Unit 2 Iconic Attractions教案

Reading and Thinking：A Travel Blog

文本簡析

本單元閱讀文本是一則旅游博客，記載了作者前往澳大利亞旅游之前的準備、旅游期間的些許見聞以及行將離開之際的反思。作者攻讀社會科學的學術(shù)背景使他更多地關(guān)注了生活在那片土地上的人民以及他們的文化、食物以及生活方式。文本中對澳洲復雜的民族與文化融合及澳大利亞人民的坦率、無拘無束的生活態(tài)度的敘述給讀者們留下了深刻的印象，讓人產(chǎn)生一種有朝一日也去澳洲一探究竟的向往。

全文按時間順序分為4則條目。條目一記錄了作者為旅游所做的一些準備工作；在條目二中作者記敘了其對澳州的各種來自全球不同地區(qū)美食的體驗；條目三記敘了作者和朋友為了解澳洲土著居民的生活與風俗而探訪北領地凱瑟琳鎮(zhèn)的經(jīng)過。其中，作者以詳細的筆墨記載了所觀察到的一種土著居民獨特的樂器—迪吉里杜管的演奏技巧；在條目四中，作者反思了幾天中的所見所聞：不同文化的復雜融合以及這種獨特文化所熏陶、孕育的熱情、友好的澳洲人民。他們給作者留下了深刻的印象。文本以澳大利亞推出的旅游宣傳廣告語“There’s is nothing like Australia.”結(jié)束，感嘆不虛此次澳大利亞之行。

在進行文本教學設計時，可以引導學生理清本文的寫作主線：作者計劃以親身體驗的方式去了解、感受澳大利亞的人民與文化這兩方面的情況，在經(jīng)歷中觀察、感悟、思考與學習。這種目的明確，準備充分，最后也收獲滿滿的旅游方式也能夠?qū)W生提供一定的啟發(fā)與幫助。在對澳大利亞文化多元性有了更多了解的同時，可以幫助學生關(guān)注、積累撰寫旅游日志類文本中常見的語言材料。

教學設計（共2課時）

第1課時

一、教學內(nèi)容

初步理解全文，了解作者在旅游之前所做的各種準備工作，對于澳洲各種美食的初步印象，對澳大利亞土著居民生活狀態(tài)的了解以及對澳洲多元文化和多民族融合的美好印象。

二、課時目標

1. 通過對有關(guān)“澳大利亞”這個話題的討論，激活背景知識，醞釀閱讀興趣。通過掃讀確定小標題，了解文本整體的大意與框架，尋找文章寫作主線：Experience & Learn，以及博客的主要的內(nèi)容：People & Culture，厘清文章主要脈絡。

2. 學習note-taking技巧并通過應用這種技巧來更好地梳理、理解并記憶文本內(nèi)容。

3. 在討論中澄清文本中理解的難點，增強通過上下文理解詞匯意義的能力。

三、教學過程

Activity 1: Discussion

本活動旨在落實課時目標1。

Discuss with the students the following questions.

Q1: What is the first thing you think of when youthink about Australia?

Q2: What is your impression of Australia based onyour experiences or what you have seen in the media?

(the Sydney Opera House, the Great Ocean Road, bushfires, cute koalas and kangaroos...)

The Sydney Opera house is so impressive that it seemsto be a symbol of Australia. We can say it’s an iconic site of Australia. Can youname some other iconic sites around the world?

Koalas and kangaroos are very cute animals. They areiconic animals in Australia.

T: Here is a travel blog with four entries and twopictures written by a blogger who has travelled to Australia. Can you predict whathe mainly wrote about in the blog?

【設計意圖】此活動意在引導學生反思旅游的價值，回顧旅游中常見的活動，為進一步學習文本做好鋪墊。通過對澳大利亞的討論，激活相關(guān)背景知識，通過對悉尼歌劇院與考拉等澳洲著名亮點的討論，學習并應用iconic，koala等詞匯。引入文本并做簡單介紹，預測文本內(nèi)容。

Activity 2: Scanning and matching the subheadings

本活動旨在落實課時目標2。

1. The students read the first entry and check theirprediction.

He wrote about his experiences and what he learntabout Australian people & their culture, food and way of life.

