人教版高中英语必修三 Unit4 Reading for using_教学设计
【教案】新人教必修三Unit 3 Reading for writing教学设计
教学设计课题：人教版（2019）必修第三册 Unit 3 DiverseCulturesReading for Writing: Welcome to Chinatown!主题语境：人与社会——历史、社会与文化语篇类型：介绍性语篇授课时长：45分钟授课对象：高一（1）班授课教师：指导教师：授课时间：文本分析本课语篇的主题语境是人与社会，该文介绍了旧金山中国城最具代表性的内容，包括该地的居民构成、语言、建筑、商品、饮食风味和人们的活动。
该语篇是一篇典型的带有旅游宣传性质的介绍性语篇，从文章标题“Welcome to Chinatown!”到“总—分—总”的写作结构，客观而全面地描述了旧金山中国城的历史和现状，并呼吁还没有机会去中国的人前往中国城，亲身体验中国传统文化。
语篇共有6段，第一自然段概述旧金山中国城的特点，即它在美国最大、历史最悠久，颇受游客欢迎。
主体部分的四个段落从不同角度带领读者了解旧金山的中国城。
第二段介绍了中国城的起源、居民的构成和当地的主要语言。
第三段继续讲述中国城的历史，包括1906年的地震和城市的重建，并主要介绍了几个有特色的景点。
第四段介绍了中国城的店铺类型及特色产品，包括中草药、茶叶等。
第五段介绍中国城的饮食特点。
第六段重申中国城存在的价值，即它是美国多元文化的重要组成部分，是游客亲身体验中国传统文化的重要场所。
阅读语篇的插图呈现的是旧金山中国城入口处的牌楼，即龙门，大门以绿瓦盖顶，顶上盘龙鱼跃龙门，正上方悬挂“天下为公”牌匾，左右各有一个石狮把门，中国味十足。
学情分析高一年级的大多数同学已具备从高中相应阶段一般难度的文本中提取主要信息的能力。
但是表达能力欠缺，对文中所提到的Chinatown以及相关背景知识了解不多，对介绍家乡的一些关键信息把握不准，写作结构不清晰。
通过对课文篇章结构的分析和主要信息的梳理，有利于学生写作时构建文章的架构，鼓励他们去寻找家乡的独特文化，以及更有效的语言输出。
高中英语_必修三 Unit 4教学设计学情分析教材分析课后反思
Unit 4 Reading教学案Learning aims:I Knowledge aims(知识目标)1.Understanding the general idea of the text2.Remembering key words and phrasesII Ability aim(能力目标)Training and improving the reading abilityIII Moral aim(情感目标)Knowing basic knowledge of the origin of life on earth and raise the awareness of protecting our earth.Procedures:Step1 : RevisionWords: (由学生带领学生复习词汇，扫清词汇障碍) 1.n.学说;理论______________ 2.n.原子______________3.n.pron.万亿;十亿_____________4.n.地球仪;地球___________5.n.大气层;气氛______________6.adj. 基本(础)的______________7.adj.有害的______________8.n.链子;连锁______________9.vt&vi.乘;增加______________10.n.氧______________ 11. vi.存在;生存______________12.adv.因此;于是______________13.n.二氧化碳______________Phrases：1.及时;终于______________2.下蛋______________3. 产生;分娩______________4. 轮到某人______________5. 阻止;制止______________Step 2 :Lead-in （问题导入通过观看视频大体了解相关内容）Do you know some old stories about how life began on the earth? Step3 : Skimming(略读)Read the passage quickly and silently ,then answer the following question.1. What’s the main idea of the text?____________________________________________________________.Step4 : Scanning（细读）（任务阅读，深入掌握）Task 1 Find out the main idea for each paragraph.Para 1 A. How humans appeared and their impact on the earth.Para 2 B.Water is very important for life on the earth.Para 3 C. How the earth formed.Para 4 D.The development of plants and animals on the earth. Para 5 E.It is widely accepted that universe began with a “Big Bang”.Task 2 Put the order of development of life into a timeline.a.Insects and amphibians appearedb.Dinosaurs appearedc.The earth became a solid balld.Small plants grew on the watere.Reptiles appearedf.Plants began to grow on dry landg.The earth was a cloud of dusth.Water appeared on the earthi.Shellfish and other fish appearedj.The universe began with a “Big Bang”k.Clever animals with hands and feet appearedl.Mammals appearedThe right order is_______________________________________________.Enjoy two sentences （重点句子把握）1.What is even more important is that as the earth cooled down,water began to appear on its surface.2.It was not immediately obvious that water was to be fundamentalto the development of life.Step 5 