【新教材】2.4 Reading for Writing 教学设计-人教版高中英语必修第三册

Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。

阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。

青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。

该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。

旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。

教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。

2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。

3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。

4. 能够写一封针对解决青少年问题的建议信。

5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。

教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。

【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。

教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。

e the similar structure and sensory details to describe a place.
教学重点
Identify sensory details in the text and collect expressions used to describe different sensory experiences.
1. Scanning for the sentences
·Ask students to find the sentences:
1)The introductory sentence(s);
2)The ending sentence(s);
3)The transitional sentence between the two parts.
1)Try to add as many sensory details as possible.
2)Try to use rhetoric devices to make vivid descriptions.
3)Try to use past participle to add detailed descriptions.
教学目标
（核心素养）
At the end of the section, students will be able to:
1. identify sensory details in space order in the text;
2.analyze the structure of the text;
Step 2 Reading comprehension
·Show some pictures of Ireland' s countryside and ask students where it 15

普通高中英语（2019版）必修第三册Unit 1 Festivals and Celebrations 教学设计Period 4 Reading for writing该板块的活动主题是“写你的节日经历”( Write about your festival experience从活动标题可知,该板块延续了前一板块的话题,但语言输出形式的要求有所不同。

听说板块( Listening and Talking)：要求学生就各自的过节经历进行口头交流,写作板块的最终目的是要将交流的内容转化为文字,完成一篇有关节日经历的文章。

一般来说,人们大多会在日记、博客日志或旅行攻略中介绍自己独特的节日经历,因此该板块选取了一篇关于“那达慕大会”的日记供学生阅读和模仿写作。

通过阅读和学习这篇日记,学生不仅能够了解我国蒙古族“那达慕大会”这一传统节日,还能从文中感受到蒙古族人民的性格特色、娱乐精神及其浓厚的文化氛围,这也有助于培养学生的文化意识,让学生学会欣赏和珍惜多姿多彩的民族文化。

1. Read the diary about "Naadam Fair", master the content elements of the festival and the features of the text language;2. Can deeply understand the plot of the story according to the cause, process and result of the story, and find out the impact of the rock on different passersby and their emotional and behavioral reactions to understand in detail;3. Able to deeply discuss and reflect on the impact of social development and changes on traditional festivals; able to analyze the text according to reading prehension, prepare for the content conception, framework construction and text writing, and plete the writing of a story review.Importance:1. Guide students to analyze the deep connotation of moral stories through the parison of characters'words and deeds;2. Help students to express their own opinions and opinions based on real life cases;3. Instruct the students to write a clear and structured story review.Difficulties:1. Systematically express my own opinions and opinions on real life cases in English;2. Independently write a story review with clear viewpoints and distinct layers.1. Read the passage in advance, understand the meaning of the new words and phrases in the text and understand the content of the article by referring to the context and the dictionary.2. Understand the literary genre of allegory, the concise and incisively language, the simple but expressive plot, the decorative techniques used and the profound truth of the educational significancerevealed.Step 1 Learning new wordsThe teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text.Step 2 ReadingActivity 11.Students read the 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:(1) Naadam means"games"in Mongolian,and it includes horse racing,wrestling, and archery.(2) Wrestling and horse racing.2.Students read the diary carefully again with the last two questions from activity 1.After reading thediary, the students share their views in groups. Then the teacher asks some students to answer the questions.(3) What in your opinion is the most impressive thing about the festival?(4) What else would you like to know the festival and writer’s experience?Suggested Answers:(3) The horse racing is the most impressive, as it involved little children.(4) The writer did not talk about food or music, but surely they should have been interesting parts ofthe festival.Activity 21.Teacher asks Ss to study organization and language features.Ss read the sentences and rewrite theopening sentences of the article.2.Read the sentences and rewrite the opening sentences of the article.●This was my first time spending three days experiencing the Naadam Festival in China’s InnerMongolia Autonomous Region and it was an enjoyable and exciting experience for me./I'll never forget my experience at the Naadam Festival because it was my first time to watch the exciting Mongolian games of horse racing, wrestling, and archery so closely./I'll always remember my first experience at the Naadam Festival in China’s Inner Mongolia Autonomous Region because it was because it was anenjoyable and exciting experience for me.Step 3 Analyzing article structureActivity 31.Teachers raise questions to guide students to analyze the chapter structure of this diary and thinkabout how to describe the festival experience.(1)What should be included in the opening/body/closing paragraph(s)?(2)How did the writer arrange his/her ideas?(3)What kind of interesting details did the writer describe?(4)How did the writer describe his/her feelings/emotions during the event?2. Students read and pare the three sentence patterns in activity 2. Try to rewrite the first paragraph ofthe diary with these three sentence patterns. After that, students exchange corrections with their partners.Such as:●This was my first time spending three days experiencing the Naadam Festival in China’s InnerMongolia Autonomous Region and it was an enjoyable and exciting experience.●I'll never forget my experience at the Naadam Festival because it was my first time to watch theexciting Mongolian games of horse racing, wrestling, and archery so closely.●I'll always remember my first experience at the Naadam Festival in China’s Inner MongoliaAutonomous Region because it was so amazing to spend three days witnessing a grand Mongolian ceremony.Step 4 Accumulation of statementsActivity 41.Ask the students to read the diary again. Look for sentences that express feelings and emotions,especially those with the ing form and the past participle.Such as:● …horse racing, wrestling, and archery, which are all so exciting to watch.● some amazing performances● I was surprised to see…● I was a little worried about...● feeling really tiredOther emotional statements:●I absolutely enjoyed the archery, too, but the horse races were my favourite part.●I'm finally back home now, feeling really tired, but celebrating Naadam with my friend was totallyworth it.●He invited me back for the winter to stay in a traditional Mongolian tent and cat hot pot. I can’twait!2.In addition to the use of the ing form and the past participle, the teacher should guide the students inthe appreciation of these statements, ask them to memorize them, and encourage them to use them reasonably in writing practice.Step 5 Writing taskActivity 51.Writing preparation.Students review their recent holiday experiences and list in short phrases all theactivities, events and feelings related to the holiday.2. Draw an outline.Students review the discourse analysis method of Activity 2, and fill in the name,content details and emotional feelings of the festival or celebration in the outline form of Activity 3, and draw up the writing outline of the diary.3. Write a first draft.Then write an opening sentence that introduces the topic and overall feeling of thearticle, a rich body paragraph, and a conclusion summarizing the holiday experience.4. Peer review.Students work in pairs to exchange the first draft, review each other according to the sixpoints in activity 3, and write Suggestions for revision.Students further modify the essay based on feedback from their peers.5. Writing and sharing.Students can share and discuss in groups after finishing the revision, and remendexcellent positions to be displayed or read aloud in class.The teacher ments on the students' work, points out the advantages and suggests the modification.In addition, the teacher can also post the excellent position in the classroom for everyone to appreciate.Step 6 Sharing writingActivity 6T call some Ss to share their writing.Step 7 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of thestory according to the causes, process and results;3. Independently plete the relevant exercises in the guide plan.1、通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2、通过本节内容学习，学生能否掌握日记中关于节日见闻的内容要素及文本语言特点；3、通过本节内容学习，学生能否根据故事的起因、经过和结果来深入理解故事的情节，从而了解文章的层次结构；4、深入探讨和反思社会的发展变化对传统节日的影响，能够根据阅读理解对文本进行分析，从内容构思、框架搭建和文本撰写上做准备，完成一篇有关节日活动经历的记叙文写作。

