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Book2 Unit 4 History and Traditions Reading for Writing
Learning objectives:
1. Be able to figure out the organization and language feature of the passage.
2.Learn to appreciate and describe a place from sight, smell, taste, hearing and touch.
3.Try to write an essay of a place with “Introduction-Body-Ending” structure.
4.Gradually learn to realize the importance of history and tradition to a city and a country; tell your own stories and increase your cultural confidence.
Teaching key points:
1.Identify the sensory details and the language feature of the passage
2.Learn how to describe a place with sensory details3.Understand the importance of history and Traditions to a country
Teaching difficulties:
1.How to lead the students to better grasp the structure and language feature of the passage.
2.How to make sure the students are able to find sensory words and use them to describe a place.
3.How to design questions to develop the cultural awareness and thinking quality of the students.
Teaching strategies:
1.Interactive Learning
2.Situational Language Learning
3.Communicative Language Learning
4.Natural approach
Teaching aids:
1.a multimedia classroom
2.a blackboard
3.PPT
Teaching procedure:
Step1 Lead-in Enjoy a video
Step II.Pre-writing
Task1.Read for main idea Guess the main idea from the title of the passage.
__________________________________________________________________
Task2.Read for structure
Find the topic sentence of the passage
____________________________________________________________________
Structure ________________________________________________
Task3.Read for details and language features
Find out the sentences according to the senses. (sight \hearing \touch \smell \taste)
Sight:________________________________________________________________
Hearing:______________________________________________________________
Touch:_______________________________________________________________
Smell:_______________________________________________________________
Taste:________________________________________________________________
Task4.Read for sensory description
What can you see in Ireland’s countryside
_____________________________________________________________________
What can you hear in Ireland’s coast
_____________________________________________________________________
What can you feel, smell and hear in Ireland’s mountains
_____________________________________________________________________
What can you taste, see and hear in Ireland’s village pub
_____________________________________________________________________
Summary
Introduction: make the reader eager to read your writing
How to describe Use sensory details and give examples
a place you like Body Transitions(过渡):help the reader follow your ideas easily
the landscape\down by the sea\in the mountains(space order)
In the morning...(time order)
First, second...(logic order)
Ending: Let the reader know that the passage ends
Help the reader remember your writing
Step III. While-Writing
Enjoy a video Task1.Read over the following writing topic carefully.
假如你是巨野一中高一学生李华，你的笔友 Peter在暑假要到你的家乡旅游，请你写信介绍一下自己家乡的情况，要点如下，可适当增加细节。
1.巨野县地处山东省西南部，有两千多年的历史。
2.著名的景点及文化。（看古迹明历史、听鸟语闻花香、听戏曲知传统、品美食懂风俗从而感受巨野的古与今）。
3.表示欢迎与祝愿。（开头和结尾已给出）
Dear Peter，Learning that you’re coming to our home town for a visit, I’m honored to share something about it.
__________________________________________________________________________________________________________________________________________
Looking forward to your coming.
Yours,
Lihua
Task2. prepare for writing (Group work).
①巨野悠久的历史一直对巨野的人们和传统有着极大的影响。
The long history of Juye county _______________________its people and traditions.
②永丰塔（Yongfeng Tower）、齐鲁会盟台(Qilu Alliance Platform)和文庙(Confucious Temple)会带你体验巨野的古文化。Yongfeng Tower, Qilu Alliance Platform and the Confucious Temple will make you ______________________________________________________.
③作为农民绘画之乡（Hometown of Farmers’s Painting）的巨野，其工笔牡丹画（the peony meticulous painting）在全国，甚至是在全世界越来越受欢迎。As the Hometown of Farmers’ Painting, the peony meticulous paintings______________________________________________, even in the world.
④漫步公园，你不但可以呼吸鲜花的芬芳、聆听鸟类的歌唱，而且你可以欣赏当地传统的戏剧（opera）。____________________, not only can you_______________________________, ___________________, but also you can_________________________________.
⑤更为美妙的是，为更好地了解当地的文化和习俗，在小饭馆品尝传统的小吃、喝一杯当地的美酒。_____________,_________________________, enjoy some traditional snacks and drink a glass of local wine in the eateries.
Task3. Organizing writing
Dear Peter，
Learning that you’re coming to our home town for a visit, I’m honored to share something about it.
__________________________________________________________________________________________________________________________________________
Looking forward to your coming.
Yours,
Lihua
Step IV. Post- Writing
Evaluate and polish the writing
Task1.Exchange your writings and use the checklists to give feedback on each other’s draft.
Yes No
1.Is the description well-organised and easy to read
2.Has the writer included any sensory details
3.Does the writer use specific words and give examples
4.Is the ending effective
5.Can you find any grammar or spelling mistakes
6. Is the handwriting beautiful
Task2. Polish your drafts and share with your partners.
Task3.Share three writings of the students with the whole class and evaluate them together.
Task4.Share a possible version with the class and evaluate it together.(the teacher’s writing)
Located in the southwest of Shandong province, Juye has a history of more than 2000 years, which has always had a great influence on its people and traditions. In this sacred land, there’re many places of interest, such as Yongfeng Tower, Qilu Alliance Platform and Confucious Temple, and by visiting them in person will you experience the rich culture of Juye. As the Hometown of Farmers’ Painting, the peony meticulous paintings are a true feast for the eyes, which are becoming more and more popular in the world. Walking in the park, not only can you breathe in the sweet scent of fresh flowers, hear the birds’ songs, but also you can enjoy local traditional operas. Better yet, to have a better understanding of local customs and history, you can enjoy some traditional snacks and drink a glass of local wine in the eateries. With all this beauty, it’s not surprising that more and more visitors come here to explore its culture and traditions.
