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第 7 课时 Reading for Writing---Describe a place that you like
1. 教材 分析 The Unit Theme Analysis(大单元主题简析) Book 2 Unit 4 History and Traditions Theme Context：Human and Society Theme Group：History, Society and Culture This unit focuses on history and traditions covering the long history and cultural traditions of China, Britain, Russia, Ireland, Brazil, Greece, Egypt and other countries. It’s of great significance for students to understand the English language, the historical and cultural connotation of the world’s important civilization and the way of thinking contained in these history and traditions. In this unit, you will read about history and traditions of the UK; and listen to people talk about historic places and share your own experiences; and write about a place by describing different senses; and learn more about different tea cultures, etc. The Target Teaching Text Analysis(目标文本分析) (What) Theme: The text describes the beautiful landscape of Ireland and its traditions, which are depicted from the perspective of a traveler in spacial order(An obvious clue 明线), with the “beauty” of Ireland among words and between lines, nourishing the strong traditions of Ireland(A hidden clue 暗线). At the same time, the text can be considered an expansion to the previous materials talking about London and other historic sites in Britain, thus presenting European cultural features with history and modernity, city and country combined.
(How) Feature: Evidently, this text is an exposition on scenery description with exquisite language, short but concise and rich contents. More exactly, the author illustrates the beauty of Ireland from aspects of vision, smell, taste, hearing and touch with specific words and examples in spacial order(An obvious clue 明线), such as rural scenery, the roar of sea waves and the sound of seabirds,etc. and also describes the Irish national traditions such as music, dance and dishes, as well as local residents. The author also uses some figures of speech such as metaphor(暗喻), alliteration(头韵) and personification(拟人), and lively sentences to show the beauty of Ireland in various aspects. (Why) Purpose : On the one hand, it’s meant to show the inspiring and exciting beautiful landscape of Ireland with the writer’s love for the beauty of it among words and between lines. And it’s this beauty that nourishes the strong tradition of Ireland(A hidden clue 暗 线 ). Such connection also makes the description coherently. On the other hand, as the 7th period of this unit, this period serves as a bridge to connect the former part and the latter part. Exactly, many places have been shown until now, such as Qufu, England, London, Pingyao and Ireland, all of which are laying a foundation for later period-- “Assessing your progress”. Most importantly, the text can serve as an example to help students explore their own feelings towards a place they like, leading students to explore and reflect on the “beauty” around them and to cultivate their love for local or domestic locations.
2. 学情 分析 (Personality)Students involved are from Pearl Class 2, Senior 1, most of whom are active, energetic and quick-minded with relatively creative thinking, and have mastered some good learning methods. In a way, they are generally hard-working and eager to improve their overall English abilities. (Knew)For Ss in Senior 1, they’ve got a basic understanding of Reading for Writing after Book 1 and they are quite interested in this topic because of the short but beautiful text. Besides, they can express a lot about some scenic spots in their hometown. (Wonder)However, they were rarely exposed
to writing passages on scenery description before and lacking in writing skills in detailed description and transitional devices. And they have difficulty making a concise and coherent description. (To learn)Thus, Ss should be guided to flexibly describe a place through learning and imitating examples, and then express love for familiar places or those they show interest in.
3. 教学 目标 The overall goal of this section is to describe a place that you like. By the end of this class, Ss are expected to be able: Language competence To recognize and master the words and expressions related to sensory details(S-D skill), such as a true feast for the eyes, the roar of the ocean waves and cries of the seabirds make up the music of the coast...etc; To know clearly and identify the Hamburger Structure (Introduction-Body-Ending) of the text, then master and imitate in similar writing; To better analyse and express language features and rhetorical devices(修辞) used in the passage and then imitate in subsequent writing; Learning ability To flexibly use the sensory details(S-D), figures of speech and some specific words or examples when describing a place that you like; To analyze and conclude the five tips on how to be a good writer on scenery description with teacher’s guidance; To output the body part of a passage describing beauty and traditions of nearby locations by applying writing skills and by the given analyses and expressions(scaffold 为写作搭建的支架) ; Cultural awareness To deeply feel the beauty of English and Chinese language when translating sentences described with sensory details in the text; To associate with beauty and traditions in China after learning about those on Ireland, such as thinking of the Great Wall, Mount Tai, the Mogao Caves in Unit 1 and Qufu and Pingyao in this unit... To reflect on and focus on the historical and cultural values of domestic and especially nearby attractions, enhancing native cultural confidence and identity and building up proper pride of national culture;
Thinking quality To observe, analyze and conclude the language features, such as sensory details, figures of speech, and transitional sentences,etc . To understand and then summarize the hidden clue(暗线) in this text---Beauty among words and between lines(字里行间), nourishing the strong traditions of Ireland; To have a peer evaluation about the first draft and offer improvement suggestions based on the given checklist; To acknowledge the beauty of the world first and further explore how to promote local culture by using what you’ve learned in this class .
4. 教学 重点 难点 Teaching Focuses Ss flexibly use the Hamburger Structure (Introduction-Body-Ending) to write an article about a certain place. Ss master how to describe the scene from the perspectives of sight, hearing, touch, smell and taste; Ss output the body part of a passage describing beauty and traditions of nearby locations by applying the writing skills and given expressions; Teaching Difficulties Ss analyze and conclude the five tips on how to be a good writer on scenery description with the guidance of the teacher; Ss discover the value of domestic scenic spots by comparison, cultivating international perspective(国际视野) and culture recognition(文化认同);
5. 教 学 过程
教学目标 教学活动与步骤 评价要点 时间与 互动 模式
1.To be a curious and learned thinker Topic Talk Activity 1 Listen, Watch and Feel 学习理解类活动 Ss are asked to close their eyes and listen at first; after a while, they will open eyes and watch the video clip. Question Chain(完整问题链见附录 1): Ss can watch the video clip carefully, using two senses(听 和 看 ) to express what they heard and saw in brief. CW 2’
Close your eyes and listen, and open your eyes and look, what did you hear just now What did you see Do you know where it is
(
Design
purpose:
To
imm
ediately
catch
Ss’
attention
by
requiring
them
to
close
and
open
eyes,
) andtoleadinIrelandwitheasyquestions, better preparingforthereadingwith attractive hearing and sight experience.(视听准备)
2.To be a logical and analytical reader While reading Activity 2: Read for Structure---学习理解、应用实践 Ss tell the main idea based on the title(reading strategy) and then use two words to summarize. Afterwards, they’ll be guided to conclude the Hamburger Structure. Related to Tip1: What do you think good writers should do when writing 迁移创新(过程性评价) Tip1 for writing: Good writers use the Hamburger Structure. Question Chain:(完整问题链见附录) Qs: What’s the main idea of the text How about using two words to conclude it What about the introduction and the ending sentence What can we call the rest part of this text Then, Ss will be guided to further analyse the Ss can tell the main idea, figure out the topic and ending sentences and be guided to learn about the Hamburger Structure(Introduc tion-Body-Ending) naturally, after which they can be gradually led to conclude Tip1 and Tip2. CW 3’
topic sentence and make a comparison between two similar topic sentences and then to find the transitional sentences. Related to Tip2: What do you think good writers should do when writing 迁移创新(过程性评价) Tip2: Good writers use transitional sentences(过 渡 句 ) to make the passage more coherent(连贯). Question Chain: What’s the most appealing words/expressions in the introduction What’s the difference between the two sentences Why What senses do humans have
Design purpose: To identify the Hamburger Structure (Introduction-Body-Ending) and transitional sentences first and conclude two writing tips.