Consolidation (当堂巩固)The universe began with a Big Bang._______began to form and combine to create stars and other bodies, but the earth was just a cloud of dust. Between 4.5 and 3.8 _______years ago the dust settled into a solid______.As the earth cooled down, water, which was to be ___________to the development of life, began to appear on its surface. Small plants grew on the water. They _________and filled the oceansand seas with _________and then shellfish and other fish appeared. Green plants began to grow on land and then insects and __________appeared. When the plants grew into forests reptiles, which produced young by ______eggs, appeared. 65 million years ago the age of the dinosaurs ended, which made__________, which gave______to young baby, rise on the earth.About 26 million years ago some small clever animals with hands and feet, appeared and spread all over the earth.Step 6 Group work （小组活动，情感升华）Have a discussion with your group members:1.Have you heard of global warming ?2.Do you know what has caused it?3.As a student, what shoud you do to protect our earth?Step 7 SummaryStep 8 HomeworkWrite a short composition about the topic you just talked about.学情分析一、语言知识基础：因本篇文章属于说明文，较为抽象，不太好理解，另外，所设计词汇很多也不太常用，因此，在课堂上，老师要先对本单元有本节可内容相关的单词多复习一下，多读，多记，反复呈现几次，这样，有了这些知识铺垫，在课堂学习中他们的学习之路会顺畅一些。
ReadingforWriting教学设计(1)人教版高中英语2
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。
Unit 4 Reading and thinking教学设计-高一下学期英语人教版必修第三册
本文包含主题词汇如，stars,space,universe,travel into space,explore space等。学生在做宇宙探索进展复述时，可以用到的动词词块如：make rockets,escape Earth’sgravity,launch satellite,send people to space,transmit data,step on the moon等;还可以运用表时间顺序的连接词来表达事件先后顺序，如afterwards,over eight years later,following this,when,then,after that, more recently等。文中不定式to do表目的的结构较多。如，首段第二句和第三句中want to learn，work hard to find answer，to carrybrave people和to find out表达宇宙探索的目的。
学情分析
所教授的班级为高一3班，经过前一个学期的学习指导，学生自主学习，合作学习力都有了提升。学生整体的口语表达能力还需要继续培养，两级分化较为明显。
话题知识：学生对于宇宙探索话题很有兴趣，但储备的相关的知识有限，对于具体的机构和名称陌生。
语言能力：学生具有良好的文本阅读能力，能根据图片以及文字的描述，了解文章大意。对于新单词，可以根据上下文理解其意义的能力，但不能使用自己的语言阐述事实和观点。
【How】文本配有三个插图，均为宇宙探索事件图片，分别是阿波罗登月，挑战者号航天飞机事故，玉兔月球车。文章标题为Space:The final Frontier。文章标题含有标点符号。文章开头和结尾均强调人类探索宇宙的目的：探索奥秘，以及寻找人类可以生存的星球。首尾呼应，为典型的总分总结构。各段结构鲜明，主题句+支撑句。第一段以问题引出话题。而后每段的首句为段落主题句。第二三四五段段落中有不少逻辑词，如第二段的第二句however，第三段首句although，第四段的首句but，等。从这些逻辑词和重点句，了解篇章结构的逻辑，提升对说明文的整体理解。
高中英语人教版必修4《unit3 PeriodⅣ》
归纳拓展
①whisper sth.to sb.小声对某人说某事 ②It is whispered that...有人私下说……(有人暗中传 说……) ③in a whisper＝in whispers＝in a low voice 耳语地；低 声地
句型转换 ①the two students were tal in a low voice while the teacher was giving lessons. The two students were ________________ while the teacher was giving lessons. ②He told me a secret in whispers. He __________ a secret ________ me.
It is whispered that our headmaster has been arrested.
据传闻我们校长被逮捕了。
I told them what I had seen in a whisper. 我低声告诉他们我所看到的情况。
they are tal in whispers. 他们在悄悄地谈话。
化学老师向我们展示铁是如何与空气、水起反应的。
The government soon reacted against all the illegal strikes.政府很快作出回应反对所有这些不合法的罢工。
介词填空 ①They reacted strongly __________ the unreasonable
【答案】 1.I'm pleased we both like the same kind of funny stories.
