(新)高中英语必修一第三单元写作课教学设计
人教版英语必修一Unit 3(Writing：A Letter Invation)教学设计
Teaching Plan For Writing--A Letter of InvitationTeaching Aims:1 to enable students to write a letter of invitation;2 to make students learn how to appreciate others’ work;3 to make students know teaming with others.Teaching Focuses:1 to enable students to write a letter of invitation;2 to make students learn how to appreciate others’ work.Teaching Difficult:Students in our class didn’t know how to produce a right sentence ,let alone the passage.Teaching Ways:Cooperation; discussion; appreciation; practiceTeaching ProceduresStep I: Connection with excises from 2015 College Entrance Examination(高考作文试题与范文赏析)2015年课标全国卷II假如你是李华，计划和同学去敬老院（nursing home）陪老人们过重阳节（the Double Ninth Festival）。
请给外教Lucy写封邮件，邀她一同前往，内容包括：1. 出发及返回时间；2. 活动：包饺子、表演节目等。
注意：1. 词数100左右；2. 可以适当增加细节，以使行文连贯；3. 结语已为你写好。
[写作提示]1．本文为应用文——电子邮件的写作，属于提纲类作文。
高中必修一英语第三单元
高中必修一英语第三单元一、教学任务及对象1、教学任务本教学设计的任务是针对高中必修一英语第三单元进行详细的教学规划。
该单元主题将涉及英语语言的基本语法结构、词汇扩展、阅读理解、听力训练、口语表达及写作技巧等方面。
通过本单元的学习，学生能够掌握并运用单元中的重点词汇和语法结构，提高英语综合运用能力，同时加强对英语文化的理解和认识。
2、教学对象本次教学的对象是高中一年级学生，他们已经具备了一定的英语基础知识，能够使用简单的英语进行日常交流，并理解一般难度的英语文章。
然而，学生在英语学习过程中，对于语法结构的掌握、词汇的拓展应用、以及听说读写综合技能的提升等方面仍有待加强。
因此，本教学设计将针对学生的实际水平，采取合适的教学策略，激发学生的学习兴趣，提高英语学习效率。
二、教学目标1、知识与技能（1）掌握第三单元的核心词汇和短语，并能正确运用到日常交流和写作中；（2）理解和运用单元中的重点语法结构，如时态、语态、句型等；（3）提高阅读理解能力，能够快速捕捉文章主旨，理解并分析文章细节；（4）培养听力技巧，提高英语听力水平，能够准确理解听力材料内容；（5）加强口语表达能力，能够流畅地运用所学知识进行讨论、辩论和演讲；（6）提升写作技巧，能够独立完成各类写作任务，如叙述文、议论文等。
2、过程与方法（1）采用任务型教学法，设计丰富多样的课堂活动，引导学生主动参与，提高学习积极性；（2）通过小组合作、讨论、互动等方式，促进学生之间的交流与合作，共同解决问题；（3）利用多媒体教学资源，如视频、音频、网络资料等，丰富教学内容，激发学生学习兴趣；（4）创设真实语境，让学生在实际场景中运用所学知识，提高英语实际运用能力；（5）注重个性化教学，关注学生个体差异，针对性地进行辅导，使每个学生都能在原有基础上得到提高。
3、情感，态度与价值观（1）培养学生对英语学习的兴趣和热情，使其树立自信心，克服学习中的困难；（2）引导学生树立正确的英语学习观念，认识到英语学习的重要性，形成长期学习的动力；（3）通过学习英语，拓宽学生的国际视野，使其了解并尊重不同文化，培养跨文化交际意识；（4）教育学生遵守课堂纪律，尊重师长和同学，形成良好的学习氛围；（5）培养学生团结协作、乐于助人的品质，使其在合作中成长，共同提高。
人教必修一Unit 3 写作课教案1
Teaching Aids PPT slides, blackboard, pictures TeachingflowchartT e a c h i n g P r o c e d u r e s StageTeacher’s activitiesStage 1 Pre-writing (10mins)Step1 : Lead-in (2mins)1.The teacher asks the students the question: “Do you have weight concerns?”、“Have you ever tried to lose weight?”、“What methods have you taken to lose weight?”2.The teacher conclude students’ answers and opinions about the questions that the teacher has asked and then move to the next part: “The heroine in the text we are going to learn today also used to have some weight concerns, let’s read about her experiences.”Step2: Reading (5mins)The teacher asks the students to read through the text “Going Positive”in their textbook,and finish the following questions:(1)What problem did Kayla have in the past?(2)What dose the sentence “I almost went bananas” means?(3)What made her change her thinking?Step3: Language learning (3mins)1.Students read the text again and finish the outline by themselves.2.After finish the outline, students continue to finish the following exercise:Underline the words and phrases used in the text to show similarities and differences.Reasons for Stage 1Arouse students' interest in the topic of today’s writing, that is, the real meaning of exercise and the proper ways to lose weight.Reading the example writing can make students get to know the language feature of writing on a wellness book and they can know the proper attitude and ways of losing weight from the writer’s own experience.Stage 2 While-writin g (17mins)Step1: Group work (7mins)1.Students work in groups to discuss the following questions and also the main focus of their writing.2.While discussion, students need to organize their ideas and opinions, and such a table would help.Step 2: Drafting(10mins)The teacher asks students to write their own articles and the teacher will walk around to offer help and remind students to pay attention to the spelling, grammar, punctuation and so on.Students’ writing should follow the following requirements:●Start with a general statement about the topic and your situation.