3. To be a keen and appreciative Activity 3: Read for Language---学习理解、应用实 践、迁移创新 Ss are led to learn about an expression called Ss can understand what “sensory details” mean and CW/ IW 9’
reader sensory details/S-D Skill, and find out which places are described and what sensory details are used in each place along the travelling route. Gradually, Ss are guided to a conclusion: Question Chain: Which places are described What sensory details are used to describe these places In which order does the text develop Related to Tip3: What do you think good writers should do when writing 迁移创新(过程性评价) Tip3: Good writers add sensory details(S-D) in spacial order to make it logical and detailed. After Tip3, Ss will be guided to appreciate underline the sentences including the places and S-Ds with some beautiful translations attached, after which Ss can conclude Tip3. Then, they can appreciate language features again in terms of figures of speech(修 辞 ) and the words used in each sentence, after which they conclude Tips 4&5. And they must take down all the five tips on their handouts(导 学案见附录 2).
language features again in terms of figures of speech(修 辞 ) and the words used in each sentence, after which they conclude Tip4: Good writers use specific words or examples and figures of speech to make the writing more vivid. Then the ending sentence will be analyzed also in terms of figures of speech and the words to conclude Tip5: Good writers prefer to show the writing in detail in the second person rather than just tell it. Question Chain: Which descriptions impress you most Why (Notes: Figures of speech and the words used here.) Can the counties be a real feast
Can the roar and cries really be music Can the ocean roar and the seabirds cry Related to Tip4: What do you think good writers should do when writing 迁移创新(过程性评价) Related to Tip5: What do you think good writers should do when writing 迁移创新(过程性评价)
Design purpose: To appreciate, analyse and conclude three tips on how to be good writers, that is, use sensory details, figures of speech and some specific words or examples developed in spacial order when writing, laying a strong foundation for later writing.
4. To Make a mind map with five tips included to summarize how to write a descriptive passage Post-reading Activity 4: Summary: Make a mind map(Group Work)---应用实践 Ss will make mind maps to summarize how to write a descriptive passage and how to organize the description. Notes: Here, Ss are expected to send their mind maps online with their tablets(平板) by means of the Class with Intelligence(智 慧 课 堂), some of which will be selected based on the number of the likes(点赞) they’ve got, and the one with the most likes will be presented on the stage, much useful and effective for later appreciation and judgments. (被展示的思维导图 依据其获得的点赞量来选择，以实现同伴互评，然 后老师再作简要评价，显性体现教学评一体). Question Chain: How to organize the description How to make it more detailed and vivid A Sample: Ss will discuss with the group members first, make mind maps with five tips included and they can share how they draw it like that. And they can send it online for later judgments. PW/G W/IW 8’
Design purpose: Presented by means of the Class with Intelligence(智慧课堂), the mind maps are to consolidate and internalize(内化) the five tips in writing about scenery description, preparing better for the later writing output.
5. To be a critical thinker Before Writing Activity 5: Think and Comment 迁移创新 Ss will be guided to recognize what it’s like on the left column of the blackboard, the shape of which is like a Chinese character “美” . Then they will be told that it’s this beauty that nourishesthestrong traditionsof Ireland,functioningasa hidden clue(暗 线 ): Beauty among words and between lines(字里行间), nourishing traditions. Speaking of nearby beauty, Ss will think about Bozhou. And then some short videos will be naturally shown. Question Chain: Do they look like a Chinese character(汉字) What’s it What can you experience here？ Ss can identify the Chinese character “美 ” and understand the hidden clue of this text. Then they can think of Bozhou when speaking of the nearby beauty as we can seldom go on a tour because of the COVID-19. CW 2’
Design purpose: Toacknowledgethe beautyoftheworldfirstandthenremindSsofthelocal destinationstoexpress and pass our nearby beauty, preparingforlaterwriting.
6. Tobean imaginative (
writer
) (
While-writing
) Activity6:OUTPUTWriting---迁移创新 (
After some
video
clips
and
pictures, Ss
will
) (
output the body part,
with
the
introduction
and
) (
ending
sentences
given
ahead
of time.
Th
en they’ll
) (
be
shown
some
useful
words
and
expressions,
) servingastheScaffolding(为写作搭建的脚手架) (
they will
use
later.
) (
Notes:
Here,
I’d
like
to
mention
that:
) (
There
will
be
five
groups
(
Group
1--
Yellow
;
) (
Group
2--
Blue
;
Group
3--
Pink
;
Group
4--
Purple
;
) (
Group
5--
Green
)
,
each
of
which
will be
given
5
) (
cards
with
one
color
and
each
student
in
this
) (
group
will
write
down
one
sentence
on
this
) card.Thenthe sixth student or the final speaker will combine all the sentences by his members and stick them on the final card with five double-side tapes(双面胶), after which he/she will present the body part on the stage.(五种不同颜色的卡片代表 五组（ 已剪裁成小卡片）：首先，各小组代表向 每位成员分发一张小卡片，除代表外，每人在小 卡片上输出一句话；其次，讨论分配并完成句子 后，各小组代表在大卡片上依次粘贴本组输出的 每个句子（双面胶已粘贴 ），加上适当过渡词或 句子，于下个活动上台展示小组成果.) The power of teamwork will be strengthened here. Each student in one group can write one sentence on each card and the final speaker will combine all the sentences by the group members and then stick them on the final card, after which he/she will present the body part on the stage. PW/ GW 15’
Designpurpose:Outputtingthemere body part bygivenwordchunks(词 块 )andsentence (
patterns
makes
it
practicable
to
finish
within
limited
time,
and
Ss
will
deeply
feel
the
strong
) (
power
of teamwork
and
appreciate
the
local
beauty
and
traditions,
further
focusing
on
domestic
) (
and
especially nearby
attr
actions,
enhancing native
cultural
confidence
and
identity.
)
7. Togive (
feedback
) (
on
others’
) presentatio nsandoffer some improveme nt suggestions (
Post-writing
) Activity7 :PeerEvaluationandTeacher’s Assessment 迁移创新 The final speakers of three groups will present their group work--the body part, and some other Ss willvolunteertogivefeedback(反 馈 )onthe (
speaker’s
speech,
using
the
checklist just like
) this:(各小组代表上台展示小组成果，其余小组成 员依据屏幕或导学案上的评价清单给予同伴互 评，随后老师进行简要评价和总结，显性体现教 学评一体化). Thefinal speakers will present their group work--the body part, and some other Sswill (
volunteer to
give
) (
feedback on the
) (
speaker’s
speech,
) (
using the
checklist
) (
on the
screen
or
) theirhandouts(导 学案) . (
IW
/C
W
) (
2’
)
(
Then, several
superb
body
writings
will
be
) (
chosen
as
the
winners.
And
a
possible
version
will
) (
be
followed
afterwards
(also
on
th
e
handout).
) (
Design
purpose:
To
strengthen
peer
cooperation
and
teacher’s
assessment,
thus
reali
zing
the
) (
academic
growth
and
harvest
and
then
build
up
their
confidence
in writing.
) (
integration
of
teaching
,
learning
and
evaluation
(
教
学
评
一
体
化
),
to
clearly
show
Ss
’
)
6. 板书 设计
7. 作业 布置 Since the topic of this unit is History and Traditions, there must be many places mentioned. Thus, after the final output, Ss will be led to think about which places they’ve learned about, during the Listening & Speaking--Qufu, Reading & Thinking--England/Britain/the UK, Discovering Useful Structures--London, Listening & Talking--Pingyao, and Reading for writing--Ireland, all of which will be their options if asked to describe one of the places, laying a good foundation for the homework design. 1. Must(Comprehensive and practical assignment 综合实践性作业): Recite the sample writing;(10’)
Dub(配音) for the previous video using your polished writing and post it to WeChat, Tiktok or even You Tube to pass the beauty.(30’) 2. Option(Explorative assignment 探究性作业): Describe one of the following places we’ve learned and output an essay.(30’) Scaffolding Place: Mt.Tai, Beijing, Sichuan, Shanghai, Xi’an, the Great Wall(the ones we’ve learned before) Qufu, England, London, Pingyao, Ireland...(the ones we learned in this unit) Language: peaceful landscape of... a true feast for the eyes; with... rolling/roaring... be dotted with... love at first sight; It smells/tastes/feels like … It is not surprising that... I can feel the gentle kiss from … Design Purpose: on the one hand, it’s meant to help Ss dub for the previous video without captions using their polished writing and they’ll also find it necessary and meaningful to recite the sample writing(also on the handouts); on the other, based on so many places they’ve learned before, no doubt that it’ll be an option to describe another place they’re familiar with.