英语人教版高中必修一(新课标)教案Unit 4 Reading for Writing 教案
Unit 4 Natural Disasters Period 5Reading for Writing教材分析该板块的活动主题是“写摘要”(Write a summary)。
要求学生在读完关于海啸的新闻报道之后，为单元主篇阅读编写摘要。
阅读文本是一则专题新闻。
文本语言属于即时性的新闻报道，表达准确、简明扼要，只讲述事实，不带感情色彩。
文章标题醒目，直接说明事件。
与简短的新闻报道不同的是，专题报道的文本更加丰富，如加入了当地居民和官员的话语，加强了真实感。
教学目标1. 能正确理解使用下列词汇与海啸新闻报道相关的表达。
2. 掌握新闻报道的摘要的语篇特征。
3. 学会写纪实性新闻报道的摘要。
教学重难点【教学重点】帮助学生掌握新闻摘要的写作特点和语言特色，完成摘要写作任务。
【教学难点】掌握新闻摘要的既高度凝练又表达有力的语言特色。
教学过程Step 1 Warming-upStudents watch the video Tsunami: Killer Wave. Then answer the following questions:(1)What is a tsunami?(2)What causes it?(3)Will it cause great damage to human beings？Step 2 Pre-writing1. Work on Activity 1. Read the news report released the day after a tsunami and answer the questions:(1) When did the tsunami happen?(2) What caused the tsunami?(3) Why would it be difficult to deliver food and supplies?2. Work on Activity 2. Read the summary of the news report. Then check the main points it includes.设计意图：复现有助于加深记忆。
【教案】Unit+4Reading+for+Writing+读写教学设计人教版选择性必修第三册+
课题：高二写作指导课科目：英语教学对象：高2学生课型：写作指导课授课老师：一、学情分析这节课是一节写作指导课，是一篇关于议论性的文章。
学生对于议论文在语文知识上有所了解，但是英语方面的写作素材和写作框架是远远不足的。
同时，写作框架的学习也可以提高英语阅读理解的能力。
尤其碰到阅读文章是议论文的时候，可以运用所学，找寻答案。
二、教学目标1.语言能力词汇：result in, as a result, in closing语篇：Read the text for basic understanding and begin to reflect on the question of whether exploring space is worth the money and effort.表达：Students can write an argumentative essay on whether they support space exploration or not.2.学习能力Students can analyse the main idea of each paragraph.Students can improve the ability of using words sufficiently.3.文化意识Students can know more knowledge of space exploration.Students can feel proud of country.4.思维品质Students can make comments on their attitudes to space exploration. Students’ critical thoughts can be cultivated.三、教学重点及难点1.Help students to get hang of the structure of argumentative essays.2.Help students to understand the language characteristic of argumentative essays.3.Lead students to write an argumentative essay with a clear opinion along with three points.四、教学过程教师活动学生活动设计意图Step1:Warming up1.Students are given moreknowledge of space exploration.2.Students express their feelings about space exploration.1.watch the video ofthe Shen Zhou 122.Read the articleabout Shen Zhou 51.Students can knowmore knowledge of thespace exploration.2.Students can recallthe pride of country.3.Students can thinkabout spaceexploration so as to bethe foundation ofwriting the article.Step2: Reading1.Listen to the tape for the task of underlining.2.Read for the outline.3.Read for the writing method. 1.Listen to the tape2.Understand thesentences of statement andtopic sentences3.Read the paragraphs oneby one to understand thepassage thoroughly.1. Students canimprove their listeningskill.2.Students can knowthe outline by readingthe passage.3.Students willunderstand the writingmethod of anargumentative essay.Step 3: ThinkingQ: Do you all agree with theauthor?No, space exploration is a waste of time and money. Students discuss withquestion in groups to find outthe points of the statement.1.Students canimprove theircooperation.2.Students’critical thoughtswill becultivated.Step3: Assignment1. Make your own outlineon the topic of against space exploration Finish it after classStudents canexercise theirwriting skillsthrough the outlinelearnt in the class.2.Finish your argumentativeessay according to youroutline.五、板书设计An argumentative essay outlineTo persuade六．教学反思本次是Reading for Writing 写作课。
Unit3DiverseCulturesReadingforwriting公开课教学设计高中英语人教
新人教版（2019）英语必修三Unit 3Period 4 Reading for Writing教学设计Invite us to a cultural diversity fest.Through background reading, students should learn how to find out the key information in a passage and lead students tounderstand the definition of China town, Chinese immigrant and archway.✧ Chinatown ✧ Chineseimmigrant ✧ ArchwayStep 3Background readingTeacher guides students to read a Travel Page to Chinatown, San Francisco and complete the trivia quizzes to get the task card.- Guide students to get the key information quickly and correctly.Step 4Let’s answerTeacher chooses students to answer the questions.1. How many Chinatowns are there in the world?A. 35 Chinatowns in 19 countriesB. 16 Chinatowns in 15 countriesC. 12 Chinatowns in 8 countriesD. 