牛津译林版（2019）必修 第二册Unit 3 Festivals and customs Integrated skills写作教学设计
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| 名称 | 牛津译林版（2019）必修 第二册Unit 3 Festivals and customs Integrated skills写作教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 38.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-14 20:32:56 | ||
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B2 U3 Festivals and customs!
Promoting traditional Chinese festivals
Writing
一、基本 信息：
课题名称： Unit 3 Festivals and customs
课型： 写作课
授课文本： Promoting traditional Chinese festivals
授课年级： 高一年级下
授课时长： 45分钟
二、文本分析：
1. 基于 课标
主题 语境： 人与社会——节日与风俗
语篇 类型： 专题文章
语言 知识： 本文是一篇专题材料，推广中国传统节日的文章为例，让学生能够运用专题材料中所学的知识合理表达自己对传统节日的看法，能够从多个维度来说明推广传统节日的重要性。
文化 知识： 1.了解中国主要传统节日及其历史与现实意义。 2.对中国传统节日的深刻认识及其推广和传承。 3.通过对传统节日的认识，培养积极的人生态度和正确的价值观。
语言 技能： 1. 说：就如何推广中国传统节日发表自己的观点。 2. 写： 采用正确的结构，合适的语言完成一篇呼吁推广中国传统节日的文章。
学习 策略： 元认知策略：有意识地注意和积累有关节日和风俗的英语表达方式。 2. 认知策略：学习语篇中所运用的衔接方式，在口头表达中可以运用，理解其内在逻辑。在教材语篇信息与个人经历之间建立有机联系。 3. 情感策略：有学习英语的兴趣，主动参加推广中国传统节日的活动等。 4. 交际策略：在就“传统节日”这一话题进行交流时监控语言的得体性。
2. 基于 语料
“ What ” “promoting the traditional Chinese festivals”是一篇有关于推广中国传统节日的重要性的一篇文章，全文包括三个部分，具体每一部分应该包括什么内容。来强化文本材料中所传达的信息。然后组织学生就推广中国传统节日的原因展开充分讨论，最后让学生完成具体应该如何推广中国传统节日的写作任务。
“ Why ” 通过本文的学习，作者让学生知道中国传统节日的价值，它所蕴涵的中国精神和文明是什么样的，同时知道如何去表达自己对中国传统节日的看法和评论。并且能够学会写一篇呼吁推广中国传统节日的文章。
“ How ” 本文是一篇专题材料，文章逻辑性极强。材料主要可以分为三个部分，分别是陈述重要性和写作目的，以及提供具体的操作办法，最后是呼吁。总分总的结构来论述一篇推广文章应该包括哪些部分。来让学生在写作前对文章结构有深刻认识，之后学生可以就自己的看法具体展开论述。
三、学情分析：
授课对象是某高中的高一年级学生。他们的英语基础较好，大多数同学已经具备能够从专题文章原文中提取主要大意与抓住关键信息的能力。但是，对于在听力中获取细节信息的能力以及由此展开对推广传统节日的具体做法等相关话题的口语表达能力欠缺。
四、教学目标：
1. 语言能力：学生能够获得专题文章中所学的知识合理表达自己对传统节日的想法，能够从多个维度来表达自己的看法。
2. 文化意识：学生能够对中外的节日进行了解和探讨，并且理解节日所传达的文化价值观。
3.思维品质：能够有较强的组织能能力，思维敏捷，表达自己的看法观点能够具有较强逻辑性。
4.学习能力：培养学生运用所学知识推广节日，讨论他们对中国传统节日的看法和认同并且能够用英语表达出来他们的评论。最后再用文字形式呈现出来。
五、教学重点：
教学重点：能够学会写作技巧，掌握材料大意，并且在大脑风暴环节能够充分思考中国传统节日的价值，以及在为写作阅读环节中充分理解课文中所给的专题文章所传达的细节知识点。
六、教学难点：
教学难点：学生能够明白文章在说什么，并且通过阅读专题文章后知道文章结构，知道如何表达对中国传统节日的看法，然后会写推广中国传统节日的文章。
七、Teaching Procedures:
Step 1 lead-in (4minutes)
Activity 1: Greeting
Activity 2: Watch a video:
Teacher shows a video about traditional Chinese festivals. And then teacher poses one question based on it.
How many traditional Chinese festivals do you know
Students can answer them according to their comprehension.
(justification: It can focus students attention on the class and follow teacher’s pace. What’s more, it can arouse student’ interests and curiosity. And this part can induce students to think about traditional Chinese festivals.)
