Unit4HistoryAndTraditionsReadingforWriting教學(xué)設(shè)計(jì)高中英語人教版

ReadingforWritingDescribeaplacethatyoulikeReadingforWritingDescribeaplacethAccordingtotheconceptofEnglishlearningactivitieswithsixelementsintegratedproposedintheEnglishCurriculum(2007),thislessonpaysmuchattentiontotheaccreatesthecontextcloselyrelatedtothemeaningofthetheme,andguidesstudentstoexplorethethofthetargettext.BasedontheelementsofEnglishsubjectabilmeanttocultivateSs’languageundaboutthethematicmeaning,andtoconstructneactivities,includinglearningandunderstanding,applyingandpracticing,andtransferringandinnovatingones(在學(xué)習(xí)理解類、應(yīng)用實(shí)踐類和遷移創(chuàng)新類活動(dòng)過程中，培養(yǎng)學(xué)生語言理解和表達(dá)能力，推動(dòng)學(xué)生對(duì)主題意義的深度學(xué)習(xí)，構(gòu)建新知，發(fā)展思維).Then,Ssareexpectedtoreflectonandexplorethe“beauty”and“history”ofthedomestic,esexpressionsinthetext,learningtodiscoverthenearbybeauty,cultivatelspreadthevoiceofChina,andpresentChinastorie信，傳播中國聲音，講好中國故事，達(dá)到學(xué)科育人，落實(shí)對(duì)學(xué)生學(xué)科素養(yǎng)的培育).ActivitybasedLanguageTeachingbinedwithdeeplearning:深度學(xué)習(xí)),activitiesatthreelevelsrunthroughthewholedesign,respectivelyonlearningandunderstanding(學(xué)習(xí)理解),applyingandpracticing(應(yīng)用實(shí)踐)andtransferringandinnovatCatechism(questionandanswermethod):Allquestimentaldevelopmentfromlowleveltohighlevelthinking(低階到高階思維).HeuristicMethodofTeaching(啟發(fā)式教學(xué)):It’smainlyshownbytheteacher’swaysofquestioning,guidingSstoanswerquestionsstepbConstructivismtheoryofScaffolding(建構(gòu)主義支架式理論):Whenoutputtingthewritingandarranginghomework,keywordchunks(詞塊)andsentencepatternswillbeshowninadvanpassage.Independentlearning:Ss’independentthinkitheirmentalandintellectualdevelopmCollectivelearning:mainlyshownthroughpairwork,andgroupworkExploratorylearningBook2Unit4HistoryThisunitfocusesonhistoryandtraditionscoveringthelonghistoryandcEnglishlanguage,thehistoricalandculturalconnotationoftheworld’simportantcivilizationandthewayofthinkingcontainedinthesehistoryandtraditions.Inthisunit,youwillreadabouthistoryandtraditionsoftheUK;andlistentopeopletalkabouthistoricplacesandshareyourownexperienaplacebydescribingdifferentsenses;andlearnmoreaboutdiffTheTargetTeachingTe(What)Theme:ThetextdescribesthebeautifullandscapeofIrelandanditstraditions,whicharedepictedfromtheperspectiveofatravelerinspacialorder(Anobviousclue明線),withthe“beauty”ofIrelandamongwordsandbetweenlines,nourishingthestrongtraditionsofIreland(Ahiddenclue暗線).Atthesametime,thetextcanbeconsideredanexpansiontothepreviousmaterialstalkingaboutLondonandotherhistoricsitesinBritain,thuspreshistoryandmodernity,cityandcount(How)Feature:Evidently,thistextisanexpositiononscenerydescriptionwithexquisitelanguage,shortbutconciseandrichcontents.Moreexactly,theauthorillustratesthebeautyofspacialorder(Anobviousclue明線),suchasruralscenery,theroarofseawavesandthesoundoflocalresidents.Theauthoralsousessomefiguresofspeechsuchasmetaphor(暗喻),alliteration(andpersonification(擬人),andlivelysentencestoshowthebeautyofIrelandinvariousa(Why)Purpose:Ontheonehand,it’smeanttoshowtheinspiringandexcitingbeautifullandscapeofIrelandwiththewriter’sloveforthebeautyofitamongwordsandbetweenlines.Andit’sthisbeautythatnourishesthestrongtraditionofIreland(Ahiddenclue暗線).Suchconnectionalsomakesthedescriptioncoherently.England,London,PingyaoandIr“Assessingyourprogress”.Mostimportantly,thetextcanserveasanexampletohelpstudents“beauty”aroundthemandtocultivatetheirloveforlocalordomesticlocations.(Personality)Studentsinvolvedareandquickmindedwithrelativelycreativethinking,andhavway,theyaregenerallyhardworkingandeagertoimprovetheiroverall(Knew)ForSsinSenior1,they’vegotabasicunderstandingofReadingforWritingafterBook1andtheyarequiteinterestedinthistopicbecauseoftheshortbutbeautifultext.Besides,theycanexpalotaboutsomescenicspotsintheirhometown.(Wonder)Howepassagesonscenerydescriptionbeforeandlackinginwritingskillsindetaileddescriptionandtransitionaldevices.Andtheyhavedifficultymakingaconciseandcoherentdescription.(ToandthenexpressloveforfamiliarTheoverallgoalofthissectionisBytheendofthisclass,Ssareetruefeastfortheeyes,theroaroftheoceanwavesandcriesoftheToknowandidentifytheHamburgmasterandimitateinswhendescribingaplacethatyoulikTooutputthebodypartofapassagedescribingbeautyandtraditionsofnearapplyingthefivetipsandbythegivenexpressions/phrases(scaffold為寫作搭建的支架);TodeeplyfeelthebeautyofEnglishandChineselanguagewhenenjoyingthetranslationsofthesensorydetailsinthetext;thinkingoftheGreatWall,MountTai,theMogaoCavesinUnitattractions,enhancingnativeculturalconfidenceandidToobserve,analyzeandconcludethelanguagefeatures,suchassensorydetails,figuresofspeech,andtransitionalsentences,etc.Tounderstandandthensummarizethehiddenclue(暗線)inthistextBeautyamongwordsandbetweenlines(字里行間),nourishingthestrongtraditionsofIreland;Toacknowledgethebeautyoftheworldfirstandfurtherexplorehowtopromotelocalculturebyusingwhatyou’velearnedinthisclass.Ssmasterhowtodescribethescenefromtheperspectivesofsight,hearinSsoutputthebodypartofapassagedescribingbeautyandtraditionsofnearbylocationsbyapplyingthewritingskillsandgivenexpressions;guidanceoftheteacher;Ssdiscoverthevalueofdomesticscenicspotsbyparisonperspective(國際視野)andculturerecognition(文化認(rèn)同);Leadinlook,whatdidyouhearjustnow?Doyouknowwhereitcarefully,usingtwobrief.2’Designpurpose:ToimmediatelycatchSs’attentionbyrequiringthemtocloseandopeneyes,andtoleadinIrelandwitheasyquestions,betterpreparingforthereadingwithattractivehearingobserve,analyzeandconcludethetransitionalsentencesRelatedtoTip1:Whatdoyouthinkgoodwrit3’Qs:What’sthemainideaofthetext?Howaboutusingtwowordstoconcludeit?WhatabouttheintroductionandtheWhatcanwecalltherestpartofthistext?similartopicsentencesandthentofindthetransTip2:Goodwritersusetransitionalintroduction?What’stWhatsensesdohumansDesignpurpose:ToidentifytheHamburgerStructure(IntroductionBodysentencesfirstandconcludetwoD,feelingthebeautyofEnglishandChineselanguageandtoobserve,analyzeandconcludethelanguagefeatures,suchassensoryappreciativereader學(xué)習(xí)理解、應(yīng)用實(shí)踐、遷移創(chuàng)aredescribedandwhatseplacealongthetravelliWhichplacesaredescrWhatsensorydetailsareusedtodescribetheseplInwhichorderdoesthetextTip3:Goodwritersaddsappreciatelanguagetermsoffiguresof9’details,andfiguresofspeech,andlanguagefeaturesagainintermsoffiguresofThentheendingsentencetermsoffiguresofspeechandthewordstoconcludedetailinthesecondpersonrathertmost?Why?(Notes:FiguresoCantheroarandcriesreallywhenwriting,layingastrongfoundationforlaterwriPostreading8’mapsonlinewiththeirtablets(平板)bymeansoftheClasswithIntelligence(智慧課堂),someofwhichwillbeselectedbasedonthenumberofthelikes(點(diǎn)贊)laterappreciationandjudgments.(被展示的思維導(dǎo)圖QuestionChain:HowtoorganizethedHowtomakeitmoredetailedandASample:judgments.Designpurpose:PresentedbymeansoftheClasswithIntelligence(智慧課堂)consolidateandinternalize(內(nèi)化)thefivetipsinwritingaboutscenerydescription,preparingbettthelaterwritingouttheleftcolumnoftheblackboard,theshap“美”andunderstandthehiddenclueofthistext.ThentheycanthinkofBozhou2’Beautyamongwordsandbetweenlines(字里行nourishingthestrongtraditionsofIrelandislikeaChinesecharacthatit’sthisbeautythatnourishesthestrongtraditionsofIreland,functioningasahiddenlines(字里行間),nourishinBozhou.AndthensomeshorDotheylooklikeaChineseWhatcanyouexperiencewhenspeakingofbecauseoftheCOVID19.Designpurpose:ToacknowledgethebeautyoftheworldfirstandthenremindSsofthelocaldestinationstoexpressandpassournearbybeauty,preparingforlaterwriting.figuresofWhilewritingActivity6:OUTPUTWritingtobeanimaginativewriter遷移創(chuàng)新Aftersomevideoclipsandpictures,Sswilloutputthebodypart,withtheintroductionandendingsentencesgivenaheadoftime.Thenthey’llbeshownsomeusefulwordsandexpressions,servingastheScaffolding(為寫作搭建的腳手架)theywilluselater.Notes:Here,I’dliketomentionthat:Thepowerof5’valuesofTherewillbefivegroups(Group1Yellow;Group2Blue;Group3Pink;Group4Purple;Group5Green),eachofwhichwillbegiven5cardswithonecolorandeachstudentinthisgroupwillwritedownonesentenceonthiscard.Thenthesixthstudentorthefitapes(雙面膠),afterwhichhe/shewillpresentthebodypartonthestage.