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

必修第一册Unit 1 Teenage Life教学设计Period 4 Reading for WritingTeaching material: Write a letter of adviceTeaching objectives: In this lesson, the students will1. get familiar with and master the text structure of a letter of advice2. grasp the expressions to make suggestions3. write a letter of advice concerning teenager problems4. learn about the physical and mental problems teenagers face in study, extra-curricular activities and growth5. develop the ability to objectively and reasonably analyze teenager problems and figure out solutionsDifficult and focal point: Help the students master the common structure of a letter of advice and its language features; Write a coherent letter of adviceTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching MethodTeaching procedures:Step 1 Lead in1. If you were her, what would you do?2. Can you write a letter of advice to her to offer her your advice?3. How to write a letter of advice?Step 2 Pre-writingActivity 1 Read for detailsRead the letter of advice and answer the questions below.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?Activity 2 Read for evaluation1)Do you think Susan Luo’s advice is useful? Why?2)What other kinds of advice would you give?Activity 3 Read for structure and language features1. Glance through page 18 and figure out how many parts is the letter made up of? What are they?5 parts: Date, Greeting, Body, Close and Signature.2. What is included in Body Part?Find and mark the parts of the letter that match the following points.A. I know what the problem isB. I understand how you feel.C. This is my advice and reasons.D. I think my advice will help.What expressions does Susan Luo use to show her understanding? Circle them in the letter.Can you think of other ways to express understanding?What expressions does she use to make suggestions? Circle them in the letter.Can you think of other expressions to make suggestions?Step 3 While-writingActivity 1 BrainstormingWhat problems does Xu Ting face?What suggestions will you offer to her?How are you going to write your letter of advice? What parts will be included?How are you going to express your understanding?How are you going to offer you suggestions and reasons?How are you going to express your expectation?Activity 2 DraftingDraft your letter of advice to Xu TingStep 4 Post-writing---EvaluationWork in pairs and exchange your drafts. Use the checklist to give feedback on your partner’s draft.☐Are all the parts of a letter included and organized in a good order?☐Does the writer give reasons for the advice?☐Does the writer use proper expressions to give suggestions?☐Does the writer use commas and stops correctly?☐Is the handwriting easy to read?Step 5 PolishingGet your draft back and revise it.Sample Writing10 September 2018Dear Xu Ting,You wrote that you always feel lonely after school because your parents work in another city. I understand how you feel. It is common for teenagers to feel lonely when they live away from their parents. I think you can try joining a volunteer group that helps other people. This will give you a chance to meet and be around others. It will also help you realise that you are not alone in having problems and that many other people have problems, too. Helping other people also makes us feel better. You can also connect with your parents online. Just because your parents are far away, it doesn’t mean you can’t talk to them. I’m sure that you’ll make new friends and get a chance to speak to your parents more often. This will help drive away your loneliness.Best wishes,Susan LuoStep 6 Language points1. Find and underline the following phrases on page 18.It’s not unusual for teenagers of your generation to be attracted to computer games and the online world.But spending too much time online is unhealthy and makes it very difficult to focus on other things in life.。

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 passers-by 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 comprehension, prepare for the content conception, framework construction and text writing, and complete the writing of a story review.Importance:1. Guide students to analyze the deep connotation of moral stories through the comparison 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 significance revealed.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 fe stival 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 experiencin g 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 compare the three sentence patterns in activity 2. Try to rewrite the first paragraphof the 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, andrecommend excellent compositions to be displayed or read aloud in class.The teacher comments on the students' work, points out the advantages and suggests the modification.In addition, the teacher can also post the excellent composition 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 complete 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. 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。

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。

Welcome UnitReading for Writing〖教材分析〗This teaching period mainly deals with reading for writing a profile. Students are expected to learn the knowledge about how to write a profile. The teacher is expected to enable students to master some writing skills concerning a person’s profile and learn to write one.〖教学目标与核心素养〗1. Get students to have a good understanding of how to write a person’s profile properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.〖教学重难点〗1. How to enable students to have a good understanding of a person’s profile.2. How to enable students to write a good profile using some writing skills properly.〖教学过程〗Step 1: Lead inAsk students how to write a profile? What kinds of aspects should be included? It is recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover detailsThe teacher is expected to ask students to read the student profile on page 8 silently and then request students to discuss the questions below. In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.1. What is Ann like?2. What are Ann’s hobbies?3. What is Ann’s dream?4. Where does Thando come from?5. What is Thando’s dream?6. What kind of person is Thando?7. What does “you will never see me without a book or a pen” mean?8. Which profile do you like better? Why?Step 3: Read to sum upAfter learning the passage on Page 8, the teacher leads students to confirm the possible aspects that a profile can include and fill in each part with the information from the student profiles.A Name, age, grade, schoolB PersonallyC Favorite subjectD. Learning style E Hobbies F future plans and dreamsStep 4: Read to write down phrases and sentences:In this step, the teacher asks students to sum up some ideas regarding the following topic:Write down the phrases that Ann and Thando use to describe their personalities and the sentences that they use to describe their learning styles.Step 5: Use what you have learnt to write your own student profile.1. Complete the outline and use it to draft your student profile.Your student profile2. Exchange draftsAfter each student finishes their own profile, they are required to exchange the drafts with their desk mates and evaluate the drafts with the following criteria.Use the checklist to give feedback on your partner’s draft.√Does the profile leave a good impression on your classmates?√Are all the parts in Activity 2 included and organized in a good order?√Are the sentence structures correct?√Do all the sentences begin with capital letters?√Are there any spelling mistakes?。

主题单元分课时教学设计课题 指向学科核心素养的高中英语主题教学 (第5课时)课时类型reading for writing学时40分钟教学素材PPT,黑板,白板；指导思想与理论依据《普通高中英语课程标准》明确提出：发展学生英语语言技能，就是使学生能够通过听、说、读、看、写等活动，理解口头和书面语篇所传递的信息、观点、情感和态度等；并能利用所学语言知识、文化知识等，根据不同目的和受众，通过口头和书面等形式创造新语篇。

教师要引导学生充分利用语篇知识有效地获取和传递信息，表达观点和态度，达到运用语言与他人沟通和交流的目的。

美国西北大学教授Wallace Douglas认为，写作是一个过程，写作课应该教授的是构成写作过程的一步步的操作方法。

许多学者都将写作看成是一种复杂的、循环式的心理认知、思维创造和社会交互的过程，提倡注重学生作为写作主体的能动性。

写作的过程被分为pre-writing、drafting、revising、editing等阶段，各阶段间不是简单的线性顺接关系，而是一种循环往复的过程。

内容分析/语篇研读/文本分析What本课语篇是实用性文本，其文体为博客，内容是三名网友对Wang Le在网上提出的“英语学习最大的困难是什么？”这一问题的回答，其中，Liu Wen, Jia Xin和 Li Rui 的回复各有侧重，其回顾了自己英语学习的经历，并分别提出了听母语人士讲英语、得体使用英语、记忆单词上的困难，并且在文中表达了求助的想法，希望自己的困难能够得到解决。

Why文章中，三名发帖人通过叙述自己学习英语的经历，向读者分享自己学习英语的历程和遇到的困难，展示英语学习的方法，并激发读者对解决语言学习问题的热情。

同时，文中跟帖者关于上一名网友问题的解答，旨在给具有同样困惑的学生以启发。

引导学生反思和总结自己在英语学习中遇到的困难，并积极探索解决方法。

How本课语篇属于非正式文体，体现了网络博文的典型特点，在语言运用上，三段跟帖语言简洁、用词灵活，风格随意，个性化强。