人教版（2019）必修第三册Unit 1 Festivals and Celebrations Reading for Writing 教学设计

Unit 1 Festivals and Celebrations Reading for Writing
Write about your festival experience
My amazing Naadam experience
Learning objectives：
By the end of the class, you will be able to:
1. figure out the structure and language features by reading the passage;
2. write a festival experience by using the useful writing techniques that will be learned;
3. assess others’ draft and reflect on the advice to be provided by others；
4. appreciate the beauty of festivals and boost the cultural confidence
The Key points and difficult points:
Mastered the writing norms of Diary and the relevant knowledge of festival expression
Teaching procedures:
Leading-in: Talk about some information about Inner Mongolia and show a short video about Naadam to arouse students’ interest.
Step1: Pre-reading
Appreciate the title and the picture to guess the main idea of the passage:
The text is mainly about the writer’s _________ of taking part in ___________in Mongolia and the writer feels _______at it.
设计意图：《课标》要求学生具备“听、说、读、写、看”的技能。此题旨在引导学生从题目和插图预测文本主要内容。
核心素养提升点：学习能力：激活已知，提升兴趣。
Step2: While-reading
Activity one: read for organization
设计意图：此部分旨在引导学生整体把握语篇建构
核心素养提升点：学习能力：获取概括信息。
思维品质：通过阅读文本形成自己的判断。
1.The passage is a(n) ___________.
A. Narration（记叙文）B. Argumentation（议论文）C. Exposition (说明文)
设计意图：此题旨在引导学生把握体裁
核心素养提升点：学习能力：获取概括信息。
思维品质：通过阅读文本形成自己的判断。
2. In what order does the author write the diary
设计意图：此题旨在引导学生把握写作的行文顺序。
核心素养提升点：学习能力：获取特定关键信息。
思维品质：通过阅读文本形成自己的判断。
3.How many parts can the passage be divided into What are they
设计意图：此题旨在引导学生把握日记的篇章结构。
核心素养提升点：学习能力———利用课本右侧注释信息分析概括并整合信息。
思维品质：通过阅读文本及课本右侧注释信息形成自己的判断。
Activity two: read for language features:
(part 1) 1. How does the writer introduce the topic
设计意图：此题旨在引导学生注意“节日经历” 类文章的开篇写作手法。
核心素养提升点：学习能力：语言知识的自主学习。
思维品质：梳理概括信息建构成自己的对节日的描写。
2. Rewrite the opening sentence using the given sentence patterns:
Different ways to write the opening sentences：
1. Read the sentence patterns below and use them to rewrite the opening sentence of the article.
①This was my first time spending … and it was an enjoyable and exciting experience for me.
②I’ll never forget … because …
③I’ll always remember… because …
①This was my first time spending my holiday in China's Inner Mogolia Autonomous Region to celebrate the Naadam Festival, and it was an enjoyable and exciting experience for me.
②I’ll never forget the Naadam Festival in China's Inner Mongolia Autonomous Region because it was an exciting and enjoyable experience for me.
③I’ll always remember the Naadam Festival in China's Inner Mogolia Autonomous Region because it was an exciting and enjoyable experience for me.
3. When does the Naadam festival fall on
仿写：春节在每年的农历初一，通常持续 15 天,是中国的传统节日。
____________________________________________________________
设计意图：此题暗合学习活动的关联性原则，旨在引导学生注意“节日”发生日
期的典型表达法，为学以致用地描述其它节日打基础。
核心素养提升点：学习能力：语言知识的自主学习。
思维品质：梳理概括信息建构成自己的对“节日”发生日期的典型表达。
（Body part-Para2)
1. What do people do to prepare for the festival (or What did the author see when arriving
欣赏:
People do different activities to celebrate the Spring Festival. Some paste couplets, some perform dragon dance and lion dance, and others set off fireworks.
设计意图：此题旨在引导学生注意“节日”类文章的“场合”的精美表达。
核心素养提升点：学习能力：语言知识的自主学习。
（Body part: -Para3,4)
1. What events are described And how are the events described
2. How is the scene of the competitors getting onto the green field described
以上二题设计意图：旨在引导学生注意“节日”类文章多种语法、句法的精美表达。
核心素养提升点：学习能力：语言知识的自主学习。
（Part3: -Para.5) : appreciate the ending
仿写：我们最终完成了大扫除，真的感到又累又宽慰。
设计意图：旨在引导学生注意“节日”类文章多种语法、句法的精美表达。
核心素养提升点：学习能力：语言知识的自主学习。
（whole passage）：How to express the feelings and emotions
仿写：我被精彩的演出深深地感动了。
______________________________________________________
设计意图：旨在引导学生注意“节日”类日记达到“令人信服”效果的手段--- 贯
穿全文的情感表达
核心素养提升点：学习能力：语言知识的自主学习。
Underline the sentences that describe the writer's feelings and emotions.
Step3: Post-reading
Activity one: Review the structure
设计意图：旨在引导学生回顾文本结构，为写作打基础。
核心素养提升点：学习能力：文本结构的及时巩固。
Activity two: Summary the writing tips
设计意图：旨在引导学生回顾“日记”的写作技巧，为写作打基础。
核心素养提升点：学习能力：回扣文本，形成整体认知。
Step4: Writing
设计意图：结合学生日常生活经验，引导学生完成本堂课“写作输出”部分，落
实“学以致用” 原则。
核心素养提升点：学习能力：内化本堂课所学，学以致用。
思维品质—创新思维。
文化意识—联系生活，坚定文化自信。
请用英语写一篇日记，介绍你经历的最难忘、最有意义的春节。
内容包括：
1. 节日概况；
2. 庆祝活动；
3. 你的感受。 词汇：春晚 Spring festival Gala
注意：
1.词数 80 左右；
2.可以适当增加细节，以使行文连贯。
Step 1: 审题立意:
体裁 ________ 要点_______________________ 时态 ______ 人称___________
Step 2: 谋篇布局:
Para 1_______ para2 ________ para3 ________
Step 3: 遣词造句:
Step 4: 连词成句 连句成篇
Step5: Assignment
1. Required assignment :
Polish your writing until it is clear in structure, detailed in content, and
attractive in language.
设计意图：旨在引导学生自我反思并改进自己的作文，内化本堂课所学。
学习能力：提炼精进和反思所学，学以致用。
2. Optional assignment :
Discuss in groups and design a new practical writing themed on festivals.
（设计意图：旨在引导学生利用现代多媒体技术等调研，以进行有效地迁移
运用，激发学生创造性意识，发展创造性思维并深化对单元主题意义的理解，增
强对祖国丰富多元传统文化的了解。
核心素养提升点：思维品质—创新思维。
文化意识—传播传统节日，坚定文化自信。
Step6: Self-evaluation
设计意图：据“教、学、评”一体化原则，当堂反思学习成果。
核心素养提升点：学习能力：评价和反思自己的课堂所学
思维品质—批判性思维。