Unit 4 History and Traditions reading for writing 教学设计-2024-2025学年人教版（2019）高中英语必修第二册

Book 2 Unit 4 History and Traditions reading for writing 教学设计 课时教学设计 课题：Describe a place that you like 课型：读写课 课时：45 分钟 1. 理论依据(Theoretical basis) This lesson takes the teaching philosophy from English curriculum criteria as a guiding principle. Based on the concept of big ideas, it aims to develop students’ core competencies through Activity-based English Learning Approach. 2. 教材解析(Analysis of the discourse ) The theme of this unit is History and traditions. The Reading for writing section is an essential part of this unit, and it can be analyzed from the following 3 aspects : 【What】The text describes the beautiful landscape of Ireland and its traditions, which are depicted from the perspective of a traveler in spacial order (An obvious clue 明线), with the “beauty ”of Ireland among words and between lines, nourishing the strong traditions of Ireland (A hidden clue 暗线). At the same time, the text can be considered an expansion to the previous materials talking about London and other historic sites in Britain, thus presenting European cultural features with history and modernity, city and country combined. 【Why】On the one hand, it’s meant to show the inspiring and exciting beautiful landscape of Ireland with the writer’s love for the beauty of it . And it’s this beauty that nourishes the strong tradition of Ireland (A hidden clue 暗 线 ). Such connection also makes the description coherently. On the other hand, as the 7th period of this unit, this period serves as a bridge to connect the former part and the latter part. Exactly, many places have been shown until now, such as Qufu, England, London, Pingyao and Ireland, all of which are laying a foundation for later period-- “Assessing your progress”. Most importantly, the text can serve as an example to help students explore their own feelings towards a place they like, leading students to explore and reflect on the “beauty” around them and to cultivate their love for local or domestic locations. 【How】Evidently, this text is an exposition on scenery description with exquisite language, short but concise and rich contents. More exactly, the author illustrates the beauty of Ireland from aspects of vision, smell, taste, hearing and touch with specific words and examples in spacial order (An obvious clue 明 线), such as rural scenery, the roar of sea waves and the sound of seabirds, etc. and also describes the Irish national traditions such as music, dance and dishes, as well as local residents. The author also uses some figures of speech such as metaphor(暗喻), alliteration(头韵) and personification(拟人), and lively sentences to show the beauty of Ireland in various aspects. 3. 学情分析（ Analysis of the target students ) Students involved are from Class 15, Senior 1, most of whom are active, energetic and quick-minded with relatively creative thinking, and have mastered some good learning methods. In a way, they are generally hard-working and eager to improve their overall English abilities. For Ss in Senior 1, they’ve got a basic understanding of Reading for Writing after Book 1 and they are quite interested in this topic because of the short but beautiful text. Besides, they can express a lot about some scenic spots in their hometown. However, they were rarely exposed to writing passages on scenery description before and lacking in writing skills in detailed description and transitional devices. And they have difficulty making a concise and coherent description. Thus, Ss should be guided to flexibly describe a place through learning and imitating examples, and then express love for familiar places or those they show interest in. 4. 