【公开课教案Unit 3 Reading and writing 人教版(2019)选择性必修第二册

O2U3 Food and Culture 教学设计（一）教学背景
概要性写作是高考写作题型的一种。

概要性写作在高考中出现的频率不如读后续写高，因此受到教师和学生的重视不足，学生在概要性写作时的表现往往不如读后续写，对于概要性写作的结构、功能句式以及句子转写技巧不熟悉。

部分教师在教学时，不能引导学生对文本进行分析从而梳理写作思路，只依照答案范文为学生进行分析，灌输应试技巧，造成了学生语言输入不足，写作框架缺失，写作思维匮乏的现象。

如何通过对文本的分析和梳理习得概要性写作中的结构框架、功能句型和写作技巧，从而实现写作产出与原文之间的语句通顺、逻辑相通，成为不少教师的困惑。

鉴于此，本课例使用高中英语“三段七步”读思写整合教学模式，以教材文本为例，探讨新教材背景下，高中英语概要性写作如何实现写前结构、语言、技巧等支架的搭建，从而如何实现阅读与写作的目标一致。

（二）教学分析
1、教学内容分析
本课教学内容选自2020人教版普通高中英语教材选修二第三单元Food and Culture的Using Language板块。

本单元阅读文本的主题是饮食和文化，主题语境为人与社会。

该语篇是一篇议论文，以健康饮食为主题，解读了什么是健康饮食、怎样进行健康饮食，旨在让学生了解健康的饮食方式。

正文内容遵循“总-分-总”的结构。

第一段为总起段。

第二段至
第四段，作者列举了三种健康饮食的方法，并通过引用、列数据等方法使自己的论证更加具有信服力。

在上述列举的基础上，作者在最后一段进一步对健康饮食的核心进行了解读，对文章进行了总结。

就文体特征来看，该文本论述主题和论述过程准确、鲜明、严密、有针对性，按照总-分-总的方式开展议论，段落与段落之间有着较清楚的逻辑关系，每个段落内也存在清晰的结构关系。

该文本中的第二段到第四段按照逻辑顺序，围绕文章的中心，列举了三种健康饮食的方式，是一篇适宜进行概要性写作的文本；就语言来看，该文本使用了起过渡性作用的语句或关联词，如“however” “beyond this” “finally” “in other words”等，为学生在写前环节进行衔接手段的学习提供了语言支撑；就内容来看，文章话题为健康饮食，属于常见的话题，在内容上贴近学生生活，方便学生阅读和理解。

此外，该文本在写作时运用了引用、数据等修辞手法，加强了文本内容的说服力。

学生可以通过独立阅读和小组讨论来提取文本的主次要点，并在教师的引导下提炼文本的写作思路，对概要性写作进行构思。

2、学情分析
本课学生来自Z省某普通高中高二年级，学生已有八年的英语学习经历。

他们对健康饮食这一话题很感兴趣，对于健康饮食的重要性和方法也有一定了解，这为本课的学习提供了有利条件。

此外，经过初中和高一阶段的英语学习，他们已有了一定的阅读文本和提取主要信息的能力。

但是，大部分学生不熟悉概要性写作的结构、功能句式以及句子转写的写作技巧等，不能独立完成一篇结构合理、语句通顺的概要性写作。

因此，教师应采取读写结合教学法，指导学生从结构、语言和内容三个视角解读该教材文本，按照解读——分析——构思——产出的步骤，为顺利完成概要性写作搭建支架。

此外，教师应指导学生开展自主学习、合作学习，进而提高学生的分析、归纳和表达能力。

3、教学目标
1. 语言能力
（1）全部学生都能够掌握“健康饮食”主题下的词汇如calory, fibre, chew, consistent, category等；
（2）大部分学生能够在教师引导下理解并使用概要性写作中过渡性的词句，并且对原文中的句子进行转写；
（3）半数以上的学生能够根据教师引导下梳理出的结构“观点——论述证据——总结”进行概要性写作；
2. 思维品质
半数以上的学生能利用所学的写作技巧，使写作更有逻辑性；
3. 文化意识
大部分学生能进一步地对于健康饮食的方法进行学习，并认识到健康饮食的重要性。

