高中英語(yǔ)人教版 (2019)必修第三冊(cè)Unit 1 Festivals and Celebrations教學(xué)設(shè)計(jì)-教案下載-教習(xí)網(wǎng)

普通高中英語(yǔ)（2019版）必修第三冊(cè) Unit 1 Festivals and Celebrations 教學(xué)設(shè)計(jì)Period 4 Reading for writing該板塊的活動(dòng)主題是“寫(xiě)你的節(jié)日經(jīng)歷”( Write about your festival experience從活動(dòng)標(biāo)題可知,該板塊延續(xù)了前一板塊的話題,但語(yǔ)言輸出形式的要求有所不同。聽(tīng)說(shuō)板塊( Listening and Talking)：要求學(xué)生就各自的過(guò)節(jié)經(jīng)歷進(jìn)行口頭交流,寫(xiě)作板塊的最終目的是要將交流的內(nèi)容轉(zhuǎn)化為文字,完成一篇有關(guān)節(jié)日經(jīng)歷的文章。一般來(lái)說(shuō),人們大多會(huì)在日記、博客日志或旅行攻略中介紹自己獨(dú)特的節(jié)日經(jīng)歷,因此該板塊選取了一篇關(guān)于“那達(dá)慕大會(huì)”的日記供學(xué)生閱讀和模仿寫(xiě)作。通過(guò)閱讀和學(xué)習(xí)這篇日記,學(xué)生不僅能夠了解我國(guó)蒙古族“那達(dá)慕大會(huì)”這一傳統(tǒng)節(jié)日,還能從文中感受到蒙古族人民的性格特色、娛樂(lè)精神及其濃厚的文化氛圍,這也有助于培養(yǎng)學(xué)生的文化意識(shí),讓學(xué)生學(xué)會(huì)欣賞和珍惜多姿多彩的民族文化。1. Read the diary about "Naadam Fair", master the content elements of the festival and the features of the text language;2. Can deeply understand the plot of the story according to the cause, process and result of the story, and find out the impact of the rock on different passers-by and their emotional and behavioral reactions to understand in detail;3. Able to deeply discuss and reflect on the impact of social development and changes on traditional festivals; able to analyze the text according to reading comprehension, prepare for the content conception, framework construction and text writing, and complete the writing of a story review.Importance:1. Guide students to analyze the deep connotation of moral stories through the comparison of characters' words and deeds;2. Help students to express their own opinions and opinions based on real life cases;3. Instruct the students to write a clear and structured story review.Difficulties:1. Systematically express my own opinions and opinions on real life cases in English;2. Independently write a story review with clear viewpoints and distinct layers.1. Read the passage in advance, understand the meaning of the new words and phrases in the text and understand the content of the article by referring to the context and the dictionary.2. Understand the literary genre of allegory, the concise and incisively language, the simple but expressive plot, the decorative techniques used and the profound truth of the educational significance revealed.Step 1 Learning new wordsThe teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text.Step 2 ReadingActivity 11.Students read the diary quickly and answer the first two questions in activity 1.(1)What does "Naadam" mean? Which events does it include?
(2)What Naadam Festival customs did you learn about?