●Tell the reader about how and why you changed or want to change.●Describe the changes and compare the (possible) results.●Tell the reader how the changes have improved or will improve your life.Reasons for Stage 2While discussion, students can organize their own opinions and understand the opinions of others.When students are doing their writing task, students will sort out the knowledge acquired in this class, and exercise their organizational thinking ability and writing ability.Stage 3 post -writing (12mins)Step1: Self-editing (2mins)Students quickly glance through their writing to correct some mistakes that found by themselves.Step2: Peer-editing (5mins)After self-editing, students pass their writing to their deskmate to check and evaluate their works. The evaluation should follow the following standards:Step3: Sharing (5mins)Each students recommends the writing in their hands according to the criteria and share it in the class.Reasons for Stage 3Through these activities, students will regulate their language and work out better ideas or expressions, and they will improve their writing skills. Besides, they will be more willing to share their ideas in public and learn from each other.Stage 4 Homework (1min)The teacher assign the following homework for students:Get your draft back and revise it according to the evaluating criteria and hand it in before next class.Reasons for Stage 4Students will have sufficient time to revise their writing and they will be more familiar with the requirements of writing on a wellness book.Teaching reflection：1.Teaching reflection: By the end of this class, students will know more writing skills, such as “Start witha general statement about the topic”, sentence pattern and expressions to write and communicate about how to lose weight or how to exercise.B l a c k b o a r d/P P T D e s i g n。
新教材高中英语外研版必修一Unit 3 Family matters Section C (教案)
Unit 3 Family mattersDeveloping ideas & Presenting ideas教学设计科目：英语课题：Developing ideas & Presenting ideas 课时：1课时教学目标与核心素养：知识目标：学生掌握本节课的写作主题能力目标：学生能够运用所学知识完成本节课的练习并且能够完成写作情感目标：学生通过写自己的家庭趣事表达自己对于家人的爱，意识到家人的重要性教学重难点教学重点：学生熟练运用各种时态进行写作表达教学难点：写作能力提升，熟记本节课的好词好句课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师带领学生复习本节课的单词和词组What Are The Characteristics Of A Strong Family?Each family is different. But all strong families have some common features. A few of them are listed below:1. Have good communication.A healthy family talks and listens to its every member. It encourages adults and children alike to have a say in the decision making, share their opinions, or talk about their expectations and disappointments.2. Share a feeling of togetherness.The members of the family share common beliefs and, therefore, feel connected to each other. This sense of similarity yields psychological affirmation and one has the satisfaction of being together with like-minded people.3.Spend time with each other.They make sure to have at least one meal together every day. They enjoy playing, camping, dining out or simply discussing politics. They actively involve themselves in each other's lives but know where to draw a line.4. Show care and affection to every member.The members have kind words to say each other. They accept you unconditionally but guide you on to the right path if you are deviating. With their care and affection, they make you feel belonged.二、While-class学生活动：完成活动4。