【教案】Reading for Writing 教案一、教学目标：1.1 学生能够通过阅读理解文章的主要内容和观点。

1.2 学生能够运用阅读中所学的知识和技巧进行写作。

1.3 学生能够提高阅读和写作的综合能力。

二、教学内容：2.1 文章主题：选择一篇与学生生活相关的文章，例如关于环境保护、健康生活等。

2.2 阅读技巧：引导学生学习如何快速捕捉文章主旨，理解重要细节，分析作者的观点和态度。

2.3 写作技巧：培养学生运用阅读中所学的知识和技巧进行写作，例如如何表达观点、使用恰当的论据等。

三、教学方法：3.1 阅读理解：采用问题驱动法，引导学生通过回答问题来理解文章内容。

3.2 写作练习：采用模仿法，让学生模仿文章中的写作风格和表达方式进行写作。

3.3 小组讨论：采用小组合作学习法，让学生在小组内交流讨论，共同完成写作任务。

四、教学步骤：4.1 引入：通过与学生生活相关的话题引起学生对文章的兴趣。

4.2 自主阅读：学生自主阅读文章，理解文章内容，回答问题。

4.3 讲解与讨论：教师引导学生对文章进行深入讲解，理解作者的观点和态度。

4.4 写作练习：学生根据阅读中所学的知识和技巧进行写作练习。

五、作业与评价：5.1 作业：学生完成一篇写作练习，要求运用阅读中所学的知识和技巧。

5.2 评价：教师对学生的写作进行评价，给予反馈，帮助学生提高写作能力。

六、教学目标：6.1 学生能够通过阅读理解文章的论点和论据。

6.2 学生能够运用阅读中所学的知识和技巧进行写作，包括如何提出论点、支持论据等。

6.3 学生能够提高阅读和写作的综合能力。

七、教学内容：7.1 文章主题：选择一篇与学生生活相关的文章，例如关于教育、科技发展等。

7.2 阅读技巧：引导学生学习如何理解文章中的论点和论据，分析作者的论证方法。

7.3 写作技巧：培养学生运用阅读中所学的知识和技巧进行写作，包括如何提出论点、支持论据等。

八、教学方法：8.1 阅读理解：采用问题驱动法，引导学生通过回答问题来理解文章的论点和论据。

环节三
Step3 Reading
T: Ask students to read the email and summarize the main idea of each paragraph.
1.Main purpose for the trip
2.Other plans for the trip
3.transport
再次阅读文本，回答每段段意，掌握文本细节信息，培养学生对信息筛选，分析，归纳总结的能力
详细阅读每一段，梳理文章结构信息及语言特点，从宏观到微观，学生掌握文本的组织形式，内容安排，学习仿写
环节五
Step5 Writing
T:Ask students to write an email to Richard and talk about your own travel plan.
be planning to/be going to…
The reason for your plan: amazing
I’ve heard that... and I can’t wait to go.
It is an amazing sight…
…is almost unbelievable.
Other plans for the trip
·A specific purpose?
·A fixed layout(格式)?
·Appropriate language?
·Neat handwriting?
·Does each paragraph have a clear main idea?
·Does the writer use the present continuous tense for future plans?