8. 教学 反思 In this section, Activity 2 and 3 are respectively reading for structure and language, the two belonging to language input and preparing for the subsequent writing. With Activity 4 being a summary, it’s also meant to help Ss internalize the five tips concerning how to be good writers in a descriptive passage. And the mind maps will be presented by means of the Class with Intelligence(智慧课堂), where Ss will send their works online, some of which will be selected based on the number of the likes(点赞) they’ve got, much useful and effective for later appreciation and judgments. (被展示的思维导图依据其获得的点赞量来选择，以实现同伴互评，然后老师再作简要 评价，显性体现教学评一体). Then, Activity 5 functions as the stage before writing, inspiring Ss to think and comment on their nearby beauty. Apparently, Activities 5 and 6 are designed for writing, belonging to language output. And Activity7isthestageofpeerevaluationandteacher’s assessment, realizingthe integrationofteaching,learningandandevaluation.( 小组代表展示其写作作品后 ，其余小 组成员依据屏幕或导学案上的评价清单给予同伴互评，随后老师进行简要评价和总结，显 性体现教学评一体化). All in all, activities at three levels are designed to drive deep learning(推 动 深 度 学 习 ) . Moreover, I’ve designed a question chain(完整问题链见附录 1) based on Ss’ mental development
from low-level to high-level thinking(低 阶 到 高 阶 思 维 ), cultivating Ss’ critical thinking and knowledge transfer ability. Especially, when writing, key word chunks(词 块 ) and sentence patterns serving as scaffolds(脚手架) are shown in advance to help Ss organize and beautify their writing. Honestly, while I made a specific design and I’ve got a beautiful imagination based on the carefully designed teaching plan, this lesson is hopefully a success if everything goes as expected. However, I’ve been always worrying about how Ss will react to these activities: will they be able to follow me Can I make myself understood clearly Will time be a worry Can they really absorb the five tips and then apply to similar writings etc. Moreover, teaching and learning themselves are a dynamic process, and a teaching plan designed in advance can be challenged by various unexpected factors. But I’m convinced that Ss and I will strive to achieve the desired objectives.
Appendix 1
Appendix 2
Unit 4 HISTORY AND TRADITIONS
Reading for Writing(导学案)
---Describe a place that you like
【板块主题】B2 U4 Reading for Writing---Describe a place that you like
【文本分析】作者从旅行者的角度将爱尔兰乡村的景致、自身感受与当地风土人 情融为一体， 内容丰富， 语言优美， 短小精悍， 在视觉、嗅觉、味觉、听觉和触 觉等方面给人们带来的直观感受。读后写作的输出， 让学生在欣赏文本优美表达 的基础上，引导学生反思和探索国内、尤其是身边的景物的“美 ”与“史 ”，学 会发现身边的美， 培养学生的乡土情怀， 坚定文化自信， 传播中国声音， 讲好中
国故事。
【学习目标】By the end of this class, you are expected to be able:
to conclude five tips on how to be good writers on scenery description；
to summarize the obvious and hidden clues(明暗线) of this text;
to output the body part of a passage describing a place by the given word
chunks(词块) and sentence patterns；
to be good at discovering beauty and focus on the historical and cultural values of domestic(国 内 的 ) and especially nearby attractions, enhancing native cultural
confidence(聚焦国内，尤其是身边景点的历史文化价值，提升文化自信);
【自主探究案】
Step 1 Topic Talk---to be a curious and learned(博学的) thinker
Activity 1 Listen, Watch and Feel
Step 2 While reading
Activity 2: Read for Structure---to be a logical and analytical(善于分析的) reader
What do you think good writers should do when writing
Tip1 for writing: Good writers use .
Tip2: Good writers use to make the passage
more coherent(连贯).
Tip3: Good writers add in spacial order
to make it logical and detailed.
Tip4:Good writers use to make
the writing more vivid.
