Unit 4 History and Traditions Period 6 Reading for Writing 教案（五感描写·武汉特色）-2026-2027学年高中英语人教版必修第二册

Unit 4 History and Traditions Period 6 Reading for Writing · Describe a Place That You Like 教案 人教版（2019）必修第二册 · 2026—2027学年 · 高中英语 · 一课时（45分钟） 一、教材分析 本课是人教版（2019）必修第二册 Unit 4 History and Traditions 的第六课时，读写课。课文 Beautiful Ireland and Its Traditions 是一篇描写文，按“开头—主体—结尾”来写，中间用视觉、听觉、触觉、嗅觉把爱尔兰的山水和人写活。这节课学生不是再做一篇阅读，而是要把这篇课文当“范文”拆开看：看结构、看语言，然后照着写自己熟悉的武汉。课文原文在课本上，教案和学案都不印原文，上课对照课本用。 二、教学目标 1. 读完课文，能说出描写文 Introduction–Body–Ending 的结构，从课文里找出至少 8 个感官类的词。 2. 能从 sight、hearing、smell、taste、touch 五个方面列素材，写一篇不少于 120 词、至少用到 4 类感官的短文，介绍武汉一个地方。 3. 能对照评价表给同伴的作文写一条优点、一条修改意见，并改自己的稿子；在“给来校的爱尔兰交换生介绍武汉”这件事上，愿意用英语讲自己的家乡。 三、教学重难点 教学重点：一是理清描写文“开头—主体—结尾”的结构；二是学着用五种感官把一个地方写具体。 教学难点：一是把 beautiful、nice 这类笼统的词换成看得见、听得到的细节；二是写一个抓人的开头和有余味的结尾。 四、教学过程（Teaching Procedure，共 45 分钟） Step 1 Lead-in: Wuhan in Five Senses (4 min) Teacher: Close your eyes. Don’t translate into English yet — just picture a normal morning in Wuhan. When I say open your eyes, you’ll tell your partner which picture of Wuhan comes first. Close your eyes for a moment. Think of a normal morning in Wuhan. Then answer the questions. 1. What can you smell? (Think of 热干面 or a breakfast stall.) 2. What can you hear? (Think of the ferry on the Yangtze River, or neighbours greeting each other.) 3. What can you taste? 4. What can you feel? (The wind from East Lake? Cherry petals on your hand in spring?) Open your eyes. Tell your partner in ONE sentence: which picture of Wuhan first comes to your mind? ____________________________________________________________________ ____________________________________________________________________ Students: 闭眼在心里过一个武汉早晨，照着四个问题想；拿笔在横线上写好要对同桌说的那一句，再两人一组互相说，听一听同桌选的是哪个画面。 设计说明：从学生天天见的武汉生活切入，先把“五感”这个话题唤醒，为读课文里的五感描写做准备。 Step 2 Part 1 Reading for the main idea (4 min) Teacher: Now open your books to the Reading for Writing passage. Skim it — about one minute, don’t stop at new words — and do Part 1: one main idea, then the mind map with key words. Skim the passage in the Reading for Writing section of your textbook. 1. What is the passage mainly about? (Answer in one sentence.) ____________________________________________________________________ 2. Complete the mind map. Write down the key words under each branch. Center Scenery Traditions and people Senses used Your feelings Beautiful Ireland and Its Traditions Students: 限时 1 分钟默读、笔不停，不停在生词上；在横线上写主旨一句，再把关键词填进思维导图四个分支；写完先不讨论，等老师进入下一步。 设计说明：训练略读，让学生先看到全文结构——落实教学重点一。 Step 3 Part 2 Reading for details (7 min) Teacher: Now read more carefully — seven minutes this time. Underline evidence as you go. When you finish, check in pairs. Read carefully. For question 2, copy words or a sentence from the text as evidence. 1. What makes the Irish countryside exciting and inspiring? ____________________________________________________________________ 2. How does the writer show that Ireland has something for all the senses? Find TWO examples from the text. ____________________________________________________________________ ____________________________________________________________________ 3. Why does the writer describe the scenery first and people later? What effect does this have on you as a reader? ____________________________________________________________________ ____________________________________________________________________ 4. “Breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song.” （课文原句，仅作课堂引用）Rewrite it in plain words. What feeling is lost when you do that? ____________________________________________________________________ ____________________________________________________________________ 5. If the passage were about a busy city instead of the countryside, which two sentences would you have to change first? Why? ____________________________________________________________________ ____________________________________________________________________ Students: 7 分钟细读，在原文里划出证据句再答题；做完两人一组对答案，不一致的地方回到原文找依据，不要只说自己选了什么。 