【教案】Reading for writing教案一、教学目标1. 让学生通过阅读理解文章内容，提高阅读能力。

2. 培养学生从阅读中获取灵感，激发写作兴趣。

3. 引导学生学会运用阅读中的素材和技巧进行写作。

二、教学内容1. 选择一篇适合学生阅读的文章，文章内容要有趣味性，富有教育意义。

2. 引导学生通过阅读理解文章主旨、人物、情节等。

3. 分析文章中的写作技巧，如描写方法、修辞手法等。

三、教学过程1. 课前准备：教师挑选一篇适合学生的文章，准备相关教学材料。

2. 课堂导入：引导学生关注文章，激发阅读兴趣。

3. 自主阅读：学生独立阅读文章，理解大意。

4. 分享交流：学生分组讨论，分享阅读心得，交流对文章内容的理解。

5. 教师讲解：教师针对文章内容进行讲解，引导学生深入理解文章。

6. 写作技巧分析：教师分析文章中的写作技巧，引导学生学会运用。

四、教学评价1. 学生阅读理解能力的提高：通过课堂提问、练习等方式评估学生的阅读理解能力。

2. 学生写作能力的提升：通过课后写作练习评估学生的写作能力。

3. 学生对阅读和写作的兴趣：观察学生在课堂上的参与程度，以及课后主动阅读和写作的情况。

五、教学资源1. 教学文章：选择一篇具有教育意义的文章，如寓言故事、人物传记等。

2. 教学材料：与文章相关的图片、视频等辅助教学材料。

3. 写作练习：设计课后写作练习，让学生运用阅读中的素材和技巧进行写作。

六、教学活动1. 案例分析：教师展示一篇优秀的写作案例，让学生分析其中的写作技巧和构思方法。

2. 模仿练习：学生根据案例中的写作技巧，模仿写作一篇短文。

3. 同伴评审：学生互相交换作品，进行评审，给出建议和意见。

4. 教师点评：教师对学生的作品进行点评，指导学生改进写作技巧。

七、写作策略1. 启发思考：教师提出问题，引导学生思考，激发学生的写作灵感。

2. 构思指导：教师教授构思方法，如思维导图、故事梗概等，帮助学生组织写作内容。

Unit 2 Morals and VirtuesPeriod 4 Reading for Writing教学设计The topic of this part is “Share your opinions about a moral story”．This section focuses on the social responsibility. This reading is a fable A Stone on the Road, which isrich in the educational functions and profound meanings. So students not only should be guided to learn itssuperficial meaning, but understand its inner meaning. Then students should be asked to write commentsabout the story, which aims at making them analyzing the story from the outer to the inner, understandingthe author’s views correctly and expressing their own feelings and opinions by organizing proper language.Concretely, the fable tells that to detect his people’s attitudes to problems, a king put a large stone inthe middle of the main street and hid gold coins under the stone. Then he hid and watched people’sresponse to the stone. Although the stone led to much inconvenience, even complaint, no one was reluctantto remove the stone. At last, an honest youn g girl had it removed, who got the king’s gold coins and praise. In the reading, the speeches like personification, metaphor and symbol are used to uncover the educationaltheme and profound meanings.1. Read quickly to get main idea; read carefully to get the detailed information about the fable.2.Learn the structure of the reading article and language.3.Write a story comment.4.Learn to correct others’ comments.1. Write a story comment.e the structure of the reading article and language.Step 1 Lead in ---Small talkIn our traditional culture, there are a lot of good morals and virtues. Can you list some ?diligence/hard-working; obliging/be ready to help others; perseverance/toughness; thrift/economicDo you know some fables or stories about them?Yu Gong Moved the MountainsHou Yi shot the SunStep 2 While reading ---Task 1 Read the fable and answer the following questions:Q1: What does the fable tell us ?It tells us not to ignore and complain about the problems we meet, but to solve it positively.Q2: What was the king ’s idea for teaching an important lesson to his people ?He put a huge stone in the middle of a street, and watched to see if anyone would move it.Q3: What was the response from most of the people?They just became angry or upset because the stone was in their way.Q4: What did the young girl think and do when she saw the coins ?She thought that the money belonged to someone else and that it should be returned.Step 3 While reading ---Task 2This story pres ented different people ’s emotions and responses when they came across the same problem. Complete the table according to the story.Step 4 Post reading---Pair workQ1: What do you think this fable is trying to tell us?It is trying tell us that we should all take responsibility for our community, society and country.Q2: Was the king wise ? Why or why not ?Yes, he was. Because as a ruler, h e should pay attention to his people ’s morals and virtues. Only having good morals and virtues could make his people live with each other in harmony, and his country may be in control and prosperity.No, he wasn ’t. Because no one learnt anything from his experiment. In the text, the milkman, thewoman with water, the other villagers ignored and even complained about the stone and continued their journey. It seemed that the social responsibility of the majority is too little just because they are busy withpersonexperience emotion response milkmancrashed into the stone angry went away woman with water tripped over the stone sad limped