人教新课标 高中英语 必修一 Unit3 Reading for Writing学案
Unit3 Reading for Writing学案Learning Objectives(教学目标）: To read the passage and study the organization and language features. Learn how to write and complete a wellness book.课前预习：熟读Going PositiveI.Culture NotedietI have a good/bad diet.I am going on a diet. I need to lose weight.“ 5:2 diet ”II.First reading1.What does the wellness book do?2.A. Going positive. B. Asking questions.3.C. Exchanging ideas. D. Looking for things.4.2. Why write a wellness book?5.3. How to write a wellness book?III. Second reading课上练习课中探究IV.Group DiscussionDoctor Certificate(诊断书）Doctor:Date:V. ExampleI am a high school student. I want to feel better about myself and be healthier because sometimes I get down, have no energy and worry about things too much.I decided to change my diet to make it healthier. For example, I stopped eating fast food so often, and introduced fruit and vegetables into my diet every day. Instead of sleeping late on weekends, I got up at regular time and went jogging for 30 minutes.Now, because I become healthier, I become much happier and better about myself too. This has made me more confident to make new friends and try new things.课后作业VI. Homework。
高中英语人教版必修第一册Unit 3 Reading and Thinking 教学设计-
Reading and Thinking 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Unit1姓名学校教学内容分析【What】本节课的话题是选择你喜爱的运动员choose your favourite athlete。
该话题属于主题语境--人与社会。
子话题为文学、艺术与体育中体育活动、大型体育赛事、体育与健康、体育精神；对社会有突出贡献的人物在介绍郎平的部分，作者首先从球员、教练和个人三个角度介绍郎平的成就，然后选取2015年郎平带队备战世界杯，克服种子选手伤病和队长因病离队的挑战，带领中国女排获得女排世界杯冠军的事迹，从而反映出郎平信任队员，不惧挑战的优良品质。
文本最后以郎平2016年带领中国女排获得里约奥运冠军的事例结尾。
在介绍迈克乔丹的部分，首先从乔丹过人的腾空跃起投篮技巧入手，引出乔丹“空中飞人Air Jordan”的绰号。
然后笔锋一转，在称赞乔丹超人的篮球技能后，进一步点出比专业技能更让他出众的是他永不言败的体育精神，正是这种永不言败的精神成就了他的职业生涯的辉煌。
在讲完职业生涯成就之后开始讲述他热心从事公益。
文章最后以他1996年在芝加哥成立男孩女孩俱乐部，与他人分享成功的事例结尾。
【Why】本篇文章内容贴合学生生活，涉及体育三大球中的排球和篮球领域，能够极大的引发学生的阅读兴趣和探究愿望。
文章向学生介绍了郎平和迈克乔丹两位体育领域的代表人物。
有助于开阔学生的视野，增长体育知识、提升人文素养。
学生通过了解两位体育传奇人物的独特经历，感悟他们身上不惧挑战，永不言败的体育精神的诉求。
【How】本文属于新媒体语篇中知识类等网页非连续文本类语篇。
网页主标题为“Living Legends”, 主标题上方为从事不同体育运动的人物剪影，主标题下两个非连续文本各有一个小标题，分别是Lang Ping和Michael Jordan。
文本内容围绕中国女排代表人物郎平和美国NBA传奇人物迈克乔丹展开，采用类似杂志的排版方式分两栏分别介绍郎平和迈克乔丹。
2019人教版高中英语必修一Unit 3 读写课-单元整体教学设计
第五课时教学设计for all people?Step 2Pre-reading1.Observe the pictures and findout what changes they have.2.How can we keep healthy?3.Do you know what a wellnessbook is?引导学生观察健身运动带来的变化，表达保持身体健康的方法，了解健康书。
获取与梳理5minsStep 3 While-reading1.Read what Kayla wrote and match.2.Read what Kayla wrote and answerthe questions：●What problem did Kayla have inthe past?●What does the sentence “I almostwent bananas” mean?●What makes her change herthinking?plete the outline with the wordsand phrases from the text.4.Underline the words that showsimilarities and differences.通过阅读Kayla的文章，梳理总结Kayla健身前后的变化，以及这些变化带来的结果。
熟悉比较、对比类文本的结构，并整理出文本中表达对比的语言。
描述与阐释获取与梳理分析与判断3minsStep 4 Writing：Write a page for a class wellnessbook1.Discuss the questions.e the outline to organise yourideas.3.Write the first draft.4.Swap the draft and correct it●讨论课本活动3的活动，收集写作素材。
人教新教材高中英语必修1Unit 3教学设计1：Reading for Writing
