人教版新教材导入单元reading for writing
【新教材】1.4-Reading-for-Writing-教学设计-人教版高中英语必修第三册
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。
人教版必修三第三单元-reading-for-writing课文ppt课件
Bluegrass p34
蓝草音乐 (Bluegrass
Music), 乡村音乐的另一个分
支，以Bill Monroe的乐队 (Bluegrass Boys) 来命名，其
标准风格就是硬而快的节奏；高而密集的合声；并且显著
地强调乐器的作用。 最初作为一种乡村音乐继续发展的同
时能够保存其纯净性的方法而存在着，后来蓝草发展成为
① What information is included in the introduction?Tick the items that are mentioned. ② Underline the sentences (that are used to describe the items above.)
kinds of traditional Chinese herbal medicine can
be found,too,and there are Chinese tea stores,
(where visitors can taste and buy yarieties of
Chinese tea.)
n.景点
(attractian) The Chinatown in San Francisco is the biggestlin America,
and also the oldest. It is a very popular tourist draw(that 定从
receives more visitors each year than even the Golden Gate
chess,and people practising tai chi.
11
Paragraph4 Business and Industries
人教版新教材高中英语必修一导学 WELCOME UNIT Section Ⅶ Reading for Writing——个人小档案
10
基础·自主学习
核心·互动探究
亮点表达 1.I was born in Beijing on Oct.12，2003.
我于2003年10月12日在北京出生。 2.Born of a poor clerk’s family，she had little schooling.
出生于一个贫穷小职员家庭，她几乎没上学。 3.Collecting stamps not only gives me great satisfaction but also helps me relax under the
Name：____________
Age：____________
Grade：____________
School：____________
Personality：____________
Favourite subject：____________
Learning style：____________
Section Ⅶ Reading for Writing——个人小档案
本单元的写作任务是写一篇个人小档案，介绍自己的基本情况。 Ⅰ.Pre-writing (Ⅰ)Learning to write after the model
My name is Ann Wells and I’m a Grade 10 student at Lakeside High School.I’m an active person and I love sports.I’m curious about everything.I often ask questions，but I learn best by doing.My favourite subject is physics.Dancing and skating are my hobbies， and I also like to read short stories.I plan to become an engineer in the future.
新教材人教版高中英语必修三 U2 Reading for Writing课件
Briefly summarize the story. Discuss the setting, the main character(s) and the main events or problems that the characters experience. Do not give the ending away!
sad
limped away in tears
plained about the
stone
upset
nobody attempted to move the stone
saw the stone, said to herself
tired, surprisedpmuigshhet,ds…u weeitdheadllinher
问题导学 4’
Pre-reading
挡路的石头
The stone in the road
1. By a ident or on purpose? 2. Who placed it? 3. Why?
The stone on the road
路上的石头
第八页，共四十二页。
While-reading
1. What is the passage mainly about?
_p_la_i_n_a_b_o_u__t __ the problem
Conclusion: we should all take responsibility for our munity
第十四页，共四十二页。
the effects of King’s idea
wise or not?
The milkman, the woman with her water pot, and the other villagers continued on their travels without having changed their attitudes at all
Unit 1 Reading for Writing 高中英语人教版2019必修第一册
Bodypara. ____
Describe the festival in ________:activities + feelings
Give a brief ____________ of the experience:evaluation (评价) + feelings
I’m finally back home now…
On the first day….
Tip: To make our article more organized, we can follow the time order when writing.
Time order
Step Four Reading
Learning Objectives
Mongolian steppes(grassland)蒙古大草原
Have you ever been to Inner Mongolia? What’s your impression of it?
Step 1 Lead-in
roast mutton蒙古烤全羊
Opening para. ____
Closingpara. ____
State the ______: what, when, where, who...
1
2-4
5
topic
detail
summary
有关节日经历的记叙文结构
首段
中段
末段
点明__________
介绍__________
Match the main idea with each paragraph.
