问答式的科普专栏文章，学习针对动物特点的描写手法，了解该语篇类型的写作特点。
语用 能根据语境恰当的表达你喜欢的食物，景点，建筑，美食等。
语言技能 听 听懂对对方风物的描述，理解不同领域的人对地方风物的选择。
说 能够口头描述一个地方的特色，说明当地的标志性风物。
读 能够运用速记方法准确抓取关键信息。
写 能够书面描述一个地方的特色，说明当地标志性风物。
看 观看“唤醒沙漠”节日的视频，感受澳大利亚土著居民用舞蹈的形式来庆祝他们的仪式、文化、音乐。
学习能力 1.能够在阅读语篇时抓住主旨大意。 2.能够有意识地识别并拓展词汇活用现象，尤其同形（同音）异义词。 3.能够形成梳理特定语法项目（过去分词）的意识和能力。
文化意识 1.了解澳大利亚、新西兰等国家和地区的标志性风物；理解文化内涵，提高文化意识，拓展国际视野。 2.了解并介绍我国的标志性风物，有意识宣传国家和地方特色文化意识，增强文化自信。
思维品质 1.能够综合评价标志性风物的特征。 2.能够从文化对比的视角思考并提炼文化特征，辩证的看待文化特征，创造性的进行文化介绍。
Teaching Design
Topic Unit 2 Iconic Attractions Using Language Reading for Writing Grade: Senior 2
Analyses of teaching materials The unit's theme context is Human and Nature -Describe an iconic animal. In this lesson, the teaching content mainly refers to learning about Australian iconic animals' traits and habits. This is a blog with four entries mainly introducing kangaroo, Koala, Tasmanian devil and duck-billed platypus to us. The author utilizes humorous writing skills and some rhetorical devices to describe these animals, making the passage more vivid and interesting.
Analysis of Students Senior two students have an urge to learn English well and the topic is what they may be interested in, thus they are willing to get involved in class activities. But there still lie difficulties as follows. First, the English level of many students are below the average with limited vocabulary and reading capacity, so they need the teacher's proper guidance and reminder to understand the text. Second, they have problems in writing standard and correct sentences, so samples and models are necessary for them to imitate. Third, they do not have professional knowledge of some animals, which makes it difficult for them to write specific information on the topic, so they need some background materials to refer to.
Teaching Objectives After learning this lesson, students are expected to: 1. Linguistic competence To help students to analyze the language features of a description of an iconic animal To guide students to write a brief introduction of an iconic animal in China 2. Learning competence To remind students to capture the supportive evidences from the text; To lead students to focus on different features of an iconic animal and put them into writing 3. Cultural awareness To motivate students to know some knowledge of iconic animals in Australia To raise students’ awareness of protecting nature 4. Thinking quality To cultivate students logical thinking by analyzing, summarizing and reflecting
Important ＆Difficult Points: Important Points: 1. To guide students to identify the supportive evidences of a description after reading; 2. To summarize the aspects of introducing an iconic animal; 3. To assist students to appreciate and apply some rhetorical devices applied in the text; 3. To draft a description of an iconic animal in China. Difficult Points: Apply proper rhetorical devices and expressions to writing.
Teaching Method PWP Teaching Methods
Teaching aids: Multi-media, blackboard Type Reading Period: 40mins
Teaching Procedures
Steps Activities
Lead in Let Ss interpret the tourism slogan of Australia: “There’s nothing like Australia", leading to the topic to know about the learning objectives of this class.
Pre- Reading Activity 1: Ask Ss a question: What is your first impression of the iconic animals in Australia and let them to describe the animals with adj.
While- reading Activity 2: Read and find out key information 1. Circle the adj.s describing each animal and find out why. Writing tip 1: Supportive evidence 2. Pick out other features and fill in the blanks. (1). Baby kangaroos live in their mother's ____until they learn to jump. (2). A wild kangaroo is not for petting because it can__________ (3).Koalas spend most of their time___onto tree trunks. (4). Tasmanian devils are about the size of_____and look like rather large ______ (5). Tasmanian devils like to eat________ (6). Duck-billed platypuses use________to find food.
