外研版（2019）选择性必修第三册 Unit1 Face value Starting out and Understanding ideas 名师教学设计
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| 更新时间 | 2023-03-04 22:57:19 | ||
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Unit 1 Starting out & Understanding ideas 名师教学设计
课时内容
It’s all about ME!
主题语境：人与自我
主题群：生活与学习
子主题：认识自我
语篇类型：新媒体语篇(专题讨论)
文本分析：
[what]本节课包含Starting out和 Understanding ideas 两部分。
Starting out是导入部分，首先通过“京剧脸谱”的视频和图片引出话题，介绍京剧的特点和不同颜色京剧脸谱代表的形象及性格特征；然后展示图片“羡慕天鹅的丑小鸭、细嗅蔷薇的猛虎、心怀猛狮的小猫”这三种动物的外表、性格和象征意义。
Understanding ideas是一个专题讨论，介绍了三个性格迥异的年轻人对自我形象的认知和对外表的看法，以及心理学家对三人观点的评价。
[why]引导学生加深对“外貌﹑性格”两者关系的理解，真正了解自己，做真实的自己，形成正确的审美观，树立正确的三观。
[How]设置与本单元主题语境有关的听说活动，让学生在任务的引领下，理解文本的主旨大意，分析文本语篇结构及赏析写作手法和修辞手法，联系自身情况谈论外表对个人的影响，并反思自己的生活态度。
课时目标
1. 获取文本主旨大意，了解京剧及其脸谱知识、三个年轻人对我自形象的认知和对外表的不同观点，讨论心理专家对他们的评价。
2. 分析文章结构﹑修辞手法、写作手法，能用正确的语言介绍三个人物。
3. 引导学生明白“人不可貌相”的道理、形成正确的自我认知和审美观、树立正确积极的人生态度。
重点难点
重点：
运用所学词汇和表达方式，发表个人对“外表形象和性格特征关系”的认识。
难点：
形成正确的自我认知和审美观，树立正确积极的人生态度。
教学准备
教师准备：
1. 视频及播放设备。
2. 京剧脸谱等相关知识。
学生准备：
1. 预习本课词汇。
2. 对自己的认识。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students to watch a video about Peking Opera masks and answer the following questions. Play the video again if necessary.
·How many kinds of Peking Opera masks are mentioned in the video What do they represent
·Which Peking Opera mask most suits your personality Why
Suggested answers: ·Six. A red mask represents a hero with positive characteristics such as honesty and loyalty. A black mask represents a bold but rough character, who is serious, fair and selfless. A blue mask represents a character who is upright and brave in the face of challenges. A yellow mask represents a fierce character. A white mask represents a character who is disloyal, clever and aims to do harm. Xiaohualian, a black and white mask painted on and round the actor’s nose, represents a character who is funny and entertaining, and who easily wins the audience’s affection. ·(略)
2. Lead students to look at the pictures and answer the questions below.
Picture 1 Picture 2 Picture 3
·What can you see in the three pictures
·What does each of the pictures tell you about the characters
·What can you learn from the pictures
Suggested answers: ·In the first picture, there are four yellow ducklings standing together, one grey duckling standing alone and a swan flying in the sky. In the second picture, there is a tiger who is smelling a red flower. In the third picture, there is a cat who is looking in the mirror and imagining itself as a lion. ·In the first picture, the grey duckling may feel lonely and different, and unfairly left out by the other ducklings because of the way it looks. Perhaps it dreams of becoming a beautiful and graceful swan one day. In the second picture, the tiger looks gentle, sweet and thoughtful, showing its delicate and vulnerable side. In the third picture, even though the cat is small, it sees itself as being strong and powerful, like a lion. ·Don’t judge someone by their appearance, but look- beyond it to find their inner beauty. It’s okay to show your vulnerable side sometimes. Don’t let the way you look stop you from achieving your dreams and ambitions.
【设计意图】引导学生观看视频，了解不同颜色的京剧脸谱代表的人物形象和性格特征；分析图片，了解事物外表与内心的关系，旨在激活学生已有的背景知识和语言知识，并针对主题发表自己的观点。
3. Ask students to read the facts about how satisfied people around the world are with their personal looks and answer the questions. Then teacher evaluates students’ answers.