4. 学习能力
大部分学生能借助评价核查表监控写作过程，并对写作结果进行自我评价和同伴评价，评价写作成果；
4、教学重难点
1. 如何指导学生提取并使用概要性写作中过渡性的词句，并且对原文中的句子进行转写；（重点）
2. 如何指导学生从文本中梳理出“观点——论述证据——总结”这一框架；（难点）
3. 如何指导学生运用所学框架、功能句型和写作技巧，进行概要性写作。

（重难点）
（三）教学思路
教学流程图
本节课以健康饮食为主题，依据学生现有的综合语言能力与语言发展需求，运用“三段七步”读思写整合教学模式，从读、写两个角度为学生搭建结构、语言、内容、技巧四种类型的支架，以保证学生顺利完成本课写作任务——完成一篇逻辑、语句通顺的概要性写作。

第一阶段为“读”的阶段，包括两个教学步骤：首先通过视频引入话题，并且对学生进行提问，创设情境，提出本课写作任务。

随后进行目标阅读，通过追问引导学生识辨主题句、分析语篇结构、探究段落主旨要义和语段间的逻辑关系。

第二阶段为“思”的阶段，包括三个教学步骤：在完成目标阅读后，以所获得的信息为基础，引导学生对文本的结构框架进行梳理，提取主次要点关系，得出文本的写作思路。

随后引导学生在源文本写作思路的基础上进行概要性写作的构思，确定写作的逻辑关系以及应当包含的主要信息，得出大致框架。

在大致
框架的基础上，引导学生从文本中提取写作中的衔接手段，使写作框架更为完整，并对句子的转写进行练习。

第三阶段为“写”的阶段，包括两个教学步骤：学生运用所学知识独立完成本课的写作任务，并利用评价核查表监控、评价自己的写作。

随后以小组为单位，根据评价核查表评改习作，并推选出本组最佳，再由教师组织全班同学开展学生范文赏析。

（四）教学过程
步骤一：视频观看，话题导入（5分钟）
Watch a video clip to get the topic “Healthy Eating” and talk about it.
【教学问题】
Q1: What’s the main idea discussed in the video clip?
Q2: Do you agree with the idea in this video clip?
【课堂实录】
[Watch a video clip.]
T: What’s the main idea discussed in the video?
(S1: Healthy eating is very important in our life.)
T: You’re right. We have to eat healthily for a healthy life. Do you agree with the idea in this video?
(S2: I agree with it. Because healthy eating can keep us away from illness and make us energetic.)
(S3: I also agree with it. Because healthy eating ways like eating regularly are good for our stomach and other organs.)
T: Very good. All of you express your own ideas clearly and show us
evidences to support them.
T: Well, boys and girls, today we are going to read an article. The author of the article also agrees with the idea in the video. He writes this article to express his idea and show supporting evidence. Would you like to read it carefully with me?
(Ss: Yes.)
T: Excellent. And we have a writing task today: to write a summary writing of this article. Do you want to have a try?
(Ss: Yes.)
T: Good. Let’s start.
【设计说明】
通过观看视频、进行讨论引出写作话题，学生就该主题语境，分享已知，激活话题背景知识。

随后进行情境创设，布置写作任务，有利于激发学生的读写动机。

学生在这一过程中不断思考主题，进行语言输出，同时形成对源文本的阅读期待，为读写活动的开展创造良好的前提。

步骤二：文本解构，目标阅读（8分钟）
活动一：解构文本，识辨主要信息（4分钟）Read the passage to extract the structure and topic sentences of the beginning and ending.
【教学问题】
Q1: What’s the structure of this article?
Q2: What are the topic sentences of the beginning and ending?
【课堂实录】
[Students read the article.]
T: How many parts can we divide it into?
(Ss: Three.)
T: Wonderful. Three parts. The beginning, body and ending. Which paragraph is the first part and what is it about?
(S1: The beginning part is Paragraph 1. It talks about the main idea of the passage.)
T: Yes, the main idea. Then could you tell us what the main idea is?
(S1: The real driver of poor health is not so much fatty food, as it is sugar.)
T: You talks about the part information in this paragraph. I would say “What makes up a healthy diet.” Then how about the next part?
(S2: Paragraph 2 to paragraph 4 is the body part. It lists the ways for healthy eating.)
T: Yes. And it shows us much supporting information based on some researches, right? We will have a detailed analysis about this part later. Then what about the ending part?
(S3: The ending part is the last paragraphs. It’s the conclusion.)
T: Then what is the topic sentence of it?
(S3: Healthy eating starts with having a healthy attitude towards food.)
T: Good job.
【设计说明】
这一活动旨在帮助学生理解文本的内容意义、分析文本的语篇结构。