away in tearsother villagers complained about the stone upsetnobody made an attempt to movethe stoneyoung girlsucceeded in moving thestone to the side of the street.tired, surprised wanted to find the owner of the gold.their own things.Q3: Can you list similar things in your life when you felt and acted like the girl or like the other people in the story?I recently saw some children playing on a dangerous balcony, and so I warned them it was dangerous and had them go somewhere else to play. However, often I’m more like the milkman in the story becauseI ’m very busy with my own work and worries.Step 5 Writing ---The Outline Step 6 Writing---Words and phrases1. 寓言fable2. 等着作某事wait to do sth/wait for doing sth3. 负责任take responsibility for/be responsible for4. 成功作某事succeed in doing sth/be successful in doing sth5. 因...让人印象深刻have a deep impression on/upon/impress on/upon with sth 6. 目的purpose7. 鉴于这一原因for the reasonStep 6 Writing---make sentences1. 这个寓言是一个关于一位国王古寓言。

Unit4写作课教案Describe a Place That You Like一、Teaching Objectives1. Students will be able to describe a place they like using appropriate vocabulary and sentence structures.2. Students will be able to organize their ideas into a coherent paragraph.3. Students will be able to use time expressions to describe the time of day or night when they visited the place.4. Students will be able to use transitional phrases to connect their ideas smoothly.二、Key Points and Difficult Points-Key Points: V ocabulary, Sentence Structures, Time Expressions, Transitional Phrases- Difficult Points: Coherence, Organization, Use of V ocabulary and Grammar三、Teaching Process1. Warm-up (5 minutes) -Start the class with a short discussion about a place that students like. This will help to generate interest and prepare the students for the task at hand.2. Presentation (10 minutes) - Introduce the topic "Describe a Place That You Like" and explain the structure of the paragraph. Discuss the key points and difficult points.3. Practice (20 minutes) - Divide the class into pairs and give them a few minutes to brainstorm a place that they like. Then, have each pair present their paragraph to the class. Afterward, discuss the strengths and weaknesses of each paragraph.4. Production (15 minutes) -Have the students write their own paragraph about a place they like. The teacher should monitor and provide feedback throughout this process.5. Homework (5 minutes) - Ask the students to revise their paragraph based on the feedback received during the class.6. Closure (5 minutes) - Review the key points and difficult points once again before ending the class. Encourage students to visit different places and continue practicing their writing skills.四、Learning ActivitiesWarm-up Activity- Begin by asking students to share a place they like and why they like it. Write these down on the board for reference later on.Presentation Activity- Introduce the topic "Describe a Place That You Like" and explain the structure of the paragraph. Discuss the key points and difficult points in detail. Show examples of good paragraphs for reference.Practice Activity- Divide the class into pairs and give them a few minutes to brainstorm a place that they like. Then, have each pair present their paragraph to the class. Afterward, discuss the strengths and weaknesses of each paragraph in detail, focusing on vocabulary, sentence structures, time expressions, and transitional phrases.Production Activity-Have the students write their own paragraph about a place they like. The teacher should monitor and provide feedback throughout this process. Encourage students to use as much descriptive language as possible and to vary their sentence structures.Homework Activity- Ask the students to revise their paragraph based on the feedback received during the class. Encourage them to focus on areas where they struggled during the production activity.五、Assessment Methods1. Written Assessment - Evaluate students' ability to write a well-organized paragraph that describes a place they like using appropriate vocabulary and sentence structures. Check for proper use of time expressions and transitional phrases.2. Peer Assessment - Have students evaluate each other's work, focusing on areas such as organization, vocabulary usage, and sentence structure. This will help identify common mistakes and areas where students can improve.。

