Unit 3 Language in use板书设计及设计说明

课题

M12 U3

Write about your holiday journey. 写作课

课型

1. 相关理论依据：

英语学习活动观：在主题意义引领下，以语篇为依托，整合性地学习语言知识和文化知识，通过学习理解、应用实践、迁移创新等一系列促进语言、文化、思维融合发展的活动，帮助学生以主动、合作、探究的学习方式，运用所学语言知识和读写等语言技能，以及多种学习策略，获取文化知识、理解文化内涵、比较文化异同、汲取文化精华，发展逻辑思维、批判思维和创新思维，涵养内在精神，指向知行合一；使围绕主题意义的探究活动逐步从基于语篇的学习走向深入语篇和超越语篇的解决问题的过程，实现从知识向能力、能力向素养的转化，把英语学科核心素养的育人目标落到实处。

2. 教学内容分析：

为了帮助学生对主题“a holiday journey”有进一步理解，第二单元的课后作业为学生补充了William的两篇游记。

本节课是写作课，将William的两篇游记作为写作前的语言输入载体。帮助学生从话题、语篇、语言等角度积累写作素材的主要原因有：

（1）学生接触到不同的文体。学生在第二单元学习到的阅读语篇是Betty写给奶奶的一封电子邮件，而补充的两篇游记均为记叙文，是作者记录自己的旅行经历。

（2）补充的游记在描写旅行活动和感受时，语言丰富，具体详细，能够为学生提供与主题语境相关的语言。

3. 补充阅读的文本分析：

【What】

阅读A篇讲述了William和家人在一天中游览马来西亚槟城的经历，如在海边体验滑翔伞，品尝特色食物和小镇骑行。同时描述了槟城的人文景象并表达了作者愉悦的旅行感受。B篇讲述了William一家在加拿大温哥华的暑期旅行经历，如参观公园、画展、博物馆，与家人烧烤和购买旅行纪念品等，描写了旅行中的所见所感，并表达出对下次旅行的期待。

【Why】

通过记录旅行中的所见所闻所感，作者既表达出对旅行的喜悦和怀念之情，也让读者感受到旅行的魅力。

【How】

两篇游记均以时间顺序展开对旅行中活动的描写。

运用一般过去时描述发生在过去的各种旅行中的活动。运用一般现在时描写客观存在的旅行地的人文风貌。

作者使用了丰富的表达方式，其中描写旅行活动的表达方式有try paragliding, have sth. special, ride bicycles, visit museums, get on a special boat to watch whales, have a barbeque, buy lots of souvenirs等。描写旅行时间的表达方式有as soon as, this morning, in the afternoon, on our first day, later in the week, one evening, after two weeks等。描写旅行感受的表达方式有feel like, exciting, amazing, be fascinated to do sth., remarkable, fun and interesting, fantastic等。

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4. 学生情况分析：

【已有基础】

（1）根据前测统计，全部学生都有过旅行经历。

（2）通过模块7-9的学习，学生基本掌握一般过去时的用法。

（3）学生基本掌握简单句的写法。

（4）通过前两课的学习，学生了解并可以从活动、事实信息、感受等方面谈论旅行经历。

【存在困难】

（1）学生会把旅行过程中吃喝玩等活动全都罗列出来，不知道哪些旅行活动值得记录。

（2）学生有关旅行主题的语言积累不够。

【突破措施】

（1）引导学生整合William在游记中记录了哪些活动并探究记录这些活动的原因。

（2）引导学生从补充语篇中进行词汇积累。

5. 教学目标：

（1）获取、梳理并整合William两篇游记中关于旅行经历（时间、活动、感受）的事实性信息，并积累有关旅行经历的语言；

（2）推断William在游记中记录各种活动的原因（难忘、特别等），帮助学生理解在写游记时要选取旅行中的哪些活动。

（3）描写自己的一次旅行经历；

（4）在小组互评中，运用本模块所学，对写作进行润色、修改。

6. 学习活动设计：

环节一：布置写作任务。（2 mins）

1. Ss recall that in Module 10 Unit 1 and 2, Betty used two ways, talking and writing an email to share her journeys and then brainstorm the other ways to share journeys.

