文|吳夏敏 鐘海斌

活動過程

Step 1.Warming-up

1.Sing a song“Seasons song”.（圖1）

圖1 Seasons song歌詞

2.Free talk.

（1）What’s this song about?

（2）How many seasons are there in a year?

（3）Which season do you like best?

（4）Why do you like it?

（5）Can you guess what my favourite season is?

設(shè)計意圖：通過“Seasons song”引出本課時話題，讓學(xué)生在愉悅的歌聲中快速進(jìn)入學(xué)習(xí)狀態(tài)，并通過Free talk與學(xué)生交流，引導(dǎo)學(xué)生回顧單元重點(diǎn)句型，為課時學(xué)習(xí)提供語言支架。

Step 2.Leading-in

1.Look at the picture book,answer the question.（圖2）

圖2 Picture book

T:What’s my favourite season?Why?

S:Spring.Because you can go boating on the West Lake.

2.Think and answer.（圖3）

圖3 Think and answer

T:Where is the West Lake?

S:It’s in Huizhou.

設(shè)計意圖：以picture book的形式，介紹教師喜歡春天在惠州西湖劃船，引出家鄉(xiāng)惠州，引導(dǎo)學(xué)生關(guān)注我們的家鄉(xiāng)，為課時學(xué)習(xí)作鋪墊。

Step 3.Pre-reading

1.Watch a video to know about some scenic spots in Huizhou.

T:Huizhou is in our hometown,it’s really beautiful.There are many nice scenic spots in Huizhou.Let’s have a look!

2.Know about the travel poster,then lead in the text.

T:What do you think of Huizhou?

S:Really nice!So many beautiful scenic spots!

T:Do you want to travel to Huizhou?（圖4）

圖4 Travel to Huizhou

Ss:Yes！

T:Well,today let’s travel to Huizhou together！Before traveling,I think we need a travel poster.

Show some travel posters,let the students know about the travel posters.（圖5）

圖5 Travel posters

T:These are travel posters.When we want to travel to some places,we can read them and know which beautiful places we can go.They are useful for traveling.

T:Today,I will show you a travel poster of Huizhou.

設(shè)計意圖：通過視頻讓學(xué)生感受家鄉(xiāng)惠州之美，激發(fā)學(xué)生學(xué)習(xí)興趣與熱情；設(shè)計travel to Huizhou的情境引出travel poster語篇進(jìn)行學(xué)習(xí)，讓學(xué)生在情境中閱讀語篇，讓語言學(xué)習(xí)更加真實(shí)。

Step 4.While-reading

1.Scan the travel poster,find out the four scenic spots and related seasons.（圖6）

圖6 The scenic spots and related seasons

T:Look at the travel poster of Huizhou,how many scenic spots can you see?

Ss:Four.

T:What are they?

Ss:Flower Valley,Xunliao Bay,Luofu Mountain and Dipai Hot Spring.

T:Great!We can go there in different seasons.In spring,where can we go?

Ss:We can go to the Flower Valley in spring.

T：How about summer,autumn and winter?

S1:We can go to the Xunliao Bay in summer.

S2:We can go to the Luofu Mountain in autumn.

S3:We can go to the Dipai Hot Spring in winter.

2.Read the travel poster carefully,and finish the exercises.

Exercise 1:Read and tick or cross.（圖7）

Exercise 2:Choose and fill in the blank.（圖8）

Exercise 3:Read and answer.（圖9）

Exercise 4:Finish the mind map——winter.（圖10）

圖7 圖8 圖9

圖10

3.Check,communicate and correct in the group.

4.Check the answer and finish the mind map together.

設(shè)計意圖：引導(dǎo)學(xué)生從略讀—掃讀—精讀逐步理解語篇大意，設(shè)計不同類型的、層層遞進(jìn)的閱讀任務(wù)，讓學(xué)生在閱讀中掌握不同題型的做題技巧，逐步形成閱讀策略。同時，充分利用小組合作學(xué)習(xí)，相互交流、討論，促進(jìn)知識的內(nèi)化，形成學(xué)習(xí)策略。

Step 5.Post-reading

1.Use the mind map to retell the text,and form a framework for writing.（圖11）

圖11 思維導(dǎo)圖及寫作框架

設(shè)計意圖：利用思維導(dǎo)圖梳理文本內(nèi)容，引導(dǎo)學(xué)生建構(gòu)知識間的關(guān)聯(lián)，更好地幫助他們了解文本的邏輯結(jié)構(gòu)，形成寫作框架，引導(dǎo)學(xué)生更好地掌握寫作方法與技巧，降低寫作的難度。

2.According to the text to share personal thoughts：

Which scenic spots do you like best?Why?

設(shè)計意圖：設(shè)計問題讓學(xué)生根據(jù)語篇內(nèi)容充分表達(dá)自我，發(fā)散思維，充分尊重學(xué)生的想法。

3.Know more about Huizhou’s famous scenic spots and related activities at different scenic spots.（圖12）

圖12 惠州其他景點(diǎn)及活動

T:Besides these scenic spots,there are other beautiful places in Huizhou.