Unit2 Reading for writing 名师教学设计第五课时Reading for writing （写作课）课例设计1. Teaching Analysis 教情分析1.1 Teaching objectives-教学目标1.1.1 Language target语言目标1.1.1.1 Key words & expressions重点词汇和短语For comprehending: intend to do, be lost in thought, advise sb. to do, give advice on doing/what to do…, hang up, knock…out (of…), turn over , suggest doing,1.1.1.2 Sentence structures:①… he was able to go to his hometown to relax.P52..②Hr thought he could use his knowledge to find out the best way s for farmers to grow crops and then writhe a book to help them.. P52③He advised farmers to clear weeds from the ground before planting crops. P52 .1.1.2 Ability goals能力目标1.1.2.1 Enable Ss to master the main idea of the reading passage An Early farmer Pioneer. Organic Farming and use the language by reading, speaking and writing. 1.1.2.2 Enable Ss to talk about think critically, using the information from the reading passage and their background information.1.1.2.2 Enable Ss to learn to work in a team.1.1.2.3.Enable Ss to write a report about Jia Sixie’s ideas about faming.1.1.3 Emotion goals情感目标1.1.3.1 Enable Ss to know to do cooperation and learn from other’s life experience.1.2 Important & difficult teaching points-教学重难点1.2.1 Important teaching points-教学重点1.2.1.1Make students master the main idea of the reading passage1.2.1.2 Make students use some reading strategies to get a better understanding of the listening text1.2.2 Difficult teaching points-教学难点How to use what they have read and what they have learnt about farming to write an article.2. Student analysis学情分析2.1 Fundamental state基本情况通过前几节课的学习，学生了解了农业和农耕以及农业先驱袁隆平。

新教材高中英语学案：Welcome UnitListening and TalkingReading for WritingReflect on your learning styles and strategies.Ⅰ. 话题词汇1. reflect on 考虑; 反思2. learning styles 学习方式, 学习风格3. learning strategies 学习策略4. work/study in groups 小组学习5. listen to the teacher and take notes听老师讲并做笔记6. watch videos 看视频7. use flash cards 用教学卡片8. make mind maps 制作思维导图9. keep a learning diary 记学习日记10. organise one’s thoughts 组织某人的想法11. learning goals 学习目标12. make plans for English studies制订英语学习计划13. exchange learning experience 交流学习经验14. improve your reading skills 提高你的阅读技能15. check for new words 查新单词Ⅱ. 情境交际(听录音补全对话)A=Amy L=Li MingA: Hi, Li Ming. Ready for the test? Do you have any 1. study tips for me ?L: Not really. I just listen to the teacher and 2. take notes.A: Oh, group work is my 3. favourite way to learn. I’m an outgoing person, so I like to discuss things. Talking to others helps me remember things.L: I’m not very good a t group work but I have other ways of remembering things.I like using 4. flash cards. They are really effective.A: Hmm. . . Notes and flash cards. . . I think you’re a visual learner.L: Yes, I guess so. I learn best when I look at pictures, so I make mind maps to organise my thoughts. I keep a 5. learning diary, too. I write down what I’ve learnt and my thoughts. It helps me plan my learning and what I need to review for exams. A: Ah, that’s a good idea. I want to try that! My friends and I have a 6. study group. We talk about what we’re learning and help each other. Why don’t you join us?L: Sure, I’d like that.Ⅰ. 话题句式1. I have set goals and made plans for my study this term.我已经为这个学期的学习制订了目标和计划。

高中英语reading for writing优秀教案本教案主要针对高中英语readingforwriting的教学，旨在帮助学生提高阅读和写作能力，培养学生的思维能力和文化素养。

教案设计包括以下内容：一、教学目标1. 了解和掌握reading for writing的基本概念和方法；2. 提高学生阅读和写作能力，培养学生的思维能力和文化素养；3. 培养学生独立思考、分析和解决问题的能力。

二、教学内容1. 什么是reading for writing；2. 如何进行reading for writing；3. 如何写作一个好的reading for writing作品。

三、教学方法1. 教师讲解+学生讨论；2. 阅读+写作练习；3. 学生自主学习+小组合作。

四、教学流程1. 介绍reading for writing的基本概念和方法；2. 讲解如何进行reading for writing，包括如何选择材料、如何阅读、如何记录笔记等；3. 给学生分配阅读任务，要求学生根据自己的兴趣选择适合自己的材料，并记录笔记；4. 学生小组讨论，分享自己的阅读心得和笔记；5. 学生个人撰写reading for writing作品，并互相交流修改；6. 教师进行作品评价，并给出改进意见。

