人教版（2019）必修第三册Unit 1 Festivals and Celebrations Reading for Writing 教学设计（表格式）
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| 名称 | 人教版（2019）必修第三册Unit 1 Festivals and Celebrations Reading for Writing 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 89.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-08-17 23:14:12 | ||
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Teaching Plan
Topic: 人教版高中英语必修三 Unit 1 Festivals and Celebrations Reading for Writing Grade: Senior 2
Analyses of teaching materials What: The activity theme of this section is “Write about your festival experience”, and it is required to complete an article about the festival experience. This section selects a diary about the “Naadam Conference”, describing the author’s experience of spending this traditional festival with friends in Inner Mongolia Autonomous Region, allowing students to read and imitate it for writing. Why: The text in this section is closely related to subsequent writing tasks, and through the organic combination of reading and writing skills, students can broaden their horizons on the traditional festival of “Naadam Conference” while analyzing its structure. This process facilitates a transition from language input to comprehensible language output, enabling students to complete their first draft writing effectively. How: At the beginning of the text, the theme and overall experience of the “Naadam Conference” were introduced, followed by a detailed exploration of festive scenes, including archery, wrestling, and horse racing. Finally, the experience of this festival was summarized. The text also naturally incorporates the target language structure of this unit, -ing form
Analysis of Students The target students are in the first grade, and they have learned about different festivals, their customs, and activities, and have gained a certain understanding of them. Especially in the Listening and Talking section, students have been trained in oral narration of their festival experiences, and this section requires students to convert oral communication into text. This is indeed a certain challenge for students, so this class will imitate the diary of the “Naadam Conference”, allowing students to complete an article about festival experiences by learning its discourse structure, content, and language knowledge.
Teaching Objectives By the end of this class, students will have: Cultural awareness: learned about the Naadam Festival and appreciated the diverse and colorful national cultures. Language competence: memorized relevant words and expressions about festivals. 3. Learning ability: imitated the passage “My Amazing Naadam Experience” to write their own festival experiences. 4. Thinking capacity: marshaled out the text structure and language features
Important ＆Difficult Points: Students can imitate the discourse structure and language features of this diary to introduce their recent festival experiences. Way out: teacher provides three layers of scaffold to help students sort out the text structure, language features and relevant expressions about festivals
Teaching Method Task-based Teaching Methods
Teaching aids: Multi-media, blackboard Type Reading for writing Period: 40mins
Teaching Procedures
Steps Activities Justification
Lead in Activity1: Brief free talk about summer vacation plan. Ss enjoy a video about Naadam Festival and talk about information mentioned in the video. 创设写作情境，导入语篇话题，激发学生的兴趣并对“那达慕大会”形成初步认识。
While listening Activity2: Read for structure Ss skim the text quickly to abstract the structure. Q:How many parts can this diary can be divided into What does each part mainly talk about Activity3: Read for detailed information Ss read the passage part by part to summarize the detailed information (where, when, with whom, activities and feelings, further plan) of this diary. Activity4: Read for writing techniques T lists key words and sentence patterns in this class. Students skim specific parts of the text to learn about language features and writing methods. A. making comparisons or contrasts B. using good expressions C. using proper conjunctions 帮助分析文章结构，了解作者如 何布局，提供第一个写作支架（写作结构） 帮助学生获取那达慕大会的细节信息，训练学生阅读策略——定位关键词，同时进一步了解语篇每个部分对应的具体内容。 为学生扫清阅读 障碍。关注语篇的语言知识和行文 技巧。提供第二个支架（写作技巧、亮点词汇和句型、 衔接语）
Pre- writing Activity5: Discussion Ss talk about Spring Festival experience in group, such as activities or feelings. 写作前学生讨论自 己的春节经历，激活相关节日信息。
While- writing Activity6: Ss work in groups and write Spring Festival experiences on the prompts 训练学生根据提纲行文的能力。
Post- Writing Activity7: Ss exchange drafts with partner, and use the checklists to give feedback on partner’s draf 训练学生互评能力，在相互借鉴中获得提升。