2. Find a proper subheading for Entry 1 and go onto find subheadings for the other 3 entries. Get the students to tell how they manageto match them quickly.

Deal with two new words in the subheadings: foundationand political, using lexical knowledge.

Divide the 4 entries in 3 stages:

Before traveling: Entry 1; While traveling: Entries2 & 3; Post-traveling: Entry 4

【設計意圖】掃讀第一則日志，找到作者在旅游中的關(guān)注點：People & Culture，確定其小標題，并掃讀其余三則日志，尋找合適的小標題。通過小標題的解讀，理清文章的主要脈絡。利用構(gòu)詞法的知識學習foundation與political兩個單詞。

Activity 3: Detailed reading for Entry 1: Preparingto travel

本活動旨在落實課時目標3。

Read Part 1 and answer the following questions:

Qs: When was the writer traveling to Australia?

What preparation work did the writer do before travelling?

What did he learn about Australia?

What would he be interested in doing during the trip?

Collect the answering sentences for further use.

Special difficulty:

Located to the south of the equator, it’s often informallyreferred to as “down under”.

Use pictures to explain the word “equator” and explainthe meaning of past participle structure “Located to the south ...”: As it is locatedto the south ...

【設計意圖】通過詳細閱讀第一則日志，提取文本中主要事實信息。解決其中語言理解上的難點，同時為下一個教學活動打好基礎。對于出現(xiàn)的單元語法項目過去分詞結(jié)構(gòu)只作理解性障礙的清除，不做過多的解釋。對文章中其他過去分詞結(jié)構(gòu)都同樣的處理，意在增加學生的感知量，在單元語法部分再做啟發(fā)與拓展。

Activity 4: Note-taking skills

本活動旨在落實課時目標3。

Suggest some skills of note-taking, which helps usbetter remember and understand what we have learnt.

1.Use the title to predict the main idea.

2.Write down the important facts, using key words.

While taking notes, write down the important factsusing only the key words, which are informative and serve the title, ignoring thesmall words, such as articles, pronouns, and prepositions.

e.g. The next week he was traveling to Australia.

He planned to keep the blog to record his experiencesand what he learnt.

3. Keep the notes short.

To save time and space, use abbreviation and symbols.The important thing is to be creative and to make sure that you are able to recognizethem when you refer to them later on.

For example：

“Nt Wk” for “next week”; “Aus” for “Australia”;

“∴” for “so”; “&” for “and”; “∧” for “but”

“interestd2” for “more interested”

4. Organize the notes well.

Good notes should have a clear organizational pattern.The ideas should relate to one another and be arranged into an appropriate forme.g. a list, a table, classification charts, mind maps, etc.

Activity 5: Note-taking practice

本活動旨在落實課時目標3。

Divide the students into 3 groups. Each group is totake notes of one entry and present the main facts to the class afterwards. Remindthem to find important facts based on the theme of the blog.

1). Who did the writer meet and what did the writerexperience?

2). What did he learn about the people and the culture,food and way of life?

【設計意圖】在學習了note-taking技巧以后，布置學生利用其余的日志應用、操練這項技巧，基于文章主線提煉主要事實的過程中梳理信息，加深對文本的理解。同時訓練學生通過上下文、構(gòu)詞法等技巧猜測詞義的能力以及邏輯思維能力。

Activity 6: Presentation and further discussions.

本活動旨在落實課時目標3。

Get the groups to present the main facts of each entryaccording to the notes they have taken. After their presentation, raise furtherquestions to clarify difficulties that have been missed out. If the students havea good command of English, give them the chance to raise questions. If not, theteacher may have to act the part.

Entry 2: First impressions

Qs: 1). What were the first impressions about Australia?How did it come about?

(about food. first open-air barbecue, different butyummy meals)

2). Why did the blogger use “!” when sharing the firstimpressions?

(unexpected, amused,…)

3). What did the blogger learn about Australian food?How does it come about?

Of different origins:

a lot of typical Australian food: British

premier food experiences: from around the world

bean curd and Asian herbs, dim sim: Asian

Australia is an immigrant country and its food hasbeen brought to the country by settlers at different times, first the Westerners,especially the British and later immigrants around the world, especially the neighboringAsian countries.

