人教版（2019）高中英语必修第二册 Unit4 History and traditions Reading for Writing名师教学设计
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| 名称 | 人教版（2019）高中英语必修第二册 Unit4 History and traditions Reading for Writing名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-09 22:45:49 | ||
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Unit4 Reading for Writing名师教学设计
课时内容
Describe a place that you like
主题语境：人与社会
主题群：历史、社会与文化
子主题：不同民族文化与传统节日
语篇类型：说明文
文本分析：
本节课为介绍地点的说明文。文章只有一个自然段，主要介绍了爱尔兰的美景及风俗传统。文章开头对爱尔兰给出了综述，紧接着描述了爱尔兰的自然美景. 最后介绍了爱尔兰的风俗习惯。语篇主题与本单元主题语境相关，文本结构清晰，语言简洁精炼，能够为写作提供很好的范本。
1. 通过阅读文段，获取地点的主要内容和写作特点。
2. 学习用恰当的语言和格式介绍地点
3. 培养学生自学以及合作学习的能力并引导学生主动学习。
4. 培养学生批判性思维。
重点难点
重点：
获取文本信息和介绍地点的说明文的文本特点。
难点：
用恰当的语言和格式介绍地点。
教学准备
教师准备：
多媒体、PPT。
学生准备：
复习本单元词汇和句型。
教学过程
Step I 学习理解
活动一：获取与梳理
1. Recognize the discourse before careful reading.
Ask students to scan the text and judge the type of the
Discourse: a description of a place.
2. Ask students to read the text and answer the following questions. ( SB，P44，Part 1)
(1) What makes the Irish countryside exciting and inspiring
(2)What are the best ways to experience some Irish traditions and culture
(3)What is the meaning of “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song”？
Suggested answers：
(1)The beauty of the countryside.
(2)Stop by a village pub, taste the wine or the local beer, enjoy the delicious traditional Irish Beef Stew, and enjoy some traditional music and dancing.
(3)You can smell the sweet scent of fresh flowers and hear the chirping of birds. (Personification is used in this sentence. )
3. Discussion
What are the best ways to experience Chinese traditions and customs Share your ideas with a partner.
【设计意图】根据文本特征设计了三个环节，识别语篇 (对应布鲁姆教育目标分类法中的knowledge层面）、提问与讨论（对应布鲁姆教育目标分类法中的comprehension 层面），旨在提高学生认识语篇（地点介绍）、获取语篇的主要信息。
Step II 应用实践
活动二：分析与判断
1. 分析地点介绍的文本特征
Read the text again and try to analyze the structure in groups.
(1)What parts should be included in a description of a place
(2)How does the writer deal with each part
Suggested answers：
(1)Introduction, body, and ending.
(2)Introduction: Give an introductory sentence and make the reader eager to read the following writing. (You can start with a striking image, something surprising, and a quote or question to draw the readers’ attention. )
Body: Write the details (the landscape and traditions) and give examples.
Ending: Give an ending sentence and make the reader remember your writing.
2. 赏析语言（SB，P44，Part 2)
(1) Identify and underline the paragragh’s introductory sentence(s) and the ending sentence(s).
Suggested answers：
(略）
(2) The paragraph talks about different senses in different places. Ask students to write down the senses in each places.
Places Senses
“Emerald Isle” and its counties
the sea
mountains
the village pub
Suggested answers：
Places Senses
“Emerald Isle” and its counties peaceful，a feast of eyes
the sea the music of the coast
mountains quiet in the morning
the village pub traditional
(3) What words does the sensory details
sight
smell
taste
hearing
touch
Suggested answers:
sight green, rolling, dotted with
smell breathe in，sweet
taste relax with, enjoy, delicious
hearing roar, cries, greet, enjoy
touch feel
【设计意图】活动二（分析与判断）对应了布鲁姆教育目标分类法中的application和analysis层面。通过阅读课文、分析文本特征和赏析语言特征，让学生深度阅读，挖掘主题的意义，并学习语篇的写作特征。这个活动有助于提高学生对地点介绍的认识和理解，为后续写作作铺垫。
活动三：实战演练
Describe a place that you like. (SB，P45，Part 3)
1. Choose one of your favourite places and write a description of it.
2. Ask students to work in pairs to discuss the following questions about the place.
What can you see
What can you hear
How does the place feel
What can you smell
What can you taste there
What does the place make you think or feel
3. Brainstorm.
Work in pairs to talk about the introduction, body and ending.
4. Write your description according to the brainstorm.
【设计意图】本活动为写作实践，对应了布鲁姆教育目标分类法中的synthesis层面。在写前设计了讨论环节和头脑风暴活动，让学生以小组的形式，根据选择的地点讨论该地信息以及作文的介绍段落、正文段落及结尾段落等，降低了学生写作的难度，增强了写作的信心。
Step III 迁移创新
活动四：批判与评价(SB，P45，Part 4)