7 Chinatowns in 5 countries2. The first Chinese immigrants arrived in San Francisco in ______. A. 1402 B. 1882 C. 1848 D. 19063. Which picture does NOT include an archway ?keys:1. A 2. C 3. FGet the Task Card Task 1: PredictionTask 2: Global Reading- Provide some backgroundinformation for students.Expressions in Paragraph 1location, features, climateExpressions in Paragraph 2history, ethnic group, languageExpressions in Paragraph 3tourist attractions, famous figuresExpressions in Paragraph 4storesExpressions in Paragraph 4foodExpressions in Paragraph 4unique cultureTask 4: Critical thinkingDo you think your hometown is a city withcultural diversity? Why?While-writingStep 6Write an introduction to a place with distinctive cultural identity.1.I n groups. brainstorm as much information aspossible about your city/town and its culture.Then write an outline of your introduction.2.T hink about the following questions:Is it a city/town/district with diverse cultures?What is unique about this place?What examples can you give to illustrate itsfeature?Students learn howto introduce a place.-Get the tips ofwriting.-Improve theirfast-writingskill.Take Wuhan as an example. Watch an introduction video to Wuhan and ask students to take notes about the facts of Wuhan to prepare for their own writing.W-Water (tourist attractions)U-University(education)H-High technology(business)A-Automobile(industries)N-Noodles(Food)3.W rite an introduction to your city/town. Thefollowing phrases and expressions may you.•is located in/on•is divided up into•is … in size•the most popular/greatest/largest•has a history of … years•has a population of•is home to…ethnic groups•popular festivals/foods/tourist sites include ... Tips for Writing an Introduction to a City1.Discuss one aspect of the city in each paragraph. For example, one paragraph about general facts and population, one paragraph about industries, one paragraph about culture, etc.e search engines such as Baidu to help you find facts about the city.e 'its' as a possessive when writing about a city (not her, or his). For example, Its main exports are ...4.When using numbers, write out the numbers up to twenty. For larger numbers, use numerals. For example: There are two professional sports organizations ... BUT There are over 130,000。
Unit+4+Reading+for+Writing+教学设计 高中英语人教版(2019)必修第一册
Unit 4 Natural disasters课题Write a summary 单元Unit 1学科English年级高一教材分析The theme of the text is Tsunami Hits Asia. Over 6500 Dead is a press release about the tsunami that occurred on December 26, 2004 off Sumatra, Indonesia. The tsunami killed many local fishermen and foreign tourists, affecting countries including Sri Lanka, Thailand and India. The destruction of roads has made rescue efforts difficult, adding to the human toll.The theme of the activity is "Write a summary." After reading a news report about The tsunami, students are asked to write a summary of the unit's main reading "The Night the Earth Didn't Sleep" by referring to the summary provided in the textbook. Abstract writing is one of the writing requirements for students in terms of application style of curriculum standards. It can cultivate students' advanced thinking ability to extract key information and summarize and summarize the main points. At the same time, it is also an important method to cultivate and improve students' thinking ability of analysis, induction and summary.By listing a large number of casualties, the author clearly shows readers the powerful destructive power of this natural disaster, suggesting that readers respect the law of nature and respect nature.学情分析The target of this class is senior one students, who have acquired a certain reserve of language knowledge and a certain understanding of reading and writing lessons after learning the required textbook. Students in this class English in the middle level, enthusiasm for learning, serious attitude, hard work, but the foundation is relatively weak, vocabulary is small. On the whole, students can extract information, process information and express themselves in simple English; But the ability to describe events coherently in English is weak.学习目标与核心素养Languageability1. Get students to have a good understanding of how to write a summaryabout a news report.2. Enable students to use some writing skills flexibly.3.Develop students’ writing and cooperating abilities.4.Inspire the students’ spirit of protecting environment.LearningabilityCulturalawarenessThinkingqualities重点 1.Get students to have a good understanding of how to write a summary about a news report.2.Enable students to use some writing skills flexibly.难点How to enable students to have a good understanding of how to write a summary about a news report.