(五種不同顏色的卡片代表五組（已剪裁成小卡片首先，各小組代表向每位成員分發(fā)一張小卡片，除代表外，每人在小卡片上輸出一句話；其次，討論分配并完成句子后，各小組代表在大卡片上依次粘貼本組輸出的每個(gè)句子（雙面膠已粘貼），加上適當(dāng)過渡詞或句子，于下個(gè)活動(dòng)上臺(tái)展示小組成果.)Designpurpose:Outputtingthemerebodypartbygivenwordchunks(詞塊)andsentencepatternsmakesitpracticabletofinishwithinlimitedtime,andSswilldeeplyfeelthestrongpowerofteamworkandappreciatethelocalbeautyandtraditions,furtherfocusingondomesticandespeciallynearbyattractions,enhancingnativeculturalconfidenceandidentity.PostwritingActivity7:PeerEvaluationandTeacher’sThefinalspeakersofthreegwillvolunteertogivefeedback(反饋)onthespeaker’sspeech,usingthechecklistjustlikethis:(各小組代表上臺(tái)展示小組成果，其余小組成員依據(jù)屏幕或?qū)W(xué)案上的評(píng)價(jià)清單給予同伴互評(píng)，隨后老師進(jìn)行簡要評(píng)價(jià)和總結(jié)，顯性體現(xiàn)教學(xué)評(píng)一體化).Then,severalsuperbbodywritingswillbechosenasthewinners.Andapossibleversionwillbefollowedafterwards(alsoonthehandout).willpresenttheirotherSswillvolunteertogivefeedbackonthespeaker’sspeech,usingthechecklistonthescreenortheirhandouts(導(dǎo)學(xué)案).IW/CW10’Designpurpose:Tostrengthenpeercooperationandteacher’sassessment,thusrealizingtheintegrationofteaching,learningandevaluation(教學(xué)評(píng)一體化),toclearlyshowSs’academicgrowthandharvestandthenbuilduptheirconfidenceinwriting.8.TomakeassessmentIW1’andandrealizetheintegrationofteaching,learningandevaluationclass,whetherthey’veattainedthepresetlearningDesignpurpose:TohelpSsselfevaluateandconsolidatewhattheyhavelearned,reflectingonwhetherthey’veachievedthepresetlearningobjectivesandtorealizetheintegrationofteaching,learningandandevaluation.SincethetopicofthisunitisHistoryandTraditions,theListening&SpeakingQufu,Reading&ThinkingEngland/BritaStructuresLondon,Listening&TalkingPingyao,andReadingforwritingIreland,allofwhichwillbetheiroptionsifaskedtodescribeoneoftheplaces,layingagoodfoundationforthehomeworkdes1.Must(prehensiveandprRecitethesamplewritingDub(配音)forthepreviousvideousingyourpolishedwritingandpostittoWeChat,TiktokorevenYouTubetopassthebeauty.(2.Option(ExploratoryassDescribeoneofthefollowingplaceswe’velearnedandoutputanessay.(30’)Place:Mt.Tai,Beijing,Sichuan,Shanghai,Xi’an,theGreQufu,England,London,Pingyao,Ireland...(theoneswelearnedintLanguage:peacefullandscapeof...atruefeastfortheeyes;with...rolling/roarinDesignPurpose:ontheonehand,it’smeanttohelpSsdubforththeirpolishedwritingandthey’llalsofinditnecessaryandmeaningfultorecitetonthehandouts);ontheother,basedonsomanyplacestoptiontodescribeanotherplacethey’refamiInthissection,Activity2and3arebelongingtolanguageinputandpreparingforthesubsequentwriting.Wdescriptivepassage.AndthemindmapswillbepresentedbymeansoftheClasswithIntelligence(智慧課堂),whereSswillsendtheirwothelikes(點(diǎn)贊)they’vegot,muchusefulandeffecti維導(dǎo)圖依據(jù)其獲得的點(diǎn)贊量來選擇，以實(shí)現(xiàn)同伴互評(píng)，然后老師再作簡要評(píng)價(jià)，顯性體現(xiàn)教學(xué)評(píng)AndActivity7isthestageofpeerevaluationandteacher’sassessment,realizingtheintegrationofteaching,learningandandevaluation.