设计说明：不只是找信息，追问结构意图和语言味道，把阅读往思维上带一步。 Step 4 Part 3, Activity 1 Reading for organisation (4 min) Teacher: Look at one descriptive paragraph the writer uses. Three jobs: underline the topic and closing sentences, fill the order table, then discuss with your partner how the details are connected. (1) Underline the introductory sentence and the closing sentence of the paragraph. (2) The writer moves through senses and places in a certain order. Fill in the table. Order Sense Place 1 2 3 4 (3) Think: how are the details connected? Is it a time order (morning / afternoon / night), a space order, or both? ____________________________________________________________________ Students: 先独立动手：划出主题句和结尾句、填完 4 行顺序表；再和同桌对着表讨论一句——这是按时间走、按地点走，还是两者都有，说得出理由。 设计说明：把“开头—主体—结尾”和写作顺序摆到明处——落实教学重点一。 Step 5 Part 3, Activity 2 Make your own word list (3 min) Teacher: Let’s build your own word list. Left column is easy — words from the text. The right column is the important one: words you’d use about Wuhan. Think — what does 热干面 smell like? What does the ferry sound like? You may use: sesame aroma, the numbness of chilli oil, the ferry horn, cherry-petals on your hand, the humidity of the Yangtze side. Find words in the text for each sense, then add words you can use when you write about Wuhan. Sense Words from the text Words you can use for Wuhan Sight Hearing Touch Smell Taste Students: 先从课文里把五感词抄进左列，再自己往右边补武汉词；挑一个最得意的武汉词念给全班听，别人写过的不重复。 设计说明：把课文里的感官词和自己写武汉要用的词接起来，为写作备料——落实教学重点二。 Step 6 Part 3, Activity 3 Show, don’t tell (5 min) Teacher: Look at the two sentences. Which one do you actually see — A or B? Now take the three “tell” sentences and rewrite them so the reader sees the place. No more beautiful, no more nice. Which sentence makes you see the place? A. The breakfast was good. B. The hot noodles smelled of sesame oil, and my lips burned from the chilli oil. Now change these “tell” sentences into “show” sentences. 1. The place was noisy. 2. The morning was beautiful. 3. People there were friendly. ____________________________________________________________________ ____________________________________________________________________ Students: 先自己判断 A 还是 B、说一句为什么；再把三句“tell”改写成“show”，落在横线上；挑一句读给同桌听，让同桌说说有没有“看见”那个地方。 设计说明：直接对着学生爱堆形容词（nice、beautiful）的毛病练——突破教学难点一。 Step 7 Writing: Task + Activity 1 Pre-writing (3 min) Teacher: Now it’s your turn to write. Read the task and the requirements on your sheet. First pick your place — Hubu Lane, the East Lake Greenway, Hankou Riverside, or somewhere you know better — then fill the five-sense table. You have three minutes. Task: An exchange student from Ireland is coming to your school for two weeks. Write a short passage (at least 120 words) to introduce ONE place in Wuhan he or she should not miss. Your passage will be posted on the school English board. Requirements: use at least 4 kinds of sensory details. Do not just say “beautiful” or “nice” — show the reader with details. Topic (your place): ____________________________________________ Questions Your notes What can you see? What can you hear? What can you smell? What can you taste? What can you feel? What feeling do you want to leave the reader with? You may write about: 过早 stalls at Hubu Lane (户部巷), the Yangtze Bridge at night, East Lake in spring, Yellow Crane Tower (黄鹤楼), cherry blossoms in spring, ... Students: 从户部巷、东湖绿道、汉口江滩（或自己更熟的地点）里选一个，在 Topic 后写地名；对着六行表逐一列素材，每行至少写一个具体的东西，不许只写“nice”。 