人教版英语必修三第三单元reading for writing教案
人教版英语必修三第三单元reading for writing教案Unit 3 Reading for Writing教案。
【教学目标】。
1.学生能够了解和认识一些重大节日的传统方法和历史。
2.通过阅读和写作技能的练习，学生能够提高自己的英语水平。
3.帮助学生在词汇、语法和写作方面提高自己的技能。
【教学重点】。
1.学生必须熟悉传统的节日和庆典。
2.通过阅读文本，学生应该能够理解不同的庆典和文化。
3.学生必须能够用英语发表意见和写作思考。
【教学难点】。
1.如何根据文本理解文化和庆典活动。
2.提高学生的写作技能和口语表达能力。
3.如何评估学生的写作和口语表达能力。
【教学方法】。
教师主导教学，黑板讲解，学生讨论，学生阅读练习，学生写作，小组互动，学生演讲，并采用查询等策略。
【教学步骤】。
Step 1 概述课程和目标。
教师向学生介绍第三单元的主题，根据课程目标和学生预期的技能水平，让学生明确学习目标和期望能够达到的技能和知识。
Step 2 学术词汇表和口头表达。
教师为学生提供一个专业术语的列表，这些术语与节日和庆典有关，或与文化和习俗有关。
教师会冷静地对每一个术语进行解释。
后，要求学生反复说这些术语，以尽量熟练掌握，并进行口头练习，确保学生能够在英语中表达自己的想法。
Step 3 阅读理解和分析。
教师分配课文，有可能包括多个篇章，帮助学生用所学的技能加深对文本的理解和评估。
教师可以要求学生回答问题，或寻找关键内容。
学生们可以自由地解释课文。
教师可以通过黑板引导讨论，协助学生更好地理解文本。
Step 4 串讲和口头演讲。
要求学生口述内容，并向同学们展示他们的批判性思维，看看他们能否进一步理解所学到的新知识。
通过“串课”和口头演讲，学生可以更深入地了解自己的思维和理解。
Step 5 搜集资料、撰写文章。
学生阅读文本，了解庆典和历史文化的细节，并搜集资料，构建自己的写作思路，写下自己的文章。
Step 6 小组分享和讨论。
新人教版必修(一) unit one：reading for writing
Unit 1 Teenage Life
Reading for writing （a letter of advice）
1
English Learning
Pre-reading
本单元的写作任务是读一封建议信，了解建议信的结构和语言特征，然后
再写一封建议信。
Ⅰ.Pre-writing
8
English Learning
Step 3 Draft the article by using the following words and phrases. however，to begin with，in addition，last but not least
15 Sept，2019 Dear Su Ru，
(Ⅰ)Learning to write after the model
10 September，2018 Dear Worried Friend，
You wrote that you are very worried about your friend，Chen Lei. I understand
⑦_lo_o_k__fo_r_w_a_r_d_t_o 盼望，期望
⑧_b_e_w__o_rr_ie_d__a_b_o_u_t __ 对…… 担心
⑨_b_e__a_tt_ra_c_t_e_d_t_o 喜爱
⑩_b_e__a_d_d_ic_t_ed__to_ 对……上瘾
⑪_c_o_n_c_e_n_tr_a_t_e_o_n 集中精力于
I hope you will find these ideas useful. All the best. Yours， Li Hua
【教案】Unit+5Reading+for+writing+教学设计人教版高中英语必修第一册
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。
新人教版高一英语必修1unit3 reading for writing
1
Section Ⅶ Reading for Writing ——有关身心健康的比较说明文
教学目标：本单元的写作任务是读一篇关于健康的文 章后，写一篇有关身心健康的比较说明文。
2
基础·自主学习
核心·互动探究
and
what’s the result.
13
基础·自主学习
核心·互动探究
2.Sentences
①我经常忙于学习，因此没有时间休息。(so) I w_a__s_o__f_te__n__b_u__s_y__w__it_h__m___y__s_t_u_d__y_，___s_o__I_h__a_d__n__o__t_im___e_t_o__h__a_v_e__a__r_e__s_t_. __
_I _go_t_t_o_r_e_al_iz_e__th_e_i_m_p_o_r_ta_n_c_e_o_f_b_a，lancing rest and study Ra_th_e_r _th_an_s_tu_d_yi_ng_a_ll_t_he_t_im_e_，_I _be_g_an_t_o _sp_a_re_so_m_e_ti_m_e_to（hav不e a是rest
2.Self-confidence: What can you do to become more confident and feel better about yourself?
3.Stress: How can you plan your work and make sure that you also have time to rest and relax?
The pwreeisgehntt: I became ________ and I became both_______ and
人教版新教材必修一unit 3 Reading for writing
Unit3 Sports and Fitness
Reading for writing
Write a page in a wellness book
In a wellness book, students exchange ideas about health and fitness by sharing his or her opinions and experiences.
Now I don't drive to work. ___I_n_s__te__a_d____, I start to walk to work.
I used to drive to work____b_u__t____ now I start to walk to work.
I used to drive to work. _H__o__w__e_v__e_r__, now I start to walk to work.
her thinking?
A5:.2thdeiefto:otdo yeoaut nroergmulalrllyy efoart 5anddaydsrionfkthe week,
√Bbu. at olinmlyiteadtovrecroynlittrtolelled aomn tohuenot tohfefrootwdo days.
want to be able to do 30 push-ups”. Rather than
rather than，instead of
cutting out the foods I enjoyed, I added healthy foods to my meals. I could still have a burger now
新人教版高中英语必修一Welcome Unit-Reading for writing课件
My friend, Chen Lei, plays computer games too often and spends too much time online. I’m very worried about him. What should I do?
Xu Ting, 14, Hangzhou
a Worried Friend
Reading
What format (格式） does a letter of advice have？
Reading
Susan Luo has written a letter of advice to Mark .
Date
Greeting(问候)
Body
Close
4 writing a letter to a professional adviser
5 ringing help hotlines
...
Eric, 15, Chicago
My parents won’t listen when I tell them things. I guess it’s because they’re adults and can’t understand me. Do you have any suggestions?
2. Is Susan Luo’s advice useful? Why or why not?
Perhaps the advice is useful, because it is always good to talk to friend about his or her problems and offer advice.
英语人教版高中必修一(新课标)教案Unit1 Reading for Writing 教案
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。