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） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-11-11 12:08:00 | ||
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Unit 1 Festivals and Celebrations
Reading for Writing教学设计
课题：My Amazing Naadam Experience
教材分析： 该板块的活动主题是“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的话题,但语言输出形式的要求有所不同。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。一般来说,人们大多会在日记、博客日志或旅行攻略中介绍自己独特的节日经历,因此该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。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。
教学目标与核心素养： Learn some basic information about the Naadam Festival. Master the structure and language features of the dairy entry. Write a narrative essay about a festival you have experienced. Experience and appreciate the diversity of national culture.
教学重难点 1. Guide students to write a piece of narrative and introduce own festival experience. 2. Guide students to write some better opening lines with complete information and simple language. 3. Inspire students to consciously use key language structure in the unit during students’ writing. 教学过程： Leading-in 展示那达慕大会的四幅图片，引出话题，并展示学习目标。 设计意图：利用学生感兴趣的问题和相关图片创设情境，激发兴趣和求知欲。让学生清楚本节课的交际目标与语言目标，并期待接下来的任务挑战。
【Part1 Reading for information】 Activity1：Read the dairy entry to find some information. 读文章，并找出以下信息：Where When Meaning Events 设计意图：让学生学会寻读技巧，在文章里准确找到有用信息。 Activity2: Read the diary entry again and answer the questions. 1.What in your opinion is the most impressive thing about the festival 2. What else would you like to know about the festival and the writer’s experience 设计意图：通过细读，让学生进一步加深对文章的理解。
【Part2 Structure & language】 Activity3: Read the passage again and draw the structure of the passage. 设计意图：掌握文章结构，了解个人节日经历的写作方法，为之后的写作做准备。 Activity 4:Rewrite the opening sentence. 学生阅读并比较给出的以下三个句式，尝试用这三个句式改写日记的首句，完成后与同伴交换修改，然后请几位学生挑选自己最满意的句子与全班分享。 This was my first time spending ____________________________ and it was an enjoyable and exciting experience. 2. I'll never forget _____________________ because _______________________ 3. I'll always ___________________ because_______________________________ 设计意图：通过改写首句，掌握几种常用句型，为之后的写作做准备。 Activity5: Underline the sentences that describe the writer's feelings and emotions. …, which are all so exciting to watch! After the opening ceremony and some amazing performances..... I was quite moved by… I absolutely enjoyed the archery … but the horse races were my favorite part. I was surprised to see that… I was a little worried about the children’s safety. feeling really tired … was totally worth it. I can’t wait! 之后向学生提问还可以用哪些表达来描述情感，总结学生的答案并列出来供学生参考。如： 高兴： be pleased beyond description one's face brightened up/light up with pleasure 满意：sth. is satisfactory feel a sense of satisfaction be satisfied with sth./sb. 惊讶：It's amazing to do to one's great surprise/much to one's suprise look at something in astonishment/amazement 生气：be annoyed about sth. be irritated by sth. be furious at/about ... 设计意图：学生通过找出表达作者情感或者心情的词句，总结出规律，并为学生拓展更多描写情感的表达方式，扩充学生的语料库，目的是引导学生在写作中模仿运用。 Activity6: Underline the sentences including -ing form of verbs. Para.1 The festival falls on the fourth day of the sixth month of the lunar calendar, usually lasting for three days. Para.2 I saw a lot of people wearing fancy Mongolian robes. Para.3 After singing some songs, the competitors danced onto the green field, waving their arms in the air as if they were eagles. Para.5 I'm finally back home now, feeling really tired, but celebrating Naadam with my friend was totally worth it. 设计意图：学生通过阅读并体会动词ing作状语在句子中的应用，感知动词ing形式使句子更加简洁生动的作用。
【Part3 Writing practice】 Activity7: Use what you have learnt to write about the Spring Festival or any other festival you have experienced. Discuss with your group to finish the outline together. 写作准备。学生回顾最近的节日经历，选定写作主题。 （2）拟提纲。学生回顾活动3的语篇分析方法，小组讨论后在所给提纲样表中填写节日或庆典的内容细节、情绪感受，拟出日记的写作提纲。 （3）写出初稿。学生拟定一个能体现文章主题的标题，然后根据提纲写出介绍文章主题和整体感受的开篇句、内容丰富的主体段落以及小结节日经历的结尾，完成初稿。 设计意图：展示了写作流程，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，学生需要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。 Activity8: Check and polish. 同伴互评。学生两人一组交换初稿，根据提供的六个要点进行互评，并写出修改建议。学生根据同伴的反馈进一步修改文章。 写作分享。学生完成文章修改后，可小组分享和讨论，并推荐出优秀作文在课堂上展示或朗读分享。教师对学生的作品给予点评，指出优点及修改建议。另外，教师也可将优秀作文张贴在教室里供大家赏析。 设计意图：在同伴互学的环境中，训练学生自我纠正的能力，鼓励优秀的学生的同时，促进同伴之间的学习，同时激发学生多角度多方面思考问题的能力。
【Part4 Summary】 总结本节课所学知识，重新梳理文章结构，教师要提醒学生，写作应包括开篇、发展、结尾三部分，并伴随丰富的情感体验。文中应该包含这些真实情感的表达，这样才能唤起读者的共鸣。另外，教师还要提醒学生不能把节日经历写成流水账，一定要围绕主题进行写作，人或事物的描写要突出重点、详略得当，情绪和感受的表达要细致传神、准确独到。
【作业布置】 根据修改意见和优秀作品的例子，修改自己的文章，并且要有动词ing和过去分词的应用。
Reading for Writing教学设计
课题：My Amazing Naadam Experience
教材分析： 该板块的活动主题是“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的话题,但语言输出形式的要求有所不同。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。一般来说,人们大多会在日记、博客日志或旅行攻略中介绍自己独特的节日经历,因此该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。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。
教学目标与核心素养： Learn some basic information about the Naadam Festival. Master the structure and language features of the dairy entry. Write a narrative essay about a festival you have experienced. Experience and appreciate the diversity of national culture.
