Unit2IconicAttractionsReadingandThinking教学设计-高中英语人教版选择性(3).docx

X4U2IconicAttractions

ReadingandThinking—Part1

I.Learning

Aims:

1.Readandunderstandthewriter’simpressiononAustralia.

2.ReadandlearnthenativecultureofAustralia.

3.DiscussandtalkabouthowdifferentculturesinfluenceAustralia.

II.TeachingKeyandDifficultPoints

Keypoint:Studentscanunderstandthepassagebyusingsomeusefulreadingskills.

DifficultPoints:Cultivatestudentsreadingprehensionabilityandthinkingquality.

III.TeachingMaterials

TaskbasedTeachingMethods

IV.TeachingArrangement

1period

V.TeachingProcedures

Step1:Warmingup

1.Tintroducestheaimsofthelesson.

2.TguidesSstoappreciatetheopeningpage.

3.TshowsSssomepicturesandavideoclip.

Step2:Readformainideachoosethebestanswer

Activity1:Skimthetextandthenfillintheblanks.

Ⅱ.Themainideaofthepassageis．

Activity2:Readthepassagecarefullyandchoosethebestanswer.

1．HowmanydaysdidthewriterstayinAustralia?

A．About4days. B．About6days.

C．About7days. D．About12days.

2．WhatimpressedthewritermostinAustralia?

A．Thedifferentbutyummyfood.

B．Theamazinginstrument—didgeridoo.

C．Themixofpeoplesandcultures.

D．Theiconicsites.

3．Whatcanweknowaboutthedidgeridooaccordingtothepassage?

A．Ithasnofingerholes.

B．Itisanamazinginstrument.

C．Itsplayerhastochangetheshapeofhismouthtochangepitch.

D．Alloftheabove.

4．Whatcanweinferfromthepassage?

A．ThewriterandhisfriendatetheSundayroast.

B．ThewritervisitedtheSydneyOperaHouse.

C．Thewriterwasabletoplaythedidgeridoo.

D．ThewriterlikesthefoodofAustraliamost.

Step3:PostReading

Closeyourbookandfinishthemicrowriting.

SummarizewhataretheiconicfeaturesofAustralia?

WhaticonicChineseattractionsyouwouldliketointroducetoaforeigner?

Step4:Summary

Invitestudentstosummarizewhatwehavelearned

VI.BlackboardDesign

VII.HomeworkDesign

VIII.Teac