高中英语 Book 2 Unit 4 History and Traditions Book 2 Unit 4 第7课时

第7课时ReadingforWriting---DescribeaplacethatyoulikeDesigner:DuanYinfeng(段银凤)教材分析TheUnitThemeAnalysis(大单元主题简析)Book2Unit4HistoryandTraditionsThemeContext：HumanandSocietyThemeGroup：History,SocietyandCultureThisunitfocusesonhistoryandtraditionscoveringthelonghistoryandculturaltraditionsofChina,Britain,Russia,Ireland,Brazil,Greece,Egyptandothercountries.It’sofgreatsignificanceforstudentstounderstandtheEnglishlanguage,thehistoricalandculturalconnotationoftheworld’simportantcivilizationandthewayofthinkingcontainedinthesehistoryandtraditions.Inthisunit,youwillreadabouthistoryandtraditionsoftheUK;andlistentopeopletalkabouthistoricplacesandshareyourownexperiences;andwriteaboutaplacebydescribingdifferentsenses;andlearnmoreaboutdifferentteacultures,etc.TheTargetTeachingTextAnalysis(目标文本分析)(What)Theme:ThetextdescribesthebeautifullandscapeofIrelandanditstraditions,whicharedepictedfromtheperspectiveofatravelerinspacialorder(Anobviousclue明线),withthe“beauty”ofIrelandamongwordsandbetweenlines,nourishingthestrongtraditionsofIreland(Ahiddenclue暗线).Atthesametime,thetextcanbeconsideredanexpansiontothepreviousmaterialstalkingaboutLondonandotherhistoricsitesinBritain,thuspresentingEuropeanculturalfeatureswithhistoryandmodernity,cityandcountrycombined.(How)Feature:Evidently,thistextisanexpositiononscenerydescriptionwithexquisitelanguage,shortbutconciseandrichcontents.Moreexactly,theauthorillustratesthebeautyofIrelandfromaspectsofvision,smell,taste,hearingandtouchwithspecificwordsandexamplesinspacialorder(Anobviousclue明线),suchasruralscenery,theroarofseawavesandthesoundofseabirds,etc.andalsodescribestheIrishnationaltraditionssuchasmusic,danceanddishes,aswellaslocalresidents.Theauthoralsousessomefiguresofspeechsuchasmetaphor(暗喻),alliteration(头韵)andpersonification(拟人),andlivelysentencestoshowthebeautyofIrelandinvariousaspects.(Why)Purpose:Ontheonehand,it’smeanttoshowtheinspiringandexcitingbeautifullandscapeofIrelandwiththewriter’sloveforthebeautyofitamongwordsandbetweenlines.Andit’sthisbeautythatnourishesthestrongtraditionofIreland(Ahiddenclue暗线).Suchconnectionalsomakesthedescriptioncoherently.Ontheotherhand,asthe7thperiodofthisunit,thisperiodservesasabridgetoconnecttheformerpartandthelatterpart.Exactly,manyplaceshavebeenshownuntilnow,suchasQufu,England,London,PingyaoandIreland,allofwhicharelayingafoundationforlaterperiod--“Assessingyourprogress”.Mostimportantly,thetextcanserveasanexampletohelpstudentsexploretheirownfeelingstowardsaplacetheylike,leadingstudentstoexploreandreflectonthe“beauty”aroundthemandtocultivatetheirloveforlocalordomesticlocations.2.学情分析(Personality)StudentsinvolvedarefromPearlClass2,Senior1,mostofwhomareactive,energeticandquick-mindedwithrelativelycreativethinking,andhavemasteredsomegoodlearningmethods.Inaway,theyaregenerallyhard-workingandeagertoimprovetheiroverallEnglishabilities.(Knew)ForSsinSenior1,they’vegotabasicunderstandingofReadingforWritingafterBook1andtheyarequiteinterestedinthistopicbecauseoftheshortbutbeautifultext.Besides,theycanexpressalotaboutsomescenicspotsintheirhometown.