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Book3 Unit1 Festivals and Celebrations Reading for writing教学设计
Comprehensive teaching and learning objectives
By the end of this period, the students will have been able to:
1. Thoroughly analyze and understand the text about a festival experience, and master its organizational structure, language features, and writing techniques.
2. Skillfully apply the learned knowledge to write a vivid and detailed passage about a festival or celebration they have participated in, with a clear structure, rich details, and proper expression of emotions.
3. Improve their critical thinking ability through in depth reading and writing practice, and enhance their cultural awareness by exploring different festival cultures.
Teaching and learning important points
1. Deep level reading comprehension to fully understand the organization, language features, and writing methods of the festival celebration experience description.
2. Conducting effective writing training to help students write high quality essays about festival experiences.
Teaching and learning difficult point
1. Guiding students to internalize the writing skills from reading and apply them flexibly in their own writing, such as using various descriptive methods to make the writing more vivid.
2. Helping students express their unique feelings and experiences in the writing, and avoid writing in a stereotyped way.
Teaching and learning procedure
Step 1 Review
Activity 1 Review
1. Organize a group competition. Divide students into several groups. Each group takes turns to recall and write down the expressions and new language items learned in the previous period on the blackboard within a limited time. The group with the most correct and complete answers wins.
2. Select some students to share their answers and explain the usage of key words or expressions, such as some festival related vocabulary like "celebration", "custom", "ritual", and phrases like "dress up in traditional clothes", "light up lanterns" etc.
Step 2 Reading for writing
Activity 2 Pre reading
1. Show some pictures or short video clips of different festivals around the world, including both well known festivals like Christmas and Spring Festival, and some less common ones. Let students watch and then have a 3 minute group discussion.
2. After the discussion, each group selects a representative to answer the following questions:
Which festival in the pictures or videos impressed you the most Why
If you were to introduce this festival to a foreign friend, what aspects would you focus on
Activity 3 Reading comprehension
1. Skimming:
Ask students to quickly read the first sentence of each paragraph and the notes beside the text. Then, they work in pairs to complete a mind map about the general idea and structure of the text. One student draws the mind map on a piece of paper, and the other explains it.
Present the following questions and let students answer based on their skimming:
What is the main topic of the text
How many parts can the text be divided into What are the functions of each part
2. Scanning:
Let students read or listen to the diary entry carefully to find specific information. They need to fill in a form with details about the festival in the text:
|Festival Name|Meaning|Included Events|Notable Customs|Most Impressive Thing|
|Naadam Festival|“games” in Mongolian|Horse racing, wrestling, archery|Wrestling and horse racing|Horse racing with little children|
After filling in the form, students can compare their answers with their partners and have a short discussion to correct any mistakes.
3. In depth reading:
Pose a series of in depth questions for students to think about and discuss in groups:
How does the writer use time related words or phrases to make the description of activities more organized
What are the advantages of using adjectives, adverbs, and verbs to describe feelings Can you find some examples and analyze them
If you were the writer, what other details would you add to make the festival description more vivid
Activity 4 Studying the organization and language features
1. Sentence pattern transformation:
Besides the given sentence patterns, introduce more sentence patterns for students to rewrite the opening sentence of the article. For example:
The moment I participated in... was an unforgettable experience for me.
Participating in... was like opening a door to a whole new world of joy and excitement for me.
Let students practice rewriting in their notebooks and then share their rewritten sentences with the class.
2. Analysis of emotional expressions:
Ask students to underline all the sentences that describe the writer's feelings and emotions again. Then, they classify these sentences according to the types of feelings (such as excitement, surprise, worry, etc.).
Select some sentences and let students analyze how the use of adjectives, adverbs, and verbs makes the feelings more vivid. For example, in the sentence “I was quite moved by their show of strength and grace”, “quite” intensifies the degree of “moved”, making the emotion more prominent.
3. Summary of organizational and language features:
Guide students to summarize the organization of the text and the features of a diary entry in more detail.
Organization:
Opening: In addition to basic information, it can also start with a rhetorical question or a striking statement related to the festival to arouse readers' interest.
