Unit 8 Enjoy theFestivals Writing教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 8 Enjoy the Festivals Period 3 Writing Teaching Analysis 【Textbook Analysis】 This period focuses on the writing skill of creating a festival invitation. The task builds upon the listening, speaking, and reading skills developed in previous periods. Students are expected to synthesize information about a festival (its time, activities, significance) and transform it into a formal invitation format. The lesson will introduce the key components of an invitation (event, date, time, place, activities, RSVP) and guide students in applying this structure within the cultural context of a chosen festival. 【Student Analysis】 Students now have foundational knowledge about several Chinese and Western festivals from the previous periods. They can describe basic festival elements but may lack experience in formal written English, particularly in the genre of invitations. The concept of "RSVP" and formal phrasing may be new. Students will need clear modeling, structured templates, and opportunities for peer feedback to successfully produce a coherent invitation. 【Teaching Focus & Difficulties】 Focus: 1. Understanding and applying the standard structure and components of a written invitation. 2. Integrating specific festival information (name, date, typical activities) into the invitation format. Difficulties: 1. Using appropriate formal and polite language for invitations (e.g., "You are cordially invited to...", "Please RSVP by..."). 2. Translating knowledge about festival activities into compelling event descriptions for the invitation. Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will learn the standard components of a written invitation. 2. Students will consolidate knowledge about one chosen festival. Skills: 1. Students will be able to draft a simple invitation for a festival-related event using a provided template. 2. Students will be able to give and receive basic peer feedback on the clarity and completeness of an invitation. 【Process & Methods】 The lesson will follow a process-writing approach: presentation of the genre (analyzing a model), collaborative planning (choosing a festival and brainstorming event details), guided drafting (using a template), peer review, and revision. The teacher will provide strong scaffolding through clear examples and structured support materials. 【Affect, Attitude & Values】 To appreciate the role of written communication in social and cultural life. To experience the satisfaction of creating a polished, real-world product in English. To reinforce the value of sharing cultural celebrations with others through invitation. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Genre Introduction (7 mins) Activity 1.1 (Scenario Setup): Pose a scenario: "Your school's English club wants to hold a 'Mid-Autumn Festival Culture Night' for exchange students. You need to write an invitation." Ask: "What information must be in the invitation?" List student ideas on board. Activity 1.2 (Model Analysis): Present a model invitation for a "Spring Festival Party." Guide students to identify and label the key parts: 1. Event Title, 2. Host, 3. Date & Time, 4. Place, 5. Activities, 6. RSVP (Contact/Deadline). To establish a clear, authentic purpose for writing. The scenario makes the task meaningful. Deconstructing a model invitation provides students with a concrete understanding of the genre's structure and conventions before they are asked to produce their own, reducing anxiety and confusion. step 2: Planning & Content Brainstorming (10 mins) Activity 2.1 (Festival & Event Choice): Students choose one festival they know well (e.g., from previous lessons: Lantern Festival, Dragon Boat Festival, etc.). They then decide on a specific event for that festival (e.g., "Lantern Festival Riddle Night," "Dragon Boat Festival Watching Party"). Activity 2.2 (Content Brainstorm): Using a planning worksheet, students fill in details for their invitation based on their chosen event: Festival name, Event name, Date/Time (realistic or hypothetical), Place (e.g., School Hall, City Park), 2-3 planned activities, and an RSVP method. To bridge the gap between content knowledge (festivals) and task requirements (invitation). The planning worksheet breaks down the complex task of "writing an invitation" into manageable, sequential steps, ensuring students have adequate content prepared before they start writing sentences. step 3: Guided Drafting (12 mins) Activity 3.1 (Template Support): Provide a clear writing template with prompts for each of the 6 components identified in Step 1. Include sentence starters (e.g., "You are invited to...", "Join us for...", "We will...", "Please let us know if you can come by..."). Activity 3.2 (Drafting Time): Students use their planning worksheet and the template to write a first draft of their invitation on a separate paper or document. Circulate to provide individual support. To provide maximum support during the challenging drafting phase. The template offers essential linguistic scaffolding, allowing students to focus on selecting and arranging their pre-planned content correctly rather than struggling with how to begin or structure each sentence. step 4: Peer Feedback & Revision (8 mins) Activity 4.1 (Peer Check - The 5 W's): In pairs, students exchange drafts. The reader checks if the invitation answers the 5 W's: Who (is hosting/invited), What (is the event), When, Where, and Why (should you come - i.e., activities). They put a checkmark (✓) next to each found element. Activity 4.2 (Revision): Students get their drafts back, review their partner's checks, and make revisions to ensure all information is clear and complete. To introduce the critical writing process of revision in a simple, structured way. The peer check using the "5 W's" gives students a clear, objective framework for providing constructive feedback, making the peer review process focused and productive rather than vague or personal. step 5: Publishing & Sharing (3 mins) Activity 5.1 (Clean Copy): Students write or type a neat final version of their invitation. Activity 5.2 (Class Display/Quick Share): Invitations can be posted on a "Festival Invitation Board" in the classroom. Alternatively, 2-3 volunteers can read their invitations aloud to the class. To provide a sense of completion and pride in the finished product. Creating a "publishable" final version and sharing it publicly validates students' effort and transforms the writing from a classroom exercise into a tangible piece of communication. Assessment & Reflection 【Assessment】 Formative: Completion and thoughtfulness of the planning worksheet, effective use of the drafting template, engagement in the peer review process. Summative: Completeness, clarity, and format-appropriateness of the final written invitation (checks for all 6 key components). 【Reflection】 Time for drafting (Step 3) is critical; circulate actively to support struggling writers. The peer review checklist must be very simple (like the 5 W's) to be effective. For lower-level classes, consider doing Steps 2 (Planning) as a whole-class activity for one festival before students work on their own. The final products can be used for a classroom display or even a role-play activity in a future lesson. 学科网（北京）股份有限公司 $