【新教材】1.4-Reading-for-Writing-教学设计-人教版高中英语必修第三册

普通高中英语（2019版）必修第三册
Unit 1 Festivals and Celebrations 教学设计
Period 4 Reading for writing
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。

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 words
The teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text.
Step 2 Reading
Activity 1
1.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 fe stival 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
1.Teacher asks Ss to study organization and language features.Ss read the sentences and rewrite the
opening sentences of the article.
2.Read the sentences and rewrite the opening sentences of the article.
●This was my first time spending three days experiencin g 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 structure
Activity 3
1.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 statements
Activity 4
1.Ask 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:
● …horse 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 tired
Other 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!
2.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 task
Activity 5
1.Writing 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 writing
Activity 6
T call some Ss to share their writing.
Step 7 Homework
1. 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、通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；
2、通过本节内容学习，学生能否掌握日记中关于节日见闻的内容要素及文本语言特点；
3、通过本节内容学习，学生能否根据故事的起因、经过和结果来深入理解故事的情节，从而了解文章的层次结构；
4、深入探讨和反思社会的发展变化对传统节日的影响，能够根据阅读理解对文本进行分析，从内容构思、框架搭建和文本撰写上做准备，完成一篇有关节日活动经历的记叙文写作。