Suggested Answers:(1) Naadam means"games"in Mongolian,and it includes horse racing,wrestling, and archery.(2) Wrestling and horse racing.2.Students read the diary carefully again with the last two questions from activity 1.After reading the diary, the students share their views in groups. Then the teacher asks some students to answer the questions.(3) What in your opinion is the most impressive thing about the festival?(4) What else would you like to know the festival and writer’s experience?Suggested Answers:(3) The horse racing is the most impressive, as it involved little children.(4) The writer did not talk about food or music, but surely they should have been interesting parts of the festival.Activity 2 Teacher asks Ss to study organization and language features.Ss read the sentences and rewrite the opening sentences of the article. Read the sentences and rewrite the opening sentences of the article.●This was my first time spending three days experiencing the Naadam Festival in China’s Inner Mongolia Autonomous Region and it was an enjoyable and exciting experience for me./I'll never forget my experience at the Naadam Festival because it was my first time to watch the exciting Mongolian games of horse racing, wrestling, and archery so closely./I'll always remember my first experience at the Naadam Festival in China’s Inner Mongolia Autonomous Region because it was because it was an enjoyable and exciting experience for me.Step 3 Analyzing article structureActivity 3 Teachers raise questions to guide students to analyze the chapter structure of this diary and think about how to describe the festival experience.(1)What should be included in the opening/body/closing paragraph(s)?(2)How did the writer arrange his/her ideas?(3)What kind of interesting details did the writer describe?(4)How did the writer describe his/her feelings/emotions during the event?2. Students read and compare the three sentence patterns in activity 2. Try to rewrite the first paragraph of the diary with these three sentence patterns. After that, students exchange corrections with their partners.Such as:●This was my first time spending three days experiencing the Naadam Festival in China’s Inner Mongolia Autonomous Region and it was an enjoyable and exciting experience.●I'll never forget my experience at the Naadam Festival because it was my first time to watch the exciting Mongolian games of horse racing, wrestling, and archery so closely.●I'll always remember my first experience at the Naadam Festival in China’s Inner Mongolia Autonomous Region because it was so amazing to spend three days witnessing a grand Mongolian ceremony.Step 4 Accumulation of statementsActivity 4Ask the students to read the diary again. Look for sentences that express feelings and emotions, especially those with the -ing form and the past participle.Such as:● …h(huán)orse racing, wrestling, and archery, which are all so exciting to watch.● some amazing performances● I was surprised to see…● I was a little worried about...● feeling really tiredOther emotional statements:●I absolutely enjoyed the archery, too, but the horse races were my favourite part.●I'm finally back home now, feeling really tired, but celebrating Naadam with my friend was totally worth it.●He invited me back for the winter to stay in a traditional Mongolian tent and cat hot pot. I can’t wait!In addition to the use of the -ing form and the past participle, the teacher should guide the students in the appreciation of these statements, ask them to memorize them, and encourage them to use them reasonably in writing practice.Step 5 Writing taskActivity 5Writing preparation.Students review their recent holiday experiences and list in short phrases all the activities, events and feelings related to the holiday.2. Draw an outline.Students review the discourse analysis method of Activity 2, and fill in the name, content details and emotional feelings of the festival or celebration in the outline form of Activity 3, and draw up the writing outline of the diary.3. Write a first draft.Then write an opening sentence that introduces the topic and overall feeling of the article, a rich body paragraph, and a conclusion summarizing the holiday experience.4. Peer review.Students work in pairs to exchange the first draft, review each other according to the six points in activity 3, and write Suggestions for revision.Students further modify the essay based on feedback from their peers.5. Writing and sharing.Students can share and discuss in groups after finishing the revision, and recommend excellent compositions to be displayed or read aloud in class.The teacher comments on the students' work, points out the advantages and suggests the modification.In addition, the teacher can also post the excellent composition in the classroom for everyone to appreciate.Step 6 Sharing writingActivity 6T call some Ss to share their writing.Step 7 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of the story according to the causes, process and results;3. Independently complete the relevant exercises in the guide plan.1、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否掌握日記中關(guān)于節(jié)日見(jiàn)聞的內(nèi)容要素及文本語(yǔ)言特點(diǎn)；3、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否根據(jù)故事的起因、經(jīng)過(guò)和結(jié)果來(lái)深入理解故事的情節(jié)，從而了解文章的層次結(jié)構(gòu)；4、深入探討和反思社會(huì)的發(fā)展變化對(duì)傳統(tǒng)節(jié)日的影響，能夠根據(jù)閱讀理解對(duì)文本進(jìn)行分析，從內(nèi)容構(gòu)思、框架搭建和文本撰寫(xiě)上做準(zhǔn)備，完成一篇有關(guān)節(jié)日活動(dòng)經(jīng)歷的記敘文寫(xiě)作。

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