Writing tip 2: appearance, diet, habitat, features Activity 3: Review and utilize rhetorical devices Read the text again and find out the sentences using rhetorical devices. Writing tip 3: Rhetorical devices
Post- reading Activity 4: Group work 1. Pick one iconic animal you would like to introduce and work out the basic information in groups. Iconic animalshabitsappearancedietfeatures
Writing Activity 5: Discuss and draft 1.Write a brief introduction of the selected iconic animal. References are as follows: habitat: have a wide distribution throughout be distributed in be native to appearance: ... are about the size of... and look like... diet: What they like most is... They mainly feed on.... features/uniqueness: It is a tough/sensitive/fierce/strange/cute... animal that/which...
There are varieties of iconic animals in China, among which I like most. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Evaluation contentshabitat, appearance, diet, featuresrhetorical devicessimile, metaphor, repetition, overstatementlanguage accuracywords, expressions, sentences, connections
Conclusion and assignment 假如你是李华，你校英语报Animal World栏目正在开展中国特有动物的专题介绍，并面向全校征文。请你写一篇英语短文应征。内容要点: 1.介绍该动物的原因; 2.介绍该动物的外形、饮食、栖息地和独特之处; 3.号召大家保护动物。注意:词数80左右。
Teaching Reflection With the help of multimedia, On the one hand, intuitive pictures stimulate students’ interest in learning, On the other hand, it is displayed in the form of courseware, which saves writing time. Although the time of a class is compact, it can arrange more contents with the help of multimedia, and can complete different tasks more smoothly. Setting skimming and scanning and taking-notes can cultivate students’ reading skills and teach students to find answers to questions and effective information faster and more accurately. However, there are still some shortcomings in this class, which need to be improved: 1. Because there are many tasks and large capacity in this class, the time for completing tasks is tight, and the transition between tasks is not natural enough. 2. This lesson pays attention to the training of students’ reading skills, which cultivates their reading ability to a certain extent, but the knowledge content of the text is not expanded enough.
大单元整体教学设计
选择性必修第四册
Unit 2 Iconic Attractions
Using Language (2)
Describe an iconic animal
教 师：
年 级： 高 二
学 校：
教学目标与要求
核心素养 课标要求
语言能力 语言知识 语音 运用重音、语调、节奏等比较连贯和清晰地介绍中国的标志性风物。
词汇 能正确使用与“标志性风物”主题相关的词和词块来理解和表达。
语法 能够理解并正确运用过去分词。
语篇 1.阅读博客，体会博客的写作风格和主要语言特征。 2.阅读问答式的科普专栏文章，学习针对动物特点的描写手法，了解该语篇类型的写作特点。
语用 能根据语境恰当的表达你喜欢的食物，景点，建筑，美食等。
语言技能 听 听懂对对方风物的描述，理解不同领域的人对地方风物的选择。
说 能够口头描述一个地方的特色，说明当地的标志性风物。
读 能够运用速记方法准确抓取关键信息。
写 能够书面描述一个地方的特色，说明当地标志性风物。
看 观看“唤醒沙漠”节日的视频，感受澳大利亚土著居民用舞蹈的形式来庆祝他们的仪式、文化、音乐。
学习能力 1.能够在阅读语篇时抓住主旨大意。 2.能够有意识地识别并拓展词汇活用现象，尤其同形（同音）异义词。 3.能够形成梳理特定语法项目（过去分词）的意识和能力。
文化意识 1.了解澳大利亚、新西兰等国家和地区的标志性风物；理解文化内涵，提高文化意识，拓展国际视野。 2.了解并介绍我国的标志性风物，有意识宣传国家和地方特色文化意识，增强文化自信。
思维品质 1.能够综合评价标志性风物的特征。 2.能够从文化对比的视角思考并提炼文化特征，辩证的看待文化特征，创造性的进行文化介绍。
Teaching Design
Topic Unit 2 Iconic Attractions Using Language Reading for Writing Grade: Senior 2
Analyses of teaching materials The unit's theme context is Human and Nature -Describe an iconic animal. In this lesson, the teaching content mainly refers to learning about Australian iconic animals' traits and habits. This is a blog with four entries mainly introducing kangaroo, Koala, Tasmanian devil and duck-billed platypus to us. The author utilizes humorous writing skills and some rhetorical devices to describe these animals, making the passage more vivid and interesting.