Tip5: Good writers prefer to show the writing in detail in the second person
rather than just tell it.
Activity 3: Read for Language---to be a keen and appreciative reader
Step 3 Post-reading
Activity 4: Summary: Make a mind map(Group Work)
Make a mind map to summarize how to write a descriptive passage and how to
organize the description.
Step 4 Before Writing---to be a critical thinker
Activity 5: Think and Comment
Step 5 While-writing
Activity 6: OUTPUT Writing---to be an imaginative writer
Pass the beauty of Bozhou to the world! And the introduction and the
ending sentences have been given .
Requirements:
1. Discuss in groups S-D Skills(sensory details) that may be used in each
picture .
2. Use transitions(过渡词句), figures of speech(修辞) and the second person,
add some specific words .
3. Output the body part and show your writing.
Introduction: Bozhou City, located in the northern Anhui province, is a
beautiful and slow-pace city.
Waiting for your creation!
Ending : In fact, its beauty is far beyond my description . Go and
experience in person, which won’t disappoint you .
Scaffolding(为写作搭建的脚手架)：
Morning of Lingxi Lake: feel the morning sun; breathe in the sweet scent; the purling sound of the lake(潺 潺 的 湖 水 声 )---sight &hearing; S-D Skill &
alliteration(头韵)
Chinese Medicine Market; Lunch: Various snacks: nutritious and delicious
chicken soup with seasonings(调 料 ), noodles with much chewiness(嚼 劲 )---
sight,smell&taste; Specific words/examples
Afternoon in Caocao Park: People doing Five-Animal Exercises(五 禽 戏)---
sight; Specific words/examples
At night by Guohe River: the blinking colourful lights, the shining river surface, feel the gentle breeze(微 风 )---sight&touch; metaphor(暗
喻)&personification(拟人)
Step 6 Post-writing
Activity 7: Peer Evaluation and Teacher’s Assessment
Listen carefully while others are sharing. You’ll be invited to give
feedback(反馈) on the speaker’s speech, using the checklist just like this:
Step 7 Homework/Assignment Design
1. Must(Comprehensive and practical assignment 综合实践性作业):
Recite the sample writing;(10’)
Dub(配 音) for the previous video using your polished writing and post it to
WeChat, Tiktok or even You Tube to pass the beauty.(30’)
2. Option(Explorative assignment 探究性作业):
Describe one of the following places we’ve learned and output an essay.(30’)
Scaffolding
Place: Mt.Tai, Beijing, Sichuan, Shanghai, Xi’an, the Great Wall(the ones we’ve
learned before)
Qufu, England, London, Pingyao, Ireland...(the ones we learned in this unit)
Language: peaceful landscape of... a true feast for the eyes; with... rolling/roaring... be dotted with... love at first sight; It smells/tastes/feels like … It is not surprising
that... I can feel the gentle kiss from …
Step 8 Self-evaluation(课后自我评估表): Fill in the Exit Card(出门卡)
A Possible Version of the Body is attached here:
Bozhou, located in the northern Anhui province, is a beautiful and slow-pace
city. The peaceful landscape offers something for different senses.(Given)
In the morning of Lingxi Lake, feeling the sun on your skin, you’ll breathe in the sweet scent of fresh flowers, along with the purling sound(潺潺的湖水声) of the clean lake, making up the song of nature. Before stepping into the Traditional Chinese Medicine Market, the rich and unique smell will hit you, and you’ll be definitely impressed by a wide range of Chinese medicine. When for lunch, you can try the nutritious and delicious chicken soup with seasonings(调料), and noodles with much chewiness(嚼劲) of local flavor. Not far away is Caocao Park, where you will find people doing Five-Animal Exercises(五 禽戏) to build up their body. If interested, you can join them and experience the mix of history and tradition. At night by Guohe River, the blinking colorful lights are scattered(散落) on the shining surface. With the gentle night breeze touching your cheek, you can enjoy the view
and feel the slow-pace life.(To present/show)
In fact, its beauty is far beyond my description. Go and experience in person,
which won’t disappoint you.(Given)

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