Step 2 Brainstorming (6minutes)
Activity 1:Show some pictures about the traditional Chinese festivals
Teacher will ask three question:
Do you think they are still important
Suggested answers: Yes, that’s absolutely important.
Activity 2: Show some pictures
And the teacher still ask one questions:
Why should we promote traditional Chinese festivals in modern society
Suggested answers:
1. Traditional festivals teach us about our nation’s history.
2. Traditional festivals enable us to learn more about fine Chinese values.
3. Traditional festivals are a source of national pride and help shape our national identity.
(justification: It can focus students attention on the function of traditional Chinese festivals. They will understand the importance of traditional Chinese festivals. )
Step 3 Exploration (15minutes）
Activity 1: Reading for writing
The teacher presents an article of page 36.
Tell students to try to understand the structure of the passage.
And then the teacher will ask students to analyze the function of each part.
(Justification: Train students’ logical abilities for grasping main idea of the passage.)
Activity 2: Discussion
Based on the article, the teacher will induce students to think.
What ways we use to promote traditional Chinese festivals
What other ways to promote traditional Chinese festivals
(Justification: Based on the article, the students will know the structure of this passage, they can know how to write an article of promoting the traditional Chinese festivals. The questions can arouse the enthusiasm of students and improve their thinking ability. These parts can lay a foundation for writing.)
Step 4: Writing (10minutes)
Activity 1: Write an article for promoting traditional Chinese festivals
Follow the structure
Use the language: connecting words, and powerful sentences
(Justification: Students will understand how to express their opinions reasonably.)
Activity 2: Sample
The teacher helps students start drafting the article by providing them with a semi-finished article and asks them to fill in the blanks.
(Justification: Students can express their thinking according to what they have learned)
Step 5 Post writing (5 minutes)
Activity 1: Self-review
(Justification: By giving the criteria, students can make some pointed improvements for their writing)
Activity 2: Peer review
(Justification: By giving the criteria, students can do some writing exercises. Students will learn to revise their writings.)
Step 6 Summary and homework (5minutes)
Polish the writing according to your peer’s comments.
In groups, design a poster about a traditional Chinese festival.
(Justification: Students can summarize what they have learned according to the hints of the teacher. Students will review what they have learned and preview some useful expressions)
Blackboard Design:
Promoting traditional Chinese festivals Begining Body Ending
Promoting traditional Chinese festivals
Writing
一、基本 信息：
课题名称： Unit 3 Festivals and customs
课型： 写作课
授课文本： Promoting traditional Chinese festivals
授课年级： 高一年级下
授课时长： 45分钟
二、文本分析：
1. 基于 课标
主题 语境： 人与社会——节日与风俗
语篇 类型： 专题文章
语言 知识： 本文是一篇专题材料，推广中国传统节日的文章为例，让学生能够运用专题材料中所学的知识合理表达自己对传统节日的看法，能够从多个维度来说明推广传统节日的重要性。
文化 知识： 1.了解中国主要传统节日及其历史与现实意义。 2.对中国传统节日的深刻认识及其推广和传承。 3.通过对传统节日的认识，培养积极的人生态度和正确的价值观。
语言 技能： 1. 说：就如何推广中国传统节日发表自己的观点。 2. 写： 采用正确的结构，合适的语言完成一篇呼吁推广中国传统节日的文章。
学习 策略： 元认知策略：有意识地注意和积累有关节日和风俗的英语表达方式。 2. 认知策略：学习语篇中所运用的衔接方式，在口头表达中可以运用，理解其内在逻辑。在教材语篇信息与个人经历之间建立有机联系。 3. 情感策略：有学习英语的兴趣，主动参加推广中国传统节日的活动等。 4. 交际策略：在就“传统节日”这一话题进行交流时监控语言的得体性。
2. 基于 语料
“ What ” “promoting the traditional Chinese festivals”是一篇有关于推广中国传统节日的重要性的一篇文章，全文包括三个部分，具体每一部分应该包括什么内容。来强化文本材料中所传达的信息。然后组织学生就推广中国传统节日的原因展开充分讨论，最后让学生完成具体应该如何推广中国传统节日的写作任务。
“ Why ” 通过本文的学习，作者让学生知道中国传统节日的价值，它所蕴涵的中国精神和文明是什么样的，同时知道如何去表达自己对中国传统节日的看法和评论。并且能够学会写一篇呼吁推广中国传统节日的文章。
“ How ” 本文是一篇专题材料，文章逻辑性极强。材料主要可以分为三个部分，分别是陈述重要性和写作目的，以及提供具体的操作办法，最后是呼吁。总分总的结构来论述一篇推广文章应该包括哪些部分。来让学生在写作前对文章结构有深刻认识，之后学生可以就自己的看法具体展开论述。
三、学情分析：