(Wonder)However,theywererarelyexposedtowritingpassagesonscenerydescriptionbeforeandlackinginwritingskillsindetaileddescriptionandtransitionaldevices.Andtheyhavedifficultymakingaconciseandcoherentdescription.(Tolearn)Thus,Ssshouldbeguidedtoflexiblydescribeaplacethroughlearningandimitatingexamples,andthenexpressloveforfamiliarplacesorthosetheyshowinterestin.3.教学目标Theoverallgoalofthissectionistodescribeaplacethatyoulike.Bytheendofthisclass,Ssareexpectedtobeable:LanguagecompetenceTorecognizeandmasterthewordsandexpressionsrelatedtosensorydetails(S-Dskill),suchasatruefeastfortheeyes,theroaroftheoceanwavesandcriesoftheseabirdsmakeupthemusicofthecoast...etc;ToknowclearlyandidentifytheHamburgerStructure(Introduction-Body-Ending)ofthetext,thenmasterandimitateinsimilarwriting;Tobetteranalyseandexpresslanguagefeaturesandrhetoricaldevices(修辞)usedinthepassageandthenimitateinsubsequentwriting;LearningabilityToflexiblyusethesensorydetails(S-D),figuresofspeechandsomespecificwordsorexampleswhendescribingaplacethatyoulike;Toanalyzeandconcludethefivetipsonhowtobeagoodwriteronscenerydescriptionwithteacher’sguidance;Tooutputthebodypartofapassagedescribingbeautyandtraditionsofnearbylocationsbyapplyingwritingskillsandbythegivenanalysesandexpressions(scaffold为写作搭建的支架);CulturalawarenessTodeeplyfeelthebeautyofEnglishandChineselanguagewhentranslatingsentencesdescribedwithsensorydetailsinthetext;ToassociatewithbeautyandtraditionsinChinaafterlearningaboutthoseonIreland,suchasthinkingoftheGreatWall,MountTai,theMogaoCavesinUnit1andQufuandPingyaointhisunit...Toreflectonandfocusonthehistoricalandculturalvaluesofdomesticandespeciallynearbyattractions,enhancingnativeculturalconfidenceandidentityandbuildingupproperprideofnationalculture;ThinkingqualityToobserve,analyzeandconcludethelanguagefeatures,suchassensorydetails,figuresofspeech,andtransitionalsentences,etc.Tounderstandandthensummarizethehiddenclue(暗线)inthistext---Beautyamongwordsandbetweenlines(字里行间),nourishingthestrongtraditionsofIreland;Tohaveapeerevaluationaboutthefirstdraftandofferimprovementsuggestionsbasedonthegivenchecklist;Toacknowledgethebeautyoftheworldfirstandfurtherexplorehowtopromotelocalculturebyusingwhatyou’velearnedinthisclass.4.教学重点难点TeachingFocusesSsflexiblyusetheHamburgerStructure(Introduction-Body-Ending)towriteanarticleaboutacertainplace.Ssmasterhowtodescribethescenefromtheperspectivesofsight,hearing,touch,smellandtaste;Ssoutputthebodypartofapassagedescribingbeautyandtraditionsofnearbylocationsbyapplyingthewritingskillsandgivenexpressions;TeachingDifficultiesSsanalyzeandconcludethefivetipsonhowtobeagoodwriteronscenerydescriptionwiththeguidanceoftheteacher;Ssdiscoverthevalueofdomesticscenicspotsbycomparison,cultivatinginternationalperspective(国际视野)andculturerecognition(文化认同);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.TobeacuriousandlearnedthinkerTopicTalkActivity1Listen,WatchandFeel学习理解类活动Ssareaskedtoclosetheireyesandlistenatfirst;afterawhile,theywillopeneyesandwatchthevideoclip.QuestionChain(完整问题链见附录1):Closeyoureyesandlisten,andopenyoureyesandlook,whatdidyouhearjustnow?Whatdidyousee?Doyouknowwhereitis?Sscanwatchthevideoclipcarefully,usingtwosenses(听和看)toexpresswhattheyheardandsawinbrief.CW2’Designpurpose:ToimmediatelycatchSs’attentionbyrequiringthemtocloseandopeneyes,andtoleadinIrelandwitheasyquestions,betterpreparingforthereadingwithattractivehearingandsightexperience.