①Over half of people are fairly satisfied or completely satisfied with their appearances. ②Teenagers are almost as satisfied with their looks as older generations. ③Men and women are almost equal in terms of how satisfied they are. ④People in Latin American countries are the happiest with their looks. ⑤Japanese people are the most self-critical, with over one in ten “not at all satisfied”.
·Do you find any of the facts surprising Why
·Do you think one’s appearance is important Why
【设计意图】引导学生阅读有关全球各类人群对自我形象满意程度调查情况的事实材料，激发阅读兴趣。
活动二：获取与梳理
1. Predict.
Encourage students to look at three photos carefully and discuss three persons’ characters from their appearances.
2. Read.
(1) Ask students to read the passage and find out what attitude each person has towards their looks.
(2) Check answers as a class.
Suggested answers: Jade is too obsessed with selfie apps, editing and posting selfies for hours every day, which shows that she craves others’ attention to make up for her lack of confidence towards her look. Although Anthony used to not care about his appearance, his attitude changed after a makeover experience. He realised that there is value in making an effort with the way you present yourself. Emma had always been ashamed of being larger than other girls, until she came to realise that mental and physical health is more beautiful and important than being skinny and unhealthy, and that confidence itself is attractive.
3. Read and complete the diagram.
(1) Have students reread the passage and draw a diagram of this passage.
(2) Compare the diagram below with their own and organise information from the passage to complete it.
Jade Statements: ·I want to ①________. ·I have become ②_______ ______________________. ·The positive comments ③______________________. Dr Hart’s comment: ④____________________ _______________________ ______________________ ______________________ Anthony Statements: ·I was surprised at ⑤__ _____________________ ____________________. ·I perceived that ⑥___ ______________________ Dr Hart’s comment: ⑦____________________ ______________________ ______________________ ______________________ Emma Statements: ·My attempts to lose weight brought me ⑧ __________________ ·A plus-size model ⑨________________ ·I realized that ⑩___ __________________ Dr Hart’s comment: ________________ __________________
Suggested answers: ①look good in my selfies ②addicted to editing and posting my selfie, and checking my phone for comments ③boost my confidence ④Jade’s obsession with online photo editing shows her lack of confidence and need for other people’s attention, but the image she presents to obtain the praise of others is not the real one. People who pretend to be someone they are not tend to misjudge themselves. ⑤how good I looked after the makeover ⑥external beauty isn’t totally worthless ⑦External beauty is also important because making an effort with the image we present to the world can help us to make a positive first impression on others and boost our confidence. ⑧pain and poor health ⑨showed me that it is possible to be attractive and confident even if you are large ⑩my health, mental and physical, is the most important thing Good health is beautiful and makes us happier and more confident.
【设计意图】首先鼓励学生仔细观察三幅图片﹐预测图片中人物的性格特点，接着让学生阅读文章内容，找出文中三个人物对其各自外貌的评价，然后让学生绘制文章结构图，并与本课所给的结构图进行对比，引导学生了解语篇结构，鼓励学生从语篇中获得新知，建立信息间的关联，形成新的认知结构，理解语言所表达的意义，培养学生深层理解语篇和探讨主题意义的能力，扩展学生批判性思维。
活动三：概括与整合
Share feelings of reading.
Ask students to share the feelings of reading by answering the following question.
·Have you found anything you feel puzzled, interested, shocked about the three persons’ comment
【设计意图】以分享阅读感受为任务，驱动学生独立思考，让学生揣摩文本中三位主人公对“自我外貌”的评价，从各自独特的视角和立意去表达自己的真实情感，形成正确的自我认知和自我观。
Step Ⅱ 应用实践
活动四：描述与阐释
1. Group work.
(1) Ask students to work in groups of three.
(2) Each student prepares a presentation to introduce one person (Jade/Anthony /Emma), especially his/ her problems and characters.
(3) Ask students to share ideas in groups.
(4) Encourage students to give their presentations in class.
2. Write a summary.
Ask students to write’ summaries according to their presentations. Share them in the class.
活动五：分析与判断
1. Ask students to repeat the words and expressions they learnt in the passage.
2. Ask students to choose the purpose of passage and give their reasons.
A. To persuade people to edit their photos less. B. To prove that external beauty is not the most important thing. C. To show the true meaning of beauty. D. To warn readers about the physical dangers of losing weight.