五、教学评估1. 通过学生阅读记录和笔记，评估学生的阅读能力和分析能力；2. 通过学生的作品，评估学生的写作能力和思维能力。

六、教学反思1. 鼓励学生积极参与，提高学生的自主学习能力；2. 帮助学生分析问题、解决问题，提高学生的思维能力和创新能力；3. 引导学生关注文化和社会问题，提高学生的文化素养。

鼓励学生尽可能使用本篇课文中 出现的生词和本节课新学的短语来表 达不同的情感。
Complete the passage with body language.
After the interview, all the candidates(候选人) were waiting outside the room nervously. The result was soon announced and I was told by the judges that I
Body language =____________ + ____________
在阅读中，学生能清晰地认识到可以 利用肢体语言来表达人物情感；同时，进 一步认识到可以用肢体语言的细节描写来 对作文进行语言升级。这也是对后面的写 作训练做必要的语言输入。
Question :
Para. 3
When students are interested or bored,
在课堂上的不同表现;描述其中一张 照片，为阅读做准备。
Classroom body language can help a teacher to know his/her students better.
Activity1: Read for expressions. Activity2: Draw a conclusion:
① Q:In which paragraphs can you find out the answer?
Pay attention to the key words of the question.
② Underline the key words for the answer on your paper.

Section ⅣListening and Talking & Reading for WritingⅠ.核心单词根据音标及词义写出正确的单词1._plate/pleIt/n.盘子；碟子2．adventure/əd'ventʃə(r)/n.冒险；奇遇3．expert /'ekspɜːt/n.专家；行家adj.熟练的；内行的；专家的4．generation/ˌdʒenə'reIʃn/n.一代(人)5．focus /'fəʊkəs/v i.&v t.集中(精力、注意力等)；(使)调节焦距n．中心；重点；焦点6．adult /'ædʌlt/n.成年人adj.成年的；成熟的Ⅱ.拓展词汇根据音标及词义写出正确的单词，并牢记拓展词汇1._youth/juːθ/n.青年时期；青春→young adj. 年轻的；没有经验的2．behaviour/bI'heIvjə(r)/n.行为；举止→behave (v t.&v i.)举动；(举止或行为)表现3．attract /ə'trækt/v t.吸引；引起……的注意(或兴趣)→attraction n．有吸引力的事物；吸引→attractive adj.吸引人的4．addict/'ædIkt/n.对……入迷的人；吸毒成瘾的人→addicted adj.有瘾的；上瘾的；入迷的Ⅲ.重点短语根据汉语意思补全短语1．be attracted to喜爱2．focus on 集中；特别关注3．addicted to 对……很入迷4．have fun 玩得开心5．at the same time 与此同时6．concentrate on 集中注意力7．in a good order 以好的顺序Ⅳ.重点句型1．make it＋adj.＋to do sth.句式But spending too much time online is unhealthy and makes_it_very_difficult_to_focus_on_things_in_life.但是花太多的时间在网上是不健康的，这样就很难把精力集中在生活中的事情上。

