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Unit2Reading andThinking课时内容Experience the iconic featuresof Australia主题语境人与自然主题群自然生态子主题标志性风物语篇类型旅行博客文本分析［］阅读语篇为四篇旅行博客文章首先，介绍作者前往澳大利亚旅行前做的准What备；然后，介绍作者初到澳大利亚，在悉尼与朋友体验当地饮食；接着，介绍了为了解当地土著人的生活习俗，作者与朋友一同探访澳大利亚北领地的凯瑟琳小镇的经历；最后，作者描述了在澳大利亚印象最深刻的是不同种族与文化的交融孕育了简单直率、随性洒脱的澳大利亚人同时，作者深切地感受到当地人的热情好客，更欣赏他们怡然自得的生活态度］通过对该语篇的学习，学生能够了解博客文章的文体特征和语篇特点；能够抓LWhy住每篇博客的信息要点，匹配对应小标题;通过思考作者介绍澳大利亚的角度，探究澳大利亚的多元文化，体会和感受标志性特征的历史积淀、特殊意义和现代特征；能够在拓宽国际视野的同时「落脚于介绍中国的风物特征；培养审美情趣和人文情怀【】文章以时间为主线展开，分别呈现了四篇不同日期的博客文章四篇博客文How章的写作角度别具一格，作者并没有描写大众眼中的澳大利亚标志性风景名胜，而是从其个人专业视角和个人的兴趣出发呈现自己眼中的澳大利亚其中美食、土著人、乐器是该语篇写作的一条明线，而对当地文化和人的描述以及体会则是另外一条暗线本文配图呈现了生词的作用，各种时态的使用使表达的意义层次丰富用现在进行时表示即将发生的旅行计划；用现在完成时介绍行前准备；用一般现在时描述客观事实和作者写作时的心情；用一般过去时介绍历史和行程中的故事课时目标学完本课后，学生能够感知语篇特征、判断语篇体裁、获取语篇信息、梳理语篇结构、体会作者的写作目
1.的和态度了解澳大利亚的基本概况、饮食特色、文化特点和生活方式，理解文化内涵，拓宽
2.国际视野迁移运用所学知识介绍我国的标志性风物、地方特色和文化，增强文化自信重点
3.难点点引导学生了解博客文章的写作特征和写作目的
1.了解澳大利亚的基本概况、饮食特色、文化特点及生活方式难点
2.从不同角度思考如何选择并介绍一个国家或地区的标志性风物
1.,采用记笔记的方式获取博客文章的主要信息和结构特点2教学准备教师准备搜索、归类澳大利亚的标志性风物（如美食和风俗等）的背景知识学生准备预习本课相关词汇
1.利用网络查找有关澳大利亚的标志性风物、文化特征等相关资料
2.精彩课堂学习理解Step I活动一感知与注意Ask studentsto lookat thetitle and the photoon theOpening Page.Have themanswerthe questionsbelow.•What doesIconic Attractionsmean•What doyou know about theplace in the photoWhich countrydoes thisphoto showus•What is the firstthing youthink ofwhen youthink aboutAustraliaSuggested answers:•Iconic Attractions7means symbolsof aplace thatare attractiveand wellknown.•It is the SydneyOpera Housewhich is one of the worldsmost famousbuildings.Australia.•The firstthings thatI think of arekangaroos,beaches,and deserts.【设计意图】通过单元主题图上的澳大利亚著名的标志性建筑--悉尼歌剧院，帮助学生理解单元主题词汇的含义学生通过讨论互相启发，构建对澳大利iconic attractions亚的背景知识，唤起学生的阅读兴趣，为阅读作准备活动二获取与梳理
1.Ask studentsto discussthe followvingquestions.•If youwere atourist,what aspectsof Australiawould youlike to knowabout•If youwant to record thewonderful travelexperience,which kindof socialmedia willyouchoose touseSuggested answers:•Architecture;clothes;food;musical instrumentand so on.•（略）【设计意图】通过该活动，引导学生以游客的角度思考自己想了解澳大利亚的哪些方面，让学生形成阅读期待
2.Ask studentsto identifythe textype andthe writerspurpose ofwriting.•What typeof textis itA.A report.B.A travelblog.C.An advertisement.D.A poster.•Why doesthe writerwrite theseblog entriesSuggested answers:B•The writerwrites theseblog entriestorecordher journeyand shareher travelexperience.