Suggested answer: C
【设计意图】在学习理解类活动的基础上，要求学生选择一个人物，对其性格和存在的问题展开阐释，然后指导学生围绕主题和所形成的新的知识结构写一篇概要，通过读后活动检验学生对作者写作意图和课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。
Step III迁移创新
活动六：推理与论证
Group work.
Discuss why the writer writes this passage.
【设计意图】引导学生探讨作者的写作目的，加深对主题意义的理解，树立积极的人生态度。
活动七：批判与评价
1. 赏析语篇的写作手法,探讨其与主题意义的关联。
(1) Learn.
①比较法(Comparison and contrast)
比较法是对两个对象进行比较，从而进行说明的写作手法。比较法又可细分为比较相同点(comparison)和比较不同点(contrast)两种方法。
②举例法(Examples)
举例法是用具体的例子来说明要表达的意思。
(2) Apply.
How are these methods applied in the passage
Suggested answers: ①比较法(Comparison and contrast) That’s why 1 could never understand my sister, who has 17 lipsticks and can’t decide which one to use every morning. 1 only used to have five identical pairs of trousers and five identical shirts. ②举例法(Examples) Last month they registered me for a TV programme, A New You. It felt bizarre at first. I didn’t like being reviewed from head to toe. Everything changed when one day 1 came across the success story of a plus-size model, Tess Holliday. Although she’s larger than most other models, she’s really attractive and has the confidence to be herself—even in an industry full of beauty stereotypes.
2. 探究修辞手法与主题意义的关联
Ask students to read the passage and find out what rhetorical devices the writer uses，then give some examples and try to work out their functions.
(1)引用Quote
As a song in Ugly Betty puts it, “It’s a pretty person’s world”.
作用：文中引用歌词，在说明问题或阐明观点时可以增强说服力，富有启发性﹑使语言精练。作者通过《丑女贝蒂》歌曲的歌词来说明现代社会是一个看脸的世界。
(2)反问Rhetorical Question
Well, who wouldn’t
Dad thinks I am a narcissist, but what I say is that my pictures aren’t hurting anyone, so who cares
I mean, isn’t it better that I’m large and happy, instead of skinny and unhealthy
作用：反间有助于增强语言气势﹐强调所要表达的意思,发人深思,激发读者的感情。
活动八：想象与创造
1. Think and share.
Encourage students to talk about which story or comment makes the greatest impression on them and give their reasons. Then discuss the following questions.
·Do you agree that “It’s a pretty person’s world” why
·Has your understanding of the importance of appearance changed after reading the passage Why
·In addition to those methods mentioned in the passage, what other ways do you think can make you become a better person
·Have you encountered any difficulties in understanding the main idea of this passage Share them with the class and ask for advice.
【设计意图】引导学生分组活动，展开讨论，进一步理解文章主题的同时，联系自身实际，加深对外表重要性的认识，培养高阶思维。
2. Imagine you are a reader and choose one person in this passage. Then write a letter to him/ her to offer some suggestions on his/ her character.
【设计意图】鼓励学生展开想象，给文章主人公写一封信，关于主人公的性格给出合理的建议，加深对主题意义的理解。
3. Play a game.
(1) Each student writes a short passage to introduce his or her own appearance and character on a piece of paper without his or her name.
(2) Put all the passages into a box.
(3) The volunteer student reads the passages one by one and the rest guess who he/she is.
【设计意图】以游戏的形式，指导学生从实际出发，阐述自身外貌和性格特征,思考外表与内心的关系，树立真善美的观念。
4. Search for more information about inner beauty and share it in class.
【设计意图】设置开放型的任务，让学生通过自主合作﹑探究的学习方式寻找更多“内在美”的相关信息，达到学以致用﹑知行合一的目的。
板书设计
Unit 1 Face values Period I Starting out & Understanding ideas Ⅰ. 学习理解 活动一：感知与注意 1. Watch a video and answer the questions. 2. Look at the pictures and answer the questions. 3. Read and answer. 活动二：获取与梳理 1. Predict. 2. Read. 3. Read and complete the diagram. 活动三：概括与整合 Share feelings of reading. Ⅱ. 应用实践 活动四：描述与阐释 1. Group work. 2. Write a summary. 活动五：分析与判断 Ⅲ. 迁移创新 活动六：推理与论证 活动七：批判与评价 1. 赏析语篇的写作手法，探讨其与主题意义的关联。 2. 探究修辞手法与主题意义的关联 活动八：想象与创造
2 / 2
课时内容
It’s all about ME!