Unit 3 Sports and FitnessReading for WritingThis teaching period mainly deals with reading for writing a class wellness book. Students are expected to learn the knowledge about how to write a class wellness book. First, students are supposed to read a passage which is specially designed to study for the writing purpose. Then, under the guidance of the teacher, students should discuss the topics mentioned on the textbook and learn to write a proper wellness book. The teacher is expected to enable students to master some writing skills concerning class wellness book and learn to write one.1. Get students to have a good understanding of how to write class wellness book 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.1. How to enable students to have a good understanding of the skills of writing a class wellness book.2.How to enable students to write a good class wellness book using some writing skills properly.Step 1: Lead in:At the beginning, a teacher can introduce the topic by asking: Do you want to lose weight and why? Do you think you are fit? After having a small discussion about it, they can move on to read the passage and handle the following activities one by one.Step 2: Read to discover detailsStudents are instructed to read a passage titled “Going Positive” and then solve the questions below.1. What problem did Kayla have in the past?2. What does the sentence “almost went bananas” mean?3. What made her change her thinking?After completing the activities above, they can move on to the text task.Step 3: Read to sum upRead the passage again and figure out the organization and language features.Title:_______________________________________________The turning point:________________________________________________the past the present Aim: _________________________ __________________________ Mood: _______________________ __________________________ Actions: ______________________ __________________________ ______________________ ________________________________________________ ________________________________________________ __________________________ Step 4: Use what you have learnt to write a proper class wellness book.1. Work in groups. Discuss the questions below.ExerciseWhat can you do to make exercise like jogging more enjoyable?StressHow can you plan your work and make sure that you also have time to rest and relax? Self-confidenceWhat can you do to become more confident and feel better about yourself?FoodHow can you make your meals healthier?2. Use the ideas from your discussion to list some positive changes.●What you used to do/do now and results:●What you do now/will do in the future and possible results:Useful expressions to show similarities and differences：Write a short paragraph to describe and explain your changes.Step 5:1.健康书的审题步骤：第一步：明确要求该写作属于经验分享，故要用第一人称来写；时态以一股现在时为主。
人教课标版高中英语必修一 Unit3 Grammar and writing 教案-新版
Unit3 Grammar and writing 教学设计Unit 3 Travel journal (BookⅠ)第五课时（Reading for structures & Writing）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: forecast, insurance, parcel, similar, future, pleasant, accident, besides, think of, get back, interview, conversation, poster, contact, taste, context, enjoyable, activity, service, Thursday1.1.1.1.2 For comprehending: continuous, express, medical, detail, address, calendar, cancel, subject, scenery, peach, depth, agency, destination,1.1.1.1.3 For recognizing: draft, notepad, junk, bid, fathom1.1.1.2 Sentence structures:①I hear that you are travelling along the Mekong River. P21②The weather forecast is not good so we are taking a large parcel of warm clothes with us. P21③ Besides, we are taking out insurance to cover any problems. P21④I hope you’ll have a pleasant journey. P21⑤I don’t know what I’m doing this evening. P21⑥ I keep wondering how you feel about…1.1.2 Ability goals能力目标1.1.2.1 Enable Ss to use the Present Continuous Tense to