Summary & Homework Polish your draft. Find information about ethnic minority festivals from the Internet. 引导学生回顾、总结，并通过修改润色作品来进一步巩固所学知识。
Blackboard Design
Topic: 人教版高中英语必修三 Unit 1 Festivals and Celebrations Reading for Writing Grade: Senior 2
Analyses of teaching materials What: The activity theme of this section is “Write about your festival experience”, and it is required to complete an article about the festival experience. This section selects a diary about the “Naadam Conference”, describing the author’s experience of spending this traditional festival with friends in Inner Mongolia Autonomous Region, allowing students to read and imitate it for writing. Why: The text in this section is closely related to subsequent writing tasks, and through the organic combination of reading and writing skills, students can broaden their horizons on the traditional festival of “Naadam Conference” while analyzing its structure. This process facilitates a transition from language input to comprehensible language output, enabling students to complete their first draft writing effectively. How: At the beginning of the text, the theme and overall experience of the “Naadam Conference” were introduced, followed by a detailed exploration of festive scenes, including archery, wrestling, and horse racing. Finally, the experience of this festival was summarized. The text also naturally incorporates the target language structure of this unit, -ing form
Analysis of Students The target students are in the first grade, and they have learned about different festivals, their customs, and activities, and have gained a certain understanding of them. Especially in the Listening and Talking section, students have been trained in oral narration of their festival experiences, and this section requires students to convert oral communication into text. This is indeed a certain challenge for students, so this class will imitate the diary of the “Naadam Conference”, allowing students to complete an article about festival experiences by learning its discourse structure, content, and language knowledge.
Teaching Objectives By the end of this class, students will have: Cultural awareness: learned about the Naadam Festival and appreciated the diverse and colorful national cultures. Language competence: memorized relevant words and expressions about festivals. 3. Learning ability: imitated the passage “My Amazing Naadam Experience” to write their own festival experiences. 4. Thinking capacity: marshaled out the text structure and language features
Important ＆Difficult Points: Students can imitate the discourse structure and language features of this diary to introduce their recent festival experiences. Way out: teacher provides three layers of scaffold to help students sort out the text structure, language features and relevant expressions about festivals
Teaching Method Task-based Teaching Methods
Teaching aids: Multi-media, blackboard Type Reading for writing Period: 40mins
Teaching Procedures
Steps Activities Justification
Lead in Activity1: Brief free talk about summer vacation plan. Ss enjoy a video about Naadam Festival and talk about information mentioned in the video. 创设写作情境，导入语篇话题，激发学生的兴趣并对“那达慕大会”形成初步认识。
While listening Activity2: Read for structure Ss skim the text quickly to abstract the structure. Q:How many parts can this diary can be divided into What does each part mainly talk about Activity3: Read for detailed information Ss read the passage part by part to summarize the detailed information (where, when, with whom, activities and feelings, further plan) of this diary. Activity4: Read for writing techniques T lists key words and sentence patterns in this class. Students skim specific parts of the text to learn about language features and writing methods. A. making comparisons or contrasts B. using good expressions C. using proper conjunctions 帮助分析文章结构，了解作者如 何布局，提供第一个写作支架（写作结构） 帮助学生获取那达慕大会的细节信息，训练学生阅读策略——定位关键词，同时进一步了解语篇每个部分对应的具体内容。 为学生扫清阅读 障碍。关注语篇的语言知识和行文 技巧。提供第二个支架（写作技巧、亮点词汇和句型、 衔接语）
Pre- writing Activity5: Discussion Ss talk about Spring Festival experience in group, such as activities or feelings. 写作前学生讨论自 己的春节经历，激活相关节日信息。
While- writing Activity6: Ss work in groups and write Spring Festival experiences on the prompts 训练学生根据提纲行文的能力。
Post- Writing Activity7: Ss exchange drafts with partner, and use the checklists to give feedback on partner’s draf 训练学生互评能力，在相互借鉴中获得提升。
Summary & Homework Polish your draft. Find information about ethnic minority festivals from the Internet. 引导学生回顾、总结，并通过修改润色作品来进一步巩固所学知识。
Blackboard Design