Unit3Readingforwriting导学案--高中英语人教版选择性必修第一册

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【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。

新人教高中英语必修二Unit3The Internet-Readingforwriting公开课学案

2019新人教高中英语必修二Unit 3 The Internet--Reading for writing公开课学案学习目标：1.To acquire some features about a blog post by reading the text.2.To write a summary about a blog post properly using some newly acquired writing skills in this period.3.To absorb some language points concerning the topic.重点难点：1. To study the organization and language features of a blog post.2. To use what has been learned to write a blog post about online safety.3. To exchange drafts with a partner. Use the checklist to help your partner revise his/her draft.学习过程：Cultural Note“Blog” is a shortening of “web-log”.The old word “log” was an official record of events during a particular period of time,often used in the context of ships and journeys.There are many kinds of blogs covering different topics and used for different things.One common example is a “live blog”,where an event will be written about online as it happens,often on a news-based website.Part Ⅰ Reading for the main ideaRead the blog post quickly and answer the questions.1.What’s the main purpose of the blog post?____________________________________________2.What’s Paragraph 2 mainly about?____________________________________________3.Can you write a title for it?____________________________________________Part Ⅰ Reading for detailsRead the blog post again and answer the questions.1.What guidelines does the author provide for staying safe online?______________________________________________________2.Who are the online troublemakers the blog post mentions?______________________________________________________3.What does “a troll” mean?What does “a cyberbully” mean?______________________________________________________4.Do you have any more tips on how to surf the Internet safely?Share your ideas with a partner.______________________________________________________Part Ⅰ Reading for organization and language featuresRead the text again and study the organization and language features.1.Tick what the writer tells the reader in Paragraph 1.□definition of online safety□the writer’s knowledge□background information□the topic of the post2.What words and phrases does the writer use to organize the information in Paragraph 2?_______________________________________________________3.How does the writer end the post?_______________________________________________________4.Draw a mind map to show the structure of the post._______________________________________________________Part Ⅰ Writing a blog post about online safety1.Read through the three topics below.Brainstorm more expressions to make suggestions.Expressions to make suggestions:2.Choose one topic to write anize your draft according to the outline below.【写作指导】【文体剖析】网络博客文体是包含了网友评论、相关新闻链接在内的一种新兴的新闻文体。

高一上学期英语人教版必修一Unit 3 Reading for Writing

【归纳】
1) do A rather than do B = rather than do B, sb. does A某人不做B却做A 2) A rather than B 是A而不是B
3) would rather do A than do B = would do A rather than do B宁可做A而不做B
我宁愿等待而不愿立刻就去。
Homework:
1. 2.
THANKS
similarities
differences
like; so; too; still; similarly; similar to; the same (…as…) in common (with); both…and… ...
instead; than; however/but/though; different from; rather than instead of; the difference is… ...
Stress How can you plan your work and make sure that you also have time to rest and relax?
Self-confidence What can you do to become more confident and feel better about yourself?
2. Rather than cutting out the foods I enjoyed, I added healthy foods to my meals. rather than instead of sb/sth 而不是 eg His son enjoys playing football rather than playing basketball.

Reading+for+Writing 高中英语人教版(2019)选择性必修第三册

1. The painting makes me feel happy and alivbeecause____it_h_a_s_l_o_ve_l_y_b_r_ig_h_t_c_o_lo_r_s _ev_e_n__th_o_u_g_h_i_t _is_a__n_ig_h_t_s_ce_n_e_.___. 2. I think van Gogh must have felt/been very emotionawl hen he made the painting because _________th_e_r_e_i_s_a_lo_t_o_f_e_n_e_r_g_y_in__th_e__b_ru_s_h_s_t_ro_k_e_s_a_nd color
live in Paris
in 1888
in 1886
Vincent van Gogh
Activity 2 Find the similes that the writer uses to describe the painting.
It shoots up from the ground like a dark fire. 它像一团黑色的火焰从地面升起。 Its towers points up into the sky like a sharp knife. （教堂的）塔尖像一把尖刀直插云霄。 They flow out of control, like river rapids. （不同的色彩）像急流一样失去控制。
Activity 4 How to review a painting according to this paragraph?
from the general perspective from where the artist stands summarize the painting express the feeling when looking at that piece

