Unit 1 Festivals and Celebrations Reading for Writing 教学设计-2025-2026学年高中英语人教版必修第三册

Unit 1 Festivals and Celebrations-Reading for Writing 内容导航 This section takes "My Amazing Naadam Experience" as the reading material, introducing the Naadam Festival in Inner Mongolia, including its time, core activities and cultural connotation. It guides students to master the structure and language features of festival experience writing and complete their own festival experience composition. 教学目标和重难点 1. 教学目标 Language Ability: Master festival-related vocabulary and sentence patterns, understand the structure of narrative texts, and improve the ability to express festival experiences in English. Cultural Awareness: Understand the diversity of Chinese ethnic festivals, enhance recognition of Chinese culture, and cultivate cross-cultural communication awareness. Thinking Quality: Develop logical thinking through analyzing text structure and creative thinking through imitative writing. Learning Ability: Improve independent reading and cooperative learning skills, and form the habit of reflecting on writing. 2. 教学重难点 Key Points: Understand the main content and structure of the reading text, master the key vocabulary (e.g., Naadam, wrestling, archery) and sentence patterns related to festival description, and grasp the basic structure of festival experience writing (introduction, body, conclusion). Difficult Points: Flexibly use past tense and descriptive language to show festival scenes and personal feelings, and integrate cultural connotations into writing to reflect the uniqueness of festival experiences. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students' interest in the topic of festivals, activate their existing knowledge reserve about festivals, and lay a foundation for the subsequent reading and writing tasks. Teachers can start with daily interaction to narrow the distance with students and guide them to enter the learning state quickly. First, the teacher asks open questions to stimulate students' thinking and oral expression: “Boys and girls, do you like festivals? What festivals have you ever participated in? Can you briefly talk about your experience in one of the festivals?” Let students think for 1-2 minutes, then invite 3-4 students to share their answers. Some students may talk about the Spring Festival, Mid-Autumn Festival, or some Western festivals like Christmas. The teacher gives positive comments on their sharing, such as “Your experience is very interesting!” “You described the festival vividly!” to encourage students to participate actively. Then, the teacher shows pictures and short videos of different festivals, including the Spring Festival, Mid-Autumn Festival, Naadam Festival, Carnival, etc. While playing the materials, the teacher introduces briefly: “Today, we will learn about a special festival in China’s Inner Mongolia Autonomous Region — the Naadam Festival. It is a traditional festival of the Mongolian people, full of unique cultural charm. Let’s first read an article about the author’s experience of the Naadam Festival, and then learn to write our own festival experience.” Through this link, students can not only recall their own festival experiences but also have a preliminary understanding of the Naadam Festival, which effectively stimulates their interest in reading the text and lays a good emotional and cognitive foundation for the follow-up teaching. Step 2: Pre-reading (Prediction and Vocabulary Preview) Pre-reading activities are designed to help students predict the main content of the text through the title and pictures, and preview key vocabulary to remove obstacles in reading. This link can improve students' reading efficiency and cultivate their autonomous learning ability. First, the teacher presents the title of the reading text — “My Amazing Naadam Experience” — on the blackboard or multimedia courseware, and asks students to predict: “Look at the title, what do you think the article will talk about? What information can you get from the title?” Guide students to analyze the key words in the title: “amazing” indicates that the author’s experience is wonderful and unforgettable; “Naadam Experience” tells us that the main content of the article is the author’s experience of the Naadam Festival. Students can freely express their predictions, such as “The article may talk about what the author did during the Naadam Festival.” “It may describe the interesting activities of the Naadam Festival.” The teacher summarizes students’ predictions and tells them to verify whether their predictions are correct during reading. Next, the teacher leads students to preview key vocabulary and phrases in the text, which are closely related to the Naadam Festival and festival description. The key vocabulary includes: Naadam, wrestling, archery, horse racing, Mongolian, robe, tent, opening ceremony, competitor, grace, etc. The key phrases include: set off, from near and far, wave one’s arms, be moved by, at the heart of. For each vocabulary and phrase, the teacher explains the pronunciation and meaning, and combines pictures or simple actions to help students understand. For example, when explaining “wrestling”, the teacher can make simple wrestling movements; when explaining “Mongolian robe”, show pictures of Mongolian robes. At the same time, the teacher gives example sentences to help students master the usage of vocabulary and phrases, such as “They set off early to attend the Naadam Festival.” “Mongolians travel from near and far to celebrate the festival.” After previewing the vocabulary, the teacher asks students to read the words and phrases aloud twice to consolidate their memory. This link not only helps students remove the language barriers in reading but also lays a foundation for their subsequent writing, as these