教学目标(Teaching and learning objectives) Through this lesson, students will learn to Understand and analyze: 1)Find out the main idea of the text 2)Recognize and master the words and expressions related to sensory details(S-D skill) Apply and practice： 1) Identify the “Introduction---Body---Ending” structure and language feature of the passage. 2) Appreciate and describe a place from sight, smell, taste, hearing and touch. Transfer and create: 1) Through critical thinking, write an essay about our school with IBE structure and enhance the love for our school. 2) Output a passage by introducing the beauty and traditions of Jinan by employing the IBE structure and expressions related to sensory details(S-D skill). 5. 教学重点和难点(Key and difficult points) Key points: Students could Identify the “Introduction---Body---Ending” structure of the text, and could appreciate and describe a place from sight, smell, taste, hearing and touch. Difficult points: Students are able to write an essay about a place with IBE structure by using five sensory details so as to enhance the love for our school. 6. 教学方法(Teaching and learning methods) Teaching methods: Activity-based approach to English learning Learning methods: Learning through activities; Cooperative learning method; Inquiry-based learning method 7. 教学资源(Teaching materials ) Textbook; PPT; Worksheet 8. 教学流程图(Teaching flow chart) 9. 教学过程(Teaching procedures) 注: T= Teacher; Ss= Students; Q=question; CW=class work; IW= individual work; PW= pair work; GW= group work 教学活动设计 设计意图 评价反馈 核心素养提升 Step 1: Lead in Greet and Q&A (IW/GW 2mins) T shares beautiful pictures with Ss and introduce the topic “beautiful scenery of Ireland” by inviting Ss to use some adjectives to describe them 问候分享：分享美景图片，邀请学生运用恰当的形容词来描绘，以此引出语篇主题“爱尔兰的美景与传统”，激发学生对爱尔兰乡村的兴趣，增加阅读文本和探求知识的渴望，并把学生思维活跃点和本节课教学重点结合起来，为进一步挖掘和了解其相关的美丽景色和风土人情做铺垫。 学生通 过观察 与 思考 回 答 老 师问题。 思维品质联想猜测 Step 2: Pre-reading Activity 1: View and Predict (IW/PW 3mins) T shows the title and the given picture in the textbook and asks Ss to make a prediction about the text. Q: What is the text mainly about according to the title and the given picture? 预测感知： 引导学生通过 理 解 题目、观察图片来猜测文章主旨。 以阅读 能力提 升和链 接 高 考 为 导 向 , 学生 通 过 标题和图片，预 测 文本内容。 思维品质 预测能力 概括能力 Step 3: While-reading Activity 2: Read and understand (IW/PW 2mins) T asks Ss to read the text and find out the main idea by doing the multiple choices. 读取语篇大意： 帮助学生快速了解语篇内容，激发 学生阅读兴趣。通过学生熟悉的阅 读 主 旨 题型，增强学生对文章整 体框架与脉络的理解能力，形成对文本内容的初步感知 学生根据语 篇中出现 的关键词 确定段落大意 语言能力获取 和 概 括信 息 的能力 思维品质 推理联想能力；概括能力 Activity 3: Read and explore details (IW/CW 3mins) 1. T encourages Ss to read the text carefully and discuss the questions in pairs. (1) What makes the Irish countryside exciting and inspiring? (2) What are the best ways to experience some Irish traditions and cultures? 扫读归纳： 把握语篇细节，通过阅读 理 解 活 动，引起学生的阅读兴趣，并激活学生的相关内容图式 学生能否 快速通过 阅读找出 细节信息，提升扫读 能力。 