Step V. Homework(分层作业)
Task1.Appreciate your classmates’ good works and try to learn from them.
Task2.Try to introduce a place you like and exchange them with your classmates.
Reading for Writing评测练习
I.基础知识再现短语翻译
1. 对...有极大的影响____________ 2. 真正的视觉盛宴____________
3. 组成，构成______________ 4. 吸入______________________
5. 鲜花的芬芳_______________ 6. 更为美妙的是______________
7. 很可能做某事_____________ 8. 海浪的咆哮_______________
句式练习
1.由于自行车被偷，她只好步行回家。（用with的复合结构）
___________________________________________________________
2. 由于历史悠久，每年很多游客都来这里参观就不足为奇了。
With such a long history, ______________many visitors pay a visit here every year.
II.写作训练要求：
1.同学们商量探讨或网络搜索有关济南大明湖的风景、文化及历史。
2.运用所学知识，用英语写一篇短文，介绍有关大明湖的情况，字数在 80词左右。
Book2 Unit 4 History and Traditions Reading for Writing课后反思
本节课是阅读写作课，其教学目标主要包括引导学生理清文章的组织结构与语言特色，并学会使用文本当中所提到的感官动词去欣赏和描述一个地方；引导学生把自己的家乡故事讲给世界听的意图在于增加学生的文化自信进而培养学生了解历史与传统的文化内涵和现实意义，思考历史与现实的辩证关系的思维品质。整个课堂主要由三个大的活动组成，分别是写作前的阅读、写作和写作后的评价。在整堂课的各个环节中，我尽力突出学生的主体地位，注重对学生情绪的调动，提问方式主要有口头提问、黑板展示、投影展示，学生参与面较广，学生在音乐视频欣赏、动手书写、自主探究、合作讨论、阐述交流的过程中获得学科知识并提升了语言能力与学习能力。
写作的选材贴近学生生活，学生有话可说，歌曲的选择与视频完美匹配，丰富了学生的写作内容；《“十三五”规划纲要》提出讲好中国故事是时代命题，讲好中国故事是时代使命。而向世界介绍自己的家乡非常符合讲好中国故事这一新理念，正是对学生进行核心素养中的文化意识与思维品质培养的最佳契机，我认为这个设计是本堂课最大的成功也最大程度上促使预先设定目标的实现。在之前我对学生文化意识与思维品质的培养落实的不太到位，流于形式或者只喊口号，现在仔细想来只要用心发掘总会找到解决问题的方法。以高考评价体系的四层为基本框架，高中英语学科的核心价值包括中国情怀和国际视野，以开放包容的态度看待文化多样性，积极参与跨文化交流；高中英语学科的应用性要求通过建立模拟或真实的语言运用情境，激发英语学习兴趣和提高语言综合运用能力；创新性要求学科应通过试题的设计，引导考生积极参与跨文化交流学习和思辨活动，积累中外文化知识，掌握多种思维方式，在跨文化的互动与融合中形成一定的创新意识和能力。因此，在这些理念的指导下，这堂课主要使用了交互式教学法、沟通式教学法、情境教学法和自然教学法。
但深刻思考之后，感觉仍有很多不足之处。
1.学生在口语表达中发音不准、自信心欠缺写作前的阅读属于语言的输入部分，从对文章的大意、结构的了解到对语言特点的分析，由浅入深，循序渐进，使学生能够深入体会作者在视觉、嗅觉、味觉、听觉和触觉等方面对爱尔兰乡村美景和风土人情的生动描述所带来的直观感受，并从中学会运用这种写作手法去描述一个自己喜欢的地方。在这个学习过程中，学生能够积极参与并勇于表达，表现出积极学习英语的意愿与热情。但由于平时训练不到位导致了学生发音不准、不能自由准确地表达自己。学生口语表达确实存在不足，因此在以后的英语教学中不仅要规范学生的发音、复习连读的发音规则，逐渐地引导学生在日常交际中运用连读规则准确辨音和正确发音，还要多创设语境与情景，鼓励学生标准地自然地说出自己想要表达的东西，同时老师也要不断提升自己，与学生共同学习共同成长。
2. 遣词造句能力不足、小组活动不够深入写作部分的导入视频激发了学生的学习兴趣，为写作做了很好的铺垫。但在后面的完成句子、讨论环节中，也能发现学生在遣词造句方面的不足、小组活动不够深入等问题。所以在以后的教学当中要鼓励学生多动手，逐渐提升学生发现问题、解决问题的能力，培养学生听说读写各方面的素养，培养他们的思维意识。针对以上教学的不足，在以后的教学中我将采取以下有效措施进一步提高和完善。坚持每天一个单句翻译，可以一句多译也可以英汉互译；一周一个小写作，如果时间不太宽裕的话，可以训练文章的一部分比如开头语、中间段落或者结尾；两个同学口头翻译课文，一个读英语，一个说汉语，然后交换；可以适当安排短时英语演讲并给予奖励，这个活动既能纠正学生的发音、丰富学生的词汇与句法、锻炼学生的口语还能增强口头表达的自信心。如果在教学实践中我发现了新的可行的方法与策略也会及时地运用到课堂教学中去。

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