教学方法PWP mode; The activity-based learning approach to EFL; CAI(Computer Assisted Instruction); Cooperative language learning; Process-writing教学过程教学环节教师活动学生活动设计意图读前准备及导入新课Step I Lead inPictures and review whathappened in the earthquake.Watch the video, see picturesand think the questionsWhat would happen if theearthquake happened underReview what happened in theearthquake.Remind the students ofwhat they learnt andprovide more words andexpressions connectedwith natural disasters forthem to talk.the sea?What is a tsunami?What can happen to a cityduring a tsunami?Think and watch Arouse theirinterest in the topic andexpand their horizons andspark their interest.读中环节Activity1: Read for factors.Read the news reportreleased the day after atsunami and answer thequestions.Activity2: Study thetips-summary.Read the summary of thenews report. Check the mainpoints it includes.Activity3: Read for structureand summarize.According to key factors ofthe news report released theday after a tsunami, find outthe key information .Skim the text quickly , findingout the main information toanswer the questions.Read and check the mainpoints it includes.Underline key points that thewriter uses to identify thefollowing structure.By skimming the passage,they can grasp the mainidea and build up a solidfoundation for locatingthe detailed information.Familiarize students withanalysis skills.Grasp the keyinformation in order tohave a betterunderstanding of thestructure and language.读后环节Activity1: Write on their own.Work in groups, discuss the key points and then list.Make students translate the sentences, they will use in writing.Ask students to exchange their drafts to give feedback. Invite several students to report.Work in groups and use what they learned to write in this class.Write down the main idea of each paragraph based on the details above.Translate the sentences.Organize the ideas and draft your summary.Exchange e the checklist on Page 55 to give feedback on your partner's draftPractice their skills for summary and conclusion.Organize and summarize the text information according to the structure diagram, and train the students' ability to compose the key information into sentences.作业1. Review what we have learnt from this passage.2. Polish what you have written following the checklist andrewrite it again.Consolidate the knowledge and skillsstudents have learned inthis lesson. 板书设计Remind the students of key information they have got and provide clues for them to write.。
人教版高中英语必修三Unit4Reading精品教学设计课件
Unit4 Reading practice 名师授课方案1. Teaching Analysis教情解析1.1 Teaching objectives-授课目的1.1. 1 Language target语言目标1.1.1.1 Key words & expressions重点词汇和短语1.1.1.1.1 For applying: theory, billion, violent, atmosphere, unlike, fundamental,harmful, chain, thus, puzzle, biology, biologist，in time, give birth to, in one’s turn, prevent...from;1.1.1.1.2 For comprehending: atom, globe, global, carbon, vapour, presence,dissolve, acid, reaction, multiply, oxygen, mammal, dioxide，lay eggs, carbon dioxide;1.1.1.1.3 For recognizing: Big Bang, nitrogen, shellfish, amphibian;1.1.1.2 Sentence structures:①What it was to become was uncertain until between 4.5 and 3.8 billionyears ago when the dust settled into a solid globe.②It was not immediately obvious that water was fundamentalto the development of life .③After that, some huge animals, called dinosaurs, developed.④S o whether life will continue on the earth for millions of years to comewill depend on whether this problem can be solved.⑤T hey were in time to produce carbon, nitrogen, water vapour and other gases.⑥A s a result of this, many scientists believe that the earth may become toohot to live on.⑦T he earth became so violent that it was not clear whether the shape wouldlast or not.1.1.2 Ability goals能力目标1.1.2.1 Enable Ss to know how to guess the new words according to the passage.1.1.2.2 Enable Ss to talk about the science of the stars, the development of life .1.1.2.3 Enable the Ss to understand the details about the passage.1.1.2.4 Enable the Ss to retell the passage using key sentences.1.1.3 Emotion goals感情目标Enable Ss to think about the origin of life on the earth and learn howto protect the earth.1.2 Important & difficult teaching points-授课重难点1.2.1 Important teaching points教-学重点How to talk about talk about the origin of life on the earth.1.2.2 Difficult teaching points-授课难点How to understand the origin of life on the earth .2. Student analysis学情解析2.1 Fundamental state基本情况经过第 1 课时的 listening and speaking ，学生对本单元的话题Astronomy: the science of the stars已有所认识，并进一步丰富了一些有关天文学的信息和知识，同时激活了学生的思想，为本节课进行短文的阅读和理解供应了支撑。
人教版英语必修三Unit4（Reading）教学教案
