Unit 1 Festivalsand Celebrations-Reading forwriting教學設(shè)計

該板塊的活動主題是“寫你的節(jié)日經(jīng)歷”( Write about your festival experience從活動標題可知,該板塊延續(xù)了前一板塊的話題,但語言輸出形式的要求有所不同。聽說板塊( Listening and Talking)：要求學生就各自的過節(jié)經(jīng)歷進行口頭交流,寫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。一般來說,人們大多會在日記、博客日志或旅行攻略中介紹自己獨特的節(jié)日經(jīng)歷,因此該板塊選取了一篇關(guān)于“那達慕大會”的日記供學生閱讀和模仿寫作。通過閱讀和學習這篇日記,學生不僅能夠了解我國蒙古族“那達慕大會”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、娛樂精神及其濃厚的文化氛圍,這也有助于培養(yǎng)學生的文化意識,讓學生學會欣賞和珍惜多姿多彩的民族文化。

課件教案

1. Read the diary about "Naadam Fair",master the content elements of the festival and the features of the textlanguage;

2. Can deeply understand the plot of the storyaccording to the cause, process and result of the story, and find out theimpact of the rock on different passers-by and their emotional and behavioralreactions to understand in detail;

3. Able to deeply discuss and reflect on theimpact of social development and changes on traditional festivals; able toanalyze the text according to reading comprehension, prepare for the contentconception, framework construction and text writing, and complete the writingof a story review.

Importance:

1. Guide students to analyze the deep connotationof moral stories through the comparison of characters words and deeds;

2. Help students to express their own opinionsand opinions based on real life cases;

3. Instruct the students to write a clear andstructured story review.

Difficulties:

1. Systematically express my own opinions andopinions on real life cases in English;

2. Independently write a story review with clearviewpoints and distinct layers.

1. Read the passage in advance, understand themeaning of the new words and phrases in the text and understand the content ofthe article by referring to the context and the dictionary.

2. Understand the literary genre of allegory, theconcise and incisively language, the simple but expressive plot, the decorativetechniques used and the profound truth of the educational significance revealed.

Step 1 Learning new words

The teacher showsthe pictures or uses the stick figure to draw the new words or phrases in theteaching text.

Step 2 Reading

Activity 1

1. Students readthe 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:

(3) The horse racing is the most impressive, as itinvolved little children.

(4) The writer did not talk aboutfood or music, but surely they should have been interesting parts of thefestival.

Activity 2

1. Teacher asks Ss tostudy organization and language features. Ss read the sentences and rewrite the opening sentences of the article.

2. Read the sentencesand rewrite the opening sentences of the article.

●This was my first time spending three days experiencing the Naadam Festivalin China’s Inner Mongolia Autonomous Region and it was an enjoyable and excitingexperience for me. /Ill never forget my experience at the Naadam Festivalbecause it was my first time to watch the exciting Mongolian games of horseracing, wrestling, and archery so closely. /Ill always remember my firstexperience at the Naadam Festival in China’s Inner Mongolia Autonomous Regionbecause it was because it was an enjoyable and exciting experience for me.

Step 3 Analyzing article structure

Activity 3

1. Teachers raisequestions to guide students to analyze the chapter structure of this diary andthink about how to describe the festival experience.

(1)What should beincluded in the opening/body/closing paragraph(s)?

(2)How did thewriter arrange his/her ideas?

(3)What kind ofinteresting details did the writer describe?

(4)How did thewriter describe his/her feelings/emotions during the event?

2. Students read and compare the three sentencepatterns in activity 2. Try to rewritethe first paragraph of the diary with these three sentence patterns. After that, students exchange corrections withtheir partners. Such as:

●This was my firsttime spending three days experiencing the Naadam Festival in China’s InnerMongolia Autonomous Region and it was an enjoyable and exciting experience.

●Ill never forgetmy experience at the Naadam Festival because it was my first time to watch theexciting Mongolian games of horse racing, wrestling, and archery so closely.

●Ill alwaysremember my first experience at the Naadam Festival in China’s Inner MongoliaAutonomous Region because it was so amazing to spend three days witnessing agrand Mongolian ceremony.

Step 4 Accumulation of statements

Activity 4

1.Ask the studentsto read the diary again. Look forsentences that express feelings and emotions, especially those with the -ingform and the past participle. Such as:

● …h(huán)orse racing,wrestling, and archery, which are all so exciting to watch.

● some amazingperformances

● I was surprisedto see…

● I was a littleworried about. . .

● feeling reallytired

Other emotionalstatements:

●I absolutelyenjoyed the archery, too, but the horse races were my favourite part.

●Im finally backhome now, feeling really tired, but celebrating Naadam with my friend wastotally worth it.

●He invited meback for the winter to stay in a traditional Mongolian tent and cat hot pot. I can’t wait!

2.In addition to theuse of the -ing form and the past participle, the teacher should guide thestudents 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.Writingpreparation. Students review their recent holiday experiences and list in shortphrases all the activities, events and feelings related to the holiday.

2. Draw an outline. Studentsreview the discourse analysis method of Activity 2, and fill in the name,content details and emotional feelings of the festival or celebration in theoutline form of Activity 3, and draw up the writing outline of the diary.

3. Write a first draft. Then write an openingsentence that introduces the topic and overall feeling of the article, a richbody paragraph, and a conclusion summarizing the holiday experience.

4. Peer review. Students workin pairs to exchange the first draft, review each other according to the sixpoints in activity 3, and write Suggestions for revision. Students furthermodify the essay based on feedback from their peers.