设计说明：给真实读者和用途，学生有话可写；五感表当脚手架——落实教学重点二。 Step 8 Activity 2 Framework + opening & ending quick task (3 min) Teacher: Use the three-part framework on your sheet. Don’t write the whole thing yet — just two sentences: your opening and your ending. Then show them to your partner. Part What to do Example (Wuhan) Introduction Make the reader want to read on. Start with a picture, a question, or something surprising. “At half past six every morning, Wuhan wakes up not with an alarm clock, but with the smell of hot sesame oil.” Body Use transition words (in the morning / in the evening / first… then…). Give details and examples. Use at least 4 senses. Do not use general words like nice or beautiful without showing why. “A bowl of hot dry noodles tastes better with the sound of neighbours calling their children for breakfast…” Ending Let the reader know the passage is over, and leave them with an image or a feeling. “When the Yangtze ferry blows its whistle at dusk, I know Wuhan is a place that stays with you long after you leave.” Quick task: now write only your opening and your ending (two sentences). Show them to your partner — does the opening make them want to read on? Does the ending leave a picture in the mind? ____________________________________________________________________ ____________________________________________________________________ Students: 照框架表只写开头一句和结尾一句，写在横线上；把纸交给同桌，请同桌在开头旁打勾“想读下去”、在结尾旁圈出“有余味”的那个词。 设计说明：先集中攻开头和结尾两句——突破教学难点二。 Step 9 Activity 3 Write your draft (7 min) Teacher: Now write your full draft, at least 120 words. Use at least four senses. If you catch yourself writing nice or beautiful, stop — replace it with something the reader can feel. Seven minutes, then we stop writing. Write your draft (at least 120 words): ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Students: 当堂写 7 分钟、不停笔；笔尖碰到 nice 或 beautiful 就停下来圈掉，旁边换上一个看得见、听得见的细节；没写完的课后接着写。 设计说明：限时起草，把结构、五感、具体细节一次落到纸上。 Step 10 Activity 4 Peer review (3 min) Teacher: Swap papers with someone. Score the draft line by line, then write two likes — quote one real sentence — and one wish. Exchange drafts. Give a score from 1 to 4 for each item. Checklist Score (1–4) The passage has a clear beginning, body and ending. It uses at least 4 senses. There are specific details, not just words like nice / beautiful. The beginning makes me want to read on. The ending leaves an impression. No obvious grammar or spelling mistakes. Two things I like (please quote one sentence): ____________________________________________________________________ One thing to improve: ____________________________________________________________________ Students: 交换作文，对照 checklist 每项打 1–4 分；在横线上写两条喜欢（必须引作文里的原句）和一条建议，写完口头说给对方听。 设计说明：用量表互评，要求引用原句，避免空泛打分。 Step 11 Activity 5 Self-check before the final version (2 min) Teacher: Before you hand back, answer the three self-check questions on your sheet. Then note the homework. 1. I used __________ kinds of senses. 2. One vague word I changed: __________________________________ 3. My favourite sentence in my passage: ____________________________________________ Students: 独立填完三句自查（用了几类感官、改了哪个空泛词、自己最得意哪句）；把家庭作业抄到记事本，收好学案。 设计说明：对照目标自查，知道自己改了什么；作业把课堂任务闭环。 五、家庭作业（Homework） 1. 根据同伴的建议改好作文，明天上交定稿（不少于 120 词）。 2. 背熟五感词汇表。 3.（选做）拍一张你写的那个武汉地方的照片，配一句英文说明，贴到班级英语角。 