⼈教版英语必修三Unit4（Reading）教学教案Unit 4 Astronomy: the science of the starsReadingBy Chen YanlingTeaching aims:1.Knowledge aims:Help students understand the formation of the earth and the development of life on earth2.Ability aims:Develop students’ reading ability of skimming and scanning3.Emotional aims(1)Activate students’ interest in Astronomy and develop their awareness of scientificexploration(2)Get them realize the danger of global warming and encourage them to take goodcare of our earth.Teaching important and difficult points:Get students understand how life began on earth and enable them to discuss possible ways to prevent global warming. Teachings method: Task-based teaching method DiscussionTeaching procedure:Step 1 Lead in.1.Enjoy a video about “The Big Bang: A brief big history”.(1)_____ billion years ago, the big bang happened.(2) Right after the big bang, things were extremely _______.(3) Cool turns the primal (原始) energy into a universe of _______(原⼦), stars andplanets.(4) In a sense, the story of the universe is a story of __________ down.(5) Billions of years later, the ________________（太阳系）takes shape.(成形) andthe prerequisite(先决条件) for life ----_______ appears on the earth.2. Since water appeared, ___________has developed on the earth.Step2 Pre-readingTitle: How life began on the earth1.Predicting: According to the picture and the title, what the text is mainly about?2.Give a brief introduction to insect, reptiles, amphibians and mammals.Step 3 ReadingTask 1 Skimming: match and complete the main idea of each paragraphPara1 A. The importance of water for life.Para2 B. The formation(形成) of the earthPara3 C. It is widely accepted that the universe began with a “Big Bang”Para4 D. The evolution of plants and animals on the earth.Para5 E.The arrival of and their effects on the earth.Task 2 Scanning1. How life began on the earth2. Find out the development of plants and animals according to the time theyappeared on earth.Task3 Group discussion1. What problem is caused by human beings? Why?Problem: The earth may become ________________________Reason: Because we human beings are putting too much __________________intothe atmosphere, heat is prevented from_____________________________________As students, what can we do to prevent the earth from becoming hotter andhotter?模板There are a lot we students can do to prevent the earth from becoming hotter andhotter.To begin with, we can . Inaddition, it would be a good idea if we .What’s more important is that we are supposed to Task 4 Game (Make a choice)1. It exploded loudly with fire and rock. They were in time to produce carbon dioxide,nitrogen, water vapour and …. What does the word “They” refer to?As the earth cooled down Between 4.5 and 3.8 billion years ago Many millions of years later Several billion years laterA.PlanetsB. StarsC. GasesD. Fire and rock2. According to the 2nd paragraph, the atmosphere is formed by all the following except .A. CO2B. N?C. H2O(g)D. rock and fire3. T/F (1) Water has only appeared on the earth.(2) Mammals produced young by laying eggs4Translate the words in Chinese.(1)It was not immediately obvious that water was to be fundamental to the development of life.(2)Others, called amphibians, were able to live on land as well as in the water. 5From the last paragraph we can infer that the author isA.confidentB. sadC. concernedD. angryStep 4 Homework (writing)写作内容：请以约120词谈谈你对global warming 的看法，要点如下:1.造成⽓候变暖的原因2.⽓候变暖可能带来的后果3.如何防⽌⽓候变暖4.。
人教版选择性必修一Unit4 Reading for Writing教学设计
2019人教版高中英语选择性必修一Unit 4 Using language: Reading for Writing 教学设计2. Develop the ability to express emotions by body language in continuation writing exercises.3. Learn how to know others by their body language.教学重点·Help students to use the new words and expressions from the text to express the different feelings.教学难点·Learn how to take advantage of body language for the detail description in Continuation Writing.教学资源课件PPT，黑板。
教学过程Procedure Activities PurposesStep1 Lead –in Show an interesting video to the students. 通过一段抖音视频引出语篇主题，激发学生兴趣，促使学生积极参与课堂活动。
Step2Per-reading1)Show some photos about my students in class.2)Ask students to describe one of them. 通过一组学生的照片来展现他们在课堂上的不同表现;描述其中一张照片，为阅读做准备。
Step3 While-reading Activity1: Read for expressions.Activity2: Draw a conclusion:·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。
人教版必修第三册Unit4Reading for Writing名师教学设计1