教学重难点 1. Guide students to write a piece of narrative and introduce own festival experience. 2. Guide students to write some better opening lines with complete information and simple language. 3. Inspire students to consciously use key language structure in the unit during students’ writing. 教学过程： Leading-in 展示那达慕大会的四幅图片，引出话题，并展示学习目标。 设计意图：利用学生感兴趣的问题和相关图片创设情境，激发兴趣和求知欲。让学生清楚本节课的交际目标与语言目标，并期待接下来的任务挑战。
【Part1 Reading for information】 Activity1：Read the dairy entry to find some information. 读文章，并找出以下信息：Where When Meaning Events 设计意图：让学生学会寻读技巧，在文章里准确找到有用信息。 Activity2: Read the diary entry again and answer the questions. 1.What in your opinion is the most impressive thing about the festival 2. What else would you like to know about the festival and the writer’s experience 设计意图：通过细读，让学生进一步加深对文章的理解。
【Part2 Structure & language】 Activity3: Read the passage again and draw the structure of the passage. 设计意图：掌握文章结构，了解个人节日经历的写作方法，为之后的写作做准备。 Activity 4:Rewrite the opening sentence. 学生阅读并比较给出的以下三个句式，尝试用这三个句式改写日记的首句，完成后与同伴交换修改，然后请几位学生挑选自己最满意的句子与全班分享。 This was my first time spending ____________________________ and it was an enjoyable and exciting experience. 2. I'll never forget _____________________ because _______________________ 3. I'll always ___________________ because_______________________________ 设计意图：通过改写首句，掌握几种常用句型，为之后的写作做准备。 Activity5: Underline the sentences that describe the writer's feelings and emotions. …, which are all so exciting to watch! After the opening ceremony and some amazing performances..... I was quite moved by… I absolutely enjoyed the archery … but the horse races were my favorite part. I was surprised to see that… I was a little worried about the children’s safety. feeling really tired … was totally worth it. I can’t wait! 之后向学生提问还可以用哪些表达来描述情感，总结学生的答案并列出来供学生参考。如： 高兴： be pleased beyond description one's face brightened up/light up with pleasure 满意：sth. is satisfactory feel a sense of satisfaction be satisfied with sth./sb. 惊讶：It's amazing to do to one's great surprise/much to one's suprise look at something in astonishment/amazement 生气：be annoyed about sth. be irritated by sth. be furious at/about ... 设计意图：学生通过找出表达作者情感或者心情的词句，总结出规律，并为学生拓展更多描写情感的表达方式，扩充学生的语料库，目的是引导学生在写作中模仿运用。 Activity6: Underline the sentences including -ing form of verbs. Para.1 The festival falls on the fourth day of the sixth month of the lunar calendar, usually lasting for three days. Para.2 I saw a lot of people wearing fancy Mongolian robes. Para.3 After singing some songs, the competitors danced onto the green field, waving their arms in the air as if they were eagles. Para.5 I'm finally back home now, feeling really tired, but celebrating Naadam with my friend was totally worth it. 设计意图：学生通过阅读并体会动词ing作状语在句子中的应用，感知动词ing形式使句子更加简洁生动的作用。
【Part3 Writing practice】 Activity7: Use what you have learnt to write about the Spring Festival or any other festival you have experienced. Discuss with your group to finish the outline together. 写作准备。学生回顾最近的节日经历，选定写作主题。 （2）拟提纲。学生回顾活动3的语篇分析方法，小组讨论后在所给提纲样表中填写节日或庆典的内容细节、情绪感受，拟出日记的写作提纲。 （3）写出初稿。学生拟定一个能体现文章主题的标题，然后根据提纲写出介绍文章主题和整体感受的开篇句、内容丰富的主体段落以及小结节日经历的结尾，完成初稿。 设计意图：展示了写作流程，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，学生需要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。 Activity8: Check and polish. 同伴互评。学生两人一组交换初稿，根据提供的六个要点进行互评，并写出修改建议。学生根据同伴的反馈进一步修改文章。 写作分享。学生完成文章修改后，可小组分享和讨论，并推荐出优秀作文在课堂上展示或朗读分享。教师对学生的作品给予点评，指出优点及修改建议。另外，教师也可将优秀作文张贴在教室里供大家赏析。 设计意图：在同伴互学的环境中，训练学生自我纠正的能力，鼓励优秀的学生的同时，促进同伴之间的学习，同时激发学生多角度多方面思考问题的能力。
【Part4 Summary】 总结本节课所学知识，重新梳理文章结构，教师要提醒学生，写作应包括开篇、发展、结尾三部分，并伴随丰富的情感体验。文中应该包含这些真实情感的表达，这样才能唤起读者的共鸣。另外，教师还要提醒学生不能把节日经历写成流水账，一定要围绕主题进行写作，人或事物的描写要突出重点、详略得当，情绪和感受的表达要细致传神、准确独到。
【作业布置】 根据修改意见和优秀作品的例子，修改自己的文章，并且要有动词ing和过去分词的应用。