vocabulary and phrases can be used in their own festival experience composition. Step 3: While-reading (Intensive Reading and Text Analysis) While-reading is the core link of this lesson, aiming to help students understand the main content, structure and language features of the text, and master the reading skills of grasping key information. This link is carried out in three steps: skimming, scanning and intensive reading, which conforms to the law of students' reading and helps them gradually deepen their understanding of the text. First, skimming. The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. How many paragraphs are there in the text, and what is the main content of each paragraph? Students read the text independently for 3-5 minutes, then discuss with their deskmates for 2 minutes, and finally share their answers. The teacher summarizes: The main idea of the text is the author’s first experience of the Naadam Festival in Inner Mongolia, which describes the festival’s activities and the author’s feelings. The text is divided into 5 paragraphs: Paragraph 1 is a brief introduction to the Naadam Festival (time, meaning and core activities); Paragraph 2 describes the scene before the festival starts; Paragraph 3 introduces the wrestling competition; Paragraph 4 introduces the archery and horse racing; Paragraph 5 expresses the author’s feelings and expectations for the next festival. Through skimming, students can quickly grasp the overall framework of the text and form a preliminary understanding of the text content, which lays a foundation for further intensive reading. Second, scanning. The teacher asks students to read the text again carefully and find specific information to answer the following questions, so as to help students grasp the key details of the text: 1. When does the Naadam Festival fall? How long does it last? 2. What does “Naadam” mean in Mongolian? 3. What are the three core activities of the Naadam Festival? 4. What did the author see when he arrived at the festival? 5. What are the differences between Mongolian wrestling and Olympic wrestling? 6. Why are the horse riders boys and girls? 7. How did the author feel after the festival? Students read the text carefully, mark the key information in the text, and then answer the questions one by one. For difficult questions, the teacher guides students to find the corresponding sentences in the text and analyze them together. For example, when answering the question about the differences between Mongolian wrestling and Olympic wrestling, the teacher guides students to find the sentence “Mongolian wrestling is different from the wrestling in the Olympic Games. There are no rounds, and wrestlers are not separated by weight. The wrestler loses if any part of his body above his knee touches the ground.” and then sort out the key points. Through scanning, students can accurately grasp the detailed information of the text, deepen their understanding of the Naadam Festival, and at the same time improve their ability to find key information quickly. Third, intensive reading. On the basis of skimming and scanning, the teacher guides students to analyze the text structure, language features and writing skills, so as to lay a foundation for imitative writing. In terms of text structure, the teacher asks students to analyze the structure of the text: “What is the structure of this article? How does the author organize the content?” Guide students to summarize: The article adopts a typical narrative structure of “introduction — body — conclusion”. The introduction (Paragraph 1) briefly introduces the Naadam Festival, including its time, meaning and core activities, and puts forward the theme of the article; the body (Paragraphs 2-4) describes the author’s experience in the festival in chronological order, including the scene before the festival, the wrestling competition, archery and horse racing, with detailed descriptions; the conclusion (Paragraph 5) expresses the author’s feelings about the festival and his expectations for the future, echoing the theme of “amazing experience” in the title. In terms of language features, the teacher guides students to analyze the tense, sentence patterns and descriptive language used in the text. First, tense: The article mainly uses the past tense, because it describes the author’s past experience of the Naadam Festival. The teacher asks students to find sentences using the past tense in the text, such as “I experienced the Naadam Festival in China’s Inner Mongolia Autonomous Region for the first time this year.” “I saw a lot of people wearing fancy Mongolian robes.” and explains that the past tense is usually used to describe past events in narrative texts. Second, sentence patterns: The text uses a variety of sentence patterns, including simple sentences, compound sentences and complex sentences, making the expression more vivid and rich. For example, the attributive clause “Naadam means ‘games’ in Mongolian, and it is represented by three events: horse racing, wrestling, and archery, which are all so exciting to watch!” enriches the content and makes the sentence structure more complex; the participle phrase “usually lasting for three days” is used to modify the festival, making the expression more concise. Third, descriptive language: The author uses a lot of descriptive words and sentences to show the scene of the festival and personal feelings, such as “fancy Mongolian robes”, “amazing performances”, “show of strength and grace”, which make the scene vivid and let readers feel the author’s feelings intuitively. The teacher asks students to find such descriptive language in the text and read it aloud, experiencing the charm of the language. In addition, the teacher guides students to pay attention to the author’s emotional changes in the