学生在教师的引导下对源文本整体进行解构，对文本的开头和结尾进行分析、概括、归纳，提取该文本的整体框架，为后续完成写作任务做好结构上的准备。

这一活动也有利于培养学生的概括分析能力，使学生更好地体会语言的功能，促进其理解与运用。

活动二：分析文本，搭建内在逻辑联系（4分钟）Read the body part to extract the topic sentence and the relevant information to support it in each paragraph of the body part.
【教学问题】
Q: Can you find out the topic sentence and the relevant information to support it in each paragraph of the body part?
【课堂实录】
T: Now let’s have a detailed analysis of the body part. I need you to find out the topic sentence and the relevant information to support it in each paragraph. But before you start, I will show you an example so that you would understand exactly what to do.
[Teacher shows the example on the PPT.]
T: You can see that in paragraph 2, the topic sentence is “If you want to be healthy, you have to cut down on desserts, and cut out sweet drinks altogether.” and the supporting information is “Much of this extra sugar comes from sweets and sweet drinks. The average American gets 1/3 of his or her sugar through sweet drinks alone.” Remember do not use irrelevant information and you can delete some unimportant words. Do you all understand?
(Ss: Yes.)
T: Good! Now start to read and finish it. Go ahead.
[Students read the body part again and finish the task.]
T: Are you all finished?
(Ss: Yes.)
T: Who would like to share the relationships you find in paragraph 3? (S1: In paragraph 3, the topic sentence is “Y ou can keep healthy by consuming different categories of fresh food, especially fruit and
vegetables rather than processed food.” and the supporting information is “Processed foods often contains less nutrition, and have higher quantities of sugar, salt and fat.”)
T: Good. But I think “The ideal diet is a balanced one” is also a topic sentence, don’t you think so? It has supporting information, too. Then what about the 4 paragraphs?
(S2: In paragraph 4, the topic sentence is “A fundamental key to healthy eating is to eat slowly.” and the supporting information is “People who chew too quickly end up eating too much food because they still feel hungry. Eating slowly also allows your body to digest your food better.”)
T: Good job!
【设计说明】
这一活动旨在帮助学生分析文本的证据部分内在存在的逻辑关系，能够帮助学生更好地提取主要信息，为后续进行文本写作思路的梳理进行铺垫，并且也为之后概要性写作的构思打下了良好的基础。

步骤三：思路探究，写作构思（4分钟）
Review and summarize the writing framework.
【教学问题】
Q: How did the author express his idea and support it logically?
【课堂实录】
T: Now that we have analyzed all the part in this article. Let’s conclude how the author express his idea and support it. Please finish this mind map according to what we learned just now. One minute. Go! [Students finish the mind map.]
T: OK. Let’s check. Here are altogether three parts, they are? (Ss: Beginning, body, ending.)
T: Yes. In the beginning part, the author writes the main idea, which is?
(S1: What makes up a healthy diet.)
T: You’re right. Then in the body part, what did the author write? (Ss: Ways for healthy eating.)
T: Good job, ways for healthy eating. We analyzed the topic sentences and supporting information among them, right? Last in the ending part, it talks about?
(Ss: Conclusion.)
T: Great. As we mentioned before, the conclusion is “Healthy eating starts with having a healthy attitude towards food.”
T: Now, boys and girls. We can see that it is the whole writing framework. And it is exactly the framework that you should follow when you are wiring your summary writing.
【设计说明】
这一活动旨在帮助学生梳理阅读文本的写作思路，而文本的写作思路恰好与学生进行概要性写作的思路相吻合，在梳理文本写作思路的同时也帮助学生确立了写作思路，一箭双雕。