Grasp chances to discuss the meaning of bakeries,fast-food joints, butcher shops, premier food experiences, herbs and Chinese-inspireddim sim, using lexical knowledge, pictures, context clues or clear English explanation.

Entry 3: Aborigines and didgeridoos

Qs: 1. Why do you think the area is called the NorthernTerritory?

Located in the north of the country, the area is formallyreferred to as Northern Territory.

2. Why are the native people called the Aborigines?

(the Latin word ab: from; origins: the beginning.the word means being there from the beginning or the earliest ever known.)

3. How do you understand the sentence “The Aboriginalpopulation may be small, its influence is still visible”?

(the Aborigines actually only have a small influencein the society.)

Supplement knowledge: Before the arrival of the westerners,the Aborigines were the owner of the land. But after their arrival, the Aboriginesbegan to lose their land. Many of them were killed in the conflicts and many diedof the diseases brought by westerners. They were forced to leave the rich landsand lived in remote and poor areas. To our relief, the Aborigines are now protectedby the law and treated as equal citizens.

4. What is the main theme reflected in Aboriginalmusic and why?

The celebration (which means “praise”) of the naturalworld and the spiritual world around them.

They lived a hard life, which is shown in words likesurvive, had to, just sticks found on the ground, and had to be in close contactwith nature, which means they were largely at the mercy of nature.

5.Why does he describe the process of playing thedidgeridoo so carefully?

On the one hand, he may be very interested in themusical instrument. On the other hand, by describing the difficulty of playing theinstrument, he shows respect to the wisdom of the Aborigines.

Clarify the meaning of the special difficulties: hollow,vibrate, horn, pitch.

Entry 4: Reflections on multiculturalism

1. What did the writer think of his trip to Australia?

(Wonderful, enjoyable)

2.What is his biggest impression of Australia?

(the complicated mix of peoples and cultures thatmake up the nation, that is multiculturalism.)

3.What happened in 1788?

In 1788, Australia was formally established by theBritish as a colony.

4.What does the writer think of the Australia people?

He likes them a lot for their straightforward andfree-and-easy attitude towards life and their friendliness and warmth.

If time permits, raise more detailed questions. Ifnot, guarantee enough time for the

students to go through their notes.

In the presentations and discussions, the teacherserves as an assistant and facilitator, offering help with the difficulties andguidance for discussions and bridging the process of the discussion.

5.How do you understand the tourism slogan?

Unique culture and unique people.

【設計意圖】為學生提供一個舞臺來展示他們對文本的理解，幫助他們在應用語言材料的過程中習得語言，同時培養(yǎng)語言表達能力。在把話語權(quán)還給學生的同時，教師還可在聆聽、交流的過程中幫助學生理清邏輯，對他們所摘錄的筆記及時反饋，提高他們的Note-taking技能。此外，教師應對每個語段中學生可能存在的理解上的難點了然于胸，通過穿插式、主動引導等方式幫助學生解決理解上的困難，掌握、鞏固文本中的語言知識。對于語言知識的關(guān)注的點與量以不打斷學生持續(xù)的表達以及師生之間、生生之間有意義的交流為原則。根據(jù)學生英語基礎，教師可靈活調(diào)整討論的廣度、深度及密度。

Activity 7: Assignment

本活動旨在落實課時目標2、3。

1.Improve the notes they have taken of the entry andgo on to take the notes of the other two entries.

2.Think about the identity of the blogger: Who keptthe blog？Find facts to support yourassumption.

【設計意圖】通過進一步完善已摘錄的筆記，并為其他兩則日志摘錄筆記，進一步訓練筆記摘錄能力，同時對全文的內(nèi)容有更好的理解，在應用中學習、掌握語言。同時，學生為了盡可能多地推斷作者的身份，他們會對博客全文進行更細致的閱讀，訓練學生閱讀時的推斷能力。

第2課時

一、教學內(nèi)容

在已經(jīng)理解文本表層意義的基礎上，通過更深入的討論，補充相關(guān)背景知識，幫助學生對澳大利亞多元文化的形成有更深的理解。觀察全文寫作特點，梳理相關(guān)語言，仿寫旅游日志。

