Unit1ReadingforWriting名師教學(xué)設(shè)計課時內(nèi)容Writeaboutyourfestivalexperience主題語境：人與社會主題群：歷史、社會與文化子主題：不同民族文化習(xí)俗與傳統(tǒng)節(jié)日——內(nèi)蒙古那達(dá)慕大會語篇類型：記敘文——節(jié)日經(jīng)歷文本分析：本節(jié)課提供一篇個人參加內(nèi)蒙古那達(dá)慕大會的經(jīng)歷“MyAmazingNaadamExperience”，文章共分五段：第一段簡單介紹了節(jié)日的名稱、時間、地點和活動等，第二段描述節(jié)日開始的周圍環(huán)境，第三、四段描述節(jié)日的主要活動，最后一段簡要總結(jié)參加本次節(jié)日的經(jīng)歷。語篇主題與本單元主題語境相關(guān)，文本結(jié)構(gòu)清晰，語言簡潔精煉，能夠為寫作提供很好的范本。課時目標(biāo)1.通過閱讀一篇個人參加內(nèi)蒙古那達(dá)慕大會的經(jīng)歷，獲取寫個人經(jīng)歷的主要內(nèi)容和寫作特點。2.學(xué)習(xí)用恰當(dāng)?shù)恼Z言和格式寫個人參加一次節(jié)日的經(jīng)歷。3.培養(yǎng)學(xué)生批判性思維，引導(dǎo)學(xué)生對中國傳統(tǒng)節(jié)日進(jìn)行批判性思考。重點難點重點：獲取并梳理出內(nèi)蒙古那達(dá)慕大會的舉辦時間、地點、目的、主要活動等文本信息和文本特點。難點：用恰當(dāng)?shù)恼Z言和格式記敘個人參加一次節(jié)日的經(jīng)歷。教學(xué)準(zhǔn)備教師準(zhǔn)備：內(nèi)蒙古那達(dá)慕大會的相關(guān)資料、照片及視頻。學(xué)生準(zhǔn)備：復(fù)習(xí)描述節(jié)日的相關(guān)詞匯。教學(xué)過程StepI學(xué)習(xí)理解活動一：感知與注意1.AsmalltalkAskstudentstolookatthepicturesanddiscusswhattheydoandwhichactivitytheylike.2.PredictAskstudentstodiscussthetitle:MyAmazingNaadamExperience,andtrytopredictwhatthetextismainlyaboutfromthetitle,wecanknowthetextisaboutSuggestedanswers：Fromthetitle,wecanknowthetextisaboutthattheauthorwenttoChina’sInnerMongoliaautonomousRegionandexperiencedtheMongoliantraditionalfestival-NaadamFestival,whichtheauthorthinksisamazing.活動二：獲取與梳理1.Getthemainideaofeachparagraph.AskstudentstoreadthetextandfindoutthemainideaofeachparagraphA.ThewrestlingcompetitionattheNaadamFestival.B.Abriefintroductionoftheauthor’sexperience.C.ThehorseracesandtheridersattheNaadamFestival.D.ManypeopleattendedtheNaadamFestivalofthefirstday.E.Theauthor’sfeeling.Para.1Para.2Para.3Para.4Para.5Suggestedanswers：Para.1BPara.2DPara.3APara.4CPara.5E2.Getthespecificinformation.Askstudentstoreadthetextandfinishthegraphicorganiser.GraphicorganiserName：Date：Writenotesineachsection.Time:Place:Events:Thestartofthefestivalandsurroundings：Describeindetailthefestivalactivities：Describeindetailthefestivalactivities：Giveabriefsummaryoftheexperience:【設(shè)計意圖】根據(jù)文本特征設(shè)計了結(jié)構(gòu)組織圖，讓學(xué)生獲取文本主要信息，識別語篇特征，為寫作奠定基礎(chǔ)?；顒尤和评砼c論證Askstudentstoreadthetextagainandanswerthefollowingquestions.（1）Whatdoes“Naadam”mean？（2）Whicheventsdoesitinclude？（3）WhatNaadamFestivalcustomsdidyoulearnabout？（4）Whatinyouropinionisthemostimpressivethingaboutthefestival？