Unit 4 Traveller's tales-D Writing 讲义-2025-2026学年高中英语沪教版必修第三册

本高中英语讲义聚焦旅行反思日志写作，系统梳理“show, not tell”写作技巧、感官描写（听觉、触觉等）、过去完成时与间接引语的准确运用，构建“场景引入—细节描述与文化冲击—个人反思”的文本结构，通过视频导入、范文分析、词汇句型积累、提纲设计等学习支架，引导学生掌握写作策略。 该资料以核心素养为导向，亮点在于通过短视频激活学生旅行经验，结合范文中“tell”与“show”的句子对比（如“我被清真寺的寂静震惊”与“祈祷声在空荡的清真寺回荡，我屏息站立，感受寂静轻压肩头”），培养语言表达的生动性与思维品质的逻辑性。小组讨论与同伴评价中，引导学生避免文化刻板印象（如不将“泰国人热情”简化为“过度 hospitality”），提升文化意识，课中个性化指导助力语言能力提升，课后拓展任务（修改作品、阅读优秀游记）帮助学生查漏补缺，适合高效教学。

Unit 4 Traveller's tales-D Writing 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, guiding students to use proper words and tenses to write travel reflections, understand cross-cultural differences, develop logical and critical thinking, and master effective writing strategies. 教学重难点 Key: Using "show, not tell" and sensory description to present travel experiences and cultural shocks; accurately applying past perfect tense and indirect speech. Difficulty: Avoiding cultural stereotypes and integrating personal feelings with cultural understanding. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short video clip about diverse travel experiences, including scenes of people encountering cultural differences during trips, such as a traveler participating in a local religious ceremony and feeling the shock of different customs. After playing the video, the teacher asks two guiding questions: “Have you ever had a travel experience that made you feel shocked or moved? What details impressed you most?” Then, invite 3-4 students to share their own experiences briefly in English. After each sharing, the teacher gives simple comments, focusing on encouraging students to use specific details instead of general descriptions, such as guiding a student who says “I felt happy” to say “A warm smile from the local villager made my eyes wet and my heart full of warmth”. Design Intention: The video clip can quickly attract students’ attention and activate their prior knowledge and life experience related to travel, which lays a foundation for the subsequent writing task of travel reflection logs. The guiding questions guide students to focus on details and feelings, subtly infiltrate the “show, not tell” writing skill, and help students break the habit of general description. Meanwhile, the sharing session creates a relaxed and interactive classroom atmosphere, encouraging students to actively participate in oral expression and laying a foundation for the improvement of language competence. Step 2: Text Analysis (Model Learning and Skill Extraction) The teacher distributes the sample text from the National Geographic Youth Column (consistent with the textbook’s writing requirement), which is a travel reflection log about a traveler’s experience in a mosque. First, ask students to read the sample text silently and complete two tasks: 1. Underline the sentences that describe the scene and the traveler’s feelings; 2. Identify the tenses and sentence structures used in the text. After students finish reading, organize a group discussion (4 students in a group) to share their findings. Then, the teacher summarizes and explains the key points on the blackboard. First, focus on the “show, not tell” writing skill. The teacher compares two sentences from the sample text: “I was shocked by the silence in the mosque” (tell) and “The sound of prayer echoed in the empty mosque, and I stood there, holding my breath, feeling the weight of silence pressing gently on my shoulders” (show). Through the comparison, students can clearly understand the difference between the two ways of expression, and guide students to conclude that “show” uses sensory description (hearing, touch, etc.) and specific details to let readers feel the emotion themselves, while “tell” directly states the emotion. Then, the teacher lists the sensory words used in the sample text, such as “echoed”, “gentle”, “warm”, and guides students to think about how to use sensory description in their own writing. Second, explain the accurate use of grammar points. The teacher extracts sentences from the sample text that use the past perfect tense and indirect speech, such as “By the time I entered the mosque, the prayer had already started” and “A local guide told me that I should not touch the religious relics in the mosque”. The teacher reviews the usage of the past perfect tense (expressing an action that happened before another past action) and indirect speech (paying attention to tense changes and polite expressions in cultural translation), and combines the travel context to explain how to use these two grammar points accurately in travel reflection logs, avoiding mechanical drills and emphasizing the practical application in real communication. Finally, guide students to analyze the structure of the sample text: the beginning introduces the travel scene and the core experience, the main body describes the details of the experience and the cultural shock, and the ending expresses personal reflection and understanding of the culture. Help students sort out the clear writing framework, which provides a scaffold for their own writing. Design Intention: The sample text is closely related to the textbook’s writing requirement, which can help students better understand the writing style and requirements of travel reflection logs. Through silent reading, group discussion and teacher’s summary, students can independently extract writing skills and grammar points, which is conducive to cultivating their learning ability. The comparison of “show, not tell” helps students master the key writing skill, and the explanation of grammar points combines the travel context, which makes the grammar learning more practical and helps students improve their language competence. The analysis of the text structure provides a clear framework for students’ writing, reducing the difficulty of writing and enhancing their confidence in writing. Step 3: Vocabulary and Sentence Pattern Accumulation (Language Support) On the basis of text analysis, the teacher combs out the key vocabulary and sentence patterns related to travel and cultural reflection, and carries out targeted practice. First, the vocabulary is divided into three categories: vocabulary describing travel scenes (e.g., mosque, ancient alley, local market), vocabulary describing emotions (e.g., shocked, moved, confused, enlightened), and vocabulary describing cultural differences (e.g., cultural shock, cultural diversity, respect for customs). For each category of vocabulary, the teacher gives example sentences combined with travel scenarios, and asks students to make their own sentences according to their own travel experiences. For example, for the word “cultural shock”, the teacher gives the example sentence “My first experience of eating with chopsticks in China brought me a small cultural shock”, and asks students to replace the scene to make new sentences. Then, the teacher introduces practical sentence patterns for travel reflection logs: 1. Opening sentence patterns: “During my trip to..., I had an unforgettable experience that made me rethink the meaning of culture.” “When I stepped into..., I was immediately attracted by the unique customs there.” 