Unit 1Festivals and Celebrations Reading for Writing 教学设计
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| 名称 | Unit 1Festivals and Celebrations Reading for Writing 教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 1.3MB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-11-26 19:00:02 | ||
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中小学教育资源及组卷应用平台
第5课时 课型 Reading for Writing
教学目标 熟记描述心理活动、情绪、感受的结构和词汇。理解日记开篇句以及能用所学分析出文章的结构。根据提示，仿造句式描写出自己的经历的活动、情绪、感受。
教学内容分析 本单元以节日和庆典为主题，本板块选取了一篇关于“那达慕大会”的日记供学生阅读和模仿写作，主题是“写你的节日经历”（Write about your festival experience）。从活动标题可知，该板块延续了前一板块Listening and Talking 的 话题。听说板块（Listening and Talking）要求学生就各自的过节经历进行口头交流，写作板块的最终目的是要将交流的内容转化为文字，完成一篇有关节日经历的文章。通过阅读和学习这篇日记，学生不仅能够了解我国蒙古族“那达慕大会”这一传统节日，还能从文中感受到蒙古族人民的性格特色、娱乐精神及其浓厚的文化氛围，这也有助于培养学生的文化意识，让学生学会欣赏和珍惜多姿多彩的民族文化。该日记描述了作者在内蒙古自治区与朋友共度“那达慕大会”的经历。文章结构清晰，开篇段落介绍了“那达慕大会”的主题和整体感受，然后重点叙述了节日欢庆仪式前的情景、摔跤比赛和赛马比赛，最后对这一节日的经历予以总结。日记文体属于记叙文性质的应用文。写英文日记需要特别注意以下几点：1. 日记要以第一人称写。2. 日记中所记叙的事情常发生在过去，所以常用过去时态。如果是描写景色、再现对话引语、议论某事或畅想未来等，可以使用现在时或将来时。3. 日记一般按照时间顺序或事情发展的经过来写。4. 除了叙事以外，日记中大多还包含作者的心理活动、情绪、感受等。该板块共有四个活动。活动1检测学生对文本内容的理解，了解文本中“那达慕大会”的相关基本信息；活动2的两个步骤分别让学生关注日记的开篇句以及表达情感的句式，目的是引导学生在写作中模仿运用；活动3展示写作流程，布置了写作任务，提供了框架支持和写作标准。在这个活动中，学生需将之前讨论的内容进行整理，列入写作提纲，灵活运用所学语言，完成初稿撰写；然后与同伴互相批改，修改定稿；活动4是作品展示环节。因此，总的活动设计逻辑是理解文本内容、分析文本结构、完成初稿写作、互相批改和评价和修改完稿。
学情分析 现阶段的学生学习目的仍然不够明确、缺乏兴趣以及相对应的词汇量不足。因此在进行课程时，给予学生的每个活动的目的性都要很明确，要让学生名曲了解到自己现阶段要做的事是什么。其次，引起学生的兴趣很重要，本单元是有关于自己的活动经历，本身就与学生相关，学生比较感兴趣，并且还找了一些有趣的图片，进一步吸引学生。最后，在词汇量不足方面，采用了给提示词这种方式，让学生多学习相应词汇，并将其用在自己以后的文章中。
教学重难点 教学重点：引导学生写一篇日记，介绍自己的节日经历。教学难点：启发学生在写作中自觉运用本单元的重点语言结构。引导学生写出信息完整、语言整洁的开篇句。
教学策略 情景教学法、任务型教学
课时作业 完成一篇关于节日经历的短文
教学环节 教与学活动（师生活动） 设计意图
Step 1. Lead in Shows some pictures of Inner Mongolia Autonomous Region and what are they about. Asks students to guess where it is. Use pictures to attract students' attention and stimulate students' curiosity.
Step 2. Pre-Reading Shows a picture of Naadam Festival and asks students what they know about this festival. Shows two more pictures for students to know about the Naadam festival. Using pictures and questions, guide students to enter the topic as soon as possible and input new words, such as fancy, rob, eagle, archery, etc.
Step 3. While-Reading Asks students to read paragraph 1 and answer following questions: when is Naadam festival and what are the major events of the Naadam festival Asks students to read the diary quickly and answer the four questions in exercise 1. Start with the questions "when" and "what", let students find the corresponding details from the article, and students can quickly find the answer by browsing the corresponding paragraphs of the article. The purpose is to cultivate the ability to determine specific information by scanning.Learn more about the contents of the diary by answering questions.
Step 4. Pre-Writing Lead the students to think about how many parts the diary can be divided into, and leads the students to have a better understanding about the structure of a diary. Understand the structure of the article by answering the corresponding questions.
Step 5. While-Writing Asks students to rewrite the opening sentence of the article by using sentence patterns given in exercise 2.Asks students to underline the sentences that describe the writer’s feelings and emotions. Provides students with more useful sentence patterns and lead students to review the structure of a diary again. Asks students to think about a festival experience, and then, write their experience and feelings about the festival by making notes of their ideas in the table and then writing their drafts.Show them the structure of the text again, and then lead the students to write their articles. 1. Apply what you have learned to practice by rewriting sentences. And realize how to write the central sentence of an article.2. Find the sentences in which the author describes his mood, and recognize more words to describe his mood.3. Think about and recall the students' own experience, describe their mood with the learned vocabulary, sort out an outline of the article and write a draft composition.4. Show the structure of the article and the words describing the mood to the students again in order to guide the students to pay attention to the structure and words in writing the article.
Step 6. Post-Writing Asks students to exchange drafts with a partner. Use the checklist given on the slide to give feedback on partner’s draft. By rewriting each other's articles, we can exercise students' cooperative learning ability, and exchange each other's opinions and suggestions, which will help to improve their writing ability and enrich their article content.