授课对象是某高中的高一年级学生。他们的英语基础较好，大多数同学已经具备能够从专题文章原文中提取主要大意与抓住关键信息的能力。但是，对于在听力中获取细节信息的能力以及由此展开对推广传统节日的具体做法等相关话题的口语表达能力欠缺。
四、教学目标：
1. 语言能力：学生能够获得专题文章中所学的知识合理表达自己对传统节日的想法，能够从多个维度来表达自己的看法。
2. 文化意识：学生能够对中外的节日进行了解和探讨，并且理解节日所传达的文化价值观。
3.思维品质：能够有较强的组织能能力，思维敏捷，表达自己的看法观点能够具有较强逻辑性。
4.学习能力：培养学生运用所学知识推广节日，讨论他们对中国传统节日的看法和认同并且能够用英语表达出来他们的评论。最后再用文字形式呈现出来。
五、教学重点：
教学重点：能够学会写作技巧，掌握材料大意，并且在大脑风暴环节能够充分思考中国传统节日的价值，以及在为写作阅读环节中充分理解课文中所给的专题文章所传达的细节知识点。
六、教学难点：
教学难点：学生能够明白文章在说什么，并且通过阅读专题文章后知道文章结构，知道如何表达对中国传统节日的看法，然后会写推广中国传统节日的文章。
七、Teaching Procedures:
Step 1 lead-in (4minutes)
Activity 1: Greeting
Activity 2: Watch a video:
Teacher shows a video about traditional Chinese festivals. And then teacher poses one question based on it.
How many traditional Chinese festivals do you know
Students can answer them according to their comprehension.
(justification: It can focus students attention on the class and follow teacher’s pace. What’s more, it can arouse student’ interests and curiosity. And this part can induce students to think about traditional Chinese festivals.)
Step 2 Brainstorming (6minutes)
Activity 1:Show some pictures about the traditional Chinese festivals
Teacher will ask three question:
Do you think they are still important
Suggested answers: Yes, that’s absolutely important.
Activity 2: Show some pictures
And the teacher still ask one questions:
Why should we promote traditional Chinese festivals in modern society
Suggested answers:
1. Traditional festivals teach us about our nation’s history.
2. Traditional festivals enable us to learn more about fine Chinese values.
3. Traditional festivals are a source of national pride and help shape our national identity.
(justification: It can focus students attention on the function of traditional Chinese festivals. They will understand the importance of traditional Chinese festivals. )
Step 3 Exploration (15minutes）
Activity 1: Reading for writing
The teacher presents an article of page 36.
Tell students to try to understand the structure of the passage.
And then the teacher will ask students to analyze the function of each part.
(Justification: Train students’ logical abilities for grasping main idea of the passage.)
Activity 2: Discussion
Based on the article, the teacher will induce students to think.
What ways we use to promote traditional Chinese festivals
What other ways to promote traditional Chinese festivals
(Justification: Based on the article, the students will know the structure of this passage, they can know how to write an article of promoting the traditional Chinese festivals. The questions can arouse the enthusiasm of students and improve their thinking ability. These parts can lay a foundation for writing.)
Step 4: Writing (10minutes)
Activity 1: Write an article for promoting traditional Chinese festivals
Follow the structure
Use the language: connecting words, and powerful sentences
(Justification: Students will understand how to express their opinions reasonably.)
Activity 2: Sample
The teacher helps students start drafting the article by providing them with a semi-finished article and asks them to fill in the blanks.
(Justification: Students can express their thinking according to what they have learned)
Step 5 Post writing (5 minutes)
Activity 1: Self-review
(Justification: By giving the criteria, students can make some pointed improvements for their writing)
Activity 2: Peer review
(Justification: By giving the criteria, students can do some writing exercises. Students will learn to revise their writings.)
Step 6 Summary and homework (5minutes)
Polish the writing according to your peer’s comments.
In groups, design a poster about a traditional Chinese festival.
(Justification: Students can summarize what they have learned according to the hints of the teacher. Students will review what they have learned and preview some useful expressions)
Blackboard Design:
Promoting traditional Chinese festivals Begining Body Ending