3.Ask studentsto skimthe text and finish the followingtasks.lThe textis mainlyabout the writers travelling to Australia.The writermet
①and experienced2_________________________2Match the blog entriesto thesubheadings.Blog entry1A.First impressionsBlog entry2B.Reflections onmulticulturalismBlog entry3C.Preparing totravelBlog entry4D.Aborigines andthe didgeridooSuggestedanswers:1
①people inAustralia
②their culture,food and way of life2Blog entry1:C;Blog entry2:A;Blog entry3:D;Blogentry4:B【设计意图】通过归纳文章主题和概括四篇博客的大意的活动，让学生了解语篇特征，捕捉文章的主要信息活动三概括与整合
1.Ask studentsto gothrough the textandfinishthe mind map.
2.Ask studentsto learnstrategies for taking notes.lGo throughthe sentenceswith studentsand makesure teyunderstand theirmeanings.Take notesWhen you reada passage,sometimes ithelps totake notesso thatyou can betterremember andunderstand whatyou havelearnt.Whenyoutake notes,it isgood towritedown theimportant factsjust usingkey wordsand ignoremany of the smallwords.〃You canalso useabbreviations,such asAus forAustralia andNfornorth”,and use〃symbols such asfor ancT.Cue ColumnNote-taking Column2lnstruct studentstoknowanother wayfortakingnotes CornelNote Taking.-Key words-Key ideas-Important dates,people,places-Key questions-Diagrams andpictures-Formulas-Repeated stressedinformationSummary-Summary ofyour notesin yourown words
3.Ask studentsto readthe firstblog entrycarefully and take some notes.Then havethemthinkofthe questionbelow andanswer it.•Before travellingto Australia,what informationhas the writer got
4.Ask studentsto readthe secondblog entryand takesome notes.Then havethemthink ofthe questionsbelow andanswer them.•Who didthe writermeet•What didthewriterexperience•How hasAustralian cuisinebeen influencedby differentculturesA lotof typicalAustralian food,suchasthe,is originally.The influenceof,on theotherhand,led to the introductionof and,along withAustralian versionsof foods likethe Chinese-inspired dimsim.•The writermet herfriend.•The writerexperienced thefirst open-air barbecueand hadalso enjoyedmany differentbutyummy meals.•Sunday roast;British;Asian cultures;bean curd;Asian herbs
5.Ask studentsto readthe thirdblog entryand takesome notes.Then havethem thinkofthe questionbelow andanswer it.•What isthe maintheme reflectedin Aboriginalmusic Why
6.Ask studentsto readthe fourthblog entryandtakesomenotes.Then havethem thinkofthe questionbelow andanswer it.•What are the writersbiggest impressionsof AustraliaBiggestimpression:________________________________【设计意图】通过阅读策略的学习，明确记笔记的方法使用关键词、缩写和速记符号，教师引入分区记笔记的方法，提升记笔记的功用通过思维导图，让学生从整体过渡到重要细节部分引导学生逐层递进地了解作者眼中的澳大利亚通过记笔记的方式，获取博客的主要信息和结构特点鼓励学生通过记笔记梳理信息，让学生可以观察规律，自创速记的方法应用实践Step II活动四描述与阐释
1.Ask studentsto discussthe followingquestions.•What detailsshould ablog include•Can youfind outthe differenttenses inthe textSuggestedanswers:・（略）•Different tenses（用现在进行时表示即将发生的旅行计划）
①Next weekI mtravellingto Australia…
②I7m herein Sydney!（用一般现在时描述一系列的客观事实以及作者写作口寸的心情）
③I havealready done some research on the country.…（用现在完成时陈述旅行前的准备）（）I havealso readabout someiconic sites,
4...（用现在完成时拉近与读者的距离，让读My friendand I have arrivedin Katherine,者有一种身临其境的感觉）（使用了一般过去
⑤To survive...,the Aborigineshad tobe inclose contactwith nature.时，介绍当地民族的历史）【设计意图】引导学生思考博客写作应注意的方面通过让学生找出文章使用的不同时态，引导学生关注如何使用不同的时态来表达层次丰富的意义