Unit3ReadingforWriting教案-高中英语人教版

2019新人教必修一Unit3Sports and FitnessReading for writing教案Write a page in a wellness bookTeaching objectives:1.Students will be able to figure out the organization and language features of a page in a wellness book and write a page in a wellness book.2.Raise their health awareness and develop healthy life habits.Teaching key points:1.Analyse the organization and language features of a paper in a wellness book.2.Learn how to write a page in a wellness book.Teaching difficult points:Enable students to write a page in a wellness book.Teaching methods:Task-based teaching method Exploring study discussion methodTeaching procedures:Step 1: warming upT: Boys and girls, have you noticed that I have changed a lot recently? I mean, do you think I look slimmer?Ss:Yes, definitely. You look more beautiful. How can you manage it?T: I began to take exercise three months ago. And physical activity does benefit me much.Now I feel more energetic and confident. Today,let’s read an article and see how she has changed.Step2:Reading for main ideasPlease find out the topic sentence of each paragraph.（红色部分为学生在各段落找的主题句）Step3:Reading for detailsReading for detailsRead the text and answer the questions（红色为学生作答部分）1.What problem did Kayla have in the past?She was worried about her weight and appearance.2.What does the sentence“I almost went bananas”mean?It means she nearly went crazy because she was so worried, and tried various methods.3.What made her change her thinking?An article that said instead of asking“Am I fat?”people should be asking“Am I fit?”Step4Reading for the organization and language featuresActivity1:Study the organization and language features and complete the outline with the words and phrases from the text.Activity2 Underline the words and phrases used in the text to show similarities and differences.Step5:Writing a page for a class wellness bookActivity1 Work in groups. Discuss the questions below.Activity2 Use the ideas from your discussion to list some positive changes.Activity3 Writing a paper to describe and explain your changes in a wellness book. Activity4 Exchange drafts. Use the checklist to give feedback on your partner’s draft.（Ex4 on page43）Step6:HomeworkAppreciate your classmates’ good works and try to learn from them.。

高中英语人教版(2019)必修第一册Unit 3 Reading for writing 教学设计-

Reading for Writing 教学设计基本信息科目英语年级册次高一必修一版本单元人教版Unit 1 姓名学校教学内容分析【What】本节课的话题是为班级健康小册子撰写一页内容。

该话题属于主题语境--人与自我（学习与生活）。

子话题为健康的生活方式、健康的生活态度。

本篇是一篇第一人称记叙文。

标题为Going Positive。

本文讲述了Kayla，从一开始一味的追求身材苗条，过分担忧体重，到阅读完一篇文章后改变了态度，开始考虑健康而不是体重，并且积极看待自己和身体，从而变得更加快乐和健康的故事。

文章共3段，具体内容如下：第一段：Kayla一味追求身材苗条以至于精神一度接近疯狂。

第二段：Kayla阅读完一篇文章后，态度发生转变。

从关注体重转为关注健康。

第三段：Kayla停止将自己与女演员和模特进行比较，也不再寻找她的脸或身体有问题的地方。

相反，她列出了自己喜欢的东西。

通过积极看待自己和身体，从而变得更加快乐和健康。

备注：5:2饮食，也称为快速饮食，是目前最受欢迎的间歇禁食饮食。

它是由英国记者迈克尔·莫斯利推广的。

这被称为5:2饮食，因为一周中的五天是正常的进食日，而另外两天将热量限制在每天500-600卡路里。

因为对吃什么食物没有要求，而是你应该什么时候吃，这种饮食更像是一种生活方式。

许多人发现这种饮食方式比传统的热量限制饮食更容易坚持。

【Why】本篇记叙文对比Kayla对待体重态度的前后转变，讲述她从一味追求身材苗条到积极看待自己和身体，从而变得更加快乐和健康的故事。

阅读这篇文章，可以促进学生思考什么是真正的健康以及如何实现真正的健康，也启发学生思考获得真正的健康的关键是积极地看待自己和身体，从而真正领悟文章标题“积极向上”的深刻含义。

此外，这篇文章还可以引导学生关注记叙文讲述对比与变化的语言特色。

【How】从内容上讲，本文包含两大块内容：第一部分是作者讲述过去对于苗条身材的痴迷导致对于体重的极度担忧，为了突出强调这种痴迷的程度，作者使用了让步状语从句来强调尽管作者也知道变得苗条很困难，但仍要坚持用这种标准来衡量自己I always wanted to look like the slim girls on TV even though l knew that it was impossible。

Unit+3+Reading+for+Writing+课件-人教版(2019)选择性必修第三册+

new rules on tour boat routes and garbage disposal
methods were introduced . In addition, the media was used to spread
environmental awareness and encourage greater use
➢ What is the issue? Why does it need to be dealt with?
➢ Where does the issue occur? What are its causes? What effects does it have?
➢ What actions have been taken so far? What future actions are planned?
Draw a mind map to show all the factors that caused the pollution.
Fill in the blanks to complete the summary using what you have read.
The Li River is one of the most famous _to_u_r_i_s_t _d_e_s_ti_n_a_t_io_n_s_ in China. But it had had negative effects on its _w_a_t_e_r_q_u_a_l_i_ty_.
1. To read and understand the report on water pollution in the Li River.
2. To learn some words and expressions. 3. To learn to write a report on an environmeful Li River is one of the 1___m_o__st__fa_m__o_u_s（famous）

【教案】Unit3+阅读课教学设计高中英语人教版(2019)选择性必修第三册

基本信息内容人教版选择性必修三Unit 3EnvironmentProtection 标题Climate changerequires theworld’sattention年级高二课型阅读课文本分析本节课教学内容是选择性必修三Unit 3 Environmental Protection 的第一部分 Reading and thinking 部分，探讨的话题为环境保护，该主题语境是“人与自然”。

标题为Climate change requires the world’s attentio n，是一篇说明文，文本结构清晰，按照“现象-原因-危害-措施”的逻辑顺序展开，通过展示气候变暖的趋势和影响，分析气候变化的成因和警示气候变化的后果，号召全人类采取恰当行动，减少碳排放，应对全球变暖。

学情分析大多数学生英语水平较好，理解能力较强。

英语学习主动性较强,愿意进行小组合作学习。

少数学生基础薄弱。

学生整体合作意识强。

在课前学生调查中发现，大部分学生有较强的环境保护意识，对气候变暖也有所了解，只是还不太清楚如何在日常生活中尽自己所能保护环境。

学生的语言表达的逻辑性欠佳，因此帮助学生建立语言体系很重要。

教学目标语言能力 1.阅读文章，理解全球气候变暖的原因、危害以及各国政府和个人应该采取的措施，探究如何减少温室气体的排放，控制全球气候变暖的进程。

学习能力 1.能够厘清温室效应的因果关系，制作流程图和思维导图来表达该关系。

文化意识 1.能够理解并感悟个人在环境保护中的作用和意义。

2.能够理解环境问题是需要全球共同面对和携手解决的问题，有意识地培养人类命运共同体意识，节约地球资源，保护地球家园。

思维品质 1.能够根据数据图表分析气候变化的趋势，找到问题产生的源头与解决问题的对策。

2.能够发表个人对气候变暖及环境保护的看法。

教学重难点教学重点 1.引导学生运用思维导图梳理文章内容及结构。

2.启发鼓励学生改变生活方式，减少碳排放，提出改善性的意见和对策。

新课标人教版英语选择性必修一Unit3 reading and thingking导学案及答案

Unit 3 FASCINATING PARKS ---Reading and thinkingSAREK NATIONAL PARK--EUROPE’S HIDDEN NATURAL TREASURE【核心素养】1. To enhance the reading skills, such as skimming and scanning;2. To learn about Sarek National Park and some theme parks;3. To learn how to use subheadings to catch the reader’s eye and make him to read more;【情境导入】1. What kinds of parks have you been to? What were they like?2. When you think of national parks, what comes to mind first?3. Share some beautiful pictures of Yellowstone National Parks and ask students what they can see in the pictures.【阅读深思】Read the text and answer the following questions:(1) What steps has the Swedish government taken to keep Sarek in its natural state?______________________________________________________________________________ (2) How has life changed for the Sami? Why might so few Sami want to live in Sarek?______________________________________________________________________________ (3) Why does the writer think the sweat and hard works is worth it?______________________________________________________________________________【自学反馈】Activity 1: Read the text again and finish the exercises(1) How many hours a day does the sun shine in summer in Sarek?A. 12.B. 8.C. 24.D. 4.(2) Which of the following is not true according to the second paragraph?A. Sarek’s mountains are covered by vast sheets of ice.B. The Sami people arrived here with reindeer.C. Only the Sami are allowed to live in the park.D. All the Sami have changed their way of life.(3) The Sami didn’t use the reindeer for ____________.A. transportB. clothesC. toolsD. food(4). How can we describe the author’s felling during his adventure?A. Hard and annoyedB. Easy and relaxedC. Easy but depressedD. Hard but delighted(5) This passage is mostly like to come fromA. a popular science articleB. a travel journalC. a research reportD. a Geographic MagazineActivity 2: Read the text again and match the subheadings with each paragraph.Para. 1 A. A Land of Mountains and IcePara. 2 B. Man at Peace with NaturePara. 3 C. A Land of AdventurePara. 4 D. A Summer Where the Sun Never Sleeps【自主探究】自主探究1：Are these senses used to describe Sarek National Park in the text? If so, explain how.自主探究2：1. Is it worth making a place like Sarek a national park? Give your reasons.2. Do you think setting up national parks is an effective way to balance development and the protection of nature? Why or why not?【成果展示】Please show your answers based on the above discussion.【点评精讲】1. General structure of the text;2. The function of subheadings and language features.3. Complicated sentence analysis【随堂检测】Try to fill the blanks with correct words and then retell the passageSarek National Park lies in the remote far north of Sweden, _________ is a place with no roads ortowns. Since it is _________ the Arctic Circle, the sun never sets in summer. Once _________ (cover) by vast sheets of ice, Sarek's mountains are home _________ the Sami, the native residents of the park, who lived off reindeer, moved with them and accompanied them for _________ (hundred) of years. However, most Sami _________ (leave) their ancient cottages in the mountain valleys and live a modern life in villages near Sarek. _________ (keep) its natural state, no one else can live here except the Sami are allowed to continue their traditional way of life in the park and all new development _________(ban) within the park boundaries.【巩固应用】1. Exercise 5 of P.272. 课时作业参考答案Unit 3 FASCINATING PARKS ---Reading and thinkingSAREK NATIONAL PARK--EUROPE’S HIDDEN NATURAL TREASURE【阅读深思】Read the text and answer the following questions:(1) What steps has the Swedish government taken to keep Sarek in its natural state?No one else can live in the park, and all new development is banned within park boundaries.(2) How has life changed for the Sami? Why might so few Sami want to live in Sarek?Today, most Sami have houses in villages near Sarek and live a modern life just like their neighbours. Because it is quite different to get to Sarek and all new development is banned within park boundaries.(3) Why does the writer think the sweat and hard works is worth it?Beijing in the beautiful and wild place makes him feel blessed to be alive.【自学反馈】Activity 1: Read the text again and finish the exercises(1) How many hours a day does the sun shine in summer in Sarek?A. 12.B. 8.C. 24.D. 4.(2) Which of the following is not true according to the second paragraph?A. Sarek’s mountains are covered by vast sheets of ice.B. The Sami people arrived here with reindeer.C. Only the Sami are allowed to live in the park.D. All the Sami have changed their way of life.(3) The Sami didn’t use the reindeer for ____________.A. transportB. clothesC. toolsD. food(4). How can we describe the author’s felling during his adventure?A. Hard and annoyedB. Easy and relaxedC. Easy but depressedD. Hard but delighted(5) This passage is mostly like to come fromA. a popular science articleB. a travel journalC. a research reportD. a Geographic MagazineActivity 2: Read the text again and match the subheadings with each paragraph.Para. 1 A. A Land of Mountains and IcePara. 2 B. Man at Peace with NaturePara. 3 C. A Land of AdventurePara. 4 D. A Summer Where the Sun Never Sleeps【随堂检测】Try to fill the blanks with correct words and then retell the passageSarek National Park lies in the remote far north of Sweden, which is a place with no roads or towns. Since it is above the Arctic Circle, the sun never sets in summer. Once covered (cover) by vast sheets of ice, Sarek's mountains are home to the Sami, the native residents of the park, who lived off reindeer, moved with them, and accompanied them for hundreds (hundred) of years. However, most Sami have left (leave) their ancient cottages in the mountain valleys and live a modern life in villages near Sarek. To keep (keep) its natural state, no one else can live here except that the Sami are allowed to continue their traditional way of life in the park and all new development is banned(ban) within the park boundaries.。

Unit3ReadingforWriting教学设计-高中英语人教版

学习
目标与核心素养
Language ability
1.Express their own ideas freely.
2.Figure out the organization and language feature of a page in a wellness book.
3. Raise their health awareness and develop healthy life habits.
学情分析
The students of this course are from the senior one of high school. After three years of study in junior high school, most students have certain language expression and organizational ability. However, in the process of translation between Chinese and English, many students may lack vocabulary related to sports events, personal names and place names, are not familiar with the structure, function and sentence pattern of the letter of introduction, and lack corresponding writing skills, so they cannot independently write a highquality letter of introduction. Therefore, when designing the teaching process, we need to build a framework. At the same time, as the beginning of high school English writing, students should develop certain writing habits. Therefore, in the design of the teaching process, I will organically integrate the reading and writing method with the process writing.

英语人教版高中必修一(新课标)教案Unit 3 Reading for Writing 教案

Unit 3 Sports and FitnessPeriod 5 Reading for Writing教材分析本单元我们从体育人物、体育竞技的角度讨论体育，而本课时为读写内容，要求学生从健康的角度探讨体育和人们日常生活的关系。

活动主题是“为健康手册编写一页内容”（Write a page in a wellness book）。

文章中描述了主人公健身前后的变化，并且收录在国外高中班级的健康手册中。

在阅读中要求学生理解文章，了解青少年应该具有的正确的健身态度和方式，学习比较和对比的写作方法。

同时，要求学生对自己的心理和身体健康进行反思，对比过去与现在或者将来的打算，培养关注健康的意识并形成正确的健康观。

教学目标1. To read and talk about the story of Kayla.2. To read for writing.3. To summarize the information and organization.4. To write a page for a class wellness book.教学重难点【教学重点】引导学生正确描述健康方面的问题和解决办法。

【教学难点】引导学生学会使用比较和对比的方法，描述事物前后的变化。

教学过程Step 1 Warming-up1. Free talking about health and fitness.(1) How do you keep fit?(2) List different ways of getting fit.设计意图：引导学生谈论自己的健身方法，并且提供图片以供同学讨论不同健身的方法，为引出本课时话题做好铺垫。

Step 2 Pre-readingWork in pairs. Guess what the passage is mainly about according to the theme of this unit and the title Going Positive.设计意图：通过小组活动，根据单元主题来预测文本内容的主旨大意。

Unit3课文理解导学案人教版高中英语选择性

两者当今和谐的共生方式。由此可见，ManatPeacewithNature是最恰当的小标题。
berries
Sight
Touch
Smell
Taste
Sound
Completethesummary
Choosetherightcontentfromtheboxtocompletethesummaryofthetext.Changetheform
ifnecessary.
cottage,set,sour, adventure,traditional,melt
★Afterbreakfast:
Hewillhikeoverthedifficultlandtohis10.__________ontheothersideofthevalley.
II.Classifythefollowingitems accordingtothesensestheydescribe.
life,butafewofthemstillfollowtheirreindeerintothevalleysevery7.__________.
The author’s experiences
★Beforebreakfast:
Helefthistent,walkedovertothemountain8.__________andsawtheRapaRiverflowingthroughthe9.__________below.
andenjoythe6.__________insuchabeautiful andwildplace.
Critical thinking
ArethenaturalparksinChinabeingdamagedbyhumanactivities?Ifso,thinkaboutwhat

Unit 3 reading for writing-21-22学年高中英语人教版必修第三册

allow v.允许，准许 allow sb to do 允许某人做。。 allow for 考虑到，顾及 allowance n.津贴，补助
= all sorts of
= a variety of =various
主语从句，what 在从句中作宾语
满足每个人的口味
admit claim mission occur
diverse downtown fold
select settle
suit
mild super
1.The population of this district is quite __d_i_v_er_s_e__, with immigrants from many countries __s_et_t_li_n_g__ here.
Unit 3 Diverse Cultures
Period 5
Listening and Talking & Assessing Your Progress
& Project
人教版(2019) 必修三
Let’s assess
➢ Complete the following sentences using the correct forms of the words in the box.
4)如果句子是疑问句，则必须用形式主语it Is it true that he is the girl’s father?
现在分词作伴随状语，
“特地融入诸多中国建筑元素”
现在分词作方式状语
过去分词作后置定语
legend n.传奇，说明，图例，刻印文字 legendary adj.传说的，传奇的，著名的

UNIT3READINGFORWRITING课件高中英语人教版必修第一册

(5) You can cut _u_p___ the meat and mix it with flour. (6) Let's cut __a_c_ro_s_s_ the road, it's nearer to the library.
2 Finally, I stopped comparing myself with actresses and models and looking for things that were wrong with my face or body. (P42) (1)Standards in health care have improved enormously compared to 40 years ago. (2)Young people are compared to the sun at eight or nine in the morning. (3)_C__o_m_p__a_re_d_____ (compare) with other European countries, lifestyle in Italy is slower and more relaxing in its own way. (4)When _co_m__p_a_r_i_n_g_____(compare) different cultures,we often pay attention only to the differences without noticing many similarities. (5) By _co_m__p_a_r_i_so_n_____(compare) , expenditure on education increased last year.
Food How can you make your meals healthier?

Unit 3 Reading for Writing 教案--高中英语人教版(2019)必修第一册

新人教版必修一Unit 3 Reading for Writing教案课题UNIT 3 Sports and FitnessPeriod 5 Reading for Writing学科英语班级授课教师教学目标By the end of this section, students will be able to:1.figure out the organisation and language features of a page in a wellness book.2.raise their health awareness and develop healthy life habits.3.learn to write a page in a wellness book by using comparison and contrast.教学主题该板块的活动主题是“为健康簿编写一页内容”（Write a page in a wellness book）。

本单元之前的板块从体育人物、体育竞技的角度讨论体育，而读写板块从健康的角度探讨体育和人们生活的关系。

要求学生阅读文本，了解青少年对健身的正确态度和所采取的方式，学习比较和对比（comparison and contrast）的基本写作方法，对自己的心理健康（如压力、自信）和身体健康（如锻炼、饮食）进行反思，对比过去与现在或者将来的打算，培养关注健康的意识，形成正确的健康观。

教学重点1.指导学生通过阅读，学习健康簿的文本结构和语言特色。

2.指导学生正确描述健康方面的问题和解决办法，让他们学会使用比较和对比的方法，描述事物前后的变化。

教学难点1.引导学生运用所学知识为班级健康簿编写一页内容。

2. 培养学生关注健康的意识，形成正确的健康观。

教学内容与过程Step 1 Lead-in老师让学生讨论体育和他们生活的联系，激发学生的学习兴趣，为接下来的学习做准备。

Unit+3+Reading+for+writing+课件-2人教版(2019)选择性必修第一册

in the smallest space. Come to Dollywood to have fun learning all about America’s
historic southeastern culture!
recommendation
Ending
Language Features
adjectives
some of threisdamee skin,daotf catndryathcattAmioeirncanss,ouftoheornedrs/mardee 1s5t0 yaeaurs ragao ins ats,etBcody
rare experience. Riding on the only steam still working in the southeastern United
Tip:When you want to introduce a attractions, rides, shows …
outdoors. People come from all over America to see skilled workers make wood,
park,
you need offer a name and location, glass, and iron objects in the old-fashioned way. Visiting the candy shop and trying
If you want to have fun and more than fun,come to Disneyland!
recommendation
Ending
Read for structure

Unit 3 Reading for Writing 课件- 高中英语人教版(2019)必修第二册

1. What's the main idea of the blog post? Write a title for it.
The blog is about how to stay safe online and avoid bad experiences on the Internet. Title: Online Safety
Have you ever written a blog post before? If you have, share it with us.
Reading
1 Read the blog post and answer the questions.
1 What's the main idea of the blog post? Write a title for it. 2 What guidelines does the author provide for staying safe online? 3 Who are the online troublemakers the blog post mentions? 4 Do you have any more tips for how to surf the Internet safety? Share your ideas with a partner.
Step 3 Exchange drafts with a partner.
Use the checklist to help your partner revise his/her draft.
✓ Does the writer tell the reader what she knows about the topic? ✓ Are the tips and the suggestions well organised? ✓ Has the writer defined the new words? ✓ Does the author include examples, comparisons or explanations? ✓ Can you find any grammar or spelling mistakes?

2019人教版高中英语必修一Unit3 Reading for Writing教学设计

Unit 3 Reading for Writing 教学设计●课时内容Write to a page in a wellness book主题语境：人与社会主题群：文学、艺术与体育子主题：体育与健康语篇类型：健康手册文本分析：本节课是Kayla为班级健康手册写的一篇个人对于健身和健康观点的文章。

她首先介绍了以前为了追求像电视上苗条女孩的身材，尝试通过不良饮食改变自己的身材。

然而在读了一篇文章之后，她改变了自己的观点，决定通过健身使自己更健康。

她不再和演员模特比较，而是开始欣赏自己，对自己身材乐观，从而使生活变得更加快乐和健康。

总之，所选材料和单元主题语境紧密结合，有助于对主题意义的探究，也有助于体育与健康素养的培养。

●课时目标1.通过阅读健康手册，获取Kayla对健康和健身的观点以及她的过去和现在的做法等信息。

2识别文章的组织结构和语言特征。

3.能够使用恰当的语言和合理的结构为班级健康手册写一篇文章，表达自己的观点。

●重点难点重点：获取文本信息、文本结构和语言特点。

难点：用恰当的语言表达自己对健康的观点。

●教学准备教师准备：健身、饮食与健康的一些网上资料，以便学生阅读。

学生准备：1.反思自己对于健身和健康关系的观点。

2.预习新词汇和课文。

教学过程Step I 学习理解活动一：获取与梳理（SB，P42，Part1）1. Predict.Ask students to look at the picture and the title and try to predict what the text is mainly about.2. Questions Ask students to read the text and answer the following questions:(1) What problem did Kayla have in the past?(2) What does the sentence“I almost went bananas” mean?(3) What made her change her thinking?Suggested answers:(1) Kayla used to try to look like the slim girls on TV and worry about her weight.(2) It means that she always ate bananas.(3) It was an article that she read which suggested to ask“Am I fit?” instead of asking“Am I fat？”【设计意图】通过阅读健康手册，学生获取Kayla对健康和健身的观点以及她的过去和现在的做法等信息，为写作提供范例。

人教版(2019)选择性必修第一册Unit 3 Reading for writing

Theme park
Fun activity
More than fun
Disneyland Dollywood
travelling through... visiting ...
enjoying... visiting... riding...
make your childhood dreams come true
__F_a_m_o_u_s__c_o_u_n_tr_y___
___m_u_s_i_c_g_r_o_u_p_s___
put on
performances there
Whale Shark
Plenty of
Aquarium;
restaurants
__D__o_lp_h_i_n_a_n_d__se_a___ with__ta_s_ty____
Traditional southeastern __c_u_l_tu_r_e___
_A__n_o_l_d_w__o_o_d_en______ _r_o_l_le_r_c_o_a_s_te_r___ Thunderhead
Chimelong Ocean Kingdom in
___O_c_e_a_n_
Para.1 Introduce the topic
P1: General introduction
Para.2 Disneyland
Para.3 Dollywood Para.4 Chimelong Ocean Kingdom
The text is likely to appear
in _t_r_a_v_e_l_b__r_o_c_h_u_r_e__.
cartoon
Visit a _p_i_r_at_e_s_h_i_p__; From_e_n_o_r_m_o_u_s____ _s_w_i_n_g_in_g__s_h_ip_s_s_c_a_ry