步骤四：要点转写，技巧学练（6分钟）
Find out the words or sentences which the author uses to connect different parts. Practice how to paraphrase the sentences in the framework.
【教学问题】
Q: Can you find out the words or sentences which the author uses to connect different parts?
【课堂实录】
T: And in order to make your writing smoother and more fluent, you need use certain words or sentence patterns to connect different parts. Can you find any example in this article?
(Ss: However/beyond this/in other words/for example/regardless of/especially/beside this/it is up to…)
T: Excellent. And I have more words and sentence patterns for you. Please look at the blackboard.
T：Except for the functional words and sentence patterns, we all know that we can’t use the same sentence as the original article in summary writing. Then we need to paraphrase. Paraphrase means express the meaning of the article using different words. Here are some tips for you to achieve successful paraphrase. Please look at the blackboard. And you can practice to paraphrase the long supporting information
of body part into shorter sentences. Y ou should finish it in 2 minutes and I will invite someone to share his/her answers with us. [Students finish the practice and share the answers.]
T: Now that you have learned many words, sentence patterns and skills for paraphrasing, you can use them in your writing when necessary. 【设计说明】
这一活动旨在进行正式写作前，教授学生必要的写作技巧来完善要点，通过简单的练习将技巧学练落到实处，以便在独立写作中更好地运用和巩固写作技巧，从而提高写作质量。

步骤五：独立输出，初稿写作（10分钟）Write a summary writing.
【课堂实录】
T: Now everybody, it’s time to write a summary writing by your own. Don’t forget the framework, words and sentence patterns we have
learned. In your summary writing, there should be main idea, ways for healthy eating and conclusion. And in order to make your writing smooth, you need to use some connective words and sentence patterns. Please use the checklist to monitor your writing and do a self-assessment after writing. If you need my help, just raise your hand. Seven minutes for you.
[Students write.]
【设计说明】
这一活动旨在通过先前的框架构建、写作构思、技巧学练，将要表达的思想观点转换成文字，完成写作任务，检验学习效果。

学生结合所学独立进行语言输出，在这一过程中将语言知识转化为语言能力，进一步内化、迁移、创新，并在写作中升华了主题意义。

设计评价核查表旨在引导学生监控自己的写作过程，检查自己的写作成果，帮助其培养这一习惯和能力，逐步提升其写作素养及写作水平。

步骤六：师生互动，习作评改（7分钟）
Appreciate, evaluate and polish the writings in groups and then with the teacher.
【课堂实录】
T: Now let’s evaluate and revise your writings in groups. After evaluating and discussing, each group should choose the best letter and we will evaluate them together.
[Students evaluate and discuss in groups.]
T: OK, time is up. Let’s look at the first group, April’s writing. Is there a main idea in the first paragraph?
(Ss: Yes.)
T: Great. Then does she mention the ways for healthy eating?
(Ss: Yes.)
T: And does she list the supporting information logically and use functional words or sentence patterns?
(Ss: Yes.)
T: You got it. Does she write the conclusion?
(Ss: Yes.)
T: Are there any identical sentence to the original article?
(S1: Yes. “Processed foods often contains less nutrition, and have higher quantities of sugar, salt and fat.”)
T: You’re right. Maybe we can say “Processed foods often contains less nutrition, and have more unhealthy ingredients.”
【设计说明】
这一活动包括教师评价和同伴评价，旨在根据评价核查表，对照写作目标要求评价习作的完成质量，给学生提供机会赏析同伴的习作，并结合老师及同学的评价修改完善自己的作文，有利于提高学生的语言赏析能力、合作协商能力以及批判性思维。

此外，这一评价形式加强了教师和学生之间的互动，实现了多元评价。

（五）教学反思
本节课将“三段七步”读思写整合教学模式运用于概要性写作教学，“读”的步骤聚焦源文本的结构框架、主次要点和逻辑关系；“写”的阶段通过独立写作、合作评改学以致用，实现输入与输出的协同与拉平；以“思”贯通读写，强调阅读与写作这两项基本语言技能之间的有机联系，真正落实读写整合。