(视听准备)2.TobealogicalandanalyticalreaderWhilereadingActivity2:ReadforStructure---学习理解、应用实践Sstellthemainideabasedonthetitle(readingstrategy)andthenusetwowordstosummarize.Afterwards,they’llbeguidedtoconcludetheHamburgerStructure.RelatedtoTip1:Whatdoyouthinkgoodwritersshoulddowhenwriting?迁移创新(过程性评价)Tip1forwriting:GoodwritersusetheHamburgerStructure.QuestionChain:(完整问题链见附录)Qs:What’sthemainideaofthetext?Howaboutusingtwowordstoconcludeit?Whatabouttheintroductionandtheendingsentence?Whatcanwecalltherestpartofthistext?Then,Sswillbeguidedtofurtheranalysethetopicsentenceandmakeacomparisonbetweentwosimilartopicsentencesandthentofindthetransitionalsentences.RelatedtoTip2:Whatdoyouthinkgoodwritersshoulddowhenwriting?迁移创新(过程性评价)Tip2:Goodwritersusetransitionalsentences(过渡句)tomakethepassagemorecoherent(连贯).QuestionChain:What’sthemostappealingwords/expressionsintheintroduction?What’sthedifferencebetweenthetwosentences?Why?Whatsensesdohumanshave?Sscantellthemainidea,figureoutthetopicandendingsentencesandbeguidedtolearnabouttheHamburgerStructure(Introduction-Body-Ending)naturally,afterwhichtheycanbegraduallyledtoconcludeTip1andTip2.CW3’Designpurpose:ToidentifytheHamburgerStructure(Introduction-Body-Ending)andtransitionalsentencesfirstandconcludetwowritingtips.TobeakeenandappreciativereaderActivity3:ReadforLanguage---学习理解、应用实践、迁移创新Ssareledtolearnaboutanexpressioncalledsensorydetails/S-DSkill,andfindoutwhichplacesaredescribedandwhatsensorydetailsareusedineachplacealongthetravellingroute.Gradually,Ssareguidedtoaconclusion:QuestionChain:Whichplacesaredescribed?Whatsensorydetailsareusedtodescribetheseplaces?Inwhichorderdoesthetextdevelop?RelatedtoTip3:Whatdoyouthinkgoodwritersshoulddowhenwriting?迁移创新(过程性评价)Tip3:Goodwritersaddsensorydetails(S-D)inspacialordertomakeitlogicalanddetailed.AfterTip3,Sswillbeguidedtoappreciatelanguagefeaturesagainintermsoffiguresofspeech(修辞)andthewordsusedineachsentence,afterwhichtheyconcludeTip4:Goodwritersusespecificwordsorexamplesandfiguresofspeechtomakethewritingmorevivid.ThentheendingsentencewillbeanalyzedalsointermsoffiguresofspeechandthewordstoconcludeTip5:Goodwritersprefertoshowthewritingindetailinthesecondpersonratherthanjusttellit.QuestionChain:Whichdescriptionsimpressyoumost?Why?(Notes:Figuresofspeechandthewordsusedhere.)Canthecountiesbearealfeast?Cantheroarandcriesreallybemusic?Cantheoceanroarandtheseabirdscry?RelatedtoTip4:Whatdoyouthinkgoodwritersshoulddowhenwriting?迁移创新(过程性评价)RelatedtoTip5:Whatdoyouthinkgoodwritersshoulddowhenwriting?迁移创新(过程性评价)Sscanunderstandwhat“sensorydetails”meanandunderlinethesentencesincludingtheplacesandS-Dswithsomebeautifultranslationsattached,afterwhichSscanconcludeTip3.Then,theycanappreciatelanguagefeaturesagainintermsoffiguresofspeech(修辞)andthewordsusedineachsentence,afterwhichtheyconcludeTips4&5.Andtheymusttakedownallthefivetipsontheirhandouts(导学案见附录2).CW/IW9’Designpurpose:Toappreciate,analyseandconcludethreetipsonhowtobegoodwriters,thatis,usesensorydetails,figuresofspeechandsomespecificwordsorexamplesdevelopedinspacialorderwhenwriting,layingastrongfoundationforlaterwriting.ToMakeamindmapwithfivetipsincludedtosummarizehowtowriteadescriptivepassagePost-readingActivity4:Summary:Makeamindmap(GroupWork)---应用实践Sswillmakemindmapstosummarizehowtowriteadescriptivepassageandhowtoorganizethedescription.Notes:Here,Ssareexpectedtosendtheirmindmapsonlinewiththeirtablets(平板)bymeansoftheClasswithIntelligence(智慧课堂),someofwhichwillbeselectedbasedonthenumberofthelikes(点赞)they’vegot,andtheonewiththemostlikeswillbepresentedonthestage,muchusefulandeffectiveforlaterappreciationandjudgments.(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).QuestionChain:Howtoorganizethedescription?Howtomakeitmoredetailedandvivid?ASample:Sswilldiscusswiththegroupmembersfirst,makemindmapswithfivetipsincludedandtheycansharehowtheydrawitlikethat.Andtheycansenditonlineforlaterjudgments.PW/GW/IW8’Designpurpose:PresentedbymeansoftheClasswithIntelligence(智慧课堂),themindmapsaretoconsolidateandinternalize(内化)thefivetipsinwritingaboutscenerydescription,preparingbetterforthelaterwritingoutput.TobeacriticalthinkerBeforeWritingActivity5:ThinkandComment迁移创新Sswillbeguidedtorecognizewhatit’slikeontheleftcolumnoftheblackboard,theshapeofwhichislikeaChinesecharacter“美”.Thentheywillbetoldthatit’sthisbeautythatnourishesthestrongtraditionsofIreland,functioningasahiddenclue(暗线):Beautyamongwordsandbetweenlines(字里行间),nourishingtraditions.Speakingofnearbybeauty,SswillthinkaboutBozhou.Andthensomeshortvideoswillbenaturallyshown.QuestionChain:DotheylooklikeaChinesecharacter(汉字)?What’sit?Whatcanyouexperiencehere？SscanidentifytheChinesecharacter“美”andunderstandthehiddenclueofthistext.ThentheycanthinkofBozhouwhenspeakingofthenearbybeautyaswecanseldomgoonatourbecauseoftheCOVID-19.CW2’Designpurpose:ToacknowledgethebeautyoftheworldfirstandthenremindSsofthelocaldestinationstoexpressandpassournearbybeauty,preparingforlaterwriting.TobeanimaginativewriterWhile-writingActivity6:OUTPUTWriting---迁移创新Aftersomevideoclipsandpictures,Sswilloutputthebodypart,withtheintroductionandendingsentencesgivenaheadoftime.Thenthey’llbeshownsomeusefulwordsandexpressions,servingastheScaffolding(为写作搭建的脚手架)theywilluselater.Notes:Here,I’dliketomentionthat:Therewillbefivegroups(Group1--Yellow;Group2--Blue;Group3--Pink;Group4--Purple;Group5--Green),eachofwhichwillbegiven5cardswithonecolorandeachstudentinthisgroupwillwritedownonesentenceonthiscard.Thenthesixthstudentorthefinalspeakerwillcombineallthesentencesbyhismembersandstickthemonthefinalcardwithfivedouble-sidetapes(双面胶),afterwhichhe/shewillpresentthebodypartonthestage.(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.)Thepowerofteamworkwillbestrengthenedhere.Eachstudentinonegroupcanwriteonesentenceoneachcardandthefinalspeakerwillcombineallthesentencesbythegroupmembersandthenstickthemonthefinalcard,afterwhichhe/shewillpresentthebodypartonthestage.PW/GW15’Designpurpose:Outputtingthemerebodypartbygivenwordchunks(词块)andsentencepatternsmakesitpracticabletofinishwithinlimitedtime,andSswilldeeplyfeelthestrongpowerofteamworkandappreciatethelocalbeautyandtraditions,furtherfocusingondomesticandespeciallynearbyattractions,enhancingnativeculturalconfidenceandidentity.Togivefeedbackonothers’presentationsandoffersomeimprovementsuggestionsPost-writingActivity7:PeerEvaluationandTeacher’sAssessment迁移创新Thefinalspeakersofthreegroupswillpresenttheirgroupwork--thebodypart,andsomeotherSswillvolunteertogivefeedback(反馈)onthespeaker’sspeech,usingthechecklistjustlikethis:(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).Then,severalsuperbbodywritingswillbechosenasthewinners.Andapossibleversionwillbefollowedafterwards(alsoonthehandout).Thefinalspeakerswillpresenttheirgroupwork--thebodypart,andsomeotherSswillvolunteertogivefeedbackonthespeaker’sspeech,usingthechecklistonthescreenortheirhandouts(导学案).IW/CW2’Designpurpose:Tostrengthenpeercooperationandteacher’sassessment,thusrealizingtheintegrationofteaching,learningandevaluation(教学评一体化),toclearlyshowSs’academicgrowthandharvestandthenbuilduptheirconfidenceinwriting.6.板书设计7.作业布置SincethetopicofthisunitisHistoryandTraditions,theremustbemanyplacesmentioned.Thus,afterthefinaloutput,Sswillbeledtothinkaboutwhichplacesthey’velearnedabout,duringtheListening&Speaking--Qufu,Reading&Thinking--England/Britain/theUK,DiscoveringUsefulStructures--London,Listening&Talking--Pingyao,andReadingforwriting--Ireland,allofwhichwillbetheiroptionsifaskedtodescribeoneoftheplaces,layingagoodfoundationforthehomeworkdesign.Must(Comprehensiveandpracticalassignment综合实践性作业):Recitethesamplewriting;(10’)Dub(配音)forthepreviousvideousingyourpolishedwritingandpostittoWeChat,TiktokorevenYouTubetopassthebeauty.(30’)Option(Explorativeassignment探究性作业):Describeoneofthefollowingplaceswe’velearnedandoutputanessay.(30’)ScaffoldingPlace:Mt.Tai,Beijing,Sichuan,Shanghai,Xi’an,theGreatWall(theoneswe’velearnedbefore)Qufu,England,London,Pingyao,Ireland...(theoneswelearnedinthisunit)Language:peacefullandscapeof...atruefeastfortheeyes;with...rolling/roaring...bedottedwith...loveatfirstsight;Itsmells/tastes/feelslike…Itisnotsurprisingthat...Icanfeelthegentlekissfrom…DesignPurpose:ontheonehand,it’smeanttohelpSsdubforthepreviousvideowithoutcaptionsusingtheirpolishedwritingandthey’llalsofinditnecessaryandmeaningfultorecitethesamplewriting(alsoonthehandouts);ontheother,basedonsomanyplacesthey’velearnedbefore,nodoubtthatit’llbeanoptiontodescribeanotherplacethey’refamiliarwith.8.教学反思Inthissection,Activity2and3arerespectivelyreadingforstructureandlanguage,thetwobelongingtolanguageinputandpreparingforthesubsequentwriting.WithActivity4beingasummary,it’salsomeanttohelpSsinternalizethefivetipsconcerninghowtobegoodwritersinadescriptivepassage.AndthemindmapswillbepresentedbymeansoftheClasswithIntelligence(智慧课堂),whereSswillsendtheirworksonline,someofwhichwillbeselectedbasedonthenumberofthelikes(点赞)they’vegot,muchusefulandeffectiveforlaterappreciationandjudgments.