Unit4 Reading for Writing 名师教学设计●Teaching analysisThe text is a typical argumentative about the benefits of space exploration which follows the structure of “introduction-body-conclusion”to present an argument. To show the opinion clearly, the writer uses topic sentence for each paragraph. Proper writing techniques like examples, explanations and comparison enables the writer to fully develop the main idea. For students in Grade 1, they are not familiar with this topic because it’s not so life-related, but they are curious about space exploration. They are active in expressing their opinions but lack in writing techniques and cosistency as well as need more guidance in organizing their essays.Thus, in this class, the teaching aims are designed as follow:1.to fully understand the topic and the writer’s opinon2.to analyze how the writer develops his opinion clearly, coherently andcomprehensively3.to explore the two sides of space exploration and cultivate critical thinking4.to apply the writing techniques and structure pattern learned from the text to writean argumentative essay●Difficulty & Key Points1.to analyze how the writer develops his opinion clearly, coherently andcomprehensively2.to write a typical argumentative with proper writing techniques and a goodorganization●Teaching proceduresStep1:Lead-inVideo timeStudents are to watch a short video clip about the disadvantage of space travel. (Aim: to elicit the topic, to help students see some negative side of space exploration and prepare for discusssion)Step2:Discussion.Students are to focus on the topic—Should we spend time and money to explore space?and discuss according to their understanding of spcae exploration in a group of four. (Aim: to activate students’ background information about space exp loration and cultivate their critical thinking.)Your point □Yes□NoYour reasons(arguments)Step3:Reading.1.Read for structureStudents are to skim the text quickly to draw a simple mindmap of the structure.(Aim: to help students make an outline of the text quickly)2.Read for thesis and argumentsStudents are to scan the text quickly to underline the thesis statement and three arguments.(Aim: to help students find out the main arguments of the text and have a deeper understanding of the text.)3.Read for writing techniquesStudents are to skim specific parts of the text to summarize the characteristics.(Aim: to help students think about the characteristics of the text thus make it easier for them to imitate.)Part Paragraph ConjunctionsContent WritingtechniqueI________ __ Para1 Different viewpointsThe thesis（论点）Body Para2 Argument1:Supporting details Para3 Argument2:Supporting details Para4 Argument3:Supporting detailsWriting techniques:A.giving examplesB.making comparisons or contrastsC.making graphsing quotesE.listing data or numbersF.giving explanationStep4:WritingWriting task: If you are going to attend ECOSOC Youth Forum 2021 held by the United Un ion and voice your opinion on the topic “Is exploring space a waste of time and money?”, what would you say?1.Clarify your thesisStudents are to put the following arguments in right tables.(Aim: to help students have a clear statement of their opinion.)A.There are a lot of unsolved mysteries on Earth. So why are we going into space to explore?B.It is necessary to find a new home for people in space, as the resources on Earth will run out.C.I cannot understand spending all this money on expensive research and experiments when so many people need food.D.Exploring space encourages scientists to improve technology that can help people in other ways, too.For space exploration Against space exploration2.Write your argumentative essayStudents are to follow the basic structure of the text and write their own essay either for or against space exploration.(Aim: Provide both the framework and a chance for students to practise writing an argumentative essay about the benefits or disadvantages of space exploration, thus develop students’ critical t hinking ability.)3.Check your partner’s essayStudents are to check their partner’s essay with the help of this checklist.(Aim: Help students learn from each other and get advice for improving their work.)Step5:Assignment1.Polish your draft and exchange it with your classmates.2.Find stories about space exploration from the Internet.。