express future actions properly in different situations.1.1.2.2 Enable Ss to learn how to write an email.1.1.2.3 Get the students to learn how to make a travel poster.1.1.3 Emotion goals情感目标1.1.3.1 Enable Ss to communicate with others well by properly using the Present Continuous Tense in daily life.1.1.3.2 Enable Ss to express themselves well by writing excellent emails and making wonderful posters.1.2 Important & difficult teaching points-教学重难点1.2.1 Important teaching points-教学重点1.2.1.1 How to get Ss to master the usage of the Present Continuous Tense for future actions.1.2.1.2 How to get Ss to learn to write an email and a travel poster.1.2.2 Difficult teaching points-教学难点1.2.2.1 How to use the Present Continuous Tense to express future actions.1.2.2.2 How to write an email well.2. Student analysis学情分析2.1 Fundamental state基本情况学生在初中已经学习了现在进行时，掌握了现在进行时的基本用法。
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。
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。
人教版高中英语必修一教案：Unit+3+Writing+task+in.doc
第一步：导入→由教师向学生介绍武夷山三日游，让学生对使用英语推广旅行社先有一个总体的感知。
第二步：小组准备→学生根据课前制作的海报和课件分组准备，并推选代表上台介绍。
第三步：小组介绍→小组代表上台展示海报、课件，并进行相关介绍巩固知识，运用已学知识解决实际问题第四步：创设情景，引入探究→每组4名组员扮演旅行社工作人员，其余学生扮演游客，到旅行社就详细信息进行咨询。
通过生生互动，探究收集有关的信息，达到知识的整合第五步：小组讨论→选择哪个旅行社，并说明原因拓展外延，迁移，提高第六步：教师小结归纳五、教学策略选择与信息技术融合的设计（一）英语教学主要任务之一是培养学生良好的学习习惯和学习兴趣，培养其交际和运用英语的能力。
要达到这些任务，首先，教师应尽快从旧教材旧教法的框框中解放出来，转变思想，更新观念。
若继续沿用传统的重语言知识讲授、重译写和语法教学、轻语言运用能力的培养，调动不起大多数学生学习英语的积极性。
其次，应重视学生学习英语兴趣的培养，激发学生的学习兴趣。
新时期英语教学要提倡“乐”的观念，情绪越好、越乐观，对所学内容便会发生浓厚的兴趣，学习效果也将越好。
再者，在新形势下，转变教学思想是搞好新教材教法的前提，更新观念是用好新教材的保证。
英语教师在实际教学中应自觉转变过去以应试为目的的教育思想，充分发挥新教材的优势特点，以突出教材的交际功能为主线来培养学生初步运用英语交际的能力；尽快解决教材新与方法旧的矛盾，变“不适应”为“适应”，掌握教学的主动权。
（二）运用交际手段，培养学生的能力。
绝大部分学生主要是在课堂上学习英语，而在现实生活中缺少语言交际的环境和场所。
从语言学角度来看，语言是人与人之间最常用、最有效、最重要的一种交际工具。
交际能力是指在真实的情景中运用语言进行听说读写、交流信息和思想感情的能力。
在教学中我努力创设和提供情景操练的机会，尽可能地将真实生活搬进课堂，注意在教学中为学生创设语言交际的环境。
人教课标版高中英语必修1 Unit3_写作课_名师教学设计(一)
Unit3 写作课名师教学设计（一）课题：基于思维导图展开读后续写教学－－以Module 1 Unit 3 Travel Journal写作课为例一、教材分析所上的教学内容为人教版模块一第三单元的写作部分。
授课老师根据浙江省新高考读后续写的题型，整合了课文的reading和using language的阅读部分，出了一份读后续写的题型进行授课。
二、学情分析学生为高一年级的学生，因为学生并没有接触过读后的练习，对新题型比较生疏，授课老师希望通过指导学生用思维导图构思续写的故事和内容，帮助学生理清思路，组织好语言。
三、Teaching Contents教学内容是教师自己改变的读后续写题型：读后续写，阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
My name is Wang Kun. Ever since middle school, my sister Wang Wei and I have dreamt about taking a great bike trip. After graduating from college, we finally got the chance to take a bike trip. It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.Although it was autumn, the snow was already beginning to fall in Tibet. Our legs were so heavy and cold that they felt like blocks of ice. Have you ever seen snowmen ride bicycles? That’s what we looked liked! Along the way children dressed in long wool coats stopped to look at us. In the late afternoon we found it was so cold that our water bottles froze. However, the lakes shone like glass in the setting sun and looked wonderful. Wang Wei rode in front of me as usual. She is very reliable and I knew I didn’t need to encourage her. To climb the mountains was hard work but as we looked around us, we were surprised by the view. We seemed to be able to see for miles. At one point we were so high that we found ourselves cycling through clouds. Then we began going down the hills. It was great fun especially as it gradually became much warmer. In the valleys colorful butterflies flew around us and we saw many yaks and sheep eating green grass. At this point we had to change our caps, coats, gloves andtrousers for T-shirts and shorts.In the early evening we always stop to make camp. We put up our tent and then we eat. After supper Wang Wei put her head down on her pillow and went to sleep but I stayed awake. At midnight the sky became clearer and the stars grew brighter. It was so quiet. There was almost no wind—only the flames of our fire for company. As I lay beneath the stars I thought about how far we had already travelled.注意：1.所续写短文的词数应为150左右；2.应使用5个以上短文中标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词语。
