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

新人教版（2019）英语必修一Unit3Sportsandfitnessperiod4readingforwriting教学设计课题Writeapageinawellnessbook单元Unit1学科English年级高一教材分析Thisarticlebelongstothethemegroupoflifeandlearninginthecontextofpeopleandself.Throughthetitle"GoingPositive",wecanpreliminarilyperceivethatthethemeofthistextissomeexamplesforstudentstoleadahealthylife.Afterreadingthetext,studentscanfirstseetheintroductionoftheprotagonist:shebegantodietandfastbecausesheenviedslimpeople,butshedidnotgettheresultsshewanted,untilshesawanintroductionaboutfatandfit,shegotarudeawakeningandbegantopursueahealthylife.Thetextisadescriptionoftheprotagonist'spre-andpost-fitnesschanges,includedinawellnessbookforhighschoolclassesabroad.Inthehealthbook,studentscanexpresstheirviewsonhealthanddescribetheirfitnessexperience.Therefore,thelanguageofthisarticleiscasualandrelaxed,andthestructureofthetextissimpleandclear.Thethreeparagraphsdescribethepastworriesandeatingproblems,thechangesinideasandeating,andthecurrentactions.Thewritingtechniquemainlyusescomparisonandcontrasttoreflectthepositivephysicalandpsychologicalchangesoftheprotagonistbeforeandafterbodybuilding.学情分析Thestudentsofthiscoursearefromthesenioroneofhighschool.Afterthreeyearsofstudyinjuniorhighschool,moststudentshavecertainlanguageexpressionandorganizationalability.However,intheprocessoftranslationbetweenChineseandEnglish,manystudentsmaylackvocabularyrelatedtosportsevents,personalnamesandplacenames,arenotfamiliarwiththestructure,functionandsentencepatternoftheletterofintroduction,andlackcorrespondingwritingskills,sotheycannotindependentlywriteahigh-qualityletterofintroduction.Therefore,whendesigningtheteachingprocess,weneedtobuildaframework.Atthesametime,asthebeginningofhighschoolEnglishwriting,studentsshoulddevelopcertainwritinghabits.Therefore,inthedesignoftheteachingprocess,Iwillorganicallyintegratethereadingandwritingmethodwiththeprocesswriting.学习目标与核心素养Languageability1.Expresstheirownideasfreely.2.Figureouttheorganizationandlanguagefeatureofapageinawellnessbook.3.Raisetheirhealthawarenessanddevelophealthylifehabits.4.Writeashortparagraphinawellnessbook.LearningabilityCulturalawarenessThinkingqualities重点Howtoinstructstudentstoextracttheessenceofprocesswritingandapplyittoothercompositionwriting;难点How

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wellnesslogically教学方法PWPmode;Theactivity-basedlearningapproachtoEFL;CAI(ComputerAssistedInstruction);Cooperativelanguagelearning;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StepILeadinWatchthevideoandtalkWhatarethegoodwaystokeephealthyandfit?Whatisyourdefinitionof“wellness”?Wherecanwelearntokeephealthy?Culturalnote:Doyouknowwhatawellnessbookis?Haveafreetalkandspeakoutsomethingaboutwellness.Arousetheirinterestinthetopicandexpandtheirhorizonsandsparktheirinterest.读中环节Activity1:Readforinformation.Activity2:Readfortheorganization.Activity2:Readforthelanguage.Activity3:SummarizeSkimthetextandreadthepassagequickly,lookingforwhatKaylawroteforawellnessbook,andansweringthequestions.Readthepassageagainandcompletetheoutlinewiththewordsandphrasesfromthetext.Underlinethewordsandphrasesusedinthetexttoshowsimilaritiesanddifferences.Underlinethewordsthatthewriterusestomakethetextmorelogical.Byskimmingthepassage,theycangrasptheinformation.Familiarizestudentswithanalysisskills,skimming.Identifytheorganizationsofthewritingpassageandthestudentscanfollowthestructuretodesignandwrite.Ssareabletowritewiththehelpofwordsandexpressionslearntfromthepassageandtheskillsofshowingsimilaritiesanddifferences.Thesummarycanhelpstudentstowritelogically.读后环节Activity1:Discussandthinkaboutthesolutionstosomehealthproblems.Activity2:Usetheideasfromyourdiscussiontolistsomepositivechanges.Activity3:Writeontheirown.Exchangedraftswithyourpartner!Usethechecklisttogivefeedbackonyourpartner’sdraft.DiscussandfindsolutionstotheproblemsListpositivechanges.Workingroupstotranslatethesentencesbyusingwhattheylearnedinthisclass.ExchangeandpolishPracticetheirskillsforsummaryandconclusion.Usewhattheylearnttowriteand