六、板书设计（Blackboard Design） 黑板分左、中、右三块，边讲边写： 左：Structure 中：Five senses 右：Useful words & example Introduction — a picture / a question sight · hearing a feast for the eyes Body — senses + details smell · taste · touch sweet scent / the morning song Ending — an image / a feeling （学生回答，教师板书） Opening: “At 6:30, Wuhan wakes up with the smell of hot sesame oil.” 七、教学反思（Teaching Reflection） 优点： 1. 从热干面、长江轮渡这些学生天天见的东西切入，话题不陌生，开口不难。 2. 阅读题有梯度：先找信息，再问“为什么先写景后写人”“改写后丢了什么”，不只是对答案。 3. “Show, don’t tell”那五分钟练得实在，正好治学生满篇 nice、beautiful 的毛病。 4. 写作是给来校的爱尔兰交换生写武汉，有读者、有目的，学生愿意认真写。 5. 不照搬通用爱尔兰范文，用学生自己的武汉五感（热干面芝麻香、辣椒的麻、轮渡汽笛、樱花触感、江边潮气）替代泛例，地方特色足，也更有原创性。 不足与改进： 1. 7 分钟当堂写完 120 词还是紧，慢的学生得课后补，下次要提前说清节奏。 2. 基础弱的学生自己补“武汉词”费劲，下次给一张备选词表当扶手。 3. 互评表条目多，学生容易只打分不写理由，得先带着他们练一次“引用原句提建议”。 4. 板书三块要和课件提前对好，别上课现想写哪儿。 参考答案 说明：本部分为参考答案与开放示例，非唯一标准答案；主观题、武汉词表、写作草稿与互评意见均为开放项，学生言之成理即可。课文相关表述引自教材片段，仅作教学引用。 Part 1 Reading for the main idea 1. Main idea: The passage mainly introduces the beautiful scenery and the traditions of Ireland. 2. Mind map (for reference): Scenery — green counties and hills, the sea, the mountains; Traditions and people — village pubs, traditional music and dancing, friendly local people; Senses used — sight, hearing, touch, smell; Feelings — peaceful, inspiring, worth experiencing first-hand. Part 2 Reading for details 1. Its natural beauty, and the way it offers something for all the senses. 2. Examples from the text — Sight: “a feast for the eyes”; Hearing: “the roar of the ocean”, “the morning song of birds”; Touch: “feel the sun on your skin”; Smell: “the sweet scent of fresh flowers”. 3. The writer first builds a picture of the land, then brings in people and traditions. This makes the country come alive: nature sets the stage, and people make it warm and real. 4. 改写示例：“Enjoy the smell of fresh flowers in the early morning, when birds start to sing.” Plain words keep the meaning, but lose the image of slowly breathing in, and the feeling that nature is greeting you. 5. Open answer. 示例：描写“the green counties and hills”“the quiet mountains”的句子要换成城市的画面；“the roar of the ocean”一类声音要换成车站、车流、人群的声音。言之成理即可。 Part 3 Reading for organisation and language Activity 1: Introductory sentence — Ireland’s beautiful countryside has always had a great influence on its people and traditions. Closing sentence — And if you introduce yourself to a friendly face, you are more than likely to experience local culture and customs first-hand. Senses and places: 1 sight — in the green counties and hills; 2 hearing — by the sea; 3 touch — in the mountains; 4 smell — in the mountains. The writer uses both time order and space order. Activity 2: Sight — a feast for the eyes; Hearing — the roar of the ocean, cries of seabirds, music of the coast, the morning song of birds; Touch — feel the sun on your skin; Smell — sweet scent of fresh flowers; Taste — traditional meal / something delicious. “Words for Wuhan” 为开放内容，示例：Sight — red sunrise over the Yangtze; Smell — sesame oil, osmanthus; Taste — hot dry noodles, sugar-coated haws; Hearing — ferry whistle, loud friendly greetings; Touch — warm humid wind, cherry petals. Activity 3 Show, don’t tell (for reference): The place was noisy → The river roared past the rocks, and children shouted back and forth; The morning was beautiful → Pink light slowly filled the valley, and the first bird began to sing; People there were friendly → An old man put a bowl of hot tea into my hands before I even asked. Writing 开放作文，无固定答案。评价以“结构完整 + 至少4类感官 + 具体细节 + 开头结尾有效”为准。“先写开头结尾”小任务同样开放，能让读者想读下去、读完有余味即达标。 学科网（北京）股份有限公司 $