Unit 1 Festivals and Celebrations Reading for writing教学设计-2024-2025学年人教版高中英语必修第三册

该高中英语教学设计聚焦“节日体验”读写核心，围绕单元前所学节日表达及-ing形容词基础，以《My Amazing Naadam Experience》日记体文本为载体，通过预习学案完成阅读任务，搭建思维导图分析结构、语言特征梳理（标题、情感描写等）的学习支架，实现从输入到输出的能力转化。 亮点在于以任务型与合作学习法贯穿，预习学案破解读写课时间紧难题，思维导图助力思维可视化（思维品质），深入挖掘日记结构与语言技能（语言能力），同伴互评提升学习能力，更融入文化意识培养，落实大单元理念，为教师提供高效读写课范例，助学生提升读写能力与文化自信。

A Teaching Plan for Reading for Writing, Unit 1 Festivals and Celebrations, Book 3 云南大学附属中学星耀学校英语教研组 陈晓玲 Date May 17, 2023 Student level Senior 1 Teaching time 40 minutes Teaching material My Amazing Naadam Experience, Reading for Writing, Unit 1, Student’s Book 3 Teaching material analysis This Reading for Writing part is a narrative essay, a diary entry to be exact, mainly about the writer’s festival experience with a friend in Mongolia. Before this period, students have already known the basic expressions on talking about festivals, the use of -ing adjectives, and talked about a recent festival experience, so this period serves as the output of the whole unit. Learning situation analysis The students have mastered relevant vocabulary of the topic “Festivals and Traditions”, and the basic reading skills such as reading for details. However, they don’t have a good command of analyzing the organisation and language features of an article. Thus, it’s important for teachers to help develop their analyzing ability and apply what they learn from the text to the writing task. Teaching aim The focus of this period is to equip students with writing skills, cultivate their awareness of cultural confidence and the ability of peer assessment and group cooperation. Thus, by the end of the class, learners will be able to 1. know more about the Naadam festival as well as Mongolian people and their culture. (Thinking ability) 2. use the -ing adjectives to describe feelings and understand the organisation and language features of a diary entry. (Language competence) 3. write about a festival experience, and also give feedback on each other’s draft. (Learning ability) 4. appreciate and value China’s colorful culture. (Cultural awareness) Teaching focus 1. Acquire information while reading. 2. Master writing skills after reading and put them into practice. Teaching difficulty Motivate the students to think critically to form correct views on Chinese traditional festivals and meanwhile promote their cultural confidence. Teaching method Task-based (preview), communicative, cooperative and process writing methods. Teaching aid Multi-media facilities, a blackboard, a textbook and student worksheets. Teaching & Learning procedure （指向学习目标的教学流程设计） Teaching activity Learning activity Design purpose Teaching objectives Show the teaching objectives to students, instructing them what to learn and gain in this class. By the end of the class, you will be able to 1. know about the Naadam festival as well as Mongolian people and their culture; 2. understand the organisation and language features of a diary entry; 3. write about a festival experience, and give feedback on each other’s draft. Get a clear idea about what is going to be learned. 思维品质： 明确学习目标，使学习更加有针对性。 Activity 1 Basic information Ask Ss the following questions. 1. What does “Naadam” mean? 2. When is it celebrated? How long does it last? 3. Where is it celebrated? 4. Who celebrate it? 5. By what events is it represented? Answer the questions according to their worksheet finished before class. 语言能力&学习能力： 通过预习，抓住关于“那达慕大会”的基本信息。 Activity 2 Read and think Ask individuals to present their answers. 1. What were people doing before the opening ceremony? 2. What do we know about Mongolian wrestling? 3. What made the writer surprised? 4. What else would you like to know about the festival? Answer the questions according to their worksheet finished before class. 语言能力&思维能力： 通过阅读文本，理解文意并抓住细节信息。 通过反思平时对节日的观察和体验，思考有关节日的重要方面。 Activity 3 Study the organisation by means of a mind map Ask the Ss to finish the mind map. Finish the mind map and get to better understand the organisation. 学习能力&思维能力： 通过分析文本结构，完成思维导图，达到思维可视化的效果。 Activity 4 Study the language features Guide the Ss to analyze the language features and finish the following 5 points. 1. Write a catchy title. 2. Rewrite the opening sentence. 3. Underline the sentences that describe the writer’s feelings and emotions. 4. Find the transitions. 5. Pay attention to the closing words. Follow the teacher’s guidance to master the writing skills step by step. 学习能力&应用实践： 依托阅读文本，提升学生写节日日记的能力。 Before writing Show the Ss some pictures of various festivals. Brainstorm different festivals the Ss once experienced. 思维能力： 通过头脑风暴完成写作主题的锁定。 Activity 5 Share a festival experience (Pair work) Ask the Ss to share a festival experience with a desk mate based on the following 3 questions. 1. Which festival have you experienced recently? 2. What did you do? 3. How did you feel? Share a festival experience with a desk mate based on those 3 questions given. 语言能力&合作能力： 通过分享讨论，落实英语学习活动观。 Activity 6 Write a diary entry about your festival experience Write a diary entry about a festival experience. 应用实践&迁移创新： 结合写作前所学所思，独立完成写作任务。 Activity 7 Peer assessment (Group work) Choose several pieces to be assessed by groups. · Is the title catchy? · Is the opening sentence good? · Does the body part consist of necessary details? · Does the writer use proper adjectives? · Does the writer use some transitions? · Is the closing paragraph impressive? · What do you think of this diary entry? Use the checklist to give feedback on each other’s draft. 学习能力&思维能力： 通过小组讨论对同伴作品进行评价，同时反思自己的写作。 Assignment Option A: Revise your draft and submit it. (for everyone) Option B: Prepare and give a presentation in class. (for those interested) Finish the tasks selectively. 语言能力&应用实践： 学生修改自己的写作后提交，独立完成最后的语言输出。 第二项选做任务旨在锻炼学生的综合语言运用能力，给能力较强的学生更大的发挥空间。 Enlightenment We are what we celebrate! We are what we write! Become more aware of the importance of traditional festivals. 思维品质： 增强文化自信和民族自豪感。 Blackboard design Unit 1 Festivals and Celebrations Reading for Writing I. Organisation II. Language features: 1. title 2. opening sentence 3. words describing feelings 4. transitions 5. Closing words III. Tense: past tense IV. Person: first person V. Time order Reflection 1. 本节课呈现完整，教学设计符合学生认知水平、教学内容贴近学生生活。 2. 总体上，本节课有两大亮点：一是针对40分钟完成读写课教学一直存在的时间紧的问题，把阅读任务用学案的方式让学生预习并完成；二是教师就所给文本对写作技能的深入挖掘，加上对学生进行思维可视化的引导，最终完成语言运用的教学任务。 3. 本节课体现了“大单元”的设计理念，多维度的培养学生的综合素养，提高学生实践运用、学以致用的能力。 4. 实实在在的落实了英语课程改革新动向所包括的三个主要方面：关注学科育人价值、关注学生思维发展、关注学科核心素养。 5. 课堂生动、高效。学生信心满满，表现了得！尽管借班上课，师生交流自然顺畅，师生互动密度较大，教学要求落实到位：教学有效性很好。 6. 遗憾的一点是最后的peer assessment环节，由于时间关系，参与学生不多。 1 学科网（北京）股份有限公司 $