2. Sentence patterns for detail description: “The sound of... echoed in the air, and I could feel...”, “With the warm sunshine shining on my face, I noticed that...”. 3. Sentence patterns for reflection: “This experience made me realize that...”, “Through this travel, I understood that cultural differences are not barriers but bridges to mutual understanding.” After introducing the vocabulary and sentence patterns, the teacher organizes a “sentence combination” activity: give students a group of words and sentence patterns, and ask them to combine them into a short paragraph describing a travel scene and feeling. For example, give the words “ancient town, stone road, rain, warm tea” and the sentence pattern “When I..., I felt...”, and ask students to complete the paragraph. After students finish, invite several students to present their works, and the teacher gives comments and modifications, focusing on the accurate use of vocabulary and sentence patterns and the rationality of the context. Design Intention: Vocabulary and sentence patterns are the foundation of writing. By classifying and sorting out key vocabulary and sentence patterns, students can accumulate effective language materials, which solves the problem that students have difficulty in expressing during writing. The sentence-making and sentence-combining activities let students apply the accumulated language materials in practice, deepen their memory and understanding, and lay a solid language foundation for the subsequent independent writing. At the same time, the practice of vocabulary and sentence patterns is closely combined with travel and cultural themes, which helps students integrate language learning with cultural understanding and improve their cultural awareness. Step 4: Pre-writing (Brainstorming and Outline Design) First, the teacher clarifies the writing task: Write a travel reflection log of about 150 words, focusing on a specific cultural shock or unforgettable experience during the trip, using “show, not tell” skill, sensory description, past perfect tense and indirect speech, and expressing personal reflection on the culture. Then, guide students to carry out brainstorming. The teacher puts forward guiding questions to help students sort out their ideas: 1. What is your most unforgettable travel experience? 2. What cultural shock or special feeling did you have during this experience? 3. What details can you use to describe this experience (sights, sounds, smells, touches)? 4. What reflection did you get from this experience? Students can write down their ideas on the draft paper freely, and then discuss with their group members to supplement and improve their ideas. For example, a student who chooses “traveling to Thailand and visiting a temple” can be guided by group members to add details such as “the smell of incense in the temple”, “the sound of monks chanting”, “the cool touch of the stone floor”, and supplement the reflection on “respect for religious customs”. After the group discussion, the teacher invites 2-3 students to share their brainstorming results, and gives guidance to help them sort out their ideas and avoid cultural stereotypes, such as reminding students not to simplify “Thai people’s enthusiasm” into “excessive hospitality”. Then, guide students to design the writing outline according to the structure of the sample text. The outline is divided into three parts: 1. Opening: Briefly introduce the travel destination and the core experience. 2. Main body: Describe the details of the experience (using sensory description and “show, not tell” skill), and explain the cultural shock encountered. 3. Ending: Express personal reflection and understanding of the culture. The teacher provides a sample outline on the blackboard for students to refer to, and asks students to design their own outlines according to their own ideas. After students finish designing the outline, the teacher checks the outlines of several students randomly, and gives suggestions on the rationality of the structure and the richness of details, helping students improve their outlines and ensure that the writing has a clear logic. Design Intention: Brainstorming helps students activate their thinking and sort out their own travel experiences and feelings, solving the problem that students have nothing to write. Group discussion enables students to learn from each other, supplement their ideas, and cultivate their cooperative learning ability. The design of the outline helps students clarify the writing structure, ensure the logicality of the article, and avoid the confusion of writing ideas. At the same time, the teacher’s guidance in the process helps students avoid cultural stereotypes, which is conducive to cultivating their cultural awareness and critical thinking. Step 5: While-writing (Independent Writing and Individual Guidance) Students start independent writing according to their own outlines. The teacher walks around the classroom to provide individual guidance for students. For students who have difficulty in starting writing, the teacher guides them to use the opening sentence patterns accumulated earlier, such as “During my trip to..., I had an unforgettable experience that made me rethink the meaning of culture.” For students who are not good at using “show, not tell” skill, the teacher gives targeted guidance, such as asking them “What did you see? What did you hear? How did your body feel?” to help them add specific details. For students who make mistakes in the use of past perfect tense and indirect speech, the teacher corrects their mistakes in time and explains the reasons, helping them master the grammar points accurately. During the writing process, the teacher reminds students to pay attention to the following points: 1. Use sensory description and “show, not tell” skill to avoid direct expression of emotions; 2. Accurately use past perfect tense and indirect speech to ensure the correctness of grammar; 3. Pay attention to the logical connection between paragraphs, and use transition words such as “however”, “therefore”, “finally” to make the article coherent; 4. Avoid cultural stereotypes and view cultural differences from an objective perspective; 5. Ensure that the content is true and the feelings are sincere, combining personal experience with cultural reflection. For students who finish writing in advance, the teacher asks them to check their own articles according to the following checklist: 1. Are the details specific and is the “show, not tell” skill used? 2. Are the past perfect tense and indirect speech used correctly? 