二、課時目標

1. 學生分享他們對作者的身份的推測，在交流中印證自己閱讀中的推斷并訓練語言表達能力。討論“旅游”這個話題，回顧作者旅游的組織方式，批判性地評價作者的旅游方式；

2. 學生復習作者在旅途中的經(jīng)歷與學習所得，在討論中更深入地思考、澄清文章理解中的重點、難點。獲得相關(guān)的背景知識，對于澳大利亞多元文化的形成有更深入的了解，思考文化多元的價值，培養(yǎng)學生的文化意識。

3. 學生在對文本內(nèi)容的討論中聯(lián)系實際生活，同時積累有關(guān)旅游這個話題的語言素材，嘗試進行仿寫活動，鞏固所學內(nèi)容，提升語言能力。

三、教學過程

Activity 1: Discussing, comparing and critical thinking

本活動為實現(xiàn)課時教學目標1。

Start a discussion about the identity of the bloggerand ways of travel.

Qs: 1. Who wrote the travel blog? Lets share ourassumptions about the blogger’s identity and give supporting facts.

The writer may well be a Chinese university student.

He went on thetrip during the school holiday;

He majors in socialstudies.

The National Dayholiday of China usually lasts from Oct. 1 to Oct 7.

Of the great numberof food experiences in Australia, the writer particularly mentions the Chinese-inspireddim sim;

...

The writer might also be an exchange student in aChinese university:

The blog was writtenin English. If the writer were Chinese, why bother to write it in English?

...

Other assumptions are welcome.

2. Do you like traveling? Why? What do you often doduring the travel?

3. Now that we have read the blog, what do you thinkof the writer’s travel? Why?

(In the discussion, the teacher may demonstrate theskill of note-taking and organize their ideas in a certain pattern artistically.)

The writer’s travel is quite fruitful thanks to thefollowing elements.

(for convenience, we use “He” in the discussion.)

Target -- He had clear travel targets: meeting thepeople and experiencing the culture.

Research -- Before setting out, he did some researchon his destination.

Abandonment -- With so much to admire but only a limitedtime, he even abandoned the opportunity to visit some iconic attractions or cuteanimals so as to focus on his targets.

Venturing -- During the travel, he would venture totry new and unusual things.

Experiencing -- Instead of sweeping past hot touristspots, he chose to experience new customs and cultures on his own.

Learning--- He set out to learn and finally he didlearn much from the trip.

This way of traveling may not be the best, but iscertainly useful for reference. It may inspire us to make our future travel experiencesmore fruitful.

【設計意圖】通過對作者身份的討論，訓練學生閱讀中的推斷能力，建立文本閱讀中的作者意識。談論學生們自己的旅游經(jīng)歷---或是走馬觀花式的，或是個性化、文化偏好式的，比較本文博主的旅游方式并形成評價，培養(yǎng)學生的批判性思維能力。在討論的過程中教師有意識地對信息進行提取、編碼、組織，讓學生再次感知note-taking的技能，同時使用提煉的6個單詞的首字母構(gòu)成TRAVEL這個單詞，創(chuàng)造教學過程中的藝術(shù)美感，加深學生對有效旅游的印象。幫助學生通過討論與對主題的提升，反思自己的旅游方式，以便做出更優(yōu)化的安排，在今后的旅程中有更多的收益。

Activity 2: Further discussion of the 6 elements aboveand supplement of more background knowledge

本活動為實現(xiàn)課時教學目標2。

1.Target

Q: The writer’s clear target of traveling, meetingthe people and experiencing the culture, is closely related to his major in socialstudies. Then what is social studies?

Social studies is a part of a school or college curriculumconcerned with the study of social relationships and the functioning of societyand usually made up of courses in history, government, economics, civics, sociology,geography, and anthropology. （Dictionary byMerriam-Webster）

Reflection: When you go out to travel, what targetsdo you usually have in mind?

2.Research

Q: Suppose you are traveling to Hangzhou during theschool holidays, how will you do research on the city?

(surf the internet, read books or travel brochures,consult friends, ...)

What information will you be interested to know?

(location, iconic sites, local cuisines, interestingcustoms, shopping malls ...)

3.Abandonment