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。
Unit3SportsandFitnessReadingforwriting教学设计-高中英语人教版
主题单元分课时教学设计指导学生快速阅读文章，并掌握段落大意Ss share theiranswers withpartners.本阶段的学习活动旨在帮助学生培养获取主要信息的能力，使学生了解引导学生第三次阅读文章，学生完成表格：本阶段的学习活动旨在帮助学生分析语篇中的结构内容，能够从结构和逻辑上引导学生讨论图表格中的问题设计意图：本阶段的学习活动旨在通过小组合作的方式引导学生输出关于健康方面的话题表引导学生根据活动四的讨论内容输出观点1.Does the writerexplain why he/shechanged/wants tochange? 2.Does thewriter tell howthe changes haveimproved or willimprove his/herlife? 3.Is thetextwellorganised?4.Does the writer usewords andexpressions toshow similaritiesand differences?5.Are there anygrammar orspelling errors?6.Does the writeruse correctpunctuation?7.What do youappreciate most inthe passage? 8.Doyou have any otherfeedback?根据以上checklist的内容互评设计意图：本阶段的学习活动旨在引导学生在归纳和整理核心语言的基础上，通过小组合作分生可以适当增加自己的信息，使回信内容更加丰富。
学生需要思考以下反思内容并完成写作：。
高中英语必修一第三单元写作课教学设计
高中英语必修一第三单元写作课教学设计高一张驰Teaching objectives:At the end of the class, students will be able to:1.write a passage to describe an android.e the words and expressions and the grammar item in this unit properly . Teaching important points:How to use the words and expressions properly.Teaching difficult points:How to use the linking words and grammar items properly.Teaching procedures:Pre-writingActivity1. (10’)Show the students some sentences from the reading in this unit to remind them of the words and phrases that can be used to describe a computer.1.I could be made to work as “universal machine”to solve any difficultmathematical problems.2.I have been put into robots and used to make mobile phones as well as help withmedical operations.3.Anyhow, my goal is to provide humans with a life of high quality.4.I am a devoted friend and helper of the human race.5.I am as big as a human. In fact, I look like one too.6.I’m a striker so I have to be able to run very fast.7.In this way I can make up new moves using my “artificial intelligence”.8.After all,with the help of my electronic brain which never forgets anything,using my intelligence is what I’m all about.(Students read the sentences and pay attention to the underlined words and phrases, from which they can learn ways to describe an android.) Ask the students to divide the underlined words and phrases into groups according to the table.Appearance/IdentityAbilityGrammar itemLinking wordsGet the students to list more words or expressions to describe a computer.(本环节可以起到承上启下的作用，学生脑海中可以复现本单元中的重点内容；通过回忆下划线的内容，既可以复习巩固，又为新的写作训练架起“引桥”，准备好充足的词汇。
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高中英语必修一第三单元写作课教学设计高一张驰Teaching objectives:At the end of the class, students will be able to:1.write a passage to describe an android.e the words and expressions and the grammar item in this unit properly . Teaching important points:How to use the words and expressions properly.Teaching difficult points:How to use the linking words and grammar items properly.Teaching procedures:Pre-writingActivity1. (10’)Show the students some sentences from the reading in this unit to remind them of the words and phrases that can be used to describe a computer.1.I could be made to work as “universal machine”to solve any