Body: Can use flashbacks or foreshadowing to make the narrative more interesting while following the time order.
Closing: Besides summarizing feelings, it can also end with a question or a prediction about the future of the festival.
Features:
Person: First person narrative makes the story more personal and real.
Tense: Explain the usage scenarios of different tenses in more detail. For example, the simple past tense is mainly used to describe past events, while the simple present tense can be used to express general facts or feelings that still hold true, and the simple future tense can show anticipation or plans related to the festival.
Content: Encourage students to add more sensory details, such as what they smelled, tasted, and touched during the festival, to make the writing more immersive.
Order: Although generally in time order, it can also be adjusted appropriately for special effects, like starting from the most exciting part and then going back to the beginning.
Step3 Writing
Activity 5 Writing guidance
1. Idea generation:
Before filling in the table, let students have a 5 minute free writing session. They write down any thoughts, memories, and feelings related to the festival or celebration they want to write about without worrying about grammar or structure.
Then, they start to fill in the table with more organized ideas. Teachers can walk around the classroom to offer individual guidance.
2. Use of expressions and sample analysis:
Provide more useful expressions for different aspects of festival writing, such as:
Expressions for festival origins: “...dates back to...”, “...has its roots in...”
Expressions for festival atmosphere: “The air was filled with the smell of... and the sound of...”, “The whole place was in a festive mood.”
Analyze the sample writing in more detail. Point out the good points, such as how the writer uses transition words like “Then”, “After that” to connect different parts of the description, and how to use descriptive language to make the activities and feelings more vivid. Also, analyze the structure of the sample writing, like how the opening grabs the reader's attention and how the closing sums up the experience.
Activity 5 Writing practice
1. Writing standards:
Explain the evaluation criteria in more detail. For example, in terms of content, the writing should have a clear main idea, sufficient details, and a logical flow. In terms of language, grammar and vocabulary usage should be accurate, and there should be a variety of sentence structures. In terms of organization, the writing should follow a clear structure with an appropriate opening, body, and closing.
Let students read the evaluation criteria carefully and highlight the key points.
2. First draft writing:
Give students enough time to write the first draft. Encourage them to use the knowledge and expressions they have learned in this class. Teachers can play some soft music to create a relaxed writing atmosphere.
3. Peer review:
If time permits, let students exchange drafts with a partner. Provide a more detailed checklist for peer review, such as:
Is the opening interesting Does it clearly introduce the topic
Are the activities in the body described in an organized way Are there enough details
Are there any grammar or spelling mistakes
Does the closing effectively summarize the experience
Partners read each other's drafts carefully, mark the problems with different colors, and write down their suggestions for improvement.
Step 4 Evaluation and summary
Activity 6 Self evaluation
1. Guide students to reflect on their learning from multiple aspects:
Reading comprehension: Ask students to think about not only their understanding of the text content but also their ability to analyze the text structure and language features. They can give specific examples to illustrate their strengths and weaknesses.
Writing performance: Let students evaluate their own writing in terms of content, organization, language, and creativity. They can compare their writing with the sample and the evaluation criteria to find areas for improvement.
Improvement plan: Based on their self evaluation, students write down a short plan on how to improve their writing after class, such as reading more festival related articles, practicing writing regularly, or asking teachers or classmates for help.
Activity 7 Summary
1. Text reconstruction:
Select some students to reconstruct the text about the Naadam Festival in their own words. This can help them better understand the text and also improve their language expression ability.
2. Emphasis on key points:
Summarize the main contents of this period again, emphasizing the organization and language features of a diary entry about a festival experience. Use mind maps or flowcharts to visually show the key points for better memory.
Homework
1. Writing improvement:
Ask students to complete and polish the first draft according to the feedback from peer review and self evaluation. They should also pay attention to improving the language, adding more details, and making the structure more logical.
2. Cultural exploration:
Ask students to read more texts about different festivals from various sources, such as books, websites, or magazines. They need to collect interesting information about the festivals, including their unique customs, cultural meanings, and historical backgrounds, and be prepared to share it in the next class.

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