主题语境：人与自我
主题群：生活与学习
子主题：认识自我
语篇类型：新媒体语篇(专题讨论)
文本分析：
[what]本节课包含Starting out和 Understanding ideas 两部分。
Starting out是导入部分，首先通过“京剧脸谱”的视频和图片引出话题，介绍京剧的特点和不同颜色京剧脸谱代表的形象及性格特征；然后展示图片“羡慕天鹅的丑小鸭、细嗅蔷薇的猛虎、心怀猛狮的小猫”这三种动物的外表、性格和象征意义。
Understanding ideas是一个专题讨论，介绍了三个性格迥异的年轻人对自我形象的认知和对外表的看法，以及心理学家对三人观点的评价。
[why]引导学生加深对“外貌﹑性格”两者关系的理解，真正了解自己，做真实的自己，形成正确的审美观，树立正确的三观。
[How]设置与本单元主题语境有关的听说活动，让学生在任务的引领下，理解文本的主旨大意，分析文本语篇结构及赏析写作手法和修辞手法，联系自身情况谈论外表对个人的影响，并反思自己的生活态度。
课时目标
1. 获取文本主旨大意，了解京剧及其脸谱知识、三个年轻人对我自形象的认知和对外表的不同观点，讨论心理专家对他们的评价。
2. 分析文章结构﹑修辞手法、写作手法，能用正确的语言介绍三个人物。
3. 引导学生明白“人不可貌相”的道理、形成正确的自我认知和审美观、树立正确积极的人生态度。
重点难点
重点：
运用所学词汇和表达方式，发表个人对“外表形象和性格特征关系”的认识。
难点：
形成正确的自我认知和审美观，树立正确积极的人生态度。
教学准备
教师准备：
1. 视频及播放设备。
2. 京剧脸谱等相关知识。
学生准备：
1. 预习本课词汇。
2. 对自己的认识。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students to watch a video about Peking Opera masks and answer the following questions. Play the video again if necessary.
·How many kinds of Peking Opera masks are mentioned in the video What do they represent
·Which Peking Opera mask most suits your personality Why
Suggested answers: ·Six. A red mask represents a hero with positive characteristics such as honesty and loyalty. A black mask represents a bold but rough character, who is serious, fair and selfless. A blue mask represents a character who is upright and brave in the face of challenges. A yellow mask represents a fierce character. A white mask represents a character who is disloyal, clever and aims to do harm. Xiaohualian, a black and white mask painted on and round the actor’s nose, represents a character who is funny and entertaining, and who easily wins the audience’s affection. ·(略)
2. Lead students to look at the pictures and answer the questions below.
Picture 1 Picture 2 Picture 3
·What can you see in the three pictures
·What does each of the pictures tell you about the characters
·What can you learn from the pictures
Suggested answers: ·In the first picture, there are four yellow ducklings standing together, one grey duckling standing alone and a swan flying in the sky. In the second picture, there is a tiger who is smelling a red flower. In the third picture, there is a cat who is looking in the mirror and imagining itself as a lion. ·In the first picture, the grey duckling may feel lonely and different, and unfairly left out by the other ducklings because of the way it looks. Perhaps it dreams of becoming a beautiful and graceful swan one day. In the second picture, the tiger looks gentle, sweet and thoughtful, showing its delicate and vulnerable side. In the third picture, even though the cat is small, it sees itself as being strong and powerful, like a lion. ·Don’t judge someone by their appearance, but look- beyond it to find their inner beauty. It’s okay to show your vulnerable side sometimes. Don’t let the way you look stop you from achieving your dreams and ambitions.
【设计意图】引导学生观看视频，了解不同颜色的京剧脸谱代表的人物形象和性格特征；分析图片，了解事物外表与内心的关系，旨在激活学生已有的背景知识和语言知识，并针对主题发表自己的观点。
3. Ask students to read the facts about how satisfied people around the world are with their personal looks and answer the questions. Then teacher evaluates students’ answers.
①Over half of people are fairly satisfied or completely satisfied with their appearances. ②Teenagers are almost as satisfied with their looks as older generations. ③Men and women are almost equal in terms of how satisfied they are. ④People in Latin American countries are the happiest with their looks. ⑤Japanese people are the most self-critical, with over one in ten “not at all satisfied”.