语言能力 获 取 梳 理信 息 总 结 概括能力 思维品质 推 理 联 想 能力; 批判 性 思 维能力 学习能力自主探究合作学习 Step 4: Pre-writing Activity 4: Read for the structure(IW/PW 2mins) T guides Ss to read the text to identify and underline the paragraph’s introductory sentence(s) and the ending sentence(s) and figure out the structure. 把握语篇结构： 引导学生分析文章的结构特点并关 注文章开头句和结尾句的描写。在分析结构的同时找出过渡句，为后续的写作做铺垫。 学生阅读完 语篇是否 能快速找 出开篇句 和结尾句，弄清语篇的结构，以及 找出过渡句。 思维品质推 理 联 想 能力；概括 能力 学习能力自主探究 Activity 5: Read for sensory details(IW/PW 8mins) Ss are led to learn about an expression called sensory details/S-D Skill, and find out what sensory details are used. 扫读感官描写细节： 通过分析文本，学生从视觉、听觉、 触觉、嗅觉和味觉等方面直观感受 作者描述的乡村美景和风土人情，为后续的仿写做准备。 学生对相 关感官语 言描写的 敏感度。 语言能力获取 梳 理信 息总 结 概括能力 思维品质推理 联 想能力；概括能力学习能力自主探究 Activity 6: Read for language (IW/PW 6mins) Ss will be guided to appreciate language features in terms of figures of speech(修 辞) and the words used in each sentence. 语言特色的欣赏 与分析：以语篇为依托，引导学生分析文本的 语 言 表达，关注与感官感受相关联的用词 与表达，内化于心，为他们在接下来的写作中丰富自己的 语言提供帮助与支撑。 感 知 语 篇语 言 特 色和 作 者 的写作手法，引导学生学会使用修辞与特定的词和短语 来描写感 官享受。 语言能力感 知 与 注意，获取梳 理 信 息 概 括能力 文化意识理 解 文 化内涵，汲取文化精华，形成 正 确 的价值观 学习能力自主探究 Step 5: Writing Activity 7: Sentence writing (IW/PW 4mins) T guides Ss to imitate sentence writing by reference to the given sentences in the text 句子仿写： 引导学生根据语篇中与感官感受相 关联的语言表达进行仿写。 亮点： 该活动设计迁移创新，引导学生关 注校园的美景，紧贴学生 生 活 实 际。另外，阅读文本中感官细节描写可为学生提供有效抓 手，方便其仿写。 学生能否 正确运用 文本中的 相关用 词 与表达描 述进行有 效仿写。 语言能力具 备 一 定的 语 言 意识 和 英 语语感，恰当表 意 的 能力 思维品质 联想能力； 逻 辑 思 维 能 力 以 及 观 察 思 考 能力 Activity 8: Passage writing (IW 6mins) Ss will be asked to write a descriptive passage about our school by adopting the “Introduction-Body-Ending” structure and employing at least two sensory details / S-D skills. 篇章撰写： 深化学生对Introduction-Body-Ending” 结构的理解与运用，另外在写作中学生能关注身边的环境，灵活运用感官细节描写校 园 的 美景，激发学生对校园的热爱。 学 生 能 否灵活运用”IBE ” 结 构以 及 感 官细 节 描 写的 语 言 来描 绘 身 边的美景。 语言能力具 备 一 定的 语 言 意识 和 英 语语感，恰当表 意 的 能力 文化意识理 解 文 化内涵，汲取文化精华，形 成 正 确 的价值观 Activity 9: Share and evaluate (IW & CW 4mins) Ss will be invited to stand in front of the classroom and share their works with the whole class. After that, T and other Ss could give some comments on their works 分 享 并 点 评：引发学生思 考，提升学生思维的辨析力和逻辑性，增强学生根据评价量表对作品的 综合评价，并引导学生发现并感受校园的美。 学生运用本 课所学知识，能流利表达自己 的想法与意见。 教师适时地 做出补充点评。 语言能力概 括 推 理能 力 和 语言 表 达 能力 思维品质逻 辑 思 维能 力 以 及观 察 思 考能力 Homework Ss are asked to write a passage to introduce Jinan, their hometown to the tourists 假定你是李华，你的美国朋友Adam发邮件说想来中国游玩，请你推荐你的家乡山东省济南市。请根据所给提示，用英语给他写一封邮件。内容包括： 1. 推荐山东省济南市；2. 陈述推荐的原因。 注意： 1. 词数100左右（开头和结尾已给出，但不计入总词数）； 2. 可以适当增加细节，以使行文连贯。 Dear Adam, ______________________________________________ Yours, Li Hua 学生结合本 节课所学的 景物描写文 段的组织结 构、衔接手 段、细节描 绘等方面的 特点，完成 一篇介绍家 乡济南的文 章，既内化 语言知识， 又增强文化 意识。 教 师 批 改和 同 学 互批相结合 观察能力 合作探究语 言 能 力表达能力 教学反思（Teaching reflection） 本次授课文本是人教版必修二 Unit 4 History and Traditions 的读写课。确定 课题后，教师认真研读教材，结合新课程标准，拟定了本课教学目标与重难点。在教 学流程设计时，教学环节是否科学、顺畅，学生活动是否得体，重难点是否突出，时 间安排是否合理，我认真进行了推敲、斟酌,最终确定了本课的教学设计。在教学过程 中，教师努力让学生成为学习主体，发挥学生的主观能动性。 本节课的读写课教学过程即读前、读中、写前、写作所对应的学习过程践行了学 习理解、应用实践、迁移创新的英语学习活动观。本课亮点有以下几个:其一，学习活 动中的结构阅读和语言阅读，两者属于语言输入，可为后续写作做准备。语言欣赏环 节帮助学生内化关于如何在描述文章中恰当使用感官描写技能。其二，句子仿写阶段 以学生生活的校园美景为描绘对象，可操作性强，同时页激发学生对身边的校园之美 的关注。其三，撰写完校园美景后邀请学生进行分享并评论，增强学生的批判性思维 能力。其四，主题的升华与作业布置相结合，引导学生反思和探索国内尤其是身边景 点的历史文化价值，挖掘并了解相关历史文化传统。这些亮点独具匠心，课堂基于文 本，从学生实际生活出发，充分调动学生活动。 学科网（北京）股份有限公司 $$