difficultmathematical problems.2.I have been put into robots and used to make mobile phones as well as help withmedical operations.3.Anyhow, my goal is to provide humans with a life of high quality.4.I am a devoted friend and helper of the human race.5.I am as big as a human. In fact, I look like one too.6.I’m a striker so I have to be able to run very fast.7.In this way I can make up new moves using my “artificial intelligence”.8.After all,with the help of my electronic brain which never forgets anything,using my intelligence is what I’m all about.(Students read the sentences and pay attention to the underlined words and phrases, from which they can learn ways to describe an android.) Ask the students to divide the underlined words and phrases into groups according to the table.Get the students to list more words or expressions to describe a computer.(本环节可以起到承上启下的作用，学生脑海中可以复现本单元中的重点内容；通过回忆下划线的内容，既可以复习巩固，又为新的写作训练架起“引桥”，准备好充足的词汇。
) While-writingActivity2. (10’)Show some pictures of androids. Ask the students to work in pairs and make sentences using the above words and phrases to describe the androids by answering the following questions. Students should write down the sentences.1. What are the androids?2.What can they do?( 通过师生互动的课堂活动和欣赏图片，激发学生的兴趣，开拓学生的写作思维；学生们可以对所归纳的词语和句型加以运用写成句子，为接下来的写作做好铺垫)Activity 3: (5’)Read the following sample passage and underline the useful sentence structures.My AndroidI would like to have an android that can do all my jobs around the house. I don’t mind what my android looks like, but it must be able to clean the house, mop the floors, cook the dinner and deal with telephone calls. It should also watch over my naughty niece, who comes to my house very often. Whenever she comes, I have to look after her, and sometimes help her with her homework. I hope my android will be programmed to do homework and not make mistakes. In that way, my niece will not spoil my free time and I can go out with my friends.Eg: I would like to have an android that…I don’t mind…It must be able to…It should also…I hope my android will be …In that way…Get the students to summarize the structure of the passage.Part1 brief introduction (appearanace, etc)structure part2 what you wish it to do(ability)part3 fancy ending( changes in your life)1. Try to use the words, expressions and sentence structures of this unit.2. Make sure your passage contains a sentence in passive voice and attributive clause.3. Make sure the verbs are used in the correct form4. Use more than 80 words in your passage(在本环节中，学生可以通过分析范文的结构，为自己的文章准备出一个提纲，并运用划出的功能句型把所积累的句子连成一篇要点齐全，结构清晰的短文)Activity4: (10’)Write a passage about your dreamy android.1)What kind of android or robot have you decided to make?2)What would you like it to look like?3)What would you like it to do for you?4)What’s your reason? (since/ because)5)What will your life be like if you have such an android?（有困难的同学可以通过回答问题的方式完成写作训练）Post-writing （10’）Activity5: Get the students to evaluate their compositions in groups. Exchange their writing with other members in the groups.Check to see:1. How many words or expressions has he/she used from this unit?2. Does the writing have a sentence in passive voice and attributive clause?3. Are the verbs used in the correct form?Each group recommend a passage and share it with the rest of the class. The teacher mark some of them in the class with the help of overhead projector and give some comments.(通过同伴评价这一合作学习的形式，学生可以对自己所写作文的要求与要点以及注意事项有更清楚的了解。
)Homework:Make necessary changes in your writing and copy them in your exercise book for further correction.。