Unit 4 HISTORY AND TRADITIONS

Reading for Writing

 

【教学目标】

1. 理解并熟练掌握本课的重要词汇与句式；

2. 引导学生通过课内阅读，了解爱尔兰的历史传统和美丽风光，引导学生在情境中体会单词的词性、构成方法、用法，提高学生的美文欣赏能力和词汇运用能力。

3. 锻炼学生灵活使用学过的词汇或句式描述一个感兴趣的地方或任何有趣的事物。

【教学重难点】

1. 理解并熟练掌握本课的重要词汇与句式；

2. 锻炼学生灵活使用学过的词汇或句式描述一个感兴趣的地方或任何有趣的事物。

【教学过程】

Step 1 Lead in

1. Before reading

(1) Try to ask one student to retell the history of Britain.

(2) Look at the picture in Activity 1, and ask the Ss: What do you think of Ireland before you reading the text? What kind of word will you use to describe it first?

2. And have some Ss share their views on the questions.

Step 2 While reading

1. Read the text and answer the questions.

(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”?

(4) What are the best ways to experience Chinese traditions and customs?

Get the Ss to read the text carefully and then have some Ss answer them and also check with the class.

2. Read again and learn to appreciate this sentence as bellow. Try to understand how to describe gracefully.

The peaceful landscape of the “Emerald Isle” and its many green counties is a true feast for the eyes, with its rolling green hills dotted with sheep and cattle.

“绿宝石（爱尔兰）岛”风光宁静秀美，郡县草木葱茏，青山连绵起伏，牛羊点缀其中，堪称一场名副其实的视觉盛宴。

a feast for the eyes 视觉盛宴，赏心悦目的事物。如：

We went to a painting exhibition yesterday, which was really a feast for the eyes. 我们昨天去看画展，那真是一场视觉盛宴。

2. Analyse the descriptive paragraph in Activity 2.

(1) Identify and underline the paragraph’s introductory sentence(s) and the ending sentence(s).

(2) The paragraph talks about different senses in different places. Write the senses and places in the order that they appear.

(3) Have the Ss to consider about the question: “What words does the writer use to describe sensory details?” Practice asking and answering.

3. Go through Activity 3.

Tell the Ss: “Use what you have learnt in this unit to describe an interesting, exciting, or surprising place.”

(1) Work in pairs. Choose one of their favourite places and tell a partner why they think it is interesting, exciting, or surprising.

(2) Use the questions below to describe the place they have chosen.

·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). Have them to use their answers to draft a passage about the place.

4. Tell the Ss to exchange drafts with their partner.

(1) Use the checklist to help evaluate his/her draft.

√ 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) Give the comments to partner and ask him/her to revise the draft.

5. Have the Ss put up their passage in the classroom or make a class book about favourite places.

Step 3 Homework

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