text: from the expectation before the festival to the surprise and moved during the festival, and finally to the unforgettable feeling after the festival. This emotional line runs through the whole text, making the article more touching. The teacher reminds students that when writing their own festival experience, they should also pay attention to expressing their true feelings and forming a clear emotional line. Step 4: Post-reading (Consolidation and Application) Post-reading activities aim to help students consolidate the knowledge and skills learned in reading, further deepen their understanding of the text, and lay a foundation for the subsequent writing task. This link includes two parts: language consolidation and group discussion. First, language consolidation. The teacher designs some exercises to help students consolidate the key vocabulary, phrases and sentence patterns learned in the text. The exercises include: 1. Fill in the blanks with the correct form of the given words (Naadam, wrestle, archery, move, grace); 2. Translate the following sentences into English (using the key phrases and sentence patterns learned); 3. Rewrite the key sentences in the text with other sentence patterns. For example, rewrite “Naadam means ‘games’ in Mongolian, and it is represented by three events: horse racing, wrestling, and archery, which are all so exciting to watch!” into “In Mongolian, Naadam stands for ‘games’, and its three core events are horse racing, wrestling and archery, all of which are extremely exciting.” Students complete the exercises independently, then check the answers with their group members, and the teacher explains the difficult points. Through these exercises, students can further master the usage of key vocabulary and sentence patterns, and improve their language application ability. Second, group discussion. The teacher puts forward the discussion topic: “After reading the article, what do you think of the Naadam Festival? What are the similarities and differences between the Naadam Festival and the festivals you have participated in? What can we learn from different festivals?” Students are divided into groups of 4-5, and discuss the topic freely for 5-7 minutes. During the discussion, the teacher walks around the classroom, guides students to express their views actively, and helps them solve the problems encountered in the discussion. After the discussion, each group sends a representative to share their discussion results. For example, some groups may say that the Naadam Festival is very distinctive, reflecting the bravery and enthusiasm of the Mongolian people; some groups may compare the Naadam Festival with the Spring Festival, pointing out that both festivals are occasions for people to gather and celebrate, but they have different customs and activities. The teacher gives positive comments on each group’s sharing, and summarizes: Different festivals have different cultural connotations, but they all carry people’s yearning for a better life. We should respect the diversity of cultures and learn from different cultural experiences. Through group discussion, students can not only deepen their understanding of the Naadam Festival and cultural diversity but also improve their oral expression ability and cooperative learning ability. Step 5: Writing Guidance (Imitation and Practice) Writing guidance is the key link to achieve the teaching goal of this lesson. The purpose is to guide students to apply the reading skills, language knowledge and writing skills learned to their own writing, and complete a festival experience composition. This link is carried out in three steps: writing guidance, imitative writing and draft revision. First, writing guidance. The teacher guides students to sort out the writing framework and skills based on the reading text. First, the writing framework: Referring to the structure of the reading text, the festival experience composition should include three parts: introduction, body and conclusion. The introduction should briefly introduce the festival (time, place, background) and put forward the theme (your feelings about the festival); the body should describe your experience in the festival in chronological order, including the scenes, activities and your feelings during the festival, with detailed descriptions; the conclusion should summarize your experience and express your feelings and expectations. Second, writing skills: 1. Use the past tense to describe past events; 2. Use a variety of sentence patterns (simple sentences, compound sentences, complex sentences) to enrich the expression; 3. Use descriptive language (adjectives, adverbs, participle phrases) to show the scene and feelings; 4. Form a clear emotional line to make the composition more touching; 5. Use the key vocabulary and phrases learned in the text to improve the language standardization. In addition, the teacher provides a writing outline and some useful sentence patterns to help students carry out writing. The writing outline is as follows: 1. Introduction: When and where did you celebrate the festival? Who did you celebrate with? What is your general feeling about the festival? 2. Body: What did you do before the festival? What did you see and do during the festival? What impressed you most? How did you feel at that time? 3. Conclusion: What do you think of this festival? What have you learned from it? Do you look forward to the next festival? The useful sentence patterns include: 1. I experienced... for the first time this year, and it was an amazing/unforgettable experience. 2. The festival falls on..., usually lasting for... 3. When I arrived at..., I saw... Some were... others were... 4. What impressed me most was... because... 5. I felt... because... 