Unit2IconicAttractionsReadingandThinking教學設計高中英語人教版選擇性

選擇性必修四Unit2IconicAttractionsReadingandThinking教學設計教學目標1.DiscussandexpressyourimpressionsoftheiconicattractionsinAustralia.2.Readandunderstandthewriter’simpressionsandcultureofAustraliabyapplyingstrategyoftakingnotes.3.KnowabouticonicattractionsofChina.重點難點2.Studentscanlearntotakenotestobetterunderstandandrememberwhattheyhavelearned.2.StudentscanintroduceiconicattractionsofChina.教學策略1.Taskbasedteachingmethod.2.GroupdiscussionTeachingprocedureStep1.Leadin1.Whichcountrydoesthisphotoshowus?2.WhatareyourimpressionsofSydneyOperaHouse?3.Doyouknowanyother“iconicattractions”intheworld?Step2.DiscussionWhatisthefirstthingyouthinkofwhenyouthinkaboutAustralia?Avideoforyou.2.Ifyouwanttorecordyourexperiencesofjourneyorwhathaveyoulearnedinyourtravelling,whichwaywillyouchoose?Step3.Fastreading1.Whattypeoftextisit?text.encyclopediablogguidebook2.Findthemainideaforeachtextandmatchthem.Twoareextra.______ThefoundationofAustralia______Reflectionsonmulticulturalism______Politicaldivisions_____Firstimpressions_____Preparingtotravel_____AboriginesandthedidgeridooStep4.DetailedreadingReadthetext13,pleaseunderlinethekeyinformationanddrawyourownnotesforeachblogentry.Wewillfinishblog1together,andblog2andblog3willbeshowedbysomeofyou.Readblog1forkeyinformation:NextweekI’mtravellingtoAustraliatovisitafriendthereovertheschoolholidays.IplantokeepthisblogtorecordmyexperiencesandwhatIlearn.Ihavealready___________onthecountry.______tothesouthoftheequator,belowmanyothercountriesontheglobe,it’softeninformally_________“__________”.Ihavealsoreadaboutsome________,suchasthe___________________andthe____________________,andanimalslikethecute_____and__________.Ican’twaittoseeallofthem!However,asImajorinsocialstudies,I’mmoreinterestedinmeetingpeopleinAustraliaandexperiencingtheirculture,food,andwayoflife.Yournotesforblog1:Readblog2forkeyinformation:I’mhereinSydney!SinceIarrived,myfriendhasbroughtmetomyfirst______________andhasalsosharedmanydifferentbut___________withme,somyfirstimpressionsofAustraliahavebeenallaboutfood!Alotof__________________,suchastheSundayroast,isoriginallyBritish.Bakeries,_____________,____________,cafes,andrestaurantseverywhereprovidesomeofthe______________________intheworld.TheinfluenceofAsiancultures,_______________,ledtotheintroductionof____________and____________,alongwithAustralianversionsoffoodslikethe_________________dimsim.Yournotesforblog2:(students’workisbeingshownhere)Readblog3forkeyinformation:MyfriendandIhavearrivedinKatherine,atowninAustralia’sNorthernTerritory.We’reheretolearnaboutthe_____________oftheAborigines,who___________Australia.TheAboriginalpopulationmightbesmall,butits_________isstillvisible.Forexample,“Bondi”in“BondiBeach”isanAboriginalwordmeaning“_____________________”._________inthisvastlandontheocean,theAborigineshadto___________________nature.Thisshowsintheir____,too,whichcelebratesthe__________andthe_____________aroundthem.Mostoftheirmusicalinstrumentsarereallyjuststicksfoundontheground,amongwhichthereisanamazinginstrumentcalledthe_____________.Yournotesforblog3:(students’workisbeingshownhere)Readblog4andanswerquestions:WhydoestheauthorlikeAustraliapeoplethemselvesbest?Whichpartsofblog4isfactslearnedbyauthorduringthejourney?whichisauthor’sfeelings?Facts:mixofpeople:________arebornoverseas;mixofculture:Western+___________+_____________Feelings:Reasonsforlikepeoplemost:Step5Afterreading:Discussion:Workingroups.DiscusswhaticonicChineseattractionsyouwouldliketointroducetoaforeignerandexplainwhy.Importantphrasesyoucollect:DiscoverUsefulStructures教學設計教學目標Bytheendofthisperiod,studentswillbeableto1.find,observeandanalysetheexamplesofpastparticiplesinthetext.2.bettermastertheusagesofpastparticiplesservingasanattribute,adverbial,predicative,orobjectplement.3.rewritethesentencesusingpastparticiplesandrecognisethedifference.4.applypastparticiplesinyourwriting.重點難點1.Instructstudentstodiffertheusagesofpastparticiplesservingasanattribute,adverbial,predicative,orobjectplement.2.Helpstudentstoimprovetheirexpressionsbyusingpastparticiple.3.Instructstudentstousepastparticiplescorrectlyintherealcontext.教學策略DiscoveringlearningmethodTeachingprocedureLeadinWorkingroupsandreadthetextagaintofindasmanyexamplesofpastparticiplesaspossible.(P17E1)1.Locatedtothesouthoftheequator,belowmanyothercountriesontheglobe,it’softeninformallyreferredtoas“downunder”.(Para.1)2.I’mmoreinterestedinmeetingpeopleinAustraliaandexperiencingtheirculture,food,andwayoflife.(Para.2)3.TheinfluenceofAsiancultures,ontheotherhand,ledtotheintroductionofbeancurdandAsianherbs,alongwithAustralianversionsoffoodsliketheChineseinspireddimsim.(Para.3)4.Mostoftheirmusicalinstrumentsarereallyjuststicksfoundontheground,amongwhichthereisanamazinginstrumentcalledthedidgeridoo.(Para.5)5.Askilledplayercanplayforalongtimewithoutstoppingtobreathe.(Para.6)6.Itriedtolearnhowtoplayit,butaftertryingforhours,IwasconvincedthatIcouldnevermakeamusicalsoundwiththisinstrument!(Para.6)7.Afterbeinghereforawhile,mybiggestimpressionistheplicatedmixofpeoplesandculturesthatmakeupthenation.(Para.7)8.Althoughthemainculturalinfluencesince1788hasbeenWesternculture,minoritycultureshavealsoplayedapartinshapingtheuniqueAustralianculture,withmanyofthenewculturalinfluencescontributedbyimmigrants.(Para.7)9.ItissaidthatnownearlyhalfofallAustraliancitizenswereeitherbornoverseasorhaveparentswhowerebornoverseas.(Para.7)Thinking:Whatisthefunctionofeachredwordinthesesentence?Step2:Thereviewofthepastparticiples一、過去分詞作定語意義：及物動詞的過去分詞作定語往往表示被動和完成；不及物動詞的過去分詞作定語不表示被動，只表示完成。(1)表示被動和完成一條被污染的河流_______________澆過水的花__________________(2)只表示完成，不表示被動落葉____________升起的太陽____________位置：單個的過去分詞作定語時，通常放在被修飾詞的前面；過去分詞短語作定語時，通常放在被修飾詞的后面，其作用相當于一個定語從句。Thestudentdressedinwhiteismydaughter.＝Thestudent______________________ismydaughter.二、過去分詞作表語意義：用在系動詞后面，構成系表結構，表示主語所處的狀態(tài)。(1)Shelooked______________(disappoint).(2)Wewere____________(encourage)atthenews.過去分詞作表語表示主語所處的狀態(tài)。這一結構從形式上與被動語態(tài)相同，但被動語態(tài)強調主語所承受的動作。試比較：(1)這本書寫得好。____________________________(2)這本書是由一位士兵寫的。______________________________三、過去分詞作狀語意義：過去分詞作狀語，修飾謂語動詞，進一步說明謂語動詞的動作和狀態(tài)，其邏輯主語通常就是句子的主語，且主語是過去分詞動作的承受者。過去分詞作狀語時，可單獨使用，也可以在其前面加上適當?shù)倪B詞，可表示時間、原因、條件、伴隨、方式等。Greatly___________(interest),Iaskedhowheplayedthesenewworks.ThescientistTuYouyoucamein,__________(follow)byherassistant.When________(see)fromthetopofthehill,theparklooksmorebeautiful.功能：過去分詞作狀語，在意義上相當于一個狀語從句。它可以表示時間、原因、條件、讓步、方式或伴隨等。(1)AcceptedbytheParty,hedecidedtodevotehislifetothecauseoftheParty.＝______________________________,hedecidedtodevotehislifetothecauseoftheParty.(2)Deeplymovedbythestory,theexcitedpeoplestoppedquarrellingwitheachother.＝________________________________________,theexcitedpeoplestoppedquarrellingwitheachother.(3)Ifheated,watercanbeturnedintovapour.＝______________,watercanbeturnedintovapour.(4)Exhaustedbytherunning,theywentonrunningaftertherobber.＝_______________________________________,theywentonrunningaftertherobber.四、過去分詞作賓語補足語意義：過去分詞作賓補，說明賓語的狀態(tài)或性質，其前面的賓語就是其邏輯主語。過去分詞所表示的動作和賓語為被動關系。作賓補的多是及物動詞。能夠接過去分詞作賓補的動詞有以下三類：(1)表示感覺或心理狀態(tài)的動詞。如see,watch,observe,find,hear,feel,notice,think等。Iheardthesong_______(sing)inEnglish.Hefoundhispurse_______(lose).(2)表示“致使”意義的動詞。如have,make,get,keep,leave等。I’llhavemyhair_____(cut)tomorrow.Hegothistooth________(pull)outyesterday.(3)表示“希望”“要求”意義的動詞。如like,order,want,wish,expect等，其結構為“vt.＋賓語＋(tobe)p.p.”。Iwouldlikethismatter(tobe)________(settle)atonce.Iwishmyhomework(tobe)________(finish)beforefiveo’clock.Step3:PractiseandapplyFillintheblankswiththehelpofthebeginningletters.Thenrewritethesentenceswithoutusingpastparticiplesandrecognisethedifference.(P17E2)Rewritethesentenceswithoutusingpastparticiplesandrecognisethedifference.(P17E2)Whatinformationcanyougetfromeachsentence?BelowisapassageaboutthehistoryoftheEiffelTowerbeforeitwasconsideredaniconicattraction.Thetextcontainsquiteafewverbformmistakes.Correctthemistakesonyourown.Thenpareyourcorrectionswithapartner.(P17E3)UsinglanguageReadingforwriting教學設計教學目標Bytheendofthisperiod,studentswillbeableto:1.TolearnsomeamazinganimalsofAustralia;learnhowtodescribeaniconicanimal.3.Tolearntouserhetoricaldevicestoarousereaders’interestinyourwriting.4.TowriteadescriptionofaniconicanimalinChina.重點難點Helpstudentslearnhowtodescribeaniconicanimal.Cultivatestudentstowriteadescriptionofaniconicanimalbasedonwhathasbeenlearnt.教學策略municativeapproach,TaskbasedApproach,CooperativeLearningmethodTeachingprocedures:Step1ReadingActivity1Readingforthegeneralinformation.Readthetitle,theq