1、任务导向，读写一致，引导学生针对性阅读
本节课教师围绕“完成一篇概要性写作”这一写作任务，设计了相应的读写活动，引导学生针对性地进行目标阅读，为完成写作任务搭建结构、语言、技巧等支架。

读前活动通过视频导入话题，在课堂伊始布置写作任务，激发学生的读写动机，使后续教学活动更具导向性。

读中目标阅读提取结构框架、主次要点和逻辑关系，不仅是信息获取和语言学习的过程，更为写作做好铺垫。

读后在教师引导下完成文本写作思路梳理，进行写作构思。

独立写作与习作评改则是内化和迁移读中学得的知识与技能，检测读的学习效果。

教师坚持任务导向，保持读写一致，有意识、有计划地根据写作任务要求，引导学生思考和探究源文本，获取写作所需的必要信息、理解文本的内容意义、分析阅读文本的语篇结构、学习读写策略和积累写作素材等，为写作搭建平台，实现了真正的“读写整合”。

2、师生互动，同伴互评，促进学生主动式输出
本节课设置了较多师生互动环节，在师生互动过程中促进学生主动输出观念，提升了学生的语言能力。

导入环节由视频引发学生讨论和发言，使学生展示已有的话题相关知识，为后续阅读做准备。

读中环节以教师提问为主，学生通过自主阅读来提取信息进行回答，教师通过追问来引导学生完善答案，在此过程中，学生将自己对文本的理解和分析进行了整合和输出，锻炼了学生表达能力的同时也增强了学生的理解和分析能力。

写后环节使用了评价核查表，实现了自评和同伴互评，有利于提高学生的语言赏析能力，与此同时学生将自己的评价转化为合适的语言对同伴进行点评，锻炼了语言能力。

附录：教学文本
HEALTHY EATING
There is much debate nowadays as to what makes up a healthy diet. For example, scientists have insisted for years that a big enemy of health is fatty food. However, there is increasing evidence that the real driver of poor health is not so much fatty food, as it is sugar. Heart disease is the number one killer of Americans. And in America, people who receive 25% of their daily calories or more through sugar are twice as likely to die from heart disease than people who receive less than 10% a day (Journal of the American Medical Association, 2014). This is true regardless of how healthy the rest of their diet might be. Put more simply, while people continue to argue over whether or not fatty food is dangerous, we already know that sugar is a killer.
Much of this extra sugar comes from sweets and sweet drinks. The average American gets 1/3of his or her sugar through sweet drinks alone. The American Heart Association recommends that we limit ourselves to less than 100-150 calories a day from sugar, which is less than what is usually contained in one can of sweet drink or in a single candy bar. In other words, if you want to be healthy, you have to cut down on desserts, and cut out sweet drinks altogether.
Beyond this, you can keep healthy by consuming different categories of fresh foods, especially fruit and vegetables, which are full of vitamins and fibre, rather than processed foods. Processed foods often contain less nutrition, and have higher quantities of sugar, salt, and fat than fresh ingredients. Besides this, it is also important to have some meat, beans, or dairy products in your diet, as they provide the necessary protein for strong bones and muscle growth. As with everything in life, moderation is key. The ideal diet is a balanced one, without too much or too little of any one thing.
Finally, a fundamental key to healthy eating is to eat slowly. It takes about twenty minutes from the time you start eating for your brain to tell your body that you are full. What this means is that people who chew too quickly end up eating too much food because they still feel hungry. Eating slowly also allows your body to digest your food better, and will allow you to enjoy your food more. In addition, studies show that consistent eating habits, for example, taking three meals a day at the same time each day, are better for our health. It is also better to eat a modest amount of food each time, rather than to eat a lot in
one meal, and then a little in the next.
There is no one trick to healthy eating. Rather, healthy eating starts with having a healthy attitude towards food. One question you can ask yourself is, "Do I eat to live, or live to eat?" If you are using food mostly for nutrition, then you are on the right track with your diet. However, if food has become the centre of your life, you might be on the road to bad health. It is up to you to decide how you want to live, and to make the right decisions about your diet.
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