T:For example,the Double-Moon Bay,it’s in the south of Huizhou.It’s a nice bay.

If you go there,what can you do?

S1:I can go swimming and eat some delicious seafood.

T:Which season will you go there?

S1:I will go there in summer.

Use the same teaching methods to teach West Lake,Nankun Mountain and Sun Nature Hot Spring,the students share based on their own experiences.

設(shè)計意圖：為學(xué)生提供惠州其他旅游景點(diǎn)的信息，引導(dǎo)學(xué)生根據(jù)自身經(jīng)驗(yàn)分享并交流，使學(xué)生在應(yīng)用實(shí)踐活動中內(nèi)化所學(xué)語言，加深理解并初步應(yīng)用語言，為遷移創(chuàng)新活動作鋪墊。

Step 6.Extension

1.Try to make a new travel poster of Huizhou in group.

根據(jù)以下步驟制作travel poster:（圖13）

圖13 制作travel poster步驟 圖14 寫作標(biāo)準(zhǔn)

（1）小組討論分配寫作任務(wù)，根據(jù)自身能力選擇寫作框架，每人負(fù)責(zé)介紹一個季節(jié)；

（2）小組討論不同的季節(jié)適合去哪個景點(diǎn)，并把景點(diǎn)粘貼在四季卡上；

（3）按季節(jié)進(jìn)行書寫；

（4）小組內(nèi)按寫作標(biāo)準(zhǔn)進(jìn)行修改;（圖14）

（5）共同制作travel poster;

（6）展示小組制作travel poster of Huizhou的成果。（圖15）

圖15 學(xué)生作品

設(shè)計意圖：通過設(shè)計“Try to make a travel poster”的活動任務(wù)，讓學(xué)生根據(jù)自身能力選擇寫作框架書寫作文，充分尊重學(xué)生個體學(xué)習(xí)的差異。同時利用小組合作學(xué)習(xí)，相互分享、相互修改，發(fā)現(xiàn)問題，以優(yōu)輔困，共同進(jìn)步。小組合作完成travel poster的制作充分展示了團(tuán)結(jié)合作的力量，讓每位學(xué)生體驗(yàn)到了學(xué)習(xí)的樂趣。

2.Know how to publicize the travel poster.（圖16）

圖16 旅游海報宣傳方式

T:Our travel posters are so nice and meaningful,we can share them and let more people know about them.Which way can we share our travel poster?

S1:Wechat or QQ.

S2:Micro Blog.

...

設(shè)計意圖：通過分享微信朋友圈、微博等途徑，鼓勵學(xué)生向世界展示惠州的美，引發(fā)學(xué)生對家鄉(xiāng)的自豪感。

3.Learn more about Huizhou’s unique traditional activities and cuisines.（圖17）

圖17 惠州傳統(tǒng)活動及美食

T:Besides the beautiful scenic spots,there are many traditional activities and cuisines in Huizhou.Just like Dragon Dance,Kirin Dance,Dancing Fire Dog...

T:These are our precious cultures,we should love our hometown,and be proud of our hometown!Then try our best to let more people know our hometown！

設(shè)計意圖：通過播放惠州傳統(tǒng)文化、美食等，引發(fā)學(xué)生對惠州更多的關(guān)注，激起學(xué)生對家鄉(xiāng)的熱愛,升華本課時的主題意義。

Step 7.Summary and Evaluation

1.Summarize reading and writing skills.

（1）快速掃讀，粗略讀懂整篇文章的主題及結(jié)構(gòu)。

（2）細(xì)讀文章，畫出或圈出關(guān)鍵詞完成各類題型。

（3）利用思維導(dǎo)圖梳理文章內(nèi)容。

（4）根據(jù)思維導(dǎo)圖列出寫作框架，仿寫小作文。

2.學(xué)習(xí)評價：

設(shè)計意圖：總結(jié)閱讀寫作小技巧，培養(yǎng)學(xué)生的閱讀寫作能力，形成閱讀策略；以評促學(xué)，增強(qiáng)學(xué)生英語學(xué)習(xí)的自信心。

Step 8.Homework

必做：搜集惠州傳統(tǒng)文化、傳統(tǒng)活動、傳統(tǒng)美食等信息，記錄下來小組進(jìn)行分享。

選做：制作一張新的travel poster,并進(jìn)行分享。

設(shè)計意圖：分層作業(yè)充分尊重學(xué)生學(xué)習(xí)的個體差異。同時，開放性的作業(yè)更加能喚起學(xué)生學(xué)習(xí)英語的興趣與熱情，讓學(xué)生掌握資料搜集的途徑與方法，為終身學(xué)習(xí)打基礎(chǔ)。

附：板書設(shè)計

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