2.Ask studentsto fillintheblanks tosummarise thetext.I amgoing tovisit myfriend inAustralia overthe schoolholidays.Having alreadydonesome（）researchon thecountry,I knowAustralia
①locate to thesouth ofthe equator.There aresomeiconic sitesand uniqueanimals,
②what interestsme mostis meetingpeople thereand（）（）experiencing3they culture,food,andwayoflife.Since Iarrived,I havetasted many
④（）（）difference kindsoffoodwith myfriend,so myfirst
⑤impress ofAustralia havebeen allaboutfood!In Katherine,a townin AustraliasNorthern Territory,Ihavelearnt about the lifeandcustoms ofthe Aborigines,®are nativetoAustraliaand witnessedtheir influenceonthecountrysculture.代（）A er
⑦stay herefor sometime,the complicatedmix ofpeoples andcultures thatmake up（）the nationleaves the
⑧big impressionon me.Immigrants contributeda lottothenew（）（）cultural influences.9personal speaking,the straightforwardand free-and-easy attitudetowardslife ofAustralians,and theirfriendliness andwarmth are⑩I likemost.【设计意图】以时间为线索，梳理和概括文章的内容要点澳大利亚的食物、土著文化、生活态度和方式活动五分析与判断Ask studentsto concludethe introductionof Australiasiconic featuresfrom thetext withthehelp ofthemindmap andthe followingquestions.•How didthewriterorganise thefour blogentries Rereadtheblogentries andfillin theblanks.Theme:Experience theiconic featuresof AustraliaExamplesof travelroutes andperspectivesStep III迁移创新活动六批判与评价
1.Ask studentsto discusswhat iconicChinese attractionsthey wouldlike tointroduce toaforeigner andexplain why.Suggestedanswer:Tourist sites,food anddrinks,ethnic minoritygroups,musical instruments,clothes,...
2.Have studentsthink criticallyand thenapply whatthey havelearnt fromthetextto lifefromthe followingtips.Tourist sites:The Templeof HeavenandtheForbidden City,because theseare iconicplaces thattella lotabouttheChinese culture.Food anddrinks:Jiaozi,because itisthemost representativefood formany Chinesepeople,especially inthe north.Tea,as anold Chinesesaying goes,Firewood,rice,cooking oil,salt,sauce,vinegar,and teaaretheseven necessitiesto begina day.Ethnic minoritygroups:The Miaopeople lovesinging abouttheir lifealoud.The Daipeople singanddance tocelebrate theirWater-Sprinkling Festival.Musical instruments:The pipaisone ofthemost popularChinese instrumentswith overtwothousand yearsof history.Guzheng isoneofthe oldestfolk musical instruments inChina.Clothes:The qipao,because itis sucha beautifuldress,and sorepresentative ofthe Chinesecultureas awhole.Hanfu clothingisthetraditional clothingoftheHan nationality.【设计意图】学生思考、讨论并分享自己对中国标志性风物的体会，为后面的〃写〃搭建内容和语言的支架，将知识迁移运用到熟悉的语境中，关联实际生活，从探究澳大利亚的多元文化特征过渡到中国文化，弘扬学生的文化自信活动七推理与论证Ask studentsto discussthe questionbelow.•What doesIconic AttractionsmeanSuggested answer:•Iconic Attractionswould oftenbe interpretedas aplace,in thiscontext itcanbeanythingwhich someonemight findattractive,including touristsites,food anddrinks,ethnic minoritygroups,musicalinstruments,clothes andsoon.【设计意图】将主题进一步深化，让学生意识到标志性风物不一定是介绍一个地点，还可以是任何可以吸引你的东西，如旅游景点、饮食、少数民族、乐器和服饰等活动八想象与创造Writing,not morethan50words1Ask studentsto writea micro-blog abouttheiconicattractions oftheir hometownfrom thefollowingcategories orother categoriesas theylike.2Ask studentsto exchangetheir draftwith apartner.Then havethem taketheir draftback andreviseit usingtheir partnerscomments.And letthem givea presentationtotherest ofthe class.【设计意图】鼓励学生描述最为熟悉的家乡的标志性风物，使知识联系实际生活让学生写一小段微博，写作中体现博客写作的特点，形成完整的教学闭环。
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