資源簡介

高二英語
大單元整體教學設計
選擇性必修第四冊
Unit 2 Iconic Attractions
Using Language (2)
Describe an iconic animal
教 師：
年 級： 高 二
學 校：
教學目標與要求
核心素養(yǎng) 課標要求
語言能力 語言知識 語音 運用重音、語調(diào)、節(jié)奏等比較連貫和清晰地介紹中國的標志性風物。
詞匯 能正確使用與“標志性風物”主題相關的詞和詞塊來理解和表達。
語法 能夠理解并正確運用過去分詞。
語篇 1.閱讀博客，體會博客的寫作風格和主要語言特征。 2.閱讀問答式的科普專欄文章，學習針對動物特點的描寫手法，了解該語篇類型的寫作特點。
語用 能根據(jù)語境恰當?shù)谋磉_你喜歡的食物，景點，建筑，美食等。
語言技能 聽 聽懂對對方風物的描述，理解不同領域的人對地方風物的選擇。
說 能夠口頭描述一個地方的特色，說明當?shù)氐臉酥拘燥L物。
讀 能夠運用速記方法準確抓取關鍵信息。
寫 能夠書面描述一個地方的特色，說明當?shù)貥酥拘燥L物。
看 觀看“喚醒沙漠”節(jié)日的視頻，感受澳大利亞土著居民用舞蹈的形式來慶祝他們的儀式、文化、音樂。
學習能力 1.能夠在閱讀語篇時抓住主旨大意。 2.能夠有意識地識別并拓展詞匯活用現(xiàn)象，尤其同形（同音）異義詞。 3.能夠形成梳理特定語法項目（過去分詞）的意識和能力。
文化意識 1.了解澳大利亞、新西蘭等國家和地區(qū)的標志性風物；理解文化內(nèi)涵，提高文化意識，拓展國際視野。 2.了解并介紹我國的標志性風物，有意識宣傳國家和地方特色文化意識，增強文化自信。
思維品質(zhì) 1.能夠綜合評價標志性風物的特征。 2.能夠從文化對比的視角思考并提煉文化特征，辯證的看待文化特征，創(chuàng)造性的進行文化介紹。
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 假如你是李華，你校英語報Animal World欄目正在開展中國特有動物的專題介紹，并面向全校征文。請你寫一篇英語短文應征。內(nèi)容要點: 1.介紹該動物的原因; 2.介紹該動物的外形、飲食、棲息地和獨特之處; 3.號召大家保護動物。注意:詞數(shù)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.

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