(小組代表展示其寫作作品后，其余小組成員依據(jù)屏幕或?qū)W(xué)案上的評(píng)價(jià)清單給予同伴互評(píng)，隨后老師進(jìn)行簡要評(píng)價(jià)和總結(jié)，顯性體現(xiàn)教學(xué)評(píng)一體化).Moreover,I’vedesignedaquestionchain(完整問題鏈見附錄1)basedknowledgetransferability.Especially,whenwriting,keywordchunks(詞塊)andseHonestly,whileImadeaspecificdesignandI’vI’vebeenalwaysworryingabouthowSCanImakemyselfunderstoodcleconvincedthatSsandIwillAppendix1Appendix2Unit4HISTORYANDTRReadingforWriting(導(dǎo)學(xué)案)Describeaplaceth【板塊主題】B2U4ReadingforWritingDescribeaplacethat【學(xué)習(xí)目標(biāo)】Bytheendofthisclass,youareexptoconcludefivetipsonhowtobegoodwritetosummarizetheobviousandhiddenclues(明暗線)ofthistext;chunks(詞塊)andsentenceStep1Leadin/TopictalktobeacuriStep2WhilereadingActivity2:ReadforStructuretobealogicalandanalytWhatdoyouthinkgoodwritersshoulddowhenwritTip1forwriting:GoodwrTip2:GoodwritersuseTip4:GoodwritersuseActivity3:ReadforLanguagetobeakeenandappreciativereadActivity4:Summary:MakeamiStep4BeforeWritingStep5WhilewritingActivity6:OUTPUTWritingtobeanimaginativewriterPassthebeautyofBozhoutotheworld!Andtheintroductionandtheendingsentenceshavebeengiven.Requirements:1.DiscussingroupsSDSkills(sensorydetails)thatmaybeusedineachpicture.2.Usetransitions(過渡詞句),figuresofspeech(修辭)andthesecondperson,addsomespecificwords.3.Outputthebodypartandshowyourwriting.Introduction:BozhouCity,locatedinthenorthernAnhuiprovince,isabeautifulandslowpacecity.Waitingforyourcreation!Ending:Infact,itsbeautyisfarbeyondmydescription.Goandexperienceinperson,whichwon’tdisappointyou.Scaffolding(為寫作搭建的腳手架)：MorningofLingxiLake:feelthemorningsun;breatheinthesweetscent;thepurlingsoundofthelake(潺潺的湖水聲)sight&hearing;SDSkill&alliteration(頭韻)ChineseMedicineMarket;Lunch:Varioussnacks:nutritiousanddeliciouschickensoupwithseasonings(調(diào)料),noodleswithmuchchewiness(嚼勁)sight,smell&taste;Specificwords/examplesAfternooninCaocaoPark:PeopledoingFiveAnimalExercises(五禽戲)sight;Specificwords/examplesAtnightbyGuoheRiver:theblinkingcolourfullights,theshiningriversurface,feelthegentlebreeze(微風(fēng))sight&touch;metaphor(暗喻)&personification(擬人)Step6PostwritingActivity7:PeerEvaluationandTeacher’sAssessmentListencarefullywhileothersaresharing.You’llbeinvitedtogivefeedback(反饋)onthespeaker’sspeech,usingthechecklistjustlikethis:Step7Homework/Ass1.Must(prehensiveandprRecitethesamplewritingDub(配音)forthepreviousvideousingyourpolishedwritingandpostitWeChat,TiktokorevenYouTubetopassthebeauty.2.Option(ExplorativeassDescribeoneofthefollowingplaceswe’velearnedandoutputanessay.(30’)Qufu,England,London,Pingyao,Ireland...