3. Is the structure clear and the logic coherent? 4. Are there any cultural stereotypes? 5. Are there any spelling, punctuation or grammar mistakes? Students can revise their articles according to the checklist to improve the quality of their writing. Design Intention: Independent writing is the key link to test students’ learning effect and improve their writing ability. Individual guidance can help the teacher understand the problems of each student in writing and provide targeted help, which ensures that every student can make progress in writing. The checklist helps students develop the habit of self-checking and self-revising, which is conducive to cultivating their learning ability and rigorous learning attitude. Reminding students of the key points in writing helps them avoid common mistakes and ensure the quality of their writing, while emphasizing the combination of personal feelings and cultural reflection helps students improve their cultural awareness and thinking quality. Step 6: Post-writing (Evaluation, Revision and Improvement) First, carry out peer evaluation. Students exchange their writing works with their deskmates, and evaluate each other’s works according to the evaluation checklist (the same as the self-check checklist). The evaluation focuses on four aspects: language accuracy (grammar, spelling, punctuation), writing skill (use of “show, not tell” and sensory description), structure logic (clarity of structure, coherence of paragraphs), and cultural reflection (avoiding stereotypes, depth of reflection). Students need to write down the advantages of their deskmate’s works and the suggestions for revision. For example, if a student’s work only directly states “I was shocked”, the deskmate can suggest adding specific details such as “the sudden silence in the crowd made my heart skip a beat” to use the “show” skill. After peer evaluation, students revise their own works according to the suggestions of their deskmates and the self-check checklist. The teacher walks around to guide students in revision, focusing on helping students solve the problems that they cannot solve independently, such as how to better integrate sensory description into the text, how to correct the mistakes in the use of grammar points, and how to deepen cultural reflection. For example, a student who writes “The local people are very friendly” can be guided to revise it into “The local old man handed me a cup of hot milk, his eyes full of kindness, which made me feel the warmth of a foreign land”, and add reflection “This kindness made me realize that the warmth of human nature transcends cultural differences”. Then, carry out teacher evaluation. The teacher selects 2-3 representative works (one excellent work, one work with obvious advantages and deficiencies, and one work with more problems) to present to the whole class. For the excellent work, the teacher analyzes its advantages in detail, such as the accurate use of “show, not tell” skill, the vivid sensory description, the correct use of grammar points, and the in-depth cultural reflection, and encourages other students to learn from it. For the work with obvious advantages and deficiencies, the teacher affirms its advantages first, then points out its deficiencies and gives specific revision suggestions. For the work with more problems, the teacher guides the whole class to discuss and put forward revision suggestions, helping the student find the problems and improve the work. Finally, students revise their works again according to the teacher’s evaluation and the discussion results of the whole class, and submit their revised works. The teacher will check all the works after class, write down targeted comments for each student, affirm their progress, point out their deficiencies, and put forward suggestions for further improvement. Design Intention: Peer evaluation enables students to learn from each other, find their own problems through evaluating others’ works, and improve their ability of appreciation and evaluation. The revision process helps students consolidate the writing skills and grammar points they have learned, and improve the quality of their writing. Teacher evaluation focuses on typical works, which can help the whole class find common problems and learning points, and the targeted comments after class can help each student understand their own advantages and deficiencies, which is conducive to their continuous progress. The whole evaluation and revision process not only improves students’ writing ability, but also cultivates their critical thinking and learning ability. Step 7: Summary and Extension The teacher summarizes the whole class: In this class, we have learned the writing method of travel reflection logs, mastered the “show, not tell” skill and sensory description, reviewed the past perfect tense and indirect speech, and understood how to express personal reflection on culture through travel experiences. The teacher emphasizes that travel is not only a process of seeing scenery, but also a process of understanding different cultures and improving oneself. We should view cultural differences with an objective and respectful attitude, avoid cultural stereotypes, and use writing to record our travel experiences and cultural insights. Design Intention: The summary helps students sort out the knowledge and skills learned in the class, deepen their understanding and memory. The after-class extension task is a continuation of the in-class teaching. Polishing the works helps students further improve their writing ability; reading excellent travel articles helps students accumulate more language materials and writing skills; sharing in the next class helps students exercise their oral expression ability and exchange learning experience, which is conducive to the all-round improvement of students’ core literacy. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $