Unit2IconicAttractionsReadingforWriting教學(xué)設(shè)計(jì)高中英語(yǔ)人教版選擇性

TeachingPlanTopic:OB4Unit2IconicAttractions—ReadingforWritingGrade:Senior2AnalysesofteachingmaterialsTheunit'sthemecontextisHumanandNatureDescribeaniconicanimal.Inthislesson,theteachingcontentmainlyreferstolearningaboutAustralianiconicanimals'traitsandhabits.Thisisablogwithfourentriesmainlyintroducingkangaroo,Koala,Tasmaniandevilandduckbilledplatypustous.Theauthorutilizeshumorouswritingskillsandsomerhetoricaldevicestodescribetheseanimals,makingthepassagemorevividandinteresting.AnalysisofStudentsSeniortwostudentshaveanurgetolearnEnglishwellandthetopiciswhattheymaybeinterestedin,thustheyarewillingtogetinvolvedinclassactivities.Buttherestillliedifficultiesasfollows.First,theEnglishlevelofmanystudentsarebelowtheaveragewithlimitedvocabularyandreadingcapacity,sotheyneedtheteacher'sproperguidanceandremindertounderstandthetext.Second,theyhaveproblemsinwritingstandardandcorrectsentences,sosamplesandmodelsarenecessaryforthemtoimitate.Third,theydonothaveprofessionalknowledgeofsomeanimals,whichmakesitdifficultforthemtowritespecificinformationonthetopic,sotheyneedsomebackgroundmaterialstoreferto.TeachingObjectivesAfterlearningthislesson,studentsareexpectedto:1.LinguisticpetenceTohelpstudentstoanalyzethelanguagefeaturesofadescriptionofaniconicanimalToguidestudentstowriteabriefintroductionofaniconicanimalinChina2.LearningpetenceToremindstudentstocapturethesupportiveevidencesfromthetext;Toleadstudentstofocusondifferentfeaturesofaniconicanimalandputthemintowriting3.CulturalawarenessTomotivatestudentstoknowsomeknowledgeoficonicanimalsinAustraliaToraisestudents’awarenessofprotectingnature4.ThinkingqualityTocultivatestudentslogicalthinkingbyanalyzing,summarizingandreflectingImportant＆DifficultPoints:ImportantPoints:1.Toguidestudentstoidentifythesupportiveevidencesofadescriptionafterreading;2.Tosummarizetheaspectsofintroducinganiconicanimal;3.Toassiststudentstoappreciateandapplysomerhetoricaldevicesappliedinthetext;3.TodraftadescriptionofaniconicanimalinChina.DifficultPoints:Applyproperrhetoricaldevicesandexpressionstowriting.TeachingMethodPWPTeachingMethodsTeachingaids:Multimedia,blackboardTypeReadingPeriod:40minsTeachingProceduresStepsActivitiesLeadinLetSsinterpretthetourismsloganofAustralia:“There’snothinglikeAustralia",leadingtothetopictoknowaboutthelearningobjectivesofthisclass.PreReadingActivity1:AskSsaquestion:WhatisyourfirstimpressionoftheiconicanimalsinAustralia?andletthemtodescribetheanimalswithadj.WhilelisteningActivity2:Readandfindoutkeyinformation1.Circletheadj.sdescribingeachanimalandfindoutwhy.Writingtip1:Supportiveevidence2.Pickoutotherfeaturesandfillintheblanks.(1).Babykangaroosliveintheirmother's____untiltheylearntojump.(2).Awildkangarooisnotforpettingbecauseitcan__________(3).Koalasspendmostoftheirtime___ontotreetrunks.(4).Tasmaniandevilsareaboutthesizeof_____andlooklikeratherlarge______(5).Tasmaniandevilsliketoeat________(6).Duckbilledplatypusesuse________tofindfood.Writingtip2:appearance,diet,habitat,featuresActivity3:ReviewandutilizerhetoricaldevicesReadthetextagainandfindoutthesentencesusingrhetoricaldevices.Writingtip3:RhetoricaldevicesPostlisteningActivity4:Groupwork1.Pickoneiconicanimalyouwouldliketointroduceandworkoutthebasicinformationingroups.IconicanimalshabitsappearancedietfeaturesWritingActivity5:Discussanddraft1.Writeabriefintroductionoftheselectediconicanimal.Referencesareasfollows:habitat:haveawidedistributionthroughoutbedistributedinbenativetoappearance:...areaboutthesizeof...andlooklike...diet:Whattheylikemostis...Theymainlyfeedon....features/uniqueness:Itisatough/sensitive/fierce/strange/cute...animalthat/which...TherearevarietiesoficonicanimalsinChina,amongwhichIlikemost.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evaluationcontentshabitat,appearance,diet,featuresrhetoricaldevicessimile,