Analysis of Students Senior two students have an urge to learn English well and the topic is what they may be interested in, thus they are willing to get involved in class activities. But there still lie difficulties as follows. First, the English level of many students are below the average with limited vocabulary and reading capacity, so they need the teacher's proper guidance and reminder to understand the text. Second, they have problems in writing standard and correct sentences, so samples and models are necessary for them to imitate. Third, they do not have professional knowledge of some animals, which makes it difficult for them to write specific information on the topic, so they need some background materials to refer to.
Teaching Objectives After learning this lesson, students are expected to: 1. Linguistic competence To help students to analyze the language features of a description of an iconic animal To guide students to write a brief introduction of an iconic animal in China 2. Learning competence To remind students to capture the supportive evidences from the text; To lead students to focus on different features of an iconic animal and put them into writing 3. Cultural awareness To motivate students to know some knowledge of iconic animals in Australia To raise students’ awareness of protecting nature 4. Thinking quality To cultivate students logical thinking by analyzing, summarizing and reflecting
Important ＆Difficult Points: Important Points: 1. To guide students to identify the supportive evidences of a description after reading; 2. To summarize the aspects of introducing an iconic animal; 3. To assist students to appreciate and apply some rhetorical devices applied in the text; 3. To draft a description of an iconic animal in China. Difficult Points: Apply proper rhetorical devices and expressions to writing.
Teaching Method PWP Teaching Methods
Teaching aids: Multi-media, blackboard Type Reading Period: 40mins
Teaching Procedures
Steps Activities
Lead in Let Ss interpret the tourism slogan of Australia: “There’s nothing like Australia", leading to the topic to know about the learning objectives of this class.
Pre- Reading Activity 1: Ask Ss a question: What is your first impression of the iconic animals in Australia and let them to describe the animals with adj.
While- reading Activity 2: Read and find out key information 1. Circle the adj.s describing each animal and find out why. Writing tip 1: Supportive evidence 2. Pick out other features and fill in the blanks. (1). Baby kangaroos live in their mother's ____until they learn to jump. (2). A wild kangaroo is not for petting because it can__________ (3).Koalas spend most of their time___onto tree trunks. (4). Tasmanian devils are about the size of_____and look like rather large ______ (5). Tasmanian devils like to eat________ (6). Duck-billed platypuses use________to find food.
Writing tip 2: appearance, diet, habitat, features Activity 3: Review and utilize rhetorical devices Read the text again and find out the sentences using rhetorical devices. Writing tip 3: Rhetorical devices
Post- reading Activity 4: Group work 1. Pick one iconic animal you would like to introduce and work out the basic information in groups. Iconic animalshabitsappearancedietfeatures
Writing Activity 5: Discuss and draft 1.Write a brief introduction of the selected iconic animal. References are as follows: habitat: have a wide distribution throughout be distributed in be native to appearance: ... are about the size of... and look like... diet: What they like most is... They mainly feed on.... features/uniqueness: It is a tough/sensitive/fierce/strange/cute... animal that/which...
There are varieties of iconic animals in China, among which I like most. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Evaluation contentshabitat, appearance, diet, featuresrhetorical devicessimile, metaphor, repetition, overstatementlanguage accuracywords, expressions, sentences, connections
Conclusion and assignment 假如你是李华，你校英语报Animal World栏目正在开展中国特有动物的专题介绍，并面向全校征文。请你写一篇英语短文应征。内容要点: 1.介绍该动物的原因; 2.介绍该动物的外形、饮食、栖息地和独特之处; 3.号召大家保护动物。注意:词数80左右。
Teaching Reflection With the help of multimedia, On the one hand, intuitive pictures stimulate students’ interest in learning, On the other hand, it is displayed in the form of courseware, which saves writing time. Although the time of a class is compact, it can arrange more contents with the help of multimedia, and can complete different tasks more smoothly. Setting skimming and scanning and taking-notes can cultivate students’ reading skills and teach students to find answers to questions and effective information faster and more accurately. However, there are still some shortcomings in this class, which need to be improved: 1. Because there are many tasks and large capacity in this class, the time for completing tasks is tight, and the transition between tasks is not natural enough. 2. This lesson pays attention to the training of students’ reading skills, which cultivates their reading ability to a certain extent, but the knowledge content of the text is not expanded enough.