（5）Whatelsewouldyouliketoknowaboutthefestivalandthewriter’sexperience？Suggestedanswers：（1）Itmeans“games”inMongolian.（2）Itincludeshorseracing，wrestlingandarchery.（3）Wrestlingandhorseracing.（4）Thehorseracingisthemostimpressive，asitinvolvedlittlechildren.（5）Thewriterdidn’ttalkaboutfoodormusic，butsurelytheyshouldhavebeeninterestingpartsofthefestival.StepⅡ應(yīng)用實踐活動四：分析與判斷1.分析文本特征Groupwork：Readthefestivalexperienceagainandtrytoanalysethestructureofit.（1）Whatpartsshouldbeincludedinafestivalexperience？Suggestedanswers:openingparagraph，firstbodyparagraph，secondandthirdbodyparagraph，closingparagraph.（2）Whatshouldwewriteineachpart？Suggestedanswers:OpeningparagraphStatethetopic（e.g.where，whenandwithwhomyoucelebratedthefestival，andalsoyourmainfeeling）FirstbodyparagraphDescribethestartofthefestivalandthesurroundings.Secondandthirdbodyparagraph：Describeindetailthefestivalactivities.Closingparagraph：Giveabriefsummaryoftheexperience.2.賞析語言（Part2，P9）Askstudentstoreadthesentencepatternsbelowandusethemtorewritetheopeningsentenceofthearticle.（1）Thiswasmyfirsttimespending…anditwasanenjoyableandexcitingexperienceforme.（2）I’llneverforget….because…（3）I’llalways...because…【設(shè)計意圖】通過閱讀課文、分析文本特征和賞析語言特征，讓學(xué)生深度閱讀，挖掘主題意義，學(xué)習(xí)語篇的寫作特點。這個活動有助于提高學(xué)生對節(jié)日經(jīng)歷寫作的認(rèn)識和理解，為后續(xù)寫作做了有效鋪墊。活動五：實戰(zhàn)演練（Makeanoutline）Askstudentstomakenotesoftheirideasinthetableandthenwritetheirdraft.OutlineThenameofthefestival/celebration：MainideaofeachparagraphDetailsFeelingsThetopicandmyfeelingHowIpreparedforthefestivalcelebrationThefestival/celebrationactivitiesAsummaryofmyfestival/celebrationexperiend【設(shè)計意圖】本活動為寫作實踐，在寫前設(shè)計了寫提綱活動，學(xué)生根據(jù)自己所經(jīng)歷的節(jié)日或慶?；顒?，分別寫出節(jié)日的名稱、自己的感受、主要活動以及總結(jié)等，降低了學(xué)生的寫作難度，增強(qiáng)了寫作的信心。StepⅢ遷移創(chuàng)新活動六：批判與評價1.Askstudentstoexchangedraftsingroupsoffeandassesseachother’sworkaccordingtothechecklistIsthewritingwell-organised？Isthereanopeningsentenceinthefirstparagraph？Doeseachparagraphincludethenecessarydetails？Doesthewriterdescribehis/herfeelingsandemotions？Doesthewriterusethe-ingformcorrectlyinthewriting？Arethereanygrammar，spelling，orpunctuationerrors？2.Gettheirdraftbackandreviseit.3.Askeachgrouptorecommendastudent’swritingChoosetwooftherecommendationstosharewiththeclass.【設(shè)計意圖】通過小組合作，從標(biāo)題、開篇句、正文細(xì)節(jié)、總結(jié)、語法及拼寫等方面，對組內(nèi)成員的草稿進(jìn)行綜合評價與相互學(xué)習(xí)，加深