2019新人教高中英语必修二Unit4 History and TraditionReading for writing公开课教案Teaching aims:By the end of this period, students will be able to1.Read the article and experience the beauty as the author .2.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.3.Learn to organize an essay with “Introduction---Body---Ending”.4.Learn to judge and correct other essays.Teaching key and difficult points:1.Enable students to analyse the organization and language features of the passage.2.Learn how to write an essay using the “Introduction---Body---Ending” structure.3.Enable students to write an essay from sight, smell, taste, hearing and touch.Teaching procedures:StepⅠWarming upTalk about some places that students like.T:Class,have you ever travelled around? Can you describe a place that you like?S:Yes, of course.I have been to many places like London. It is a traditional place with many places of interest.T:Can you give us more details about London?S:The capital city London is a great place, as it is an ancient port city that has a history dating all the way back to Roman times.There are countless historic sites to explore, and lots of museums with ancient relics from all over the UK.StepⅠReading for the main ideaRead the passage to find out the main idea and try to analyse the structure by drawing a mind map.Suggested answers:Main idea:This passage mainly introduces the beautiful scenery and thetraditions of Ireland.Structure:StepⅠ Reading for detailsRead the text and answer the questions.1.What makes the Irish countryside exciting and inspiring?2.What are the best ways to experience some Irish traditions and culture?3.What is the meaning of “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song”?4.What are the best ways to experience Chinese traditions and customs?Suggested answers:1.Its beauty and how it offers something for all the senses.2.By stopping by a village pub and relaxing with a drink and traditional meal while listening to music and watching dancing./By exploring all different parts of the country and experiencing what the country gives to all the senses.3.It means to not just smell but also breathe in the smell of fresh flowers early in the morning as the birds sing their first song of the new day.4.By travelling to different places and using all your senses to experience everything and by interacting with local people.StepⅠReading for organization and language featuresActivity 1 Analyse the descriptive paragraph.1.Identify and underline the paragraph’s introductory sentence(s) and the ending sentence(s).2.The paragraph talks about different senses in different places.Write the senses and places in the order that they appear.Senses:1.____________Places:1.2.2.3.3.4.4.Suggested answers:1.Introductory sentence:Ireland’s beautiful countryside has always had a great influence on its people and traditions.Ending sentence:And if you introduce yourself to a friendly face,you are more than likely to experience local culture and customs first-hand.2.Senses:1.sight Places: 1.in the green counties and hills2.hearing 2.by the sea3.touch 3.in the mountains4.smell 4.in the mountainsActivity 2 Find out the words that the writer use to describe sensory details.(红色为学生填写部分）Sight a feast for the eyesSmell sweet scentTaste deliciousHearing roar,cries,music of the coast,morning songTouch feel the sun on your skinStepⅠUse what you have learnt in this unit to describe an interesting,exciting,or surprising place.Activity 1Preparations for writingSuggested answers:Topic:My villageBody:1.The sunrise,red,the mountains,children,adults,gold haze,stars.2.Beautiful,quiet,peaceful.3.Delicious daily food.4.The sound of roosters,loud cries,laughter,the sound of birds.5.The smell of hot oil and fragrant spices.6.Everything is good and nice.Activity 2Use your answers to draft a passage about the place.Introduction Make the reader eager toread your writingA striking imageSomething surprisingA quote or questionIn my village,every day starts with a“fire”! The houses turn red as the sun risesabove the mountains.Body TransitionsHelp the reader follow yourideasIn the morning/afternoon/eveningFirst,second,etc.In the north...In the east... Details and examplesUse sensory detailsDo not use general wordsGive examplesWhat can you see,hear,smell,etc.?I learnt a lot.→What did you learn?There were many things...→What?Some people...→Who?EndingLet the reader know that thepassage endsHelp the reader rememberyour writingAt night,the stars come out to tell usthat all is well and my village growsquiet.For now we’ll sleep,and tomorrowthe sun will set us on fire again for a newday!Suggested answers:In my village,every day starts with a “fire”!The houses turn red as the sun risesabove the mountains.Seeing the flames,the roosters sound the alarm.They wake everyone in the village with their loud cries,chasing the children to school and rushing the adults to work.In the evening,a gold haze settles over everything.This is my favourite time of the day,when all work for the day has been completed.When the smell of hot oil and fragrant spices float through the air,I know that it will soon be time for dinner.My neighbours begin to call their children to come home.The birds begin their nightly quarrel over their favourite places to rest.At night,the stars come out to tell us that all is well and my village grows quiet.For now we’ll sleep,and tomorrow the sun will set us on fire again for a new day!Activity 3Evaluate and polish the drafts.1.Exchange e the checklist to give feedback on each other’s draft.2.Polish your drafts and share with your partners.。

Unit4写作课教案Write a Summary一、Teaching Objectives:1. Students will be able to read and prehend a news report.2. Students will be able to identify the main idea and supporting details in a news report.3. Students will be able to write a summary of a news report using appropriate vocabulary and grammar.4. Students will be able to express their own opinions on the news topic.二、Teaching Points and difficulty:1. Understanding the structure of a news report.2. Identifying the main idea and supporting details.3. Writing a clear and concise summary.4. Using appropriate vocabulary and grammar.三、Audience: High school students with basic English language skills.四、Background InformationThe news report is about a recent event that has occurred in a local munity or globally. The event may be related to politics, sports, entertainment, or any other topic that interests the students.五、Instructional MethodsDirect instruction, group discussion, and individual work.六、AssessmentCheckpoints will include reading prehension questions, summarizing exercises, and written reflections on the news topic.七、Teaching Procedure:1. Warmup (5 minutes)●Begin the class by asking students if they have ever read a news report orwatched a news program. Discuss their experiences and why they find them interesting.●Introduce the purpose of today's lesson: to learn how to write a summary of anews report.2. Reading prehension (10 minutes)●Present the news article to the class and ask students to read it silently whiletaking notes on the main idea and supporting details.●After 2 minutes, ask students to share their observations with the class. Discussany questions or confusion they may have had while reading.●Ask students to reread the article and try to identify the main idea and supportingdetails more clearly this time. Monitor their progress and provide assistance asneeded.3. Summarizing Techniques (10 minutes)●Review the handout with summarizing techniques, including identifying the mainidea, understanding subordinate clauses, and finding key information.●Show examples of good summaries from the news article and discuss what makesthem effective.●Have students practice summarizing short passages from the news article on theirown, using the techniques they have learned. Monitor their progress and provide feedback as needed.4. Group Discussion (5 minutes)●In small groups, assign each student a news topic from the class or provided bythe teacher. Have them discuss the topic, identifying the main idea and supporting details, and write a summary using appropriate vocabulary and grammar.●After 2 minutes, have each group share their summary with the class and discussany differences or similarities among their summaries.5. Independent Work (10 minutes)●Have students select a news article of their choice and write a summary of itusing the summarizing techniques they have learned. Encourage them to use their own opinions and insights on the topic.●After 2 minutes, ask students to share their summaries with the class and provideconstructive feedback on their writing skills.6. Closure (5 minutes)●Review the main points of the lesson and emphasize the importance of being ableto read, understand, and summarize news reports effectively in today's world.●Assign homework: students will continue working on their summaries until thenext class session, when they will receive feedback on their progress.。