1. Exchange drafts in groups of four and evaluate each other’s draft according to the checklist.
Does the writer start with an image, quote or question
Is the description well-organised and easy to read
Has the writer included sensory details
Does the writer use specific words and give examples
Is the ending effective
Can you find any grammar or spelling mistakes
2. Learn from each other.
3. Ask each group to recommend a student’s writing. Choose two of the recommendations to share with the whole class.
【设计意图】该环节对应了布鲁姆教育目标分类法中的 evaluation层面。通过小组合作，从文章开头、文章结构、感官细节、对某一事物的具体描述、文章结尾及语法拼写等方面，对组内成员的草稿进行综合评价与相互学习，加深对主 题意义的理解和多元思维的培养，实现深度学习。
板书设计
Unit 4 History and Traditions
Period V Reading for Writing
I . 学习理解
活动一：获取与梳理
II. 应用实践
活动二：分析与判断
活动三：实战演练
III. 迁移创新
活动四：批判与评价
课时内容
Describe a place that you like
主题语境：人与社会
主题群：历史、社会与文化
子主题：不同民族文化与传统节日
语篇类型：说明文
文本分析：
本节课为介绍地点的说明文。文章只有一个自然段，主要介绍了爱尔兰的美景及风俗传统。文章开头对爱尔兰给出了综述，紧接着描述了爱尔兰的自然美景. 最后介绍了爱尔兰的风俗习惯。语篇主题与本单元主题语境相关，文本结构清晰，语言简洁精炼，能够为写作提供很好的范本。
1. 通过阅读文段，获取地点的主要内容和写作特点。
2. 学习用恰当的语言和格式介绍地点
3. 培养学生自学以及合作学习的能力并引导学生主动学习。
4. 培养学生批判性思维。
重点难点
重点：
获取文本信息和介绍地点的说明文的文本特点。
难点：
用恰当的语言和格式介绍地点。
教学准备
教师准备：
多媒体、PPT。
学生准备：
复习本单元词汇和句型。
教学过程
Step I 学习理解
活动一：获取与梳理
1. Recognize the discourse before careful reading.
Ask students to scan the text and judge the type of the
Discourse: a description of a place.
2. Ask students to read the text and answer the following questions. ( SB，P44，Part 1)
(1) What makes the Irish countryside exciting and inspiring
(2)What are the best ways to experience some Irish traditions and culture
(3)What is the meaning of “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song”？
Suggested answers：
(1)The beauty of the countryside.
(2)Stop by a village pub, taste the wine or the local beer, enjoy the delicious traditional Irish Beef Stew, and enjoy some traditional music and dancing.
(3)You can smell the sweet scent of fresh flowers and hear the chirping of birds. (Personification is used in this sentence. )
3. Discussion
What are the best ways to experience Chinese traditions and customs Share your ideas with a partner.
【设计意图】根据文本特征设计了三个环节，识别语篇 (对应布鲁姆教育目标分类法中的knowledge层面）、提问与讨论（对应布鲁姆教育目标分类法中的comprehension 层面），旨在提高学生认识语篇（地点介绍）、获取语篇的主要信息。
Step II 应用实践
活动二：分析与判断
1. 分析地点介绍的文本特征
Read the text again and try to analyze the structure in groups.
(1)What parts should be included in a description of a place
(2)How does the writer deal with each part
Suggested answers：
(1)Introduction, body, and ending.
(2)Introduction: Give an introductory sentence and make the reader eager to read the following writing. (You can start with a striking image, something surprising, and a quote or question to draw the readers’ attention. )
Body: Write the details (the landscape and traditions) and give examples.
Ending: Give an ending sentence and make the reader remember your writing.
2. 赏析语言（SB，P44，Part 2)
(1) Identify and underline the paragragh’s introductory sentence(s) and the ending sentence(s).
Suggested answers：
(略）
(2) The paragraph talks about different senses in different places. Ask students to write down the senses in each places.
Places Senses
“Emerald Isle” and its counties
the sea
mountains
the village pub
Suggested answers：
Places Senses
“Emerald Isle” and its counties peaceful，a feast of eyes
the sea the music of the coast
mountains quiet in the morning
the village pub traditional
(3) What words does the sensory details
sight
smell
taste
hearing
touch
Suggested answers:
sight green, rolling, dotted with
smell breathe in，sweet
taste relax with, enjoy, delicious
hearing roar, cries, greet, enjoy
touch feel
【设计意图】活动二（分析与判断）对应了布鲁姆教育目标分类法中的application和analysis层面。通过阅读课文、分析文本特征和赏析语言特征，让学生深度阅读，挖掘主题的意义，并学习语篇的写作特征。这个活动有助于提高学生对地点介绍的认识和理解，为后续写作作铺垫。
活动三：实战演练
Describe a place that you like. (SB，P45，Part 3)
1. Choose one of your favourite places and write a description of it.
2. Ask students to work in pairs to discuss the following questions about the place.
What can you see
What can you hear
How does the place feel
What can you smell
What can you taste there
What does the place make you think or feel
3. Brainstorm.
Work in pairs to talk about the introduction, body and ending.
4. Write your description according to the brainstorm.
【设计意图】本活动为写作实践，对应了布鲁姆教育目标分类法中的synthesis层面。在写前设计了讨论环节和头脑风暴活动，让学生以小组的形式，根据选择的地点讨论该地信息以及作文的介绍段落、正文段落及结尾段落等，降低了学生写作的难度，增强了写作的信心。
Step III 迁移创新
活动四：批判与评价(SB，P45，Part 4)
1. Exchange drafts in groups of four and evaluate each other’s draft according to the checklist.
Does the writer start with an image, quote or question
Is the description well-organised and easy to read
Has the writer included sensory details
Does the writer use specific words and give examples
Is the ending effective
Can you find any grammar or spelling mistakes
2. Learn from each other.
3. Ask each group to recommend a student’s writing. Choose two of the recommendations to share with the whole class.
【设计意图】该环节对应了布鲁姆教育目标分类法中的 evaluation层面。通过小组合作，从文章开头、文章结构、感官细节、对某一事物的具体描述、文章结尾及语法拼写等方面，对组内成员的草稿进行综合评价与相互学习，加深对主 题意义的理解和多元思维的培养，实现深度学习。
板书设计
Unit 4 History and Traditions
Period V Reading for Writing
I . 学习理解
活动一：获取与梳理
II. 应用实践
活动二：分析与判断
活动三：实战演练
III. 迁移创新
活动四：批判与评价