(theoneswelearnedintStep8Selfevaluation(課后自我評(píng)估APossibleVersionoftheBodcity.ThepeacefullandscapeofferssomethingfordiInthemorningofLingxiLake,feelingthesunonyourskin,you’llbreatheintsweetscentoffreshflowers,alongwiththepurlingsound(潺潺的湖水聲)ofthecleanlake,makingupthesongofnature.BeforesteppingintotheTraditidefinitelyimpressedbyawiderangeofChinesemedicine.Whenforlunch,youcantrythenutritiousanddeliciouschickensoupwithseasonings(調(diào)料)withmuchchewiness(嚼勁)oflocalflavor.NotfarawayisCaocaoPark,whereyouwillfindpeopledoingFiveAnimalExercises(五禽戲)tobuilduptheirbody.Ifinterested,youcanjointhemandexperiencethenightbyGuoheRiver,theblinkingcolorfullightsaresandfeeltheslowpacelife.(TopreInfact,itsbeautyisfarbwhichwon’tdisappointyou.(GivAppendix3Book2Unit4HistoryandTUnit4HistoryandTraditi本單元整體教學(xué)設(shè)計(jì)，始終堅(jiān)持以“單元大觀念—保護(hù)和傳承人類共有的歷史和傳統(tǒng)”為核心設(shè)本單元的大觀念是保護(hù)和傳承人類共有的歷史和傳統(tǒng)，培養(yǎng)具有中國情懷、國際視野、文化自信），習(xí)了解國內(nèi)外的典型歷史文化傳統(tǒng)，了解國內(nèi)外的歷史文化景點(diǎn)和風(fēng)土人情，培），），單元第五課時(shí)Discoverusefulstructures，活動(dòng)主題是“表達(dá)情感和描述情景”），1.環(huán)境現(xiàn)狀：本市地處皖北，授課對(duì)象為高一年級(jí)學(xué)生，整體學(xué)生求知欲強(qiáng)，思維活躍，但英語基礎(chǔ)處于中等；少數(shù)學(xué)生選自珍珠班，學(xué)生整體學(xué)習(xí)態(tài)度積極、2.語言技能：授課學(xué)生對(duì)于英語的語言能力運(yùn)用多處于應(yīng)試范圍之內(nèi)，聽說能力鍛煉不夠，學(xué)生的英語表達(dá)能力也處于單詞輸出為主，可以簡單地輸出自己的觀點(diǎn)和看法。但是對(duì)話應(yīng)用的機(jī)會(huì)較少，因此整體的英語交流能力，需要培養(yǎng)和不斷加強(qiáng)?；揪哂杏糜⒄Z獲取信息、處理信息的能力，但分析問題和解決問題的3.心理特征：本校高一學(xué)生本身英語成績處于中等偏下，聽說能力較為欠缺，由很大一部分學(xué)生處于不愿意開口表達(dá)或不敢開口表達(dá)的心態(tài)中。但是，高一學(xué)生處于對(duì)知識(shí)無限渴望和充滿熱情的階段，所以在課堂中，需要不斷激發(fā)學(xué)生的學(xué)習(xí)興趣，耐心引導(dǎo)，提供更加有效的學(xué)習(xí)方法，從而鍛煉學(xué)生的知識(shí)運(yùn)用能力，增強(qiáng)學(xué)生學(xué)習(xí)英語，尤其是對(duì)聽說課的信心，可以更加勇敢地表達(dá)自己。但是學(xué)生大多數(shù)沒有出國旅游的經(jīng)歷，沒有參與過文化交流的項(xiàng)目，對(duì)外國文化了解不多，跨文化交際能力不強(qiáng)。因此需要教師在課堂中創(chuàng)設(shè)盡可能的真實(shí)的語境，幫4.學(xué)習(xí)需求：本單元大單元包含的語篇語境涉及到中國曲阜、中國平遙、英國、愛爾蘭，學(xué)生對(duì)于這些擁有悠久歷史的地方了解甚少，所以學(xué)生了解我國儒家思想的發(fā)源地山東曲阜和歷史遺跡珍寶星羅棋布的山西晉中平遙古城，了解英國的Whatdidyouhearjustnow?Whatdidyousee?DoyouknowwhereitActivity2:ReadforStrSstellthemainideabasedonthetitle(readingsummarize.Afterwards,they’llbeguidedtoconcludetheHamburgRelatedtoTip1:WhatdoyoutTip1forwriting:GoodwritersusetheHamburgerQs:What’sthemainideaofthetext?Howaboutusingtwowordstoconcludeit?WhatabouttheintroductionandtheWhatcanwecalltherestpartofthistext?Then,SswillbeguideparisonbetweentwosimilartopicsentencesandthentofiRelatedtoTip2:WhatdoyouthinkgoodwritersshoulddowhenwritingTip2:Goodwritersusetransitionalsentences(過渡句)tomakethepassageWhat’sthemostappealingwords/expredifferencebetweenthetwosentenWhatsensesdohumansActivity3:Readforalongthetravellingroute.Gradually,SsarWhichplacesaredescrWhatsensorydetailsareusedtodescribetheseplInwhichorderdoesthete