·Do you find any of the facts surprising Why
·Do you think one’s appearance is important Why
【设计意图】引导学生阅读有关全球各类人群对自我形象满意程度调查情况的事实材料，激发阅读兴趣。
活动二：获取与梳理
1. Predict.
Encourage students to look at three photos carefully and discuss three persons’ characters from their appearances.
2. Read.
(1) Ask students to read the passage and find out what attitude each person has towards their looks.
(2) Check answers as a class.
Suggested answers: Jade is too obsessed with selfie apps, editing and posting selfies for hours every day, which shows that she craves others’ attention to make up for her lack of confidence towards her look. Although Anthony used to not care about his appearance, his attitude changed after a makeover experience. He realised that there is value in making an effort with the way you present yourself. Emma had always been ashamed of being larger than other girls, until she came to realise that mental and physical health is more beautiful and important than being skinny and unhealthy, and that confidence itself is attractive.
3. Read and complete the diagram.
(1) Have students reread the passage and draw a diagram of this passage.
(2) Compare the diagram below with their own and organise information from the passage to complete it.
Jade Statements: ·I want to ①________. ·I have become ②_______ ______________________. ·The positive comments ③______________________. Dr Hart’s comment: ④____________________ _______________________ ______________________ ______________________ Anthony Statements: ·I was surprised at ⑤__ _____________________ ____________________. ·I perceived that ⑥___ ______________________ Dr Hart’s comment: ⑦____________________ ______________________ ______________________ ______________________ Emma Statements: ·My attempts to lose weight brought me ⑧ __________________ ·A plus-size model ⑨________________ ·I realized that ⑩___ __________________ Dr Hart’s comment: ________________ __________________
Suggested answers: ①look good in my selfies ②addicted to editing and posting my selfie, and checking my phone for comments ③boost my confidence ④Jade’s obsession with online photo editing shows her lack of confidence and need for other people’s attention, but the image she presents to obtain the praise of others is not the real one. People who pretend to be someone they are not tend to misjudge themselves. ⑤how good I looked after the makeover ⑥external beauty isn’t totally worthless ⑦External beauty is also important because making an effort with the image we present to the world can help us to make a positive first impression on others and boost our confidence. ⑧pain and poor health ⑨showed me that it is possible to be attractive and confident even if you are large ⑩my health, mental and physical, is the most important thing Good health is beautiful and makes us happier and more confident.
【设计意图】首先鼓励学生仔细观察三幅图片﹐预测图片中人物的性格特点，接着让学生阅读文章内容，找出文中三个人物对其各自外貌的评价，然后让学生绘制文章结构图，并与本课所给的结构图进行对比，引导学生了解语篇结构，鼓励学生从语篇中获得新知，建立信息间的关联，形成新的认知结构，理解语言所表达的意义，培养学生深层理解语篇和探讨主题意义的能力，扩展学生批判性思维。
活动三：概括与整合
Share feelings of reading.
Ask students to share the feelings of reading by answering the following question.
·Have you found anything you feel puzzled, interested, shocked about the three persons’ comment
【设计意图】以分享阅读感受为任务，驱动学生独立思考，让学生揣摩文本中三位主人公对“自我外貌”的评价，从各自独特的视角和立意去表达自己的真实情感，形成正确的自我认知和自我观。
Step Ⅱ 应用实践
活动四：描述与阐释
1. Group work.
(1) Ask students to work in groups of three.
(2) Each student prepares a presentation to introduce one person (Jade/Anthony /Emma), especially his/ her problems and characters.
(3) Ask students to share ideas in groups.
(4) Encourage students to give their presentations in class.
2. Write a summary.
Ask students to write’ summaries according to their presentations. Share them in the class.
活动五：分析与判断
1. Ask students to repeat the words and expressions they learnt in the passage.
2. Ask students to choose the purpose of passage and give their reasons.
A. To persuade people to edit their photos less. B. To prove that external beauty is not the most important thing. C. To show the true meaning of beauty. D. To warn readers about the physical dangers of losing weight.
Suggested answer: C
【设计意图】在学习理解类活动的基础上，要求学生选择一个人物，对其性格和存在的问题展开阐释，然后指导学生围绕主题和所形成的新的知识结构写一篇概要，通过读后活动检验学生对作者写作意图和课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。
Step III迁移创新
活动六：推理与论证
Group work.