6. This festival not only brought me joy but also let me understand... The teacher explains the writing outline and useful sentence patterns in detail, and gives an example paragraph to help students understand. For example, the example paragraph of the introduction: “I celebrated the Spring Festival with my family in my hometown this year. It falls on the first day of the first lunar month, usually lasting for 15 days. It was an unforgettable experience that filled me with joy and warmth.” Second, imitative writing. The teacher asks students to write a composition about their own festival experience, with the title “My Unforgettable Festival Experience”, requiring that the composition should be no less than 120 words, and should use the writing framework and skills learned, as well as the key vocabulary and phrases in the text. Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties. For example, some students may not know how to start the composition, and the teacher can guide them to use the useful sentence patterns provided; some students may lack detailed descriptions, and the teacher can remind them to add descriptive language to show the scene and feelings. During the writing process, the teacher reminds students to pay attention to the correct use of tense, sentence structure and punctuation, and to ensure that the logic is clear and the feelings are true. Third, draft revision. After students finish writing the first draft, the teacher guides students to carry out revision work, which includes self-revision, peer revision and teacher revision. First, self-revision: Students read their own compositions carefully, check whether there are errors in tense, vocabulary, sentence structure and punctuation, whether the structure is complete, whether the descriptions are detailed, and whether the feelings are true, and revise the errors and deficiencies. Second, peer revision: Students exchange their compositions with their deskmates, and revise each other’s compositions according to the revision standards (structure, language, content, feelings). The revision standards are: 1. Is the structure complete (introduction, body, conclusion)? 2. Is the tense used correctly? 3. Are the vocabulary and sentence patterns used properly? 4. Are the descriptions detailed and vivid? 5. Are the feelings true and sincere? Students put forward revision suggestions to each other, and then revise their own compositions according to the suggestions. Third, teacher revision: The teacher collects some representative compositions (including excellent compositions and compositions with common problems), comments on them in class, affirms the advantages of excellent compositions, and points out the common problems in the compositions with deficiencies, such as incorrect tense use, insufficient detailed descriptions, and unclear logic, and guides students to revise them. For example, for a composition with insufficient detailed descriptions, the teacher can say: “You have a clear structure, but you can add some descriptive words to show the scene, such as what you saw, heard and felt during the festival, which will make your composition more vivid.” Step 6: Summary and Extension The summary and extension link aims to help students sort out the knowledge and skills learned in this lesson, consolidate the learning results, and extend the learning content to cultivate their comprehensive language application ability and cultural awareness. First, summary. The teacher leads students to review the key content of this lesson: 1. We read the article “My Amazing Naadam Experience”, understood the main content, structure and language features of the text, and learned about the Naadam Festival in Inner Mongolia. 2. We mastered the key vocabulary, phrases and sentence patterns related to festival description. 3. We learned the writing framework and skills of festival experience composition, and completed our own festival experience composition through imitative writing and revision. The teacher emphasizes that reading and writing are closely linked: reading provides models and language materials for writing, and writing can consolidate the knowledge learned in reading. We should pay attention to the combination of reading and writing in daily learning to improve our English comprehensive ability. Second, extension. The teacher puts forward extension tasks to guide students to learn independently after class: 1. Read more articles about different festivals (Chinese and foreign), and accumulate festival-related vocabulary and sentence patterns. 2. Revise and improve your festival experience composition according to the revision suggestions, and hand it in the next class. 3. With your group members, collect information about a foreign festival, and prepare a short report to share in the next class. These extension tasks not only help students consolidate the knowledge and skills learned in this lesson but also expand their horizons, cultivate their autonomous learning ability and cross-cultural communication awareness. Step 7: Homework Arrangement The homework is designed to consolidate the learning results of this lesson and further improve students' reading and writing ability. The homework includes the following three parts: 1. Revise and improve the festival experience composition according to the revision suggestions, and ensure that the composition is logical, vivid and sincere, with no grammatical errors. 2. Memorize the key vocabulary and phrases learned in this lesson, and write 5 sentences using these vocabulary and phrases. 3. Read the reading text again, and write a 50-word summary of the text. The teacher reminds students to complete the homework carefully, and checks the homework in the next class, focusing on the revision of the composition and the mastery of vocabulary and phrases. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $