【新教材】2.4ReadingforWriting教学设计-人教版高中英语必修第三册
Unit 1 Period 4 Reading for Writing教学设计-高一英语人教版必修一
必修第一册Unit 1 Teenage Life教学设计Period 4 Reading for WritingTeaching material: Write a letter of adviceTeaching objectives: In this lesson, the students will1. get familiar with and master the text structure of a letter of advice2. grasp the expressions to make suggestions3. write a letter of advice concerning teenager problems4. learn about the physical and mental problems teenagers face in study, extra-curricular activities and growth5. develop the ability to objectively and reasonably analyze teenager problems and figure out solutionsDifficult and focal point: Help the students master the common structure of a letter of advice and its language features; Write a coherent letter of adviceTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching MethodTeaching procedures:Step 1 Lead in1. If you were her, what would you do?2. Can you write a letter of advice to her to offer her your advice?3. How to write a letter of advice?Step 2 Pre-writingActivity 1 Read for detailsRead the letter of advice and answer the questions below.1)What is Worried Friend’s problem?2)What suggestions does Susan Luo give to Worried Friend?3)Besides suggestions, what else does Susan Luo say in her letter?Activity 2 Read for evaluation1)Do you think Susan Luo’s advice is useful? Why?2)What other kinds of advice would you give?Activity 3 Read for structure and language features1. Glance through page 18 and figure out how many parts is the letter made up of? What are they?5 parts: Date, Greeting, Body, Close and Signature.2. What is included in Body Part?Find and mark the parts of the letter that match the following points.A. I know what the problem isB. I understand how you feel.C. This is my advice and reasons.D. I think my advice will help.What expressions does Susan Luo use to show her understanding? Circle them in the letter.Can you think of other ways to express understanding?What expressions does she use to make suggestions? Circle them in the letter.Can you think of other expressions to make suggestions?Step 3 While-writingActivity 1 BrainstormingWhat problems does Xu Ting face?What suggestions will you offer to her?How are you going to write your letter of advice? What parts will be included?How are you going to express your understanding?How are you going to offer you suggestions and reasons?How are you going to express your expectation?Activity 2 DraftingDraft your letter of advice to Xu TingStep 4 Post-writing---EvaluationWork in pairs and exchange your drafts. Use the checklist to give feedback on your partner’s draft.☐Are all the parts of a letter included and organized in a good order?☐Does the writer give reasons for the advice?☐Does the writer use proper expressions to give suggestions?☐Does the writer use commas and stops correctly?☐Is the handwriting easy to read?Step 5 PolishingGet your draft back and revise it.Sample Writing10 September 2018Dear Xu Ting,You wrote that you always feel lonely after school because your parents work in another city. I understand how you feel. It is common for teenagers to feel lonely when they live away from their parents. I think you can try joining a volunteer group that helps other people. This will give you a chance to meet and be around others. It will also help you realise that you are not alone in having problems and that many other people have problems, too. Helping other people also makes us feel better. You can also connect with your parents online. Just because your parents are far away, it doesn’t mean you can’t talk to them. I’m sure that you’ll make new friends and get a chance to speak to your parents more often. This will help drive away your loneliness.Best wishes,Susan LuoStep 6 Language points1. Find and underline the following phrases on page 18.It’s not unusual for teenagers of your generation to be attracted to computer games and the online world.But spending too much time online is unhealthy and makes it very difficult to focus on other things in life.。
【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。
Unit 2 Reading for Writing教学设计-高中英语人教版(2019)必修第一册
Step3 Reading
T: Ask students to read the email and summarize the main idea of each paragraph.
1.Main purpose for the trip
2.Other plans for the trip
3.transport
再次阅读文本，回答每段段意，掌握文本细节信息，培养学生对信息筛选，分析，归纳总结的能力
详细阅读每一段，梳理文章结构信息及语言特点，从宏观到微观，学生掌握文本的组织形式，内容安排，学习仿写
环节五
Step5 Writing
T:Ask students to write an email to Richard and talk about your own travel plan.
be planning to/be going to…
The reason for your plan: amazing
I’ve heard that... and I can’t wait to go.
It is an amazing sight…
…is almost unbelievable.
Other plans for the trip
·A specific purpose?
·A fixed layout(格式)?
·Appropriate language?
·Neat handwriting?
·Does each paragraph have a clear main idea?
·Does the writer use the present continuous tense for future plans?
新教材人教20版必修二Unit-4-Reading-for-Writing(英语)优质课件
答案: A
Ⅱ. 文本细节理解: 关注特色表达 1. Which of the following can not be seen in the “Emerald Isle”? A. Many green counties. B. Rolling green hills. C. Sheep and cattle. D. Beautiful lakes.
Ⅲ. 文本梳理
【写作指导】 【文体剖析】
建议信是常考作文形式之一, 作者需要就别人的问题给出合 理的建议。在行文的时候, 尤其要将理由部分作为重点来写, 语气 要委婉。
【话题词汇】
1. have a great influence on 对……有巨大的影响
2. has a history of
【典题演练】 假定你是李华, 你的澳大利亚朋友 Martin想来中国旅游, 希望
你推荐一个合适的城市。你向他推荐了西安市。请根据以下提示 写一封邮件。 内容包括: 1. 推荐理由; 2. 你的祝愿。
注意: 1. 词数100左右; 2. 可以适当增加细节, 以使行文连贯。 参考词汇: 兵马俑 terracotta warriors and horses
5. I am writing to express my warm welcome and strongly recommend that you pay a visit to Xi’an. 我正在写信表示我的热烈欢迎并且强烈推荐你去西安。 6. Hope you’ll have a good time in China. 希望你在中国玩得愉快。
Unit 4 History and Traditions Reading for Writing
【文本研读】 Ⅰ. 文本整体理解: 快速浏览文章 What’s the main idea of the text? A. Introduce Ireland and its traditions. B. Introduce Ireland’s snacks. C. Introduce Ireland’s history. D. Introduce Ireland’s scenery.
2019新人教版高中英语必修一：Unit2 traveling around period 4 reading for writing 教案
讲授新课
STEP 2 NEW WORDS
Readsomesentences and tell the meaning about some words.
1.It is amazing that there are more than 8,000 statues.
expectedto the knowledge about how to write an article about making a travel plan.
. Theteachers areexpectedto enable studentstomaster some writing skills.
2.Terracotta Army is a must-see historic site, and it is located in Lintong District.
3.You can also visit the tomb of the The First Emperor, and Lishan Mountains there.
6.Shaanxi History Museum is one of the best museums in China because there’s so much you can see there!
2.Review :
If you go to Xi’an,what do you need to prepare?
Emotional objectives: Develop students’sense of cooperative learning andindividualcapability.
Thinking quality objectives: Inspire the students’spirit of patriotism.
【教案】Reading for writing教案
【教案】Reading for writing教案一、教学目标1. 让学生通过阅读理解文章内容，提高阅读能力。
2. 培养学生从阅读中获取灵感，激发写作兴趣。
3. 引导学生学会运用阅读中的素材和技巧进行写作。
二、教学内容1. 选择一篇适合学生阅读的文章，文章内容要有趣味性，富有教育意义。
2. 引导学生通过阅读理解文章主旨、人物、情节等。
3. 分析文章中的写作技巧，如描写方法、修辞手法等。
三、教学过程1. 课前准备：教师挑选一篇适合学生的文章，准备相关教学材料。
2. 课堂导入：引导学生关注文章，激发阅读兴趣。
3. 自主阅读：学生独立阅读文章，理解大意。
4. 分享交流：学生分组讨论，分享阅读心得，交流对文章内容的理解。
5. 教师讲解：教师针对文章内容进行讲解，引导学生深入理解文章。
6. 写作技巧分析：教师分析文章中的写作技巧，引导学生学会运用。
四、教学评价1. 学生阅读理解能力的提高：通过课堂提问、练习等方式评估学生的阅读理解能力。
2. 学生写作能力的提升：通过课后写作练习评估学生的写作能力。
3. 学生对阅读和写作的兴趣：观察学生在课堂上的参与程度，以及课后主动阅读和写作的情况。
五、教学资源1. 教学文章：选择一篇具有教育意义的文章，如寓言故事、人物传记等。
2. 教学材料：与文章相关的图片、视频等辅助教学材料。
3. 写作练习：设计课后写作练习，让学生运用阅读中的素材和技巧进行写作。
六、教学活动1. 案例分析：教师展示一篇优秀的写作案例，让学生分析其中的写作技巧和构思方法。
2. 模仿练习：学生根据案例中的写作技巧，模仿写作一篇短文。
3. 同伴评审：学生互相交换作品，进行评审，给出建议和意见。
4. 教师点评：教师对学生的作品进行点评，指导学生改进写作技巧。
七、写作策略1. 启发思考：教师提出问题，引导学生思考，激发学生的写作灵感。
2. 构思指导：教师教授构思方法，如思维导图、故事梗概等，帮助学生组织写作内容。
新教材高中英语ReadingforWriting学案含解析新人教版必修第一册
新教材高中英语学案：Welcome UnitListening and TalkingReading for WritingReflect on your learning styles and strategies.Ⅰ. 话题词汇1. reflect on 考虑; 反思2. learning styles 学习方式, 学习风格3. learning strategies 学习策略4. work/study in groups 小组学习5. listen to the teacher and take notes听老师讲并做笔记6. watch videos 看视频7. use flash cards 用教学卡片8. make mind maps 制作思维导图9. keep a learning diary 记学习日记10. organise one’s thoughts 组织某人的想法11. learning goals 学习目标12. make plans for English studies制订英语学习计划13. exchange learning experience 交流学习经验14. improve your reading skills 提高你的阅读技能15. check for new words 查新单词Ⅱ. 情境交际(听录音补全对话)A=Amy L=Li MingA: Hi, Li Ming. Ready for the test? Do you have any 1. study tips for me ?L: Not really. I just listen to the teacher and 2. take notes.A: Oh, group work is my 3. favourite way to learn. I’m an outgoing person, so I like to discuss things. Talking to others helps me remember things.L: I’m not very good a t group work but I have other ways of remembering things.I like using 4. flash cards. They are really effective.A: Hmm. . . Notes and flash cards. . . I think you’re a visual learner.L: Yes, I guess so. I learn best when I look at pictures, so I make mind maps to organise my thoughts. I keep a 5. learning diary, too. I write down what I’ve learnt and my thoughts. It helps me plan my learning and what I need to review for exams. A: Ah, that’s a good idea. I want to try that! My friends and I have a 6. study group. We talk about what we’re learning and help each other. Why don’t you join us?L: Sure, I’d like that.Ⅰ. 话题句式1. I have set goals and made plans for my study this term.我已经为这个学期的学习制订了目标和计划。
高中英语reading for writing优秀教案
高中英语reading for writing优秀教案本教案主要针对高中英语readingforwriting的教学，旨在帮助学生提高阅读和写作能力，培养学生的思维能力和文化素养。
教案设计包括以下内容：一、教学目标1. 了解和掌握reading for writing的基本概念和方法；2. 提高学生阅读和写作能力，培养学生的思维能力和文化素养；3. 培养学生独立思考、分析和解决问题的能力。
二、教学内容1. 什么是reading for writing；2. 如何进行reading for writing；3. 如何写作一个好的reading for writing作品。
三、教学方法1. 教师讲解+学生讨论；2. 阅读+写作练习；3. 学生自主学习+小组合作。
四、教学流程1. 介绍reading for writing的基本概念和方法；2. 讲解如何进行reading for writing，包括如何选择材料、如何阅读、如何记录笔记等；3. 给学生分配阅读任务，要求学生根据自己的兴趣选择适合自己的材料，并记录笔记；4. 学生小组讨论，分享自己的阅读心得和笔记；5. 学生个人撰写reading for writing作品，并互相交流修改；6. 教师进行作品评价，并给出改进意见。
五、教学评估1. 通过学生阅读记录和笔记，评估学生的阅读能力和分析能力；2. 通过学生的作品，评估学生的写作能力和思维能力。
六、教学反思1. 鼓励学生积极参与，提高学生的自主学习能力；2. 帮助学生分析问题、解决问题，提高学生的思维能力和创新能力；3. 引导学生关注文化和社会问题，提高学生的文化素养。
人教新教材英语必修1Welcome Unit 教学设计1：Reading for Writing
Welcome UnitReading for Writing〖教材分析〗This teaching period mainly deals with reading for writing a profile. Students are expected to learn the knowledge about how to write a profile. The teacher is expected to enable students to master some writing skills concerning a person’s profile and learn to write one.〖教学目标与核心素养〗1. Get students to have a good understanding of how to write a person’s profile properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.〖教学重难点〗1. How to enable students to have a good understanding of a person’s profile.2. How to enable students to write a good profile using some writing skills properly.〖教学过程〗Step 1: Lead inAsk students how to write a profile? What kinds of aspects should be included? It is recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover detailsThe teacher is expected to ask students to read the student profile on page 8 silently and then request students to discuss the questions below. In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.1. What is Ann like?2. What are Ann’s hobbies?3. What is Ann’s dream?4. Where does Thando come from?5. What is Thando’s dream?6. What kind of person is Thando?7. What does “you will never see me without a book or a pen” mean?8. Which profile do you like better? Why?Step 3: Read to sum upAfter learning the passage on Page 8, the teacher leads students to confirm the possible aspects that a profile can include and fill in each part with the information from the student profiles.A Name, age, grade, schoolB PersonallyC Favorite subjectD. Learning style E Hobbies F future plans and dreamsStep 4: Read to write down phrases and sentences:In this step, the teacher asks students to sum up some ideas regarding the following topic:Write down the phrases that Ann and Thando use to describe their personalities and the sentences that they use to describe their learning styles.Step 5: Use what you have learnt to write your own student profile.1. Complete the outline and use it to draft your student profile.Your student profile2. Exchange draftsAfter each student finishes their own profile, they are required to exchange the drafts with their desk mates and evaluate the drafts with the following criteria.Use the checklist to give feedback on your partner’s draft.√Does the profile leave a good impression on your classmates?√Are all the parts in Activity 2 included and organized in a good order?√Are the sentence structures correct?√Do all the sentences begin with capital letters?√Are there any spelling mistakes?。
【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。
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。
2019新人教高中英语必修一Unit4Reading for writing公开课教案
2019新人教高中英语必修一Unit4 Reading for writing教案Teaching aims:1.Enable students to get the main idea of the text and identify the type and language features of the text.2.Analyse the sample and summarize the key elements in writing a summary.3.Write a summary of the passage"THE NIGHT THE EARTH DIDN'T SLEEP".Teaching key points:1.Help students identify the type and language features of the text.2.Enable students to write a summary.Teaching difficult points:1.Get students to analyse the structures and language features of the text.2.Enlighten students on the key steps of writing a summary.Teaching procedureStep I Lead-inWatch a clip from“Video Time”.Prepare some questions before watching.1.What is a tsunami?What causes it?2.What damage can it cause?Suggested answers:1.Harbor wave.It is caused by the earthquake.2.It can crash over everything in its way,buildings and even a whole city. Besides,it can cause many deaths too.Step ⅡReadingActivity 1 PredictionLook at the picture and title,infer the type of the text and predict what the text might be about. If students can recognize the text is a news report,then ask them further about the key points of a news report.Suggested answers:It is a news report.It might be going to talk about the big damage the tsunamicaused. The key points of a news report include what,when,where,why and how.Activity 2 Reading for the gist & language features 1. What is the main idea of the text? Complete the following information.What:___________________________When:___________________________Why:____________________________Where:__________________________How:____________________________2.What makes the news report believable?Suggested answers:1.It reported a big tsunami in Asia,including its cause and the great damage it brought to people.What:The tsunami caused over 6,500 people deaths.It caused great damage to buildings,cars and roads.When:On 27 December 2004.Why:The tsunami was caused by a powerful earthquake.Where:In Indonesia,India,Thailand,Malaysia,and at least four other countries.How:The foreign aid is organized,but supplies are difficult to deliver because of the damaged roads.2. The spot picture, the serious title, the numbers cited,and the fact reported in an objective manner are all that make the news report more believable.Activity 3 Checking the main points of a sample summary.On 27 December 2004,a tsunami killed more than 6,500 tourists, fishermen and other locals in Southeast Asia. Thousands of people are missing and the number of deaths is expected to grow. The damage caused by the tsunami is making it difficult for rescue workers to help the survivors.What main points does it include? Any other features you find in this summary writing?Suggested answers:Main points:date,place,event,cause and effect. Other features:1.A summary is ashort statement. 2.It tells the main idea and only lists the most important information.3.It doesn't literally copy the original text;it requires us to write in our own words.Step ⅢWriting a summaryFollow the steps below to write a summary for the text on Page 50.1.Read the text and write a list of the main details.2.Write down the main idea of each paragraph based on the details above.anize the ideas and draft your summary.4.Exchange e the checklist on Page 55 to give feedback on your partner's draft.Suggested answers:1. Strange things happened in the countryside before the earthquake.An earthquake hit Tangshan China on 28 July 1976.The number of people who were killed or badly injured in the quake was more than 400,00.Nearly everything in the city was destroyed.Soldiers and medical workers came to help the people who had great loss and try to find survivors.With strong support from the government and the tire-less efforts of the city's people,a new Tangshan was built upon the earthquake ruins.2.Paragraph 1:Strange things happened in the countryside of Hebei,China.Paragraph 2:A strong earthquake hit Tangshan,and many people were killed or injured.Paragraph 3:The city was greatly affected and nearly destroyed.Paragraph 4:The rescue work began soon after the quake.Paragraph 5:With strong support from the government and the city's people,the new city of Tangshan was built.3.Sample writingFor several days,strange things occurred in the countryside of northeasternHebei. Then, on 28 July 1976, an earthquake hit Tangshan city. The city was greatly affected and nearly destroyed. Many people were killed or injured. The rescue work began soon after the quake. Soldiers and medical workers arrived to find survivors and help the people who had lost everything. With strong support from the government and the tireless efforts of the people,a new Tangshan was built.。
人教版选择性必修一Unit4 Reading for Writing教学设计思路 课件
Complete the passage with body language.
After the interview, all the candidates(候选人) were waiting outside the room nervously. The result was soon announced and I was told by the judges that I
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。这也是对后面的写 作训练做必要的语言输入。
Question :
Para. 3
When students are interested or bored,
在课堂上的不同表现;描述其中一张 照片，为阅读做准备。
Classroom body language can help a teacher to know his/her students better.
Activity1: Read for expressions. Activity2: Draw a conclusion:
① Q:In which paragraphs can you find out the answer?
Pay attention to the key words of the question.
② Underline the key words for the answer on your paper.
2023_2024学年新教材高中英语Unit2SectionⅣ课件新人教版必修第一册
(2)根据汉语句意完成英语句子。 ①我们在制订计划前,最好详细地讨论所有的事情。 We’d better discuss everything _in_ d__et_a_i_l before we work out the plan. ②他不想详述那些天发生的所有事情。 He doesn’t want to _g_o_ i_n_t_o _d_e_ta_i_l(_s_) about all the events of those days.
(2)相关短语: ①catch sight of 看见,瞥见 ②lose sight of 看不见…… ③come into sight _进__入__视__野__中__ ④out of sight _看__不__见__ ⑤at first sight 乍看起来,一看见 ⑥at the sight of 一看见…… 【应用实践】 单句语法填空。 ①The children were thrilled with joy at _th_e_ sight of their New Year presents. ②The mountain town came _in_t_o_ sight as we turned the last corner. ③Ed caught sight _o_f a bus slowing down before the stop.
▶Their car broke down, causing the delay. 他们的汽车抛锚了,所以导致了延误。 ▶Working harder, you will make great progress. 如果努力工作,你会取得很大的进步。 ▶Weighing almost 50 kilograms, the stone was moved by him alone. 虽然那块石头重将近50千克,但他一个人就把它挪动了。 【探究总结】 (1)动词-ing形式(短语)作状语时,其和句子的主语存在逻辑上的_主__谓__关系。 (2) 动词-ing形式(短语)可以用作伴随状语、时间状语、原因状语、条件状语、 让步状语、结果状语、方式状语等,相当于一个_状__语__从__句_。
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.。
2019新人教高中英语必修二Unit 4--Reading for writing公开课教案
2019新人教高中英语必修二Unit4 History and TraditionReading for writing公开课教案Teaching aims:By the end of this period, students will be able to1.Read the article and experience the beauty as the author .2.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.3.Learn to organize an essay with “Introduction---Body---Ending”.4.Learn to judge and correct other essays.Teaching key and difficult points:1.Enable students to analyse the organization and language features of the passage.2.Learn how to write an essay using the “Introduction---Body---Ending” structure.3.Enable students to write an essay from sight, smell, taste, hearing and touch.Teaching procedures:StepⅠWarming upTalk about some places that students like.T:Class,have you ever travelled around? Can you describe a place that you like?S:Yes, of course.I have been to many places like London. It is a traditional place with many places of interest.T:Can you give us more details about London?S:The capital city London is a great place, as it is an ancient port city that has a history dating all the way back to Roman times.There are countless historic sites to explore, and lots of museums with ancient relics from all over the UK.StepⅠReading for the main ideaRead the passage to find out the main idea and try to analyse the structure by drawing a mind map.Suggested answers:Main idea:This passage mainly introduces the beautiful scenery and thetraditions of Ireland.Structure:StepⅠ Reading for detailsRead the text and answer the questions.1.What makes the Irish countryside exciting and inspiring?2.What are the best ways to experience some Irish traditions and culture?3.What is the meaning of “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song”?4.What are the best ways to experience Chinese traditions and customs?Suggested answers:1.Its beauty and how it offers something for all the senses.2.By stopping by a village pub and relaxing with a drink and traditional meal while listening to music and watching dancing./By exploring all different parts of the country and experiencing what the country gives to all the senses.3.It means to not just smell but also breathe in the smell of fresh flowers early in the morning as the birds sing their first song of the new day.4.By travelling to different places and using all your senses to experience everything and by interacting with local people.StepⅠReading for organization and language featuresActivity 1 Analyse the descriptive paragraph.1.Identify and underline the paragraph’s introductory sentence(s) and the ending sentence(s).2.The paragraph talks about different senses in different places.Write the senses and places in the order that they appear.Senses:1.____________Places:1.2.2.3.3.4.4.Suggested answers:1.Introductory sentence:Ireland’s beautiful countryside has always had a great influence on its people and traditions.Ending sentence:And if you introduce yourself to a friendly face,you are more than likely to experience local culture and customs first-hand.2.Senses:1.sight Places: 1.in the green counties and hills2.hearing 2.by the sea3.touch 3.in the mountains4.smell 4.in the mountainsActivity 2 Find out the words that the writer use to describe sensory details.(红色为学生填写部分）Sight a feast for the eyesSmell sweet scentTaste deliciousHearing roar,cries,music of the coast,morning songTouch feel the sun on your skinStepⅠUse what you have learnt in this unit to describe an interesting,exciting,or surprising place.Activity 1Preparations for writingSuggested answers:Topic:My villageBody:1.The sunrise,red,the mountains,children,adults,gold haze,stars.2.Beautiful,quiet,peaceful.3.Delicious daily food.4.The sound of roosters,loud cries,laughter,the sound of birds.5.The smell of hot oil and fragrant spices.6.Everything is good and nice.Activity 2Use your answers to draft a passage about the place.Introduction Make the reader eager toread your writingA striking imageSomething surprisingA quote or questionIn my village,every day starts with a“fire”! The houses turn red as the sun risesabove the mountains.Body TransitionsHelp the reader follow yourideasIn the morning/afternoon/eveningFirst,second,etc.In the north...In the east... Details and examplesUse sensory detailsDo not use general wordsGive examplesWhat can you see,hear,smell,etc.?I learnt a lot.→What did you learn?There were many things...→What?Some people...→Who?EndingLet the reader know that thepassage endsHelp the reader rememberyour writingAt night,the stars come out to tell usthat all is well and my village growsquiet.For now we’ll sleep,and tomorrowthe sun will set us on fire again for a newday!Suggested answers:In my village,every day starts with a “fire”!The houses turn red as the sun risesabove the mountains.Seeing the flames,the roosters sound the alarm.They wake everyone in the village with their loud cries,chasing the children to school and rushing the adults to work.In the evening,a gold haze settles over everything.This is my favourite time of the day,when all work for the day has been completed.When the smell of hot oil and fragrant spices float through the air,I know that it will soon be time for dinner.My neighbours begin to call their children to come home.The birds begin their nightly quarrel over their favourite places to rest.At night,the stars come out to tell us that all is well and my village grows quiet.For now we’ll sleep,and tomorrow the sun will set us on fire again for a new day!Activity 3Evaluate and polish the drafts.1.Exchange e the checklist to give feedback on each other’s draft.2.Polish your drafts and share with your partners.。
Unit 2 Reading for writing教学设计-高中英语新教材必修第三册大单元整体教学
Unit 2 Reading for writing教学设计-高中英语新教材必修第三册大单元整体教学设计+拼图式阅读（视频+课件+教案）教学设计一、教学目标1.语言知识：学生掌握阅读技巧，能够理解有关生态、环境保护的文章，积累相关词汇和表达方式。
2.语言能力：通过拼图式阅读，提高学生的阅读技能和阅读速度，培养学生的批判思维和写作能力。
3.学习策略：引导学生探索拼图式阅读的学习方法，培养学生的自主学习和合作学习能力。
二、教学重点与难点重点：1.拼图式阅读的技巧和策略。
2.理解文章中有关环保和生态的信息和观点。
难点：在拼图式阅读的过程中，学生如何准确地推理、理解文章的逻辑关系。
三、教学内容与过程1.预习（5分钟）通过幻灯片展示生态和环保的图片，引发学生的思考：这些图片中反映的是什么现象？这些现象对我们的生活和环境有什么影响？如何保护我们的环境和生态？2.拼图式阅读（30分钟）教师先讲解拼图式阅读的技巧和策略，然后将一篇关于环保和生态的文章分成若干小段，放在不同的卡片上，让学生分组进行阅读。
每个小组要根据自己手中的卡片，不断推理和推断，以正确的方式拼接所有卡片上的信息，完成文章的理解和整体的把握。
同时教师也在课堂上监督和指导，协助学生完成阅读任务。
在阅读结束之后，教师可以将整篇文章投影出来，让学生进行全文理解和反思。
3.讨论（20分钟）教师通过提问，引导学生分析文章中的信息和观点。
例如，文章中的信息主要涉及哪些方面？作者对于生态和环保问题有什么看法和建议？对于已经造成的环境污染，我们应当采取什么措施？在讨论中，教师要鼓励学生积极表达自己的想法，并指导学生如何批判性地思考和表达。
4.写作（30分钟）根据文章中的信息和观点，教师让学生展开思考，撰写一篇短文，阐述自己对于生态和环保问题的看法和建议。
同时，教师也要对学生的写作进行指导和反馈，帮助学生提高写作能力。
四、教学资源与评估教学资源：幻灯片，卡片，教材，投影仪。
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Unit 2 Morals and VirtuesPeriod 4 Reading for Writing教学设计The topic of this part is “Share your opinions about a moral story”．This section focuses on the social responsibility. This reading is a fable A Stone on the Road, which isrich in the educational functions and profound meanings. So students not only should be guided to learn itssuperficial meaning, but understand its inner meaning. Then students should be asked to write commentsabout the story, which aims at making them analyzing the story from the outer to the inner, understandingthe author’s views correctly and expressing their own feelings and opinions by organizing proper language.Concretely, the fable tells that to detect his people’s attitudes to problems, a king put a large stone inthe middle of the main street and hid gold coins under the stone. Then he hid and watched people’sresponse to the stone. Although the stone led to much inconvenience, even complaint, no one was reluctantto remove the stone. At last, an honest youn g girl had it removed, who got the king’s gold coins and praise. In the reading, the speeches like personification, metaphor and symbol are used to uncover the educationaltheme and profound meanings.1. Read quickly to get main idea; read carefully to get the detailed information about the fable.2.Learn the structure of the reading article and language.3.Write a story comment.4.Learn to correct others’ comments.1. Write a story comment.e the structure of the reading article and language.Step 1 Lead in ---Small talkIn our traditional culture, there are a lot of good morals and virtues. Can you list some ?diligence/hard-working; obliging/be ready to help others; perseverance/toughness; thrift/economicDo you know some fables or stories about them?Yu Gong Moved the MountainsHou Yi shot the SunStep 2 While reading ---Task 1 Read the fable and answer the following questions:Q1: What does the fable tell us ?It tells us not to ignore and complain about the problems we meet, but to solve it positively.Q2: What was the king ’s idea for teaching an important lesson to his people ?He put a huge stone in the middle of a street, and watched to see if anyone would move it.Q3: What was the response from most of the people?They just became angry or upset because the stone was in their way.Q4: What did the young girl think and do when she saw the coins ?She thought that the money belonged to someone else and that it should be returned.Step 3 While reading ---Task 2This story pres ented different people ’s emotions and responses when they came across the same problem. Complete the table according to the story.Step 4 Post reading---Pair workQ1: What do you think this fable is trying to tell us?It is trying tell us that we should all take responsibility for our community, society and country.Q2: Was the king wise ? Why or why not ?Yes, he was. Because as a ruler, h e should pay attention to his people ’s morals and virtues. Only having good morals and virtues could make his people live with each other in harmony, and his country may be in control and prosperity.No, he wasn ’t. Because no one learnt anything from his experiment. In the text, the milkman, thewoman with water, the other villagers ignored and even complained about the stone and continued their journey. It seemed that the social responsibility of the majority is too little just because they are busy withpersonexperience emotion response milkmancrashed into the stone angry went away woman with water tripped over the stone sad limped away in tearsother villagers complained about the stone upsetnobody made an attempt to movethe stoneyoung girlsucceeded in moving thestone to the side of the street.tired, surprised wanted to find the owner of the gold.their own things.Q3: Can you list similar things in your life when you felt and acted like the girl or like the other people in the story?I recently saw some children playing on a dangerous balcony, and so I warned them it was dangerous and had them go somewhere else to play. However, often I’m more like the milkman in the story becauseI ’m very busy with my own work and worries.Step 5 Writing ---The Outline Step 6 Writing---Words and phrases1. 寓言fable2. 等着作某事wait to do sth/wait for doing sth3. 负责任take responsibility for/be responsible for4. 成功作某事succeed in doing sth/be successful in doing sth5. 因...让人印象深刻have a deep impression on/upon/impress on/upon with sth 6. 目的purpose7. 鉴于这一原因for the reasonStep 6 Writing---make sentences1. 这个寓言是一个关于一位国王古寓言。