活动意图说明：引导学生关注写作方式。

2. Ss get to know a website called tripadvisor from T’s introduction and are asked whether they would like to post their holiday journeys on the website.

(Most Ss had great interests in doing it. But few of them said “No” because they didn’t want to go public with their journeys.)

3. Ss get to know their writing task - write about holiday journeys and post them on the website called tripadvisor. To those who don’t want to post their journeys on the website, they can write about the journey as a journal. 活动意图说明：明确写作任务。

环节二：引导学生讨论并分析两篇补充阅读。（18 mins）

1. Ss go over Unit 2 homework –

read two passages about William’s journeys 活动层次

and draw mind-maps. Ss check their mind-maps in pairs and find out what 获取与梳理

William wrote about his journeys.

活动意图说明：通过小组分享mind-maps (Unit 2 Homework)，获取William游记中的概括性信息。

2. Ss find out the detailed information about the journey in Malaysia in the passage A by answering the questions, “Where did William go? Who did he go 2

活动层次

感知与注意

活动层次

感知与注意

活动层次

获取与梳理

概括与整合

there with? What was the weather like there? What did he do there? When did 内化与运用

he do these things? How did he feel about these things?”

3. Ss learn the meaning of some expressions for time and feelings, such as “as soon as, amazing, be fascinated to do sth.” in the context.

(When one student answered William tried paragliding, I guided them to understand why William used “as soon as I reached the beach, I tried paragliding.” In the context, they knew William wanted to express his excitement by saying that.

When Ss located how William felt when he tasted yellow noodles, they easily found the word “amazing”. With my help, they noticed the noodles William ate were very special. When William had the local food, he must feel surprised about the special food. So Ss understood that “amazing” means “sth. is surprising and special in a good way”.

Ss also found out William was fascinated to walk around the town. In the context, I guided them to notice that William saw new buildings on one side of the street, and on the other side, there were old buildings. William must feel interested in walking around the town.)

4. Ss talk about the detailed information about the journey in Canada in passage B by themselves and learn some expressions for feelings, such as “remarkable and fantastic” in the context.

(I elicited the meaning by asking Ss to imagine watching whales at sea. Since William took pictures of the whales, he must enjoy the whale watching. so “fantastic” means “sth. is enjoyable.”

William evaluated his journey in Vancouver was remarkable. To understand the word “remarkable”, I asked Ss what William thought of the things he did. Ss said they were fun and interesting. In this way, Ss knew “remarkable” means “Sth, is fun, interesting, very unusual.”) 活动意图说明：梳理并整合William两篇游记的具体细节信息。

环节三：引导学生总结如何撰写游记。（5 mins）

1. Ss are led to summarize what to write in a journey according to William’s two journeys. Ss conclude that they should write place, time, activity, feeling, people, weather, and transportation in a journey and mainly write activity and feeling.

2. Ss return to the text again and answer the three questions. The questions are 活动层次

about the tenses, the time order and the reason why William chose to write 感知与注意these activities such as trying paragliding, eating yellow noodles, walking 分析与判断

推理与论证

around the town, and watching the whales…in the journeys.

3. Ss summarized how to write about a journey, “Journeys should be mainly written in past tense and in time order and meaningful activities should be chosen to write. In order to make the activities impressive, the feelings about these activities should be described.”

活动意图说明：总结如何描写旅行经历。

环节四：根据自己的旅行经历完成写作任务。（25 mins）

1. Ss write down the outlines about their own journeys.

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活动层次

2. One student shares the outline in class. 3. Ss write about their journeys according to their outlines.

活动意图说明：撰写写作提纲后，记录自己的旅行经历。

环节五：学生互评及分享。（10 mins）

1. Ss read each other’s writings in pairs and give comments and make some improvements according to the evaluation forms. 内化与运用

想象与创造

活动层次

批判与评价

2. One or two Ss show their writings and improvements in class.

活动意图说明：通过互评，修改、润色自己的写作。

Homework: Rewrite the journey.

two choices: 1. Post it on TripAdvisor.

2. Keep it as a journal.

Blackboard Design:

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