(教案)Unit 3 Celebrations—Writing Workshop & Reading Club

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Unit 3 Celebrations
Writing Workshop & Reading Club
【教学目标】
1．学习能力目标

• 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
  

• 用所学的词汇和语言对课文进行复述；
  

• 学生能够借助已知的关键信息，适当补充辅助信息，写出完整的电子邮件。
  

2．语言能力目标

• 能够正确运用以下文章结构顺序连接词进行写作：first ..., then ..., after that ..., finally ...；
  

• 能正确认知并且运用以下词汇和短语：awesome, calm down, uniform, territory, region, ethnic, determine, variety, surplus, symbolise, slice, transit, currency, prosperity, ingredient, offend, growl, provoke, humbly等。
  

3．文化意识目标

• 了解如何正确、恰当进行描述节日以及如何恰当使用顺序连接词；
  

• 了解我国节日饮食文化和西方文化，并从中得到感兴趣的信息。
  

4．思维品质目标
对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道、恰当的语言进行节日描述书写；
（2）正确理解并运用顺序连接词以及动词短语进行恰当表达；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的英语书写节日描述；
（2）能正确、恰当地使用动词短语。
【教学过程】
WritingWorkshop

教学过程	教学活动	设计意图	时间
Step 1 Warming Up for Writing	The teacher will give a topic and some information about the topic, which requires students to describe an event or a festival. If you are going to write about a celebration event you had before, what you will write? Discuss with your partner. What celebration do you want to write about and why? What details do you want to include?	任务型活动：课题引入采取讨论方式，分享写作思路。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。	3分钟
Step 2 Lead-in	This step is to lead the students to learn how to describe an event or a festival. Give students a passage and read the description of a birthday. Answer the following questions. Whose birthday was it? What did the family do to prepare for it? What was the best part of the event? How did Grandpa feel and what did he say?	紧扣上一环节的讨论，通过阅读一篇生日描写，教师引导学生模仿文章书写结构、语言和上下文间的逻辑衔接，以激发学生的兴趣，导入写作课意图。	5分钟
Step 3 Pre-writing	This step is to focus on text structure and language that will be used in the event description. Read the text again. Complete the structure of the text by putting parts in the correct order and then add details. Read the text again and underline all the linkers that are used to link sentences and paragraphs. Then look at the sentences that can be used in your writing.	活动1：该教学过程主要是帮助学生整理教学过程2中的文章顺序和层次。 活动2：该教学过程主要是更进一步帮助学生掌握顺序连接词的使用，并模仿文中使用方式，灵活运用到自己的作文中。	7分钟
Step 4 While-writing	This step is to instruct students to compose their writing. Work out an outline of an event description you’re going to write about. Use the outline and the Writing Help to write your first draft.	该教学过程主要帮助学生构思写作大纲，以完成写作目的。 活动1：构建写作大纲，主要参考教学过程3中的活动1的结构； 活动2：利用列好的提纲，结合写作帮助中提示的内容书写第一遍，建立好草稿，为下一步教学活动提供帮助。	20分钟
Step 5 Post-writing	When the students finish the description, edit it in pairs. Pay attention to the elements, sentence structures and some other things.	完成后的草稿，同桌间进行交换批改，主要看事件描述结构，句式结构以及其他用词方面的问题。	10分钟

Reading Club

教学过程	教学活动	设计意图	时间
Step 1 Warming Up	Teacher shows the titles of the two passages on the screen and lets students choose which topic they are interested in. Choose the passage that most students are interested in to introduce and the other passage will be left for after-class reading.	任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。	3分钟
Step 2 Lead-in	If the topic is Festival Menu: Teacher will let students say some food they ate on Spring Festival. (2) If the topic is The Un-birthday Gift: Teacher will give a picture about Alice’s Adventures in Wonderland and let student share what they know about it.	紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。	5分钟
Step 3 Pre-reading	If the topic is Festival Menu: Teacher will show some food served on Spring Festival on the screen and ask students if they know the meaning of each food. (2) If the topic is The Un-birthday Gift: Teacher will show a picture about Alice and Humpty Dumpty and let students guess what the passage is about.	该教学过程主要是帮助学生更好地了解文章内容。通过文章相关配图，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。	7分钟
Step 4 While-reading	If the topic is Festival Menu: Read the text and answer the following questions: ① Which Spring Festival dishes are believed that they will bring fortune? ② Which dishes symbolise happiness in the new year? If the topic is The Un-birthday Gift: ① Who do you think Lewis Carroll wrote the story for? ②Why was Humpy Dumpty offended when Alice said, “What a beautiful belt you’ve got on”? ③ Were Alice and Humpty Dumpty good friends? How do you know?	该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。	20分钟
Step 5 Post-writing	If the topic the Festival Menu: What cultural meanings can you infer from the names of the dishes? If the topic is The Un-birthday Gift: ① What are some examples of literary nonsense in the text? UNDERLINE the sentences. ② How do you like the story? Why?	该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。	5分钟
Step 6 Homework	Read the other passage left and do the exercise in the textbook. Use what you have learnt and talk about events or festivals with verb phrases and proper description linkers and then write down them.	该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。	5分钟