Discuss why the writer writes this passage.
【设计意图】引导学生探讨作者的写作目的，加深对主题意义的理解，树立积极的人生态度。
活动七：批判与评价
1. 赏析语篇的写作手法,探讨其与主题意义的关联。
(1) Learn.
①比较法(Comparison and contrast)
比较法是对两个对象进行比较，从而进行说明的写作手法。比较法又可细分为比较相同点(comparison)和比较不同点(contrast)两种方法。
②举例法(Examples)
举例法是用具体的例子来说明要表达的意思。
(2) Apply.
How are these methods applied in the passage
Suggested answers: ①比较法(Comparison and contrast) That’s why 1 could never understand my sister, who has 17 lipsticks and can’t decide which one to use every morning. 1 only used to have five identical pairs of trousers and five identical shirts. ②举例法(Examples) Last month they registered me for a TV programme, A New You. It felt bizarre at first. I didn’t like being reviewed from head to toe. Everything changed when one day 1 came across the success story of a plus-size model, Tess Holliday. Although she’s larger than most other models, she’s really attractive and has the confidence to be herself—even in an industry full of beauty stereotypes.
2. 探究修辞手法与主题意义的关联
Ask students to read the passage and find out what rhetorical devices the writer uses，then give some examples and try to work out their functions.
(1)引用Quote
As a song in Ugly Betty puts it, “It’s a pretty person’s world”.
作用：文中引用歌词，在说明问题或阐明观点时可以增强说服力，富有启发性﹑使语言精练。作者通过《丑女贝蒂》歌曲的歌词来说明现代社会是一个看脸的世界。
(2)反问Rhetorical Question
Well, who wouldn’t
Dad thinks I am a narcissist, but what I say is that my pictures aren’t hurting anyone, so who cares
I mean, isn’t it better that I’m large and happy, instead of skinny and unhealthy
作用：反间有助于增强语言气势﹐强调所要表达的意思,发人深思,激发读者的感情。
活动八：想象与创造
1. Think and share.
Encourage students to talk about which story or comment makes the greatest impression on them and give their reasons. Then discuss the following questions.
·Do you agree that “It’s a pretty person’s world” why
·Has your understanding of the importance of appearance changed after reading the passage Why
·In addition to those methods mentioned in the passage, what other ways do you think can make you become a better person
·Have you encountered any difficulties in understanding the main idea of this passage Share them with the class and ask for advice.
【设计意图】引导学生分组活动，展开讨论，进一步理解文章主题的同时，联系自身实际，加深对外表重要性的认识，培养高阶思维。
2. Imagine you are a reader and choose one person in this passage. Then write a letter to him/ her to offer some suggestions on his/ her character.
【设计意图】鼓励学生展开想象，给文章主人公写一封信，关于主人公的性格给出合理的建议，加深对主题意义的理解。
3. Play a game.
(1) Each student writes a short passage to introduce his or her own appearance and character on a piece of paper without his or her name.
(2) Put all the passages into a box.
(3) The volunteer student reads the passages one by one and the rest guess who he/she is.
【设计意图】以游戏的形式，指导学生从实际出发，阐述自身外貌和性格特征,思考外表与内心的关系，树立真善美的观念。
4. Search for more information about inner beauty and share it in class.
【设计意图】设置开放型的任务，让学生通过自主合作﹑探究的学习方式寻找更多“内在美”的相关信息，达到学以致用﹑知行合一的目的。
板书设计
Unit 1 Face values Period I Starting out & Understanding ideas Ⅰ. 学习理解 活动一：感知与注意 1. Watch a video and answer the questions. 2. Look at the pictures and answer the questions. 3. Read and answer. 活动二：获取与梳理 1. Predict. 2. Read. 3. Read and complete the diagram. 活动三：概括与整合 Share feelings of reading. Ⅱ. 应用实践 活动四：描述与阐释 1. Group work. 2. Write a summary. 活动五：分析与判断 Ⅲ. 迁移创新 活动六：推理与论证 活动七：批判与评价 1. 赏析语篇的写作手法，探讨其与主题意义的关联。 2. 探究修辞手法与主题意义的关联 活动八：想象与创造
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