(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,Activity5functionsasthestagebeforewriting,inspiringSstothinkandcommentontheirnearbybeauty.Apparently,Activities5and6aredesignedforwriting,belongingtolanguageoutput.AndActivity7isthestageofpeerevaluationandteacher’sassessment,realizingtheintegrationofteaching,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).Allinall,activitiesatthreelevelsaredesignedtodrivedeeplearning(推动深度学习).Moreover,I’vedesignedaquestionchain(完整问题链见附录1)basedonSs’mentaldevelopmentfromlow-leveltohigh-levelthinking(低阶到高阶思维),cultivatingSs’criticalthinkingandknowledgetransferability.Especially,whenwriting,keywordchunks(词块)andsentencepatternsservingasscaffolds(脚手架)areshowninadvancetohelpSsorganizeandbeautifytheirwriting.Honestly,whileImadeaspecificdesignandI’vegotabeautifulimaginationbasedonthecarefullydesignedteachingplan,thislessonishopefullyasuccessifeverythinggoesasexpected.However,I’vebeenalwaysworryingabouthowSswillreacttotheseactivities:willtheybeabletofollowme?CanImakemyselfunderstoodclearly?Willtimebeaworry?Cantheyreallyabsorbthefivetipsandthenapplytosimilarwritings?etc.Moreover,teachingandlearningthemselvesareadynamicprocess,andateachingplandesignedinadvancecanbechallengedbyvariousunexpectedfactors.ButI’mconvincedthatSsandIwillstrivetoachievethedesiredobjectives.Appendix1Appendix2Unit4HISTORYANDTRADITIONSReadingforWriting(导学案)---Describeaplacethatyoulike【板块主题】B2U4ReadingforWriting---Describeaplacethatyoulike【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】Bytheendofthisclass,youareexpectedtobeable:toconcludefivetipsonhowtobegoodwritersonscenerydescription；tosummarizetheobviousandhiddenclues(明暗线)ofthistext;tooutputthebodypartofapassagedescribingaplacebythegivenwordchunks(词块)andsentencepatterns；tobegoodatdiscoveringbeautyandfocusonthehistoricalandculturalvaluesofdomestic(国内的)andespeciallynearbyattractions,enhancingnativeculturalconfidence(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】Step1TopicTalk---tobeacuriousandlearned(博学的)thinkerActivity1Listen,WatchandFeelStep2WhilereadingActivity2:ReadforStructure---tobealogicalandanalytical(善于分析的)readerWhatdoyouthinkgoodwritersshoulddowhenwriting?Tip1forwriting:Goodwritersuse.Tip2:Goodwritersusetomakethepassagemorecoherent(连贯).Tip3:Goodwritersaddinspacialordertomakeitlogicalanddetailed.Tip4:Goodwritersusetomakethewritingmorevivid.Tip5:Goodwritersprefertoshowthewritingindetailinthesecondpersonratherthanjusttellit.Activity3:ReadforLanguage---tobeakeenandappreciativereaderStep3Post-readingActivity4:Summary:Makeamindmap(GroupWork)Makeamindmaptosummarizehowtowriteadescriptivepassageandhowtoorganizethedescription.Step4BeforeWriting---tobeacriticalthinkerActivity5:ThinkandCommentStep5While-writingActivity6:OUTPUTWriting---tobeanimaginativewriterPassthebeautyofBozhoutotheworld!Andtheintroductionandtheendingsentenceshavebeengiven.Requirements:DiscussingroupsS-DSkills(sensorydetails)thatmaybeusedineachpicture.2.Usetransitions(过渡词句),figuresofspeech(修辞)andthesecondperson,addsomespecificwords.3.Outputthebodypartandshowyourwriting.Introduction:BozhouCity,locatedinthenorthernAnhuiprovince,isabeautifulandslow-pacecity.Waitingforyourcreation!Ending:Infact,itsbeautyisfarbeyondmydescription.Goandexperienceinperson,whichwon’tdisappointyou.Scaffolding(为写作搭建的脚手架)：MorningofLingxiLake:feelthemorningsun;breatheinthesweetscent;thepurlingsoundofthelake(潺潺的湖水声)---sight&hearing;S-DSkill&alliteration(头韵)ChineseMedicineMarket;Lunch:Varioussnacks:nutritiousanddeliciouschickensoupwithseasonings(调料),noodleswithmuchchewiness(嚼劲)---sight,smell&taste;Specificwords/examplesAfternooninCao