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Unit 2 Travelling Around Reading for Writing
教材分析
一、活動主題
該板塊的活動主題是“寫信告訴朋友旅行計劃”(Write to a friend about a travel plan)。該板塊是從外國學生Richard的視角介紹中國最令他著迷的地方一西安。這里的兵馬俑是中華文化的瑰寶，被稱為“世界八大奇跡之一”，受到世界人民的喜愛與推崇。我國學生應該有更深刻的認識，并引以為豪。同時，學生通過寫作活動，探索、思考國內外有價值的旅游資源及其文化內涵。
二、文本分析
文本分析:第一個文本以電子郵件的形式介紹了作者的西安旅行計劃。作者運用了現在進行時來表示將來的計劃與安排，內容包括旅行的主要目的、重點景觀、其他景點和旅行安排(出發時間、出行方式等)。該文本的語言輕松隨意，是年輕朋友之間的交流，并且使用了富有情感的表達，例如:“... it is an amazing sight, and I can't wait to go.”“To me, the story of the Terracotta Army is almost unbelievable.” “It's amazing to think that ...”，以此突出作者對此次旅行的無限期待。第二個文本是關于兵馬俑的宣傳頁，介紹了兵馬俑的基本情況，以此為學生提供有關這個旅行計劃的背景知識。
學情分析
學生在學完前面的聽說、閱讀、語法、口語課后，已經掌握了有關旅行準備的相關表達，且能夠運用現在進行時談論自己的旅行計劃和安排，能掌握介紹性文本和旅游宣傳冊兩
種文體的結構特征、文體特征和語言特點。
經過前面聽、說、讀的學習后，學生想要了解要從哪些方面介紹自己的旅行計劃；英語
電子郵件的基礎格式是什么。了解秦始皇兵馬俑的相關背景知識；掌握用電子郵件介紹旅行計劃的基本結構；運用四宮格寫作法梳理文章結構，并介紹自己的旅行計劃。
課時目標
1. 語言能力：找出陳述旅行計劃的文體結構和表達情感的語言結構。
2. 學習能力：在四宮格寫作結構的幫助下，對寫作要點進行整合歸納，并能羅列介紹自己旅行計劃的內容綱要；
3. 文化意識：了解秦始皇兵馬俑是中華文化的瑰寶，培養文化自信；
4. 思維品質：能夠對所獲信息進行比較和分析，并作出合理的判斷；
教學重難點：
1.引導學生梳理寫作結構及相關句式表達，最后完成寫作任務，幫助 Xiao Li 解決問題
2.讓學生能夠通過閱讀材料，學習并掌握與旅行相關的詞匯和表達方式；
3.通過寫作練習，提升學生描述旅行計劃的能力。這些目標旨在增強學生的閱讀理解能力和寫作技巧。
評價任務
1. 根據學生回答問題的具體情況，判斷是否能找出旅行計劃的語篇結構、表達情感的語言結構。（指向并檢測目標 1）
2. 觀察學生創編的旅行計劃，判斷是否能能正確使用 be doing 結構。（指向并檢測目標 1）評價任務
3. 審查學生旅行計劃的內容綱要，判斷是否包含文本關鍵信息。（指向并檢測目標 2 與目標檢測 4）
4. 引導學生結合回信語境，在四宮格初稿的幫助下，利用互評表完成短文的質量評價。（指向目標檢測 3 與目標檢測 4）
Stage Teacher’s activities Students’ activities Purpose
Lead- in Lead-in Play Xiao Li’s voice message and create the situation: Xiao Li doesn’t know how to write her travel plan to Richard. Listen to Xiao Li’s voice message and get ready to help Xiao Li to deal with her trouble. To lead to the topic. To inspire students’ interest in the topic
Reading Read Para.2 and answer. 1. What does Richard plan to do in Xi’an 2. Whom will Richard go with Read Para.3 and answer. 1. How does Richard get to Xi’an 2. How does Richard arrange his time Read Para.4 and answer. 1. What is Richard’s final thought 2. How does Richard end his e-mail Guide students underline the useful expressions to describe the details. Get students summarize the structure of a travel. Look through Para.2, then summarize the key point: Plans. Look through Para.3, then summarize the key points: Transport and Time arrangement. Look through Para.4, then summarize the key points: Transport and Time arrangement. Read the text carefully and underline the useful expressions to describe the specific details: where to go, when to go, with whom, why to do, what to do, how to arrive and how to arrange. Summarize the structure of a travel. To help student be more familiar with the sentence patterns and get ready to write their own travel plan. To lay the foundation for completing students’ own travel plans. To practice summarizing ability
Writing Present more useful expressions and sentences and ask students to write an email to Richard to introduce your travel plan in Beijing for the National Day. Write the draft with the help of Four-Square Writing Form then complete their e-mails to introduce their travel plans. To enlarge their word bank in order to finish their writing easily. To help students write their travel plans logically.
Sharing Ask students evaluate their group Members’ writings by using the Assessment checklists. Present the sample writing. Present Xiao Li’s voice message and the situation: Xiao Li’s problem has been solved and she wishes wonderful holiday for students. Evaluate their group members’ writings by using the Assessment checklists. Read and appreciate the sample aloud. Listen to Xiao Li’s voice message. To improve cooperative learning ability and assessment ability. To raise awareness of patriotism and expand international horizons. To respond to the opening situation.
Reflection Guide student to know: Life is a journey and everywhere is filled with beautiful scenery. What we should do is to find the beauty around us. Learn to find the beauty around us. To find and enjoy the beauty around them and learn to have positive attitude towards life
作業設計 Basic Writing: Revise your draft according to the sample and the checklists. Extending Writing: Invite Richard to travel to Jining, and write a travel plan for him. To consolidate what has been learned today. To build up their culture confidence

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