Homework Improve and upgrade the writings according to the checklist after class.
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第5课时 课型 Reading for Writing
教学目标 熟记描述心理活动、情绪、感受的结构和词汇。理解日记开篇句以及能用所学分析出文章的结构。根据提示，仿造句式描写出自己的经历的活动、情绪、感受。
教学内容分析 本单元以节日和庆典为主题，本板块选取了一篇关于“那达慕大会”的日记供学生阅读和模仿写作，主题是“写你的节日经历”（Write about your festival experience）。从活动标题可知，该板块延续了前一板块Listening and Talking 的 话题。听说板块（Listening and Talking）要求学生就各自的过节经历进行口头交流，写作板块的最终目的是要将交流的内容转化为文字，完成一篇有关节日经历的文章。通过阅读和学习这篇日记，学生不仅能够了解我国蒙古族“那达慕大会”这一传统节日，还能从文中感受到蒙古族人民的性格特色、娱乐精神及其浓厚的文化氛围，这也有助于培养学生的文化意识，让学生学会欣赏和珍惜多姿多彩的民族文化。该日记描述了作者在内蒙古自治区与朋友共度“那达慕大会”的经历。文章结构清晰，开篇段落介绍了“那达慕大会”的主题和整体感受，然后重点叙述了节日欢庆仪式前的情景、摔跤比赛和赛马比赛，最后对这一节日的经历予以总结。日记文体属于记叙文性质的应用文。写英文日记需要特别注意以下几点：1. 日记要以第一人称写。2. 日记中所记叙的事情常发生在过去，所以常用过去时态。如果是描写景色、再现对话引语、议论某事或畅想未来等，可以使用现在时或将来时。3. 日记一般按照时间顺序或事情发展的经过来写。4. 除了叙事以外，日记中大多还包含作者的心理活动、情绪、感受等。该板块共有四个活动。活动1检测学生对文本内容的理解，了解文本中“那达慕大会”的相关基本信息；活动2的两个步骤分别让学生关注日记的开篇句以及表达情感的句式，目的是引导学生在写作中模仿运用；活动3展示写作流程，布置了写作任务，提供了框架支持和写作标准。在这个活动中，学生需将之前讨论的内容进行整理，列入写作提纲，灵活运用所学语言，完成初稿撰写；然后与同伴互相批改，修改定稿；活动4是作品展示环节。因此，总的活动设计逻辑是理解文本内容、分析文本结构、完成初稿写作、互相批改和评价和修改完稿。
学情分析 现阶段的学生学习目的仍然不够明确、缺乏兴趣以及相对应的词汇量不足。因此在进行课程时，给予学生的每个活动的目的性都要很明确，要让学生名曲了解到自己现阶段要做的事是什么。其次，引起学生的兴趣很重要，本单元是有关于自己的活动经历，本身就与学生相关，学生比较感兴趣，并且还找了一些有趣的图片，进一步吸引学生。最后，在词汇量不足方面，采用了给提示词这种方式，让学生多学习相应词汇，并将其用在自己以后的文章中。
教学重难点 教学重点：引导学生写一篇日记，介绍自己的节日经历。教学难点：启发学生在写作中自觉运用本单元的重点语言结构。引导学生写出信息完整、语言整洁的开篇句。
教学策略 情景教学法、任务型教学
课时作业 完成一篇关于节日经历的短文
教学环节 教与学活动（师生活动） 设计意图
Step 1. Lead in Shows some pictures of Inner Mongolia Autonomous Region and what are they about. Asks students to guess where it is. Use pictures to attract students' attention and stimulate students' curiosity.
Step 2. Pre-Reading Shows a picture of Naadam Festival and asks students what they know about this festival. Shows two more pictures for students to know about the Naadam festival. Using pictures and questions, guide students to enter the topic as soon as possible and input new words, such as fancy, rob, eagle, archery, etc.
Step 3. While-Reading Asks students to read paragraph 1 and answer following questions: when is Naadam festival and what are the major events of the Naadam festival Asks students to read the diary quickly and answer the four questions in exercise 1. Start with the questions "when" and "what", let students find the corresponding details from the article, and students can quickly find the answer by browsing the corresponding paragraphs of the article. The purpose is to cultivate the ability to determine specific information by scanning.Learn more about the contents of the diary by answering questions.
Step 4. Pre-Writing Lead the students to think about how many parts the diary can be divided into, and leads the students to have a better understanding about the structure of a diary. Understand the structure of the article by answering the corresponding questions.
Step 5. While-Writing Asks students to rewrite the opening sentence of the article by using sentence patterns given in exercise 2.Asks students to underline the sentences that describe the writer’s feelings and emotions. Provides students with more useful sentence patterns and lead students to review the structure of a diary again. Asks students to think about a festival experience, and then, write their experience and feelings about the festival by making notes of their ideas in the table and then writing their drafts.Show them the structure of the text again, and then lead the students to write their articles. 1. Apply what you have learned to practice by rewriting sentences. And realize how to write the central sentence of an article.2. Find the sentences in which the author describes his mood, and recognize more words to describe his mood.3. Think about and recall the students' own experience, describe their mood with the learned vocabulary, sort out an outline of the article and write a draft composition.4. Show the structure of the article and the words describing the mood to the students again in order to guide the students to pay attention to the structure and words in writing the article.
Step 6. Post-Writing Asks students to exchange drafts with a partner. Use the checklist given on the slide to give feedback on partner’s draft. By rewriting each other's articles, we can exercise students' cooperative learning ability, and exchange each other's opinions and suggestions, which will help to improve their writing ability and enrich their article content.
Homework Improve and upgrade the writings according to the checklist after class.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://21世纪教育网(www.21cnjy.com)
" 21世纪教育网(www.21cnjy.com)