Unit3SportsandFitnessReadingforWriting教學(xué)設(shè)計(jì)-高一上學(xué)期英語(yǔ)人教版

人教版高中英語(yǔ)必修1第3單元第5課時(shí)TeachingDesignforpulsory1Unit3SportsandFitnessPeriod5:ReadingforWriting年級(jí)學(xué)科：高一英語(yǔ)教材版本：人教版2019版教材冊(cè)別：必修1

NewSeniorEnglishforChinaStudentsBook1Unit3SportsandFitnessPeriod5:ReadingforWritingLessonDuration:45minsLessontype:writingTextAnalysisThismodulecoversprewriting,whilewritingandpostwritingactivities.Intheprereadingactivities,thestudentsareaskedtoreadatextfirst,whichmainlytellsaboutthechangeoftheheroine'sconceptfromextremepursuitofweightlosstoconcernabouthealth,andexplainsthereasonsforthechangetoguidestudentstodevelopapositiveattitudetowardslife.Afterreading,studentsanswertherelevantquestionsasrequired.Thesetofdisplayquestionshelpsstudents’deepunderstandingofthearticle.Inaddition,askingstudentstofindwordsandphrasesthatshowsimilaritiesanddifferencesinthearticleisalsoapreparationforthenextwriting.Intheprereadingactivities,thereisagroupdiscussionaboutsomeproblemsconcerninghealth.Thequestionsdiscussedaredirectlyrelatedtothefollowingwritingtopics.Thegroupdiscussionisactuallybrainstormingbeforewriting,whichaimstohelpstudentsfindmaterials,generateideasandenrichcontent.Inthewhilewritingactivity,therearefourstepstohelpandguidestudentstowrite.Atthesametime,thesefourstepsalsoteachstudentshowtoorganizetheirarticles.Inthepostwritingactivities,peerreviewismainlysetup.Therearesomenotesservingastheevaluationcriteriaforstudents'positions.Peerreviewcanhelpcultivatestudents'abilitiesofcriticalthinking,analyzingproblemsandsolvingproblems,enrichthecognitiveschemaofauthorsandreaders,enhancetheirerrorcorrectionabilityandimprovethequalityofwritingtextoutput.StudentsAnalysisSenioronestudentshaveacertainamountofvocabularyaccumulationandbasicknowledgeoftheconceptofhealthandtheycancarryoutbasicdiscussiononhealthtopics.However,studentsinsenioronedonotnecessarilyhavethecorrectconceptofhealth,suchasblindlypursuingweightloss.Thiswritinglessonshouldfocusoncultivatingstudents’correcthealthoutlookbyteachingthemtowriteapageofthewellnessbookwiththemeansofparisonandcontrast.TeachingObjectives(1)Studentswillbeabletofigureouttheorganizationandlanguagefeaturesofapageinawellnessbook.(2)Studentscanlearntousethe“parisonandcontrast”methodofwritingtowriteawellnesspageinawellnessbook.(3)Raisestudents’awarenessofhealthanddevelopthierhealthylifehabits.TeachingDifficultPoints(1)Guidestudentstowriteapageoftheclasswellnessbookwithwhattheyhavelearned.(2)Cultivatestudents'awarenessofhealthandformacorrectviewofhealth.TeachingKeyPoints(1)Studentscangraspthetextorganizationandlanguagefeaturesofthewellnessbookthroughreading.(2)Studentscancorrectlydescribehealthproblemsandsolutionsandlearntodescribechangesofthingsbyparisonandcontrast.TeachingProcessPrewriting(12minutes)Step1Askstudentstoreadthepassageandpletethefollowingtasks:Pleasefindthetopicsentenceofeachparagraph.(Theredfontisthereferenceanswer.)ParagraphTopicSentence1IworriedaboutmyweightandtriedeverynewdietIreadaboutonline.2OnceIstartedthinkingaboutmyfitnessratherthanweight,thingsbegantochange.3Bybeingpositiveaboutmyselfandmybody,Ibecamebothhappierandhealthier.Pleasepletetheexercisesonthebooktograsptheorganizationofthepassageandlearnsomewordsandphrasesshowingsimilaritiesanddifferences.Step2Workingroupsanddiscussthequestionsbelow.Ifnecessary,takenotesofthediscussionandchooseatopictofillintheblanksinthebook.Whilewriting(25minutes)Step1Askstudentstoconceivethethemeandcontentoftheirpositionsaccordingtothediscussionnotesrecordedintheprewritingactivities.Askstudentstodrawthemindmapoftheirpositionsaccordingtotheguidanceofwritingcontentgiveninthebook.Step2Askstudntsto