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Unit4 Reading for using 名师教学设计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1.1.1.1.1 For applying: theory, billion, violent, atmosphere, unlike, fundamental, harmful, chain, thus, puzzle, biology, biologist, gentle, in time, give birth to, in one’s turn, prevent...from;1.1.1.1.2 For comprehending: atom, globe, global, carbon, vapour, presence, dissolve, acid, reaction, multiply, oxygen, mammal, dioxide，lay eggs, carbon dioxide, gravity, satellite;1.1.1.1.3 For recognizing: Big Bang, nitrogen, shellfish, amphibian;1.1.1.2 Sentence structures:(1) What it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe. P25(2) The earth became so violent that it was not clear whether the shape would last or not. P25(3) What is even more important is that as the earth cooled down, water began to appear on its surface. P26(4) They were in time to produce carbon dioxide, nitrogen, water vapour and other gases, which were to make the earth’s atmosphere.P25-26(5) It was not immediately obvious that water was to be fundamental to the development of life.P26(6) After that, some huge animals, called dinosaurs, developed.P26(7) Why they suddenly disappeared still remains a mystery. P26(8) What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas. P26(9) So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. P26(10) As a result of this, many scientists believe the earth may become too hot tolive on. P26(11) How life began on earth is one of the biggest puzzles that scientists found hard to solve. P271.1.2 Ability goals能力目标1.1.2.1 Enable Ss to know how to pronounce the new words correctly.1.1.2.2 Enable Ss to know about some word formations.1.1.2.3 Enable the Ss to grasp the usage some important words and expressions.1.1.3 Emotion goals情感目标Enable Ss to think about the usage of some important words and expressions in language situations.1.2 Important & difficult teaching points-教学重难点1.2.1 Important teaching points-教学重点How to let Ss learn the usage some important words and expressions.1.2.2 Difficult teaching points-教学难点How to grasp the usage some important words and expressions .2. Student analysis学情分析2.1 Fundamental state基本情况第2课时的Reading practice，围绕How life began on the earth这个话题，让学生对地球上生命的起源有了一定的了解，同时也学习和扩展了部分用于了解天文学的词汇和句子，为本节课重点知识的学习和掌握奠定了基础。
2.2 Knowledge reserve知识储备Students understand the text by reading for practice in last period. They also know the basic meaning of the new words according to the text. All of these prepare Ss for grasping the use of the important words and expressions of this period.2.3 Class data本班实际3. Teaching methods教法建议question and answer method问答法，task-based teaching method任务型教学法，communicative approach交际法，situational teaching approach情景教学法, group cooperation research approach小组合作探究法4. Teaching Aids教学辅助blackboard , computer or ipad, projector5.Teaching procedures-教学进程5.1 Step I Leading in and warming up:5.1.1 Ask Ss to work in groups and read the text again, and then finish Ex1 andEx2 on P28 and .(Teachers get Ss to check the answers in groups after eight minutes.)5.2 Step II Language points1．The earth became so violent that it was not clear whether the shape would last or not.(P25)地球(开始)变得激烈动荡，不知道这个固体形状是否会继续存在下去。
完成句子①她是一个如此好心的女孩，以至于她会帮助你。
She is____________that she can help you.②这次考试很难，结果很多学生不及格。
This exam is____________many students failed.③天气如此之好，我想去海滩。
It is____________that I would like to go to the beach.Keys:①so good a girl/such a good girl②so difficult that③such nice weatherThey were in time to produce carbon，nitrogen，water vapour and other gases，which were to make the earth's atmosphere.(P25)最终它们产生了碳、氮气、水用time短语填空①He can be really bad-tempered____________.②William arrived at the theatre just____________for the play was to be on.③Hurry up！The concert will begin____________.④____________will I give up.Keys: ①at times②in time③in no time④At no time3．Water had also appeared on other planets like Mars but，unlike the earth，it had disappeared later.(P26)用unlikely/likely/unlike/like填空①They are so________that nobody believes they are sisters.②Since their parents strongly disagree，they are________to marry.③He is more________his mother than his father.④John is________to be in London this autumn.Keys: ①unlike②unlikely③like④likely4．It was not immediately obvious that water was to be fundamental to the development of life.(P26)用fundamental的适当形式填空①Soil is________to the growth of the plants.②By the 2010s，the situation had changed________.Keys:①fundamental②fundamentally5．What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas.(P26) 句型转换①Too much worry does harm to one's soul and body.→Too much worry____________one's soul and body.②Asking your teachers for advice more often does no harm to you.→____________asking your teachers for advice more often.Keys: ①is harmful to②There is no harm in6．This produced a chain reaction, which made it possible for life to develop.(P26) 完成句子①我认为过量喝酒对你的身体有害。