Unit 2 Reading for writing教学设计-高中英语新教材必修第三册大单元整体教学设计+拼图式阅读（视频+课件+教案）教学设计一、教学目标1.语言知识：学生掌握阅读技巧，能够理解有关生态、环境保护的文章，积累相关词汇和表达方式。

2.语言能力：通过拼图式阅读，提高学生的阅读技能和阅读速度，培养学生的批判思维和写作能力。

3.学习策略：引导学生探索拼图式阅读的学习方法，培养学生的自主学习和合作学习能力。

二、教学重点与难点重点：1.拼图式阅读的技巧和策略。

2.理解文章中有关环保和生态的信息和观点。

难点：在拼图式阅读的过程中，学生如何准确地推理、理解文章的逻辑关系。

三、教学内容与过程1.预习（5分钟）通过幻灯片展示生态和环保的图片，引发学生的思考：这些图片中反映的是什么现象？这些现象对我们的生活和环境有什么影响？如何保护我们的环境和生态？2.拼图式阅读（30分钟）教师先讲解拼图式阅读的技巧和策略，然后将一篇关于环保和生态的文章分成若干小段，放在不同的卡片上，让学生分组进行阅读。

每个小组要根据自己手中的卡片，不断推理和推断，以正确的方式拼接所有卡片上的信息，完成文章的理解和整体的把握。

同时教师也在课堂上监督和指导，协助学生完成阅读任务。

在阅读结束之后，教师可以将整篇文章投影出来，让学生进行全文理解和反思。

3.讨论（20分钟）教师通过提问，引导学生分析文章中的信息和观点。

例如，文章中的信息主要涉及哪些方面？作者对于生态和环保问题有什么看法和建议？对于已经造成的环境污染，我们应当采取什么措施？在讨论中，教师要鼓励学生积极表达自己的想法，并指导学生如何批判性地思考和表达。

4.写作（30分钟）根据文章中的信息和观点，教师让学生展开思考，撰写一篇短文，阐述自己对于生态和环保问题的看法和建议。

同时，教师也要对学生的写作进行指导和反馈，帮助学生提高写作能力。

四、教学资源与评估教学资源：幻灯片，卡片，教材，投影仪。

人教版必修二Unit2 野生动物保护(Reading and Writing)主要内容本板块设计了读写结合的活动，活动主题是“制作高质量的海报”(Make an effective poster)。

保护野生动物需要全社会的参与，对公众进行保护野生动物的教育，唤起公众对野生动物保护的意识和热情，势在必行，功在千秋。

学习内容主要就是从学习海报到制作海报，学习英文实用文体在单元中的地位;与整个单元的联系;与上两节课的联系在前两节课的大量输入的基础上，进行创新型的英文输出，并和生活实际联系在一起。

设计理念基于英语核心素养之思维品质的培养。

青少年既是接受教育的主体，同时也是宣传推广的“大使”。

制作宣传海报需要学生深入了解和研究濒危动物的境况，并思考保护措施。

结合第一课时对海报内容的解读，在本堂课阅读理解海报内容和制作海报的过程中，引导学生进一步掌握和使用海报这种文体，培养学生的社会担当和责任感，以及创新批判能力。

本课亮点准备好纸笔和动物贴纸，分组设计海报招募动物庇护所的志愿者，海报包含内容write an impressive title；centre introduction；situation of animals；what help we need。

制作好了进行展示和分享，并由各组投票，选出最佳海报。

教学步骤1.结合第三课时内容，以P16 课文最后一段If we really want to save the planet, we must change our way of life.导入As teenagers, how can we change our life? What can we do to help animals in need?2.读前预测（图片和标题）3.阅读了解宠物救助中心（Who found it? for what? What have been done? What help do they need? ）4.复习海报的特点（第一课时已学）5.结合前四课时所学，小组活动完成设计成立一个动物救助站，并以海报和report的形式进行介绍和展示（P23 activity2），内容包括：①Founders?②For what?(Learn to describe the serious situation of those animals)(现在进行时被动，第一课时已学)③What have been done? (Learn to express solution to protect animals)（第一、二、三课时有话题铺垫）④What help do they need? (learn to ask for help，学习使用求助句式为第四课时做铺垫)达成具体目标1.了解我们生活中需要帮助和保护的小动物们的生活境况。